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[null,null,null,"Napier","Q Margaret","Dundee","Royal Conservatoire","Rural College","Aberdeen","Glasgow","Strathclyde","UWS","Caledonian","H-W","St Andrews","GSA","RGU","UHI","Stirling","Edin","Abertay",null,"Things to be done for the final version:"]
["3_1","2021-02-22","includes some test data. Allows <= 10,000 entries, but is v slow to type into search boxes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"R = # rows in FILTER = 2560"]
["3_1_1","2021-02-24","Allows <= 1000 results, satisfactorily fast",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,1,"In WORKINGS, copy rows down to R",null,null,null,null,"✔"]
["3_1_2","2021-02-24","enables graceful error message on attempt to refresh pivot table when search result is empty",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,2,"In SEARCH, copy rows down to R",null,null,null,null,"✔"]
["4a","2021-03-01","tidied up validation lists and inserted coding structure",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,3,"In FILTER, paste col B onto itself by value",null,null,null,null,"✔"]
["4b","2021-03-01","not used",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,4,"In Filter, delete col H",null,null,null,null,"✔"]
["4c","2021-03-01","adding real text",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,5,"In Filter, delete col I",null,null,null,null,"✔"]
["4d","2021-03-01","corrected error in selection_workings",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,6,"In FILTER, set Col G width to 102",null,null,null,null,"✔"]
["4e","2021-03-01","separate sheet for selection_workings, to enable easier editing of data sheet",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,7,"Set calculation to Manual",null,null,null,null,"✔"]
["4f","2021-03-03","inserting Napier text",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,8,"Hide WORKINGS"]
["4g","2021-03-03","Debugged",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,9,"Identify and delete any reduncant macros",null,null,null,null,"✔"]
[5,"2021-03-03","Debugged. Napier text complete, part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,10,"Remove redundant items in TOPICS",null,null,null,null,"✔"]
["5a","2021-03-04","Napier coded; started QMU, part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,11,"Lock all tabs"]
["5b","2021-03-05","QMU Coded"]
["5c","2021-03-05","Convert Table68 to Range to allow filtering on Data tab. QMU and ENU complete. Dundee part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"CTL-Shift-k","to duplicate a row"]
["5c","2021-03-10","Dundee complete"]
["5d","2021-03-12","Added ELIR topic and subtopics, and removed NotYetCoded. Debugged incorrect search results."]
["6a","2021-03-17","Added formula in Data!I for removing tabs in data imported from Word.\nRCS part done."]
["6b","2021-03-18","Appeals+Complaints added. \nStudent Development added.\nAdded Themes to Enhancement.\nAdded Externality to Quality_Processes\nNB need to revisit reports already coded (Napier, QMU, Dundee, RCS (part))"]
["6c","2021-03-26","RCS Complete.\nRevisited to add these throughout:\nAppeals+Complaints  \nStudent Development\nAdded Themes to Enhancement.\nAdded Externality to Quality_Processes"]
[7,"2021-03-26","Ready to start on Rural College"]
["7b","2021-03-30","Rural College complete"]
["7c","2021-03-30","Aberdeen started"]
["7d","2021-03-31","Aberdeen complete.\nPivot table added in new Summary tab, to prevent problems with row heights in the Dashboard.\nUser Guide written."]
["7e","2021-04-01","Experimented with non-automatic calculation: \nWorks well if macros to recalculate SelectionWorkings followed by Dashboard for each search\nStarted on Glasgow"]
["7f","2021-04-01","As 7e. Slow to add/remove rows in Data. "]
[8,"2021-04-07","As 7e, but deleted all but first 20 rows in Workings, speeds up add/remove rows. \nReturn to 7f if issues re data appear.\n**** Eventually restore #Workings rows >= # Filter rows ****\nGlasgow complete"]
["8b","2021-04-08","Started Strathclyde"]
[9,"2021-04-12","Strathclyde complete.\nSearch and summary now with improved macros.\nNB has 1500 rows, of which already over 1400 in use, so need to expand for next institution."]
["9a","2021-04-19","UWS complete"]
[10,"2021-04-21","As 9a but with shiny buttons"]
["10a","2021-04-26","Caledonian"]
["10b","2021-04-30","H-W"]
["10c","2021-05-04","StA, GSA"]
[11,"2021-05-05","COMPLETE with partial completion of final things to be done. Ready for use on further reports."]
[12,"2021-05-05","COMPLETE for 13 reports"]
[]
[22,"2022-03-30","RGU"]
[22,"2022-04-01","UHI"]
[23,"2022-04-05","Stirling"]
[23,"2022-04-05","Edinburgh"]
[24,"2022-04-07","Abertay "]
[25,"2022-04-13","Finalised"]
[]
[27,"2022-04-26","Finalised User Guide, with links to reports. Also corrected missing Recs for HWU."]
["ELI4 KB","2022-04-26","As v27"]

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[]
[null,"This knowledge base allows the user to access and interrogate the contents of all Technical Reports produced during the fourth cycle of Enhancement-Led Institutional Review (ELIR). \n\nContent has been aligned with institutional Commendations and Recommendations as appropriate, but it should be noted that the Commendations and Recommendations themselves can be found in Outcome Reports. A list of all institutions reviewed can be found below, along with links to both the Technical Report and the Outcome Report for each review."]
[null,"Abertay University","Technical Report","Outcome Report"]
[null,"Edinburgh Napier University","Technical Report","Outcome Report"]
[null,"Glasgow Caledonian University ","Technical Report","Outcome Report"]
[null,"Glasgow School of Art","Technical Report","Outcome Report"]
[null,"Heriot-Watt University ","Technical Report","Outcome Report"]
[null,"Queen Margaret University","Technical Report","Outcome Report"]
[null,"Robert Gordon University","Technical Report","Outcome Report"]
[null,"Royal Conservatoire of Scotland","Technical Report","Outcome Report"]
[null,"Scotland's Rural College","Technical Report","Outcome Report"]
[null,"University of Aberdeen","Technical Report","Outcome Report"]
[null,"University of Dundee","Technical Report","Outcome Report"]
[null,"University of Edinburgh","Technical Report","Outcome Report"]
[null,"University of Glasgow","Technical Report","Outcome Report"]
[null,"University of St Andrews","Technical Report","Outcome Report"]
[null,"University of Stirling","Technical Report","Outcome Report"]
[null,"University of Strathclyde","Technical Report","Outcome Report"]
[null,"University of the Highlands and Islands","Technical Report","Outcome Report"]
[null,"University of the West of Scotland","Technical Report","Outcome Report"]
[]
[null,"Each paragraph of each report has been classified under a ‘topic’ and a ‘subtopic’ and in some cases, more than one combination of topic and subtopic.\nThe topics and subtopics used are visible in the ‘Topics’ tab at the bottom of the screen."]
[]
[null,"You may use the knowledge base in any one of  three ways: by filtering, by searching or by using the summary table."]
[]
[null,"Filtering"]
[null,"Useful particularly for identifying all text which has been classified under a given topic, or a given combination of topic and subtopic."]
[null,"Use the > FILTER < tab (at the bottom of the screen), containing all the text of each report and classification into topics. Each row refers to one paragraph from one of the reports."]
[]
[null,"The columns in the > FILTER < tab are as follows:"]
[null,"Paragraph: a 3-letter code identifying the institution followed by the paragraph number of the technical report. Thus for instance “ENU_44” signifies paragraph 44 of the report for Edinburgh Napier University."]
[null,"Type: is blank except when the paragraph describes a Commendation, an Area of Positive Practice, a Recommendation  or an Area for Development. In each case, the wording has been taken from the relevant Technical Report, and may differ slightly from the wording in the corresponding Outcome Report."]
[null,"Topic: identifies the Topic to which this paragraph has been classified."]
[null,"Subtopic: identifies the Subtopic to which this paragraph has been classified."]
[null,"Institution is the full name of the institution from whose report this paragraph comes."]
[null,"Text is the text of the paragraph concerned."]
[]
[null,"To filter the data in this tab:"]
[null,"In Row 1 of the spreadsheet, use the drop-down menus in each column to select the entries you may wish to find. You may set filters on one or more columns. You may for instance find it useful to filter by Topic and also by Subtopic."]
[]
[null,"Searching"]
[null,"Useful for searching for particular words or phrases in any report, regardless of the topic to which they have been classified."]
[null,"Use the > SEARCH < tab, and enter your desired search term into the “First Search Term” box."]
[null,"You may if you wish also enter a second search term, or you may leave the box for the second search term box empty."]
[null,"The results of your search show all instances of text from any of the reports which contains your search term(s), along with the institution concerned and the topic and subtopic to which it has been classified."]
[]
[null,"Use buttons as follows: "]
[null,"             To carry out your search"]
[null,"             To clear your search"]
[null,"             To wrap the text of your search results into the width of one column."]
[null,"             To unwrap the text of your search results"]
[null,"You may also use the drop-down menus (in row 7 at the top of your search results) to filter your results by institution, topic, sub-topic or type."]
[]
[null,"Summary Table"]
[null,"Useful for a statistical summary of the results of a Search."]
[]
[null,"After the results of a Search have appeared in the > SEARCH < tab, move to the > SUMMARY < tab."]
[null,"You will see a summary of the results of your search, giving a breakdown of the number of instances of the search terms by Topic, Subtopic and Institution."]
[null,"You may additionally use the filters in row 3 to select particular sets of entries."]

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[null,"Type","Admissions","Appeals_Complaints","Assessment","Collaborative_Partnerships","Covid_19","Demographics","ELIR_Approach","Enhancement","Equality_Diversity","ExternalEngagement_Research","Governance","Learning_Resources","Postgraduate_Research","PSRBs","Quality_Processes","Regulations","Staff_Support","Student_Development","Student_Engagement","Student_Support","Teaching_Learning"]
[null,"-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-","-"]
[null,"Commendation","Appeals","Policy","Practice","Oversight","Strategy","Numbers","Operation","Curriculum","Policy","Employers","Strategy","Strategy","Representation","Programme approval","Framework","Framework","Policy","Graduate Attributes","Policy","Welfare","Strategy"]
[null,"Area of positive practice","Prior learning","Practice","External examiners","Student numbers","Student engagement","Trends","Themes","Strategy","Practice",null,"Practice","Library","Support","Programme development","Annual Monitoring","Accessibility","Professional development","Professional Development","Representation","Academic","Curriculum"]
[null,"Recommendation","Criteria","Regulations","Regulations","International","Student support","Widening participation","Demographics","Practice",null,null,"Structure","IT","Student Experience",null,"Internal Review",null,"Training","Academic Skills","Feedback","Induction","Distance learning"]
[null,"Area for development","Staff training",null,"Exam boards","Student experience","Online learning","International","Enhancement","Staff development",null,null,null,"Study space","Monitoring",null,"Programme Approval",null,null,null,"Quality processes","Progression","Online learning"]
[null,null,"Widening participation",null,"Moderation","Staff support","Student progression",null,"Student engagement","Themes",null,null,null,null,null,null,"Use of data",null,null,null,null,null,"Employability"]
[null,null,null,null,"Feedback",null,"Postgraduate research",null,"Staff engagement",null,null,null,null,null,null,null,"External examining",null,null,null,null,null,"Good practice"]
[null,null,null,null,null,null,"Quality processes",null,"Use of data",null,null,null,null,null,null,null,"Externality"]
[null,null,null,null,null,null,"Assessment",null,"Reflective Analysis"]
[null,null,null,null,null,null,"Staff support"]

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[]
["Item","Paragraph","Type","Topic","Subtopic","Institution","Text"]
[1,"ENU_2","-","Demographics","Numbers","Edinburgh Napier University","2 The University has a total student population of around 20,000 students (headcount) from 140 countries studying at one of the University's three campuses in Edinburgh, online or through a transnational education partnership. The University has established collaborative partnerships in a variety of international locations including Hong Kong and Singapore, as well as a number of newer partnerships in countries including Myanmar, Mauritius and Vietnam."]
[{"$f":"IF(B4<>\"\",ROW(A4)-2,\"\")","v":2},"ENU_3","-","Governance","Practice","Edinburgh Napier University","3 In 2015, the University restructured its former three faculties into six academic schools (Applied Sciences; Arts and Creative Industries; Business; Computing; Health and Social Care; Engineering and the Built Environment) as part of a commitment to devolve more responsibility to schools, increase decision-making at the school level and strengthen academic culture."]
[{"$f":"IF(B5<>\"\",ROW(A5)-2,\"\")","v":3},"ENU_4","-","Governance","Strategy","Edinburgh Napier University","4 At the time of the current ELIR, the University was coming to the end of its 2020 Strategic Plan (Strategy 2020) which was launched in 2014 with key objectives that included: growing the academic reputation of the institution; delivering an excellent, personalised student experience; building innovation, enterprise and citizenship; and internationalising its provision. Building the research base to enhance teaching was also a key priority identified by the University. Strategy 2020 was underpinned by five thematic strategies: Academic Strategy 2020, Estate Strategy 2025, Innovation and Enterprise Strategy, International Strategy, and the Student Experience Strategy, which supported its values of being recognised as a University that is professional, ambitious, innovative and inclusive."]
[4,"ENU_5","-","Governance","Strategy","Edinburgh Napier University","5 At the time of the current ELIR, the University was developing a new Strategy with the working title 'Shaping our Future'. Senior staff indicated that it is intended to build on the foundations of Strategy 2020 rather than providing a change in institutional focus. The draft strategy has three strategic 'pillars': Creating Knowledge, Enhancing Networks and Inspiring Careers. The University has described the new strategy as having a clear aim to enhance the student experience and position the University as the leading institution in South East Scotland for widening participation. The new strategy is being developed through extensive consultation with staff and students who have had a range of formal and informal opportunities to contribute to its development."]
[5,"ENU_6","-","Governance","Practice","Edinburgh Napier University","6 In 2018, the University appointed two new vice-principals - one for learning and teaching and the other for research and innovation - to lead on progress against its key strategic objectives and strengthen the academic focus of the University. The Vice-Principal for Learning and Teaching has established Head of Learning and Teaching roles in each school intended to engage the University community in strategic development and improve the student experience by facilitating effective partnership working between the Vice-Principal Learning and Teaching, School Heads of Learning and Teaching, the Department for Learning and Teaching Enhancement, and school staff (paragraph 100)."]
[6,"ENU_7","-","Demographics","Numbers","Edinburgh Napier University","7 Based on 2017-18 figures, the University had a total student population of 19,919 (headcount) including 15,318 undergraduates, 4,326 postgraduate taught (PGT) and 275 postgraduate research (PGR) students. Around 40% of the total student population studied in the Business School. All student numbers are headcount rather than full-time equivalent."]
[7,"ENU_8","-","Demographics","Trends","Edinburgh Napier University","8 The PGR student population has been decreasing since its peak in 2015-16, and currently represents just over 1% of the total student population. The University has a strategic aim to build a strong research community and to grow the number of doctoral students studying across all schools (paragraph 79-84)."]
[8,"ENU_8","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","8 The PGR student population has been decreasing since its peak in 2015-16, and currently represents just over 1% of the total student population. The University has a strategic aim to build a strong research community and to grow the number of doctoral students studying across all schools (paragraph 79-84)."]
[9,"ENU_9","-","Demographics","Trends","Edinburgh Napier University","9 Since the time of the 2015 ELIR, student numbers studying in the UK have remained relatively steady at around 14,000; albeit with a small decline in overall UK student numbers from 9% in 2015-16 to just over 6% in 2018-19."]
[10,"ENU_10","-","Collaborative_Partnerships","Student numbers","Edinburgh Napier University","10 22% of the University's students study with transnational education (TNE) partners, although TNE student numbers have declined from 5,272 in 2014-15 to 4,339 in 2017-18. The decline noted is largely due to deliberate steps taken by the University to cease a number of TNE partnerships which no longer align with its strategic ambitions (paragraph 155). The University is continuing to develop remaining and new strategic collaborations and has 54 collaborative degrees with partners in the UK and overseas (paragraph 153)."]
[11,"ENU_11","-","Demographics","International","Edinburgh Napier University","11 The University's on-campus international student profile has remained relatively stable despite growth in PGT student numbers from 3,408 in 2014-15 to 4,326 in 2017-18. 26% of PGT students are international, and a further 17% are from the European Union (EU). EU and international student numbers studying on UK-based undergraduate (UG) programmes have remained relatively stable at around 6% and 13% of the total student body respectively."]
[12,"ENU_12","-","Demographics","Numbers","Edinburgh Napier University","12 The University is committed to diversifying its provision with part-time and online delivery being key areas of strategic focus. The overall part-time profile has remained stable with around a third of all students studying part-time (30% of UG, 65% of PGT and 50% of PGR students) but this varies significantly between schools. The School of Health and Social Care continues to have the highest proportion of postgraduate students studying part-time at 97.6% in 2016-17. The University anticipates that full-time student numbers in this school will grow due to the introduction of a new full-time Allied Health Professional programme in 2018-19."]
[13,"ENU_13","-","Teaching_Learning","Online learning","Edinburgh Napier University","13 Since the 2015 ELIR, the University has also had a strategic focus on growing online provision. The number of online students has doubled from 717 in 2014-15 to 1,496 in 2017-18. It is anticipated"]
[14,"ENU_14","-","Demographics","Widening participation","Edinburgh Napier University","14 The University notes an overall gender imbalance in the undergraduate home population where 58% of students are female. This imbalance is significant in particular academic schools, for example, 16.3% of students in the School of Engineering and Built Environment are female compared to 91% of students in the School of Health and Social Care. The University is taking positive steps to address the imbalance (paragraph 52)."]
[15,"ENU_15","-","Demographics","Widening participation","Edinburgh Napier University","15 Due to the University's strategic commitment to widening participation, approximately a third (28%) of Scottish domiciled undergraduate students enter through articulation and college partnership agreements. 74% enter with advanced standing compared to the sector average of 47% (paragraph 57)."]
[16,"ENU_16","-","Demographics","Widening participation","Edinburgh Napier University","16 In 2017-18, 10.6% of full-time, first-degree students entered the University from the most deprived areas in Scotland (MD20 postcodes) based on the Scottish Index of Multiple Deprivation (SIMD categories). In 2018-19, this figure increased to 12.8%. The introduction of a contextualised admissions policy over this ELIR cycle has seen a 15% increase in the number of offers made to widening access students and a 34% increase in acceptances."]
[17,"ENU_17","-","Demographics","Widening participation","Edinburgh Napier University","17 The University has effective measures in place to manage its student population and monitor recruitment, progression and retention of all student groups (paragraph 149)."]
[18,"ENU_18","-","ELIR_Approach","Operation","Edinburgh Napier University","18 The University has aligned the refresh of its University strategy with ELIR consultations and preparations, taking what is describes as a 'stepping back' approach to reflect on the institution's development since the 2015 ELIR. An ELIR steering group was established with a clear focus on using institutional data to prepare the Reflective Analysis (RA) and Advance Information Set (AIS). To support this, a bespoke dashboard was developed using the University's information management system. Staff leading the new strategy development were also members of the ELIR Steering Group, to ensure a cohesive approach and maximise the learning gained from the institution's self-evaluation of its current data."]
[19,"ENU_19","-","ELIR_Approach","Student engagement","Edinburgh Napier University","19 During the current ELIR, senior staff indicated that engaging staff, students and other stakeholders was a key factor in the University's preparations. A range of formal and informal channels was used to encourage staff engagement. These channels included: Campus Conversations - open all-staff meetings hosted by the Principal and other senior leaders to provide an update on University matters and an opportunity for staff to ask questions on the implementation of strategy; workshops; suggestion boxes and online comment collection. Over 500 staff members engaged in the preparation with 1,900 unique comments received. During the ELIR visit, Edinburgh-based staff clearly described their engagement in these opportunities as well as their involvement in reviewing the RA and discussing ELIR at various stages through the formal committee structures. TNE staff and students were aware of ELIR but reported to the ELIR team that they did not contribute to the development of ELIR or the RA."]
[20,"ENU_20","-","ELIR_Approach","Demographics","Edinburgh Napier University","20 The University's contextualised themes were informed by its student population (profile and numbers), developments since ELIR 3, areas of strength and strategic priorities. A word cloud developed from staff feedback also informed thinking, and the keywords that staff highlighted - 'Applied, International, Inclusive, Innovative and Practice' - were reflected in the development of the final contextualisation (paragraph 21)."]
[21,"ENU_20","-","ELIR_Approach","Staff engagement","Edinburgh Napier University","20 The University's contextualised themes were informed by its student population (profile and numbers), developments since ELIR 3, areas of strength and strategic priorities. A word cloud developed from staff feedback also informed thinking, and the keywords that staff highlighted - 'Applied, International, Inclusive, Innovative and Practice' - were reflected in the development of the final contextualisation (paragraph 21)."]
[22,"ENU_21","-","ELIR_Approach","Themes","Edinburgh Napier University","21 The University identified five areas of contextual focus for the ELIR: widening access, the direct entrant student experience, employability - students are ready to succeed and thrive in the professional world, quality of student experience for students not on the Edinburgh campus, student engagement in quality."]
[23,"ENU_22","-","ELIR_Approach","Use of data","Edinburgh Napier University","22 Overall, the ELIR team considered that the University had adopted an effective approach to preparing for ELIR with the RA providing a reflective, balanced self-evaluation of the University's approaches and impact in relation to the student experience, quality and standards, and learning and teaching. The topics and evidence chosen were good reflections of the strengths and challenges experienced by the University, and internal and external data were used effectively to inform the ELIR."]
[24,"ENU_22","-","ELIR_Approach","Reflective Analysis","Edinburgh Napier University","22 Overall, the ELIR team considered that the University had adopted an effective approach to preparing for ELIR with the RA providing a reflective, balanced self-evaluation of the University's approaches and impact in relation to the student experience, quality and standards, and learning and teaching. The topics and evidence chosen were good reflections of the strengths and challenges experienced by the University, and internal and external data were used effectively to inform the ELIR."]
[25,"ENU_23","-","ELIR_Approach","Themes","Edinburgh Napier University","23 ELIR 3 identified four areas of development for the University which included: progressing with the establishment of new frameworks for TNE, assuring oversight of the PGR student experience, including arrangements for monitoring and enhancing the student experience, ensuring capacity among academic staff to provide effective supervisory support, extending opportunities for research students to gain teaching experience, and ensuring that students are trained and supported to fulfil this role, consistency in academic use of the virtual learning environment (VLE), assuring quality during significant change."]
[26,"ENU_24","-","ELIR_Approach","Operation","Edinburgh Napier University","24 The University has taken a structured and systematic approach to responding to the recommendations from ELIR 3. Progress with ELIR outcomes has been overseen by the University Leadership Team (ULT) and Academic Board with the University's Learning Teaching and Assessment Committee and Student Experience Committees monitoring progress with the University's ELIR action plan and evaluating the impact of resulting activity."]
[27,"ENU_25","-","ELIR_Approach","Student engagement","Edinburgh Napier University","25 The University aimed to engage with students in ELIR through a variety of channels that included the use of pop-up temporary information stalls, student newsletters, the running of ELIR information activities alongside their National Student Survey (NSS) campaign, and the Student Snapshot campaign where students were asked to submit a photograph that reflected their own personal student experience regardless of location or mode of study. All student programme representatives were invited to take part in discussions regarding the Snapshot campaign and Edinburgh Napier Students' Association (ENSA) promoted it through Student Council. Contributions were received from all schools and included submissions from TNE students, but University staff expressed the view that overall levels of engagement were disappointing, albeit the Snapshot images received were of high-quality and added colour and personality to the RA."]
[28,"ENU_26","-","ELIR_Approach","Student engagement","Edinburgh Napier University","26 The former ENSA Vice-President Representatives and Volunteers was involved in ELIR preparations and contributed as a member of the ELIR Steering Group before her departure in spring 2019, but current ENSA sabbaticals reported having had little direct involvement. However, early drafts of the RA were shared with staff and student representatives through key university committees such as the Learning, Teaching Assessment and Student Experience Committee (LTASEC) and Academic Board where sabbatical officers were members."]
[29,"ENU_26","-","ELIR_Approach","Reflective Analysis","Edinburgh Napier University","26 The former ENSA Vice-President Representatives and Volunteers was involved in ELIR preparations and contributed as a member of the ELIR Steering Group before her departure in spring 2019, but current ENSA sabbaticals reported having had little direct involvement. However, early drafts of the RA were shared with staff and student representatives through key university committees such as the Learning, Teaching Assessment and Student Experience Committee (LTASEC) and Academic Board where sabbatical officers were members."]
[30,"ENU_27","-","ELIR_Approach","Student engagement","Edinburgh Napier University","27 Given the University's commitment to widening participation and transnational education, deliberate steps were taken to seek the voices of these student groups. The University's Widening Participation Ambassadors (paragraph 51), widening participation staff leads and widening participation students contributed specifically to the ELIR preparations by sharing information about the process and encouraging other students to participate in the Snapshot campaign, and by contributing to a case study for the RA on ESTABLISH - the student-led transition programme that is run for widening participation students and supported by the University's widening participation team (see also paragraph 59)."]
[31,"ENU_28","-","ELIR_Approach","Student engagement","Edinburgh Napier University","28 Despite an inclusive approach being taken, students had limited awareness of the RA. In discussions during the ELIR visits, the ELIR team heard from students that they only engaged with the RA and ELIR the week prior to the review meetings, although ENSA had included ELIR as an item for discussion at their Student Council meeting in February 2019."]
[32,"ENU_28","-","ELIR_Approach","Reflective Analysis","Edinburgh Napier University","28 Despite an inclusive approach being taken, students had limited awareness of the RA. In discussions during the ELIR visits, the ELIR team heard from students that they only engaged with the RA and ELIR the week prior to the review meetings, although ENSA had included ELIR as an item for discussion at their Student Council meeting in February 2019."]
[33,"ENU_29","-","ELIR_Approach","Student engagement","Edinburgh Napier University","29 The ELIR team found that the University's approach to engaging students in ELIR was not wholly effective, but this had been impacted by an ongoing legal dispute between the University and ENSA. It was evident that this had a significant impact on partnership working between the two organisations."]
[34,"ENU_30","-","StudentEngagement","Policy","Edinburgh Napier University","30 The commitment of the University to enhancing the student experience is outlined in the annual Student Charter for Taught Programmes. The charter also sets the expectations of students' participation in their learning experience, student representation and in promoting an open and inclusive university community."]
[35,"ENU_31","-","StudentEngagement","Policy","Edinburgh Napier University","31 At the time of the current ELIR, the effectiveness of the University's arrangements for student representation were limited by the legal dispute between the University and Edinburgh Napier Students' Association (ENSA). The University is aware that further enhancement could be achieved by establishing a more effective partnership."]
[36,"ENU_32","-","StudentEngagement","Representation","Edinburgh Napier University","32 The student representation system is managed by ENSA. ENSA lead on recruitment, training and support for student representatives throughout their time in the role. The University has supported these activities by revising the Student-Staff Liaison Committee (SSLC) guidance to promote student engagement with quality processes."]
[37,"ENU_33","-","StudentEngagement","Representation","Edinburgh Napier University","33 ENSA operate a three-tier student representation system which includes three full-time sabbatical officers, six campus officers (two per campus), and around 350 programme representatives. In addition, there are two part-time positions - Activities Officer and Equality and Diversity Officer - which form the ENSA Executive Committee along with the sabbatical and campus officers."]
[38,"ENU_34","-","StudentEngagement","Representation","Edinburgh Napier University","34 Programme representative positions are allocated based on the number of students enrolled on a programme and those with small cohorts are clustered together. Guidance provided by ENSA encourages programme leaders to recruit programme representatives through elections at the beginning of the academic year. However, the majority of students who met the ELIR team said that these positions were often undertaken by students who had volunteered rather than having been elected, with these individuals often undertaking the position until they graduate. The team would therefore encourage the University to monitor the recruitment of programme representatives to ensure that candidates are routinely and regularly sought, and elected representatives are actively engaging in their roles."]
[39,"ENU_35","-","StudentEngagement","Representation","Edinburgh Napier University","35 The role description and responsibilities of programme representatives are outlined in the ENSA's 'Wee Rep Guide' - described as a pocket-sized guide to being an effective programme representative. Until 2018-19, a three-hour training session for programme representatives was delivered at an external venue (most recently, Murrayfield Stadium), organised by ENSA with university staff invited to contribute. In 2019-20, this was replaced by a one-hour online module developed by ENSA, which had been completed by 344 student representatives. Additionally, programme-specific training has been delivered in-person by academic departments within the University in collaboration with Student Partnerships in Quality Scotland (sparqs). The ELIR team would encourage a collaborative and institution-wide approach to developing these initiatives in order to enhance the training provided and to ensure that, taken together, the training covers all the necessary information and support needed by students to undertake representative roles effectively."]
[40,"ENU_36","-","StudentEngagement","Representation","Edinburgh Napier University","36 Programme representatives have membership of Student-Staff Liaison Committees (SSLC) (paragraphs 32, 45, 46, 47 and 160) and the opportunity to participate in Programme Approval Boards (PABs) and Institutional-led Reviews (ILRs) to incorporate the student voice into the learning experience. It was evident from discussions with staff and students that students were aware of, and involved in SSLCs, although some student representatives commented that it was challenging to gather feedback from the student cohort. While guidance on the operation of PABs and ILRs has also been refined recently by the University, the ELIR team found that there was limited engagement and understanding of these activities among students. The guidance outlines mechanisms available to support the students in these processes, but this does not include formalised training for students. The team learned from students that limited understanding of these processes and absence of formal support for preparation were barriers to their engagement. There would be benefit in the University reflecting on the support and training it provides for students engaging in these processes."]
[41,"ENU_36","-","StudentEngagement","Quality processes","Edinburgh Napier University","36 Programme representatives have membership of Student-Staff Liaison Committees (SSLC) (paragraphs 32, 45, 46, 47 and 160) and the opportunity to participate in Programme Approval Boards (PABs) and Institutional-led Reviews (ILRs) to incorporate the student voice into the learning experience. It was evident from discussions with staff and students that students were aware of, and involved in SSLCs, although some student representatives commented that it was challenging to gather feedback from the student cohort. While guidance on the operation of PABs and ILRs has also been refined recently by the University, the ELIR team found that there was limited engagement and understanding of these activities among students. The guidance outlines mechanisms available to support the students in these processes, but this does not include formalised training for students. The team learned from students that limited understanding of these processes and absence of formal support for preparation were barriers to their engagement. There would be benefit in the University reflecting on the support and training it provides for students engaging in these processes."]
[42,"ENU_37","-","StudentEngagement","Representation","Edinburgh Napier University","37 Following the University's organisational restructure, school-level Learning, Teaching and Assessment Committees were established. There is scope for two student representatives on each of these committees, who are intended to be nominated by ENSA. However, the ELIR team learned that students, often programme representatives, were being selected by school staff to attend these committees. ENSA sabbaticals indicated that they were not aware of students sitting on these committees and so had not made any nominations. It seemed to the team that there would be considerable value in formalising representation at school-level, establishing effective, transparent and democratic recruitment processes to support this, and providing additional training and support in consultation with ENSA in order to improve student engagement with these committees. The team considered that implementing these changes could potentially reduce the workload of programme level representatives, enabling them to engage more readily with SSLCs, PABs and ILRs."]
[43,"ENU_38","-","StudentEngagement","Representation","Edinburgh Napier University","38 Campus officers primarily represent students on non-academic matters, including campus services and facilities, and have the opportunity to engage with general ENSA campaigns and activities. They liaise with university staff and the ENSA Executive Committee to agree on action and outcomes resulting from student feedback."]
[44,"ENU_39","-","StudentEngagement","Representation","Edinburgh Napier University","39 Postgraduate representatives are in place for both postgraduate taught and research students and there has been recent investment in strengthening these roles. The positions permit membership to programme, school and university-level committees, including the Research and Innovation, and Learning, Teaching, Assessment and Student Experience Committees. During the ELIR, postgraduate students confidently demonstrated that they knew who their representatives were and how to contact them, highlighting email as a key mechanism for doing so. Postgraduate research student representatives also expressed the view that the Research Degree Committee was a useful forum to discuss matters."]
[45,"ENU_39","-","Postgraduate_Research","Representation","Edinburgh Napier University","39 Postgraduate representatives are in place for both postgraduate taught and research students and there has been recent investment in strengthening these roles. The positions permit membership to programme, school and university-level committees, including the Research and Innovation, and Learning, Teaching, Assessment and Student Experience Committees. During the ELIR, postgraduate students confidently demonstrated that they knew who their representatives were and how to contact them, highlighting email as a key mechanism for doing so. Postgraduate research student representatives also expressed the view that the Research Degree Committee was a useful forum to discuss matters."]
[46,"ENU_40","Recommendation","Student_Engagement","Representation","Edinburgh Napier University","40 The representative structure is open to all students at all modes of study with the majority of these positions being undertaken by on-campus students who are either self-selecting or recruited in-person. The ELIR team learned that some online programmes were recruiting representatives but found limited evidence to suggest this was a formalised process. The team would recommend the University ensures that current recruitment processes are accessible to students at all modes of study to enhance the quality of the student experience for students not studying at one of the Edinburgh campuses. In particular, and in light of the growth in online student numbers, there would be considerable value in reviewing the institutional-wide approach to online representation, training and support to ensure all students are provided with equal opportunities to engage in their learning experience (paragraph 92)."]
[47,"ENU_41","-","Student_Engagement","Feedback","Edinburgh Napier University","41 The student voice is gathered and responded to using a range of methods: University strategies and committees, student representatives, national surveys (including the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), and Postgraduate Research Experience Survey (PRES)), modular feedback and Student Closeness Groups (paragraph 44)."]
[48,"ENU_42","-","Student_Engagement","Policy","Edinburgh Napier University","42 The Student Experience Strategy (SES) is a thematic strategy of Strategy 2020 and focuses on the student experience outwith formal teaching and assessment. There are three key sections within the SES that outline the University's approach. These include: 'Valuing our Students' which outlines the University's broad aspirations around the experience it delivers; 'Opportunities' which highlights the aim to encourage all students to seek opportunities to develop personally and professionally during their studies; and 'Facilities and Services' which details its commitment to provide all students with access to high-quality facilities and services. The ELIR team noted that key measures of success and timelines for their completion are transparent and outlined in the SES 'route map' - a visual action plan that supports the strategy, and which is underpinned by relevant KPI's."]
[49,"ENU_43","-","Student_Engagement","Representation","Edinburgh Napier University","43 The Learning, Teaching, Assessment and Student Experience Committee (LTASEC) was established in September 2019 by merging two former committees: the Learning, Teaching and Assessment Committee and the Student Experience Committee. Prior to the formal merger, the committees met together to evaluate the benefits of merging. A working group was established to review duplication of business between the committees and the merger was approved in June 2019. Student membership of LTASEC comprises two Sabbatical Officers and two campus representatives, all nominated by ENSA. During the ELIR visits, staff indicated that the merger was effective in reducing the duplication of business. However, some staff and students expressed the view that there could be challenges in ensuring that some business relating to the wider student experience continues to be heard when learning, teaching and assessment matters take priority on the agenda of the committee. The ELIR team would encourage the University to continue monitoring the effectiveness of the merger, ensuring all issues pertaining to both learning, teaching and assessment, and the student experience are directed to the most suitable platform (paragraph 93)."]
[50,"ENU_44","-","Student_Engagement","Representation","Edinburgh Napier University","44 Student Closeness Groups are informal consultation forums designed to gather feedback on the student experience and to measure the impact of university initiatives. They are conducted twice a year and have been in operation since 2011. The agenda is determined through an open call for ideas from staff across the University and recent topics have included student survey fatigue, services offered by the library and the Personal Development Tutoring (PDT) system. Reports from the groups are distributed to staff who requested consideration of the topics discussed and these are used to inform ongoing work and activity, particularly in professional services areas who do not have access to school forums, such as SSLCs, that would allow them to seek student feedback. The ELIR team recognised the range of initiatives across the University to gather feedback on the student experience. To further engagement with these activities and with wider quality assurance processes, the University has been using its Student Ambassadors more widely and is at an early stage of considering how this body of students might be able to contribute further to quality assurance and enhancement activity. An example of this is the introduction of the role of Widening Participation Student Ambassador which, although in early stages of operation, has been viewed positively by the majority of staff and students (paragraph 91)."]
[51,"ENU_45","-","Student_Engagement","Representation","Edinburgh Napier University","45 The University has revised its SSLC guidance to develop a consistent approach in gathering and responding to the student voice. While this was in its early stages of implementation at the time of the current ELIR, the ELIR team recognised the University's intention to progress towards a more consistent institutional application of the guidance, which includes the distribution of SSLC minutes through the VLE. Furthermore, students and staff collaborate to produce SSLC action plans which assign actions to specific stakeholders. The team viewed this as a positive step which points towards further commitment on the part of the University to create an atmosphere of transparency between staff and students in responding to the student voice."]
[52,"ENU_46","-","Student_Engagement","Feedback","Edinburgh Napier University","46 At the beginning of each module, academic programme leaders outline to students the ways in which they will gather student feedback and take action on it, how the representative system works, how module surveys operate, the purpose of SSLCs and action taken as a result of recent student feedback. This is done with the deliberate intention of informing the next cohort of students of the decisions and actions taken as a result of feedback from their predecessors. This approach is understood to further student engagement as student feedback is being responded to and actions resulting from it are realised and shared. The ELIR team heard from students that they could see the positive impacts of their feedback, including changes to modules, programmes and developments with the PDT system."]
[53,"ENU_47","-","Student_Engagement","Representation","Edinburgh Napier University","47 A programme representative forum is run by ENSA twice a year, per campus, to gather and discuss any matters that fall outwith a student's programme of study, although it was highlighted by student representatives who met the ELIR team that there was limited engagement with this activity. Student feedback from SSLC meetings is discussed at Programme Board and a summary of the discussions are included in Annual Monitoring Reports. The team heard it was the responsibility of the programme leader to raise the feedback at school-level for further discussion. The team agreed that there would be considerable value in the University reviewing the effectiveness of its formal mechanisms in disseminating student feedback to the relevant forums and ensuring linkages between programme, school and university levels (paragraph 93)."]
[54,"ENU_48","-","Student_Engagement","Quality processes","Edinburgh Napier University","48 School Action Plan templates were developed as a result of an internal review undertaken by an external consultant commissioned to look at the University's response to its NSS results. The templates enable a consistent form of reporting on action across the institution. As a result, the newly-established Student Surveys Group is able to review all School Action Plans to understand where areas for development remain or where good practice exists that could be shared more widely. The ELIR team viewed this as an effective process for maintaining institutional oversight of the student experience and to developing actions accordingly. However, the team would encourage the University to consider the student membership"]
[55,"ENU_49","-","Equality_Diversity","Policy","Edinburgh Napier University","49 The University has a range of effective initiatives aimed at supporting equality and diversity in the student population. Inclusion is one of the University's four values (see paragraph 4) and it has developed an Inclusion Strategy through its Inclusion Committee. In addition, the University has an Inclusion Statement which outlines its commitment to widening access to higher education. This statement includes protected and additional characteristics recognised by the University and it is used to underpin a range of successful initiatives, such as ESTABLISH and Countdown to Zero (paragraph 59 and 57). The University received an Institutional Bronze Athena Swan award in 2015 and aspires to obtain recognition for all schools."]
[56,"ENU_50","-","Equality_Diversity","Practice","Edinburgh Napier University","50 The Equality and Diversity Officer was the strategic lead for equality and diversity across the institution. The postholder retired in summer 2019 and activity is now overseen by the Senior Vice-Principal and Deputy Vice-Chancellor, Vice-Principal Learning and Teaching and the Human Resources department."]
[57,"ENU_51","-","Equality_Diversity","Practice","Edinburgh Napier University","51 The Student Ambassador Scheme provides paid opportunities for student ambassadors to support the student population through a variety of events and initiatives. The role enables students to develop their interpersonal skills and gain work-based learning experiences, while supporting the University's strategic objectives. The ELIR team heard of the role being popular among students with competition to be recruited and ambassadors feeling proud of their contribution to the student experience. The scheme has since been developed to align with Strategy 2020 and now includes an additional focus on underrepresented groups with the introduction of new roles including Widening Participation Ambassador. The team recognised that these positions have increased engagement with the wider student community, open days and schemes such as ESTABLISH (paragraph 59). Senior staff told the team that there is an appetite within the University to expand these roles into other departments, including international and careers areas."]
[58,"ENU_51","-","Student_Development","Graduate Attributes","Edinburgh Napier University","51 The Student Ambassador Scheme provides paid opportunities for student ambassadors to support the student population through a variety of events and initiatives. The role enables students to develop their interpersonal skills and gain work-based learning experiences, while supporting the University's strategic objectives. The ELIR team heard of the role being popular among students with competition to be recruited and ambassadors feeling proud of their contribution to the student experience. The scheme has since been developed to align with Strategy 2020 and now includes an additional focus on underrepresented groups with the introduction of new roles including Widening Participation Ambassador. The team recognised that these positions have increased engagement with the wider student community, open days and schemes such as ESTABLISH (paragraph 59). Senior staff told the team that there is an appetite within the University to expand these roles into other departments, including international and careers areas."]
[59,"ENU_52","-","Equality_Diversity","Practice","Edinburgh Napier University","52 In 2017-18, the University started work towards mainstreaming inclusion with the establishment of the 'I'm In' project, intended to support schools and professional services in embedding inclusive approaches to learning, teaching and student support. The University is progressing work in a number of priority areas including diversity in the curriculum and gender-balance which includes: the 'Men into Nursing' campaign; the hosting of EQUATE Scotland - to encourage women into STEM and the built environment; and the appointment of three 'Women into STEM' champions. There are also developments being made into the recognition of the University's non-binary community and the production of supporting guidelines. Information and events on these activities are shared via the VLE to promote awareness across the University."]
[60,"ENU_53","-","Equality_Diversity","Practice","Edinburgh Napier University","53 International students are provided with a pre-arrival induction called SPICE and have the opportunity to become part of a Family Friendship scheme. Student ambassadors are also engaged with the 'Uni Buddy' scheme which provides peer-to-peer support and advice to international students to help make an informed decision about their enrolment. The dates of inductions for international students have been revised recently to enable them to attend both school and university-wide induction events. The ELIR team heard from staff during the review visit that this has had a positive impact on their transition experience."]
[61,"ENU_54","-","Equality_Diversity","Practice","Edinburgh Napier University","54 The University has a Disability Policy to support staff and students with disabilities, long-term health conditions and specific learning difficulties. In addition, a Disabled Student Engagement Worker was appointed in 2018 to liaise with students with disabilities and ensure their voice is heard within the University. The ELIR team learned that the Disability Engagement Worker is currently collaborating with external organisations to enhance support and arrangements for students with autism which is positive."]
[62,"ENU_55","-","Equality_Diversity","Practice","Edinburgh Napier University","55 Although the Student Council is the ENSA's student engagement forum, a new forum - ENSA 50 - was introduced in 2019-20 by the Students' Association with the aim of increasing engagement from underrepresented groups. The new forum, which sits outside of ENSA's formal constitution, includes dedicated membership positions for 50 students from a range of backgrounds, covering all schools and including direct entrants, EU and international, and postgraduate taught students. Enhancing the wider student experience, both including and extending beyond academic matters, is the main priority for the group and the first meeting was attended by 47 out of a possible 50 members. Feedback from ENSA 50 was reported to the University by sabbatical officers and has generated discussions at LTASEC. Students who met with the ELIR team and who had attended ENSA 50 were positive about its potential. However, the team noted that the initiative was too early in its development to assess its effectiveness and impact. There would be value in the University continuing to monitor the implementation of the forum and consider the extent to which outcomes relate to formal arrangements in place for student representation."]
[63,"ENU_56","-","Admissions","widening participation","Edinburgh Napier University","56 The University recruits a broad portfolio of students, with particular emphasis on increasing the proportions of widening participation and online learners. To support student recruitment, the University has developed a contextualised admissions policy in support of its aim that all applicants who have the potential to succeed are given the opportunity. The system helps the University to make informed decisions on applications by considering the contextual information available alongside their academic achievements, including SIMD data. The University also has a strong track record in enabling students with Higher National qualifications to enter with advanced standing and it intends to continue and strengthen this activity further by expanding the number and type of qualifications it recognises. The ELIR team learned that support services have also been enhanced in parallel with the development of the contextualised admissions process, in order to enhance the student experience and build upon successful retention figures already achieved (paragraph 60)."]
[64,"ENU_57","-","Admissions","widening participation","Edinburgh Napier University","57 The University's Associate Student Scheme, funded by the Scottish Funding Council (SFC), provides 100 funded places for Scottish 2+2 further education (FE) applicants, who have dual matriculation status. This allows associate students to become familiar with university facilities and processes before they begin their studies and enables a more fluent transition into higher education. The Countdown to Zero project complements these opportunities by providing associate students with transitional support including face-to-face workshops and a four-week online module which ran for the first time in 2017. The University identified that students entering directly to Year 2, 3 and 4, coming from college, often struggled with the transition - technologically and emotionally, as well as academically. Each week, the course addresses concerns common to new students (including joining the community and orientation, matriculation, module choice and timetables) by using videos, information and quizzes to guide students. In early autumn 2017, a survey identified that the course had made a significant difference in allaying the fears of the incoming students. The ELIR team viewed this as a positive contribution to the University's work to widen participation (paragraph 91)."]
[65,"ENU_58","-","Admissions","widening participation","Edinburgh Napier University","58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."]
[66,"ENU_58","-","Student_Development","Academic Skills","Edinburgh Napier University","58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."]
[{"$f":"IF(B69<>\"\",ROW(A69)-2,\"\")","v":67},"ENU_58","-","Equality_Diversity","Practice","Edinburgh Napier University","58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."]
[68,"ENU_59","-","Admissions","widening participation","Edinburgh Napier University","59 The ELIR team found evidence of a range of initiatives to support students transitioning from non-traditional routes and widening participation backgrounds. A notable example is ESTABLISH, a fully student-led programme, supported by the Widening Participation team to support students during their application and transition into the University and throughout their learning journey. The aim of the programme is to foster a sense of belonging and develop a community for students before they even visit the campus, by encouraging community and conversation through a social media group. All students who have a widening participation characteristic/flag and an unconditional offer are invited to join the group. Currently-enrolled widening participation students answer questions from these applicants, support with the matriculation process for new students, and run events throughout the summer to provide familiarity with the university campus before the academic year begins. There are plans to continue developing the programme to incorporate a 'year-long induction'. The team learned from widening participation student ambassadors that the ESTABLISH programme also provides them with valuable opportunities to develop interpersonal skills."]
[69,"ENU_59","-","Student_Development","Academic Skills","Edinburgh Napier University","59 The ELIR team found evidence of a range of initiatives to support students transitioning from non-traditional routes and widening participation backgrounds. A notable example is ESTABLISH, a fully student-led programme, supported by the Widening Participation team to support students during their application and transition into the University and throughout their learning journey. The aim of the programme is to foster a sense of belonging and develop a community for students before they even visit the campus, by encouraging community and conversation through a social media group. All students who have a widening participation characteristic/flag and an unconditional offer are invited to join the group. Currently-enrolled widening participation students answer questions from these applicants, support with the matriculation process for new students, and run events throughout the summer to provide familiarity with the university campus before the academic year begins. There are plans to continue developing the programme to incorporate a 'year-long induction'. The team learned from widening participation student ambassadors that the ESTABLISH programme also provides them with valuable opportunities to develop interpersonal skills."]
[70,"ENU_60","Area for development","Admissions","widening participation","Edinburgh Napier University","60 To further the support for widening participation students, there are dedicated Widening Participation Support Officers within the Widening Participation team who are the main point of contact for students. Postholders proactively engage with students to offer support at challenging times throughout the semester and monitor student outcomes to improve retention. In addition, the University recruited a Student Retention and Success Officer who joined the Wellbeing team in June 2019. This role provides a central point of contact for students who wish to withdraw from the institution, both providing support to students and helping the University to gain better insight into the retention of students from a widening participation background. The information gathered is then incorporated into the retention strategy. The University indicated to the ELIR team that this is an area for development that they want to address (RA 2.6.6) and are actively engaged in, for example, the Widening Participation team are currently working with Planning and Business Intelligence to explore how learning analytics might enable more effective, consistent and timely interventions. The University is paying particular attention to making data on retention more accessible - both to the Widening Participation team and academic staff more generally."]
[71,"ENU_61","Commendation","Admissions","widening participation","Edinburgh Napier University","61 The team considered that support for students entering from direct entry and widening participation routes was effectively embedded into institutional culture and the University is commended for its effective approaches to both support and retention."]
[72,"ENU_62","Recommendation","Teaching_Learning","Online learning","Edinburgh Napier University","62 The University has a strategic objective to increase the provision for online learning (paragraph 12). To support this growth, guidance has been developed to establish minimum standards for VLE use at module level. Online students who met the ELIR team talked positively about their experience of the VLE and an induction module to introduce them to their programme and the University services which are available to them. The team also learned of developments within the Student Futures, Library Services, Wellbeing and Academic Skills teams to digitalise their support, making their services accessible to online learners in multiple time zones. While the current mechanisms are effective in ensuring that individual students receive support, the University has recognised the requirement to continue developing systematic student representation and support for online learners and is considering undertaking a Thematic Review to scope this work. The team would recommend that this area is prioritised in the expansion strategy to ensure support is sustainable and to maintain a positive student experience for online learners as student numbers grow."]
[73,"ENU_63","-","Student_Support","Academic","Edinburgh Napier University","63 Most students who met the ELIR team considered there was a wide range of student support in place and that current structures were flexible enough to accommodate the needs of individual students. Support for employability and work-related learning was identified as being particularly effective."]
[74,"ENU_64","-","Student_Support","Academic","Edinburgh Napier University","64 The university-wide Personal Development Tutor (PDT) scheme provides support to undergraduate and taught postgraduate students during their studies. All programme leaders are automatically enrolled as PDTs with guidance recommending a ratio of one tutor to a maximum of 30 students. The ELIR team learned of several instances where this was exceeded and often a programme leader would be responsible for a full cohort of students including TNE students, graduate apprentices and online learners. The University has recognised that there is varied experience with the PDT system across programmes and campuses. As a result, work was undertaken in 2017-18 to review the operation of the system and provide recommendations. The University has introduced the role of Lead PDT in each school and developed resources that they regard as being valuable in supporting tutors to fulfil their roles and to provide a consistent service. Staff welcomed the resulting PDT Toolkit which offers guidance on the principles behind the PDT scheme and examples of good practice from across the Schools. Students who met the team indicated that they felt well supported and often had one point of contact on which they could rely. While this model is effective for small cohorts, the University is encouraged to continue developing the PDT system to maintain this level of support for larger cohorts (see paragraph 94)."]
[75,"ENU_64","-","Student_Development","Academic Skills","Edinburgh Napier University","64 The university-wide Personal Development Tutor (PDT) scheme provides support to undergraduate and taught postgraduate students during their studies. All programme leaders are automatically enrolled as PDTs with guidance recommending a ratio of one tutor to a maximum of 30 students. The ELIR team learned of several instances where this was exceeded and often a programme leader would be responsible for a full cohort of students including TNE students, graduate apprentices and online learners. The University has recognised that there is varied experience with the PDT system across programmes and campuses. As a result, work was undertaken in 2017-18 to review the operation of the system and provide recommendations. The University has introduced the role of Lead PDT in each school and developed resources that they regard as being valuable in supporting tutors to fulfil their roles and to provide a consistent service. Staff welcomed the resulting PDT Toolkit which offers guidance on the principles behind the PDT scheme and examples of good practice from across the Schools. Students who met the team indicated that they felt well supported and often had one point of contact on which they could rely. While this model is effective for small cohorts, the University is encouraged to continue developing the PDT system to maintain this level of support for larger cohorts (see paragraph 94)."]
[76,"ENU_65","-","Assessment","Feedback","Edinburgh Napier University","65 In 2015-16, the University approved a number of key principles intended to deliver a Programme-Focused Approach to Assessment and Feedback (PFAAF) and established a university-wide project to support the delivery of these principles. The University described the intention of the principles as being to place emphasis on formative assessment that generates high-quality feedback, reduce summative assessment and establish well-defined links between formative and summative assessments so that using feedforward is possible. The PFAAF project led to a number of enhancements taking place including greater information being included within module descriptors on formative assessment approaches, how feedback is provided to students, and the development of assessment and feedback guidelines with additional resources produced to support staff in developing provision (with links embedded within appropriate sections of the Quality Framework) (paragraph 120 and 126-129)."]
[77,"ENU_66","-","Assessment","Feedback","Edinburgh Napier University","66 Students who met the ELIR team reported that they were aware, via their module VLE sites, of the broad assessment requirements and assessment deadlines at the beginning of each module. Most written assignments are submitted and assessed online, except for those programmes requiring large size paper submissions, and are returned to students with grades and feedback within three working weeks. Students studying both in Edinburgh and through TNE arrangements confirmed that they were aware of the grade descriptors, that they knew where to find information about assessment regulations and marking scales and that detailed marking criteria were supplied with each assessment. They reported that feedback was usually helpful and received within the target three-week turnaround period. Students also clearly indicated that staff were available in person or online for further guidance if required."]
[78,"ENU_66","-","Assessment","Practice","Edinburgh Napier University","66 Students who met the ELIR team reported that they were aware, via their module VLE sites, of the broad assessment requirements and assessment deadlines at the beginning of each module. Most written assignments are submitted and assessed online, except for those programmes requiring large size paper submissions, and are returned to students with grades and feedback within three working weeks. Students studying both in Edinburgh and through TNE arrangements confirmed that they were aware of the grade descriptors, that they knew where to find information about assessment regulations and marking scales and that detailed marking criteria were supplied with each assessment. They reported that feedback was usually helpful and received within the target three-week turnaround period. Students also clearly indicated that staff were available in person or online for further guidance if required."]
[79,"ENU_67","-","Student_Support","Progression","Edinburgh Napier University","67 The Destination of Leavers from Higher Education (DLHE) survey results from 2014-15 to 2016-17 for five of the six schools have consistently shown over 68% (and in many cases consistent scores of over 85%) of undergraduates in managerial and professional roles. Although returns for students graduating from the School of Applied Sciences show over 95% in employment or further study, the numbers in the professional and managerial categories reached only 66% by 2016-17, in part because of a trend in some programmes of higher numbers of students proceeding to further study and also because DLHE does not classify all the careers resulting from the School's programmes within its 'professional' category. For example, the BA (Hons) Veterinary Nursing programme regularly achieves 100% employment of its graduates, but only 13% are recorded as being in professional or managerial roles. Nevertheless, the School is taking positive action to enhance careers support and external liaison panels for all its programmes."]
[80,"ENU_68","-","ExternalEngagement_Research","Employers","Edinburgh Napier University","68 Outcomes from the University's Institution-led Reviews (ILRs) regularly identify employer engagement as positive. For example, review panels commended the BA Hons Television and BA Hons Photography programmes on their effective relationships with industry, LLB programmes on their close links with professional practice and the School of Health and Social Care's strong and positive relationships with industry partners. Employers are often directly involved in programme design and guest lecturing, and as members of Advisory Boards."]
[81,"ENU_69","-","Teaching_Learning","Employability","Edinburgh Napier University","69 The University outlines in the RA as part of its context that it has an applied and professional focus, aiming to develop students 'ready to succeed and thrive in the professional world' and be the first-choice destination in Edinburgh for students seeking to undertake applied learning. From a baseline of 66% in 2013-14, the number of programmes with a built-in work-related learning (WRL) experience had risen to 87% in 2017-18, and the University is working towards a 100% target. The University defines WRL as at least one experience that could range from a 20-credit module with time spent in industry to a 12-month industrial placement. The University's approach to employability and WRL includes ensuring programmes are reviewed regularly to confirm they meet current industry needs, working closely with employers, widely embedding placement opportunities within programmes, developing students' work-related skills within the curriculum, supporting innovation and enterprise initiatives additional to the curriculum, and supporting students in seeking career opportunities."]
[82,"ENU_69","-","Student_Development","Professional Development","Edinburgh Napier University","69 The University outlines in the RA as part of its context that it has an applied and professional focus, aiming to develop students 'ready to succeed and thrive in the professional world' and be the first-choice destination in Edinburgh for students seeking to undertake applied learning. From a baseline of 66% in 2013-14, the number of programmes with a built-in work-related learning (WRL) experience had risen to 87% in 2017-18, and the University is working towards a 100% target. The University defines WRL as at least one experience that could range from a 20-credit module with time spent in industry to a 12-month industrial placement. The University's approach to employability and WRL includes ensuring programmes are reviewed regularly to confirm they meet current industry needs, working closely with employers, widely embedding placement opportunities within programmes, developing students' work-related skills within the curriculum, supporting innovation and enterprise initiatives additional to the curriculum, and supporting students in seeking career opportunities."]
[83,"ENU_70","-","Teaching_Learning","Employability","Edinburgh Napier University","70 Schools are encouraged to develop students' work-related skills within the classroom. The ELIR team heard about a range of examples of good practice including: industry-focused group projects in the School of Computing, often based on live projects from business; interdisciplinary team projects involving private and public external agencies in the School of Arts and Creative Industries and the Edinburgh Napier Law Clinic run entirely by students to provide free legal advice for the local community. University-wide opportunities are available through initiatives such as the Get on Board project which enables students to gain board-level experience in local charities, voluntary sector organisations and public bodies."]
[84,"ENU_70","-","Student_Development","Professional Development","Edinburgh Napier University","70 Schools are encouraged to develop students' work-related skills within the classroom. The ELIR team heard about a range of examples of good practice including: industry-focused group projects in the School of Computing, often based on live projects from business; interdisciplinary team projects involving private and public external agencies in the School of Arts and Creative Industries and the Edinburgh Napier Law Clinic run entirely by students to provide free legal advice for the local community. University-wide opportunities are available through initiatives such as the Get on Board project which enables students to gain board-level experience in local charities, voluntary sector organisations and public bodies."]
[85,"ENU_71","-","Teaching_Learning","Employability","Edinburgh Napier University","71 It is the University's intention to offer placement opportunities on as many programmes as possible. All schools offer placement opportunities on some of their programmes, and opportunities include a wide range of formal and informal, compulsory and optional, and long and short-term placement opportunities in the UK and overseas. For example, year-long placements are offered in the Edinburgh Napier Business School (ENBS) BSc (Hons) Business Studies programme and in the School of Computing, and a variety of short-term optional module placements can be found in the School of Applied Sciences (SAS). In addition, there are some notable examples of placements that support both the student and the partner, for example, the link between the English Department and the Scottish Prison Service whereby undergraduates may provide tuition in basic literacy, creative writing and English language during a six-week placement and the School of Engineering and the Built Environment's placement in its BEng(Hons) Civil and Transportation Engineering programme which offers authentic hands-on experience working for a week on the Bo'ness and Kinneil Railway."]
[86,"ENU_72","-","Teaching_Learning","Employability","Edinburgh Napier University","72 While students are supported by academic staff and placement offices within schools, particularly in identifying and obtaining high-quality placement opportunities, the institution-wide Student Futures team has recently assumed coordination and oversight of the University's placement activity. At the time of the ELIR, defining the roles and responsibilities of each set of staff was in development, although statutory placements for programmes in the School of Health and Social Care (SHSC) remained exclusively the responsibility of that School, particularly due to the School's recently established 'In Place' system which allows students to manage their placement experience online. In Place enables students to view details of their placement, obtain further information during the placement period, submit expenses, and receive regular placement information from the placement setting. The ELIR team considered this initiative to have enhanced the placement support available to SHSC students."]
[87,"ENU_73","-","Teaching_Learning","Employability","Edinburgh Napier University","73 Academic staff are responsible for the ultimate approval of placements and for monitoring student progress (particularly on year-long compulsory placements), ensuring that they meet the objectives of each programme. In the School of Computing, for example, the Placements Office comprises a placement administrator, a work-based module leader and a team of visiting academic tutors. Placement Learning Agreements are in place which clearly articulate the responsibilities of the placement supervisor and the student, while employers are required to monitor student attendance and complete a placement Health and Safety and Safeguarding checklist and data protection statement. As many of the placement opportunities are optional, student placement stories are presented on the student portal to encourage uptake, particularly from those with widening participation backgrounds. An institutional Student Mobility team also assists direct-entry students from colleges in awareness-raising of mobility opportunities."]
[88,"ENU_74","-","Teaching_Learning","Employability","Edinburgh Napier University","74 Students who met the ELIR team generally welcomed the placement opportunities available and considered that they enhanced their employability skills, some reporting that their placements had led directly to employment offers. They found the placement experience positive and commented on the high quality of support received from both academic and placement office staff, both in seeking placements and in supporting them during the experience. Some students also commented that they found work-shadowing opportunities and short-term placements to be particularly beneficial in gaining short-term experience of a relevant working environment and that these too sometimes led to job offers."]
[89,"ENU_75","-","Teaching_Learning","Employability","Edinburgh Napier University","75 The University includes study overseas within its range of placement opportunities and almost 450 students engaged in a variety of exchanges and intern/partnerships overseas in 2017-18 - an increase of 20% since the previous year. Students who met the ELIR team found the international placements, whether in full-time employment or linked with a period in an overseas university, especially helpful in developing employability skills and more general life skills, and they indicated that they appreciated the support they had received in sourcing and establishing these and in maintaining contact with the University during their time abroad. However, some students noted that some placement agreements were late, and not all students appeared clear on the criteria for paid and non-paid placements. Voluntary placements are available to full-time students on TNE programmes, although there was limited take-up of these opportunities with students reporting a number of barriers to their participation including being part-time and in other employment, being too young to qualify for the opportunity or being unsure whether placements were available to them. The team would encourage the University to continue monitoring its support to students on the range of placements on offer, building on positive progress made to date."]
[90,"ENU_76","-","Teaching_Learning","Employability","Edinburgh Napier University","76 The University offers enterprise and entrepreneurial development opportunities through the Bright Red Triangle (BRT) which it describes as a one-stop shop for innovation and enterprise activities, which provides students, graduates and staff with the experience and skills necessary to have a social or commercial impact. The BRT currently has six live projects, having completed 75 projects involving some 3000 students since it opened in 2004. It currently supports between 200 and 300 students per year, with around 50 start-up companies developed annually through its incubator support. BRT aims to provide an encouraging place for students to develop enterprise skills or start a business and to become confidently engaged in community projects. Students who met the ELIR team confirmed their awareness of opportunities provided by BRT which are available at each of the University's campuses. Those students and staff who had direct involvement with BRT were highly enthusiastic and supportive of the initiative, reporting that it provided a safe place for students to develop entrepreneurial and business development skills."]
[91,"ENU_76","-","Student_Development","Graduate Attributes","Edinburgh Napier University","76 The University offers enterprise and entrepreneurial development opportunities through the Bright Red Triangle (BRT) which it describes as a one-stop shop for innovation and enterprise activities, which provides students, graduates and staff with the experience and skills necessary to have a social or commercial impact. The BRT currently has six live projects, having completed 75 projects involving some 3000 students since it opened in 2004. It currently supports between 200 and 300 students per year, with around 50 start-up companies developed annually through its incubator support. BRT aims to provide an encouraging place for students to develop enterprise skills or start a business and to become confidently engaged in community projects. Students who met the ELIR team confirmed their awareness of opportunities provided by BRT which are available at each of the University's campuses. Those students and staff who had direct involvement with BRT were highly enthusiastic and supportive of the initiative, reporting that it provided a safe place for students to develop entrepreneurial and business development skills."]
[92,"ENU_77","-","Teaching_Learning","Employability","Edinburgh Napier University","77 The University has expanded its provision in the last two years to include Graduate Apprenticeships (RA 1.3.5, RA 2.3.14). Three new programmes were approved in 2018-19 and scheduled for delivery in 2019-20 which the University anticipates will increase its intake by over 250 students (RA 5.1.11). Support for employers is provided through the University's MyFuture website, where 1300 employers have registered (RA 5.1.11). MyFuture was originally developed for on-campus students to support movement into graduate employment but has been refocused to include information for employers on topics including employer mentoring, work-based learning and industry liaison (RA 5.1.11)."]
[93,"ENU_78","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","78 Overall, the ELIR team considered that the University has effective arrangements for managing and enhancing the postgraduate student experience."]
[94,"ENU_78","-","Student_Support","Academic","Edinburgh Napier University","78 Overall, the ELIR team considered that the University has effective arrangements for managing and enhancing the postgraduate student experience."]
[95,"ENU_79","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","79 The University's research student population is relatively small with 263 students enrolled in 2019, from a peak of 308 in 2015-16. This peak followed a period of enhanced investment intended to grow the postgraduate research student community, including offering 50 university-funded PhD opportunities. As part of enhancing the University's research culture, and with the recently-appointed Vice-Principal (Research and Innovation), the University is exploring opportunities to grow its PGR numbers."]
[96,"ENU_79","-","Demographics","Trends","Edinburgh Napier University","79 The University's research student population is relatively small with 263 students enrolled in 2019, from a peak of 308 in 2015-16. This peak followed a period of enhanced investment intended to grow the postgraduate research student community, including offering 50 university-funded PhD opportunities. As part of enhancing the University's research culture, and with the recently-appointed Vice-Principal (Research and Innovation), the University is exploring opportunities to grow its PGR numbers."]
[97,"ENU_80","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","80 The University has recently been considering the PGR student journey and, as a result, has made the change to offering two, rather than many, entry points per year for PGRs (October and March) to promote the student experience and foster a sense of belonging and community. In addition, conversations are taking place at school level to review supervisory capacity and research space. PGR students who met the ELIR team had experienced a range of induction practice which ranged from minimal support to effective joint support from their supervisor and the Research and Innovation Office (RIO). The RIO provides training and development courses for research students and early career academics on a range of topics including: thesis writing; building positive relationships with research supervisors and the supervisory team; project managing the PhD; the viva experience; and stress management. However, attendance is not compulsory. Students expressed the view that the introduction of the two admission points provided an opportunity for a planned induction and training programme run on an institution-wide basis which would complement specific school induction activity. The team also heard that PGR students felt a general lack of a research culture within the University, although they were positive about the opportunity to participate in the RIO's annual research conferences for research staff and students, and some were aware of an emerging research culture within their schools."]
[98,"ENU_81","-","Postgraduate_Research","Monitoring","Edinburgh Napier University","81 Monitoring and institutional oversight of the postgraduate research experience is undertaken through the University's Research and Innovation Committee chaired by the Vice-Principal Research. Oversight has been improved by the establishment of Research Degree Leaders (RDLs) in each school, who are responsible for all research degree matters within their schools, including the production of, and monitoring of progress towards, action plans responding to issues arising from the Postgraduate Research Experience Survey (PRES). They are all members of the University's Research Degrees Committee. During the review visits, postgraduate students reported that the RDLs are their first points of contact for any general concerns and budgetary matters and found the RDLs to be supportive. The RDLs chair the School Research Degrees Committees, and report to the University's Research Degrees Committee (RDC) on school matters. The RDC meets 10 times annually, with five of these meetings devoted to considering PGR progress and chaired by an external member, and the other five focusing on strategic and policy matters. The RDLs have contributed to a greater cohesiveness within schools of support for and monitoring the progress of PGR students, and together provide an effective forum for the identification and sharing of good practice in the support of PGR students."]
[99,"ENU_82","-","Postgraduate_Research","Monitoring","Edinburgh Napier University","82 Since the 2015 ELIR, the University has significantly strengthened its arrangements for monitoring individual PGR student's progress towards completion of their research degree. PGR students who met the ELIR team discussed their supervision contract/agreement (recently introduced by the University in October 2018), where students and supervisors agree their roles and responsibilities, determine the frequency of supervisory meetings and the level of preparation required for these meetings to work effectively. Students also spoke positively about regular academic progress review meetings held on a biannual basis, involving an independent chair, where students can raise concerns about any issues, including concerns about their contract or supervisory arrangements. The ELIR team viewed these meetings as a particularly positive development."]
[100,"ENU_83","-","Postgraduate_Research","Support","Edinburgh Napier University","83 The Research Degrees Framework requires all students who teach to have successfully completed the 'Teaching at University' course run by the Department of Learning and Teaching Enhancement (DLTE). However, completion of the course has only recently been made mandatory and not all students currently active in teaching and assessment had participated. The course prepares students for the teaching experience and those who have successfully completed the University's ENroute programme are supported to apply for Associate Fellowship of the Higher Education Academy. PGR students who met the ELIR team reported mixed enthusiasm from staff in encouraging students to teach, with only 34 of the 263 PGR students currently teaching. Only 44% of students currently teaching have participated in the training programme. Those teaching reported receiving guidance on assessing students and confirmed their proposed assessment outcomes were moderated by staff, and the risk to academic standards is, therefore, low. The University is asked to ensure that all postgraduate research students (current and future) who teach complete the mandatory course prior to commencing or continuing teaching (paragraph 96)."]
[101,"ENU_84","-","Postgraduate_Research","Support","Edinburgh Napier University","84 While results from the annual Postgraduate Research Experience (PRES) survey since the 2015 ELIR have shown an increasing proportion of responses scoring in the upper quartile of results, the 2019 survey showed a decline in overall satisfaction at 78% compared to 82% in 2018. The lowest satisfaction score of 45% related to research ambience with the largest decline (22%) in the provision of a good seminar programme. While response rates to PRES are low (31% in 2019), the University is responding to outcomes constructively in line with its strategic objectives. A notable example is the new requirement for each supervisor and PGR student to commit to a supervision agreement in response to low scores relating to contact with the supervisor and an understanding of the responsibilities of a research student. The ELIR team viewed the supervision agreement as a positive response to the survey results."]
[102,"ENU_85","-","Demographics","Numbers","Edinburgh Napier University","85 Since the 2015 ELIR, PGT numbers have increased steadily from 3,408 in 2014-15 to 4,326 in 2017-18, totalling 22% of the total student population. In response to the University's strategic aim of supporting 'innovation, enterprise and citizenship', the University seeks to ensure that its programmes for PGT students continue to be professionally and industry-focused, incorporating applied skills from industry and often live projects (paragraphs 70). Placement opportunities are available on some master's programmes, and the University has recently agreed guidance for the approval of Extended Master's programmes (exceeding 180 credits)."]
[103,"ENU_85","-","Teaching_Learning","Employability","Edinburgh Napier University","85 Since the 2015 ELIR, PGT numbers have increased steadily from 3,408 in 2014-15 to 4,326 in 2017-18, totalling 22% of the total student population. In response to the University's strategic aim of supporting 'innovation, enterprise and citizenship', the University seeks to ensure that its programmes for PGT students continue to be professionally and industry-focused, incorporating applied skills from industry and often live projects (paragraphs 70). Placement opportunities are available on some master's programmes, and the University has recently agreed guidance for the approval of Extended Master's programmes (exceeding 180 credits)."]
[104,"ENU_86","-","Assessment","Practice","Edinburgh Napier University","86 For PGT student assessments, the University recently changed from a 16-point grading scale to a percentage scale in response to feedback from external examiners and a subsequent survey of staff which revealed that students found the 16-point scale difficult to understand. An implementation group has been established by the Quality and Standards Committee (QSC) to support the planned introduction of the new marking scale in 2020-21 and this was viewed positively by staff who met the ELIR team."]
[105,"ENU_87","-","Learning_Resources","IT","Edinburgh Napier University","87 The University's 2015-2025 Estates Strategy states a commitment to creating a learning environment that is 'fluid, adaptable and rich in technology', and seeks to improve spaces for learning and teaching and student-staff interactions, enhance postgraduate and research facilities and create environments that stimulate enterprise. Recent examples of the development of specialist teaching and research centres include: the Simulation and Clinical Skills Centre in the School of Health and Social Care; industry-standard facilities and equipment in the School of Applied Sciences and Art and Creative Industries; and the new Software Engineering and Games Lab within the School of Computing - the last being an element of the decision to locate the complete portfolio of that School to the Merchiston Campus. The University is also experimenting with classroom redesign and has converted three standard classrooms at its Craiglockhart Campus into flexible learning spaces. Designed as a pilot, an evaluation of the work was presented to the 2018 Learning and Teaching Conference as a basis for influencing the strategic development of further learning spaces, and this has been followed by discussions between the Estates team and DLTE. Staff who met the ELIR team reported mixed views on the effectiveness of the flexible learning spaces and considered that the project would benefit from greater involvement from teaching staff. The Estates Strategy is currently undergoing a mid-term review with the priority focused on the use of space to shape pedagogies and student learning in a more collaborative and interdisciplinary way, with the Director of Property and Estates working collaboratively with an ENSA Sabbatical Officer on this. Staff and students reported on the variability of campus environments, noting positively the generally high quality of computer laboratories, the wide variety of spaces available and the potential benefits of flexible spaces, but that research space was not always used effectively, and there was a shortage of quiet learning spaces at the Craiglockhart Campus."]
[106,"ENU_88","-","Learning_Resources","IT","Edinburgh Napier University","88 The University's Information Services department was reaccredited with the Customer Service Excellence standard in 2018, receiving a 'Compliance Plus' award. This award recognised, in particular, the University's efforts to identify hard-to-reach and disadvantaged groups and individuals, the way it had developed its services in response to their specific needs, and the positive changes made to services as a result of analysing customer experience. Information Services has consistently received high NSS ratings, and students were complimentary on the quality and ease of access to learning information, both in hard copy and online. TNE students were satisfied with their access to learning materials and, together with online students, are able to access learning materials wherever they study, using the Virtual Desktop Service and the AppsAnywhere tool that enables them to access the same software applications and materials as those studying on the Edinburgh campuses. Additionally, a dedicated Global Online team provides support for programmes in creating and delivering content exclusively for online learning."]
[107,"ENU_89","-","Learning_Resources","IT","Edinburgh Napier University","89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."]
[108,"ENU_89","-","Learning_Resources","IT","Edinburgh Napier University","89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."]
[109,"ENU_89","-","Assessment","Practice","Edinburgh Napier University","89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."]
[110,"ENU_91","Commendation","Teaching_Learning","Strategy","Edinburgh Napier University","91 Overall the University has an effective approach to enhancing the student learning experience. In particular, the sustained, strategic, systematic and evidence-based approach to widening participation and direct entry is having a continued positive impact on the number of widening participation students admitted to and progressing through the University. Effective interventions are evident at all stages of the learner journey from pre-admission through contextualised admissions arrangements to induction, transition and on-campus support. These include the student-led and university-supported peer network of students from a widening participation background (ESTABLISH), the Countdown to Zero induction programme, and introduction of dedicated widening participation student ambassadors. There is strong evidence to commend the clear partnership working between academic and professional services staff at the University, with academic and professional support services staff working effectively at school and institutional levels to deliver the University's strategic priorities. Examples of effective partnership working are evident in the delivery of a high-quality online learning environment and collaborative working between the academic staff and professional services colleagues working on widening participation, placements, quality and planning."]
[111,"ENU_92","-","Student_Engagement","Representation","Edinburgh Napier University","92 Since the 2015 ELIR, progress with maintaining and enhancing the University's arrangements for student representation has been limited by the relationship between the University and ENSA (paragraph 31) and further enhancement could be achieved by establishing a more effective partnership. There would be considerable value in ensuring that there are clear representative structures in place at all levels and, in particular at school level, for all modes of delivery including online learning. The University is asked to make certain that there are effective arrangements in place for the recruitment, training and support for all students undertaking a representative role, including and beyond programme level, for a variety of activities, including school and institutional-level committees, approval boards and institution-led reviews."]
[112,"ENU_93","Recommendation","Student_Engagement","Representation","Edinburgh Napier University","93 The University has worked to develop mechanisms to enhance student engagement and respond to the student voice and is encouraged to continue making progress in this area. The University is asked to routinely monitor the effectiveness of the arrangements in place to respond to the student voice, including specifically, the consistent operation of student-staff liaison committees and effectiveness of the merger of the Learning, Teaching and Assessment Committee with the Student Experience Committee. It is also asked to ensure that students are supported to raise matters at relevant levels of the governance structure and that appropriate action is taken as a result with outcomes disseminated to the student body."]
[113,"ENU_94","-","Student_Support","Academic","Edinburgh Napier University","94 In the context of the University's growth agenda, it is asked to ensure there is a systematic and embedded approach to supporting all groups of students and that it continues to develop support mechanisms for online learners, graduate apprentices, transnational education students and other groups studying off campus to ensure accessibility of services, sustainability and a positive student and staff experience. In particular, the University is asked to carefully monitor the personal development tutor staff/student ratios as student numbers grow."]
[114,"ENU_95","Commendation","Teaching_Learning","Employability","Edinburgh Napier University","95 The University's commitment to the provision of professional and work-related programmes is demonstrated through a wide range of employment-related curricula, work-related experiences, employment-seeking opportunities, and interactions with external communities. The University is commended for its commitment to meeting its strategic objective of ensuring that all students are prepared to succeed and thrive in the professional world through offering a range of programme-led, work-related activities, placement learning opportunities and entrepreneurial skills development through its Bright Red Triangle service - a one-stop shop for extracurricular innovation and enterprise activities."]
[115,"ENU_95","Commendation","Student_Development","Professional Development","Edinburgh Napier University","95 The University's commitment to the provision of professional and work-related programmes is demonstrated through a wide range of employment-related curricula, work-related experiences, employment-seeking opportunities, and interactions with external communities. The University is commended for its commitment to meeting its strategic objective of ensuring that all students are prepared to succeed and thrive in the professional world through offering a range of programme-led, work-related activities, placement learning opportunities and entrepreneurial skills development through its Bright Red Triangle service - a one-stop shop for extracurricular innovation and enterprise activities."]
[116,"ENU_96","Commendation","Postgraduate_Research","Support","Edinburgh Napier University","96 In relation to the postgraduate student experience, the University's arrangements for managing and enhancing the experience are effective and there is evidence of the institution having a proactive approach to addressing issues, enhancing practice and establishing a stronger research culture and community in line with its strategic objectives. In addition, the University has developed a robust approach to overseeing individual postgraduate research student academic progress with the introduction of regular review meetings every six months including an independent panel chair. To continue progress in this area, the University is asked to introduce a structured and longitudinal institution-wide induction, to include appropriate training and development. The University is also asked to ensure that all postgraduate research students (current and future) who teach, complete the mandatory course prior to commencing teaching."]
[117,"ENU_96","Recommendation","Postgraduate_Research","Support","Edinburgh Napier University","96 In relation to the postgraduate student experience, the University's arrangements for managing and enhancing the experience are effective and there is evidence of the institution having a proactive approach to addressing issues, enhancing practice and establishing a stronger research culture and community in line with its strategic objectives. In addition, the University has developed a robust approach to overseeing individual postgraduate research student academic progress with the introduction of regular review meetings every six months including an independent panel chair. To continue progress in this area, the University is asked to introduce a structured and longitudinal institution-wide induction, to include appropriate training and development. The University is also asked to ensure that all postgraduate research students (current and future) who teach, complete the mandatory course prior to commencing teaching."]
[118,"ENU_97","-","Enhancement","Strategy","Edinburgh Napier University","97 The University has an effective approach to enhancing learning and teaching and the wider student experience."]
[119,"ENU_98","-","Enhancement","Strategy","Edinburgh Napier University","98 The University is currently consulting on a new Strategy which was still in draft form at the time of the current ELIR (paragraph 5). Progress against strategic objectives is monitored through school and department plans, budget setting activity, regular review by the University Leadership Team (ULT) and Academic Board and School. The University senior team have engaged widely to update staff on progress and to reflect on the aims outlined in Strategy 2020 to inform the University's future direction."]
[120,"ENU_99","-","Enhancement","Strategy","Edinburgh Napier University","99 The University's approach to realising its vision in relation to the enhancement of learning and teaching is articulated clearly through its Academic and Student Experience Strategies (paragraphs 4, 42 and 99) which are well established. The restructuring of the faculties into schools (paragraph 3) has enhanced the delivery of strategy and practice by increasing accountability at school-level and providing greater integration and partnership working between professional services teams and schools, resulting in a more distributed leadership model which has been welcomed by staff. Strategy implementation is articulated and delivered through school annual plans. A considerable programme of work has been undertaken since the 2015 ELIR to deliver the Academic Strategy overseen by the Academic Board and its sub-committees."]
[121,"ENU_100","-","Enhancement","Strategy","Edinburgh Napier University","100 The University's Department of Learning and Teaching Enhancement (DLTE) leads strategic initiatives in partnership with schools and professional services, to enhance the quality of learning and teaching. The University has also deliberately located the Quality and Standards team within DLTE to strengthen the relationship between baseline quality assurance processes and enhancement activities. The ELIR team heard how close working between the University Leadership Team (ULT), the Vice-Principal Learning and Teaching, school heads of learning and teaching, and the Director of DLTE was helping to coordinate institution-wide enhancement activity and improve research teaching linkages."]
[122,"ENU_101","-","Enhancement","Strategy","Edinburgh Napier University","101 School learning and teaching committees are the main forum discussion about enhancement. The combined University Learning, Teaching, Assessment and Student Experience Committee (LTASEC) (paragraph 43) has responsibility for activities undertaken to enhance learning, teaching and assessment including annual monitoring. LTASEC reports directly to the Academic Board. In addition to committee consideration, annual monitoring reports are reviewed by the Quality and Standards team and collated reports of issues and good practice are disseminated to schools and via the DLTE newsletter and annual learning and teaching conference."]
[123,"ENU_101","-","Teaching_Learning","Strategy","Edinburgh Napier University","101 School learning and teaching committees are the main forum discussion about enhancement. The combined University Learning, Teaching, Assessment and Student Experience Committee (LTASEC) (paragraph 43) has responsibility for activities undertaken to enhance learning, teaching and assessment including annual monitoring. LTASEC reports directly to the Academic Board. In addition to committee consideration, annual monitoring reports are reviewed by the Quality and Standards team and collated reports of issues and good practice are disseminated to schools and via the DLTE newsletter and annual learning and teaching conference."]
[124,"ENU_102","-","Enhancement","Strategy","Edinburgh Napier University","102 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development. The University's institutional strategy has enhancement as a central focus and Theme work has, in many cases, aligned with institutional work already underway or planned. University engagement with the Themes extends from senior university staff leading strands of work (at the time of the ELIR, the Vice-Principal Learning and Teaching was the chair of the current 'Evidence for Enhancement' Theme) to school staff engaging with the University's institutional plan and Theme collaborative clusters."]
[125,"ENU_102","-","Enhancement","Themes","Edinburgh Napier University","102 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development. The University's institutional strategy has enhancement as a central focus and Theme work has, in many cases, aligned with institutional work already underway or planned. University engagement with the Themes extends from senior university staff leading strands of work (at the time of the ELIR, the Vice-Principal Learning and Teaching was the chair of the current 'Evidence for Enhancement' Theme) to school staff engaging with the University's institutional plan and Theme collaborative clusters."]
[126,"ENU_103","-","Enhancement","Strategy","Edinburgh Napier University","103 The University's approach to aligning Themes activity with institutional strategy has evolved since the launch of the previous Enhancement Theme - Student Transitions - in 2014. Earlier Theme working groups (for example, for the Developing and Supporting the Curriculum Theme) had comprised mainly senior colleagues with very little engagement from practitioners. The refreshed model, which was established during the Student Transitions Theme, involved recruiting staff from across the University to the Theme institutional team, some of whom used the experience to inform their submissions for Fellowship of the Higher Education Academy. Staff engage with the Enhancement Themes through a range of mechanisms, including using Theme funding to encourage staff and students to develop mini projects aligned to Themes. Key areas of the Transitions Theme - in particular, student belonging and community - have been priorities for the University, helping to ensure that the needs of the diverse student population are considered."]
[127,"ENU_103","-","Enhancement","Themes","Edinburgh Napier University","103 The University's approach to aligning Themes activity with institutional strategy has evolved since the launch of the previous Enhancement Theme - Student Transitions - in 2014. Earlier Theme working groups (for example, for the Developing and Supporting the Curriculum Theme) had comprised mainly senior colleagues with very little engagement from practitioners. The refreshed model, which was established during the Student Transitions Theme, involved recruiting staff from across the University to the Theme institutional team, some of whom used the experience to inform their submissions for Fellowship of the Higher Education Academy. Staff engage with the Enhancement Themes through a range of mechanisms, including using Theme funding to encourage staff and students to develop mini projects aligned to Themes. Key areas of the Transitions Theme - in particular, student belonging and community - have been priorities for the University, helping to ensure that the needs of the diverse student population are considered."]
[128,"ENU_104","-","Enhancement","Strategy","Edinburgh Napier University","104 Overall the ELIR team considered that the University has a proactive approach to engaging staff and students at all levels with sector work on the Enhancement Themes. The team heard examples of the University learning from this Theme and using it to inform strategy and practice, in particular in the areas of community and belonging, and programme leader development - where the University has led on collaborative cluster work and produced a Programme Leader Operational Checklist for staff new to the role which outlines the tasks and responsibilities involved in the role. The checklist is currently being used both in the University and the wider sector."]
[129,"ENU_104","-","Enhancement","Themes","Edinburgh Napier University","104 Overall the ELIR team considered that the University has a proactive approach to engaging staff and students at all levels with sector work on the Enhancement Themes. The team heard examples of the University learning from this Theme and using it to inform strategy and practice, in particular in the areas of community and belonging, and programme leader development - where the University has led on collaborative cluster work and produced a Programme Leader Operational Checklist for staff new to the role which outlines the tasks and responsibilities involved in the role. The checklist is currently being used both in the University and the wider sector."]
[130,"ENU_105","-","Enhancement","Strategy","Edinburgh Napier University","105 The University continues to develop its approach to delivering and disseminating work related to the Enhancement Themes. The DLTE, under the leadership of the Vice-Principal Learning and Teaching, works in partnership with schools to oversee Enhancement Theme activity with the aim of increasing engagement further. During the ELIR, senior staff told the ELIR team about their commitment to the Theme and the developing strategic approach but acknowledged variations in engagement with the Theme across the University which they will continue to address."]
[{"$f":"IF(B133<>\"\",ROW(A133)-2,\"\")","v":131},"ENU_105","-","Enhancement","Themes","Edinburgh Napier University","105 The University continues to develop its approach to delivering and disseminating work related to the Enhancement Themes. The DLTE, under the leadership of the Vice-Principal Learning and Teaching, works in partnership with schools to oversee Enhancement Theme activity with the aim of increasing engagement further. During the ELIR, senior staff told the ELIR team about their commitment to the Theme and the developing strategic approach but acknowledged variations in engagement with the Theme across the University which they will continue to address."]
[132,"ENU_106","-","Teaching_Learning","Good practice","Edinburgh Napier University","106 The University identifies and shares good practice effectively through a variety of methods including: analysing and disseminating the outcomes of programme monitoring and review activities, as specified in the University's Quality Framework; holding learning and teaching conferences; promoting peer review; using feedback from informal student/staff groups to inform practice; nominating staff for student-led teaching awards; disseminating good practice from external bodies; and ensuring that the effectiveness of the leadership of learning and teaching at school level is reviewed regularly. Staff who met the ELIR team were aware of both formal and informal methods of sharing good practice and were positive about the range of opportunities available."]
[133,"ENU_106","-","Enhancement","Practice","Edinburgh Napier University","106 The University identifies and shares good practice effectively through a variety of methods including: analysing and disseminating the outcomes of programme monitoring and review activities, as specified in the University's Quality Framework; holding learning and teaching conferences; promoting peer review; using feedback from informal student/staff groups to inform practice; nominating staff for student-led teaching awards; disseminating good practice from external bodies; and ensuring that the effectiveness of the leadership of learning and teaching at school level is reviewed regularly. Staff who met the ELIR team were aware of both formal and informal methods of sharing good practice and were positive about the range of opportunities available."]
[134,"ENU_107","-","Enhancement","Strategy","Edinburgh Napier University","107 Following the appointment of the Vice-Principal Learning and Teaching (VPLT), changes have been made to the leadership of learning and teaching at school level. Reporting directly to the Dean, each school has a School Head of Learning and Teaching with responsibility for the oversight of learning and teaching, quality and the student experience. They chair their School Learning, Teaching and Assessment Committees and are members of LTASEC. They meet informally as a group and frequently either individually or together, with the recently appointed Head of DLTE. Together with the Head of DLTE, they meet monthly with the VPLT to engage in 'challenge discussions' about key aspects of the delivery of learning and teaching. In addition, these heads are senior single points of contact in each school with oversight of the preparation of the school-level reports and are in a position to alert teaching colleagues to the good practice identified and highlight good practice within their school reports at the university committees. Teaching staff reported that the new arrangements appeared to be operating smoothly and that the heads of learning and teaching engaged effectively with staff."]
[135,"ENU_108","-","Enhancement","Practice","Edinburgh Napier University","108 The annual Learning and Teaching/Teaching Fellows Conference aims to raise awareness of University learning and teaching priorities and showcase effective approaches to addressing these. The University is considering increasing the capacity for future conferences and inviting external delegates to secure a wider audience and network. In 2019, the conference was scheduled in the same week as the University's Research and Innovation conference, aiming to secure better alignment of the University's teaching and research activities. Staff who met the ELIR team endorsed the value of these conferences and indicated that they had applied some of the good practice disseminated to their teaching practice."]
[136,"ENU_109","-","Enhancement","Practice","Edinburgh Napier University","109 While local peer review schemes have operated in the University for some years, DLTE has established a new university-wide peer review scheme aimed at promoting collaborative working and reflection on practice. The scheme, which is intended to operate on a cross-school basis, is underpinned by principles emphasising its confidentiality, partnership ethos and intention to be mutually beneficial to all partners involved. The University has decided that participation should, for the time being, be voluntary and 110 staff are already participating. It is envisaged that participation in the scheme would contribute to the discussions on personal and professional development for staff and inform performance and development review conversations."]
[137,"ENU_110","-","Teaching_Learning","Good practice","Edinburgh Napier University","110 The University also operates a 'Students as Colleagues' programme, whereby a student works closely with an academic from a different discipline to give the member of staff feedback on their practice with the intention of fostering a supportive relationship that enables academics to learn about current students' perspectives of learning and teaching issues. It also provides the student with experience of key employability skills such as performance review, collecting and evaluating evidence, offering constructive feedback and working with others. This initiative, which has been disseminated outside the University and has resulted in three peer-reviewed papers, has also been of assistance in supporting staff submitting applications for Fellowship of the Higher Education Academy. Teaching and professional service staff who met the ELIR team welcomed this initiative, and those currently engaged in it spoke positively of their experiences. 'Students as Colleagues' was considered by the ELIR team to make a positive contribution to staff development (paragraph 124)."]
[138,"ENU_110","-","Enhancement","Practice","Edinburgh Napier University","110 The University also operates a 'Students as Colleagues' programme, whereby a student works closely with an academic from a different discipline to give the member of staff feedback on their practice with the intention of fostering a supportive relationship that enables academics to learn about current students' perspectives of learning and teaching issues. It also provides the student with experience of key employability skills such as performance review, collecting and evaluating evidence, offering constructive feedback and working with others. This initiative, which has been disseminated outside the University and has resulted in three peer-reviewed papers, has also been of assistance in supporting staff submitting applications for Fellowship of the Higher Education Academy. Teaching and professional service staff who met the ELIR team welcomed this initiative, and those currently engaged in it spoke positively of their experiences. 'Students as Colleagues' was considered by the ELIR team to make a positive contribution to staff development (paragraph 124)."]
[139,"ENU_111","-","Enhancement","Practice","Edinburgh Napier University","111 While there are often informal forums within schools and professional services departments which discuss and share good practice, many of the above initiatives are led and coordinated by DLTE. DLTE has recently launched a learning and teaching monthly newsletter that includes an item on learning and teaching practice of the month as well as what the University describes as 'University regulation of the month'. The positive practice noted in the 2015 ELIR of maintaining an active learning, teaching and assessment resource bank has been abandoned following a review by DLTE which found that it was largely text based, rarely consulted by staff and incompatible with current technological developments. DLTE is currently exploring ideas for the development of a more effective resource bank with School Heads of Learning and Teaching."]
[140,"ENU_112","-","Teaching_Learning","Good practice","Edinburgh Napier University","112 Other initiatives to share and disseminate good practice include the University 'Above and Beyond' awards where all staff can be nominated by colleagues and recognised for their contribution across eight categories (Professionalism, Ambition, Innovation, Inclusivity, Partnership, Student Experience, Leadership and Enterprise). The Student-led Teaching Awards, managed and overseen by ENSA, are another example of an award scheme facilitating the recognition and sharing of good practice. Additionally, examples of good practice have been disseminated to all staff through 'The Bones', the University's staff newsletter."]
[141,"ENU_113","-","Enhancement","Practice","Edinburgh Napier University","113 The University's Quality Framework (QF) also requires good practice to be identified from annual monitoring and institution-led review (ILR) processes with outcomes highlighted in school reports and discussed within programme boards of study. However, the University acknowledges that not all the good practice initially identified is captured in the school reports, and that staff engagement with these is often limited. The dissemination of good practice through formal quality processes continues to be a work-in-progress, with the University's current review of the ILR process potentially leading to the introduction of a series of Thematic Reviews which are likely to identify good practice areas more clearly (paragraph 150)."]
[142,"ENU_114","-","Enhancement","Staff development","Edinburgh Napier University","114 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practices and support for student learning."]
[143,"ENU_115","-","Staff_Support","Professional development","Edinburgh Napier University","115 Strategy 2020 is underpinned by a set of staff development arrangements that the RA stated were designed to help staff feel 'proud, challenged and supported' and the University provides a range of opportunities developed and provided by the DLTE, the Learning and Development section of the Human Resources and Development department, and the recently established School Faculty Learning Communities (FLCs) which include both academic and professional services staff (paragraph 121). On appointment, academic staff are aligned to one of four pathways (learning and teaching, research, professional practice or enterprise) and staff promoted within these pathways are expected to be at the leading edge of their discipline and to contribute and influence their field externally."]
[144,"ENU_116","-","Staff_Support","Training","Edinburgh Napier University","116 Until 2016-17, academic induction consisted of an optional two-day learning and teaching event with a second event following six months later. However, the programme became unsustainable due to its optional status and lack of monitoring. New compulsory induction workshops were developed jointly by Human Resources and DLTE and were piloted in July 2019; these were well received, in particular as they provide new staff with the early opportunity to network with colleagues from across the institution. The intention is to offer the new induction programme once each trimester, and additionally if required. The induction sessions are complemented by an online resource pack for new teaching staff - 'In at the Deep End' - building on work commissioned from an external consultant."]
[145,"ENU_117","-","Staff_Support","Professional development","Edinburgh Napier University","117 The University's Professional Development Review (PDR) process, 'myContribution', enables reviewers (usually line managers) and reviewees to agree, track and measure their objectives, personal development and continuous professional development on an annual basis. The system focuses on review, development and career progression in line with staff contracts and job descriptions and includes a mid-year review progress review. While staff who met the ELIR team understood the principles of linking personal progress to the objectives of the University and were largely positive about the need to set and review agreed personal targets, there was some concern that the targets appeared to relate exclusively to personal rather than team objectives, and that expected levels of achievement for individual targets were sometimes unclear. In addition, staff at all levels within the University were in agreement that software underpinning the PDR submissions was not fit-for-purpose, causing delays, incomplete information and frustration. Senior staff are aware of these problems and, at the time of the current ELIR, the Director of Finance and Operations was reviewing the software issues to ensure that the benefits of myContribution could be more effectively realised. Professional services staff who met the team were positive about support for PDR, citing good guidance and university investment in developing the workforce, with myContribution being used to support this. In particular, the team learned it had been particularly beneficial for some technical staff as a route to gaining Fellowship of the Higher Education Academy. Staff commented that, while the software is dated, it is up to line managers to make the PDR process work within their own context."]
[146,"ENU_118","-","Staff_Support","Professional development","Edinburgh Napier University","118 The University's Staff and Educational Development Association (SEDA) accredited Postgraduate Certificate in Learning, Teaching and Assessment Practice in Higher Education, is delivered by DLTE staff with contributions from student-facing professional services. The course recruits twice per year and is compulsory for staff new to university teaching; successful completion of the programme renders staff eligible for Fellowship of the Higher Education Academy. Staff also spoke positively about ENroute, the University's Fellowship Scheme, designed for individuals who seek to have their practice recognised against the UK Professional Standards Framework's four descriptor categories. ENroute gained Advance HE reaccreditation in 2017, having received initial accreditation in 2013. The University acknowledges that its stretching target of having 100% Fellowship among academic staff by September 2020 is no longer realistic nor achievable, but is committed to supporting as many staff as possible towards Fellowship. Senior staff told the ELIR team that this target for professional recognition had significantly raised the profile of learning and teaching within the University among academic and professional services colleagues and had led to a greater sense of community. Since 2015-16, the University has produced an ENroute yearbook which celebrates and disseminates examples of good practice identified within the applications made for fellowship."]
[147,"ENU_119","-","Staff_Support","Professional development","Edinburgh Napier University","119 The ELIR team also learned about a variety of activity to support specific subsets of staff. The Programme Leader Operational Checklist, and accompanying VLE site, was developed by DLTE in consultation with Programme Leaders and LTASEC in mid-2018 as part of an Enhancement Theme collaborative cluster. The checklist will be reviewed annually and has been well received by both new and existing programme leaders. Research supervision training, mandatory for staff new to research degree supervision, is offered twice a year by the Research and Innovation Office (RIO) as a three-day course. Experienced supervisors are encouraged to attend on the third day to support the exchange of good practice and share their supervisory experiences. Staff also reported helpful informal research supervision networks within some of the schools. The University recognises the need to develop leaders who can successfully deliver strategic objectives by motivating and supporting others to realise their full potential. In response, it has developed the Inspiring Leadership Programme, designed specifically for senior leaders (academic or professional services at grades 7 to 10), who either lead or influence university strategy or who are responsible for leading others, leading projects or leading research or programmes. The programme consists of three workshops, each of which is two full days in length. The content is closely aligned to the University's values and leadership behaviours and is designed to support attendees' knowledge and understanding of how to role model these across the University. The range of development opportunities available to academic and support staff was considered positively by the ELIR team (paragraph 124)."]
[148,"ENU_120","-","Staff_Support","Professional development","Edinburgh Napier University","120 An institution-wide project was undertaken by the University in 2015 and 2017 to deliver a Programme-Focused Approach to Assessment and Feedback (PFAAF) (paragraph 65). This led to the production of the University's Assessment and Feedback Design Guidelines, supplemented initially by a series of related school assessment workshops led by an external expert. These workshops and collaborative cross-institutional activity led to the production of paper and online practical Quick Guides to support staff in their assessment practices. The Guidelines include detailed annexes on marking schemes, grade criteria and moderation."]
[149,"ENU_121","-","Staff_Support","Professional development","Edinburgh Napier University","121 The University has recently introduced pilot Faculty Learning Communities (FLCs) to bring together and support academic staff and professional support staff, the first of which was established in the School of Applied Sciences and facilitated by DLTE and RIO. While the theme of this FLC was 'Supporting One Another in the University', a second recently established FLC is focused on consolidating pedagogic research knowledge. The pilot FLCs were welcomed by both academic and professional services staff who met the ELIR team. More generally, the University has established links with FLCs at other universities in Scotland with the intention of a creating a Scotland-wide collaboration."]
[150,"ENU_122","-","Enhancement","Practice","Edinburgh Napier University","122 The University has an effective approach to enhancing learning and teaching and the wider student experience through its range of strategies and committee structures, the operation of which are regularly reviewed to ensure their continuing effectiveness, demonstrated in the recent merger of the Learning, Teaching and Assessment and Student Experience Committees. Responsibility for progressing enhancement activity has been devolved to academic schools, supported by new structures for the management of learning and teaching at institutional and school level and these changes were viewed positively by staff and students."]
[151,"ENU_123","Commendation","Governance","Structure","Edinburgh Napier University","123 Since the 2015 ELIR, the University has strengthened its structures for the support of learning and teaching and research-teaching linkages through the appointment of new Vice-Principals for Learning and Teaching, and Research and Innovation and the introduction of new school leadership roles. This includes the establishment of the school heads of learning and teaching, who are members of school leadership teams and participate in weekly discussions with the University Vice-Principal for Learning and Teaching."]
[152,"ENU_123","-","Enhancement","Strategy","Edinburgh Napier University","123 Since the 2015 ELIR, the University has strengthened its structures for the support of learning and teaching and research-teaching linkages through the appointment of new Vice-Principals for Learning and Teaching, and Research and Innovation and the introduction of new school leadership roles. This includes the establishment of the school heads of learning and teaching, who are members of school leadership teams and participate in weekly discussions with the University Vice-Principal for Learning and Teaching."]
[153,"ENU_124","Commendation","Enhancement","Practice","Edinburgh Napier University","124 The University provides a wide range of opportunities, both formally and informally, to support the continuing professional development of staff and sharing good practice in learning and teaching. These include ENroute, the University's Professional Recognition Framework for staff involved in teaching and supporting learning provided by the Department of Learning and Teaching Enhancement, the Inspiring Leadership programme for senior leaders involved in leading or influencing university strategy, and the Students as Colleagues initiative where students are trained as voluntary professional 'reviewers' of teaching practice and are paired with a staff member from a different discipline."]
[154,"ENU_125","-","Quality_Processes","Framework","Edinburgh Napier University","125 The University has effective structures and processes in place for the management of quality processes and maintenance of academic standards that meet sector expectations."]
[155,"ENU_126","-","Quality_Processes","Framework","Edinburgh Napier University","126 The principles of the University's approach to managing academic standards and quality assurance are set out in the University's Quality Framework for taught provision, and in a separate Research Degrees Framework for research degree programmes. The Quality Framework outlines arrangements for the design, development, delivery, monitoring and review of programmes. It is supported by the Academic Regulations, Programme Design Guidelines and an Assessment Handbook and underpinned by the Academic Board and its sub-committees. The Quality Framework has been mapped to the 2013-18 UK Quality Code for Higher Education and the University is currently mapping to the 2019 Quality Code."]
[156,"ENU_127","-","Quality_Processes","Framework","Edinburgh Napier University","127 Academic Board and its sub-committees (the combined Learning, Teaching, Assessment and Student Experience Committee; Academic Conduct Committee; and Research and Innovation Committee) and their sub-committees (including Quality and Standards Committee, and Collaborative Provision Committee), oversee academic standards and quality."]
[157,"ENU_128","-","Quality_Processes","Framework","Edinburgh Napier University","128 The Quality Framework is implemented under arrangements which are devolved to schools. Following the 2015 university restructure, there were 18 School Academic Leads for learning and teaching and quality matters. The Vice-Principal for Learning and Teaching has recently undertaken a review of these roles. Each school's Learning, Teaching and Assessment Committee is responsible for quality oversight, however, all schools have formed a Quality Sub-Committee to fulfil the operational aspects of this function and the School Academic Leads for quality play an important role in ensuring consistency across the institution. In order to facilitate effective working relationships between the schools and the central quality staff, School Academic Leads for Quality have a link contact within the Quality and Standards team in the DLTE."]
[158,"ENU_129","-","Quality_Processes","Framework","Edinburgh Napier University","129 To support devolved quality arrangements, the University has developed a range of guidance for staff on implementing quality procedures, policy and regulations including a staff toolkit to support Programme Design Guidelines - a Global Online Essentials resource to support programme leaders which includes links to the regulations, description of roles and responsibilities of module leaders, online tutors, the University's Global Online Support Team and research supervisors, and recent Assessment and Feedback Guidelines to support staff in the management of assessment practice (paragraph 65). In addition, the University has introduced an online course to help staff understand the regulations which form part of the mandatory training for committee convenors and clerks. The devolution of responsibility for quality assurance and enhancement to schools has been viewed positively by teaching staff who reported finding the processes more accessible and enhancements much easier to implement, with the online module change system being identified as particularly effective."]
[159,"ENU_130","-","Quality_Processes","Framework","Edinburgh Napier University","130 Senior staff told the ELIR team that the University has begun a strategic project to examine the way in which academic programmes are managed across the institution. Although in early stages of implementation, the intention of the Curriculum Management Project is to build a system that will enhance the University's ability to design new programmes, refresh and reinvigorate existing programmes, and to support both students and staff during programme implementation. The project will run from May 2019 until 2021."]
[160,"ENU_131","-","Quality_Processes","Framework","Edinburgh Napier University","131 The 2015 ELIR identified the need to continue to evaluate the effectiveness of the Quality Framework (QF). The ELIR team noted that the University has responded constructively to this by continuing to undertake an annual review of the effectiveness of both the QF and introducing an annual review of the Research Degrees Framework. The resulting annual summary of operation of the Quality Framework is a comprehensive and action-oriented report. The example report provided to the ELIR team outlined a number of changes related to content and quality of documentation, deadlines, panel composition for ILR and panel training as a result of the review which were enhancing quality processes."]
[161,"ENU_132","-","Quality_Processes","Annual Monitoring","Edinburgh Napier University","132 The University's approach to annual monitoring includes a formal reflective evaluation of each taught credit-bearing module at the end of each trimester, undertaken by programme leaders. Annual monitoring covers student, teaching team and external feedback on provision; student achievement data; and identification of good practice and areas for development. At the end of each academic session, schools conduct a formal reflective evaluation of all their taught awards, credit-bearing provision and component modules which results in the school annual summary report that is considered by the University Quality and Standards Committee. Following discussion at the Committee, a university-level report is produced which informs the University's annual report to the Scottish Funding Council. To assist staff in the completion of these reports, the Quality Framework webpages provide template forms, and performance data dashboards are available from the University's business management information system. The process also involves consideration of external data sources (Scottish Credit and Qualifications Framework, QAA Subject Benchmark Statements) and feedback from external examiners. Thematic reports drawn from the outcomes of school annual monitoring are prepared by the DLTE and published in 'The Bones', the University's staff newsletter."]
[162,"ENU_133","-","Quality_Processes","Internal Review","Edinburgh Napier University","133 The University's Programme Review methodology was revised in 2018-19 as part of the review of the QF. As the name suggests, Programme Review considers individual programmes or a suite of programmes. It was supplemented by a process called School Review. Neither of these review processes required submission of a response from the area reviewed, other than providing evidence to the review convenor that recommendations and conditions had been addressed. The new methodology, called institution-led review (ILR), was approved by the Quality and Standards Committee in April 2019 and was being implemented from the start of the 2019-20 academic session. Changes include broadening the pool of staff for review panels, an increased focus on enhancement and the introduction of the flexibility to review suites of programmes together or individual programmes as required. The new ILR methodology emphasises the capacity for introducing conditions and time-limited recommendations, together with an increased focus on clarifying who is responsible for responding to a recommendation. 12 months after the review there will be a meeting with QSC members to monitor progress against recommendations and further development of areas that were commended. Although the changes are relatively minor, staff expect them to have a major impact on the richness of the information the method produces."]
[163,"ENU_134","-","Postgraduate_Research","Monitoring","Edinburgh Napier University","134 During the ELIR, the University recognised the Scottish Funding Council's requirement to have a method of systematically reviewing professional services and the need for a more holistic approach to reviewing the postgraduate student experience, as well as stating its intention to progress with further revisions to its ILR process. At the time of the current ELIR, neither PGR provision at the institutional level nor the contribution of professional services to the quality culture of the University were being systematically reviewed. Although the ELIR team found evidence of effective approaches to monitoring individual postgraduate student progress (paragraph 82) and strategy and policy, through the Research Degrees Committee (paragraph 81), no broader review of arrangements for reviewing the postgraduate student experience had been established. During the ELIR, the University provided examples of thematic review reports that had been undertaken prior to the 2019-20 changes, but these focused on the review of procedures and regulations at school-level, for example, examining the double-counting of credit, rather than the effectiveness of professional services supporting teaching and learning and the student experience at the University. The University is asked to progress with its intentions to extend its approach to reviewing these areas (paragraph 150)."]
[164,"ENU_135","-","Quality_Processes","Externality","Edinburgh Napier University","135 Overall the University has an effective approach to using external reference points."]
[165,"ENU_136","-","Quality_Processes","Programme Approval","Edinburgh Napier University","136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."]
[166,"ENU_136","-","Quality_Processes","Externality","Edinburgh Napier University","136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."]
[167,"ENU_136","-","PSRBs","Programme development","Edinburgh Napier University","136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."]
[168,"ENU_137","-","Quality_Processes","External examining","Edinburgh Napier University","137 The University considers that its external examiners play an important role in ensuring comparability of academic standards (paragraph 165-166). Schools are responsible for selecting and nominating external examiners, and their appointments are confirmed by the Quality and Standards team. The Quality and Standards team prepare a thematic summary of external examiner reports each November, and good practice emerging from these reports is published in the DLTE newsletter. The Quality and Standards team also respond to external examiners whenever an institution-level response is required. Information about the role of external examiners is included in programme handbooks to help students understand their role and purpose. Students who met with the ELIR team had heard of external examiners but were neither aware of the existence of their reports, nor where to find them. The University had previously published redacted external examiner reports on the Quality and Standards webpages, but this stopped when responsibility for the operational management of the external examiner process was devolved to the School Support Service. External examiner reports are now shared at Programme Boards of Studies, where student representatives are present, but they are not widely distributed or made available to the wider student body. The University is asked to make external examiner reports accessible to all students (paragraph 151)."]
[169,"ENU_138","-","Regulations","Framework","Edinburgh Napier University","138 Noting that there had been an increase in the proportion of first and upper second-class degrees awarded by the University, a working group has been commissioned by the Quality and Standards Committee to undertake a review during the 2019-20 academic session. This work has been subsumed into Quality and Standards Committee business. As a result, the Committee had recently agreed to revise university regulations from 2020-21, so that the use of discretion to consider students for a higher honours degree classification, where their grades are close to an honours classification boundary, is no longer possible. The Committee has also discussed proposals to review the degree classification regulations (algorithm) as part of future work."]
[170,"ENU_139","-","Enhancement","Strategy","Edinburgh Napier University","139 The 2015 ELIR identified four areas for development: new frameworks for transnational education; the postgraduate research student experience; use of the virtual learning environment; and assurance of quality during a period of significant change - and the University has taken steps to address these outcomes."]
[171,"ENU_140","-","Collaborative_Partnerships","International","Edinburgh Napier University","140 The proposals to develop different approaches to delivering TNE provision have not progressed as quickly as anticipated at the 2015 ELIR. As a result, the University's approach to TNE provision is largely unchanged (paragraph 153 and 156)."]
[172,"ENU_141","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","141 In 2015, the University was asked to reflect on the ways in which it maintains oversight of the holistic research student experience, including arrangements for monitoring and enhancing the research student experience as well as ensuring there is enough capacity among academic staff to provide effective supervisory support for the planned increase in numbers. Linked to the University's efforts to establish a research culture and a research student community, the institution was encouraged to extend opportunities for research students to gain teaching experience, ensuring that students are trained and supported to fulfil this role. Since the 2015 ELIR, oversight of the research student experience has been improved by the establishment of Research Degree Leaders (RDLs) in each school (paragraph 81). Progress has been made with extending the opportunities for research students to gain teaching experience, but the provision and monitoring of the uptake of training for this role remains inconsistent (paragraph 83 and 96), the extent to which longitudinal cross-institutional induction could impact positively on the development of a research community could be explored further (paragraph 96) and the totality of the postgraduate research student experience systematically reviewed (paragraph 80 and 96) in order to enhance the PGR student experience further."]
[173,"ENU_142","-","Teaching_Learning","Strategy","Edinburgh Napier University","142 The University was asked to consider building on the positive work carried out at the programme level to provide a comparable student experience of module delivery, develop clear guidelines on threshold requirements for the information to be included on the virtual learning environment at the module level and this work has been progressing (paragraph 89)."]
[174,"ENU_143","-","Quality_Processes","Framework","Edinburgh Napier University","143 The University was also asked to consider its approach to assuring quality during significant change and to continue to evaluate the effectiveness of the existing quality framework during the 2015 organisational restructure, particularly as responsibilities were delegated to schools when the faculties were disestablished. The University has undertaken significant work in this area, demonstrated in its approach to the annual review of the quality framework (paragraph 131) and new structures for managing quality processes at school level (paragraphs 99, 107 and 123)."]
[175,"ENU_144","-","Quality_Processes","Use of data","Edinburgh Napier University","144 Enhancing the quality and use of data has been a priority for the University. Since the 2015 ELIR, the University has significantly developed its capacity to visualise and analyse trends in the student population, particularly through enhancement of its business management information system and dashboard. The dashboard receives data from a wide range of sources, including student records and performance data, surveys, benchmarking, academic quality processes, research and innovation, financial reporting, workforce analysis and information from the Higher Education Statistics Agency and the Universities and Colleges Admissions Service. The data are quality checked by the Planning and Business Intelligence team, combined and presented though a number of customisable dashboards."]
[176,"ENU_145","-","Quality_Processes","Use of data","Edinburgh Napier University","145 The University described its information management system dashboard as 'the single source of truth' and its use has been integrated into a number of existing processes to enhance effectiveness, including the annual planning and budgeting cycle and quality assurance processes. For example, the AMR and ILR processes each require the analysis and consideration of student progression, retention and achievement data, including employability data. The dashboards allow student performance to be compared horizontally across modules, and longitudinally against historic data. Performance data may also be presented as a function of a number of student characteristics, such as widening participation students who reported having a disability. Data can be displayed at programme, subject group, school or university level, allowing individual teachers, module and programme leaders and committees to access the information in the form that is most useful for each level of the institution. The system was designed to be intuitive and accessible from the outset and, as a result, little user training is required. Academic and professional services staff who the ELIR team met, spoke very positively about the system and the responsiveness of staff in the Planning department to staff requests for customised reports, including to support the evaluation of the contextualised admissions process. In 2018-19, 475 individual academic staff engaged with the system, around 250 per month, and 7,950 reports were run by users, which the University considers indicates positive and continued engagement from staff."]
[177,"ENU_146","-","Quality_Processes","Use of data","Edinburgh Napier University","146 Performance data from the NSS, PTES and module evaluations are used to produce School Student Experience Reports which identify common themes and issues from each school. The reports are received by a new committee which meets monthly, the Student Surveys Group. It is chaired by the Vice-Principal Learning and Teaching and has representation from each of the schools."]
[178,"ENU_147","-","Quality_Processes","Use of data","Edinburgh Napier University","147 The ELIR team viewed the impact of the accessible provision of data to all staff (which includes student performance, survey, widening access and employability data) as a very positive step that is facilitating evidence-based enhancement, for example in the areas of widening participation and admissions."]
[179,"ENU_148","-","Quality_Processes","Framework","Edinburgh Napier University","148 The University's arrangements for securing academic standards are appropriate, effective and in line with the expectations of the Quality Code."]
[180,"ENU_149","Commendation","Quality_Processes","Use of data","Edinburgh Napier University","149 The University has an effective approach to self-evaluation and a proactive approach to developing its approach to the use of data to inform decision-making. The University is commended for growing its institutional capacity to provide data to staff in an accessible format to support the delivery of strategic and operational priorities including admissions and widening participation. Staff are beginning to routinely use data for a wide range of purposes, including to inform action planning and annual monitoring."]
[181,"ENU_150","Recommendation","Quality_Processes","Internal Review","Edinburgh Napier University","150 The University has made progress in reviewing the operation of its institution-led review processes. In order to strengthen its approach further, and adhere to Scottish Funding Council guidelines on quality, with regard to the review of postgraduate research student provision and the contribution of professional services to the quality culture of the institution, the University is asked to ensure that the current institutional approach to reviewing postgraduate study considers more fully the wider student learning experience beyond student progression. There would also be benefit in the University ensuring it includes an appropriate level of externality and considering the extent to which the method will continue to be fit-for-purpose as postgraduate research student numbers grow. In addition, the University is asked to establish a systematic and timely mechanism for reviewing the contribution of the professional support services to the quality of the student experience."]
[182,"ENU_150","-","Postgraduate_Research","Student Experience","Edinburgh Napier University","150 The University has made progress in reviewing the operation of its institution-led review processes. In order to strengthen its approach further, and adhere to Scottish Funding Council guidelines on quality, with regard to the review of postgraduate research student provision and the contribution of professional services to the quality culture of the institution, the University is asked to ensure that the current institutional approach to reviewing postgraduate study considers more fully the wider student learning experience beyond student progression. There would also be benefit in the University ensuring it includes an appropriate level of externality and considering the extent to which the method will continue to be fit-for-purpose as postgraduate research student numbers grow. In addition, the University is asked to establish a systematic and timely mechanism for reviewing the contribution of the professional support services to the quality of the student experience."]
[183,"ENU_151","Recommendation","Quality_Processes","External examining","Edinburgh Napier University","151 In order to strengthen the University's approach to student engagement in quality processes, the University should make external examiners' reports accessible to all students in order to give them the opportunity to engage in discussion and consideration of this element of the assessment process."]
[184,"ENU_152","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","152 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."]
[185,"ENU_153","-","Collaborative_Partnerships","International","Edinburgh Napier University","153 The University has a wide range of partnerships that include transnational education provision with 58 overseas partners including 54 collaborative degrees, the majority of which are delivered in partnership with the Business School. The portfolio of partnerships includes the delivery of online modules and the development of a joint-college venture in China. The University has recently participated in two QAA reviews of transnational education - one in the Republic of Ireland in 2017 and one in Hong Kong (Special Administrative Zone) in 2018, which featured the University's partnership with CityU Scope in Hong Kong."]
[186,"ENU_154","-","Collaborative_Partnerships","International","Edinburgh Napier University","154 The University has an Online and Transnational Education Strategy 2020, which describes the key role that transnational education (TNE) plays within the University. The post of institutional lead for international partnerships has recently been changed from Assistant Principal to Vice-Principal in recognition of the growing importance of leadership in this area of the University's provision. There is a Collaborative Provision Committee (CPC) and an Online and TNE Strategy Steering Group (OTNESSG), which reports to University Leadership Team, while OTNESSG is a strategic executive group. The establishment of OTNESSG was instrumental in ensuring that equality and diversity are considered at a very early stage in the approval of a new partner. Together, these committees ensure that the University has effective oversight of strategic and operational aspects of collaborative provision."]
[187,"ENU_155","-","Collaborative_Partnerships","International","Edinburgh Napier University","155 At the time of the current ELIR, around 22% of the University's students were studying on TNE programmes. While the University strategy outlines the aim to grow TNE and develop new models of delivery including Global Online, Global Online Blended, Partner-Supported and International Centre models, the number of TNE students has declined (paragraph 10). This decline is in part a result of the University's decision to rationalise its portfolio, a move which it views as a sign of maturity in its partnership arrangements. The University has gone through a period of partner review, both questioning the value of some of its existing partnerships at the same time as aiming to build stronger partnerships in some areas. So far, this has resulted in withdrawal from some partnerships, including all of those in India and Thailand, and an increased focus on others in new territories such as Myanmar, Mauritius and Vietnam."]
[188,"ENU_156","-","Collaborative_Partnerships","International","Edinburgh Napier University","156 The University operates a flying-faculty model with high contact-teaching and frequent meetings between Edinburgh campus and partner staff. In this model, no partner staff are involved in the teaching, though they do provide student tutorial support in some partnerships. There is generally a close, supportive relationship between the flying faculty and the partner staff. However, recognising that this model is not sustainable with an expansion in TNE provision, the University has started to move towards increasing franchised provision in some areas. The approach has been to handover responsibility for teaching delivery and assessment only once partners have demonstrated a good track record. The University continues moderation of assessments on a sampling basis for all locally-assessed work."]
[189,"ENU_157","-","Collaborative_Partnerships","International","Edinburgh Napier University","157 There is a rapid turnover of local staff in some markets. This is often compensated by increased engagement by the University's flying faculty. A required level of English proficiency is not specified for staff employed by the partner institutions, but the University retains control over suitability of staff appointments under the terms of its collaborative agreements."]
[190,"ENU_158","-","Collaborative_Partnerships","International","Edinburgh Napier University","158 The University's staff development framework does not currently extend to staff at collaborative partners. However, the University stated that it wants to ensure that overseas tutors working on TNE programmes receive adequate support. Induction arrangements follow those set down in the collaborative agreement, followed by ongoing dialogue with Edinburgh-based flying faculty, particularly where the turnover of partner staff is low. TNE staff who met with the ELIR team confirmed that they received support from the University prior to teaching, that they were offered opportunities to discuss course materials and guidance notes with Edinburgh based staff and that CPD online workshops were available. Academic skills modules, including academic English, are currently being developed by DLTE in partnership with collaborative partners in China."]
[191,"ENU_158","-","Collaborative_Partnerships","Staff support","Edinburgh Napier University","158 The University's staff development framework does not currently extend to staff at collaborative partners. However, the University stated that it wants to ensure that overseas tutors working on TNE programmes receive adequate support. Induction arrangements follow those set down in the collaborative agreement, followed by ongoing dialogue with Edinburgh-based flying faculty, particularly where the turnover of partner staff is low. TNE staff who met with the ELIR team confirmed that they received support from the University prior to teaching, that they were offered opportunities to discuss course materials and guidance notes with Edinburgh based staff and that CPD online workshops were available. Academic skills modules, including academic English, are currently being developed by DLTE in partnership with collaborative partners in China."]
[192,"ENU_159","Recommendation","Collaborative_Partnerships","International","Edinburgh Napier University","159 The International Programmes team based in Edinburgh support academic colleagues in the development and delivery of TNE programmes. They are in regular contact with partners and support and administer the programmes on behalf of the University. All TNE programmes are taught and assessed in English and admissions criteria for collaborative programmes are set by the University and detailed in the Programme Specification. These include the required standard of English language. This requirement is monitored during the first-year review of the student's programme and a majority of students entering TNE programmes enter from programmes also taught in English. Despite this, there have been concerns raised about the English language proficiency of some TNE students through routine quality processes, and staff from partner institutions who met the ELIR team identified that this was the main challenge they faced. These staff expressed the view that up to a third of students on one programme struggled to understand the syllabus and that poor English impacted on assessment performance and resulting grades. The University is asked to review, within the current academic year, the English language entry criteria and proficiency of students on all transnational education programmes to ensure future student intakes have adequate language proficiency on entry and provide language support for existing students where required (paragraph 168)."]
[193,"ENU_160","-","Collaborative_Partnerships","International","Edinburgh Napier University","160 TNE students are able to provide feedback on their learning experience through SSLCs (typically held three times per year, reflecting practice in the Edinburgh campuses), through class representatives, student surveys and directly to their teachers. In addition, all TNE students have a PDT. This role is typically fulfilled by the local programme leader but, in the School of Health and Social Care, the PDT role for TNE students is shared among the teaching team. TNE students also participate in module evaluation surveys, the results of which are reported to the University. Focus groups are held to discuss matters arising through module evaluation. TNE students spoke very highly of the support from their tutors and tutors' responsiveness. Student representatives are appointed at collaborative partners. However, since TNE students are not considered to be eligible for membership of ENSA, they do not have access to the training and support provided by the Students' Association. There would be benefit in the University considering how current training for student representatives could be made available to support student representatives studying with collaborative partners."]
[194,"ENU_161","-","Collaborative_Partnerships","Management","Edinburgh Napier University","161 The University has eight collaborative provision arrangements with UK further education (FE) institutions and, following a strong Government interest in promoting articulation and improving the efficiency of the learner journey, the University has become a main provider of direct entry higher education in the region. In addition, there are also articulation arrangements with overseas institutions, mostly in the Business School. The University recognises that effective student transitions require careful management. Transition into university programmes is supported by an FE Articulation Tutor and a range of activity is offered to support direct entry students (paragraph 57-58) including the introduction a new skills-based module that has been introduced as an option across the Business School and is compulsory within the BA Business Studies programme."]
[{"$f":"IF(B197<>\"\",ROW(A197)-2,\"\")","v":195},"ENU_162","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","162 The University's Quality Framework outlines arrangements for collaborative provision, including approval of partners and additional monitoring and review requirements. The Collaborative Agreement covering each of the University's TNE partnerships clearly states that the final responsibility and accountability for the academic standards and quality assurance of the delivery rests with the University."]
[196,"ENU_163","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","163 The University's annual monitoring processes cover collaborative provision in the same way as other programmes and there is space in the Annual Monitoring Report template to record how partners were involved in preparing the report. The emphasis in the process is on evaluation of the effectiveness of the management of provision delivered in partnership, reflection on the effectiveness of school mechanisms for sharing good practice, and identification of opportunities for enhancing the learning experience of students and the ELIR team viewed this positively."]
[197,"ENU_163","-","Quality_Processes","Annual Monitoring","Edinburgh Napier University","163 The University's annual monitoring processes cover collaborative provision in the same way as other programmes and there is space in the Annual Monitoring Report template to record how partners were involved in preparing the report. The emphasis in the process is on evaluation of the effectiveness of the management of provision delivered in partnership, reflection on the effectiveness of school mechanisms for sharing good practice, and identification of opportunities for enhancing the learning experience of students and the ELIR team viewed this positively."]
[198,"ENU_164","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","164 Collaborative programmes are reviewed in the ILR process in exactly the same way as other programmes, with the exception that there is an additional First Year Review, resulting in a report that goes to CPC. Since each collaboratively delivered programme has a different code to the same programme delivered at Edinburgh, the University is able to compare student performance across the different locations of delivery."]
[199,"ENU_164","-","Quality_Processes","Internal Review","Edinburgh Napier University","164 Collaborative programmes are reviewed in the ILR process in exactly the same way as other programmes, with the exception that there is an additional First Year Review, resulting in a report that goes to CPC. Since each collaboratively delivered programme has a different code to the same programme delivered at Edinburgh, the University is able to compare student performance across the different locations of delivery."]
[200,"ENU_165","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","165 The appointment of external examiners for collaborative programmes is the responsibility of the University. This is clearly stated in each collaborative agreement. External examiners are generally appointed to cover delivery on the Edinburgh campuses and the TNE programme. Exceptions to this are, in the Business School, the BA (Hons) Marketing delivered with CityU SCOPE in Hong Kong, and the MSc Marketing delivered in partnership with HKU SPACE, also in Hong Kong, which currently have an examiner who only reviews the TNE programmes. However, at the time of the current ELIR, the external examiner responsibilities had been amended to ensure that each external examiner has coverage of both the TNE and home modules/programmes. In the School of Applied Sciences, the BA Social Sciences programme in partnership with HKU SPACE has an external examiner who is only responsible for reviewing the TNE provision, but the ELIR team learned that this would be reviewed when the current external examiner completes their term this year."]
[201,"ENU_165","-","Quality_Processes","External examining","Edinburgh Napier University","165 The appointment of external examiners for collaborative programmes is the responsibility of the University. This is clearly stated in each collaborative agreement. External examiners are generally appointed to cover delivery on the Edinburgh campuses and the TNE programme. Exceptions to this are, in the Business School, the BA (Hons) Marketing delivered with CityU SCOPE in Hong Kong, and the MSc Marketing delivered in partnership with HKU SPACE, also in Hong Kong, which currently have an examiner who only reviews the TNE programmes. However, at the time of the current ELIR, the external examiner responsibilities had been amended to ensure that each external examiner has coverage of both the TNE and home modules/programmes. In the School of Applied Sciences, the BA Social Sciences programme in partnership with HKU SPACE has an external examiner who is only responsible for reviewing the TNE provision, but the ELIR team learned that this would be reviewed when the current external examiner completes their term this year."]
[202,"ENU_166","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","166 External examiners report that academic standards are comparable between the international and UK cohorts of programmes. The University considers that the use of common teaching teams and common external examiners have been an important factor in securing this."]
[203,"ENU_166","-","Quality_Processes","External examining","Edinburgh Napier University","166 External examiners report that academic standards are comparable between the international and UK cohorts of programmes. The University considers that the use of common teaching teams and common external examiners have been an important factor in securing this."]
[204,"ENU_167","-","Collaborative_Partnerships","Oversight","Edinburgh Napier University","167 The University has an effective approach to managing collaborative provision including arrangements for securing academic standards and enhancing the student learning experience. There is clear evidence that careful consideration has been given to managing the risks and opportunities. The University has well-established processes for the approval of partners and programmes."]
[205,"ENU_168","-","Collaborative_Partnerships","International","Edinburgh Napier University","168 The University is asked to review, within the current academic year, the English language entry criteria and proficiency of students on all TNE programmes to ensure future student intakes have adequate language proficiency on entry and provide language support for existing students where required."]
[206,"QMU_2","-","Governance","Strategy","Queen Margaret University","2 The University's current strategic focus is in the areas of health and rehabilitation, sustainable business (including hospitality, food and drink), and culture and creativity. At the time of the current ELIR, it had recently been awarded places by the Scottish Government to deliver Professional Graduate Diplomas in Secondary Education (Home Economics) and a new four-year BA (Hons) Education Studies (Primary) degree, with programmes commencing in September 2019. At the time of the current ELIR, the University had embarked on a substantial Portfolio Sustainability Review exercise which was not complete by the end of the ELIR. The ELIR team was able to discuss the Review and its implications with staff and students (paragraph 123)."]
[207,"QMU_3","-","Governance","Strategy","Queen Margaret University","3 The University's vision is to be a 'University of ideas and influence'. Its Strategic Plan (QM150) was launched in 2015 and contains nine objectives which emphasise the importance of social inclusion, building a broad community of learners without borders or barriers, and enabling all learners to fulfil their potential regardless of background. QM150 places specific emphasis on entrepreneurialism and achieving a personalised and student-centred experience. It was clear from meetings with staff and students that these core values are central to the delivery of QM150 and its supporting strategies."]
[208,"QMU_4","-","Governance","Strategy","Queen Margaret University","4 QM150 is delivered through three sub-strategies: Student Experience, Research and Knowledge Exchange, and Internationalisation, and a set of operational plans. These strategies and plans are overseen by the Student Experience Committee (SEC) and the Research Strategy Committee. The University Court has overall responsibility for setting strategic priorities and reviewing progress. The Student Experience Strategy (SES), in particular, is an important component of the University's strategic framework for delivering QM150 and articulating the values and ethos of the institution in a manner which guides the development of learning, teaching, academic quality and the student experience (paragraphs 89-94). During the ELIR visit, the SES was identified as a key reference point by staff."]
[209,"QMU_5","-","Governance","Practice","Queen Margaret University","5 There is substantive evidence of a well-structured approach to developing the vision, mission and strategy, along with integrating and overseeing its implementation and progress towards identified goals. The University's approach to strategy development has been carefully taken forward to ensure widespread involvement, consultation and engagement with students and staff. With the SES in particular, it is clear that the University has developed a strategy which is iterative, dynamic and embedded in the student experience. The way in which the University has engaged in a partnership with its student body to continue developing its strategic approach is particularly positive."]
[210,"QMU_6","-","Governance","Structure","Queen Margaret University","6 The University's academic portfolio is managed and delivered by two schools: the School of Health Sciences, and the School of Arts, Social Sciences and Management. Each school contains a number of divisions (there are three within the School of Arts, Social Sciences and Management and four within the School of Health Sciences, which also includes the Institute for Global Health and Development). The schools are supported by a cross-disciplinary Graduate School which has responsibility for postgraduate research (PGR) students and a range of professional student and staff support services."]
[211,"QMU_7","-","Demographics","Numbers","Queen Margaret University","7 Based on 2016-17 figures, the University has a student population of 5,874 full-time equivalent (FTE), with 3,755 (FTE) students based on campus and 2,119 (FTE) students studying with collaborative partners. This represents a 10 per cent increase in student numbers since the 2013 ELIR, which is principally due to an increase in the number of students studying with the University's collaborative partners. In 2016-17, around 25 percent of the students based on the home campus were studying part-time. The overall retention rate (for all programmes and modes of study) is 93.3 per cent and has remained relatively constant since the 2013 ELIR."]
[212,"QMU_7","-","Collaborative_Partnerships","Student numbers","Queen Margaret University","7 Based on 2016-17 figures, the University has a student population of 5,874 full-time equivalent (FTE), with 3,755 (FTE) students based on campus and 2,119 (FTE) students studying with collaborative partners. This represents a 10 per cent increase in student numbers since the 2013 ELIR, which is principally due to an increase in the number of students studying with the University's collaborative partners. In 2016-17, around 25 percent of the students based on the home campus were studying part-time. The overall retention rate (for all programmes and modes of study) is 93.3 per cent and has remained relatively constant since the 2013 ELIR."]
[213,"QMU_8","-","Collaborative_Partnerships","Student numbers","Queen Margaret University","8 The number of students studying in Edinburgh has remained relatively constant since the 2013 ELIR and the University confirmed it does not currently plan to increase its on-campus numbers. The University does continue to actively seek new articulation agreements with colleges - 21 per cent of the University's undergraduate entrants join with advanced standing through existing articulation agreements with partner colleges."]
[214,"QMU_8","-","Demographics","Numbers","Queen Margaret University","8 The number of students studying in Edinburgh has remained relatively constant since the 2013 ELIR and the University confirmed it does not currently plan to increase its on-campus numbers. The University does continue to actively seek new articulation agreements with colleges - 21 per cent of the University's undergraduate entrants join with advanced standing through existing articulation agreements with partner colleges."]
[215,"QMU_9","-","Collaborative_Partnerships","Student numbers","Queen Margaret University","9 36 per cent of the University's students now study with its collaborative partners. The majority of the growth has been achieved through transnational education (TNE) partnerships, reflecting the ambitions set out in the University Strategic Plan (QM150) for carefully managed growth and expansion in overseas markets with a small number of select partners (paragraph 149). The University intends to continue this measured approach to the expansion of its collaborative partnerships."]
[216,"QMU_9","-","Demographics","International","Queen Margaret University","9 36 per cent of the University's students now study with its collaborative partners. The majority of the growth has been achieved through transnational education (TNE) partnerships, reflecting the ambitions set out in the University Strategic Plan (QM150) for carefully managed growth and expansion in overseas markets with a small number of select partners (paragraph 149). The University intends to continue this measured approach to the expansion of its collaborative partnerships."]
[217,"QMU_10","-","Demographics","Composition","Queen Margaret University","10 The University recognises a gender imbalance in its student population (76 per cent female), which in part reflects the nature of its specific subject provision including nursing and psychology. The University is currently involved in a number of initiatives to actively address this (paragraph 39)."]
[218,"QMU_11","-","Demographics","Trends","Queen Margaret University","11 The University has effective mechanisms in place to manage its student population and ensure changes and trends are routinely analysed and reflected upon, along with the shifts in market demand and the currency of current provision. This data, along with the outcomes of the recent Portfolio Sustainability Review and the focus provided by QM150 are informing proposed changes to the overall academic portfolio (paragraph 123)."]
[219,"QMU_11","-","Governance","Practice","Queen Margaret University","11 The University has effective mechanisms in place to manage its student population and ensure changes and trends are routinely analysed and reflected upon, along with the shifts in market demand and the currency of current provision. This data, along with the outcomes of the recent Portfolio Sustainability Review and the focus provided by QM150 are informing proposed changes to the overall academic portfolio (paragraph 123)."]
[220,"QMU_13","-","ELIR_Approach","Themes","Queen Margaret University","13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."]
[221,"QMU_13","-","ELIR_Approach","Student engagement","Queen Margaret University","13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."]
[222,"QMU_13","-","ELIR_Approach","Staff engagement","Queen Margaret University","13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."]
[223,"QMU_14","-","ELIR_Approach","Themes","Queen Margaret University","14 For this ELIR, the University chose to focus on the following themes: Student Experience Strategy (SES), Employability, enterprise and entrepreneurship, The Graduate School, Using evidence to enhance the student experience."]
[224,"QMU_15","-","ELIR_Approach","Themes","Queen Margaret University","15 From the review documentation and discussions with staff and students, the ELIR team was able to confirm these themes reflect the University's current strategic priorities. In addition to the initial themes identified, the ELIR team and the University agreed that the recent Portfolio Sustainability Review and the implementation of its recommendations would be included as a focus for the current ELIR."]
[225,"QMU_17","-","ELIR_Approach","Operation","Queen Margaret University","17 The Student Experience Committee had responsibility and oversight at University level for ensuring that appropriate actions were taken in response to the previous ELIR, with progress and impact also discussed at the University Senate and Court in the context of the related KPIs."]
[226,"QMU_18","-","ELIR_Approach","Operation","Queen Margaret University","18 It is evident that the University applied a structured and systematic approach to responding to the recommendations from the 2013 ELIR. Updates were provided for each action, outlining the impact along with any further development and enhancement work being undertaken (paragraph 135)."]
[227,"QMU_19","-","ELIR_Approach","Student engagement","Queen Margaret University","19 A range of mechanisms were used by the University to engage students, including having students as members of the University's ELIR Steering Group and holding student consultation groups."]
[228,"QMU_20","-","ELIR_Approach","Student engagement","Queen Margaret University","20 Early drafts of the RA were shared with students and staff through institutional committees. In addition, the University produced a summary of key points for students, to support the engagement of all students in the institutional self-evaluation process, regardless of their level of prior knowledge or involvement in quality processes."]
[229,"QMU_20","-","ELIR_Approach","Reflective Analysis","Queen Margaret University","20 Early drafts of the RA were shared with students and staff through institutional committees. In addition, the University produced a summary of key points for students, to support the engagement of all students in the institutional self-evaluation process, regardless of their level of prior knowledge or involvement in quality processes."]
[230,"QMU_21","-","ELIR_Approach","Student engagement","Queen Margaret University","21 Inclusion of a permanent member of the Students' Union staff within the ELIR Steering Group is recognised by the ELIR team as good practice, supporting the continuity of student involvement throughout the full timeline of the ELIR process which spans more than one academic session."]
[231,"QMU_22","Commendation","Student_Engagement","Policy","Queen Margaret University","22 The University's approach to engaging students represents good practice, especially the range of approaches adopted to support the inclusion and proactive involvement of a broad range of students in the ELIR preparation and the involvement of the Students' Union Academic Council. The ELIR team considered this reflected the University's wider approach to partnership working with its students."]
[232,"QMU_22","-","ELIR_Approach","Student engagement","Queen Margaret University","22 The University's approach to engaging students represents good practice, especially the range of approaches adopted to support the inclusion and proactive involvement of a broad range of students in the ELIR preparation and the involvement of the Students' Union Academic Council. The ELIR team considered this reflected the University's wider approach to partnership working with its students."]
[233,"QMU_23","-","StudentEngagement","Representation","Queen Margaret University","23 The University has effective arrangements in place to support the engagement and representation of students. This is evidenced by a strong ethos of student partnership and a positive working relationship between the University and the Students' Union, underpinned by a joint commitment in both the Student Partnership Agreement (SPA) and Student Experience Strategy (SES) to extend the engagement of students even further."]
[234,"QMU_24","-","StudentEngagement","Quality processes","Queen Margaret University","24 The ELIR team learned that the University and Students' Union have recently revised their SPA, to ensure greater alignment between the activities and priorities identified within the SPA and those within the SES. The Students' Union and University are currently discussing whether a separate SPA would be required in the future given the comprehensive nature of the SES."]
[235,"QMU_25","-","StudentEngagement","Representation","Queen Margaret University","25 Appropriate arrangements, consistent with sector expectations, are in place to support the engagement of students at all levels of University decision-making. Students are engaged through the Class Representative System, where student representatives work in partnership with academic staff to enhance the delivery and design of individual modules. The students who met the ELIR team were aware of who their class representatives were and provided clear examples of how student feedback is valued and acted upon to enhance the student experience."]
[236,"QMU_26","-","StudentEngagement","Representation","Queen Margaret University","26 Each programme has a committee which includes two students from each year of the programme. Programme committees are responsible for monitoring and evaluating programme design and delivery, and ensuring there are appropriate mechanisms for student feedback. Each committee also considers quality assurance, academic standards and enhancement matters including: considering and monitoring actions arising from student-staff consultative committees, reviewing external examiner reports, engaging with programme amendments, and monitoring the progress of programme and school action plans relating to National Student Survey (NSS) outcomes."]
[237,"QMU_27","-","StudentEngagement","Representation","Queen Margaret University","27 The Students' Union is responsible for the recruitment and training of student representatives. The role of Student Representative Assistant (SRA) has been created to support class representative training. The University and the Students' Union offer joint training for class representatives. This training is evaluated on an annual basis by both the University and the Students' Union with the evaluation outcomes demonstrating that student representatives find the training useful in preparing them to undertake their role."]
[238,"QMU_28","-","StudentEngagement","Representation","Queen Margaret University","28 Doctoral candidates are represented separately through the Doctoral Candidates' Association (DCA) (paragraph 76)."]
[239,"QMU_28","-","Postgraduate_Research","Representation","Queen Margaret University","28 Doctoral candidates are represented separately through the Doctoral Candidates' Association (DCA) (paragraph 76)."]
[240,"QMU_29","-","StudentEngagement","Representation","Queen Margaret University","29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."]
[241,"QMU_29","-","Appeals_Complaints","Practice","Queen Margaret University","29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."]
[242,"QMU_29","-","Collaborative_Partnerships","Representation","Queen Margaret University","29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."]
[243,"QMU_30","-","StudentEngagement","Representation","Queen Margaret University","30 The University acknowledged that it has encountered difficulties in ensuring sufficient formal representation of students studying part-time or at a distance, noting these student groups prefer to provide feedback on an informal and ongoing basis directly to academic staff. The ELIR team recognised the challenges associated with ensuring the engagement of all student groups. Noting the size of the University's part-time and distance learning student population, there would be benefit in the University and Students' Union exploring how the representative system could be adapted to engage all students."]
[244,"QMU_31","-","StudentEngagement","Quality processes","Queen Margaret University","31 The University provides opportunities for students to engage in its quality assurance and enhancement activities, for example by participating as panel members during validation or review events. Before joining an event, students are provided with specific training by the Students' Union and the Division of Governance and Quality Enhancement (DGQE) to ensure they can engage fully with the review process. Student representatives who met the ELIR team valued the training made available to them, highlighting how the support arrangements helped prepare them to undertake their role. The University recognises that while student engagement is strong in some aspects of its quality assurance processes, in particular validation and review panels, it has identified that there is scope to further develop engagement in the future, particularly in relation to annual monitoring, and consideration of external examiner and module evaluation reports. The ELIR team considered these would be positive enhancements."]
[245,"QMU_32","-","StudentEngagement","Feedback","Queen Margaret University","32 The scope and analysis of student surveys was identified as a development point in the 2013 ELIR report (paragraph 135). In response, the University made a number of proposals to the Student Experience Committee aimed at enhancing the coordination and management of student surveys, as well as improving upon the subsequent response and feedback on actions to students. Evidence from the current ELIR demonstrated a strong institutional culture of engagement with student survey results, with staff actively considering these as part of the University's Annual Monitoring Reporting process."]
[246,"QMU_33","-","StudentEngagement","Feedback","Queen Margaret University","33 The University participates in external student surveys, including the NSS and Postgraduate Research Experience Survey (PRES). It offers its own internal survey (QMU Student Survey, QSS) for students who are not eligible to participate in these national surveys and it has the POSS for students studying on collaborative programmes. The results of these surveys are considered at programme, school and institutional level with annual action plans collated to ensure progress is made against the key areas for development. In addition, professional service departments use a range of internal and external surveys to support evaluation activities and enhancements to the student experience. Monitoring and oversight of these plans is carried out by programme committees, school academic boards and the Student Experience Committee. The University's NSS Working Group retains responsibility for considering institution-wide trends arising from survey results and identifies appropriate enhancements to address any areas of concern."]
[247,"QMU_34","-","StudentEngagement","Feedback","Queen Margaret University","34 The University's website and the recent introduction of a Student Surveys Hub allow consistent information to be presented on survey outcomes and actions, and contributes towards encouraging greater student awareness of the surveys. The ELIR team encourages the University to explore how the full potential of the Student Surveys Hub could be realised, particularly in relation to informing students of how their feedback has been used to influence change."]
[248,"QMU_35","-","StudentEngagement","Feedback","Queen Margaret University","35 In many cases, response rates to student surveys remain below the University's desired level. This is being actively addressed through a range of activities including exploring the move to a single survey season and reducing the numbers of surveys students are asked to complete through targeting specific year groups. The ELIR team considered these were positive ways of encouraging higher response rates."]
[249,"QMU_36","-","Equality_Diversity","Policy","Queen Margaret University","36 The University has effective arrangements in place to promote and respond to equality and diversity within the student experience. This is evidenced by its strong commitment to ensuring an inclusive and supportive learning environment, through the development of appropriate policy and practice, and in curriculum design."]
[250,"QMU_37","-","Equality_Diversity","Policy","Queen Margaret University","37 The University's commitment to social justice and equality and diversity is identified in its Strategic Plan (QM150), and is also expressed in its Student Experience Strategy, the SFC Outcome Agreement, the Equality Policy and its equality outcomes."]
[251,"QMU_38","-","Equality_Diversity","Policy","Queen Margaret University","38 The Equality and Diversity Committee (EDC) is responsible for overseeing the development and promotion of strategy and policy in this area and monitors student admissions, progression, completion and attainment by protected characteristic. There is evidence of appropriate staff engagement with this work and of EDC making effective use of the enhanced monitoring information and evidence available to inform decision-making (paragraph 140). Monitoring and collection of students' protected characteristic data has improved since the 2013 ELIR through incorporating data collection annually as part of enrolment."]
[252,"QMU_39","-","Equality_Diversity","Policy","Queen Margaret University","39 The University recognises it has a significant gender imbalance in its student population, with a ratio of 3:1 in favour of self-identifying women students. The subject areas of nursing and psychology have been identified particularly as having a severe gender imbalance within the University under the definition adopted by the SFC. In line with SFC expectations, the University is working to narrow this imbalance to no greater than 60 per cent of either gender. The University has identified challenges in achieving this target, particularly in nursing, given the low level of male applicants across the sector. To help address this, the University successfully secured funding to take part in the Attracting Diversity project with the Equality Challenge Unit. This project aims to identify and mitigate barriers to access for male applicants in order to increase applications, as well as offer and enrolment numbers for mature male and young male applicants to identified programmes with significant gender imbalances."]
[253,"QMU_40","-","Equality_Diversity","Policy","Queen Margaret University","40 The University requires all programmes to incorporate curricular and learning strategies that 'recognise diversity in the student body', with each programme team required to reflect on this in the Annual Monitoring Reporting (AMR) process. Student demographic data as well as retention, progression and attainment data is used in AMR to support staff reflection on teaching practice and support enhancements in relation to recruitment, student support, and curriculum development. Areas for development emerging from the annual monitoring reports are considered at school and institutional level, ensuring appropriate oversight of actions (paragraphs 126-127). The ELIR team noted how clearly the students it met were able to articulate the ways in which equality and diversity are fostered through curriculum, as well as discussing how their programmes of study supported them to consider their own approach to inclusive practices and approaches."]
[254,"QMU_40","-","Teaching_Learning","Curriculum","Queen Margaret University","40 The University requires all programmes to incorporate curricular and learning strategies that 'recognise diversity in the student body', with each programme team required to reflect on this in the Annual Monitoring Reporting (AMR) process. Student demographic data as well as retention, progression and attainment data is used in AMR to support staff reflection on teaching practice and support enhancements in relation to recruitment, student support, and curriculum development. Areas for development emerging from the annual monitoring reports are considered at school and institutional level, ensuring appropriate oversight of actions (paragraphs 126-127). The ELIR team noted how clearly the students it met were able to articulate the ways in which equality and diversity are fostered through curriculum, as well as discussing how their programmes of study supported them to consider their own approach to inclusive practices and approaches."]
[255,"QMU_41","-","Equality_Diversity","Practice","Queen Margaret University","41 The University's Strategic Plan (QM150) and SFC Outcome Agreement also articulate its commitment to widening access and participation, outlining a desire to 'attract and retain students from a wide range of backgrounds' and support them to achieve successful outcomes as a result of their studies. The University adopts a broad definition of 'under-represented groups' including first generation students, applicants from low progression schools, students from Scottish Index of Multiple Deprivation (SIMD) 20 and 40 backgrounds, articulating students, disabled students, mature students, care leavers, student carers, Black and Minority Ethnic (BME) students and male students applying to programmes with significant gender imbalance (paragraph 39). For each learner category the targets set by the University have been met or are close to being met."]
[256,"QMU_41","-","Demographics","Widening participation","Queen Margaret University","41 The University's Strategic Plan (QM150) and SFC Outcome Agreement also articulate its commitment to widening access and participation, outlining a desire to 'attract and retain students from a wide range of backgrounds' and support them to achieve successful outcomes as a result of their studies. The University adopts a broad definition of 'under-represented groups' including first generation students, applicants from low progression schools, students from Scottish Index of Multiple Deprivation (SIMD) 20 and 40 backgrounds, articulating students, disabled students, mature students, care leavers, student carers, Black and Minority Ethnic (BME) students and male students applying to programmes with significant gender imbalance (paragraph 39). For each learner category the targets set by the University have been met or are close to being met."]
[257,"QMU_42","-","Admissions","Widening participation","Queen Margaret University","42 The University's Outcome Agreement, informed by national and sector-wide indicators, sets out high level KPIs and targets for admissions in relation to identified target student groups. The University operates a Contextualised Admissions Policy which draws upon a wide range of factors that may impact on attainment. The policy was updated in December 2017 and is to be reviewed annually by the Student Experience Committee. Monitoring of applications to enrolment is undertaken through the Admissions Office which tracks SIMD20 and SIMD40 applications, offering weekly reports on acceptance rates allowing enhanced monitoring through the admissions cycle. The University notes challenges in growing entrant rates for these identified groups and in response has established the Admissions Decision Monitoring Group to directly monitor progress in recruitment across the range of applicant demographics."]
[258,"QMU_42","-","Equality_Diversity","Practice","Queen Margaret University","42 The University's Outcome Agreement, informed by national and sector-wide indicators, sets out high level KPIs and targets for admissions in relation to identified target student groups. The University operates a Contextualised Admissions Policy which draws upon a wide range of factors that may impact on attainment. The policy was updated in December 2017 and is to be reviewed annually by the Student Experience Committee. Monitoring of applications to enrolment is undertaken through the Admissions Office which tracks SIMD20 and SIMD40 applications, offering weekly reports on acceptance rates allowing enhanced monitoring through the admissions cycle. The University notes challenges in growing entrant rates for these identified groups and in response has established the Admissions Decision Monitoring Group to directly monitor progress in recruitment across the range of applicant demographics."]
[{"$f":"IF(B261<>\"\",ROW(A261)-2,\"\")","v":259},"QMU_43","-","Equality_Diversity","Practice","Queen Margaret University","43 The University's Widening Participation and Student Retention (WISeR) Board oversees and evaluates activities in relation to the Outcome Agreement and the use of SFC widening access and retention funding. Each school has a WISeR Coordinator responsible for embedding best practice approaches to widening participation and retention, as well as engaging staff with the University's widening participation priorities."]
[260,"QMU_44","-","Admissions","Widening participation","Queen Margaret University","44 The University offers a wide range of mechanisms to support widening participation activity, for example direct entry students are supported through a week-long induction programme and associate students participate in a longitudinal induction process which includes visits to the University, taster workshops and advice and guidance information. Mature students are offered a three-day pre-entry course called QMAdvance, along with a peer mentoring scheme. Articulating students are offered support and guidance, targeted induction and ongoing mentoring following matriculation."]
[261,"QMU_45","-","Student_Support","Welfare","Queen Margaret University","45 Specific support arrangements have also been developed for care leavers including provision of a named contact, proactive identification of support services, and access to additional financial support where available. Working in partnership with Who Cares Scotland, the University has established a corporate parenting policy which guarantees care leavers an accommodation place and advises them of work opportunities within the University. It also has a student carers' policy."]
[262,"QMU_46","-","Equality_Diversity","Practice","Queen Margaret University","46 Significant steps have been taken by the University to build effective partnerships within the local and wider community. The University supports the Children's University initiative, providing high quality, innovative learning activities and experiences to 3,800 children (aged five to fourteen) and their families within the wider community. This work supports the University in promoting social mobility and raising the aspirations and attainment of participants."]
[263,"QMU_47","Commendation","Equality_Diversity","Practice","Queen Margaret University","47 The University's holistic and student-centred approach to widening participation represents excellent practice and is commended. Students are supported at each stage of their learner journey and the University's commitment to widening participation and ensuring students succeed is demonstrated through the broad range of outreach activities it has in place."]
[264,"QMU_48","-","Equality_Diversity","Practice","Queen Margaret University","48 Through its mainstreaming activities, the University has introduced an Inclusive Learning and Teaching Materials Policy to support a planned move away from targeted interventions for specific students to an anticipatory approach to learning and teaching benefiting and supporting the needs of all learners. Each subject area has an appointed Academic Disabled Student Co-ordinator (ADSC) who works in partnership with the Disability Service. ADSCs meet as a network to discuss issues, share practice and propose developments through the Equality and Diversity Committee. The Disability Service is also an approved needs assessment centre supporting students to access Disabled Students' allowance."]
[265,"QMU_48","-","Student_Support","Academic","Queen Margaret University","48 Through its mainstreaming activities, the University has introduced an Inclusive Learning and Teaching Materials Policy to support a planned move away from targeted interventions for specific students to an anticipatory approach to learning and teaching benefiting and supporting the needs of all learners. Each subject area has an appointed Academic Disabled Student Co-ordinator (ADSC) who works in partnership with the Disability Service. ADSCs meet as a network to discuss issues, share practice and propose developments through the Equality and Diversity Committee. The Disability Service is also an approved needs assessment centre supporting students to access Disabled Students' allowance."]
[266,"QMU_49","-","Student_Support","Academic","Queen Margaret University","49 The University has an effective, holistic and student-centred approach to supporting students at each stage of their learner journey."]
[267,"QMU_50","-","Student_Support","Induction","Queen Margaret University","50 The University offers a programme of longitudinal induction to support students in making the transition to University. In most cases, the University embeds longitudinal induction within the academic timetable during the first six weeks of study, ensuring high attendance at induction activities by students. The University works closely with the Students' Union to provide a range of social activities to students throughout this induction period. The University regularly seeks feedback from students on their satisfaction with induction arrangements, running an annual QMU Entrants' Survey (QES). The most recent results identified varying levels of satisfaction with the arrangements. In meetings with the ELIR team students were generally positive about their induction, however few felt they had experienced a longitudinal approach. The team learned that the Student Experience Committee undertook a full review of the induction process in 2016-17 resulting in a number of changes taken forward by the Transitions and Induction Working Group at the end of 2016-17 and into 2017-18."]
[268,"QMU_51","-","Student_Support","Induction","Queen Margaret University","51 The ELIR team found the induction process was generally well coordinated, however it recommended enhancements in relation to the induction resources provided to staff and students, and greater consistency in the approach to induction across different subject areas. Clearly there would be benefit in the University progressing its intention to implement the outcomes of the review."]
[269,"QMU_52","Recommendation","Student_Support","Academic","Queen Margaret University","52 All students have access to a Personal Academic Tutor (PAT), whose role is to act as a key point of contact for students, supporting their academic development by providing advice on personal and pastoral issues. The University refreshed the PAT system following recommendations in the 2013 ELIR (paragraph 135), however the ELIR team learned that feedback from staff and students continues to show a lack of engagement with the system. It was evident from the team's discussions with students that their experiences of the PAT system are variable. While some students spoke positively about the impact of the PAT role, others indicated they had not met their PAT. The University confirmed that the PAT system is currently undergoing a full review led by the Student Experience Committee. The University should progress its plans to review and revise the PAT system, working with students to agree the minimum, or core, expectations that should be offered to all students irrespective of other variations in approach that might be desirable, for example, to meet particular programme or discipline requirements."]
[270,"QMU_52","Recommendation","Student_Development","Academic Skills","Queen Margaret University","52 All students have access to a Personal Academic Tutor (PAT), whose role is to act as a key point of contact for students, supporting their academic development by providing advice on personal and pastoral issues. The University refreshed the PAT system following recommendations in the 2013 ELIR (paragraph 135), however the ELIR team learned that feedback from staff and students continues to show a lack of engagement with the system. It was evident from the team's discussions with students that their experiences of the PAT system are variable. While some students spoke positively about the impact of the PAT role, others indicated they had not met their PAT. The University confirmed that the PAT system is currently undergoing a full review led by the Student Experience Committee. The University should progress its plans to review and revise the PAT system, working with students to agree the minimum, or core, expectations that should be offered to all students irrespective of other variations in approach that might be desirable, for example, to meet particular programme or discipline requirements."]
[271,"QMU_53","-","Student_Support","Academic","Queen Margaret University","53 An Electronic Registration of Attendance (ERA) system introduced in 2015-16 aims to enhance support for students deemed to be 'at risk' of leaving. ERA data is used by PATs to explore reasons for student non-attendance, signposting at risk students to University support services or referring students to the 'Stay on Course' Retention Project. Staff and students who met the ELIR team highlighted the data is useful in supporting 'at risk' students. The team learned that the University experienced technical difficulties during the implementation of the system, but the institution is committed to refreshing and relaunching the ERA system in time for session 2018-19."]
[272,"QMU_54","-","Student_Support","Welfare","Queen Margaret University","54 Students have access to a range of centralised student support services including: financial advice, counselling and wellbeing, disability services, international student support, careers and employability, library and information services, as well as academic representation and welfare through the Students' Union. These services, through the delivery of their operating plans, are encouraged to coordinate their activities to provide a seamless and supportive student learning experience, which meets the objectives of the Student Experience Strategy. The University provides a range of information to students through its virtual learning environment (VLE), the Hub, ensuring students studying at distance, or on a collaborative programme, can access the support they require. Students who met the ELIR team indicated they felt well supported and satisfied with the range of services available during their studies."]
[273,"QMU_54","-","Collaborative_Partnerships","Student experience","Queen Margaret University","54 Students have access to a range of centralised student support services including: financial advice, counselling and wellbeing, disability services, international student support, careers and employability, library and information services, as well as academic representation and welfare through the Students' Union. These services, through the delivery of their operating plans, are encouraged to coordinate their activities to provide a seamless and supportive student learning experience, which meets the objectives of the Student Experience Strategy. The University provides a range of information to students through its virtual learning environment (VLE), the Hub, ensuring students studying at distance, or on a collaborative programme, can access the support they require. Students who met the ELIR team indicated they felt well supported and satisfied with the range of services available during their studies."]
[274,"QMU_55","-","Student_Support","Welfare","Queen Margaret University","55 Student mental health and wellbeing is an area of focus for the University and Students' Union. The University has seen a significant increase in the number of students accessing the Counselling and Wellbeing Service, experiencing a 68 per cent growth in student contact between sessions 2012-13 and 2016-17. A new Wellbeing Service has been established to help promote better emotional, mental, and physical wellbeing among students. The University and Students' Union have developed a Student Mental Health and Wellbeing Policy in partnership with a range of external stakeholders, such as the National Union of Students (NUS) and NHS Lothian. Implementation of this policy is overseen by the Student Mental Health and Wellbeing Steering Group and promotes a student-centred, holistic approach to mental health support, with links to other institutional policies such as the Student Attendance Policy. The University and Students' Union intend to undertake an evaluation of the interventions delivered through the Student Mental Health and Wellbeing Policy and the ELIR team learned that development of a new policy is one of the identified actions in the new Student Partnership Agreement."]
[275,"QMU_56","-","Assessment","Feedback","Queen Margaret University","56 The 2013 ELIR report identified feedback on assessment as an area for development and, in spite of working to address the ELIR outcomes, the University acknowledged that it continues to be an area where students are less satisfied with their experience. In response to the previous ELIR (paragraph 135), the University made improvements to the arrangements for assessment and feedback, including introducing (in 2013-14) a semi-automated tracking system which monitors both the submission and return of assessments to students. As part of this system, staff and students are informed of the expected deadline for the return of feedback. The ELIR team learned implementation of the system has also helped to address issues with assessment scheduling, providing academic staff with a clear indication of when assessments are scheduled across modules and programmes giving them a helpful view of assessment loads within modules."]
[276,"QMU_57","-","Assessment","Feedback","Queen Margaret University","57 More recently, the University reviewed its timescales for the return of feedback. The ELIR team noted the University has made progress in implementing a revised standard turnaround time of 15 working days for all assessed coursework. While students who met the team were positive about this development, they indicated a desire for greater consistency in the quality of the feedback provided in order to support student learning."]
[277,"QMU_58","Recommendation","Assessment","Feedback","Queen Margaret University","58 A fully automated Electronic Management of Assessment (EMA) system is currently being piloted in several areas of the University. This system supports electronic submission, marking and feedback, and is viewed by the University as key to enhancing to its assessment and feedback practices. Following a consultation with staff in 2017-18, it is the University's intention to fully implement the system across all of its provision, where feasible, from the start of session 2018-19. Collaborative partners are also expected to adopt EMA (or an equivalent process). Students and staff who met the ELIR team were positive about the introduction of EMA in their subject areas, noting the added value it brings staff and students, for example by offering the potential to provide more personalised feedback. The University recognises this fully online approach to the assessment submission, marking and feedback process presents development needs for some staff, and has plans in place to provide a range of support in advance of full implementation. While recognising these positive developments had not been implemented at the time of the current ELIR visit and therefore their benefits were still to be fully realised, the ELIR team was mindful of the students' desire for greater consistency in the quality of feedback and encourages the University to continue working with students to address the improvements they would like to see in the arrangements for providing feedback on assessment."]
[278,"QMU_59","-","Student_Development","Graduate Attributes","Queen Margaret University","59 The University has a set of graduate attributes which express the qualities and characteristic expected of all its graduates. The University is committed to reviewing the current set during 2017-18, with the aim of ensuring their ongoing relevance."]
[279,"QMU_60","-","Teaching_Learning","Employability","Queen Margaret University","60 A new Employability Strategy was introduced in June 2017 to build on the success of the previous strategy, which saw the University achieve a 98.2 per cent positive destinations rating in the Destination of Leavers of Higher Education (DLHE) survey in 2017. The new strategy aligns with the existing University strategic framework, making appropriate reference to the ambitions of QM150, the Student Experience Strategy, and the Student Partnership Agreement. Key aims of the new strategy include provision of work-based learning opportunities for all programmes by 2025, increased uptake of overseas exchange, increased student engagement in volunteering, the Graduate Attributes review and consideration being given to adopting the Higher Education Achievement Report (HEAR). An implementation group, reporting to the Student Experience Committee, is overseeing progress on the delivery plan and KPIs associated with this strategy. Students who met the ELIR team spoke positively of the University's work to improve employability, noting specifically the extent to which opportunities to support students' personal and professional development were embedded fully into the curriculum. Staff who met the ELIR team were very familiar with the Employability Strategy and discussed using it as a key reference point for curriculum development as well as for programme validation and review (paragraphs 124-125)."]
[280,"QMU_60","-","Student_Development","Graduate Attributes","Queen Margaret University","60 A new Employability Strategy was introduced in June 2017 to build on the success of the previous strategy, which saw the University achieve a 98.2 per cent positive destinations rating in the Destination of Leavers of Higher Education (DLHE) survey in 2017. The new strategy aligns with the existing University strategic framework, making appropriate reference to the ambitions of QM150, the Student Experience Strategy, and the Student Partnership Agreement. Key aims of the new strategy include provision of work-based learning opportunities for all programmes by 2025, increased uptake of overseas exchange, increased student engagement in volunteering, the Graduate Attributes review and consideration being given to adopting the Higher Education Achievement Report (HEAR). An implementation group, reporting to the Student Experience Committee, is overseeing progress on the delivery plan and KPIs associated with this strategy. Students who met the ELIR team spoke positively of the University's work to improve employability, noting specifically the extent to which opportunities to support students' personal and professional development were embedded fully into the curriculum. Staff who met the ELIR team were very familiar with the Employability Strategy and discussed using it as a key reference point for curriculum development as well as for programme validation and review (paragraphs 124-125)."]
[281,"QMU_61","Commendation","Teaching_Learning","Employability","Queen Margaret University","61 The University adopts a student-centred learning approach to programme design and delivery which aims to foster transferable skills and professionally relevant education. The University presented clear and detailed evidence of employability being embedded within academic programmes, and this was supported by staff and students in meetings with the ELIR team. Students discussed experiences of a wide range of mechanisms to support employability including placements, internships, live projects, work-based learning and community engagement projects. They also described using learning and teaching strategies to promote reflection and articulation of their developing personal and professional skills. The extent to which programmes and staff are focused on preparing students for employment represents very positive practice and is commended."]
[282,"QMU_62","Recommendation","Student_Development","Professional Development","Queen Margaret University","62 While the University offers a diverse range of opportunities outside the curriculum to support students to develop their understanding of the skills and attributes they require to be successful in their career paths, it recognises that current student engagement with these opportunities is lower than the University would like. The University is aware students often do not prioritise engagement with their personal and professional development until later in their programmes. In response to this, the University is considering developing a system to enable recording and reporting of student involvement with extracurricular activities. The ELIR team viewed this as a positive step with the potential to both support greater student engagement and allow students to better articulate to employers how these activities contribute to their personal and professional development. The University is encouraged to continue reflecting on the ways it can recognise and record students' extracurricular skills and activities."]
[283,"QMU_63","-","Student_Development","Graduate Attributes","Queen Margaret University","63 Encouraging greater student involvement within sporting and extracurricular events is a strategic ambition within the Student Experience Strategy. To support this, the University is working to reduce the number of scheduled teaching activities that take place on Wednesday afternoons, with a 50 per cent reduction achieved between 2015-16 and 2016-17. Students who met the ELIR team regarded participation in sporting and extracurricular activities as a priority and the team would support the University's efforts to continue providing space in the academic week so students can participate in the activities offered."]
[284,"QMU_64","-","Student_Development","Graduate Attributes","Queen Margaret University","64 The University has established a number of opportunities for students to develop their enterprise skills and engage in entrepreneurial activities, for example through the Business Innovation Zone and by hosting the Business Gateway on campus. Both these services provide students, staff and graduates with access to high quality information, advice and guidance on starting their own business. A recently launched Enterprise Mentoring programme offers students opportunities to be mentored by local business leaders to support them in their entrepreneurial activities."]
[285,"QMU_65","-","Student_Development","Graduate Attributes","Queen Margaret University","65 An Entrepreneurship Framework, launched in 2016, aims to support the University in increasing the engagement of students with entrepreneurship opportunities, targeting a 25 per cent increase in the number of graduate start-ups by June 2017. The Framework and action plan identify a number of specific objectives to facilitate achievement of the University's core ambitions for entrepreneurship. The Enterprise and Entrepreneurship Action Group, which involves appropriate involvement from across the University community, including academic schools and the Research and Knowledge Exchange Development Unit, oversees this work. Academic Champions have been appointed to support and encourage greater entrepreneurial activity both within their subject areas and across the University. The University clearly has put in place a wide range of opportunities to help students prepare for their careers after graduation. Students and staff spoke positively about the opportunities available and were aware of the University's ethos of wanting all students to succeed."]
[286,"QMU_66","-","Postgraduate_Research","Student Experience","Queen Margaret University","66 The University has an effective approach to managing and enhancing the postgraduate student learning experience. This is evidenced by the progress the University has made in establishing clear, consistent procedures and structures for overseeing and delivering the learning experience of research and postgraduate taught (PGT) students."]
[287,"QMU_66","-","Teaching_Learning","Strategy","Queen Margaret University","66 The University has an effective approach to managing and enhancing the postgraduate student learning experience. This is evidenced by the progress the University has made in establishing clear, consistent procedures and structures for overseeing and delivering the learning experience of research and postgraduate taught (PGT) students."]
[288,"QMU_67","-","Student_Engagement","Representation","Queen Margaret University","67 The representative structures and the provision of student support for PGT students mirrors that for undergraduate students with the exception of PGT students not being able to apply for certain strands of funding. These funding strands are eligibility for disabled students' allowance and some funding support from the Scottish Government. The University ensures centralised professional services recognise and respond to the differing demands of postgraduate students, for example all services remain open throughout the year and an additional induction programme is offered for students commencing their studies in January."]
[289,"QMU_68","-","Student_Engagement","Representation","Queen Margaret University","68 Specific representation for PGT students is available through the Students' Union Postgraduate Officer, however at the time of the current ELIR the role was vacant. The University's experience is that PGT students participate less with formal student representative structures. Students who met the ELIR team were satisfied with the formal structures and confirmed the University view that, where formal representatives were not in place, student issues could be raised through the relevant programme team. Students spoke positively about staff indicating they are approachable, responsive and valued student feedback."]
[290,"QMU_69","-","Student_Engagement","Feedback","Queen Margaret University","69 PGT student satisfaction is measured annually by the QMU Student Survey (QSS). The University provides programme leaders with a programme-level analysis of these results for reflection and inclusion in the Annual Monitoring Reporting process. Overall satisfaction for PGT students remains broadly comparable to overall satisfaction at undergraduate level. The ELIR team noted the low response rate to the QSS in 2016-17 (16 per cent UG and 19 per cent PGT) and would encourage the University to consider the steps that can be taken to increase this in future years."]
[291,"QMU_70","-","Student_Support","Induction","Queen Margaret University","70 Fully online and blended induction programmes have been developed to support PGT students who are not based on campus. Some programmes have adopted the use of online discussion forums as means of holding asynchronous student-staff consultative committee meetings and are using online platforms to host synchronous class meetings. The University has also taken steps to ensure those studying at a distance are able to access equivalent support during their studies. Information to students is increasingly been made available online, with significant enhancement to the University's website and increased use of the Virtual Learning Environment (the Hub) to support communication with students studying at a distance. The ELIR team learned that Personal Academic Tutors are making increased use of video technologies, such as Skype, to conduct PAT meetings with students."]
[292,"QMU_71","-","Postgraduate_Research","Student Experience","Queen Margaret University","71 The Graduate School was reviewed and relaunched in September 2015. It has responsibility for overseeing the journey of all doctoral candidates, working in partnership with the existing schools and research centres. The Graduate School aims to promote an inclusive research environment for doctoral candidates, promoting interdisciplinary research, enabling the sharing of good practice internally and supporting external collaboration."]
[293,"QMU_72","-","Postgraduate_Research","Student Experience","Queen Margaret University","72 A key objective of the Graduate School is to ensure parity of experience for all doctoral candidates, regardless of their mode, location or programme of study. A staffing team to support the work of the Graduate School has been appointed and admissions processes have been standardised. The progression and review of PhD candidates was formalised within the PGR life cycle providing key points of feedback for students and supervisors. Students are allocated a supervisory team, and supervisors are required to undertake training and a biennial refresher in order to continue with PGR supervision. The development opportunities offered to PGR students and supervisors have also been enhanced through, for example, the introduction of doctoral study weeks. In discussions with the ELIR team, students spoke positively about these study weeks which support them to engage in seminars and research activities with fellow students and staff."]
[294,"QMU_73","-","Postgraduate_Research","Student Experience","Queen Margaret University","73 Following a review of the Graduate School in 2017, the University noted that student satisfaction with supervision arrangements has increased overall although it continues to be variable. In response, the University plans to review and revise the processes for allocating supervisors and develop a supervisor database which will identify all academics eligible to supervise and include information on existing workloads, research expertise and potential supervision capacity."]
[295,"QMU_74","-","Postgraduate_Research","Student Experience","Queen Margaret University","74 A Graduate School Strategy, developed in partnership with the Doctoral Candidates' Association, was approved in February 2017. This strategy oversees the development and enhancement of the doctoral student experience until 2020. The Graduate School Academic Board, which reports to the Research Strategy Committee, is responsible for implementing the strategy and monitoring progress against the KPIs set."]
[296,"QMU_75","-","Postgraduate_Research","Student Experience","Queen Margaret University","75 The University provides a range of opportunities for doctoral candidates to provide feedback on their studies and students participate in the biennial Postgraduate Research Experience Survey (PRES). The Graduate School Academic Board (GSAB) has responsibility for monitoring and improving performance in this survey. The University has seen an increase in its PRES performance since 2013, which could indicate a correlation with the enhancements implemented to the Graduate School having had a positive impact on the doctoral candidate experience."]
[297,"QMU_75","-","Student_Engagement","Feedback","Queen Margaret University","75 The University provides a range of opportunities for doctoral candidates to provide feedback on their studies and students participate in the biennial Postgraduate Research Experience Survey (PRES). The Graduate School Academic Board (GSAB) has responsibility for monitoring and improving performance in this survey. The University has seen an increase in its PRES performance since 2013, which could indicate a correlation with the enhancements implemented to the Graduate School having had a positive impact on the doctoral candidate experience."]
[298,"QMU_76","-","Postgraduate_Research","Student Experience","Queen Margaret University","76 The Doctoral Candidates' Association (DCA) also supports students to provide feedback on their studies. Operating independently of the Students' Union, the DCA has four appointed co-chairs who represent the interests of doctoral candidates and are members of the Graduate School Academic Board, Research Strategy Committee and the Student Experience Committee. The DCA also provides a range of social opportunities to support a greater sense of doctoral candidate community. Students who met the ELIR team were satisfied with arrangements for student representation and mechanisms for student feedback, noting that staff valued and responded to student feedback."]
[299,"QMU_77","-","Postgraduate_Research","Student Experience","Queen Margaret University","77 In session 2016-17, the Researcher Enhancement and Development (READ) programme was developed. This 60 credit, SCQF level 12, doctoral certificate in researcher enhancement and development is a separate qualification from the PhD and recognises students' engagement with activities in support of their doctorate, for example presenting at conferences and running workshops. Students are automatically enrolled on the programme in the first year of their PhD or Professional Doctorate but can choose to opt out with the agreement of their supervisor team and the Head of the Graduate School. Doctoral candidates spoke very positive about the programme and the benefits it brings in developing their employability."]
[300,"QMU_77","-","Student_Development","Professional Development","Queen Margaret University","77 In session 2016-17, the Researcher Enhancement and Development (READ) programme was developed. This 60 credit, SCQF level 12, doctoral certificate in researcher enhancement and development is a separate qualification from the PhD and recognises students' engagement with activities in support of their doctorate, for example presenting at conferences and running workshops. Students are automatically enrolled on the programme in the first year of their PhD or Professional Doctorate but can choose to opt out with the agreement of their supervisor team and the Head of the Graduate School. Doctoral candidates spoke very positive about the programme and the benefits it brings in developing their employability."]
[301,"QMU_78","Commendation","Postgraduate_Research","Student Experience","Queen Margaret University","78 It was evident through discussions with students and staff that the Graduate School is valued. Increases in satisfaction through PRES indicate enhancements to support the PGR student experience have had measurable impact. Overall, the relaunch of the Graduate School has had a positive impact enabling the University to make significant enhancements to its role and operation since the 2013 ELIR, including strengthening the research environment and attracting positive student feedback."]
[302,"QMU_79","-","Learning_Resources","Strategy","Queen Margaret University","79 The University has effective arrangements in place for managing the quality of the learning environment. The University's commitment to maintaining a learning environment which supports student success is set out in the Student Experience Strategy (SES). It was evident to the ELIR team from its engagement with staff and students that the University fosters a strong sense of community and belonging."]
[303,"QMU_80","-","Learning_Resources","IT","Queen Margaret University","80 The University has undertaken a major programme of work to enhance its digital infrastructure in response to changes in the technological needs of staff and students. This included upgrades to hardware, software and Wi-Fi and the introduction of reading list software. While students recognised and spoke positively about these developments, they also identified ongoing issues in relation to remote access to software and library resources. Building on the positive developments and recognising ongoing student concerns, the University has developed a Digital Development Road-Map of enhancements scheduled for completion over the next three years, including improvements to remote access and migration to a single sign-in portal to allow access to library resources."]
[304,"QMU_81","-","Learning_Resources","Library","Queen Margaret University","81 Improvements have also been made to the University's Student Records System and Student Portal, providing students with greater access to information about their studies. Again, this was viewed positively by students. Investment in library resources continues with increased availability of space for quiet study and the extension of opening hours for group study spaces. This has led to increased student satisfaction in institutional surveys and sees the library service continue to achieve the Customer Services Excellence (CSE) award."]
[305,"QMU_82","-","Learning_Resources","IT","Queen Margaret University","82 Staff use a range of learning technologies to support the delivery of their teaching. The Virtual Learning Environment, the Hub, hosts all programmes delivered by the University, including a number of programmes delivered in collaboration with external partners. The Technology Enhanced Learning team based in the Centre for Academic Practice (CAP) provides support to both staff and students in relation to the use of learning technologies and work to promote positive approaches and good practice in the use of technology enhanced learning. Overall, students who met the ELIR team were satisfied with the range of technologies used to support their learning but recognised variability in their application and breadth of use. The University recognises there remains variability in how staff use learning technologies to support their pedagogical practice, leading to inconsistency across the University. In response, it has launched an online induction module to support staff and students in using the Hub and has developed templates for use by academic staff to support a consistent user experience."]
[306,"QMU_83","-","Learning_Resources","Study space","Queen Margaret University","83 The University notes ongoing challenges in ensuring the physical learning spaces and environment on campus continue to support both current and future demands. In response it has undertaken monitoring of space usage to ensure sufficient capacity of learning spaces for current students, as well as for future increases in student numbers in targeted growth areas. The ELIR team considered this was a prudent response."]
[307,"QMU_84","-","Enhancement","Strategy","Queen Margaret University","84 The University has an effective approach to enhancing the student learning experience. This is evidenced by the existence of clear structures to support the engagement and representation of students across all subject areas. Students are provided with a range of opportunities to provide feedback on their studies and there is clear evidence of the University working in partnership with the Students' Union to respond both positively and proactively to this feedback."]
[308,"QMU_85","Commendation","Equality_Diversity","Policy","Queen Margaret University","85 There is clear recognition across the University of the diversity of the student population with arrangements in place to support all students to achieve success during their time at University. The University has a holistic and student-centred approach to widening participation which is commended. The University should continue with its plans to review and revise the PAT system, working with students to define the minimum, or core, expectations to be offered to all students irrespective of other variations in implementation across the institution."]
[309,"QMU_86","-","Assessment","Feedback","Queen Margaret University","86 The University has enhanced its approach to assessment and feedback with the introduction of EMA and a shortened timescale for returning feedback to students. In spite of these positive developments, the University recognises that challenges remain. The University is, therefore, encouraged to continuing working with its students to fully understand and address the improvements they would like to see in the arrangements for providing feedback on assessment."]
[310,"QMU_87","-","Teaching_Learning","Employability","Queen Margaret University","87 The extent to which staff and programme curricula are focused on preparing students for employment is particularly positive. Given the University's strategic ambition to encourage student engagement in extracurricular activities, the institution is encouraged to reflect on the ways in which students' achievements can be recognised and recorded."]
[311,"QMU_88","-","Postgraduate_Research","Student Experience","Queen Margaret University","88 The relaunch of the Graduate School and the subsequent enhancements to the PGR student experience have shown measurable positive impact on student satisfaction. Students and staff value the role of the Graduate School in shaping the PGR student experience and in engaging students and staff within a supportive and developing research community."]
[312,"QMU_89","-","Enhancement","Strategy","Queen Margaret University","89 The University has a clear and effective strategic framework for enhancing learning and teaching and the wider student experience. This is evidenced through an inclusive and dynamic partnership approach to engaging students and staff in the development of strategy and a well-embedded, systematic and effective approach to implementing and monitoring strategy at all levels. The University's Strategic Plan (QM150) outlines its high level strategic ambitions to enhance learning, teaching and the student experience. The strategy focuses on three key areas relating to learning and teaching: an excellent student experience; a highly visible and strongly promoted academic portfolio; and a motivated, confident and inspiring staff. The University adopts an iterative approach, so its strategies are dynamic, with strategic objectives embedded within key processes, for example curriculum development and annual monitoring."]
[313,"QMU_90","-","Enhancement","Strategy","Queen Margaret University","90 The Strategic Plan is underpinned by three sub-strategies: the Student Experience Strategy (SES), the Research and Knowledge Exchange Strategy, and the Internationalisation Strategy. The implementation and progress of these strategies is overseen by the Student Experience Committee (SEC) and the Research Strategy Committee both of which report directly to the University Senate. Each strategy has a set of high level outcomes or key performance indicators (KPIs) which are shared with staff and students and reviewed by the appropriate committee. University-level KPIs and strategies are also aligned with the SFC Outcome Agreement. A full review of KPIs is undertaken on a quarterly basis by the Executive Board and the University Court, and subsequently shared with staff through the Intranet. The Strategic Plan and sub-strategies are also supported by a number of enabling strategies covering infrastructure, finance, human resources, marketing, development and widening access and student retention. The University also has discrete strategies outlining ambitions in relation to employability (paragraphs 60-63) and the development of its Graduate School (paragraphs 71-74)."]
[314,"QMU_91","-","Enhancement","Strategy","Queen Margaret University","91 Schools and professional services respond to strategies through the production of annual operational plans which inform the development of divisional-level plans which are reviewed through annual monitoring processes. Examples provided to the ELIR team demonstrate alignment both between strategies and operational plans, and between strategies. In discussions with staff, it was clear to the ELIR team that these strategies inform school and professional services activity."]
[315,"QMU_92","-","Enhancement","Strategy","Queen Margaret University","92 The development and implementation of the Student Experience Strategy (SES) was a contextual theme within the ELIR, with the SES being a key reference point for the University's strategic approach to enhancement. The SES was approved in 2015, updated to reflect the University's view of the student experience as incorporating the academic, co-curricular and extracurricular activities of students. The SES focuses on several priority areas for enhancement including taking a co-creation approach to curriculum development, innovation in learning, teaching and assessment, technology enhanced learning, development of graduate attributes, student mobility and exchange."]
[316,"QMU_93","-","Enhancement","Strategy","Queen Margaret University","93 A key feature of the approach to developing the SES was the engagement of staff and students to ensure awareness and ownership. The Strategy Working Group adopted a consultative and iterative approach to the strategy's development, organising a wide range of dissemination activities to communicate the strategy's scope and ambitions. Staff who met the ELIR team were aware of the SES, viewing it positively as a vehicle to articulate the University's values and ethos for learning, teaching and the student experience and as a mechanism to embed these values within practice across the University. Staff also spoke positively about using it to support curriculum development, and key to this was engaging in co-creation of curricula with students through revalidation and review processes. Students' explicit awareness of the SES was more variable but, in discussions with the team, they were able to describe participating in initiatives and experiences which clearly reflected its aims."]
[317,"QMU_93","-","Student_Engagement","Quality processes","Queen Margaret University","93 A key feature of the approach to developing the SES was the engagement of staff and students to ensure awareness and ownership. The Strategy Working Group adopted a consultative and iterative approach to the strategy's development, organising a wide range of dissemination activities to communicate the strategy's scope and ambitions. Staff who met the ELIR team were aware of the SES, viewing it positively as a vehicle to articulate the University's values and ethos for learning, teaching and the student experience and as a mechanism to embed these values within practice across the University. Staff also spoke positively about using it to support curriculum development, and key to this was engaging in co-creation of curricula with students through revalidation and review processes. Students' explicit awareness of the SES was more variable but, in discussions with the team, they were able to describe participating in initiatives and experiences which clearly reflected its aims."]
[318,"QMU_94","Commendation","Enhancement","Strategy","Queen Margaret University","94 The University's detailed approach to implementing the SES includes an evaluation of its first year, overseen by the SEC. It is evident that the University has developed and implemented a strategy which is dynamic, iterative and embedded in the student experience."]
[319,"QMU_95","-","Enhancement","Themes","Queen Margaret University","95 The national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching."]
[320,"QMU_96","-","Enhancement","Practice","Queen Margaret University","96 The University engages staff effectively in the work of the Enhancement Themes using a multifaceted approach which operates at strategy, policy, and practice levels. This approach includes institution-level projects and schemes of work such as Projects for the Enhancement of Teaching and Learning (PETL), the promotion of and contribution to sector events, and the active encouragement and support of staff to engage with and present at the QAA Enhancement Conferences. During the review the ELIR team explored with staff the impact these projects and activities have on policy and practice to support the enhancement of the student experience. It was clear that staff were aware and valued these projects and their positive impact on the student experience, however they were not always clear how these projects directly linked to the work of the Enhancement Theme itself."]
[321,"QMU_96","-","Enhancement","Themes","Queen Margaret University","96 The University engages staff effectively in the work of the Enhancement Themes using a multifaceted approach which operates at strategy, policy, and practice levels. This approach includes institution-level projects and schemes of work such as Projects for the Enhancement of Teaching and Learning (PETL), the promotion of and contribution to sector events, and the active encouragement and support of staff to engage with and present at the QAA Enhancement Conferences. During the review the ELIR team explored with staff the impact these projects and activities have on policy and practice to support the enhancement of the student experience. It was clear that staff were aware and valued these projects and their positive impact on the student experience, however they were not always clear how these projects directly linked to the work of the Enhancement Theme itself."]
[322,"QMU_97","-","Enhancement","Strategy","Queen Margaret University","97 PETL projects are identified by the University as being significant in engaging subject-level staff with Themes work, with project outcomes shared at the University's annual conference. Recent PETL outputs include policy and practice development in relation to mental health initiatives to support student wellbeing and retention and induction activities."]
[{"$f":"IF(B325<>\"\",ROW(A325)-2,\"\")","v":323},"QMU_97","-","Enhancement","Themes","Queen Margaret University","97 PETL projects are identified by the University as being significant in engaging subject-level staff with Themes work, with project outcomes shared at the University's annual conference. Recent PETL outputs include policy and practice development in relation to mental health initiatives to support student wellbeing and retention and induction activities."]
[324,"QMU_98","-","Enhancement","Strategy","Queen Margaret University","98 The University also engages actively with other sector activities such as Focus On projects and the national Learning from International Practice project, again using these to support policy and practice developments such as the development of a toolkit to engage students with the challenges of postgraduate study."]
[325,"QMU_99","-","Enhancement","Strategy","Queen Margaret University","99 Overall, the University takes an effective approach to engaging staff with the Enhancement Themes and other sector work. The multifaceted approach to strategy, policy and practice development enables the University to embed learning from the Enhancement Themes within a range of institutional activities."]
[326,"QMU_99","-","Enhancement","Themes","Queen Margaret University","99 Overall, the University takes an effective approach to engaging staff with the Enhancement Themes and other sector work. The multifaceted approach to strategy, policy and practice development enables the University to embed learning from the Enhancement Themes within a range of institutional activities."]
[327,"QMU_100","-","Teaching_Learning","Good practice","Queen Margaret University","100 The University has an effective and systematic approach for identifying and sharing good practice using a wide range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. The University identifies a key benefit of its small size as the opportunity for close interdepartmental relationships and effective informal opportunities for sharing. Discussions with staff confirmed this view and it was evident the University's small size contributes to its collegial culture."]
[328,"QMU_101","-","Teaching_Learning","Good practice","Queen Margaret University","101 The Centre for Academic Practice (CAP), guided by the Student Experience Strategy and the requirements of the two schools, has a central role in the identification and sharing of good practice. CAP acts as an agent of change across the University and its collaborative partners, working across both the academic schools and professional services to support, identify and champion good practice."]
[329,"QMU_102","-","Teaching_Learning","Good practice","Queen Margaret University","102 CAP operates a range of formal and informal mechanisms to share practice including an annual staff and student conference, programme leaders' network, regular workshops, newsletters and email updates, a range of guidance documents, and a 'CAP Good Practice Hub' hosting multimedia resources. CAP colleagues also work directly with staff to identify good practice and support them to identify the most appropriate mechanism for sharing their work. Staff within the University recognise CAP as a main point of contact for the development and enhancement of their teaching practice, valuing its role and the various networks which it facilitates."]
[330,"QMU_103","-","Teaching_Learning","Good practice","Queen Margaret University","103 The University's governance arrangements also support the identification and sharing of good practice. Each institutional committee, including school academic boards, has specific responsibility within their remits to identify and share good practice. Programme committees and student-staff consultative committees also have specific responsibilities to highlight good practice, with student members encouraged to identify strengths in their programmes. Where practice is viewed as having benefit to the wider University community this is considered by school academic boards and the Student Experience Committee so that it can inform policy developments. A number of quality assurance processes also require explicit consideration of good practice, for example validation and review, annual monitoring and external examination (paragraphs 124-130)."]
[331,"QMU_104","-","Teaching_Learning","Good practice","Queen Margaret University","104 In addition, professional services play a key role in identifying and sharing good practice with academic schools, as well as within and across the range of services. Examples include the annual WISeR event which showcases project outcomes relating to widening participation, the introduction of reading list software led by the Library, and the introduction of mechanisms for data capture and analysis within Student Support Services."]
[332,"QMU_105","-","Staff_Support","Policy","Queen Margaret University","105 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and scholarly practices, offering a range of formal and informal staff development opportunities."]
[333,"QMU_106","-","Staff_Support","Professional development","Queen Margaret University","106 The Centre for Academic Practice (CAP) plays a lead role in the development of academic and teaching related staff, offering a range of development activities which are strategically aligned and responsive to staff needs and feedback (paragraphs 101-102)."]
[334,"QMU_107","-","Staff_Support","Professional development","Queen Margaret University","107 In addition to CAP's programme of development for academic staff, the human resources department also provides a range of professional development opportunities for all staff, including leadership and management and equality and diversity training. The professional services areas also provide bespoke CPD provision, for example development opportunities in relation to mental health for Personal Academic Tutors. In addition, schools organise school and/or division-level CPD opportunities based on the needs of each academic subject area."]
[335,"QMU_108","-","Staff_Support","Professional development","Queen Margaret University","108 Key to the University's approach to staff development is the developmentally-focused Performance Enhancement Review (PER) process which is used in a coordinated manner to support staff to identify and engage with development activities they require. All staff are expected to participate in the University's PER process which has recently been refreshed to align more closely with the Student Experience Strategy. Staff participation in the process is currently around 63 per cent and is monitored through an online tracking system. The University is committed to further developing the tracking system with the ambition of using it specifically for tracking staff engagement in developmental activities. The ELIR team considered that would be a positive development."]
[336,"QMU_109","-","Staff_Support","Professional development","Queen Margaret University","109 CAP provides briefings to line managers to promote awareness of academic development opportunities and the University's promotion criteria have been adjusted to recognise achievements in learning and teaching. Staff spoke very positively about the revised PER process and valued the focus on personal and professional development. As well as identifying individual staff development needs, the outcomes of PERs are analysed centrally and inform future development provision offered by human resources and professional services. Schools and divisions are also expected to identify staff development objectives within their operational plans. These are shared as appropriate with the professional services to help support specific school and division needs."]
[337,"QMU_110","-","Staff_Support","Professional development","Queen Margaret University","110 CAP is responsible for managing the University's Higher Education Academy (HEA) accredited QMU CPD Scheme. The Scheme contains routes which lead to three categories of fellowship. At the time of the current ELIR, around 60 per cent of staff held fellowships. The CPD scheme is viewed as a positive, development-focused opportunity by staff, as well as an effective mechanism for sharing practice. Staff who are recognised as Senior and Principal Fellows are also offered the opportunity to become trained CPD advisers within their schools and are encouraged to engage in the University's validation and review processes as a way of sharing practice and developing staff awareness of quality assurance and enhancement (paragraphs 124-125)."]
[338,"QMU_111","-","Staff_Support","Professional development","Queen Margaret University","111 New or less experienced teaching staff, depending on an assessment of their training needs, may be expected to complete the postgraduate certificate stage of the MSc in Professional and Higher Education (PHE), with the full programme open to all staff with a teaching-related role. The programme is also available online for collaborative partner staff. Staff who have engaged with the programme viewed it extremely positively in supporting their teaching practice, and highlighted how they had used live good practice examples from the programme within their own practice."]
[339,"QMU_111","-","Staff_Support","Training","Queen Margaret University","111 New or less experienced teaching staff, depending on an assessment of their training needs, may be expected to complete the postgraduate certificate stage of the MSc in Professional and Higher Education (PHE), with the full programme open to all staff with a teaching-related role. The programme is also available online for collaborative partner staff. Staff who have engaged with the programme viewed it extremely positively in supporting their teaching practice, and highlighted how they had used live good practice examples from the programme within their own practice."]
[340,"QMU_112","-","Staff_Support","Training","Queen Margaret University","112 All new staff, including doctoral candidates who are engaged in teaching, are encouraged to attend a week-long short course, Facilitating Learning and Teaching, which is designed to familiarise teaching staff with the philosophy and practices that underpin the University's student-centred learning philosophy. Staff and doctoral candidates who had completed this course described it as being effective in supporting them to undertake teaching and learning activities, as well as providing a forum to network with colleagues and engage with good practice."]
[341,"QMU_113","Recommendation","Postgraduate_Research","Support","Queen Margaret University","113 Doctoral candidates are required to develop a learning contract with their supervisor which details any requirement to undertake teaching duties. Those who agree or are required to engage in teaching as part of this contract are classed as Graduate Teaching Assistants (GTAs). This contract identifies development activities required to support GTAs in their teaching and learning, including completing the week-long short course (paragraph 112). Each contract is then approved by the Graduate School Academic Board, however there is currently no mechanism to record doctoral candidate's participation in the short course. The ELIR team recommends the University considers developing a centralised system for monitoring GTA participation in the course in advance of their undertaking of teaching activities."]
[342,"QMU_113","Recommendation","Staff_Support","Training","Queen Margaret University","113 Doctoral candidates are required to develop a learning contract with their supervisor which details any requirement to undertake teaching duties. Those who agree or are required to engage in teaching as part of this contract are classed as Graduate Teaching Assistants (GTAs). This contract identifies development activities required to support GTAs in their teaching and learning, including completing the week-long short course (paragraph 112). Each contract is then approved by the Graduate School Academic Board, however there is currently no mechanism to record doctoral candidate's participation in the short course. The ELIR team recommends the University considers developing a centralised system for monitoring GTA participation in the course in advance of their undertaking of teaching activities."]
[343,"QMU_114","-","Staff_Support","Professional development","Queen Margaret University","114 CAP facilitates a number of peer support networks in line with the University's strategic ambition to develop a 'vibrant staff and student community'. Excellent examples of this are the well-established Programme Leaders Network, and the New to Programme Leadership Network which allow programme leaders to gain a greater understanding of their role and related topics and issues. Staff with experience of these and other networks spoke positively about them, providing specific examples of how their participation had supported them to adopt good practice within their programmes and led to enhancements in fulfilling the programme leader role."]
[344,"QMU_115","-","Staff_Support","Professional development","Queen Margaret University","115 The University operates a peer observation policy with an expectation that all academic staff engage in peer observation once each year. The policy has recently been reviewed to refocus on the development of practice. Staff who engage with peer observation are encouraged to discuss outcomes of the process with their line manager, using this to support the identification of development needs. The University recognises uptake and implementation of the policy has been variable. Staff who met the ELIR team viewed the new policy and its approach positively, seeing it as developmentally-focused. The ELIR team would support the University's plans to develop this policy further with the aim of it supporting the identification and sharing of good practice."]
[345,"QMU_116","-","Staff_Support","Professional development","Queen Margaret University","116 Staff are also supported to engage in scholarship of learning and teaching (SoTL) through engagement with the MSc in Professional and Higher Education and/or doctoral studies. A range of research-based activities were presented to the ELIR team indicating a significant proportion of the academic community publish on SoTL-related topics, as well as using SoTL activities to inform practice. In addition, programme validation and review processes require explicit consideration of staff engagement with SoTL and how research informs teaching (paragraph 124-125). The ELIR team regarded this as positive practice."]
[346,"QMU_117","-","Governance","Strategy","Queen Margaret University","117 The University has a clear strategic framework which sets out its strategic ambitions and direction. Strategies are well embedded within school and division operational plans and are monitored effectively by University and school committees, as well as through annual monitoring which captures curricular-level enhancement."]
[347,"QMU_118","-","Enhancement","Strategy","Queen Margaret University","118 The Student Experience Strategy (SES) outlines the University's strategic approach to the enhancement of learning, teaching and the student experience and clearly articulates its ethos and values and its approach to enhancement. The approach used to develop the SES, which successfully engaged staff and students through a co-creation approach, was viewed by the ELIR team as positive and highly effective"]
[348,"QMU_119","Commendation","Enhancement","Strategy","Queen Margaret University","119 The University has successfully embedded Enhancement Theme activity, enabling Theme priorities to be realised in a wide range of institutional policy and practice."]
[349,"QMU_120","Commendation","Enhancement","Practice","Queen Margaret University","120 The University has an effective approach to identifying and sharing good practice using a range of formal and informal mechanisms. The CAP provides a leadership role in the enhancement of learning and teaching policy and practice, providing a wide range of staff development opportunities which are responsive to the needs of staff and the University's strategic direction. The University has enhanced its support for GTAs and is encouraged to develop a central system for monitoring their attendance on the Facilitating Learning and Teaching short course."]
[350,"QMU_121","-","Quality_Processes","Framework","Queen Margaret University","121 The University has effective arrangements in place for managing quality and securing academic standards which meet the expectations set out in the UK Quality Code and the Scottish Funding Council (SFC) guidance to institutions on quality."]
[351,"QMU_122","-","Regulations","Accessibility","Queen Margaret University","122 Students are made aware of regulations, policies and procedures through the University's 'Essential Information' publication, which contains comprehensive details on a range of key information for students. In discussions with the ELIR team, students reported valuing the 'Essential Information' publication along with programme specific information contained in their programme handbooks. The ELIR team considered students have appropriate access to general University information linked to regulations, policies and procedures and any programme-specific requirements."]
[352,"QMU_123","-","Quality_Processes","Framework","Queen Margaret University","123 The University recognises that, following the Portfolio Sustainability Review, changes will be required to its quality framework, in particular to support the review recommendation to introduce 20 credit modules across the University. These changes will be introduced in most programmes as they reach their next scheduled periodic review. Any remaining programmes will be required to undergo a separate review process proportionate to the impact of the change on the student experience conducted in accordance with the University's regulations on programme modification. The University confirmed to the ELIR team that, by September 2020, all programmes will be aligned to the revised credit framework. At the time of the current ELIR, a working group of the Student Experience Committee was undertaking a review of the assessment regulations, considering the implications of the Portfolio Sustainability Review recommendations in terms of revisions to the University's quality framework, and whether the move to 20 credit modules would require amendments to assessment regulations. The ELIR team confirmed that the actions identified by the University are appropriate to ensure the careful consideration of individual student requirements as a consequence of any regulatory and structural changes resulting from the Portfolio Sustainability Review."]
[353,"QMU_123","-","Regulations","Framework","Queen Margaret University","123 The University recognises that, following the Portfolio Sustainability Review, changes will be required to its quality framework, in particular to support the review recommendation to introduce 20 credit modules across the University. These changes will be introduced in most programmes as they reach their next scheduled periodic review. Any remaining programmes will be required to undergo a separate review process proportionate to the impact of the change on the student experience conducted in accordance with the University's regulations on programme modification. The University confirmed to the ELIR team that, by September 2020, all programmes will be aligned to the revised credit framework. At the time of the current ELIR, a working group of the Student Experience Committee was undertaking a review of the assessment regulations, considering the implications of the Portfolio Sustainability Review recommendations in terms of revisions to the University's quality framework, and whether the move to 20 credit modules would require amendments to assessment regulations. The ELIR team confirmed that the actions identified by the University are appropriate to ensure the careful consideration of individual student requirements as a consequence of any regulatory and structural changes resulting from the Portfolio Sustainability Review."]
[354,"QMU_124","-","Quality_Processes","Programme Approval","Queen Margaret University","124 The University's policies and procedures for programme development, approval and review are aligned with sector expectations. Appropriate mechanisms are in place to review them regularly, with the most recent review having taken place in 2016-17. A number of enhancements followed this review including the introduction of standard datasets. A separate review took place of the process for overseas validation and review events, leading to changes in panel composition and agendas, the involvement of a student reviewer, and improved background information for panel members. Both reviews provided effectiveness and efficiency improvements to the processes, and better support to programme teams and partners."]
[355,"QMU_125","-","Quality_Processes","Programme Approval","Queen Margaret University","125 The Division of Governance and Quality Enhancement (GQE) website provides detailed guidance to panel members and others engaged in validation and review. The University offers training and support to staff who have less experience of being validation or review panel members. The Students' Union and Division of GQE also provide full-day training for student panel members. The student training is compulsory and evaluated, with results being used to further enhance practice in the next academic session. The ELIR team would encourage the University to continue with this partnership approach to the development of students engaged in validation and review activities."]
[356,"QMU_126","-","Quality_Processes","Annual Monitoring","Queen Margaret University","126 Annual monitoring takes place at programme-level, with the academic schools then required to produce a composite school report which draws on all the programme annual reports in the academic area and a range of other information, for example from validation and review activity, professional body accreditation and KPIs. School reports are discussed at the appropriate school academic board and the University Student Experience Committee, with any matters arising used to inform the operational plans of schools, divisions and professional services. Matters arising from the reports can also be referred elsewhere within the University for consideration. This reporting can result in changes to University policy, for example, work within one school resulted in changes to the University-level Recognition of Prior Learning (RPL) process."]
[357,"QMU_127","Commendation","Quality_Processes","Annual Monitoring","Queen Margaret University","127 During the 2013 ELIR, the University was asked to clarify the purpose and benefits of a proposed online continuous monitoring system which would have complemented the Annual Monitoring Reporting process at that time (paragraph 135). The University decided not to proceed with the continuous monitoring system, opting instead to develop and implement a two-stage annual monitoring process across its taught provision, which was first introduced for all reporting in 2017-18. Staff were very supportive of this new approach to annual monitoring, viewing it as more agile and responsive to student feedback, as well as supporting the introduction of programme amendments in a timely manner. Staff also considered themselves to be well supported to interpret the more comprehensive datasets available to them as part of the annual monitoring process (paragraph 139). It was evident to the ELIR team that the revised annual monitoring system is a very positive development. The process makes effective use a range of data to enable programme teams to implement enhancements to programmes in time for the start of the next academic year."]
[358,"QMU_128","-","Quality_Processes","External examining","Queen Margaret University","128 The University makes extensive use of external examiners in both its taught and research degrees, with an examiner appointed for each named award, including those awards delivered by collaborative partners. External examiners submit their annual report using a standard template, with programme leaders required to respond to these reports. Communication with external examiners is typically managed through GQE, who track progress with report and response submission, resulting in high completion rates."]
[359,"QMU_129","-","Quality_Processes","External examining","Queen Margaret University","129 Annually, the University undertakes a thorough review of all external examiner reports received in the previous academic session, producing a summary which highlights common or recurring themes, positive practice and areas for development. The summary is circulated via email to all staff and students and is sent separately to all external examiners. The University considers this summary to be useful for its academic staff, as it highlights good practice that might translate well across programmes and includes suggestions for development that could be of interest to the wider University community."]
[360,"QMU_130","-","Quality_Processes","External examining","Queen Margaret University","130 GQE provides a range of guidance for programme leaders, students and external examiners on the University's external examiner system. Students who met the ELIR team were aware of this guidance and had a good understanding of the external examining system and the function of external examiner reports. The team also heard that the wider student population do not typically recognise that they have access to external examiner reports, but student representatives confirmed seeing and discussing these reports at student-staff consultative committees."]
[361,"QMU_131","-","Assessment","Feedback","Queen Margaret University","131 The University reviewed its undergraduate and taught postgraduate grade descriptors in 2014-15, leading to the introduction of an A* grade to encourage markers to recognise outstanding student performance at 80 per cent and above. This followed a review of the University's standard referencing system, allowing better integration with reference management software to support students in gaining confidence in citing and managing references within their academic work. Students who met the ELIR team were aware of the revised descriptors, and welcomed the introduction of an A* grade, but raised issues with its reporting on the student portal which currently does not indicate when the A* grade has been awarded. There would be benefit in the University reflecting on how the student portal could be enhanced to record A* grade information."]
[362,"QMU_132","-","Quality_Processes","Framework","Queen Margaret University","132 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the Quality Code and other external reference points, and is regularly reviewed."]
[363,"QMU_132","-","Quality_Processes","Externality","Queen Margaret University","132 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the Quality Code and other external reference points, and is regularly reviewed."]
[364,"QMU_133","-","Quality_Processes","Framework","Queen Margaret University","133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."]
[365,"QMU_133","-","Quality_Processes","Externality","Queen Margaret University","133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."]
[366,"QMU_133","-","PSRBs","Programme approval","Queen Margaret University","133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."]
[367,"QMU_134","-","Quality_Processes","External examining","Queen Margaret University","134 As part of their annual reporting, external examiners are required to confirm programmes continue to meet the expectations of relevant Subject Benchmark Statements and PSRBs, and that student achievement is appropriate to the level of study."]
[368,"QMU_135","-","ELIR_Approach","Operation","Queen Margaret University","135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."]
[369,"QMU_135","-","Student_Engagement","Feedback","Queen Margaret University","135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."]
[370,"QMU_135","-","Assessment","Feedback","Queen Margaret University","135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."]
[371,"QMU_135","-","Student_Support","Academic","Queen Margaret University","135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."]
[372,"QMU_136","-","Quality_Processes","Use of data","Queen Margaret University","136 The University has an effective approach to using data to inform its decision-making. It uses this data to support the development of strategy and inform enhancements to the student experience. The University identified the use of evidence to enhance the student experience as a key focus of the current ELIR. It was clear to the ELIR team from the documentation and discussions with staff that significant progress has been made to enhance the University's systems for capturing, collating and analysing both qualitative and quantitative data to inform decision-making."]
[373,"QMU_137","-","Quality_Processes","Use of data","Queen Margaret University","137 Information contained in the Advance Information Set (AIS) demonstrated how the University identifies issues, develops actions/responses and monitors the progress made. The increased collation, analysis and use of data to inform and support decisions will make it easier for the University to evaluate the impact of actions taken."]
[374,"QMU_138","-","Quality_Processes","Use of data","Queen Margaret University","138 Since the 2013 ELIR, there has been a significant growth in the volume of data gathered both internally and externally, with the University taking steps to improve its capabilities for using data from multiple sources including: data captured via online systems such as the Electronic Registration of Attendance (ERA) and the Hub/ePortfolio; and data generated internally and externally to inform the Portfolio Sustainability Review, Teaching Excellence Framework (TEF) and Longitudinal Educational Outcomes (LEO) data. In addition, the University makes use of student demographic data, as well as retention, progression and attainment data to support staff reflection on teaching practice, programme development and enhancements to areas such as student recruitment, support and curriculum development (paragraphs 42-43). Another important source of data is external and internal student survey data which the University actively uses to inform enhancement activity (paragraph 32-35)."]
[375,"QMU_139","-","Quality_Processes","Annual Monitoring","Queen Margaret University","139 The new two-stage Annual Monitoring Reporting (AMR) process uses both qualitative and quantitative data to inform and evidence the changes required, with the facility to make timely changes which can enhance the student experience for the start of the new academic session (paragraphs 126-127)."]
[376,"QMU_139","-","Quality_Processes","Use of data","Queen Margaret University","139 The new two-stage Annual Monitoring Reporting (AMR) process uses both qualitative and quantitative data to inform and evidence the changes required, with the facility to make timely changes which can enhance the student experience for the start of the new academic session (paragraphs 126-127)."]
[377,"QMU_140","-","Quality_Processes","Use of data","Queen Margaret University","140 An ongoing aim of the University's Enhancement Theme work is to improve how staff and students use the range of evidence available. A specific focus for the University is Access, Inclusion and Retention (AIR), with objectives linked directly to the Student Experience Strategy. A new staff portal has been developed to enable programme teams to access, analyse and reflect on student data and staff are encouraged to use this proactively to identify as early as possible issues related to student retention and attainment and students at risk."]
[378,"QMU_140","-","Enhancement","Practice","Queen Margaret University","140 An ongoing aim of the University's Enhancement Theme work is to improve how staff and students use the range of evidence available. A specific focus for the University is Access, Inclusion and Retention (AIR), with objectives linked directly to the Student Experience Strategy. A new staff portal has been developed to enable programme teams to access, analyse and reflect on student data and staff are encouraged to use this proactively to identify as early as possible issues related to student retention and attainment and students at risk."]
[379,"QMU_141","-","Student_Engagement","Feedback","Queen Margaret University","141 In addition to the formal data gathered, staff continue to recognise the value of informal evidence sources, such as the feedback provided by students directly. The small scale of the University enables frequent dialogue between students and their tutors and it is clear that this is highly valued by staff and students. The ELIR team considered there would be value in the University reflecting on how such information could be captured more systematically and used as part of its wider evidence-base to support decision-making."]
[380,"QMU_142","Recommendation","Quality_Processes","Use of data","Queen Margaret University","142 It is clear that the University recognises the potential benefits that accrue from evidence-informed decision-making, taking steps to develop the infrastructure necessary to support this. The ELIR team learned that students experience variation in the ways institutional practices are implemented. The team recognises that some variation will be intentional to reflect specific programme or discipline requirements while other variations could benefit from being addressed, for example if institutional policy were experienced differently by students studying in different parts of the University. As the University continues to make more data available at the subject level, it is encouraged to support staff in using that evidence to understand and reflect on the extent to which there is potential variation in the student experience across disciplines."]
[381,"QMU_143","-","Quality_Processes","Use of data","Queen Margaret University","143 The University is aware of the cultural challenges involved in moving to a different approach to the way data is used to inform changes in policy and practice. In discussions with the ELIR team, staff indicated that they recognise and appreciate the rationale for change and the developments being put in place to improve the use of data across the institution. The University confirmed that the necessary planning and resources are in place to continue implementing its systematic approach to data-informed decision-making."]
[382,"QMU_144","-","Quality_Processes","Framework","Queen Margaret University","144 The University has an effective approach to securing academic standards. A comprehensive range of policies, regulations and structured processes are in place, which are shared effectively with staff and students, and available publicly on the University's website. The University's quality framework is reviewed regularly and is aligned and referenced to the Quality Code and other external reference points. The review of assessment regulations, underway during the current ELIR, will ensure the University is responsive to the outcomes and forward implications of the recommendations arising from its Portfolio Sustainability Review."]
[383,"QMU_145","-","Quality_Processes","Framework","Queen Margaret University","145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."]
[384,"QMU_145","-","Quality_Processes","Use of data","Queen Margaret University","145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."]
[385,"QMU_145","-","Teaching_Learning","Good practice","Queen Margaret University","145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."]
[386,"QMU_146","Commendation","Quality_Processes","Framework","Queen Margaret University","146 The University has effective arrangements in place for the approval, monitoring and periodic review of its programmes, with this activity making extensive use of external and professional reference points. The University's partnership with the Students' Union to offer training to new student panel members and the systematic approach used to evaluate and improve this training following delivery is commended."]
[{"$f":"IF(B389<>\"\",ROW(A389)-2,\"\")","v":387},"QMU_146","Commendation","Student_Engagement","Representation","Queen Margaret University","146 The University has effective arrangements in place for the approval, monitoring and periodic review of its programmes, with this activity making extensive use of external and professional reference points. The University's partnership with the Students' Union to offer training to new student panel members and the systematic approach used to evaluate and improve this training following delivery is commended."]
[388,"QMU_147","-","Quality_Processes","Quality_Processes","Queen Margaret University","147 The University's annual monitoring arrangements include engagement with a comprehensive dataset and support programme teams to enhance their programmes in time for the start of the next academic session."]
[389,"QMU_148","-","Collaborative_Partnerships","Oversight","Queen Margaret University","148 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."]
[390,"QMU_149","-","Collaborative_Partnerships","Student numbers","Queen Margaret University","149 Collaborative provision forms an important part of the University's strategy for an increased international reach, with students on collaborative programmes accounting for over one third of its total student numbers. Although the number of collaborative partners has been stable over the past five years, overall student numbers have grown since the 2013 ELIR due to the University's policy of consolidating provision with established partners. This expansion has primarily been focused on provision with one particular partner, Metropolitan College (MC) in Greece."]
[391,"QMU_150","-","Collaborative_Partnerships","International","Queen Margaret University","150 By 2025, the University aims to be operating a broader range of good quality international partnerships in at least eight different countries, including having at least one partnership in each of its divisions, with collaborative students continuing to account for one third of its overall student population. To support the planned increase in partners, the University has provided additional staff posts in Governance and Quality Enhancement (GQE), the School Office, and additional posts within the schools. The University regularly reviews the effectiveness of its partnerships and this has led to a small number of partnerships being discontinued."]
[392,"QMU_151","-","Enhancement","Strategy","Queen Margaret University","151 The Student Experience Strategy (SES) provides a framework for delivering an excellent student experience to all of the University's students, including those studying with collaborative partners in the UK and overseas. All partners are expected to engage with the SES with support from their Academic Link Person (ALP), through discussions at Joint Boards of Studies and through consideration of aspects of the strategy in programme redevelopment in advance of revalidation. The University is clear in its expectations that all collaborative partners must implement the SES and fully engage with the University's ethos, but also recognises the pace of implementation will vary for each partner."]
[393,"QMU_151","-","Collaborative_Partnerships","Oversight","Queen Margaret University","151 The Student Experience Strategy (SES) provides a framework for delivering an excellent student experience to all of the University's students, including those studying with collaborative partners in the UK and overseas. All partners are expected to engage with the SES with support from their Academic Link Person (ALP), through discussions at Joint Boards of Studies and through consideration of aspects of the strategy in programme redevelopment in advance of revalidation. The University is clear in its expectations that all collaborative partners must implement the SES and fully engage with the University's ethos, but also recognises the pace of implementation will vary for each partner."]
[394,"QMU_152","-","Collaborative_Partnerships","Oversight","Queen Margaret University","152 The University operates a predominantly traditional model of franchised and validated programmes, delivered and assessed by collaborative partners, with the University being responsible for quality assurance and academic guidance through school academic boards (SABs). It also offers joint degrees with other degree-awarding bodies in the UK and Europe with the University contributing to the teaching in all cases, and a double degree with the British University in Egypt (BUE). The University's quality assurance framework indicates that it expects to teach on the double degrees it validates, as well as host students at the University for part of their studies. The University's Collaborations Manual suggests this is not a requirement and the ELIR team learned the University does not take part in programme delivery on its double award at BUE, or host its students. There would be benefit in the University aligning its documentation and ensuring practice reflects the institution's intentions."]
[395,"QMU_152","-","Quality_Processes","Framework","Queen Margaret University","152 The University operates a predominantly traditional model of franchised and validated programmes, delivered and assessed by collaborative partners, with the University being responsible for quality assurance and academic guidance through school academic boards (SABs). It also offers joint degrees with other degree-awarding bodies in the UK and Europe with the University contributing to the teaching in all cases, and a double degree with the British University in Egypt (BUE). The University's quality assurance framework indicates that it expects to teach on the double degrees it validates, as well as host students at the University for part of their studies. The University's Collaborations Manual suggests this is not a requirement and the ELIR team learned the University does not take part in programme delivery on its double award at BUE, or host its students. There would be benefit in the University aligning its documentation and ensuring practice reflects the institution's intentions."]
[396,"QMU_153","-","Collaborative_Partnerships","Oversight","Queen Margaret University","153 At an operational level, central oversight, guidance and support of collaborative activity is managed through the Collaborations Operations Group (COG) which is a sub-committee of SEC, the Division of Governance and Quality Enhancement (GQE) and the School Office. COG plays an active role in supporting collaborative activity including: sharing good practice; considering operational issues; maintaining a range of useful guidance to partners; supporting ALPs and other staff who undertake moderation of assessment; and holding regular enhancement-focused meetings."]
[397,"QMU_154","-","Collaborative_Partnerships","Staff support","Queen Margaret University","154 The Centre for Academic Practice (CAP) provides a regular programme of workshops to partners on a range of learning, teaching, assessment and learning technology matters, and its Postgraduate Certificate in Professional and Higher Education is available online to all collaborative partner staff. Partners' staff valued the development opportunities available, and those registered on the postgraduate certificate welcomed the opportunity to undertake this programme."]
[398,"QMU_155","-","Collaborative_Partnerships","Oversight","Queen Margaret University","155 The role of the ALP is fundamental to the initial development, management, support and oversight of the University's academic partnerships. Appointed by the school deans to each academic partnership, ALPs are all members of COG and work with both the partner and GQE. In addition to maintaining regular communication with the programme leader, ALPs visit the collaborative partner for exam boards, to deliver staff development, and most importantly to chair Joint Boards of Study. ALPs are well supported to fulfil their role through informal peer mentoring, through membership of and support from COG, and have access to a suite of written guidance. ALPs play a key role in ensuring collaborative partners and their students feel part of the University's community and understand its culture. In discussions with the ELIR team, ALPs reported they consider the written guidance, along with the range of support provided by CAP and GQE to be particularly useful. Based on the evidence presented during the review, the ELIR team considered the ALP role to be particularly effective in guiding partners and assuring academic quality and the student experience."]
[399,"QMU_156","-","Assessment","Feedback","Queen Margaret University","156 The University's current assessment policies and processes allow it to assure itself that all awards made under a collaborative arrangement are of an equivalent academic standard to those made for programmes delivered solely by the University. This is achieved primarily through its thorough processes for moderation and its external examiner system. Assessment moderation is normally conducted by University staff but for some well-established programmes with a strong academic track record, policies and processes indicate moderation may be delegated to the partner organisation as part of a risk-based approach to the management of collaborations. The ELIR team understood from the University that delegated responsibility is rare and this model is also unlikely to lead to the devolution of internal moderation for international programmes because of their higher perceived level of risk. The team also noted that moderation of marked student work at collaborative partners means those students receive feedback on their assessed work in around 25 days, which is a longer turnaround time than for students on the home campus. As the University progresses its implementation of EMA, there could be value in reflecting on the different turnaround times."]
[400,"QMU_156","-","Collaborative_Partnerships","Oversight","Queen Margaret University","156 The University's current assessment policies and processes allow it to assure itself that all awards made under a collaborative arrangement are of an equivalent academic standard to those made for programmes delivered solely by the University. This is achieved primarily through its thorough processes for moderation and its external examiner system. Assessment moderation is normally conducted by University staff but for some well-established programmes with a strong academic track record, policies and processes indicate moderation may be delegated to the partner organisation as part of a risk-based approach to the management of collaborations. The ELIR team understood from the University that delegated responsibility is rare and this model is also unlikely to lead to the devolution of internal moderation for international programmes because of their higher perceived level of risk. The team also noted that moderation of marked student work at collaborative partners means those students receive feedback on their assessed work in around 25 days, which is a longer turnaround time than for students on the home campus. As the University progresses its implementation of EMA, there could be value in reflecting on the different turnaround times."]
[401,"QMU_157","-","Collaborative_Partnerships","International","Queen Margaret University","157 The University's partnership with Metropolitan College (MC) in Greece is its largest and most complex, with over 1,700 students registered on programmes managed by most of its academic Divisions. The MC partnership was subject to a QAA Transnational Education (TNE) Review in November 2015, which commended the cross-school approach of the Academic Link Person Forum (since rebranded as the Greek Partnership Forum) and the attention paid by the University to the student voice. The two review recommendations, regarding the requirement for a cyclical review of the partnership and the need to approve a policy for delivery in a language other than English, have been implemented and are being monitored by the University."]
[402,"QMU_158","-","Collaborative_Partnerships","International","Queen Margaret University","158 In responding to the TNE review, the University revised its policy for delivery in a language other than English, placing robust requirements on the preconditions for such delivery. The University recognises the challenges involved in procuring and retaining bilingual internal staff and external examiners associated with the revised policy, but does not currently consider this to be problematic. It has contingency plans in place to use an approved translation agency if challenges arise. The University's decision to monitor this policy through both its Portfolio Development Group (PDG) and COG is considered prudent by the ELIR team given the potential challenges identified."]
[403,"QMU_159","-","Collaborative_Partnerships","International","Queen Margaret University","159 One of the University's preconditions for partner delivery in a language other than English is that there is sufficient breadth of academic literature in the language of instruction available at the partner. The ELIR team learned that the University has agreed to the delivery and assessment of identified programmes at MC in the Greek language, despite recognising the limited academic literature in that host language. To support this decision, MC has been required to develop English language modules to ensure students have a minimum level of English language skills. MC aims to develop a minimum level of fluency in English to enable students to access the English language resources available at the College, and the University considers that the language modules instil confidence in students who already have some proficiency in English. Students at MC who spoke with the ELIR team appreciated the English language support in place and considered these skills are likely to enhance their employability."]
[404,"QMU_160","Recommendation","Collaborative_Partnerships","International","Queen Margaret University","160 While an English language requirement is specified for students on entry to health programmes delivered in Greek, there is no English language requirement for other MC programmes. The ELIR team considered it unlikely that a student without prior English language capability could develop the level of English language necessary to make effective use of academic literature in English. It is therefore recommended that, where programmes are delivered in Greek, the University ensures students are able to make effective use of academic literature throughout their programme of study, for example by revisiting the English language entry requirements or increasing the availability of learning resources in Greek."]
[405,"QMU_161","-","Collaborative_Partnerships","Student experience","Queen Margaret University","161 The University considers and approves collaborative partners' support mechanisms at programme validation and revalidation. Partners are expected to provide a level of student support which is equivalent, but not identical, to that at the University. The University provides additional support through Academic Link Persons (ALPs) (paragraph 155), access to electronic library resources and use of its Virtual Learning Environment, the Hub. The University recognises students' use of these resources is variable, and the continuing need to encourage both partners and students to take greater advantage of them. Those students who met the ELIR team, although aware of the available University support mechanisms, stated they often preferred to access support and guidance through their module tutors, programme leaders and/or supervisors."]
[406,"QMU_162","-","Collaborative_Partnerships","Student experience","Queen Margaret University","162 While there are no formal links between the Students' Union and students studying on collaborative programmes, students are able to access independent academic representation, guidance, and information on issues such as submitting an academic appeal, complaint or statement of extenuating circumstances through the Students' Union's website (paragraph 29)."]
[407,"QMU_162","-","Appeals_Complaints","Practice","Queen Margaret University","162 While there are no formal links between the Students' Union and students studying on collaborative programmes, students are able to access independent academic representation, guidance, and information on issues such as submitting an academic appeal, complaint or statement of extenuating circumstances through the Students' Union's website (paragraph 29)."]
[408,"QMU_163","-","Collaborative_Partnerships","Oversight","Queen Margaret University","163 Partners are also required to demonstrate appropriate student feedback arrangements are in place at programme validation and revalidation, with this feedback considered as part of annual programme monitoring, at Joint Board of Studies and through the University's annual risk assessment process. Students have the opportunity to meet informally with ALPs during their partner visits, and the University also conducts an annual Partner Organisations' Student Survey (POSS) across all partnerships, with the results considered and actioned through COG (paragraphs 29 and 33). The information generated provides University oversight of the student experience across and between partnerships, and allows the institution to compare the experiences of collaborative students with those studying on-campus. The system supports the identification of recurring issues across collaborative partners allowing the University to take forward enhancements, and is an important way of sharing good practice. It is evident that the University uses its POSS systematically as a tool to gather independent feedback from students studying with each of its collaborative partners."]
[409,"QMU_164","-","Collaborative_Partnerships","Oversight","Queen Margaret University","164 In addition to partner-operated programme committees, the University operates Joint Boards of Studies with its partners, providing a holistic overview of programme operation and a regular forum to consider the teaching and learning experience of students as well as providing an opportunity to foster a shared sense of community. The Joint Boards of Study are recognised by staff and students as a valued mechanism for building community identity. They also serve as an important means to inform the academic schools and professional services of the developing needs of its partners."]
[410,"QMU_165","-","Collaborative_Partnerships","Oversight","Queen Margaret University","165 Module evaluation is regularly undertaken by collaborative partners, however the results of these evaluations are not systematically shared with the University. The University is currently taking steps to address this inconsistency, with ALPs being asked to raise and discuss this with their respective partners. Furthermore, the University acknowledged difficulties in promoting a culture of enhancement in some partnerships, and the COG is considering how partner engagement can be improved. Currently, this is mainly fostered through the work of ALPs, through Joint Boards of Studies and as part of programme validation and review processes. The ELIR team would encourage the University to continue progressing both of these areas."]
[411,"QMU_166","-","Collaborative_Partnerships","Oversight","Queen Margaret University","166 Collaborative programme annual monitoring involves completion of an annual monitoring report (using an adapted version of the report used for University-delivered programmes), which is approved by the relevant Joint Board of Study, and a comprehensive annual risk assessment, which focuses on potential risks to academic standards, quality, staff and student experience, programme management, and other non-academic matters. Resulting actions from annual monitoring are agreed with Heads of Division, and ALPs are responsible for progressing these. The University's Portfolio Development Group also reviews the risks associated with each partnership, as part of the programme annual risk assessment process. Where the results of the annual risk assessment vary significantly between years, the Portfolio Development Group can request that a Partner Review is undertaken."]
[412,"QMU_167","-","Collaborative_Partnerships","Oversight","Queen Margaret University","167 The University has set out its expectations that all collaborative partners must adopt the new two-stage annual monitoring process it has developed (paragraph 126-127). The University acknowledges that the current annual monitoring dataset used for collaborative programmes requires some further development to improve the consistency of data sources used. The ELIR team would encourage the University to continue to work with its partners on this, recognising that the timescales associated with implementing this new approach to annual monitoring across its collaborative provision may require some flexibility."]
[413,"QMU_168","-","Collaborative_Partnerships","Oversight","Queen Margaret University","168 In March 2014, the University approved a process for conducting quinquennial due diligence of its partnerships, in response to the acknowledged need to periodically review its collaborative partnerships separately from its periodic review of academic programmes and irrespective of risk. In addition to a range of financial, legal and governance matters, it was intended that this periodic due diligence would include University academic matters such as policies on appeals, complaints and extenuating circumstances, physical resources, staffing arrangements and student support arrangements. However, the ELIR team learned that current due diligence checks focus only on financial, legal and governance matters."]
[414,"QMU_169","-","Collaborative_Partnerships","International","Queen Margaret University","169 In response to the QAA TNE review of MC (paragraphs 157-160), a full periodic review of this partnership was undertaken in 2017, with the outcomes being monitored by the Portfolio Development Group. MC is currently the only academic partnership to have undergone such a review, as the University considered the process is too resource intensive. Instead, it captures information on partners through the annual risk assessment process, which the ELIR team considers is effective and robust and, as noted earlier (paragraph 166), could lead to the University undertaking a full partnership review."]
[415,"QMU_170","Recommendation","Collaborative_Partnerships","Oversight","Queen Margaret University","170 While the ELIR team understands the University's decision on full periodic partnership review, the current position means it is not fully assessing the academic risks of each partnership on a periodic basis. The University is strongly encouraged to extend the use of periodic review across all collaborative partners, recognising proportionality in the approach. This would ensure the quality of the student learning experience is included as a part of the University's ongoing approach to due diligence."]
[416,"QMU_171","-","Collaborative_Partnerships","Oversight","Queen Margaret University","171 The University's approach to managing its collaborative provision is appropriate for the current scale of the provision. It has an effective set of arrangements that meet sector expectations and are underpinned by robust policies and procedures, in particular programme approval, annual monitoring and review, and thorough processes for the quality assurance of assessment. Partnerships are well supported through ALPs, the operation of Joint Boards of Study, a range of useful guidance and extensive development opportunities. The University is strongly encouraged to extend the use of periodic review across all collaborative partners, recognising proportionality in the approach adopted."]
[417,"QMU_172","-","Collaborative_Partnerships","Oversight","Queen Margaret University","172 The University is also encouraged to consider monitoring its policy for the delivery and assessment of programmes at MC in Greek given the potential challenges identified. With limited academic literature in the host language, the University needs to ensure that students studying programmes in Greek are provided with clear information on English language prerequisites on entry to ensure they are able to make effective use of academic literature throughout their programme of study."]
[418,"QMU_173","Commendation","Collaborative_Partnerships","Student experience","Queen Margaret University","173 The ELIR team noted the positive work to gather independent feedback from students studying at each of its collaborative partners through the annual Partner Organisations' Student Survey, which is to be commended. The ALP and Joint Boards of Study also make a very positive contribution to the effective management of each partnership and support the enhancement of the student learning experience"]
[419,"DUN_2","-","Governance","Strategy","University of Dundee","2 The University’s current five-year strategy (to 2022) is part of its 25-year vision to be recognised as Scotland’s leading university and focuses on the theme of transformation. The Strategy to 2022 has four interdisciplinary themes: understanding and improving health and wellbeing; life enhancing creativity and design; innovating technological solutions to tomorrow’s problems; and promoting social change to enhance diversity, justice and socio-economic prosperity. The Strategy has eight strands: embed interdisciplinary research and teaching; grow and diversify our student community; deliver sustainable ambition; embrace ‘One Dundee’ approach; enhance University performance and reputation; enable our people to flourish; advance our values; and intensify our impact locally and globally. Each strand is supported by specific action areas. "]
[420,"DUN_3","-","Governance","Practice","University of Dundee","3 In 2015, the University engaged in a programme of restructuring moving from four colleges to nine schools. Schools are led by deans and, linked to the restructuring, associate dean posts were established in all schools covering four areas: learning and teaching; quality and academic standards; international; and research. "]
[421,"DUN_4","-","Demographics","Numbers","University of Dundee","4 In 2016-17, the University had a total of 15,390 students (all numbers are given here as full person equivalents) with 11,800 students studying at one of the three campuses, the vast majority at the City Campus in Dundee with others at the Medical School in Ninewells Hospital on the outskirts of Dundee and a proportion of Nursing students based in Kirkcaldy. Some 3,600 students were studying by distance learning in 2016-17. The student population comprises 10,590 undergraduates, 4,210 taught postgraduate and 590 postgraduate research students. "]
[422,"DUN_5","-","Demographics","Widening participation","University of Dundee","5 The proportion of students from Scotland has risen steadily each year from 58.9 per cent of the overall population in 2012-13 to 66 per cent in 2016-17 with a consequent drop in the proportion of students from the rest of the UK, EU and overseas. The University’s ambition is to grow the number of overseas students. The proportion of widening access students has increased overall during the past four years. In 2016-17, 36.5 per cent of the student population came from SIMD 40, of whom 15.9 per cent came from SIMD 20. "]
[423,"DUN_6","-","Demographics","Widening participation","University of Dundee","6 The University identified student retention as a high priority area. In the last four years, the overall trend has been of improvement in student retention from 92.9 per cent in 2013-14 to 93.9 per cent in 2017-18. However, the University recognises that this total figure masks a complex picture which includes a decrease in retention for Scottish domiciled students in the year 1 to year 2 transition from 92 per cent in 2013-14 to 91.1 per cent in 2017-18. The drop in retention among those students from SIMD40 has been greater, from 90.7 per cent in 2013-14 to 85.9 per cent in 2017-18. The University has been working to address this (paragraph 38). "]
[424,"DUN_7","-","ELIR_Approach","Staff engagement","University of Dundee","7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "]
[425,"DUN_7","-","ELIR_Approach","Student engagement","University of Dundee","7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "]
[426,"DUN_7","-","ELIR_Approach","Operation","University of Dundee","7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "]
[427,"DUN_8","-","ELIR_Approach","Themes","University of Dundee","8 Three contextualised themes were identified which emerged from discussion at the workshops and were explored further by the ELIR Steering Group and the University Quality and Academic Standards Committee: Student engagement, Internationalisation, One Dundee."]
[428,"DUN_9","-","ELIR_Approach","Themes","University of Dundee","9 From the review documentation and discussions with staff and students, it was clear to the ELIR team that these themes reflect the University’s current strategic priorities. "]
[429,"DUN_10","-","ELIR_Approach","Reflective Analysis","University of Dundee","10 Overall the ELIR team considered the RA was a comprehensive self-evaluation of the University’s activity to assure standards and quality and enhance the student experience. The RA made extensive use of quantitative evidence to support the areas of good practice identified and to illustrate the areas where the University intends to develop its policy and practice. "]
[430,"DUN_11","-","ELIR_Approach","Operation","University of Dundee","11 The University has taken action to address each of the three recommendations identified in the 2013 ELIR report. In particular, the substantial institutional restructuring programme that took place in 2015 resulted in a commitment to a ‘One Dundee’ approach which aligns closely with the recommendation from the previous ELIR relating to reducing variability in policy and practice affecting the student experience. The University has made considerable progress with the support it provides for postgraduates who teach (paragraph 54). In relation to recognition of prior learning (RPL), the University revised its policy and guidance on RPL in 2014 but recognises it still has further development activity to undertake, for example to ensure the information on its website is clear for prospective students. "]
[431,"DUN_12","-","ELIR_Approach","Student engagement","University of Dundee","12 There was extensive DUSA engagement including as members of the ELIR Steering and Working Groups. Of the four ELIR workshops held, one was designed and led by DUSA solely for students. DUSA sabbatical officers - and University staff - took explicit steps to engage the wider student body, for example the DUSA Vice-President Representation shared a working draft of the RA with the School Presidents’ Forum which resulted in revised drafts of section 2 in particular and DUSA also provided a mini case study on Open Badges which was included with the RA. Taken as a whole, the ELIR team considered these activities constitute a wide-ranging and comprehensive set of opportunities for students, and not only sabbatical officers, to engage with and influence the ELIR. "]
[432,"DUN_13","-","Student_Engagement","Policy","University of Dundee","13 The University takes a partnership approach to enhancement and works in close collaboration with Dundee University Students’ Association (DUSA) to ensure that the student view is at the centre of decision-making and strategy relating to enhancement of the student experience. "]
[433,"DUN_14","-","Student_Engagement","Quality processes","University of Dundee","14 The University demonstrates a productive working partnership with DUSA and it was evident that students were actively engaged in the preparation for the ELIR (paragraph 12). Throughout the review, the ELIR team heard many examples of collaborative activity between the University and DUSA, for example joint work to revise the support for academic advisers, actions to enhance the student voice and the joint development of a University-wide module evaluation survey. "]
[434,"DUN_15","-","Student_Engagement","Quality processes","University of Dundee","15 The University and DUSA work together to develop an annual Student Partnership Agreement (SPA) which aims to further enhance the student experience and its impact is monitored through a set of mutually-agreed KPIs. The University and DUSA have had SPAs in place since 2013 and the latest SPA sets out the ambition to introduce school-level Student Partnership Action Plans (SPAPs). The ELIR team learned that SPAPs, which had already been introduced in some areas, were developed in collaboration between the relevant associate dean (learning and teaching) and the school president. They are aligned with the institution-level SPA and contain a series of school-specific actions. The ELIR team considered these to be a very positive development. "]
[435,"DUN_16","-","Student_Engagement","Representation","University of Dundee","16 As a result of the close partnership approach, the student representative structure is jointly owned by the University and DUSA, with both organisations able to develop and assign representative roles. This is set out in the Joint Agreement on Student Representation. The RA confirmed that the representative structure had been designed to ensure that students are involved at every level of decision-making within the University. "]
[436,"DUN_17","-","Student_Engagement","Representation","University of Dundee","17 The University restructure from four colleges to nine schools provided more opportunities for students to become representatives with, for example, the introduction of school president roles. School presidents are supported by vice-presidents for each of the subject disciplines and/or other significant student groups (such as distance learning or postgraduate students) within a school. Students and staff who met the ELIR team confirmed that these roles have been well received as a whole and emphasised that there had been increasing uptake and engagement with the annual student representative elections. The team also learned that student representatives can gain recognition for their roles through a suite of arrangements including open badges, the Dundee Plus award and leadership programmes. These are all positive opportunities for recognising the learning and skills associated with representation. "]
[437,"DUN_18","-","Student_Engagement","Representation","University of Dundee","18 During 2017-18, the University piloted the use of student voice support officers to promote and embed representation. At the end of that year DUSA provided the Learning and Teaching Committee with an evaluation of the pilot which had operated in three schools. Following some adjustments identified in the evaluation relating to the clarity and breadth of the role, DUSA appointed five student voice support officers for 2018-19 with support, including financial investment, from the University. The University intends for these roles to strengthen the link between DUSA and the school representatives, which they clearly have the potential to do, but acknowledged their introduction was very new. The University is encouraged to continue evaluating the impact of this new role. "]
[438,"DUN_19","-","Student_Engagement","Representation","University of Dundee","19 The University and DUSA acknowledged that, while arrangements for the majority of undergraduate students were very positive, representation and engagement among postgraduates and students studying online would benefit from improvement. The ELIR team learned that, due to the timing of the elections, the school president and vice-president positions are not currently accessible for taught postgraduate students which limits their opportunities for representation at school level. However, postgraduate taught and research students do have the opportunity to nominate themselves for the University-wide elected PGT and PGR representative positions. These provide a good opportunity to have their views discussed at the Student Representative Council and University-level meetings. "]
[439,"DUN_20","-","Student_Engagement","Representation","University of Dundee","20 Postgraduate research student representatives are assigned at subject-level and the ELIR team considered there was a high level of engagement by PGR students. Students who met the team indicated that they had seen evidence of the impact of their representatives’ engagement, for example bringing about improvements in the use of technology for learning and teaching. The team learned there was less engagement among taught postgraduates with fewer students taking up the available class representative roles. This meant those students who were representatives considered they had greater responsibility as well as greater demands on their time to attend meetings and otherwise represent their peers. The University is encouraged to continue promoting the benefits of engagement and representation among the PGT student community. "]
[440,"DUN_20","-","Postgraduate_Research","Representation","University of Dundee","20 Postgraduate research student representatives are assigned at subject-level and the ELIR team considered there was a high level of engagement by PGR students. Students who met the team indicated that they had seen evidence of the impact of their representatives’ engagement, for example bringing about improvements in the use of technology for learning and teaching. The team learned there was less engagement among taught postgraduates with fewer students taking up the available class representative roles. This meant those students who were representatives considered they had greater responsibility as well as greater demands on their time to attend meetings and otherwise represent their peers. The University is encouraged to continue promoting the benefits of engagement and representation among the PGT student community. "]
[441,"DUN_21","-","Student_Engagement","Representation","University of Dundee","21 The ELIR team learned about steps the University had taken to introduce representative roles for students in a range of modes of delivery and entry routes. In the School of Science and Engineering, a Vice-President of Graduate Apprentices role has been introduced and module leaders have assigned class representatives for students articulating into the University through the 3+1+1 route. A Vice-President Distance Learning role has been introduced in some schools, for example Nursing and Health Sciences. The introduction of these roles is a positive step to ensure students from a variety of routes have representative opportunities. In relation to students studying online, the ELIR team heard there was varied awareness of the school and class representative positions (see paragraph 32). Given that many of these positions are new, the University is encouraged to continue promoting them and consider evaluating their relative effectiveness in supporting student engagement among the different student groups. "]
[442,"DUN_22","-","Student_Engagement","Feedback","University of Dundee","22 The University uses a wide variety of structured and less formal approaches for gathering student views to ensure it is able to listen and respond to the student voice. Examples include student-staff liaison committees (SSLCs), participation in the National Student Survey (NSS), holding representative drop-in sessions, and running consultations and surveys throughout the semester. The University worked in collaboration with DUSA to develop a consistent institution-wide module evaluation questionnaire. At the time of the ELIR, the questions that would be posed in the survey had been developed with DUSA and agreed by the University Learning and Teaching Committee with the intention of the survey being implemented in 2019-20. The use of a consistent set of module evaluation questions across the institution will enable the University to have more consistent and comparable information to enhance its oversight of provision. "]
[443,"DUN_23","-","Student_Engagement","Feedback","University of Dundee","23 DUSA has also introduced ‘SRC Online’ which is a facility for students to provide feedback directly on their experience. Feedback may be anonymous, and the facility is accessible for students on and off-campus, regardless of their mode of study. The ELIR team considered the University is responsive to student views, for example feedback from SRC led to a joint DUSA-University short-life working group to review policy regarding Honours-year resits (paragraph 58). "]
[444,"DUN_24","-","Student_Engagement","Feedback","University of Dundee","24 The Vice-Principal (Learning and Teaching) and the Strategic Planning team produce an annual analysis of the NSS results which is shared with schools, directorates and the Learning and Teaching Committee. The Vice-Principal (Learning and Teaching) considers all of the accompanying qualitative comments from the NSS and discusses potential actions with schools and DUSA Presidents. The University hosts an annual NSS forum which provides an opportunity to consider the results and disseminate good practice. Staff discuss the feedback with students and generate actions in a range of forums including SSLCs and the School Presidents’ Forum. "]
[445,"DUN_25","-","Equality_Diversity","Policy","University of Dundee","25 A key aim of the University Strategy to 2022 is to ‘substantially grow and diversify’ the student body. Overall, the University has an effective approach to recognising and responding to equality and diversity among its students and has had notable success in widening access to study. In support of its strategic ambition, the University is continuing to develop the availability of the qualitative and quantitative information which is needed to monitor the student experience in relation to the changing demographics and diversity of its student population. "]
[446,"DUN_26","-","Equality_Diversity","Practice","University of Dundee","26 Equality and diversity are embedded within curriculum review and development. Online equality and diversity training was introduced for all staff in 2009 and includes diversity in the workplace, disability, stress in the workplace and a manager’s guide to stress. The ELIR team learned that the University’s data dashboard service was being developed to provide information with respect to specific student groups including the BME student population. The intention is to identify any attainment gaps and/or specific needs. Among a range of measures, DUSA and the University have agreed a joint zero-tolerance policy against sexual harassment and bullying which students are invited to sign up to at the beginning of the academic year. "]
[447,"DUN_27","-","Equality_Diversity","Practice","University of Dundee","27 The University has a detailed Gender Action Plan to address issues of gender imbalance across the University and in subjects with significant gender imbalances. The ELIR team heard about innovative actions, for example a project involving running stalls in shopping centres staffed by male nurses in an effort to recruit more male students into the School of Nursing and Health Sciences. "]
[448,"DUN_28","-","Admissions","Widening participation","University of Dundee","28 The University highlighted that there had recently been a large expansion in the number of undergraduate students coming from SIMD20 and SIMD40 linked to the wide range of highly laudable initiatives the institution has put in place including: a contextualised admissions policy; the Reach Tayside and ACES Tayside projects; the Discovering Degrees for Schools programme; the Dundee University Access to Learning (DUAL) Summer Schools providing free accommodation and food for those living more than 40 miles from the city; and articulation programmes with local further education colleges. The University intends that its work to increase the availability of qualitative and quantitative data should enable staff leading these initiatives to evaluate the relative effectiveness of the steps they are taking to recruit and retain students from a range of backgrounds (paragraph 114). "]
[449,"DUN_29","-","Demographics","International","University of Dundee","29 In 2016-17, 14.5 per cent of the University’s student population came from outside of the UK. The Vice-Principal (International) provides senior leadership for the international student experience and has introduced a number of positive initiatives to welcome and support the international student body. The ELIR team heard that international students are routinely contacted by telephone or email or are invited to attend an ‘in country’ pre-departure session to prepare them for arrival. In 2016-17, the University conducted a review of the Global Student Experience which recommended a steering group should be established to take oversight of the welcome for international students. It also recommended identifying a dedicated physical space for international students. This resulted in The Global Room which provides an informal social space for students. In addition, the Student Services Directorate provides welcome events and support for on-campus international students. "]
[450,"DUN_30","-","Teaching_Learning","Distance learning","University of Dundee","30 In 2016-17, the University had 3,600 distance learning students and has a strategic goal to expand this cohort. The RA highlighted that, because the NSS predominantly reflects the views of full-time, on-campus students, the University has less understanding of distance learning students’ satisfaction, the majority of whom are postgraduate, than it does of other student groups. The University’s internal audit of the student experience conducted in 2017 was specifically aimed at the experience of distance learning students. It resulted in a range of recommendations including to work in partnership with DUSA to improve the number of distance learning student representatives. A working group, chaired by the DUSA President, was convened during the summer of 2017 to address this recommendation. One of the actions DUSA and the University took in response was to develop a questionnaire for distance learners about their experience of representation. At the time of the current ELIR, the working group was developing a series of recommendations to the Learning and Teaching Committee based on the survey outcomes. These were likely to include sharing good practice and making use of a toolkit developed by Student Partnerships in Quality Scotland (sparqs) aimed at promoting distance learning students’ representation and engagement. "]
[{"$f":"IF(B453<>\"\",ROW(A453)-2,\"\")","v":451},"DUN_31","-","Teaching_Learning","Distance learning","University of Dundee","31 The University has a Distance Learning Forum which meets eight times a year (four times on campus and four times online) to showcase, share and develop good practice. Membership of the Forum includes academic and professional services staff along with student representatives. At the time of the ELIR, the University had recently appointed an Academic Lead for Distance Learning to act as a champion for distance learning provision and students, and to work in partnership with DUSA to strengthen the student voice. "]
[452,"DUN_32","Recommendation","Teaching_Learning","Distance learning","University of Dundee","32 While these developments are positive, staff who met the ELIR team acknowledged that the distance learning student experience is variable across the University and indicated that there would be benefit in taking action to support programme teams to provide greater consistency. The University is therefore encouraged to continue progressing its work aimed at improving the distance learning experience. In particular there would be considerable benefit in in the University providing guidance to programme teams on the good practice expected for distance learning programmes covering online materials and VLE use as well as student support and representation (paragraphs 57 and 60). "]
[453,"DUN_33","-","Student_Support","Academic","University of Dundee","33 In 2016-17, 11 per cent of the student population were disabled, representing an increase of 20 per cent on the previous year. In general, students are highly satisfied with the support services provided. The Disability Services Annual Report demonstrates clear reflection on the services provided and includes detailed evidence to support their efficacy and level of use. The ELIR team learned of some innovative positive practices to support disabled students, such as the alternative formats service and Honorary Graduate’s Award for Inclusive Practice run by the Academic Skills Centre. In addition, the University offers a transitions course for students with Autism Spectrum Disorder or Anxiety Disorders which includes a welcome from Disability Services, a talk on what to expect at University and an introduction to sources of support on campus. "]
[454,"DUN_33","-","Equality_Diversity","Practice","University of Dundee","33 In 2016-17, 11 per cent of the student population were disabled, representing an increase of 20 per cent on the previous year. In general, students are highly satisfied with the support services provided. The Disability Services Annual Report demonstrates clear reflection on the services provided and includes detailed evidence to support their efficacy and level of use. The ELIR team learned of some innovative positive practices to support disabled students, such as the alternative formats service and Honorary Graduate’s Award for Inclusive Practice run by the Academic Skills Centre. In addition, the University offers a transitions course for students with Autism Spectrum Disorder or Anxiety Disorders which includes a welcome from Disability Services, a talk on what to expect at University and an introduction to sources of support on campus. "]
[455,"DUN_34","-","Student_Support","Progression","University of Dundee","34 Overall, the University has effective arrangements for supporting students at each stage of the learner journey. It has recently developed improved processes to produce quantitative evidence to understand the progression of its students through their degree programmes and to help understand the efficacy of learning and teaching at each stage. There are induction programmes and ongoing support providing students with the study and life skills they need to be able to engage effectively with their studies and graduate with attributes that lead to successful employment opportunities. "]
[456,"DUN_34","-","Student_Development","Graduate Attributes","University of Dundee","34 Overall, the University has effective arrangements for supporting students at each stage of the learner journey. It has recently developed improved processes to produce quantitative evidence to understand the progression of its students through their degree programmes and to help understand the efficacy of learning and teaching at each stage. There are induction programmes and ongoing support providing students with the study and life skills they need to be able to engage effectively with their studies and graduate with attributes that lead to successful employment opportunities. "]
[457,"DUN_35","-","Student_Support","Induction","University of Dundee","35 There is a Welcome Programme for undergraduate students which is coordinated by the Student Services directorate. The Library & Learning Centre and Student Services, through its Academic Skills Centre, provide a series of academic skills workshops as well as resources for students signposting them to key information to help with study and wellbeing - LIVE Smart and LEARN Smart. There is also a supportive Welcome booklet providing practical and academic advice on preparation for study with additional helpful information provided on the Welcome pages on the University’s website. "]
[458,"DUN_36","-","Student_Support","Induction","University of Dundee","36 The University welcomes students to the institution from an increasingly diverse variety of routes such as through articulation from further education colleges and International College Dundee, graduate apprenticeships and international students joining the final or penultimate year of undergraduate study. The ELIR team heard about a wealth of impressive welcome activities targeted at specific student groups, for example the international student welcome (paragraph 29) and the induction arrangements for students entering from International College Dundee. However, the team also heard about students who were entering later years of programmes through articulation routes who had experienced a lack of induction support. Currently, the University does not have a mechanism for taking oversight of the wide variety of entry routes and initiatives it offers, for example to share good practice or consider which are the most effective (paragraphs 37 and 61). "]
[459,"DUN_36","-","Collaborative_Partnerships","Student experience","University of Dundee","36 The University welcomes students to the institution from an increasingly diverse variety of routes such as through articulation from further education colleges and International College Dundee, graduate apprenticeships and international students joining the final or penultimate year of undergraduate study. The ELIR team heard about a wealth of impressive welcome activities targeted at specific student groups, for example the international student welcome (paragraph 29) and the induction arrangements for students entering from International College Dundee. However, the team also heard about students who were entering later years of programmes through articulation routes who had experienced a lack of induction support. Currently, the University does not have a mechanism for taking oversight of the wide variety of entry routes and initiatives it offers, for example to share good practice or consider which are the most effective (paragraphs 37 and 61). "]
[460,"DUN_37","-","Collaborative_Partnerships","Student experience","University of Dundee","37 The University has partnerships with local colleges, such as Dundee & Angus College and Fife College which provide mechanisms for students to transition into the University. The ELIR team heard from students and staff that, due to challenges in matching the curriculum, students entering from colleges into later years of study at the University were less likely to succeed than if they entered the University into first year. In an effort to address this, the University has developed a ‘STEP UP’ (Student Transition Enhancement Programme for University Progression) module which is designed to help articulating students in the humanities and social sciences, and another ‘STEP UP’ module designed for business management students. These modules are delivered by the Academic Skills Centre and the University indicated they are available in the disciplines with the greatest numbers of articulating students. There would be benefit in the University considering how it supports those students articulating into other discipline areas. A Transitions Officer, located within the Academic Skills Centre, acts as an academic adviser to articulating students. The University has a range of positive practice in this area which is likely to benefit from the increased availability of detailed data to support evaluation of which approaches are most effective (paragraph 61). "]
[461,"DUN_37","-","Student_Development","Academic Skills","University of Dundee","37 The University has partnerships with local colleges, such as Dundee & Angus College and Fife College which provide mechanisms for students to transition into the University. The ELIR team heard from students and staff that, due to challenges in matching the curriculum, students entering from colleges into later years of study at the University were less likely to succeed than if they entered the University into first year. In an effort to address this, the University has developed a ‘STEP UP’ (Student Transition Enhancement Programme for University Progression) module which is designed to help articulating students in the humanities and social sciences, and another ‘STEP UP’ module designed for business management students. These modules are delivered by the Academic Skills Centre and the University indicated they are available in the disciplines with the greatest numbers of articulating students. There would be benefit in the University considering how it supports those students articulating into other discipline areas. A Transitions Officer, located within the Academic Skills Centre, acts as an academic adviser to articulating students. The University has a range of positive practice in this area which is likely to benefit from the increased availability of detailed data to support evaluation of which approaches are most effective (paragraph 61). "]
[462,"DUN_38","-","Quality_Processes","Use of data","University of Dundee","38 Student retention is a high priority for the University with oversight provided by the Retention and Progression Committee. The University held a Retention and Progression Summit and has also begun to use a business analytics service with data visualisation. The University has used this improved data to identify the points at which students leave their studies, for example noting that some non-continuation takes place at the end of second and third year, as well as the more-expected end of first year. This, in turn, has enabled the University to target supportive actions for specific groups, such as care experienced students. The improved data has also identified that some students leave programmes for positive reasons, such as choosing to remain with placement employers rather than returning to University to complete their degree. "]
[463,"DUN_39","-","Student_Support","Academic","University of Dundee","39 Students who are identified as being at risk of leaving their programme are referred to ‘Stay on Course’, a University-wide initiative which is aimed at supporting students to remain engaged by encouraging them to be referred for support and advice. The service is based in the Enquiry Centre and students can self-refer or be referred by staff. Referrals are made on a range of issues including non-attendance. The ELIR team was given an example of a student who might have to withdraw for a maternity period. Use of the very positive service has increased, demonstrating that it is meeting a need and having an impact. "]
[464,"DUN_40","-","Student_Support","Academic","University of Dundee","40 There has been an ongoing commitment between the University and DUSA to review the role of the academic adviser. The ELIR team learned that there has been considerable variation in how academic advisers are used across the University. Some students are advised in groups rather than individually, some have their module coordinator as an academic adviser and some have no adviser at all. The team heard that DUSA had worked with the University to produce a handbook and to develop training for academic advisers. The training is provided by OPD but is still at an early stage of development. Not all academic advisers have participated in the training. The team learned that some schools provide support for academic advisers through a senior academic adviser role and that such senior advisers had recently been appointed in all schools. There would be benefit in the University continuing to work with DUSA to bring greater consistency to the operation of the academic adviser role. "]
[465,"DUN_40","-","Staff_Support","Training","University of Dundee","40 There has been an ongoing commitment between the University and DUSA to review the role of the academic adviser. The ELIR team learned that there has been considerable variation in how academic advisers are used across the University. Some students are advised in groups rather than individually, some have their module coordinator as an academic adviser and some have no adviser at all. The team heard that DUSA had worked with the University to produce a handbook and to develop training for academic advisers. The training is provided by OPD but is still at an early stage of development. Not all academic advisers have participated in the training. The team learned that some schools provide support for academic advisers through a senior academic adviser role and that such senior advisers had recently been appointed in all schools. There would be benefit in the University continuing to work with DUSA to bring greater consistency to the operation of the academic adviser role. "]
[466,"DUN_41","-","Student_Support","Academic","University of Dundee","41 The Academic Skills Centre (ASC) provides support for students and staff in a range of academic skills. ASC works very closely with the Centre for Technology & Innovation in Learning (part of the Library & Learning Centre directorate) and school staff to provide tailored and more generic workshops and courses for students in academic and information technology skills. ASC is active and inventive in supporting students in their engagement with learning and teaching (paragraph 89)."]
[467,"DUN_42","-","Assessment","Practice","University of Dundee","42 In 2014-15, linked to the recommendation in 2013 ELIR to improve institutional oversight of a range of policies and practices, the University undertook a substantial review of its assessment policy. In addition to the revised assessment policy, a range of associated policies and guidance have been introduced on mitigating circumstances, conduct of examination boards, academic misconduct, external examining, and the recognition of prior learning. These represent a significant change for the University, and they have contributed to a more consistent approach to assessment being introduced across the institution. "]
[468,"DUN_43","Commendation","Assessment","Practice","University of Dundee","43 TESTA (Transforming the Experience of Students Through Assessment) is a quality improvement methodology that has, for the last two years, been a formal requirement for all programmes undergoing periodic review. The methodology, which includes activities such as programme teams presenting each module as a brick, builds a visual picture of the structure of the programme, promotes reflection on the assessment schedule and identifies areas for development in assessment methods. The University had used TESTA previously on an optional basis. Staff reported that TESTA was energising for the whole programme team, and the ELIR team noted several case studies across a number of schools demonstrating examples of improvement as a result of adopting TESTA. TESTA is an enhancement process which is having a demonstrable impact on assessment design and the quality of learning and teaching and is contributing positively to the student experience. "]
[469,"DUN_44","-","Assessment","Feedback","University of Dundee","44 The University's Assessment Policy for Taught Provision provides statements on the timing of feedback on assessment to enable 'feedforward'. There is an expectation that students should normally receive marks and feedback on coursework no later than three working weeks after the submission of the work. This requirement is monitored by school programme administrators, who highlight any that require further action. Students who met the team were generally satisfied that this was adhered to and, if staff were not going to meet the deadline, they would inform the students. With the exception of final degree examinations, this entitlement to feedback includes examination performance, but the ELIR team learned, in practice, it is rare for students to request this, even although those who met the team were aware they could ask for it. Overall the University has a positive approach to providing feedback on assessment. "]
[470,"DUN_45","-","Student_Support","Progression","University of Dundee","45 The current University strategy includes an action and performance indicator to increase engagement with the Dundee Plus Award and, during 2018-19, the Careers Service has made significant changes to Dundee Plus which have been approved by the Employability & Enterprise Sub-Committee. The University confirmed it is keen to work with DUSA to ensure the Award continues to evolve and that even more students engage with it. Students who met the ELIR team highlighted that the Student Services directorate (through its careers service) provides very good support for students seeking part-time work during their studies as well as supporting students to find employment after graduation. "]
[471,"DUN_45","-","Student_Development","Graduate Attributes","University of Dundee","45 The current University strategy includes an action and performance indicator to increase engagement with the Dundee Plus Award and, during 2018-19, the Careers Service has made significant changes to Dundee Plus which have been approved by the Employability & Enterprise Sub-Committee. The University confirmed it is keen to work with DUSA to ensure the Award continues to evolve and that even more students engage with it. Students who met the ELIR team highlighted that the Student Services directorate (through its careers service) provides very good support for students seeking part-time work during their studies as well as supporting students to find employment after graduation. "]
[472,"DUN_46","-","Postgraduate_Research","Student Experience","University of Dundee","46 The University has effective arrangements for ensuring there is a high quality postgraduate student experience. In particular there is an excellent postgraduate research student experience. "]
[473,"DUN_47","-","Quality_Processes","Framework","University of Dundee","47 Oversight of quality assurance and enhancement for all taught programmes is provided by the Quality and Academic Standards Committee and the Learning and Teaching Committee. The RA indicated that a former Postgraduate Taught Degrees Sub Committee had its business subsumed into the main Senate Committees to avoid any divide in expectations for quality enhancement. The Research Degrees Sub-Committee reports to the Senate Research and Knowledge Exchange Committee. "]
[474,"DUN_48","-","Postgraduate_Research","Student Experience","University of Dundee","48 The University indicated that the Postgraduate Taught Experience Survey and the Postgraduate Research Experience Survey provided by the former HEA (now part of Advance HE) have been the principal mechanisms for gathering feedback from postgraduate students for many years. Analyses of the results are considered by the Learning and Teaching Committee and the Research Degrees Sub-Committee respectively, and in relevant school committees. The survey outcomes show that the University’s postgraduate taught students are generally satisfied with their experience; the scores are aligned with or above national averages. At the time of the ELIR, the University was piloting its own postgraduate taught student survey and was considering ways of working with other institutions to enable benchmarking. "]
[475,"DUN_48","-","Student_Engagement","Feedback","University of Dundee","48 The University indicated that the Postgraduate Taught Experience Survey and the Postgraduate Research Experience Survey provided by the former HEA (now part of Advance HE) have been the principal mechanisms for gathering feedback from postgraduate students for many years. Analyses of the results are considered by the Learning and Teaching Committee and the Research Degrees Sub-Committee respectively, and in relevant school committees. The survey outcomes show that the University’s postgraduate taught students are generally satisfied with their experience; the scores are aligned with or above national averages. At the time of the ELIR, the University was piloting its own postgraduate taught student survey and was considering ways of working with other institutions to enable benchmarking. "]
[476,"DUN_49","-","Postgraduate_Research","Student Experience","University of Dundee","49 All postgraduate students are allocated an academic adviser to provide both academic and pastoral support. The Academic Skills Centre (ASC) offers a broad range of advice, support and academic skills sessions and can tailor this to the requirements of individual students. ASC offers postgraduate students a four-day event, Gateway to Postgraduate Study, focusing on academic culture, research skills and writing. There is also a one-day abridged version available online and accessible to all students. Postgraduate students who met the ELIR team highlighted that there is high engagement with ASC, confirming that it is a highly beneficial service for student development (paragraph 89). "]
[477,"DUN_49","-","Student_Development","Academic Skills","University of Dundee","49 All postgraduate students are allocated an academic adviser to provide both academic and pastoral support. The Academic Skills Centre (ASC) offers a broad range of advice, support and academic skills sessions and can tailor this to the requirements of individual students. ASC offers postgraduate students a four-day event, Gateway to Postgraduate Study, focusing on academic culture, research skills and writing. There is also a one-day abridged version available online and accessible to all students. Postgraduate students who met the ELIR team highlighted that there is high engagement with ASC, confirming that it is a highly beneficial service for student development (paragraph 89). "]
[478,"DUN_50","-","Postgraduate_Research","Student Experience","University of Dundee","50 Oversight of the research student experience in schools is overseen by the relevant associate dean for research or by the research student lead. Students attend a thesis monitoring committee twice a year to review progress in their studies. The committee comprises two independent members and allows the student to discuss any potential challenges in completing their thesis (paragraph 76). The ELIR team commends this practice which provides an opportunity for students to raise both academic and pastoral requirements at regular intervals throughout their research. It also provides a regular opportunity to discuss the relationship between student and supervisor, which allows any potential challenges to be addressed. "]
[479,"DUN_51","-","Postgraduate_Research","Student Experience","University of Dundee","51 The Researcher Development Policy outlines the provision in place to support postgraduate research students through their career and professional development. The support for researcher development is emphasised through the transferable skills training provided by the Human Resources & Organisational Development directorate through its Organisational and Professional Development (OPD) team. Beginning as a pilot in 2015, the University offers a two-day Thesis Bootcamp programme to all students who are working towards completing their thesis. The ELIR team noted the programme was well established and students who met the team spoke enthusiastically about their positive experiences of it. "]
[480,"DUN_51","-","Student_Development","Professional Development","University of Dundee","51 The Researcher Development Policy outlines the provision in place to support postgraduate research students through their career and professional development. The support for researcher development is emphasised through the transferable skills training provided by the Human Resources & Organisational Development directorate through its Organisational and Professional Development (OPD) team. Beginning as a pilot in 2015, the University offers a two-day Thesis Bootcamp programme to all students who are working towards completing their thesis. The ELIR team noted the programme was well established and students who met the team spoke enthusiastically about their positive experiences of it. "]
[481,"DUN_52","-","Staff_Support","Training","University of Dundee","52 OPD delivers mandatory training for all research student supervisors through a workshop, Developing Effective Relationships in Postgraduate Supervision at Doctoral Level. The ELIR team learned that, in some cases, a new academic can become a second supervisor and participate with the mentoring process which facilitates their development and capacity to take on a supervisor role. "]
[482,"DUN_53","-","Postgraduate_Research","Student Experience","University of Dundee","53 Since the 2013 ELIR, and to promote the research student community, the University expanded the postgraduate space in the Library & Learning Centre on the City Campus and at the Ninewells Campus Library. The University also indicated it is actively considering the feasibility of creating an institution-wide Doctoral Academy. The intention would be to adopt a ‘One Dundee’ approach to the arrangements for supporting postgraduate research students which would be beneficial to enhancing the student experience. The ELIR team heard from students that the University is highly responsive to their changing needs, for example students have flexibility to adjust their study mode from full to part-time. "]
[483,"DUN_54","-","Postgraduate_Research","Student Experience","University of Dundee","54 In the 2013 ELIR, the University was asked to improve the support provided for postgraduates who teach. Since then, the University has taken a variety of measures to improve the induction and ongoing support for students throughout their teaching journey. The Academic Skills Centre (ASC) provides a mandatory training programme. Attendance at the training is monitored by ASC and the schools by comparing teaching and training records. The ELIR team noted this approach could allow students to begin teaching before they have completed training and there could be benefit in monitoring more closely to reduce this possibility. Students who met the team confirmed that they had good opportunities to gain teaching experience and there would be value in the University ensuring this is true for all postgraduate research students. "]
[484,"DUN_54","-","Staff_Support","Training","University of Dundee","54 In the 2013 ELIR, the University was asked to improve the support provided for postgraduates who teach. Since then, the University has taken a variety of measures to improve the induction and ongoing support for students throughout their teaching journey. The Academic Skills Centre (ASC) provides a mandatory training programme. Attendance at the training is monitored by ASC and the schools by comparing teaching and training records. The ELIR team noted this approach could allow students to begin teaching before they have completed training and there could be benefit in monitoring more closely to reduce this possibility. Students who met the team confirmed that they had good opportunities to gain teaching experience and there would be value in the University ensuring this is true for all postgraduate research students. "]
[485,"DUN_55","-","Learning_Resources","IT","University of Dundee","55 The Digital Literacies Framework was introduced in 2015 to provide the baseline skills and behaviours for supporting learning in the workplace and at university. In 2017, the University invested in a substantial refurbishment of the Library & Learning Centre on the City Campus. The project was designed in consultation with students and embraces the latest technology. The ELIR team noted that, overall, students are satisfied with the learning resources provided. "]
[486,"DUN_56","-","Learning_Resources","IT","University of Dundee","56 Staff and student engagement with new technology is promoted through initiatives such as Digital January, which aims to showcase a key digital application ‘in the field’, and Digital Friday which showcases a new ‘app’ each week. The University also offered an ‘APPvent calendar’ initiative in which a new app was shared each day of December. These initiatives and other activity aimed at supporting staff to use technology is provided through the Digital Literacies Community of Practice which includes academic staff as well as staff from key professional services such as the Library & Learning Centre and Student Services (Academic Skills Centre). The ELIR team recognised that there was proactive engagement by staff with these activities. "]
[487,"DUN_57","-","Learning_Resources","IT","University of Dundee","57 The Centre for Technology and Innovation in Learning (CTIL) was established within the Library & Learning Centre directorate as part of the University restructure in 2015. CTIL is integral to providing the virtual learning environment (VLE) for students. Developments are guided by the Digital Strategy Committee to ensure alignment with the pedagogic approaches of the disciplines. The ELIR team noted that the University uses two VLEs, one for the Medical School and one for the rest of the institution. The team learned that the University does not currently provide guidance to programme teams on the good practice expected for VLE content and there was considerable variation in the way the online environment was used in different schools and programmes, for example in the extent to which functions, such as discussion forums, were used. The University is asked to develop its practice in this area (paragraph 60). "]
[488,"DUN_58","-","Student_Support","Academic","University of Dundee","58 The University has an effective approach to enhancing the student learning experience. The University and Dundee University Students’ Association (DUSA) have a productive and collaborative relationship which brings a rich range of benefits. There is a well-established Student Partnership Agreement in place which the University and DUSA monitor through mutually-agreed KPIs. DUSA has introduced ‘SRC Online’ which enables students to provide feedback anonymously and this is having a positive impact with examples of feedback topics being considered and actioned by the University. The University has embedded the use of the Transforming the Experience of Students Through Assessment (TESTA) approach across all of its academic schools and this has had a positive impact on assessment design and the experience of students. "]
[489,"DUN_58","-","Student_Engagement","Feedback","University of Dundee","58 The University has an effective approach to enhancing the student learning experience. The University and Dundee University Students’ Association (DUSA) have a productive and collaborative relationship which brings a rich range of benefits. There is a well-established Student Partnership Agreement in place which the University and DUSA monitor through mutually-agreed KPIs. DUSA has introduced ‘SRC Online’ which enables students to provide feedback anonymously and this is having a positive impact with examples of feedback topics being considered and actioned by the University. The University has embedded the use of the Transforming the Experience of Students Through Assessment (TESTA) approach across all of its academic schools and this has had a positive impact on assessment design and the experience of students. "]
[490,"DUN_59","Commendation","Postgraduate_Research","Monitoring","University of Dundee","59 There is an excellent postgraduate research student experience provided across the University. This includes careful progress monitoring which takes place twice-yearly through thesis monitoring committees, covering academic progress and pastoral support needs as well as offering an opportunity to explore the effectiveness of the student-supervisor relationship. In addition, the University provides a range of imaginative support, such as the intensive two-day Thesis Bootcamp. "]
[491,"DUN_59","-","Postgraduate_Research","Support","University of Dundee","59 There is an excellent postgraduate research student experience provided across the University. This includes careful progress monitoring which takes place twice-yearly through thesis monitoring committees, covering academic progress and pastoral support needs as well as offering an opportunity to explore the effectiveness of the student-supervisor relationship. In addition, the University provides a range of imaginative support, such as the intensive two-day Thesis Bootcamp. "]
[492,"DUN_60","-","Teaching_Learning","Distance learning","University of Dundee","60 The University has a substantial number of students studying by distance learning with plans to increase this further. Following an internal audit which focused on the distance learning student experience, the University is at an early stage in implementing a range of measures aimed at promoting distance learning student engagement, representation and support. The University is encouraged to progress its work in this area and to develop guidance for programme teams on the minimum expectations for the design and use of the virtual learning environment with particular focus on distance learning students. "]
[493,"DUN_61","Recommendation","Equality_Diversity","Practice","University of Dundee","61 The University aims to increase the diversity of its student population and has had considerable success in widening access to students from SIMD20 and SIMD40. It has a range of initiatives in place to support students entering from a wide variety of backgrounds and targets these to specific student groups. Currently it does not take an overview of the full range of these initiatives in order to evaluate which are the most successful in supporting the different student groups to enter and succeed in their studies. There would be benefit in the University considering ways of sharing practice between the initiatives to support the staff delivering them and to ensure students have an equivalent experience in key areas such as welcome and induction. "]
[494,"DUN_62","-","Enhancement","Strategy","University of Dundee","62 The University has a clear and effective strategic framework for enhancing learning and teaching and the wider student experience. "]
[495,"DUN_63","-","Enhancement","Strategy","University of Dundee","63 The RA indicated that the University’s approach to developing and implementing strategies has matured. The University Strategy 2012-17 had a complex structure including a series of separate component strategies. In order to ensure that quality enhancement was appropriately embedded in University Strategy, a Quality Enhancement Metastrategy was developed which included all the aims from each of the component strategies that related to enhancing the student experience and included an accompanying action planning grid. The creation of the Metastrategy was informed by the University’s own evaluation of practices as well as the outcomes from the 2013 ELIR. At the end of 2017, when moving to the new strategic period, the University reported fully on its performance, referencing data and national benchmarks and rating areas of risk. The University’s reflections demonstrated an enhanced performance including on many learning and teaching KPIs with NSS outcomes being particularly strong. The ELIR team shared the University’s view that these results demonstrate the success of the strategic drive to enhance the student experience. "]
[496,"DUN_64","-","Enhancement","Strategy","University of Dundee","64 The University Strategy to 2022 was launched in 2017 following substantial consultation with staff and students and was described as ‘fully integrated’, designed to encompass all that the institution does. The RA indicated that at the centre of the Strategy to 2022 was the ethos of the University as a high-performance community and taking a ‘One Dundee’ approach. The One Dundee concept was underpinned by a Business Transformation Programme which was underway at the time of the current ELIR. "]
[497,"DUN_65","-","Enhancement","Strategy","University of Dundee","65 The Strategy is underpinned by a comprehensive action plan and, as with the previous University Strategy, KPIs have been developed to assess progress and impact. Each of the actions in the plan has been assigned to a University Senate or Court committee. In the case of enhancing learning and teaching, actions are primarily owned by the Learning and Teaching Committee. It was clear to the ELIR team that the University’s action planning approach has facilitated the institution’s ability to ensure the coherence of its Strategy overall, with learning and teaching actions influencing wider strategic aims. "]
[498,"DUN_66","-","Enhancement","Strategy","University of Dundee","66 The ELIR team learned that schools developed their own plans within the strategic framework. The team noted that, as the associate dean roles have their priorities set at school level, there was a potential for a conflict between a school view and an institutional committee view of priorities. Nevertheless, the relationships between the associate deans and the active engagement of the Vice-Principal (Learning and Teaching) with deans of the schools appeared to ensure the structure operated effectively. "]
[499,"DUN_67","-","Enhancement","Strategy","University of Dundee","67 The University uses internal audit to assist in identifying actions in areas of strategic importance including a regular audit exercise that focuses on the student experience. Since 2008-09, the University has conducted audits in a range of areas including student services, student recruitment and DUSA, with evidence of actions being taken as a result. "]
[500,"DUN_68","-","Enhancement","Strategy","University of Dundee","68 The QAA national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. "]
[501,"DUN_68","-","Enhancement","Themes","University of Dundee","68 The QAA national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. "]
[502,"DUN_69","-","Enhancement","Strategy","University of Dundee","69 The University is engaged to a significant extent in the national activity with the Vice-Principal (Learning and Teaching) leading the current Theme, Evidence for Enhancement: Improving the Student Experience. The Head of the Academic Skills Centre was the Deputy Leader of the previous Theme, Student Transitions. It is very positive that the University has significant senior engagement with the national enhancement activity. "]
[503,"DUN_69","-","Enhancement","Themes","University of Dundee","69 The University is engaged to a significant extent in the national activity with the Vice-Principal (Learning and Teaching) leading the current Theme, Evidence for Enhancement: Improving the Student Experience. The Head of the Academic Skills Centre was the Deputy Leader of the previous Theme, Student Transitions. It is very positive that the University has significant senior engagement with the national enhancement activity. "]
[504,"DUN_70","-","Enhancement","Practice","University of Dundee","70 Although at a relatively early stage in the current Enhancement Theme’s timeline, it was evident to the ELIR team that the University is actively pursuing its action plans in relation to Evidence for Enhancement. Staff were aware of the strategic drive to develop data to inform decisions, for example through the provision of data dashboards (paragraph 112). The team noted that the Organisational and Professional Development team offers workshops and other staff-facing activity to promote staff engagement with the Enhancement Theme agenda. "]
[505,"DUN_70","-","Enhancement","Practice","University of Dundee","70 Although at a relatively early stage in the current Enhancement Theme’s timeline, it was evident to the ELIR team that the University is actively pursuing its action plans in relation to Evidence for Enhancement. Staff were aware of the strategic drive to develop data to inform decisions, for example through the provision of data dashboards (paragraph 112). The team noted that the Organisational and Professional Development team offers workshops and other staff-facing activity to promote staff engagement with the Enhancement Theme agenda. "]
[506,"DUN_71","-","Enhancement","Practice","University of Dundee","71 The University is able to demonstrate significant actions arising from the previous Theme, Student Transitions. In some instances, existing work was given more prominence as a result of the Theme, but the RA confirmed that new initiatives had also been stimulated which have now become embedded in practice, such as the development of a Student Transitions unit on the Postgraduate Certificate in Academic Practice in Higher Education programme for teaching staff. The impact of action linked to the Theme on the student experience is evident in a range of activity including the STEP UP to business module which is embedded in the curriculum and is a model of practice which is of interest to other schools and the student body. "]
[507,"DUN_71","-","Enhancement","Themes","University of Dundee","71 The University is able to demonstrate significant actions arising from the previous Theme, Student Transitions. In some instances, existing work was given more prominence as a result of the Theme, but the RA confirmed that new initiatives had also been stimulated which have now become embedded in practice, such as the development of a Student Transitions unit on the Postgraduate Certificate in Academic Practice in Higher Education programme for teaching staff. The impact of action linked to the Theme on the student experience is evident in a range of activity including the STEP UP to business module which is embedded in the curriculum and is a model of practice which is of interest to other schools and the student body. "]
[508,"DUN_72","-","Enhancement","Practice","University of Dundee","72 Further evidence of the impact of the previous Enhancement Theme is LIVE Smart and LEARN Smart, two online resources that assist with three stages of transition, from entry to thinking about employment. The ELIR team learned that the engagement of students with these resources is significant in schools where they have been embedded. In discussions with staff, the team heard that the University intends to extend the applicability of LIVE Smart to its distance learning students and plans were in place to develop a further resource, Support Smart, for academic advisers. These are examples of very positive initiatives which the team would encourage the University to continue embedding across all schools "]
[509,"DUN_72","-","Enhancement","Themes","University of Dundee","72 Further evidence of the impact of the previous Enhancement Theme is LIVE Smart and LEARN Smart, two online resources that assist with three stages of transition, from entry to thinking about employment. The ELIR team learned that the engagement of students with these resources is significant in schools where they have been embedded. In discussions with staff, the team heard that the University intends to extend the applicability of LIVE Smart to its distance learning students and plans were in place to develop a further resource, Support Smart, for academic advisers. These are examples of very positive initiatives which the team would encourage the University to continue embedding across all schools "]
[510,"DUN_73","-","Teaching_Learning","Good practice","University of Dundee","73 The University has an effective and systematic approach for identifying and sharing good practice using a wide range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. "]
[511,"DUN_74","-","Teaching_Learning","Good practice","University of Dundee","74 Good practice is identified at the Quality and Academic Standards Committee and shared with school quality and academic standards committees. For example, in relation to external examiner reports, the Director of Quality and Academic Standards provides a synopsis of all reports for discussion at the Quality and Academic Standards Committee and dissemination to schools. The Annual Programme Review process asks schools to reflect on their external examiner comments and schools are expected to share external examiner reports with student representatives in a suitable forum. "]
[512,"DUN_74","-","Quality_Processes","External examining","University of Dundee","74 Good practice is identified at the Quality and Academic Standards Committee and shared with school quality and academic standards committees. For example, in relation to external examiner reports, the Director of Quality and Academic Standards provides a synopsis of all reports for discussion at the Quality and Academic Standards Committee and dissemination to schools. The Annual Programme Review process asks schools to reflect on their external examiner comments and schools are expected to share external examiner reports with student representatives in a suitable forum. "]
[513,"DUN_75","-","Quality_Processes","Internal Review","University of Dundee","75 The ELIR team learned that the Periodic Programme Review (PPR) process had been modified recently to incorporate a ‘critical friend’ approach where schools are able to engage with an academic from another discipline to assist with review preparations. In discussions with the team, staff emphasised that the introduction of this experienced support is very helpful for schools and was regarded as a very positive development. "]
[514,"DUN_76","-","Teaching_Learning","Good practice","University of Dundee","76 Since January 2017, the University has conducted ‘wash up’ sessions for the conveners and secretaries of boards of examiners and these have led to enhancements including paperless boards. Thesis monitoring committees provide a further regular opportunity for experience and practice to be shared. The six-monthly reviews of research student progress are frequently conducted by an experienced, successful supervisor accompanied by an early-career and less experienced member of academic staff. This provides a valuable opportunity to learn from more experienced colleagues. "]
[{"$f":"IF(B517<>\"\",ROW(A517)-2,\"\")","v":515},"DUN_77","-","Teaching_Learning","Good practice","University of Dundee","77 The Learning and Teaching Development Forum for professional services staff, academic staff and student representatives is a mechanism for sharing good practice and developing enhancement opportunities. The University also frequently forms working groups of academic and professional services staff to address short to medium-term aspects of student experience or to amend or develop policy. Forming these collaborative working groups facilitates the identification and sharing of good practice. At the time of the current ELIR, working groups were in place on a wide range of topics including: benchmarking in partnership with other Scottish institutions; investigating incentives to become student representatives; engaging distance learning students; addressing gender-based violence; improving the conversion of applicants to students; investigating international student satisfaction; assessing the global student experience; promoting international exchanges; updating the policy on recognition of prior learning; and considering the introduction of a doctoral academy. "]
[516,"DUN_78","-","Teaching_Learning","Good practice","University of Dundee","78 In addition to the use of working groups, the University offers workshops to engage staff and students in addressing ad hoc topics, such as preparing the RA for ELIR and, within programmes, workshops are frequently offered to support the training and development of teaching staff and student. Examples include academic skills workshops for students provided by the Academic Skills Centre, researcher skills workshops for postgraduate research students, development workshops for associate deans, and the Sharing Good Practice programme for teaching staff. "]
[517,"DUN_79","-","Teaching_Learning","Good practice","University of Dundee","79 Good practice is disseminated through the Annual Teaching Awards where winners are encouraged to present at the annual Discovery Days, alongside the newly-inducted professors. Through these days, staff, students, members of the University Court, school pupils and the general public all hear about the good practice employed by the Teaching Award recipients. In addition, schools offer several conferences and events which facilitate discussion and opportunities to learn about practice from colleagues. "]
[518,"DUN_80","-","Enhancement","Practice","University of Dundee","80 The associate deans play a significant role in the dissemination and sharing of good practice in structured arenas such as the Learning and Teaching Committee and through regular, informal catch-up meetings which provide the opportunity to share challenges and solutions. Good practice identified through the Periodic Programme Review process is disseminated by the associate deans at school quality and academic standards committees. The ELIR team heard how associate deans form a link between the institutional committee structure and the schools. The team also noted that the role descriptors and time allocations for the associate deans are identified at institutional level but there are school-level modifications to areas of responsibility and expected workload. It was evident to the team that the associate deans form supportive communities both within and across schools which are central to the establishment and dissemination of good practice. "]
[519,"DUN_81","Commendation","Teaching_Learning","Good practice","University of Dundee","81 The Academic Skills Centre (ASC) within Student Services plays a pivotal role in sharing good practice across the University. The Sharing Good Practice Programme (a series of workshops, seminars and symposia) and the less formal Friday Fry Up, both run by ASC, are excellent mechanisms by which good practice is identified and shared. The University is aware of the challenges associated with evaluating the full extent to which participants disseminate the practice learned back in their own schools. ASC is therefore developing a longitudinal approach to feedback where participants are asked to comment on outcomes and impact six and 12 months after the event. It is intended to help ensure that the Sharing Good Practice Programme is supporting staff effectively and helping the University to achieve its strategic objectives on learning and teaching. The ELIR team considered this was a positive approach. "]
[520,"DUN_82","-","Staff_Support","Policy","University of Dundee","82 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practices, providing an imaginative range of formal and informal staff development opportunities. "]
[521,"DUN_83","-","Staff_Support","Professional development","University of Dundee","83 The RA identified the Academic Skills Centre (ASC) as the primary locus for academic skills development. Along with a wide range of seminars and workshops aimed at supporting professional practice, ASC provides an academic induction programme, the HEA-accredited Postgraduate Certificate in Academic Practice in Higher Education, and a Learning to Teach in Higher Education programme which is mandatory for postgraduate students who teach. The Postgraduate Certificate is available by distance learning and the ELIR team learned that staff from other higher education institutions enrol on the programme. ASC has established four school liaison staff, dedicated to allocated schools, who are proactive in establishing collaboration between the Centre and the schools. ASC works very closely with the Centre for Technology and Innovation in Learning (CTIL), DUSA, and school staff to provide bespoke training opportunities where a need is identified, for example Essayfest which was organised through a partnership between ASC, DUSA and CTIL and focused on essay writing through a week-long series of events including workshops, masterclasses and drop-in sessions. ASC is proactive, collaborative and innovative in its approach to supporting learning and teaching in the University. "]
[522,"DUN_84","-","Staff_Support","Professional development","University of Dundee","84 The Organisational and Professional Development (OPD) team is actively engaged in the Teaching, Research and Academic Mentoring Scheme, a cross-institutional mentoring scheme and offer an annual programme of workshops and events to support continuing professional development in staff. OPD also provided the strategic leadership development programme for the associate deans which comprised a series of workshops. In discussion with the ELIR team, associate deans confirmed they had been well supported by the programme, although the team also heard that more recently-appointed associate deans had to rely on informal peer training and development opportunities. "]
[523,"DUN_85","-","Staff_Support","Professional development","University of Dundee","85 The Centre for Technology and Innovation in Learning supports staff through a suite of communities of practice. The Library & Learning Centre provides training for staff on digital literacies, reading list software, survey tools, reference management techniques, appropriate use of plagiarism detection software, e-assessment and technology-enhanced learning. A regular column ‘Digital Dundee’ in the University’s Highlighter newsletter provides information on the most recent updates in technology enhanced learning. A website ‘Learning spaces’ provides resources for teaching and learning and hosts the Distance Learning Forum as well as Learning X, an informal learning forum. "]
[524,"DUN_86","-","Staff_Support","Professional development","University of Dundee","86 The University has a stated goal to increase the proportion of staff with teaching qualifications or Fellowship of the Higher Education Academic (HEA - now part of Advance HE) as part of its strategy to engage and develop staff. Successful completion of the Associate Module from the Postgraduate Certificate in Academic Practice in Higher Education is a mandatory requirement for all new probationary lecturers. The programme is also available to all non-probationary teaching staff who wish to gain Associate Fellowship or Fellowship of the HEA. It is also available to postgraduates who teach and who have completed their mandatory programme (paragraph 83). "]
[525,"DUN_87","-","Staff_Support","Professional development","University of Dundee","87 At the time of the current ELIR, the University had recently incorporated the recognition of teaching and learning into its promotions process. The ELIR team met staff who had been promoted to Reader and/or received increments on the basis of teaching. The team also learned that a number of staff had been promoted to Professor through the teaching and learning route. This change to the promotions process has been welcomed by education-focused staff and the team heard that the culture within the schools has changed positively in response to this recognition of teaching and learning. "]
[526,"DUN_88","-","Staff_Support","Professional development","University of Dundee","88 Training and development needs for academic staff are identified through the annual Objective Setting and Review meetings. The ELIR team learned that all associate deans participated in the University’s formal leadership development programme. Currently, there is no specific formal review process to identify ongoing support for staff in the associate dean roles although there are opportunities for informal identification of development opportunities and feedback. There would be benefit in the University considering the ongoing opportunities provided to associate deans to support their development. Overall, academic staff who met the team confirmed that they were very well supported, especially by ASC and OPD, in relation to the provision of opportunities to develop their teaching, learning and technology skills. "]
[527,"DUN_89","Commendation","Enhancement","Strategy","University of Dundee","89 The University has an effective approach to implementing institutional strategies and enhancing student learning. It has a wide variety of systematic approaches for identifying and sharing good practice including those linked to its regular quality processes, supplemented by innovative practice such as the presentations by Teaching Award winners at Discovery Days. ASC, in particular, is a centre of excellence with a wide-ranging, innovative, responsive and proactive portfolio for students and staff. "]
[528,"DUN_90","-","Enhancement","Strategy","University of Dundee","90 The University has brought about greater institutional oversight and opportunities for systematic enhancement through the introduction of the pivotal associate dean role. Associate deans enhance communication within and between schools, for example through their membership of school committees, bringing greater consistency in the student experience. Together they form an effective cross-school community which serves to enhance learning and teaching and share good practice across the University. "]
[529,"DUN_91","Commendation","Enhancement","Strategy","University of Dundee","91 Since the previous ELIR, the University has introduced a number of measures which prioritise learning and teaching across the institution. Staff are recognised for the delivery of high-quality learning and teaching, for example through the promotions policy, and are supported through opportunities to develop their practice provided by ASC and the OPD team. "]
[530,"DUN_92","-","Quality_Processes","Framework","University of Dundee","92 The ELIR team would support the University’s view of its quality framework as mature and fit for purpose. The University restructuring in 2015 resulted in significant changes to the management of quality and academic standards associated with the shift from four relatively independent colleges to nine schools. The schools now report directly through the institutional committee structure, supported by the Quality and Academic Standards Office, and this has enabled a more consistent approach to the implementation of the University’s Quality Framework. The team recognised the University’s focus on a ‘One Dundee’ approach, and the consequent improvement in institutional oversight across the schools. As the University recognises, some variability in school policies and practices persists, such as in the use of VLE, and it is encouraged to continue its programme of harmonisation. "]
[531,"DUN_93","-","Quality_Processes","Framework","University of Dundee","93 As part of the restructure, the University introduced the associate deans roles in each school. Associate deans (quality and academic standards) and associate deans (learning and teaching) share responsibilities for the quality and academic standards of the University’s taught programmes. In the case of programmes delivered in collaboration with overseas partners, these responsibilities are also shared with associate deans (international). The associate deans roles have improved communication and supported good practice sharing across the University, in particular through their cross-institutional responsibilities and activities (paragraph 90). "]
[532,"DUN_94","-","Quality_Processes","Framework","University of Dundee","94 Linked to the decision that oversight of quality and standards should rest with a central University committee, the Quality and Academic Standards Committee (QASC) was established in 2015. It works closely with the University Learning and Teaching Committee, reports directly to the Senate, is chaired by the Vice-Principal (Learning and Teaching) and its core membership comprises the associate deans (quality and academic standards), key professional services staff and student representation. "]
[533,"DUN_95","-","Quality_Processes","Framework","University of Dundee","95 Learning and teaching committees and quality and academic standards committees have also been introduced in the schools although, in some schools, the two committees are merged but maintain separate agendas. During discussions with groups of staff, the ELIR team repeatedly heard how these committees at school and institutional level have facilitated more effective communication and opportunities to share practice, especially through the associate deans’ membership. In discussion with staff, the team learned that some schools have also introduced discipline committees, which staff suggested could create barriers to effective communication. There would be benefit in the University exploring the extent to which this is the case. "]
[534,"DUN_96","-","Quality_Processes","Framework","University of Dundee","96 The University’s Academic & Corporate Governance directorate is responsible for maintaining institutional policies, procedures and regulations in relation to corporate and academic matters. Students are made aware of regulations, policies and procedures through programme handbooks and through the information provided for current students on the University’s website, as well as in other programme-specific documentation. Students who met the ELIR team were satisfied that the information they require was made available to them. "]
[535,"DUN_97","-","Quality_Processes","Annual Monitoring","University of Dundee","97 The University’s new programme approval and periodic review processes have both been subject to review and significant revision in the past two academic years. The approval process is now more streamlined at the initial business planning stage. The periodic review process now provides a more structured, evaluative approach and the development of data sets to support programme leaders. "]
[536,"DUN_98","-","Quality_Processes","Annual Monitoring","University of Dundee","98 The programme approval process is preceded by an analysis and approval of the business case by the University's Educational Business Development Oversight Group (EBDOG) to confirm that the proposal relates to operational plans and strategies at school and University levels. Stage two of the approval process allows for more detailed academic scrutiny of the proposal, with independent external panel members often supplemented by professional, statutory and regulatory body (PSRB) representatives and practice partners. "]
[537,"DUN_99","-","Quality_Processes","Internal Review","University of Dundee","99 The ELIR team learned that the University had considered changing the unit of review in its periodic review process to the subject level but has retained programme-level periodic review while also providing enhanced central support through the Quality and Academic Standards Office. The Periodic Programme Review (PPR) process includes the ability to specify areas for development and suggestions at both the school and, occasionally, the institutional level. The team considered that the inclusion of more informative programme data and ‘a critical friend’ in the later stages of the PPR process are both positive developments which both enable the exploration of key matters in advance of the formal event. ‘Critical friends’ are not full panel members but they have enhanced the process through improving communication and enabling more effective use to be made of the formal meetings. Associate deans (quality and academic standards) chair all programme approval and periodic review events, and this is also an important means of gaining consistency and sharing practice across the University. "]
[538,"DUN_100","-","Quality_Processes","Internal Review","University of Dundee","100 There was a substantial revision of the annual review process in 2013, with further revision in 2016 to reflect feedback from staff and to align with the new University structures. The review process involves a cascade from module review to programme review which leads to the development of school learning and teaching enhancement reports. The school reports form the basis of annual discussions with the Vice-Principal (Learning and Teaching), the Director of Quality and Academic Standards and, to aid links between quality and enhancement and strategic planning, the Vice-Principal (Provost) or the Director of Strategic Planning. Another relatively recent enhancement has been the inclusion of student representatives in the meetings."]
[539,"DUN_101","-","Quality_Processes","Internal Review","University of Dundee","101 The ELIR team learned that the annual review process has also benefitted from the development of data dashboards (paragraph 112). From the examples it saw, the team considered the annual review process is effective, although some variation in practice was evident across modules and programmes, for example in relation to the consideration of external examiner reports and action planning. "]
[540,"DUN_102","-","Postgraduate_Research","Monitoring","University of Dundee","102 The University currently has an annual school monitoring process in place for research degrees. The process is enhancement-led and makes use of recently-improved data on research students, with reports being considered by the University Research Degrees Sub-Committee. The RA indicated that this Sub-Committee has been leading on the development of a periodic review process for research degree programmes. However, staff who met the ELIR team had little awareness of the proposal and it appeared that progress has been slow. The team considered that, supported by the existing improved data, the addition of a periodic review process would give the University a more holistic view of its research degree provision and the research student experience. "]
[541,"DUN_102","-","Quality_Processes","Internal Review","University of Dundee","102 The University currently has an annual school monitoring process in place for research degrees. The process is enhancement-led and makes use of recently-improved data on research students, with reports being considered by the University Research Degrees Sub-Committee. The RA indicated that this Sub-Committee has been leading on the development of a periodic review process for research degree programmes. However, staff who met the ELIR team had little awareness of the proposal and it appeared that progress has been slow. The team considered that, supported by the existing improved data, the addition of a periodic review process would give the University a more holistic view of its research degree provision and the research student experience. "]
[542,"DUN_103","-","Quality_Processes","Framework","University of Dundee","103 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the UK Quality Code and other external reference points, and is regularly reviewed. "]
[543,"DUN_103","-","Quality_Processes","Externality","University of Dundee","103 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the UK Quality Code and other external reference points, and is regularly reviewed. "]
[544,"DUN_104","-","PSRBs","Programme approval","University of Dundee","104 The University makes good use of its external stakeholders in programme development, including for the large proportion of its awards with professional accreditation, addressing the expectations of PSRBs. The University’s processes for programme approval and Periodic Programme Review both include the requirement that programme learning outcomes should reflect the level of the final qualification through the level descriptors provided by the Scottish Credit and Qualifications Framework (SCQF) and the Framework for Qualifications of Higher Education Institutions in Scotland (FQHEIS), and that relevant Subject Benchmark Statements and PSRB requirements are taken into account. Periodic review reports do not specifically confirm that the requirements of FQHEIS are being met, but the ELIR team noted that the resulting programme and module specifications do include a requirement to reflect a distillation of the SCQF level characteristics. "]
[545,"DUN_104","-","Quality_Processes","Externality","University of Dundee","104 The University makes good use of its external stakeholders in programme development, including for the large proportion of its awards with professional accreditation, addressing the expectations of PSRBs. The University’s processes for programme approval and Periodic Programme Review both include the requirement that programme learning outcomes should reflect the level of the final qualification through the level descriptors provided by the Scottish Credit and Qualifications Framework (SCQF) and the Framework for Qualifications of Higher Education Institutions in Scotland (FQHEIS), and that relevant Subject Benchmark Statements and PSRB requirements are taken into account. Periodic review reports do not specifically confirm that the requirements of FQHEIS are being met, but the ELIR team noted that the resulting programme and module specifications do include a requirement to reflect a distillation of the SCQF level characteristics. "]
[546,"DUN_105","-","Quality_Processes","External examining","University of Dundee","105 External examiners are also asked to confirm that programme/module learning outcomes are aligned with the relevant qualification descriptor(s) set out in the FQHEIS, that the content and structure of the programme/module is appropriate with regard to the stated SCQF level and volume of credit, and the stated programme/module aims, content and intended learning outcomes are aligned with PSRB requirements. "]
[547,"DUN_106","-","Quality_Processes","External examining","University of Dundee","106 External examiner appointments are approved by the school’s associate dean (quality and academic standards) prior to University approval through the Director of Quality and Academic Standards on behalf of the Quality and Academic Standards Committee. The previous ELIR highlighted the University’s approach to external examining as an area of positive practice. The current ELIR team considered that the support and guidance made available to schools and their external examiners continues to be thorough and encourages a consistent approach. "]
[548,"DUN_107","-","Quality_Processes","External examining","University of Dundee","107 The University acknowledges that a proportion of external examiners’ annual reports are submitted late or not at all. Although external examiners are not paid a fee unless they submit their annual report and schools do pursue the submission of reports, a small number of external examiners do not submit. The University explains the need for an annual report in its appointment letters and guidance booklet for external examiners. It is considering the introduction of institution-level induction for all new external examiners. The ELIR team would support the University’s continued efforts to ensure it receives a full complement of external examiner reports. "]
[549,"DUN_108","-","Quality_Processes","External examining","University of Dundee","108 The Quality and Academic Standards Office works with the schools to ensure that all external examiner reports are responded to. Schools respond with involvement as required from the Quality and Academic Standards Office. If necessary, the Director of Quality and Academic Standards will respond directly to external examiners. "]
[550,"DUN_109","-","ELIR_Approach","Operation","University of Dundee","109 The University has been responsive to the outcomes of its 2013 ELIR. It was asked to develop in three areas, the first of which related to having greater institutional oversight of policy and practice. The University’s response was closely linked to, and largely addressed by, the significant structural changes it has gone through since the previous ELIR including the associated emphasis on the ‘One Dundee’ approach. The second area related to ensuring that training and support was in place for postgraduate students who teach, and the University has made good progress on this, introducing the Learning to Teach in Higher Education programme which is delivered by the Academic Skills Centre (paragraph 54). "]
[551,"DUN_110","-","ELIR_Approach","Operation","University of Dundee","110 The University was also asked to develop its arrangements relating to the Recognition of Prior Learning (RPL). The University revised its policy and guidance in 2014 but recognises that this would benefit from further work (paragraph 11). The ELIR team learned that the University intends to develop an admissions portal as part of a new student management system and this will include the delivery of a consistent RPL approach. The University is encouraged to progress its intentions, given the potential importance of RPL in supporting wider institutional strategy around widening access. "]
[552,"DUN_111","-","Quality_Processes","Use of data","University of Dundee","111 The University has a broadly effective approach to using data in support of decision-making which it is continuing to develop. The University has a centralised data system which is pivot table based and which produces reliable data that can be reflected upon within its quality processes. Data supports the development of strategy, and decision-making and evaluation are underpinned by robust and reliable data which informs enhancements to the student experience. It was clear to the ELIR team from the documentation and discussions with staff that significant progress has been made to enhance the University's systems for capturing, collating and analysing data and that the University is continuing to invest in further data enhancement activity. "]
[553,"DUN_112","-","Quality_Processes","Use of data","University of Dundee","112 The University uses data dashboards for annual and Periodic Programme Review. The dashboards have filters so that data can be examined at school, programme and module level, as well as by student characteristic. In order to capture the full diversity of its student body, and as diversification of the student population increases, the University requires more sophisticated data monitoring. The current data dashboards enable some filtering of data, however their functionality is not always simple and the ability to split data between different population groups could be enhanced. "]
[554,"DUN_113","-","Quality_Processes","Use of data","University of Dundee","113 The ELIR team learned that, as the supply of data to schools by the University has improved, there has been an associated reduction in the amount of data being held separately in schools. During meetings with staff, the team heard some instances of specific data being held, for example in order to monitor student placements. Because the University does not yet have a standard approach for gathering student feedback through module evaluation questionnaires (paragraph 22), staff hold student feedback data at programme level and there is a perception among some staff that this data is more useful to programme teams than the NSS results data. The team was also told that not all programmes in all schools use the dashboards."]
[555,"DUN_114","-","Quality_Processes","Use of data","University of Dundee","114 The ELIR team learned that the University has plans in place to enhance its data capability further using a business analytics service which provides interactive data visualisations. The team considered this was a positive development and would support the University’s plans to continue developing the data dashboards to provide a more visually-intuitive and user-friendly experience which would also enable users to interrogate the data more effectively. "]
[556,"DUN_115","-","Quality_Processes","Framework","University of Dundee","115 The University has effective arrangements in place for securing academic standards which meet the expectations set out in the UK Quality Code and the Scottish Funding Council (SFC) guidance to institutions on quality. The restructuring of the University has had a significant positive effect on its management of academic standards and quality processes, enabling a more consistent approach to implementing the University’s Quality Framework. "]
[557,"DUN_116","-","Quality_Processes","Use of data","University of Dundee","116 The University has an effective approach to self-evaluation including its use of data to inform decision-making. Consideration of institution-level data sets throughout University and school committees supports a consistency of approach and enables the priority of actions to be rated as part of an effective reporting scheme. The Vice-Principal (Learning and Teaching) has played a key role in strategic planning for learning and teaching including championing the institution-wide use of action planning underpinned by the systematic use of data. "]
[558,"DUN_116","-","Governance","Practice","University of Dundee","116 The University has an effective approach to self-evaluation including its use of data to inform decision-making. Consideration of institution-level data sets throughout University and school committees supports a consistency of approach and enables the priority of actions to be rated as part of an effective reporting scheme. The Vice-Principal (Learning and Teaching) has played a key role in strategic planning for learning and teaching including championing the institution-wide use of action planning underpinned by the systematic use of data. "]
[559,"DUN_117","-","Quality_Processes","Use of data","University of Dundee","117 The University’s key annual and periodic quality processes have evolved since the 2013 ELIR to include a number of enhancements including the annual conversations between the schools and senior staff including the Vice-Principal (Learning and Teaching). The inclusion of students in the annual meetings is positive, as is the link with the strategic planning function. "]
[560,"DUN_117","-","Student_Engagement","Quality processes","University of Dundee","117 The University’s key annual and periodic quality processes have evolved since the 2013 ELIR to include a number of enhancements including the annual conversations between the schools and senior staff including the Vice-Principal (Learning and Teaching). The inclusion of students in the annual meetings is positive, as is the link with the strategic planning function. "]
[561,"DUN_118","-","Collaborative_Partnerships","International","University of Dundee","118 As part of its Strategy to 2022, the University aims to increase its international recruitment, partnerships and income. As a result, the University has significantly increased its collaborative activity over the past five years and plans for this growth to continue. The University wishes to move towards a portfolio of fewer, larger partnerships including a range of activities in China and Singapore, with a focus on articulation-type arrangements which provide students with a meaningful experience of study in Dundee. The University operates only a limited range of validated or franchised provision. "]
[562,"DUN_119","-","Collaborative_Partnerships","Oversight","University of Dundee","119 International collaborations and other international activities are overseen by the Senate Internationalisation Committee, chaired by the Vice-Principal (International) with operational matters being overseen by the International Deans Operating Committee which comprises the associate deans (international) and certain professional services staff. "]
[563,"DUN_120","-","Collaborative_Partnerships","Oversight","University of Dundee","120 The Educational Partnerships Development Unit (EPDU) was established in 2015 to support the development and management of both potential and existing UK and international collaborative partnerships. The University stated in the RA that the role of EPDU includes a mix of business development, governance, development of business processes, risk management, financial modelling and partner relationship management. The University indicated that the Quality and Academic Standards Office and the QASC have responsibility for the oversight of the quality and standards of collaborative arrangements. From the RA and discussions during the review, the ELIR team formed the view that the Quality and Academic Standards Office could be more actively engaged in the oversight of international collaborations. The associate deans (quality and academic standards), associate deans (learning and teaching) and associate deans (international) also fulfil roles in respect of collaborative provision and the precise nature of the roles varies from school to school, depending upon the type and location of the collaborative partnership. The team noted that the Associate Deans’ role descriptors provided limited detail on their responsibility for collaborative arrangements and, in the team’s view this contributed to the observed variability. "]
[564,"DUN_120","-","Quality_Processes","Framework","University of Dundee","120 The Educational Partnerships Development Unit (EPDU) was established in 2015 to support the development and management of both potential and existing UK and international collaborative partnerships. The University stated in the RA that the role of EPDU includes a mix of business development, governance, development of business processes, risk management, financial modelling and partner relationship management. The University indicated that the Quality and Academic Standards Office and the QASC have responsibility for the oversight of the quality and standards of collaborative arrangements. From the RA and discussions during the review, the ELIR team formed the view that the Quality and Academic Standards Office could be more actively engaged in the oversight of international collaborations. The associate deans (quality and academic standards), associate deans (learning and teaching) and associate deans (international) also fulfil roles in respect of collaborative provision and the precise nature of the roles varies from school to school, depending upon the type and location of the collaborative partnership. The team noted that the Associate Deans’ role descriptors provided limited detail on their responsibility for collaborative arrangements and, in the team’s view this contributed to the observed variability. "]
[565,"DUN_121","-","Collaborative_Partnerships","Oversight","University of Dundee","121 The business case for new collaborative arrangements is initiated by schools and considered by the University’s Educational Business Development Oversight Group. Decisions are guided by the strategic fit, the financial case and the risks associated with the proposal, with schools supported by the EPDU’s toolkit for teaching collaborations. This toolkit provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools, and is aligned with the principles laid out in the University’s Quality Framework for Teaching Collaborations. The ELIR team noted that it is necessary to read both the guidance in the Toolkit and that provided in the Quality Framework. Integrating the two sets of guidance would provide a clearer approach to monitoring and review from the perspective of quality and academic standards. "]
[566,"DUN_121","-","Quality_Processes","Framework","University of Dundee","121 The business case for new collaborative arrangements is initiated by schools and considered by the University’s Educational Business Development Oversight Group. Decisions are guided by the strategic fit, the financial case and the risks associated with the proposal, with schools supported by the EPDU’s toolkit for teaching collaborations. This toolkit provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools, and is aligned with the principles laid out in the University’s Quality Framework for Teaching Collaborations. The ELIR team noted that it is necessary to read both the guidance in the Toolkit and that provided in the Quality Framework. Integrating the two sets of guidance would provide a clearer approach to monitoring and review from the perspective of quality and academic standards. "]
[567,"DUN_122","-","Collaborative_Partnerships","Oversight","University of Dundee","122 All collaborative arrangements are monitored and supported by link coordinators and reviewed annually by schools through the risk-based consideration of annual programme quality enhancement reports. Supported by EPDU, the link coordinator is the main contact point for all matters relating to the development and operation of the collaborative arrangement. The University has a role descriptor for link coordinators, which is positive, although the team considered the descriptor could place greater emphasis on the aspects of the role relating to supporting and monitoring the quality of the student experience. The 2017 review of UK transnational education at Ballyfermot College of Further Education confirmed that link coordinators act as key points of contact between the partner team and the school and commended their engagement with students. The ELIR team considered there would be benefit in the University establishing a community of practice for link coordinators, akin to those available for associate deans, in order to support the coordinators and share good practice across the institution. "]
[568,"DUN_122","-","Collaborative_Partnerships","Student experience","University of Dundee","122 All collaborative arrangements are monitored and supported by link coordinators and reviewed annually by schools through the risk-based consideration of annual programme quality enhancement reports. Supported by EPDU, the link coordinator is the main contact point for all matters relating to the development and operation of the collaborative arrangement. The University has a role descriptor for link coordinators, which is positive, although the team considered the descriptor could place greater emphasis on the aspects of the role relating to supporting and monitoring the quality of the student experience. The 2017 review of UK transnational education at Ballyfermot College of Further Education confirmed that link coordinators act as key points of contact between the partner team and the school and commended their engagement with students. The ELIR team considered there would be benefit in the University establishing a community of practice for link coordinators, akin to those available for associate deans, in order to support the coordinators and share good practice across the institution. "]
[569,"DUN_123","-","Collaborative_Partnerships","International","University of Dundee","123 The University operates a small range of joint, dual and double awards at bachelor’s, master’s and doctoral level. Detailed policies and guidance on the approval and ongoing monitoring of such awards are described in the University’s Code of Practice on Taught Joint, Double/Multiple or Dual Qualifications, and require all components of the programme to be taught and assessed in English at both institutions concerned. The University conforms to these requirements in all cases, and in some cases also delivers aspects of the components offered at the partner institution. At the time of the ELIR, the University was at an early stage of planning to develop a Joint Education Institute in China. The ELIR team considered that the University’s current practices for collaborations of that nature gave confidence that it would manage the arrangement securely. "]
[570,"DUN_124","-","Collaborative_Partnerships","Student experience","University of Dundee","124 In 2017-18, the University developed a partnership with the private education provider, Oxford International, to set up the International College of Dundee (ICD). This initiative enables students to access an undergraduate or postgraduate international incorporated degree programme. The students spend the first year on a pathway programme in ICD before transitioning into the second year at the University. The School of Social Sciences has responsibility for the quality assurance arrangements and the student learning experience. ICD is based on the University’s campus and its students are matriculated students of the University, which allows them to integrate more easily and aids their transition. Consequently, this model provides a supportive environment for the students and allows for academically robust monitoring and review arrangements. "]
[571,"DUN_125","-","Collaborative_Partnerships","Oversight","University of Dundee","125 The University launched four Graduate Apprenticeships in 2017-18, adding one more in 2018-19. The School of Science and Engineering currently has responsibility for the oversight of academic standards and quality of the apprentice experience for all current Graduate Apprenticeships, although other schools are likely to take a role as the number of Apprenticeships expands. Given the University’s plans for expansion, there would be benefit in considering how the Graduate Apprenticeships will align with the University’s Quality Framework and the collaborations toolkit. "]
[572,"DUN_126","-","Collaborative_Partnerships","International","University of Dundee","126 In 2017, the University’s partnership with Ballyfermot College of Further Education (BCFE) was included in QAA’s review of UK transnational education in the Republic of Ireland. The report noted that academic standards were being maintained and that quality assurance processes were effective, identifying the University’s collaborations toolkit and the work of link coordinators as features of positive practice. It also made a number of recommendations relating to the student learning experience including communication about feedback on assessment, monitoring of appropriate resources for students, closing the feedback loop, clarifying complaints procedures, and monitoring information provided to students and prospective students. A response from the school and BCFE was considered by the University’s Quality and Academic Standards Committee in February 2018 and included a range of actions to be completed by the University and the College. Through discussions and consideration of documentation, the ELIR team found that three of the recommendations had not yet been acted upon at the time of the current ELIR. The team noted that recommendations had been delegated to the relevant school to action and the school, in turn, had entrusted BCFE to take appropriate action. The ELIR team considered that the University should exercise greater oversight of the partnership, specifically, ensuring that all agreed actions are carried out within an agreed timeframe. "]
[573,"DUN_126","-","Quality_Processes","Framework","University of Dundee","126 In 2017, the University’s partnership with Ballyfermot College of Further Education (BCFE) was included in QAA’s review of UK transnational education in the Republic of Ireland. The report noted that academic standards were being maintained and that quality assurance processes were effective, identifying the University’s collaborations toolkit and the work of link coordinators as features of positive practice. It also made a number of recommendations relating to the student learning experience including communication about feedback on assessment, monitoring of appropriate resources for students, closing the feedback loop, clarifying complaints procedures, and monitoring information provided to students and prospective students. A response from the school and BCFE was considered by the University’s Quality and Academic Standards Committee in February 2018 and included a range of actions to be completed by the University and the College. Through discussions and consideration of documentation, the ELIR team found that three of the recommendations had not yet been acted upon at the time of the current ELIR. The team noted that recommendations had been delegated to the relevant school to action and the school, in turn, had entrusted BCFE to take appropriate action. The ELIR team considered that the University should exercise greater oversight of the partnership, specifically, ensuring that all agreed actions are carried out within an agreed timeframe. "]
[574,"DUN_127","-","Collaborative_Partnerships","International","University of Dundee","127 BCFE has delegated authority to maintain its own student representation system, which the ELIR team learned is common practice with the University’s small number of collaborative arrangements. The students undertaking these validated programmes are all matriculated students of the University which allows them to access the University’s learning resources. The students are represented by the Students’ Union in their primary institution and it wasn’t clear to the team how the arrangements would work to enhance the learning experience of students on collaborative programmes. The University is encouraged to introduce a mechanism for gathering student feedback to ensure the learning resources provided by the University are accessible and relevant for collaborative students. This would also help the University to understand and meet the requirements of its diverse student body, whether from further education or an international institution. "]
[575,"DUN_127","-","Student_Engagement","Representation","University of Dundee","127 BCFE has delegated authority to maintain its own student representation system, which the ELIR team learned is common practice with the University’s small number of collaborative arrangements. The students undertaking these validated programmes are all matriculated students of the University which allows them to access the University’s learning resources. The students are represented by the Students’ Union in their primary institution and it wasn’t clear to the team how the arrangements would work to enhance the learning experience of students on collaborative programmes. The University is encouraged to introduce a mechanism for gathering student feedback to ensure the learning resources provided by the University are accessible and relevant for collaborative students. This would also help the University to understand and meet the requirements of its diverse student body, whether from further education or an international institution. "]
[576,"DUN_128","-","Collaborative_Partnerships","International","University of Dundee","128 At the time of the current ELIR, the University was in the process of terminating a collaborative agreement in Egypt to deliver master’s programmes through a flying faculty model. The University’s partnership with the Arab Society of Continuing Dental Education (ASCDE) was initiated in 2012. The partnership was extended in 2016 to include provision which required more extensive clinical facilities. Assurance of appropriate refurbishment of existing facilities was given to relevant approval panels (that is the programme scrutiny event, the school board and the University Quality and Academic Standards Committee) and a detailed specification of the required clinical facilities was provided to ASCDE before the new programme started. It became clear that the necessary refurbishment of clinical facilities would not be completed in time for the planned start of the programme, so the University took the decision to delay the start date to March 2017 and to proceed with only non-clinical teaching until ASCDE had completed the refurbishment to specification. The clinical facilities were put in place by June 2017. However, by late 2017, feedback from University staff and complaints from students revealed that the clinical facilities were falling short of expectations. "]
[577,"DUN_128","-","Quality_Processes","Programme Approval","University of Dundee","128 At the time of the current ELIR, the University was in the process of terminating a collaborative agreement in Egypt to deliver master’s programmes through a flying faculty model. The University’s partnership with the Arab Society of Continuing Dental Education (ASCDE) was initiated in 2012. The partnership was extended in 2016 to include provision which required more extensive clinical facilities. Assurance of appropriate refurbishment of existing facilities was given to relevant approval panels (that is the programme scrutiny event, the school board and the University Quality and Academic Standards Committee) and a detailed specification of the required clinical facilities was provided to ASCDE before the new programme started. It became clear that the necessary refurbishment of clinical facilities would not be completed in time for the planned start of the programme, so the University took the decision to delay the start date to March 2017 and to proceed with only non-clinical teaching until ASCDE had completed the refurbishment to specification. The clinical facilities were put in place by June 2017. However, by late 2017, feedback from University staff and complaints from students revealed that the clinical facilities were falling short of expectations. "]
[578,"DUN_129","-","Collaborative_Partnerships","International","University of Dundee","129 This, and concerns over the legal capacity of ASCDE to operate in Egypt, led the University to commission further due diligence work which persuaded it to terminate the partnership. The University considered a number of potential options including identifying other potential partners in Egypt, delivering the programmes in Dundee, and reviewing the programme requirements to allow the students to complete by alternative means. Some student cohorts were able to complete their studies, but the University had to discontinue a number of students’ studies, refunding tuition fees and offering goodwill payments. "]
[{"$f":"IF(B581<>\"\",ROW(A581)-2,\"\")","v":579},"DUN_130","-","Collaborative_Partnerships","International","University of Dundee","130 The University has acknowledged that it needs to reflect on the lessons learned from this partnership to ensure that such a situation does not recur in the future. The ELIR team would strongly encourage the University to progress with identifying the lessons learned, ensuring that any future arrangements include adequate contingency planning and prioritising the needs of its students as the University’s collaborations toolkit intends. "]
[580,"DUN_131","Recommendation","Collaborative_Partnerships","Oversight","University of Dundee","131 Overall, the University has effective arrangements for managing academic standards and the student learning experience in relation to its collaborative provision. In order to secure the effectiveness of its arrangements, as a matter of priority the University should improve its academic oversight at institutional level to ensure it has effective arrangements in place for identifying and mitigating academic risks. "]
[581,"DUN_132","-","Collaborative_Partnerships","Oversight","University of Dundee","132 The University’s toolkit for teaching collaborations provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools when used alongside the University’s quality framework. "]
[582,"DUN_133","-","Collaborative_Partnerships","Oversight","University of Dundee","133 The University recognises the importance of supporting a high quality student experience and ensuring that academic standards are secure. There would be considerable benefit in reviewing the location of responsibility at institutional level for the academic standards and quality of collaborative provision to ensure adequate oversight of key academic quality processes including approval and follow up. There would also be benefit in providing greater clarification of the associate deans’ roles in overseeing collaborative provision within schools. "]
[583,"RCS_2","-","Demographics","Numbers","Royal Conservatoire of Scotland","2 In 2017-18, the Conservatoire had 1,212 degree students from 63 countries. In the same year, it had 3,800 non-degree students studying in its Junior Conservatoire and a range of Transitions and outreach activities."]
[584,"RCS_3","-","Staff_Support","Policy","Royal Conservatoire of Scotland","3 The Conservatoire has a total headcount of 855 staff of whom 118 are full-time and 267 are part-time academic staff. A further 256 are part-time academic staff involved in the delivery of pre-higher education provision."]
[585,"RCS_4","-","Governance","Strategy","Royal Conservatoire of Scotland","4 The current Strategic Plan, 'Delivering a Defining Performance' runs from 2015-2020. It sets out the Conservatoire's vision to be 'Scotland's globally-recognised and inspirational leader in learning for the performing arts' and includes four strategic pillars: driving focused excellence, promoting equality and diversity, advancing lifelong learning, embracing [the RCS] role as a national and international performing arts institution. The Strategic Plan is supported by a series of operational plans and these are supplemented by the Conservatoire's Outcome Agreement with the Scottish Funding Council."]
[586,"RCS_5","-","Demographics","Demographics","Royal Conservatoire of Scotland","5 Since the previous ELIR in 2013, the Conservatoire's student population has grown by nearly 30 per cent overall (headcount). In 2017-18, it had 897 undergraduate students (representing over 19 per cent growth since 2012-13), 286 taught postgraduate students (over 72 per cent growth in the same period) and 29 postgraduate research students (over 81 per cent growth). All student numbers are headcount rather than FTE."]
[587,"RCS_6","-","Demographics","Widening participation","Royal Conservatoire of Scotland","6 The majority of the Conservatoire's students are school leavers (78 per cent of UK-domiciled undergraduate entrants in 2017-18) which is typical of the performing arts, especially music and ballet. There has been a substantial growth of students from a widening access background, notably SIMD 40 and 20, and this is a result of conscious work on the part of RCS (paragraph 21).  "]
[588,"RCS_7","-","Demographics","Numbers","Royal Conservatoire of Scotland","7 The growth in the student population provides a number of challenges for the Conservatoire, for example staff resource, space and timetabling. It was clear to the ELIR team that the Conservatoire is aware of the challenges and is managing them effectively. This is supported by the high retention and completion rates."]
[589,"RCS_8","-","ELIR_Approach","Staff engagement","Royal Conservatoire of Scotland","8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."]
[590,"RCS_8","-","ELIR_Approach","Student engagement","Royal Conservatoire of Scotland","8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."]
[591,"RCS_8","-","ELIR_Approach","Reflective Analysis","Royal Conservatoire of Scotland","8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."]
[592,"RCS_9","-","ELIR_Approach","Reflective Analysis","Royal Conservatoire of Scotland","9 The Conservatoire identified two main contextual themes for the ELIR which the RA indicated reflect strategic priorities and everyday core values and practices: praxis and the promotion of fair access. Both of these were explored extensively in discussions with staff and students throughout the ELIR visits."]
[593,"RCS_10","-","ELIR_Approach","Themes","Royal Conservatoire of Scotland","10 In addition to the two main contextual themes, the Conservatoire identified five further areas of focus for the ELIR:  the role as a national conservatoire, the extensive pre-HE provision, the nature of the student population, the proportionately large numbers of part-time staff, the curriculum and quality processes."]
[594,"RCS_11","-","ELIR_Approach","Reflective Analysis","Royal Conservatoire of Scotland","11 Overall, the ELIR team considered that the Conservatoire had adopted an effective approach to preparing for ELIR. The topics and evidence chosen were good reflections of the strengths and challenges experienced by RCS. The evidence was set out in a clear and comprehensive RA with supporting documentation in the Advance Information Set. In particular, the discussions with staff and students were open and engaging."]
[595,"RCS_12","-","ELIR_Approach","Themes","Royal Conservatoire of Scotland","12 The 2013 ELIR identified eight areas for development and the RA asserted that the Conservatoire had made satisfactory progress in addressing each of these. The ELIR team confirmed this view, noting that improvements in the availability of data were particularly positive (paragraph 120)."]
[596,"RCS_13","-","ELIR_Approach","Student engagement","Royal Conservatoire of Scotland","13 The Students' Union (SU) was actively involved in the preparations for the ELIR. A challenge in performing arts conservatoires often is that students prioritise their artistic work and practice over engagement with the institution around managing quality. However, the ELIR team noted that RCS had been successful in engaging the student population in the ELIR preparations. "]
[597,"RCS_14","-","Student_Engagement","Policy","Royal Conservatoire of Scotland","14 The RA indicated that student engagement is at the heart of the Conservatoire and this was further emphasised by students and staff in meetings with the ELIR team.  "]
[598,"RCS_15","-","Student_Engagement","Representation","Royal Conservatoire of Scotland","15 Student representation works at different levels, with elected or nominated student representatives sitting on a range of committees. There are different types of student representatives, such as committee representatives, departmental/instrument representatives, a postgraduate research and a mature student representative. The ELIR team considered that representation works well overall, with 8 per cent of the student community actively engaged in representation and with training available."]
[599,"RCS_16","-","Student_Engagement","Representation","Royal Conservatoire of Scotland","16 The Students’ Union supports the student body effectively, especially after changes made by the SU President to raise the SU profile with the wider student body, for example through improved communication on the impact of SU work through featured blog posts. Students who met the ELIR team reported significant improvements in the SU voice and agency during the last two years, although they also highlighted its limited capacity and resources. In addition to the work inside the Conservatoire, the SU President engages externally with the NUS and Conservatoires UK, facilitating dialogue nationally and gaining insight about the sector. "]
[600,"RCS_17","-","Student_Engagement","Policy","Royal Conservatoire of Scotland","17 The ELIR team learned that the SU and RCS are in the process of creating a student partnership agreement in order to further clarify and enhance the role of the Students' Union. The team noted that the role of the SU President is particularly wide-ranging for a conservatoire, which is positive but challenging for one individual to manage. There would be value in the Conservatoire reflecting on ways of providing additional support for the SU President's role to ensure students can continue to engage as the Conservatoire aspires."]
[601,"RCS_18","-","Student_Engagement","Feedback","Royal Conservatoire of Scotland","18 Student feedback is collected through a number of mechanisms, formally through an array of surveys and through involvement in programme committees, annual dialogue and programme reviews. Student feedback is also communicated informally and directly to staff, enabled by the relationships established between students and course organisers, tutors and professional service staff. The primary means of RCS responding to student feedback is through programme committees. The ELIR team learned that the SU President also has a very active role in communicating and following up student feedback. Students reported effective feedback and response at course and programme level, with swift resolution of issues, such as the bunching of assessment on certain programmes. All students, not only representatives, are invited to contribute feedback at end of year Open Forum meetings, leading to dialogue and change."]
[602,"RCS_19","-","Student_Engagement","Feedback","Royal Conservatoire of Scotland","19 Students who met the ELIR team were aware of how to raise complaints or challenges and the team noted that potentially sensitive cases, such as changing principal study tutor, were managed efficiently. Students described staff as very responsive to feedback with various examples of matters being swiftly followed up, notably within departments. Some students perceived action at institution-level to be slower, and there was a sense that views within smaller departments might be overlooked. However, the team heard specific examples of potentially sensitive issues being responded to rapidly at institutional level and, overall, formed a view of staff at all levels listening and acting on student feedback (paragraph 63)."]
[603,"RCS_19","-","Appeals_Complaints","Practice","Royal Conservatoire of Scotland","19 Students who met the ELIR team were aware of how to raise complaints or challenges and the team noted that potentially sensitive cases, such as changing principal study tutor, were managed efficiently. Students described staff as very responsive to feedback with various examples of matters being swiftly followed up, notably within departments. Some students perceived action at institution-level to be slower, and there was a sense that views within smaller departments might be overlooked. However, the team heard specific examples of potentially sensitive issues being responded to rapidly at institutional level and, overall, formed a view of staff at all levels listening and acting on student feedback (paragraph 63)."]
[604,"RCS_20","Commendation","Equality_Diversity","Policy","Royal Conservatoire of Scotland","20 Promoting equality and diversity is one of the four strategic 'pillars' of the Conservatoire's Strategic Plan 2015-2020 and the RA confirms a sense of responsibility to promote equality, diversity and inclusion in and through all art forms and practices, and throughout the educational experience. This is reflected in the establishment of the Equality and Diversity Forum since 2009 and a number of posts with specific responsibilities including an Equality & Diversity Officer and Fair Access Manager. Equality and diversity is supported within the student body by student representatives in equality and diversity roles, namely the Liberation Officers, as well as relevant student societies and networks. The Conservatoire's responsibility and commitment to equality and diversity is also realised through performance. Student work which addresses equality and diversity is supported through the Equality and Diversity Creative Fund."]
[605,"RCS_21","-","Equality_Diversity","Policy","Royal Conservatoire of Scotland","21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "]
[606,"RCS_21","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "]
[607,"RCS_21","-","Demographics","Widening participation","Royal Conservatoire of Scotland","21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "]
[608,"RCS_22","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","22 The role of Transition mentors is highly supportive in the context of the diverse student body. Transition mentors support students with potential in achieving required standards pre-admission. Pre-admission students are supported by the Transitions team, while after admission their progress is monitored, but they are not explicitly supported further, as they are fully integrated within the student body. Students who went through the Transitions programme reported having a very positive experience including support in preparing for auditions and maintaining informal contact with their Transition mentors after successfully gaining a place. "]
[609,"RCS_23","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","23 The RA stated that the Conservatoire is working hard to increase its proportion of black, Asian or minority ethnic (BAME) students, recognising that currently this is below the Scottish HE and the UK conservatoire sector averages. Specific actions identified include: working with the Equality Challenge Unit's Attracting Diversity project, setting up a joint project with the Scottish Youth Theatre to engage young BAME people, and contributing to the formulation of a Conservatoires UK strategy. The ELIR team would encourage RCS to continue pursuing its identified priorities in this area."]
[610,"RCS_23","-","Demographics","Widening participation","Royal Conservatoire of Scotland","23 The RA stated that the Conservatoire is working hard to increase its proportion of black, Asian or minority ethnic (BAME) students, recognising that currently this is below the Scottish HE and the UK conservatoire sector averages. Specific actions identified include: working with the Equality Challenge Unit's Attracting Diversity project, setting up a joint project with the Scottish Youth Theatre to engage young BAME people, and contributing to the formulation of a Conservatoires UK strategy. The ELIR team would encourage RCS to continue pursuing its identified priorities in this area."]
[611,"RCS_24","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","24 Equality and diversity is recognised and respected by the RCS staff, with both staff and students highlighting a positive culture towards diversity. Students who require further support are provided with mentors and can have bespoke learning and assessment schedules created to provide flexibility and facilitate them completing and succeeding in their studies. In meetings with students, the ELIR team learned that flexibility can be provided to support a family-friendly approach for MEd students. Adjustments are documented and supported individually through written learning agreements or plans."]
[612,"RCS_25","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."]
[613,"RCS_25","-","Demographics","Widening participation","Royal Conservatoire of Scotland","25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."]
[614,"RCS_25","-","Student_Support","Academic","Royal Conservatoire of Scotland","25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."]
[615,"RCS_26","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","26 Some students who met the ELIR team indicated that it could be problematic for a single member of staff to hold a dual role as both the disabilities advisor and counsellor. The potential conflict of interest was acknowledged by staff who indicated that, where a conflict arises, a solution is negotiated, such as directing the student to an external counsellor."]
[616,"RCS_27","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","27 The BA Performance in British Sign Language and English provides an opportunity for deaf or partially hearing performers and performance makers that doesn't exist elsewhere in the UK. Students on the programme who met the ELIR team confirmed they had received appropriate support and had a positive student experience. In discussion with the team, RCS staff emphasised the positive impact of the programme on the whole institution including enhancing learning and teaching practices. There has been wide uptake of BSL training among staff as well as BSL interpreters being available. It was evident to the team that this cohort of students are very well integrated with the student body.  "]
[617,"RCS_27","-","Student_Support","Academic","Royal Conservatoire of Scotland","27 The BA Performance in British Sign Language and English provides an opportunity for deaf or partially hearing performers and performance makers that doesn't exist elsewhere in the UK. Students on the programme who met the ELIR team confirmed they had received appropriate support and had a positive student experience. In discussion with the team, RCS staff emphasised the positive impact of the programme on the whole institution including enhancing learning and teaching practices. There has been wide uptake of BSL training among staff as well as BSL interpreters being available. It was evident to the team that this cohort of students are very well integrated with the student body.  "]
[618,"RCS_28","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","28 Staff and recruitment panel members received training on unconscious bias, and BSL and deaf awareness training is part of student induction. Disability awareness training is part of the induction programme for new staff. Furthermore, equality, diversity and inclusion training is included in the PGCert and MEd programmes which staff can undertake (paragraph 86). "]
[619,"RCS_29","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","29 The Disability Adviser collects data on equality and diversity including the Learning Agreement process which informs an annual Counselling & Disability Service Report for the Academic Board. The Statistical Analyst collates and reviews additional diversity data which is considered in the committee structure. This data confirms the effectiveness of the support provided by RCS by comparing retention and progression across student characteristics such as SIMD status, disability and ethnicity. "]
[620,"RCS_29","-","Quality_Processes","Use of data","Royal Conservatoire of Scotland","29 The Disability Adviser collects data on equality and diversity including the Learning Agreement process which informs an annual Counselling & Disability Service Report for the Academic Board. The Statistical Analyst collates and reviews additional diversity data which is considered in the committee structure. This data confirms the effectiveness of the support provided by RCS by comparing retention and progression across student characteristics such as SIMD status, disability and ethnicity. "]
[621,"RCS_30","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","30 The RA confirmed that international students are vital for the Conservatoire, contributing to the diversity of the student body and bringing fresh insights. RCS is currently developing an international strategy, aiming to increase international student recruitment in the next year. International students are represented in the SU by the International Student Officer. International students who met the ELIR team reported feeling well-supported through English language support services, the Effective Learning Service, and a bespoke induction programme. International postgraduate research students can also access English academic writing support through the University of St Andrews (paragraph 122). Furthermore, international students indicated that they received good support with visa processes. "]
[622,"RCS_30","-","Demographics","International","Royal Conservatoire of Scotland","30 The RA confirmed that international students are vital for the Conservatoire, contributing to the diversity of the student body and bringing fresh insights. RCS is currently developing an international strategy, aiming to increase international student recruitment in the next year. International students are represented in the SU by the International Student Officer. International students who met the ELIR team reported feeling well-supported through English language support services, the Effective Learning Service, and a bespoke induction programme. International postgraduate research students can also access English academic writing support through the University of St Andrews (paragraph 122). Furthermore, international students indicated that they received good support with visa processes. "]
[623,"RCS_31","-","Equality_Diversity","Practice","Royal Conservatoire of Scotland","31 In discussion with the ELIR team, students highlighted their desire for further diversity among the staff team and in their curriculum content to reflect the breadth and diversity within the professional sectors. Currently, diversity in this context is mainly achieved through external visiting academic staff and practising professionals."]
[624,"RCS_32","-","Student_Support","Academic","Royal Conservatoire of Scotland","32 RCS offers a strongly student-centred, personalised experience. Students described the welcoming and friendly approach of the institution, the degree of support provided by tutors, and the opportunities for students to direct their own learning through optional module choices, negotiated projects, and curricular and extracurricular collaborative work. Students are able to draw on the full range of disciplines with systematic processes in place for supporting their curriculum choices."]
[625,"RCS_33","-","Student_Support","Progression","Royal Conservatoire of Scotland","33 RCS uses an online Student Contract to allow both staff and students to track the student's progress. The contract is a single online platform where students can view the modules on which they are enrolled, and see both marks and feedback from completed assignments. The contract is administered by the Transitions tutor, who can also write notes from tutorials onto the contract itself, allowing any issues to be recorded and tracked."]
[626,"RCS_There","-","Student_Support","Progression","Royal Conservatoire of Scotland","There is evidence of students engaging with and valuing the contract and the way it allows all formal information to be kept in one place as a stable point of reference, all of which is very positive. The technology used to create this is somewhat basic and evidently relies heavily on human effort, with the physical scanning and uploading of printed documents. Bulk uploading has helped to streamline the process this year but there would be value in RCS continuing to seek improved technological or other automated ways of managing the exercise."]
[627,"RCS_34","-","Student_Support","Academic","Royal Conservatoire of Scotland","34 Academic Administration and Support (AAS) within RCS offer a centralised service with a number of branches including the Effective Learning Service and Student Welfare support. Additionally, each student is allocated a Transitions tutor, whose role relates toacademicadvice, curriculum guidance, responsibility for agreeing the Student Contract and signing off the student's module selections for the year, a mechanism designed to encourage engagement from students with the tutor, the contract and their studies. The Transitions tutor is not, however, considered to be a personal tutor as such. Pastoral care is the responsibility of the central AAS services, with the intention that students can seek pastoral support as and when they need it (paragraph 35)."]
[628,"RCS_35","-","Student_Support","Academic","Royal Conservatoire of Scotland","35 From the student perspective, there are effective mechanisms for student support in place. A defining feature of a conservatoire environment, where there is a substantial emphasis on cooperative and one-to-one practical activity, is that students are known personally to their teachers, and their principal study tutors and heads of department. Students regard their tutors - normally principal study or Transitions tutor - as the first port of call in relation to pastoral support, and tutors are evidently happy to take on this role and see it is an inevitable result of the nature of conservatoire study. Students who met the ELIR team did not seem aware that pastoral care officially lies within the remit of the centralised services, although teaching staff are aware that this is not technically part of their role.The ELIR team learned that pastoral support is included within the undergraduate and postgraduate handbooks and communicated during student induction. Nonetheless, the institutional understanding of where responsibility lies is different between the experience of staff and students with the role being played by teaching staff essentially unrecognised. This evidently works in practice from the student perspective, and staff appear well informed about where students should be directed in relation to counselling, disability issues and other support services. There would be value in the Conservatoire reflecting on the most effective way of communicating the pastoral support arrangements to ensure this reflects actual practice, with appropriate guidance being provided for new staff about this aspect of their role (paragraph 121)."]
[629,"RCS_36","-","Student_Support","Welfare","Royal Conservatoire of Scotland","36 RCS recognises that the education of performing artists presents particular challenges in the demands it makes on the whole person - aesthetic, academic, emotional and physical – but is also aware of the challenges this presents in supporting students, and in particular, the rise in students presenting with mental health issues. RCS has implemented a number of strategies to address support in this area. AAS provides a counselling service and has invested in an online mental health and wellbeing service, The Big White Wall, to provide additional support for students. A 'Fitness to Study' policy was introduced in 2015 and a 'Fitness to Practise' policy in 2017 to provide a clear process for addressing problems and providing support. Other initiatives include a Mental Health Awareness week and Mental Health First Aid training for staff. Students who met the ELIR team were aware of the potential for the intensity of conservatoire study - and their own commitment to that study - to impact on their health and wellbeing. It is positive that the students were also aware of encouragement from their tutors to take time for work-life balance. In addition, the team noted that specific regulations are incorporated into the curriculum to support work-life balance, for example there is a minimum interval of 11 hours permitted between shoots for film students.The team concluded that RCS was taking positive measures to help students balance the demands of conservatoire study."]
[630,"RCS_37","-","Teaching_Learning","Strategy","Royal Conservatoire of Scotland","37 RCS does not currently have a Learning, Teaching and Assessment Strategy, although the new Assistant Principal has confirmed the intention to introduce one. Currently, assessment is governed by a number of documents: postgraduate and undergraduate assessment frameworks (which are primarily concerned with academic regulations) programme handbooks and assessment handbooks."]
[631,"RCS_38","-","Assessment","Practice","Royal Conservatoire of Scotland","38 There are no agreed norms for assessment loads as, in keeping with the 'tight-loose' philosophy established during the Curriculum Reform process, staff considered that as the work being done was so diverse, assessment loads should be driven by the needs of the work itself. As a result, there is notable inconsistency in assessment loads between modules both across and within courses. For example, essay word lengths per 10 credits vary between 600 words and 6,250 words. Some module descriptors do not indicate how long essays or presentations should be. Potentially, this leaves students with quite different workloads for the same number of credits, depending on their area of specialism, module choice or understanding of the task (paragraph 64)."]
[632,"RCS_39","-","Assessment","Feedback","Royal Conservatoire of Scotland","39 Students get feedback on their work from multiple sources at multiple times in the year, not only in relation to summative assessment. Verbal feedback on formative work within RCS is continuous and instantaneous, occurring in one-to-one lessons, group work (such as rehearsals and performance-based classes) and planned tutorials. All written feedback is uploaded into the online Student Contract, where it can be seen by both the staff and individual students. Students evidently find this system convenient and easy to use, and value knowing that they can refer back to all their feedback in one place, which is positive."]
[633,"RCS_40","-","Assessment","Feedback","Royal Conservatoire of Scotland","40 RCS has also developed a process of 'mutually constructed feedback' in which the tutor and student discuss and agree feedback and, in some instances, marks. This may be in relation to ongoing work on a module rather than a specific assessment, as is the case for some BMus students on principal studies modules. It is also used as part of the assessed tutor report on BMus principal study modules for some students as part of a current pilot, and it may be used by a tutor in determining a mark in relation to the student's critical reflection on Contemporary Performance Practice modules. This form of feedback is clearly appreciated and valued by staff and students and represents an innovative approach to developing students' critical and reflective thinking in understanding their own progress. It has only recently been developed and there is currently a range of practice. RCS should consider establishing parameters for its use to ensure it is used in a consistent, fair and effective manner across different courses and levels of study."]
[634,"RCS_41","-","Assessment","Feedback","Royal Conservatoire of Scotland","41 RCS takes two main approaches to assessment grading: pass/fail and graded assessment. For the latter, the Conservatoire has implemented a Common Assessment Scale (CAS) which maps conventional degree classifications to a 17-point, A-F grading scale. Staff consider that this allows a focus on absolute rather than comparative performance but it is not used universally on all programmes. The three-year Ordinary degree programmes opted out of CAS in favour of pass/failgrades, given that these programmes do not give classifications to their students on completion. Reports written by part-time staff in the School of Music on their one-to-one students are also assessed on a pass/fail basis using qualitative feedback (including mutually agreed feedback) rather than formal assessment. Pass/fail elements are routinely also awarded grades using the CAS, even though these do not feed into module marks, as students actively want to know their marks as well as having feedback. While this is understandable in relation to the three-year Ordinary programmes, it could be regarded as contradicting the aim of assessing on a pass/fail basis (paragraph 64)."]
[635,"RCS_42","Recommendation","Assessment","Feedback","Royal Conservatoire of Scotland","42 Students who met the ELIR team indicated that they were not always clear how grades had been determined. Module descriptors provide marking criteria in the form of a description of the characteristics of work at the D3 (borderline pass) level. In addition, there are assessment matrices that map the overall programme-level descriptors against the CAS. In discussion with the team, tutors described using a range of intuitive approaches to arrive at grades based on their knowledge of benchmarks rather than highlighting their use of the assessment matrices. The Conservatoire is asked to consider how it can ensure that staff and students are clear about the intended assessment approach and that policy is implemented consistently in practice (paragraph 64). More specifically, there would be value in the Conservatoire clearly communicating marking criteria which describe not only the D3 level but the characteristics expected of individual assignments at different grade levels."]
[636,"RCS_43","-","Assessment","Practice","Royal Conservatoire of Scotland","43 The ELIR team noted that Master's qualifications at RCS are now awarded only as pass or fail rather than with merit or distinction. This is unusual in the UK Conservatoire music sector and the team questioned whether this might disadvantage students applying for funding grants or MPhils and PhDs. In discussion, staff indicated that students were provided with transcripts and there had been no issues to date. Nonetheless, there would be value in keeping this under review."]
[637,"RCS_44","-","Teaching_Learning","Employability","Royal Conservatoire of Scotland","44 RCS has very strong employability figures, well above the average for the Scottish HE sector, with over 97 per cent of respondents in 2015-16 in work or further study six months after graduation (Scottish HE sector average of 91 per cent), and 91.5 per cent in graduate level or professional destinations (against the Scottish HE sector average of 72 per cent). The RA indicated that 90 per cent of undergraduate respondents and 88 per cent of postgraduate respondents reported that their employment was in the performing arts."]
[638,"RCS_45","-","Teaching_Learning","Employability","Royal Conservatoire of Scotland","45 RCS describes itself as a proto-professional environment, finding a balance between its remit as an academic institution and the professional training it offers as it prepares students for entry into that profession. It has strong links with the professional world and aims to inculcate an understanding of professional expectations in its students within the context of formal academic study. In discussions with the ELIR team, students enthusiastically endorsed this view, describing the environment as supportive. In finding the balance between education and professional life, an emphasis is placed on praxis, and students demonstrate an understanding of how this concept applies to their own discipline (paragraph 71)."]
[639,"RCS_46","Commendation","Teaching_Learning","Employability","Royal Conservatoire of Scotland","46 RCS offers a range of activities and opportunities aimed at developing graduate attributes, employability and enterprise. These include curricular work, such as the cross-programme modules 'Introduction to Collaborative Practice' (undergraduate) and 'Approaches to Critical Artistry' (postgraduate) which present students with opportunities for cross-disciplinary work, and the extra-curricular Make it Happen Month (which was first offered in 2017) and Bridge Week (which has been running since 2012). Students who met the ELIR team made an explicit connection between the cross-disciplinary modules and their later involvement in Bridge Week. Bridge Week is a significant investment on the Conservatoire's part. Students are invited to propose projects and successful ones are then funded, with around 10 per cent of students participating in projects and almost all proposals being accepted. Students consider Bridge Week to be of significant value in promoting collaboration across disciplines and, for many students, the ethos of collaboration itself is part of the motivation for coming to RCS rather than another conservatoire."]
[640,"RCS_47","-","Teaching_Learning","Employability","Royal Conservatoire of Scotland","47 In common with most other conservatoires in the UK, RCS runs an agency which secures professional engagements for its students. RCS is also supportive of students taking up professional work during term time, for example short-term contracts and one-off performance opportunities. Students indicated that absences to take up these opportunities can be negotiated as necessary with some flexible arrangements in place to manage timetables and even assessment."]
[641,"RCS_48","-","Student_Development","Professional Development","Royal Conservatoire of Scotland","48 RCS students have the opportunity to work extensively with professional practitioners and companies. Most of the very large number of part-time staff employed in the School of Music are professional musicians, and students evidently value the opportunity to learn from practitioners with established careers in their own discipline. RCS has partnerships with companies across the spectrum of its programme portfolio and several RCS programmes are delivered in partnership with external companies, such as the MMus/MA Pianist for Dance programme which is delivered in collaboration with Scottish Ballet. The Conservatoire has working partnerships with many performing arts companies in Scotland which allow students to work alongside professionals, such as the side-by-side scheme run for orchestral musicians with Scottish Opera and the BBC Scottish Symphony Orchestra."]
[642,"RCS_49","-","Demographics","Numbers","Royal Conservatoire of Scotland","49 Allowing for some fluctuations, staff and student mobility has remained at a very steady level since 2012, with slightly more incoming staff and students than outgoing, but there is a fairly low uptake from students for study abroad at another institution. There has been an overall increase in the number of students applying for Erasmus but no increase in uptake. Staff indicated that students do not always take up exchange places when these are offered: music students become apprehensive about spending time away from their existing teacher and the impact this might have on their development; students on acting or dance programmes, where relatively small cohorts work together intensively, are reluctant to spend time away from their cohort, especially on the three-year programmes. Staff also reported that where one member of a cohort went on exchange and had a good experience, this influenced others on the same programme to pursue an exchange and that arranging consultation music lessons with the proposed teacher in the exchange institution was another mechanism recently introduced to encourage uptake of places. The ELIR team concluded that RCS was taking reasonable measures to encourage mobility among staff and students."]
[{"$f":"IF(B645<>\"\",ROW(A645)-2,\"\")","v":643},"RCS_50","-","Enhancement","Curriculum","Royal Conservatoire of Scotland","50 The Conservatoire has six Master's and three postgraduate certificate programmes. The postgraduate programmes in learning and teaching (PgCert and MEd) include distance-learning and part-time elements. The RA confirmed that RCS will be undertaking a review of all postgraduate taught programmes in 2018-19."]
[644,"RCS_51","-","Demographics","Numbers","Royal Conservatoire of Scotland","51 There has been a rise in postgraduate student numbers, both taught (mainly distance-learning) and research (paragraph 5). Taught postgraduate students reported that there is a strong sense of community supported by collaboration and they are able to get involved in all aspects of student life at RCS, including Bridge Week activities."]
[645,"RCS_52","-","Postgraduate_Research","Representation","Royal Conservatoire of Scotland","52 Postgraduate research degrees (MPhil, DPerf and PhDs) are validated by the University of St Andrews. The postgraduate research (PGR) student community is close-knit. Students are represented through a dedicated PGR Students' Union representative and two student representatives sit on the RCS Research Degrees Committee. Students reported being strongly represented and confirmed that their feedback leads to change."]
[646,"RCS_53","-","Postgraduate_Research","Support","Royal Conservatoire of Scotland","53 One-to-one supervisory relationships play a key role in the support for PGR students. Some students who met the ELIR team expressed a desire for more peer support and greater pastoral care from supervisors but, overall, the support arrangements work effectively. The Research Degrees Coordinator has an explicit role in the pastoral care of PGR students, and students identified the Coordinator as an effective first point of call. PGR students access training and support from both RCS and the University of St Andrews as well as that offered by the national Scottish Graduate School for the Arts and Humanities. Students highlighted the benefit of having staff from the University in their progress review meetings, indicating that they valued the external feedback and could draw on what they described as the academic rigour of the University and the creativity of the Conservatoire."]
[647,"RCS_54","-","Postgraduate_Research","Student Experience","Royal Conservatoire of Scotland","54 PGR students can undertake teaching support roles but have requested that further teaching opportunities should be made available and this has been discussed by the Research Degrees Committee. Students involved in teaching or related activities can access relevant training through the University of St Andrews, but this is not compulsory. RCS should ensure that all those engaged in teaching and especially assessment are appropriately trained and supported to do so."]
[648,"RCS_55","-","Learning_Resources","Study space","Royal Conservatoire of Scotland","55 The RCS states that its approach to learning and teaching has not changed as a result of growing student numbers but it has identified implications in terms of equality and diversity, mode of study, resources, staffing and quality enhancement. RCS has invested in increased staffing and technology to address the increase in student numbers. There has been alteration in the provision and use of space, and additional logistical and administrative support. In 2017 the opening of a new 'Creative Campus' represented a 50 per cent increase in the number of individual practice and teaching rooms. It was clear to the ELIR team that students appreciate the increase in this resource."]
[649,"RCS_55","-","Teaching_Learning","Strategy","Royal Conservatoire of Scotland","55 The RCS states that its approach to learning and teaching has not changed as a result of growing student numbers but it has identified implications in terms of equality and diversity, mode of study, resources, staffing and quality enhancement. RCS has invested in increased staffing and technology to address the increase in student numbers. There has been alteration in the provision and use of space, and additional logistical and administrative support. In 2017 the opening of a new 'Creative Campus' represented a 50 per cent increase in the number of individual practice and teaching rooms. It was clear to the ELIR team that students appreciate the increase in this resource."]
[650,"RCS_56","-","Staff_Support","Policy","Royal Conservatoire of Scotland","56 The staffing establishment has increased, particularly in the School of Music, where more part-time staff have been employed to maintain the level of one-to-one tuition. Other staff changes include the merging of the former posts of Head of BMus and Head of Creative and Contextual Studies (CCS) and the creation of a new post, Associate Head of BMus and CCS, to deliver a more coordinated management of the student experience. The RA indicated that the growth in student numbers has also resulted in a growth in student performance opportunities."]
[651,"RCS_57","-","Learning_Resources","Strategy","Royal Conservatoire of Scotland","57 The adoption of a bespoke timetabling system for conservatoires has had a positive impact on the efficient use of the available space for both staff and students, who are able to book their personal practice spaces on the same system. In meetings with the ELIR team students raised the issue of a lack of social learning space. The social spaces within the Renfrew Street building are all open to the public as part of its dual function as educational environment and performing arts venue, and students indicated that they would appreciate more dedicated, non-public social spaces. There would be value in the Conservatoire considering how to achieve this."]
[652,"RCS_58","-","Learning_Resources","IT","Royal Conservatoire of Scotland","58 RCS has recently created an IT Governance Committee and is about to review its current Digital Technical Strategy (2016-18). This was identified as an area for development in the 2013 ELIR and there are clear signs that progress has been made, for example with the online timetabling system and the electronic Student Contract. The RCS portal, with separate areas for staff and students, is clearly laid out and contains a lot of documentation but is not always entirely logical or intuitive, and students reported difficulties in locating information at times. For example, the 'Courses' block only contains limited and selective information for some (not all) courses, and most course information is located in the smaller and less visually obvious 'key documentation' link."]
[653,"RCS_59","Recommendation","Learning_Resources","IT","Royal Conservatoire of Scotland","59 RCS has used the current virtual learning environment (VLE) for more than a decade but its use is currently underdeveloped and inconsistent with some modules containing a great deal of information, some being empty, and others redirecting students back to the (400+ page) programme handbooks in the student portal. The ELIR team learned that module tutors communicate with their students through email rather than on module forums in the VLE. Student distribution lists exist at the course level and can be created manually at the module level but the VLE could provide an automatic route for communicating with a module group and would preserve the record of communication in one place. Given the VLE's potential for providing spaces where students can easily access module-level information, there would be considerable benefit in RCS stipulating the basic level of module-specific information which should be included in any module area, in addition to the other online resources tutors might then choose to develop (paragraph 65)."]
[654,"RCS_60","-","Learning_Resources","IT","Royal Conservatoire of Scotland","60 Digital technologies are used in relation to distance learning, including a bespoke system for remote music teaching particularly for pre-HE students studying in remote rural areas. A range of resources are used for the MEd programme. The Conservatoire's distance learning provision currently is focused almost exclusively within Scotland and this could potentially be extended in future depending on the institution's future international strategy."]
[655,"RCS_61","-","Learning_Resources","IT","Royal Conservatoire of Scotland","61 Staff and students place less emphasis on standard educational technologies and significantly more on the use of industry-standard software, especially in music, theatre design and production, and film. Students were very positive about this aspect of their learning experience, highlighting the way the 'industry-standard' expectation in the Conservatoire's approach to technology reflected the proto-professional environment."]
[656,"RCS_62","Commendation","Enhancement","Strategy","Royal Conservatoire of Scotland","62 RCS has some very effective approaches in its enhancement of the student experience. In particular, there is substantial strategic commitment and systematic practical support in place to promote fair access to the Conservatoire. There is a strong culture of promoting equality and diversity among staff and students seen, for example, in the success of the Transitions programme and the substantial pre-HE provision, and in the development of the BA Performance in British Sign Language and English programme, which is a unique offer in the UK and which has brought benefits relating to improved communication and support for students and staff across the institution."]
[657,"RCS_63","Commendation","Student_Engagement","Representation","Royal Conservatoire of Scotland","63 The RCS approach to student representation and engagement is built around a strongly student-centred, personalised experience. The Conservatoire is responsive to feedback, and students are evidently engaged in the RCS community. The opportunities for interdisciplinary activity inside and outside the curriculum, along with opportunities to work with professional practitioners and companies, further enhance the student experience. The concept of the proto-professional environment within RCS is one that staff and students understand and engage with and this creates a strong sense of institutional identity. "]
[658,"RCS_64","-","Enhancement","Strategy","Royal Conservatoire of Scotland","64 The active participation by students in understanding their development through mutually-agreed feedback is an innovative mechanism for encouraging greater student engagement with their progress and with the processes of assessment. In some areas the arrangements for enhancing the student learning experience are less effective than they could be because there is no agreed strategy for assessment. The Conservatoire is strongly encouraged to establish an institutional strategy for assessment to bring greater clarity and consistency to the design and delivery of assessments. "]
[659,"RCS_65","-","Enhancement","Strategy","Royal Conservatoire of Scotland","65 RCS is aware that the use of technology in learning and teaching is an area for ongoing development. There have been some clear enhancements since the previous ELIR around timetabling and the Student Contract, as well as good practice in the use of industry-standard technologies. The Conservatoire should now ensure there is more consistent use of learning technologies across the curriculum to enhance the learning experience of both campus-based students and distance learners. There would also be benefit in considering how technology, such as the VLE, could be used to facilitate sharing key information between staff and students (paragraph 121)."]
[660,"RCS_65","-","Learning_Resources","IT","Royal Conservatoire of Scotland","65 RCS is aware that the use of technology in learning and teaching is an area for ongoing development. There have been some clear enhancements since the previous ELIR around timetabling and the Student Contract, as well as good practice in the use of industry-standard technologies. The Conservatoire should now ensure there is more consistent use of learning technologies across the curriculum to enhance the learning experience of both campus-based students and distance learners. There would also be benefit in considering how technology, such as the VLE, could be used to facilitate sharing key information between staff and students (paragraph 121)."]
[661,"RCS_66","-","Enhancement","Strategy","Royal Conservatoire of Scotland","66 The RA argues that the two factors of scale and focus in the Conservatoire mean that there is not a significant separation between the strategic and the operational. This view was substantiated during the ELIR visits by teaching staff from across the institution, by heads of department and professional services staff."]
[662,"RCS_67","-","Enhancement","Strategy","Royal Conservatoire of Scotland","67 The four pillars of the RCS Strategic Plan, which are designed to enhance the student learning experience (paragraph 4), are supplemented by a series of additional objectives and operationalised through five priorities underpinning the recent undergraduate curriculum review process namely: the embedding of pedagogical skills to facilitate student learning and enhance employability; a focus on quality and diversity; the streamlining of assessment and feedback; ensuring that programmes operate as efficiently as possible; and that there is effective choice and collaboration in the curriculum. RCS asked programme teams to demonstrate the ways in which they address these five principles within their own interdisciplinary contexts. This process is described as being a 'tight-loose' approach. The 'tight' aspect requires that the principles underpin programmes of study and the 'loose' aspect allows schools and programmes the freedom to decide how best to apply the principles within their own programmes of study, subject to approval through validation or review. The ELIR team found this process is widely recognised across the Conservatoire."]
[663,"RCS_68","-","Enhancement","Practice","Royal Conservatoire of Scotland","68 The Curriculum Reform Project began in 2008 and was completed in 2012, with undergraduate courses launched in September 2012. Learning and teaching was addressed at a strategic level and 'systematised in the Academic Framework', underpinned by a series of philosophical and design documents now integrated into the Academic Framework. Staff who met the ELIR team indicated that the Project was a beneficial exercise, fostering collaboration across schools and between staff. In 2015, two new programmes which embody the principles of Curriculum Reform were approved: BA Performance in British Sign Language and English and MEd Learning & Teaching in the Performing Arts. "]
[664,"RCS_69","-","Enhancement","Curriculum","Royal Conservatoire of Scotland","69 Building on the principles of Curriculum Reform, the Academic Board endorsed a new Academic Framework for postgraduate programmes, all of which were reviewed simultaneously in 2013-14. This led to enhancements including the introduction of the 'Approaches to Critical Artistry' module, the move to pass/fail assessment, and the dispensing with 'Merit' and 'Distinction' in Master's awards. "]
[665,"RCS_70","-","Enhancement","Practice","Royal Conservatoire of Scotland","70 Staff who met the ELIR team showed awareness of the Strategic Plan, although part-time staff were less familiar with the strategic objectives. The Conservatoire acknowledges the need to engage part-time staff further in enhancement activities, although there was evidence that programme leaders were seeking to develop part-time staff understanding of quality processes. It was clear to the team that the five principles of the 2017-18 curriculum review process have been adopted broadly across the undergraduate programmes although there remains some inconsistency in the implementation of assessment policies and practice (paragraph 64)."]
[666,"RCS_71","Commendation","Enhancement","Practice","Royal Conservatoire of Scotland","71 RCS identifies one of its guiding principles as Performing Arts Excellence, interpreted broadly as praxis, the interrelation of practice and theory in learning, contextualised in what the Conservatoire describes as its 'proto-professional learning environment'. Praxis underpins the first pillar of the Strategic Plan and informs curriculum review and the development of learning, teaching and research. It is identified as a level descriptor and in learning outcomes at levels 3 and 4 in the Undergraduate Framework. The ELIR team established that the concept of praxis has proved to be particularly effective as a vehicle for encouraging collaboration and learning from others and makes a valuable contribution to the established culture of preparing students for employment. Praxis is articulated through programme documents and handbooks and is understood by full-time and part-time staff. The value of the proto-professional environment was endorsed enthusiastically by students. Although the concept of praxis was characterised in various ways there was, nevertheless, evidence to suggest that it is reflected in the learning environment and is well embedded."]
[667,"RCS_72","-","Enhancement","Strategy","Royal Conservatoire of Scotland","72 The ELIR team learned that a range of new institutional strategies are planned to complement the Strategic Plan. These include IT, Internationalisation, and Research and Knowledge Exchange. The team also heard that a new Learning, Teaching and Assessment Strategy was being considered. The existing Digital Technology Strategy (2016-2018) would soon be reviewed by the new IT Governance Committee and it was intended to review the Conservatoire-wide and programme-specific progression regulations. Other areas undergoing or due for review included: the Postgraduate Academic Framework in advance of the review of postgraduate taught programmes in 2018-19; staff development; the effectiveness of the Learning Agreement process; the development and implementation of the Fair Access and Gender Action Plans; and the development and implementation of a recruitment strategy to increase the BAME student intake."]
[668,"RCS_73","-","Enhancement","Strategy","Royal Conservatoire of Scotland","73 The Conservatoire has been effective in enhancing the student experience although senior staff acknowledged that its strategic approach could have been more synchronised. The ELIR team learned that RCS was about to enter a new phase of planning in preparation for the Strategic Plan 2021-2026. The need for a period of reflection and consolidation has been identified by the recently-appointed Assistant Principal along with other members of the senior team who confirmed the intention to coordinate institutional strategies in order to ensure they align more closely with each other and with the objectives of the Strategic Plan. This is likely to be a very positive development which will enable the Conservatoire to derive even greater benefit from its work (paragraph 87). "]
[669,"RCS_74","-","Enhancement","Strategy","Royal Conservatoire of Scotland","74 In the past, the Conservatoire has reported some challenges in engaging with the national Enhancement Themes on the basis of scale. However, there is substantial evidence of positive engagement with Themes since the 2011-14 Theme, Developing and Supporting the Curriculum (DSC)."]
[670,"RCS_74","-","Enhancement","Themes","Royal Conservatoire of Scotland","74 In the past, the Conservatoire has reported some challenges in engaging with the national Enhancement Themes on the basis of scale. However, there is substantial evidence of positive engagement with Themes since the 2011-14 Theme, Developing and Supporting the Curriculum (DSC)."]
[671,"RCS_75","-","Enhancement","Curriculum","Royal Conservatoire of Scotland","75 DSC informed the re-design of the postgraduate curriculum in 2013-14 and, earlier, influenced activity relating to the undergraduate Curriculum Reform exercise. DSC encouraged academic staff, programme leaders and senior managers to ask fundamental and challenging questions, provided opportunities for collaborative team working, encouraged the use of benchmarks and other curriculum developments, and provided opportunities for evaluation and feedback to inform future developments, as demonstrated by the postgraduate curriculum development. DSC also influenced the introduction of the shared modules, 'Introduction to Collaborative Practice' and 'Approaches to Critical Artistry'; pass/fail assessment outcomes for some modules; a common assessment scale across the RSC; and Bridge Week. "]
[672,"RCS_75","-","Enhancement","Themes","Royal Conservatoire of Scotland","75 DSC informed the re-design of the postgraduate curriculum in 2013-14 and, earlier, influenced activity relating to the undergraduate Curriculum Reform exercise. DSC encouraged academic staff, programme leaders and senior managers to ask fundamental and challenging questions, provided opportunities for collaborative team working, encouraged the use of benchmarks and other curriculum developments, and provided opportunities for evaluation and feedback to inform future developments, as demonstrated by the postgraduate curriculum development. DSC also influenced the introduction of the shared modules, 'Introduction to Collaborative Practice' and 'Approaches to Critical Artistry'; pass/fail assessment outcomes for some modules; a common assessment scale across the RSC; and Bridge Week. "]
[673,"RCS_76","-","Enhancement","Practice","Royal Conservatoire of Scotland","76 The 2014-17 Theme, Student Transitions, proved to be highly relevant, given the emphasis placed on enhancing transitions in the Curriculum Reform Project. Students attested to the success of the Transitions Programme. As a result, RCS worked closely with the Students' Union to develop multimedia materials and staff participated in conferences and other networking opportunities. The impact on policy and practice included a transitions support model for students from SIMD20/40 and care-experienced backgrounds, a research-led project on mental health, the launch of Teaching Excellence Award funded projects, and a Fair Access Plan and the establishment of a Fair Access Committee."]
[674,"RCS_76","-","Enhancement","Themes","Royal Conservatoire of Scotland","76 The 2014-17 Theme, Student Transitions, proved to be highly relevant, given the emphasis placed on enhancing transitions in the Curriculum Reform Project. Students attested to the success of the Transitions Programme. As a result, RCS worked closely with the Students' Union to develop multimedia materials and staff participated in conferences and other networking opportunities. The impact on policy and practice included a transitions support model for students from SIMD20/40 and care-experienced backgrounds, a research-led project on mental health, the launch of Teaching Excellence Award funded projects, and a Fair Access Plan and the establishment of a Fair Access Committee."]
[675,"RCS_77","-","Enhancement","Themes","Royal Conservatoire of Scotland","77 Although in its first year at the time of the current ELIR, engagement with the 2017-2020 Theme, Evidence for Enhancement, has resulted in the identification of two priorities: meaningful data for creative institutions and programme engagement with data. The Theme has also prompted RCS to work in partnership with Glasgow School of Art and Duncan of Jordanstone College of Art and Design (University of Dundee) to explore the transformations that occur as a result of learning in a performing arts institution, gathering and using a range of data to inform new programme designs, and exploring ways of engaging staff and students in finding meaningful ways of interpreting data."]
[676,"RCS_77","-","Quality_Processes","Use of data","Royal Conservatoire of Scotland","77 Although in its first year at the time of the current ELIR, engagement with the 2017-2020 Theme, Evidence for Enhancement, has resulted in the identification of two priorities: meaningful data for creative institutions and programme engagement with data. The Theme has also prompted RCS to work in partnership with Glasgow School of Art and Duncan of Jordanstone College of Art and Design (University of Dundee) to explore the transformations that occur as a result of learning in a performing arts institution, gathering and using a range of data to inform new programme designs, and exploring ways of engaging staff and students in finding meaningful ways of interpreting data."]
[677,"RCS_78","-","Enhancement","Themes","Royal Conservatoire of Scotland","78 The RA acknowledged that, while staff would recognise engagement with the Enhancement Themes, those who are most familiar with the Themes are likely to be colleagues most directly involved in specific work relating to the Themes and those staff undertaking the PgCert or MEd in Learning & Teaching, since the Themes form an integral part of their curricula. The ELIR team also noted that some Institution-Led Review of Quality annual reports included accounts of the ways in which RCS engages with the Themes."]
[678,"RCS_79","-","Teaching_Learning","Good practice","Royal Conservatoire of Scotland","79 The RA indicates that the Conservatoire's compact scale and focused provision facilitate the identification and sharing of good practice. Overall, the ELIR team agreed with this view and considered the Conservatoire has an effective approach to sharing good practice, thanks to a highly collaborative culture and the range of opportunities for practice to be shared."]
[679,"RCS_80","-","Teaching_Learning","Good practice","Royal Conservatoire of Scotland","80  The RA identified a number of formal routes for good practice to be shared including: through heads of department and programmes, programme approval and review processes and the annual monitoring process. In addition, the RA emphasised the benefit of informal opportunities for good practice to be shared during discussion in committees, school management teams, during planning days or thematic workshops, and in the annual Learning & Teaching Conference where students are also involved along with staff. The ELIR team recognises the value of these approaches and of having a variety of ways to exchange practice. The culture of informal sharing and collaborating is one of the strengths of RCS, but a drawback of informal approaches is that they don't have a record of what is being shared, which can limit the extent to which good practice can be identified and shared across the institution or reflected on over time."]
[680,"RCS_81","-","Teaching_Learning","Good practice","Royal Conservatoire of Scotland","81 The Conservatoire has recognised that involving part-time academic staff in formal and informal sharing of good practice is a challenge and this links to one of the contextualised themes for the ELIR. RCS is addressing the challenge in a variety of ways including by funding part-time staff to attend the Learning & Teaching Conference and programme leaders are working to ensure part-time staff are familiar with quality processes, which is positive and should continue. Making key information available to staff in a concise manner, for example through the VLE, is also likely to be helpful to all staff, including those on part-time contracts (paragraph 65). "]
[681,"RCS_82","-","Teaching_Learning","Good practice","Royal Conservatoire of Scotland","82 The RA highlighted that the Conservatoire had developed the 'Principles of Best Practice in Conservatoire Teaching' which had been adopted by Conservatoires UK. The ELIR team considered this to be an excellent example of sharing good practice inside and beyond the institution.  "]
[682,"RCS_83","-","Staff_Support","Policy","Royal Conservatoire of Scotland","83 The RA states that the Conservatoire is committed to the provision of appropriate and timely staff development for every member of staff. Staff development is delivered through the Career Review process and the Learning & Teaching Conference. In addition, each director has a fund that enables teams or individuals to access development opportunities as they arise. Overall, the ELIR team concluded that there is an effective approach to engaging and developing staff. RCS acknowledges challenges relating to engaging part-time hourly-paid staff and the team noted that attendance at staff development events, other than the annual Conference, is low. The Conservatoire offers two postgraduate programmes which are having a profoundly positive impact and for which RCS is commended."]
[683,"RCS_84","-","Staff_Support","Policy","Royal Conservatoire of Scotland","84 RCS identifies a clear relationship between its quality processes and staff development activities, an example being the workshop on mutually constructed feedback held as part of the Learning & Teaching Conference in 2016. The team learned that staff development applications for personal development were dealt with on a 'first come, first served' basis and, as part of the review of staff development, there would be value in ensuring that a clear link is established between institutional strategy and staff engagement in development. The Conservatoire could also consider whether it places too much reliance on the Learning & Teaching Conference as a vehicle for staff development and disseminating good practice. "]
[684,"RCS_85","-","Staff_Support","Policy","Royal Conservatoire of Scotland","85 RCS has acknowledged that engaging the high number of part-time academic staff in development opportunities is inherently challenging as many of those staff have professional commitments outside the Conservatoire. Among the steps taken to address this, the Conservatoire has appointed a part-time Staff Liaison Officer and a member of part-time staff to the School of Music Management Team. These are positive measures which exemplify the Conservatoire's proactive and imaginative approach to engaging part-time staff."]
[685,"RCS_86","-","Staff_Support","Professional development","Royal Conservatoire of Scotland","86 The Conservatoire has offered its Postgraduate Certificate in Learning & Teaching (Higher Arts Education) since 2007-08 and, in 2015, added the MEd in Learning & Teaching (Performing Arts). The RA indicated that these awards fulfil a key function in building staff capacity and acting as a vehicle for enhancement. Specific examples were given of work ballet staff had carried out linked to the PgCert including activity impacting on curriculum content and design. It was clear to the ELIR team that the cohort of staff who have completed, or are completing, these programmes are having a tangible and profoundly positive effect on provision and the student experience, bringing new ideas and working methods. The MEd students, many of whom work as teachers in schools, are having a positive impact on performing arts education, enabling the influence of the programme to reach the wider creative arts environment (paragraph 88)."]
[686,"RCS_87","Recommendation","Governance","Practice","Royal Conservatoire of Scotland","87 Overall, there is an effective approach with the Conservatoire being compact enough for all key staff, and students, to be involved in planning and implementing strategies. The Conservatoire is encouraged to progress its plans to ensure its suite of institutional strategies are aligned more closely with each other and with the Strategic Plan."]
[687,"RCS_88","Commendation","Student_Engagement","Feedback","Royal Conservatoire of Scotland","88 The Conservatoire is commended for the two postgraduate programmes it has in place, the PgCert in Learning & Teaching (Higher Arts Education) and the MEd in Learning & Teaching (Performing Arts), which are enabling those who study on them to have a significantly positive impact on the curriculum and the student experience inside RCS and in the wider creative arts environment."]
[688,"RCS_89","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","89 The management of quality processes is overseen by the Quality and Standards Committee, reporting to the Academic Board. The RA emphasised that students are of fundamental importance as partners at all levels in the operation of the quality processes. The Academic Board, chaired by the Principal, has responsibility for the maintenance of quality and standards but the Principal delegates overall managerial responsibility for quality to the Assistant Principal who chairs the Quality and Standards Committee. School management teams are chaired by their respective directors, and programme committees by their respective heads of programme. Students are members of all committees, with the exception of school management teams. "]
[689,"RCS_90","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","90 The Quality Assurance Handbook sets out the key arrangements for managing quality and academic standards. There are clear processes in place for programme approval and validation, programme review, programme and module modification and new module approval, programme closure, and programme review for multiple programmes. "]
[690,"RCS_91","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","91 It was evident to the ELIR team that staff were familiar with these processes. In particular, staff confirmed the effectiveness of the review process describing it as transparent and logical, and indicating that its route through the committee structure was clear. Feedback from students has an impact on the process and staff welcomed the involvement of professional services staff who, in turn, confirmed they found their participation valuable. Some part-time staff reported being involved in validations and programme design and confirmed that they had been trained and well supported in preparation for these roles."]
[691,"RCS_92","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","92 A review of the Academic Handbook began in 2016 and continued in 2017 following which a number of minor adjustments were made to ensure adherence with the UK Quality Code. These related to the sections on programme validation and review, and on external examining. The Admissions Policy was revised following a review of the effectiveness of the Contextualised Admissions Policy with the revised version now including a clear statement about the priority given to carers, the care-experienced and to applicants living in SIMD 20 postcodes. The section on Annual Dialogue was revised following feedback from staff and incremental enhancements to the process (paragraph 96-99) and the section on Student Engagement was revised in partnership with the Students' Union. The ELIR team learned that a review of the remaining sections was nearing completion."]
[692,"RCS_93","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","93 Staff are informed about annual changes to quality assurance processes through the annual Learning & Teaching Conference and, more routinely, through heads of department, team meetings and communications from the Quality and Standards Committee. There is a staff induction programme led by Human Resources and supported by academic departments, however, staff indicated that this was quite informal and a more systematic approach would be welcomed. "]
[693,"RCS_93","-","Staff_Support","Training","Royal Conservatoire of Scotland","93 Staff are informed about annual changes to quality assurance processes through the annual Learning & Teaching Conference and, more routinely, through heads of department, team meetings and communications from the Quality and Standards Committee. There is a staff induction programme led by Human Resources and supported by academic departments, however, staff indicated that this was quite informal and a more systematic approach would be welcomed. "]
[694,"RCS_94","-","Staff_Support","Training","Royal Conservatoire of Scotland","94 While staff acknowledged the Quality Assurance Handbook is comprehensive, they maintained it is not always sufficiently clear. The ELIR team was provided with examples of instances where a digest of relevant sections of published documentation were circulated to staff, including part-time staff, in order to ensure clarity and adherence. Students reported that they often relied on staff to provide information on assessment and other aspects of curriculum delivery, rather than referring to published information. It was evident to the team when meeting part-time tutors that they were conversant with quality policies on a 'need-to-know' basis and were sent extracts of the Handbook, but the team also noted there is no specific Handbook for part-time staff or formal induction."]
[695,"RCS_95","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","95 While it was evident that the Conservatoire does take steps to document and disseminate information about its quality assurance policies and procedures, there would be considerable value in reflecting on how these are set out to ensure they are clearly understandable and readily available in a format (or range of formats) most likely to be accessed and used by all staff and students (paragraph 121).  "]
[696,"RCS_96","-","Quality_Processes","Annual Monitoring","Royal Conservatoire of Scotland","96 The Conservatoire introduced the Annual Dialogue process in 2011-12 as a strategic vehicle for enhancement. Convened by the Assistant Principal, panels include members from different schools, the Students' Union President and another member of the Students' Union, and three external 'critical friends' drawn from other conservatoires and professional service colleagues from the wider HE sector. "]
[697,"RCS_97","-","Quality_Processes","Annual Monitoring","Royal Conservatoire of Scotland","97 The Annual Dialogue process involves scrutiny of a range of material including: external examiner reports, performance indicators, and any programme or module modifications. Programme teams are required to produce a report that includes an evaluation of key information including: how the programme responds to the Strategic Plan; the effectiveness of any programme modifications introduced in the previous year; responses to the recommendations of the previous year's report; comments on programme-specific performance indicators, particularly changes and trends in benchmarking against other national and international institutions and organisations; comments on future developments mapped to the National Student Survey (NSS); placement and employability; as well as evidence drawn from a variety of reports, surveys, committee minutes and feedback from staff, students, employer and placement providers, and any lessons learned from student complaints, appeals or discipline issues. "]
[698,"RCS_97","-","Appeals_Complaints","Practice","Royal Conservatoire of Scotland","97 The Annual Dialogue process involves scrutiny of a range of material including: external examiner reports, performance indicators, and any programme or module modifications. Programme teams are required to produce a report that includes an evaluation of key information including: how the programme responds to the Strategic Plan; the effectiveness of any programme modifications introduced in the previous year; responses to the recommendations of the previous year's report; comments on programme-specific performance indicators, particularly changes and trends in benchmarking against other national and international institutions and organisations; comments on future developments mapped to the National Student Survey (NSS); placement and employability; as well as evidence drawn from a variety of reports, surveys, committee minutes and feedback from staff, students, employer and placement providers, and any lessons learned from student complaints, appeals or discipline issues. "]
[699,"RCS_98","-","Quality_Processes","Annual Monitoring","Royal Conservatoire of Scotland","98 The Annual Dialogue process was suspended for programmes that formed part of the curriculum review exercise, which meant that the undergraduate programmes did not participate in Annual Dialogue for two consecutive years, 2016 and 2017. The ELIR team was assured by senior staff that annual monitoring had been undertaken throughout that time. In future, it is intended that all programmes will participate in Annual Dialogue every year, irrespective of quinquennial review. Having considered feedback on the process, the Conservatoire believes Annual Dialogue is not providing an opportunity for the enhancement of support units. Staff who met the ELIR team spoke positively about the process in theory, but reported that, in practice, the meetings were not always long enough to allow full discussion and meaningful consideration of issues, which could lead to a level of frustration. The Conservatoire has made incremental enhancements to the process and indicated that they would continue to consult with stakeholders to ensure it is as effective as intended."]
[700,"RCS_99","-","Quality_Processes","Annual Monitoring","Royal Conservatoire of Scotland","99 The ELIR team found some confusion surrounding the distinction between Annual Dialogue and annual monitoring. Staff who met the team referred to Annual Dialogue as being 'the enhancement aspect', which was 'above and beyond' the annual monitoring process. While the enhancement element had been paused for two years during the curriculum review exercise, annual monitoring as the quality assurance process had been conducted annually throughout the period. However, both the RA and the Quality Assurance Handbook describe Annual Dialogue as the annual quality process and the Quality Assurance Handbook doesn't refer to any other form of annual monitoring. Furthermore, the Quality Annual Report 2016-17 refers to Academic Dialogue as one and the same process, that is 'annual monitoring'. There would be considerable benefit in making the distinction between the two processes clear in documentation (paragraph 121)."]
[701,"RCS_100","-","Quality_Processes","Externality","Royal Conservatoire of Scotland","100 Overall, the Conservatoire has an effective approach to using external reference points. It considers externality to be of vital importance and, to that end, engages with professionals and colleagues from higher education institutions across the globe. There is clear evidence of the involvement of external individuals in the review process and staff pointed to the strong partnerships with industry professionals who make ongoing contributions to the proto-professional environment."]
[702,"RCS_101","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","101 The Conservatoire had prepared a revised mapping of its policies and procedures against the Quality Code, indicating that it is 'fully compliant' with the Code. The team recognises the desire to assert adherence with all aspects of the Code, and recognises the precepts are very likely to be addressed, but there would be benefit in RCS adopting a more evaluative approach, given that adherence can be achieved in a variety of ways. The team would encourage RCS to show greater confidence in evaluating its activities, identifying potential risks and demonstrating the ways in which such risks can be mitigated. "]
[703,"RCS_102","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","102 Academic standards are reviewed by the Academic Board through programme approval, validation and institution-led review to ensure alignment with the Quality Code and the Conservatoire's Academic Framework. The Academic Framework was validated in 2011 and includes level descriptors, derived from six Curriculum Principles mapped against the requirements of the SCQF for the RCS learning environment. Learning outcomes are mapped by level to the SCQF Characteristics (2012) and the Dublin Descriptors (2005). Programmes are aligned with the relevant Subject Benchmark Statements and, where appropriate, specific reference points such as the AEC/Polifonia Outcomes for Music, and for dance, design, film and theatre education from EQ Arts."]
[704,"RCS_103","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","103 External industry professionals, employers and graduates contribute to programme validation and review and engage through the consultation process. The ELIR team saw an example of stakeholder involvement resulting in changes to the BA Scottish Music programme."]
[705,"RCS_104","-","PSRBs","Programme development","Royal Conservatoire of Scotland","104 The Conservatoire engages with two professional, statutory and regulatory bodies: the General Teaching Council for Scotland (GTCS) and the Higher Education Academy (HEA) whose reviews are included in Annual Reports. The University of St Andrews validates the research degrees offered by the Conservatoire providing a further dimension of externality."]
[706,"RCS_105","-","Quality_Processes","External examining","Royal Conservatoire of Scotland","105 The maintenance of academic standards is supported by staff who are professionally active beyond the Conservatoire as external examiners, as well as through engagement with industry and the extensive use of external individuals including external examiners and specialist external assessors. The ELIR team saw evidence of external examiner reports being taken carefully into account in the review process. "]
[{"$f":"IF(B709<>\"\",ROW(A709)-2,\"\")","v":707},"RCS_106","-","Quality_Processes","Externality","Royal Conservatoire of Scotland","106 External academics were involved in the Curriculum Reform Project and the Programme Review Panels were chaired by two external academics. This practice has been formally adopted in the current curriculum review process. In addition, there is an external academic member of the Academic Board."]
[708,"RCS_107","-","Quality_Processes","External examining","Royal Conservatoire of Scotland","107 External examiners are central to the assurance of academic standards and their roles, responsibilities and terms of appointment are articulated in the Quality Assurance Handbook. Their primary role is to confirm academic standards through attending performances, observing and sampling student work, and through participation in boards of examiners. Their methods of working vary according to the requirements of the programme but, at a minimum, they oversee the assessment of all final-year students, necessitating attendance at productions, showcases and performances. "]
[709,"RCS_108","-","Quality_Processes","External examining","Royal Conservatoire of Scotland","108 An informal mentoring scheme was introduced for new external examiners in 2016-17. In that year there were 21 external examiners: six from overseas including one from Ireland, six from UK conservatoires, nine from UK universities, and one from Scotland. The ELIR team explored the issue of ensuring confirmation of UK quality standards and were informed that external examiners who are not from the UK system are provided with an induction from HR, the Academic Registrar and the relevant head of department. The same process is in place for the Specialist External Assessors (SEAs) appointed by the School of Music. In 2016-17, 43 SEAs were employed, drawn mostly from UK-based orchestras, ensembles and conservatoires. They compile individual reports on each of the students they examine."]
[710,"RCS_109","-","Quality_Processes","External examining","Royal Conservatoire of Scotland","109 External examiner reports are considered together with responses from the programme teams by programme committees, school management teams, and the Quality and Standards Committee. Together they form part of the Annual Dialogue report. External examiner reports confirming academic standards, together with annual programme reports and performance indicators form the main evidence supplied to the Academic Board to ensure that programmes are meeting their stated aims and objectives. In line with the Quality Code, programme teams are required to make external examiner reports available to students. A summary of their reports is prepared for the Academic Board as part of the Quality Assurance Officer's Annual Report. "]
[711,"RCS_110","-","Quality_Processes","External examining","Royal Conservatoire of Scotland","110 The ELIR team considered that the Conservatoire makes systematic and careful use of its external examiners. "]
[712,"RCS_111","-","ELIR_Approach","Enhancement","Royal Conservatoire of Scotland","111 The 2013 ELIR identified eight areas for development and the current ELIR team agreed with the Conservatoire that it has made satisfactory progress in addressing these."]
[713,"RCS_112","-","ELIR_Approach","Use of data","Royal Conservatoire of Scotland","112 In relation to the use of data, additional staffing has been put in place to support the bespoke Student Records System and the Current Research Information System (CRIS) has been installed. There is additional library, finance and HR staffing and a new Staff and Student Portal. A Statistical Analyst has been recruited, allowing for fuller engagement with the current Enhancement Theme. Committees now make greater use of data (paragraph 120). Heads of department who met the ELIR team indicated that the provision of data had improved considerably and they were now able to interrogate this data in much more informed and critical ways. They felt better able to reflect on performance indicators and the NSS results. The improved data also informs the Outcome Agreement with SFC. In particular, staff spoke very positively about the impact of the Statistical Analyst."]
[714,"RCS_113","-","Governance","Strategy","Royal Conservatoire of Scotland","113 The Committee structure, roles, terms of reference and reporting relationships within the institution have been articulated in the Quality Assurance Handbook and a business process calendar is being produced. The Assistant Principal now has oversight and will evaluate efficiency as the next Strategic Plan is prepared. Progress has been made on strategies to complement the Strategic Plan, which include the operational plans and the Research and Knowledge Exchange Strategy. A further International Strategy is under development. The IT Strategy (2013-16) was succeeded by the Digital Technology Strategy (2016-2018) and will be reviewed by the new IT Governance Committee. While the previous development point has been addressed, the current ELIR team would support the Conservatoire's intention to progress further alignment between institutional strategies. "]
[715,"RCS_114","-","ELIR_Approach","Enhancement","Royal Conservatoire of Scotland","114 The process for the review of public information has resulted in all public information (print and electronic) being signed off by the Marketing and Communications Manager, Director of External Relations and, where appropriate heads of programme/department. Information relating to research is overseen by the Research and Knowledge Exchange Team. "]
[716,"RCS_115","-","ELIR_Approach","Enhancement","Royal Conservatoire of Scotland","115 The issues raised over Transitions tutors, the management of Bridge Week and popular 'Choice Modules' have been addressed effectively. 97 per cent of students considered the Transitions tutors to be good or excellent. Students who met the ELIR team were very enthusiastic about options, indicating that these were very beneficial and had enriched the quality of their learning experience. The Choice, Collaboration and Credit-Rated Short Courses Committee has been formed and RCS is now able to allocate the vast majority of students to their first choice. In response to the development point relating to staff and student mobility, the Assistant Registrar (International and Student Experience) works with directors of school to promote mobility and, while staff outward mobility has increased slightly, the ELIR team noted that student mobility has fluctuated but it was also evident that RCS has taken reasonable measures to promote mobility. "]
[717,"RCS_116","-","Quality_Processes","Use of data","Royal Conservatoire of Scotland","116 Data is generated from a range of sources to inform decision-making. The Academic Board considers whether programmes are meeting agreed aims and objectives using a variety of data drawn from Annual Dialogue, performance indicators, external examiner reports and reports from validations and reviews. The ELIR team learned that an internal audit of performance indicators had been undertaken recently with a view to establishing a refined list of data sources and measures of performance. It was intended that a key set of performance indicators would be developed to support the Strategic Plan."]
[718,"RCS_117","-","Quality_Processes","Use of data","Royal Conservatoire of Scotland","117 Decision-making within the schools is informed by programme committees and senior management team meetings. The RA identified the ways in which the Statistical Analyst, in post since 2015, has been working with programme teams to improve the generation and interpretation of data in support of work relating to the NSS outcomes through the use of statistical significance tools. This approach has been further developed by the Academic Board introducing a new standard template in response to the NSS to ensure a strategic focus on significant trends and comparisons with appropriate benchmarks to assess the impact of interventions and to identify good practice to be shared across the institution. It is intended that the Quality and Standards Committee will analyse each programme's data and present an institutional view to the Academic Board. The team considered that these measures are positive but at too early a stage to form a definite view of their effectiveness. The team did note that previous work aimed at addressing low NSS scores on assessment and feedback had led to a comprehensive review which resulted in higher scores in 2016-17."]
[719,"RCS_118","-","Quality_Processes","Use of data","Royal Conservatoire of Scotland","118 The Conservatoire adopted a broad interpretation of data, sharing examples of initiatives that had made use of evidence or had instigated the generation of additional data, such as the review of its Contextualised Admissions Policy. Given how recent many of the initiatives were, the ELIR team considered it was too early to form a full evaluation of their effectiveness. It was clear, however, that the impact of the Statistical Analyst post has been positive and was gaining momentum, for example with improved use of data informing programme committee discussions. Performance indicators are now reviewed holistically to produce school-level and Conservatoire-wide analysis for review by directors and the Quality and Standards Committee, both of which are very positive developments. The team also recognised the extent to which staff spoke very enthusiastically about the value of increasingly detailed data, and noted that this represented a significant positive development since the 2013 ELIR."]
[720,"RCS_119","-","Quality_Processes","Framework","Royal Conservatoire of Scotland","119 The Conservatoire has effective arrangements for setting and securing academic standards, in particular making systematic use of its external examiners. "]
[721,"RCS_120","-","Enhancement","Strategy","Royal Conservatoire of Scotland","120 The Conservatoire is committed to reviewing and evaluating the full range of its activity including the implementation of strategies, academic and professional service provision and even the nature of review itself. There are many examples of this evaluative activity bringing about enhancements to the student experience and improved ways of working. The Conservatoire has also improved its approach to using data as part of its deliberative and decision-making activity. Nonetheless, the Conservatoire's approach to evaluation would benefit from further reflection on the range and purpose of the plethora of mechanisms currently in place. Such reflection would assist the relatively new senior team to determine which activities could be conducted through committees and other dialogic opportunities, which require periodic review and the level of proportionality that could be applied, as well as considering the timescales overall with a view to bringing about greater synchronisation of strategies and initiatives. Such a period of holistic reflection would enable the Conservatoire to derive greatest benefit from the totality of these activities. "]
[722,"RCS_120","-","Governance","Practice","Royal Conservatoire of Scotland","120 The Conservatoire is committed to reviewing and evaluating the full range of its activity including the implementation of strategies, academic and professional service provision and even the nature of review itself. There are many examples of this evaluative activity bringing about enhancements to the student experience and improved ways of working. The Conservatoire has also improved its approach to using data as part of its deliberative and decision-making activity. Nonetheless, the Conservatoire's approach to evaluation would benefit from further reflection on the range and purpose of the plethora of mechanisms currently in place. Such reflection would assist the relatively new senior team to determine which activities could be conducted through committees and other dialogic opportunities, which require periodic review and the level of proportionality that could be applied, as well as considering the timescales overall with a view to bringing about greater synchronisation of strategies and initiatives. Such a period of holistic reflection would enable the Conservatoire to derive greatest benefit from the totality of these activities. "]
[723,"RCS_121","Recommendation","Quality_Processes","Framework","Royal Conservatoire of Scotland","121 The Conservatoire is also recommended to improve the communication of key institutional policies and regulations to staff and students, giving thought to the content, format and mode of dissemination with the aim of ensuring policies are accessible and readily understandable. "]
[724,"RCS_122","-","Collaborative_Partnerships","Student numbers","Royal Conservatoire of Scotland","122 Currently, the Conservatoire has three taught programmes which it delivers collaboratively with an external partner: the BMus Traditional Music: Piping (with the National Piping Centre), the MMus/MA Pianist for Dance (with Scottish Ballet) and the MA Learning & Teaching (Gaelic Arts) (Sabhal Mòr Ostaig). The first two programmes are well established having been offered for over 10 years and the third programme was first offered in 2014-15. A total of 27 students (or 2 per cent of student population) study on these programmes. Research degrees are awarded by the University of St Andrews. The MPhil and PhD were first offered in 2000-01 and theDPerfin2015-16. There are 29 students registered on these research programmes. The Conservatoire also validates two 5-credit CPD programmes delivered by the Association of British Theatre Technicians (ABTT)."]
[725,"RCS_123","-","Collaborative_Partnerships","Oversight","Royal Conservatoire of Scotland","123 There have been changes in the Conservatoire's collaborative activity since the 2013 ELIR with some programmes that were collaborative now being delivered solely by RCS. This includes the BEd Music which was delivered in collaboration with the University of Glasgow since the mid-1990s and became an exclusively RCS programme in 2017. Senior staff characterised this shift as marking the development of the Conservatoire's relationship with the General Teaching Council for Scotland and establishing RCS as a teacher education institution following the development of the MEd programme. From July 2018, the MMus (Historically Informed Performance Practice, HIPP), formerly awarded by the University of Glasgow with some modules delivered by RCS, moved to be awarded by RCS as an MA (HIPP), although joint delivery with the University will continue. It was agreed between the two institutions that this repositioning is likely to attract more students."]
[726,"RCS_124","-","Collaborative_Partnerships","International","Royal Conservatoire of Scotland","124 The ELIR team learned that the Conservatoire was in the process of developing a small number of international partnerships including signing a memorandum of understanding with a conservatoire in China in relation to a Master's programme and holding discussions with an academy in Beijing for a 2+2 year programme in Music Theatre. Some further possible collaborations in North America were in the early stages."]
[727,"RCS_125","-","Collaborative_Partnerships","Oversight","Royal Conservatoire of Scotland","125 Currently, taught collaborative provision is reviewed through quality assurance processes similar to on-campus provision and the ELIR team learned of examples where the Conservatoire had been responsive and willing to make changes to assure the quality of the student experience. If the international collaborative provision is approved, the Conservatoire will need to ensure it introduces additional arrangements to secure academic standards and assure quality given the greater geographical distances involved."]
[728,"RCS_126","-","Collaborative_Partnerships","Oversight","Royal Conservatoire of Scotland","126 The relationship with the University of St Andrews is overseen by a joint board which meets bi-annually. The Pro-Dean for Research from the University of St Andrews is a member of the RCS Research Degrees Committee."]
[729,"RCS_127","-","Collaborative_Partnerships","Student experience","Royal Conservatoire of Scotland","127 The RA emphasised that the Conservatoire also collaborates with other providers in order to offer a rich and distinctive learning experience, founded on praxis. Maintaining strong links between the Conservatoire and the national arts organisations in Scotland is a key strategic aim of the institutional strategy. There are clear successes in the collaborative partnerships RCS has forged with Scottish Ballet, Scottish Opera, BBC Scottish Symphony Orchestra, National Theatre of Scotland and Scottish National Orchestra. Such partnerships facilitate collaborative work between these organisations and RCS students, as well as leading to the development of specific provision, for example pathways on the MEd Learning and Teaching in the Performing Arts programme emerging from work with Scottish Ballet, and the BA Performance in British Sign Language and English programme which emerged from collaborative work with the Solar Bear theatre company."]
[730,"RCS_128","-","Collaborative_Partnerships","Oversight","Royal Conservatoire of Scotland","128 The Conservatoire has an effective approach, exercising the necessary oversight of its current collaborative provision."]
[731,"RCS_129","-","Collaborative_Partnerships","Oversight","Royal Conservatoire of Scotland","129 The Conservatoire does not currently have an explicit strategy for its collaborative provision. It is in the process of developing an international strategy and there would be value in considering its international partnerships linked to that. "]
[732,"SRC_2","-","Governance","Strategy","Scotland's Rural College","2 The current Strategic Plan 2018-2023 sets out SRUC's ambitions and actions linked to the five key drivers of integration; innovation for impact; industry facing; international; and inspiring. The Strategic Plan launched a significant transformation programme in May 2018 which was still being implemented at the time of the current ELIR. This programme includes bringing together its current Education and Research Divisions and creating three new regional faculties: North, Central, and South and West of Scotland, with each faculty led by a Dean (paragraphs 77-79). SRUC has made the decision to locate the whole of the South and West Faculty at an expanded campus at Barony (in Dumfries) and undertake a phased withdrawal from the Riverside (Ayr) and Crichton (Dumfries) sites."]
[733,"SRC_3","-","Governance","Strategy","Scotland's Rural College","3 SRUC does not currently have its own degree awarding powers (DAP). With a focus on supporting stakeholders in agriculture, land and the rural sector, SRUC has stated its ambitions to become a rural university for Scotland and to apply for DAP within the period of the current Strategic Plan. The current validation arrangements with the University of Glasgow and University of Edinburgh, continue to cover taught degree provision, with research degrees largely validated by the University of Edinburgh (82%) and agreements with 11 other institutions for individual PhD registrations. The Scottish Qualifications Authority (SQA) accredits the majority of Higher National, National Certificate and Scottish Vocational Qualification awards. A small amount of provision is accredited by City and Guilds, the Institute of the Motor Industry (IMI) and Equestrian Qualifications GB Limited (EQL)."]
[734,"SRC_4","-","Demographics","Numbers","Scotland's Rural College","4 In December 2018, SRUC had a total further and higher education (FE and HE) student population of 2,343 full-time equivalent (FTE) students. Of the total, there were 1,449 FTE taught HE students (approximately 62%), with 824 FTE undergraduate students registered on Higher National Certificates (HNC) and Higher National Diplomas (HND), 564 FTE students on undergraduate degree programmes (BA/BSc), and 61 FTE students on taught master's programmes. All postgraduate taught (and some undergraduate) provision is delivered by distance-learning, making a total distance-learning population of 146 FTE students. Research student numbers have approximately doubled since 2011 with 85 FTE current student registrations."]
[735,"SRC_4","-","Teaching_Learning","Distance learning","Scotland's Rural College","4 In December 2018, SRUC had a total further and higher education (FE and HE) student population of 2,343 full-time equivalent (FTE) students. Of the total, there were 1,449 FTE taught HE students (approximately 62%), with 824 FTE undergraduate students registered on Higher National Certificates (HNC) and Higher National Diplomas (HND), 564 FTE students on undergraduate degree programmes (BA/BSc), and 61 FTE students on taught master's programmes. All postgraduate taught (and some undergraduate) provision is delivered by distance-learning, making a total distance-learning population of 146 FTE students. Research student numbers have approximately doubled since 2011 with 85 FTE current student registrations."]
[736,"SRC_5","-","Demographics","Widening participation","Scotland's Rural College","5 There is a good gender balance at SRUC with a slight shift towards females - 54.8% since 2013-14. There is also a trend towards a more mature student body with a gradual increase in the percentage of students aged 21 or over, from 37% in 2013-14 to 47.2% in 2017-18. Students from the 20% most deprived postcodes (MD20) made up 12.6% of the total in 2017-18, with students from MD40 postcodes at 26.3%, both just slightly below the Scottish Funding Council (SFC) Outcome Agreement target figures for the institution. Retention was 83% in 2017-18 (using the sector-wide definition as listed in SRUC's SFC Outcome Agreement). The Reflective Analysis (RA) states there is no notable variation in these statistical trends across campuses."]
[737,"SRC_6","-","ELIR_Approach","Student engagement","Scotland's Rural College","6 Preparations for ELIR were led by an institutional team which included both the President and Vice-President of the SRUC Students' Association (SRUCSA)."]
[738,"SRC_7","-","ELIR_Approach","Themes","Scotland's Rural College","7 Following consultation with staff and students, SRUC identified five contextualised topics as priorities for the review: student journey: progression and pathways; student voice and feedback; professional discussion of learning and teaching; business information and reporting; degree awarding powers."]
[739,"SRC_8","-","ELIR_Approach","Themes","Scotland's Rural College","8 From the review documentation and discussions with staff and students, the ELIR team was able to confirm that these topics reflect SRUC's current strategic priorities. The RA clearly sets out the rationale for the choice of topics and summarises a programme of engagement activities, run across SRUC - both to inform the development of the RA and to prepare staff and students for possible engagement with the ELIR team."]
[740,"SRC_9","-","ELIR_Approach","Enhancement","Scotland's Rural College","9 The 2014 ELIR set out eight areas for development including one priority action and the RA set out the progress SRUC had made towards meeting these. The ELIR team was able to confirm this progress noting SRUC took a number of years to finalise its mapping against the Quality Code for Higher Education 2013-18 and to complete its Education Manual. The context of ongoing discussions about the future status of SRUC was accepted by the ELIR team as a reasonable explanation for the delays in meeting those two areas of development (paragraphs 114-118)."]
[741,"SRC_10","-","ELIR_Approach","Student engagement","Scotland's Rural College","10 SRUC has actively supported the development of its Students' Association (SRUCSA) and encouraged full participation in preparations for ELIR. SRUCSA, through their sabbatical officers, wrote the initial draft of section 2.1 of the RA on student representation and engagement, and were also consulted and provided feedback on a full draft of the RA through its Executive Committee and Campus Councils. The ELIR team considered this engagement to be full and genuine and particularly noteworthy given the small size of the SRUCSA (two full-time sabbatical officers and no full-time staff) and the challenges of delivering effective student representation over seven campuses."]
[742,"SRC_11","-","Student_Engagement","Representation","Scotland's Rural College","11 Overall, SRUC has appropriate arrangements in place to support the engagement and representation of students, although some challenges that exist in securing student representatives are recognised. While a range of structures are in place to gather and respond to student feedback, all of these do not operate as effectively as they could. Further developments are intended to enhance both student representation and responding to student feedback. There is a supportive and positive working relationship between SRUC and its Students' Association (SRUCSA)."]
[743,"SRC_12","-","Student_Engagement","Representation","Scotland's Rural College","12 The SRUCSA Executive Committee is composed of nine elected officers including the President and Vice-President (full-time sabbatical positions) and seven part-time posts consisting of six Campus Officers and a Sports and Activities Officer. While these elected officers play a key role in communications between SRUC and the wider student population, both SRUC and SRUCSA recognise ongoing challenges in filling elected officer roles, particularly in relation to campus officers."]
[744,"SRC_13","-","Student_Engagement","Representation","Scotland's Rural College","13 Students, mainly through the Student President and sabbatical officers, are represented on all SRUC committees linked to learning, teaching and the wider student experience, including the SRUC Board, and the Academic Board and its sub-committees. Sabbatical officers spoke positively about their role within SRUC and confirmed they had the opportunity to support the drafting of section 2.1 of the RA and provide feedback during the ELIR process (paragraph 10).  "]
[745,"SRC_14","-","Student_Engagement","Representation","Scotland's Rural College","14 Campus-based programmes elect a class representative for each year of the programme. These class representatives are members of the programme's Student Liaison Group (SLG) which meet each term, involve the programme team and play a key role in enabling students to actively engage in the improvement of their learning experience and raise any issues directly with programme staff. Staff who met the ELIR team spoke positively about the effectiveness of these meetings. Students who met the ELIR team provided many examples of action being taken by programme teams in response to matters raised by students. The RA indicated that SRUC recognises ongoing challenges electing class representatives on courses with small student numbers and delivered in distance-learning mode. The ELIR team also heard from staff and students about challenges recruiting students to undertake the class representative role."]
[746,"SRC_15","-","Student_Engagement","Representation","Scotland's Rural College","15 All postgraduate students have an opportunity to engage in the management of the postgraduate student experience through their representation on the Postgraduate Committee, which has two sub-groups: one dedicated to postgraduate research students and one to postgraduate taught students. A SRUCSA Officer (for example, the President or Vice-President) is included in the membership of both the Postgraduate Committee and its sub-groups. However, the ELIR team learned that postgraduate students are not currently represented within SRUCSA executive structures. The ELIR team met with a small number of postgraduate class representatives during the review, who seemed to be relatively newly appointed and were still to undergo training to support them in this role. Postgraduate students participate in SLG meetings and seemed clear they knew who to speak to should there be any issues with their studies. SRUC confirmed that it plans to enhance postgraduate representation on its Research Committee."]
[747,"SRC_15","-","Postgraduate_Research","Representation","Scotland's Rural College","15 All postgraduate students have an opportunity to engage in the management of the postgraduate student experience through their representation on the Postgraduate Committee, which has two sub-groups: one dedicated to postgraduate research students and one to postgraduate taught students. A SRUCSA Officer (for example, the President or Vice-President) is included in the membership of both the Postgraduate Committee and its sub-groups. However, the ELIR team learned that postgraduate students are not currently represented within SRUCSA executive structures. The ELIR team met with a small number of postgraduate class representatives during the review, who seemed to be relatively newly appointed and were still to undergo training to support them in this role. Postgraduate students participate in SLG meetings and seemed clear they knew who to speak to should there be any issues with their studies. SRUC confirmed that it plans to enhance postgraduate representation on its Research Committee."]
[748,"SRC_16","-","Student_Engagement","Representation","Scotland's Rural College","16 The RA indicated SRUCSA is currently reviewing both its representative structure and strategic plan to ensure it continues to represent its student population effectively and improves SRUCSA's visibility on campus. The ELIR team encourages SRUC and SRUCSA to work together to complete this review, with particular focus given to postgraduate representation, and the outcomes actioned in a timely manner, ensuring students across all campuses, regardless of stage and mode of study, continue to be appropriately represented.   "]
[749,"SRC_17","-","Student_Engagement","Representation","Scotland's Rural College","17 Training for class representatives is delivered by SRUC's Learner Engagement Officers, with one training session delivered per campus each academic year. Capacity issues mean it is not possible to rerun the training for students who are unable to attend these sessions. SRUCSA and SRUC both recognise this challenge and a project was underway to develop online training materials for class representatives via the virtual learning environment (VLE). The ELIR team encourages SRUC to ensure that all elected student representatives have access to, and complete, training to support them in their roles in a timely manner."]
[750,"SRC_18","-","Student_Engagement","Policy","Scotland's Rural College","18 A Student Partnership Agreement (SPA) has been in place between SRUC and SRUCSA since 2014. However, both parties recognise there have been challenges associated with the visibility of the SPA to the wider student population. The ELIR team learned that SRUCSA was leading a review of the SPA."]
[751,"SRC_19","-","Student_Engagement","Feedback","Scotland's Rural College","19 A range of formal and informal mechanisms are used to gather student feedback including Student Liaison Groups (SLGs) (paragraph 14), Student Liaison Committees (SLCs), Campus Councils and Speak Week. Run by SRUCSA for the first time in 2017-18, Speak Week asked students to provide feedback on two questions about their experience at SRUC. The feedback gathered is organised into subject groupings and shared with SRUC. Departments and support services, as appropriate, have captured actions being undertaken to address this feedback within their annual monitoring reports and quality enhancement plans."]
[752,"SRC_20","-","Student_Engagement","Representation","Scotland's Rural College","20 Campus Councils are managed by SRUCSA, providing an opportunity for all students to communicate with the SRUCSA executive. The ELIR team learned from the students they met that student engagement with Campus Councils varies across campuses, and this variability is impacting on the ability of these councils to be an effective tool in gathering feedback from the student body. Student Liaison Committees are organised by SRUC, who hold two meetings per campus during the academic year. These meetings are attended by a member of SRUC's Board, a senior education manager (normally the Senior Tutor (paragraph 27)) and are open to all elected class representatives. They provide an opportunity for class representatives to feed back to senior staff, with the ELIR team learning they tend to achieve better student attendance than Campus Councils. While the ELIR team recognised that a range of mechanisms are in place to gather student feedback, students who met the team were not always clear about the action that was being taken in response to their feedback (paragraphs 23 and 72).  "]
[753,"SRC_21","-","Student_Engagement","Feedback","Scotland's Rural College","21 A range of surveys are provided by SRUC as mechanisms for students to feed back directly regarding the quality of their learning and teaching experience. These include: a New Student Survey (completed shortly after induction); an End of Year Survey; the Scottish Funding Council's (SFC) College Student Satisfaction and Engagement Survey; the National Student Survey (NSS); the Postgraduate Research Experience Survey (PRES); and an end of module questionnaire. SRUC recognises challenges with low student response rates across all of these surveys and, in 2018-19, improving response rates in the NSS has been a priority of the Academic Leadership Team (ALT). A number of actions have been undertaken including using the Faculty Deans, other academic staff and class representatives to encourage student participation."]
[754,"SRC_22","-","Student_Engagement","Feedback","Scotland's Rural College","22 Survey results are considered by ALT and data sets are issued to individual departments and service areas, with the expectation that each department and service area will develop an action plan. The ELIR team formed the view that engagement with the action planning process appeared to be variable between departments and service areas. The RA indicated that, for most of the formal surveys undertaken, students would receive feedback on the actions taken via SRUC's 'You said, we did' campaigns. Academic staff also spoke about the use of the 'You said, we did' campaigns, indicating it was the responsibility of each head of department to decide how to respond to student feedback. The team accepts that there are benefits to be gained in communicating actions taken in response to student feedback through branded campaigns like 'You said, we did' but would caution against over reliance on one mechanism, encouraging SRUC to continue to offer a range of communication approaches for students."]
[755,"SRC_22","-","Quality_Processes","Use of data","Scotland's Rural College","22 Survey results are considered by ALT and data sets are issued to individual departments and service areas, with the expectation that each department and service area will develop an action plan. The ELIR team formed the view that engagement with the action planning process appeared to be variable between departments and service areas. The RA indicated that, for most of the formal surveys undertaken, students would receive feedback on the actions taken via SRUC's 'You said, we did' campaigns. Academic staff also spoke about the use of the 'You said, we did' campaigns, indicating it was the responsibility of each head of department to decide how to respond to student feedback. The team accepts that there are benefits to be gained in communicating actions taken in response to student feedback through branded campaigns like 'You said, we did' but would caution against over reliance on one mechanism, encouraging SRUC to continue to offer a range of communication approaches for students."]
[756,"SRC_23","-","Student_Engagement","Feedback","Scotland's Rural College","23 Overall, students who met the ELIR team were clear about the formal and informal mechanisms available to them to provide feedback to SRUC about the quality of their teaching and learning experience. However, the students were less clear about how their feedback is considered within SRUC, what actions are taken and what communication processes are used to keep students informed and close the feedback loop. There would, therefore, be benefit in SRUC reviewing the current arrangements for analysing and responding to student feedback (paragraph 72)."]
[757,"SRC_24","-","Equality_Diversity","Policy","Scotland's Rural College","24 SRUC has appropriate mechanisms in place to recognise and respond to equality and diversity. SRUC recognises the diversity of its student population, and the challenges associated with delivering provision across geographically dispersed sites and across a variety of delivery modes including full-time, part-time and distance-learning. SRUC states that it is committed to delivery of a comparable learning experience for all of its students, based on equity rather than consistency."]
[758,"SRC_25","-","Equality_Diversity","Policy","Scotland's Rural College","25 Equality and diversity is a SRUC Board responsibility, operationalised through the Equality, Human Rights and Inclusion Committee (EHRIC). SRUC is a Disability Confident employer and a member of Athena SWAN."]
[759,"SRC_26","-","Equality_Diversity","Practice","Scotland's Rural College","26 All SRUC staff complete a mandatory equality and diversity compliance module as part of their induction and all students receive an equality and diversity presentation at the start of the academic session, with information also contained within student programme handbooks and a presentation on the virtual learning environment (VLE)."]
[760,"SRC_27","-","Equality_Diversity","Practice","Scotland's Rural College","27 On each campus, SRUC has a team of Safeguarding Officers whose role it is to liaise with the Senior Tutor (whose role includes acting as campus Safeguarding Manager) when implementing any action with respect to the duty of care of SRUC students. As well as this safeguarding responsibility, the Senior Tutor on each campus is responsible for the management and coordination of the services and facilities necessary for the effective delivery of learning, teaching and student support at their campus. The Senior Tutor will liaise with the Learner Engagement Manager, if intervention is required, with respect to ongoing student needs. The Learner Engagement Manger leads a team of staff who support the delivery of learner, mental health and careers support for students across SRUC (see paragraph 38)."]
[761,"SRC_28","-","Equality_Diversity","Practice","Scotland's Rural College","28 SRUC has effective processes in place to support the early declaration of a disability and/or other support needs by students. SRUC's online student record system is widely and effectively used by staff to access summary student support needs information, so any adjustments required can be made to support students with their learning and assessment."]
[762,"SRC_29","-","Equality_Diversity","Practice","Scotland's Rural College","29 Students with learning disabilities and/or physical disabilities are supported through the Learner Engagement Team (paragraph 38), who plan and coordinate a suite of measures to support students, ensure these are implemented and that a record is retained for the duration of the student learner journey. SRUC's internal measures of the retention, progression and achievement rates of students with support needs and/or a declared disability, is in line with those of the total SRUC HE population."]
[763,"SRC_30","-","Equality_Diversity","Practice","Scotland's Rural College","30 Students who met the ELIR team spoke positively about the support offered to students with a disability and/or other support needs, very much valuing the individualised nature of the help they received. Staff also spoke positively about being equipped with access to appropriate information in order to provide specific support for their students. Staff went on to say they felt a real sense of job satisfaction, resulting from having access to appropriate information to allow them to provide appropriate support to individual students."]
[764,"SRC_31","-","Teaching_Learning","Distance learning","Scotland's Rural College","31 SRUC has 146 FTE students studying by distance-learning, with a significant proportion of these being part-time postgraduate taught students who mainly engage with their studies through the virtual learning environment (VLE) (paragraph 4). SRUC's taught postgraduate masters students are exclusively distance-learning students."]
[765,"SRC_32","-","Teaching_Learning","Distance learning","Scotland's Rural College","32 In discussion with a group of distance-learning students, the ELIR team learned that the students particularly valued the opportunity to attend a face-to-face induction event and study weekends that are held on campus for students on many of the distance-learning programmes. However, the same students also voiced concerns about the time commitment required to attend, the quality of the session content and the pace of delivery. The students stated they believed there would be merit in SRUC considering whether the content from these face-to-face sessions could be more effectively captured and made available for those students who were unable to attend (paragraph 67)."]
[766,"SRC_33","-","Teaching_Learning","Distance learning","Scotland's Rural College","33 The ELIR team heard specifically from distance-learning postgraduate taught (PGT) students who described their experience as being inequitable to that of campus-based students. Their concerns included: a lack of engagement and support from their allocated Year Tutors; not always being clear about who their class representatives were; being disproportionally impacted by problems with access to library facilities (paragraph 65); technical difficulties with the video conferencing systems (paragraphs 66 and 67); and variability in the quality and variety of the distance-learning materials (paragraph 67). Students also described setting up their own social media networks to overcome shortcomings in communication mechanisms through the VLE."]
[767,"SRC_34","Recommendation","Teaching_Learning","Distance learning","Scotland's Rural College","34 Given these findings, SRUC should review the needs and experience of students studying by distance-learning to ensure they are effectively supported. This review should include consideration of SRUC's pedagogical approach for distance-learning, setting minimum expectations for online materials, student induction, IT support, library access, and the use of video conferencing."]
[768,"SRC_35","-","Student_Support","Welfare","Scotland's Rural College","35 In 2017, SRUC launched a three-year Healthy Learning and Wellbeing Strategy, developed in partnership with SRUCSA, to support staff and students to improve productivity and learning. As part of this strategy, the Student Support Service implemented a series of measures to support students with mental health difficulties to remain engaged with their studies. All these initiatives are overseen by SRUC's Health and Safety Policy Executive Committee. Over 70 staff have been trained across SRUC in mental health first aid. SRUC works with Therapet (a scheme offered by Canine Concern Scotland Trust) and has utilised the SANE Black Dog campaign. This campaign provides a confidential out-of-hours support line for students (and staff with concerns about students). A cross-institutional project, involving colleagues from Student Support Services, Hospitality, E-learning, Marketing, the Education Office, SRUCSA and academic staff, produced a virtual learning site for students which has become dedicated to providing student wellbeing information including advice on healthy eating and combatting exam stress. SRUC also supports an annual Mental Health Awareness Week hosted by the Mental Health Foundation which is given a different focus each year. "]
[769,"SRC_36","-","Student_Support","Welfare","Scotland's Rural College","36 Students talked very positively about the range of mental health and disability support measures implemented across SRUC, confirming they were very well-supported. Staff who met the ELIR team indicated they felt confident that they knew how to access support for students when needed and that this provision was well-coordinated should a student move to a different SRUC campus."]
[770,"SRC_37","Commendation","Student_Support","Welfare","Scotland's Rural College","37 Overall, SRUC is commended for prioritising awareness-raising and its provision of student mental health support, linked to the development of its Healthy Learning and Wellbeing Strategy which is successfully delivered through the implementation of a range of initiatives involving both staff and students.  "]
[{"$f":"IF(B773<>\"\",ROW(A773)-2,\"\")","v":771},"SRC_38","-","Student_Support","Academic","Scotland's Rural College","38 The ELIR team found the support for students at each stage of their learner journey was individually relevant and personalised. Students who met the ELIR team confirmed they were well-supported and the help available is effectively delivered, predominantly by academic staff. This front-line support is aided by the Learner Engagement Team which effectively coordinates the provision of more specialist campus-based support for students as needed. The Learner Engagement Team, while not having a physical presence on each campus, work as a mobile cross-institution team providing support to students as required (paragraph 27). The work of this team is considered by SRUC's Learning and Teaching Committee, and Student Support and Engagement Committee.    "]
[772,"SRC_39","-","Student_Support","Induction","Scotland's Rural College","39 Upon acceptance to SRUC, students receive a comprehensive welcome pack with all the relevant joining information they need. The welcome and induction support provided for students was originally designed by the Student Experience Manager but is now managed and implemented on each campus by Senior Tutors. An induction checklist, available in the SRUC Education Manual (paragraph 106), is designed to be used by staff to ensure students receive a comparable induction experience regardless of their study mode or campus of delivery. Feedback gathered by SRUC through their student induction survey indicates almost all cohorts of students are satisfied with their induction experience. Overall, students who met the ELIR team also supported this position and staff spoke confidently that induction is coordinated and comprehensive. A small number of students spoke about being unexpectedly delayed, for personal reasons, in joining their programme at the start of the semester and, as a result, believed they may have missed key induction information. The team would therefore encourage SRUC to consider how late arrivals may be better supported."]
[773,"SRC_40","-","Student_Support","Induction","Scotland's Rural College","40 Distance-learning students, for whom induction is managed by the programme coordinator and the Group Manager for Information and Digital Services, reported a more variable experience. Students expressed disappointment with induction linked to being unable to attend the face-to-face induction event and study weekends (paragraph 32)."]
[774,"SRC_40","-","Teaching_Learning","Distance learning","Scotland's Rural College","40 Distance-learning students, for whom induction is managed by the programme coordinator and the Group Manager for Information and Digital Services, reported a more variable experience. Students expressed disappointment with induction linked to being unable to attend the face-to-face induction event and study weekends (paragraph 32)."]
[775,"SRC_41","-","Student_Support","Academic","Scotland's Rural College","41 Students are supported in their studies by a team of academic tutors and support staff. Academic and pastoral support is personal, individualised and provided by the academic teaching staff and Year Tutors. More specialised support is delivered, where required, by mobile Academic Support Tutors who are coordinated by the Learner Engagement Team (paragraph 38). On each campus, the management of student support provision is overseen by the Senior Tutor. Senior Tutors can request the deployment of Academic Support Tutors to a campus to address specific needs of individual students. The ELIR team heard that campus-based students found academic staff to be very accessible and easy to meet on an informal drop-in basis. Campus-based students feel highly supported by the academic staff, speak confidently about the more specialised support mechanisms available and, where relevant, were very positive about the role of Academic Support Tutors."]
[776,"SRC_42","-","Student_Support","Progression","Scotland's Rural College","42  The structure and nature of SRUC's tertiary provision facilitates the effective transition of students between both programmes and campuses. The ELIR team heard from both students and staff, about a number of examples of students moving from Higher National (HN) provision though to graduating with honours' degrees, where students often had to successfully negotiate a move to a new campus in a different part of Scotland. SRUC's approach supports the delivery of a personalised flexible journey which can be readily adapted to suit the specific needs of individual students and plays a key role in supporting them through these transitions. Students have the opportunity to take breaks from their studies and to convert from full-time to part-time study if required. Students receive personalised support from Year Tutors and other academic staff with these programme transition decisions. The team heard this support can make a significant difference to the degree outcomes for students. The team met students who talked very positively about the flexibility and support mechanisms offered by SRUC which had enabled them to progress further in their studies than was their original aspiration. The team learned that students were well-informed in advance of making any change in their student journey, for example, when a programme change would also involve moving to a new campus in a different geographical area."]
[777,"SRC_43","-","Student_Support","Progression","Scotland's Rural College","43 The ELIR team learned of two specific examples of support provided for transitioning students. Firstly, the Going Further Bursaries where students can apply for financial support to articulate from HN into degree programmes, which is of particular value when a student may be required to change campus in order to complete the next stage in their learning journey (paragraph 42). Secondly, a longitudinal programme of induction which runs over the first six weeks of the semester in year three of the degree programmes, providing effective and targeted induction for all students making the transition from FE to HE."]
[778,"SRC_44","-","Student_Support","Progression","Scotland's Rural College","44 SRUC is commended for the individualised support and flexibility of delivery which provides students with an environment where they are able to achieve success beyond their initial intended study outcomes."]
[779,"SRC_45","-","Assessment","Feedback","Scotland's Rural College","45 SRUC acknowledged variability across its programmes and campuses with regard to the timeliness of returning assessments and providing feedback to students on their assessed work. This was confirmed by students who met the ELIR team, who indicated that overall, the quality of assessment feedback was good, but they had experienced delays, often significantly beyond the published timescales. Students believed the delays resulted from the use of double-marking practices, including those which appeared to be more rigorous than those set out in the SRUC Education Manual. The team also heard some students had experienced the bunching of assessment deadlines, particularly towards the end of modules, which the students believed had negatively impacted on their performance."]
[780,"SRC_46","-","Assessment","Feedback","Scotland's Rural College","46 The ELIR team learned that the recently appointed Faculty Deans, with the support of the Student Experience Manager, now (2019) have a key role in implementing a range of measures to improve feedback timescales but, at the time of the current ELIR, it was too early for SRUC to have collated information to measure improvements. The team, therefore, encourages SRUC to consider how best to further disseminate the intentions set out in its policy advice on assessment moderation. Senior managers also informed the team that multiple strands of activity were being implemented to address the concerns raised. These included analyses of student surveys to identify where feedback is not working well, closer communication with the students, internal monitoring activities on feedback delay and SRUC-wide checks on meeting release dates for examination results. In view of the student experiences described to the ELIR team during the current review, the team recommends that SRUC concludes the work it currently has underway, to ensure there is greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy."]
[781,"SRC_47","-","Teaching_Learning","Employability","Scotland's Rural College","47 SRUC's Academic Strategy (December 2017) outlines its commitment to ensuring teaching, research and consultancy activities are innovative and entrepreneurial. This Strategy goes on to state an ambition to ensure all programmes are closely aligned with industry need, ensuring high levels of graduate employability."]
[782,"SRC_48","-","Teaching_Learning","Employability","Scotland's Rural College","48 Employability, enterprise and entrepreneurship skills are truly embedded within the culture of SRUC. Students are prepared for their chosen career through vocationally-orientated degree programmes and other awards. Liaison with industry is well-established and a fundamental part of the learning and teaching experience of students, who benefit from close industry links - for example, through guest lectures, industry visits and scholarship opportunities, and from the research and consultancy activities both within SRUC and with a number of partner organisations."]
[783,"SRC_48","-","Student_Development","Professional Development","Scotland's Rural College","48 Employability, enterprise and entrepreneurship skills are truly embedded within the culture of SRUC. Students are prepared for their chosen career through vocationally-orientated degree programmes and other awards. Liaison with industry is well-established and a fundamental part of the learning and teaching experience of students, who benefit from close industry links - for example, through guest lectures, industry visits and scholarship opportunities, and from the research and consultancy activities both within SRUC and with a number of partner organisations."]
[784,"SRC_49","-","Teaching_Learning","Employability","Scotland's Rural College","49 At a curriculum development level, SRUC and academic staff actively engage with industry partners to ensure the curriculum delivers graduates that are appropriately trained for their careers. Within the new organisational structures, the Faculty Deans have a role which includes a responsibility to engage with industry partners over research, teaching and consultancy provision."]
[785,"SRC_50","-","Student_Support","Progression","Scotland's Rural College","50 Careers support for students in SRUC is predominantly delivered by academic teaching staff and Year Tutors who perform a significant role in facilitating the transition of students to employment through direct network contacts with industry and introducing students to possible employers. SRUC's staff role descriptors contain an expectation that Year Tutors advise and discuss career aspirations with students in their final year of study. SRUC holds an annual careers event, which rotates around the campuses and routinely attracts over 40 participants from industry. During this event, a presentation is given on possible career pathways for students potentially interested in undertaking a research degree. While SRUC organises transport from all campuses to support student attendance at this careers event, the ELIR team understood student attendance can be disappointing and variable between campuses depending on the event location."]
[786,"SRC_51","Recommendation","Student_Development","Professional Development","Scotland's Rural College","51 The ELIR team learned there is limited access to more generic careers support for students who may wish to explore and access information about alternative careers not directly aligned to their degree programme or progression on to further study. SRUC is aware of this concern, which had been raised as part of a recent Institution-led Review (ILR) of Student Support Services and has also been raised directly by students. It is recommended that SRUC enhances the mechanisms through which professional careers advice is provided to all students. The team recognises that SRUC faces challenges, with standard sector benchmarking metrics often not fully applied to their provision, and therefore encourage the institution to find other ways of reporting on employability metrics and benchmarking its performance to the sector (paragraph 123)."]
[787,"SRC_52","-","Student_Development","Graduate Attributes","Scotland's Rural College","52 SRUC identify five graduate attributes that students will develop during their studies: academically competent; critical thinkers; desire for learning and personal development and employability. Graduate attributes are developed across the curriculum with staff proposing new modules required to identify graduate attributes specifically within the module descriptor template. Students who met the ELIR team were aware of their graduate attributes but indicated they would like more support to identify alternative career opportunities, beyond their immediate subject discipline which would utilise their generic graduate attributes (paragraph 51)."]
[788,"SRC_53","-","Student_Support","Academic","Scotland's Rural College","53 SRUC has an appropriate approach to managing the postgraduate taught (PGT) student experience which is consistent with sector expectations. Overall, postgraduate students who met the ELIR team spoke positively about the support they received from academic staff during their studies. While postgraduate research (PGR) students consider themselves to be embedded within the SRUC research community, there would be benefit to SRUC in ensuring it has clearer institutional oversight of its PGR student data. "]
[789,"SRC_54","-","Governance","Strategy","Scotland's Rural College","54 The Dean of Postgraduate Studies is responsible for overseeing the implementation of the Postgraduate Strategy, developing the identity of the Graduate School, developing new taught postgraduate provision and managing external relationships with research awarding institutions. Since November 2017, the roles of Dean and Manager of Postgraduate Studies have been combined, with SRUC intending to review the roles as part of the wider organisational restructure. The RA confirmed that SRUC intends to revise its Postgraduate Strategy to align with the Strategic Plan 2018-2023 (paragraph 2). The administration of the Graduate School is coordinated through the Postgraduate Office, which is managed by the Dean and Manager of Postgraduate Studies. The School includes both taught and research-based postgraduates. The Postgraduate Office is also responsible for all aspects of academic postgraduate management including student recruitment, registration and induction, supervisor approvals, and the Postgraduate Committee and its sub-committees."]
[790,"SRC_55","-","Postgraduate_Research","Student Experience","Scotland's Rural College","55 Postgraduate research degrees at SRUC are validated by 12 different institutions, with PhD students jointly registered with SRUC and one of these 12 awarding institutions (paragraph 3). At the time of the current ELIR, the majority of PhD students were registered with the University of Edinburgh. PGR students who met the ELIR team considered themselves to be SRUC students, while recognising their status as students of the awarding institution to which they were registered, to complete their PhD studies."]
[791,"SRC_56","-","Postgraduate_Research","Student Experience","Scotland's Rural College","56 Improving induction arrangements for PGR students has been an area of focus for SRUC, following feedback which indicated students often found the complexities of PhD studentships challenging to understand. New students receive an induction from their awarding institution, as well as inductions to their SRUC research group and the Postgraduate Office, and complete online SRUC induction modules. The main SRUC student induction takes place in October each year, supporting the majority of new research students, with additional sessions possible for students starting later in the academic year. Postgraduate students confirmed they had participated in induction activities from both their awarding institution and SRUC, and that these had been valuable."]
[792,"SRC_57","-","Postgraduate_Research","Student Experience","Scotland's Rural College","57 PGR students are provided with their main research skills support by their awarding institution and are able to access the full range of training available within that institution. This skills development is supplemented by opportunities within SRUC, such as the PGR skills day and the annual postgraduate research conference. The Postgraduate Office fulfils a key role in effectively coordinating the skills training offered and monitoring student progress with their studies. The Office also provides support to students and supervisory teams in cases where supervisors have been changed."]
[793,"SRC_58","-","Postgraduate_Research","Student Experience","Scotland's Rural College","58 Supervision agreements are in place between each of the awarding institutions and SRUC and specify the balance of supervision between each party. All SRUC PGR students have a primary supervisor from their awarding institution and are managed by a supervision team comprising staff from both the awarding institution and SRUC. All PhD students have an adviser who is external to the supervisory team, is named at the outset of the PhD and can be used to resolve academic or pastoral issues for the students and matters that may be pertinent to potential concerns between the student and their supervision team."]
[794,"SRC_59","-","Postgraduate_Research","Monitoring","Scotland's Rural College","59 All SRUC supervisors are required to undertake mandatory formal supervisor training with one of the partner institutions at least once every five years. The Postgraduate Office maintains a record of the training undertaken and issues reminders to supervisors who need to update. New supervisors must complete this training before they can undertake supervisory duties."]
[795,"SRC_60","-","Postgraduate_Research","Monitoring","Scotland's Rural College","60 The awarding institution currently takes primary responsibility for the management of PhD progress and completion, and for ensuring PGR students receive the support and supervision they require. The ELIR team learned that SRUC does not currently hold comprehensive progression and completion data for its PhD students, with this information being held by the awarding institution. As a result, monitoring of the effectiveness of supervision, for example, by discipline or department, is not possible. There would be considerable value in SRUC working with its awarding institutions to ensure it has access to management data on PGR students (paragraph 123)."]
[796,"SRC_61","-","Postgraduate_Research","Student Experience","Scotland's Rural College","61 Postgraduate research (PGR) students who met the ELIR team were fully cognisant with, and spoke confidently about, the arrangements in place for their supervision and training, and were content with the support provided by the Postgraduate Office. PGR students also spoke positively about being well-supported by SRUC to travel and work outside the UK, to attend national and international conferences and other workshops. They confirmed it was possible to ask for specialist training outside SRUC, with such requests normally being supported; that they benefitted from the strong links SRUC has with industry; and they routinely had the opportunity to present their work alongside research staff at internal seminar programmes. In summary, PGR students felt very much valued members of the research community."]
[797,"SRC_62","-","Postgraduate_Research","Support","Scotland's Rural College","62 Postgraduate research students (PGR) studying at SRUC have the opportunity to teach at the University of Glasgow and University of Edinburgh, as well as on SRUC programmes. The ELIR team understood that all SRUC students who undertake teaching at those universities must complete training as set out in each of the universities' regulations. However, based on the information SRUC provided for the current ELIR, the team concluded that, at present, SRUC does not keep a record of students actually completing this training."]
[798,"SRC_63","-","Postgraduate_Research","Support","Scotland's Rural College","63  The ELIR team also learned that SRUC currently has no institution-wide policy on the training requirements for PGR students who teach on SRUC programmes and modules. SRUC documents indicate that currently it is the responsibility of individual module leaders to ensure PGRs are briefed on a number of matters to support them in the delivery of a teaching session or with the marking of student work before students undertake teaching duties. The team concluded that the current procedure does not explicitly state the training requirements each PGR student must undertake before embarking on teaching and learning activities and no record is kept to confirm training has indeed taken place. SRUC should, therefore, establish a clear policy that outlines the minimum training to be completed by PGR students before undertaking teaching and/or assessment responsibilities.  "]
[799,"SRC_64","-","Learning_Resources","Strategy","Scotland's Rural College","64 SRUC has appropriate arrangements in place to systematically review and enhance the learning environment offered to its students. SRUC recognises, given the nature of its provision, the need to offer practical working environments and remains committed to making ongoing investment in technology, learning spaces and staff development to ensure the student experience continues to keep pace with innovations in technology and advances in pedagogical practice. With teaching delivered across multiple campuses and through distance-learning, SRUC has recently invested in a collaborative learning space at its Barony campus which provides staff with the opportunity to develop their skills in the use of these new technologies to support learning, teaching and assessment. Academic teams endeavour to use real working environments where possible to enhance the student experience and students benefit from opportunities to learn in working farms, restaurants, laboratories, engineering workshops, campus gardens, livery and equestrian resources and animal care units."]
[800,"SRC_64","-","Learning_Resources","Study space","Scotland's Rural College","64 SRUC has appropriate arrangements in place to systematically review and enhance the learning environment offered to its students. SRUC recognises, given the nature of its provision, the need to offer practical working environments and remains committed to making ongoing investment in technology, learning spaces and staff development to ensure the student experience continues to keep pace with innovations in technology and advances in pedagogical practice. With teaching delivered across multiple campuses and through distance-learning, SRUC has recently invested in a collaborative learning space at its Barony campus which provides staff with the opportunity to develop their skills in the use of these new technologies to support learning, teaching and assessment. Academic teams endeavour to use real working environments where possible to enhance the student experience and students benefit from opportunities to learn in working farms, restaurants, laboratories, engineering workshops, campus gardens, livery and equestrian resources and animal care units."]
[801,"SRC_65","-","Learning_Resources","Library","Scotland's Rural College","65  The ELIR team heard from staff that, since the 2014 ELIR, SRUC had undertaken work to standardise library service opening hours, fines and lending periods across the institution and had integrated its e-journals and e-books into one system. All new students received information on the library service and its use during induction, information is available about referencing and the use of e-journals and students can request bespoke support sessions if required. Staff did report that some library locations are only supported by one staff member which, on occasion, presented challenges opening the library for students. Despite these developments, a number of the students who met the team suggested their experiences of the library service were variable and often disappointing. In particular, concerns were raised about the support available to them to ensure they had the necessary skills to make effective use of the service and gaining remote access. This was viewed as being especially problematic for students studying at a distance (paragraph 33). Postgraduate research students (PGR) also commented negatively on access to library provision both within SRUC and when accessing library provision within awarding institutions. Distance-learning students, who might be located geographically distant from any SRUC campus, believed there would be benefit in SRUC exploring whether it would be possible to partner with libraries at institutions who might be close to their home address, in order to support access to these institutions' services. The ELIR team therefore encourages SRUC to review and, where necessary, enhance the support and information available to students on how to use the library services offered and undertake work to increase student awareness of these support resources."]
[802,"SRC_65","-","Teaching_Learning","Distance learning","Scotland's Rural College","65  The ELIR team heard from staff that, since the 2014 ELIR, SRUC had undertaken work to standardise library service opening hours, fines and lending periods across the institution and had integrated its e-journals and e-books into one system. All new students received information on the library service and its use during induction, information is available about referencing and the use of e-journals and students can request bespoke support sessions if required. Staff did report that some library locations are only supported by one staff member which, on occasion, presented challenges opening the library for students. Despite these developments, a number of the students who met the team suggested their experiences of the library service were variable and often disappointing. In particular, concerns were raised about the support available to them to ensure they had the necessary skills to make effective use of the service and gaining remote access. This was viewed as being especially problematic for students studying at a distance (paragraph 33). Postgraduate research students (PGR) also commented negatively on access to library provision both within SRUC and when accessing library provision within awarding institutions. Distance-learning students, who might be located geographically distant from any SRUC campus, believed there would be benefit in SRUC exploring whether it would be possible to partner with libraries at institutions who might be close to their home address, in order to support access to these institutions' services. The ELIR team therefore encourages SRUC to review and, where necessary, enhance the support and information available to students on how to use the library services offered and undertake work to increase student awareness of these support resources."]
[803,"SRC_66","-","Learning_Resources","IT","Scotland's Rural College","66 Given the nature of SRUC's academic provision, video conferencing (VC) is used to facilitate cross-site teaching. The ELIR team learned that eight, out of a total of 275 year three and four modules, are fully delivered by VC. While few modules rely entirely on VC for delivery, the team also learned many modules have at least one instance during their delivery where VC will be used. Students reported that using VC can often be a problematic experience, with technical difficulties resulting in delayed or cancelled classes. Students also spoke of feeling academically disadvantaged in teaching and learning situations where they were remote users using a video conferencing link to join teaching sessions where other students in the cohort were physically present with the member of staff."]
[804,"SRC_67","-","Learning_Resources","IT","Scotland's Rural College","67 Distance-learning programmes at SRUC are delivered through the VLE, with the majority of these being postgraduate taught (paragraphs 4 and 31). In terms of support and development for staff delivering these programmes, SRUC employs a number of e-learning managers (four staff in three campus locations), offers some basic guidance for staff in the Education Manual (paragraph 106) and additional guidance in the virtual learning environment (VLE) regarding how to set up a module. Staff can also make use of the collaborative learning space at the Barony campus (paragraph 69). Despite this staff support, students who met the ELIR team expressed dissatisfaction with the quality of some of the VLE materials. SRUC recognised that, while they promote good practice in the use of the VLE, the experience of students remains variable and is committed to ensuring academic staff have the opportunity to enhance their online teaching and learning practice. The team therefore encourages SRUC to consider its current arrangements for coordinating and quality assuring the provision of e-learning in order to create an environment for sharing good practice and to identify and support improvement to the student learning and teaching experience."]
[805,"SRC_67","-","Teaching_Learning","Distance learning","Scotland's Rural College","67 Distance-learning programmes at SRUC are delivered through the VLE, with the majority of these being postgraduate taught (paragraphs 4 and 31). In terms of support and development for staff delivering these programmes, SRUC employs a number of e-learning managers (four staff in three campus locations), offers some basic guidance for staff in the Education Manual (paragraph 106) and additional guidance in the virtual learning environment (VLE) regarding how to set up a module. Staff can also make use of the collaborative learning space at the Barony campus (paragraph 69). Despite this staff support, students who met the ELIR team expressed dissatisfaction with the quality of some of the VLE materials. SRUC recognised that, while they promote good practice in the use of the VLE, the experience of students remains variable and is committed to ensuring academic staff have the opportunity to enhance their online teaching and learning practice. The team therefore encourages SRUC to consider its current arrangements for coordinating and quality assuring the provision of e-learning in order to create an environment for sharing good practice and to identify and support improvement to the student learning and teaching experience."]
[806,"SRC_68","-","Student_Support","Progression","Scotland's Rural College","68 SRUC has an effective approach to supporting students at each stage of their learner journey which is individually relevant and personalised. Students are particularly well-supported in their studies by academic staff and tutors who are accessible, while also having access to specialist support from the Learner Engagement Team when required."]
[807,"SRC_69","-","Student_Support","Welfare","Scotland's Rural College","69 Overall, SRUC is commended for prioritising awareness raising and its provision of student mental health support, linked to the development of its Healthy Learning and Wellbeing Strategy, which is successfully delivered through the implementation of a range of initiatives involving both staff and students.  "]
[808,"SRC_70","Commendation","Student_Support","Academic","Scotland's Rural College","70 SRUC has established effective mechanisms for identifying and supporting students' individual needs, enabling them to be successful in their student journey. In many cases, this allows students to achieve outcomes beyond their initial aspirations. This personalised approach to supporting students works well within the context of SRUC's multiple campuses and geographical spread."]
[809,"SRC_71","Recommendation","Student_Engagement","Feedback","Scotland's Rural College","71 There would be benefit in reviewing the current arrangements for analysing and responding to student views to ensure there is greater institutional oversight of responses with coordinated action being taken. This would enable SRUC to ensure changes are effectively communicated to students in a timely manner."]
[810,"SRC_72","Recommendation","Assessment","Feedback","Scotland's Rural College","72 SRUC are asked to conclude the work currently underway to ensure there is greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy."]
[811,"SRC_73","-","Teaching_Learning","Distance learning","Scotland's Rural College","73 There would be benefit in reviewing the needs and experience of students studying by distance-learning to ensure they are effectively supported. This review should include consideration of SRUC's pedagogical approach for distance-learning, setting of minimum expectations for online materials, student induction, IT support, library access, and the use of video conferencing."]
[812,"SRC_74","-","Student_Support","Progression","Scotland's Rural College","74 SRUC are asked to enhance the mechanisms through which professional careers advice is provided to all students."]
[813,"SRC_75","-","Postgraduate_Research","Support","Scotland's Rural College","75 SRUC should establish a clear policy that outlines the training to be completed by PGR students before undertaking teaching and/or assessment responsibilities.  "]
[814,"SRC_76","-","Enhancement","Strategy","Scotland's Rural College","76 SRUC's strategic approach to enhancing learning and teaching is emerging with notable leadership from key individuals and operational groups. An ongoing challenge for SRUC is to consider the balance of responsibilities and accountability between academic committees and operational structures to support informed debate and ensure clear leadership of its strategic approach on key academic matters related to the student experience. SRUC stated that its approach to the enhancement of learning and teaching is underpinned by four strategies: Portfolio Development, Portfolio Delivery, Learner Engagement and Learner Support. The Education Manual (EM) underpins the implementation of these four strategies (paragraph 106). At the time of preparing the Reflective Analysis (RA), SRUC stated that these four strategies were being reviewed and updated in line with the Quality Code for Higher Education 2013-18 (Quality Code), SRUC structural developments (paragraph 2) and sectoral changes."]
[815,"SRC_77","-","Enhancement","Strategy","Scotland's Rural College","77 SRUC's strategic vision for its academic activities is also set out in the Academic Strategy 2017, with some priority actions, for example, developing a strategic approach to addressing NSS outcomes, set out in the Academic Business Plan 2018-21. The SRUC academic governance and committee structure plays a key role in implementing strategy and the ELIR team learned during the visit that this structure had recently been revised to reflect the establishment of the new faculty structures (paragraph 2). The key committees and groups responsible for academic standards and the quality of the student experience are the: Academic Board; Learning and Teaching Committee; Research Committee; Programme Approvals and Academic Standards Committee; and Student Support and Engagement Committee."]
[816,"SRC_78","-","Enhancement","Strategy","Scotland's Rural College","78 During the review, the ELIR team explored with senior colleagues, staff and students, SRUC's plans to deliver its Strategic Plan 2018-2023, the transformation programme and plans to ensure the quality and academic standards of its provision remain secure. Staff and students who met the team confirmed they were being kept fully aware of changes and that there had been consultation and other opportunities to engage with strategic planning. Staff were appreciative of monthly briefings and consultations led by senior staff on all campuses and it was evident that they valued the clarity of this approach. The ELIR team's view is that during a period of considerable strategic change SRUC has paid particular attention to the need to engage staff at all stages of the process."]
[817,"SRC_79","-","Enhancement","Practice","Scotland's Rural College","79 As well as establishing new faculty and department structures as part of its current restructuring programme, the ELIR team heard from senior staff that SRUC was in the process of establishing a new Learning, Teaching and Enhancement Office to support the recently-appointed Head of Learning and Teaching. SRUC had also recently established and appointed to the post of Registrar, as part of its plans to establish a Registry. During the review visit, the team heard more about the role of the new Faculty Deans in managing change and driving strategic enhancements across the institution. The RA confirmed the Deans were working on developing a new regional structure for the faculties and departments. The team also heard that SRUC was working on proposals to develop departmental committee structures to support the maintenance of academic standards and to provide regular opportunities for academic and research staff to debate key matters linked to enhancing the student experience. These developments are part of SRUC's plans to reinforce and coordinate the strategic management of enhancement across the institution. The Deans direct onsite presence in, and engagement with, the campuses was positively commented on by staff. While recognising these developments were at an early stage, the team considered that these changes were positive."]
[818,"SRC_80","Recommendation","Enhancement","Practice","Scotland's Rural College","80 From consideration of the minutes of the key committees and operational groups, the ELIR team formed the view that significant strategic leadership for academic enhancement emanates from individual senior staff or from operational groups such as the Quality Assurance/Quality Enhancement Group (QA/QE Group), the Research Division Management Team and the Academic Leadership Team. By contrast, key committees such as Academic Board and the Learning and Teaching Committee appeared to assume the role of being in receipt of operational reports, with less emphasis placed on engaging in strategic academic dialogue or providing strategic leadership for enhancement. The ELIR team therefore recommends that SRUC uses the opportunity provided by recent changes to the governance and committee structure (paragraph 77) to review the balance of responsibilities and accountability between academic committees and operational structures. In doing so, SRUC should ensure there can be informed debate within its committee structure on key academic matters relating to learning and teaching and the wider student experience. "]
[819,"SRC_81","-","Enhancement","Practice","Scotland's Rural College","81 In line with sector expectations, SRUC operates a programme of Institutional-led Reviews (ILRs) across its academic provision which, while linked to revalidation and focusing on quality assurance matters, also includes elements of enhancement, including a clear requirement for identifying good practice and action planning (paragraphs 103 and 104). In response to a recommendation in the 2014 ELIR, SRUC has also, as part of its annual monitoring processes, introduced the use of academic dialogue meetings with each department's management team to discuss annual departmental monitoring reports (paragraph 105). The ELIR team considered that both the ILR and annual monitoring processes provide SRUC with useful opportunities to both embed existing institutional enhancement themes and to identify new enhancement priorities with direct links to appropriate action plans."]
[820,"SRC_81","-","Quality_Processes","Framework","Scotland's Rural College","81 In line with sector expectations, SRUC operates a programme of Institutional-led Reviews (ILRs) across its academic provision which, while linked to revalidation and focusing on quality assurance matters, also includes elements of enhancement, including a clear requirement for identifying good practice and action planning (paragraphs 103 and 104). In response to a recommendation in the 2014 ELIR, SRUC has also, as part of its annual monitoring processes, introduced the use of academic dialogue meetings with each department's management team to discuss annual departmental monitoring reports (paragraph 105). The ELIR team considered that both the ILR and annual monitoring processes provide SRUC with useful opportunities to both embed existing institutional enhancement themes and to identify new enhancement priorities with direct links to appropriate action plans."]
[821,"SRC_82","-","Enhancement","Practice","Scotland's Rural College","82 SRUC shared with the ELIR team that, with the relatively recent publication of its Education Manual (in 2018), its current focus was on ensuring these policies and procedures were appropriately embedded across the institution, and therefore a monitoring process was in place to ensure SRUC has evidence linked to the completion of and compliance with key quality processes. The team recognised that, within the policies and procedures contained within the Education Manual, SRUC have all the components required to support its goal of truly embedding an enhancement culture across the institution (paragraph 106)."]
[822,"SRC_83","-","Enhancement","Themes","Scotland's Rural College","83 SRUC is engaging appropriately with the national Enhancement Themes and has developed structures and projects to facilitate this. In line with sector practice, an institutional team has been established to coordinate SRUC's Theme-related activities and promote staff and student engagement across the institution. The institutional team is led by a senior member of staff and includes staff and student representation from across SRUC campuses, as well as staff with specific responsibilities for learner engagement, learner support and business intelligence. The institutional team reports to the Learning and Teaching Committee and the Academic Leadership Team (ALT) and, via the QA/QE Group, to departments, practitioners and students."]
[823,"SRC_84","-","Enhancement","Themes","Scotland's Rural College","84 SRUC has taken an approach to the current Enhancement Theme (Evidence for Enhancement: Supporting the Student Experience) that builds on work undertaken in the previous Theme (Student Transitions). Institutional activities continue to build on the integration of further and higher education across SRUC and also support the delivery of key areas of strategic development linked to the educational portfolio (paragraph 3). The RA stated that, during the current Enhancement Theme, SRUC aims to foster an ethos that demonstrates the importance of considering evidence for enhancement across the whole student experience by ensuring necessary evidence is available in a timely manner and is used to reflect on and identify good practice. A number of projects are outlined to deliver this within the SRUC's Enhancement Theme plans, including strengthening the annual monitoring and Institution-led Review processes through the use of learning analytics and investigating the current delivery of modern apprenticeships to inform development of technical/graduate apprenticeships. In addition, SRUC provides annual funding to support a small number of pedagogic projects linked to Themes activities, with the outputs from these shared widely through a number of internal fora, including institution-wide seminars, staff workshops and SRUC's annual Learning and Teaching Conference."]
[824,"SRC_84","-","Enhancement","Practice","Scotland's Rural College","84 SRUC has taken an approach to the current Enhancement Theme (Evidence for Enhancement: Supporting the Student Experience) that builds on work undertaken in the previous Theme (Student Transitions). Institutional activities continue to build on the integration of further and higher education across SRUC and also support the delivery of key areas of strategic development linked to the educational portfolio (paragraph 3). The RA stated that, during the current Enhancement Theme, SRUC aims to foster an ethos that demonstrates the importance of considering evidence for enhancement across the whole student experience by ensuring necessary evidence is available in a timely manner and is used to reflect on and identify good practice. A number of projects are outlined to deliver this within the SRUC's Enhancement Theme plans, including strengthening the annual monitoring and Institution-led Review processes through the use of learning analytics and investigating the current delivery of modern apprenticeships to inform development of technical/graduate apprenticeships. In addition, SRUC provides annual funding to support a small number of pedagogic projects linked to Themes activities, with the outputs from these shared widely through a number of internal fora, including institution-wide seminars, staff workshops and SRUC's annual Learning and Teaching Conference."]
[825,"SRC_85","-","Enhancement","Themes","Scotland's Rural College","85 There are implicit links between SRUC's Enhancement Themes work and other key institutional developments, specifically the further development of monitoring and review processes, a SRUC-wide business intelligence (BI) project, and the development of a digital strategy. The BI project, which is being led by the Head of Information Systems, will support SRUC to review and revise its business and data reporting to reflect the new faculty structure. This project will also provide the opportunity to enhance the functionality and quality of the reports produced by SRUC's systems. The RA acknowledged that this work is at an early stage. SRUC's expectation is that the output of these projects will further support the use of data in monitoring reports and annual dialogue meetings (paragraph 105). The ELIR team would encourage SRUC to maintain its focus on these projects and their wider linkages, and to further consider how they can evaluate the overall impact on enhancing the student learning experience."]
[826,"SRC_86","-","Enhancement","Staff development","Scotland's Rural College","86 The RA stated that SRUC believes being a tertiary institution, which incorporates a range of expertise from its research and consultancy activity across a broad range of subject disciplines, is a distinct strength in identifying and sharing good practice. The ELIR team noted a range of practice in place to support this view. SRUC has an effective and systematic approach for identifying and sharing good practice using a range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. Internal mechanisms for sharing good practice include: the annual Learning and Teaching Conference where staff can present on enhancement projects and innovations in teaching or student support; student feedback in surveys and module evaluations; Teacher Liaison Group and Programme Management Team meetings; and an electronic publication, the E-SIN, which allows staff to present high-level information about activities they have been undertaking and signposts staff to sources of further information. The ELIR team considered that the attendance levels reported by SRUC at its annual Learning and Teaching Conference were particularly impressive, with 148 colleagues attending in 2017 and 161 in 2018 (at the time of the current ELIR, SRUC's total academic staff with significant learning and teaching responsibilities was 193 head count). For a distributed institution the team believes these figures demonstrate significant commitment and effort on the part of SRUC and its staff."]
[827,"SRC_87","-","Enhancement","Staff development","Scotland's Rural College","87 The weekly pan-SRUC seminar series covers both research and teaching topics and is open to both staff and students. Outputs from both the Enhancement Theme-related projects and smaller pedagogic projects are also reported through these seminars (paragraph 84). SRUC acknowledges that, although these seminars are recorded, and any associated presentations placed on SRUC's web-based collaborative platform, staff engagement has been poor mainly because the timing of the seminars often overlaps with the teaching commitments of staff. SRUC is therefore encouraged to consider how the future delivery of the seminars can be developed to support greater staff engagement."]
[828,"SRC_88","-","Enhancement","Staff development","Scotland's Rural College","88 Academic Dialogue meetings, while considering the outcomes from annual monitoring processes at programme and departmental level, specifically ask colleagues to report on and highlight areas of potential good practice and develop Quality Enhancement Plans following these meetings. The ELIR team viewed these meetings as being an effective mechanism for identifying and exploring examples of good practice (paragraph 105). The six Department Quality Enhancement Coordinators (DQECS) also play an important role in promoting enhancement opportunities to colleagues and there was an expectation articulated by senior staff who met the ELIR team that the new faculty structures would also bring additional strategic focus to activities at cross-departmental level. In addition, industry engagement was cited by staff as an important element in enhancing their learning and teaching practice."]
[829,"SRC_89","-","Staff_Support","Policy","Scotland's Rural College","89 SRUC has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and scholarly practices, offering a range of formal and informal staff development opportunities. The RA stated that the engagement and support of staff across learning and teaching is a key focus for SRUC and is driven by a Staff Development Policy and associated procedures. The Staff Development Policy has been developed to ensure qualifications that impact the safe and successful delivery of teaching, for example, Lantra (the Sector Skills Council for Land-based and Environmental Industries) certificates of competency are a priority."]
[830,"SRC_90","-","Staff_Support","Professional development","Scotland's Rural College","90 The 2014 ELIR, encouraged SRUC to progress its plans to implement an institution-wide approach to staff induction and mentoring. The current ELIR team considered that positive progress had been made with the introduction and implementation of these processes. The RA noted an expectation that all staff should have a recognised teaching qualification and there are a number of routes available to staff for gaining a qualification appropriate to their SCQF level of delivery. Staff concentrating primarily on HE delivery are required to undertake a Postgraduate Certificate in Higher Education by distance-learning with either the University of the Highlands and Islands or the Robert Gordon University. Staff confirmed that this policy was being implemented and maintained."]
[831,"SRC_91","-","Staff_Support","Professional development","Scotland's Rural College","91 SRUC is also implementing a Professional Discussion of Learning and Teaching procedure which asks staff to select one of three mechanisms (Developmental Classroom Observation, Peer Support of Teaching and Learning Walks) to support the peer review of their learning and teaching practice. Staff who had engaged with this procedure were positive about the experience and the benefits to their professional development. SRUC recognised initial challenges in engaging HE-focused staff in particular to engage with this procedure. The ELIR team would encourage SRUC to continue with its plans for full implementation of the Professional Discussion of Learning and Teaching procedure across all teaching staff."]
[832,"SRC_92","-","Staff_Support","Professional development","Scotland's Rural College","92 In meetings with the ELIR team, staff confirmed that discussions around their professional development needs and aspirations took place with their line managers as part of SRUC's annual Performance Management process. SRUC offers a range of internal continuing professional development (CPD) opportunities for staff related to quality matters and business and student support. Membership of Landex (Land Based Colleges Aspiring to Excellence is a subscriber organisation for UK land-based FE and HE providers) and other external agencies also provides staff with access to a range of CPD opportunities relevant to the land-based sector. Throughout the review visit, the team was able to discuss a range of specific enhancement activities that staff were actively involved with, and in many cases leading, often in relation to the curriculum or student support areas for which they were responsible. The team was also informed about a number of instances of staff presenting at sectoral events, and in one case participating in curriculum-related ERASMUS exchange activity."]
[833,"SRC_93","-","Staff_Support","Professional development","Scotland's Rural College","93 The majority of staff the ELIR team met exhibited an enthusiasm and appetite for engaging in enhancement work. Staff spoke about being encouraged and supported by SRUC to engage in enhancement-related activity and believed the institution was committed to their professional development. While time for these activities is included in their personal development plans, many colleagues indicated that competing workload demands impacted on their ability to fit development and enhancement activity around other work. These concerns by staff were recognised in the RA which indicated that discussions on time-remission, including study leave, should take place at Performance Management Review meetings and link to a centrally-managed staff development budget. During the review visit, the newly-appointed Head of Learning and Teaching indicated that work was planned to explore supporting staff development needs, including student support areas, with the Heads of Department and DQECs. The team would encourage SRUC to explore and maximise the opportunities presented by the establishment of its new faculty and departmental structures, and the evolving departmental Quality Enhancement Planning process (paragraph 105), to build further opportunities for staff to engage in enhancement activities."]
[834,"SRC_94","-","Staff_Support","Professional development","Scotland's Rural College","94 SRUC believe the faculty and departmental restructuring currently underway will allow it to bring further strategic alignment to the use of resource to support staff professional development in line with its overall Strategic Plan. As part of this, and in relation to the institution's strategic ambition to strengthen research-teaching and consultancy-teaching links, the ELIR team learned that SRUC plans to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In order to support this, SRUC should establish a clear policy which outlines the minimum training to be completed by all staff new to teaching or returning after a gap, before undertaking teaching and/or assessment responsibilities (paragraphs 2, 63 and 98)."]
[{"$f":"IF(B837<>\"\",ROW(A837)-2,\"\")","v":835},"SRC_95","-","Enhancement","Strategy","Scotland's Rural College","95 SRUC has an effective approach to enhancing teaching and learning and the wider student experience managed through its Academic Strategy and supporting strategies. SRUC is engaging appropriately with the national Enhancement Themes and had developed structures and projects to support this, which also help deliver key aspects of its Academic Strategy."]
[836,"SRC_96","Commendation","Enhancement","Practice","Scotland's Rural College","96 At the time of the ELIR, SRUC was implementing a transformation programme involving significant restructuring and organisational change. SRUC has paid particular attention to engaging staff at all stages of the process and has been particularly successful in employing an extensive range of communication measures including monthly briefings and consultations led by senior staff on all campuses. It was evidence that staff valued the clarity that this approach provided.  "]
[837,"SRC_97","-","Enhancement","Practice","Scotland's Rural College","97 SRUC is asked to use the opportunity provided by recent changes to the governance and committee structure to review the balance of responsibilities and accountability between academic committees and operational structures. In doing so, this will ensure there can be informed debate on key academic matters relating to learning and teaching and the wider student experience.  "]
[838,"SRC_98","Commendation","Staff_Support","Professional development","Scotland's Rural College","98 It is evident that SRUC recognises the importance of providing development opportunities for all academic staff as identified in the Performance Management Process. In addition, SRUC actively supports academic staff to engage with a range of external and internal development opportunities including the well-attended annual learning and teaching conference and other formal study, pedagogic research and conference opportunities. SRUC has expressed the intention to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In view of this, SRUC should establish a clear policy which outlines the training to be completed by all staff new to teaching before undertaking teaching and/or assessment responsibilities."]
[839,"SRC_98","Recommendation","Staff_Support","Training","Scotland's Rural College","98 It is evident that SRUC recognises the importance of providing development opportunities for all academic staff as identified in the Performance Management Process. In addition, SRUC actively supports academic staff to engage with a range of external and internal development opportunities including the well-attended annual learning and teaching conference and other formal study, pedagogic research and conference opportunities. SRUC has expressed the intention to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In view of this, SRUC should establish a clear policy which outlines the training to be completed by all staff new to teaching before undertaking teaching and/or assessment responsibilities."]
[840,"SRC_99","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","99 SRUC does not currently have its own degree awarding powers. The University of Edinburgh and University of Glasgow have ultimate responsibility for securing and maintaining the academic standards of each degree programme delivered in their name by SRUC. For undergraduate and taught postgraduate degrees, the responsibilities of SRUC and the relevant awarding institution are clearly defined in detailed Memoranda of Agreement (MoA), originally signed with the former Scottish Agriculture College (paragraph 2). The MoAs stipulate that the overall quality arrangements for SRUC programmes should reflect those of the awarding body in relation to programme validation, assessment, external examining and programme monitoring. The two awarding institutions have devolved considerable authority to SRUC for the monitoring and management of academic standards. For SRUC's HNC and HND provision, the overall responsibility for the academic standards of these awards lies with the Scottish Qualifications Authority (SQA)."]
[841,"SRC_100","-","Quality_Processes","Programme Approval","Scotland's Rural College","100 Procedures used for programme design and validation are comprehensively set out in the SRUC Education Manual (EM). Validation processes are centred upon stakeholder consultation, including students, employers, professional bodies, and external academics, helping to ensure appropriate content, academic level and quality of learning opportunities. These processes are further informed by market intelligence information and professional, statutory and regulatory body (PSRB) requirements and/or occupational standards as necessary. Following each validation event, the outcomes are reported to SRUC's Learning and Teaching Committee, via the Programme Approval and Review Committee, before submission to the awarding institution for approval."]
[842,"SRC_100","-","Quality_Processes","Programme Approval","Scotland's Rural College","100 Procedures used for programme design and validation are comprehensively set out in the SRUC Education Manual (EM). Validation processes are centred upon stakeholder consultation, including students, employers, professional bodies, and external academics, helping to ensure appropriate content, academic level and quality of learning opportunities. These processes are further informed by market intelligence information and professional, statutory and regulatory body (PSRB) requirements and/or occupational standards as necessary. Following each validation event, the outcomes are reported to SRUC's Learning and Teaching Committee, via the Programme Approval and Review Committee, before submission to the awarding institution for approval."]
[843,"SRC_101","-","Quality_Processes","Framework","Scotland's Rural College","101 Programmes are typically validated on a six-yearly cycle, with the revalidation process based upon a similar level of stakeholder engagement as the initial validation. SRUC considers its relationships with the awarding institutions allow it to have a high-degree of autonomy in terms of curriculum development, secured by: full documentation relating to programme specification, module descriptors, learning outcomes and assessment criteria being in place for each degree; the composition of validating panels; external examiner arrangements, with externals engaged, inducted and supported by SRUC, but approved by and reporting in parallel to the awarding institution; SRUC's degree procedures reflecting University of Glasgow regulations as published within their Academic Calendar (including the code of assessment), these are applied to all of SRUC's degree provision regardless of the awarding institution."]
[844,"SRC_102","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","102 For University of Edinburgh awards, SRUC is required to present a report on its programmes to the annual meeting of the University/SRUC Joint Accreditation Committee and for University of Glasgow awards, the University/SRUC Joint Liaison Committee. These reports and a commentary are included within the annual quality and standards reports received by the relevant University Senate. Thus, the awarding institutions exercise their awarding body responsibilities primarily through the programme validation process, the approval and reporting arrangements of external examiners, and also assessment moderation arrangements."]
[845,"SRC_103","-","Quality_Processes","Internal Review","Scotland's Rural College","103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."]
[846,"SRC_103","-","Student_Engagement","Quality processes","Scotland's Rural College","103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."]
[847,"SRC_103","-","Postgraduate_Research","Support","Scotland's Rural College","103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."]
[848,"SRC_104","-","Quality_Processes","Internal Review","Scotland's Rural College","104 The ELIR team considered the ILR process to be robust and the outcome reports generated from each ILR indicate the process is effective. The outcomes from each ILR are reported to SRUC's Learning and Teaching Committee, with this information also shared with the awarding institutions - Scottish Funding Council (SFC) and QAA Scotland (QAAS)."]
[849,"SRC_105","-","Quality_Processes","Annual Monitoring","Scotland's Rural College","105 The ELIR team considered the annual monitoring process undertaken at programme and departmental-level to be effective, robust, well-documented and implemented across SRUC. Annual Programme Monitoring is led by each Programme Management Team and provides an evidence-based evaluation report of the academic standards and quality of the learning experience for a programme, along with a Quality Enhancement Plan. Each DQEC uses the completed reports to inform the Departmental Quality Enhancement Report, which supports the creation of a Departmental Quality Enhancement Plan. The Departmental Quality Enhancement Reports and Plans are submitted to the Academic Development Team and also received by SRUC's Learning and Teaching Committee to ensure that actions intended to enhance provision and plans to disseminate good practice are appropriate. One of the key parts of the annual monitoring processes is the Annual Dialogue meetings held with each department's management team. These meetings support a two-way dialogue about key priorities from each departmental annual report and identify examples of good practice (paragraph 88). Ultimately, this monitoring process underpins and informs the development of the annual Institutional Evaluative Report and Enhancement Plan for submission to key external stakeholders including SFC, QAA and Education Scotland."]
[850,"SRC_106","-","Quality_Processes","Framework","Scotland's Rural College","106 SRUC had recently completed the development of its Education Manual (EM), which comprehensively sets out its regulatory and operational frameworks for academic provision and is available to staff and students. The EM is supplemented by a series of Standard Operating Procedures (SOPs) for use by staff. The formal launch of the EM in 2017-18 was supported by a series of workshops across SRUC campuses, the creation of a Quality Calendar, and the establishment of a designated email address to support staff with specific queries related to the EM and supporting documents. Given the relatively recent adoption of the EM, SRUC confirmed that a process was currently in place to actively monitor the extent to which key procedures were being followed across the different SRUC campuses (paragraph 82). The ELIR team learned that SRUC plans to review the EM to support the development of the new faculty and departmental structures associated with its transformation programme and allow mapping against the Quality Code. The team would encourage SRUC to proceed with these plans."]
[851,"SRC_107","-","Quality_Processes","Framework","Scotland's Rural College","107 Six Departmental Quality Enhancement Coordinators (DQECs) also provide support to staff who may be unfamiliar with the quality policy and procedures in the EM. The ELIR team learned the DQECs make significant efforts to schedule regular meetings (either face-to-face or via video conferencing) where they come together to discuss and consider    cross-institutional quality assurance and enhancement matters. The DQECs who the team met, spoke confidently about the extent to which the quality assurance aspect of their role strengthened the quality enhancement activities of SRUC (paragraph 80)."]
[852,"SRC_108","-","Quality_Processes","Framework","Scotland's Rural College","108 The ELIR team explored the role of the QA/QE Group with SRUC and learned that this Group sits outside SRUC's formal committee structures. As a working group, it is tasked with developing policies and procedures to enhance quality assurance and quality enhancement. Overall, the team considered that, even with its somewhat informal status, the QA/QE Group is functioning effectively and contributes to supporting quality enhancement activities across SRUC."]
[853,"SRC_109","-","Assessment","Practice","Scotland's Rural College","109 SRUC's assessment policy, implemented in 2015, applies to all students irrespective of mode of delivery. The RA indicated that the implementation of policies and procedures relating to assessment has been a focus for SRUC in order to achieve a more consistent approach across programmes and campuses. Since the 2014 ELIR, SRUC has also taken steps to better define how graduate attributes align with module assessment through a revised module descriptor template, although some older module descriptors reviewed by the ELIR team still lacked this level of detail. The team would encourage SRUC to continue to use the opportunities provided by programme revalidation to update all of its module descriptors to ensure they meet its expectations in terms of defining graduate attributes."]
[854,"SRC_110","-","Assessment","Moderation","Scotland's Rural College","110 All assessment is subject to internal moderation prior to issuing to students, with external moderation also used for module provision at SCQF Levels 9, 10 and 11. The ELIR team understood that all assessed student work is subject to second-marking and external verification by either the SQA for HN provision or an external examiner for undergraduate and postgraduate modules. SRUC operates a two-tier Board of Examiners system, with tier 1 boards considering module results and tier 2 boards considering the progression and achievement of students. Overall, the team considered that SRUC's procedures for assuring the quality of assessments were appropriate and operating effectively (paragraphs 45 and 46)."]
[855,"SRC_111","-","Quality_Processes","Externality","Scotland's Rural College","111 SRUC makes good use of a range of external reference points to set and maintain its academic standards including the Scottish Curriculum and Quality Framework (SCQF), Education Scotland's 'How Good is our College' quality framework, the Scottish Qualifications Authority (SQA), Quality Code for Higher Education (Quality Code), and the requirements of relevant professional, statutory and regulatory bodies (PSRBs). SRUC also works within the requirements of the MoAs of its awarding institutions in delivering its HE provision (paragraph 99). For postgraduate research (PGR) students, SRUC works closely with the awarding institutions to confirm that academic standards remain appropriate (paragraph 55-63)."]
[856,"SRC_112","-","Quality_Processes","Externality","Scotland's Rural College","112 As a specialist land-based provider, SRUC also places value on the annual peer review process undertaken by Landex (Land Based Colleges Aspiring to Excellence) (paragraph 92). The ELIR team noted that SRUC uses this review process primarily to obtain 'critical friend' feedback on identified priorities and planned activities, including its preparations for ELIR."]
[857,"SRC_113","-","Quality_Processes","External examining","Scotland's Rural College","113 SRUC also places great value on the feedback from its external examiners in ensuring the maintenance of its academic standards, with their roles and responsibilities clearly defined within the Education Manual. External examiners for all undergraduate and taught postgraduate programmes are nominated by SRUC and approved by the awarding institution. External examiners are required to submit an annual report to both SRUC and the awarding institution which reflects upon the academic standards and quality of the learning experience. SRUC maintains an oversight of the external examiners' feedback through its Learning and Teaching Committee, allowing it to monitor good practice and identify any cross-institutional issues that require attention. External examiner feedback is also summarised in the overview reports submitted to the awarding institutions and discussed during the joint annual meetings (paragraph 102)."]
[858,"SRC_114","-","Enhancement","Strategy","Scotland's Rural College","114 The 2014 ELIR identified eight areas for development and the current ELIR team agreed with SRUC that good progress had been made in the majority of areas. With regard to enhancing institutional oversight and academic leadership, SRUC has reviewed its academic governance arrangements, while also ensuring that the new committee structure is in line with the Higher Education Governance (Scotland) Act 2016."]
[859,"SRC_115","-","Quality_Processes","Framework","Scotland's Rural College","115 SRUC was asked to prioritise the specification of quality assurance processes and the completion of its Education Manual (EM). It is regrettable that there was such a lengthy delay in addressing this outcome; nonetheless, the current ELIR team considered the EM produced was comprehensive, with a clear plan to support its dissemination and further support being provided to staff across SRUC's campuses by the DQECs (paragraphs 88 and 107). SRUC's revised governance arrangements (paragraphs 77, 80, 97 and 114), the completed EM (paragraph 106) and the establishment of Academic Dialogue meetings (paragraphs 105) have allowed it to address the priority action from the 2014 ELIR effectively. The action asked SRUC to ensure academic dialogue and critical reflection was taking place systematically and regularly at programme, department and institutional-level."]
[860,"SRC_116","-","Assessment","Practice","Scotland's Rural College","116 The current ELIR team considered that SRUC has improved consistency with its assessment documentation, revised its module documentation and developed guidance for staff. The team noted that SRUC was continuing with its work to ensure that staff adhered to the assessment and feedback expectations as defined within the EM (paragraphs 109 and 110). The implementation of the EM, a broadening of the Institution-led Review (ILR) process to consider student services and the postgraduate research (PGR) student experience, and new procedures for managing staff induction and staff development, have all supported SRUC to progress work to harmonise programme delivery over multiple campuses and establish its approach to curriculum design."]
[861,"SRC_117","-","Postgraduate_Research","Support","Scotland's Rural College","117 SRUC has ensured that formal agreements are in place for all postgraduate research students (paragraphs 3 and 55) and for its current collaborative taught provision with the Royal Botanical Gardens, Edinburgh; the Botanical Gardens, Glasgow; and the Organic Research Centre (paragraph 3 and 128)."]
[862,"SRC_117","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","117 SRUC has ensured that formal agreements are in place for all postgraduate research students (paragraphs 3 and 55) and for its current collaborative taught provision with the Royal Botanical Gardens, Edinburgh; the Botanical Gardens, Glasgow; and the Organic Research Centre (paragraph 3 and 128)."]
[863,"SRC_118","-","Quality_Processes","Use of data","Scotland's Rural College","118 With respect to the final two recommendations from the 2014 ELIR, the current ELIR team agreed that SRUC demonstrated useful progress. In relation to the management of information, including the development of more accurate and timely data, a Business Intelligence Group has been established and further work is planned to enhance accessibility of data for staff to support enhancement activities (paragraph 85). Finally, in relation to the mapping of the Quality Code, the team noted that this work was not completed until 2018. After exploring this issue with SRUC colleagues, the team learned that this was linked to the delays associated with the production of the Education Manual (paragraph 106)."]
[864,"SRC_119","-","Quality_Processes","Use of data","Scotland's Rural College","119 The 2014 ELIR asked SRUC to improve its data quality in order to support enhanced decision-making within the institution. SRUC acknowledged that progress in developing the reporting and use of data had been slower than they would have wished, partly due to discussions over an extended time period on its future status (paragraph 3). However, the RA clearly demonstrated that work has progressed in this area through the creation of a Business Intelligence Group to improve the provision of data, including Key Performance Indicators (KPIs)."]
[865,"SRC_120","-","Quality_Processes","Use of data","Scotland's Rural College","120 SRUC's annual monitoring arrangements use a range of KPIs to support the programme evaluation process. However, the ELIR team's view is that, typically, the data used is at a relatively high level with particular focus on student recruitment and progression figures. Consequently, the team considered that the potential exists for the current programme evaluation to mask issues that would be identified if a greater level of granularity existed within the available dataset. For example, programme teams tend to report student achievement and retention data at the individual programme level, but with little or no reference to student characteristics such as gender or age and without comparison to either overall SRUC performance indicators or other programme areas. The team believed there would be benefit to SRUC in extending its use of performance benchmarks, in order to enhance the evaluative nature of the annual monitoring process. The team also noted that the extent of formal student feedback included with the annual monitoring process was often limited, with SRUC's internal End of Year survey typically attracting a very modest student response rate (around 10%) (paragraphs 21). SRUC is currently working to improve student response rates to the range of surveys it employs, and the team would encourage SRUC to continue with its plans in this area so this data can play a more meaningful part in the programme evaluation processes (paragraph 123)."]
[866,"SRC_121","-","Quality_Processes","Use of data","Scotland's Rural College","121 The ELIR team learned that SRUC is actively seeking to improve the results and feedback obtained from the National Student Survey (NSS) (paragraph 21). While accepting that consideration of the NSS results had recently become a priority of the Academic Leadership Team (paragraphs 21 and 22), the team noted that there was limited evidence of the NSS results being evaluated or strategies for responding to the results being actively considered by the institutional committees, such as the Academic Board and Student Support and Engagement Committee (SSEC). The team considered there would be benefit to SRUC reflecting on how its NSS data could be used more effectively outside the individual departments to determine an appropriate cross-institutional strategy for progressing themes and any concerns that emerge. Linked to this, SRUC could consider reviewing the timing of the SSEC meetings so they align more closely with the release of NSS results."]
[867,"SRC_122","-","Quality_Processes","Use of data","Scotland's Rural College","122 The data available to SRUC in relation to its postgraduate research (PGR) students is relatively limited, with no mechanisms in place to ensure SRUC receives comprehensive and automatic data updates from its awarding institutions (paragraph 60). The ELIR team would encourage SRUC to explore the opportunities for greater data sharing with the awarding institutions, given this would enable enhanced monitoring to take place (paragraph 126)."]
[868,"SRC_122","-","Postgraduate_Research","Monitoring","Scotland's Rural College","122 The data available to SRUC in relation to its postgraduate research (PGR) students is relatively limited, with no mechanisms in place to ensure SRUC receives comprehensive and automatic data updates from its awarding institutions (paragraph 60). The ELIR team would encourage SRUC to explore the opportunities for greater data sharing with the awarding institutions, given this would enable enhanced monitoring to take place (paragraph 126)."]
[869,"SRC_123","Recommendation","Quality_Processes","Use of data","Scotland's Rural College","123 SRUC acknowledged that further work remains to be carried out to improve its data sets and is committed to improving the accessibility and timeliness of data for key committees, departments and programme teams. Recognising the progress made in improving business information, SRUC is asked to continue to enhance the range of data sets produced, analysed and reported on, ensuring this evidence informs monitoring and decision-making on all aspects of academic quality including enhancing the student experience. The ELIR team would encourage SRUC to maintain a focus on the equivalence of student and staff experience across its campuses and programmes, and its ability to monitor progress towards defined performance targets across its distributed operation. While recognising that its activities span FE and HE, SRUC should ensure it benchmarks its performance against other higher education institutions wherever appropriate."]
[870,"SRC_124","-","Quality_Processes","Framework","Scotland's Rural College","124 SRUC has appropriate arrangements in place for securing academic standards, making appropriate use of key external reference points, and meeting the requirements of its current awarding partners. The University of Edinburgh and University of Glasgow have ultimate responsibility for securing and maintaining the academic standards of each degree programme delivered in their name by SRUC. The Education Manual comprehensively sets out SRUC's regulatory and operational frameworks for academic provision. Annual monitoring is effective, robust and well-documented."]
[871,"SRC_125","-","Quality_Processes","Use of data","Scotland's Rural College","125 SRUC has made useful progress since the 2014 ELIR in developing its ability to improve the quality and accessibility of its data. However, limitations remain around the accessibility and quality of some data sets used to support SRUC's evaluative activities. With regard to NSS data, as well as working on improving student response rates, SRUC is encouraged to consider how this data could be used more effectively outside the individual departments to determine an appropriate cross-institutional strategy for progressing themes and concerns that emerge."]
[872,"SRC_126","-","Quality_Processes","Use of data","Scotland's Rural College","126 Recognising the progress made in improving business information, SRUC are asked to continue to enhance the range of data sets produced, analysed and reported on, ensuring this evidence informs monitoring and decision-making on all aspects of academic quality including enhancing the student experience. There would be considerable value in SRUC working with its awarding institutions to ensure the institution has access to management data, particularly that related to its postgraduate research students."]
[873,"SRC_127","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","127 The RA outlined the ongoing importance of collaborations and partnerships to all levels of SRUC's current and future activities. This commitment is further emphasised in the Academic Strategy 2017 and the Academic Business Plan 2018-21. A number of illustrative examples were described in the RA which underlines the extent and diversity of these collaborations and partnerships, how they support and work across research, further and higher education interests and how they directly and indirectly enhance the student experience. While these relationships are all positive, they were not a central focus of the ELIR, representing mainly a range of research, schools' engagement or placement partnerships."]
[874,"SRC_128","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","128 SRUC has three collaborative partnerships which relate to its higher education provision. These are with the Royal Botanic Gardens, Edinburgh (RBGE); the Botanic Gardens, Glasgow (BGG); and the Organic Research Centre, Newbury (ORC). In the case of the Botanic Gardens, Glasgow the awards are taught by SRUC staff, who use the Botanic Garden facilities to support the delivery and therefore, this collaborative partnership was not a focus for the review. "]
[875,"SRC_129","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","129  SRUC's key collaborative activity is with the Royal Botanic Gardens, Edinburgh (RBGE). This involves the joint delivery of HND and BSc programmes in Horticulture with Plantsmanship, with the degree being awarded by the University of Glasgow. The relationship was established in 1995 and a Memorandum of Agreement (MoA) is in place, which has been updated for the period April 2014 to March 2019. The 2014 ELIR noted a delay in renewing the previous MoA (which ran to June 2013). The 2014 ELIR report also indicated that the reports of the annual meetings taking place between SRUC and RBGE in this period provided limited evidence of genuine reflection or evaluation of the partnership. The current team noted improvements in the effectiveness of the meetings between SRUC and RBGE, with the meeting reports indicating feedback was reflected on and action taken to improve the student experience."]
[876,"SRC_130","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","130 The RA confirmed SRUC remains committed to its collaboration with RBGE. The MoA requires RBGE staff to deliver and assess modules in accordance with the policies and procedures of SRUC and the University of Glasgow. Management of the programme is the responsibility of the SRUC programme leader. RBGE provides specialist facilities and staff expertise, with their staff delivering approximately half of the programme. The RA stated that this specialist input is of particular value to students in the later stages of the programme and in supporting them with their honours' projects."]
[877,"SRC_131","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","131 At the time of the current ELIR, negotiations had commenced with RBGE to extend the current MoA, due to end in March 2019. During the visit, SRUC shared a renewed MoA, appropriate to the purposes of the collaboration, which had been signed by both organisations to extend the collaboration to March 2024. The team was able to confirm this revised agreement clearly defines the roles and responsibilities of both RBGE and SRUC. "]
[878,"SRC_132","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","132 The RA stated that an annual dialogue takes place between SRUC and RBGE to review the performance of the programmes, the partnership agreement and funding, and ensure that the RBGE delivers their responsibilities in accordance with SRUC (and therefore University of Glasgow) policies and procedures. These annual programme meetings inform the overarching programme and departmental annual monitoring reports for horticulture. Based on a sample of annual reports, the ELIR team considered it was clear that the provision delivered at RBGE was being appropriately reviewed by the programme team and appropriate actions were being taken in response to any issues identified. During the ELIR, SRUC confirmed that, following recent changes in personnel in both organisations, the relevant faculty and departmental leads are working closely with RBGE to ensure a close and ongoing working partnership is maintained."]
[879,"SRC_133","-","Collaborative_Partnerships","Staff support","Scotland's Rural College","133 Although a requirement for professional development of RBGE staff is not captured in the new MoA, SRUC confirmed three members of staff at RBGE were now being supported to complete the PDA in Teaching Practice in Scotland's Colleges."]
[880,"SRC_134","-","Collaborative_Partnerships","Student experience","Scotland's Rural College","134 The ELIR team also noted SRUC's ongoing relationship with the Organic Research Centre (ORC), which provides specialist input to the MSc Organic Farming programme, delivered by distance-learning. Again, the responsibilities of SRUC and the Organic Research Centre are captured within a formal MoA, set up along similar lines to the arrangements with RBGE. Input from ORC is captured within annual programme monitoring and a member of ORC staff is an associate member of the programme team. The ELIR team met a small group of students studying on this programme, who indicated that they valued the unique and specialist nature of the award, and the benefit of being able to study at a distance."]
[881,"SRC_134","-","Teaching_Learning","Distance learning","Scotland's Rural College","134 The ELIR team also noted SRUC's ongoing relationship with the Organic Research Centre (ORC), which provides specialist input to the MSc Organic Farming programme, delivered by distance-learning. Again, the responsibilities of SRUC and the Organic Research Centre are captured within a formal MoA, set up along similar lines to the arrangements with RBGE. Input from ORC is captured within annual programme monitoring and a member of ORC staff is an associate member of the programme team. The ELIR team met a small group of students studying on this programme, who indicated that they valued the unique and specialist nature of the award, and the benefit of being able to study at a distance."]
[882,"SRC_135","-","Collaborative_Partnerships","Oversight","Scotland's Rural College","135 SRUC has an effective approach to managing its collaborative activity. "]
[883,"ABD_2","-","Governance","Strategy","University of Aberdeen","2 The University’s Vision is ‘Transforming the world with greater knowledge and learning’ and it defines itself as a ‘distinctively Scottish’ university, with ‘reach, impact, and aspirations that are global’. The University describes its ethos as embracing student choice, research-enriched teaching and individual responsibility."]
[884,"ABD_3","-","Governance","Strategy","University of Aberdeen","3 The University’s Strategic Plan runs from 2015 to 2020 and has three core themes: providing an environment and a culture which enriches the lives of students, alumni and staff, enabling them to realise their potential; providing an outstanding educational environment; and demonstrating excellence in research and innovation. These themes are underpinned by nine strategic goals, progress against which is monitored by the University Senior Management Team (SMT) through quarterly scrutiny. The primary focus for the delivery of the Strategic Plan is the strategic and operational plans of the University’s 12 constituent academic schools. Each school plan covers a five-year period, is updated annually and includes the strategy for enhancing the student learning experience (paragraph 84).  "]
[885,"ABD_4","-","Governance","Structure","University of Aberdeen","4 The current Principal assumed their role in August 2018 and, following this appointment, the University’s senior management was re-structured. The Principal is now supported by a Senior Vice-Principal, four vice-principals, the University Secretary, and the Directors of Finance and People. The 12 heads of school report to the Senior Vice-Principal, while the nine directors of professional services report to the University Secretary. The Vice-Principal for Education works closely with the deans for undergraduate teaching, postgraduate teaching, the Dean of the Postgraduate Research School (PGRS), and the Dean of Quality Enhancement and Quality Assurance, who support the schools in their activities to enhance learning and teaching. At the time of the ELIR, the University was considering re-defining the roles of the deans for undergraduate and postgraduate teaching to align them more closely with the University’s enhancement priorities, a development that the ELIR team would encourage."]
[886,"ABD_5","-","Governance","Structure","University of Aberdeen","5 During the 2013 ELIR, the University’s academic structure comprised three colleges, each with several constituent schools. In 2015-16, the University moved to a school-based planning and budgetary model and, following a transitional phase, the role of colleges ceased from 2017-18. There are now 12 academic schools, each encompassing a broad range of cognate disciplines, plus a Postgraduate Research School (PGRS), launched in 2016-17, which has oversight of postgraduate research provision. Schools have significant autonomy to develop their own practices within overarching strategy and policies agreed at University level (paragraphs 90 and 91)."]
[887,"ABD_6","-","Demographics","Numbers","University of Aberdeen","6 Based on 2017-18 figures, the University has a population of 13,237 full-time equivalent (FTE) students, of whom 10,214 are undergraduate, 2,018 are postgraduate taught (PGT) and 1,005 are postgraduate research (PGR). Of these, 9,569 FTE students are categorised as Home/EU, including 2,928 non-UK EU; 1,505 categorised as Rest-of-UK; and 2,163 as overseas students. Five per cent of the current student population are studying part-time, and four per cent are classified as distance learners. One hundred and thirty-two FTEs are studying at the University’s campus in Doha, and a further 332 students are studying with the University’s collaborative partners. Thirty-six per cent of the overall student population comes from outside the UK."]
[888,"ABD_6","-","Demographics","International","University of Aberdeen","6 Based on 2017-18 figures, the University has a population of 13,237 full-time equivalent (FTE) students, of whom 10,214 are undergraduate, 2,018 are postgraduate taught (PGT) and 1,005 are postgraduate research (PGR). Of these, 9,569 FTE students are categorised as Home/EU, including 2,928 non-UK EU; 1,505 categorised as Rest-of-UK; and 2,163 as overseas students. Five per cent of the current student population are studying part-time, and four per cent are classified as distance learners. One hundred and thirty-two FTEs are studying at the University’s campus in Doha, and a further 332 students are studying with the University’s collaborative partners. Thirty-six per cent of the overall student population comes from outside the UK."]
[889,"ABD_7","-","Demographics","Trends","University of Aberdeen","7 The University has increased its undergraduate population by seven per cent since 2014-15, thus exceeding its target of a three per cent increase over the lifetime of the current Strategic Plan. The PGT and PGR populations have increased by 12 per cent and eight per cent respectively over the same period. The University has what it describes as an ‘ambitious’ target to double its PGT population by 2020, anticipating this growth will come primarily from overseas markets and through the expansion of online provision. Since the launch of the Strategic Plan in 2015, the University’s cohort of overseas students at all levels of study has increased by 33 per cent."]
[890,"ABD_8","-","Enhancement","Strategy","University of Aberdeen","8 Following a strategic decision in 2016 to grow its online student population through developing a range of new provision, the University launched 13 new online PGT degree programmes in 2017-18, together with over 50 standalone short courses, attracting an additional 27 per cent of online learners."]
[891,"ABD_9","-","Demographics","Widening participation","University of Aberdeen","9 The University’s aim, set out in its Outcome Agreement with the Scottish Funding Council (SFC), is to increase the proportion of Scottish-domiciled undergraduate students from the 20 per cent and 40 per cent most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD), by one percentage point each year to 2020. Since the 2013 ELIR, the numbers of these entrants have increased by 37 per cent and 24 per cent respectively."]
[892,"ABD_10","-","Equality_Diversity","Policy","University of Aberdeen","10 The University offers a number of disciplines that do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25. The University has agreed a Gender Action Plan with the goal of achieving a better balance in these disciplines (paragraph 31)."]
[893,"ABD_11","-","Student_Support","Progression","University of Aberdeen","11 The University’s overall undergraduate student non-continuation rate has improved significantly since the 2013 ELIR, falling to 4.3 per cent in 2016-17, the lowest figure for 11 years. The University’s figures also show a year-on-year reduction in the numbers of students failing to continue to a second year of study, to a low of 7.7 per cent. The University recognises that currently it does not have comparably robust retention data for PGT students because of the variety of modes of study and potential exit points available, but confirmed that work to address this was under way."]
[894,"ABD_12","-","Demographics","Numbers","University of Aberdeen","12 The University is effective in planning and managing its student population. It analyses the composition and key trends in the population against a variety of criteria and makes extensive use of this data in developing student-related strategies and policies. This effective use of data is reflected in the University’s identification of the changing characteristics of its student population as the key element of the institutional context informing this ELIR."]
[895,"ABD_13","-","ELIR_Approach","Operation","University of Aberdeen","13 Preparations for ELIR were led by a steering group chaired by the VP Education, which comprised senior staff responsible for learning and teaching, and the Aberdeen University Students’ Association (AUSA) Education Officer. Each school also established an ELIR team whose membership was drawn from the school’s Learning and Teaching Committee to support preparations and gather school-level data and examples of practice. The Reflective Analysis (RA) was written in consultation with colleagues from across the University and three workshops were held with ELIR school contacts to seek views on contextualisation and to gather content and evidence for the RA."]
[896,"ABD_14","-","ELIR_Approach","Themes","University of Aberdeen","14 Contextualised topics were identified on the basis of the University’s appreciation of the current evolution of its student population, and its analysis of probable future changes in the student demographic, resulting both from external drivers and from the University’s own strategic initiatives. The University recognises these changes necessitate developments in the ways in which it teaches and supports students."]
[897,"ABD_15","-","ELIR_Approach","Demographics","University of Aberdeen","15 The actual and prospective changes in the characteristics of the student population that formed the context for the ELIR included: significant increases in the number of PGT students, reflecting University strategy; a growth in student numbers studying online, as the University expands this type of provision; the development of transnational education (TNE), with particular focus on the Doha campus; increased numbers of students from SIMD 20 and 40 postcodes, in accordance with the University’s commitment to widening access; the impact of the decline in the energy sector on recruitment to disciplines such as Engineering and Geosciences; a re-balancing of student numbers to meet the SFC target that no subject should have a gender imbalance greater than 75:25; the potential impact of Brexit on recruitment of EU students."]
[898,"ABD_16","-","ELIR_Approach","Themes","University of Aberdeen","16 The rationale for the contextualised topics identified by the University was set out clearly in the RA and, from the review documentation and discussions with staff and students, the ELIR team was able to confirm that the contextualisation of the RA effectively represented the challenges that the University faces as its student population grows and evolves. Within this context, the team was satisfied that the University recognises the importance of planning, managing, monitoring and communicating these changes consistently and effectively across the institution."]
[{"$f":"IF(B901<>\"\",ROW(A901)-2,\"\")","v":899},"ABD_17","-","Enhancement","Strategy","University of Aberdeen","17 The 2013 ELIR identified six areas for development and the RA detailed that the University has made significant progress in the majority of these areas. The University acknowledged that one area, the analysis of non-continuation and progression rates among postgraduate students, had still to be addressed effectively, but confirmed it was working to improve this (paragraph 11 and 62)."]
[900,"ABD_18","-","ELIR_Approach","Student engagement","University of Aberdeen","18 The ELIR team considered the University’s approach to engaging students in preparation for the ELIR was appropriate and effective. The Aberdeen University Students’ Association (AUSA) Education Officer was a member of the steering group that led the University’s preparations for the ELIR. Student representatives were members of all groups involved in formal consideration of the RA, including the selection of contextualised topics. Student feedback was coordinated by AUSA and included a workshop with student school conveners to seek their views on the RA. Preparations for ELIR had also been a focus of less formal groups, such as the regular meetings between the VP Education, the AUSA Education Officer, and the school conveners."]
[901,"ABD_19","-","Student_Engagement","Policy","University of Aberdeen","19 The development of the RA coincided with the discussions leading to the University’s first Student Partnership Agreement (SPA) (paragraph 23). The RA described these two activities as ‘mutually supportive’, with the ELIR providing a focus for formalisation of the SPA."]
[902,"ABD_20","-","Student_Engagement","Representation","University of Aberdeen","20 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated by a strengthening partnership and a positive working relationship between the University and the Aberdeen University Students’ Association (AUSA). AUSA’s mission is to ‘support, empower and represent’ students and it is led by a President, who is supported by four other sabbatical officers. AUSA officers are involved in decision and policymaking throughout the University and represent students on all key learning and teaching committees and working groups. The AUSA Education Officer participates in agenda setting meetings for institution-level teaching committees, an approach the ELIR team considers represents good practice. Students are also actively involved in the Internal Teaching Review (ITR) process (paragraph 117)."]
[903,"ABD_21","-","Student_Engagement","Representation","University of Aberdeen","21   Students reported that, while all schools have staff-student liaison committees, representative structures vary between schools, with some having year representatives and some class representatives, depending on cohort size. AUSA recognise there remains a perennial issue of vacant seats for certain representative positions which may result in students in some schools potentially being less well represented. The class representatives who met the ELIR team spoke very enthusiastically about the representative structures in operation in their schools, were clearly engaged with them and stated their feedback was listened to and valued by the University. Students from the wider student body confirmed that overall their representative structures are effective and were aware of who their class representatives are. These students also described specific examples of ways in which student feedback had been considered through representation pathways including revising the timetable to better support students and revising assessments; ensuring student views were included in the creation of the Postgraduate Research School (PGRS); changes in the curriculum and to assessment deadlines; and changes to the curriculum in Doha."]
[904,"ABD_22","-","Student_Engagement","Representation","University of Aberdeen","22 The University’s Postgraduate Research Committee (PGRC) and postgraduate taught (PGT) committees offer postgraduate students additional opportunities to share their views. Both the University and AUSA recognised challenges associated with engaging online PGT students and ensuring this group are appropriately represented, with some student feedback indicating they do not feel the need to be collectively represented and are content raising issues directly with their programme team. AUSA is working with sparqs and the University on this matter."]
[905,"ABD_23","Commendation","Student_Engagement","Representation","University of Aberdeen","23 The University and AUSA have made considerable progress in developing strong partnership working including establishing an ambitious Student Partnership Agreement (SPA) and implementing a Student Engagement Development Plan, approved by AUSA and Senate in 2018. Although relatively new, the SPA has clear targets set for achieving its aims. Student representatives spoke positively about the development of the SPA, viewing it as a real opportunity to support partnership working with the University and deliver specific outcomes on a range of matters related to enhancing the student experience."]
[906,"ABD_24","-","Student_Engagement","Representation","University of Aberdeen","24  The ELIR team commend the changes in student representation structures which continue to evolve across the University in response to the planned changes to the student population, in order to ensure all students are effectively represented. Examples include representatives from AUSA visiting the new campus in Doha and a Doha student representative appointed to the AUSA Education and Sports Committees (paragraph 158)."]
[907,"ABD_25","Commendation","Student_Engagement","Policy","University of Aberdeen","25 The RA indicated that the University community is built on the ‘central pillar’ of student engagement. The University’s commitment to this is demonstrated through the creation of a Student Engagement Manager role in 2017 and the subsequent development of the Student Engagement Development Plan. A systematic approach to reviewing student communication has resulted in the development and effective implementation of a Student Communications Policy and the establishment of a network of communication champions across the schools and professional services. Students confirmed to the ELIR team that they were aware of and appreciated the University’s efforts to improve communication and recognised they are being provided with targeted information on matters of relevance to them."]
[908,"ABD_26","-","Student_Engagement","Feedback","University of Aberdeen","26 A wide range of formal and informal mechanisms are used to gather student feedback. Approaches may vary depending on student group and academic school and include the following: the operation of an open-door policy; student course evaluation forms (SCEF) - mandatory for each module; the Student Experience Survey; online discussion groups and social media; the piloting of real-time response systems like Bluepulse (in the School of Biological Sciences) and informal lunch groups (in the School of Engineering)."]
[909,"ABD_27","-","Student_Engagement","Feedback","University of Aberdeen","27 In addition, the University has demonstrated a clear commitment to improving its approaches to responding to student feedback, using multiple approaches to improve student awareness of changes made. A Student Feedback Framework describes the feedback methods adopted in responding to students on non-academic issues, and records the actions taken. The 'Inform...' campaign has been developed to raise student and staff awareness of changes resulting from student feedback. The ‘You said, we did’ campaign communicates changes taking place at institutional and school level with outcomes posted in different ways in each academic area, for example using posters, SSLC minutes and newsletters."]
[910,"ABD_28","-","Student_Engagement","Feedback","University of Aberdeen","28 Students confirmed they recognised changes in the University’s approach to communicating action in response to their feedback, feeling better informed, with actions more visible. The University recognises that there remains further work to be done in this area. The ELIR team would encourage the University to continue with its plans to enhance its approaches to responding to student feedback and use its evaluation of successful feedback initiatives to support institutional sharing of good practice."]
[911,"ABD_29","-","Equality_Diversity","Policy","University of Aberdeen","29 The University has made significant progress in promoting inclusion across the institution and has effective arrangements to support this. The Advisory Group on Equality and Diversity (AGED), Equality Networks (supporting disability, LGBT+ and senior women) and University Equality and Diversity Advisor create robust structures for achieving the University’s ambition to embed equality into all its processes, with progress monitored against KPIs. Data relating to equality and diversity is considered by AGED. The effectiveness of AGED and the Equality Networks are monitored by the University Management Group (UMG) which advises the Principal on developing and monitoring institutional strategic direction, academic planning, and cross-school and external collaborative development."]
[912,"ABD_30","-","Equality_Diversity","Policy","University of Aberdeen","30 The ELIR team learned that to support institutional priorities and in response to the increasing diversity of its student population, the University continues to develop its approach to equality and diversity. Recent enhancements include revising the remit of AGED to include intersectionality; plans to create two new Equality Network groups to consider race equality and carers; and the introduction of a range of standalone strategies including a Religion and Belief Policy; a Gender Action Plan; and a Student Carers Policy. The team also understood there are plans to create a new Diversity and Inclusion Policy which will enhance the current Equality and Diversity Policy and Code for Staff and Students."]
[913,"ABD_31","-","Equality_Diversity","Practice","University of Aberdeen","31 The University recognises a number of disciplines do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25 (paragraph 10). The University’s Gender Action Plan details the University’s goals and activities (including outreach work) to achieve a better balance in priority disciplines, including Physics, Computing Science, Psychology and Education. In addition, all schools and institutes are engaged with supporting the University’s goal of achieving an Athena SWAN silver institutional award in 2020. The ELIR team viewed the University’s plans in this area very positively."]
[914,"ABD_32","-","Equality_Diversity","Practice","University of Aberdeen","32 During the ELIR, staff and students confirmed that embedding equality and diversity into the curriculum is achieved through specific consideration at the course design stage and is subsequently monitored through student feedback in the Student Course Evaluation Form (SCEF). The ELIR team learned about positive practice in this area, including using the Athena SWAN audit process to reflect on broader equality and diversity themes within the curriculum, resulting in positive changes to learning and teaching practice. The University has made positive progress in this area and remains committed to its plans to further develop practice in a more formalised manner."]
[915,"ABD_33","-","Equality_Diversity","Practice","University of Aberdeen","33 The University strives to improve awareness of equality and diversity by making training for all staff and students compulsory. Both the training for staff, and the Professional Skills training for students, have high completion rates (85 per cent and 86 per cent respectively)."]
[916,"ABD_34","-","Equality_Diversity","Practice","University of Aberdeen","34 Student representation on the Advisory Group on Equality and Diversity effectively supports student input to the University’s work on equality and inclusion. The University has also worked collaboratively with AUSA on student-led initiatives such as the Students Against Sexual Assault (SASA) campaign. Student representatives who met with the ELIR team described their ambition to work with the University to develop staff training on trans-inclusive language and unconscious bias which are equality areas they have identified as a priority. The RA also stated students were consulted on creating a new policy on supporting transgender students and are involved in Athena SWAN self-assessment teams. The University is undertaking work to enhance student engagement with its Gender Action Plan (paragraphs 30 and 31) by participating in a joint NUS-sparqs project with a specific focus on this area."]
[917,"ABD_35","-","Equality_Diversity","Practice","University of Aberdeen","35 In discussions with the ELIR team, some student representatives highlighted challenges around implementing all University equality and diversity initiatives at the Doha campus because of different cultural and legal contexts. They went on to confirm they believed that those initiatives which can be implemented by the University were indeed being introduced, for example, additional support for women with children which is offered to Aberdeen-based students was now available to students in Doha. Students at the Doha campus recognised a clear commitment to equality and diversity by the University and confirmed that, in their experience, students from all backgrounds were treated with respect and had equal opportunities with regard to their learning and teaching.  "]
[918,"ABD_35","-","Student_Engagement","Representation","University of Aberdeen","35 In discussions with the ELIR team, some student representatives highlighted challenges around implementing all University equality and diversity initiatives at the Doha campus because of different cultural and legal contexts. They went on to confirm they believed that those initiatives which can be implemented by the University were indeed being introduced, for example, additional support for women with children which is offered to Aberdeen-based students was now available to students in Doha. Students at the Doha campus recognised a clear commitment to equality and diversity by the University and confirmed that, in their experience, students from all backgrounds were treated with respect and had equal opportunities with regard to their learning and teaching.  "]
[919,"ABD_36","-","Equality_Diversity","Policy","University of Aberdeen","36 The ELIR team’s view is that strong institutional commitment has ensured that equality and diversity is embedded across University policies, procedures and activities, and is also underpinned by a comprehensive range of initiatives involving both staff and students."]
[920,"ABD_37","-","Student_Support","Welfare","University of Aberdeen","37 As well as having a Mental Health and Wellbeing Strategy and action plan, the University has appointed a Mental Health Advisor who, in addition to managing a caseload, provides advice to student support services, academics and those supporting students in halls of residence. The ELIR team learned that the University has increased the resourcing of mental health support including establishing an in-house mentoring scheme where mentors play a role in helping students to prepare to overcome barriers they anticipate as a result of their mental health challenges. The University currently offers training for staff in mental health, including a two-day certified first aid course, and plans to enable more staff to be trained as facilitators to support the delivery of staff development linked to mental health. The University also provides suicide intervention training for all student resident assistants."]
[921,"ABD_37","-","Staff_Support","Training","University of Aberdeen","37 As well as having a Mental Health and Wellbeing Strategy and action plan, the University has appointed a Mental Health Advisor who, in addition to managing a caseload, provides advice to student support services, academics and those supporting students in halls of residence. The ELIR team learned that the University has increased the resourcing of mental health support including establishing an in-house mentoring scheme where mentors play a role in helping students to prepare to overcome barriers they anticipate as a result of their mental health challenges. The University currently offers training for staff in mental health, including a two-day certified first aid course, and plans to enable more staff to be trained as facilitators to support the delivery of staff development linked to mental health. The University also provides suicide intervention training for all student resident assistants."]
[922,"ABD_38","-","Student_Support","Welfare","University of Aberdeen","38 To support its increasingly diverse student population, the University has developed an award-winning campaign and online resource called 'CluedUp', which offers advice and signposting to health and wellbeing services and resources both within the University and in the wider community (including NHS Scotland and Aberdeen City Council). The resource is actively promoted through social media and student blogs, with evidence of the campaign's impact, resulting in a significant increase in the number of unique views within the first two months of the campaign re-launch."]
[923,"ABD_39","-","Student_Support","Progression","University of Aberdeen","39 The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with student feedback confirming they are positively supported and prepared to succeed in their studies."]
[924,"ABD_39","-","Admissions","Widening participation","University of Aberdeen","39 The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with student feedback confirming they are positively supported and prepared to succeed in their studies."]
[925,"ABD_40","-","Admissions","Widening participation","University of Aberdeen","40 Since the 2013 ELIR, the University has formalised its approach to contextualised admissions, publishing a contextualised Admissions and Access Threshold Policy and added two new widening participation schemes (Access to Aberdeen and Gateway2Medicine) to its existing offerings developed to support school leavers from SIMD 20 and 40 categories and care leavers backgrounds to enter higher education. Data presented in the RA indicates these initiatives are having a positive impact, with the proportion of Scottish domiciled undergraduate entrants from SIMD 20 and 40 postcodes increasing by 37 per cent and 24 per cent respectively since 2013 (paragraph 9)."]
[926,"ABD_41","-","Collaborative_Partnerships","Oversight","University of Aberdeen","41 To support its strategic commitment to increase the number of students articulating with advanced standing from further education colleges, the University’s Articulation Working Group is reviewing existing articulation routes and establishing new routes with existing and new partners. The routes are being developed to support students to progress with full credit transfer and provide opportunities to undertake bridging programmes where discipline-specific mismatches occur. These collaborations have resulted in the publication of University articulation requirements which apply across college courses Scotland-wide and the piloting of a system to support entrants on their most appropriate pathway. Students who met the ELIR team were very complimentary about the broader support for widening access students including support from academic staff and student support services, and within the learning and teaching environment."]
[927,"ABD_41","-","Admissions","Widening participation","University of Aberdeen","41 To support its strategic commitment to increase the number of students articulating with advanced standing from further education colleges, the University’s Articulation Working Group is reviewing existing articulation routes and establishing new routes with existing and new partners. The routes are being developed to support students to progress with full credit transfer and provide opportunities to undertake bridging programmes where discipline-specific mismatches occur. These collaborations have resulted in the publication of University articulation requirements which apply across college courses Scotland-wide and the piloting of a system to support entrants on their most appropriate pathway. Students who met the ELIR team were very complimentary about the broader support for widening access students including support from academic staff and student support services, and within the learning and teaching environment."]
[928,"ABD_42","-","Teaching_Learning","Online learning","University of Aberdeen","42 To support its ambitions to diversify the student population, the University has a strategic commitment to significantly expand its online provision, particularly linked to PGT programmes and standalone short courses (paragraph 8). The University recognises challenges associated with meeting the needs of online learners and continues to work on identifying the most effective ways to support and engage this population, foster a sense of community among learners, and ensure students feel connected to the University. Support currently available to students includes the development of an Online Education community area in MyAberdeen. The ELIR team learned from staff that work is also underway to further develop online spaces for students including MyCampus (a new virtual campus for students) and that it is now possible for students to join a number of online societies. The University’s collaborative work to develop support for online students is recognised in the sparqs Engaging Students in Online Distance Learning resource."]
[929,"ABD_43","-","Teaching_Learning","Online learning","University of Aberdeen","43 Online students who met the ELIR team confirmed that, overall, their learning and teaching needs were being met. They described the value of studying with students from all over the world, indicating it brought a new perspective to learning and significantly enhanced their experience. Students also recognised the opportunities available to them to develop peer relationships, particularly at the beginning of each course. However, students reported that sustaining these relationships was difficult when each course has a different cohort registered on it, resulting in students creating their own networks via social media. Some students who met the ELIR team believed there would be benefit in having access to the support of a Personal Tutor (paragraph 49). The ELIR team would encourage the University to continue with its plans to further develop student support and representation arrangements for students studying online."]
[930,"ABD_44","-","Student_Support","Progression","University of Aberdeen","44 The University provides a holistic and inclusive approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities from enquiry to graduation. Students articulated a good understanding of the support services available, confirming they were well informed and could easily access the services on offer. In response to the needs of its changing student population the University continues to implement plans to develop its support services."]
[931,"ABD_45","-","Student_Support","Progression","University of Aberdeen","45 Working in collaboration with the Children’s University and Aberdeenshire Council, the University offers a range of activities and events for both primary and secondary pupils, their parents and teachers. These include supporting S6 students with the completion of a range of Advanced Highers, CPD events for secondary teachers, online Maths and English access modules, revision schools, and the Gateway2Medicine programme."]
[932,"ABD_46","-","Student_Support","Progression","University of Aberdeen","46 The University also offers a range of transitional support activities to incoming undergraduate and postgraduate students including the Engineering Transitional Summer School, workshops during Freshers’ Week within Geosciences, and a MOOC in Medical Sciences. The University’s evaluation of these initiatives provides evidence of a positive impact on the numbers of students successfully transitioning into degree programmes and also on student progression and attainment. Students with first-hand experience of these initiatives spoke very positively about them."]
[933,"ABD_47","-","Student_Support","Induction","University of Aberdeen","47 The University provides a programme of induction to support all students to make the transition to University. In addition to talks and events during Freshers' Week, support activities run throughout the year considering all aspects of university life. Students are further supported by a suite of online materials available through the Learner’s Toolkit."]
[934,"ABD_48","-","Teaching_Learning","Curriculum","University of Aberdeen","48 The University’s curriculum is designed to offer students choice and flexibility throughout their studies. In response to student concerns around the course registration process and challenges navigating course options, the University has enhanced its processes including improving its course catalogue and online course choice system (MyCurriculum); offering a personalised timetabling system (MyTimetable) and Webchat facility; issuing clearer email communications; and making enhancements to the registration venue. Feedback captured through the University’s Student Course Evaluation Forms (SCEF) indicates students are positive about these changes and students who met the ELIR team were content with the support now in place."]
[935,"ABD_49","Recommendation","Student_Support","Academic","University of Aberdeen","49 The ELIR team understands that all on-campus undergraduate students have access to a Personal Tutor, minimum University expectations for the role are defined and guidance on personal tutoring is available to staff. The University recognises its current arrangements do not extend to support all postgraduate students (paragraph 64). Each school is responsible for allocating students a Personal Tutor and Personal Tutors are trained by Senior Personal Tutors from their school. Class representatives spoke very highly of the personal tutoring system but indicated students’ experiences vary between schools. Staff spoke of specific examples where the intervention of a Personal Tutor had prevented students making decisions that could have negatively impacted on their studies. Senior colleagues, staff and students from the wider student body described challenges with the current personal tutoring arrangements arising from variable commitment and buy-in from both staff and students. The ELIR team understands that during 2018-19 the University plans to establish a working group to consider student engagement with personal tutoring and identify areas for enhancement. The ELIR team recommends that the University continues to monitor its personal tutoring arrangements to ensure they remain fit for purpose, in the context of the University’s changing student population.  "]
[936,"ABD_50","Commendation","Student_Support","Welfare","University of Aberdeen","50 Students have access to an extensive range of centralised student support services including wellbeing services, financial advice, disability services, the Student Learning Service, and careers and employability support. The effectiveness of these services is considered by the Student Experience Committee. Recognising its increasingly diverse student population, which brings a more complex set of needs, the University has proactively developed its student services to effectively support the requirements of all students. Examples include enhancements to the Mental Health service (paragraphs 37 and 38) and the online learning environment (paragraphs 75-78). The AUSA Advice Service provides advice and directs students to the various University support services available. AUSA also has a welfare committee which takes forward issues raised by students. The University also provides a wide range of information to students through MyAberdeen and recognises a need to further develop MyAberdeen to ensure it continues to provide appropriate support for the growing numbers of online students (paragraph 42 and paragraphs 74-79). Students who met with the ELIR team indicated that they were well-supported and were satisfied with the quality and breadth of support services available."]
[937,"ABD_51","-","Student_Support","Academic","University of Aberdeen","51 A number of learning support policies have been introduced effectively to encourage greater student engagement with their learning. These include a Lecture Attendance Monitoring Policy and a Lecture Capture Policy. Staff spoke positively about the introduction of the Lecture Capture Policy, describing it as mainstreaming accessibility in teaching and having a positive impact on student learning. The introduction of the Lecture Capture Policy was also viewed positively by the students. Following feedback from students, the ELIR team would encourage the University to continue to investigate the implementation of Lecture Capture at its Doha campus (paragraph 154)."]
[938,"ABD_52","-","Assessment","Feedback","University of Aberdeen","52 Improving student satisfaction with assessment and feedback has been an area the University has prioritised. Having evaluated information from a variety of sources, the University identified students were less satisfied with their feedback on assessments than the quality of their teaching. A cross-institutional Assessment and Feedback Task Force was established in 2016 aiming to champion innovation and diversity in assessment methods, increase student satisfaction with feedback, and increase schools’ responsiveness to the feedback they receive from students. The Task Force also gathered and shared the breadth of assessment approaches used across the schools. The Task Force identified a need to review and clarify feedback timelines to students, resulting in the development of a toolkit and revisions to the Institutional Framework for the Provision of Feedback on Assessment. Additionally, in 2016-17 the University Committee on Teaching and Learning (UCTL) asked schools to review assessment arrangements on each undergraduate course and honours programme, to ensure assessment and feedback practices were varied and aligned with learning outcomes, and avoided assessment bunching and the potential overloading of students. The implementation and impact of these changes continues to be monitored as part of University annual monitoring processes."]
[939,"ABD_53","-","Assessment","Practice","University of Aberdeen","53 The University’s Code of Practice on Assessment sets out the University’s expectations for marking, undergraduate degree classification and for the determination of progression and award within postgraduate taught programmes, and this information is available to students via a bespoke website and in course handbooks. Students also have access to the University’s Framework for the Provision of Feedback on Assessment via the Infohub and further information on assessment and feedback is provided to them during induction and via course guides, student handbooks, and introductory lectures.  "]
[940,"ABD_54","-","Assessment","Feedback","University of Aberdeen","54 In meetings with the ELIR team, students confirmed they were clear about the assessments and feedback arrangements on their courses/programmes and that a variety of mechanisms were used to ensure they were informed including student handbooks, introductory lectures and course guides. They noted the approaches used to inform them of assessment arrangements varied between schools. Students indicated they had seen improvements in both the quality and the timeliness of feedback provided by academic staff, but were not aware of the Institutional Framework for the Provision of Feedback on Assessment."]
[941,"ABD_55","-","Student_Development","Graduate Attributes","University of Aberdeen","55 The University’s approaches to developing graduate attributes, employability, enterprise and entrepreneurship are systematically embedded into its learning and teaching processes. The University’s Employability Development Framework details an institution-wide approach to embedding employability across the student experience and is set out as six strands of work: Aberdeen Graduate Attributes (AGA), Curriculum Development, Employer Engagement, Co-curricular Activities, Career Planning, and Enterprise and Entrepreneurship. The Positive Outcomes (PO) Task Force is responsible for monitoring these strands, reporting to the University Committee on Teaching and Learning (UCTL) on a range of matters including graduate destinations, employability and students’ skills development. The Task Force also acts as a conduit for sharing practice. The University’s programme and course approval processes require staff to specify how students develop AGAs and employability skills during their studies (paragraph 115)."]
[942,"ABD_56","-","Student_Development","Graduate Attributes","University of Aberdeen","56 Since the 2013 ELIR, the University has continued to build on the initiatives available to support students to develop their AGAs including introducing a compulsory non-credit bearing level one Online Professional Skills course, optional Professional Skills courses at levels two and three, relaunching its skills development site ‘Achieve’, and the introduction of the ‘Achieve+’ site for postgraduate taught students. The University’s Students Taking Active Roles (STAR) awards formally recognise students’ development of AGAs and students’ achievements beyond the academic curriculum are recorded on enhanced transcripts."]
[943,"ABD_57","-","Student_Development","Professional Development","University of Aberdeen","57 A comprehensive range of opportunities exist for employers to engage with the University including providing expertise on curriculum content, contributing as guest lecturers, facilitating leadership workshops, acting as career mentors, supporting programme advisory boards, and providing support for work-related learning. The University is taking positive steps to diversify its work-based learning (WBL) provision resulting in an increasing number of programmes offering this as an option to students."]
[944,"ABD_58","-","Teaching_Learning","Employability","University of Aberdeen","58 Both staff and students talked enthusiastically about the range of ways in which employability skills were embedded within programmes. Staff were aware of the initiatives to support students to better recognise their graduate attributes and employability skills and confirmed that mapping AGAs was a requirement of the programme design and approval process. A number of students who met the ELIR team also had first-hand experience of, and spoke positively about, opportunities to undertake work-based learning such as placements and internships. Students from the University’s Doha campus spoke of an Industry Week in support of their employability skills (paragraph 150)."]
[945,"ABD_59","-","Student_Support","Progression","University of Aberdeen","59 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. Students spoke of being supported throughout their study abroad experience, particularly by their Go Abroad tutors and staff in the Study Abroad office."]
[946,"ABD_60","-","Student_Support","Progression","University of Aberdeen","60 Overall, the ELIR team considers the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The University has set ambitious targets to increase its numbers of postgraduate students (paragraph 7), with growth of postgraduate taught students in particular being achieved through the development of collaborative programmes and the expansion of online provision."]
[947,"ABD_60","-","Postgraduate_Research","Student Experience","University of Aberdeen","60 Overall, the ELIR team considers the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The University has set ambitious targets to increase its numbers of postgraduate students (paragraph 7), with growth of postgraduate taught students in particular being achieved through the development of collaborative programmes and the expansion of online provision."]
[948,"ABD_61","-","Student_Engagement","Representation","University of Aberdeen","61 The University has recently adjusted its management and reporting structure for postgraduate students. The Postgraduate Committee was subdivided, creating the Postgraduate Taught Committee (PGTC) which is led by the PGT deans. At the time of the ELIR, the University was reviewing its Postgraduate Taught (PGT) portfolio, with the results being considered by PGTC in January 2019."]
[949,"ABD_62","-","Quality_Processes","Use of data","University of Aberdeen","62 The University acknowledges that the PGT student experience has not been evaluated to the same extent as the undergraduate student experience and recognises challenges in monitoring the retention and awards of PGT students (paragraph 11). The PGTC has established a working group to develop a set of metrics for evaluating the postgraduate taught experience. A full analysis of the group’s findings is expected in Spring 2019. In the interim, work on gathering information on three metrics has begun: Contemporaneous Student Experience Survey; Destination Survey; and Retention (Award) Data. The ELIR team learned that the University Senate will consider and agree the metrics to be used to evaluate the PGT experience in December 2018."]
[950,"ABD_63","-","Quality_Processes","Use of data","University of Aberdeen","63 The University has decided to stop participating in the Postgraduate Taught Experience Survey (PTES), developing a new postgraduate taught version of its internal Student Engagement Survey to evaluate the PGT experience. This decision was driven by a number of factors including to support the benchmarking of the PGT experience against that of undergraduate students, to address challenges of the timing of the PTES on response rates, and difficulties benchmarking the University of Aberdeen’s PGT provision with other institutions. The results of the first presentation of the University’s internal Student Engagement Survey to PGT students were also scheduled be discussed at Senate in December 2018. The ELIR team understood that initial analysis of the survey results indicates improvements in survey response rates, with PGT students more satisfied than their undergraduate counterparts with their programme and their teaching, assessment and feedback experience."]
[951,"ABD_63","-","Student_Engagement","Feedback","University of Aberdeen","63 The University has decided to stop participating in the Postgraduate Taught Experience Survey (PTES), developing a new postgraduate taught version of its internal Student Engagement Survey to evaluate the PGT experience. This decision was driven by a number of factors including to support the benchmarking of the PGT experience against that of undergraduate students, to address challenges of the timing of the PTES on response rates, and difficulties benchmarking the University of Aberdeen’s PGT provision with other institutions. The results of the first presentation of the University’s internal Student Engagement Survey to PGT students were also scheduled be discussed at Senate in December 2018. The ELIR team understood that initial analysis of the survey results indicates improvements in survey response rates, with PGT students more satisfied than their undergraduate counterparts with their programme and their teaching, assessment and feedback experience."]
[952,"ABD_64","Recommendation","Student_Support","Academic","University of Aberdeen","64 Overall, the ELIR team considered that teaching and assessment, student support and student representation arrangements for PGT students are comparable to those of undergraduates, the exception being arrangements for personal tutoring (paragraph 49). Responsibility for the learning experience of PGT students lies with each of the academic schools. PGT students spoke positively about their experience and confirmed support services met their needs. They were also clear about how to raise any concerns they might have and were aware of who their student representatives are. Some students raised concerns with the ELIR team regarding the length of waiting times to see a counsellor and the capacity of the counselling service to deal with increasing student demand. Online PGT students stated they were confident in knowing what services were available to them, how to access these and stated their needs were appropriately catered for. They also indicated they could see benefits in being assigned a Personal Tutor. The RA indicates that the University has extended piloting the use of Personal Tutors for PGT students in the School of Psychology. The ELIR team would encourage the University to progress its intention to extend personal tutoring for postgraduate students, including those studying online (paragraph 49)."]
[953,"ABD_65","-","Postgraduate_Research","Monitoring","University of Aberdeen","65 The University established a Postgraduate Research School (PGRS), appointing a new Dean and a new manager in January 2017. At the time of the ELIR, the University was reviewing the development and role of the PGRS. The University Management Group (UMG), following extensive institutional-wide consultation, agreed a two-phase review process, with proposals for the future operating model for the PGRS due in March 2019. One of the considerations of the PGRS review is the balance of centralised support for all schools, and the decentralised support within schools, in order to establish the most effective operating model for the school. The University acknowledges a common theme arising from the Postgraduate Research Experience Survey (PRES) and PGR SSLCs is improving communications between the schools and PGRS."]
[954,"ABD_66","-","Postgraduate_Research","Monitoring","University of Aberdeen","66 Since its establishment, the PGRS has focused on reviewing and developing strategy, policy and practice supported by the PGR Committee. It has also been working on harmonising procedures, sharing practice and taking forward work on improving PGR completions rates. The PGR Committee oversees compliance with institutional policies and procedures and oversees supervisor training and support across the schools.  "]
[955,"ABD_67","-","Postgraduate_Research","Student Experience","University of Aberdeen","67 During the review the ELIR team heard that, as it becomes more established, the intention is for the PGRS to be a focal point for developing a research community within the PGR student body. The PGRS also delivers the researcher development programme, which provides opportunities for students to develop their professional skills. Students who met the ELIR team recognised the role of the PGRS in delivering training. The RA indicated students have also taken some initiative to develop their own research community including creating an online postgraduate interdisciplinary journal called ‘Granite’ and organising conferences within their schools."]
[956,"ABD_68","-","Postgraduate_Research","Monitoring","University of Aberdeen","68 Following detailed analysis, the University identified that completion rates for PGR students varied significantly across schools and years. To improve completion rates, Senate established six work streams each with a working group chaired by a member of the PGR Committee. The streams are: Student-Supervisor Expectations, Monitoring and Progression, Additional Research Costs, Academic Decision Making and Support for PGR Admissions, Research Training and Development, and Generic Skills Training and Development."]
[957,"ABD_69","-","Postgraduate_Research","Monitoring","University of Aberdeen","69 Recommendations from the first three work streams have already been approved. The Monitoring and Progression working group has developed standardised assessment criteria which were approved by the PGR Committee for implementation in 2018. The PGR Committee also approved a series of recommendations regarding the application for, administration of and contingency arrangements for additional research costs.  The Student-Supervisor working group produced the Statement of Expectation for PGR Students and Supervisors which has recently been implemented across the University. The ELIR team recognised that this Statement is a new document but, following discussions with students regarding its existence and content, would encourage the University to continue to ensure that both staff and students are familiar with its requirements."]
[958,"ABD_70","Recommendation","Postgraduate_Research","Student Experience","University of Aberdeen","70 The work of the Student-Supervisor working group also resulted in changes to postgraduate supervisor training, with a two-day residential course replaced with a series of interactive and reflective short courses and a re-focussing of the training to consider student health and wellbeing and academic integrity. This training is delivered by the PGRS. The ELIR team learned that there is no University-wide requirement that staff who supervise PGR students should undertake role-specific training. The responsibility for ensuring training is undertaken by staff rests with each of the academic schools. The team also learned that the expectations associated with training PGR supervisors for the role varies between schools. The University is asked to ensure that all new postgraduate research supervisors undertake the training provided by the University."]
[959,"ABD_71","-","Postgraduate_Research","Support","University of Aberdeen","71 In discussions with the ELIR team, PGR students indicated their supervisors play a pivotal role in their support needs and, in some schools, students talked about also having mentors available to them. Students went on to describe varying experiences of how their training needs were identified, often dependent on the engagement of their supervisor, who was also seen as having an influencing role in the development undertaken. Students were positive about the plans for the PGRS to offer a social space for PGR students and welcomed events, such as monthly coffee mornings, to support students who may feel isolated from their peers."]
[960,"ABD_72","-","Postgraduate_Research","Support","University of Aberdeen","72 Schools, supported by the Centre for Academic Development (CAD), are responsible for training demonstrators and PGR students who teach. The ELIR team learned that the expectations vary between schools and there is no University requirement for these students to undertake development to support them in their teaching roles. While some schools require mandatory training (particularly in schools where PGRs are demonstrating) not all take the view that mandatory training should be in place. The training itself is delivered by CAD. The University is strongly encouraged to define its expectations for the training of PGR students who teach and make the requirement for training mandatory across all schools. All new postgraduate students who teach and assess should, as a minimum, complete the University’s Learning and Teaching in Higher Education course before taking up teaching responsibilities."]
[961,"ABD_73","-","Postgraduate_Research","Support","University of Aberdeen","73 The University recognises the need to continue developing support offered to PGR students who study part-time, off campus and at a distance, and for formal accredited or credit-bearing recognition of generic skills. The ELIR team would encourage the University to continue its work defining the role of PGRS and its relationship to the academic schools, enabling the University to use this as an opportunity to ensure that all research students have an equivalent experience.   "]
[962,"ABD_74","-","Learning_Resources","Strategy","University of Aberdeen","74 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. It recognises that further enhancements will be required to ensure its learning environment and systems, both on campus and online, continue to support current and future changes in its student population. The University also acknowledges that further work is required to improve the accessibility and inclusivity of the materials available via MyAberdeen, with plans in place for 2018-19 to facilitate this process."]
[{"$f":"IF(B965<>\"\",ROW(A965)-2,\"\")","v":963},"ABD_75","-","Learning_Resources","Strategy","University of Aberdeen","75 The University’s Digital Strategy, approved in 2016, aims to enhance the student learning environment through the implementation of multiple delivery methods, the development of technology-enhanced learning spaces, optimising the use of the virtual learning environment (VLE) (MyAberdeen) and making more effective use of data. The University has undertaken a variety of work to support the implementation of this strategy across all campuses, including the use of video and web conferencing to support learning and teaching, a re-branding of the online portal (Student Hub) and enhancements to the digital learning environment via the introduction of two Digitally-Enhanced Learning Spaces (DELS), created to support collaborative and distributed learning. The University’s Learner’s Toolkit was viewed as a very positive development by the ELIR team, providing comprehensive support to students and staff in digital skills, University systems and software, and study skills. The Toolkit is widely used by students."]
[964,"ABD_75","-","Learning_Resources","IT","University of Aberdeen","75 The University’s Digital Strategy, approved in 2016, aims to enhance the student learning environment through the implementation of multiple delivery methods, the development of technology-enhanced learning spaces, optimising the use of the virtual learning environment (VLE) (MyAberdeen) and making more effective use of data. The University has undertaken a variety of work to support the implementation of this strategy across all campuses, including the use of video and web conferencing to support learning and teaching, a re-branding of the online portal (Student Hub) and enhancements to the digital learning environment via the introduction of two Digitally-Enhanced Learning Spaces (DELS), created to support collaborative and distributed learning. The University’s Learner’s Toolkit was viewed as a very positive development by the ELIR team, providing comprehensive support to students and staff in digital skills, University systems and software, and study skills. The Toolkit is widely used by students."]
[965,"ABD_76","-","Learning_Resources","IT","University of Aberdeen","76 A review of MyAberdeen in 2017 has ensured it remains fit for purpose and adaptable to the increasing diversity of students’ needs and teaching methods being employed. The ELIR team understands that, while there are currently no requirements on the minimum use of the VLE in the delivery of teaching and learning, CAD intends to develop guidance on the University’s expectations to encourage good practice and support parity of student experience."]
[966,"ABD_77","-","Student_Engagement","Feedback","University of Aberdeen","77 Student feedback, collected through student surveys, focus groups etc, is also used to make improvements to the learning environment. This feedback has resulted in a range of changes including enhancements to MyAberdeen, extended library opening hours, the installation of learning pods to support collaborative leaning, and developments to improve the ‘social’ aspects of the learning environment."]
[967,"ABD_78","-","Learning_Resources","IT","University of Aberdeen","78 Staff are increasingly using a larger range of learning technologies to support different modes of delivery. Staff development around the use of learning technologies and pedagogy is provided by the eLearning team in CAD, who also promote good practice in this area and offer student support. Overall, staff who met the ELIR team were satisfied with the support available to them (see paragraph 105)."]
[968,"ABD_79","-","Learning_Resources","IT","University of Aberdeen","79 During meetings with the ELIR team, students spoke very positively about their learning environment and recognised the University had undertaken a range of activities in response to feedback to continue to enhance their experience. In particular they spoke positively about the use of MyAberdeen to support the delivery of their learning and teaching. They also spoke positively about improvements to the relaunched Student Hub in terms of improvements in system accessibility and the fact it is now linked to the Student Record System."]
[969,"ABD_80","-","Enhancement","Strategy","University of Aberdeen","80 Overall the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system which continues to evolve to ensure all students are effectively represented and considerable partnership working between the AUSA and the University in developing an ambitious Student Partnership Agreement and Student Engagement Development Plan. Students are provided with a variety of formal and informal feedback opportunities, with the University successfully reviewing and enhancing its communications policy which ensures students are provided with targeted communications on matters relevant to them."]
[970,"ABD_80","-","Student_Engagement","Representation","University of Aberdeen","80 Overall the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system which continues to evolve to ensure all students are effectively represented and considerable partnership working between the AUSA and the University in developing an ambitious Student Partnership Agreement and Student Engagement Development Plan. Students are provided with a variety of formal and informal feedback opportunities, with the University successfully reviewing and enhancing its communications policy which ensures students are provided with targeted communications on matters relevant to them."]
[971,"ABD_81","Commendation","Enhancement","Strategy","University of Aberdeen","81 The University continues to work to ensure it understands and meets the complex needs of its increasingly diverse student population, proactively developing its student services to effectively support the requirements of all its students. A strong institutional commitment has ensured that equality and diversity is embedded across University policies, procedures and in a comprehensive range of initiatives involving both staff and students. The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with students providing feedback that they are positively supported and prepared to succeed in their studies."]
[972,"ABD_82","-","Student_Support","Academic","University of Aberdeen","82 The University recognises a number of limitations with its current arrangements for personal tutoring which do not extend to support all postgraduate students. The ELIR team recommends that the University continues to monitor its personal tutoring arrangements to ensure they are fit for purpose, in the context of the University’s changing student population. The University should progress its intention to extend personal tutoring for postgraduate students, including those studying online."]
[973,"ABD_83","-","Postgraduate_Research","Support","University of Aberdeen","83 Overall, the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The ELIR team asks the University to continue to work on developing the role of the Postgraduate Research School and its relationship with the academic schools, enabling the University to ensure that all research students have an equivalence of experience. The University is also asked to ensure that new postgraduate research supervisors undertake the training provided by the University. The University is strongly encouraged to define its expectations for the training of PGR students who teach and make the requirement for training mandatory across all schools. All new postgraduate students who teach and assess should, as a minimum, complete the University’s Learning and Teaching in Higher Education course before taking up teaching responsibilities."]
[974,"ABD_84","-","Enhancement","Strategy","University of Aberdeen","84 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, managed through its governance and committee structures and supported by the schools and the Centre for Academic Development (CAD). The learning and teaching section of the University’s Strategic Plan sets out four goals providing direction to its work to enhance the experience of its students. Progress against these goals is effectively and systematically monitored at University and school level using a related set of KPIs, with progress reviewed quarterly by the Senior Management Team. The primary focus for the delivery of the Strategic Plan is the strategic and operational plans of the University’s academic schools. These plans include details of how the University’s approach for enhancing the student learning experience will be delivered. Schools have significant autonomy to develop good practice linked to learning and teaching (paragraphs 3 and 5). Staff who met the ELIR team were familiar with the Strategic Plan, KPIs and school plans, and the overarching aim of providing an outstanding educational environment for students."]
[975,"ABD_85","-","Enhancement","Strategy","University of Aberdeen","85 The University Senate is responsible for all academic matters relating to teaching and research, with routine elements of Senate business managed by the Senate Business Committee, which also informs the Senate agenda. The ELIR team saw evidence from minutes that Senate engages actively with a range of matters related to the quality of the student learning experience and the oversight of academic standards."]
[976,"ABD_86","-","Enhancement","Strategy","University of Aberdeen","86 Senate delegates much of its detailed work to other committees including the University Committee on Teaching and Learning (UCTL), the Student Experience Committee (SEC) and the Research Policy Committee (RPC). UCTL is in turn supported by three sub-committees (Undergraduate, Postgraduate Taught and Quality Assurance), while the Postgraduate Research Committee reports to RPC. UCTL has oversight of all aspects of learning and teaching and the wider student academic experience. UCTL, SEC and RPC are joint committees of the Senate and the University Court and include representatives of both."]
[977,"ABD_87","-","Enhancement","Strategy","University of Aberdeen","87 The UCTL has membership from the University Court, the deans, the Head of the Graduate School and AUSA, helping to facilitate University-wide sharing of good practice. The ELIR team learned that the enhancement of learning and teaching is encouraged and enabled through cross-membership of University committees and supported by those engaged in strategic task forces which are chaired by members of UCTL."]
[978,"ABD_88","-","Enhancement","Practice","University of Aberdeen","88 Enhancement and some innovations to teaching and learning are also overseen by school/discipline teaching and learning committees, chaired by a School Director of Teaching who is also a member of the Undergraduate Committee. School staff in meeting the ELIR team cited the importance of the role of school Teaching and Learning Committees in cascading policies and securing engagement from staff and students in supporting their implementation. Parallel structures are operated to support the enhancement of the postgraduate experience (paragraphs 60-73). The schools are supported on teaching and learning and quality assurance and enhancement matters by the Deans of Undergraduate Studies and Postgraduate Studies (collectively known as the ‘teaching deans’) and by the Dean of the Postgraduate Research School and the Dean of Quality Enhancement and Quality Assurance."]
[979,"ABD_89","-","Enhancement","Practice","University of Aberdeen","89 One of the recommendations from the 2013 ELIR asked the University to continue to develop more explicit links between its assurance processes and its enhancement activities to capitalise on the benefits of both. The University has progressed this in a range of ways including the appointment of the ‘teaching deans’ and the Dean of Quality Enhancement and Assurance, whose roles have a key focus on identifying and sharing good practice in relation to learning and teaching; the Quality Assurance Committee’s (QAC) annual digest summarising good practice across the institution; and as part of the annual monitoring processes, the annual meeting between each school and QAC representatives (paragraph 116)."]
[980,"ABD_90","-","Enhancement","Practice","University of Aberdeen","90 While recognising the University’s progress in this area, the ELIR team noted that there appears to be a delineation between the focus for quality assurance and quality enhancement matters in terms of where responsibility lies. The team explored this matter with University senior staff and learned that centrally determined strategy and policies set at University-level focus mainly on quality assurance and are implemented by the schools who are expected to comply with them. In terms of quality enhancement matters, high level expectations are established centrally by the University, but it is largely left to each of the schools to decide how best to fulfil these expectations given discipline-specific requirements. The University is clear that each of its academic schools has autonomy to implement its policies linked to aspects of learning and teaching in a manner which works most effectively for that discipline and its students. Staff and students who met the ELIR team spoke positively about this approach, believing that a ‘one size fits all’ approach is not appropriate in an institution where there is strong school autonomy. The team also understood that there are some exceptions to this approach where the University takes greater institutional oversight of quality enhancement matters, for example policies linked to lecture capture and the three-week turnaround of assessment feedback to students."]
[981,"ABD_91","Recommendation","Enhancement","Practice","University of Aberdeen","91 However, the ELIR team identified instances where the level of autonomy given to the schools could create variation and inconsistency of student experience, including varying approaches to student representation structures (paragraph 21) and to gathering and responding to student feedback (paragraphs 26 and 27); consistency of arrangements for allocating a personal tutor to all students (paragraph 49); and support for PGR students who teach (paragraph 72). Although there are University-wide expectations in respect of marking, classification, awards and progression, the ELIR team understood in some areas of assessment practice, such as extensions to submission deadlines, Examination Board practice including candidate anonymity, use of plagiarism detection software, and annotation of examination scripts, schools retained a degree of autonomy. The team recommends that the University reflects on the balance between institutional and school responsibilities, to assure itself that all those studying for a University of Aberdeen award have parity of experience.   "]
[982,"ABD_92","-","Enhancement","Themes","University of Aberdeen","92 The national Enhancement Themes are an important external reference point for the University. The University’s work in relation to the Enhancement Themes is overseen by an institutional steering group, chaired by the Dean for Quality Enhancement and Quality Assurance and with student representation. Enhancement Theme work is effectively aligned to institutional strategic priorities and embedded within existing University structures such as the Learning and Teaching Enhancement programme (LTEP) and institutional task forces, supporting the visibility of Themes-related work across the University."]
[983,"ABD_93","-","Enhancement","Themes","University of Aberdeen","93 During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Theme on Student Transitions had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. There had also been good engagement with the Theme by staff from across the institution. Examples of good practice include a broadening of the University’s definition of ‘transition’ which supports the diversification of its student population, the extension of a suite of workshops and online resources originally developed for international students enhanced to support the needs of all students, and a number of student-led initiatives including the Leadership Academy, Level Up Conference, and Online Professionalism and Employability Guide."]
[984,"ABD_93","-","Student_Support","Progression","University of Aberdeen","93 During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Theme on Student Transitions had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. There had also been good engagement with the Theme by staff from across the institution. Examples of good practice include a broadening of the University’s definition of ‘transition’ which supports the diversification of its student population, the extension of a suite of workshops and online resources originally developed for international students enhanced to support the needs of all students, and a number of student-led initiatives including the Leadership Academy, Level Up Conference, and Online Professionalism and Employability Guide."]
[985,"ABD_94","-","Enhancement","Practice","University of Aberdeen","94 Enhancement Themes-related activities and projects are disseminated at the University’s annual Academic Symposium, at Learning and Teaching Network events and through the University’s Enhancement Themes webpages. A range of staff have participated in Enhancement Themes conferences and the University has also contributed case studies which other colleagues have drawn on to further good practice. The LTEP offers small amounts of funding to support projects linked to innovations in learning and teaching and is also aligned to the Enhancement Themes."]
[986,"ABD_95","-","Enhancement","Practice","University of Aberdeen","95 Staff spoke positively with the ELIR team about their involvement with institutional task forces and opportunities to share good practice at events such as the Academic Symposia. They also found receiving funding from the LTEP helpful in supporting them to develop innovations in learning and teaching practice."]
[987,"ABD_96","-","Enhancement","Practice","University of Aberdeen","96 The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University’s governance and committee structures and quality processes support the identification and sharing of good practice."]
[988,"ABD_97","-","Enhancement","Practice","University of Aberdeen","97 The University’s monitoring and review processes, including annual course and programme review, external examiners’ reports and Internal Teaching Review (ITR), all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching. The ELIR team saw evidence that this approach is becoming increasingly well embedded and would encourage the University to continue with this."]
[989,"ABD_97","-","Quality_Processes","Framework","University of Aberdeen","97 The University’s monitoring and review processes, including annual course and programme review, external examiners’ reports and Internal Teaching Review (ITR), all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching. The ELIR team saw evidence that this approach is becoming increasingly well embedded and would encourage the University to continue with this."]
[990,"ABD_98","-","Enhancement","Practice","University of Aberdeen","98 An explicit part of the remit of the Quality Assurance Committee (QAC) is to support the implementation of the University’s approach to quality enhancement, with a specific expectation that each of the committee members plays an active role in the identification and sharing of good practice. School members of QAC act as advisors to their school Teaching and Learning Committees and as part of their role on QAC have responsibility for reviewing quality assurance activities in another school. There is a collaborative relationship between QAC and the schools, with each school assigned a QAC member who works with the school on a regular basis. An annual QAC Digest is sent to all staff, to inform them of policy developments and to disseminate examples of good practice. Staff the ELIR team met were aware of the pivotal role of QAC and its members in managing quality and academic standards. The ELIR team would commend the role of QAC and its members, with feedback from staff supporting the team’s view that these colleagues play a pivotal role in implementing the University’s approach to quality enhancement. These committee members act as effective conduits in sharing good practice at both school and institutional level (paragraph 113)."]
[991,"ABD_99","-","Enhancement","Practice","University of Aberdeen","99 The University’s task forces are also used to identify and share good practice, for example the Positive Outcomes Task Force organised a Sharing Effective Practice Event where all schools submitted posters of employability work."]
[992,"ABD_100","-","Enhancement","Practice","University of Aberdeen","100 The Centre for Academic Development (CAD) plays a key role in the identification and sharing of good learning and teaching practice using a range of approaches including the yearly Academic Symposium (which is aligned to the Enhancement Themes), the Postgraduate Certificate in Higher Education Learning and Teaching, the Good Practice Showcase, an Online Forum, and the Learning and Teaching Networks. Schools also regularly hold team away days and events, with many of them working with CAD to develop tailored approaches to support the priorities of each academic discipline area."]
[993,"ABD_101","-","Staff_Support","Professional development","University of Aberdeen","101 Staff in discussion with the ELIR team confirmed that the Postgraduate Certificate in Higher Education Learning and Teaching supported them to identify and share practice, describing how their informal learning continued after their studies were complete and, as their practice improved, so they felt confident to be more innovative in order to enhance the experience for their students. Staff also viewed CAD as playing an important role in supporting the sharing of good practice and clearly valued the range of development activities they were offered. The Teaching Awards and StaffNet E-zine were cited as being particularly useful for reflection and action linked to learning and teaching."]
[994,"ABD_102","-","Staff_Support","Policy","University of Aberdeen","102 The University has appropriate mechanisms in place to support staff in the ongoing development of their learning and teaching practice, with a comprehensive set of formal and informal staff development opportunities available to encourage wider engagement."]
[995,"ABD_103","-","Staff_Support","Policy","University of Aberdeen","103 The University stated in the RA that it values teaching and research equally, with its reward and recognition processes reflecting this. The University’s promotions procedures are reviewed annually and academic staff who have achievements in the delivery, development and innovation in learning and teaching can apply to a specific promotion route (teaching and scholarship). The ELIR team understood that staff development needs are identified as part of the annual review system and, at the time of the ELIR, there were plans to revise the system as the University developed its overall reward strategy. Although the University clearly sets out the criteria for gaining promotion through the teaching and scholarship route, there was a lack of clarity about the criteria and associated processes among some of the academic staff who met the team. "]
[996,"ABD_104","-","Staff_Support","Policy","University of Aberdeen","104 The University’s Workload Policy, Modelling Principles and Parameters have been in place since 2015, with each school having the flexibility to develop their own slightly different models to reflect subject-level requirements. The University recognises this approach has challenges associated with the reporting and transparency of staff workloads between schools. At the time of the ELIR, the University was undertaking work to clarify how its revised Framework of Academic Expectations works, with its workload modelling, annual review and promotions systems. The ELIR team would encourage the University to continue with its plans in this area in order to ensure consistency of workload models, so that activities in support of the student experience are afforded appropriate time allocations across the institution."]
[997,"ABD_105","-","Staff_Support","Professional development","University of Aberdeen","105 The Centre for Academic Development (CAD) offers a range of development opportunities which are determined by staff needs as identified by the schools and the University. These include a two-day ‘Introduction to Learning and Teaching at the University of Aberdeen’ programme which is compulsory for all new academic staff employed on the Teaching and Scholarship and Teaching and Research tracks, an annual programme of workshops, and a range of good practice sharing events. However, the ELIR team learned that the Introduction to Learning and Teaching course is not compulsory for staff appointed on the Research track, or other groups of staff who may be engaged in teaching. The University is recommended to ensure that all new staff who teach and assess complete, as a minimum, the University’s ‘Learning and Teaching in HE’ course before taking up teaching responsibilities. The ELIR team understood that CAD also liaises proactively with each of the schools in order to identify staff development needs and develop bespoke sessions as determined by University and school priorities. A good example of CAD’s proactive approach is the development of a five-week course to support staff with online course development, supporting the University strategy in this area. Schools also offer their own discipline-based development activities for staff."]
[998,"ABD_106","-","Staff_Support","Professional development","University of Aberdeen","106 Academic staff who met with the ELIR team indicated that they regard CAD as playing an important role in supporting their development and viewed CAD as an agent of change, playing a significant role in the championing of good practice. Staff also indicated they were able to provide feedback to CAD with regard to their development needs and skills requirements. Those staff who had completed the two-day Introduction to Learning and Teaching valued this programme. Staff who participated in development activities spoke very positively about the value of attending, the quality of the networking opportunities provided and the opportunities to share practice."]
[999,"ABD_107","-","Staff_Support","Professional development","University of Aberdeen","107 While offering a wide range of opportunities for staff development and sharing practice, the University recognises that staff attendance at events can be variable and that the impact of dissemination activities is not always measured. The ELIR team would therefore encourage the University to continue developing mechanisms for supporting staff participation and for measuring the effectiveness of its dissemination activities.  "]
[1000,"ABD_108","-","Staff_Support","Professional development","University of Aberdeen","108 The University offers a CPD Framework for Learning and Teaching that includes the Postgraduate Certificate in Higher Education Academic Practice and the Principles of Learning and Teaching in HE programmes. The CPD Framework was first accredited by the Higher Education Academy (HEA) in 2014 and supports staff to apply for three levels of fellowship. CAD offers a range of support options to HEA applicants. The University has an aspiration of ensuring all staff involved in teaching students, including PhD demonstrators, have accredited teaching qualifications by 2020, with progress towards this target monitored by CAD. At the time of the ELIR, the CPD framework had 170 staff professionally recognised."]
[1001,"ABD_109","-","Staff_Support","Professional development","University of Aberdeen","109 In addition, the University’s Human Resources section also offers a suite of staff development activities, workshops and support opportunities for staff including leadership development, mentoring and coaching, and wellbeing and good mental health. In discussion with the ELIR team, staff indicated that they valued the ongoing mental health first aid training to support the Mental Health and Wellbeing Strategy and the staff mentoring scheme (paragraph 37)."]
[1002,"ABD_110","-","Enhancement","Strategy","University of Aberdeen","110 The University has an effective approach to enhancing teaching and learning and the wider student experience managed through its governance and committee structures. This is achieved through a combination of the University’s Strategic Plan, a set of University-wide teaching-related KPIs, and the school plans which translate these KPIs into action at discipline level. Academic schools have significant autonomy to take forward enhancements to learning and teaching practice in a manner which works most effectively for the subject discipline and its students. While this can be positive, it can also lead to variation and inconsistency in the student experience. The University is encouraged to reflect on the balance between institutional and school responsibilities to assure itself that all those studying for a University of Aberdeen award have parity of experience.   "]
[1003,"ABD_111","-","Enhancement","Practice","University of Aberdeen","111 The University has an effective and systematic approach for identifying and sharing good practice, using a comprehensive range of formal and informal mechanisms to achieve this. The role of the Quality Assurance Committee (QAC) is commended. Its members are pivotal in implementing the University’s approach to quality enhancement and act as effective conduits in sharing good practice at both school and institutional level."]
[1004,"ABD_112","Recommendation","Staff_Support","Professional development","University of Aberdeen","112 The University is asked to ensure all new staff and postgraduate students who teach and assess complete, as a minimum, the University’s ‘Learning and Teaching in HE’ course before taking up teaching responsibilities."]
[1005,"ABD_113","-","Quality_Processes","Framework","University of Aberdeen","113 The University has effective and systematic arrangements in place for managing quality and securing academic standards. The Quality Assurance Committee (QAC) plays a key role in the management of quality processes and academic standards and implementing the University’s quality enhancement activities. QAC is chaired by the Dean of Quality Enhancement and Quality Assurance, with representation from each school and the student body. Students have appropriate opportunities to engage in the University’s quality assurance and enhancement activities through representation on relevant committees and also by participating in the Internal Teaching Review (ITR) process (paragraphs 20-22 and paragraph 117). QAC also develops policy linked to academic standards, which is discussed as appropriate at other committees before approval."]
[1006,"ABD_114","-","Quality_Processes","Framework","University of Aberdeen","114 The University’s procedures for managing quality, and setting, maintaining, reviewing and assessing academic standards, are set out in its Academic Quality Handbook (AQH). Students are made aware of regulations, policies and procedures, and arrangements for assessment and feedback through the University's portals and through student course and programme handbooks which detail any programme-specific information. Students have appropriate access to general University information linked to regulations, policies and procedures, a position which was confirmed in meetings with students."]
[1007,"ABD_115","-","Quality_Processes","Programme Approval","University of Aberdeen","115 In 2015, a new Curriculum Management process and supporting web-based collaborative platform was introduced to support the University’s processes for the approval, amendment and withdrawal of new courses and programmes. Business cases are approved for new courses/programmes prior to any detailed consideration of quality assurance matters. Proposals are required to align with University/school policies, meet the expectations of the University’s programme and course entity guidance (which requires coherence of learning outcomes, the assessment strategy and graduate attributes) and the expectations of all relevant external reference points, including the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements."]
[1008,"ABD_116","Commendation","Quality_Processes","Annual Monitoring","University of Aberdeen","116 The University has undertaken significant development of its quality processes to ensure these support self-evaluation and enhancement. The University uses three processes to monitor and review academic standards: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR). This approach meets the expectations of the Quality Code and SFC Guidance to higher education institutions on Quality, and applies to all the University’s credit-bearing provision, including collaborative programmes delivered by partners. Given the volume of individual courses delivered across the University, a sample of ACRs is reviewed at QAC. School Directors of Teaching and Learning review all ACRs which are then used to inform Annual Programme Reviews. Annual Programme Reviews are considered at school teaching and learning committees and posted to the University’s Quality and Planning site. Annual Course and Programme Reviews considered by the ELIR team indicated that academic standards are being effectively monitored by the University. Staff who met the ELIR team were very familiar with the expectations of these processes and the linkage to quality assurance at University level. Staff spoke positively about their rigour and valued having structured opportunities to reflect on course and programme delivery. Staff also welcomed the support that school members of QAC can provide to help them successfully engage with these monitoring processes."]
[1009,"ABD_116","Commendation","Quality_Processes","Internal Review","University of Aberdeen","116 The University has undertaken significant development of its quality processes to ensure these support self-evaluation and enhancement. The University uses three processes to monitor and review academic standards: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR). This approach meets the expectations of the Quality Code and SFC Guidance to higher education institutions on Quality, and applies to all the University’s credit-bearing provision, including collaborative programmes delivered by partners. Given the volume of individual courses delivered across the University, a sample of ACRs is reviewed at QAC. School Directors of Teaching and Learning review all ACRs which are then used to inform Annual Programme Reviews. Annual Programme Reviews are considered at school teaching and learning committees and posted to the University’s Quality and Planning site. Annual Course and Programme Reviews considered by the ELIR team indicated that academic standards are being effectively monitored by the University. Staff who met the ELIR team were very familiar with the expectations of these processes and the linkage to quality assurance at University level. Staff spoke positively about their rigour and valued having structured opportunities to reflect on course and programme delivery. Staff also welcomed the support that school members of QAC can provide to help them successfully engage with these monitoring processes."]
[1010,"ABD_117","-","Quality_Processes","Internal Review","University of Aberdeen","117 Since the 2013 ELIR, the University has developed a new ITR process, which is more streamlined, avoids the production of duplicate information and is more enhancement focused. The uploading of a range of quality-related information to the ITR web-based collaborative platform enables panel members to review quality assurance and academic standards matters ahead of the review visit. The revised ITR process places a firm emphasis on enhancement, makes full use of the expertise of external subject experts, and engages students actively in developing a forward-looking action plan. It was clear to the ELIR team that students spoke positively about their involvement in the ITR process, particularly the ‘pedagogic partnership session’. This session takes place at the end of the ITR visit and involves staff and students, who consider key matters raised during the review and develop an enhancement-focused action plan to address these."]
[1011,"ABD_118","-","Quality_Processes","Internal Review","University of Aberdeen","118 The University has also developed proposals for the periodic review of professional service areas. However, a pilot review planned for 2015-16 did not take place because a wider institutional review of professional services was held in that year. In its annual report on Institution-led review of quality to the SFC in 2016-17, the University stated that the review of professional services would remain an integral part of the school-focused ITR process. However, having considered the guidelines for the new academic ITR process in the AQH, the ELIR team could see no specific mention of how professional services are incorporated into this process. The report of the pilot school ITR process in the School of Language, Literature, Music and Visual Culture did not evidence any significant review of professional services areas. The team understood that the introduction of a more structured review of professional service areas was revisited by the directors of professional services in October 2018.The directors agreed that,rather than instigate a process equivalent to ITR for professional services, the University Secretary (in agreement with the Principal) would instigate a series of reviews for individual professional service areas. At the time of the ELIR, a detailed programme for the individual reviews was being developed and areview of Marketing and Student Recruitment had been undertaken but the findings of this pilot and the evaluation of the method employed had not been completed. The team also understood there were plans for a review of school administrative structures and a decision concerning the continued involvement of external representatives or students in subsequent reviews was yet to be taken."]
[1012,"ABD_119","Recommendation","Quality_Processes","Internal Review","University of Aberdeen","119 The ELIR team therefore asks the University to continue with its plans to develop processes for the routine review of student-facing professional services. The University should ensure that the new processes link effectively to the existing Internal Teaching Review (ITR) process for academic areas, allow for institutional oversight, fully engage students, and incorporate appropriate externality.  "]
[1013,"ABD_120","Recommendation","Quality_Processes","External examining","University of Aberdeen","120 The RA states that the University sees external examiners as playing a major role in the monitoring of its academic provision and ensuring standards are maintained on a level comparable with other UK universities. The AQH defines the responsibilities of Academic Services and the heads of school with regard to the induction of external examiners. Academic Services provide induction information to new external examiners, with any further training and induction that may be required being the responsibility of schools (with support provided from Academic Services if requested). The ELIR team learned the University does not monitor the effectiveness of the training provided at school level or maintain a consistent record of those who have undertaken it. The University recognised this position and is encouraged to reflect on the effectiveness of its current arrangements for monitoring the training and induction provided for external examiners at school level."]
[1014,"ABD_121","-","Quality_Processes","External examining","University of Aberdeen","121 The ELIR team understood that, currently, external examiners’ reports are shared with the student body via the student representatives on QAC and via programme annual reports. Some students who met the team understood the role of external examiners but none of the students were able to qualify where they would obtain a copy of the external examiners’ reports linked to their course/programme of study. The University should ensure all students are aware of how they can access the external examiners’ reports for their programme."]
[1015,"ABD_122","-","Assessment","Practice","University of Aberdeen","122 Overall, the University has effective arrangements in place for the management of assessment. There have been significant changes to these arrangements since the 2013 ELIR, including the introduction of the University’s Code of Practice on Assessment in 2014-15, which defines the arrangements for marking, undergraduate degree classifications and award within postgraduate programmes. As part of this work the University has introduced a new Common Grading Scale, a Grade Point Average (GPA) system for determining honours degree classifications and postgraduate awards, and guidance for examiners where the overall GPA grade for the award falls within a borderline zone. Students confirmed that they had good access to information regarding assessment arrangements and feedback which was provided in a range of ways (paragraphs 52-54)."]
[1016,"ABD_123","-","Quality_Processes","Externality","University of Aberdeen","123 Overall the University has an effective approach to using external reference points. Programme design and approval ensures programmes are aligned with relevant Subject Benchmark Statements and this is reviewed as part of the University’s ITR process where schools submit a curriculum mapping which identifies how programme provision addresses any relevant Statements. A number of disciplines also use a variety of additional reference points for example, Engineering make use of the Society of Petroleum Engineering’s matrix for Technical Knowledge of Graduating Engineers. Programmes are expected to meet the requirements of their professional, statutory and regulatory bodies (PSRBs) and also align with SCQF levels. The University has fostered close links with industry and the professions, and external members of advisory boards at disciplinary level provide a significant external perspective to programme/course development. The University also pays close attention to national surveys and league tables as important external reference points to support its enhancement activities. As part of its preparations for the ELIR, the University produced a detailed mapping of its policies and procedures against the expectations of the Quality Code 2013-18."]
[1017,"ABD_123","-","PSRBs","Programme development","University of Aberdeen","123 Overall the University has an effective approach to using external reference points. Programme design and approval ensures programmes are aligned with relevant Subject Benchmark Statements and this is reviewed as part of the University’s ITR process where schools submit a curriculum mapping which identifies how programme provision addresses any relevant Statements. A number of disciplines also use a variety of additional reference points for example, Engineering make use of the Society of Petroleum Engineering’s matrix for Technical Knowledge of Graduating Engineers. Programmes are expected to meet the requirements of their professional, statutory and regulatory bodies (PSRBs) and also align with SCQF levels. The University has fostered close links with industry and the professions, and external members of advisory boards at disciplinary level provide a significant external perspective to programme/course development. The University also pays close attention to national surveys and league tables as important external reference points to support its enhancement activities. As part of its preparations for the ELIR, the University produced a detailed mapping of its policies and procedures against the expectations of the Quality Code 2013-18."]
[1018,"ABD_124","-","Quality_Processes","Externality","University of Aberdeen","124 Currently the University makes effective use of a range of external stakeholders to inform programme development, including external examiners, external subject experts, employers, programme advisory boards (PABs) and the expectations of PSRBs. However, the ELIR team learned that external stakeholders are not involved in the University’s programme approval process. Approval external to the school proposing new programmes is provided by the Quality Assurance Committee (QAC). There would be merit in the University reviewing its current processes, to involve external experts in programme approval, in line with the indicator of sound practice in the Quality Code 2013-18."]
[1019,"ABD_125","-","Enhancement","Strategy","University of Aberdeen","125 The 2013 ELIR identified six areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these areas and has worked to address them all. With regards to evaluating the success of initiatives for major change projects, the University is now making effective use of a project management methodology to manage and evaluate such work. This ELIR report outlines a large range of approaches that have been developed by the University to support its increasingly diverse student population, which was also a contextualised theme for the current review.  "]
[1020,"ABD_126","-","Enhancement","Practice","University of Aberdeen","126 The University was asked to consider its responsiveness to external feedback, particularly linked to intended revisions to the Common Assessment Scale and Annual Programme Review, and a new marking scale has been implemented (paragraph 122). Annual Programme Review changes have been taken forward appropriately as part of a wider piece of work to revise Internal Teaching Review (ITR) (paragraph 117). The ELIR team considered that the range of measures adopted by the University to further develop the links between its assurance processes and its enhancement activities have been particularly successful and have commended the role of the Quality Assurance Committee in supporting this work (paragraphs 88, 89, 98, 113 and 116). The team noted that the University has taken steps to make committee minutes and papers more accessible to staff and student representatives on these committees and available in a timely manner. However, the team understood that, in some instances, this information may not be so readily available to the wider student body. The University is encouraged to continue working to improve student access to committee papers and minutes."]
[1021,"ABD_127","-","Quality_Processes","Framework","University of Aberdeen","127 The ELIR team fully recognises the work undertaken by the University to ensure that staff explicitly engage with Subject Benchmark Statements and other reference points and believe the changes made to key monitoring and review process support the achievement of this (paragraph 123)."]
[1022,"ABD_128","-","Quality_Processes","Use of data","University of Aberdeen","128 The University has an effective approach to using data to inform its decision-making and support its evaluative processes. The University’s strategic planning process makes effective use of KPIs and linked metrics to support regular institutional monitoring of progress against targets and supports cross-institutional consideration of performance. Data on all the University’s KPIs is reviewed regularly and reported to the University Management Group and the University Court. The integrated nature of this planning process supports the schools in developing their five-year and annual plans, with the same KPIs and metrics being used effectively to monitor progress and identify areas for enhancement and action in the next academic session (paragraphs 3, 5 and 84)."]
[1023,"ABD_129","-","Quality_Processes","Use of data","University of Aberdeen","129 The annual Student Experience paper presented to the Senate contains key metrics around student satisfaction, non-continuation, degree awards and positive student outcomes, designed to focus activity and further enhance the student experience. The RA indicated this paper is valued by the University and used as an important discussion document for identifying enhancements to the learning and teaching and broader experience of students, sometimes resulting in the establishment of task or working groups to progress these, for example the establishment of a task force to consider feedback to students."]
[1024,"ABD_130","-","Quality_Processes","Use of data","University of Aberdeen","130 There is evidence in the RA and Advance Information Set (AIS) that the University undertakes careful analysis of student feedback from a variety of sources including focus groups and a range of internal and external surveys. The Centre for Academic Development (CAD) is responsible for analysing the national surveys which the University participates in. Two NSS measures (those for teaching, and for assessment and feedback) feed directly into the University’s KPIs."]
[1025,"ABD_131","-","Quality_Processes","Use of data","University of Aberdeen","131 The University’s quality processes are evidence based. At course level, the Student Course Evaluation Forms (SCEF) and SSLCs provide data to programme teams and schools which is used in ACR, APR and ITRs. The University’s new ITR process is supported by a set of centrally-held quality assurance metrics and analysis which support schools in undertaking the preparation of their reflective analysis. The centrally-held metrics also allow review panels to consider a number of quality assurance aspects of the review ahead of time, allowing more discussion with the schools on the enhancement work they are undertaking linked to learning and teaching."]
[1026,"ABD_132","-","Quality_Processes","Framework","University of Aberdeen","132 The University has effective and systematic arrangements in place for setting and securing academic standards, making appropriate use of external reference points. In particular, the Quality Assurance Committee (QAC) plays a key role ensuring academic standards are met."]
[{"$f":"IF(B1029<>\"\",ROW(A1029)-2,\"\")","v":1027},"ABD_133","-","Quality_Processes","External examining","University of Aberdeen","133 The University is encouraged to reflect on the effectiveness of its arrangements for overseeing the training and induction provided for external examiners at school level. In addition, it should ensure that all students have easy access to the external examiners’ reports for their programmes."]
[1028,"ABD_134","-","Quality_Processes","Framework","University of Aberdeen","134 The University has effective arrangements for self-evaluation which are informed by the use of data from a range of sources. The University’s revised ITR process for academic schools is commended for its firm emphasis on enhancement, for making full use of the role of external subject experts, and for its strong commitment to engaging students in developing a forward-looking action plan. The University is asked to continue with its plans to develop processes for the routine review of student-facing professional services. The University should ensure that the new processes link to the existing ITR processes for academic areas, allow for institutional oversight, and incorporate appropriate externality."]
[1029,"ABD_135","-","Collaborative_Partnerships","Oversight","University of Aberdeen","135 The University’s Strategic Plan, to 2020, provides limited information on the University’s ambitions to develop its collaborative provision. Meetings between University senior staff and the ELIR team revealed there is a clear direction of travel for internationalisation and collaborative provision, moving away from validation agreements to international articulation agreements and collaboration with delivery partners. University leadership of collaborative provision is shared between the Vice-Principals for Education and International Partnerships. The process of realigning the roles of the senior staff (paragraph 4) created a Vice-Principal (International Partnerships) whose remit is focused on international partnerships, particularly considering the resource requirements for managing the projected growth in collaborations."]
[1030,"ABD_136","-","Collaborative_Partnerships","International","University of Aberdeen","136 There is also an Internationalisation Strategy document, which the ELIR team considered to focus on implementation rather than strategic direction. Published in 2014, the team believed there would be benefit to the University in refreshing the Internationalisation Strategy document to more accurately reflect the University’s ambitions and direction, particularly in relation to transnational education."]
[1031,"ABD_137","-","Collaborative_Partnerships","International","University of Aberdeen","137 In anticipation of an expansion in overseas delivery, the University established a Transnational Education Committee. However, of the various transnational initiatives originally planned, only the Doha campus has so far been established. The University therefore decided that quality matters, academic standards and supporting the wider student experience could be managed appropriately through its existing policies and procedures, and committee structures. "]
[1032,"ABD_138","-","Collaborative_Partnerships","Oversight","University of Aberdeen","138 The University’s Register of Partnerships and Collaborative Provision defines a number of types of partnership including accreditations and validations; college articulations; articulations; joint, double and dual degrees; distance and split-site degrees; online delivery partners; transnational education; and undergraduate exchange and study abroad. The University’s portfolio of partnerships has been rationalised since the 2013 ELIR, with the removal of inactive agreements and the introduction of a small number of new ones. The Directorate of Research and Innovation oversees the development of the agreement documents and maintains the Register of Partnerships and Collaborative Provision. In considering this register, the ELIR team noted a small number of partnerships were missing and would encourage the University to review its processes for maintaining the Register to ensure its ongoing currency and completeness. "]
[1033,"ABD_139","-","Collaborative_Partnerships","Oversight","University of Aberdeen","139 The two recent additions to the Register, of particular interest to this ELIR, were the agreements with the Al Faleh Group for Educational Services (AFG) to operate a campus in Doha, Qatar, and with the Interactive Design Institute Ltd (IDI) to deliver online programmes. Both these new projects involve delivery of University of Aberdeen programmes by a third party and are operated through the University’s School of Business. The management of each of these partners aligns with the Fundamental Principles section of the University’s Delivery Partners Handbook. "]
[1034,"ABD_140","-","Collaborative_Partnerships","Oversight","University of Aberdeen","140 The University plans to build on its experience in Doha and expand its provision through the partnership with AFG, intending to offer new programmes using the same operating model. The University considers TNE to be a ‘core element’ of its strategy for internationalisation and sees the establishment of the Doha collaboration as a ‘step change’ in its approach for proposing, approving and managing collaborative activity. In recognition that future collaborative ventures potentially bring new requirements for the assurance of quality and academic standards, the University plans to increase the number of staff supporting its quality processes, particularly at school level, proactively building capacity and expertise. In the last year some Quality Assurance Committee (QAC) members have been given specific responsibility for TNE provision. As its TNE provision grows the University recognises that it may be necessary to increase the membership of QAC. "]
[1035,"ABD_141","-","Collaborative_Partnerships","Oversight","University of Aberdeen","141 While the University has been offering online programmes for some time, the agreement with IDI has allowed the University to make significant advances in its online delivery, in terms of the quality and scalability of provision. The partnership currently encompasses two programmes, the MBA (Global) and MSc Finance."]
[1036,"ABD_142","-","Collaborative_Partnerships","Student experience","University of Aberdeen","142 The University’s policies and procedures for the establishment and oversight of collaborative partnerships are described in the Delivery Partners’ Handbook, which refers explicitly to the Quality Code. The Handbook makes it clear that students enrolled on programmes delivered in partnership should not be at a disadvantage to, or have an advantage over, students who are enrolled on the University’s non-partnership programmes.  All students, irrespective of location of study, are subject to the same rules and regulations and have the same rights and responsibilities as students enrolled on non-partnership programmes. Further, the guidance available on the University’s Quality Assurance and Academic Standards website states that, in all collaborative provision, the University remains ultimately responsible for the quality and standards of its partnerships and partnership programmes. The agreement documents signed with AFG and IDI make this clear and refer to the Delivery Partners Handbook, together with the University Regulations and the Quality Code, and make it clear that the University retains responsibility for the academic standards of all awards made in its name. "]
[1037,"ABD_143","-","Collaborative_Partnerships","Student experience","University of Aberdeen","143 Students from the Doha campus participated, via a survey and discussion forums, in the 2018 QAA report ‘Enhancing the UK TNE Student Experience in Dubai and Singapore’."]
[1038,"ABD_144","-","Collaborative_Partnerships","Oversight","University of Aberdeen","144 The campus in Doha is operated as a branch campus and currently offers a small range of business-related undergraduate and postgraduate degrees, admitting its first cohort, of 132 students, in 2017. The Doha campus is jointly managed by the University and AFG. There is a Provost, employed by the University, who reports to the Senior Vice-Principal. Oversight and quality assurance and enhancement of academic provision is the responsibility of the University and delivered through existing University procedures. Operational oversight is the responsibility of the Business School, which reports to QAC through the ITR, APR and ACR processes. There are regular teaching visits to Doha to support and assure quality requirements and academic standards. The course leads make two teaching visits per course delivery to ensure the local AFG-employed teachers are clear about the University’s expectations of them."]
[1039,"ABD_145","-","Collaborative_Partnerships","Oversight","University of Aberdeen","145 As set out in the Delivery Partners Handbook, entry requirements for admission onto programmes delivered at the Doha campus have been jointly agreed between the University and AFG. An admissions audit takes place annually. "]
[1040,"ABD_146","-","Collaborative_Partnerships","Staff support","University of Aberdeen","146 The Qatar Assessment and Feedback Handbook provides information for staff based at the Doha campus. The University confirmed that, for levels two to four of the provision, the curriculum and its associated assessments are the same for students studying in Doha and in Aberdeen. The courses share content, teaching materials and assessments. The learning outcomes for courses are the same, but the learning and teaching materials delivered by the AFG staff are contextualised for the Qatar environment. When academic staff from Aberdeen are present in Doha the courses are co-delivered. The RA stated clearly that no courses are offered in Doha that are not also available in Aberdeen. The exception to this position is the delivery of level one provision which includes foundation studies and English language support, as well as subject-specific teaching (paragraph 149)."]
[1041,"ABD_147","-","Collaborative_Partnerships","Staff support","University of Aberdeen","147 Assessments for level one are set by Doha-based staff in consultation with Aberdeen-based University staff. The same in-course assessments are used for courses delivered in both Aberdeen and Doha at levels two to four. Examinations for level one courses are set in Doha and agreed with the University and the external examiner. Examinations for levels two to four are set by the University and approved by external examiners in consultation with Doha staff. All students studying on a course delivered in both Aberdeen and Doha will sit the same examination paper at the same time. Assessments and examinations are marked and moderated in accordance with University policies and procedures. The assessment marks for students in years two to four are considered by the same examination board, and by the same external examiners, as students studying the corresponding programmes in Aberdeen."]
[1042,"ABD_148","-","Collaborative_Partnerships","Student experience","University of Aberdeen","148 Students confirmed to the ELIR team that they understood the assessment criteria for their courses through the information given in their handbooks and lectures, and were clear about how their final degree classification would be determined. They also reported they were satisfied with the quality and timeliness of the feedback they received and knew they could approach teaching staff for further information, if required."]
[1043,"ABD_149","-","Collaborative_Partnerships","Student experience","University of Aberdeen","149 The University identified teething problems with the experience of its first cohort of Doha-based students. Issues with the student registration process were identified, resulting in improvements to support easier and quicker student registration and ensure greater accuracy of the student data captured. Early indications are these changes have had a positive impact for year two delivery. Concerns were also raised regarding the content of the level one curriculum which had been designed to be an integrated first year to support students entering their studies with qualifications below the University’s standard degree entry requirements. In response the University has re-ordered the delivery of the curriculum. Students in Doha reported that while level one was very busy, it was manageable from a workload and assessment perspective. "]
[1044,"ABD_150","-","Collaborative_Partnerships","Student experience","University of Aberdeen","150 To support Doha-based students to develop their employability skills, an Industry Week is held in the middle of each semester where employers come onto campus and provide students with the opportunity to engage in a range of work-related activities outside formal course lessons. Students were very positive about these opportunities, although they did not readily relate to the concept of Aberdeen Graduate Attributes. AFG has also signed an agreement with the National Enterprise Agency to increase the number of employers supporting the Industry Week, and the Entrepreneurs in Qatar society, together with its entrepreneur in residence, organise seminars designed to help students to establish their own businesses. "]
[1045,"ABD_151","-","Collaborative_Partnerships","Student experience","University of Aberdeen","151 The RA indicated that currently the Doha campus comprises a series of ‘villas’ that have been converted and equipped to support educational use, including well-equipped IT facilities. There is also a dedicated ‘villa’ for postgraduate students. The University has undertaken onsite visits to assure itself that the learning and teaching facilities meet the needs of the current provision. As part of the agreement between the University and AFG, a new campus will be opened in two years’ time which will further enhance facilities for students and be required to support the planned expansion and diversification of the programme provision offered in Doha. A suitable location has been identified for the new campus, and a project board established to support the work.  "]
[1046,"ABD_152","-","Collaborative_Partnerships","Student experience","University of Aberdeen","152 Student support in Doha is well-developed and the University has taken steps to ensure that students are as well supported as their Aberdeen counterparts. Each student at Doha has a personal tutor. This was confirmed by the students who met the ELIR team who said they could also contact any faculty member or the student affairs manager if they required support. Students also reported both academics and support staff responded promptly and provided helpful support. On campus there is a Student Hub which provides study skills support and a full-time medical centre. The University’s aim has been to embed systems available to Aberdeen-based students into the Doha campus and the Qatar context. Students have access to all online library training courses and to MyAberdeen. Students informed the ELIR team that the library team had responded to requests for guidance on how to use MyAberdeen by providing training."]
[1047,"ABD_153","-","Collaborative_Partnerships","Student experience","University of Aberdeen","153 Following a recent visit to the Doha campus by Aberdeen-based student support staff, the University plans to appoint a Careers Adviser to be located on campus.  A specialist student mentoring service will be available from January 2019, and work is underway to make the online resource ‘Cluedup’ available to Doha-based students (paragraph 38). Students can access the Counselling Service in Aberdeen by remote digital connection. Doha teaching staff informed the ELIR team that the campus offers mental health workshops for students. "]
[1048,"ABD_154","-","Collaborative_Partnerships","Student experience","University of Aberdeen","154 Students stated they enjoyed their educational experience, that the atmosphere on campus was conducive to learning and they felt well respected by their teachers. Both staff and students reported that online library resources were very good. Students informed the ELIR team they had experienced a shortage of printed material in the library and that they found the social and recreational facilities insufficient. Having raised these matters with staff and following feedback from the University, students understood there to be ongoing difficulties in getting the books into the country due to a blockade, rather than a lack of library budget, and were informed that plans are in place to improve facilities as part of the next phase of the campus development. Students also reported to the team that they would like to see Lecture Capture being implemented for them and they don’t currently have access to those lectures recorded in Aberdeen. The team understood that there are challenges with providing access to Lecture Capture recordings for students based in Doha due to contextual and cultural differences and issues of consent. The team would encourage the University to continue to investigate the use of Lecture Capture for students across all of its campuses.   "]
[1049,"ABD_155","-","Collaborative_Partnerships","Staff support","University of Aberdeen","155 The majority of the teaching staff at the Doha campus are employed by AFG, with honorary appointments to the University. The exceptions to this are the Doha Provost and the small number of Aberdeen-based faculty, who are employed by the University. The ELIR team learned that some of the AFG staff are former employees of the University. The academic staff employed by AFG are appointed according to University criteria, with the Provost and Business School staff contributing to the recruitment panels."]
[1050,"ABD_156","-","Collaborative_Partnerships","Staff support","University of Aberdeen","156 New AFG academic staff undergo the same induction and training as new Aberdeen-based academic staff. Staff in Doha are able to participate in some of the training and development opportunities the University offers to academic staff in Aberdeen, via online conference tools. While committed to encouraging staff in Doha to engage in activities focused on sharing good practice, the University recognises there remain logistical challenges associated with supporting staff to engage. The range of development materials available for use in Doha is currently being expanded, and there are plans to schedule staff development sessions in Aberdeen so that Doha staff are able to participate by video link. The ELIR team would encourage the University to continue with its plans to support all staff to more effectively engage with the training and development, and sharing practice opportunities it offers. Some Doha staff are in the process of applying for Fellowship of the Higher Education Academy (FHEA), having been encouraged to do so through their annual review."]
[1051,"ABD_157","-","Collaborative_Partnerships","Staff support","University of Aberdeen","157 Training is also provided to University academic staff based in Aberdeen before they teach at the Doha campus. University staff based in Aberdeen opt in to teach parts of the provision delivered in Doha and the Business School’s workload model has been updated to reflect in-country teaching. There have also been visits from student support services staff, looking at how the broader student experience can be replicated in Doha."]
[1052,"ABD_158","-","Collaborative_Partnerships","Student experience","University of Aberdeen","158 Establishment of an equivalent student representatives system in Doha is an ongoing development area for the University and AUSA, who are both committed to establishing a system which is comparable to that available for Aberdeen-based students.  Doha students reported that student representatives were appointed at the start of session and have received training to support them in their roles. The student representatives who met the ELIR team clearly understood their role and responsibilities and had attended their first Staff-Student Liaison Committee (SSLC). The representatives also confirmed their feedback was listened to and action taken in response. AUSA’s Education Officer and Student Representative Officer visited the campus in March 2018, with a further AUSA visit scheduled for November 2018, during which the AUSA Education Officer will train the school student convenor in Doha. A Doha representative has recently been appointed to the AUSA Education and Sports Committees (paragraph 24)."]
[1053,"ABD_158","-","Student_Engagement","Representation","University of Aberdeen","158 Establishment of an equivalent student representatives system in Doha is an ongoing development area for the University and AUSA, who are both committed to establishing a system which is comparable to that available for Aberdeen-based students.  Doha students reported that student representatives were appointed at the start of session and have received training to support them in their roles. The student representatives who met the ELIR team clearly understood their role and responsibilities and had attended their first Staff-Student Liaison Committee (SSLC). The representatives also confirmed their feedback was listened to and action taken in response. AUSA’s Education Officer and Student Representative Officer visited the campus in March 2018, with a further AUSA visit scheduled for November 2018, during which the AUSA Education Officer will train the school student convenor in Doha. A Doha representative has recently been appointed to the AUSA Education and Sports Committees (paragraph 24)."]
[1054,"ABD_159","-","Collaborative_Partnerships","Student experience","University of Aberdeen","159 Student feedback is mainly received through student representation structures. Low staff to student ratios also facilitate informal feedback between students and staff. Students reported to the ELIR team that they had seen changes to their learning and teaching and wider student support since the first year of operation of the campus as a result of raising issues through student representatives. Currently, feedback mechanisms are very effective, however the University is encouraged to consider how these mechanisms will need to be enhanced as student numbers grow in Doha. "]
[1055,"ABD_159","-","Student_Engagement","Feedback","University of Aberdeen","159 Student feedback is mainly received through student representation structures. Low staff to student ratios also facilitate informal feedback between students and staff. Students reported to the ELIR team that they had seen changes to their learning and teaching and wider student support since the first year of operation of the campus as a result of raising issues through student representatives. Currently, feedback mechanisms are very effective, however the University is encouraged to consider how these mechanisms will need to be enhanced as student numbers grow in Doha. "]
[1056,"ABD_160","-","Collaborative_Partnerships","Oversight","University of Aberdeen","160 The collaborative agreement with IDI clearly states the responsibilities of each partner. The University retains all responsibility for the maintenance of academic standards, and for oversight of quality assurance and enhancement matters through its existing policies and processes."]
[1057,"ABD_161","-","Collaborative_Partnerships","Oversight","University of Aberdeen","161 Although the agreement document allows IDI to take responsibility for running examination boards in accordance with the University policies and regulations, in practice the Business School examination boards manage all the assessment marks for its students on programmes delivered by IDI. Assessments are jointly designed by IDI tutors and Business School staff. Initial marking is carried out by IDI staff using University marking schemes, followed by moderation completed by Aberdeen staff."]
[1058,"ABD_161","-","Assessment","Practice","University of Aberdeen","161 Although the agreement document allows IDI to take responsibility for running examination boards in accordance with the University policies and regulations, in practice the Business School examination boards manage all the assessment marks for its students on programmes delivered by IDI. Assessments are jointly designed by IDI tutors and Business School staff. Initial marking is carried out by IDI staff using University marking schemes, followed by moderation completed by Aberdeen staff."]
[1059,"ABD_162","-","Collaborative_Partnerships","Staff support","University of Aberdeen","162 Tutors are recruited by IDI and employed on a contract basis. Tutors are required to have a Postgraduate Certificate in Higher Education Learning and Teaching or equivalent and be research active. Tutors receive training in online delivery and student support from IDI and discussions are currently underway regarding the Centre for Academic Development (CAD) providing additional staff training in the University’s values, processes and requirements."]
[1060,"ABD_163","-","Collaborative_Partnerships","Student experience","University of Aberdeen","163 The University recognises the need to improve the online student representation and is working with AUSA and sparqs to better understand the representation and feedback needs of this student group (paragraph 22). Currently different models are offered in the schools, and there are ongoing debates with students and staff about whether having an online student representative is seen as beneficial. Students studying online who met the ELIR team believed that a single approach to student representation might not work for all online provision (paragraphs 42 and 43)."]
[1061,"ABD_163","-","Student_Engagement","Representation","University of Aberdeen","163 The University recognises the need to improve the online student representation and is working with AUSA and sparqs to better understand the representation and feedback needs of this student group (paragraph 22). Currently different models are offered in the schools, and there are ongoing debates with students and staff about whether having an online student representative is seen as beneficial. Students studying online who met the ELIR team believed that a single approach to student representation might not work for all online provision (paragraphs 42 and 43)."]
[1062,"ABD_164","-","Collaborative_Partnerships","Oversight","University of Aberdeen","164 The University has an effective approach to managing its collaborative activity. Oversight of the Doha campus collaboration with AFG and the joint management arrangements for the IDI collaboration are operating well in practice. Assurance of quality and standards, along with enhancement of the student experience are managed through the Business School, using current University procedures. Institutional oversight is provided by the QAC which scrutinises the school annual monitoring and review reports, and informs Senate of the outcomes. "]
[1063,"ABD_165","Recommendation","Collaborative_Partnerships","Oversight","University of Aberdeen","165 The University is asked to review its processes for maintaining the Register of Partnerships and Collaborative Provision to ensure its ongoing currency and completeness. "]
[1064,"GLA_2","-","Governance","Structure","University of Glasgow","2 In 2010, the current academic structure was introduced which comprises four colleges (Arts; Science and Engineering; Medical, Veterinary and Life Sciences; and Social Sciences) - within and across those colleges there are 33 schools and research institutes, including a graduate school in each college. The colleges are highly autonomous in relation to resource allocation, learning and teaching, and research activity."]
[1065,"GLA_3","-","Governance","Strategy","University of Glasgow","3 The University's vision is to be a world-class, world-changing university by focusing on three core elements: people, place and purpose. These elements are underpinned by specific action areas which include: attracting the best staff and students; connecting with the world through internationalisation; developing a transformative campus; streamlining processes, policies, systems and student support; and undertaking outstanding teaching and world-class research that has societal and economic impact. The current five-year strategy (to 2020), Inspiring People, is intended to support the vision by providing a framework within which schools, colleges and services are empowered to implement policy and practice appropriate to their own circumstances to the benefit of their staff and students."]
[1066,"GLA_4","-","Learning_Resources","Strategy","University of Glasgow","4 A number of notable changes have taken place since the last ELIR in 2014, in support of the vision and strategy. At the time of the current ELIR, a significant campus redevelopment was underway involving the creation of entirely new learning, teaching and study spaces. The first new building being planned, the James McCune Smith Learning Hub, is scheduled to open in 2019-20 and is intended to provide flexible and technology-enhanced teaching and learning spaces. In parallel, the University was refurbishing a number of existing buildings to ensure a good study environment for existing students."]
[1067,"GLA_5","-","Governance","Structure","University of Glasgow","5 The University has also carried out some significant organisational and governance changes. In 2017-18, work commenced to group professional service departments into eight directorates with the aim of providing better coordination and more streamlined and accessible support for students - these changes were ongoing during the current ELIR. In addition, following the Review of Senate effectiveness in 2014, the University replaced its Senate - comprising all professors (600 members) and a small number of elected members, with the Council of Senate comprising 120 elected members (including students) - with the aim of facilitating more effective and efficient strategic decision-making."]
[1068,"GLA_6","-","Staff_Support","Policy","University of Glasgow","6 Cultural change work, underway at the time of the current ELIR, was aimed at strengthening what the University calls 'distributed leadership' by making staff feel more empowered to implement change at school and college level. Several initiatives were in place to support this including the development of a Leadership Framework, which supports, for example, recruitment and leadership programmes (paragraphs 98-103) and the introduction of a development programme called the Glasgow Professional, which sets out how professional services staff can contribute to the changes being made."]
[1069,"GLA_6","-","Staff_Support","Professional development","University of Glasgow","6 Cultural change work, underway at the time of the current ELIR, was aimed at strengthening what the University calls 'distributed leadership' by making staff feel more empowered to implement change at school and college level. Several initiatives were in place to support this including the development of a Leadership Framework, which supports, for example, recruitment and leadership programmes (paragraphs 98-103) and the introduction of a development programme called the Glasgow Professional, which sets out how professional services staff can contribute to the changes being made."]
[1070,"GLA_7","-","Governance","Strategy","University of Glasgow","7 The World Changing Glasgow (WCG) Transformation Programme was running in parallel with these initiatives. Still in early stages of development during the ELIR, WCG was a new approach through which the University aimed to manage projects more effectively across a large, diverse organisation. Experts on organisational change lead cross-institutional projects with project teams drawn from across the University. Areas of focus include: assessment and feedback; student services; professional services; culture and ways of working; and data-led decision-making. To underpin this work, the University has expanded its Business Intelligence team and created a 'data warehouse' with a view to supporting informed and transparent decision-making at all levels within the institution (paragraphs 34, 45, 79, 88 and 141-142)."]
[1071,"GLA_8","-","Demographics","Numbers","University of Glasgow","8 In 2018-19, the University had a total student population of 28,780, of whom: 19,180 were undergraduate; 7,140 postgraduate taught (PGT); and 2,460 postgraduate research (PGR). Of these: 18,640 were categorised as home/EU students; 3,220 as rest of UK; and 6,940 as overseas. 5% of the 2018-19 student population were studying part-time, 2,636 transnational education (TNE) students were studying with the University's collaborative partners, and a small number of validation arrangements included a total of 3,297 students (paragraph 158). "]
[1072,"GLA_8","-","Collaborative_Partnerships","Student numbers","University of Glasgow","8 In 2018-19, the University had a total student population of 28,780, of whom: 19,180 were undergraduate; 7,140 postgraduate taught (PGT); and 2,460 postgraduate research (PGR). Of these: 18,640 were categorised as home/EU students; 3,220 as rest of UK; and 6,940 as overseas. 5% of the 2018-19 student population were studying part-time, 2,636 transnational education (TNE) students were studying with the University's collaborative partners, and a small number of validation arrangements included a total of 3,297 students (paragraph 158). "]
[1073,"GLA_9","-","Demographics","Trends","University of Glasgow","9 Since the 2014 ELIR, overall student numbers have increased across all levels of study and the University anticipated that this growth would continue with comparatively faster growth in international (including TNE) and postgraduate students. The number of part-time postgraduate students has decreased, and there is a small increase in the imbalance between men and women. The number of online distance-learning programmes offered has increased significantly from three to 24 in a four-year period, with an increase in online distance-learners from 260 in 2013, to 524 in 2017."]
[1074,"GLA_10","-","Demographics","Widening participation","University of Glasgow","10 In 2017-18, 37% of entrants to the University were from a widening participation (WP) background. The University identified widening participation as a high priority area and defines WP students as applicants who are unable to enter higher education through the traditional route direct from school, due to a disadvantage in their personal circumstances, including those who are living/have lived in care, those estranged from their family, those who attended a target school and those who are participating in a recognised pre-entry programme, such as the University's Top-Up or Summer School."]
[1075,"GLA_11","-","Demographics","Widening participation","University of Glasgow","11 The University's aim, set out in its Outcome Agreement with the Scottish Funding Council (SFC), is to increase the proportion of Scottish-domiciled undergraduate students from the 20% and 40% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD). At the time of the current ELIR, the University had already met its agreed targets to 2020 for increasing its MD20 and MD40 student intake. Since 2010, the number of students entering from this demographic had increased by over 35% (MD20) and 41% (MD20-40)."]
[1076,"GLA_12","-","Demographics","Trends","University of Glasgow","12 At the time of the current ELIR, the University was managing an increase in student numbers. It was also proactively planning in order to maintain the student learning experience, given predicted further increases. Some students, interviewed for focus groups in preparation for ELIR and who met the ELIR team, indicated that they would welcome a cap on student numbers particularly during the campus redevelopment phase, while also recognising the significant work and resource being invested to mitigate its impact."]
[1077,"GLA_13","-","ELIR_Approach","Operation","University of Glasgow","13 The University's preparations for ELIR were led by a steering committee chaired by the Vice-Principal (Academic and Educational Innovation) which comprised senior staff - with key responsibilities for learning and teaching, and quality and standards - and the President and Vice-President (Education) from the Student Representative Council (SRC). The steering committee consulted with a range of staff from across the University and involved key committees in the drafting of the Reflective Analysis (RA). Student views were sought via focus group interviews, the Student Experience Committee and through SRC Sabbatical Officers. "]
[1078,"GLA_14","-","ELIR_Approach","Themes","University of Glasgow","14 The University identified four main topics for exploration in the ELIR. These were clearly articulated and aligned with current institutional strategy and activity, and with work undertaken since the last ELIR. The topics also featured clearly in feedback from staff and students. The topics identified were: assessment and feedback; learning and teaching infrastructure and study-space development; student support and engagement; staff development and engagement."]
[1079,"GLA_15","-","ELIR_Approach","Reflective Analysis","University of Glasgow","15 The ELIR team particularly welcomed the University's openness about its areas of challenge. The team was of the view that the University had adopted an effective approach to preparing for ELIR which took into account the views of a range of staff and students. Overall, the ELIR team considered the RA was a comprehensive self-evaluation of the University's activity to assure academic standards and quality, and to enhance the student experience. "]
[1080,"GLA_16","-","ELIR_Approach","Operation","University of Glasgow","16 The University has taken action to address each of the recommendations identified in the 2014 ELIR report. Initial work has also been undertaken to improve oversight of the postgraduate student experience, but the University recognises that there is still a need for clear ownership of the PGT student experience through university committee structures, and was reviewing its approach (paragraphs 63-64 and 138)."]
[1081,"GLA_17","-","ELIR_Approach","Student engagement","University of Glasgow","17 The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. SRC representatives were on the ELIR steering committee, and student views were sought via focus group interviews, the Student Experience Committee and SRC Sabbatical Officers. Student feedback from these sources aligned with, and was representative of, other forms of student feedback provided to the team, such as annual monitoring reports and institution-led reviews. "]
[1082,"GLA_18","-","Student_Engagement","Policy","University of Glasgow","18 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. There is a strong and constructive relationship between the SRC and the University which works successfully to ensure that the student view is reflected in strategy and policy relating to enhancement of the student experience."]
[1083,"GLA_19","-","Student_Engagement","Policy","University of Glasgow","19 There is no formal Student Partnership Agreement (SPA) between the SRC and the University. The ELIR team learned that student representatives and senior staff have considered the introduction of a SPA but were of the firm view that it would not add further benefit to the already existing strong ethos of student partnership, particularly in light of the SRC's sole remit as a representative council rather than a students' association, which allow it to focus the full range of its work on representative activity. Student representatives expressed the view that there were very few occasions where they were not consulted and, rather than have a formal SPA which they considered might be restrictive, they welcomed the flexibility to be able to change priorities throughout the academic year."]
[1084,"GLA_20","-","Student_Engagement","Representation","University of Glasgow","20 The Council is the governing body of the SRC and comprises four student Sabbatical Officers; four Undergraduate College Convenors; four Postgraduate College Convenors; the Postgraduate (research) Convenor; nine Welfare and Equal Opportunities Officers; four General Student Representatives; two First-Year Representatives and 19 School Representatives who represent the students of their particular school or research institute. All university-level academic committees include the relevant member of the SRC Executive or Council in their membership. Working groups and project boards also include student representatives to ensure that the student voice is taken into account in significant changes or developments. There is a student representative structure in place across all other parts of the University to ensure that student views are reflected at all levels of decision-making. SRC Council members are supported by a wide network of class representatives who represent individual classes, courses, subjects or programmes. A minimum requirement is that each school, institute or graduate school has a Staff-Student Liaison Committee (SSLC), used to raise issues and formulate action, which meets at least once per semester. The composition of SSLCs varies in line with structures appropriate to the school or research institute. If issues are not resolved, these can be escalated to SRC College Conveners and on to the College Learning and Teaching Committee or Graduate School Board."]
[1085,"GLA_21","-","Student_Engagement","Representation","University of Glasgow","21 The student representatives who met the ELIR team spoke very enthusiastically about the contributions they could make through the formal representative and committee structures to the University's quality assurance and enhancement activities, including policy development and implementation, and confirmed that they thought their views were listened to and valued."]
[1086,"GLA_22","-","Student_Engagement","Representation","University of Glasgow","22 The SRC is responsible for the recruitment and training of student representatives and there are systematic processes in place to deliver this work. In addition to carrying out training on the Glasgow campus, the SRC also provides class representative training for students at the Dumfries campus, Singapore Institute of Technology, the Joint Graduate School in Nankai, and the University of Electronic Science and Technology of China. The ELIR team learned that SRC representatives had recently visited China to support the student representatives there. An online version of the training for online distance-learners has recently been developed which provides further flexibility for training TNE class representatives. TNE students who met the ELIR team indicated that the class representation system works well, although they also said they would not hesitate to contact staff directly if they had a problem. They were able to give examples of the University responding to their feedback.  "]
[1087,"GLA_23","-","Student_Engagement","Representation","University of Glasgow","23 The SRC acknowledged that, while arrangements for the majority of undergraduate students were very good, representation and engagement among postgraduate research (PGR) and mature students would benefit from improvement. The SRC is undertaking work with the Deans of Graduate Schools and PhD groups, to gain a full overview of the PGR student experience in order to develop more effective representative structures which will work alongside existing activities being undertaken within Colleges and through the PhD society. Increasing emphasis is being placed on creating a postgraduate community on campus, with the provision of common rooms, study spaces and social events, as well as forums for mature students, and students who are parents and carers to provide feedback on their learning experience. These initiatives are being led by postgraduate representatives on the SRC working in partnership with the schools. Greater emphasis is also being placed by the University on monitoring MD20-40 students and mature students as it is recognised that there is a need to better understand how to support these students in their transition into and throughout their study, and it is hoped that this will inform these developments."]
[1088,"GLA_23","-","Postgraduate_Research","Representation","University of Glasgow","23 The SRC acknowledged that, while arrangements for the majority of undergraduate students were very good, representation and engagement among postgraduate research (PGR) and mature students would benefit from improvement. The SRC is undertaking work with the Deans of Graduate Schools and PhD groups, to gain a full overview of the PGR student experience in order to develop more effective representative structures which will work alongside existing activities being undertaken within Colleges and through the PhD society. Increasing emphasis is being placed on creating a postgraduate community on campus, with the provision of common rooms, study spaces and social events, as well as forums for mature students, and students who are parents and carers to provide feedback on their learning experience. These initiatives are being led by postgraduate representatives on the SRC working in partnership with the schools. Greater emphasis is also being placed by the University on monitoring MD20-40 students and mature students as it is recognised that there is a need to better understand how to support these students in their transition into and throughout their study, and it is hoped that this will inform these developments."]
[1089,"GLA_24","-","Student_Engagement","Representation","University of Glasgow","24 Since the 2014 ELIR, the University's Student Voice Portal has been redeveloped into MyClassReps (paragraph 137) to make information about class representation available to all students through a single point. Student representatives are registered on MyClassReps and all students can easily see who their class reps are and how to contact them. MyClassReps also records student completion of representative training and success in fulfilling the role which, in turn, verifies an entry on each Student Representative's Higher Education Achievement Record. Functionality in MyClassReps also offers online discussion and sharing of information, for example, student-staff consultative committee minutes. The University is aware that the low-level of student engagement with the system is an issue, and that students prefer other communication tools. It is hoped that engagement will be improved following the development of a student representation toolkit which, at the time of the current ELIR, was being developed in partnership with the SRC as part of the University's contribution to the national Enhancement Theme, Evidence for Enhancement: Improving the Student Experience (paragraph 88). The toolkit, which will be hosted on MyClassReps, will contain a collection of resources, information and good practice examples for student representatives and staff, to ensure the effectiveness and understanding of the representative roles at class, school, college and university levels. Students expressed the view that the toolkit could potentially be very useful."]
[1090,"GLA_25","-","Student_Engagement","Policy","University of Glasgow","25 The Student Experience Committee (SEC) has recently been established to further strengthen engagement with the wider student body and increase the student voice. The Committee works to ensure that the views of students are understood, and that the University's response further strengthens engagement with the wider student body.  Academic and professional support staff representation on the committee ensures that academic and non-academic student experience requirements are considered. The clear partnership between the SRC and the University is further evidenced in the co-chairing of this committee by the Chief Operating Officer and University Secretary, and the President of the SRC. The success of this partnership was evident during the current review visit. Recent work of the SEC includes commissioning a suite of pre-arrival induction material which will be developed by the University's Transitions Working Group (TWG). The SEC's remit also included responsibility for determining how to progress with the ongoing review of student support services and the effectiveness of the Student and Academic Services Directorate. The SEC was tasked with developing an action plan to identify key areas of focus and it was envisaged that these key areas are likely to determine the themes of future professional services reviews."]
[{"$f":"IF(B1093<>\"\",ROW(A1093)-2,\"\")","v":1091},"GLA_26","-","Student_Engagement","Feedback","University of Glasgow","26 A number of mechanisms are used to capture student feedback. These include the use of course evaluation software to run a university-wide survey (which includes a number of core questions in addition to specific school/college questions) and course evaluations run by staff within schools and colleges. Inclusion of a standard set of core questions, completed by all respondents, allows comparison between courses, while the specific questions allow course teams to gather key information tailored to their needs, for example, to gain feedback on the introduction of a new aspect of a course, or to follow-up on the impact of any new measures introduced. The ELIR team also heard that many staff follow these matters up through in-class discussions with summaries posted on the University's VLE to assist with closing the feedback loop. Feedback and resultant actions are reviewed by the colleges more formally through Summary and Response Documents (SARDs) which are discussed at SSLCs (paragraphs 128 and 141)."]
[1092,"GLA_27","-","Student_Engagement","Policy","University of Glasgow","27 Throughout the review visits, the ELIR team heard many examples of collaborative activity between the University and the SRC, prompted by feedback from the wider student body including: consistent involvement of students in the planning and design of new buildings and facilities during planning and implementation of work around the campus redevelopment; joint work on gender-based violence in the 'Let's Talk' project and involvement in early phases of the World Changing Glasgow transformation programme (paragraphs 7, 53, 55 and 80). Of particular note, is the work that the University and SRC have undertaken to produce a student-friendly version of the Accessible and Inclusive Learning Policy and changes made to the aims of the Assessment and Feedback Working Group to more closely reflect student views. Further examples include: the effective partnership working between the University and SRC to develop the Policy for Assessed Groupwork, following student feedback on fairness and recognition of individual contributions to assessed projects; work with the University library to provide laptop loans; and the current review of the lecture recording policy co-chaired by the SRC Vice-President (Education) and the Director of Learning Enhancement and Academic Development Service (LEADS)."]
[1093,"GLA_28","Commendation","Equality_Diversity","Policy","University of Glasgow","28 There is very clear evidence that the University has systematic measures in place to support its students and staff in matters of equality and diversity. These are outlined within its Equality Outcomes and relevant KPI targets, and supported by its network of equality champions who work to promote equality and diversity across the University, overseen by the Equality and Diversity Strategy Committee. The committee is chaired by the Principal and is supported by the Equality and Diversity Unit (EDU).Itbrings together all the Equality Champions, representatives from the SRC, the heads of a number of key university services, as well as a Learning and Teaching and Trade Unions' representative. The Equality Champions' roles cover the protected characteristics: age, disability, gender (sex), pregnancy and maternity, race, religion and belief; gender and sexual diversity (including sexual orientation, gender reassignment, marriage and civil partnership); refugees and mental health. Notable evidence of the University's progress includes: an Athena SWAN Institutional Bronze award in April 2013 with submission for Silver planned in November 2019; Equality Impact Assessment being embedded in the programme approval process from 2018; and support of a Learning and Teaching Development Fund bid for a project on Embedding LGBT Equality in the Curriculum and Implementing Inclusive Active Learning Spaces. The project is aimed at reviewing current practice with a view to investigating how LGBT equality can be mainstreamed. Students and staff have been consulted about their experiences and four student interns have been recruited to work on the project. Outputs will include case studies and training materials to support staff who wish to embed in their teaching practice."]
[1094,"GLA_29","-","Equality_Diversity","Policy","University of Glasgow","29 The EDU supports the Equality Champions and associated activity ensuring that there is suitable student and staff representation on groups and projects from those with protected characteristics. The EDU is responsible for promoting all aspects of equality and diversity in the University. This includes meeting legal compliance obligations but also supporting staff to exceed this baseline. The EDU has a dual reporting line to Human Resources and the Clerk of Senate and Vice-Principal, enabling it to address both student and staff perspectives."]
[1095,"GLA_30","-","Equality_Diversity","Practice","University of Glasgow","30 The University provided very good examples of initiatives undertaken in partnership with the SRC to support equality and diversity. These include the Peer Support programme and Mind Your Mate (paragraph 38); Let's Talk (paragraph 27); the development of the Family Study Lounge (paragraph 37) and the SRC-led development of a student-friendly one-page guide to help students understand the Accessible and Inclusive Learning Policy. The University introduced the Accessible and Inclusive Learning Policy in 2017-18 with a view to promoting inclusion and to ensure that students were being provided with clear and concise documentation."]
[1096,"GLA_31","-","Admissions","Widening participation","University of Glasgow","31 The University operates a sophisticated contextualised admissions process which results in clear adjusted offers based on a sound appreciation of success indicators. Work on widening access is evidence-based and underpinned by 15 years of research and tracking, with the scope of activities extending to the whole of the west of Scotland (and the whole of Scotland for some initiatives). The University has seen a number of significant successes in the area of widening access not only in admission, but also in retention which reached above 90% for this demographic for the first time in 2016-17. "]
[1097,"GLA_32","-","Admissions","Widening participation","University of Glasgow","32 A range of highly-effective outreach pre-entry programmes are in place with: 14 Local Authorities; over 120 secondary schools; FOCUS West (the largest division of the Schools for Higher Education Programme which aims to support young people into education); SWAP West (a partnership between colleges and universities in the west of Scotland which aims to support access to higher education for adults) as well as other higher education institutions and further education colleges. The University also works with partners such as the Robertson Trust, ICAS, Carers Trust, Who Cares? Scotland and MCR Pathways. The ELIR team heard that, each year, the University works with over 25,000 pupils in secondary schools across the west of Scotland.  "]
[1098,"GLA_33","-","Student_Support","Progression","University of Glasgow","33 A number of specific measures are employed to support students from a widening participation (WP) background on arrival at the University, including using an identifier for WP students that allows staff, including Advisors of Studies, to track students' progress. This is used in Advisor of Studies meetings with students and staff. Advisors who met the ELIR team considered this to be a positive development which helped them support their advisees more effectively. Other initiatives to support widening participation include the introduction of scholarships to support outgoing exchange students who may have been unable to undertake the international mobility opportunities on offer for financial reasons and college specific induction days for WP students."]
[1099,"GLA_34","-","Quality_Processes","Use of data","University of Glasgow","34 A detailed analysis of data has supported existing initiatives and is used to develop the University's approach, including using its 'data warehouse' to analyse the success of outreach programmes and summer schools, as well as investigating the factors contributing to the retention and success of WP students. The University has developed a continuation model, using in-depth data analysis to provide detailed information on the risk factors involved in students discontinuing their studies. This enables the University to take action, targeting students at risk. Initial analysis has highlighted that mature students are less likely to continue their studies than other groups, and the Retention and Success Working Group have proposed 10 actions to support these students, which were being considered by the University's senior management at the time of the current ELIR."]
[1100,"GLA_35","-","Student_Support","Progression","University of Glasgow","35 The University's 2016 Impact for Access Report, funded by the SFC, draws a number of conclusions about how to impact positively on the number of SIMD20/40 school pupils progressing to higher education (HE). The University considers that its work in this area represents good sectoral practice and is valuable to the WP agenda more broadly while also underpinning its own future priorities and demonstrating its use of data and evidence to support institutional planning. Among the findings, the report evidences the strong correlation between deprivation and low progression to HE and shows that the statistical link between where a pupil resides and their likely entry to HE is also strong. In addition, there is a correlation between 'low progression' schools and access to HE, which is independent of the previous factor. Based on analysis of data for higher progression schools, the report also reached the conclusion that there are significant numbers of pupils in disadvantaged circumstances that are not routinely engaging with widening participation programmes because they attend a higher progression school and therefore pathway programmes are not always available to them. The work, shared with other higher and further education institutions and the wider sector has had a direct impact on the direction taken by both SFC and the Scottish Government. The University has plans to develop approaches to reach disadvantaged pupils in higher progression schools and consider the individual circumstances of those within all 163 secondary schools in the west of Scotland, targeting interventions based on new metrics available including the SIMD20 status of pupils and free school meal eligibility. This mirrors approaches recently adopted by the Scottish Government aimed at bridging the poverty-related attainment gap in school age pupils through 'Pupil Equity Funding'."]
[1101,"GLA_35","Commendation","Admissions","Widening participation","University of Glasgow","35 The University's 2016 Impact for Access Report, funded by the SFC, draws a number of conclusions about how to impact positively on the number of SIMD20/40 school pupils progressing to higher education (HE). The University considers that its work in this area represents good sectoral practice and is valuable to the WP agenda more broadly while also underpinning its own future priorities and demonstrating its use of data and evidence to support institutional planning. Among the findings, the report evidences the strong correlation between deprivation and low progression to HE and shows that the statistical link between where a pupil resides and their likely entry to HE is also strong. In addition, there is a correlation between 'low progression' schools and access to HE, which is independent of the previous factor. Based on analysis of data for higher progression schools, the report also reached the conclusion that there are significant numbers of pupils in disadvantaged circumstances that are not routinely engaging with widening participation programmes because they attend a higher progression school and therefore pathway programmes are not always available to them. The work, shared with other higher and further education institutions and the wider sector has had a direct impact on the direction taken by both SFC and the Scottish Government. The University has plans to develop approaches to reach disadvantaged pupils in higher progression schools and consider the individual circumstances of those within all 163 secondary schools in the west of Scotland, targeting interventions based on new metrics available including the SIMD20 status of pupils and free school meal eligibility. This mirrors approaches recently adopted by the Scottish Government aimed at bridging the poverty-related attainment gap in school age pupils through 'Pupil Equity Funding'."]
[1102,"GLA_36","-","Collaborative_Partnerships","Student experience","University of Glasgow","36 In discussions with the ELIR team, staff outlined current work on an 'enhanced' Higher National Certificate (HNC) as one of the first articulation projects offered by the University. This involves current HNC students, from the Glasgow further education colleges, coming onto the University campus to undertake classes and activities (for example, using the virtual learning environment (VLE) and library) to support their college work, culminating in a three-week summer school which aims to replicate the experience of being a new entrant to the University. The pilot, carried out in Life Sciences, will be implemented in other schools (Engineering, Social Sciences and Education) as well as increasing the intake for Life Sciences (from 20 to 40) in 2019-20. Staff viewed the pilot positively as it provided them with an insight to the questions and concerns of prospective articulating students, enabling them to develop more effective support in preparation for the students' arrival on campus."]
[1103,"GLA_37","-","Student_Support","Progression","University of Glasgow","37 It is recognised that progression rates for mature students are not as good as those from other groups and this has acted as a driver for the introduction of several initiatives aimed at supporting student parents and carers including the Student Parents Policy, implemented in 2018-19 and the Student Parent Working Group. In April 2017, the SRC commissioned independent research into the needs of student parents which achieved a response rate of 36%. This research highlighted the value parents would place on child-friendly study spaces and resulted in the development of the Family Study Lounge. Located in the main Library, the Family Study Lounge was established in partnership between the SRC and the Equality and Diversity Unit. In addition, the move to more online resources has been very positive for mature students and student parents in terms of supporting accessibility. The developments in Blended and Online Learning Development (BOLD) initiative have supported this (paragraphs 69-70)."]
[1104,"GLA_38","-","Student_Support","Welfare","University of Glasgow","38 The University has undertaken a suite of work in the area of mental health in reaction to a rise in the number of students identified as experiencing mental health conditions. As well as restructuring student services, the University has developed a Mental Health Action Plan (which includes a £200K investment in Counselling and Psychological Services); introduced an online mental health community and peer support network to supplement face-to-face services; and trained more than 150 Mental Health First Aiders as part of its Mental Health First Aid initiative. The University has also worked in partnership with the SRC on mental health campaigns including the particularly successful 'Mind your Mate' initiative, a peer-led suicide awareness programme, which has received praise from staff and students."]
[1105,"GLA_39","-","Student_Support","Progression","University of Glasgow","39 The University employs a variety of measures to support the learner journey from application to graduation. This is an effective approach which includes support provided by a range of services and individuals across the institution. Supporting functions are overseen and underpinned by both centralised and local systems and processes."]
[1106,"GLA_40","-","Student_Support","Welfare","University of Glasgow","40 Most staff and students who met the ELIR team, considered there to be a wide range of effective support structures in place and commented that there was a positive culture of student support. Students expressed the view that there is a high quality of support in terms of staff helpfulness and a focus on wellbeing and success, and were aware that details of support services are available on the Student Life area on the University website. However, the University recognises that it is sometimes difficult for both academic staff and students to identify the correct person or service to access support required."]
[1107,"GLA_41","-","Student_Support","Welfare","University of Glasgow","41 University services have been restructured into eight directorates with the aim of reducing complexity in organisational structure and fostering collaboration across services. The ELIR team learned that students had not yet felt the impact of the restructure but welcomed plans for support to be accessed through a single point of contact in a few recognisable and accessible locations across the campus. The team considered that the plans in place would help to address student concerns that had been raised in focus groups in preparation for ELIR and in student surveys about the effectiveness of student services relating to challenges in finding the right support."]
[1108,"GLA_42","-","Student_Support","Induction","University of Glasgow","42 Provision of induction activities is supported through the University's induction network hosted on the VLE. The University acknowledged that this is a complex activity as it applies to a number of different degree structures, and improvements in overall coordination of induction are underway. For undergraduate students, an effective college-led approach is essential, unless the degree is contained mostly within one school (for example, medicine). For PGT/PGR students, induction is focused mainly at the school or research institute level, although there are variations to this."]
[1109,"GLA_43","-","Student_Support","Induction","University of Glasgow","43 The University established a Transitions Working Group (TWG) with work commencing in session 2017-18 to consider the various transition points throughout the student life cycle. The TWG has produced an induction checklist to help ensure consistency of student induction across the University, and this has been well received by the staff, especially Advisors of Studies. The group has secured approval, from the Student Experience Committee, for a suite of pre-arrival induction materials (paragraph 25). The University also recognises that there is a need for longitudinal induction, extending the process beyond the short period at the start of semester. This has taken place in some areas of the University, but staff acknowledge that this needs to be more consistent in terms of approach."]
[1110,"GLA_44","-","Student_Support","Progression","University of Glasgow","44 From 2012-15, the University participated in the 'What Works? Student retention and success change' programme working with the Higher Education Academy (now Advance HE) and 13 other universities. Initiatives to support student belonging and engagement were designed and evaluated in three schools - Engineering, Life Sciences and Interdisciplinary Studies - under the themes of Active Learning, Induction and Co-Curricular Activity. The success of this work has led to developments such as further improvements to induction materials for new students and implementation of successful pilot initiatives across the University. This has included better signposting of support information and better coordination across diverse communication channels to provide more consistent messages to students. This work has seen the number of new students accessing welcome material via the new students' welcome app more than doubling and user sessions reaching 800,000. There has also been an 18% increase in traffic to the new students' webpages."]
[1111,"GLA_45","-","Student_Support","Progression","University of Glasgow","45 The University's Retention and Success Working Group (RSWG), established in 2006, has explored how the University can use the existing data it has to support student retention and success. As a result, work has begun to optimise the use of existing data, for example, by exploring new functionality of available business intelligence software to monitor student progress. This work has led to the identification of specific groups of students that could benefit from additional support. It was clear from meetings with staff involved in student support that they were finding the information provided from the analysis available through the University's data warehouse to be of use in enhancing communication and student support."]
[1112,"GLA_46","-","Student_Support","Academic","University of Glasgow","46 Advisors of Studies focus on both academic and pastoral care for undergraduate and postgraduate taught students. Authority for the organisation and structure of advising is devolved to the colleges and schools. An overarching set of University guidelines, supplemented by college handbooks, provide guidance to staff and students and the Senate Office webpages outline key requirements, including target ratio and training for advisors. Remits for the advising roles across the University were revised in 2018 to reflect current initiatives and give guidance to advisors on dealing with mental health issues and new policies and procedures, such as the new policy on temporary withdrawal."]
[1113,"GLA_47","-","Student_Support","Academic","University of Glasgow","47 Most students who met the ELIR team, indicated that the advising system was largely effective for undergraduate students. In 2018, the SRC conducted a survey on Advisors of Studies which confirmed this view, although students raised issues around variation of provision across colleges. The survey highlighted that advising was working less effectively for PGTs, albeit the response rate was low at around 11% of the total student population (including 10% of all taught postgraduates). Over half of PGTs who responded were unsure of the role of the Advisor/Advising Team, as were 45% of respondents in the College of Social Sciences, and 45% of those respondents aged over 25. Over 20% of students were unsure if they had an Advisor/Advising Team with this rising to 92% among postgraduate respondents."]
[1114,"GLA_48","-","Student_Support","Welfare","University of Glasgow","48 Free text comments from the SRC survey suggested that there was a need for more training for Advisors around disability and mental health issues, which the University has addressed (paragraph 46). There were also a number of students who expressed unhappiness with the perceived impersonal nature of the Advising Team format and the lack of an assigned single named Advisor. This model was used in in some parts of the University at particular levels of study. In discussions with the ELIR team, some PGTs said that they were less likely to use their advisor as a result of having a positive relationship with their course convener, where they could raise any issues and receive support to increase their own confidence in being able to handle issues personally. Staff outlined that more support is being provided for those undertaking the role of Advisor of Studies and that a formal network of Chief Advisors of Studies plays an important role in terms of sharing good practice across the University. The team considered that there would be value in the University reflecting further on the way the system is working across colleges, particularly for postgraduate students, to inform developments. Senior staff recognised that additional work could be carried out to strengthen the system and the team would encourage the University to continue using the Chief Advisors Sub-Committee to inform the Deans of Graduate Studies Committee, further promote awareness of the system to students, and draw on any successes in the College of Medical, Veterinary and Life Sciences (MVLS) resulting from the implementation of detailed Guidelines for PGT Advisers."]
[1115,"GLA_49","-","Student_Support","Academic","University of Glasgow","49 In 2018-19, the LEADS Academic Writing Skills Programme (AWSP), previously a case study in ELIR 3 and a Learning and Teaching Development Funded pilot, was extended and made compulsory for all new undergraduate and postgraduate taught students. The programme has had uptake of 92% and been completed by approximately 8,000 students in its initial implementation. The AWSP aims to provide a range of writing and grammar advice with materials covering topics ranging from elements of style and punctuation to wider details on structure and argumentation. Students submit answers to a range of multiple-choice questions on grammar and a short essay via the University VLE where the essay is assessed by a team of Graduate Teaching Assistants in LEADS who provide feedback specific to the student's writing needs."]
[1116,"GLA_50","-","Student_Support","Academic","University of Glasgow","50 After the initial diagnostic stage, students are offered a variety of options depending on their specific needs including open classes run by LEADS, an online writing course or in-person classes to work on improvements. In addition to supporting the transition between writing at (most often) school and University level, AWSP provides students with feedback on their academic writing before submission of their first assessed work. In so doing, AWSP provides students with the ability to test, refine and improve their capabilities prior to submitting assessments that could affect their progression."]
[1117,"GLA_51","Commendation","Student_Support","Academic","University of Glasgow","51 The ELIR team learned that staff could use the information available from the analysis of the AWSP outcomes to track the student's progress and help them become aware of the requirements expected of them at an early stage. In both the diagnostic exercise and in the classes, instruction and clarification on academic integrity and plagiarism are highlighted as key components of academic standards. For most students, this acts as the earliest sustained focus on plagiarism and academic integrity. Staff who met the team commented on the positive results that they were observing with respect to students' writing skills, as did graduate teaching assistants leading the course. In addition, they considered that another key success of the programme was the way in which it appeared to raise awareness amongst the student population of other academic support and development services within LEADS. Although not all students who met the team were aware of the programme, there was general agreement that the programme was welcomed and those that had undertaken it commented that they had found it to be beneficial. Senior staff believe that implementation of AWSP across the University will have a beneficial impact on retention and success, citing: early indications of success as anecdotal feedback from the academic community; statistical analysis of AWSP outcomes; and an uplift in retention and success since the introduction of the programme (paragraph 77)."]
[1118,"GLA_51","-","Student_Support","Progression","University of Glasgow","51 The ELIR team learned that staff could use the information available from the analysis of the AWSP outcomes to track the student's progress and help them become aware of the requirements expected of them at an early stage. In both the diagnostic exercise and in the classes, instruction and clarification on academic integrity and plagiarism are highlighted as key components of academic standards. For most students, this acts as the earliest sustained focus on plagiarism and academic integrity. Staff who met the team commented on the positive results that they were observing with respect to students' writing skills, as did graduate teaching assistants leading the course. In addition, they considered that another key success of the programme was the way in which it appeared to raise awareness amongst the student population of other academic support and development services within LEADS. Although not all students who met the team were aware of the programme, there was general agreement that the programme was welcomed and those that had undertaken it commented that they had found it to be beneficial. Senior staff believe that implementation of AWSP across the University will have a beneficial impact on retention and success, citing: early indications of success as anecdotal feedback from the academic community; statistical analysis of AWSP outcomes; and an uplift in retention and success since the introduction of the programme (paragraph 77)."]
[1119,"GLA_52","-","Student_Development","Professional Development","University of Glasgow","52 The 'Let's Talk About [X]' multidisciplinary conference is organised by LEADS and provides an opportunity to share the research undertaken by undergraduate students with the aim of showcasing the (often hidden) research that is going on at undergraduate level. Alongside the Let's Talk About [X] conference is '[X]position', a multidisciplinary journal which accompanies the conference. This gives undergraduate students the opportunity to have their research published and feedback is provided on the students' work by PhD students who get the opportunity to be involved in the editing team. This provides an insight to academic life and helps the students to develop communications skills which can be used in their academic studies and their chosen careers."]
[1120,"GLA_53","-","Assessment","Practice","University of Glasgow","53 Assessment is a key priority and primary KPI of the University. The University has identified scope to continue developing its practice in this area, while also recognising it has performed above the Russell group average. Practices vary across the University as does student satisfaction, as recorded in the National Student Survey (NSS). NSS results have been a driver in making assessment and feedback the first transformation project within the all-institution approach to change, the World Changing Glasgow (WCG) Transformation Programme. Nevertheless, staff were careful to state that they did not want to overplay the role of the NSS, which has limitations, and they considered it provided information that should be considered in the context of other data."]
[1121,"GLA_54","-","Assessment","Regulations","University of Glasgow","54 The University's Assessment Policy articulates the purpose and approach to assessment. Regulations are in place for all types of degrees and there are processes in place for the regular review and update of regulations, and supplementary guidance is made available as necessary to provide additional clarity. Additionally, the Senate Office provides an annual Guide to the Code of Assessment and a 'Just the Basics' guide for staff and guidelines for students called 'Understanding the Marking Scheme'. All policies and guidance are presented as a single web page. Students who met the ELIR team were, in the main, clear about assessment requirements."]
[1122,"GLA_55","-","Assessment","Feedback","University of Glasgow","55 Since the 2014 ELIR, the University has undertaken a range of initiatives aimed at improving student satisfaction with assessment and feedback including: the establishment of an Assessment and Feedback Working Group in 2016 (AFWG); the introduction of a University policy on assessment and feedback based on good practice from across the institution that focuses on processes, systems and academic practice; produced a series of recommendations around how to apply policy and practice more consistently across the University; developed an Assessment and Feedback toolkit (paragraphs 58 and 86) and begun an Assessment and Feedback transformation project as part of its WCG programme (paragraphs 7, 53, 65, 76 and 80). The WCG project has three main strands: benchmarking and researching methods of assessment design, focused on academic practice;                  e-assessment and the benchmarking of VLEs to provide insight into effective systems architecture; and mapping assessment processes from course design to end award."]
[1123,"GLA_56","-","Assessment","Feedback","University of Glasgow","56 Some student representatives who met the ELIR team expressed a desire for more 'creative' and varied assessment styles and indicated that they considered their views were being listened to and acted upon by the Assessment and Feedback Working Group. (AFWG). Staff confirmed that they were making continued efforts to diversify assessments methods."]
[1124,"GLA_57","Recommendation","Assessment","Feedback","University of Glasgow","57 Timeliness of feedback is the area where students report the lowest levels of satisfaction and the University recognises that it does not consistently provide high-quality feedback within an appropriate timescale in all areas, while also noting the very high satisfaction levels within some parts of the University. It was evident from discussions with staff and students that the recommended 15-day turnaround time for feedback was not always achieved. Most students who met the ELIR team understood that the turnaround time could not always be met but considered it very important that more consistent measures were taken to communicate the reasons for late returns to the student body. Staff reported that the 15-day turnaround time for feedback was a challenge and there was general recognition amongst the students during the current ELIR that the provision of quality feedback within agreed timescales requires appropriate time to be allocated to staff, especially where there are large student cohorts."]
[1125,"GLA_58","-","Assessment","Feedback","University of Glasgow","58 The ELIR team was also provided with examples of good feedback practice and it was evident that students were aware of the University's efforts to enhance assessment and feedback. In 2015, the University developed an Assessment and Feedback Toolkit as part of the Leading Enhancements in Assessment and Feedback (LEAF) project, which was developed from the 2011-14 national Enhancement Theme, Developing and Supporting the Curriculum. Staff who met the ELIR team indicated that the toolkit was very useful, highlighting the introduction of assessment and feedback calendars as a particularly positive addition in supporting timely return of feedback. Students also welcomed the toolkit, the majority of which is student-facing. Examples of ways in which the toolkit is being used effectively include staff CPD, Graduate Teaching Assistant (GTA) training and development, and in class as a vehicle to help explain feedback processes to the student body."]
[1126,"GLA_59","-","Student_Development","Professional Development","University of Glasgow","59 The University has had notable success with the student mobility strand of its Internationalisation Strategy and has effective processes for promoting and managing student exchanges. Student exchange and mobility arrangements are overseen by the Study Abroad and Exchange Team, working in collaboration with academic leads in the colleges. The University set itself an ambitious mobility target, at the launch of its Internationalisation Strategy in 2014-15, that 20% of each graduating cohort should have an international experience of five days or longer by 2020, a target which the University had already met at the time of the current ELIR. The number of students having an international experience through formal exchange programmes, such as Erasmus and bilateral international student exchange, has also seen growth. The Study Abroad and Exchange team operate an effective 'hub and spoke' approach to student mobility with the colleges managing promotion, applications, credit accumulation and orientation. The central team maintain oversight of all exchange activity and carry out regular review to evaluate success. The University has recruited Go Abroad Student Ambassadors (GASAs) who work with the Go Abroad team to help promote exchange opportunities to Glasgow students. The GASAs write blogs about their time abroad, share their experience with students considering mobility opportunities and help with study abroad events and information sessions. The University is also considering the introduction of more short exchanges to further facilitate increased uptake."]
[1127,"GLA_60","-","Student_Development","Graduate Attributes","University of Glasgow","60 The University aims to embed graduate attributes within the curriculum. Quality assurance processes, including course specification and programme specification documentation, are used to ensure this is considered systematically. While this approach is very well embedded from a staff perspective, the University recognises that student awareness of graduate attributes could be improved. A working group, chaired by the Clerk of Senate, has been established to consider how to create an environment where students are aware of the importance of these aspects, and are able to take ownership of their development, from an early stage. SRC representatives reported that graduate attributes were well-embedded in most curricula, but the project was providing an opportunity to revisit and reinvigorate them. Although not all students who met the team were clear about the term graduate attributes, they were able to give a variety of examples where graduate skills development was embedded in their courses."]
[1128,"GLA_61","-","Student_Development","Professional Development","University of Glasgow","61 The University's approach to engaging students in enterprise and entrepreneurship is to embed core skills in the curriculum. Central funding from the University Innovation Fund, where one of the seven priority areas is enterprise, has been used to support students working on research projects on enterprise and help staff to incorporate enterprise aspects within the curricula. A focus on this area has seen the development of a credit-bearing honours course focusing on professional skills and a number of school-wide courses orientated towards graduate attributes. At the time of the current ELIR, a curriculum review was underway to determine how to provide further effective opportunities within the curriculum for all students to engage in enterprise and entrepreneurship education."]
[1129,"GLA_62","-","Enhancement","Practice","University of Glasgow","62 Since the 2014 ELIR, the University has taken action to improve oversight of aspects of the postgraduate student experience (paragraph 16). "]
[1130,"GLA_63","-","Postgraduate_Research","Student Experience","University of Glasgow","63 At the time of the current ELIR, oversight of the postgraduate experience was mostly devolved to each school and/or research institute and a variety of structures are in place across the four colleges. As a result, arrangements for systematic oversight of the postgraduate student experience at university-level are complex. The University acknowledged this, but staff were confident that the structures worked and that no systemic issues had been identified."]
[1131,"GLA_64","-","Postgraduate_Research","Student Experience","University of Glasgow","64 The 2014 ELIR report recommended that the University should reflect on how the graduate schools maintain oversight of the holistic postgraduate student experience. The University recognises that there is still a need for clear ownership of the postgraduate taught student experience through institutional committee structures and has reviewed its approach and developed a number of options for change which were currently under consideration. Staff reported that there was some oversight of the totality of the postgraduate experience at the Deans of Graduate Studies Committee, where there was also consideration of the Postgraduate Research Experience Survey, although formal remit of the committee does not include analysis of postgraduate annual monitoring processes (paragraphs 117 and 138). Overall satisfaction of PGTs is marginally below sector averages, based on the results of the Postgraduate Taught Experience Survey data, and somewhat below that of the University's undergraduate students. As a result, the ELIR team would encourage the University to continue to progress quickly with work in this area, especially in light of its intention to grow postgraduate numbers."]
[1132,"GLA_65","-","Postgraduate_Research","Student Experience","University of Glasgow","65 LEADS deliver a three-hour compulsory training course for all Graduate Teaching Assistants (GTAs) which can be supplemented by optional additional training courses. These programmes have received positive reviews from staff and postgraduate students, however, during the ELIR visits, some students raised concerns about the level of supervision and monitoring provided to GTAs for marking students' assessed work. Support for GTAs on assessment and feedback will form part of the work of the Assessment and Feedback transformation project (paragraphs 7, 53-58, 76 and 80)."]
[1133,"GLA_66","-","Learning_Resources","Strategy","University of Glasgow","66 The University has effective arrangements in place to review and enhance the learning environment it offers to students and the ELIR team found evidence to indicate a clear commitment to pedagogic enhancements achieved through the effective use of the learning environment. Campus redevelopment is underway to improve the physical and technological infrastructure in line with the University's vision and the need to accommodate an increasing number of students (paragraph 9). "]
[1134,"GLA_67","-","Learning_Resources","Study space","University of Glasgow","67 The University has created Technology Enhanced Active Learning (TEAL) spaces which allow for more collaborative and active ways of learning. The ELIR team learned that these have encouraged different ways of delivering learning and teaching and there is an indication from class representatives that there is an appetite for more interactive classes. The spaces are supported by high density Wi-Fi, upgrades to AV/IT and collaboration software. Students spoke very highly about IT support within the University. Developments have also included improvement to video conferencing facilities to support TNE and international teaching collaboration. This work has involved many stakeholders across the University through the Refurbishment Working Group which includes academic, student and professional services representation. The James McCune Smith Learning Hub (paragraph 4) is intended to further support changes in the way teaching is delivered and alleviate pressure on the University library by providing additional teaching and self-directed study space. "]
[1135,"GLA_67","-","Learning_Resources","IT","University of Glasgow","67 The University has created Technology Enhanced Active Learning (TEAL) spaces which allow for more collaborative and active ways of learning. The ELIR team learned that these have encouraged different ways of delivering learning and teaching and there is an indication from class representatives that there is an appetite for more interactive classes. The spaces are supported by high density Wi-Fi, upgrades to AV/IT and collaboration software. Students spoke very highly about IT support within the University. Developments have also included improvement to video conferencing facilities to support TNE and international teaching collaboration. This work has involved many stakeholders across the University through the Refurbishment Working Group which includes academic, student and professional services representation. The James McCune Smith Learning Hub (paragraph 4) is intended to further support changes in the way teaching is delivered and alleviate pressure on the University library by providing additional teaching and self-directed study space. "]
[1136,"GLA_68","-","Student_Engagement","Feedback","University of Glasgow","68 Feedback from students indicates high levels of satisfaction with the quality of existing teaching and learning resources (including spaces and technology), for example, the 2018 NSS data showed satisfaction at nearly 10% above UK sector averages. Nevertheless, with increasing student numbers (paragraphs 8-9), one of the current issues remains the lack of learning and teaching space. Students who met the ELIR team commented that pressure on University teaching space sometimes had a detrimental effect, especially in view of the continuing increase in student numbers throughout the period of the campus redevelopment and refurbishment. However, overall, students agreed that the changes were exciting and positive, and that there were appropriate measures in place to mitigate the impact on current students in order to maintain a positive student experience (paragraph 12). There would be benefit in the University continuing to keep the impact of the campus redevelopment on current students under review with a view to ensuring that adequate resources and learning spaces are available to all students."]
[1137,"GLA_68","-","Learning_Resources","Study space","University of Glasgow","68 Feedback from students indicates high levels of satisfaction with the quality of existing teaching and learning resources (including spaces and technology), for example, the 2018 NSS data showed satisfaction at nearly 10% above UK sector averages. Nevertheless, with increasing student numbers (paragraphs 8-9), one of the current issues remains the lack of learning and teaching space. Students who met the ELIR team commented that pressure on University teaching space sometimes had a detrimental effect, especially in view of the continuing increase in student numbers throughout the period of the campus redevelopment and refurbishment. However, overall, students agreed that the changes were exciting and positive, and that there were appropriate measures in place to mitigate the impact on current students in order to maintain a positive student experience (paragraph 12). There would be benefit in the University continuing to keep the impact of the campus redevelopment on current students under review with a view to ensuring that adequate resources and learning spaces are available to all students."]
[1138,"GLA_69","-","Learning_Resources","IT","University of Glasgow","69 The first phase of the University project for Blended and Online Learning Development (BOLD) considered how best to support the development of online       distance-learning. The second phase of the project considered how to expand online distance-learning and saw the number of programmes increase from three to 24, with a significant increase in students studying via this route (paragraph 9). The work highlighted the need for staff to develop their capabilities in writing online teaching material, provide more support for their students and to make much wider use of technology-enhanced learning across campus.  "]
[1139,"GLA_69","-","Teaching_Learning","Online learning","University of Glasgow","69 The first phase of the University project for Blended and Online Learning Development (BOLD) considered how best to support the development of online       distance-learning. The second phase of the project considered how to expand online distance-learning and saw the number of programmes increase from three to 24, with a significant increase in students studying via this route (paragraph 9). The work highlighted the need for staff to develop their capabilities in writing online teaching material, provide more support for their students and to make much wider use of technology-enhanced learning across campus.  "]
[1140,"GLA_70","-","Teaching_Learning","Online learning","University of Glasgow","70 The University has established a framework for supporting student and staff transitions into the blended and online learning environment, and a number of resources have been developed as a result. These include a multimedia resource to motivate and inspire staff to become involved in developing online and blended learning, and the introduction of an induction course to assist students transitioning into blended learning and online learning. In parallel, there has been a growing range of activity focused on massive open online courses (MOOCs) which has further contributed to establishing a cohort of staff who are actively engaged in teaching in an online space. This expertise is now supporting the development of online Masters programmes. Senior staff commented during the current ELIR that the project has offered students a much richer experience than they would have had solely in a classroom environment. To share learning from BOLD, the University recently held a showcase event to disseminate the outcomes of several of the projects."]
[1141,"GLA_71","-","Teaching_Learning","Online learning","University of Glasgow","71 Effective support for digital education is provided by LEADS, with academic staff commenting during the ELIR that this empowered them to initiate programmes that would not have been developed otherwise. An Online Distance Learning Board, convened by the Assistant Vice-Principal (Digital Education), has been established to foster effective communication and coordination of activity across the institution."]
[1142,"GLA_72","-","Enhancement","Strategy","University of Glasgow","72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."]
[1143,"GLA_72","-","Enhancement","Strategy","University of Glasgow","72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."]
[1144,"GLA_72","Commendation","Student_Engagement","Representation","University of Glasgow","72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."]
[1145,"GLA_73","-","Quality_Processes","Use of data","University of Glasgow","73 Data and sector benchmarks are used effectively to underpin and inform the University's wide range of approaches to widening access. This is having a positive impact on the ability of students to succeed and the University's targets are consistently achieved. Through its proactive approach, the University is influencing the wider sector on its range of activity and research-informed approach. The University is commended for its strategic approach to widening access, which it continues to proactively develop and expand through engagement with a wide variety of stakeholders."]
[1146,"GLA_73","-","Student_Support","Progression","University of Glasgow","73 Data and sector benchmarks are used effectively to underpin and inform the University's wide range of approaches to widening access. This is having a positive impact on the ability of students to succeed and the University's targets are consistently achieved. Through its proactive approach, the University is influencing the wider sector on its range of activity and research-informed approach. The University is commended for its strategic approach to widening access, which it continues to proactively develop and expand through engagement with a wide variety of stakeholders."]
[1147,"GLA_74","-","Equality_Diversity","Practice","University of Glasgow","74 The University recognises the diverse student population and has responded to equality and diversity matters with proactive campaigning, and staff development and upskilling. Outcomes are based on ambitious performance indicators which allow equality and diversity to be viewed as a core activity across the institution. In collaboration with the SRC, the University has a proactive approach to supporting the diverse needs of the student body. Equality Champions recruited from the Senior Management Group work effectively in conjunction with the SRC and the Equality and Diversity Unit. The University is commended for its approach to recognising and responding to equality and diversity in the student population."]
[1148,"GLA_75","-","Student_Support","Academic","University of Glasgow","75 The University has reviewed the effectiveness of its student support services and has taken steps to improve the student experience, including conducting a significant restructure of student services. Work is continuing to address remaining challenges, especially where support is devolved. A clear action plan has been put in place that aims to achieve a greater level of integration between central and school-based services to provide clarity for both staff and students, which is positive. The University is encouraged to establish a systematic mechanism for reviewing the contribution these services make to the quality of the student experience. This is particularly important during the current time of significant change across the campus (paragraph 123)."]
[1149,"GLA_76","-","Assessment","Feedback","University of Glasgow","76 A range of positive work on assessment practice is taking place through the Assessment and Feedback Working Group, Assessment and Feedback transformation project and other initiatives. As part of work that is underway, the University should ensure that staff communicate consistently to students where the stated institutional policy expectations on turnaround time will not be met."]
[1150,"GLA_77","-","Student_Support","Academic","University of Glasgow","77 The University has strengthened its approach to developing the academic skills of its students through the Academic Writing Skills Programme. The mandatory institution-wide course aims to improve the academic writing skills of all taught students. In addition to the benefits expected from the programme, its implementation has led to increased student engagement with other academic support provided by LEADS."]
[1151,"GLA_78","Recommendation","Student_Support","Academic","University of Glasgow","78 The University recognises a number of limitations in the advising system for PGTs which may be contributing to lower levels of satisfaction among this student cohort. In light of the differing models operating across the colleges, the University should make certain that the arrangements in place for advising postgraduate taught students, are communicated clearly to the students, in particular, identifying their designated advisor/advisory team at an early stage and outlining their role and responsibilities. "]
[1152,"GLA_79","-","Enhancement","Strategy","University of Glasgow","79 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, supplementing the management information available from its data warehouse with extensive use of external benchmarking to inform the development of its strategies and measure progress towards its strategic aims.  "]
[1153,"GLA_80","-","Enhancement","Strategy","University of Glasgow","80 To support its Strategic Plan 2015-20, the University embarked on the 'World Changing Glasgow' transformation project (WCG) (paragraphs 7, 53, 65 and 76), intended to deliver change across a large, complex institution, through a number of interconnected projects. The transformation programme responds to the rapid growth of the University over the past seven years with increasing numbers of international and transnational education students and anticipated changes in UK student demographics. The programme aims to identify, shape and deliver innovative initiatives that anticipate the future needs of the University, including its people, environment, systems and processes. The first projects selected include: a review of the human resources recruitment process which aims to create a simpler, more consistent approach to recruitment; an Assessment and Feedback project; the Learning and Teaching Hub development; a project considering the end-to-end student journey to include recruitment, registration and enrolment and student-selected curricula; and the transformation of professional services to make them more accessible and effective. "]
[1154,"GLA_81","-","Teaching_Learning","Strategy","University of Glasgow","81 The University's Learning and Teaching Strategy (LTS), introduced in 2014, outlines the University's vision for learning and teaching and prioritises: staff development; recognition and reward; student engagement; infrastructure and support; student experience and innovation in curriculum and pedagogy. The Strategy was reviewed in 2017-18, resulting in closer alignment with the Digital Learning Strategy. The review highlighted a number of areas for further work, and under the broad title of curriculum innovation, several projects were planned that included student choice, interdisciplinary learning and internationalisation of the curriculum. The University's Internationalisation Strategy focuses on: external engagement; student recruitment and mobility; research; curriculum development aligned to the LTS and staff support. The ELIR team learned that internationalisation of the curriculum would be re-emphasised in the coming years as the University reviews its internationalisation strategy in 2020."]
[{"$f":"IF(B1157<>\"\",ROW(A1157)-2,\"\")","v":1155},"GLA_82","-","Teaching_Learning","Strategy","University of Glasgow","82 Following a restructure, the Learning and Teaching Strategy is led by the Vice-Principal (Academic and Educational Innovation), who is a member of the Senior Management Group. The Vice-Principal is supported by an Assistant Vice-Principal (Learning and Teaching) and an Assistant Vice-Principal (Digital Education). All three chair or are members of the main learning and teaching oversight committees. The University Learning and Teaching Committee (LTC) takes overall responsibility for this area and advises the Education Policy and Strategy Committee (EdPSC) on good practice, contributes to the development of the Learning and Teaching Strategy, and monitors sector developments. The committee membership includes four SRC subject conveners."]
[1156,"GLA_83","-","Governance","Structure","University of Glasgow","83 The ELIR team learned that the colleges each have different support structures for learning and teaching and that the autonomy of the colleges allows each to meet the strategic aim of connected but distributed leadership. Each college has a Dean of Learning and Teaching, whose role is focused on undergraduate provision, except for the College of Science and Engineering. The University Learning and Teaching Committee seeks to ensure there is equal consideration given to postgraduate taught studies by working closely with the Deans of Graduate Studies, but the University recognises this is an area for development which was under review at the time of the current ELIR (paragraphs 63-64). The University considers the Deans of Learning and Teaching are crucial to effective communication across the institution, working with their respective Vice-Principal and Head of College. They are members of their College Management Group and take responsibility for a wide range of activities, including convening Boards of Studies, appeals and progress committees and working with key role holders to coordinate the delivery of all aspects of teaching, learning and enhancement.  "]
[1157,"GLA_84","-","Teaching_Learning","Strategy","University of Glasgow","84 College learning and teaching committees are responsible for approving and implementing the college learning and teaching plans, which operate alongside NSS action plans. Schools and research institutes have structures in place for the oversight of learning and teaching, although the nature of the posts and structures varies. Each school has a Learning and Teaching Committee which is chaired by the School Convenor, Director or Lead for Learning and Teaching. The University stated that the variation in nomenclature does not cause problems in practice."]
[1158,"GLA_85","-","Enhancement","Themes","University of Glasgow","85 In line with sector practice, the University has engaged with the Enhancement Themes with different levels of intensity depending on the focus of each Theme and how closely the Theme relates to its strategic objectives. The ELIR team heard about a number of initiatives that have arisen as a result of Theme work."]
[1159,"GLA_86","-","Assessment","Feedback","University of Glasgow","86 The Leading Enhancements in Assessment and Feedback project emerged from work related to the 2011-14 Enhancement Theme, Developing and Supporting the Curriculum (DSC) and resulted in the development of an assessment and feedback toolkit, which has been well received by staff and students (paragraphs 55 and 58)."]
[1160,"GLA_87","-","Teaching_Learning","Online learning","University of Glasgow","87 The Student Transitions Enhancement Theme which underpinned a number of developments, resulted in a range of resources being made available across the University and was seen as an opportunity to work on student transitions into blended and online learning, building on recent investment into expansion of the University's portfolio of online courses and programmes under the BOLD project (paragraphs 37 and 69). Examples of work undertaken include: a framework for supporting understanding of student and staff transitions into blended/online learning; resources to help staff developing online provision and an elective course for staff offered as part of the Postgraduate Certificate in Academic Practice (PGCAP) 'Technology-Enhanced Learning and Teaching' - the content of which was directly informed by Enhancement Theme activity. In addition, the University indicated that one of the anticipated outcomes of its work on this Theme was ensuring that discussion around transitions to blended and online learning would feature more prominently across the University. This has been incorporated into the Transitions Working Group remit - which has a focus on academic transition into, through and out of the University for all taught undergraduate and taught postgraduate students - and the work of the University's Retention and Success Working Group."]
[1161,"GLA_88","-","Enhancement","Practice","University of Glasgow","88 The current Theme, Evidence for Enhancement, has provided an opportunity for the University to explore how better use can be made of data in decision-making processes, with an explicit emphasis on enhancing the student experience. The data warehouse has been created, together with several tools to access and interrogate the data, and this is starting to be used by staff in strategic and operational quality assurance and enhancement processes. Senior staff also outlined that work was ongoing with the SRC as part of the Theme to create a student representation toolkit which will guide the engagement between students and staff and showcase good practice in student representation activity (paragraph 24). Additionally, the Planning and Business Intelligence team is working closely with the wider community to expand provision of usable data to support evidence-based decision-making around the student experience and student attainment (paragraph 142)."]
[1162,"GLA_89","-","Enhancement","Themes","University of Glasgow","89 The University has an effective approach to engaging with the national Enhancement Themes which are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching."]
[1163,"GLA_90","-","Enhancement","Practice","University of Glasgow","90 The University employs a range of systematic and effective mechanisms for identifying and sharing good practice. These operate both at institutional and local levels. The University Learning and Teaching Committee, together with working groups and college and school committees, provide an overview of practices across the University. The University also makes good use of external benchmarking to identify and share examples of good practice in teaching and learning operating in other UK and global institutions in order to enhance its provision and to take account of future developments."]
[1164,"GLA_91","-","Enhancement","Practice","University of Glasgow","91 The recently restructured LEADS plays an important role in identifying opportunities for sharing good practice across University and college learning and teaching committees. LEADS Academic and Digital Development Advisors are assigned to support particular colleges. Given their close proximity to practices within the colleges, they act as both repositories and reporters of current work being undertaken and foster the sharing of good practice. The LEADS Good Practice Advisor gathers examples of good practice in teaching and learning from across both the University and the wider higher education sector to disseminate across the institution."]
[1165,"GLA_92","-","Enhancement","Practice","University of Glasgow","92 The ELIR team found evidence of LEADS taking responsibility for developing and adapting good practices for wider adoption across the University. Staff were very positive about the recent restructuring of LEADS, which aimed to better respond to the development need of staff and students, expressing the view that changes have led to a more coherent offer and a greater awareness and engagement with the exchange of good practice and the encouragement of further developments."]
[1166,"GLA_93","-","Enhancement","Practice","University of Glasgow","93 The University's Annual Learning and Teaching conference (in operation for 12 years) provides a key mechanism for sharing good practice internally and for eliciting external contributions from the wider higher education sector. The two-day conference is well attended, and staff are invited to submit abstracts for a variety of presentational methods, including workshops and seminars, panel discussions and 'lightning talks'. External contributors introduce a valuable additional dimension. Staff confirmed the effectiveness of the conference to the ELIR team. As evidence of its commitment to its external outlook, the University hosted the first Times Higher Education World Teaching Excellence Summit in Glasgow in 2018, which allowed staff to engage with global leaders in the field of learning and teaching."]
[1167,"GLA_93","-","Staff_Support","Professional development","University of Glasgow","93 The University's Annual Learning and Teaching conference (in operation for 12 years) provides a key mechanism for sharing good practice internally and for eliciting external contributions from the wider higher education sector. The two-day conference is well attended, and staff are invited to submit abstracts for a variety of presentational methods, including workshops and seminars, panel discussions and 'lightning talks'. External contributors introduce a valuable additional dimension. Staff confirmed the effectiveness of the conference to the ELIR team. As evidence of its commitment to its external outlook, the University hosted the first Times Higher Education World Teaching Excellence Summit in Glasgow in 2018, which allowed staff to engage with global leaders in the field of learning and teaching."]
[1168,"GLA_94","-","Enhancement","Practice","University of Glasgow","94 The Learning and Teaching Development Fund (LTDF), in operation for over 20 years, is open to all staff and is designed to support innovation in learning and teaching with funding available for projects costing up to £20,000. Project proposals are required to align with priorities identified in the University Learning and Teaching Strategy and meet a series of criteria, including cost effectiveness and sustainability, and are assessed by the Learning and Teaching Committee. The risk of failure is countenanced as part of the scheme. The LTDF's track record of success was acknowledged in the 2014 ELIR. Staff who met with the ELIR team were enthusiastic about the effectiveness of the fund and its resultant projects."]
[1169,"GLA_94","-","Staff_Support","Professional development","University of Glasgow","94 The Learning and Teaching Development Fund (LTDF), in operation for over 20 years, is open to all staff and is designed to support innovation in learning and teaching with funding available for projects costing up to £20,000. Project proposals are required to align with priorities identified in the University Learning and Teaching Strategy and meet a series of criteria, including cost effectiveness and sustainability, and are assessed by the Learning and Teaching Committee. The risk of failure is countenanced as part of the scheme. The LTDF's track record of success was acknowledged in the 2014 ELIR. Staff who met with the ELIR team were enthusiastic about the effectiveness of the fund and its resultant projects."]
[1170,"GLA_95","-","Enhancement","Practice","University of Glasgow","95 University-level mechanisms are complemented by a wide range of local approaches to identifying and sharing good practice. Institutional Periodic Subject Review, together with Annual Monitoring processes, provide well-established mechanisms for the identification of good practice. Where instances of good practice are identified and endorsed through Periodic Subject Review (PSR), they are highlighted as 'commendations' which are then considered by the Academic Standards Committee. This approach is reinforced and augmented by the Senate Office which collates these examples for consideration by the Academic Standards Committee, before being passed to LEADS. Examples include learning and teaching fora, mentoring processes and local initiatives. A summary of good practice arising from the PSR process, which includes practice identified by external examiners, is disseminated by the Senate Office to the school level on an annual basis. Staff confirmed that a range of regular processes (such as Annual Monitoring Review and PSR) as well as committees (including the Staff-Student Liaison and the Deans of Graduate Studies Committees) all provide additional opportunities for sharing good practice. The ELIR team noted examples of good practice having been shared in this way."]
[1171,"GLA_96","-","Staff_Support","Professional development","University of Glasgow","96 The University has a range of effective mechanisms for engaging, developing and supporting staff that are closely aligned with the aims of the University Learning and Teaching Strategy. Taught provision for staff in support of Learning and Teaching includes the Early Career Development Programme, Postgraduate Certificate in Academic Practice and MEd Academic Practice, as well as a range of Continuing Professional Development (CPD) which is aligned to the Learning Teaching and Scholarship (LTS) career track. The Recognising Excellence in Teaching (RET) Framework is well established, as are the Teaching Award Schemes."]
[1172,"GLA_97","-","Staff_Support","Professional development","University of Glasgow","97 The University identified staff development and engagement as one of its areas of contextual focus for the current ELIR in response to the recommendation in the 2014 ELIR report asking the University to 'continue developing its promotions criteria and the process for supporting the career development of staff on teaching, learning and scholarship contracts'. During the current ELIR, staff commented positively on the developments."]
[1173,"GLA_98","-","Staff_Support","Professional development","University of Glasgow","98 The University has made demonstrable progress in this area by revising the Learning, Teaching and Scholarship (LTS) career track, providing clear promotion criteria and providing support through existing mechanisms such as the Early Career Development programme (ECDP). All new academic staff, regardless of their chosen career track, participate in the ECDP, the main elements of which are Research, Knowledge Exchange and Impact; Teaching, Learning and Scholarship; and Leadership, Management and Personal Effectiveness. This programme is designed to embed a culture of professional development and effectiveness, and to support progression and promotion to senior lecturer and professorial status. The ECDP has been designed to ensure that there is comparable provision for staff on the LTS and those on research and teaching contracts. Staff attested to the effectiveness of the programme and commented that, in parallel to changes to the LTS career track, there was increased emphasis on learning and teaching in the Research and Teaching (R&T) track. "]
[1174,"GLA_99","-","Staff_Support","Professional development","University of Glasgow","99 The University Recognising Teaching Excellence Working Group (RTEWG) undertook work to map practices and structures against those of other universities within the Universitas 21 network of research-intensive institutions. Revised role descriptors and new promotion criteria emerged from this research, and written and video guidance for applicants and reviewers is now in place. Support sessions are now a formalised part of the LEADS CPD programme and staff spoke positively to the ELIR team about these developments."]
[1175,"GLA_100","Commendation","Staff_Support","Professional development","University of Glasgow","100 During the ELIR, the University provided evidence that indicated encouraging progression and promotion on the LTS career track. Alignment with the UK Professional Standards Framework (UKPSF) and the introduction of an Account of Professional Practice as part of the promotion framework, has further enhanced the integrity of this track. The adoption of the same job titles across the LTS and R&T tracks further accentuates the parity of esteem between tracks. Academic staff who met the team confirmed that, as a result of the University's efforts to raise the parity of esteem between teaching and research, the culture of the University was changing, and that learning and teaching is now being rewarded and recognised to a greater extent. The Recognising Excellence in Teaching framework, established by the University in 2014 and accredited by the Higher Education Academy until 2017, remains in place and is open to both those on the R&T and LTS tracks, and is aligned to the UK Professional Standards Framework for teaching and supporting learning."]
[1176,"GLA_101","-","Staff_Support","Professional development","University of Glasgow","101 The University acknowledges that there is scope for further progress. Mentoring has proved challenging even with relatively few staff on the LTS track. The University also recognises that study leave opportunities are not consistent with those on research contracts and teaching workloads are often perceived as being onerous. There is, however, a clear commitment to continue the work through human resources, LEADS and Deans of Learning and Teaching."]
[1177,"GLA_102","-","Staff_Support","Professional development","University of Glasgow","102 Continuing Professional Development (CDP) offers have been developed over the past three years and leadership programmes introduced for all staff involved in teaching and leadership of teaching and learning. These leadership programmes employ a variety of approaches. Three programmes have been introduced for strategic, emerging and aspiring leaders, and two aimed at specific leadership roles in research and teaching."]
[1178,"GLA_103","-","Staff_Support","Professional development","University of Glasgow","103 The Programme Leaders Development Programme was introduced in 2017-18 and was designed for those with programme or large course responsibilities. The first successful iteration of the programme has led to continued funding and its embedding into the overall provision. Sponsored by the Vice-Principal (Academic and Educational Innovation) and the Assistant Vice-Principal Learning and Teaching, the programme represents an important acknowledgement of the importance of local leadership and the provision of appropriate support. The ELIR team found evidence that staff were engaging enthusiastically with the various leadership programmes and had found the experience very positive."]
[1179,"GLA_104","-","Staff_Support","Professional development","University of Glasgow","104 The University supports two types of teaching-related awards. The Student Teaching Awards are financed by the University but run by the Students' Representative Council. Nominations are growing year-on-year, with 1,800 being submitted in 2017-18 in  14 award categories. In parallel, the University Teaching Excellence Awards have been developed to include associated college-level awards. Success in these awards is marked both financially and by public recognition at graduation."]
[1180,"GLA_105","-","Staff_Support","Professional development","University of Glasgow","105 Support and training materials have been provided to ensure the effectiveness of the Performance and Development Review Process (P&DR). The University maintains that the provision on the ECDP, the annual P&DR cycle, leadership and CPD offerings and the Annual Professorial Zoning mechanism, which determines remuneration against a set of determined criteria, ensure a holistic approach to continuous professional development. However, staff indicated to the ELIR team that there remained some dissatisfaction with the operation of the bandings."]
[1181,"GLA_106","-","Staff_Support","Professional development","University of Glasgow","106 Newly appointed staff are required to complete the Postgraduate Certificate in Academic Practice (PGCAP). This course was revised substantially in 2018-19 and is now integrated with the MEd Academic Practice (MEdAP). The PGCAP now offers a wide range of elective choices. There are three 'core' courses and staff then select two electives drawn from a list of six. Staff engaged on the PGCAP can elect to continue their study by selecting more options and three additional advanced courses and, potentially a master's project (60 credits) leading to the award of MEdAP. The flexibility of this provision shows early signs of encouraging further engagement with professional development and staff spoke positively about this development."]
[1182,"GLA_107","-","Staff_Support","Professional development","University of Glasgow","107 Staff development is also supported by peer observation of teaching, which is mandatory for those participating in the Postgraduate Certificate in Academic Practice, where they are observed by a subject specialist and Postgraduate Certificate in Academic Practice member of teaching. While there is no mandatory University scheme, there is a Peer Observation of Teaching Guide for Academic Staff."]
[1183,"GLA_108","-","Staff_Support","Professional development","University of Glasgow","108 Staff engagement is encouraged through participation in the biennial staff survey, launched in 2014. Staff confirmed to the ELIR team that themes were identified for University action, but also pointed to the work that ensued in the schools following the publication of the findings. Staff confirmed that they were confident that survey outcomes were acted upon and monitored at university, college and school level.  "]
[1184,"GLA_109","-","Staff_Support","Professional development","University of Glasgow","109 The University has a clear strategy for learning and teaching, and an effective approach for enhancing practice in this area. The University has made demonstrable progress since the 2014 ELIR in reviewing and revising the career development pathways and promotions criteria for academic staff. In particular, there has been commendable progress towards achieving parity of esteem between staff on the LTS and those on the R&T track. The University has identified further work it wishes to carry out, notably around mentoring and workload allocation."]
[1185,"GLA_110","-","Quality_Processes","Framework","University of Glasgow","110 The University has systematic processes in place for the management of quality processes and maintenance of academic standards that meet sector expectations."]
[1186,"GLA_111","-","Quality_Processes","Framework","University of Glasgow","111 The Academic Quality Framework (AQF) sets out the procedures for course and programme design and approval, annual monitoring, external examining and periodic subject review, as well as university services review and professional, statutory and regulatory body review. The AQF identifies efficiency and enhancement as underlying principles, with the acknowledgement that efficiency in this context relies on significant devolution of responsibilities to colleges and schools in relation to setting, maintaining and reviewing academic standards."]
[1187,"GLA_112","-","Quality_Processes","Framework","University of Glasgow","112 The University Senate is responsible for the quality of teaching and the academic standards of awards, and the management of academic standards. It delegates detailed consideration of many matters to the central committees responsible for specific areas: Education Policy & Strategy (EdPSC); Research, Planning and Strategy (RPSC); Academic Standards (ASC); Learning and Teaching (L&TC); and Deans of Graduate Studies Committee (DoGS). Colleges, graduate schools, schools and research institutes play a key role in managing and enhancing quality and standards, and each have their own structures and operate both their own and University processes for this purpose."]
[1188,"GLA_113","-","Quality_Processes","Programme Approval","University of Glasgow","113 In response to staff concerns expressed over the complexity of the course and programme approval process, and related concerns over the supporting Programme Information Process (PIP), the University has devolved increased responsibility to schools, research institutes and colleges. In 2015-16, the University operated a pilot to allow schools to approve course changes and colleges to approve programme changes. Further revisions were made in 2016-17 to extend responsibility for the approval of new courses to schools and approval of new programmes to colleges on a pilot basis. Changes are now embedded but remain subject to ongoing monitoring by ASC, which receives summary reports and carries out audits of approvals granted."]
[1189,"GLA_114","-","Quality_Processes","Programme Approval","University of Glasgow","114 The University indicated that feedback on the process from the Deans of Learning and Teaching, and college boards of study was provided with the 2018 annual report of Programme Approval to ASC and was broadly positive. The Senate Office is enhancing guidance and training for staff and LEADS are supporting academic staff with course and programme design. It was clear to the ELIR team that staff welcomed the streamlined course approval process, which generated a greater sense of ownership on the part of staff. Students also spoke positively about their involvement in the process."]
[1190,"GLA_115","-","Quality_Processes","Annual Monitoring","University of Glasgow","115 The University considers that the enhancement of course provision is most effective when implemented at course level by programme and course leaders and, as a result, annual monitoring is the most devolved of its quality process. Course or programme leaders reflect on a range of material including: external examiner comments; staff feedback; course evaluation data; student feedback; information on student performance, and strategy and action plans. The University indicated that its NSS action plans were becoming more coordinated with the annual monitoring processes and also identified that it had recently replaced annual NSS action plans with three-year plans. Staff indicated to the ELIR team that they found the new approach to be more holistic and that the link to annual monitoring brings NSS data into context, and supports taking a long-term approach to areas for development - for example, assessment and feedback. Annual monitoring reports include planned actions, as well as updates on progress made on actions identified in the last annual monitoring cycle. The annual monitoring process applies to undergraduate and taught postgraduate students. There is no corresponding annual monitoring process for postgraduate research provision. Outcomes from annual monitoring reports are considered through Staff-Student Liaison Committees, during Periodic Subject Reviews and by the Academic Standards Committee. The ELIR team noted inconsistency in the format and quality of annual monitoring reports and this was recognised by the University."]
[1191,"GLA_116","-","Quality_Processes","Annual Monitoring","University of Glasgow","116 In 2014, the University undertook a review of the Annual Monitoring process which considered the burden of annual monitoring on staff. As a result, two options for gathering and reporting annual monitoring activity are available. The first continues with longstanding practice based on the completion of forms for each 'unit of learning', summarised by the School Quality Officer and reported to the College Quality Officer. The new option introduced a meeting-based approach, where groups of staff, as appropriate to school structures, meet to discuss and reflect on their experience of the past year, then report to their School Officer via minutes of that meeting. The University indicated that School Officers who use this method, considered it to be effective, providing a prompt for useful discussion. There is anecdotal feedback that it has improved staff engagement with the process and reduced some frustrations. The team noted that further amendments continue to be made to ensure efficiency. During the current ELIR, academic staff told the team that they welcomed the opportunity to hold such meetings. The team learned that student interns have been recruited to undertake further review of the operation of the annual monitoring process. There would be benefit in monitoring success in this area with a view to encouraging greater staff engagement and more consistent application of the options available."]
[1192,"GLA_117","-","Quality_Processes","Annual Monitoring","University of Glasgow","117 Staff and students had mixed views on the effectiveness of the University's processes for monitoring and enhancing its arrangements for postgraduate research students. While annual monitoring processes for postgraduate taught students are clear, operational responsibility for oversight of the postgraduate research student experience is devolved to the relevant school or research institute, with no systematic arrangements in place for oversight at university-level. In particular, there are no systematic arrangements at university-level for considering the postgraduate research student experience on an annual basis that would allow for tracking student progression (although this is monitored by each graduate school) or analysing student feedback (paragraph 148). Monitoring of postgraduate research student engagement with centrally-provided training has recently been implemented."]
[1193,"GLA_118","-","Quality_Processes","Annual Monitoring","University of Glasgow","118 The University has had early discussions about moving to a risk-based approach to annual monitoring, with a view to concentrating effort on areas where data reveals unusual patterns. The ELIR team would support the increased use and analysis of relevant data to underpin annual monitoring, while also encouraging the University to consider the benefits of using the process as an opportunity for staff and students to discuss and reflect upon practice, not only when data is deviating from the norm."]
[1194,"GLA_119","-","Quality_Processes","Internal Review","University of Glasgow","119 Overall, the University meets the Scottish Funding Council (SFC) requirements for institutional-led review through its processes of Periodic Subject Review (PSR) for undergraduate and postgraduate taught courses. However, the University should ensure that it continues to meet SFC requirements across the full range of its provision, including professional services review (paragraph 123)."]
[1195,"GLA_120","-","Quality_Processes","Internal Review","University of Glasgow","120 Taught provision is reviewed on a six-year cycle, leading to the University conducting between six and nine reviews each year. The reviews are undertaken by a panel convened by a Vice-Principal, the Assistant Vice-Principal Learning and Teaching or the Convenor of ASC. Panels include: at least one external review team member; a trained SRC-representative; a representative of the Learning Enhancement and Academic Development Service (LEADS); a Senate Assessor on Court; a cognate academic reviewer from another school; and a coordinating member from the Senate Office. The panel considers a Self-Evaluation Report, supporting information and data, and meets with staff and students. The ensuing report with commendations and recommendations, is submitted to ASC which takes an overview of themes arising from reviews and recommends university action where appropriate. Training and support are provided for panel members, including student members, and this is reviewed at each cycle. Student reviewers now receive feedback on their individual contribution to the PSR process and the evaluations (100% positive) indicate the value that they bring to the review and the effectiveness of their training."]
[1196,"GLA_121","Commendation","Quality_Processes","Internal Review","University of Glasgow","121 The most significant change to the Periodic Review process since the 2014 ELIR, has been the introduction of an all-staff survey which allows staff to provide feedback on their experience of teaching, support for teaching, cultural values associated with teaching and other activities undertaken in the area under review. Responses are anonymised and remain confidential to the panel. The University developed this initiative using questions drawn from the Universitas 21 Teaching Practices Survey, adapting them slightly for its own context. Initial feedback from PSR Panel Conveners has been very positive, suggesting that the survey responses provide context and highlight issues that complement the perspectives expressed in the Self Evaluation Reports. The ELIR team found evidence that this innovation, despite being at an early stage of implementation, was well received by staff and student panel members. The University expects to make further changes to the PSR process, which are likely to include further consideration of non-academic aspects of the student experience. The team supports the widened scope of the PSR, providing any change allows enough granularity at the discipline level to support the effective consideration of learning and teaching."]
[1197,"GLA_122","-","Quality_Processes","Internal Review","University of Glasgow","122 Graduate School Reviews (GSR), introduced in 2008-09, adopt a similar format to PSR and the two most recent reviews have reported common themes including: effective communications with both staff and students across a 'complex landscape of schools and research institutes'; timely submission of theses; opportunities for supervisor development; and the desire for training that is less policy and process-oriented, and more topical and flexible. The University is beginning a review of the Graduate School Review methodology. A new process will involve an increased use of data and may operate on a different frequency. Staff reported to the ELIR team that the Review of the College of Arts would be next in the schedule and would serve as a 'hybrid' between the previous and the proposed new approach."]
[1198,"GLA_123","-","Quality_Processes","Internal Review","University of Glasgow","123 University services have been subject to periodic review since 2006 and are reviewed on a six-year cycle. The University reported that University Services Review has been suspended during the restructuring of all services into eight large executive directorates. The ELIR team learned that the method(s) by which the new arrangements would be reviewed were yet to be determined, but, for the majority of student-facing services (within the Student and Academic Services Directorate), this would be determined by the Student Experience Committee (SEC). The SEC action plan is being developed on a thematic basis, which may offer the potential to introduce a thematically-based approach to service review. However, this had not been determined by the time of the current review visit (paragraph 75).  "]
[1199,"GLA_124","-","Student_Engagement","Quality processes","University of Glasgow","124 The University identified student involvement as a vital element of its quality processes and works closely with the SRC to ensure that student representation is effective. The Code of Practice on Student Representation articulates clearly the operation of student representation. Students attested to the role that they play in quality processes across the University through membership of relevant committees, from the University Court to the Senate through to school/subject level committees and working groups. Students reported their involvement in Periodic Reviews and Course Approval, confirming that training was in place and that they received feedback on their involvement."]
[1200,"GLA_125","-","Student_Engagement","Representation","University of Glasgow","125 Staff-Student Liaison Committees (SSLCs) are key in providing a regular, formal route for student representatives to give their feedback on the operation of courses and programmes. The ELIR team met with students who confirmed the effective operation of SSLCs. There is a requirement for one SSLC meeting to be held per semester. All student representatives are members of SSLCs and must form a majority of the committee membership. Discussions from SSLCs are reflected on in the Annual Monitoring and Periodic Subject Review processes. Regular reports are provided to SSLCs on the responses to feedback and instances of unsatisfactory responses or lack of progress can be referred to the school/institute/college Learning and Teaching Committee or Graduate School Board. If no progress is evident then the matter is highlighted in Annual Monitoring. Students can access additional support from the appropriate SRC College Convenor or SRC Postgraduate Convenor if progress is slow or ineffective. Student representatives are responsible for the communication of this information to the wider student community. The team found evidence that student feedback is used effectively across the quality assurance processes."]
[1201,"GLA_126","-","Student_Engagement","Feedback","University of Glasgow","126 Following the 2014 ELIR, the University has developed and implemented a new Course Evaluation Policy which covers all taught provision and employs five core questions. Course evaluations are the primary data source for student satisfaction with individual courses. The University is considering aggregating student responses to the five core questions at college and university-level, which would allow for comparisons across courses. The ELIR team considered that this would add valuable points of reference for course and programme leaders in enhancing learning and teaching."]
[1202,"GLA_127","-","Student_Engagement","Feedback","University of Glasgow","127 In response to course evaluation, staff are required to complete a summary and response document (SARD) for both undergraduate and postgraduate taught provision and this is designed to close the feedback loop to students. The SARD also underpins other quality management and enhancement processes including annual monitoring and Periodic Subject Review."]
[1203,"GLA_128","-","Student_Engagement","Feedback","University of Glasgow","128 SSLCs receive and review SARDS and student representatives are involved in ensuring their satisfactory production. The SARDS play an important role in the reflective analysis phase of Annual Monitoring and they are monitored formally through Periodic Subject Review. Student representatives confirmed that they are responsible for communicating actions to the wider student community and that the process works efficiently. Staff reported that the feedback mechanisms were effective, although some students reported that they were unaware of actions taken as a result of their feedback. The University indicated that reporting and feedback in this area remains a focus for further enhancement."]
[1204,"GLA_129","-","Quality_Processes","Externality","University of Glasgow","129 The University makes effective use of a range of external reference points, including the Quality Code for Higher Education (Quality Code), in managing its academic standards and in its quality processes more widely."]
[1205,"GLA_130","-","Quality_Processes","Externality","University of Glasgow","130 Programme specifications describe the programme aims and intended learning outcomes of each award, they draw on The Scottish Credit and Qualifications Framework (SCQF) and the relevant Subject Benchmark Statement, and confirm adherence to these reference points. The University makes effective use of Subject Benchmark Statements as reference points in course and programme design, and in the Periodic Subject Review process. External panel members for Periodic Subject Review are asked to formally confirm that programmes are current and valid in the context of practice and knowledge within the subject area and that Subject Benchmark Statements are being met. The ELIR team found clear evidence of the University mapping, reviewing and reflecting on the expectations of the Quality Code."]
[1206,"GLA_131","-","Quality_Processes","External examining","University of Glasgow","131 External examiners are deemed to play a vital role in securing and maintaining academic standards. There are well-established mechanisms in place for the recruitment, appointment and induction of external examiners which meet the expectations of the Quality Code. External examiner induction is delegated to school or subject level. In addition to involvement in examination boards and reporting, external examiners are consulted on course or programme structure and content and their opinion is considered on course and programme design and in annual monitoring, Periodic Subject Review, and course and programme approval."]
[1207,"GLA_132","-","Quality_Processes","External examining","University of Glasgow","132 The External Examiner Management System to facilitate the online submission of external examiners' reports, which was in place at the 2014 ELIR, has been extended and, at the time of the current ELIR include a pilot for the online submission of external examiner nominations, with the intention of this being implemented across the University in 2019-20. The Academic Standards Committee undertakes an analysis of external examiner reports, enabling the Senate to identify and respond to any university-level trends and to have confidence that issues raised are being addressed effectively. Examples were provided of the ways in which good practice identified by external examiners is shared effectively among staff. The ELIR team recommends that the University also makes external examiner reports accessible to students (paragraph 149)."]
[1208,"GLA_133","-","Quality_Processes","External examining","University of Glasgow","133 The University ascribes particular authority to external examiners in respect of adjudication on individual student results. In 2018, the University organised a workshop on national developments concerning the role of external examiners and the comparability of academic standards and how these might impact on the University's approach. Following the workshop, consideration is being given to adjusting the role of the external examiner to that of 'critical friend'."]
[1209,"GLA_134","-","Assessment","Exam boards","University of Glasgow","134 In response to the 2014 ELIR report recommendation - that the University should ensure the consistent application of its assessment regulations across all exam boards and continue to monitor the impact of its guidelines on the use of discretion by exam boards - the University reported that the Code of Assessment sets out both principles and specific regulations to standardise the approach and management of assessment at undergraduate and taught postgraduate levels, and is supplemented by additional documentation and guidance. The University decided that direct monitoring would require significant, disproportionate effort and staff time, but that the operation of the guidelines would be monitored by the Senate Office through the Academic Regulations Sub-Committee and Academic Standards Committee and, periodically, through engagement with the colleges.  From November 2016, all exam boards have been required to publish their chosen criteria in advance and the guidelines have been clarified to emphasise that the same criteria must be used in each discretionary zone. Following these revisions, the University noted a number of positive comments from external examiners on the more detailed guidance. In March 2017, ASC noted that the issue of discretionary decisions for honours and postgraduate taught level classifications had continued to prompt comment from external examiners in their reports for 2015-16. However, the number of comments had fallen since previous years and the University hoped this trend would continue. At the time of the current ELIR, a small number of queries from external examiners remained annually and the University indicated that it expected this to continue and committed to addressing any misunderstandings identified."]
[1210,"GLA_135","-","Assessment","Exam boards","University of Glasgow","135 In discussions with the ELIR team, staff highlighted that consistency of approach in the operation of discretion across different subject areas continues to be a concern. The use of discretion by exam boards is not routinely analysed in a manner which would allow for monitoring and comparison of trends across the institution. There would be considerable benefit in the University being able to analyse this data systematically, in order to monitor instances and the pattern of discretion across the institution.  "]
[1211,"GLA_136","-","Enhancement","Practice","University of Glasgow","136 The 2014 ELIR report identified six areas for development and the current ELIR team agreed that the University has made satisfactory progress in addressing these, with some work ongoing."]
[1212,"GLA_137","-","Enhancement","Practice","University of Glasgow","137 The University has made significant progress with the review of career progression for university teachers (paragraphs 97-101 and 109). In addition, staff and students have made positive comments on the University's approach to supporting technology-enhanced learning and this is now a key feature of the University's campus redevelopment plan and an area of focus for the current ELIR. The Student Voice Portal, which aimed to provide a vehicle for more effective student engagement and feedback but was under-utilised, has been repurposed as MyClassReps and the ELIR team considered this to have been a positive development (paragraph 24)."]
[1213,"GLA_138","-","Student_Support","Progression","University of Glasgow","138 The University continues to develop its approach to the oversight of the postgraduate experience. Since the last ELIR, progress has been made with the review of structures and processes for reporting issues related to the postgraduate taught student experience, although further work was underway at the time of the current ELIR. Oversight of the postgraduate research student experience would benefit from further consideration and the ELIR team concluded that monitoring and review processes remained an area for development. As a result, the University has received a recommendation in this area, where it is asked to ensure that appropriate annual monitoring systems are in place for these students (paragraph 117). Following this action, there would be value in the University reflecting again on how the graduate schools maintain oversight of the totality of the postgraduate student experience."]
[1214,"GLA_138","-","Postgraduate_Research","Student Experience","University of Glasgow","138 The University continues to develop its approach to the oversight of the postgraduate experience. Since the last ELIR, progress has been made with the review of structures and processes for reporting issues related to the postgraduate taught student experience, although further work was underway at the time of the current ELIR. Oversight of the postgraduate research student experience would benefit from further consideration and the ELIR team concluded that monitoring and review processes remained an area for development. As a result, the University has received a recommendation in this area, where it is asked to ensure that appropriate annual monitoring systems are in place for these students (paragraph 117). Following this action, there would be value in the University reflecting again on how the graduate schools maintain oversight of the totality of the postgraduate student experience."]
[1215,"GLA_139","-","Assessment","Exam boards","University of Glasgow","139 In discussions with the ELIR team, staff voiced concern about the use of discretion by exam boards. The 2014 ELIR report asked the University to monitor the impact of its guidelines on the use of discretion by exam boards to ensure the consistent application of assessment regulations across exam boards. The University has undertaken work on the guidelines and their application, but there is no systematic mechanism in place to allow for robust analysis of decisions and trends across the institution regarding the application of discretion (paragraphs 134-5) and the University is asked to address this."]
[1216,"GLA_140","-","Quality_Processes","Use of data","University of Glasgow","140 Overall, the University has an effective approach to using data to inform its decision-making. The use of data is systematic, contextualised and embedded in several areas of the University's quality processes. Sophisticated analyses and research are increasingly used to support strategic decision-making, particularly in relation to the further development of widening participation strategies."]
[1217,"GLA_141","-","Quality_Processes","Use of data","University of Glasgow","141 Data is generated from a range of sources to inform decision-making including: administrative systems, course evaluations and SARDS, internal surveys (The Welcome Survey, the Student Life Survey, and the PSR all staff survey), and external surveys (NSS, PTES and PRES). A range of data is considered in the University's key quality processes, primarily annual monitoring (for UG and PGT) and PSR, and data will be central to the revised Graduate School Review. Data is also used to inform strategic decision-making at university-level, and KPIs are used to drive and monitor realisation of the University Strategy, and to facilitate priority setting. The University supplements the management information available from the data warehouse with extensive use of external benchmarking to inform the development of strategy and measure progress towards its strategic aims."]
[1218,"GLA_142","-","Quality_Processes","Use of data","University of Glasgow","142 The University has strengthened its approach to evidence-based decision-making markedly since the 2014 ELIR. The Business Intelligence team has expanded and new business intelligence software, which allows staff to analyse and combine data in a user-friendly and dynamic way, has been introduced. Insights that emerge from the analysis are used to support informed and transparent decision-making, a notable example being the way data is used to inform the University's approach to widening participation (paragraphs 31-35 and 73). The system also allows staff to directly access sources of data for their own use. For example, staff can access the NSS results for their own students, and compare these with other parts of the University, and across the sector as a whole. The University's NSS dashboard had seen significant use, and staff who met the ELIR team indicated that they have used it actively, both to inform themselves and in planning and quality processes. Similar applications are now being developed for other surveys, for example, the University's Welcome survey."]
[{"$f":"IF(B1221<>\"\",ROW(A1221)-2,\"\")","v":1219},"GLA_143","-","Quality_Processes","Use of data","University of Glasgow","143 The ELIR team recognises that the University is continuing to explore the full range of potential benefits that might be gained from its use of data. It routinely provides full analysis of its internal surveys (Welcome Survey and Student Life Survey) for international and domestic students separately, as well as analysis of the full cohort. However, the team understood that cross-sector comparisons of the international student experience at the University are not currently possible. In light of expected growth in international student numbers (paragraph 9), the ELIR team considered that there would be value in the University monitoring the experience of the international student body in greater detail and routinely using this data to underpin strategic decision-making in this area."]
[1220,"GLA_144","-","Quality_Processes","Framework","University of Glasgow","144 The University has an effective approach to securing academic standards, in line with the expectations of the Quality Code."]
[1221,"GLA_145","Recommendation","Student_Engagement","Quality processes","University of Glasgow","145 The University's approach to student engagement in quality processes is effective. In order to strengthen this approach further and comply with guidance in the Quality Code, external examiners reports should also be made accessible to students in order to give them the opportunity to engage in discussion and consideration of this element of the assessment process."]
[1222,"GLA_146","Recommendation","Assessment","Exam boards","University of Glasgow","146 The University continues to consider its approach to the application of discretion by exam boards. The University is asked to develop a systematic way of monitoring and analysing the use of discretion in order to have a clear view of the effectiveness of these arrangements and to have clearer and more detailed information about the consistency with which the use of discretion is applied by exam boards across the institution."]
[1223,"GLA_147","-","Quality_Processes","Use of data","University of Glasgow","147 Overall, the University has effective arrangements for self-evaluation which are informed by the use of data from a range of sources. The use of data to inform systematic quality processes and decision-making is part of an increasingly embedded culture of       self-evaluation and the University continuously reconsiders and refines the methods and tools that are employed for generating, analysing and using data. The University also undertakes extensive benchmarking and introduces developments based on good practice it identifies."]
[1224,"GLA_148","Recommendation","Quality_Processes","Framework","University of Glasgow","148 Annual monitoring and institution-led review processes are currently under consideration and are being continually evaluated and updated. As part of its immediate activity, and notwithstanding the current review of the structure of professional support services, the University is asked to continue with its plans to ensure that there is a systematic and timely mechanism to review the contribution of these services to the quality of the student experience during the period of change. The University should also ensure that the postgraduate experience is monitored systematically in a way that is comparable to other annual monitoring processes in place and which would allow an institution-level overview of the holistic postgraduate research experience, including review of student progression and student feedback."]
[1225,"GLA_148","Recommendation","Postgraduate_Research","Student Experience","University of Glasgow","148 Annual monitoring and institution-led review processes are currently under consideration and are being continually evaluated and updated. As part of its immediate activity, and notwithstanding the current review of the structure of professional support services, the University is asked to continue with its plans to ensure that there is a systematic and timely mechanism to review the contribution of these services to the quality of the student experience during the period of change. The University should also ensure that the postgraduate experience is monitored systematically in a way that is comparable to other annual monitoring processes in place and which would allow an institution-level overview of the holistic postgraduate research experience, including review of student progression and student feedback."]
[1226,"GLA_149","-","Student_Engagement","Quality processes","University of Glasgow","149 The University's approach to student engagement in quality processes is effective. In order to strengthen its approach further, the University is recommended to make external examiner reports accessible to students in order to give students the opportunity to engage in discussion and consideration of this element of the assessment process."]
[1227,"GLA_150","-","Collaborative_Partnerships","Oversight","University of Glasgow","150 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."]
[1228,"GLA_151","-","Collaborative_Partnerships","Oversight","University of Glasgow","151 The University describes its approach to collaborative activity as, 'low risk but not unambitious'. Collaborative provision is relatively small scale, the majority being established joint, double, or multiple degree programmes. The portfolio of articulation agreements has remained relatively stable, totalling 13 overall, all of which are viewed by the University as being low risk. The ELIR team considered that the University manages its collaborative provision in a risk-aware and responsible manner, closely linked to the aims of its Internationalisation Strategy. One of the key objectives of the University Strategy is to 'connect with the world through internationalisation' and the Internationalisation Strategy prioritises the establishment of bilateral and trilateral partnerships and the growth of sustainable, high-quality transnational education with a recent focus on enhancing its strategic approach to partnerships. "]
[1229,"GLA_152","-","Collaborative_Partnerships","Oversight","University of Glasgow","152 The University's collaborative research degree provision has shifted from individual, small scale partnerships to framework agreements. This fits with the University's aim of deepening existing partnerships and concentrating on a smaller number of collaborative programmes."]
[1230,"GLA_153","-","Collaborative_Partnerships","International","University of Glasgow","153 The University delivers collaborative programmes through its partnership with the Singapore Institute of Technology (SIT). It has a subsidiary company in Singapore - UGlasgow Singapore PTE Ltd (also known as University of Glasgow Singapore or UGS). The University employs academic and professional services staff, as required, in Singapore.  The collaborative provision at SIT comprises: BEng (Honours) in Aeronautical Engineering, Aerospace Systems, Mechatronics, Mechanical Design Engineering, and Civil Engineering; and BSc (Honours) in Computing Science, and Nursing. Recognising that students in different parts of the world have different expectations and requirements, the University has been reflecting on the extent to which the curriculum of its transnational education programmes should be contextualised to the countries in which they are delivered. One of the outcomes of this reflection has been the decision to change the engineering programmes delivered in collaboration with SIT into joint-award programmes. This will allow the course content to align more closely with the Singapore context. The move to joint degrees in its partnership with SIT will mean that, in future, each partner will take responsibility for delivering and assessing half of the modules. Assessments for the SIT programmes are currently the same as those used in Glasgow but, under the new arrangements, staff based in Singapore will set assessments with a process of internal scrutiny and reporting to teaching committees in Glasgow. All arrangements will still be required to meet the requirements of the Quality Code."]
[1231,"GLA_154","-","Collaborative_Partnerships","Oversight","University of Glasgow","154 The University has recently created a new Assistant Vice-Principal (International) post. At the time of the current ELIR, an appointment had been made but the appointee had not yet taken up the post. The new Assistant Vice-Principal will line manage the five Deans for Global Engagement and three TNE Deans, will provide dedicated oversight of delivery of the international strategy goals, and ensure a coordinated approach to meeting the Strategic Plan key performance indicators."]
[1232,"GLA_155","-","Collaborative_Partnerships","International","University of Glasgow","155 There has recently been significant growth in transnational education activity and the number of students enrolled on collaborative programmes has increased in recent years. In 2018-19, there was a total student TNE population of 2,636, exceeding the targets set at the 2014 ELIR (and in the University's Internationalisation Strategy) of 1,560. This has occurred mainly through a new partnership with Nankai University, and additional collaborative provision with the University of Electronic Science and Technology of China (UESTC) and SIT. There are now 136 TNE students at Nankai University, and 1,560 at UESTC. The partnership with Nankai University includes a Confucius Institute, the Scottish Centre for Chinese Social Science Research, and a joint graduate school while the collaboration with the University of Electronic Science and Technology of China partnership delivers BEng (Honours) Electronics and Electrical Engineering, and Electronics and Electrical Engineering with Communications."]
[1233,"GLA_155","-","Collaborative_Partnerships","Student numbers","University of Glasgow","155 There has recently been significant growth in transnational education activity and the number of students enrolled on collaborative programmes has increased in recent years. In 2018-19, there was a total student TNE population of 2,636, exceeding the targets set at the 2014 ELIR (and in the University's Internationalisation Strategy) of 1,560. This has occurred mainly through a new partnership with Nankai University, and additional collaborative provision with the University of Electronic Science and Technology of China (UESTC) and SIT. There are now 136 TNE students at Nankai University, and 1,560 at UESTC. The partnership with Nankai University includes a Confucius Institute, the Scottish Centre for Chinese Social Science Research, and a joint graduate school while the collaboration with the University of Electronic Science and Technology of China partnership delivers BEng (Honours) Electronics and Electrical Engineering, and Electronics and Electrical Engineering with Communications."]
[1234,"GLA_156","-","Collaborative_Partnerships","International","University of Glasgow","156 The structures that support the Internationalisation Strategy have developed since the 2014 ELIR. The Academic Collaborations Office was established in 2013 as part of the Senate Office and provides management information and a range of other specialist services. Day-to-day operational support for TNE is provided in the relevant school or college. Recent developments have been underpinned by the introduction of new structures, including College International Deans, Deans for Global Engagement, TNE Deans, a TNE Secretariat and a TNE Board. "]
[1235,"GLA_156","-","Collaborative_Partnerships","Oversight","University of Glasgow","156 The structures that support the Internationalisation Strategy have developed since the 2014 ELIR. The Academic Collaborations Office was established in 2013 as part of the Senate Office and provides management information and a range of other specialist services. Day-to-day operational support for TNE is provided in the relevant school or college. Recent developments have been underpinned by the introduction of new structures, including College International Deans, Deans for Global Engagement, TNE Deans, a TNE Secretariat and a TNE Board. "]
[1236,"GLA_157","-","Collaborative_Partnerships","International","University of Glasgow","157 The University coordinates seven Erasmus Mundus Joint Master's Degrees (EMJMD) consortia and two further developments are planned. All EMJMDs are in the College of Social Sciences and run with at least four degree-awarding partners. Students have three mobility opportunities, each a two-year, four semester model (240 SCQF/120 ECTS credits). On average, there are 20 EU scholarships. The programmes have proved to be very popular with applicants and have led to the development of research partnerships."]
[1237,"GLA_158","-","Collaborative_Partnerships","Oversight","University of Glasgow","158 The University operates three validation arrangements with two established Scottish Higher Education Institutions (HEIs) and a specialist provider: the Glasgow School of Art (GSA), Scotland's Rural College (SRUC) and the Edinburgh Theological Seminary (ETS). Until 2017, the University also had a validation partnership with Christie's Education. This partnership is no longer in operation, but a small number of students remain on the University of Glasgow programmes and are based solely at the University. GSA and SRUC are accredited institutions and take responsibility for approving new programmes subject to validation by the University, but the University provides oversight for key quality assurance processes and policies. The University is responsible for approving and validating all programmes at ETS (70 students)."]
[1238,"GLA_159","-","Collaborative_Partnerships","Oversight","University of Glasgow","159 Postgraduate research collaborations place emphasis on framework arrangements, which are agreed at institutional-level, with high-quality partners. The University also participates in a number of Centres for Doctoral Training (10 in total), Doctoral Training Partnerships and other 'pooled graduate schools'. For example, the Scottish Graduate School for the Arts and Humanities, the Scottish Graduate School for Social Sciences, the Scottish Universities Physics Alliance, and the Medical Research Council Centre for Doctoral Training in Precision Medicine. The University is also lead partner in the European Joint Doctorate in Molecular Animal Nutrition, and partner in the Network for Innovative Training in Rotorcraft Safety (NITROS). The University also participates in a number of Doctoral Training Centres. These are each managed by the relevant college, with sharing of good practice and experience within each college achieved through the Graduate School Board and sharing at institutional-level through the Deans of Graduate Studies Committee."]
[1239,"GLA_160","-","Collaborative_Partnerships","Oversight","University of Glasgow","160 The University separates the processes of partnership approval and monitoring, and programme approval and monitoring. Special processes are in place for partnership approval and monitoring, while programme approval and monitoring are undertaken as part of the University's usual annual monitoring and PSR processes supported by the Academic Collaborations Office. Operational oversight of collaborative partnerships is the responsibility of a joint management board for the relevant collaboration.  "]
[1240,"GLA_161","-","Collaborative_Partnerships","Oversight","University of Glasgow","161 The procedures for the approval of a new partnership are defined by the Academic Collaborations Office and include three stages: approval by School or Research Institute; approval by College; and approval by the Senate. In some cases, approval by the University Court is also required, typically if there are particular human resources, financial or legal implications for the University, as would be the case with overseas delivery. Individual collaborations are overseen by joint management boards (or equivalent) that report to College collaborations groups."]
[1241,"GLA_162","-","Collaborative_Partnerships","Oversight","University of Glasgow","162 At institutional level, the University Collaborations Group (comprising Senior Management Group members) reviews proposals before they are considered by Education Policy and Strategy Committee or Research Planning and Strategy Committee. Support is provided by the Academic Collaborations Office and the TNE Secretariat. All legal agreements must adhere to the Quality Code. Colleges have structures established for the review of collaborative partnerships. The College of Medical, Veterinary and Life Sciences, the College of Social Sciences, and College of Arts each have a dedicated College Collaborative Group and the College of Science and Engineering uses existing structures. "]
[1242,"GLA_163","-","Collaborative_Partnerships","Oversight","University of Glasgow","163 Quality assurance and enhancement of validated provision is achieved by one of three mechanisms: annual joint liaison committees or management boards; quality management processes aligning with the University's own processes; or annual reports to ASC.  "]
[1243,"GLA_164","-","Collaborative_Partnerships","Student experience","University of Glasgow","164 Students studying at partner institutions who met the ELIR team tended to associate themselves with the partner institution, rather than the University, but this view changed for those students who subsequently articulated to the University. Students at SIT valued the availability of online lecture material from the associated programmes delivered in Glasgow. The team heard that, as the partnership evolves into a joint degree model in the near future, the University will continue to make this material available as an additional resource to students at SIT, even though the Glasgow and SIT programmes will diverge in content. UESTC students are prepared for, and supported during, their transfer to the University by staff visiting UESTC and through the provision of English language training.  Overall, students who met the ELIR team were very satisfied with the support they received from the University."]
[1244,"GLA_165","-","Collaborative_Partnerships","Student experience","University of Glasgow","165 TNE students reported that they were generally very satisfied with the learning resources and opportunities provided, including the provision of advisors of study, student counselling, library and IT resources, and the VLE; and PSR report findings support this view. TNE students were generally satisfied with the arrangements for assessments and reported that the criteria on which they would be assessed were clear and marking rubrics were available to them. The timeliness of the assessment feedback was variable. Staff were aware of this and said that one of the advantages of changing to a joint degree model would be that the University would have complete control over the modules it delivered, and the assessments associated with them."]
[1245,"GLA_166","-","Collaborative_Partnerships","Oversight","University of Glasgow","166 The University's management of its collaborative provision is effective. There is clear evidence that careful consideration has been given to managing the risks and opportunities. A new support model for TNE has been developed following critical reflection by the University on its processes, which led to the recognition that the previous approach could not effectively sustain the scale of planned operations. In the new model, there are clearly defined roles for central services, the colleges and schools. "]
[1246,"STR_2","-","Governance","Strategy","University of Strathclyde","2 The University has a strategic approach to achieving its vision, articulated in its Strategic Plan 2015-20 and, at the time of the current ELIR, was planning the transition into the next five-year planning period. The Strategic Plan has three main themes: outstanding student experience; internationally-leading research; and world-leading innovation and impact. In turn, these are underpinned by two cross-cutting themes: global engagement and operational excellence. Progress towards achieving the goals is set out in the strategic plan and is monitored and evaluated through 16 Key Performance Indicators (KPIs) where current performance is set out against targets. The strategy is embedded in the departmental, school, faculty and directorate annual planning round and progress is carefully monitored."]
[1247,"STR_3","-","Governance","Structure","University of Strathclyde","3 The University has four faculties: the Strathclyde Business School, the Faculty of Science, the Faculty of Engineering and the Faculty of Humanities and Social Sciences. Each faculty is led by an Associate Principal and Executive Dean and operate with different committee structures appropriate to their needs. Faculty structures and membership of key committees are permitted to change over time to enable focus on key priorities."]
[1248,"STR_4","-","Governance","Practice","University of Strathclyde","4 The institution-level management structures have been designed to enable the University to deliver its strategy. Its Executive Team is responsible for overall leadership, strategy, policy and management. The University Leadership Group brings together faculties and directorates to progress key institutional strategic themes. Institutional governance is provided by the University Court, the governing body, and the Senate, which is the academic governing body, both of which exercise their responsibilities through a range of sub-committees. The Senate Business Committee (SBC) reviews the agenda, approvals and matters for discussion, giving preliminary consideration to the recommendations to Senate on key proposals emerging from the reporting committees. Senate receives a report from SBC and discusses or confirms approvals accordingly, focusing on strategic matters in their Senate meeting. Recently established committees include the new Course Approval Subgroup, established in January 2017, which reports directly to the Senate Business Committee and provides an out-of-cycle approval process for courses deemed to be of strategic importance. The newly established Student Experience Committee (SEC) is chaired by the Student President. Since the previous ELIR in 2014, a Directorate of Continuous Improvement has been established and has had a key role in leading culture change, planning, implementing and sustaining improvements aligned to the University strategy."]
[1249,"STR_5","-","Governance","Strategy","University of Strathclyde","5 The University's commitment to its strategic aim to provide a range of high- quality, technology-rich learning spaces is reflected in the significant capital investment programme. This has been underway for the last 10 years and includes the new Learning and Teaching Building Project which, at the time of the ELIR, was under construction. The strategy has had a focus on student/staff wellbeing and the proactive reduction of the carbon footprint, as well as modernising and future-proofing facilities."]
[1250,"STR_6","-","Demographics","Numbers","University of Strathclyde","6 In 2017-18, the University had a student population of just over 20,000 full-time equivalent (FTE), of whom 70% were studying at undergraduate level, 22.5% were engaged in taught master's-level provision and 7.5% in postgraduate research. In the same year, 16% of the total student population were studying on a part-time basis however, a large proportion (46%) of these are taught postgraduate students. By headcount, 71% of the institution's students were from Scotland, 5% from the rest of the UK and the remaining 24% were international (including the European Union)."]
[1251,"STR_7","-","Demographics","Trends","University of Strathclyde","7 The University manages the demographic of the student population through target setting and alignment to its strategic priorities. It is committed to increase international students from 2,035 in 2015 to 2,650 by 2020 and to increase research intensity by growing the numbers of high-quality postgraduate research students. This ambition is supported through an enhanced researcher development training provision for research staff and students. Growth in the numbers of both postgraduate taught (PGT) and postgraduate research students (PGR) is part of the current strategy, with a target of 3,100 PGT and 1,750 PGR by 2020. The University has effective mechanisms to manage its student population and monitor trends (paragraphs 71-77)."]
[1252,"STR_8","-","Demographics","Widening participation","University of Strathclyde","8 Widening access aligns with the University's key strategic priority to diversify its student population. The characteristics of students in terms of gender, ethnicity, disability and educational and social backgrounds are monitored to assess progress and the University has taken a number of steps to help achieve this strategic priority."]
[1253,"STR_9","-","Demographics","Numbers","University of Strathclyde","9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."]
[1254,"STR_9","-","Student_Support","Progression","University of Strathclyde","9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."]
[1255,"STR_9","-","Quality_Processes","Use of data","University of Strathclyde","9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."]
[1256,"STR_10","-","ELIR_Approach","Operation","University of Strathclyde","10 Preparations for the ELIR were overseen by a small core steering group of senior staff. More detailed work was undertaken by the ELIR Working Group, which was responsible for the preparation of the Reflective Analysis and accompanying documentation, and the consultation process. This wider group included formal  representation of students together with academic and administrative staff from committees and administrative units. "]
[1257,"STR_11","-","ELIR_Approach","Student engagement","University of Strathclyde","11 ELIR 4 was an agenda item on all the education committees and the increased emphasis on evidenced-based enhancement assisted in further developing and embedding a culture of enhancement across the university. Students were consulted through representative systems, including course and faculty representatives and those attending the annual Student Congress. These actions enabled the adoption of a structured and inclusive process."]
[1258,"STR_12","-","ELIR_Approach","Themes","University of Strathclyde","12 The University asked the ELIR team to focus on three aspects of its context: widening access and participation; student feedback (including student voice); online, digital and work-based learning"]
[1259,"STR_13","-","ELIR_Approach","Themes","University of Strathclyde","13 The documentation provided by the institution and discussions with students and staff enabled the ELIR team to confirm that these themes reflect the University's current strategic priorities."]
[1260,"STR_14","-","ELIR_Approach","Operation","University of Strathclyde","14 Responsibility for progressing actions in response to the previous ELIR rested with the Education Strategy Committee (ESC) and its sub-committees: Quality Assurance Committee (QAC) and Learning Enhancement Committee (LEC). Follow-up to ELIR has been a standing item on each ESC agenda with actions being progressed through committees and working groups."]
[1261,"STR_15","-","ELIR_Approach","Operation","University of Strathclyde","15 The 2014 ELIR identified five areas for development and nine areas for embedding positive practice. The key recommendation related to institution-led review which is considered later (paragraph 105). Overall, it was evident to the ELIR team that there was clear evidence of structured, systematic and substantive activity around the recommendations of the 2014 ELIR, leading, for example, to student involvement in developing solutions, structural alterations to the academic year, new policies and guidance being developed along with staff training and workload planning        (paragraphs 113 to 116)."]
[1262,"STR_16","-","ELIR_Approach","Student engagement","University of Strathclyde","16 The University and the Strathclyde Students' Union (Strath Union) worked collaboratively on the preparations for ELIR. This built on a long history of collaboration and partnership. Students are represented on all of the institutional education committees at which ELIR was discussed, as well as being members of the Senate and the University Court, and their membership and contributions are central to the work of those groups and committees. The partnership between students and the University was a prominent feature of ELIR preparations and development of the contextualised topics. The recently approved Student Partnership Agreement, which builds on student engagement in ELIR preparations, aims to encourage further student engagement, with clear priorities for enhancement. Inclusion of successive Strath Union Vice-Presidents in the wider ELIR Working Group is noted by the ELIR team as supporting the continuity of student involvement across the period of preparation for ELIR and for future developments."]
[1263,"STR_17","-","Student_Engagement","Policy","University of Strathclyde","17 The University has a strong and effective relationship with Strath Union. The University and Strath Union work in partnership, offering challenge to one another as critical friends in determining areas of focus and undertaking initiatives to enhance the student experience. This mode of working is reflective of the University's ethos and was evident through the ELIR team's discussions with students and staff."]
[1264,"STR_18","-","Student_Engagement","Representation","University of Strathclyde","18 The University has an extensive student representative system in place for most student groups which is mature and long-established. The institution recognised that in some areas, such as for off-site postgraduate and online learners, the representative arrangements were in development. Students at programme level select a class representative to attend Student-Staff Liaison Committees (SSLC) including undergraduate, postgraduate taught and research and Graduate Apprentices (GA). In turn, faculty representatives collate the views of the class representatives and feed into faculty-level committees and discussions. Students are full members on committees across the University, with a clear structure of how student and faculty representatives refer matters to the Vice-President of Education."]
[1265,"STR_19","-","Student_Engagement","Representation","University of Strathclyde","19 The representative system has evolved over time to incorporate new developments as appropriate. The ELIR team recognised the positive integration of a student representative structure for GAs, with each cohort nominating two to three apprentices to act as class representatives and attend SSLCs. This was noted by staff and students as positive practice in allowing GA student voices to be heard and enhancements to be made."]
[1266,"STR_20","-","Student_Engagement","Representation","University of Strathclyde","20 The University has a departmentally-based representation structure for PGRs. With the introduction of the Strathclyde Doctoral School, the Doctoral Researchers Group (DRG), an associated representative structure had not been finalised at the time of the current ELIR."]
[1267,"STR_21","-","Student_Engagement","Representation","University of Strathclyde","21 Training and development are provided to student representatives (including International Study Centre representatives) by Strath Union both through training sessions and skills development workshops as part of the Student Congress. In 2017-18, senior student leaders, such as sabbatical officers and faculty representatives, were offered Institute of Leadership and Management (ILM) Award in Leadership training, delivered by the University's Organisational and Staff Development Unit (OSDU), demonstrating enhanced support for student leaders. Representative training for online students and  postgraduate researchers was not consistently provided, however, the University recognised these areas were under development. The University is, therefore, encouraged to implement training for online student representatives and PGR student representatives."]
[1268,"STR_22","-","Student_Engagement","Feedback","University of Strathclyde","22 The University has a proactive approach to the collection and analysis of student views and data, with established methods used such as the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES), Strathclyde Undergraduate Satisfaction Survey (SUSS) and internal class evaluation survey. There are varying methods adopted for the use of class evaluation between departments and faculties with students outlining different practice for surveys and updates on actions from feedback. The ELIR team learned that a consistent approach to class evaluation had been piloted in the Faculty of Engineering using an online evaluation system across the Faculty delivered to students in week six, with immediate feedback reported by week seven. Following on from the pilot, a central project was underway at the time of the current ELIR to introduce an institutional Student Module Feedback system which was aimed at providing greater consistency of feedback by the end of its three-year implementation period."]
[1269,"STR_23","-","Student_Engagement","Policy","University of Strathclyde","23 The practices around student representation and feedback were further formalised in the academic session 2017-18 with the initiation of the first Student Partnership Agreement (SPA). This written agreement was developed through existing strong relationships between senior managers and elected student leaders and through consultation with students. Students were consulted in a variety of ways: through a survey, social media and Student Congress. The resulting SPA outlines the formal representative structures and identifies priority areas for 2018-20 which are: student mental health, careers and employability, and ensuring effective feedback. The Senate endorsed the SPA in 2018 and the ELIR team recognised that this enhancement would provide additional support for partnership working and was welcomed by students and staff (paragraph 68)."]
[1270,"STR_24","Commendation","Student_Engagement","Policy","University of Strathclyde","24 The ELIR team learned that the rationale given for the timing of the SPA was to provide clarity, formalise the respective roles and responsibilities between students and staff, and to aid continuity between changing sabbatical officers. It was confirmed that the SPA will assist with the planning for strategic enhancements and builds upon a long history of partnership working between students and staff. Along with formalising the SPA, a Student Experience Committee (SEC) has been introduced and is chaired by the Student President, with committee management from Education Enhancement. SEC provides the student community with a formal and direct forum for proposing and informing developments and enhancement priorities. SEC also provides a forum for discussions between key staff and students in partnership on strategic issues. It reports to the Education Strategy Committee (ESC) and the Senate (see paragraphs 68). Students highlighted examples of matters having been considered in SEC and actioned by the University, such as the recent removal of graduation fees. The ELIR team recognised SEC and its operation as a commendable and visible aspect of the University's partnership with its students."]
[1271,"STR_24","-","Student_Engagement","Representation","University of Strathclyde","24 The ELIR team learned that the rationale given for the timing of the SPA was to provide clarity, formalise the respective roles and responsibilities between students and staff, and to aid continuity between changing sabbatical officers. It was confirmed that the SPA will assist with the planning for strategic enhancements and builds upon a long history of partnership working between students and staff. Along with formalising the SPA, a Student Experience Committee (SEC) has been introduced and is chaired by the Student President, with committee management from Education Enhancement. SEC provides the student community with a formal and direct forum for proposing and informing developments and enhancement priorities. SEC also provides a forum for discussions between key staff and students in partnership on strategic issues. It reports to the Education Strategy Committee (ESC) and the Senate (see paragraphs 68). Students highlighted examples of matters having been considered in SEC and actioned by the University, such as the recent removal of graduation fees. The ELIR team recognised SEC and its operation as a commendable and visible aspect of the University's partnership with its students."]
[1272,"STR_25","-","Student_Engagement","Feedback","University of Strathclyde","25 The ELIR team noted variability in the provision of feedback to students with regard to actions taken as a result of their suggestions. In some areas, student representatives were responsible for feeding back actions, in others SSLC minutes were circulated to all students, in others 'You Said, We Did' campaigns were in operation. While students generally articulated that their voice was heard, some noted that they did not know what action had been taken. The ELIR team would encourage the University to reflect on guidance or models for consistent practice in working in partnership to more clearly articulate the impact of the student voice."]
[1273,"STR_26","-","Student_Engagement","Feedback","University of Strathclyde","26 Through the Student Transitions Enhancement Theme, the University's approach to student partnership was demonstrated through the employment of 28 student interns to lead on projects across the University. For each, the staff-student partners determined the content, scope and management of the project, including facilitating gathering student feedback as part of the process. The ELIR team commends the use of student interns in enhancement projects and the opportunities it provides for students around employability (paragraphs 68, 81 and 84)."]
[1274,"STR_27","-","Equality_Diversity","Policy","University of Strathclyde","27 The University recognises and celebrates the diversity of its student population and has effective arrangements to support this. As an institution committed to being socially progressive in culture and approach, it has a range of strategies in place to support the diverse needs and celebrate the diverse interests of its students. The strategic interventions include the development of University Equality Outcomes 2017-21 and the delivery of a Gender Action Plan which outline activities to address specific gender imbalances in student populations spread across five themed areas. The University holds a Bronze institutional Athena SWAN award with all departments and schools either holding or working towards individual Athena SWAN awards. The Athena SWAN process has been used to identify areas of gender equality improvement or underrepresentation within the student population, developing and implementing actions to address these."]
[1275,"STR_28","-","Equality_Diversity","Practice","University of Strathclyde","28 More generally, there are a number of events which highlight and celebrate student diversity, and in which the University works in partnership with Strath Union, including International Women's Day, Black History Month and LGBT History Month. In summer 2018, the University launched new online training in Equality, Diversity and Inclusion for students. This complements provision for staff relating to unconscious bias and gender inclusivity."]
[1276,"STR_29","-","Equality_Diversity","Policy","University of Strathclyde","29 The University uses information from annual student and staff equality monitoring reports, which characterise the staff and student profile by protected characteristics, to inform its Equality and Diversity Strategy and action plans. From 2018-19 Strath Union will be participating in a sparqs project monitoring the diversity of course representatives. Strath Union and the University have committed to sharing the outcomes of this work taking collective approaches to supporting diversity in the student population."]
[1277,"STR_30","-","Student_Support","Progression","University of Strathclyde","30 Widening access and participation are strategic priorities for the University. The institutional strategy is based on a learner journey model and builds in both widening participation and articulation interventions. These reflect the University's understanding of, and commitment to, the need for research, intervention and policy at all stages of the student journey to ensure that transitions are supported effectively. The University takes a nuanced approach which monitors students' progress and seeks to provide additional action where necessary but within a universal provision model that does not label, or assume deficits, on any learners. A range of initiatives are ongoing in this area. Taken together, strategy and implementation initiatives confirm a strong rationale for this being selected as a key feature of the University's context."]
[1278,"STR_31","-","Demographics","Widening participation","University of Strathclyde","31 As part of its Scottish Funding Council (SFC) Outcome Agreement, target intakes for students from wider access backgrounds have been set. The University has, through a range of measures, increased the proportion of its intake from these backgrounds whilst also putting in place policies (for example, contextual admissions) and structures (for example, Engineering Academy) to support this uplift."]
[1279,"STR_32","-","Demographics","Widening participation","University of Strathclyde","32 The University's strategic ambition in this area is effectively delivered via interlocking and mutually supportive policies, procedures and delivery mechanisms. Since 2014, the University has had a central team, working in partnership with the faculties, responsible for all aspects of widening access. The team report annually to ESC detailing both activities and the development of policy and practice."]
[1280,"STR_33","-","Equality_Diversity","Practice","University of Strathclyde","33 The central team's work is wide-ranging, and includes the management of the Children's University partnership, pre-entry activities including Accelerate Challenges, a STEM Summer School, the Centre for Lifelong Learning's Pre-entry Access Course and the online transition course 'We are Strathclyde'. Under the auspices of the University's Widening Participation strategy (in place since 2015), the institution provided several examples of carefully crafted interventions, for example, students are given the opportunity to act as paid mentors or volunteer tutors as part of an accredited element of their degree programme. For students from a care background, the University has in place Strathclyde Cares, its Strathclyde Carers' Committee, and a Student Carers' Policy."]
[1281,"STR_34","-","Equality_Diversity","Practice","University of Strathclyde","34 The University's Articulation Working Group was created in 2017-18 and includes academic and professional services stakeholders. A leading example of the University's work in articulation is the Engineering Academy, which reflects the University's commitment to working in partnership across the education sector to support wider national goals for efficient and flexible learner pathways in engineering."]
[1282,"STR_35","-","Equality_Diversity","Practice","University of Strathclyde","35 The University's commitment to develop understanding of, and support for, particular student groups at key transition points is exemplified in an innovative project - 'Autism and Careers - ensuring positive transitions out of university for autistic students' - one of the 2016-17 Enhancement Theme ('Student Transitions') workstreams supported by a student intern. This activity typifies the University's endeavour to continually craft new, evidence-based interventions, supporting the delivery of positive outcomes for all."]
[{"$f":"IF(B1285<>\"\",ROW(A1285)-2,\"\")","v":1283},"STR_36","-","Equality_Diversity","Practice","University of Strathclyde","36 The ELIR team learned that students are benefiting from innovations relating to curriculum content and delivery developed to support GA activity (see paragraphs 78 and 94). These have the potential to enhance the learning experience of all students, particularly those from a widening participation background who value flexibility or variety in the mode of delivery."]
[1284,"STR_37","-","Equality_Diversity","Practice","University of Strathclyde","37 The University provides extensive support to its diverse population of students, with clear arrangements for particular groups (paragraphs 30-35), including international students (such as with financial support and scholarships), LGBTQ+ students (through a partnership with LGBT Youth Scotland), students of faith (through hosting religious events) and alumni (through access to the careers service for five years after graduation)."]
[1285,"STR_38","-","Student_Support","Induction","University of Strathclyde","38 The University offers a layered approach to student induction with a range of support provided at the University, faculty and department level for new students, including an annual Student Inauguration event for each faculty, presided over by the Principal. Tailored induction activity is provided for PGRs, and pre-entry support offered to          care-leavers, mature students and college entrants."]
[1286,"STR_39","-","Student_Support","Induction","University of Strathclyde","39 As part of the Student Transitions Enhancement Theme, and consistent with the University's digital strategy, a new online 'We are Strathclyde' induction module was introduced in August 2016 for first-year undergraduates to introduce students to the institution, culture and support services. This was reflected on positively by students and the ELIR team recognised the development as a positive example of the impact of the digital strategy (paragraphs 33 and 84)."]
[1287,"STR_40","-","Student_Support","Welfare","University of Strathclyde","40 The ELIR team learned about the University's commitment to support student's mental health and wellbeing. The investment in new staff for the Wellbeing Service, introduction of new treatment options, offering of twilight counselling sessions, implementation of online e-learning support, and partnership with Strath Union on establishing a Student Minds peer support initiative, demonstrate significant enhancement to the student experience."]
[1288,"STR_41","-","Student_Support","Academic","University of Strathclyde","41 The University operates a Personal Development Advisor (PDA) system, with varied implementation across departments and faculties. The ELIR team recognised institutional guidance and resources (such as a Myplace page) exist, however, in discussions with the team, some students reflected a lack of clarity or engagement with the role. Students highlighted particular aspects of positive practice, for example, 'academic family' peer support networks and bespoke arrangements for GAs. It was clear that, despite variation in practice, students felt supported and would know who to go to for assistance if needed. The University is encouraged to continue enhancing its oversight and implementation of the PDA system across the institution."]
[1289,"STR_42","-","Assessment","Feedback","University of Strathclyde","42 The arrangements for providing assessment information to students are effective and understood. Students identified that assessment expectations and submission guidance were made clear on Myplace or in classes. However, students who met the ELIR team indicated a lack of clarity in processes around turnaround time and late submission. At the time of the current ELIR, the Assessment and Feedback Working Group was revising a range of institutional policies which were due for approval during the current academic session. The proposed revisions to policies would provide greater consistency for students and the team would encourage the University to implement the revised policies expeditiously following approval."]
[1290,"STR_43","-","Student_Development","Graduate Attributes","University of Strathclyde","43 Aligned with the University's strategy, students recognised a strong international outlook as part of their learning experience with a wide range of opportunities for study abroad, as well as experiencing a globalised curriculum. While undertaking a study abroad experience, students receive a range of support both from their academic departments, and the Recruitment and International Office (RIO) which students reflected was a positive contribution to their experience. The University has over 200 Erasmus (European Region Action Scheme for the Mobility of University Students) or exchange partners internationally and offers international opportunities in a range of modes from full semester study to work experiences. The University regards an international outlook as an important component in the Strathclyde graduate attributes, with important links to employability. In its meetings with students, the ELIR team learned about particular projects such a funded summer school for widening access students. The ELIR team considered this activity was commendable, making an evident impact on the student experience in developing an international mindset and experience (paragraphs 46, 47, 70, 126-128)."]
[1291,"STR_44","-","Student_Development","Graduate Attributes","University of Strathclyde","44 The University has a close relationship with industry which is deeply embedded in the activities of the institution and the student learning experience. The positive impact of these industry activities was evident from the ELIR team's discussions with students who highlighted examples of placements, industry projects for assessment, and summer projects. The development of GAs and opportunities for work-based learning further evidences this connection with industry. This area represented commendable practice (paragraph 70)."]
[1292,"STR_45","-","Student_Support","Progression","University of Strathclyde","45 In addition to the industry links and placement opportunities, the University provides a range of careers guidance and support to prepare students for employment. Staff working in the careers service participate in Faculty Academic Committees to share information about the sector and initiatives being offered by the Careers Service. Students who met the ELIR team were confident that they were prepared for employment and, for example, were familiar with initiatives provided by the Strathclyde Entrepreneurial Network, such as the Enterprise Pathway programme which provides free, accredited training to students from all disciplines to help them set up their own business."]
[1293,"STR_46","-","Student_Development","Graduate Attributes","University of Strathclyde","46 The University has evolved its approach to articulating the Strathclyde graduate attributes, encouraging students to be 'engaged, enterprising, enquiring and ethically, globally and culturally aware'. In 2015-16, the Education Strategy Committee initiated work to identify the key characteristics of the student experience, and developed metrics aligned with the strategic priorities (paragraphs 7, 71-74, 96). This project resulted in the development of the Learner Experience Framework (LEF). The LEF outlines six themes with key metrics including measures for internships, industry links, international opportunities, use of digital technologies, graduate attributes, and retention and progression."]
[1294,"STR_47","-","Student_Development","Graduate Attributes","University of Strathclyde","47 The metrics were refined following exploration with staff and students, including student interns, running a series of focus groups. At the time of the current ELIR, the University was collating data to allow the use of the LEF as an effective tool for the monitoring and enhancement of the student experience and this, in turn, enhances the development of graduate attributes in our students. The Learner Experience Framework remains a priority activity for the Education Strategy Committee and aligns closely with the national Enhancement Theme, Evidence for Enhancement. The ELIR team recognised that the LEF demonstrates a strategic development which contributes to a positive student experience and a range of commendable practices such as the University's links with industry, provision of international opportunities and the use of data to inform decision-making (paragraph 74 and 119)."]
[1295,"STR_48","-","Governance","Structure","University of Strathclyde","48 Institutionally, oversight of the quality of the postgraduate student experience is provided by the Faculty Academic Committees and their engagement with effective quality assurance and enhancement processes. Enhancement of the postgraduate student experience is supported both at institutional level and through the faculty structures."]
[1296,"STR_49","-","Quality_Processes","Use of data","University of Strathclyde","49 Cross-institutional reflection on postgraduate student perspectives is facilitated through the University's Surveys and Metrics Working Group which draws on data from the annual PTES. In addition, schools and departments now incorporate review and reflection of PTES metrics within Learning and Teaching Improvement Plans. The Researcher Development Subcommittee of the University's Research and Knowledge Exchange Committee considers results of the counterpart Postgraduate Research Experience Survey (PRES) with involvement from faculties. In each case, the University deploys data, both quantitative and qualitative, to inform its strategic and operational deliberations (paragraphs 77, 117 and 123)."]
[1297,"STR_50","-","Student_Engagement","Feedback","University of Strathclyde","50 At the module level, faculties use feedback from students, external examiners, course and institution-led reviews to monitor and take any necessary action relating to PGT provision. A number of PGT courses run across departments or faculties."]
[1298,"STR_51","-","Student_Support","Induction","University of Strathclyde","51 The University has arrangements in place for PGT induction which cover academic elements (for example, assessment criteria), academic support and aspects of the wider student experience. It was evident from the RA and discussions with students that the employment-relevant, interdisciplinary and international nature of PGT degrees was valued by students."]
[1299,"STR_52","-","Demographics","Trends","University of Strathclyde","52 The University has undertaken to grow the number of PGT students, primarily by increasing its online provision. Operational oversight of online course development follows a new process endorsed in September 2018 by the Strathclyde Online Learning (SOL) committee."]
[1300,"STR_53","-","Teaching_Learning","Online learning","University of Strathclyde","53 SOL provides an effective locus for promoting and implementing the University's digital strategy and extending digital pedagogies beyond online-only provision into other modes of delivery (paragraph 70 and 78). Thus, academic development work undertaken by staff, not only benefits students using online resources to support their learning but is increasingly influencing the development of curricula across all modes of delivery. Support for staff developing and delivering online programmes is offered through an online staff development programme, Teaching and Learning Online (TALON)."]
[1301,"STR_54","-","Postgraduate_Research","Student Experience","University of Strathclyde","54 The University has grown its postgraduate research community over recent years in line with its strategy. This growth has been supported through a range of mechanisms including Centres for Doctoral Training (CDTs); Faculty Graduate Schools; the Researcher Development Programme; and, from October 2018, the Strathclyde Doctoral School."]
[1302,"STR_55","-","Postgraduate_Research","Student Experience","University of Strathclyde","55 Since the 2014 ELIR, the University has taken positive steps to enhance the quality of the PGR student experience. These include amendments to the Policy and Code of Practice for Postgraduate Research Study, strengthening the monitoring and progress reporting processes and the mandatory training requirement for first and second supervisors. These measures were aimed at promoting greater equivalence of student experience in PGR supervision. A PGR Policy and Code of Practice Working Group had recently been established to review existing arrangements in the context of the University establishing a new Strathclyde Doctoral School. Outcomes of this review were due to be considered for approval by the Senate in late 2018-19."]
[1303,"STR_56","-","Postgraduate_Research","Student Experience","University of Strathclyde","56 The recently established Strathclyde Doctoral School is an overarching university structure designed as a virtual hub to assist delivery of strategic and operational developments to enhance the PGR experience. Among its objectives, the School will seek to facilitate interdisciplinary engagement, interconnectivity and promote a sense of PGR community. Strategically, it provides a means of enhancing the PGR student experience in all disciplinary areas, most particularly those not covered by current CDT arrangements."]
[1304,"STR_57","-","Postgraduate_Research","Representation","University of Strathclyde","57 A number of workstreams associated with the development of the new Doctoral School were in progress at the time of the current ELIR. Among these, work was continuing on the development of the University's representation system for PGR students with current work seeking to explore ways in which the existing faculty and departmental representative structures could articulate with new Doctoral School systems. There would be benefit in the University analysing the effectiveness of its current arrangements as it progresses the design of a harmonised university-wide system."]
[1305,"STR_58","-","Postgraduate_Research","Monitoring","University of Strathclyde","58 Monitoring PGR progression and supervision has been strengthened with formal reporting online providing a facility for tracking key reporting points. Monitoring is managed at faculty-level through the faculty committee with responsibility for PGR matters. Although differently named, the faculty committees carry out similar functions in this area. The University has two administrative systems in operation which are effectively tailored to disciplinary context and enable outcomes to be monitored."]
[1306,"STR_59","-","Postgraduate_Research","Support","University of Strathclyde","59 The institutional Researcher Development Programme offers research students across the university a range of opportunities to continue their personal, professional and skills management development. All PGR students are expected to undergo induction and to undertake the Postgraduate Certificate in Researcher Professional Development. This expectation is well understood by the student body. With further PGR growth projected, the current challenges of capacity and choice within this provision require careful management to ensure all are given the opportunity to undertake training. At the time of the current ELIR, work with the Researcher Enhancement team was currently ongoing to look at ways to support associate fellowship of the Higher Education Academy through this programme."]
[1307,"STR_60","-","Postgraduate_Research","Support","University of Strathclyde","60 Arrangements for postgraduate teaching assistant duties are covered in the University's Policy and Code of Practice. The Code suggests that paid work should be limited to a recommended maximum of seven hours per week on average. The ELIR team found that there was considerable variation in the experience of PGR students in relation to this section of the Code, both in terms of time commitments, in excess of the suggested maximum, and the range of duties factored into the hour count. The University is encouraged to monitor this aspect of the PGR experience and provide faculty oversight in this area."]
[1308,"STR_61","Recommendation","Postgraduate_Research","Support","University of Strathclyde","61 The Code notes that it is the responsibility of the department/school for ensuring that discipline-specific support and training/induction is in place and undertaken by teaching assistants prior to the commencement of duties. The ELIR team found that this was not universally the case and that, in some instances, PGR students were involved in teaching and assessment duties without having undergone training. The ELIR team recommends that, from the start of 2019-20, the University should have in place processes to ensure that all PGR students have received formal training before commencing teaching or assessment duties and the University should have arrangements in place to monitor this (paragraph 69)."]
[1309,"STR_62","-","Learning_Resources","Strategy","University of Strathclyde","62 The University has an effective, structured and systematic approach to developing its learning infrastructure with the Estates Strategy Committee exploring population changes, space utilisation requirements and Faculty Annual Reports (FARs) to shape enhancements. The institution has invested £900 million in infrastructure during the last decade and this demonstrates its ability to understand and deliver for the needs of an evolving university community."]
[1310,"STR_63","-","Learning_Resources","Strategy","University of Strathclyde","63 The University is currently undertaking a significant strategic development with the £60 million Learning and Teaching Building Project. The project has involved extensive consultation with students and Strath Union (paragraph 68). Student representatives are members of the project management committee further demonstrating commendable partnership working with students. The project will enhance the student experience through the integration and extension of student services in the building and a new space for Strath Union. In meetings with the ELIR team, staff and students spoke positively about the project. This capital project follows the successful development of the Strathclyde Sport building during which students were also consulted and engaged. "]
[1311,"STR_64","-","Learning_Resources","Strategy","University of Strathclyde","64 Aligned with the University's online and digital strategy the institution has invested in enhancements to technology to support learning and teaching. The virtual learning environment, Myplace, has been developed in response to student feedback. Students reflected positively on the effectiveness and experience of Myplace, citing it as essential to student life."]
[1312,"STR_65","-","Learning_Resources","IT","University of Strathclyde","65 The introduction of the Strathclyde mobile app demonstrates the University's ambition to deliver on the student experience. Through actively responding to student feedback there has been a range of features introduced, such as personalised class timetables, exam results, library search, coursework deadlines, room bookings and PC availability. The app is widely used by students, and the ELIR team noted the positive feedback from students on its introduction. In addition, the University is piloting projects relating to the management of digital assessment and lecture capture. These initiatives emphasise the impact of the University's digital strategy and the institution's desire to provide an exceptional student experience (paragraph 70 and 78-79)."]
[1313,"STR_66","-","Learning_Resources","Library","University of Strathclyde","66 Through monitoring demand for space bookings and responding to feedback on the evolving needs of students, services such as the University Library have introduced enhancements including refurbishment of areas to create more group study space, and a library noise reporting feature and space booking through the app. The Library is undertaking Customer Service Excellence accreditation, underpinned by a Customer Charter and external benchmarking to help match service delivery to needs. This approach highlights the University's student-centred approach to service enhancement and increased impact of digital technology on the student experience."]
[1314,"STR_67","-","Staff_Support","Professional development","University of Strathclyde","67 Staff are supported in engaging and making effective use of the enhanced physical and virtual learning environment through mechanisms including the Strathclyde Teaching Excellence Programme (STEP) (paragraph 89 and 92), the TALON course (paragraph 78) and through staff engagement in learning and teaching technology development projects. Staff highlighted that these programmes are very important and emphasised to the ELIR team how the programmes continually develop and have connected peer support networks."]
[1315,"STR_68","-","Teaching_Learning","Strategy","University of Strathclyde","68 The University has an effective approach to enhancing the student learning experience. The University's commitment to partnership working with its students is pervasive. There is clear evidence of close partnership working between the University, the Strath Union and the wider student body on both strategic and operational matters. These include the newly-formed Student Experience Committee (SEC) which is chaired by the Student President, the student engagement in infrastructure projects; and the use of student interns. The University's relationship with Strath Union is mature, enabling support and constructive challenge to be harnessed for the benefit of students and staff. "]
[1316,"STR_69","-","Postgraduate_Research","Student Experience","University of Strathclyde","69 Since the 2014 ELIR, the University has made a number of improvements to its PGR experience including the recent establishment of the Strathclyde Doctoral School.  Some further work remains, in particular, the University is asked to ensure all postgraduates who teach and assess undertake formal training before doing so. "]
[1317,"STR_70","Commendation","ExternalEngagement_Research","Employers","University of Strathclyde","70 There is a strong university commitment to work closely with industry to ensure that the student learning experience, curriculum development and pedagogy are      industry-informed. The University identified that engagement with industry, internships and an international outlook are central to the Strathclyde education experience. Students are provided with a wide range of opportunities to study or work abroad. Engagement with international partners has been used to internationalise the curriculum and create a global student experience. The University's collaborative approach to digital education has transformed the way in which expertise and resources are shared throughout the University. Use of digital technologies and the development and delivery of online courses have permeated across the University's portfolio of provision."]
[1318,"STR_71","-","Enhancement","Strategy","University of Strathclyde","71 The University has effective systems, processes, reporting and evaluation structures in place for the strategic enhancement of learning and teaching. There is a clearly articulated vision for the nature and ambition of the student experience and for the type of education the University aims to provide. The strategies for education align with the strategic aims of the University and the priorities are evaluated annually against relevant KPIs and the progress made. An inclusive approach is adopted in both the formulation of priorities and the subsequent evaluation of progress and sharing of practice. Named individuals are responsible for leading enhancement initiatives and representing their faculty or department, and regular opportunities for cross-faculty and institution-wide dialogue is intended to ensure widespread understanding of current priorities and developments."]
[1319,"STR_72","-","Enhancement","Strategy","University of Strathclyde","72 The University has a clear and effective set of core frameworks for enhancing learning and teaching and the wider student experience, for example, the Learner Experience Framework (LEF) (paragraph 74). The frameworks and focused initiatives are owned and embedded across all areas of the University. This has resulted in a dynamic environment throughout the University where the activities are actively used to drive    cross-institution enhancement. These enhancements are evident in curricular development and the resulting student experience."]
[1320,"STR_73","-","Enhancement","Practice","University of Strathclyde","73 In addition to the frameworks, working groups focus on specific initiatives to pilot, develop and implement targeted enhancements. At the time of the current ELIR, these included the Assessment and Feedback Working Group and the Surveys and Metrics Working Group. The approach is well-established, clearly structured, inclusive, proactive and systematic in driving enhancement in learning and teaching and is led and supported by sub-committees of the ESC and overseen by the Senate."]
[1321,"STR_74","-","Enhancement","Practice","University of Strathclyde","74 The University has invested in a multi-strand project using the LEF as an evidence-based approach to enhancing the learner journey. The LEF draws together information from a number of sources into a range of indicators and enables the University to evaluate the balance and characteristics of each programme against a set of identified and desired learning opportunities. The resulting data informs the work of specific committees, and also forms part of the FARs. The retention and progression data derived from the LEF is available through the Strathclyde University Business Intelligence Reports and Dashboards (SUnBIRD) and is considered within the annual monitoring process (paragraph 118 and 119). The data collated, and its subsequent analysis, requires contributions and responses from across the academic departments and professional services, and from the committees responsible for overseeing each framework. Staff who met the ELIR team indicated that the data available enables them to identify issues easily and highlights areas to focus on through the monitoring and review processes. The approach is effective in ensuring that all faculties are involved in progressing the University's strategic priorities."]
[1322,"STR_75","-","Enhancement","Practice","University of Strathclyde","75 Students are engaged through, for example, their representation on the Education Strategy Committee (ESC), Quality Assurance Committee (QAC), and the Learning Enhancement Committee (LEC) and their contribution is viewed as essential to the work of these committees. Students spoke positively regarding the nature of working in partnership with the University, confirming their proactive involvement in committee work."]
[1323,"STR_75","-","Student_Engagement","Representation","University of Strathclyde","75 Students are engaged through, for example, their representation on the Education Strategy Committee (ESC), Quality Assurance Committee (QAC), and the Learning Enhancement Committee (LEC) and their contribution is viewed as essential to the work of these committees. Students spoke positively regarding the nature of working in partnership with the University, confirming their proactive involvement in committee work."]
[1324,"STR_76","-","Enhancement","Practice","University of Strathclyde","76 The faculties have recently introduced learning enhancement committees. The ELIR team learned that there is a move to achieve greater consistency in the faculty committee structures to ensure that faculties mirror the institutional structures, where this is seen to be beneficial. The faculties are structurally represented and directly involved in the initiation and development of enhancement frameworks and the most appropriate individuals are nominated or selected for their relevant experience and expertise rather than by role title. The flow of information and consistency in communicating priorities between institutional and faculty levels is maintained through the Vice-Deans Academic (VDAs) who are members of ESC and are responsible for ensuring that faculty and departmental committees are well-informed."]
[1325,"STR_76","-","Governance","Structure","University of Strathclyde","76 The faculties have recently introduced learning enhancement committees. The ELIR team learned that there is a move to achieve greater consistency in the faculty committee structures to ensure that faculties mirror the institutional structures, where this is seen to be beneficial. The faculties are structurally represented and directly involved in the initiation and development of enhancement frameworks and the most appropriate individuals are nominated or selected for their relevant experience and expertise rather than by role title. The flow of information and consistency in communicating priorities between institutional and faculty levels is maintained through the Vice-Deans Academic (VDAs) who are members of ESC and are responsible for ensuring that faculty and departmental committees are well-informed."]
[1326,"STR_77","-","Enhancement","Practice","University of Strathclyde","77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."]
[1327,"STR_77","-","Student_Engagement","Feedback","University of Strathclyde","77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."]
[1328,"STR_77","-","Quality_Processes","Use of data","University of Strathclyde","77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."]
[1329,"STR_78","-","Enhancement","Practice","University of Strathclyde","78 Digital education has become a key strategic priority for the University (paragraph 39) and the experience of developing Massive Open Online Courses (MOOCs) and subsequently the online delivery and support for Graduate Apprentices (GAs) and Degree Apprenticeships (DAs) has been recognised as an opportunity to accelerate expertise in this field to the potential benefit of the whole portfolio (paragraph 94 and 136). The Strathclyde Online Learning (SOL) Committee was introduced in 2017 as a new formal committee to take the strategic lead on digital education. SOL has a University-wide role in supporting and leading developments in digital and flexible education in response to internal and external drivers. A cross-university, collaborative approach has been adopted to designing and approving classes for online delivery to ensure a high-quality experience for learners. This team-based approach, using staff with specific skillsets, has transformed the way in which the online courses are now developed. Staff were very positive about the structured training received through the Teaching and Learning Online (TALON) staff   development programme which could also be formally incorporated into their PGCert (paragraph 92-93). "]
[1330,"STR_78","-","Teaching_Learning","Online learning","University of Strathclyde","78 Digital education has become a key strategic priority for the University (paragraph 39) and the experience of developing Massive Open Online Courses (MOOCs) and subsequently the online delivery and support for Graduate Apprentices (GAs) and Degree Apprenticeships (DAs) has been recognised as an opportunity to accelerate expertise in this field to the potential benefit of the whole portfolio (paragraph 94 and 136). The Strathclyde Online Learning (SOL) Committee was introduced in 2017 as a new formal committee to take the strategic lead on digital education. SOL has a University-wide role in supporting and leading developments in digital and flexible education in response to internal and external drivers. A cross-university, collaborative approach has been adopted to designing and approving classes for online delivery to ensure a high-quality experience for learners. This team-based approach, using staff with specific skillsets, has transformed the way in which the online courses are now developed. Staff were very positive about the structured training received through the Teaching and Learning Online (TALON) staff   development programme which could also be formally incorporated into their PGCert (paragraph 92-93). "]
[1331,"STR_79","-","Teaching_Learning","Online learning","University of Strathclyde","79 In developing its approach to digital education, the University has established a collaborative, cross-disciplinary way of working with resource and expertise shared between faculties and Student Experience and Enhancement Services. The ELIR team considered that the University has developed an ecosystem that allows the institution to benefit widely from its effective use of digital technologies and online resources (paragraph 96)."]
[1332,"STR_80","-","Assessment","Practice","University of Strathclyde","80 The Transforming the Experience of Students Through Assessment (TESTA) methodology has been introduced and is used by each department one year prior to an Institution-led Review (ILR). The ELIR team learned that staff have welcomed this as a positive enhancement to the review process. The assessment audits undertaken to date have been successful in revealing insights around assessment and feedback practice that have been acted upon. Although the detailed outcomes of TESTA remain confidential to the department undergoing the audit, key generic issues and themes are used to inform the work of the Assessment and Feedback Working Group, and the Class and Course Approval Process. This provides students and staff with a clear view of assessment practice across the programme and University. Outcomes and next steps are discussed with the TESTA Steering Board and, as appropriate, recommendations for changes are submitted for approval to the faculty committee."]
[1333,"STR_81","-","Enhancement","Themes","University of Strathclyde","81 The University uses the national Enhancement Theme as a key external reference point to manage enhancement initiatives within the institution. An inclusive approach is adopted with student interns playing a key and central role (paragraphs 26, 68 and 84)."]
[1334,"STR_82","-","Enhancement","Themes","University of Strathclyde","82 The previous Enhancement Theme - 'Student Transitions' - aligned well with the University's strategic aims and enabled institution-wide engagement to explore novel approaches to supporting challenges and issues around student transition. Engagement strategies with industry and the community were developed with initiatives such as the Children's University, and the Primary Engineer and Engineering Academy, which involve industry mentorships, paid placements and articulation from FE colleges. These initiatives raise awareness of studying STEM subjects and enable clear transition to university."]
[1335,"STR_83","-","Enhancement","Themes","University of Strathclyde","83 Over 18 projects were funded as part of the Student Transitions Theme and directly involved students, academic and professional services staff from across the University. The outputs from the Theme are formally documented and shared internally and externally via the University's Sharing Practice in Effective Learning and Teaching website. The University was actively involved in the sector-wide, cross-institutional collaborations and has both contributed to, and benefited from, the sharing of practice."]
[1336,"STR_83","-","Enhancement","Practice","University of Strathclyde","83 Over 18 projects were funded as part of the Student Transitions Theme and directly involved students, academic and professional services staff from across the University. The outputs from the Theme are formally documented and shared internally and externally via the University's Sharing Practice in Effective Learning and Teaching website. The University was actively involved in the sector-wide, cross-institutional collaborations and has both contributed to, and benefited from, the sharing of practice."]
[1337,"STR_84","-","Enhancement","Themes","University of Strathclyde","84 Student interns were employed by the University to scope the 'Student Transitions' Theme and the report produced informed subsequent enhancement planning and setting of priorities. Having evaluated existing practices against the findings, a new set of principles and practices for engaging students was developed. The focus of this is on evidence-based enhancement and the input from students led directly to the development of the 'We Are Strathclyde' online course. This online course is designed to support first-year undergraduate students arriving at the institution to aid transition into university life. Staff and students who met the ELIR team spoke very positively about the value of student interns and the approach has been adopted widely across the institution. It was clear to the team that using student interns has proven to be a very successful approach and has ensured that the student voice is routinely embedded at the outset of developing enhancement initiatives."]
[1338,"STR_84","-","Enhancement","Practice","University of Strathclyde","84 Student interns were employed by the University to scope the 'Student Transitions' Theme and the report produced informed subsequent enhancement planning and setting of priorities. Having evaluated existing practices against the findings, a new set of principles and practices for engaging students was developed. The focus of this is on evidence-based enhancement and the input from students led directly to the development of the 'We Are Strathclyde' online course. This online course is designed to support first-year undergraduate students arriving at the institution to aid transition into university life. Staff and students who met the ELIR team spoke very positively about the value of student interns and the approach has been adopted widely across the institution. It was clear to the team that using student interns has proven to be a very successful approach and has ensured that the student voice is routinely embedded at the outset of developing enhancement initiatives."]
[1339,"STR_85","-","Enhancement","Themes","University of Strathclyde","85 The University uses existing structures to manage its engagement with the Enhancement Themes and other enhancement activity. Sector-wide engagement and contribution is a standing item on key university and faculty committee agendas. FARs also consider and report upon developments in relation to the Enhancement Themes."]
[1340,"STR_86","-","Enhancement","Themes","University of Strathclyde","86 It was evident to the ELIR team that the University is proactively engaged with the current Theme - 'Evidence for Enhancement: Improving the Student Experience' - for example, as the lead institution for the Learning Analytics Collaborative Cluster."]
[1341,"STR_87","-","Enhancement","Practice","University of Strathclyde","87 The University has an effective and systematic approach to identifying and sharing good practice. A culture of enhancement was clearly evident and the staff who met the ELIR team spoke positively about the series of structured mechanisms for identifying, collating and sharing good practice. These include the FARs, an annual theme-based learning and teaching event (established in 2014) and a series of fora which directly inform Learning and Teaching Improvement Plans."]
[1342,"STR_88","-","Enhancement","Practice","University of Strathclyde","88 FARs are subject to peer review by staff outside the faculty prior to being submitted to a joint meeting of QAC and LEC. This process directly leads to highlighting practice that may then be selected to become a case study and made available on the University's dedicated website 'Sharing Practice in Effective Learning and Teaching'. Faculties review the case studies to identify where different and/or novel approaches could be adopted to enhance practice in their own area."]
[1343,"STR_89","-","Enhancement","Practice","University of Strathclyde","89 In recognition of the strategic importance of digital technology, the University has developed a 'Stepping Forward with Technology' (STEP:TECH) web resource. Staff who met the ELIR team confirmed this as a positive addition to the Strathclyde Teaching Excellence Programme. STEP:TECH supports and encourages staff to share practice and to promote a culture of continuous learning, in this instance specifically around the use of digital technologies in learning and teaching."]
[1344,"STR_89","-","Teaching_Learning","Online learning","University of Strathclyde","89 In recognition of the strategic importance of digital technology, the University has developed a 'Stepping Forward with Technology' (STEP:TECH) web resource. Staff who met the ELIR team confirmed this as a positive addition to the Strathclyde Teaching Excellence Programme. STEP:TECH supports and encourages staff to share practice and to promote a culture of continuous learning, in this instance specifically around the use of digital technologies in learning and teaching."]
[1345,"STR_90","Commendation","Staff_Support","Professional development","University of Strathclyde","90 The University has effective arrangements in place for engaging and supporting staff in their continued development and for ensuring the ongoing enhancement of learning and teaching practice. In particular the staff development opportunities provided are aligned to the institutional strategy."]
[1346,"STR_91","-","Staff_Support","Policy","University of Strathclyde","91 A 'Strathclyde People Strategy 2020' was introduced to support the delivery of the University Strategy 2015-20, and explicitly outlines the values and people-orientated culture to which the University aspires. The annual Accountability and Development Review (ADR) process is central to the staff support and development of the strategy. The ADR process, which contains both performance and development elements, is managed by the Organisational and Staff Development Unit (OSDU). OSDU is engaged in training staff across the University about the expectations of key institutional policies, providing and supporting a comprehensive range of formal and informal programmes, events and networks to engage, develop and support staff."]
[{"$f":"IF(B1349<>\"\",ROW(A1349)-2,\"\")","v":1347},"STR_92","-","Staff_Support","Professional development","University of Strathclyde","92 Staff who met the ELIR team spoke positively about the support, and the range and quality of development opportunities, provided by the University. The STEP provides a suite of practical opportunities for staff to enhance their skills across learning, teaching, assessment, feedback and the use of technology. Other initiatives include: peer support networks which are used to support leadership in learning and teaching, and encourage pedagogic-focused publication; and Strathclyde's Programme for Academic practice, Researcher development, and Knowledge exchange (SPARK) which enables staff to gain a PgCert/PgDip/MSc Learning and Teaching in Higher Education."]
[1348,"STR_93","-","Staff_Support","Professional development","University of Strathclyde","93 The Strathclyde Framework for Professional Recognition of Teaching is accredited by Advance HE and enables staff to gain Fellowship or Senior Fellowship of the Higher Education Academy. The University encourages staff to gain Fellowship, as evidenced by a significant growth in the number of staff attaining Senior and Principal Fellow status since the 2014 ELIR."]
[1349,"STR_94","-","Staff_Support","Professional development","University of Strathclyde","94 Staff and student-facing professional services are represented on faculty committees and are directly involved in identifying emerging development needs. This enables them to deliver targeted training and support at the faculty level. The ELIR team learned how this collaborative approach has ensured a proactive development of provision for staff development, especially in the area of digital education (paragraphs 78-79)."]
[1350,"STR_95","-","Staff_Support","Professional development","University of Strathclyde","95 The ELIR team noted the time-based support mechanism introduced by the Education Enhancement team to support academic staff who are developing courses for online delivery to ensure a consistent quality of programme design. In addition, the University supports the development and sharing of expertise in learning and teaching, project management and audio/video creation. This approach stems from the expertise the University gained in the development of MOOCs and has been applied to its development of the GAs and DA and Work-Based Learning modes of delivery (see paragraph 78)."]
[1351,"STR_96","Commendation","Enhancement","Strategy","University of Strathclyde","96 It is evident that the University has a clearly articulated vision and takes a strategic and structured approach to enhancement, changes practices and policy accordingly and has been working towards developing a digital infrastructure that enables efficient evaluation and analysis of subsequent impact. The University has a systematic framework for the enhancement of education which explicitly sets out its strategic ambitions and the qualities it desires in its graduates. The strategic enhancement of learning and teaching is embedded throughout the school and departmental plans which are evaluated centrally at faculty and university levels."]
[1352,"STR_97","Commendation","Staff_Support","Professional development","University of Strathclyde","97 The University has a wide range of staff development opportunities available which are closely aligned with the institutional strategy including in the area of digital technologies. The collaborative approach the University has adopted towards developments in digital education is commendable and has enabled these developments to become a catalyst for change across the institution and enhance the student learning experience."]
[1353,"STR_98","-","Quality_Processes","Framework","University of Strathclyde","98 The University has effective arrangements in place for managing quality and securing academic standards. Its procedures and regulations are clear and comprehensive and meet the expectations set out in the Quality Code for Higher Education (Quality Code) and the guidance of the Scottish Funding Council to institutions on quality."]
[1354,"STR_99","-","Quality_Processes","Framework","University of Strathclyde","99 There is an established governance framework, with an inclusive structure to ensure representation from faculties, students and professional services. Overall responsibility for standards and quality rests with the Senate. All education committees report to the Senate and provide comprehensive written reports. The QAC has delegated authority from the Senate to assure academic standards on its behalf and works with a wide range of other education committees. Joint annual meetings with QAC and LEC review FARs on quality assurance and enhancement. In order to ensure appropriate oversight of class, course, general and university regulations, the remit, membership and title of the former Ordinances and Regulations Committee has been expanded and a new committee has been established, the Academic Regulations Review Group (ARRG), which reports to QAC."]
[1355,"STR_100","-","Quality_Processes","Framework","University of Strathclyde","100 Institutional committee structures are not directly mirrored at faculty level, however, the ELIR team was able to confirm that the structures in place were appropriate to ensure that they played a full role in the initial development of and amendments to courses, academic review and enhancement of good practice. The Senate reviews its own effectiveness biennially in line with the expectation in the 2017 Scottish Code of Good HE Governance. In addition, the main education committees also explicitly consider their effectiveness and make recommendations for improvements through their annual reports."]
[1356,"STR_101","-","Quality_Processes","Programme Approval","University of Strathclyde","101 Institutional policies for course development and approval are aligned to sector expectations. There is a three-stage process, covering concept and strategic alignment, financial and marketing analysis and academic scrutiny, with external involvement at the academic scrutiny level. Academic Regulations Review Group (ARRG) provides institutional oversight of regulations and final approval is granted by Senate. An out-of-cycle approval process with scrutiny by the Course Approval Sub-Group enables courses to be approved having gone through all three stages but outside the Senate cycle. The ELIR team was able to confirm that the process was structured and systematic. The development of courses for online delivery is subject to operational oversight by the SOL Committee and ensures developments are aligned with existing academic approval processes. The University has an online Course and Class Approval Process to promote a consistent approach. It intends to amend and develop further the system to enable better sharing of information and data."]
[1357,"STR_102","-","Quality_Processes","Framework","University of Strathclyde","102 The University uses three processes to monitor and review academic standards: class evaluation, FARs and ILR. In addition, research student progress is monitored in line with the institution's Policy and Code of Practice for PGR Study which, the ELIR team learned, will be updated to reflect recent developments including the establishment of the Strathclyde Doctoral School (paragraphs 54-56)."]
[1358,"STR_103","-","Quality_Processes","Framework","University of Strathclyde","103 Class evaluation is undertaken by a range of mechanisms which review quantitative and qualitative data including student feedback. Evaluations are reported at a department/school level and feed into annual reporting mechanisms. At the time of the current ELIR, the University was exploring mechanisms to implement a more consistent approach in the future (paragraph 22)."]
[1359,"STR_103","-","Student_Engagement","Quality processes","University of Strathclyde","103 Class evaluation is undertaken by a range of mechanisms which review quantitative and qualitative data including student feedback. Evaluations are reported at a department/school level and feed into annual reporting mechanisms. At the time of the current ELIR, the University was exploring mechanisms to implement a more consistent approach in the future (paragraph 22)."]
[1360,"STR_104","-","Quality_Processes","Annual Monitoring","University of Strathclyde","104 Annual course monitoring follows a more structured template, which reflects the University's commitment to enhancement through reflection. The process enables the identification of good practice alongside areas in need of development. The process links to the production of the FARs (paragraphs 87-88). Each FAR is reviewed by representatives of two other faculties and revised reports are considered by QAC and LEC. FARs are regarded by the institution as central to securing academic standards and a key mechanism for ensuring consistency, identifying and sharing good practice, as well as enhancement priorities. The University has evolved its approach since the 2014 ELIR to include a member of the Education Enhancement Team as part of the peer review meetings between faculties. The highly-structured FAR process was viewed positively by the ELIR team for its ability to facilitate university oversight and peer review."]
[1361,"STR_105","-","Quality_Processes","Internal Review","University of Strathclyde","105 The University's quinquennial internal review process (ILR) was the subject of detailed consideration in both the 2010 and 2014 ELIRs. The University has revised its policy, process and guidance on two occasions, an approach it regards as 'incremental', and a further revision was planned at the time of the current ELIR. The ELIR team considered documentation and discussed practices with staff and students, on the basis of which the team formed the view that the approach does ensure greater consistency, demonstrates an appropriate focus on learning and teaching within the holistic review framework and identifies areas for enhancement. In particular, the team welcomed the introduction of the TESTA assessment audit methodology to be used by each department one year before an ILR. The team concluded that the approach to ILR is robust, noting the University has taken steps to ensure that all of its courses are included in these reviews and the inclusion of TESTA is a positive development. However, the team also noted that the reporting formats differed in the reviews it considered and would encourage the University to reflect on the benefit in having a more consistent reporting template."]
[1362,"STR_106","-","Quality_Processes","Internal Review","University of Strathclyde","106 In relation to the review of student-facing services, the University has a continuous improvement model to deliver more efficient and enhanced services. This is embedded across several professional services directorates and has enabled the development of more effective updates to University Ordinances and Regulations, a redesign of the PGR process, a more streamlined and flexible timetabling process and improvements to Library services. In turn, this enables sector-wide expectations and requirements to be met. Nonetheless, the University intends to implement a process for reviewing professional services which contribute to the student experience, in line with the Scottish Funding Council guidance to higher education institutions on quality from August 2017-2022. The University planned to discuss this in the Senate during 2018-19. The ELIR team considered that the draft process proposed would meet the SFC guidance and the expectations of the Quality Code. The University is strongly encouraged to make demonstrable progress in implementing this process within the next academic year."]
[1363,"STR_107","-","Quality_Processes","Externality","University of Strathclyde","107 The University has an effective approach to using external reference points in the management of its quality processes and in setting and maintaining academic standards. The University's quality framework is aligned to the Quality Code and is regularly reviewed. The institution regards the Quality Code as a key reference point in formulating, developing and reviewing its policies. The University's mapping of institutional policies and practices to the Quality Code provided clear evidence of areas where there was full alignment, alongside aspects where procedures could be improved. The mapping enables a rolling programme of revisions and updates to its policies, procedures and guidance. It was clear to the ELIR team that the University is committed to reflecting on the Quality Code in ongoing review activities. For example, the QAC schedule of business is aligned to the Quality Code. An inclusive approach to the use of the Quality Code is adopted to ensure the engagement of faculty, professional services and students in the evaluation of practice and to promote enhancement."]
[1364,"STR_108","-","Quality_Processes","External examining","University of Strathclyde","108 The University's external examining system is a key element of its quality framework. It has clear policies, procedures and guidance for the management of the process for both taught and research provision. External examiners submit their reports using a standard structured template and reports are considered and responded to at departmental or school levels. Analysis of reports takes place at the faculty level and then in detail by QAC, which ensures that appropriate action is taken. The University's analysis of reports confirms that external examiners are positive about the standards and quality of the courses."]
[1365,"STR_109","Recommendation","Quality_Processes","External examining","University of Strathclyde","109 The students who met the ELIR team had an uneven understanding of the operation of the external examining system. While some students had met external examiners, others, including class representatives, indicated limited awareness of the role external examiners played in assuring and enhancing the quality of their courses. Some of the students had no knowledge of how to access external examiners' reports and were not aware of the reports being shared through the Student-Staff Liaison Committee process. The team noted that the University, through its own mapping of institutional policies and practices to the Quality Code, was aware of inconsistencies in its practice in this area. To gain maximum benefit from the external examining system, the University should share the views of the external examiners with students and engage students in the changes that are made to enhance the educational provision as a result of external examiner comments. The University should, with effect from the start of 2019-20, share information with students about the work of external examiners including their role and the recommendations and commendations they make relating to programmes."]
[1366,"STR_110","-","Quality_Processes","External examining","University of Strathclyde","110 Notwithstanding this aspect of student engagement, the ELIR team considered that overall the University makes systematic and considered use of its external examiners."]
[1367,"STR_111","-","Quality_Processes","Externality","University of Strathclyde","111 The University has robust arrangements for considering the outcomes of professional body accreditations. These are considered in the relevant faculty academic committee and reported to QAC. Holding joint course approval/review and accreditation events with professional, statutory and regulatory bodies (PSRB) members sitting on university panels was viewed positively by the ELIR team."]
[1368,"STR_111","-","PSRBs","Programme approval","University of Strathclyde","111 The University has robust arrangements for considering the outcomes of professional body accreditations. These are considered in the relevant faculty academic committee and reported to QAC. Holding joint course approval/review and accreditation events with professional, statutory and regulatory bodies (PSRB) members sitting on university panels was viewed positively by the ELIR team."]
[1369,"STR_112","-","Quality_Processes","Externality","University of Strathclyde","112 Overall the ELIR team considered that the University makes good use of external feedback, including external stakeholders, sector good practice and data to enhance quality processes. External stakeholders participate in course approval processes and in review mechanisms. These include professional bodies, external academics and employers. The outcomes of PSRB accreditations are considered at faculty level and a summary of outcomes is reported to QAC. External examiners are asked in their annual reports to confirm that courses continue to meet the expectations of relevant subject benchmark statements, professional body requirements (where relevant) and alignment with the Scottish Credit and Qualifications Framework (SCQF). The University participated actively in a sector-wide Focus On: Management of Collaborative Activity project which was instrumental in enhancing its arrangements relating to oversight of its collaborative provision. In addition, the University makes use of the increasing range of data and metrics that can be used comparatively to inform policy and practice. Course documentation considered by the team was clearly aligned to sector reference points and staff the team met demonstrated an understanding of key institutional and regulatory requirements."]
[1370,"STR_113","-","Enhancement","Practice","University of Strathclyde","113 The University was asked to address five areas for development in the 2014 ELIR and the current ELIR team considered that the University has made significant progress in each area. The University welcomed the recommendations, prioritised them to maximise opportunities for enhancement and has systematically tracked and evaluated the impact of the changes made. Oversight of actions taken is the responsibility of ESC, with priority areas being devolved to QAC and LEC."]
[1371,"STR_114","-","Assessment","Feedback","University of Strathclyde","114 Of the areas for development, in addition to further developing the ILR method, the University has continued to progress work to enhance assessment and feedback policy and practice, principally through its Assessment and Feedback Working Group. It has a new policy on late submission of assignments and has developed new procedures and guidance. It has implemented changes to the shape of the academic year and examination scheduling. Curriculum flexibility has been enhanced through the changes to the academic year, which have also enabled greater engagement with periods of study abroad. Innovative, work-based and online delivery models and regulatory changes have enabled students to engage in different forms of learning."]
[1372,"STR_115","-","Student_Development","Graduate Attributes","University of Strathclyde","115 The University has evolved its approach to embedding graduate attributes, principally through the development of its LEF and giving students enhanced opportunities to develop graduate attributes (paragraphs 46-47). The approach to promoting the equivalence of the postgraduate student experience has been developed through consistent allocations of supervision in workload models, through updates in the Policy and the Code of Practice for PGR Study and through the introduction of mandatory training for supervisors (paragraph 55)."]
[1373,"STR_116","-","Enhancement","Practice","University of Strathclyde","116 The ELIR team noted substantial evidence of the ways in which the University has built upon, developed and embedded the areas of positive practice referred to in the 2014 ELIR. The University refers to this as 'a continuous process of self-reflection' which contributes to the enhancement of the student experience through learning and teaching and the opportunities provided."]
[1374,"STR_117","-","Quality_Processes","Use of data","University of Strathclyde","117 The University has an effective approach to the use of data to inform its     decision-making and evaluation processes. Since the 2014 ELIR, it has developed its digital systems which continue to evolve to meet changing needs. There is clear evidence that the University uses data to support strategy development and monitoring, to enhance the student experience and to prioritise student services improvements."]
[1375,"STR_118","-","Quality_Processes","Use of data","University of Strathclyde","118 SUnBIRD enables faculties to have regular datasets on, for example, degree outcomes and retention (paragraph 74). Sector Information Dashboards (SID) provide additional information relating to student satisfaction and the destination of leavers. The University also makes appropriate use of HESA, NSS data and analytics drawn from the Strathclyde mobile app to improve the delivery of services."]
[1376,"STR_119","-","Quality_Processes","Use of data","University of Strathclyde","119 The development of the institution's digital capabilities has enabled the introduction of the LEF (paragraphs 49, 82 and 83), which encompasses a range of data indicators to enhance the student experience. The LEF uses data on internships, international and industry engagement, retention and progression, and flexible learning to evaluate the characteristics of each programme. Overall, the LEF is used to inform the work of committees and reflections on the data form part of the FARs and the annual monitoring process. A Surveys and Metrics Working Group (reporting to the ESC) reports on student-related metrics and survey outcomes within the institution. "]
[1377,"STR_120","-","Quality_Processes","Use of data","University of Strathclyde","120 The analysis of the data enables reports, scrutiny and monitoring through QAC of performance including pass rates, progression and retention, completion rates for postgraduate courses, and degree outcomes. The data is provided to departments and schools, while faculties use it to compare their performances. This has enabled the University to take steps to ensure greater consistency in its approaches to degree classification, compensation and late submission while other aspects of policy on assessment and feedback are under review. The ELIR team confirmed that FARs, course and class evaluation all use data effectively, but it was noted that the University is progressing towards a more consistent approach to class evaluation and the use of monitoring data (paragraph 22, 77 and 103). Similarly, although faculties review data relating to PGR progress, the Strathclyde Doctoral School has commenced a review of the research student lifecycle (paragraphs 54-56)."]
[1378,"STR_121","Commendation","Quality_Processes","Use of data","University of Strathclyde","121 The University recognises the benefits accruing from data-informed decision-making. It also recognises that staff need support in reflecting on the use of the data and that there will be differences of approach between disciplines. Overall, the ELIR team commends the way in which the University makes extensive suites of data available to academic and professional services staff which are widely and actively used to inform evaluation and decision-making."]
[1379,"STR_122","-","Quality_Processes","Framework","University of Strathclyde","122 The University has effective arrangements for securing academic standards. It has comprehensive policies, appropriate regulations and structured processes, all of which are reviewed regularly, publicly available and effectively disseminated. Its quality framework is aligned to the expectations of the Quality Code and other reference points. The University makes systematic use of its external examiners. To increase the benefit from the external examining system, the University should increase the student engagement with the process including information about the external examiner role and the comments they make relating to programmes."]
[1380,"STR_123","-","Quality_Processes","Use of data","University of Strathclyde","123 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. It makes extensive suites of data available to staff and students which are widely and actively used to inform evaluation and decision-making. The Surveys and Metrics Working Group, which was established in 2016, has provided opportunities to reflect upon shifts in trends, the performance of comparator institutions and greater horizon-scanning."]
[1381,"STR_124","Recommendation","Enhancement","Practice","University of Strathclyde","124 It has a continuous improvement model and is developing processes, systems, structures and resources to enable the enhancement of the student experience. These systems enable the identification of good practice within and beyond the University. The University is encouraged to pursue its intention to implement a process for reviewing the professional services and to make progress during 2019-20."]
[1382,"STR_125","-","Enhancement","Practice","University of Strathclyde","125 There have been several developments since the 2014 ELIR including changes to ILR processes, the use of learning analytics and the Learner Experience Framework. These developments along with other initiatives demonstrate the ambition of the University to improve the student experience."]
[1383,"STR_126","-","Collaborative_Partnerships","Oversight","University of Strathclyde","126 The University's Strategic Plan to 2020 outlines the University's intention to expand international partnerships and increase the diversity of the international staff and student population through the global engagement theme of the strategy. The University's approach to collaborative partnerships effectively aligns with the University's strategy. Collaborative provision at the University has a focus on widening participation partnerships, work-based partnership (such as GAs) and international collaborations."]
[1384,"STR_127","-","Collaborative_Partnerships","Oversight","University of Strathclyde","127 The institutional oversight of strategic delivery in relation to collaborative provision rests primarily with the Collaborative Provision Agreement (CPA) Sub-Group of Senate Business Committee, chaired by the Vice-Principal. Within the terms of institutional oversight and the broader strategic approach, faculties are given autonomy to determine how to develop their portfolio of collaborative provision based on the needs of individual disciplines and relationships. The University has a strategic intention to encourage students to participate in opportunities to study or work abroad. Students, at all levels of provision, who met the ELIR team, confirmed that a variety of such opportunities were made available to them. A range of staff who met the team were able to articulate the arrangements for operationalising this strategic intention."]
[1385,"STR_128","-","Collaborative_Partnerships","Student numbers","University of Strathclyde","128 The University has a broad portfolio of collaborative provision, impacting all levels of study and engaging both national and international partners. At the time of the current ELIR, the University had over 420 active partnerships, including 170 Erasmus agreements, 55 student exchange agreements (including university-wide and faculty specific exchanges) and 48 Memorandum of Understanding (MoUs). Significant partnerships include those with the International Study Centre (for on-campus    foundation-level provision), the Engineering Academy, GA work-based partnerships, off-site MBA teaching partnerships, and doctoral training centres."]
[1386,"STR_129","-","Collaborative_Partnerships","Student numbers","University of Strathclyde","129 International Study Centre (ISC) programmes are delivered on-campus by Study Group in partnership with the University. Nearly 500 students have articulated on to University programmes through this pathway. The ELIR team learned that students strongly identify as University of Strathclyde students while studying at ISC and that they have access to university resources. ISC students have a student representative system in place, with support and training provided by Strath Union."]
[1387,"STR_130","-","Collaborative_Partnerships","Student numbers","University of Strathclyde","130 The Engineering Academy provides links between the University and local colleges to offer routes in a variety of areas of engineering provision. Over 300 students have progressed to the University through this route since 2013, with around 100 places provided at the time of the current ELIR. While studying at partner colleges, students have contact with the University including link visits by staff and visits to the University campus, which involve using laboratory facilities as well as engaging with University staff."]
[1388,"STR_131","-","Student_Development","Professional Development","University of Strathclyde","131 GAs (and DAs) are fully funded programmes that enable employees to study up to degree/postgraduate-level while spending the majority of their time in the workplace. This provision of work-based learning and industry linkage is a strength of the University and the ELIR team considered examples where enhancements developed within this activity had informed the enhancement of the University's other campus-based provision (paragraphs 78 and 95). The University is to be commended for the growth, continuing development and impact of this activity."]
[1389,"STR_132","-","Collaborative_Partnerships","Oversight","University of Strathclyde","132 The majority of the University's teaching delivered outside the UK is provided by the Strathclyde Business School (SBS) and linked to its taught postgraduate provision. The MBA programme is delivered in eight countries worldwide. In the postgraduate research area, collaborative activity is largely delivered through centres for doctoral training, research pooling initiatives and industry partnerships."]
[1390,"STR_133","-","Collaborative_Partnerships","Oversight","University of Strathclyde","133 The University manages a wide variety of different types of collaborative activities at all levels of study across all of its faculties. The University provides '2+2' degree courses, study abroad partnerships, dual degrees, and joint supervision of research, among other activities. The mechanism for reviewing collaborative partnership agreements follows a set cycle of three years and uses a harmonised reporting template, although the focus of reporting is on the formal agreement rather than the student outcomes/experience. In 2018, the University conducted a broader Collaborative Provision Review to provide oversight of its collaborative provision portfolio (excluding Erasmus, student exchanges and MoUs)."]
[1391,"STR_134","-","Collaborative_Partnerships","Student numbers","University of Strathclyde","134 At the time of the current ELIR, data was not immediately available for the number of students on specific collaborative programmes, types of provision, or the number of programmes provided with collaborative provision. The ELIR team concluded that this data was not held or reviewed routinely at institutional level. Monitoring and review of the student experience and student outcomes relating to collaborative provision occurs during the individual partner reviews and ILR of the respective subject areas. However, the lack of an overarching database identifying individual programme linkages to partnerships (rather than the central database of partnerships itself) presents potential issues of disconnect within the review mechanisms. As a result, the University is encouraged to reflect on the information available to the CPA Sub Group about collaborative programmes and student numbers to better support its institution-level oversight of collaborative activity (paragraph 140)."]
[1392,"STR_134","Recommendation","Collaborative_Partnerships","Oversight","University of Strathclyde","134 At the time of the current ELIR, data was not immediately available for the number of students on specific collaborative programmes, types of provision, or the number of programmes provided with collaborative provision. The ELIR team concluded that this data was not held or reviewed routinely at institutional level. Monitoring and review of the student experience and student outcomes relating to collaborative provision occurs during the individual partner reviews and ILR of the respective subject areas. However, the lack of an overarching database identifying individual programme linkages to partnerships (rather than the central database of partnerships itself) presents potential issues of disconnect within the review mechanisms. As a result, the University is encouraged to reflect on the information available to the CPA Sub Group about collaborative programmes and student numbers to better support its institution-level oversight of collaborative activity (paragraph 140)."]
[1393,"STR_135","-","Collaborative_Partnerships","Oversight","University of Strathclyde","135 Strategic oversight of the GA scheme is managed through a Graduate Apprenticeship and Degree Apprenticeship (GADA) Steering Group with membership from all four faculties and professional service areas, convened by the Deputy Associate Principal (Learning and Teaching). GADA Steering Group oversees and monitors progress of GAs development across the institution. Interaction with professional services in this Group ensures that planning is in place to support strategic developments, for example, to ensure staff development needs are met in advance (paragraph 90-91). The review of the GA programmes follows that of other undergraduate degrees with an end of delivery review being completed independently and the class team and student perspectives being gathered using an anonymous student questionnaire."]
[1394,"STR_136","-","Collaborative_Partnerships","Student experience","University of Strathclyde","136 It was evident to the ELIR team that the University develops collaborative partnerships with the intention of enriching the cultural life of staff and students, stimulating teaching and research, and enhancing the international standing of the University. The team learned of positive impacts to on-campus teaching derived from off-site and collaborative teaching activities, especially from teaching reflection and enhancement arising from the GA model and student experience. In terms of work-based industry linkages, there was additional evidence of bi-directional benefits where the industry partner had benefited from the arrangement (for example, GA learners undertaking industry-specific projects related to their day-to-day work)."]
[1395,"STR_137","-","Collaborative_Partnerships","International","University of Strathclyde","137 The University delivers other local collaborative activity that encourages widening participation. The University works with a range of schools, local authorities, colleges, universities, third sector organisations and industry partners. In addition to local partnerships, the University has a number of partners further afield. The University is a member of the Conference of European Schools for Advanced Engineering Education and Research (CESAER) and the University Principal is the current CESAER President. This has resulted in the University broadening partnerships across Europe."]
[1396,"STR_138","-","Collaborative_Partnerships","International","University of Strathclyde","138 The University has numerous opportunities for students to undertake a study abroad experience and this is encouraged and supported. Practical preparation for students engaging in an international exchange is provided through RIO. The academic department provides academic support for students in preparing for exchange. Use of the Mobility Online tool by multiple professional services for supporting students while on mobility is an excellent example of interdepartmental working to enhance the student experience. Students who transition between the University and a collaborative partner are supported before and during their engagement with the collaborative partner. Both ISC and the Engineering Academy have formal staff linkages. GA students have support through a workplace assessor who provides a support function."]
[1397,"STR_139","-","Collaborative_Partnerships","Student experience","University of Strathclyde","139 Overall, students spoke positively of the student representation and feedback mechanisms offered while they are studying with collaborative partners. This was especially true for ISC, GA and some students studying online who articulated an established and effective feedback and representative mechanism. Students discussed the use of Myplace to communicate with course representatives as being useful for off-site as well as on-campus learners. However, the ELIR team learned that feedback and representation arrangements were less developed for postgraduate and online students and is therefore encouraged to reflect on these to ensure all students have effective and comparable mechanisms (paragraph 18). In particular, there would be value in extending Strath Union training for course representatives to all courses."]
[1398,"STR_140","-","Collaborative_Partnerships","Oversight","University of Strathclyde","140 The University has an effective approach to managing collaborative provision. The University has a Policy and Code of Practice on Collaborative Education Provision which ensures consistency of approach to collaborative provision. There would be value in the University reflecting on the information available at institutional level, about its collaborative programmes and student numbers to further secure its detailed reflections on, and oversight of, collaborative activity."]
[1399,"STR_141","Commendation","Collaborative_Partnerships","Student experience","University of Strathclyde","141 The University has a strategic intention to encourage students to participate in opportunities to study or work abroad and it is evident that a wide range of opportunities are provided, with support in place to help students engage. In addition, there are positive examples of the University's collaborative links being used to inform its on-campus provision."]
[1400,"UWS_2","-","Governance","Strategy","University of the West of Scotland ","2 The University's vision is to be a transformational influence on economic, social and cultural development in Scotland and beyond, by providing student-centred, personalised and distinctive learning experiences underpinned by innovative and relevant research. In each of its three priority areas - Student Success, Research and Enterprise, and Global Engagement - the Corporate Strategy is supported by an enabling plan. These plans, which were created in response to the 2014 ELIR, incorporate explicit actions to support achievement of the aspirations set out in the Corporate Strategy and link to the plans of the University's schools and professional services. In addition, the Corporate Strategy articulates a set of 'UWS truths' that serve as guiding principles for the University. "]
[1401,"UWS_3","-","Governance","Strategy","University of the West of Scotland ","3 At the time of the current ELIR, the University was developing a new Corporate Strategy for 2020-25, which was due to be considered by the University Court in January 2020. Staff and students were engaging in discussions around the development of the new strategy through an extensive series of discussions known as 'Our Big Conversation'. The University intends that the new strategy, to be named the 'UWS Strategy', would be an evolution of the current strategy, with strong values and principled approach, which will inform the development of key performance indicators (KPIs)."]
[1402,"UWS_4","-","Governance","Practice","University of the West of Scotland ","4 At the time of the current ELIR, following a 'rebalancing' process, the University was launching a revised academic and professional services structure to reflect institutional priorities, facilitate efficiencies and support institutional sustainability. The number of academic schools was reduced from five to four, with two new schools being created: Business and Cultural Industries; and Education and Social Sciences. At the same time, divisions (two to five per school) were created, formalising natural groupings within subject areas, and the new role of Head of Division was established to give stronger subject leadership. At school-level, the role of Assistant Dean has been streamlined into a Deputy Dean position in each school. Within professional services, student-facing support is located in Student Administration and Student Services, which report to the Deputy Principal; while Library and IT services are within the Office of the Chief Finance Officer. Quality Enhancement is supported by the Quality Enhancement Support Team (QuEST), Education Futures and the UWS Academy; these three units are grouped together as 'Academic Life: Education'."]
[1403,"UWS_5","-","Governance","Structure","University of the West of Scotland ","5 At the time of the current ELIR, the University was making changes to its committee structure, which included the dissolution of the Global Engagement Advisory Committee and a number of committees at school level; the alignment of cognate programmes around Divisional Programme Boards rather than Programme Boards; the creation of a Programme Approval and Review Group (PRG) to oversee new programme approvals and developments; and the replacement of Subject Panels and Progression and Award Boards by School Boards of Examiners (SBE) and School Assessment Boards (SAB)."]
[1404,"UWS_6","-","Demographics","Numbers","University of the West of Scotland ","6 In 2018-19, the University had a total student population of 19,280 (headcount) of whom: 76% were undergraduate (UG); 19% were postgraduate taught (PGT); and 5% were postgraduate research (PGR). Of these:17% of students were part-time; 4.8% were studying by distance-learning; and 8.3% were studying with overseas partners. 82% of students were classified as home/EU students; 2.1% were from the rest of the UK; and 16% were non-EU. "]
[1405,"UWS_7","-","Demographics","Trends","University of the West of Scotland ","7 There has been a 21% increase in overall student numbers since the 2014 ELIR across all levels of study; however, the percentage increase for postgraduate students, both taught and research, has been greater than for undergraduates. The number of students entering with advanced standing increased by 32% over this period, reaching 1,367 in    2018-19. The University forecasts that its non-EU population will continue to grow, with applications to Scottish campuses for 2019-20 increasing by 25%. Postgraduate numbers are forecast to continue growing more quickly than undergraduate numbers. "]
[1406,"UWS_8","-","Demographics","Widening participation","University of the West of Scotland ","8 In 2018-19, 29% of first-degree entrants to the University were from SIMD 20 backgrounds, which is above the sector average of 15.6%. Approximately 30% of students were aged 30+; 15% had a self-declared disability; and UWS has one of the highest populations of care-experienced students in Scotland. The University is committed to widening participation and has a range of initiatives aimed at recruiting, supporting and retaining students from the most disadvantaged and deprived backgrounds. Since the 2014 ELIR, retention rates for students have remained at around 90%. Within this figure, rates of retention for Scottish-domiciled first-degree entrants, and particularly those from areas of deprivation (SIMD20) have seen considerable improvements over the past five years (paragraphs 32 and 33). The University has effective mechanisms to manage its student population and monitor trends (paragraph 91, 116, 142-146)."]
[1407,"UWS_9","-","ELIR_Approach","Student engagement","University of the West of Scotland ","9 Preparations for ELIR were led by a Steering Group chaired by the former Associate Vice-President Education, which comprised senior staff responsible for learning and teaching, and quality and standards, and the University of the West of Scotland's Students' Union (SU). The Steering Group held briefing sessions for key staff and student representatives. Preparations for the ELIR were underpinned by a communications plan that ensured the wider UWS community was engaged and informed. As a result, the ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."]
[1408,"UWS_9","-","ELIR_Approach","Operation","University of the West of Scotland ","9 Preparations for ELIR were led by a Steering Group chaired by the former Associate Vice-President Education, which comprised senior staff responsible for learning and teaching, and quality and standards, and the University of the West of Scotland's Students' Union (SU). The Steering Group held briefing sessions for key staff and student representatives. Preparations for the ELIR were underpinned by a communications plan that ensured the wider UWS community was engaged and informed. As a result, the ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."]
[1409,"UWS_10","-","ELIR_Approach","Reflective Analysis","University of the West of Scotland ","10 The Steering Group was closely involved in drafting the Reflective Analysis (RA), which had also been considered widely through the University's committee structure. Broader consultation with staff and students had been facilitated through distribution of the draft RA to the SU, deans of schools, and heads of departments. "]
[1410,"UWS_11","-","ELIR_Approach","Themes","University of the West of Scotland ","11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."]
[{"$f":"IF(B1413<>\"\",ROW(A1413)-2,\"\")","v":1411},"UWS_11","-","ELIR_Approach","Student engagement","University of the West of Scotland ","11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."]
[1412,"UWS_11","-","ELIR_Approach","Staff engagement","University of the West of Scotland ","11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."]
[1413,"UWS_12","-","ELIR_Approach","Themes","University of the West of Scotland ","12 Similar themes had emerged from consultations taking place in preparation for the new Corporate Strategy (paragraph 3), and the University was therefore confident that they characterised UWS. From the review documentation and discussions with staff and students, the ELIR team was able to confirm that these themes represent the key aspects    of UWS as an institution. "]
[1414,"UWS_13","-","ELIR_Approach","Themes","University of the West of Scotland ","13 The University viewed the ELIR process as an opportunity to reflect on the recent development and the changes it was currently undergoing. "]
[1415,"UWS_14","-","ELIR_Approach","Enhancement","University of the West of Scotland ","14 The University has taken action to address each of the six areas for development identified in the 2014 ELIR. Responsibility for monitoring progress of ELIR actions rested with the Education Advisory Committee (EAC) and the Global Engagement Advisory Committee. Targets and actions were embedded in the Education Enabling Plan and the Global Reach Enabling Plan."]
[1416,"UWS_15","-","ELIR_Approach","Student engagement","University of the West of Scotland ","15 The SU was extensively involved as members of the Steering Group and focus groups. Consultation with student representatives, and engagement with the broader student body through surveys and focus groups (paragraph 11), were significant factors in shaping the themes for this ELIR. These consultations, particularly the student surveys, yielded a wealth of data concerning students' experience of the University. Analysis of this data, according to characteristics such as campus location and mode of study, provided the University with detailed intelligence that will enable it to target its enhancement initiatives to even greater effect. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."]
[1417,"UWS_15","-","ELIR_Approach","Use of data","University of the West of Scotland ","15 The SU was extensively involved as members of the Steering Group and focus groups. Consultation with student representatives, and engagement with the broader student body through surveys and focus groups (paragraph 11), were significant factors in shaping the themes for this ELIR. These consultations, particularly the student surveys, yielded a wealth of data concerning students' experience of the University. Analysis of this data, according to characteristics such as campus location and mode of study, provided the University with detailed intelligence that will enable it to target its enhancement initiatives to even greater effect. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."]
[1418,"UWS_16","-","Student_Engagement","Policy","University of the West of Scotland ","16 Students are at the centre of the University's enhancement work - reinforcing the UWS Truth 'We are here for our students'. The Student Experience Committee (SEC),      co-chaired by the SU President, is a key mechanism for enhancing the student learning experience and reports directly into the EAC. At the time of the current ELIR, membership of the Committee had yet to be formalised following the rebalancing process, but the University confirmed that it would include full-time SU Officers, student representatives, Student Enhancement Developers (SEDs) or equivalent, and professional service representatives. It is the responsibility of SEC to monitor student feedback, review the impact of professional services and make recommendations to improve the holistic experience of students at the University. It was evident from review documentation and from discussions with staff and students, that SEC is meeting its responsibilities, and that EAC is effective in considering the recommendations made by SEC. The ELIR team considered student representatives co-chairing committees to be good practice."]
[1419,"UWS_17","-","Student_Engagement","Representation","University of the West of Scotland ","17 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. Student representation is evident across the institution and levels of study. Student representatives are elected at the programme level and trained by peers using the Student Participation in Quality Scotland (sparqs) framework. They receive a comprehensive handbook from the SU and are invited to attend regular Staff-Student Liaison Groups (SSLGs). To support this work, a short guide explaining the student representation structures at the University and best practice for engagement has been developed for staff. "]
[1420,"UWS_18","-","Student_Engagement","Representation","University of the West of Scotland ","18 A significant enhancement to representation since the 2014 ELIR, is the introduction of school officers in 2018-19, who act as senior student representatives for the student representatives, the University and sabbatical team. The team learnt that this structure had not functioned effectively in its first year of operation and revisions had been made by the SU for 2019-20. In discussions with the team, students spoke enthusiastically about the contributions they could make through the formal representative structures at programme level and with service departments, however, it was clear that the relationship between the representative structure and school academic staff leadership level could be improved. "]
[1421,"UWS_19","-","Student_Engagement","Representation","University of the West of Scotland ","19 The University has revised their Student Partnership Agreement (SPA) for implementation in academic year 2019-20 and identified the priority areas as mental health, student opportunities and education. The redesigned SPA includes a section that details successes achieved in the priority areas from the previous year. The effectiveness and implementation of the SPA is reviewed and updated annually by SEC. Although the students the ELIR team met were not familiar with the detail of the SPA specifically, it was clear students had seen the impact of the priority areas and the SU representatives viewed the SPA positively.  "]
[1422,"UWS_20","-","Student_Engagement","Representation","University of the West of Scotland ","20 The University is aware that ensuring student representation across all campuses, levels and modes of study is challenging for a large multi-campus organisation and acknowledged that gaps in representation can occur. To address this, the SU led a review of student representation across committees, groups and forums in 2019 as part of the institution's Enhancement Theme project for implementation in 2019-20. The University is supporting the SU in these areas through initiatives such as the introduction of research representatives to all school boards and Senate. The ELIR team met staff and students who confirmed that there have been challenges with communication between the University and the SU and indicated that this was being addressed through mutual agreement of strategic priorities and practices."]
[1423,"UWS_21","-","Student_Engagement","Feedback","University of the West of Scotland ","21 Student feedback is gathered using a range of formal and informal mechanisms including SSLGs, the National Student Survey (NSS) (paragraph 145) and Module Evaluation Questionnaires (MEQ) (paragraph 23 and 145). The ELIR team met staff and students who confirmed that SSLGs are a key method for capturing and responding to the student voice. Students cited a number of examples where staff had made changes in direct response to feedback at SSLGs, such as, changing from open plan spaces to closed rooms in Lanarkshire for classes which require confidentiality. Furthermore, academic and support staff found SSLGs informative and enabled a timely response to student feedback. "]
[1424,"UWS_22","-","Student_Engagement","Feedback","University of the West of Scotland ","22 Student partnership and engagement at the school level is supported by School Enhancement Developers (SEDs) who are responsible for co-chairing the Staff-Student Liaison Groups and responding to student needs and school priorities. SEDs operate in three of the four schools with alternative arrangements in place in the remaining school (School of Computing, Engineering and Physical Sciences). Students and staff who met the ELIR team identified SEDs as key individuals for the communication of programme and school-level actions in response to student feedback. The culture of informal feedback and feedforward was evident to the ELIR team and it was clear that students valued this approach. Students provided good examples of how staff had implemented changes in response to feedback, for example, changing the location of classes to a more suitable space. The University recognises the importance of the SED role but are cognisant of inconsistencies across the schools which staff indicated would be reviewed following rebalancing. "]
[1425,"UWS_23","-","Student_Engagement","Feedback","University of the West of Scotland ","23 The ELIR team learnt that, at school-level, changes derived from Module Experience Questionnaire (MEQ) feedback are communicated to students at the start of the module. In discussions with the team, staff and students reported the end of term MEQs to be one of the least effective mechanisms for feedback as it is retrospective. It was noted that some staff have developed methods for in-module evaluation which students viewed as a positive way to resolve problems quickly."]
[1426,"UWS_24","Recommendation","Student_Engagement","Feedback","University of the West of Scotland ","24 At the institutional level, actions taken in response to student feedback are communicated to students through MyDay and email. School communications are primarily though SSLGs and the minutes are available on school virtual learning environment (VLE) pages. The ELIR team met students who reported a lack of effective central communication which impacted their ability to understand changes at UWS, most recently with the University's rebalancing exercise. The articulation of the rationale and changes made was not well communicated to students; thus, students perceived key positions and contacts had been removed and were unclear about the reasons for the restructure. SEC have reviewed communication methods in response to institution-led review (ILR) comments and there would be value in the University exploring student communication strategies to ensure students are informed of institutional priorities and actions (paragraph 85)."]
[1427,"UWS_25","-","Student_Engagement","Feedback","University of the West of Scotland ","25 Student representatives at the London Campus are invited to attend SSLGs and feedback is communicated to the Campus Director and programme teams. In addition, the Campus Director holds termly meetings with student representatives and minutes are distributed to all London students. Several examples of student feedback being actioned were reported, for example, increasing the number of industry guest lectures and case studies in the absence of direct work-based learning. In discussions with the ELIR team, it was clear that students would welcome opportunities to engage in extra-curricular activities and involvement with the SU. Senior staff told the team that the SU have been given additional resources and are developing strategies to engage with students at the London Campus (paragraph 83). "]
[1428,"UWS_26","-","Student_Engagement","Feedback","University of the West of Scotland ","26 The University undertakes comprehensive data analysis from student surveys (paragraph 145 and 146) to be used in conjunction with institutional information available on the interactive dashboards. The evidence provided to the ELIR team was weighted towards quantitative data and benchmarking, however, it became clear during the review visits that enhancements from student feedback are made through the triangulation of all available information usually by programme leaders as part of the annual monitoring process. "]
[1429,"UWS_26","-","Quality_Processes","Use of data","University of the West of Scotland ","26 The University undertakes comprehensive data analysis from student surveys (paragraph 145 and 146) to be used in conjunction with institutional information available on the interactive dashboards. The evidence provided to the ELIR team was weighted towards quantitative data and benchmarking, however, it became clear during the review visits that enhancements from student feedback are made through the triangulation of all available information usually by programme leaders as part of the annual monitoring process. "]
[1430,"UWS_27","-","Equality_Diversity","Policy","University of the West of Scotland ","27 The University has an effective approach to recognising and responding to equality and diversity among its students and has included equality in the University truths: 'We are an inclusive organisation that welcomes and values diversity'."]
[1431,"UWS_28","-","Equality_Diversity","Policy","University of the West of Scotland ","28 The University's framework for supporting equality and diversity is outlined in its Equality, Diversity and Human Rights Procedure and Guidance Notes, and is informed by the relevant legislation. The Equality, Diversity and Inclusivity (EDI) Committee is a standing committee of Senate which exercises strategic and management oversight of inclusivity     for staff and students. It ensures inclusivity policies and practices are managed and implemented effectively at all levels and supports the University in meeting its legal obligations. The EDI Committee contributes to and advises on statutory reporting requirements and submits an annual report to Senate on relevant matters. "]
[1432,"UWS_29","-","Equality_Diversity","Practice","University of the West of Scotland ","29 The University has considerable experience of attracting a diverse student body, most particularly in respect of mature students (70% of students are over 21; 45% over 25); and students from areas of high deprivation (29.4% of first-degree entrants are from SIMD20 areas). The University already exceeds the Scottish Government target that, by 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education. Across all campuses, 15% of UWS students have a self-declared disability. "]
[1433,"UWS_29","-","Demographics","Numbers","University of the West of Scotland ","29 The University has considerable experience of attracting a diverse student body, most particularly in respect of mature students (70% of students are over 21; 45% over 25); and students from areas of high deprivation (29.4% of first-degree entrants are from SIMD20 areas). The University already exceeds the Scottish Government target that, by 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education. Across all campuses, 15% of UWS students have a self-declared disability. "]
[1434,"UWS_30","-","Equality_Diversity","Practice","University of the West of Scotland ","30 The profile and diversity of the student body have changed over the past five years in two significant areas which present additional challenges for the University's approach to learning and teaching, and student support. The number of part-time students has fallen since the 2014 ELIR from 27.4% to 17%. The proportion of black and minority ethnic (BME) students studying at the University has doubled since the 2014 ELIR from approximately 10% to approximately 20%. This increase is mainly due to the rapid growth in international students studying at the London Campus over the past four years, along with increased numbers of students studying at international partners. The increase is greatest for postgraduate taught and research students."]
[1435,"UWS_30","-","Demographics","Numbers","University of the West of Scotland ","30 The profile and diversity of the student body have changed over the past five years in two significant areas which present additional challenges for the University's approach to learning and teaching, and student support. The number of part-time students has fallen since the 2014 ELIR from 27.4% to 17%. The proportion of black and minority ethnic (BME) students studying at the University has doubled since the 2014 ELIR from approximately 10% to approximately 20%. This increase is mainly due to the rapid growth in international students studying at the London Campus over the past four years, along with increased numbers of students studying at international partners. The increase is greatest for postgraduate taught and research students."]
[1436,"UWS_31","-","Equality_Diversity","Practice","University of the West of Scotland ","31 The University has published a Gender Action Plan (2017), and provided several examples of the University's approach to meeting the Scottish Funding Council (SFC) requirement to have no programme with a gender imbalance of more than 75:25. This includes, for example, making use of targeted radio advertising to attract males into teaching; and an 'Inspiring Women' programme of speakers. Senior staff also indicated further work around the honorary degree system to challenge gender stereotyping would be undertaken."]
[1437,"UWS_32","-","Equality_Diversity","Practice","University of the West of Scotland ","32 Widening participation remains a significant focus for UWS. The University has the highest proportion and percentage of full-time degree entrants from the 20% most deprived areas (SIMD20) of any Scottish higher education institution in every year since 2014. In the same period, the retention rates of SIMD20 students studying at the University improved by 10 percentage points to just below the sector average for this group in 2017-18. The ELIR team met a wide cross-section of students, including mature and care-experienced students, students with other protected characteristics, and students from areas of low participation - all of whom spoke passionately about the University's widening participation mission and its positive action in this area, identifying this as a key reason for taking up study at the University. "]
[1438,"UWS_32","Commendation","Demographics","Widening participation","University of the West of Scotland ","32 Widening participation remains a significant focus for UWS. The University has the highest proportion and percentage of full-time degree entrants from the 20% most deprived areas (SIMD20) of any Scottish higher education institution in every year since 2014. In the same period, the retention rates of SIMD20 students studying at the University improved by 10 percentage points to just below the sector average for this group in 2017-18. The ELIR team met a wide cross-section of students, including mature and care-experienced students, students with other protected characteristics, and students from areas of low participation - all of whom spoke passionately about the University's widening participation mission and its positive action in this area, identifying this as a key reason for taking up study at the University. "]
[1439,"UWS_33","-","Equality_Diversity","Practice","University of the West of Scotland ","33 The University has a broad range of initiatives in place to support widening participation, retention and progression, some of which are targeted to specific underrepresented groups. The University works directly with 20 schools with low  progression rates to higher education through the SFC-funded FOCUS West 'Routes for All' initiative. A team of around 50 University students are trained and act as mentors to support S5 and S6 high school pupils to gain the skills to progress to higher education. The ELIR team met students who had benefitted from this scheme and who were very positive about their experience."]
[1440,"UWS_34","-","Equality_Diversity","Practice","University of the West of Scotland ","34 The University is involved in other widening participation projects and is one of three higher education institutions involved in the Access to a Career in Teaching (ACT) programme, which support pupils from Glasgow City Schools who can demonstrate a commitment to the teaching profession to follow this career path and return to teach in their own communities. The University has the largest proportion of Scottish Wider Access Programme (SWAP) West students progressing onto its degree provision, primarily in the School of Health and Life Sciences, and provides a range of pre-entry support to aid transition to university in partnership with SWAPWest. "]
[1441,"UWS_35","-","Equality_Diversity","Practice","University of the West of Scotland ","35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "]
[1442,"UWS_35","-","Student_Support","Progression","University of the West of Scotland ","35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "]
[1443,"UWS_35","-","Quality_Processes","Use of data","University of the West of Scotland ","35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "]
[1444,"UWS_36","-","Equality_Diversity","Practice","University of the West of Scotland ","36 The University is committed to increasing the number of care leavers over the next three years as part of its SFC Outcome Agreement 2018-19 to 2020-21. In discussions with the ELIR team, students expressed concerns about a reduction in support for care leavers as a result of the recent University rebalancing exercise. The team learnt that support for care-experienced students had not been reduced but had been reconfigured and would continue through Marketing and Student Recruitment, where there are plans to ensure sufficient capacity and reduce the potential for 'single points of failure' in the system. The University is encouraged to continue to monitor this area to ensure effective support structures are in place."]
[1445,"UWS_37","-","Equality_Diversity","Practice","University of the West of Scotland ","37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "]
[1446,"UWS_37","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "]
[1447,"UWS_37","-","Student_Support","Welfare","University of the West of Scotland ","37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "]
[1448,"UWS_37","-","Student_Support","Progression","University of the West of Scotland ","37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "]
[1449,"UWS_38","-","Equality_Diversity","Policy","University of the West of Scotland ","38 The ELIR team explored the University's mission and approach to widening participation in some depth during the review visits. There is clear evidence that the University demonstrates a detailed understanding of its student population, and students who met the team spoke positively about their experience through various routes they had taken to study, irrespective of campus, comparing it favourably with other higher education institutions. The team did not see that the rebalancing process had adversely affected the effectiveness of support structures associated with this strategic priority and considered there was, in fact, the potential to ensure more effective deployment of resources."]
[1450,"UWS_39","-","Student_Support","Academic","University of the West of Scotland ","39 The University provides a student-centred, personalised and distinctive learning and teaching experience supporting students at each stage of the learner journey."]
[1451,"UWS_40","-","Admissions","Criteria","University of the West of Scotland ","40 The University has a transparent, fair and consistent approach to admissions.  Policies for unconditional and adjusted unconditional offers, as well as Recognition of Prior Learning (RPL), Accreditation of Prior Experiential Learning (APEL) and Accreditation of Prior Learning (APL), are clearly set out. Care experienced students are guaranteed an adjusted offer for one of the University's recruiting programmes; or an interview/audition for one of the University's selecting programmes. The ELIR team noted that the Admissions Procedure does not provide specific details on contextualised admissions and the team would encourage the University to provide these."]
[1452,"UWS_41","-","Admissions","Criteria","University of the West of Scotland ","41 Given the diversity of the student body, the University takes a supportive approach to providing pre-entry information, advice and guidance, working actively with applicants to support application and transition to university, for example, Care Leavers' support and mentoring through schemes such as SWAPWest. Following acceptance of a place, students receive a series of pre-entry communications and advice directly and via the student portal (MyDay) (paragraph 50), aimed at supporting transition into university. The portal is available to new students from May to July and provides an online 'Roadmap' with links to the various systems and support mechanisms students are likely to need at specific points, including enrolment and induction, or when applying for student cards and Student Awards Agency Scotland funding. "]
[1453,"UWS_41","-","Equality_Diversity","Practice","University of the West of Scotland ","41 Given the diversity of the student body, the University takes a supportive approach to providing pre-entry information, advice and guidance, working actively with applicants to support application and transition to university, for example, Care Leavers' support and mentoring through schemes such as SWAPWest. Following acceptance of a place, students receive a series of pre-entry communications and advice directly and via the student portal (MyDay) (paragraph 50), aimed at supporting transition into university. The portal is available to new students from May to July and provides an online 'Roadmap' with links to the various systems and support mechanisms students are likely to need at specific points, including enrolment and induction, or when applying for student cards and Student Awards Agency Scotland funding. "]
[1454,"UWS_42","-","Student_Support","Academic","University of the West of Scotland ","42 International students are included in all induction events and, in addition, receive a welcome guide specifically for international students alongside additional tailored events provided in their first weeks. Activities for international students are planned throughout the year by the International Student Support team including Discover Scotland visits, workshops and cultural celebrations. In discussions with the ELIR team, international students were very positive about their experiences of the support provided by the International Student Support team. "]
[1455,"UWS_43","-","Governance","Structure","University of the West of Scotland ","43 At the time of the current ELIR, the University was undergoing a period of significant realignment and change, which included the restructuring of student-facing services and academic schools through a process of 'rebalancing'. The RA referred to student services being provided through one department known as Student Life with the 'Student Hub' providing a 'single gateway for all student enquiries'. However, at the time of the review visits, this structure had been revised and these services are now provided through the rebranded department - 'Student Services'. "]
[1456,"UWS_44","-","Governance","Structure","University of the West of Scotland ","44 Student Services comprises several teams (Counselling; Wellbeing and Disability Support; Funding and Advice; International Student Support; Careers and Academic Skills; and Multi-faith Chaplaincy) and provides a range of specialist advice and guidance throughout the student journey. The work of Student Services has been recognised by students internally with a series of awards as part of the SU Big Awards and externally by organisations such as The Herald Higher Education Awards, CUBO awards and National Association of Student Money Advisors. Students who met the ELIR team commented"]
[1457,"UWS_44","-","Student_Support","Academic","University of the West of Scotland ","44 Student Services comprises several teams (Counselling; Wellbeing and Disability Support; Funding and Advice; International Student Support; Careers and Academic Skills; and Multi-faith Chaplaincy) and provides a range of specialist advice and guidance throughout the student journey. The work of Student Services has been recognised by students internally with a series of awards as part of the SU Big Awards and externally by organisations such as The Herald Higher Education Awards, CUBO awards and National Association of Student Money Advisors. Students who met the ELIR team commented positively and clearly valued the support provided by Student Services, especially singling out Counselling, Careers and the International teams. "]
[1458,"UWS_45","-","Student_Support","Academic","University of the West of Scotland ","45 The Student Hub (The Hub) exists as a virtual enquiry service accessed via telephone, email and the MyDay Portal for students at all campuses and, currently, as a physical service at the Paisley and Lanarkshire Campuses. The Hub acts as a point of information and assistance providing online self-service and referral to specialist areas within the University where necessary. The response time for enquiries to the Hub is two to three hours, with direct contact from specialist services provided within five working days. Due to the multi-campus structure and increasing proportion of international students, support methods have diversified to include individual Skype appointments and video-conference workshops. There are plans to implement the physical Hub model at other campuses, with a strengthened 'on campus' support in the form of Careers and Academic Skills support already in operation at London. "]
[1459,"UWS_46","-","Student_Support","Welfare","University of the West of Scotland ","46 The SU also provides a range of support services complementary to those of Student Services, including access to an emergency hardship fund and the SU case workers to support students through academic appeals and Extenuating Circumstances applications. "]
[1460,"UWS_47","-","Student_Support","Welfare","University of the West of Scotland ","47 The ELIR team met students who expressed concerns that existing levels of student support would not continue following rebalancing. During the ELIR visit, students indicated that communication, particularly regarding rebalancing, could have been improved. At the time of the current ELIR, the new student support structures were being implemented. The University is strongly encouraged to review the student experience in the light of the rebalancing after a suitable period of time, and to introduce a process for ongoing holistic evaluation of student-facing professional services."]
[1461,"UWS_48","-","Student_Support","Welfare","University of the West of Scotland ","48 Student mental health is a key priority area for the University. A recently-formed Wellbeing Group, reporting to the Health, Safety and Sustainability Committee, takes a holistic approach to staff and student wellbeing and oversees activities to support wellbeing and mental health, including staff development. A wide range of initiatives and support mechanisms are available to staff and students. Of note is the provision of free gym membership for students at all university-operated fitness facilities. At the time of the review visits, the University was in the process of developing a Student Mental Health Agreement (SMHA) in partnership with the SU. "]
[1462,"UWS_49","-","Student_Support","Welfare","University of the West of Scotland ","49 Specialised support is provided through the Disability Service, Counselling Service and an Occupational Therapist and Student Wellbeing Adviser. Although demand for the Counselling Service has increased by 50% in the last five years, the average waiting time for an initial appointment is below sector and NHS averages. The University has achieved this through a number of approaches, for example, introducing initiatives to develop a sense of community including more inclusive sports activities, as well as the role of The Hub in triaging and signposting alternative sources of support that are available to students. The comprehensive and proactive approach to supporting student health and wellbeing was viewed positively by the ELIR team. "]
[1463,"UWS_50","-","Student_Support","Academic","University of the West of Scotland ","50 The MyDay student portal plays an important role in supporting students at various stages of their learning journey, including access to their personalised timetable. A recent review of the MyDay portal resulted in a redesign of the system prior to launch in autumn 2019. At the time of the current ELIR, MyDay had been rolled out to first, second and     third-year UGs and all PGT students. Data collected on MyDay was revealing patterns of use and areas for improvement. The ELIR team met students who had mixed experiences of MyDay, with some students, usually those in later years of study, preferring to use direct links to services instead of accessing the portal directly. The team considered that the MyDay portal has the potential to provide a useful additional dimension to personalised learning and study support and the University is encouraged to continue to develop the portal, making use of data analytics to enhance it further. "]
[1464,"UWS_51","-","Student_Support","Academic","University of the West of Scotland ","51 The University has invested in a Learning Analytics platform: MyJourney to allow students to compare their engagement and performance with fellow students and provide an opportunity to discuss progress with a personal tutor. At the time of the current ELIR, a managed pilot to assess the effectiveness of the system was underway with the aim of personal tutors using MyJourney as part of an integrated approach to identify student engagement problems. Staff are using the platform to engage with students who are potentially at risk and as a tool to open communication with students about their engagement.  "]
[1465,"UWS_52","Recommendation","Student_Support","Academic","University of the West of Scotland ","52 The University has a commitment to allocate a personal tutor to every student.  Students who met the ELR team were very positive about the academic and pastoral support provided by staff. The University acknowledges that the process does not operate consistently across all schools and programmes and ensuring the system is more widely effective and identifies those students most in need of support, remains an ongoing challenge. At the time of the current ELIR, the role and operation of the personal tutor system had recently been reviewed to give a clearer recognition of the time involved, particularly in staff annual activity planning. Although training for personal tutors is not mandatory, new advice and support resources have been developed by UWS Academy to support staff undertaking this role. The team was of the view that, while some excellent practice was evident in the provision of personal tutoring and improvements were in the process of being implemented, areas of challenge were apparent as not all students had a consistent and effective experience of the personal tutor system. Therefore, the University is encouraged to continue to move towards greater consistency and understanding of the personal tutoring system for all students alongside the implementation of the MyJourney dashboard. "]
[1466,"UWS_52","-","Staff_Support","Professional development","University of the West of Scotland ","52 The University has a commitment to allocate a personal tutor to every student.  Students who met the ELR team were very positive about the academic and pastoral support provided by staff. The University acknowledges that the process does not operate consistently across all schools and programmes and ensuring the system is more widely effective and identifies those students most in need of support, remains an ongoing challenge. At the time of the current ELIR, the role and operation of the personal tutor system had recently been reviewed to give a clearer recognition of the time involved, particularly in staff annual activity planning. Although training for personal tutors is not mandatory, new advice and support resources have been developed by UWS Academy to support staff undertaking this role. The team was of the view that, while some excellent practice was evident in the provision of personal tutoring and improvements were in the process of being implemented, areas of challenge were apparent as not all students had a consistent and effective experience of the personal tutor system. Therefore, the University is encouraged to continue to move towards greater consistency and understanding of the personal tutoring system for all students alongside the implementation of the MyJourney dashboard. "]
[1467,"UWS_53","-","Student_Support","Academic","University of the West of Scotland ","53 A range of study skills support is provided to students, for example, Academic Skills Advisors (ASAs) work directly with students to deliver embedded support within programmes, supporting students in areas such as academic writing, presentation skills, referencing and study skills. The positive impact of ASA staff in providing direct support to students has helped to improve retention rates and students who met the ELIR team commented positively on this aspect of academic support. In addition to ASAs, the University's Information Literacy Framework helps guide the integration of information literacy in the curriculum and aid learning activity design. Academic Liaison Librarians provide students with individual and bespoke support and act as a link between the UWS Library, schools and students."]
[1468,"UWS_54","-","Student_Support","Academic","University of the West of Scotland ","54 The University's focus on student-centred approaches to learning and commitment to providing personalised support, underpinned by data, is evident even throughout a period of recent significant change and restructuring. Staff, whether in academic or student support roles, demonstrate a caring and personal approach to students that was universally recognised and valued by all students who met the ELIR team. However, poor communication about the rationale for recent changes in the provision of student        support services at both school and institutional level has resulted in increased levels          of anxiety among students and the University is strongly encouraged to seek ways to improve two-way communication with all staff and students in future."]
[1469,"UWS_55","-","Student_Development","Graduate Attributes","University of the West of Scotland ","55 The visibility of graduate attributes was highlighted as an area for development in the 2014 ELIR and a refreshed set of UWS graduate attributes aligning with the three corporate drivers of Student Success, Research and Enterprise, and Global Engagement were approved in 2016-17: 'I am UWS - Universal, Work-ready and Successful'. In many cases, these attributes are inherently taught and embedded within modules, and the programme specifications will typically detail which graduate attributes a student can expect to achieve upon completion of the programme, and this is assured via the quality processes. However, the University acknowledges that there is still some way to go for all students to recognise and articulate graduate attributes. This was verified in discussions with the ELIR team when students indicated a lack of awareness and understanding of the terminology used around graduate attributes. To promote greater awareness of graduate attributes, the University is encouraged to progress with plans to focus on improved communications and ensure that all programmes highlight and identify graduate attributes, with identification of specific graduate attributes made in module descriptors and curriculum mapping. "]
[1470,"UWS_56","-","Assessment","Practice","University of the West of Scotland ","56 Enhancing assessment processes has been identified as a priority in the University's Education Enabling Plan (EEP), and the Education Advisory Committee (EAC) set 'Assessment and Feedback' as a key focus activity in the 2018-19 and 2019-20 academic sessions as the subject of a UWS 'Focus-On' Assessment and Feedback project. "]
[1471,"UWS_57","-","Assessment","Practice","University of the West of Scotland ","57 Assessment practice is supported by an assessment handbook, which provides operational guidance for staff on all aspects of the design, delivery and implementation of assessment strategies, including advice on producing timely and effective feedback (within 15 working days). The handbook is updated annually to reflect changes in regulations and current best practice - based on sector benchmarking, reflection on external examiners' comments and the outcomes of annual monitoring activities - and was extensively updated as a result of the UWS 'Focus-On' project.  "]
[1472,"UWS_58","-","Assessment","Feedback","University of the West of Scotland ","58 The positive impact of the UWS Focus-On Assessment and Feedback work was evident, for example, in the development of a dashboard that allows assessment loading and variety across programmes to be viewed more easily by programme teams. Students spoke very positively about their experience of assessment and feedback including: the variety and type of assessments which allowed them to showcase their learning; the timeliness of feedback and personal dialogue with tutors aimed at helping them improve. Overall, the University has a positive approach to assessment and feedback practice and is encouraged to continue to progress further improvements and enhancements."]
[1473,"UWS_59","-","Teaching_Learning","Employability","University of the West of Scotland ","59 The University has set an ambitious goal to provide every student on an award bearing programme with the opportunity to engage in work-based learning or have access to work-related learning opportunities within their programme as a key part of improving student employability. A recent review of this commitment showed that take-up of these opportunities is not as high as hoped and the University has identified a series of initiatives to enable progress including: flexible module options; Careers and Skills team support; and a toolkit to support employability activities. In addition, flexible work-related modules are being developed. In May 2019, EAC agreed that ILR events and new programme approvals would require evidence of embedded work-based and/or work-related learning within programme delivery as part of the approval mechanism.  "]
[1474,"UWS_60","-","Teaching_Learning","Employability","University of the West of Scotland ","60 Most students were enthusiastic about the up-to-date content and relevance of their programmes to the workplace, and the work-related opportunities they had access to including internships, work placements and industry mentoring. However, students at the London Campus who met the ELIR team, commented on the lack of work-related experiences available to them. Although external guest speakers from business had been introduced at the students' request and curricula made use of real-life case studies, London Campus students expressed a desire for better access to real-life work opportunities as part of their programme. The University is encouraged to continue in its innovative approach to providing work-related experiences for all students, and to extend this to students at the London Campus."]
[{"$f":"IF(B1477<>\"\",ROW(A1477)-2,\"\")","v":1475},"UWS_60","-","Student_Development","Professional Development","University of the West of Scotland ","60 Most students were enthusiastic about the up-to-date content and relevance of their programmes to the workplace, and the work-related opportunities they had access to including internships, work placements and industry mentoring. However, students at the London Campus who met the ELIR team, commented on the lack of work-related experiences available to them. Although external guest speakers from business had been introduced at the students' request and curricula made use of real-life case studies, London Campus students expressed a desire for better access to real-life work opportunities as part of their programme. The University is encouraged to continue in its innovative approach to providing work-related experiences for all students, and to extend this to students at the London Campus."]
[1476,"UWS_61","-","Teaching_Learning","Employability","University of the West of Scotland ","61 The Careers and Skills team provide career development support and student engagement activities across all campuses and work in partnership with academic schools to facilitate employability-focused events to enhance the work-related learning of students and promote work opportunities for students including part-time, volunteering, placement and graduate roles. Examples of the initiatives aimed at enhancing employability are impressive and include: an Employer Mentoring Programme - placing students with industry mentors, facilitating employability development and networking opportunities; an online Careers and Academic Skills Introduction Programme for new UWS students - encouraging the early development of key academic skills; the UWS Volunteer Recognition Award - allowing students to write reflectively on their volunteering experience, articulating skills and achievements gained. There is now a dedicated Careers Advisor in place at the London Campus which was viewed positively by the ELIR team. "]
[1477,"UWS_61","-","Student_Development","Professional Development","University of the West of Scotland ","61 The Careers and Skills team provide career development support and student engagement activities across all campuses and work in partnership with academic schools to facilitate employability-focused events to enhance the work-related learning of students and promote work opportunities for students including part-time, volunteering, placement and graduate roles. Examples of the initiatives aimed at enhancing employability are impressive and include: an Employer Mentoring Programme - placing students with industry mentors, facilitating employability development and networking opportunities; an online Careers and Academic Skills Introduction Programme for new UWS students - encouraging the early development of key academic skills; the UWS Volunteer Recognition Award - allowing students to write reflectively on their volunteering experience, articulating skills and achievements gained. There is now a dedicated Careers Advisor in place at the London Campus which was viewed positively by the ELIR team. "]
[1478,"UWS_62","-","Teaching_Learning","Employability","University of the West of Scotland ","62 The University's strategic commitment to employability is evident through various sector-wide projects it is involved in (paragraph 61). The University's focus on employability and initiatives to support this has resulted in a significant improvement in the number of graduates entering professional employment or further study following completion of their degree programme since the 2014 ELIR. The University continues to perform above its own targets in employability. Overall, employability was viewed positively by the ELIR team and the University is encouraged to progress with and extend these initiatives across all campuses."]
[1479,"UWS_63","-","Teaching_Learning","Distance learning","University of the West of Scotland ","63 The University identifies distance-learning as a means to increase their non-EU student population. The University has a relatively stable number of students enrolled on distance-learning programmes, with a total of 927 studying at a distance in 2018-19 - ranging from 60 in Computing, Engineering and Physical Sciences, to 427 in Health and Life Science. Distance-learning students reported the convenience of online learning and the responsiveness and approachability of staff as the most positive aspects of studying at the University. ILR documentation indicates that students studying on distance programmes are generally provided with the same materials as all other students, with support provided through email and video conferencing. In meetings with the ELIR team, distance-learning students were positive about the use of the VLE to support their learning."]
[1480,"UWS_64","-","Student_Development","Professional Development","University of the West of Scotland ","64 Widening access to and the expansion of mobility opportunities for students is identified as a priority area in the EEP. The 2014-20 Corporate Strategy includes a KPI indicator, 'percentage of undergraduate and postgraduate students having an international experience', which sets the ambitious target of 80% uptake by end of 2019-20. Several groups were established over the past four years to take these plans forward, and the Global Engagement and Education Enabling Plans set out steps towards progressing outward student mobility and to correlate learning and teaching to these objectives. Specific examples of these were also provided at the review visits and include: shorter study abroad experiences; work with employers and alumni to develop overseas work placements or internship opportunities; intercampus mobility among the UK campuses and with selected TNE destinations; engaging UK-based students in hosting inward international visits; development of online mechanisms to support cross-cultural, interdisciplinary and internationalised learning experiences through connecting cohorts of learners from different programmes, institutions and countries in joint activities and projects. The ELIR team recognises the challenges in encouraging students, especially those from areas of high deprivation or with other commitments such as caring, to take up international experience opportunities. However, those students who had done so were enthusiastic and the ELIR team learnt how the University offers financial support to students for placement. The team encourages the University to continue in its imaginative approaches to providing students with the opportunity to engage in an international experience."]
[1481,"UWS_65","-","Demographics","Trends","University of the West of Scotland ","65 The University has seen a rapid growth in both PGT and PGR students over the past five years, with numbers more than doubling during that period. PGT and PGR provision is reviewed as part of the ILR cycle alongside undergraduate programmes, with the exception of MBA/DBA which is reviewed separately. A significant factor in this growth has been the opening of the London Campus where the majority of MBA and DBA provision is located. This has presented some significant challenges, particularly around student support and the need to recruit appropriate numbers of examiners and supervisors to support the research stage."]
[1482,"UWS_65","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","65 The University has seen a rapid growth in both PGT and PGR students over the past five years, with numbers more than doubling during that period. PGT and PGR provision is reviewed as part of the ILR cycle alongside undergraduate programmes, with the exception of MBA/DBA which is reviewed separately. A significant factor in this growth has been the opening of the London Campus where the majority of MBA and DBA provision is located. This has presented some significant challenges, particularly around student support and the need to recruit appropriate numbers of examiners and supervisors to support the research stage."]
[1483,"UWS_66","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","66 Initially, the DBA programme provided six intake opportunities per year, but this was reduced to three intakes with a cap of 20 students per intake in 2018 as a result of an institution-led review of the MBA/DBA. The ELIR team recommends that the University closely monitors and continues to enhance the student experience of MBA and DBA students located in London. "]
[1484,"UWS_66","-","Demographics","Numbers","University of the West of Scotland ","66 Initially, the DBA programme provided six intake opportunities per year, but this was reduced to three intakes with a cap of 20 students per intake in 2018 as a result of an institution-led review of the MBA/DBA. The ELIR team recommends that the University closely monitors and continues to enhance the student experience of MBA and DBA students located in London. "]
[1485,"UWS_67","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","67 The Doctoral College has developed bespoke surveys to provide specific insight to enhance the postgraduate student experience (paragraph 146) - the research survey pilot was ongoing at the time of the current ELIR. Responses are considered by the Executive and by senior committees such as SEC and the Doctoral College. The ELIR team was assured that, while using the UWS survey to benchmark was challenging, the University are benchmarking their performance against the sector. The University is encouraged to continue to benchmark the research student experience against the sector."]
[1486,"UWS_68","-","Postgraduate_Research","Monitoring","University of the West of Scotland ","68 The impact of the Research Enabling Plan is evident with almost double the number of PGR completions from 44 in 2014-15 to 80 in 2018-19. In response to the increase in student numbers and the need to strengthen the management and support arrangements for PGR students, the Graduate School was restructured and became the Doctoral College in 2018. The change of name reflects the amended remit which focuses on assessment, progression and completion as well as fostering a collegiate and interdisciplinary postgraduate environment. In addition, UWS Academy provides support through a lecturer in Research Development with responsibility for the design, evaluation and promotion of research enhancement opportunities."]
[1487,"UWS_69","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","69 PGR students receive a copy of the Doctoral College Handbook which includes details of the Doctoral Training programme, aligned to the international Vitae Researcher Development Framework, and which all students are expected to engage with. All students are required to submit regular reports through the online university-wide progression monitoring platform 'My PGR'. The Doctoral College Progress Review Board meets quarterly, and more often when required, to review the progress of all PGR students."]
[1488,"UWS_69","-","Postgraduate_Research","Monitoring","University of the West of Scotland ","69 PGR students receive a copy of the Doctoral College Handbook which includes details of the Doctoral Training programme, aligned to the international Vitae Researcher Development Framework, and which all students are expected to engage with. All students are required to submit regular reports through the online university-wide progression monitoring platform 'My PGR'. The Doctoral College Progress Review Board meets quarterly, and more often when required, to review the progress of all PGR students."]
[1489,"UWS_70","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","70 Academic support for PGR students is provided through the schools and associated research institutes while the Doctoral College is responsible for the administration as well as organising cross-school events, wellbeing initiatives, developing student representation and professional development for PGR students. In discussions with the ELIR team, students indicated that they viewed the transition from the Graduate School to the Doctoral College as positive, in particular, the enhancements this had made to the research student experience. Students also commented positively on the Doctoral College staff and their approach to supporting students to attend training and development activities, and identified the PGR induction week as positive. The PGR students who met the team expressed a strong affinity with their school but were also critical of the lack of communication about the recent restructuring and consequent movement of some key staff to a different school. The students indicated that their experiences of research communities and cultures across the schools were inconsistent and opportunities for interaction with students from different schools and campuses were limited. The Doctoral College is aware of these challenges and is working to increase the number of cross-university events it hosts. The team encourages the University to continue its activities to enhance the student experience through the creation of a research community."]
[1490,"UWS_71","-","Demographics","Trends","University of the West of Scotland ","71 Since the 2014 ELIR, the PGT population has increased by around 10% per year and the University intends to maintain growth. Historically, the PGT student experience has been monitored and evaluated through external surveys such as PTES, internal module feedback (MEQs), meetings (SSLGs), and considered at University committees alongside undergraduate student feedback as part of schools' annual monitoring. The University considers that the PTES survey does not provide sufficiently useful feedback for the specific type of postgraduate provision they offer and so, going forward, will use an in-house designed survey, based on PTES, in order to continue to benchmark aspects of their PGT provision against the sector where relevant. There are PGT student representatives on SEC and programme boards to ensure that the postgraduate student voice is represented which the ELIR team viewed as positive.  "]
[1491,"UWS_71","-","Student_Engagement","Feedback","University of the West of Scotland ","71 Since the 2014 ELIR, the PGT population has increased by around 10% per year and the University intends to maintain growth. Historically, the PGT student experience has been monitored and evaluated through external surveys such as PTES, internal module feedback (MEQs), meetings (SSLGs), and considered at University committees alongside undergraduate student feedback as part of schools' annual monitoring. The University considers that the PTES survey does not provide sufficiently useful feedback for the specific type of postgraduate provision they offer and so, going forward, will use an in-house designed survey, based on PTES, in order to continue to benchmark aspects of their PGT provision against the sector where relevant. There are PGT student representatives on SEC and programme boards to ensure that the postgraduate student voice is represented which the ELIR team viewed as positive.  "]
[1492,"UWS_72","-","Student_Support","Induction","University of the West of Scotland ","72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."]
[1493,"UWS_72","-","Student_Support","Welfare","University of the West of Scotland ","72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."]
[1494,"UWS_72","-","Student_Support","Academic","University of the West of Scotland ","72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."]
[1495,"UWS_72","-","Student_Development","Professional Development","University of the West of Scotland ","72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."]
[1496,"UWS_73","-","Learning_Resources","Strategy","University of the West of Scotland ","73 Overall, the University has effective arrangements in place for managing the quality of the learning environment, with strategic oversight provided through EAC. Each of the University's five campuses are designed to engage with the local community and exploit the opportunities embedded in the character, architecture and social aspects. The University acknowledges the challenges synonymous with the multi-campus model, such as differences in the learning spaces and face-to-face services they are able to provide, especially with a mixture of historic and new buildings. The University has the additional challenge of shared facilities with other institutions on their Ayr and Dumfries campuses.  The ELIR team met students from each of the Scottish campuses (for London Campus see paragraph 75) who were generally positive about their local learning environment and facilities and appreciated the uniqueness of their particular campus for various reasons. In terms of library provision, it was viewed favourably by the UG and PGT students at Paisley and Lanarkshire and there was agreement that library provision on other campuses could be improved. "]
[1497,"UWS_74","-","Learning_Resources","Strategy","University of the West of Scotland ","74 The University has recently invested in new facilities in Lanarkshire, providing students with a modern learning environment with spaces designed to facilitate a change    in pedagogy, teaching and use of technology. Additionally, a number of spaces at the Paisley Campus have been renovated. Academic staff have been supported by UWS Academy and Education Futures to transition into these spaces in order to adapt their practices and, most significantly, the University has employed a learning spaces specialist  to provide personalised support to staff to maximise the use of the facilities and environment.       Senior staff were enthusiastic about this unique support role. The University has received mixed feedback on the new campus to date with some students giving critical feedback on the open plan learning spaces. However, environment rated as the most positive element of studying at UWS in the university-conducted survey which was carried out in preparation for the current ELIR. The ELIR team met students from the Lanarkshire Campus who were very positive about the environment, noting that feedback they had provided through SSLGs had led to some improvements and better use of the spaces for teaching. Staff who taught at Lanarkshire also reported positive experiences and consequent changes and enhancements to their teaching practice as a result of using the teaching spaces. The effective use of innovative spaces at all campuses is driven, shared and reviewed EAC. It is evident that the Lanarkshire Campus is acting as a catalyst for change and transformation of the student experience. "]
[1498,"UWS_74","-","Learning_Resources","Study space","University of the West of Scotland ","74 The University has recently invested in new facilities in Lanarkshire, providing students with a modern learning environment with spaces designed to facilitate a change    in pedagogy, teaching and use of technology. Additionally, a number of spaces at the Paisley Campus have been renovated. Academic staff have been supported by UWS Academy and Education Futures to transition into these spaces in order to adapt their practices and, most significantly, the University has employed a learning spaces specialist  to provide personalised support to staff to maximise the use of the facilities and environment.       Senior staff were enthusiastic about this unique support role. The University has received mixed feedback on the new campus to date with some students giving critical feedback on the open plan learning spaces. However, environment rated as the most positive element of studying at UWS in the university-conducted survey which was carried out in preparation for the current ELIR. The ELIR team met students from the Lanarkshire Campus who were very positive about the environment, noting that feedback they had provided through SSLGs had led to some improvements and better use of the spaces for teaching. Staff who taught at Lanarkshire also reported positive experiences and consequent changes and enhancements to their teaching practice as a result of using the teaching spaces. The effective use of innovative spaces at all campuses is driven, shared and reviewed EAC. It is evident that the Lanarkshire Campus is acting as a catalyst for change and transformation of the student experience. "]
[1499,"UWS_75","-","Learning_Resources","Study space","University of the West of Scotland ","75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."]
[1500,"UWS_75","-","Learning_Resources","IT","University of the West of Scotland ","75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."]
[1501,"UWS_75","-","Learning_Resources","Library","University of the West of Scotland ","75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."]
[1502,"UWS_75","-","Learning_Resources","Strategy","University of the West of Scotland ","75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."]
[1503,"UWS_76","-","Learning_Resources","IT","University of the West of Scotland ","76 The University makes use of the Virtual Learning Environment (VLE) to support student learning. A recently formed Digital Experience Group under the direction of Education Futures, has strategic oversight of the development of the VLE and staff and student digital skills. The University is aware there is inconsistent use of the VLE across modules and has initiated a strategic baseline review to enhance provision through the implementation of an updated version. Students who met the ELIR team were generally positive about the use of the VLE to support their learning. "]
[1504,"UWS_77","-","Learning_Resources","IT","University of the West of Scotland ","77 The University recognises the importance of technology to facilitate parity of the student experience across campuses. Consequently, staff are increasingly using the systems available in order to achieve this, for example, by offering online appointments with student support services via video conferencing. As part of its strategic aim, Education Futures has conducted research into the digital capabilities of staff and students and is using this evidence to inform the services of the staff development required. The ELIR team viewed this positively. "]
[1505,"UWS_77","-","Student_Support","Academic","University of the West of Scotland ","77 The University recognises the importance of technology to facilitate parity of the student experience across campuses. Consequently, staff are increasingly using the systems available in order to achieve this, for example, by offering online appointments with student support services via video conferencing. As part of its strategic aim, Education Futures has conducted research into the digital capabilities of staff and students and is using this evidence to inform the services of the staff development required. The ELIR team viewed this positively. "]
[1506,"UWS_78","-","Learning_Resources","Strategy","University of the West of Scotland ","78 The University identified community as one of its contextualised themes for the ELIR, however, the students the team met identified least with the sentiment of community across the University as a whole. This was, in part, due to the lack of intercampus communication and the perception of a hierarchy between campuses, with variations in facilities contributing mostly to this perception, and Paisley Campus being considered the centre of the University. "]
[1507,"UWS_79","-","Learning_Resources","Strategy","University of the West of Scotland ","79 The variation in student experience across each of the campuses can be viewed as both a strength and a challenge, as students clearly identify with their programme of study and value their local learning community and, with the exception of the London students, appreciate the uniqueness of their different campus experiences. There are, however, several areas where parity of the student experience could be improved, including more flexible teaching spaces and better access to the provision of student services and support. The University is encouraged to continue its ongoing efforts to achieve this.  "]
[1508,"UWS_80","-","Teaching_Learning","Strategy","University of the West of Scotland ","80 Overall, the University is effective in its arrangements for enhancing the student learning experience across all campuses and modes of study. The University understands and is effective in meeting the complex needs of its diverse student population, undertaking positive action and tailoring individual support effectively to ensure student success. The approachability of staff is apparent across the institution. A genuinely student-centred approach to learning, teaching and assessment is a key strength and is effective in enhancing the student experience."]
[1509,"UWS_81","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","81 The University's commitment to outreach work in the communities in which it is located is evident and wide-ranging, and the strong link with local colleges to facilitate articulation is especially noteworthy. The University effectively engages with and provides a high-level of guidance and support for students from underrepresented backgrounds to access higher education. The significant improvement in retention and achievement for students from underrepresented groups is commendable. "]
[1510,"UWS_81","-","Equality_Diversity","Policy","University of the West of Scotland ","81 The University's commitment to outreach work in the communities in which it is located is evident and wide-ranging, and the strong link with local colleges to facilitate articulation is especially noteworthy. The University effectively engages with and provides a high-level of guidance and support for students from underrepresented backgrounds to access higher education. The significant improvement in retention and achievement for students from underrepresented groups is commendable. "]
[1511,"UWS_82","-","Student_Support","Academic","University of the West of Scotland ","82 The diversity of the campus experiences across the University as a whole presents both an opportunity and a challenge. It is clear that efforts are made at programme level to ensure parity of the academic provision, regardless of location or mode of delivery. However, variations in the availability of resources, facilities and personal tutoring also impact on the overall student experience. The University is encouraged to ensure that there is consistent support in place for students irrespective of the host school or students' location and mode of study including consideration of the support provided by professional services and the Personal Tutoring system. "]
[1512,"UWS_82","-","Student_Support","Welfare","University of the West of Scotland ","82 The diversity of the campus experiences across the University as a whole presents both an opportunity and a challenge. It is clear that efforts are made at programme level to ensure parity of the academic provision, regardless of location or mode of delivery. However, variations in the availability of resources, facilities and personal tutoring also impact on the overall student experience. The University is encouraged to ensure that there is consistent support in place for students irrespective of the host school or students' location and mode of study including consideration of the support provided by professional services and the Personal Tutoring system. "]
[1513,"UWS_83","-","Quality_Processes","Use of data","University of the West of Scotland ","83 In response, the University is focusing on the effective use of technology to provide a more streamlined and consistent student experience across all campuses. The University is encouraged, through its effective reporting and data mechanisms, to continue to analyse and explore differences in mode and location of study and take steps to respond appropriately within its operational constraints (paragraph 73). In addition, specific challenges around the parity of student experience at the London Campus have been recognised and are being addressed. The University is encouraged to continue with plans in this area to focus on ensuring parity and enhancement of the student experience which should include the provision of work-related opportunities and access to resources and facilities."]
[1514,"UWS_83","-","Student_Development","Professional Development","University of the West of Scotland ","83 In response, the University is focusing on the effective use of technology to provide a more streamlined and consistent student experience across all campuses. The University is encouraged, through its effective reporting and data mechanisms, to continue to analyse and explore differences in mode and location of study and take steps to respond appropriately within its operational constraints (paragraph 73). In addition, specific challenges around the parity of student experience at the London Campus have been recognised and are being addressed. The University is encouraged to continue with plans in this area to focus on ensuring parity and enhancement of the student experience which should include the provision of work-related opportunities and access to resources and facilities."]
[1515,"UWS_84","Commendation","Teaching_Learning","Strategy","University of the West of Scotland ","84 The University is to be commended for taking the opportunity to use the construction of a new-build campus in Lanarkshire as a catalyst for rethinking pedagogic practice and the effective use of learning spaces and technologies, and changing infrastructure to enhance the student experience. Clear benefits are already evident which are being effectively and strategically implemented across the wider institution."]
[1516,"UWS_84","-","Enhancement","Strategy","University of the West of Scotland ","84 The University is to be commended for taking the opportunity to use the construction of a new-build campus in Lanarkshire as a catalyst for rethinking pedagogic practice and the effective use of learning spaces and technologies, and changing infrastructure to enhance the student experience. Clear benefits are already evident which are being effectively and strategically implemented across the wider institution."]
[1517,"UWS_85","-","Enhancement","Strategy","University of the West of Scotland ","85 Community was identified as one of the key themes for the ELIR. There is evidence that this could be improved, particularly in the effectiveness of consulting and communicating with students around institution-wide changes that affect the student experience. This is especially true with respect to the recent rebalancing and review of professional services. The University is encouraged to develop a strategic approach for communicating institutional changes with students, and to consider the content, format and method of dissemination of information to ensure there is widespread understanding of institutional priorities and actions. The University is also encouraged to use improved communications to ensure that all programmes highlight and identify graduate attributes."]
[1518,"UWS_86","-","Enhancement","Strategy","University of the West of Scotland ","86 The University's truth that 'We are here for our students', is clearly reflected in the behaviours and values exhibited by the whole university community. The development of strategies and approaches to improve the effectiveness of two-way communications with students, principally at the institutional level, will further enhance this sense of community and of belonging at the University. "]
[1519,"UWS_87","-","Teaching_Learning","Strategy","University of the West of Scotland ","87 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching. The University's commitment to teaching and learning is evident in the Corporate Strategy. At the time of the current ELIR, the Corporate Strategy was under review with a revised strategy nearing completion for approval by Senate in January 2020. The ELIR team learned that the Corporate Plan would be retitled the 'UWS Strategy'. The UWS Strategy would have a greater focus on learning and teaching and it would be based on principles and values which were underpinned with key performance indicators.  "]
[1520,"UWS_88","-","Teaching_Learning","Strategy","University of the West of Scotland ","88 The Education Enabling Plan (EEP) provides a framework for enhancing learning and teaching, and the wider student experience articulating the objectives of the Corporate Strategy into targeted actions and measures. The key performance measures relating to learning and teaching focus on three aspects: student satisfaction; student continuation and successful outcomes; and graduate outcomes. The strategic enhancement of learning and teaching is guided by the Vice-Principal (Academic)."]
[1521,"UWS_89","-","Teaching_Learning","Strategy","University of the West of Scotland ","89 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the EAC. The EAC is responsible for the support and implementation of the EEP and reports directly to the Senate. The reporting lines for EAC were recently amended so that the Academic Quality Committee (AQC), the Student Experience Committee (SEC), the Programme Approval and Review Group (PARG) all report to EAC. These bodies advise on and operationalise the strategy for the enhancement of learning and teaching specified by EAC."]
[1522,"UWS_90","-","Teaching_Learning","Strategy","University of the West of Scotland ","90 The annual planning process for schools and professional service departments ensures an active link between the planning process and enhancement of the student experience. Individual schools and departments incorporate relevant objectives into annual operational plans which are overseen by the school boards. The school boards report to EAC and Senate on their plans to match performance against the objectives set in the EEP. The plans are increasingly informed by rich data supplied via the University dashboards and other evidence from Enhancement and Annual Monitoring (EAM) events mediated by the professional services staff of Academic Life: Education."]
[1523,"UWS_90","-","Governance","Structure","University of the West of Scotland ","90 The annual planning process for schools and professional service departments ensures an active link between the planning process and enhancement of the student experience. Individual schools and departments incorporate relevant objectives into annual operational plans which are overseen by the school boards. The school boards report to EAC and Senate on their plans to match performance against the objectives set in the EEP. The plans are increasingly informed by rich data supplied via the University dashboards and other evidence from Enhancement and Annual Monitoring (EAM) events mediated by the professional services staff of Academic Life: Education."]
[1524,"UWS_91","-","Teaching_Learning","Strategy","University of the West of Scotland ","91 The use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at school-level and below (paragraph 136 and 142). The University has taken a methodical approach to the use of technology and data to the enhancement of learning and teaching with each IT system having a strategic, operational and technical lead. Before implementing the new version of the VLE, the Education Futures team, supported by the Digital Experience Group, carried out extensive research and a needs analysis to identify the most suitable VLE system. To support staff in the move to the new VLE, the UWS Academy has developed an online pedagogy model for the Postgraduate Certificate in Academic Practice (PgCAP) and the ELIR team viewed this positively. "]
[1525,"UWS_91","-","Teaching_Learning","Online learning","University of the West of Scotland ","91 The use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at school-level and below (paragraph 136 and 142). The University has taken a methodical approach to the use of technology and data to the enhancement of learning and teaching with each IT system having a strategic, operational and technical lead. Before implementing the new version of the VLE, the Education Futures team, supported by the Digital Experience Group, carried out extensive research and a needs analysis to identify the most suitable VLE system. To support staff in the move to the new VLE, the UWS Academy has developed an online pedagogy model for the Postgraduate Certificate in Academic Practice (PgCAP) and the ELIR team viewed this positively. "]
[1526,"UWS_92","-","Teaching_Learning","Strategy","University of the West of Scotland ","92 The University continues to invest in teaching and study facilities across all campuses to meet the aim of providing the best learning environment for students. The Lanarkshire Campus, which was built to 'drive changes to the pedagogy of teaching at UWS' and 'offer inspirational and transformative learning within a flexible and personalised curriculum' has given students access to excellent facilities (paragraph 74). Key staff who led the design and use of the Lanarkshire Campus are now part of the Education Futures team and are actively promoting the approaches initially adopted at the new campus to learning and teaching staff across the University. Since the 2014 ELIR, in addition to the investment in the Lanarkshire campus, there has been significant investment in the facilities at the Paisley Campus. The Learning and Teaching Spaces Working Group, bringing staff from across professional service areas, are implementing phased plans to develop teaching areas across the campus. Work is underway to replicate this in other campuses. This strategic approach to promoting the enhancement of the learning experience was viewed positively by the ELIR team.  "]
[1527,"UWS_93","-","Enhancement","Themes","University of the West of Scotland ","93 The national Enhancement Themes are a key external reference point for the University and staff engage with the work of the Enhancement Themes to manage enhancement initiatives across the institution. The institutional leadership of Enhancement Themes depends on the nature of the Theme with the current Theme being led by the Head of UWS Academy. "]
[1528,"UWS_94","-","Enhancement","Themes","University of the West of Scotland ","94 The University makes strategic use of the outcomes of the Enhancement Themes to modify their practice and policies. Based on work undertaken through the 2008-11 Enhancement Theme - Graduates for the 21st Century - the School of Media, Culture and Society led the University in developing school-based graduate attributes. A refreshed set of UWS graduate attributes aligning with the three corporate drivers of Student Success, Research and Enterprise and Global Engagement were approved by EAC in 2016-17: 'I am UWS - Universal, Work-ready and Successful' (paragraph 55).  "]
[1529,"UWS_95","-","Enhancement","Themes","University of the West of Scotland ","95 The impact of the work on the previous Enhancement Theme - Student Transitions led to the development of the UWS Roadmap. The UWS Roadmap was developed to support students through the first 12 weeks of study pointing out key aspects of university life along the student journey. The RA identified that the institution has seen improved retention and progression of students and achievement of relevant institutional KPIs as a result of this work. "]
[1530,"UWS_96","-","Enhancement","Themes","University of the West of Scotland ","96 Engagement with the current Enhancement Theme - Evidence for Enhancement: Improving the Student Experience - has generated two baseline studies into data use by Module Co-ordinators and Programme Leaders (PLs) and a student-led investigation of how students engage with the feedback. Outcomes from these projects have resulted in changes to modules, programmes and student surveys. The Enhancement Themes steering group, led by Academic Life: Education and with representatives from each school, allocates funding for staff to engage with Enhancement Themes. This approach balances centrally coordinated activity with cross-school collaboration. "]
[1531,"UWS_97","-","Enhancement","Themes","University of the West of Scotland ","97 Overall, the University has an effective approach to engaging with the national Enhancement Themes and other sector work. "]
[1532,"UWS_98","-","Enhancement","Staff development","University of the West of Scotland ","98 The University uses a multi-layered approach to identify and disseminate good practice including the EAM process (paragraph 130-135), use of external examiner reports, programme leader events, ILR and the annual Learning, Teaching and Research Conference. Staff identified the annual conference as an important mechanism for sharing good practice which was attended by staff from various campuses. The 2018 and 2019 conferences, 'Bridging Boundaries: Connecting Learning, Teaching and Research' explored research-teaching links and included external speakers as well as contributions from staff and postgraduate students."]
[1533,"UWS_99","-","Enhancement","Staff development","University of the West of Scotland ","99 Academic programmes are a significant unit of responsibility for teaching delivery and therefore important for identifying and sharing elements of practice that are effective at the subject level. Information from Programme Annual Monitoring Reports (PMRs) is considered at programme boards, school-based annual monitoring events, school boards and, ultimately, at the institutional EAM event (paragraph 132). This process allows staff at various levels to share good practice. An annual institutional report which includes the outcomes of the institutional events, common themes identified in ILR, external examiner reports and an action plan, is considered by EAC and Senate (paragraph 134)."]
[1534,"UWS_100","-","Enhancement","Staff development","University of the West of Scotland ","100 The UWS Academy is responsible for identifying, developing and disseminating good practice through engagement at EAM, ILR and programme leader events. It is increasingly making use of electronic means to share good practice. Examples of this include the development by the UWS Academy of web-based resources to support the design and integration of assessments. "]
[1535,"UWS_101","-","Enhancement","Staff development","University of the West of Scotland ","101 The two-stage ILR process was regarded by staff as an important mechanism to identify and share good practice. The ILRs are tailored to specific school challenges with the resulting reports being written by the Quality Enhancement Support Team (QuEST). QuEST is able to match good practice within and between schools, with corresponding challenges in other areas. Sharing good practice across the institution in this way was viewed positively by the ELIR team. "]
[1536,"UWS_102","-","Staff_Support","Policy","University of the West of Scotland ","102 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching. These include formal credit-bearing programmes such as the Postgraduate Certificate in Academic Practice (PgCAP); an academic induction Moodle resource; and the opportunity to engage at school-led events or making use of online materials such as those developed by the QuEST team. The Department of People and Organisational Development (P&OD) co-ordinates induction for new staff, Performance and Development Review (paragraph 107), and aspects of staff development such as leadership, mentoring, interview technique and managing staff. "]
[1537,"UWS_103","-","Staff_Support","Professional development","University of the West of Scotland ","103 The Corporate Strategy set a target that aimed to have 90% of academic staff with a qualification aligned with the current UK Professional Standards Framework (UKPFS) by 2020. Staff can achieve this by completing modules of the PgCAP programme or through the experiential route to Fellowship. At the time of the current ELIR, across the University around 56% of staff have fellowships of the HEA. The University recognised that the target of 90% was aspirational but will keep it in place and continue working towards it. In support of this, the UWS Academy is focusing on HEA Fellowships supported by a new Moodle submission site, which will track applicants in a more structured manner than previously. New academic staff are systematically inducted into Fellowship recognition routes when they join the University."]
[1538,"UWS_104","-","Staff_Support","Professional development","University of the West of Scotland ","104 Academic Life: Education plays a strategic role in coordinating and enabling staff development to enhance learning and teaching, and offers staff a comprehensive range of development opportunities. At the time of the current ELIR, both Education Futures and UWS Academy were relatively new units. Education Futures was set up with the strategic aim of supporting the needs of the institution rather than individuals in providing a modern effective, accessible and inclusive digital learning environment. UWS Academy supports seminars, the Annual Learning, Teaching and Research Conference, sALTiRE (Academic Learning and Teaching Routes for Excellence) introductory workshops, discussion and reading groups. "]
[{"$f":"IF(B1541<>\"\",ROW(A1541)-2,\"\")","v":1539},"UWS_105","-","Staff_Support","Professional development","University of the West of Scotland ","105 University staff take part in an annual workload activity and personal development process called MyContribution which aligns school and institutional needs with the personal development requirements of staff. The MyContribution process is well-established and supports reflection on achievements and staff activities for the year ahead. The University indicated that the process is designed to ensure that it is able to see best value from the staff and that the staff are supported in their career through a Personal Development Plan (PDP). "]
[1540,"UWS_106","-","Staff_Support","Professional development","University of the West of Scotland ","106 The MyContribution process was generally praised by staff who met the ELIR team. Some staff reported a degree of 'angst' around the activity plans as there was a perception of inconsistent practice between schools, programmes and campuses. In 2019-20, the University initiated a project to develop an online workload model to ensure a more consistent and transparent application of workload planning. The team viewed this as positive and would encourage the University to continue to implement the model across the institution. "]
[1541,"UWS_107","Commendation","Enhancement","Strategy","University of the West of Scotland ","107 It is evident that the University has a clear strategic framework and effective arrangements for enhancing learning and teaching, and for promoting good practice across the University. Strategies are embedded within school and professional services operational plans and are monitored effectively by University and school committees. The University has focused on optimising resources, sustainability and quality of delivery, and student experience. This is underpinned by the commitment of staff at all levels and in the University's focus on learning, teaching and assessment activities which are designed to promote student success."]
[1542,"UWS_108","-","Enhancement","Practice","University of the West of Scotland ","108 The University has used its multi-campus nature to purposefully implement change in the use of learning spaces, technologies and teaching practices. The University has begun the journey to transform learning and teaching, using the innovative Lanarkshire Campus as an agent of change to develop pedagogy practices. Academic and professional services staff are proactively enabling reflection in the use of learning spaces and technologies and wider adoption of some of the practices trialled at Lanarkshire at other locations. There are staff development opportunities available to encourage and support staff to embrace new learning environments and emerging technologies. This was viewed positively by the ELIR team."]
[1543,"UWS_109","-","Quality_Processes","Framework","University of the West of Scotland ","109 The University has effective arrangements in place for managing quality and securing academic standards. Its regulations, policies and procedures are clear, robust and well-understood, and meet the expectations of the Quality Code for Higher Education (Quality Code) and the guidance of the Scottish Funding Council to institutions on quality."]
[1544,"UWS_110","-","Quality_Processes","Framework","University of the West of Scotland ","110 The University makes systematic use of its quality processes to enhance and maintain academic standards across a diversity of locations and modes of study. There is a student-centred approach to the monitoring and review procedures, demonstrated through the multiple levels at which the student experience is considered in processes for approval, monitoring and review. There is clear evidence of the student experience being considered at different campus locations and of students on TNE programmes, as well as the equity of experience. All quality-related matters are considered regularly at school and institutional levels."]
[1545,"UWS_111","-","Quality_Processes","Framework","University of the West of Scotland ","111 The Senate is responsible for the institutional approach to setting and maintaining academic standards; in practice, this responsibility lies with schools. The University's key reference points are the Regulatory Framework, the Quality Handbook and the Assessment Handbook. EAC, in collaboration with QuEST, the Research and Enterprise Advisory Committee and the Doctoral College, are responsible for monitoring arrangements for the quality and academic standards of taught and research awards respectively. At the time of the current ELIR, both committees were chaired by the Vice-Principal (Academic), providing a senior level link between research and teaching. "]
[1546,"UWS_112","-","Quality_Processes","Framework","University of the West of Scotland ","112 The University reviews its internal reference points and its key quality processes annually with more significant reviews being undertaken periodically. In 2018-19, the Regulatory Framework and university policies were reviewed and consolidated into six Chapters of the Regulatory Framework and seven Policy Statements, and additional key information transferred into the Quality Handbook and the Assessment Handbook. The Quality Portal and the UWS Academy website provide the primary resource for all documents related to quality and academic standards. There was clear evidence of collaboration between the academic-facing services in maintaining and enhancing quality and standards. As the University continues to finalise its structural arrangements for academic-facing services, the ELIR team would encourage the institution to retain this collaborative approach."]
[1547,"UWS_113","-","Quality_Processes","Programme Approval","University of the West of Scotland ","113 The University's policies and procedures for programme design and approval are outlined in the Quality Handbook and on the QuEST website. They are robust and are aligned with sector expectations. The recent steps to integrate matters such as viability and strategic, fit more fully into its approval procedure and were viewed positively by the ELIR team.  "]
[1548,"UWS_114","-","Quality_Processes","Programme Approval","University of the West of Scotland ","114 An annual report on the outcomes of programme approval events enables effective practice, conditions and recommendations to be collated and to inform future practice. The annual report is considered by AQC, which pays particular attention to reviewing the summary of conditions emerging from programme approval activities. The ELIR team considered the University's process for programme approval to be effective and enabled sharing of good practice across the institution.  "]
[1549,"UWS_115","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","115 EAM provides a key mechanism for reviewing academic standards. There is a clear process of cascading reports at the various levels and, at each level, reports have both an assurance and enhancement function - module review forms inform programme monitoring reports, which inform school reports and school EAM events, which in turn shape the University annual report and the institutional EAM event. The University report is considered by Senate via EAC and by schools at their EAM events, and confirmation is provided annually to Court, demonstrating that the reports are discussed at various levels across the institution.  "]
[1550,"UWS_116","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","116 The process for completing Programme Monitoring Reports (PMRs) has been enhanced through the introduction of a bespoke online site - Academic Data Services Applications - which enables reports to be completed online and provides staff with access to templates, examples and prepopulated data. The Programme Performance and Module Performance dashboards provide access to a very comprehensive, easily navigable suite of information to support EAM. The data facilitates analysis of cohort performance, enabling the impact of enhancements to be tracked and supports internal and external benchmarking. The transparency and accessibility of this data was welcomed by staff, enabling them to undertake more detailed monitoring of their programmes. The provision of programme and module performance data and its use in decision-making was viewed positively by the ELIR team."]
[1551,"UWS_116","-","Quality_Processes","Use of data","University of the West of Scotland ","116 The process for completing Programme Monitoring Reports (PMRs) has been enhanced through the introduction of a bespoke online site - Academic Data Services Applications - which enables reports to be completed online and provides staff with access to templates, examples and prepopulated data. The Programme Performance and Module Performance dashboards provide access to a very comprehensive, easily navigable suite of information to support EAM. The data facilitates analysis of cohort performance, enabling the impact of enhancements to be tracked and supports internal and external benchmarking. The transparency and accessibility of this data was welcomed by staff, enabling them to undertake more detailed monitoring of their programmes. The provision of programme and module performance data and its use in decision-making was viewed positively by the ELIR team."]
[1552,"UWS_117","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","117 The school and institutional EAM events provide opportunities for discussions of the themes and issues arising from annual monitoring. The school event includes a review of the previous year's SMART targets, development of SMART targets for the coming year and presentations by each programme leader on one area of positive practice and one area of development, thereby promoting wider awareness of key issues and also sharing good practice. "]
[1553,"UWS_117","-","Quality_Processes","Use of data","University of the West of Scotland ","117 The school and institutional EAM events provide opportunities for discussions of the themes and issues arising from annual monitoring. The school event includes a review of the previous year's SMART targets, development of SMART targets for the coming year and presentations by each programme leader on one area of positive practice and one area of development, thereby promoting wider awareness of key issues and also sharing good practice. "]
[1554,"UWS_118","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","118 The institutional event is intended to enhance cross-school analysis, discussion and reflection of the student experience. Staff from all campuses are invited to participate in the event, which brings together academic and professional services staff. The ELIR team considered this to be a positive approach."]
[1555,"UWS_119","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","119 The outcomes of the institutional event are encapsulated in the annual institutional report which identifies trends, areas of positive practice and issues requiring institutional consideration, and incorporates the common themes identified in the ILR and external examiner annual thematic reports. The institutional report is considered by EAC and the Senate and includes an action plan which is monitored by EAC. The institutional report demonstrates how the University aggregates the outcomes of different monitoring and review processes and identifies key overarching themes. Staff who met the ELIR team spoke very positively about their experiences of the EAM process. "]
[1556,"UWS_120","-","Quality_Processes","Annual Monitoring","University of the West of Scotland ","120 The ELIR team considered the EAM process to be very thorough, robust and     well-understood, with alignment between Module Review Reports, Programme Reports, school SMART targets and school EAM events, and the University EAM event and Institutional Monitoring Report. There is a clear assurance and enhancement function at each level. "]
[1557,"UWS_121","-","Quality_Processes","Internal Review","University of the West of Scotland ","121 The University's periodic review process - Institution-led Review (ILR) - evaluates all credit-rated provision on a six-year cycle in accordance with SFC guidance and provides the mechanism for confirming the reapproval of awards. The University has significantly enhanced its ILR process since the 2014 ELIR through two key developments. Firstly, schools have the flexibility, through discussion with QuEST, to aggregate programmes and subjects into a unit of review appropriate to the mode of delivery. This flexibility has been welcomed and valued by staff. The second development relates to the introduction of a   two-phased approach to ILR. "]
[1558,"UWS_122","-","Quality_Processes","Internal Review","University of the West of Scotland ","122 The two-phased approach enables the review visit to be tailored more specifically to the subject area and to focus on pertinent topics, including a Core Discussion Area, identified both by the subject under review and by QuEST. Staff viewed the two-phased approach, particularly the opportunity for focusing in-depth on areas for development identified in Phase 1, as very positive. The ELIR team considered the two -phased process to be a highly-effective approach to internal review and noted that it had been showcased in a sparqs publication."]
[1559,"UWS_123","-","Quality_Processes","Internal Review","University of the West of Scotland ","123 The ILR process considers the effectiveness of the school's own processes for monitoring and review, as well as key assurance and enhancement reports, such as programme monitoring reports, external examiner reports and student survey analyses.   The process also includes a five-year strategic look forward, highlighting the enhancement function. Students are involved in ILR by contributing to the subject's Self-Evaluation Document, and in meeting with the ILR team during the review visit. All aspects of the student experience are considered in ILR, including across different modes and locations of study."]
[1560,"UWS_124","-","Quality_Processes","Internal Review","University of the West of Scotland ","124 ILR reports and follow-up action plans are considered by AQC, with a one-year-on follow-up event enabling the subject team and AQC members (including student representatives) to discuss and reflect on progress. This reflection event was viewed positively by the ELIR team. The Thematic Summary of ILR Outcomes provides a concise, accessible overview of examples of positive practice and areas for development, which informs EAC's action planning. "]
[1561,"UWS_125","-","Quality_Processes","Internal Review","University of the West of Scotland ","125 The University does not operate a separate ILR process for professional services; rather, the support provided by professional services specifically to the subject area under review is considered as part of each ILR. The University confirmed that consideration has been given to separate ILRs of professional services but considers its current processes of integrating evaluation of services within subject-specific ILRs to be effective, particularly as QuEST, through producing all ILR reports, is able to take an informed view on service provision. The effectiveness of professional services is also considered through review of the alignment of Services' annual operational plans with school operational plans. School Operational Plans demonstrate requirements for support from professional services and feedback from the University Executive to professional service departments highlight recommended areas of collaboration between different services and areas of contribution by services to schools. "]
[1562,"UWS_126","Recommendation","Quality_Processes","Internal Review","University of the West of Scotland ","126 The ELIR team recognised that the University evaluates the contribution of professional services through these existing processes. However, none of the processes provide the institution with an overview of the provision of each service. The team would therefore encourage the University to introduce an explicit process for the periodic review of student-facing professional services in order to provide a more complete overview of the contribution and role of support services in the enhancement of the student learning experience. At the time of the current ELIR, the University was still putting in place the outcomes of its rebalancing activity and finalising the structure of its professional services. In the context of the post-rebalancing structure, it will be particularly important for the University to have a process which provides an overview of student-facing professional services. This process should draw upon the good practice developed in the ILRs of academic provision. "]
[1563,"UWS_127","-","Assessment","Practice","University of the West of Scotland ","127 The University has effective arrangements in place for the management of assessment. Regulations, policies and procedures on assessment are provided as part of the Regulatory Framework and the Assessment Handbook. The Handbook provides guidance on assessment design and implementation and on assurance of academic standards (paragraph 56-58). The University has recently approved measures to enhance the structure and approach to assessment boards, particularly in terms of online assessment results processing and indicative decision-making."]
[1564,"UWS_128","-","Assessment","Practice","University of the West of Scotland ","128 The University has identified, through its established monitoring and review processes of external examining and ILR, lower levels of performance in assessment on the MBA/DBA programmes at the London Campus compared with similar programmes at other university campuses. The ELIR team learnt that the University intends to change the collaborative partnership model for the London Campus to take full responsibility for all aspects of the student experience and employ UWS staff at the campus. At the time of the current ELIR, induction and training on the University's assessment framework have been provided by UWS staff to Recognised Teachers of the University (RTUs) at the London Campus and there were regular visits to the London Campus by UWS staff. The team would encourage the University to continue in its plans to address the comparability of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."]
[1565,"UWS_128","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","128 The University has identified, through its established monitoring and review processes of external examining and ILR, lower levels of performance in assessment on the MBA/DBA programmes at the London Campus compared with similar programmes at other university campuses. The ELIR team learnt that the University intends to change the collaborative partnership model for the London Campus to take full responsibility for all aspects of the student experience and employ UWS staff at the campus. At the time of the current ELIR, induction and training on the University's assessment framework have been provided by UWS staff to Recognised Teachers of the University (RTUs) at the London Campus and there were regular visits to the London Campus by UWS staff. The team would encourage the University to continue in its plans to address the comparability of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."]
[1566,"UWS_129","-","Quality_Processes","Externality","University of the West of Scotland ","129 The University is making effective use of external reference points in the management of its quality assurance and enhancement processes. "]
[1567,"UWS_130","-","Quality_Processes","Framework","University of the West of Scotland ","130 The University's Quality Handbook is aligned to and meets the Expectations of the 2013-18 Quality Code and is currently being reviewed to ensure alignment with the revised Quality Code. The University confirmed that completed mapping will be presented to AQC in February 2020. AQC considers the Mapping Document throughout the year to ensure that it remains comprehensive and robust and the Institutional Monitoring Report provides confirmation that the Expectations of the Quality Code continue to be met."]
[1568,"UWS_131","-","Quality_Processes","Externality","University of the West of Scotland ","131 A range of external reference points is used in programme design and approval and in ILR, including approval and review teams with external panel members. Approval events can be held jointly with PSRB accreditations. The outcomes of programme approval and ILRs are embedded within Enhancement and Annual Monitoring, and relevant issues are considered by the Head of QuEST and by AQC."]
[1569,"UWS_132","-","Quality_Processes","External examining","University of the West of Scotland ","132 The University's system of external examining operates at subject and programme/award level. External examiners report through the online 'smartsurvey', which facilitates identification of programme-specific issues, institutional themes and examples of positive practice or areas for development. External examiner reports are considered by programme boards. Schools consider comments from the reports in an institutional annual thematic report, as well as issues emerging from programme-specific reports, at their school EAM event. The annual report is considered by AQC and EAC."]
[1570,"UWS_133","-","Quality_Processes","External examining","University of the West of Scotland ","133 Schools are responsible for ensuring that external examiners receive written responses to their reports and school EAM reports confirm receipt and response to all reports, with further confirmation provided in the Institutional EAM Report to the Senate. The University's consideration of the impact of new Extenuating Circumstances Policy demonstrates institutional responsiveness to issues raised by external examiners. The new policy was reviewed and revised in response to concerns raised by external examiners. There is also a clear process for following up on institutional actions related to sharing examples of positive practice."]
[1571,"UWS_134","-","Quality_Processes","External examining","University of the West of Scotland ","134 External examiner reports are made available to students via the VLE. Although there were variable levels of awareness among students who met the ELIR team about the existence of these reports, students are involved in the consideration of the External Examiner Annual Thematic Report at AQC and EAC. "]
[1572,"UWS_135","-","Quality_Processes","External examining","University of the West of Scotland ","135 The ELIR team learned that a revised external examiner reporting process is    being introduced for 2019-20 reports, which aims to encourage a more reflective, enhancement-focused commentary, including evaluation of student performance across different modes and locations. The University is encouraged to continue with these plans and to incorporate the outcomes into its annual thematic report on external examining."]
[1573,"UWS_136","-","Quality_Processes","Use of data","University of the West of Scotland ","136 The University makes extensive use of data in its strategic planning and monitoring processes, which enables progress to be measured against internal targets and to be externally benchmarked. The University's dashboards facilitate Scottish and UK sector comparisons at module and programme levels. The University demonstrates further learning from the wider sector through its extensive review and redesign of its collaborative partnership processes, which included an evaluation of sector practices and responding to recommendations made by an external consultant (paragraph 159). "]
[1574,"UWS_137","-","ELIR_Approach","Operation","University of the West of Scotland ","137 The University has a systematic approach to implementing, monitoring and evaluating the impact of actions taken in response to the 2014 ELIR outcomes. EAC has institutional oversight of the ELIR Action Plan, and actions emerging from ELIR inform updates to the EEP. "]
[1575,"UWS_138","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","138 The University was asked to address six areas for development in the 2014 ELIR. With regard to supporting the pace of international expansion, there has been a significant growth in international provision and international student numbers since 2014 ELIR. The University acknowledged that this rapid growth has put many of its systems and processes under strain, and is now adopting a strategy of consolidation, with the decision to take full responsibility of all aspects of the student experience at the London Campus (paragraph 128) and to reduce the number of partnerships overall (paragraph 153). For the second  area - internationalisation of the curriculum - staff and students spoke of this as being embedded in modules and provided through case studies. Activities in support of internationalisation of the curriculum are specified in programme approval documentation, EAM reports and ILR reports (paragraph 115-126)."]
[1576,"UWS_138","-","Demographics","International","University of the West of Scotland ","138 The University was asked to address six areas for development in the 2014 ELIR. With regard to supporting the pace of international expansion, there has been a significant growth in international provision and international student numbers since 2014 ELIR. The University acknowledged that this rapid growth has put many of its systems and processes under strain, and is now adopting a strategy of consolidation, with the decision to take full responsibility of all aspects of the student experience at the London Campus (paragraph 128) and to reduce the number of partnerships overall (paragraph 153). For the second  area - internationalisation of the curriculum - staff and students spoke of this as being embedded in modules and provided through case studies. Activities in support of internationalisation of the curriculum are specified in programme approval documentation, EAM reports and ILR reports (paragraph 115-126)."]
[1577,"UWS_139","-","Student_Development","Graduate Attributes","University of the West of Scotland ","139 The majority of students who met the ELIR team were very positive about opportunities for direct work experience or opportunities for developing their employability skills (paragraph 59-62). The students at the London Campus would welcome similar opportunities (paragraph 60), and the University is encouraged to continue to implement its strategy on work-related opportunities for all, particularly in the context of London-based programmes. The University has undertaken a range of activities to improve the visibility of graduate attributes and there is evidence of graduate attributes being embedded in modules and programmes, as demonstrated by programme approval, monitoring and review documentation. The University recognises the need to further improve the level of awareness of graduate attributes among its students and the team would encourage the institution to continue this work. "]
[1578,"UWS_139","-","Teaching_Learning","Employability","University of the West of Scotland ","139 The majority of students who met the ELIR team were very positive about opportunities for direct work experience or opportunities for developing their employability skills (paragraph 59-62). The students at the London Campus would welcome similar opportunities (paragraph 60), and the University is encouraged to continue to implement its strategy on work-related opportunities for all, particularly in the context of London-based programmes. The University has undertaken a range of activities to improve the visibility of graduate attributes and there is evidence of graduate attributes being embedded in modules and programmes, as demonstrated by programme approval, monitoring and review documentation. The University recognises the need to further improve the level of awareness of graduate attributes among its students and the team would encourage the institution to continue this work. "]
[1579,"UWS_140","-","Student_Development","Professional Development","University of the West of Scotland ","140 The University has identified further expansion of student mobility as a target in the current Education Enabling Plan. The challenges associated with mobility are recognised and the ELIR team would encourage the University to increase the provision of, and support for, short study visits, including through collaborative partners, in order to improve the accessibility of mobility options for all. "]
[1580,"UWS_140","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","140 The University has identified further expansion of student mobility as a target in the current Education Enabling Plan. The challenges associated with mobility are recognised and the ELIR team would encourage the University to increase the provision of, and support for, short study visits, including through collaborative partners, in order to improve the accessibility of mobility options for all. "]
[1581,"UWS_141","-","Learning_Resources","IT","University of the West of Scotland ","141 The University has taken a number of steps to optimise the use of technology through, for example, the establishment of a baseline for all VLE provision. The ELIR team learned that the University is planning to move to a new VLE which, it is hoped, will address issues of inconsistency and the difficulty of use associated with the previous arrangements, as identified in the 2018-19 ILR Thematic Summary and as reported to the team by students during the current ELIR. "]
[1582,"UWS_142","Commendation","Quality_Processes","Use of data","University of the West of Scotland ","142 The University has an effective, increasingly sophisticated, integrated, transparent approach to using an extensive range of data to promote enhancement and to inform decision-making and evaluation. The University is moving from retrospective use of data to a more proactive, forward-facing approach. There is a clear, well-understood process in the use of data across all levels of the institution; which has been enhanced through provision of dashboards that are accessible to all staff. The integration of data into all quality processes is encouraging staff to focus on performance, viability and to be forward looking. The key role of QuEST in this process was positively highlighted (paragraph 122 and 125).  "]
[1583,"UWS_143","-","Quality_Processes","Use of data","University of the West of Scotland ","143 Data is available to staff at all levels reflecting the institution's intention to build knowledge and understanding of student performance and programme viability, and to inform action from module to institutional levels. The recent UWS Focus On Assessment and Feedback project used data to inform institutional action and change. Staff who met the ELIR team confirmed the usefulness of the dashboards and the range of training and support, both formal and informal, available to staff in making effective use of the data. "]
[1584,"UWS_144","-","Quality_Processes","Use of data","University of the West of Scotland ","144 The nine institutional performance indicators are displayed on the front page of the University dashboards, visible to all staff. Progress towards KPIs is reviewed by the Court, the Senate and the University Leadership Team. Schools and professional services develop annual Operational Plans which set out priorities and actions against the Corporate Strategy themes for the year ahead and are used by schools and departments to gauge progress towards institutional targets throughout the year. On an individual basis, the staff development and appraisal process - My Contribution - requires staff to reflect on their actions and activities over the past year which have contributed to the Corporate Strategy themes and to prioritise objectives for the year ahead to support the achievement of the University's KPIs. Staff were very familiar with the use of data for performance evaluation and decision-making at all levels, including their own personal targets, but were less certain in identifying examples of changes made following data analysis. The ELIR team considered that there would be merit in the University reflecting on how the outcomes of actions taken in response to quantitative data could be more widely communicated."]
[1585,"UWS_145","-","Quality_Processes","Use of data","University of the West of Scotland ","145 The University's data-driven approach includes institution-level, as well as module-level, student surveys. There is a comprehensive suite of reports on, and analyses of, the University's own MEQ and the NSS, and clear evidence of this information being considered at multiple levels. Survey results are consolidated into school SMART targets, which form part of the school EAM Report. The ELIR team learned that some students were unaware of how their MEQs had influenced change. The University is encouraged to continue to develop its approaches to communicating with students around the actions it is taking in response to surveys (paragraph 24, 70, 85)."]
[1586,"UWS_145","-","Student_Engagement","Feedback","University of the West of Scotland ","145 The University's data-driven approach includes institution-level, as well as module-level, student surveys. There is a comprehensive suite of reports on, and analyses of, the University's own MEQ and the NSS, and clear evidence of this information being considered at multiple levels. Survey results are consolidated into school SMART targets, which form part of the school EAM Report. The ELIR team learned that some students were unaware of how their MEQs had influenced change. The University is encouraged to continue to develop its approaches to communicating with students around the actions it is taking in response to surveys (paragraph 24, 70, 85)."]
[1587,"UWS_146","-","Student_Engagement","Feedback","University of the West of Scotland ","146 The University has discontinued its use of the national Postgraduate Taught Experience Survey (PTES), the Postgraduate Research Experience Survey (PRES), and the iGraduate Student Barometer. The University has introduced its own postgraduate survey which has been initially aimed at PGR students at the time of the current ELIR (paragraph 67). The University confirmed that the internal survey will still enable external benchmarking but is more suitable for the variety of PGR modes of study at the University. The University is encouraged to continue in its plans to introduce a comparable survey for PGT students. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 168). "]
[1588,"UWS_146","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","146 The University has discontinued its use of the national Postgraduate Taught Experience Survey (PTES), the Postgraduate Research Experience Survey (PRES), and the iGraduate Student Barometer. The University has introduced its own postgraduate survey which has been initially aimed at PGR students at the time of the current ELIR (paragraph 67). The University confirmed that the internal survey will still enable external benchmarking but is more suitable for the variety of PGR modes of study at the University. The University is encouraged to continue in its plans to introduce a comparable survey for PGT students. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 168). "]
[1589,"UWS_147","-","Quality_Processes","Framework","University of the West of Scotland ","147 The University has effective arrangements in place for managing quality and securing academic standards. Procedures are robust, well-established, widely understood and comprehensive, and meet the Expectations set out in the Quality Code and the Scottish Funding Council guidance to institutions on quality. "]
[1590,"UWS_148","Commendation","Quality_Processes","Framework","University of the West of Scotland ","148 The recent rebalancing and institutional reorganisation have not impacted on its key quality processes. The two-phase, contextualised ILR process is commendable and provides a supportive, reflective analysis of programmes, particularly through the flexibility of areas to be reviewed and identification of key themes through the process. The introduction of school and institutional events, which have facilitated broader engagement in progressing areas for development and in disseminating good practice, was viewed positively by the ELIR team."]
[1591,"UWS_149","Recommendation","Assessment","Practice","University of the West of Scotland ","149 Lower levels of performance in assessment on the MBA/DBA programmes were identified at the London Campus compared with similar programmes at other university campuses. The ELIR team would encourage the University to continue with its plans to address parity of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."]
[1592,"UWS_150","-","Quality_Processes","Use of data","University of the West of Scotland ","150 The University has effective arrangements for self-evaluation, including effective use of data to inform decision-making. Performance data, quality processes and reports are used extensively to inform enhancement at programme, division, school and institutional levels. The integration of data into portfolio review, programme approval, annual monitoring, periodic review processes and student survey analysis is encouraging an ongoing focus on performance, viability of programmes and enhancement of learning and teaching. There are clear processes for analysing, synthesising and responding to action plans emerging from quality-related procedures. The integrated and widely-understood approach to using an extensive range of external and internal data (both quantitative and qualitative) at multiple levels (student, staff, programme, school, professional service and institution) to promote enhancement and inform decision-making and evaluation, was viewed as positive and effective."]
[1593,"UWS_151","-","Quality_Processes","Internal Review","University of the West of Scotland ","151 The University should introduce an explicit process for the periodic review of student-facing professional services in order to provide a more complete overview of the contribution and role of support services in the enhancement of the student learning experience. Reviewing these services will be useful following the University's rebalancing exercise. The University should draw on the existing good practice in the ILRs of academic provision."]
[1594,"UWS_152","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","152 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience. The University's Global Engagement Enabling Plan 2014-2020 outlines its internationalisation objectives which include 'offering UWS degrees and professional development through a range of off-shore arrangements' and a key performance indicator of 3,000 students enrolled on UWS degrees through TNE/online arrangements by the end of 2019-20. The University is aware that its growth targets have not been fully realised; however, there has been significant growth in TNE student numbers since the 2014 ELIR, with the main area of growth in validated arrangements with TNE partnerships - a shift from 2014 when the majority of partnerships were franchise collaborations."]
[1595,"UWS_153","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","153 At the time of the current ELIR, the University was in the process of developing its Corporate Strategy 2020-25 and so had not yet specified its future strategic approach to collaborative provision. The ELIR team learned that the University aims to consolidate its TNE collaborative provision, to focus on franchise partnerships and to discontinue validation arrangements. The strategy of consolidation reflects the low student numbers of some partnerships, and the challenges and risks associated with assuring the quality and standards of validated provision."]
[1596,"UWS_154","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","154 Strategic development of TNE collaborations (franchise and validated) was transferred in 2019-20 to EAC for taught provision and the Research and Enterprise Advisory Committee (REAC) for PhD partnerships. At the time of the current ELIR, all taught partnerships were overseen at institutional level by the Vice-Principal (Academic) in order to ensure a focus on consideration of academic elements."]
[1597,"UWS_155","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","155 Until 2019-20, the Collaborative Forum (CF), which reported to both EAC and REAC, reviewed and monitored the effectiveness of all collaborative agreements and supported the development of collaborations. At the time of the current ELIR, CF had been reconstituted as the Partnerships and Collaboration Committee (PCC) and retained all of the responsibilities of its predecessor. One key change in remit was the transfer of responsibility to the new Programme Approval and Review Group (PAG) for 'approval to proceed' (to an approval event) for new collaborative proposals, which involves consideration of matters related to potential viability and strategic fit. "]
[1598,"UWS_156","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","156 The ELIR team learned that the PCC provides oversight of each school's entire collaborative provision, and that the School of Business and Creative Industries, which has the largest number of partnerships, has in place its own, school-specific Collaborative Partnership Committee, which reports to the school board and on to PCC. In all schools, the school board provides oversight of partnership activity."]
[1599,"UWS_157","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","157 The seven PhD collaborations are all with institutions in Germany. Doctoral degrees are awarded by UWS, and the arrangements are administered by the Doctoral College. At the time of the current ELIR, the University was piloting a revised approach to manage research collaborations. The ELIR team would encourage the University to continue to develop a more managed approach to managing research collaborations. Following the extensive review of collaborative processes, the role of Recognised Supervisor of the University (RSU) has recently been introduced by the University. "]
[1600,"UWS_157","-","Postgraduate_Research","Student Experience","University of the West of Scotland ","157 The seven PhD collaborations are all with institutions in Germany. Doctoral degrees are awarded by UWS, and the arrangements are administered by the Doctoral College. At the time of the current ELIR, the University was piloting a revised approach to manage research collaborations. The ELIR team would encourage the University to continue to develop a more managed approach to managing research collaborations. Following the extensive review of collaborative processes, the role of Recognised Supervisor of the University (RSU) has recently been introduced by the University. "]
[1601,"UWS_158","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","158 At the institutional level, the Vice-Principal (Academic) has delegated to the Associate Vice-Principal (Research), strategic responsibility for Graduate Apprenticeship provision, as a reflection of the University's intention to cultivate increased links between teaching, research and employer engagement. The University is expanding its Graduate Apprenticeship provision beyond the initial four programmes, which had 98 students in   2018-19. Monitoring and review of Graduate Apprenticeship provision is embedded into quality processes and are considered at school boards (paragraph 109-114). "]
[1602,"UWS_158","-","Student_Development","Graduate Attributes","University of the West of Scotland ","158 At the institutional level, the Vice-Principal (Academic) has delegated to the Associate Vice-Principal (Research), strategic responsibility for Graduate Apprenticeship provision, as a reflection of the University's intention to cultivate increased links between teaching, research and employer engagement. The University is expanding its Graduate Apprenticeship provision beyond the initial four programmes, which had 98 students in   2018-19. Monitoring and review of Graduate Apprenticeship provision is embedded into quality processes and are considered at school boards (paragraph 109-114). "]
[{"$f":"IF(B1605<>\"\",ROW(A1605)-2,\"\")","v":1603},"UWS_159","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","159 In 2018-19, the University undertook a number of reviews of its processes for approval and monitoring of collaborative provision. Two internal reviews were undertaken, in addition to an external benchmarking exercise and engagement of an external consultant to evaluate the effectiveness of its revised approach to collaborative provision. These reviews have resulted in a strengthening of processes including: a revised approval process; new two-stage due diligence procedure; reintroduction of full approval events for approval of franchise partnerships; more robust procedure for withdrawing from partnerships; the formal linking of internal approval processes to academic oversight of the institutional portfolio. The clear alignment between strategic and school priorities, and between business and academic approval, was viewed positively by the ELIR team. The team commended the institution's more managed, consolidated approach to partnership activity, and the extent to which these approaches were widely understood by staff."]
[1604,"UWS_160","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","160 The procedures for the approval, monitoring and review of collaborative provision are outlined in the Quality Handbook. The procedures are differentiated by type of partnership, which demonstrates institutional awareness of the differences in nature of, and levels of risk associated with, different partnership models. Procedures have been revised in response to challenges experienced in approving and operating partnerships. Within schools, responsibility for partnerships lies with: the UWS Link Tutor (franchise) and the UWS Collaborative Contact (validated), both of which are academic roles and are supported by recently revised role descriptors. "]
[1605,"UWS_160","-","Quality_Processes","Framework","University of the West of Scotland ","160 The procedures for the approval, monitoring and review of collaborative provision are outlined in the Quality Handbook. The procedures are differentiated by type of partnership, which demonstrates institutional awareness of the differences in nature of, and levels of risk associated with, different partnership models. Procedures have been revised in response to challenges experienced in approving and operating partnerships. Within schools, responsibility for partnerships lies with: the UWS Link Tutor (franchise) and the UWS Collaborative Contact (validated), both of which are academic roles and are supported by recently revised role descriptors. "]
[1606,"UWS_161","-","Collaborative_Partnerships","Staff support","University of the West of Scotland ","161 Processes are in place for the approval of academic staff at partner institutions. For franchise arrangements, partner academic staff are approved by schools as Recognised Teachers of the University (RTU). PCC maintains oversight of schools' processes for approving and annually reviewing RTUs. "]
[1607,"UWS_162","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","162 The academic approval process for partnerships require an approval event, as is the case for campus-based programmes. Approval events for franchise programmes may be in-country or 'UWS in-house'. Approvals for validations take place in-country due to the perceived higher risk. All partnerships are monitored annually and are reviewed regularly with regard to financial viability (annually by schools) and risk to the University (periodic due diligence review by the University legal team)."]
[1608,"UWS_162","-","Quality_Processes","Programme Approval","University of the West of Scotland ","162 The academic approval process for partnerships require an approval event, as is the case for campus-based programmes. Approval events for franchise programmes may be in-country or 'UWS in-house'. Approvals for validations take place in-country due to the perceived higher risk. All partnerships are monitored annually and are reviewed regularly with regard to financial viability (annually by schools) and risk to the University (periodic due diligence review by the University legal team)."]
[1609,"UWS_163","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","163 The University conducts a periodic Collaborative Review of all partnerships which considers the student experience, annual monitoring reports, and learning and teaching approaches of the partner, as well as considering ongoing viability and risks. For franchise arrangements, the Collaborative Review is in addition to the ILR. The effectiveness of the subject area's own quality assurance mechanisms in relation to TNE provision is considered during the ILR process which was viewed positively by the ELIR team. For validation partnerships, the Collaborative Review includes a reapproval event, conducted by a team including external experts."]
[1610,"UWS_164","-","Collaborative_Partnerships","Staff support","University of the West of Scotland ","164 The academic security of assessment on TNE franchised programmes is managed and assured through the use of identical examinations which are scheduled simultaneously with a third party managing the conduct of the examination. In the first year of a new programme, all assessment results are moderated by UWS. The assessments used on TNE programmes are the same as those used on campus, albeit adapted to take account of the local context, for example, local law and regulations. Training provided to RTUs by UWS Link Tutors and through the RTU VLE site covers key assessment-related information, such as assessment methods and providing feedback. The University's Assessment Handbook is issued annually to all partners, and moderation takes place in accordance with the Handbook's requirements. For validated programmes, where the assessment is set and marked by the partner, the University undertakes a sample of marking as part of its moderation processes."]
[1611,"UWS_165","-","Collaborative_Partnerships","Staff support","University of the West of Scotland ","165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."]
[1612,"UWS_165","-","Quality_Processes","External examining","University of the West of Scotland ","165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."]
[1613,"UWS_165","-","Assessment","Exam boards","University of the West of Scotland ","165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."]
[1614,"UWS_166","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","166 Arrangements for student support, guidance and induction are specified as part of the academic case for franchise partnerships and are considered as part of the academic approval event for both validated and franchise partnerships. Oversight of the student learning experience is embedded within the University standard quality assurance mechanisms for annual monitoring and periodic review, with arrangements differentiated by partnership type. There is clear evidence that parity of experience across all modes and locations of study is reviewed through the Module Review Form EAM, ILR, local SSLGs and MEQs. "]
[1615,"UWS_166","-","Student_Support","Academic","University of the West of Scotland ","166 Arrangements for student support, guidance and induction are specified as part of the academic case for franchise partnerships and are considered as part of the academic approval event for both validated and franchise partnerships. Oversight of the student learning experience is embedded within the University standard quality assurance mechanisms for annual monitoring and periodic review, with arrangements differentiated by partnership type. There is clear evidence that parity of experience across all modes and locations of study is reviewed through the Module Review Form EAM, ILR, local SSLGs and MEQs. "]
[1616,"UWS_167","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","167 The UWS Link Tutor plays a pivotal role in the enhancement of the student learning experience on TNE franchise partnerships. There is a prescribed series of regular visits post-approval. Institution oversight of visits is maintained by the Collaborative Partnerships Operations Board with the Collaborative Forum determining annually the extent to which a satisfactory number of visits have been made. Visits are supplemented through regular interaction via video-conferencing and e-communications. "]
[1617,"UWS_168","-","Collaborative_Partnerships","Student experience","University of the West of Scotland ","168 The views of students enrolled on partnership programmes are gathered and evaluated via the University's standard MEQs and SSLGs, which all partnership providers are expected to have in place. The University uses the Collaborative Review process to gain a more holistic view of the student learning experience on collaborative programmes during which the panel meets with students. The ILR process provides a further opportunity for evaluation of the student learning experience on partnership programmes, with feedback being provided directly by students through online surveys on all aspects of the student journey. The feeling of belonging to UWS has emerged as a recurring issue. At the time of the current ELIR, a variety of approaches were used to engage students and support them in developing an identity as UWS students, but the University recognised the need to develop a co-ordinated approach, rather than school-specific initiatives, and proposed to establish a short-life working group to take this forward. The University is encouraged to continue with its plans to enhance the sense of belonging among TNE students to UWS and to coordinate developments through the proposed short-life working group. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 146). "]
[1618,"UWS_169","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","169 The University has an effective approach to managing its collaborative provision, including arrangements for securing academic standards and enhancing the student experience, which meet the Expectations of the Quality Code. "]
[1619,"UWS_170","-","Collaborative_Partnerships","Oversight","University of the West of Scotland ","170 Procedures for the approval, monitoring and review of partnerships are robust, embedded in the institution's quality assurance framework and are differentiated by partnership type. There is clear evidence that the University keeps its approaches to managing collaborative provision under review. The University also evaluates and adapts the institutional committees and groups which have strategic and operational oversight of its collaborative provision. Procedures are aligned to delivering institutional strategic priorities in partnership activity. "]
[1620,"UWS_171","Commendation","Collaborative_Partnerships","Oversight","University of the West of Scotland ","171 The University is to be commended for the thoroughness of the reviews and redevelopment of its collaborative provision processes, to ensure that its arrangements are aligned to delivering strategic priorities as partnership activity has grown and diversified. In managing its collaborative provision, the University has taken a strategic and focused approach which includes targeting a smaller number of partners and strengthening processes for approving, monitoring and reviewing provision, ensuring a clear alignment between business processes and institutional priorities."]
[1621,"GCU_2","-","Governance","Strategy","Glasgow Caledonian University","2 At the time of the ELIR, the strategic plan - Strategy 2020 - was drawing to a close and the ELIR team heard that a wide-ranging consultation exercise was underway to develop Strategy 2030. Strategy 2020 was based on five strategic goals: transforming lives through education; enriching cities and communities through research; innovating for social and economic impact; engaging globally; and aligning for the Common Good. Two goals were added following a mid-strategy review, covering sustainability and international student satisfaction. A major focus of Strategy 2020 was improving the student experience and, from 2016, all work in this area has been brought together in the Student Experience Action Plan (SEAP) (paragraphs 91-93). The finalisation and launch of Strategy 2030 was delayed because of the impact of COVID-19, with the team learning that Strategy 2030 was scheduled to be approved and launched in January 2021."]
[1622,"GCU_3","-","Governance","Structure","Glasgow Caledonian University","3 The University is organised around three academic schools in Glasgow, each led by a Dean. A review in 2017 considered this structure and confirmed the continuation of the three schools but decided to replace the then nine departments with 22 new ones. This change aimed to increase the visibility of academic disciplines and strengthen the accountability of the schools. This 'Schools Refresh' was implemented in 2018-19. GCU London was also an academic school led by a Dean - this status was reviewed in 2020. At the ELIR Planning Visit in February 2020, the team had confirmation that the University's plan was now to consider GCU London as a campus and not a school. By the time of the delayed Review Visit in November 2020, the ELIR team was able to confirm this plan has been implemented, with subject staff based in London becoming affiliate members of the relevant core discipline subject groups within the academic school and departments based in Glasgow."]
[1623,"GCU_4","-","ELIR_Approach","Operation","Glasgow Caledonian University","4 This ELIR occurred during the COVID-19 global pandemic, with the Planning Visit conducted in person in February 2020, ahead of the UK government's decision to implement a nationwide 'lockdown' in March 2020. The ELIR was delayed by six months, resulting in the Review Visit being conducted online in November 2020. Inevitably, this resulted in the ELIR team hearing from staff and students regarding the impact of the pandemic on their work and studies, and the support given by the University to ensure its continued operation during the pandemic. Feedback from both students and staff was one of universal praise for the professional, caring and innovative ways in which the University supported students to study online, and staff to undertake their teaching and related work to support those studies. While there was a recognition of the problems and difficulties of the impact of the pandemic, the University was also able to see some benefits. The team learned, for example, that plans were at an advanced stage ahead of COVID-19, to improve support for online learning and GCU was therefore well placed to accelerate this work due to the circumstances of the pandemic (paragraphs 77-80)."]
[1624,"GCU_4","-","Covid_19","Online learning","Glasgow Caledonian University","4 This ELIR occurred during the COVID-19 global pandemic, with the Planning Visit conducted in person in February 2020, ahead of the UK government's decision to implement a nationwide 'lockdown' in March 2020. The ELIR was delayed by six months, resulting in the Review Visit being conducted online in November 2020. Inevitably, this resulted in the ELIR team hearing from staff and students regarding the impact of the pandemic on their work and studies, and the support given by the University to ensure its continued operation during the pandemic. Feedback from both students and staff was one of universal praise for the professional, caring and innovative ways in which the University supported students to study online, and staff to undertake their teaching and related work to support those studies. While there was a recognition of the problems and difficulties of the impact of the pandemic, the University was also able to see some benefits. The team learned, for example, that plans were at an advanced stage ahead of COVID-19, to improve support for online learning and GCU was therefore well placed to accelerate this work due to the circumstances of the pandemic (paragraphs 77-80)."]
[1625,"GCU_5","-","Demographics","Numbers","Glasgow Caledonian University","5 Based on 2019-20 figures, the University has a student population of 17,540 students (actuals) of whom 14,165 are undergraduate and 3,375 postgraduate - 2,930 of whom are postgraduate taught (PGT) and 445 are postgraduate research (PGR). Almost 19% of the overall student population study part-time (3,330 students) and some 1,310 students are international. These figures and proportions have been broadly the same over the past five years, with growth (4%) now seen in the UK-domiciled student population in 2019-20 from the previous session. The postgraduate taught and postgraduate research student populations both show a slight increase."]
[1626,"GCU_5","-","Demographics","Trends","Glasgow Caledonian University","5 Based on 2019-20 figures, the University has a student population of 17,540 students (actuals) of whom 14,165 are undergraduate and 3,375 postgraduate - 2,930 of whom are postgraduate taught (PGT) and 445 are postgraduate research (PGR). Almost 19% of the overall student population study part-time (3,330 students) and some 1,310 students are international. These figures and proportions have been broadly the same over the past five years, with growth (4%) now seen in the UK-domiciled student population in 2019-20 from the previous session. The postgraduate taught and postgraduate research student populations both show a slight increase."]
[1627,"GCU_6","-","Demographics","Widening participation","Glasgow Caledonian University","6 The University's student population includes a substantial number of students from Scottish Index of Multiple Deprivation (SIMD20) postcodes, amounting to 22% of its Scottish domiciled undergraduate entrants in 2018-19 (the latest published data available). This proportion has remained largely unchanged over the previous four years. The University is particularly proud of its tradition of successfully recruiting students from SIMD20 areas and the fact that these students are retained at virtually the same rate as that for the wider student population. In session 2018-19, 90% of SIMD20 full-time, first-degree students were retained into the second year compared with a retention rate of 92% for all the University's Scottish domiciled full-time, first-degree students. This trend has also remained fairly stable over the past four years. GCU also attracts and recruits a substantial proportion of mature students (44% of its Scottish domiciled undergraduate entrants in 2018-19 were over 21). The University also has a well-developed programme of articulation with over 1,000 students joining programmes with advanced standing. The new Graduate Outcomes survey of leavers from 2017-18, showed 91% of leavers were in employment and/or further study 15 months after graduation."]
[1628,"GCU_7","-","ELIR_Approach","Operation","Glasgow Caledonian University","7 The University's preparations for ELIR 4 were led by the Deputy Vice-Chancellor (Learning, Teaching and Student Experience), who chaired a cross-university steering group which comprised representation from the GCU Students' Association, and academic schools and professional support services staff. Full-Time Officers who met the ELIR team confirmed they were fully involved in the University's preparations for ELIR 4, including the selection of contextual themes, and that drafts of the Reflective Analysis (RA) were widely shared."]
[1629,"GCU_7","-","ELIR_Approach","Student engagement","Glasgow Caledonian University","7 The University's preparations for ELIR 4 were led by the Deputy Vice-Chancellor (Learning, Teaching and Student Experience), who chaired a cross-university steering group which comprised representation from the GCU Students' Association, and academic schools and professional support services staff. Full-Time Officers who met the ELIR team confirmed they were fully involved in the University's preparations for ELIR 4, including the selection of contextual themes, and that drafts of the Reflective Analysis (RA) were widely shared."]
[1630,"GCU_8","-","ELIR_Approach","Themes","Glasgow Caledonian University","8 The University chose as contextualisation its focused work on the student experience undertaken over the past few years, which is coordinated through its Student Experience Action Plan (SEAP) which has four themes: Student Engagement and a Sense of Belonging; Programme Organisation, Management and Delivery; Assessment and Feedback; Wider Student Experience. During the review, the ELIR team explored these themes with staff and were able to confirm that they did indeed reflect the strategic priorities and action underway at the University. The team was able to confirm that the use of SEAPs in departments and schools is well embedded and the themes were naturally part of university discourse (paragraph 91-93)."]
[1631,"GCU_9","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."]
[1632,"GCU_9","-","Assessment","Feedback","Glasgow Caledonian University","9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."]
[1633,"GCU_9","-","Student_Engagement","Feedback","Glasgow Caledonian University","9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."]
[1634,"GCU_10","-","ELIR_Approach","Student engagement","Glasgow Caledonian University","10 The University works closely with the GCU Students' Association and has an effective and valuable approach to partnership working. This was reflected in the strong involvement of the Students' Association and students from across the University in the preparations for this ELIR. Beyond formal university committees and representation on the ELIR steering group, the Reflective Analysis sets out that this engagement also included students being engaged in a series of small group exercises set up to plan, contribute to and review individual chapters of the RA. The ELIR team was able to confirm the effectiveness of this engagement. Issues and concerns that were priorities for students were reflected in the RA because the GCU partnership approach with students has reached a maturity whereby the University will naturally include student priorities in its actions (paragraphs 12-15)."]
[1635,"GCU_11","-","Student_Engagement","Policy","Glasgow Caledonian University","11 The University has an integrated and effective partnership approach, working in close collaboration with the GCU Students' Association to ensure the student view is at the centre of its decision-making and strategy developments related to enhancing the student experience. Staff and students (including those studying at collaborative partners) who met the ELIR team reflected positively and consistently on the importance of this partnership. The positive impact of this close working relationship was demonstrated through the level of consultation and engagement with students on key university initiatives, achieved through both formal and informal representation mechanisms. Glasgow Caledonian University"]
[1636,"GCU_12","-","Student_Engagement","Policy","Glasgow Caledonian University","12 The University and the GCU Students' Association have a long-standing embedded, and collaborative relationship which is based on genuine and effective partnership, working across all aspects of university life. The University routinely consults and works with the Students' Association and the wider student body to seek student views on key initiatives including the creation of Strategy 2030, the themes for the Student Experience Action Plan (SEAP), enhancements to its approach to academic advising, and ongoing developments to the University's virtual learning environment (VLE) - GCU Learn."]
[1637,"GCU_13","-","Student_Engagement","Policy","Glasgow Caledonian University","13 The Student Experience Action Plan (SEAP) plays a key role in supporting the achievement of this strategic commitment to partnership working and contains four overarching themes, which were identified in consultation with students. The overarching aims of the SEAP are: Student Engagement and a Sense of Belonging; Programme Organisation, Management and Delivery; Assessment and Feedback; and Wider Student Experience. Combined with the University's analysis of student survey and feedback data, the ELIR team confirmed that the SEAP is an effective mechanism which ensures that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas (paragraphs 91-93)."]
[1638,"GCU_14","-","Student_Engagement","Policy","Glasgow Caledonian University","14 The University's strategic commitment to partnership working with students and the Students' Association is also demonstrated through the existence of a Student Partnership Agreement (SPA). The Reflective Analysis (RA) states that the Agreement articulates the culture of partnership as a genuine community approach, rather than a list of actions. Through the RA and discussions with senior staff and student representatives, the ELIR team confirmed that the SEAP is closely aligned with the Student Partnership Agreement and the Students' Association Strategic Plan. As the University finalises its new Strategy 2030 (paragraphs 2 and 89), senior and academic staff who met the team described a continued commitment to the student experience, with a planned refresh and realignment of the Students' Association Strategy, the SPA and SEAP to ensure their continued effectiveness."]
[1639,"GCU_15","-","Student_Engagement","Policy","Glasgow Caledonian University","15 The ELIR team was able to confirm that, in response to the COVID-19 pandemic, the University continued to demonstrate its commitment to consultation and partnership working with the Students' Association. The President and President-Elect joined the Executive Board COVID-19 meetings and operational meetings which make decisions on the University's ongoing response to the pandemic, including developing actions to student feedback obtained through the GCU Emergency Remote Learning survey, which was used by the University to shape decisions and changes to policies."]
[1640,"GCU_15","-","Covid_19","Student engagement","Glasgow Caledonian University","15 The ELIR team was able to confirm that, in response to the COVID-19 pandemic, the University continued to demonstrate its commitment to consultation and partnership working with the Students' Association. The President and President-Elect joined the Executive Board COVID-19 meetings and operational meetings which make decisions on the University's ongoing response to the pandemic, including developing actions to student feedback obtained through the GCU Emergency Remote Learning survey, which was used by the University to shape decisions and changes to policies."]
[1641,"GCU_16","-","Student_Engagement","Representation","Glasgow Caledonian University","16 The University has established effective representation structures which support high levels of engagement with over 500 class-level representatives at undergraduate and postgraduate level, 22 department representatives for undergraduates and school-level representatives for postgraduate taught students. For postgraduate research (PGR) students, there is a representative and deputy for each school in Glasgow and a London PGR representative (paragraph 72). The Students' Association sabbatical officers run for four open-remit roles, rather than being elected to a specific role, with the candidate with the most votes having the opportunity to become president, while the others become vicepresidents with responsibilities for one academic school and a portfolio of thematic areas."]
[1642,"GCU_17","-","Student_Engagement","Representation","Glasgow Caledonian University","17 Students who spoke with the ELIR team confirmed that these representative structures are embedded across the totality of the University's provision, including at its London campus and at collaborative partners. Undergraduate and postgraduate students  studying at the Glasgow and London campuses confirmed that the representation system is effective in ensuring that their voices are heard, and that appropriate and timely action is taken as a result of their feedback. Undergraduate and postgraduate taught students studying with collaborative partners also confirmed that effective student representation structures are in place, which, while not identical to those in place at the Glasgow campus, offer comparable opportunities for students to raise and resolve issues (paragraph 154)."]
[1643,"GCU_18","-","Student_Engagement","Representation","Glasgow Caledonian University","18 Student representatives are appropriately engaged in university decision-making at all levels with membership of University Senate, key university committees with responsibilities for learning and teaching and the wider student experience, and programme and school boards. Student-Staff Consultative Groups (SSCG) meet regularly with discussions feeding into programme and school board meetings. The minutes of these Groups indicate good levels of student attendance. Students are also panel members in quality assurance and enhancement processes such as Enhancement-led Internal Subject Review (ELISR) (paragraph 120)."]
[1644,"GCU_19","-","Student_Engagement","Representation","Glasgow Caledonian University","19 At the time of the 2015 ELIR, the Students' Association and the University had recently established the Student Action Group for Engagement (SAGE) to support genuine student participation in learning, teaching, quality and the enhancement of the wider student experience. During this review, through discussions with student representatives, the ELIR team confirmed that SAGE is now well-established and effective in ensuring students are consulted on proposed changes to quality processes and student-facing policies. In 2017, the University Senate approved a proposal which requires all student-facing policies to be presented to SAGE for consultation before consideration by Senate. Examples of topics discussed at SAGE include learning capture, the University's VLE and mechanisms to support closing the feedback loop."]
[1645,"GCU_20","-","Student_Engagement","Representation","Glasgow Caledonian University","20 The Students' Association supports the student experience through managing and training class representatives with support from Student Partnerships in Quality Scotland (sparqs), running clubs and societies at both campuses, hosting on-campus and virtual social events such as Freshers' Week, and providing confidential advice and support services. Students are also supported to develop graduate skills through initiatives such as the Student Leaders Programme run by the Students' Association. Students' Association Full-Time Officers also have the opportunity to participate in the University's Post Experience Certificate in Student Engagement - an early exit award of the Postgraduate Certificate in Academic Practice (PgCAP) (paragraph 104) - allowing elected officers the option of gaining Associate Fellowship of the HEA. The ELIR team noted from the Reflective Analysis that the Students' Association has received a National Union of Students (NUS) Quality Students' Unions Award. Students who met with the ELIR team reflected positively on the range of extra-curricular opportunities on offer."]
[1646,"GCU_21","-","Student_Engagement","Feedback","Glasgow Caledonian University","21 On balance, the ELIR team confirmed that GCU had an effective approach to gathering and responding to student feedback. Following the 2015 ELIR, the University undertook a review of its approach to student surveys, making a number of enhancements. The University has established a Survey Unit and the Student Survey Working Group (with representation from the Students' Association) which, the ELIR team was able to confirm, both support a centralised institutional approach to survey management and the dissemination of outcomes. Academic and professional services staff also confirmed to the ELIR team, the value of these developments which they stated provided oversight of student feedback, and a forum to develop questions in partnership with students and analyse the value of the surveys."]
[1647,"GCU_22","-","Student_Engagement","Feedback","Glasgow Caledonian University","22 Students are provided with access to a range of internal feedback mechanisms including the New2GCU induction survey, Module Evaluation Questionnaires (MEQ) and the PGR GCU Experience Survey (PGR GCUES) (paragraph 73), as well as external surveys such as the National Student Survey (NSS) and Graduate Outcomes survey. In addition to these mechanisms, student representatives reflected positively on the value of the University's annual Student Experience Summit as an effective forum for staff and student discussion and consultation on key issues or proposals identified to enhance the student experience. Themes for each Summit are identified by Students' Association Full-Time Officers and university staff drawing on the key issues identified from the full range of student feedback data collected. Through this forum, the University has developed plans to support improvements to mental health services, student partnership working and responding to the student voice."]
[1648,"GCU_23","-","Student_Engagement","Feedback","Glasgow Caledonian University","23 In 2019, in response to a small decline in student response rates to its surveys and a 54% satisfaction rate from students to NSS question 25 ('It is clear how students' feedback on the course has been acted upon'), the University introduced a pilot process in 2019-20, involving 1,800 students, which automates closing the feedback loop to students completing its Module Evaluation Questionnaires (MEQ). This system has been introduced to provide greater consistency of feedback to students in response to their comments and, at the time of the ELIR, had recently been rolled out across all Trimester B modules. With its relatively recent introduction, the ELIR team was unable to reach a view on the effectiveness of this system to provide a more consistent approach to responding to student feedback but viewed this development as positive."]
[1649,"GCU_24","-","Student_Engagement","Feedback","Glasgow Caledonian University","24 Finally, the University also employs a range of approaches to support engagement and communication with students, including e-newsletters, social media, display signage and an induction app. It has established a Student Communication and Events team which offers strategic, centralised channels to promote campaigns and enhancements, with Student Communications and Engagement Assistants used to support communications in each school. The University also uses mechanisms such as its 'You Said, We Did' campaigns and 'Pause for Reflection and Feedback Week' to respond to student feedback and provide time for discussions with students during trimesters. Despite a variety of initiatives, a small number of students who met with the ELIR team stated that, in some instances, they continue to be unclear about how their feedback is actioned. Overall, while the ELIR team was reassured as to the effectiveness of the range of feedback mechanisms used by the University, it is encouraged to continue to reflect on and evaluate this suite of initiatives and ensure these include effective communication of actions taken to close the feedback loop, particularly to distance and collaborative students."]
[1650,"GCU_25","-","Equality_Diversity","Practice","Glasgow Caledonian University","25 The University has made significant progress in embedding inclusion across the institution and has effective arrangements in place which recognise and respond to equality and diversity matters across the diversity of its student population. This includes the development and implementation of a range of initiatives to support equality and diversity (paragraphs 26-32), the continued use of Equality Champions within schools and directorates to promote equality and diversity across the University, provision of an inclusive and supportive learning environment (paragraphs 74, and 77-80), targeted student support (paragraph 44) and its approach to curriculum design and delivery (paragraphs 31 and 90)."]
[1651,"GCU_26","-","Equality_Diversity","Policy","Glasgow Caledonian University","26 The University's strong commitment to equality and diversity is reflected in: its vision as the 'University for the Common Good'; its mission to make a positive difference to the communities it serves; the Strategy 2020; and the Strategy for Learning (SfL). Its approach to equality and diversity is also underpinned by the embedding of dignity and respect behaviours in its GCU values and through the implementation of its Dignity at Work staff policy which outlines its commitment to the fair treatment of people, having an inclusive and supportive environment and a shared commitment to mainstreaming equality and diversity in its functions."]
[1652,"GCU_27","-","Equality_Diversity","Policy","Glasgow Caledonian University","27 The People Committee oversees the University's approach to equality and diversity, through a range of university-wide groups to consider specific aspects of equality and diversity, including the Advancing Gender Equality Group and the Tackling Racism Group. The University's Equality Outcomes 2017-2021 meets its obligations under the Equality Act 2010 and aligns with Strategy 2020."]
[1653,"GCU_28","-","Equality_Diversity","Practice","Glasgow Caledonian University","28 The University's commitment to equality and diversity is further evidenced by the extensive range of initiatives currently undertaken including its approach to addressing Gender Equality as outlined in its SFC Outcome Agreement 2019-20 and the publication of its Gender Action Plan in 2017 (as required by the SFC). The Gender Action Plan aims to identify and address gender-related barriers to student participation and progression at the University and focuses on six academic subject areas where gender imbalance has been identified. The University uses its Data Analytics Shared Hub (DASH) (paragraphs 137) effectively to actively monitor gender equality, through its analysis of data on applications, enrolments, retention and progression. The University's 2017-18 HESA data indicates that, over 90% retention was achieved for male and female students. The University also currently holds an Athena Swan Bronze Award and as part of its activities has: supported approximately 70 female staff through the Advance HE Aurora programme; achieved a reduction in the gender pay gap among academic staff; and is embedding gender equality principles into recruitment and academic promotion processes."]
[1654,"GCU_29","-","Equality_Diversity","Practice","Glasgow Caledonian University","29 The ELIR team considered the University's work on Gender Based Violence is of particular note including: establishing a Gender Based Violence Action Group; training First Responders to support and advise survivors of gender based and sexual violence; the running of campaigns such as 'Erase the Grey' which challenges stereotypical attitudes and behaviours and reiterates a zero tolerance policy towards gender-based violence; and participation in external initiatives such as Fearless Glasgow which aims to raise awareness of gender-based violence. Recognising the potential needs of trans and gender diverse students, the University has also developed and implemented a Trans Student Support policy."]
[1655,"GCU_30","-","Equality_Diversity","Practice","Glasgow Caledonian University","30 The University is also addressing race inequality and the black, Asian and minority ethnic (BAME) student attainment gap. In 2017-18, the proportion of BAME students studying at the University was 10%, albeit with a positive retention rate of 95%. During the review, the ELIR team noted that while the University has now recruited a higher proportion of BAME students, grouped around nine or ten of its programmes of study, its analysis of data has shown that achievement among this group of students remains a concern for the University. Exploring this with staff, the ELIR team was informed that a short-life working group on Tackling Racism has been formed to develop recommendations for the University. Since the ELIR review visits, the short-life working group has become a permanent group, with the remit of supporting and advising the University on the implementation of the recommendations, including the development of action plans for each recommendation, as well as monitoring and evaluating progress. The team would encourage the University to continue with its work on developing plans in this area."]
[1656,"GCU_31","-","Equality_Diversity","Practice","Glasgow Caledonian University","31 The University's Strategy for Learning (SfL) (paragraph 90) requires that curriculum design is underpinned by the values of equity and fairness, and academic staff who met the ELIR team were clear about how this approach supports student diversity. All staff are expected to undertake Equality and Diversity Training which includes modules on 'Diversity in the Workplace' and 'Understanding Unconscious' bias (this module is compulsory for members of staff who conduct staff performance reviews). New staff complete the training as part of their induction to the University. Academic staff engagement with this training is monitored by the schools and is one of their key performance indicators (KPIs)."]
[1657,"GCU_31","-","Staff_Support","Training","Glasgow Caledonian University","31 The University's Strategy for Learning (SfL) (paragraph 90) requires that curriculum design is underpinned by the values of equity and fairness, and academic staff who met the ELIR team were clear about how this approach supports student diversity. All staff are expected to undertake Equality and Diversity Training which includes modules on 'Diversity in the Workplace' and 'Understanding Unconscious' bias (this module is compulsory for members of staff who conduct staff performance reviews). New staff complete the training as part of their induction to the University. Academic staff engagement with this training is monitored by the schools and is one of their key performance indicators (KPIs)."]
[1658,"GCU_32","Commendation","Equality_Diversity","Practice","Glasgow Caledonian University","32 The ELIR team commends the University for the significant progress it has made to embed equality, diversity and inclusion in all aspects of university life, adopting an approach which is based on a genuine and respectful appreciation of the diverse needs of its students. This is demonstrated through the use of school and directorate-based Equality Champions, its approaches to tacking gender-based violence and racism, and a range of policy developments including the Dignity at Work and Study Policy, the Trans Student Policy and the Gender and Race Equality action plans. Progression and retention data provide evidence of its successful approach. Student wellbeing and disability support"]
[1659,"GCU_33","-","Student_Support","Welfare","Glasgow Caledonian University","33 The University's Wellbeing team offers a comprehensive range of support and online resources for students, including a Disability Service, a Counselling Service, Mental Health Advisors and a Wellbeing Advisor, based at its Glasgow Campus. A comparable set of services is also offered at the University's London Campus through the GCU London Student Wellbeing, Counselling and Disabilities Service. The central Disability Service works in partnership with the school Disability Coordinators ensuring a consistent approach to supporting students, as well as providing updates on policy and procedures to staff. Students from both Glasgow and London spoke positively about the range of support mechanisms available through the Wellbeing teams. Students also stated that services had been highlighted to them during induction and that some students had been referred to these services by their personal tutors."]
[1660,"GCU_34","-","Student_Support","Welfare","Glasgow Caledonian University","34 The ELIR team noted that during the current COVID-19 pandemic, all of these services continued and were offered online, with a range of additional online resources also developed and made available to students. During 2020, the Disability team provided a Summer Transition programme for students with a diagnosis on the autistic spectrum, a diagnosed mental illness or dyslexia and continues to work with students online and through dedicated student mentors. In August 2020, the University also launched 'TogetherAll' (formerly Big White Wall) which is a 24/7 online global community aimed at supporting students' mental health, where students can access support from trained professionals."]
[1661,"GCU_34","-","Covid_19","Student support","Glasgow Caledonian University","34 The ELIR team noted that during the current COVID-19 pandemic, all of these services continued and were offered online, with a range of additional online resources also developed and made available to students. During 2020, the Disability team provided a Summer Transition programme for students with a diagnosis on the autistic spectrum, a diagnosed mental illness or dyslexia and continues to work with students online and through dedicated student mentors. In August 2020, the University also launched 'TogetherAll' (formerly Big White Wall) which is a 24/7 online global community aimed at supporting students' mental health, where students can access support from trained professionals."]
[1662,"GCU_35","-","Student_Support","Welfare","Glasgow Caledonian University","35 The University makes effective use of data to monitor trends in the number of students declaring long-term conditions, the types of support needs being requested by students and the volume of students making uses of services in this area. The University reflects on this data using it to inform changes to the services it offers - for example, in 2018-19, to address the increasing demand for support, the University appointed additional mental health advisors. All staff in the Wellbeing team are trained to deal with mental health issues. Following the establishment of a Student Mental Health task group in 2017, the University and the Students' Association, committed to developing an annual Student Mental Health Agreement. The Student Wellbeing Advisory Group which includes staff and student representatives from both the Glasgow and London campuses, is responsible for this work, developing and overseeing a Student Mental Health Action Plan, which runs in parallel with the University's Mental Health at Work Action plan (which is focused on staff support, development and training). A Project Officer has recently been appointed (2019-20) to work on the implementation of both plans and to work specifically with the Students' Association on the implementation of the Student Mental Health Action Plan. Students, academic and professional support staff who met the ELIR team, spoke very positively about the University's work in supporting mental health and the positive impact of its approach."]
[1663,"GCU_36","-","Demographics","Widening participation","Glasgow Caledonian University","36 The University's strong and long-standing commitment to widening participation is reflected in its vision as the University for 'the Common Good' and the Strategy 2020. In 2017-18, 22% of the University's students came from SIMD20 backgrounds, with the percentage of this group being retained standing at 91%. This commitment to widening participation is evidenced throughout the student journey."]
[1664,"GCU_37","-","Admissions","Widening participation","Glasgow Caledonian University","37 The University offers an extensive range of effective outreach initiatives, all of which involve sustained engagement with relevant communities and the use of student mentors. The academic schools also participate in a number of additional outreach activities designed to encourage attainment and progression to higher education subject areas such as engineering, science and mathematics. School-based widening participation managers meet regularly with the central University Outreach team ensuring activities are appropriately coordinated."]
[1665,"GCU_38","-","Admissions","Widening participation","Glasgow Caledonian University","38 The outreach initiatives include the well-established Caledonian Club which works with local school pupils and communities and aims to raise aspirations in relation to progression to higher education and developing life skills. In 2017-18, the Club engaged around 1,900 pupils and 400 parents and family members in Glasgow, offering school pupils from nursery to S6, with the opportunity to engage in a range of programmes. Since the last ELIR, the Caledonian Club has expanded its programmes - for example, the University piloted a Celebrating Science project with its partner schools (2017-18). The ELIR team learned that the parallel GCU London Club, working with its local schools and communities, is now in its third year of operation. A number of students who met the ELIR team spoke very highly of their personal experience of the work of the Caledonian Club including the opportunity it provided for them to take on the role of Caledonian Club student mentors."]
[1666,"GCU_39","-","Admissions","Widening participation","Glasgow Caledonian University","39 Another outreach initiative is the Advanced Higher Hub, based at the University's Glasgow Campus. The Hub aims to, and continues to succeed in, raising pupil attainment and confidence levels, and supports transition into higher education by, each year, providing around 100-150 S6 pupils from underrepresented communities, with the opportunity to study for Advanced Highers in a range of subject areas. School pupils have access to facilities at the Glasgow Campus and, over the course of the year, study to develop academic and interpersonal skills while gaining valuable experience of student life. In 2018-19, 110 pupils took part with an overall Advanced Highers pass rate of 91% achieved."]
[{"$f":"IF(B1669<>\"\",ROW(A1669)-2,\"\")","v":1667},"GCU_40","-","Admissions","Widening participation","Glasgow Caledonian University","40 The School Connect programme works with 12 partner secondary schools across three core projects to break down barriers to progression to higher education. Similarly, Routes for All, which represents the University's contribution to the Schools for Higher Education Programme (SHEP) delivers a programme of activities designed to prepare school pupils to study Higher National qualifications at college."]
[1668,"GCU_41","-","Student_Development","Professional Development","Glasgow Caledonian University","41 The University's approach engages current students with paid work experience opportunities to support outreach activities as student mentors. Many of the students supporting outreach activities are themselves from a widening participation background. Students recognised these opportunities as providing a valuable experience in the context of their personal development, as well as the positive impact on prospective students, who are able to listen first-hand to individuals from similar backgrounds. Students highlighted their satisfaction with outreach support, citing the transition programme and mentorship schemes as being of particular value."]
[1669,"GCU_42","-","Admissions","Widening participation","Glasgow Caledonian University","42 In order to support its widening participation aims the University's contextualised admissions policy, which includes minimum entry requirements, recognises different learner journeys and was revised for academic year 2018-19 to include students from SIMD20 and SIMD40 areas who have attended the Schools for Higher Education Programme (SHEP) in Glasgow Caledonian University Scotland, young carers and care experienced students."]
[1670,"GCU_43","-","Governance","Strategy","Glasgow Caledonian University","43 During the review visit, the University shared with the ELIR team, its ambitions to continue to grow its widening participation and articulation activities. The team understands that, following a review of its widening participation activities in 2018-19, the University is currently developing a revised framework and detailed action plan for widening participation, in order to align with the aims of Strategy 2030. This work is expected to be completed during the current academic year (2020-21)."]
[1671,"GCU_43","-","Demographics","Widening participation","Glasgow Caledonian University","43 During the review visit, the University shared with the ELIR team, its ambitions to continue to grow its widening participation and articulation activities. The team understands that, following a review of its widening participation activities in 2018-19, the University is currently developing a revised framework and detailed action plan for widening participation, in order to align with the aims of Strategy 2030. This work is expected to be completed during the current academic year (2020-21)."]
[1672,"GCU_44","-","Student_Support","Progression","Glasgow Caledonian University","44 The University also provides a wide range of targeted support for specific student groups, including a dedicated team, who work with care experienced students, estranged students and young carers. The University's work with, and support for, care experienced students both pre and post-enrolment is extensive and proactive, providing financial, learning, wellbeing and accommodation support. The University's approach also includes: a Corporate Parenting Plan, assignment of a staff mentor; a long-term laptop loan scheme; a guaranteed interview should a care-experienced student wish to apply to be a student mentor; and signing of the Stand Alone Pledge. The Students' Association also has dedicated representatives and representation groups for care experienced students. These representatives feed into the Corporate Parent Steering group which oversees the University's Corporate Parenting Plan. In response to additional challenges arising from the current COVID-19 pandemic, the ELIR team learned the University had developed a new online transition module for care experienced students with the aim of building student confidence and familiarity with the institution."]
[1673,"GCU_44","-","Covid_19","Student support","Glasgow Caledonian University","44 The University also provides a wide range of targeted support for specific student groups, including a dedicated team, who work with care experienced students, estranged students and young carers. The University's work with, and support for, care experienced students both pre and post-enrolment is extensive and proactive, providing financial, learning, wellbeing and accommodation support. The University's approach also includes: a Corporate Parenting Plan, assignment of a staff mentor; a long-term laptop loan scheme; a guaranteed interview should a care-experienced student wish to apply to be a student mentor; and signing of the Stand Alone Pledge. The Students' Association also has dedicated representatives and representation groups for care experienced students. These representatives feed into the Corporate Parent Steering group which oversees the University's Corporate Parenting Plan. In response to additional challenges arising from the current COVID-19 pandemic, the ELIR team learned the University had developed a new online transition module for care experienced students with the aim of building student confidence and familiarity with the institution."]
[1674,"GCU_45","-","Student_Support","Welfare","Glasgow Caledonian University","45 Targeted support mechanisms are also in place for other student groups including a Student Carer Policy to support students with caring responsibilities, and support for veterans and their families to access education and employment. The ELIR team was able to confirm through their meetings with students, that the support provided to specific student groups is proactive. Students spoke very positively about the University's approach to recognising and proactively supporting its students, and valued the targeted and flexible support put in place to support their diverse needs."]
[1675,"GCU_46","Commendation","Demographics","Widening participation","Glasgow Caledonian University","46 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."]
[1676,"GCU_47","-","Student_Support","Progression","Glasgow Caledonian University","47 The University has an effective, holistic and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities from enquiry to graduation."]
[1677,"GCU_48","-","Student_Support","Progression","Glasgow Caledonian University","48 In addition to its extensive suite of outreach initiatives (paragraphs 37-42), the University also has a number of strategic articulation routes in place. The College Connect Advisory Group, chaired by the Deputy Vice-Chancellor (DVC) (Learning, Teaching and the Student Experience), oversees the development and monitoring of the University's college partnerships. The University provides an appropriate range of support to articulating students including: the College Connect Summer Transition programme; school, subject and programme-level initiatives like the School of Computing, Engineering and Built Environment's Maths Summer School; and pre-entry workshops and webinars provided by the University's Library team."]
[1678,"GCU_48","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","48 In addition to its extensive suite of outreach initiatives (paragraphs 37-42), the University also has a number of strategic articulation routes in place. The College Connect Advisory Group, chaired by the Deputy Vice-Chancellor (DVC) (Learning, Teaching and the Student Experience), oversees the development and monitoring of the University's college partnerships. The University provides an appropriate range of support to articulating students including: the College Connect Summer Transition programme; school, subject and programme-level initiatives like the School of Computing, Engineering and Built Environment's Maths Summer School; and pre-entry workshops and webinars provided by the University's Library team."]
[1679,"GCU_49","-","Student_Support","Induction","Glasgow Caledonian University","49 To support consistency, the University adopts a cross-institutional approach to the delivery of its student induction programme within the academic schools. Induction activities include the 'Getting Started @GCU' online course, an induction app for new students and an induction checklist for use by academics. In addition, the University provides induction activities for specific student groups - for example, cohort-based research student induction, where students from the London campus have the opportunity to visit the Glasgow campus (paragraph 67)."]
[1680,"GCU_50","-","Student_Support","Induction","Glasgow Caledonian University","50 In 2020, as a result of the COVID-19 pandemic, the University took steps to further enhance its approach to induction, offering an extended two-week induction programme, along with a Peer Assisted Learning Scheme (PALS) to connect students on their course through digital communication groups."]
[1681,"GCU_50","-","Covid_19","Student support","Glasgow Caledonian University","50 In 2020, as a result of the COVID-19 pandemic, the University took steps to further enhance its approach to induction, offering an extended two-week induction programme, along with a Peer Assisted Learning Scheme (PALS) to connect students on their course through digital communication groups."]
[1682,"GCU_51","-","Collaborative_Partnerships","Student experience","Glasgow Caledonian University","51 During the visit, the ELIR team learned from staff and students that the support and induction practices for collaborative students was variable and could, at times, be unclear to students. Some students at collaborative partners were also not aware particularly of the University central support services and resources available to them. The ELIR team would therefore encourage the University to continue to review the delivery of its induction activities and explore opportunities to apply examples of existing successful practice to more effectively support its collaborative and students studying at a distance. Feedback on assessment"]
[1683,"GCU_51","-","Student_Support","Induction","Glasgow Caledonian University","51 During the visit, the ELIR team learned from staff and students that the support and induction practices for collaborative students was variable and could, at times, be unclear to students. Some students at collaborative partners were also not aware particularly of the University central support services and resources available to them. The ELIR team would therefore encourage the University to continue to review the delivery of its induction activities and explore opportunities to apply examples of existing successful practice to more effectively support its collaborative and students studying at a distance. Feedback on assessment"]
[1684,"GCU_52","-","Assessment","Feedback","Glasgow Caledonian University","52 The University has recognised, as a theme in its Student Experience Action Plan (SEAP) (paragraph 13), the need to continue to take action to improve students' experience of assessment and feedback. At the time of the ELIR, the University was implementing a Digital Assessment Policy to move all assessment submission and feedback online (paragraph 78) and making enhancements to the Student Performance Feedback Policy to provide greater clarity of the expectations of staff and students with regard to engaging with feedback on assessments. As a result of the COVID-19 pandemic, the ELIR team learned these developments had been accelerated to support the move to blended learning and a new GCU Going Digital Framework has been implemented (paragraph 80). The University had also implemented a new FAQs link to assessment and alternative assessment processes and guidelines to enhance practice and has a clearly defined Assessment Handbook (paragraph 126). This site also contains a range of resources including assessment and feedback pro formas, and videos and case studies on a range of approaches to provide feedback to students."]
[1685,"GCU_52","-","Covid_19","Online learning","Glasgow Caledonian University","52 The University has recognised, as a theme in its Student Experience Action Plan (SEAP) (paragraph 13), the need to continue to take action to improve students' experience of assessment and feedback. At the time of the ELIR, the University was implementing a Digital Assessment Policy to move all assessment submission and feedback online (paragraph 78) and making enhancements to the Student Performance Feedback Policy to provide greater clarity of the expectations of staff and students with regard to engaging with feedback on assessments. As a result of the COVID-19 pandemic, the ELIR team learned these developments had been accelerated to support the move to blended learning and a new GCU Going Digital Framework has been implemented (paragraph 80). The University had also implemented a new FAQs link to assessment and alternative assessment processes and guidelines to enhance practice and has a clearly defined Assessment Handbook (paragraph 126). This site also contains a range of resources including assessment and feedback pro formas, and videos and case studies on a range of approaches to provide feedback to students."]
[1686,"GCU_53","Recommendation","Assessment","Feedback","Glasgow Caledonian University","53 Staff spoke positively about the greater use of electronic assessments and the use of techniques such as audio feedback but also recognised occasional challenges in meeting the three-week turnaround policy for feedback on assessments. Students confirmed assessment feedback was not always returned within the stated turnaround period and assessment briefs could, on occasion, be vague. Students, including those at collaborative partners, also highlighted that the quality of feedback on assessments was not always consistent in volume and usefulness. However, students valued the culture of open dialogue with academics regarding their assessment feedback, stating that staff were very approachable and willing to provide students with further explanations when needed. On balance, the ELIR team recommends that the University builds on progress made through a range of recent improvements in policy and practice relating to feedback on assessment, and should continue to work with students, across all modes of study, to address the improvements they would like to see around consistency in both the quality and timeliness of assessment feedback."]
[1687,"GCU_54","-","Student_Support","Academic","Glasgow Caledonian University","54 In 2017-18, following a review of academic advising, the University made a number of changes to its approach, including revising role descriptors and guidance for staff and students, and changing the title of this activity from 'Academic Advising' to 'Personal Tutoring' to reflect the pastoral support provided to students. Staff confirmed that the University provided training for colleagues undertaking the personal tutor role. They also spoke positively about the clarity of the communications' approach adopted by the University regarding the role of personal tutors and viewed the ability of personal tutors to provide evidence for students' mitigating circumstances cases as a useful development. Students at both the Glasgow and London campuses were aware of the personal tutoring system, speaking positively about its impact on their personal wellbeing. However, students also highlighted variation in practice regarding the requirements for meeting with their tutors, with some students attending regular meetings and some students meeting only on a voluntary basis."]
[1688,"GCU_55","-","Student_Support","Academic","Glasgow Caledonian University","55 Academic study support for students is provided by the Learning Development Centres (LDC) which are located within each academic school. These centres offer training and resources on skills such as academic writing, ICT support, and study skills. Students spoke very positively about the support received from these centres. The ELIR team heard from staff that this school-based approach allows additional discipline specific support to be provided and, while some resources and booking systems are shared, the team noted there is variability between each of the school LDC webpages regarding how the information is presented to students and also the range of services offered. Overall, the ELIR team believe the support offered by the LCDs was comprehensive. However, the team would encourage the University to work with the LDC teams to explore opportunities to support the greater sharing of resources, particularly those available in a digital environment. This would ensure that students across all the schools get the opportunity to benefit from best practice. Work-related learning and employability"]
[1689,"GCU_56","-","Student_Development","Professional Development","Glasgow Caledonian University","56 The University provides students with appropriate opportunities to undertake placements or work experience across the majority of its undergraduate programmes, with these organised and facilitated at programme level. Industry links are fostered through programme advisory groups. During placements, a review is conducted after six to eight weeks to check the placement is as expected and involves the university academic placement tutor meeting separately with the student and their placement line manager. Students viewed the number of placements and work experience opportunities offered, and the open and transparent systems associated with their management, positively."]
[1690,"GCU_57","-","Student_Development","Professional Development","Glasgow Caledonian University","57 Since the last ELIR, the University has taken the strategic decision to adopt an institutional approach to apprenticeships, developing a model, approved by the Academic Policy and Practice Committee (APPC), outlining how programmes will be designed and delivered. The GCU apprenticeship model meets the Degree Apprentice (England) and Graduate Apprentice (Scotland) criteria and is informed by QAA guidance. The University has implemented effective support mechanisms for students undertaking Graduate Apprenticeship programmes including: regular link meetings between the University and the employer; and Graduate Apprenticeship Tutors working with each cohort to coach and support students in the workplace. Students also have access to all university support services. Students studying on Graduate Apprenticeship programmes reflected positively on their experience, confirming they were able to regularly communicate with course staff. However, as perhaps expected with this type of programme, while confirming they were well supported, students did outline the ongoing challenges of balancing work and study commitments."]
[1691,"GCU_58","-","Student_Development","Professional Development","Glasgow Caledonian University","58 The University embeds its 'Common Good Attributes' within the curriculum, with this approach also being applied to provision delivered by all its collaborative partners. Examples of approaches to developing these attributes within the formal curriculum include the use of core employability, enterprise and entrepreneurship modules, design projects on some modules or interprofessional education activities. The development of 'Common Good Attributes' is also supported through a range of core and extra-curricular activities. Students recognised the value of these attributes to their education and articulated a strong connection to the four 'Common Good Attributes' themes (active and global citizenship, an entrepreneurial mindset, responsible leadership and confidence)."]
[1692,"GCU_59","-","Student_Development","Professional Development","Glasgow Caledonian University","59 Students also have appropriate opportunities to develop their entrepreneurial skills through core and extra-curricular activities - examples include: attending enterprise seminars; participating in the annual Enterprise Fair; participating in lunchtime showcase events highlighting successful GCU entrepreneurs; and competing for enterprise funding. The University operates the UHatch enterprise incubator which has effectively supported over 45 new graduate start-up businesses. The University continues to actively engage with national entrepreneurial programmes including AccelerateHer, Scottish Edge and Entrepreneurship Scotland. The ELIR team believe there would be benefits to the University and its students in continuing to further develop and embed enterprise opportunities for students across the curriculum, so more of its students get the opportunity to develop skills in this area."]
[1693,"GCU_59","-","Teaching_Learning","Employability","Glasgow Caledonian University","59 Students also have appropriate opportunities to develop their entrepreneurial skills through core and extra-curricular activities - examples include: attending enterprise seminars; participating in the annual Enterprise Fair; participating in lunchtime showcase events highlighting successful GCU entrepreneurs; and competing for enterprise funding. The University operates the UHatch enterprise incubator which has effectively supported over 45 new graduate start-up businesses. The University continues to actively engage with national entrepreneurial programmes including AccelerateHer, Scottish Edge and Entrepreneurship Scotland. The ELIR team believe there would be benefits to the University and its students in continuing to further develop and embed enterprise opportunities for students across the curriculum, so more of its students get the opportunity to develop skills in this area."]
[1694,"GCU_60","-","Student_Development","Professional Development","Glasgow Caledonian University","60 The University has appropriate mechanisms in place to support students with their career progression and employability, including career conversation events where employers host on-campus, informal drop-in sessions, more traditional careers fairs, self-access online resources and personal development programmes for students such as 'Grow', 'Aspire' and 'Lead (GAL)' which provides support to female students on confidence, leadership and skills development. During the review, the ELIR team learned that to provide additional support to its 2020 graduates, whose career prospects have been impacted by the COVID-19 pandemic, the University launched its 'Mentoring, Internships, Networking and Talks (MINT)' initiative. Graduates can also join the online networking platform - GCU Connect - allowing them to link up with GCU graduates worldwide and which, from September 2020, has provided a series of online talks supported by industry experts. The team note from the Reflective Analysis that the University plans to focus its next Thematic Review on careers and employability to ensure alignment with the new Strategy 2030, providing it with the opportunity to reflect on challenges in the current employment market."]
[1695,"GCU_60","-","Covid_19","Student progression","Glasgow Caledonian University","60 The University has appropriate mechanisms in place to support students with their career progression and employability, including career conversation events where employers host on-campus, informal drop-in sessions, more traditional careers fairs, self-access online resources and personal development programmes for students such as 'Grow', 'Aspire' and 'Lead (GAL)' which provides support to female students on confidence, leadership and skills development. During the review, the ELIR team learned that to provide additional support to its 2020 graduates, whose career prospects have been impacted by the COVID-19 pandemic, the University launched its 'Mentoring, Internships, Networking and Talks (MINT)' initiative. Graduates can also join the online networking platform - GCU Connect - allowing them to link up with GCU graduates worldwide and which, from September 2020, has provided a series of online talks supported by industry experts. The team note from the Reflective Analysis that the University plans to focus its next Thematic Review on careers and employability to ensure alignment with the new Strategy 2030, providing it with the opportunity to reflect on challenges in the current employment market."]
[1696,"GCU_61","-","Student_Development","Professional Development","Glasgow Caledonian University","61 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. International study experiences are managed by the Exchange and Study Abroad team. In line with the University's approach to widening participation and promoting the 'Common Good', it provides initiatives such as travel awards where students from disadvantaged backgrounds can access funding to undertake international opportunities."]
[1697,"GCU_61","-","Student_Support","Progression","Glasgow Caledonian University","61 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. International study experiences are managed by the Exchange and Study Abroad team. In line with the University's approach to widening participation and promoting the 'Common Good', it provides initiatives such as travel awards where students from disadvantaged backgrounds can access funding to undertake international opportunities."]
[1698,"GCU_62","-","Postgraduate_Research","Representation","Glasgow Caledonian University","62 Overall, the University has an effective approach to managing and enhancing the postgraduate student experience, with the support provided meeting sector expectations. The University has changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community and taken a number of positive actions to address this issue including establishing and delivering a one-day, cross-institutional induction programme."]
[1699,"GCU_62","-","Student_Engagement","Feedback","Glasgow Caledonian University","62 Overall, the University has an effective approach to managing and enhancing the postgraduate student experience, with the support provided meeting sector expectations. The University has changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community and taken a number of positive actions to address this issue including establishing and delivering a one-day, cross-institutional induction programme."]
[1700,"GCU_63","-","Covid_19","Student support","Glasgow Caledonian University","63 The University delivers a comprehensive portfolio of taught postgraduate provision at its Glasgow and London campuses, with the latter predominantly being a postgraduate campus. A number of taught postgraduate programmes are also delivered through the University's collaborative partners. Postgraduate taught provision is managed by the academic schools and departments. Students from the Glasgow and London campuses confirmed that the support services offered by the University were accessible and appropriate for their needs. In particular, they spoke positively about the availability of support for developing academic writing skills and the range of support in place for international students including activities to support the development of English language skills. The students also confirmed that during the COVID-19 pandemic they were able to access learning and support services online. PGT students studying with collaborative partners confirmed to the ELIR team that they have access to appropriate local support services and can also access the University's VLE - GCU Learn - and online library services. The ELIR team considered teaching and assessment, student support and feedback, and representation arrangements for postgraduate taught (PGT) students to be comparable to those of undergraduates."]
[1701,"GCU_64","-","Student_Engagement","Feedback","Glasgow Caledonian University","64 Following the University's decision to stop participating in the external Postgraduate Taught Experience Survey (PTES) - taken in 2018 - in addition to completing module evaluation questionnaires, PGT students had completed an annual internal postgraduate survey (PGT GCUES). The ELIR team noted that from 2018-19, module evaluation results are aggregated at programme level and the University had therefore decided to discontinue its internal student experience surveys for undergraduate and PGT students from session 2019-20. The University stated that issuing Module Evaluation questionnaires each trimester, provides more feedback points during the academic year and also supports targeted analysis and improvements to the student experience at a more granular level with the ability to review at module, programme, department, school and university level. The team would encourage the University to monitor the data provided from its Module Evaluation questionnaires to continue to satisfy itself that these do indeed provide it with appropriate information on the quality of the student experience at programme level. International PGT students also complete the International Student Barometer (ISB). The team understands that the University has taken the decision to withdraw from participating in the ISB. Overall student satisfaction in the 2019 PGT GCUES survey, which had a participation rate of 25%, was 81% compared to 76% in 2018. In discussions with the ELIR team, the University indicated that it had established its 'closing the feedback' initiative (paragraph 23) as part of the response to recognising that this participation rate was low. Outcomes from these surveys feed into the University's quality processes, such as annual monitoring (paragraphs 117-119). Postgraduate students who met the ELIR team expressed general satisfaction with the learning resources available to them. They also confirmed the increased importance of the University's VLE - GCU Learn - and the availability of online library resources during the COVID-19 pandemic."]
[1702,"GCU_64","-","Covid_19","Online learning","Glasgow Caledonian University","64 Following the University's decision to stop participating in the external Postgraduate Taught Experience Survey (PTES) - taken in 2018 - in addition to completing module evaluation questionnaires, PGT students had completed an annual internal postgraduate survey (PGT GCUES). The ELIR team noted that from 2018-19, module evaluation results are aggregated at programme level and the University had therefore decided to discontinue its internal student experience surveys for undergraduate and PGT students from session 2019-20. The University stated that issuing Module Evaluation questionnaires each trimester, provides more feedback points during the academic year and also supports targeted analysis and improvements to the student experience at a more granular level with the ability to review at module, programme, department, school and university level. The team would encourage the University to monitor the data provided from its Module Evaluation questionnaires to continue to satisfy itself that these do indeed provide it with appropriate information on the quality of the student experience at programme level. International PGT students also complete the International Student Barometer (ISB). The team understands that the University has taken the decision to withdraw from participating in the ISB. Overall student satisfaction in the 2019 PGT GCUES survey, which had a participation rate of 25%, was 81% compared to 76% in 2018. In discussions with the ELIR team, the University indicated that it had established its 'closing the feedback' initiative (paragraph 23) as part of the response to recognising that this participation rate was low. Outcomes from these surveys feed into the University's quality processes, such as annual monitoring (paragraphs 117-119). Postgraduate students who met the ELIR team expressed general satisfaction with the learning resources available to them. They also confirmed the increased importance of the University's VLE - GCU Learn - and the availability of online library resources during the COVID-19 pandemic."]
[1703,"GCU_65","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","65 The University has around 445 research students, from 60 countries, studying on PhD, Professional Doctorate or Master of Research programmes, through full-time, part-time and distance modes of study. Postgraduate research (PGR) students are located in the three academic schools in Glasgow as well as at the London campus. Governance of the University's provision is overseen by the Research Degrees Committee (RDC). The Graduate School oversees the PGR student experience in partnership with the academic schools and professional support services. The Graduate School coordinates postgraduate research student induction, supports the administration of student progression arrangements, leads on the development of PGR regulations, develops and delivers training for supervisors and students, and supports the development of PGR students. The ELIR team confirmed that the Graduate School was effective in this role. Staff and postgraduate students who met with the team were also clear about the role of the Graduate School in supporting PGR students."]
[1704,"GCU_65","-","Governance","Structure","Glasgow Caledonian University","65 The University has around 445 research students, from 60 countries, studying on PhD, Professional Doctorate or Master of Research programmes, through full-time, part-time and distance modes of study. Postgraduate research (PGR) students are located in the three academic schools in Glasgow as well as at the London campus. Governance of the University's provision is overseen by the Research Degrees Committee (RDC). The Graduate School oversees the PGR student experience in partnership with the academic schools and professional support services. The Graduate School coordinates postgraduate research student induction, supports the administration of student progression arrangements, leads on the development of PGR regulations, develops and delivers training for supervisors and students, and supports the development of PGR students. The ELIR team confirmed that the Graduate School was effective in this role. Staff and postgraduate students who met with the team were also clear about the role of the Graduate School in supporting PGR students."]
[1705,"GCU_66","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","66 In response to a recommendation from the 2015 ELIR and a decrease in student satisfaction in the 2017 Postgraduate Research Experience Survey (PRES) - which resulted in 72% overall satisfaction (compared with 78% in 2015), with this score being 8% below the post-1992 sector benchmark at that time - the University undertook a Thematic Review of the PGR student experience. A short-life working group was then established with Students' Association and PGR student representation, to implement the resulting action plan approved by Senate in May 2019. Developments included: establishing a revised (PGR) representation system (paragraph 72,); the introduction of an internal postgraduate research student survey (PGR GCUES) (paragraph 73); and the provision of dedicated space in the library for PGR students. Some of the newer PGR students who met the ELIR team were aware of the review but not of its impact, while other students who had been at the University longer spoke positively about some of the changes, such as the introduction of dedicated study space in the library."]
[1706,"GCU_66","-","Postgraduate_Research","Representation","Glasgow Caledonian University","66 In response to a recommendation from the 2015 ELIR and a decrease in student satisfaction in the 2017 Postgraduate Research Experience Survey (PRES) - which resulted in 72% overall satisfaction (compared with 78% in 2015), with this score being 8% below the post-1992 sector benchmark at that time - the University undertook a Thematic Review of the PGR student experience. A short-life working group was then established with Students' Association and PGR student representation, to implement the resulting action plan approved by Senate in May 2019. Developments included: establishing a revised (PGR) representation system (paragraph 72,); the introduction of an internal postgraduate research student survey (PGR GCUES) (paragraph 73); and the provision of dedicated space in the library for PGR students. Some of the newer PGR students who met the ELIR team were aware of the review but not of its impact, while other students who had been at the University longer spoke positively about some of the changes, such as the introduction of dedicated study space in the library."]
[1707,"GCU_67","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","67 Postgraduate research (PGR) students undergo a one-day induction programme organised and coordinated by the Graduate School, which is offered three times per academic year. Students stated they had found the induction useful and it had supported them to feel part of a cohort and research student community. The ELIR team learned that up until this academic session, students studying at a distance and at the London campus had the opportunity to attend induction in Glasgow, with the University providing support for this."]
[1708,"GCU_68","-","Postgraduate_Research","Support","Glasgow Caledonian University","68 PGR students are appropriately supported by a supervisory team of at least two supervisors, headed by a Director of Studies who is their main point of contact. The research degree regulations clearly set out supervisory arrangements including the maximum number of students that Directors of Study can be allocated. In-house training is provided for supervisors by the Graduate School. This training is mandatory for new supervisors with no research degree completions and attendance must be confirmed before they are finally allocated to supervise a student. More experienced supervisors attend a minimum of one refresher training session every two years. Supervisors confirmed this training is in place, that they had found it useful to attend and that it provided peer support and networking opportunities. Additional support is available for PGR students through a system of schoollevel Senior PGR Tutors, subject/programme area PGR Tutors, school-level Associate Deans (Research), and research administrators. Students can approach any one of these staff as necessary which ensures students have other points of contact should they, for example, experience issues with their supervisors."]
[1709,"GCU_69","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","69 PGR students are also provided with a range of generic and specialist resources to support their studies. Student who met the ELIR team were generally satisfied with the resources available and spoke positively about library resources, IT facilities, support and study space. The ELIR team confirmed that relevant forms and arrangements for student progression are set out on the Graduate School website and managed through the Schools Research Progression and Award Boards. Students demonstrated a clear understanding of the progression process."]
[1710,"GCU_70","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","70 The Graduate School provides postgraduate research (PGR) students with a workshop-based researcher development programme based on the four domains of the Vitae Researcher Development Framework. At the time of the ELIR, and in response to the ongoing COVID-19 pandemic, workshop sessions were offered online. Students welcomed the fact that they can select the workshop sessions to match their specific needs and aspirations. Students also confirmed they are expected to submit annual personal development plans and record the details of the development sessions they attend in these plans. In addition to the researcher development programme, students at both the Glasgow and London campuses confirmed they also have opportunities to participate in other development opportunities including: attending and presenting their work at in-house workshops and seminars; participating in three-minute thesis sessions; and receive funding to attend external conferences."]
[1711,"GCU_70","-","Covid_19","Postgraduate research","Glasgow Caledonian University","70 The Graduate School provides postgraduate research (PGR) students with a workshop-based researcher development programme based on the four domains of the Vitae Researcher Development Framework. At the time of the ELIR, and in response to the ongoing COVID-19 pandemic, workshop sessions were offered online. Students welcomed the fact that they can select the workshop sessions to match their specific needs and aspirations. Students also confirmed they are expected to submit annual personal development plans and record the details of the development sessions they attend in these plans. In addition to the researcher development programme, students at both the Glasgow and London campuses confirmed they also have opportunities to participate in other development opportunities including: attending and presenting their work at in-house workshops and seminars; participating in three-minute thesis sessions; and receive funding to attend external conferences."]
[1712,"GCU_71","-","Postgraduate_Research","Support","Glasgow Caledonian University","71 In response to a recommendation from the last ELIR, the University has revised its support arrangements for Graduate Teaching Assistants (GTA). All PGR students who undertake the GTA role must now complete the 'Introduction to Teaching Skills' programme prior to undertaking their teaching role. Employment contracts are not issued to students until they complete this programme. GTAs are encouraged and supported to become associate teaching fellows with Advance HE through completing the University's Postgraduate Certificate in Academic Practice (PgCAP) (paragraph 104). Students confirmed they had found the teaching skills programme helpful in preparing them for their teaching roles, including supporting them with the current requirement to deliver online. Students also confirmed that departmental support was in place to ensure they were familiar with any specialist equipment needed for their teaching."]
[1713,"GCU_72","-","Postgraduate_Research","Representation","Glasgow Caledonian University","72 The University gathers feedback from its postgraduate research (PGR) students in a number of ways including through the recently revised representation system and the new internal survey. From 2019-20, PGR students are now represented by one representative and one deputy per academic school in Glasgow and in London through a single PGR representative on the London School Board. These representatives sit on school boards and focus on thematic issues raised by PGR students. Students from both campuses confirmed the new representation system was effective in both supporting them to raise any issues of concern and ensuring matters were appropriately resolved. Through its discussions with PGR student representatives, the ELIR team was able to confirm that students had been consulted, as part of the University's response to COVID-19, through monthly meetings with the Pro-Vice-Chancellor Research and Enterprise."]
[1714,"GCU_72","-","Covid_19","Student engagement","Glasgow Caledonian University","72 The University gathers feedback from its postgraduate research (PGR) students in a number of ways including through the recently revised representation system and the new internal survey. From 2019-20, PGR students are now represented by one representative and one deputy per academic school in Glasgow and in London through a single PGR representative on the London School Board. These representatives sit on school boards and focus on thematic issues raised by PGR students. Students from both campuses confirmed the new representation system was effective in both supporting them to raise any issues of concern and ensuring matters were appropriately resolved. Through its discussions with PGR student representatives, the ELIR team was able to confirm that students had been consulted, as part of the University's response to COVID-19, through monthly meetings with the Pro-Vice-Chancellor Research and Enterprise."]
[1715,"GCU_73","-","Postgraduate_Research","Representation","Glasgow Caledonian University","73 Following a decision to withdraw from participating in the Postgraduate Research Experience Survey (PRES), the University developed a new internal, biannual, PGR survey (PGR GCUES), which ran for the first time in 2018-19. This feedback is considered by the Learning and Teaching Sub-Committee (LTSC). The University recognises the ongoing challenges of developing a PGR student community and has taken a number of positive actions to address this. Examples include: establishing a PGR-only library space; ensuring PGRs are located close to their supervisory teams; offering cohort-based induction; and including postgraduate researchers in lunchtime seminars. At the London campus, a Research Club has been set up which allows PGRs to present their research. PGR students spoke very positively about their experience and were appreciative of the variety of support they receive. They also confirmed that their induction programme had allowed them to form a cohort with a real sense of community."]
[1716,"GCU_73","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","73 Following a decision to withdraw from participating in the Postgraduate Research Experience Survey (PRES), the University developed a new internal, biannual, PGR survey (PGR GCUES), which ran for the first time in 2018-19. This feedback is considered by the Learning and Teaching Sub-Committee (LTSC). The University recognises the ongoing challenges of developing a PGR student community and has taken a number of positive actions to address this. Examples include: establishing a PGR-only library space; ensuring PGRs are located close to their supervisory teams; offering cohort-based induction; and including postgraduate researchers in lunchtime seminars. At the London campus, a Research Club has been set up which allows PGRs to present their research. PGR students spoke very positively about their experience and were appreciative of the variety of support they receive. They also confirmed that their induction programme had allowed them to form a cohort with a real sense of community."]
[1717,"GCU_74","-","Learning_Resources","Strategy","Glasgow Caledonian University","74 The University has effective arrangements in place for managing and enhancing the quality of the learning environment it offers to students. The University sets out its commitment to providing 'a contemporary consistent physical and digital learning environment which meets student's needs and supports their development' in its Student Experience Action Plan (SEAP) (paragraphs 91-93) and digital technologies and blended learning are a central pillar in the University's Strategy for Learning (SfL) (paragraph 90). At the time of this ELIR, during the COVID-19 pandemic, the majority of students were studying online and the ELIR team heard from senior staff that the University's longer-term ambition is to continue to develop its blended learning approach."]
[1718,"GCU_74","-","Covid_19","Online learning","Glasgow Caledonian University","74 The University has effective arrangements in place for managing and enhancing the quality of the learning environment it offers to students. The University sets out its commitment to providing 'a contemporary consistent physical and digital learning environment which meets student's needs and supports their development' in its Student Experience Action Plan (SEAP) (paragraphs 91-93) and digital technologies and blended learning are a central pillar in the University's Strategy for Learning (SfL) (paragraph 90). At the time of this ELIR, during the COVID-19 pandemic, the majority of students were studying online and the ELIR team heard from senior staff that the University's longer-term ambition is to continue to develop its blended learning approach."]
[1719,"GCU_75","-","Learning_Resources","Library","Glasgow Caledonian University","75 The University's major development project - 'The Heart of the Campus', ongoing at the time of the 2015 ELIR, is complete and has resulted in a number of improvements in relation to the physical learning environment, its accessibility and connectivity. The project included several changes to the library including: improved connectivity to the rest of the campus; the reconfiguration of library space and the library collection; the introduction of a roving support model for students; the introduction of a laptop vending machine and the development of more online resources."]
[1720,"GCU_76","-","Learning_Resources","Library","Glasgow Caledonian University","76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."]
[1721,"GCU_76","-","Covid_19","Online learning","Glasgow Caledonian University","76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."]
[1722,"GCU_76","-","Student_Engagement","Feedback","Glasgow Caledonian University","76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."]
[1723,"GCU_77","-","Learning_Resources","IT","Glasgow Caledonian University","77 The University's commitment to delivering enhancements to its digital learning environment is demonstrated in its Digital Strategy 2016-20. A Digital Learning Implementation Group was established in 2017 to develop and implement the Digital Learning Enhancement Plan. This plan outlines the University's digital priorities which include: curriculum design for online programmes; the electronic management of assessment; the development of staff digital skills and capabilities; the use of learning analytics; upgrades to learning technology systems; and integrated module evaluation. A number of these priorities have already been delivered - for example, activities undertaken to support staff to develop their digital skills and capabilities include establishing this requirement as a key priority within the Academic Development Framework (paragraph 103), offering a range of development opportunities to develop staff skills including lunchtime and breakfast training sessions which, since the pandemic, have been offered online and using learning technologists based in each school to support staff with their online teaching practices."]
[1724,"GCU_77","-","Staff_Support","Training","Glasgow Caledonian University","77 The University's commitment to delivering enhancements to its digital learning environment is demonstrated in its Digital Strategy 2016-20. A Digital Learning Implementation Group was established in 2017 to develop and implement the Digital Learning Enhancement Plan. This plan outlines the University's digital priorities which include: curriculum design for online programmes; the electronic management of assessment; the development of staff digital skills and capabilities; the use of learning analytics; upgrades to learning technology systems; and integrated module evaluation. A number of these priorities have already been delivered - for example, activities undertaken to support staff to develop their digital skills and capabilities include establishing this requirement as a key priority within the Academic Development Framework (paragraph 103), offering a range of development opportunities to develop staff skills including lunchtime and breakfast training sessions which, since the pandemic, have been offered online and using learning technologists based in each school to support staff with their online teaching practices."]
[1725,"GCU_78","-","Assessment","Feedback","Glasgow Caledonian University","78 In relation to the Electronic Management of Assessment priority, the University's Digital Assessment Policy aims to 'encourage consistent and effective approaches to digital assessment practices across the University to enhance the student learning experience.' The policy seeks to move all submission, and marking and feedback on assessment online from academic year 2018-19. From 2017-18, the University's expectation has been that all suitable assignments are submitted online, with digital marking and feedback also being the norm. The University recognises a gap in its use of learning analytics to improve its oversight of online submission and feedback at school level. With no information available in the RA regarding how the University aims to address this gap, the ELIR team believe there would be value to the University and its students from developing a plan and timeline to support the delivery this information. Students who met the team confirmed they submit their assignments online and that feedback is provided by staff electronically and were supportive of this approach, including its alignment with studying on a 'green' campus."]
[1726,"GCU_79","-","Learning_Resources","IT","Glasgow Caledonian University","79 As part of its strategic approach to enhancing the digital learning environment, the University's virtual learning environment (VLE) - GCU Learn - has been updated and a minimum set of expectations and standard template for module content established. The ELIR team was also able to confirm that the University has developed staff guides and module templates to support a consistent approach. Overall, students were generally positive about their recent experiences of using online technology and perhaps unsurprisingly, given the timing of this ELIR, highlighted the increasing use, and importance of GCU Learn and other online resources to their student experience. The University has taken a number of positive steps to address the issue of digital poverty by providing students with relevant equipment, software and remote internet access, which was appreciated by students who met the ELIR team. However, while students spoke positively about the role of the VLE in supporting their learning, they did also acknowledge that some variability in content from module to module remains."]
[1727,"GCU_80","-","Learning_Resources","IT","Glasgow Caledonian University","80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."]
[1728,"GCU_80","-","Covid_19","Online learning","Glasgow Caledonian University","80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."]
[1729,"GCU_80","-","Teaching_Learning","Online learning","Glasgow Caledonian University","80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."]
[1730,"GCU_81","Commendation","Enhancement","Strategy","Glasgow Caledonian University","81 The University has an effective approach to enhancing the student learning experience. This is evidenced in its strategic commitment to providing an excellent student experience which is consistently reflected in its Strategy 2020, Student Experience Action Plan (SEAP) and Strategy for Learning (SfL). The University and GCU Students' Association have a long-standing, embedded, and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits to the student experience - for example, a well-established Student Partnership Agreement updated in partnership with students and the Students' Association and representation structures that support the diversity of the University's student population. The Student Action Group for Engagement (SAGE) provides students, and their representatives, with the opportunity to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience. Students are clear that their contributions are valued and acted upon."]
[{"$f":"IF(B1733<>\"\",ROW(A1733)-2,\"\")","v":1731},"GCU_81","-","Student_Engagement","Representation","Glasgow Caledonian University","81 The University has an effective approach to enhancing the student learning experience. This is evidenced in its strategic commitment to providing an excellent student experience which is consistently reflected in its Strategy 2020, Student Experience Action Plan (SEAP) and Strategy for Learning (SfL). The University and GCU Students' Association have a long-standing, embedded, and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits to the student experience - for example, a well-established Student Partnership Agreement updated in partnership with students and the Students' Association and representation structures that support the diversity of the University's student population. The Student Action Group for Engagement (SAGE) provides students, and their representatives, with the opportunity to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience. Students are clear that their contributions are valued and acted upon."]
[1732,"GCU_82","-","Student_Engagement","Feedback","Glasgow Caledonian University","82 Overall, the ELIR team confirmed that GCU has an effective approach to gathering and responding to student feedback. Following the 2015 ELIR, the University undertook a review of its approach to student surveys, making a number of enhancements including establishing a Survey Unit and the Student Survey Working Group which support a centralised institutional approach to survey management and the dissemination of outcomes."]
[1733,"GCU_83","-","Equality_Diversity","Policy","Glasgow Caledonian University","83 The University has made significant progress to embed equality, diversity and inclusion in all aspects of university life, adopting an approach which is based on a genuine and respectful appreciation of the diverse needs of its students. This is demonstrated through the continued use of initiatives such as school and directorate-based Equality Champions, its approaches to tackling gender-based violence and racism, and a range of policy developments including the Dignity at Work and Study Policy, the Trans Student Policy and the Gender and Race Equality action plans. Progression and retention data provide evidence of its successful approach."]
[1734,"GCU_84","-","Admissions","Widening participation","Glasgow Caledonian University","84 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."]
[1735,"GCU_84","-","Student_Support","Progression","Glasgow Caledonian University","84 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."]
[1736,"GCU_85","Recommendation","Assessment","Feedback","Glasgow Caledonian University","85 The University recognises the need to continue with its commitment to improve the student experience of feedback on assessments. Recent developments include a Digital Assessment Policy which seeks to move all assessment submission, marking and feedback online and through enhancements to the Student Performance Feedback Policy. It is recommended that building on progress made through a range of recent improvements in policy and practice relating to feedback on assessment, the University should continue to work with students, across all modes of study, to address the improvements they would like to see around consistency in both the quality and timeliness of assessment feedback."]
[1737,"GCU_86","-","Student_Engagement","Feedback","Glasgow Caledonian University","86 The University has an effective approach to managing and enhancing the postgraduate student experience. The University has recently changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community, taken a number of positive actions to address this issue including establishing a PGR-only library space, ensuring PGRs are located close to their supervisory teams and offering cohort-based induction"]
[1738,"GCU_86","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","86 The University has an effective approach to managing and enhancing the postgraduate student experience. The University has recently changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community, taken a number of positive actions to address this issue including establishing a PGR-only library space, ensuring PGRs are located close to their supervisory teams and offering cohort-based induction"]
[1739,"GCU_87","-","Learning_Resources","Strategy","Glasgow Caledonian University","87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."]
[1740,"GCU_87","-","Covid_19","Online learning","Glasgow Caledonian University","87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."]
[1741,"GCU_87","-","Learning_Resources","IT","Glasgow Caledonian University","87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."]
[1742,"GCU_88","-","Enhancement","Strategy","Glasgow Caledonian University","88 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, achieved through its management and governance structures. This is evidenced through an inclusive and dynamic approach to engaging staff and students in the development of strategy and plans, and a systematic and effective approach to implementing and monitoring strategy at all levels."]
[1743,"GCU_89","-","Enhancement","Strategy","Glasgow Caledonian University","89 The University has a clear mission and vision, articulated as 'the University for the Common Good', which is strongly embedded in all aspects of it strategic planning and implementation. This mission was a key driver in Strategy 2020 and a strong influence in its Strategy for Learning (paragraph 90). The ELIR team found the 'Common Good' mission to be at the core of all aspects of university work and life, and it appears to be a central part of the University's culture. The University's approach to the development of strategies is genuinely consultative, and the ELIR team heard from both staff and students who confirmed they had been provided with the opportunity to contribute to the development of the new Strategy 2030. The strong link between the clearly understood mission and its articulation in strategies is due to the clear and consistent communication approach adopted. The team found the University's mission to be well understood by both staff and students."]
[1744,"GCU_90","-","Enhancement","Strategy","Glasgow Caledonian University","90 The University's Strategy for Learning (SfL) helps supports the delivery of key elements of Strategy 2020; it is linked to learning and teaching and the delivery of an excellent student experience. The ELIR team understands the SfL will be reviewed again in line with development of Strategy 2030 (paragraph 2 and 89). Strategic responsibility for teaching and learning is the remit of the Deputy Vice-Chancellor (DVC) (Learning, Teaching and Student Experience) who chairs the Academic Policy and Practice Committee (APPC) - a sub-committee of the University Senate. This committee has responsibility for overseeing all aspects of the student journey, as well as the development of programmes, quality assurance and enhancement policies and processes, and the creation of teaching-related policy and regulations. Its sub-committee - Learning and Teaching Sub-Committee (LTSC) - is responsible for the effective implementation and monitoring of the University's quality assurance and enhancement processes."]
[1745,"GCU_90","-","Teaching_Learning","Strategy","Glasgow Caledonian University","90 The University's Strategy for Learning (SfL) helps supports the delivery of key elements of Strategy 2020; it is linked to learning and teaching and the delivery of an excellent student experience. The ELIR team understands the SfL will be reviewed again in line with development of Strategy 2030 (paragraph 2 and 89). Strategic responsibility for teaching and learning is the remit of the Deputy Vice-Chancellor (DVC) (Learning, Teaching and Student Experience) who chairs the Academic Policy and Practice Committee (APPC) - a sub-committee of the University Senate. This committee has responsibility for overseeing all aspects of the student journey, as well as the development of programmes, quality assurance and enhancement policies and processes, and the creation of teaching-related policy and regulations. Its sub-committee - Learning and Teaching Sub-Committee (LTSC) - is responsible for the effective implementation and monitoring of the University's quality assurance and enhancement processes."]
[1746,"GCU_91","-","Enhancement","Strategy","Glasgow Caledonian University","91 The implementation of the SfL is supported by a university-level Student Experience Action Plan (SEAP) which is wide-ranging, with activity mapped to four main themes: student engagement and a sense of belonging; programme organisation, management and delivery; assessment and feedback; and the wider student experience. Each theme has a set of performance indicators which align to the University's Strategic Indicators. Chaired by the DVC (Learning, Teaching and the Student Experience) and with representatives from the Students' Association, the implementation of the SEAP is monitored by the Enhancing the Student Experience Steering Group (ETSE), which also reports to Executive Board, Senate and Court, on matters linked to learning and teaching and the wider student experience."]
[1747,"GCU_92","-","Enhancement","Strategy","Glasgow Caledonian University","92 The ELIR team was able to confirm that schools and departments have their own local-level SEAPs, with activities overseen and actioned at school-level by programme and school boards, with regular reporting to ETSE required to support institutional oversight. The team understand that the implementation of local-level SEAPs allows tailoring to the needs and priorities of the school providing the actions identified remain consistent with the university-level SEAP themes. Professional service areas are able to access school and department plans to better design and enhance their services and produce their own action plans."]
[1748,"GCU_93","Commendation","Enhancement","Practice","Glasgow Caledonian University","93 The team heard from staff that the 'Schools Refresh' (paragraph 3) has enhanced staff and student engagement with the SEAPs. The establishment of smaller academic departments provided greater ownership and accountability for implementing these action plans. Staff and students confirmed the SEAPs are well embedded across the University. Meetings with staff also confirmed that the SfL and SEAPs are considered in a number of the University's quality processes including curriculum development, Enhancement-led Institutional Subject Review (ELISR) and annual monitoring. The ELIR team commends the University for the effective use of SEAPs which ensure that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas. These plans - which are dynamic, regularly reviewed and updated in partnership with students and the Students' Association - ensure ownership of institutional targets by staff at all levels and provide clear accountability for action."]
[1749,"GCU_94","-","Governance","Structure","Glasgow Caledonian University","94 The ELIR team noted from the Reflective Analysis update supplied by the University in autumn 2020, that GCU has undertaken some further restructuring. A Director has been appointed to lead a new department - Academic Development and Student Learning (ADSL) - which will now take responsibility for the development, delivery and design of learning, teaching, educational research and academic development. This department also now provides oversight of the University's Academic Development Framework. The Academic Quality (AQ) team, which was part of the previous Academic Quality and Development department has moved into the Academic Registrar's portfolio, and Academic Development and Education Research and Evaluation (ERE) are part of ADSL."]
[1750,"GCU_95","-","Enhancement","Themes","Glasgow Caledonian University","95 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development in learning and teaching, and the wider student experience. The University's stated approach is to link national Enhancement Theme activities to its strategic priorities. The ethos and priorities of the SEAP (paragraphs 91-93) aligned particularly well with the 'Evidence for Enhancement: Improving the Student Experience' Enhancement Theme (2017-20) resulting in work that was embarked upon for the SEAP contributing to this national Theme and vice versa. University engagement with the Themes extends from senior university staff supporting the leadership of the 'Evidence for Enhancement' Theme, to school staff engaging with the University's Enhancement Theme institutional plan and Theme collaborative cluster projects."]
[1751,"GCU_96","-","Enhancement","Themes","Glasgow Caledonian University","96 At the time of the review, the Educational Research and Evaluation (ERE) team was responsible for the organisation of Enhancement Theme activities, promoting SEAP Scholarship projects related to the Enhancement Themes, evaluating the impact of the various Themes-related initiatives undertaken, and the dissemination of their achievements and outputs. To foster staff engagement with the Enhancement Themes, the University funds projects to address cross-university challenges that align with each Theme. These Student Experience Scholarship projects are cross-school awards which must be underpinned by student engagement and should support developments in academic policy and practice. During the review, the ELIR team saw evidence that work linked to the previous Theme on 'Student Transitions' had produced a positive impact on the development of university policy and practice which extended beyond the lifetime of that Theme."]
[1752,"GCU_97","-","Enhancement","Themes","Glasgow Caledonian University","97 Staff who met the ELIR team had variable knowledge and understanding of the national programme of Enhancement Themes. However, it was clear to the ELIR team that staff who did engage with Theme-related activities and projects valued the experience, making a positive impact on their professional development."]
[1753,"GCU_98","-","Teaching_Learning","Good practice","Glasgow Caledonian University","98 The University has an effective and systematic approach to identifying and disseminating good practice that is primarily embedded in the University's staff development and quality assurance and enhancement policies and processes. The Educational Research and Evaluation (ER&E) team supports the enhancement of teaching and learning across the University, supporting educational research and cross-institutional projects. This team have established a range of initiatives to support the sharing of good teaching and learning practice including an Educational Research and Evaluation Community - a seminar series involving university staff and external speakers and the production of a twice-yearly newsletter which advertises events and showcases projects undertaken through the Student Experience Scholarship scheme (paragraph 96). Communities of practice have also been developed, such as the mentoring community and the Senior Fellow community where staff can get together to share ideas. In addition, each of the schools holds annual teaching and learning events and offer school-specific workshops - for example, the School of Health and Life Sciences piloted a series of CPD workshops aimed at module leaders. Informal practice sharing sessions - for example, the lunchtime 'brown bag' sessions in the Glasgow School for Business and Society (GSBS) - also encourage a peer-learning approach."]
[1754,"GCU_99","-","Teaching_Learning","Good practice","Glasgow Caledonian University","99 The ELIR team heard from staff that the 'Schools Refresh' (paragraph 3) has resulted in greater opportunities to identify and disseminate good practice across the schools and departments. The School Associate Deans for Learning, Teaching and Quality (ADLTQs) and at the London campus, the Learning and Teaching Quality Lead, undertake an important role in ensuring the implementation of key university policies and priorities associated with academic quality, and learning and teaching at school-level and provide a pivotal link between central academic development opportunities and the schools. Working across the departments within their schools, they identify and facilitate the sharing of good practice and ensure this is reported at key university committees and groups including the Enhancing the Student Experience (ETSE) group and the Academic Policy and Practice Committee (APPC). The ELIR team was able to confirm that this approach has supported the University in the identification of enhancement activities which have then been implemented cross-institutionally - for example, its review of academic advising and the move to using personal tutors (paragraph 54). Staff spoke positively about the ADLTQ roles in ensuring consistency of practice and supporting the sharing of good practice and enhancement across the University."]
[1755,"GCU_100","-","Teaching_Learning","Good practice","Glasgow Caledonian University","100 A number of the University's quality monitoring processes - including annual monitoring, external examining, programme approval events and programme reviews - through their reporting templates, ask colleagues to report on examples of good learning and teaching practice. Each year, one meeting of the Learning and Teaching Sub Committee (LTSC), a sub-committee of APPC, specifically focuses on the annual monitoring reports and discusses the good practice highlighted in these. Common themes for development or instances of good practice identified at LTSC are reported at APPC, with the ELIR team able to confirm that this approach also supports the identification of enhancement activities which are then implemented cross-institutionally. Cross-university membership of programme review panels and Enhancement-led Institutional Subject Review (ELISR) teams also provide an effective opportunity to learn of good practice from different areas of the University. The ELIR team confirmed that the University uses its Thematic Review process effectively, to reflect on whether good practice identified in one area, should be implemented cross-university."]
[1756,"GCU_100","-","Quality_Processes","Framework","Glasgow Caledonian University","100 A number of the University's quality monitoring processes - including annual monitoring, external examining, programme approval events and programme reviews - through their reporting templates, ask colleagues to report on examples of good learning and teaching practice. Each year, one meeting of the Learning and Teaching Sub Committee (LTSC), a sub-committee of APPC, specifically focuses on the annual monitoring reports and discusses the good practice highlighted in these. Common themes for development or instances of good practice identified at LTSC are reported at APPC, with the ELIR team able to confirm that this approach also supports the identification of enhancement activities which are then implemented cross-institutionally. Cross-university membership of programme review panels and Enhancement-led Institutional Subject Review (ELISR) teams also provide an effective opportunity to learn of good practice from different areas of the University. The ELIR team confirmed that the University uses its Thematic Review process effectively, to reflect on whether good practice identified in one area, should be implemented cross-university."]
[1757,"GCU_101","-","Staff_Support","Professional development","Glasgow Caledonian University","101 Module tutors who support the delivery of the PgCAP (paragraph 104) identify good practice from the case studies used by staff. These tutors and the ADLTQs, use this knowledge to encourage and support interested staff to consider undertaking pedagogical projects/research and consider sharing their practice by presenting at events, including the University's Learning and Teaching Symposium, the Learning and Student Experience Week and annual school learning and teaching events and workshops."]
[1758,"GCU_102","-","Staff_Support","Policy","Glasgow Caledonian University","102 The University has a range of formal and informal mechanisms in place which are effective in supporting staff to develop their learning and teaching practice. The University also offers a range of broader staff development opportunities which are consistent with supporting the delivery of its strategic aims - for example, training and support of staff in the area of equality and diversity (paragraph 31)."]
[1759,"GCU_103","-","Staff_Support","Professional development","Glasgow Caledonian University","103 The Academic Development and Student Learning (ADSL) team has responsibility for staff development in learning and teaching and oversees the implementation of the Academic Development Framework (ADF). The ADF provides a structure for staff development and career progression with discrete pathways to follow depending on the experience of the staff member. New academic staff have the opportunity to complete an online orientation module that outlines the University's approaches to learning, teaching and quality and the principles of the Strategy for Learning (SfL). Engagement of staff in the professional recognition of teaching and learning is encouraged by linking recognition to the University's selection and promotion criteria."]
[1760,"GCU_104","-","Staff_Support","Professional development","Glasgow Caledonian University","104 The ADF framework supports staff to gain professional recognition across all levels of the UK Professional Standards Framework (UKPSF) and categories of fellowship with Advance HE. New staff are supported through the University's Postgraduate Certificate in Academic Practice (PgCAP), which is accredited by Advance HE. The PgCAP also has an early exit award (Post Experience Certificate in Student Engagement) which is available to non-academic staff in student-facing support roles and enables the award of Associate Fellow status. Full-Time Officers of the Students' Association also have the opportunity to complete this award (paragraph 20)."]
[1761,"GCU_105","-","Staff_Support","Professional development","Glasgow Caledonian University","105 Staff with experience of completing the PgCAP or gaining fellowship through Advance HE, talked positively about their experience, acknowledging that the opportunities provided to reflect on their own teaching practice had been invaluable in developing their teaching. They also valued the opportunity and scope it had given them to undertake pedagogic projects. They spoke positively about the opportunity to undertake pedagogic research, to apply this research to their teaching practice, and disseminate their findings to other areas of the University. Staff who acted as tutors and mentors for colleagues working on fellowship applications for Advance HE and the PgCAP, attested to the clear development as educators that could be seen in staff undertaking these professional development programmes. Such is the perceived value of the PgCAP that staff outlined to the ELIR team disappointment that currently the programme only offers a single intake each year (in September) which was not considered useful for staff who were employed at other times in the academic session."]
[1762,"GCU_106","-","Staff_Support","Professional development","Glasgow Caledonian University","106 The University also offers a range of broader staff development opportunities which are consistent with supporting the delivery of its strategic aims. The University's People Strategy 2020 commits to the principle of 'Working Well' and staff webpages contain a series of resources to support mental health and wellbeing, and also advertises events and training courses. During the review, the ELIR team learned from senior colleagues that a number of approaches, such as mandating 'No Teams Friday' and encouraging flexible working have been introduced during the pandemic to mitigate some of the pressures that staff were experiencing as a result of the move to blended learning and remote working. These measures are supported by a specific webpage giving wellbeing support and resources."]
[1763,"GCU_107","Commendation","Enhancement","Strategy","Glasgow Caledonian University","107 The University has an effective approach to enhancing teaching and learning and the wider student experience managed through its governance and committee structures. The University has a clearly articulated strategy and vision, which is effectively embedded as part of its culture. In particular, the University's desire to align all goals with its 'Common Good' mission is clearly articulated and consistently communicated, adopted by staff and well recognised by students."]
[1764,"GCU_108","-","Enhancement","Practice","Glasgow Caledonian University","108 The University has effective mechanisms for managing enhancement of teaching, learning and the student experience. The University makes effective use of Student Experience Action Plans (SEAPs) which ensure that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas. These plans - which are dynamic, regularly reviewed and updated in partnership with students - ensure ownership of institutional targets by staff at all levels and provide clear accountability for action."]
[1765,"GCU_109","-","Teaching_Learning","Good practice","Glasgow Caledonian University","109 The University has an effective and systematic approach for identifying and sharing good practice links to learning and teaching and the broader student experience. School Associate Deans for Learning, Teaching and Quality (ADLTQs) and at the London campus by the Learning and Teaching Quality Lead, play an important role in ensuring the implementation of key university policies and priorities associated with learning and teaching at school-level and the sharing of good practice. The University also offers a comprehensive range of formal and informal mechanisms to achieve this."]
[1766,"GCU_110","-","Staff_Support","Professional development","Glasgow Caledonian University","110 The University also offers a wide range of staff development opportunities which support staff and enable it to achieve its strategic objectives. The University has a systematic approach to monitoring and identifying staff development needs."]
[1767,"GCU_111","-","Quality_Processes","Framework","Glasgow Caledonian University","111 The University has effective and systematic arrangements in place for managing quality which meets sector expectations. It also has effective processes in place for reviewing and securing academic standards which meet the Expectations of the UK Quality Code for Higher Education (the Quality Code) and the Scottish Funding Council (SFC) guidance to higher education institutions on quality (2017-22). University quality structures"]
[1768,"GCU_112","-","Quality_Processes","Framework","Glasgow Caledonian University","112 The Academic Policy and Practice Committee (APPC), chaired by the DVC (Learning, Teaching and Student Experience), plays a key role in the management of quality processes and academic standards. The Academic Quality Department (AQD) has responsibility for the operational management of the University's quality processes. To support a cross-school approach to managing academic quality and enhancement, the department has established a number of school-facing staff including the Academic Quality Business Partners (AQBPs). In addition, a Curriculum Quality and Accreditation (CQA) team is located within the Directorate of School Professional Services and staff within are allied to each of the academic schools. These teams work closely with school staff to ensure consistency in the implementation of quality processes and procedures and quality assurance monitoring. The ELIR team noted from the Reflective Analysis that the University has also established the Academic Quality and Development Advisory Group (AQDAG) and the Assessment Regulations Working Group (ARWG). These cross-university groups, with representation from the Students' Association, led developments in academic quality with examples including banded grading. Induction for new academic staff includes training on the University's quality processes delivered by the AQD."]
[1769,"GCU_113","-","Quality_Processes","Framework","Glasgow Caledonian University","113 At school level, oversight of academic quality assurance and enhancement is the responsibility of the Associate Deans Learning, Teaching and Quality (ADLTQs) (paragraph 99) who are also members of key university committees with responsibilities for teaching, learning and quality such as ETSE and APPC. The 'Schools Refresh' has given schools more autonomy and responsibility for quality and assuring standards, with the ADLTQs playing a pivotal role in ensuring central policies and practice are implemented consistently at a local level and advising on policy and process changes. The ELIR team heard from senior staff that an advantage of the 'Schools Refresh' has been greater staff ownership, engagement, understanding, responsibility and accountability for quality and enhancement processes at local levels."]
[1770,"GCU_114","-","Quality_Processes","Framework","Glasgow Caledonian University","114 Since the 2015 ELIR, the University has completed a review of its quality process and handbook, Academic Quality Policy and Practice (AQPP). This review was informed - in 2015-16 by a 'Back to Basics with Quality Assurance' continuing professional development programme; and the 'GCU Academic Pillars for Learning, Teaching and Quality' programme in 2016-17 - which were development programmes for staff. Feedback from these and the review prompted the University to streamline some of its quality processes including programme review, new programme approval, programme monitoring and external examiners. Approved by University Senate in 2018-19, the AQPP is comprehensive and applies to all of the University's provision including programmes delivered by collaborative partners and contains clear responsibilities of key teaching-related roles, such as module and programme leaders. Staff who spoke with the ELIR team were clearly aware of these responsibilities, noting these were considered to be the core responsibilities of the roles but stated there was scope for discipline contextualisation. Staff who met the ELIR team confirmed that the current arrangements and structures have resulted in increased consistency in implementation of quality processes."]
[1771,"GCU_115","-","Quality_Processes","Programme Approval","Glasgow Caledonian University","115 The Reflective Analysis states that GCU is a 'programme-centred' university with modules belonging to a host programme. The University's detailed process for new programme approval meets sector expectations. In developing any new programme, a proposal document must firstly be approved by APPC demonstrating the programme is consistent with university and school portfolios and Strategy 2020. The Academic Quality Department (AQD) is responsible for the management of programme approval boards, with each board having appropriate external stakeholder involvement, as well as external subject specialists and student representation. Programme review and modification normally takes place as part of Enhancement-led Institutional Subject Review (ELISR) (paragraph 120) although provision exists to make changes out with the ELISR cycle - for example, to support minor changes to modules resulting from academic discipline developments. Such changes are permitted where the overall programme learning outcomes remain unchanged."]
[1772,"GCU_116","-","Quality_Processes","Programme Approval","Glasgow Caledonian University","116 The University's use of a programme specification pro forma includes a mapping of the programme to the University's SfL and to the 'Common Good' attributes, with an assessment matrix providing an overview of the workload for students and progression through the programme. The sample of programme specifications reviewed by the ELIR teams indicates variation in the completeness of this documentation, with the team questioning the relevance and specificity of some of the information included by programme teams. Drawing on its experience of the sector, the ELIR team considers some elements of the programme approval and review process are too generic and the process may be improved by focusing more on the programme-specific aspects of the documentation which would reduce the workload for the approval board without losing consideration of the specific features of the programme."]
[1773,"GCU_117","-","Quality_Processes","Annual Monitoring","Glasgow Caledonian University","117 The University has a systematic approach to annual programme monitoring which requires detailed consideration of each programme. Annual programme monitoring reports reviewed by the ELIR team are detailed, requiring information, data and commentary on admissions, progression, analysis of student feedback, external examiner reports, consideration of how programmes fit into SfL, interactions with employers and other external stakeholders, areas of good practice and areas for wider department and/or school consideration. Information from the University's Data Analytics Shared Hub (DASH) (paragraph 137), is used effectively to support the annual monitoring processes, providing useful insights into student attainment and progression."]
[1774,"GCU_117","-","Quality_Processes","Use of data","Glasgow Caledonian University","117 The University has a systematic approach to annual programme monitoring which requires detailed consideration of each programme. Annual programme monitoring reports reviewed by the ELIR team are detailed, requiring information, data and commentary on admissions, progression, analysis of student feedback, external examiner reports, consideration of how programmes fit into SfL, interactions with employers and other external stakeholders, areas of good practice and areas for wider department and/or school consideration. Information from the University's Data Analytics Shared Hub (DASH) (paragraph 137), is used effectively to support the annual monitoring processes, providing useful insights into student attainment and progression."]
[1775,"GCU_118","-","Quality_Processes","Annual Monitoring","Glasgow Caledonian University","118 Annual monitoring is a multi-layered process, with individual programme reports reviewed and collated into a departmental annual monitoring report which, in turn, is reviewed and collated into a school annual monitoring report, prepared by the School ADLTQ. School annual monitoring reports, once approved by School Boards, are considered by the Learning and Teaching Sub Committee (LTSC) who identify school and cross-university issues, which are raised at Academic Policy and Practice Committee (APPC) (paragraph 112). The ELIR team recognised that this process supports the schools to highlight and disseminate examples of good learning and teaching practice and supports the University to identify where this best practice may be further developed cross-institutionally to enhance the student experience. However, in considering a sample of the reports associated with this process, the team found instances of duplication of information and too much condensing of key findings."]
[1776,"GCU_119","-","Quality_Processes","Annual Monitoring","Glasgow Caledonian University","119 As a result of the COVID-19 pandemic, the ELIR team learned that during session 2019-20, the University had made some changes to reduce workload pressures on staff. This involved making some changes to the annual monitoring process for that session. These included moving reporting deadlines and trialling a shortened, more focused reporting template for departmental and school reports. Senior staff indicated the use of these new reporting templates would be evaluated with a view to determining whether there would be value in continuing to use them in future academic sessions. Enhancement-led Institutional Subject Review (ELISR)"]
[1777,"GCU_119","-","Covid_19","Quality processes","Glasgow Caledonian University","119 As a result of the COVID-19 pandemic, the ELIR team learned that during session 2019-20, the University had made some changes to reduce workload pressures on staff. This involved making some changes to the annual monitoring process for that session. These included moving reporting deadlines and trialling a shortened, more focused reporting template for departmental and school reports. Senior staff indicated the use of these new reporting templates would be evaluated with a view to determining whether there would be value in continuing to use them in future academic sessions. Enhancement-led Institutional Subject Review (ELISR)"]
[1778,"GCU_120","-","Quality_Processes","Internal Review","Glasgow Caledonian University","120 The University's Institution-led Review (ILR) process (ELISR) meets the requirements detailed in the SFC guidance to higher education institutions on quality and the Expectations of the Quality Code. Since the last ELIR and following the 'Schools Refresh', a greater number of academic departments now exist. This has allowed the University to refocus its unit of review from that of large multi-disciplinary departments to a single discipline focus (or, where relevant, a linked discipline) departmental approach. As part of its ELISR preparations, each department must produce a Self-Evaluation Document (SED) which uses an extensive range of information and data to support each department to conduct a critical reflection of its provision and identify areas for development and specific examples of good practice. Staff with experience of participating in the ELISR process spoke positively to the ELIR team about the fact that the cross-institutional membership of ELISR teams provided good opportunities for dissemination of good practice in relation to learning and teaching and quality matters. The sample of SEDs considered by the ELIR team showed that while each contains very detailed information, some of this can be generic, stating university policy and processes without much evaluation of, or reflection on, how these are adopted and adapted in the department."]
[1779,"GCU_121","-","Quality_Processes","Framework","Glasgow Caledonian University","121 During the review, the ELIR team learned that in response to staff feedback, AQD had undertaken further work to review and streamline the University's quality-related processes. This work started in 2018-19, with the ELIR team being informed that this remains an ongoing priority for the University. While staff who met the team acknowledged that some streamlining of quality assurance and enhancement processes had indeed taken place, many still believed that the level of documentation required was still too onerous and resource and time intensive to complete. On balance, the team recommends that the University further reflect on the ways it can streamline its quality assurance and enhancement processes, which while ensuring these continue to maintain academic standards and assure the quality of the student learning experience, also provide greater discipline focus and deliver more effective ways of promoting enhancement. In parallel, undertake a programme of communication and consultation on resultant changes made to ensure ownership of quality processes by staff at all levels, in turn providing clear accountability for action."]
[1780,"GCU_122","-","Quality_Processes","External examining","Glasgow Caledonian University","122 The University's external examiners play a pivotal role in securing and maintaining academic standards. They are asked to provide input from supporting initial approval of the programme through to the progression and degree-awarding processes. External examiners review module learning outcomes and assessments, ensuring they align and are at the appropriate level, and they are key members of programme/module assessment boards, giving assurance of academic quality and the maintenance of standards."]
[1781,"GCU_123","-","Quality_Processes","External examining","Glasgow Caledonian University","123 There are well-established processes for the nomination, approval and appointment of external examiners. The AQPP details the criteria and the processes for their appointment and also contains a handbook for external examiners which gives key information regarding their role, what is expected of them in terms of reporting, and background information on relevant assessment regulations. External examiners also receive induction training and have access to some online resources."]
[1782,"GCU_124","-","Quality_Processes","External examining","Glasgow Caledonian University","124 External examiner reports are submitted online system to AQD which provides institutional oversight of external examiner reports. AQD are responsible for forwarding the reports to the relevant school, where they are used to support module and programme leaders to complete their annual monitoring reporting and, as necessary, make changes to modules and programmes. Each school is responsible for disseminating external examiner reports to the relevant programme board for consideration, with these boards tasked with providing feedback to its external examiner(s) on any programme-specific issues. AQD respond directly to external examiners on behalf of the University where serious concerns regarding academic standards have been raised. Where such a response is required, AQD will provide this following consultation with the relevant school. The University's process for amending modules requires production of evidence that external examiners (or external subject specialists) have had sight of any proposed changes."]
[1783,"GCU_125","-","Quality_Processes","External examining","Glasgow Caledonian University","125 The AQD undertakes a cross-institutional analysis of the external examiner reports to identify areas of good practice, to identify key issues that may impact on academic standards and to identify common themes that require institution-level enhancement. This analysis is considered by the Learning and Teaching Sub-Committee (LTSC) (paragraph 90)."]
[1784,"GCU_126","-","Assessment","Feedback","Glasgow Caledonian University","126 The University has effective arrangements in place for managing its assessment and feedback processes. The Assessment Regulations Working Group (ARWG) has developed a staff handbook of assessment procedures. This is a comprehensive document containing a detailed description of the range of assessment procedures used with useful links to relevant associated regulations and policies. The handbook also sets out the responsibilities of module and programme leaders and external examiners in assessment and feedback processes. Assessment feedback information for students is located on the University's website and in module handbooks. Although external examiner reports reviewed by the ELIR team commented positively on the depth and quality of feedback provided to students on their assessments, students who met the team expressed conflicting views on the quality and timeliness of the feedback they had received suggesting that some inconsistencies still exist across the University (paragraphs 52 and 53)."]
[1785,"GCU_127","-","Quality_Processes","Externality","Glasgow Caledonian University","127 Overall, the University made effective use of external reference points in its quality processes and engaged with a variety of external stakeholders to ensure that the programmes offered are relevant, robust and that academic standards are being maintained."]
[1786,"GCU_128","-","Quality_Processes","Externality","Glasgow Caledonian University","128 Its quality and other student-facing processes have been mapped to the revised Quality Code and all programmes and modules are required to comply with the University's Qualifications Framework which is aligned to The Frameworks for Higher Education Qualifications. Programme specification pro formas require programme teams to indicate how programmes meet the relevant QAA Subject Benchmark Statements and, where relevant, accrediting professional, statutory and regulatory bodies (PSRB) requirements. Enhancement-led Institutional Subject Review reports (ELISR) confirm that professional services, such as careers, are included in the reviews, therefore meeting the expectations set out in the SFC guidance to higher education institutions on quality in terms of Institutionled Review (ILR)."]
[1787,"GCU_129","-","Quality_Processes","Externality","Glasgow Caledonian University","129 Programme approval boards, which consider proposals for new programmes and major changes to existing programmes, have external subject specialists and other external stakeholders, such as employers and Skills Development Scotland representatives for a new Graduate Apprenticeship programme as members. The University's ELISR panels also have appropriate external representation. Input from external examiners and external subject specialists is also required when making changes to modules. The effectiveness of the University's discussions with employers is exemplified by the discussions that took place to identify pressure points for students on an MBA programme which were impacting their learning as students."]
[1788,"GCU_129","-","ExternalEngagement_Research","Employers","Glasgow Caledonian University","129 Programme approval boards, which consider proposals for new programmes and major changes to existing programmes, have external subject specialists and other external stakeholders, such as employers and Skills Development Scotland representatives for a new Graduate Apprenticeship programme as members. The University's ELISR panels also have appropriate external representation. Input from external examiners and external subject specialists is also required when making changes to modules. The effectiveness of the University's discussions with employers is exemplified by the discussions that took place to identify pressure points for students on an MBA programme which were impacting their learning as students."]
[1789,"GCU_130","-","PSRBs","Programme approval","Glasgow Caledonian University","130 Many of the University's programmes are accredited by a PSRB, which results, where appropriate, in module and programme learning outcomes and curricular content being mapped to the accrediting body requirements. A good example of such mapping is found in the programme approval documentation for a graduate apprenticeship programme in construction where the curriculum has been mapped to the undergraduate educational framework for the Chartered Institute of Building and to the competencies expected from the Royal Institute of Chartered Surveyors. Some programmes - for example, BA (Hons) International Marketing - benefit from being able to access professional lectures delivered by the accrediting body and the use of an industry panel to provide student feedback which has been commented on favourably by external examiners. Several university staff members are also involved with accrediting bodies in a number of ways - for example, being members of expert advisory groups or accreditation panels, or learning and quality assurance groups."]
[1790,"GCU_131","-","Postgraduate_Research","Student Experience","Glasgow Caledonian University","131 The 2015 ELIR identified eight areas of positive practice and five areas for development. The current ELIR team agreed with the University that the areas of positive practice had all, to a greater or lesser extent, been developed further and embedded within the University's core policies and procedures. The team also confirmed that the University has made significant progress in the majority of areas for development and had worked to address them all. The University had made effective use of its Thematic Review process to focus on clarifying the support and enhancements required to the postgraduate research student (PGR) experience (paragraphs 65-73). The 2018 review focused on improving communication and commonality of approach to the management of processes linked to the research student experience across all schools/departments and the Graduate School. This Thematic Review has also addressed issues around the development and support of Graduate Teaching Assistants, with the ELIR team view being that the University had made significant progress in this particular area (paragraph 71)."]
[1791,"GCU_132","-","Assessment","Feedback","Glasgow Caledonian University","132 The ELIR team recognised that, following the last review, the University has undertaken a range of activities to improve the students' experience of assessment and feedback. The University confirmed work on assessment feedback remained ongoing and during the review, the ELIR team explored the institution's plans and progress in this area. Feedback from students and staff suggests that the University, like many other institutions across the higher education sector, is still experiencing inconsistency in the quality of assessment feedback and its timeliness (paragraphs 52 and 53)."]
[1792,"GCU_133","-","Enhancement","Strategy","Glasgow Caledonian University","133 The ELIR team confirmed that the University had undertaken a range of activities to progress its focus and has a coherent approach to the implementation of strategy. Particularly positive developments include the Schools Refresh (paragraphs 3, 93, 99 and 113) which has supported the implementation of strategy in a way that is closer to the day-to-day operation of teaching, the introduction of the SEAPs at institutional and school level (paragraphs 2, 8, 13, 81, 91-93) and the introduction of a range of associate dean of school roles (paragraphs 68, 99, 109, 113 and 143)."]
[1793,"GCU_134","-","Student_Engagement","Feedback","Glasgow Caledonian University","134 The University has also undertaken actions to support it to further capture and reflect on the views of its increasingly diverse student population, including the views of students studying off campus. This work includes developing its centralised institutional approach to survey management and the dissemination of outcomes (paragraph 21); expanding its range of internal survey mechanisms (paragraph 22); and establishing a Student Communication and Events team which offers strategic, centralised channels to promote campaigns and enhancements to the student experience (paragraph 24)."]
[1794,"GCU_135","-","Quality_Processes","Use of data","Glasgow Caledonian University","135 Overall, the University has an effective approach to using data to inform its decision-making and uses an appropriate range of both quantitative and qualitative information to support the development of strategy and inform enhancements to the student experience. Data underpins many of the University's quality processes, is available to support reflective analysis and is provided in a clear and consistent manner which supports the development of a shared understanding of good practice as well as responsiveness to emerging issues."]
[{"$f":"IF(B1797<>\"\",ROW(A1797)-2,\"\")","v":1795},"GCU_136","-","Quality_Processes","Use of data","Glasgow Caledonian University","136 The University has adopted a sound framework for the evaluation of performance based on Key Performance Indicators (KPIs) which supports the monitoring of the delivery of Strategy 2020, and which informs similar indicators at school and department level. These KPIs are evaluated by the Strategy and Planning team, who are responsible for regularly reporting on student data and performance to the University Executive Board, the Deans' group, Senate and other key university committees. The KPIs also inform the work of the Planning and Performance Forum, which reports to the Executive Board and has responsibility for undertaking an annual review of this data and an analysis of the University's performance against the SFC's National Outcome Agreement measures. Qualitative data, such as student feedback on modules and services and external examiner feedback, is shared through the use of online folders which support communication of planning goals between schools, and with professional service areas."]
[1796,"GCU_137","-","Quality_Processes","Use of data","Glasgow Caledonian University","137 The University's interactive Data Analytics Shared Hub (DASH) uses Higher Education Statistics Agency (HESA) information and data from the University's student record system to provide reporting on a range of performance measures related to student outcomes. The DASH supports the University to undertake an analysis of this data from University down to module-level and facilitates comparative analysis both across different modules, subjects and levels, and time periods. DASH information underpins the University's annual monitoring process (paragraphs 117-119) and is used in analysis of outcomes at module level. The DASH provides the University with the capacity to analyse data by protected characteristic, to determine differential outcomes for students who share a particular characteristic. The ELIR team heard from a range of staff about examples of how such analysis had been used effectively in support of the University's work on widening access and participation - for example, in the analysis of the attainment gap for black, Asian and minority ethnic (BAME) students (paragraph 30)."]
[1797,"GCU_137","-","Demographics","Widening participation","Glasgow Caledonian University","137 The University's interactive Data Analytics Shared Hub (DASH) uses Higher Education Statistics Agency (HESA) information and data from the University's student record system to provide reporting on a range of performance measures related to student outcomes. The DASH supports the University to undertake an analysis of this data from University down to module-level and facilitates comparative analysis both across different modules, subjects and levels, and time periods. DASH information underpins the University's annual monitoring process (paragraphs 117-119) and is used in analysis of outcomes at module level. The DASH provides the University with the capacity to analyse data by protected characteristic, to determine differential outcomes for students who share a particular characteristic. The ELIR team heard from a range of staff about examples of how such analysis had been used effectively in support of the University's work on widening access and participation - for example, in the analysis of the attainment gap for black, Asian and minority ethnic (BAME) students (paragraph 30)."]
[1798,"GCU_138","-","Quality_Processes","Externality","Glasgow Caledonian University","138 The University has effective and systematic arrangements in place for setting and securing academic standards which meet the Expectations set out in the Quality Code and the SFC guidance to institutions on quality, making appropriate use of external reference points."]
[1799,"GCU_139","-","Quality_Processes","Framework","Glasgow Caledonian University","139 The University's Academic Quality Policy and Practice (AQPP) handbook comprehensively sets out all quality processes and references other policies, regulations and external reference points. University restructuring, and a number of staff development programmes delivered by AQC, a revised AQPP and the role of the Associate Deans for Learning, Teaching and Quality (ADLTQs) have been instrumental in ensuring staff at all levels are more aware of quality processes and their individual responsibility in maintaining them. The University makes systematic use of its external examiners, who play a key role in securing and maintaining academic standards across the University's portfolio."]
[1800,"GCU_140","Recommendation","Quality_Processes","Framework","Glasgow Caledonian University","140 While the documentation used to monitor quality and academic standards is extensive, the University is asked to further reflect on ways it can streamline its quality assurance and enhancement processes, which while ensuring these continue to maintain academic standards and assure the quality of the student learning experience, also provide greater discipline focus and deliver more effective ways of promoting enhancement. In parallel, undertake a programme of communication and consultation on resultant changes made to ensure ownership of quality processes by staff at all levels, in turn providing clear accountability for action."]
[1801,"GCU_141","-","Enhancement","Strategy","Glasgow Caledonian University","141 The University is a self-reflective community which makes good use of data in supporting strategy development and decision-making. The development of the DASH suite of data supports a commonality of approach to the understanding of strengths and areas for development linked to learning and teaching and the wider student experience. Information available from the DASH is already informing key quality assurance and enhancement activities including Enhancement-led Institutional Subject Review and annual monitoring. There is a consistent use of data which supports self-reflection and analysis, which ensures that strategic goals and targets are clearly embedded at an operational level. This approach is understood by students and communicated effectively to a wide range of stakeholders."]
[1802,"GCU_141","-","Quality_Processes","Use of data","Glasgow Caledonian University","141 The University is a self-reflective community which makes good use of data in supporting strategy development and decision-making. The development of the DASH suite of data supports a commonality of approach to the understanding of strengths and areas for development linked to learning and teaching and the wider student experience. Information available from the DASH is already informing key quality assurance and enhancement activities including Enhancement-led Institutional Subject Review and annual monitoring. There is a consistent use of data which supports self-reflection and analysis, which ensures that strategic goals and targets are clearly embedded at an operational level. This approach is understood by students and communicated effectively to a wide range of stakeholders."]
[1803,"GCU_142","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","142 The University has an effective approach to managing its collaborative provision, including appropriate arrangements for securing academic standards and enhancing the student experience. The University has a wide range of partnerships that include 58 collaborative partnership arrangements (at programme level), a further 22 articulation arrangements and 13 transnational partnerships. These partnerships range from long-standing institutional relationships such as Caledonian College of Education in Oman, to memoranda of understanding, with Stony Brook University, New York which is currently focused on facilitating student exchange. In evaluating the University's overall arrangements for the management of collaborative activity, the ELIR focused on three long-standing arrangements which encompassed the range of activity undertaken currently by the University. These are the partnerships with the College of Engineering of the National University of Science and Technology (NUST); the African Leadership College, Mauritius; and Transnet Freight Rail, South Africa. During the review visit, the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships."]
[1804,"GCU_143","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","143 The International Committee (IC) has lead responsibility for the University's Internationalisation Strategy (IS), which sets out its strategic approach. The overarching goal of the IS is 'to strengthen and enhance GCU's position as a globally networked community that is attractive to international students, academic staff and partner organisations in key areas around the world'. This positions the growth of transnational education as one of five 'key goals' to 'strengthen and enhance GCU's position as a globally networked community …'. Since the 2015 ELIR, the University has significantly expanded the scale and type of its academic partnership arrangements. This growth is based on the development of links with business and industry, as well as with other providers of education. Strategic leadership of internationalisation lies with the DVC (Strategy) and includes the TNE partnership arrangements which are led by the academic schools. For UK-based partnerships, once agreements are in place, responsibility for securing standards lies with the relevant academic school. For TNE, school-level associate deans (International) (ADI) lead on the development of school international partnerships, working with the Head of School and ADLTQ to maintain quality and standards. Each school operates an International Forum which is responsible for their school's international partnerships and collaborative arrangements and reports to the School Board. The International Director based at the London campus broadly mirrors the role of the school ADIs. Academic Quality also has a dedicated team who support TNE partnership activity and programme provision. APPC, has a primary role in the academic approval and monitoring of collaborative provision. The University's partnership agreements are subject to regular review and are held centrally by the Directorate of Marketing, Recruitment and Admissions. Its partnership register is administered by the Partnership Administration team within that Directorate."]
[1805,"GCU_144","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","144 At the time of the review, information supplied in the RA and on the University's website included reference to the University's London Campus and to Glasgow Caledonian New York College (GCNYC). The ELIR team's view is that neither the University's London Campus nor GCNYC can be viewed as collaborative partnerships. During the review, the ELIR team learned that the London Campus had until recently operated as a separate school within the University. Plans were being implemented to support the further integration of the University's Glasgow and London schools, with senior staff outlining the anticipated benefits to staff and students from closer engagement and collaborative working. Some early gains include London-based guest lectures being made available to Glasgow students."]
[1806,"GCU_145","Recommendation","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","145 The ELIR team confirmed that GCNYC operates as a separate legal entity and does not award Glasgow Caledonian University degrees, its awards being accredited by the New York State Education Department Board of Regents. Its establishment supports GCU's Internationalisation Strategy and GCNYC is accredited to deliver Master of Science awards. The Principal and Vice-Chancellor of GCU is also President of GCNYC. Longer-term GCU plans to work with GCNYC to explore expansion of its provision in education and research and support students and staff to undertake international mobility opportunities. The ELIR review team noted the distinction between these arrangements and others cited as collaborative partnerships on the University's website and viewed that the presentation of information generally but specifically related to GCNYC, was unclear to current and future applicants. The University is, therefore, recommended to consider how, in the future, this area of activity is best presented to stakeholders so that the distinctiveness of awarding bodies, in particular, is completely transparent. The ELIR team asks the University to ensure care is taken across all forms of communications to ensure that the University is clear to staff, students and members of the public about what aspects of the student experience are common/shared (mission, culture) and those that are not (accreditation, GCU degree), with particular reference to the relationship between Glasgow Caledonian University and Glasgow Caledonian New York College."]
[1807,"GCU_146","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","146 The University's policy and framework for the development, approval, monitoring and review of TNE and academic partnerships is set out in the Academic Quality Policy and Practice (AQPP) handbook. This policy applies to all learning opportunities leading or contributing to a Glasgow Caledonian award or to specific credits of the University delivered and/or assessed through a formal agreement with a partner institution. The AQPP goes on to specifically qualify that these arrangements do not apply to 'non-credit bearing student exchanges, work-based learning […] or placement learning, distance learning, consultancy or commercial activities coordinated by the Department of Research, Innovation and Enterprise'. This policy sets out the typology of approved partnership mechanisms operated by the University. These are expressed in terms of complexity, which includes evaluation of the risks associated with particular forms of collaboration and describes the quality assurance requirements necessary for each form of arrangement. The AQPP handbook is clear in its designation of a risk-based approach to the establishment and management of partnerships. Partnership arrangements are subject to a specific range of KPIs which focus on the potential benefit of the partnership to the University, balancing financial contribution against research, pedagogical development and reputational criteria. There are clear stages for partner identification, strategic and academic approval and the implementation of the partnership delivery plan."]
[1808,"GCU_146","-","Quality_Processes","Framework","Glasgow Caledonian University","146 The University's policy and framework for the development, approval, monitoring and review of TNE and academic partnerships is set out in the Academic Quality Policy and Practice (AQPP) handbook. This policy applies to all learning opportunities leading or contributing to a Glasgow Caledonian award or to specific credits of the University delivered and/or assessed through a formal agreement with a partner institution. The AQPP goes on to specifically qualify that these arrangements do not apply to 'non-credit bearing student exchanges, work-based learning […] or placement learning, distance learning, consultancy or commercial activities coordinated by the Department of Research, Innovation and Enterprise'. This policy sets out the typology of approved partnership mechanisms operated by the University. These are expressed in terms of complexity, which includes evaluation of the risks associated with particular forms of collaboration and describes the quality assurance requirements necessary for each form of arrangement. The AQPP handbook is clear in its designation of a risk-based approach to the establishment and management of partnerships. Partnership arrangements are subject to a specific range of KPIs which focus on the potential benefit of the partnership to the University, balancing financial contribution against research, pedagogical development and reputational criteria. There are clear stages for partner identification, strategic and academic approval and the implementation of the partnership delivery plan."]
[1809,"GCU_147","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","147 External examiners on collaborative provision are appointed within the remit of the Regulations for the Appointment and Responsibilities of External Examiners. The AQPP handbook states that external examiners should be capable of commenting on 'the effectiveness of assessment arrangements across locations (where this is applicable for the arrangement)'. It is the ELIR team's understanding that neither here, or in the regulations for the Appointment and Responsibilities of External Examiners is it entirely clear whether it is a requirement that the same external examiner be appointed to cover all iterations of a module, wherever delivered. As a result, the team believe there would be benefit to the University, in cases where different external examiners are responsible for iterations of the same module, of ensuring a comparative understanding of student achievement is possible wherever the module is delivered."]
[1810,"GCU_147","-","Quality_Processes","External examining","Glasgow Caledonian University","147 External examiners on collaborative provision are appointed within the remit of the Regulations for the Appointment and Responsibilities of External Examiners. The AQPP handbook states that external examiners should be capable of commenting on 'the effectiveness of assessment arrangements across locations (where this is applicable for the arrangement)'. It is the ELIR team's understanding that neither here, or in the regulations for the Appointment and Responsibilities of External Examiners is it entirely clear whether it is a requirement that the same external examiner be appointed to cover all iterations of a module, wherever delivered. As a result, the team believe there would be benefit to the University, in cases where different external examiners are responsible for iterations of the same module, of ensuring a comparative understanding of student achievement is possible wherever the module is delivered."]
[1811,"GCU_148","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","148 External examiners reports are considered at programme and school level and are subject to an overview report to the Learning and Teaching Sub-Committee. Although not explicitly referenced within these overview reports, it is clear that collaborative partnerships are covered therein. External examiner reports include commentary on the comparability of standards of the University's awards with those of other higher education institutions (paragraphs 122-125)."]
[1812,"GCU_148","-","Quality_Processes","External examining","Glasgow Caledonian University","148 External examiners reports are considered at programme and school level and are subject to an overview report to the Learning and Teaching Sub-Committee. Although not explicitly referenced within these overview reports, it is clear that collaborative partnerships are covered therein. External examiner reports include commentary on the comparability of standards of the University's awards with those of other higher education institutions (paragraphs 122-125)."]
[1813,"GCU_149","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","149 As part of the approval and delivery processes, a comprehensive handbook is produced for each partnership which outlines the responsibilities of the University and its partners. These handbooks typically include information on: programme structures, admissions requirements and student induction; professional registration and accreditation; assessment setting, marking and feedback, and assessment boards; student engagement; staff recruitment, induction and development, and teaching responsibilities, student support and IT and library services; and the operation of programme boards, module and programme evaluation and monitoring. On reviewing a number of partnership handbooks, the ELIR team reached the view that partnerships use the standard quality assurance and monitoring arrangements specified in the University's AQPP, along with the University's assessment and any other associated regulations. Where differential practices are put in place, these reflect the nature of the collaborative engagement and are planned in such a way as to mitigate risk. Approval for such variation, which appears minimal, is made through the relevant approval mechanism."]
[1814,"GCU_149","-","Quality_Processes","Framework","Glasgow Caledonian University","149 As part of the approval and delivery processes, a comprehensive handbook is produced for each partnership which outlines the responsibilities of the University and its partners. These handbooks typically include information on: programme structures, admissions requirements and student induction; professional registration and accreditation; assessment setting, marking and feedback, and assessment boards; student engagement; staff recruitment, induction and development, and teaching responsibilities, student support and IT and library services; and the operation of programme boards, module and programme evaluation and monitoring. On reviewing a number of partnership handbooks, the ELIR team reached the view that partnerships use the standard quality assurance and monitoring arrangements specified in the University's AQPP, along with the University's assessment and any other associated regulations. Where differential practices are put in place, these reflect the nature of the collaborative engagement and are planned in such a way as to mitigate risk. Approval for such variation, which appears minimal, is made through the relevant approval mechanism."]
[1815,"GCU_150","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","150 Partnership documentation makes it clear that the University remains ultimately responsible for the quality and standards of its partnerships and partnership programmes. Direct engagement by the University with staff and students at its collaborative partners varies with the nature of the partnership and is not directly related to the type of collaboration but to the contract between the University and its partner. While delivery models vary across the partnerships, they tend to be based on blended delivery, with the University and the partner sharing the administration, support and delivery of programmes. Normally, a senior member of GCU staff acts as the academic link between the University and the partner, providing oversight of the quality of the education provision and ensures the academic standards of the programmes are maintained."]
[1816,"GCU_151","-","Collaborative_Partnerships","Staff support","Glasgow Caledonian University","151 GCU staff lead on module planning, assessment arrangements, and the development of learning resources, with a 'flying faculty' model predominantly in use. The ELIR team learned that academic staff working at the University's collaborative partners are supported in the development of their learning and teaching practice as part of the University's 'flying faculty' model. University staff taking time during their visits, to train collaborative staff in university policy and processes, and in teaching and assessment practices. GCU has a role in the approval of partner staff who contribute to the delivery of teaching and learning on its programmes. In order to be granted associate lecturer status, partnership staff CVs are reviewed and approved by the relevant head of school or a subject specialist. The Academic Quality and Development collate this information with these staff nominations going to LTSC for formal approval. Once granted associate lecturer status at GCU, academic staff from partners have access to key university resources such as GCU Learn, IT services and the library. While these vary, the ELIR team confirmed that appropriate induction and development opportunities exist for staff at each partnership as set out in the collaborative agreement and handbook. Staff at some of the University's collaborative partners have the opportunity to complete the University's Postgraduate Certificate in Academic Practice (PgCAP) (paragraphs 104 and 105)."]
[1817,"GCU_152","-","Collaborative_Partnerships","Staff support","Glasgow Caledonian University","152 Several collaborative staff who spoke with the ELIR team indicated they were undertaking master's degrees and PhDs with support from the University, stating these further study opportunities had proved helpful for developing their teaching practice. In some partnerships, staff also take the opportunity to undertake peer observation, particularly when GCU 'flying faculty' staff visited the partners for master's-level teaching. Collaborative partner staff who had participated in peer observation indicated they had found the experience useful for developing their teaching skills. The team also heard that staff members, who had experience of undertaking a 'flying faculty' teaching role, appreciated the opportunity this provided them to increase their cultural awareness and their knowledge of different teaching practices."]
[1818,"GCU_153","-","Collaborative_Partnerships","Student experience","Glasgow Caledonian University","153 The University has effective arrangements in place for assuring and enhancing the quality of the student experience with collaborative partners with students reflecting positively on the support offered by GCU and its partners. Arrangements for students are set out in detail within each partnership agreement and handbook. Students studying with partners are registered with the University which allows them access to the complete range of the University's online services including GCU Learn, IT services and the library. Support provided to collaborative students varied between partners with a differing mix of services provided by partner institutions or by GCU centrally. Students reflected positively on the support from local academic tutors or advisors and where local academic support was not available, they felt they could approach GCU staff in Glasgow. However, students who met with the ELIR team spoke about different experiences accessing wider support and learning resources and were not aware of materials which may be available to them in Glasgow. The ELIR team would therefore encourage the University to evaluate the consistency of, and provide greater clarity to students regarding, the support available to them locally and that available centrally."]
[1819,"GCU_154","-","Student_Engagement","Representation","Glasgow Caledonian University","154 The University's strategic approach to student partnership extends to collaborative partners (see paragraphs 12-14). Strategically, collaborative arrangements align with the University's 'Common Good' attributes with curriculum and student experience designed to reflect this. Arrangements to gather feedback from students are outlined in the partnership documentation, with this feedback, as specified in the AQPP, being used to support programme annual monitoring activities. At the College of Engineering of the National University of Science and Technology (NUST), formal Student Staff Consultative Groups (SSCG) are in place and there is student representation on programme boards and the Student Council is formally linked to this CENU's Academic Council. Transnet Freight Rail has implemented a system of 'class captains' who coordinate feedback from students to the University. The ELIR team heard about a number of examples from both staff and students where, as a result of regular engagement with flying faculty, staff and students had made enhancements to the student experience. Students and staff also highlighted instances where based on student feedback, materials were contextualised by staff to the local environment to improve the learning experience. Some collaborative students highlighted that at times, they felt disconnected from the University and that there were limited opportunities to make connections or interact with students in Glasgow and London. The ELIR team would encourage the University to continue with its ambitions to create a truly global community for its students and explore opportunities for international working between students studying with its collaborative partners and those based at its Glasgow and London campuses to enhance the student experience."]
[1820,"GCU_154","-","Collaborative_Partnerships","Student experience","Glasgow Caledonian University","154 The University's strategic approach to student partnership extends to collaborative partners (see paragraphs 12-14). Strategically, collaborative arrangements align with the University's 'Common Good' attributes with curriculum and student experience designed to reflect this. Arrangements to gather feedback from students are outlined in the partnership documentation, with this feedback, as specified in the AQPP, being used to support programme annual monitoring activities. At the College of Engineering of the National University of Science and Technology (NUST), formal Student Staff Consultative Groups (SSCG) are in place and there is student representation on programme boards and the Student Council is formally linked to this CENU's Academic Council. Transnet Freight Rail has implemented a system of 'class captains' who coordinate feedback from students to the University. The ELIR team heard about a number of examples from both staff and students where, as a result of regular engagement with flying faculty, staff and students had made enhancements to the student experience. Students and staff also highlighted instances where based on student feedback, materials were contextualised by staff to the local environment to improve the learning experience. Some collaborative students highlighted that at times, they felt disconnected from the University and that there were limited opportunities to make connections or interact with students in Glasgow and London. The ELIR team would encourage the University to continue with its ambitions to create a truly global community for its students and explore opportunities for international working between students studying with its collaborative partners and those based at its Glasgow and London campuses to enhance the student experience."]
[1821,"GCU_155","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","155 The University has an effective approach to managing collaborative provision and has clearly assimilated this provision within its overall quality processes, ensuring the maintenance of academic standards and the enhancement of the student learning experience. It is clear that the University understands the risks associated with various categories of partnership and has established a typology of relationship which consider such risks and provides guidance on their management. The University has well-established processes for the approval, monitoring and review of collaborative partnerships and the long-standing nature of some partnerships points to their effectiveness. While the University is completely clear in its ambitions to develop this area of activity, the ELIR team has confidence in its ability to do so in a measured way without compromising existing partnership arrangements."]
[1822,"GCU_155","-","Quality_Processes","Framework","Glasgow Caledonian University","155 The University has an effective approach to managing collaborative provision and has clearly assimilated this provision within its overall quality processes, ensuring the maintenance of academic standards and the enhancement of the student learning experience. It is clear that the University understands the risks associated with various categories of partnership and has established a typology of relationship which consider such risks and provides guidance on their management. The University has well-established processes for the approval, monitoring and review of collaborative partnerships and the long-standing nature of some partnerships points to their effectiveness. While the University is completely clear in its ambitions to develop this area of activity, the ELIR team has confidence in its ability to do so in a measured way without compromising existing partnership arrangements."]
[1823,"GCU_156","-","Collaborative_Partnerships","Oversight","Glasgow Caledonian University","156 The University, understandably, wishes to present the broad scope of its activity within an overall context of international engagement. While recognising the complexity of this presentation within the broad range of activity undertaken, it is recommended that the University ensures care is taken across all forms of communications to ensure that the University is clear to staff, students, and members of the public about what aspects of the student experience are common/shared (mission, culture) and those that are not (accreditation, GCU degree), particularly with reference to the relationship between Glasgow Caledonian University and Glasgow Caledonian New York College."]
[1824,"HWU_2","-","Governance","Strategy","Heriot-Watt University","2  The University's Strategic Plan: Strategy 2025, runs from 2019 to 2025 and has four strategic themes - Building Flourishing Communities; Pioneering in Education; Excellence in Research and Enterprise; and Being a Global University. Its vision is to be world-leading in all areas of specialism and this is underpinned by a mission to create and exchange knowledge that benefits society. Four values have been developed: Inspire, Collaborate, Belong and Celebrate.   "]
[1825,"HWU_3","-","Governance","Strategy","Heriot-Watt University","3 Strategy 2025 was developed and endorsed collaboratively, exemplifying the 'One Heriot-Watt Worldwide' ethos. The Strategic Plan is complemented by resource and operational planning processes which support forward financial planning. Institutional Strategic Performance Indicators are reviewed at given points during the year by the Court and the University Executive to inform resource planning and strategic decision-making."]
[1826,"HWU_4","-","Governance","Strategy","Heriot-Watt University","4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "]
[1827,"HWU_4","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "]
[1828,"HWU_4","-","Collaborative_Partnerships","International","Heriot-Watt University","4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "]
[1829,"HWU_5","-","Governance","Strategy","Heriot-Watt University","5 The University's strategic ambition to be a globally-connected institution builds on longstanding plans to develop an integrated, multi-site campus institution. The Heriot-Watt University Dubai Campus (HWUD) has grown significantly since it was established in 2005 and in 2018-19, there were 3617 students enrolled on 92 programmes. The University's second overseas campus was opened in Malaysia in 2012. Heriot-Watt University Malaysia (HWUM) is a wholly-owned subsidiary of the University. In 2018-19, there were 1992 students in Malaysia across all programmes. Each overseas campus is run by a Vice-Principal (VP)/Provost who sits on the University Executive, the Malaysian VP is also CEO of HWUM. "]
[1830,"HWU_6","-","Governance","Strategy","Heriot-Watt University","6 The University's extensive internationalisation has led to the establishment and mainstreaming of processes and structures for effective management, assurance and enhancement. A standard quality assurance and enhancement framework applies to all university provision across all modes and locations. All students are expected to achieve   the same learning outcomes irrespective of mode or location. The University's Code of Practice for the Management of Multi-Location, Multi-Mode Programmes (the 'Multi Code')   is in the process of being replaced with a new Global Code of Practice for the Management, Assurance and Enhancement of Taught programmes, although progress has been delayed by the pandemic."]
[1831,"HWU_6","-","Quality_Processes","Framework","Heriot-Watt University","6 The University's extensive internationalisation has led to the establishment and mainstreaming of processes and structures for effective management, assurance and enhancement. A standard quality assurance and enhancement framework applies to all university provision across all modes and locations. All students are expected to achieve   the same learning outcomes irrespective of mode or location. The University's Code of Practice for the Management of Multi-Location, Multi-Mode Programmes (the 'Multi Code')   is in the process of being replaced with a new Global Code of Practice for the Management, Assurance and Enhancement of Taught programmes, although progress has been delayed by the pandemic."]
[1832,"HWU_9","-","Teaching_Learning","Strategy","Heriot-Watt University","9 The University's response to the impact of COVID-19 on learning, teaching and assessment has been managed in two phases. The Learning and Teaching COVID-19 Contingency Planning Group, established in February 2020, was responsible for responding to the impact of the pandemic on learning, teaching and assessment for the remainder of 2019-20. This group was replaced, in May 2020, by the Learning and Teaching COVID-19 Task and Finish Group which focused on preparing for 2020-21. In its third incarnation, the Learning and Teaching AY2020/21 Group is continuing to manage the University's ongoing response to the pandemic. In addition to this, the Group will focus on three key projects over the next academic year: Portfolio Modernisation/Review; review of the academic architecture; and the transition to the new virtual learning environment (VLE).  "]
[1833,"HWU_9","-","Covid_19","Strategy","Heriot-Watt University","9 The University's response to the impact of COVID-19 on learning, teaching and assessment has been managed in two phases. The Learning and Teaching COVID-19 Contingency Planning Group, established in February 2020, was responsible for responding to the impact of the pandemic on learning, teaching and assessment for the remainder of 2019-20. This group was replaced, in May 2020, by the Learning and Teaching COVID-19 Task and Finish Group which focused on preparing for 2020-21. In its third incarnation, the Learning and Teaching AY2020/21 Group is continuing to manage the University's ongoing response to the pandemic. In addition to this, the Group will focus on three key projects over the next academic year: Portfolio Modernisation/Review; review of the academic architecture; and the transition to the new virtual learning environment (VLE).  "]
[1834,"HWU_10","-","Demographics","Numbers","Heriot-Watt University","10 In 2018-19, the University had a total population of 23,969 (headcount) including 11,687 undergraduates (UG), 10,315 postgraduate taught students (PGT) and 1,359 postgraduate research students (PGR). Overall, there were 15,570 students at five campuses; and 8,399 students enrolled off-campus, studying as independent distance learners or through an academic partner."]
[1835,"HWU_11","-","Demographics","Trends","Heriot-Watt University","11 Since the time of the 2015 ELIR, student numbers studying in Scotland have increased by around 11% (from 8,985 in 2013-14 to 9,961 in 2018-19).  Another noticeable change is the increase in the number of students at the Malaysian campus from 170 students in 2013-14 to 1992 students in 2018-19. In comparison, the number of students studying off-campus (studying online or through an academic partner) has decreased by almost 45% (from 15,199 in 2013-14 to 8,399 in 2018-19)."]
[1836,"HWU_12","-","Demographics","Numbers","Heriot-Watt University","12 The University's partnership arrangements have changed significantly since the 2015 ELIR, in particular in relation to Approved Learning Partners (ALPs), which have been reduced by about 50% in five years - 53 in 2013-14 (9,850 students); 29 in 2018-19 (3,360 students). This reflects the University's strategic decision to focus on strategic in-country collaborations, notably in China, and from 2019-20, in India."]
[1837,"HWU_12","-","Collaborative_Partnerships","International","Heriot-Watt University","12 The University's partnership arrangements have changed significantly since the 2015 ELIR, in particular in relation to Approved Learning Partners (ALPs), which have been reduced by about 50% in five years - 53 in 2013-14 (9,850 students); 29 in 2018-19 (3,360 students). This reflects the University's strategic decision to focus on strategic in-country collaborations, notably in China, and from 2019-20, in India."]
[1838,"HWU_13","-","Demographics","Numbers","Heriot-Watt University","13 The University notes an overall gender imbalance with 40% of students being female. The gender imbalance is significant on particular campuses, for example, 90% of students are female at the Scottish Borders Campus compared to the Orkney campus where 30% of students are female (see below paragraph 38)."]
[1839,"HWU_14","-","Demographics","Widening participation","Heriot-Watt University","14 In line with the priorities in Strategy 2025, the University plans to grow the number of Scottish-domiciled undergraduate students from the 20% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD20). The number of SIMD20 students has increased by 70% since 2011-12 (from 90 entrants in 2011-12 to 153 entrants in 2017-18) with plans to increase this by a further 50% to over 200 entrants by 2021-22. The University is one of Scotland's largest providers of Graduate Apprenticeships (with 135 contracts with 70 employers across seven programmes) and had the largest cohort of Graduate Apprenticeships in 2018-19 (169 students). The University plans to grow this area further and has set a target of 1000 students by 2021-22."]
[1840,"HWU_15","-","Demographics","Trends","Heriot-Watt University","15 One key area where student numbers are expected to grow is in postgraduate provision. The numbers of postgraduate research students should increase with recruitment to the six new PGR programmes at the Dubai and Malaysia campuses. In addition, the University is seeking to grow PGT online provision and is currently engaged in a portfolio review exercise, to explore potential areas for rapid growth. The recent merger of two academic schools has provided opportunities to develop an institution-wide approach to  PGT online provision."]
[1841,"HWU_15","-","Postgraduate_Research","Student Experience","Heriot-Watt University","15 One key area where student numbers are expected to grow is in postgraduate provision. The numbers of postgraduate research students should increase with recruitment to the six new PGR programmes at the Dubai and Malaysia campuses. In addition, the University is seeking to grow PGT online provision and is currently engaged in a portfolio review exercise, to explore potential areas for rapid growth. The recent merger of two academic schools has provided opportunities to develop an institution-wide approach to  PGT online provision."]
[1842,"HWU_16","-","Demographics","Numbers","Heriot-Watt University","16 The Retention Strategy and Operational Plan has been in place since 2016, responding to concerns about meeting the university target, and identifies retention as 'Everyone's Responsibility'. The University has not yet met its target retention rate of 93% but considers the figures positively in light of the increases in the diversity of the student population (the figure in 2017-18 was 89.4%). Retention data is monitored at key points in the academic year as part of planning process and within the Annual Monitoring and Review (AMR) process (see below paragraphs 116-125)."]
[1843,"HWU_17","-","ELIR_Approach","Operation","Heriot-Watt University","17 The University indicated that it had used this ELIR as an ongoing opportunity to reflect on and develop approaches to learning and teaching. An ELIR Steering Group, chaired by the Deputy Principal (Learning and Teaching) (DP (L&T)) was established as a sub-group of University Committee for Learning and Teaching (UCLT). This group met on a monthly basis and guided the drafting of the Reflective Analysis (RA), consultations and development of themes."]
[1844,"HWU_17","-","Teaching_Learning","Strategy","Heriot-Watt University","17 The University indicated that it had used this ELIR as an ongoing opportunity to reflect on and develop approaches to learning and teaching. An ELIR Steering Group, chaired by the Deputy Principal (Learning and Teaching) (DP (L&T)) was established as a sub-group of University Committee for Learning and Teaching (UCLT). This group met on a monthly basis and guided the drafting of the Reflective Analysis (RA), consultations and development of themes."]
[1845,"HWU_18","-","ELIR_Approach","Operation","Heriot-Watt University","18 The Academic Quality Team took day-to-day operational responsibility for ELIR preparations and reported progress to senior management as well as briefing staff and university committees. Broader consultation with staff, students, academic partners and employers had been facilitated through distribution of the draft RA, focus groups, surveys and open consultations and the final version of the RA was agreed by UCLT. "]
[1846,"HWU_19","-","ELIR_Approach","Themes","Heriot-Watt University","19 Three contextualised themes were identified which emerged from and were refined through consultation with staff and students at committees and working groups: Global Learning and Teaching; Student Engagement; Fostering Partnership Cultures and Communities; Retention: Supporting Student Success."]
[1847,"HWU_20","-","ELIR_Approach","Themes","Heriot-Watt University","20 The ELIR team recognised these themes as key areas of focus for the University and used them to steer discussions with staff and students."]
[1848,"HWU_21","-","PSRBs","Programme approval","Heriot-Watt University","21 The 2015 ELIR identified five areas for development and the RA detailed that the University had made significant progress in four of these areas. The University has chosen to maintain its position on not including the location and mode of study on certificates and transcripts, as recommended in the 2015 ELIR. This is argued on the basis that the University is a global institution with the 'One Heriot-Watt' ethos and maintains identical academic standards across all campuses. While the University acknowledges that some professional, statutory and regulatory bodies (PSRBs) find this difficult, an enhanced transcript can capture the location of study if students choose to share this. Students who met the ELIR team were all in agreement with the University's position. For further details  on actions taken see Section 4.3, paragraph 139. "]
[1849,"HWU_22","-","ELIR_Approach","Student engagement","Heriot-Watt University","22 The student representative bodies (SRBs) were extensively engaged in ELIR preparations and drafting the RA, including as members of the ELIR Steering Group and University Committee for Learning and Teaching (UCLT). The contextualised themes were discussed with students on all campuses and also those at academic partner institutions. Student focus groups were set up at all five campuses. Students identified the PGT and PGR student learning experiences and student wellbeing as key topics. For students at academic partners and independent distance learners, community was identified as an issue. Student engagement was considered integral and valuable to the ELIR process.    The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. "]
[1850,"HWU_23","-","Student_Engagement","Policy","Heriot-Watt University","23 The University's approach to student representation and engagement is effective, underpinned by strong working relationships between senior management and student officers leading to effective enhancement of the student learning experience. The student representative bodies (SRBs) and the University work in partnership and are actively engaged in consultatively determining areas of focus and working on initiatives to enhance the student experience."]
[1851,"HWU_23","-","Student_Engagement","Representation","Heriot-Watt University","23 The University's approach to student representation and engagement is effective, underpinned by strong working relationships between senior management and student officers leading to effective enhancement of the student learning experience. The student representative bodies (SRBs) and the University work in partnership and are actively engaged in consultatively determining areas of focus and working on initiatives to enhance the student experience."]
[1852,"HWU_24","-","Student_Engagement","Representation","Heriot-Watt University","24 The ELIR team learned that there is a sustained, strong and productive partnership in place between the University and its SRBs. The University has in place SRBs at each of the three key geographical locations (Scotland, Malaysia and Dubai) and has made efforts to develop effective student representation in both the Dubai and Malaysia campuses where local legislation differs. Student representatives operate at three levels within the institution, which is mirrored at the three key locations: class representatives at the programme level; school officers at the discipline level; and sabbatical officers at the institutional level, with regular communication between them. Students and staff highlighted the success of the school officers and the key role they play within this structure. School officers meet as an International Committee to determine common priorities and share good practice across the global institution. The team learned there is positive engagement between SRBs, with the student presidents communicating regularly, through both formal and informal channels, to discuss key issues and priorities. The Annual Learning and Teaching Reports from SRBs are considered by the UCLT and were viewed positively by the ELIR team. The recent development of an Academic Coordinator role within the Scottish Campus Student Union allows for centralisation of academic representation activities, known as the Education Zone, and includes support for global student representation. The team commended the strong working relationship between the sabbatical officers of the SRBs and the senior management team of the institution, which have been built over a period of time and are sustained following yearly changes to student-elected positions. The team found that this effective approach had been sustained over a number of years facilitated by an inclusive culture promoted by senior management. This collaborative relationship allows for open discussions, with sabbatical officers regularly meeting with members of the senior management team, enabling enhancement of the student experience. Additionally, student representation is embedded in all key university committees at an institutional, school and programme level. This is evidenced further through the consultation with student representatives in a range of projects such as the development of the Learning and Teaching Strategy, in preparation for ELIR 4 and engagement in the Enhancement Themes."]
[1853,"HWU_25","-","Student_Engagement","Policy","Heriot-Watt University","25 The University works in collaboration with the three SRBs to produce a global Student Partnership Agreement (SPA), first launched in 2018. The global SPA focuses on three themes of academic, community and wellbeing. The ELIR team learned that the SRBs appreciate the move from three, location-specific SPAs to a global SPA and the University notes this as a step change in their working relationship with the SRBs. The University acknowledges the lack of awareness among the student body of the SPA itself; however, notes wider engagement in the enhancements resulting from it. Throughout the University, staff use the SPA to focus activities, even if they are not directly involved with it. The Global Student Liaison Committee (GSLC), a subcommittee of Court, monitors progress and outcomes resulting from the SPA and highlighted in September 2019 enhancements to employability, increased engagement with societies at Dubai and Malaysia campuses, and the introduction of Enhanced Transcripts. The ELIR team commends the University's global approach to the SPA and positive working relationship it fosters with the SRBs. The positive partnership and approach to the SPA has helped to enhance the student learning experience.  "]
[1854,"HWU_25","-","Student_Engagement","Representation","Heriot-Watt University","25 The University works in collaboration with the three SRBs to produce a global Student Partnership Agreement (SPA), first launched in 2018. The global SPA focuses on three themes of academic, community and wellbeing. The ELIR team learned that the SRBs appreciate the move from three, location-specific SPAs to a global SPA and the University notes this as a step change in their working relationship with the SRBs. The University acknowledges the lack of awareness among the student body of the SPA itself; however, notes wider engagement in the enhancements resulting from it. Throughout the University, staff use the SPA to focus activities, even if they are not directly involved with it. The Global Student Liaison Committee (GSLC), a subcommittee of Court, monitors progress and outcomes resulting from the SPA and highlighted in September 2019 enhancements to employability, increased engagement with societies at Dubai and Malaysia campuses, and the introduction of Enhanced Transcripts. The ELIR team commends the University's global approach to the SPA and positive working relationship it fosters with the SRBs. The positive partnership and approach to the SPA has helped to enhance the student learning experience.  "]
[1855,"HWU_26","-","Student_Engagement","Representation","Heriot-Watt University","26 The Scottish campuses' Student Union has restructured its sabbatical officer roles, removing the VP (Borders) and reinstating the VP (Education) in 2020-21. The ELIR team learned that, following this change, postgraduate representation falls to the Student President with undergraduate representation coming under the remit of the VP (Education). Both the Student President and VP (Education) are in regular contact with relevant post holders in the Dubai and Malaysia campuses enabling a connected approach to enhance the student experience. This effective working partnership helped to facilitate the University's strategic approach to international and multi-campus provision and was viewed positively by the   ELIR team."]
[1856,"HWU_27","-","Student_Engagement","Representation","Heriot-Watt University","27 The Scottish campuses' Student Union redeveloped its democratic structures in 2018-19, moving away from pre-defined roles, enabling students to stand for a Member of Parliament in the Student Union (MP) position split over five areas: Scottish Borders Campus; community; academic; wellbeing; and open. The ELIR team learned that student engagement with the Student Union has increased as a result of this development with more students nominating themselves for positions, with wider participation in the Student Union and the University in supporting this step-change. The Student Union has identified areas for further development within the School MP roles, ensuring they work well alongside school officers. The work taken to develop student representation and engage a wider student interest was viewed positively by the ELIR team."]
[1857,"HWU_28","-","Student_Engagement","Representation","Heriot-Watt University","28 The Student Union, supported by the University, has worked to promote representation for PGR students across the institution, with positions for PGR representatives and a lead PGR representative, similar to the role of school officers, in each school. Students who met the ELIR team indicated variability in the effectiveness of these roles within different schools. The University is encouraged to continue developing these roles to ensure effectiveness in all schools. The University acknowledges difficulties with filling PGR positions on institutional-level committees, and the ELIR team encourages the University to continue to engage with the SRBs and directly with PGR students in order to address this. The ELIR team agreed that PGR representation should be strengthened to address concerns with the PGR student environment (as discussed later in paragraphs     61-68)."]
[1858,"HWU_28","-","Postgraduate_Research","Representation","Heriot-Watt University","28 The Student Union, supported by the University, has worked to promote representation for PGR students across the institution, with positions for PGR representatives and a lead PGR representative, similar to the role of school officers, in each school. Students who met the ELIR team indicated variability in the effectiveness of these roles within different schools. The University is encouraged to continue developing these roles to ensure effectiveness in all schools. The University acknowledges difficulties with filling PGR positions on institutional-level committees, and the ELIR team encourages the University to continue to engage with the SRBs and directly with PGR students in order to address this. The ELIR team agreed that PGR representation should be strengthened to address concerns with the PGR student environment (as discussed later in paragraphs     61-68)."]
[{"$f":"IF(B1861<>\"\",ROW(A1861)-2,\"\")","v":1859},"HWU_29","-","Student_Engagement","Representation","Heriot-Watt University","29 The ELIR team learned that representation of PGT students is a challenge. The University, in collaboration with the SRBs, introduced a separate representation system for PGT students in 2015-16, however, engagement is still low and as a result, the University is currently reviewing the PGT experience more widely. One outcome resulted in the Scottish campuses' Student Union introducing a PGT MP to help coordinate PGT representation and to engage directly with the institution. PGT class representatives who met the team, indicated that more detailed information on their role, including the time commitment, could be made clearer before applying."]
[1860,"HWU_30","-","Student_Engagement","Representation","Heriot-Watt University","30 Students enrolled as part of a Graduate Apprenticeship (GA), Articulation Agreements, or Joint Collaborative Partnership (JCP) are considered campus-based by the institution and are therefore represented by the formal structures (paragraph 24). The ELIR team learned that approved learning partner (ALP) and independent distance learner (IDL) students are not formally represented via the SRBs, with no representation structures in place. The 2015 ELIR recommended the establishment of formal representative structures for these students. The University, in response to the recommendation, noted traditional methods of representation are not workable for these cohorts and that individual feedback remains the most effective method for gathering student views through, for example, surveying. The ELIR team encourages the University to continue reflecting upon representation for these students and to consider a range of potential methods for ensuring feedback is collected from ALP and IDL students."]
[1861,"HWU_31","-","Student_Engagement","Representation","Heriot-Watt University","31 The Scottish campuses' Student Union is responsible for training school officers and class representatives in the Scottish Campuses. School officers receive in-person training led by the Academic Coordinator and VP (Education). Class representatives are trained by their respective SRB for their associated campus. In addition, class representatives receive a handbook prepared by the Scottish Campuses' Student Union's Academic Coordinator which is tailored for local context for individual campuses by their respective SRB. Students who met the ELIR team indicated that not all class representatives had received the handbook. In the Dubai and Malaysia campuses, students noted that there was a limited understanding of the distinction between class representatives and school officers. In the context of the COVID-19 pandemic, online training was provided alongside the handbook for class representatives, enabling further interaction. The team learned that student representative training includes details of student support services available to students, allowing for awareness raising and signposting of resources such as the Student Advice Hub and the Student Success Advisors. The University is encouraged to work with the SRBs to provide a connected and global approach ensuring all class representatives receive appropriate training, including a handbook and that students are clear about the roles of class representatives and school officers, particularly in the Malaysia and Dubai campuses.  "]
[1862,"HWU_31","-","Covid_19","Student engagement","Heriot-Watt University","31 The Scottish campuses' Student Union is responsible for training school officers and class representatives in the Scottish Campuses. School officers receive in-person training led by the Academic Coordinator and VP (Education). Class representatives are trained by their respective SRB for their associated campus. In addition, class representatives receive a handbook prepared by the Scottish Campuses' Student Union's Academic Coordinator which is tailored for local context for individual campuses by their respective SRB. Students who met the ELIR team indicated that not all class representatives had received the handbook. In the Dubai and Malaysia campuses, students noted that there was a limited understanding of the distinction between class representatives and school officers. In the context of the COVID-19 pandemic, online training was provided alongside the handbook for class representatives, enabling further interaction. The team learned that student representative training includes details of student support services available to students, allowing for awareness raising and signposting of resources such as the Student Advice Hub and the Student Success Advisors. The University is encouraged to work with the SRBs to provide a connected and global approach ensuring all class representatives receive appropriate training, including a handbook and that students are clear about the roles of class representatives and school officers, particularly in the Malaysia and Dubai campuses.  "]
[1863,"HWU_32","-","Student_Engagement","Feedback","Heriot-Watt University","32 A wide range of formal and informal mechanisms are used to gather student feedback. Students who met with the ELIR team confirmed that Student Staff Liaison Committees (SSLCs), which take place twice a semester, are globally effective and provide a key opportunity to provide feedback to the School on their course and hear outcomes of actions taken. Students in Dubai were positive about the Town Hall meetings held by the school officers to report back to students on actions taken as a result of their feedback and as a platform for students to raise additional issues."]
[1864,"HWU_33","-","Student_Engagement","Feedback","Heriot-Watt University","33 The ELIR team learned that the University has introduced a Student Survey Framework, in response to outcomes from the 2015 ELIR, to help close the feedback loop, ensuring actions are taken, communicated and evaluated. The University's Student Survey Management Group has oversight for all surveys conducted at the institution, reporting to the Student Learning Experience Committee (SLEC).  In addition, student-led redesign of the course feedback surveys (CFSs) through the Evidence for Enhancement Theme has enabled feedback to be given to cohorts before the end of the semester. "]
[1865,"HWU_34","-","Student_Engagement","Feedback","Heriot-Watt University","34 In response to the COVID-19 pandemic, the University, in collaboration with the SRBs, has taken a new approach to surveying in the form of pulse surveys, implemented in weeks one, four and regularly thereafter, enabling actions to be taken quickly and helping to shape the approach to Responsive Blended Learning (RBL). These short surveys were administered to all students at all campuses with the aim of collecting key information to allow an agile response from the University. Both the student and staff communities have received these surveys positively. Information from these pulse surveys was used to inform the rapid and ongoing development of academic matters and of student support services such as addressing issues with responsive blended learning. "]
[1866,"HWU_34","-","Covid_19","Student engagement","Heriot-Watt University","34 In response to the COVID-19 pandemic, the University, in collaboration with the SRBs, has taken a new approach to surveying in the form of pulse surveys, implemented in weeks one, four and regularly thereafter, enabling actions to be taken quickly and helping to shape the approach to Responsive Blended Learning (RBL). These short surveys were administered to all students at all campuses with the aim of collecting key information to allow an agile response from the University. Both the student and staff communities have received these surveys positively. Information from these pulse surveys was used to inform the rapid and ongoing development of academic matters and of student support services such as addressing issues with responsive blended learning. "]
[1867,"HWU_35","-","Equality_Diversity","Policy","Heriot-Watt University","35 The University has a range of systematic measures in place to support its students and staff in matters of equality and diversity. As an international institution with five campuses, Heriot Watt has a global widening participation strategy approved by UCLT which aims to include groups beyond the Scottish government definitions. The UCLT has oversight of diversity issues and is supported by an Equality and Diversity Advisory Group to advise on legal issues as the University has to work within different legal frameworks in UK, Dubai and Malaysia.  "]
[1868,"HWU_36","-","Equality_Diversity","Practice","Heriot-Watt University","36 The University has a diverse student population with entry routes which have expanded since the 2015 ELIR and there are plans to further grow Graduate Apprenticeships (paragraph 14). This diverse student population is supported through the global admissions approaches operated at all campuses using a broad range of initiatives which include outreach, contextual admissions, summer schools and targeted bursaries. The University operates a global induction process at each of its campuses tailored for the local context. During the review visits, the ELIR team met students from the Edinburgh, Dubai and Malaysia campuses who confirmed the inductions were well organised, effective and provided opportunities for cross-campus interactions. Students had an appreciation of the mix of cultures which enriched their induction experience. Students in need of maths and statistics support can benefit from the Maths Gym initiative based at the Edinburgh campus. "]
[1869,"HWU_36","-","Student_Support","Induction","Heriot-Watt University","36 The University has a diverse student population with entry routes which have expanded since the 2015 ELIR and there are plans to further grow Graduate Apprenticeships (paragraph 14). This diverse student population is supported through the global admissions approaches operated at all campuses using a broad range of initiatives which include outreach, contextual admissions, summer schools and targeted bursaries. The University operates a global induction process at each of its campuses tailored for the local context. During the review visits, the ELIR team met students from the Edinburgh, Dubai and Malaysia campuses who confirmed the inductions were well organised, effective and provided opportunities for cross-campus interactions. Students had an appreciation of the mix of cultures which enriched their induction experience. Students in need of maths and statistics support can benefit from the Maths Gym initiative based at the Edinburgh campus. "]
[1870,"HWU_37","-","Equality_Diversity","Practice","Heriot-Watt University","37 The University has a full-time Equality and Diversity Advisor in HR whose remit includes all staff and students at all campuses. UCLT has oversight of equality and diversity issues. There is an Equality and Diversity Advisory Group to advise on legal issues as a consequence of the University operating within different legal frameworks in UK, Dubai and Malaysia. Students that met the ELIR team considered the University to be a globally inclusive institution and cited several examples of cross-campus working which enhanced the diversity of the student experience.  "]
[1871,"HWU_38","-","Equality_Diversity","Practice","Heriot-Watt University","38 The overall University male/female gender balance is 60/40 with some subjects having a much more pronounced imbalance. The University has developed a Gender Action Plan and continues to engage in initiatives to address gender imbalances, for example, the relatively low proportion of female students in technical and STEM subjects. The University recognises the importance of Athena SWAN in supporting this development. "]
[1872,"HWU_39","-","Demographics","Widening participation","Heriot-Watt University","39 The University recognises that there is a need for improved data to track outcomes of different student groups and is working to put this in place (see paragraphs 92 and 140-144 for further information). At the time of the current ELIR, the University appointed a new Associate Principal with a remit of widening participation; in addition, there are four full-time members of staff working on widening participation. In summer 2020, the University ran a three-day, pre-entry programme at Edinburgh and the Borders campus ('Get Ready for Success'). Students and staff were very positive about the benefits of this course designed to: offer an introduction to academic and practical skills, learn about university support services, and be informed on approaches for success. "]
[1873,"HWU_40","-","Equality_Diversity","Practice","Heriot-Watt University","40 The University has seen a 56% increase in those needing disability support in the five years between 2013 and 2018. There is a dedicated Disability Service which has disability/wellbeing advisers at each of the five campuses with distance-learner students being supported by the team at Edinburgh. Students considered the student support mechanisms effective and reported short waiting times for the counselling service. The Building Our Commonality project (BOC) has resulted in greater coordination and effectiveness of support services at all campuses (paragraph 132). "]
[1874,"HWU_40","-","Student_Support","Welfare","Heriot-Watt University","40 The University has seen a 56% increase in those needing disability support in the five years between 2013 and 2018. There is a dedicated Disability Service which has disability/wellbeing advisers at each of the five campuses with distance-learner students being supported by the team at Edinburgh. Students considered the student support mechanisms effective and reported short waiting times for the counselling service. The Building Our Commonality project (BOC) has resulted in greater coordination and effectiveness of support services at all campuses (paragraph 132). "]
[1875,"HWU_41","-","Student_Support","Progression","Heriot-Watt University","41 Overall, the University has extensive arrangements in place to support its diverse population of students. The Learning and Teaching Strategy 2018-2025 sets out the University's strategic priorities for supporting students with the aim of creating a global community of students. The University has a clearly defined overarching institutional approach reflecting their global vision which is enabled by professional services who provide global support and is monitored by a Global Student Liaison Committee reporting to Court.  The approach is set out in a single 'Multi Code' which applies globally. The Building Our Commonality project (BOC) was established to transform professional services at the five campuses and provide an equivalent experience for all students delivered by local central services and working with schools locally."]
[1876,"HWU_41","-","Teaching_Learning","Strategy","Heriot-Watt University","41 Overall, the University has extensive arrangements in place to support its diverse population of students. The Learning and Teaching Strategy 2018-2025 sets out the University's strategic priorities for supporting students with the aim of creating a global community of students. The University has a clearly defined overarching institutional approach reflecting their global vision which is enabled by professional services who provide global support and is monitored by a Global Student Liaison Committee reporting to Court.  The approach is set out in a single 'Multi Code' which applies globally. The Building Our Commonality project (BOC) was established to transform professional services at the five campuses and provide an equivalent experience for all students delivered by local central services and working with schools locally."]
[1877,"HWU_42","-","Student_Support","Induction","Heriot-Watt University","42 Since the 2015 ELIR, the University has developed a global coordinated approach to induction and transition for all students. This work is led by the Student Experience Team which is located within Student Wellbeing Services. The University was able to draw on a long-established model of student induction from the Borders campus and develop a suitable model for use across all campuses. The induction is tailored for different student groups and the effectiveness of the induction process is monitored by a welcome survey. Recent areas for development were identified including pre-entry communication, building social networks, entrants from Scottish Colleges and Go Global Students. During the review visits, the ELIR team heard positive comments from undergraduate students about their induction experience; however, postgraduate taught students had mixed experiences. The team agreed that the University should use the feedback gained from the welcome survey to reflect on how PGT induction arrangements could be enhanced across the institution to provide an equivalent experience as offered to undergraduate students. The team noted this as an instance of local variation in the implementation of university policy (paragraph 109)."]
[1878,"HWU_43","-","Student_Support","Academic","Heriot-Watt University","43 At the time of the current ELIR, the University was in the process of integrating the range of learner support services and had completed phase one of a two-phased approach.  The first phase - to create a single landing page for 'Skills Development' - had been completed, providing a single source of information for all students with this programme provided by Learner and Academic Services, and Learning and Teaching Enhancement Services. Phase two will involve using additional resources to support the establishment     of a Global Learning Skills Programme for all students."]
[1879,"HWU_44","-","Student_Support","Welfare","Heriot-Watt University","44 Student wellbeing is a priority in the University's Strategy 2025 and wellbeing is included in the Student Partnership Agreement which has enhanced collaborative working with the student representative bodies. The globally-connected approach to enhancing wellbeing and sharing of resources across campuses within student support services is designed to deliver wellbeing and pastoral support at all campuses in proportion to size.   The RA indicated high levels of student satisfaction with Wellbeing Services and students who met the ELIR team reported that services were effective and had short waiting times. The University is developing a more consistent approach for this provision across campuses by developing an Institutional Wellbeing Framework which will be supported by new activity from the Learning and Teaching Academy."]
[1880,"HWU_45","-","Student_Support","Academic","Heriot-Watt University","45 A key feature of academic support for the whole student body is provided through the Personal Tutoring system and the Student Success Advisors. The University operates a Personal Tutoring system and all on-campus undergraduate and postgraduate taught students are allocated a personal tutor who is a key source of advice, guidance and support for academic and non-academic issues. The ELIR team considered Personal Tutoring an area of strength which provides a solid framework of support for students and contributes to the University's global and connected approach to student support. Different schools use different approaches to allocate students to tutors appropriate for their context. In the period between March and November 2020, the University made significant revisions to the Personal Tutoring system, developing a single SharePoint site with resources for staff and students which resulted in greater consistency in the operation of the scheme by defining minimum points of contact and specifying the allowed forms of interaction during the closure of university buildings at different campuses. The team found that engagement with, and operation of, the revised scheme was particularly dynamic at the campuses in Malaysia and Dubai with students at these campuses reporting an effective approach to the management and subsequent engagement with personal tutors. Mandatory training for all personal tutors is in place supported by a handbook and the new SharePoint site. Staff who met the team indicated that this approach was effective in supporting personal tutors. "]
[1881,"HWU_46","-","Student_Support","Academic","Heriot-Watt University","46 Another recent approach to providing increased student support on a global scale is the introduction of Student Success Advisors. Student Success Advisors began in 2018 as a two-year pilot to improve student retention globally using a team of six recent Heriot Watt graduates based at Edinburgh, Borders, Dubai and Malaysia. Following an evaluation of the scheme by UCLT, roles were updated to provide clarity and align with support available from SRBs. At the time of the current ELIR, the ELIR team learned that the scheme had been extended for one further year. Meetings with students and members of the Student Success Advisor team confirmed that the scheme was operating effectively and that the support provided was well received by students. The team noted that the support provided through this scheme was integrated into the overall student support structure and that a secure system was used for recording interactions and monitoring impact. The team concluded   that Student Success Advisors are a positive addition to student support, and that the continuation of the pilot was a welcome development."]
[1882,"HWU_47","-","Student_Development","Professional Development","Heriot-Watt University","47 In the period up to March 2020, the University had an extensive mobility programme in place (Go Global) enabling international widening access study opportunities at other campuses. At the end of 2019 there were over 900 international students at Scottish campuses from overseas. The ELIR team learned that intercampus transfers had been growing at around 30% per annum for the last two years and that opportunities for PGT students had also been put in place. Although there are no comparable schemes promoted by the relevant governments in Dubai and Malaysia, the University uses local schemes to develop widening participation. Students in Dubai and Malaysia were particularly positive about the opportunity to attend the UK campus; those that were not able to travel did benefit from exchange of culture and ideas from incoming students. Students who met the team were positive about the opportunities offered by Go Global. The team learned that the Go Global scheme had been paused because of Covid-related travel restrictions during the pandemic. The University intends to restart the Go Global scheme when conditions allow and interest in the scheme is being maintained though invitations to students to register for future opportunities. The team would encourage the University to consider a more pro-active approach using online tools to continue to promote exchange and interaction across the global campuses, thereby providing some equivalent intercultural experiences while physical exchanges are not possible. "]
[1883,"HWU_48","-","Student_Development","Professional Development","Heriot-Watt University","48 Further mobility opportunities are provided through 127 Erasmus+ and exchange agreements with European partners. The scheme is only available at Scottish campuses and is managed by the Global Student Office."]
[1884,"HWU_49","-","Teaching_Learning","Online learning","Heriot-Watt University","49 For 2020-21, each multi-campus global course team developed a core set of digital materials covering the course learning outcomes, provided though the VLE. During the review visits, the ELIR team learned that this coordinated approach to the use of the university VLE, prompted by the introduction of the Responsive Blended Learning (RBL) framework, had resulted in a more coherent learning environment for students at all campuses. This approach had also facilitated greater interaction between students on the same programme at different campuses."]
[1885,"HWU_50","-","Assessment","Practice","Heriot-Watt University","50 Assessment is identified as one of three priority areas in the Learning and Teaching Strategy 2018-2025. The University uses its assessment regime as a key indicator in demonstrating the achievement of the four Heriot-Watt graduate attributes (Specialist, Creative, Professional, Global) and has developed a set of university-wide assessment principles. Further developments in the University's assessment approach are being led by the Learning and Teaching Academy to promote assessment for learning. The University has identified assessment and feedback as an area of activity which routinely ranks lower than other areas in internal and external student surveys. Analysis of data and student comments by the University indicate that feedback on assessment and timeliness of feedback, is of particular concern. Students who met the ELIR team confirmed that their experience of feedback was variable. The University has taken steps to address student concerns related to feedback including the introduction of a three-week feedback policy and assessment featuring in 2019-20 SPA. The University is working to ensure formative assessment is included in all modules. "]
[1886,"HWU_50","-","Assessment","Feedback","Heriot-Watt University","50 Assessment is identified as one of three priority areas in the Learning and Teaching Strategy 2018-2025. The University uses its assessment regime as a key indicator in demonstrating the achievement of the four Heriot-Watt graduate attributes (Specialist, Creative, Professional, Global) and has developed a set of university-wide assessment principles. Further developments in the University's assessment approach are being led by the Learning and Teaching Academy to promote assessment for learning. The University has identified assessment and feedback as an area of activity which routinely ranks lower than other areas in internal and external student surveys. Analysis of data and student comments by the University indicate that feedback on assessment and timeliness of feedback, is of particular concern. Students who met the ELIR team confirmed that their experience of feedback was variable. The University has taken steps to address student concerns related to feedback including the introduction of a three-week feedback policy and assessment featuring in 2019-20 SPA. The University is working to ensure formative assessment is included in all modules. "]
[1887,"HWU_51","-","Assessment","Practice","Heriot-Watt University","51 In terms of assessments, the University responded to the COVID-19 pandemic by removing around 80% of examinations and replacing these with alternative forms of assessment. After the changes made in response to COVID-19, students were positive about the timeliness of feedback - in particular, students at the Dubai and Malaysia campuses confirmed that all feedback was received within the timeframe specified by the assessment and feedback policy. "]
[1888,"HWU_51","-","Covid_19","Assessment","Heriot-Watt University","51 In terms of assessments, the University responded to the COVID-19 pandemic by removing around 80% of examinations and replacing these with alternative forms of assessment. After the changes made in response to COVID-19, students were positive about the timeliness of feedback - in particular, students at the Dubai and Malaysia campuses confirmed that all feedback was received within the timeframe specified by the assessment and feedback policy. "]
[1889,"HWU_52","-","Student_Development","Graduate Attributes","Heriot-Watt University","52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."]
[1890,"HWU_52","-","Student_Engagement","Feedback","Heriot-Watt University","52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."]
[1891,"HWU_52","-","Teaching_Learning","Strategy","Heriot-Watt University","52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."]
[1892,"HWU_53","-","Teaching_Learning","Employability","Heriot-Watt University","53 To ensure employability is embedded in the curriculum, employability skills are considered as part of the programme approval process. The University has a number of initiatives to help students develop employability-related skills. Newly-introduced enterprise bootcamps have been developed which are described as being popular with students. A Global Challenge pilot week was run in February 2019 achieving positive responses prompting plans to expand this to Dubai and Malaysia. Feedback from employers indicates graduates can readily transfer skills to the workplace. During the ELIR visit, students were positive about employability approaches, including support from the Careers Service and opportunities to develop skills to enhance their careers. The global approach to careers support enables students to access resources and attend events from other campuses. It was evident to the ELIR team, from discussions with staff and students, that the global nature of Heriot-Watt provided opportunities for mobility and engaging with other cultures which were seen as good preparation for today's global employment market."]
[1893,"HWU_54","-","Student_Development","Professional Development","Heriot-Watt University","54 Volunteering is regarded as a positive dimension of employability with schemes promoted by the SRBs and the University encouraging engagement with charities in the UK, Malaysia and Dubai. Volunteering activity is formally recognised on the enhanced transcript and considered an integral part of the wider student experience."]
[1894,"HWU_55","-","Demographics","Trends","Heriot-Watt University","55 There has been a reduction in the number of PGT students in the last five years due to the University discontinuing several approved learning partnerships (ALPs). Over this time, there has been an increase in the PGR student population with further growth planned at the Dubai and Malaysia campuses."]
[1895,"HWU_56","-","Student_Support","Academic","Heriot-Watt University","56 The University has been working on the postgraduate student experience since the 2015 ELIR and recognises some areas require further work. The ELIR team learned during the review visits of a range of activities being undertaken to help develop this experience - for example, each school has a student-led postgraduate society which helps to develop a sense of community. The University is encouraged to continue in a strategic approach in order to enhance this further."]
[1896,"HWU_57","-","Student_Support","Academic","Heriot-Watt University","57 Institutional oversight of the PGT learning experience is the responsibility of UCLT and its sub-committees. The ELIR team learned that UCLT is undertaking a review of the PGT experience as a result of low satisfaction - evidenced in the Postgraduate Taught Experience Survey (PTES) - through a working group. PGT provision is provided  both on-campus and off-campus, with the vast majority of independent distance learner (IDL) students belonging to the PGT cohort. The University plans to grow its PGT population through online provision and is undertaking work to enhance online learning materials and the underlying platforms to support this - as evidenced by their recent PGT online review - which has resulted in richer course content being provided online and the use of further interactive technologies such as blogs and webinars."]
[1897,"HWU_58","-","Student_Engagement","Representation","Heriot-Watt University","58 The Scottish campuses' Student Union acknowledges the difficulties in engaging PGT students within representative structures, thought to be due to the typical one-year programme duration. The SRBs are planning to establish a single, global and robust PGT representative structure going forward, as outlined in the global SPA. The creation of a PGT MP in 2020-21 has been received well by the Student Union and the University, allowing for clearer communication of key PGT issues. Student representatives noted that PGT students do raise issues in class and are generally engaged with SSLCs. In addition, the University had employed the use of school-level surveys and focus groups to supplement direct feedback from PGT students. The University is encouraged, in collaboration with the SRBs, to reflect upon appropriate representation structures for IDL students on an ongoing basis (paragraph 30)."]
[1898,"HWU_59","-","Quality_Processes","Use of data","Heriot-Watt University","59 The University recognises that aspects of institutional oversight of the PGT provision could be further developed by using a suite of PGT-related performance data to underpin evaluation of the PGT experience. The ELIR team would encourage the University to take this forward as part of an institutional approach to systematic access to and use of data."]
[1899,"HWU_60","-","Student_Support","Induction","Heriot-Watt University","60 The University is developing a common PGT induction framework, with the aim to support a sense of community, delivered at school-level. PGT students see the initial inductions as a key step and a focus on accommodating requirements of an international body of students is a priority. The ELIR team learned during the review visits that PGT students at the Orkney campus have a strong sense of community derived from, for example, working alongside industry experts, effective student representation and a positive induction experience. The team encourages the University to reflect on such areas of good practice and consider developing these across other campuses as applicable.  "]
[1900,"HWU_61","-","Postgraduate_Research","Student Experience","Heriot-Watt University","61 At the time of the current ELIR, most PGR students were located at Edinburgh campus with a small number of PGR students in Dubai, Orkney and the Scottish Borders Campus. The University is planning to grow PGR numbers at the Dubai and Malaysia campuses. The University is considering introducing a Graduate School enabling centralisation of PGR-related administration to improve support consistently across the institution, following low satisfaction in the Postgraduate Research Experience Survey (PRES)."]
[1901,"HWU_62","Recommendation","Postgraduate_Research","Student Experience","Heriot-Watt University","62 The University implemented a new Research Degrees Committee (RDC) in April 2018 to oversee the PGR student lifecycle, informed by the QAA's Focus On series. Alongside this, a new post of Research Quality Enhancement Officer has been established providing clearer reporting lines and monitoring of PGR students. The RDC has oversight of PRES, following up on school action plans. The ELIR team noted there does not appear to be a clear, evidence-led and systematic approach to enhancing the PGR experience and encourages the University to reflect upon this, as recently recommended by the University Committee for Research and Innovation. The team encourages widening engagement and awareness in relation to PRES action plans with supervisors and PGR representatives to promote enhancement of the PGR experience. Additionally, the University is recommended to develop an institution-wide approach to enhancing the PGR student environment, engaging directly with PGR students in the process, to provide a sense of belonging to Heriot-Watt, beyond individual research communities."]
[1902,"HWU_63","-","Postgraduate_Research","Representation","Heriot-Watt University","63 Each school has a lead PGR representative to focus representation activities. PGR representatives engage in quarterly meetings within their school where staff and students can provide feedback on current actions. All schools are required to have a Research Student Committee for feeding back key issues on the PGR experience. Alongside this schools have a student-led postgraduate society, which aims to build a sense of community.  Students who met the ELIR team indicated that PGR students have a variable experience in relation to their sense of community depending on their school and field of research. Isolated areas of good practice exist, often focused through student-led postgraduate societies, such as student-run conferences, seminars and social activities. The team heard about the Research Futures Academy (RFA) which is responsible for enhancing the development of researchers and research culture throughout the institution in addition to enabling collaboration between researchers. Generic research skills and other professional development training is planned and delivered by the RFA. Additionally, the RFA launched the Research Culture Grant in 2019 to fund student and postdoctoral-led initiatives to enhance research culture at the University, funding a range of projects such as a Data Club and the development of culture in academia for female researchers. However, the team agreed that more needed to be done to enhance the wider experience of research students to create a vibrant and thriving community of early career researchers."]
[1903,"HWU_63","-","Postgraduate_Research","Student Experience","Heriot-Watt University","63 Each school has a lead PGR representative to focus representation activities. PGR representatives engage in quarterly meetings within their school where staff and students can provide feedback on current actions. All schools are required to have a Research Student Committee for feeding back key issues on the PGR experience. Alongside this schools have a student-led postgraduate society, which aims to build a sense of community.  Students who met the ELIR team indicated that PGR students have a variable experience in relation to their sense of community depending on their school and field of research. Isolated areas of good practice exist, often focused through student-led postgraduate societies, such as student-run conferences, seminars and social activities. The team heard about the Research Futures Academy (RFA) which is responsible for enhancing the development of researchers and research culture throughout the institution in addition to enabling collaboration between researchers. Generic research skills and other professional development training is planned and delivered by the RFA. Additionally, the RFA launched the Research Culture Grant in 2019 to fund student and postdoctoral-led initiatives to enhance research culture at the University, funding a range of projects such as a Data Club and the development of culture in academia for female researchers. However, the team agreed that more needed to be done to enhance the wider experience of research students to create a vibrant and thriving community of early career researchers."]
[1904,"HWU_64","-","Postgraduate_Research","Student Experience","Heriot-Watt University","64 The University has undertaken efforts to improve the induction for PGR students through the implementation of fixed start dates and a revamped induction programme. The University acknowledged that better coordination and messaging is required to ensure PGRs are aware of the difference in university, school and campus inductions. PGR students who met the ELIR team indicated that the changes had been positive."]
[1905,"HWU_64","-","Student_Support","Induction","Heriot-Watt University","64 The University has undertaken efforts to improve the induction for PGR students through the implementation of fixed start dates and a revamped induction programme. The University acknowledged that better coordination and messaging is required to ensure PGRs are aware of the difference in university, school and campus inductions. PGR students who met the ELIR team indicated that the changes had been positive."]
[1906,"HWU_65","-","Postgraduate_Research","Student Experience","Heriot-Watt University","65 All postgraduate students who teach can complete the Learning Enhancement and Development Skills (LEADS) programme and students who met the ELIR team spoke positively about it. The Orkney Campus had some difficulty in coordinating into LEADS, so bespoke arrangements were put in place to accommodate some distance engagement, supported by local mentoring. At the time of the current ELIR, the LEADS programme was being phased out and incorporated into the Postgraduate Certificate in Teaching and Learning (PGCertTL) overseen by the Learning and Teaching Academy (LTA paragraph 87). The PGCertLT is available globally and incorporates programmes on 'Getting Started in Teaching' and 'Learning about Learning'."]
[1907,"HWU_66","-","Postgraduate_Research","Student Experience","Heriot-Watt University","66 The Director of Academic Quality signs off Approved Tutor/Demonstrator status at school level, and this is tracked and monitored within the school. LTA maintains a record of PGR students who complete the required PGCertTL course to allow them to engage in teaching. Module leaders and PGR supervisors also need to confirm that a PGR student is approved to teach on a particular module. However, the ELIR team noted that it met several PGR students who were involved in teaching without any formal training, and the University is encouraged to reflect upon its system of Approved Tutor/Demonstrator status to ensure clarity of the procedure and that all PGR student who teach are fully trained to do so."]
[1908,"HWU_67","-","Postgraduate_Research","Support","Heriot-Watt University","67 During the ELIR visit, students reported that PGR support through the supervisory team is not always consistent across the University - for example, supervisors leaving and not being replaced for an extended period of time, differences in expectations of the supervisory team's role and lack of supervisor training. Students who met the ELIR team indicated that further work needs to be undertaken in areas related to supervisory arrangements and support services. The ELIR team learned that some PGR students are allocated a mentor depending on their school's arrangements and the team encourages the sharing of this positive practice throughout the institution, ensuring PGR students have clear support contacts outside of their main supervisory team. The University is encouraged to review supervisory arrangements to ensure a consistent approach for supporting for PGR students, regardless of their school, in order to enhance their research experience.  Supervisors are a key aspect of the wider research culture offered by the University for all  its PGR students. Each school has responsibility to ensure that supervisors attend the RFA training. This is a professional development programme for all active research staff to share good practice and enhance their own research. Supervisors are required to take refresher courses every three years, and the University notes that within two years all supervisors    will have received the most up-to-date version of training. The RFA course 'Supervise - enhancing your academic practice' is to be made available globally, extending its provision across all campuses and the University has also introduced an electronic logbook to enhance supervisory support."]
[1909,"HWU_68","Recommendation","Postgraduate_Research","Support","Heriot-Watt University","68 PGT and PGR students who met with the ELIR team noted that signposting for student support services in their communities was poor and PGT students noted variability in the support received depending on their assigned personal tutor. The team recommends developing a consistent approach for all PGT students. PGR students, in particular, felt they did not have sufficient support made available to them, particularly when issues relating to their supervisory team arose. The ELIR team recommends the University provides clear and accessible support for PGR students, beyond mentors and supervisory teams respectively, to support their completion of studies, thereby strengthening the environment for PGR students."]
[1910,"HWU_68","-","Student_Support","Academic","Heriot-Watt University","68 PGT and PGR students who met with the ELIR team noted that signposting for student support services in their communities was poor and PGT students noted variability in the support received depending on their assigned personal tutor. The team recommends developing a consistent approach for all PGT students. PGR students, in particular, felt they did not have sufficient support made available to them, particularly when issues relating to their supervisory team arose. The ELIR team recommends the University provides clear and accessible support for PGR students, beyond mentors and supervisory teams respectively, to support their completion of studies, thereby strengthening the environment for PGR students."]
[1911,"HWU_69","-","Covid_19","Online learning","Heriot-Watt University","69 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The ELIR team learned that the COVID-19 pandemic, through the institution's Responsive Blended Learning (RBL) approach to learning and teaching, has accelerated progress towards their global goals of technology use."]
[1912,"HWU_69","-","Learning_Resources","Strategy","Heriot-Watt University","69 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The ELIR team learned that the COVID-19 pandemic, through the institution's Responsive Blended Learning (RBL) approach to learning and teaching, has accelerated progress towards their global goals of technology use."]
[1913,"HWU_70","-","Learning_Resources","Strategy","Heriot-Watt University","70 The University had addressed issues with learning and teaching spaces at the Edinburgh campus through a major transformation, supported by the Student President and student focus groups. As part of the transformation, two Learning Commons, located in the central student services hub area and the Postgraduate Centre, have been established, with a focus on group and self-study spaces with associated technology. The ELIR team learned that some Borders Campus students feel excluded from the wider Heriot-Watt community despite the recent campus redevelopment. The ELIR team encourages the University to reflect upon the current situation to help integrate students at the Borders Campus into the One Heriot-Watt experience. "]
[1914,"HWU_71","-","Learning_Resources","Strategy","Heriot-Watt University","71 At the time of the current ELIR, the Dubai campus was being relocated to a new central area, enabling new opportunities for collaborations with industry. As part of the move the University had consulted with the student community and aims to address issues relating to lack of available study space, shaping the institution's approach to redesigning educational spaces. Dubai students have been continually informed with updates to the relocation project and are currently satisfied with facilities in the intermediate location."]
[1915,"HWU_72","-","Learning_Resources","IT","Heriot-Watt University","72 The University's Digital Learning Forum (DLF) has been set up to take a broad, strategic approach to progressing the Learning and Teaching Strategy elements concerned with technology, systems and learning spaces. The DLF has a wide student membership including online students, helping to shape a digital learning ecosystem for the institution. "]
[1916,"HWU_73","-","Learning_Resources","IT","Heriot-Watt University","73 Lecture capture is increasingly used at the institution but needs technical enhancement to support global accessibility across all campuses, enabling sharing of resources. The approach to RBL has enabled acceleration of online provisions, including live and pre-recorded lectures which are, in some programmes, shared globally across the Scottish, Dubai and Malaysia courses where relevant. "]
[1917,"HWU_73","-","Teaching_Learning","Online learning","Heriot-Watt University","73 Lecture capture is increasingly used at the institution but needs technical enhancement to support global accessibility across all campuses, enabling sharing of resources. The approach to RBL has enabled acceleration of online provisions, including live and pre-recorded lectures which are, in some programmes, shared globally across the Scottish, Dubai and Malaysia courses where relevant. "]
[1918,"HWU_74","-","Learning_Resources","IT","Heriot-Watt University","74 The University plans to a move to a single VLE platform supporting all students   and all modes of delivery. Prior to the COVID-19 pandemic, there was general student dissatisfaction with inconsistent use, and staff reluctance to engage with the current VLE   set-up; however, examples of good practice did, and continue to, exist within various programmes, such as using the VLE to allow students to work cross-campus on group projects. The decision to delay the move to a single VLE was taken ahead of the COVID-19 pandemic, and was supported by staff members, in order to focus on the portfolio review and the introduction of the global curriculum management system. The ELIR team learned that the University had implemented an agile and timely response to the COVID-19 pandemic by building on their experience of operating globally and accelerating the implementation of their Learning and Teaching Strategy to develop the RBL framework. As a result, staff engagement with the current VLE has improved and students report increased access to the available VLE features - such as discussion boards - enhancing the student experience. The team commends the institution's agile response, and wide buy-in from a global team of staff, to improve the use of online resources in the context of the COVID-19 pandemic achieved in a timely manner as a consequence of a mature and effective institutional quality framework. "]
[1919,"HWU_74","-","Covid_19","Online learning","Heriot-Watt University","74 The University plans to a move to a single VLE platform supporting all students   and all modes of delivery. Prior to the COVID-19 pandemic, there was general student dissatisfaction with inconsistent use, and staff reluctance to engage with the current VLE   set-up; however, examples of good practice did, and continue to, exist within various programmes, such as using the VLE to allow students to work cross-campus on group projects. The decision to delay the move to a single VLE was taken ahead of the COVID-19 pandemic, and was supported by staff members, in order to focus on the portfolio review and the introduction of the global curriculum management system. The ELIR team learned that the University had implemented an agile and timely response to the COVID-19 pandemic by building on their experience of operating globally and accelerating the implementation of their Learning and Teaching Strategy to develop the RBL framework. As a result, staff engagement with the current VLE has improved and students report increased access to the available VLE features - such as discussion boards - enhancing the student experience. The team commends the institution's agile response, and wide buy-in from a global team of staff, to improve the use of online resources in the context of the COVID-19 pandemic achieved in a timely manner as a consequence of a mature and effective institutional quality framework. "]
[1920,"HWU_75","-","Learning_Resources","Library","Heriot-Watt University","75 Students spoke favourably about access to resources, including journals, books and software, as part of the RBL approach. Where issues arose, such as access to specific journals not being available, the University was helpful in providing solutions. The use of an online platform to support learning and teaching activities, as well as helping to build communities, where students can meet to discuss course material, was received well, particularly by first-year students. "]
[1921,"HWU_75","-","Learning_Resources","IT","Heriot-Watt University","75 Students spoke favourably about access to resources, including journals, books and software, as part of the RBL approach. Where issues arose, such as access to specific journals not being available, the University was helpful in providing solutions. The use of an online platform to support learning and teaching activities, as well as helping to build communities, where students can meet to discuss course material, was received well, particularly by first-year students. "]
[1922,"HWU_76","Commendation","Enhancement","Strategy","Heriot-Watt University","76 Overall, the University has an effective approach to enhancing the student learning experience. The ELIR team commends the University for its positive partnership working with student representative bodies. The team found there is an effective, ongoing and impactful working relationship between the University and the SRBs. The differently constituted representative bodies on each of the campuses contribute effectively to the enhancement agenda and there is good evidence of effective partnership working and sharing of practice through the three student presidents based at the Scottish, Dubai and Malaysia campuses. The updated Student Partnership Agreement facilitates improved support for students and works towards a common goal across all campuses. Recent changes to representation of postgraduate students are likely to have a positive impact."]
[{"$f":"IF(B1925<>\"\",ROW(A1925)-2,\"\")","v":1923},"HWU_76","-","Student_Engagement","Representation","Heriot-Watt University","76 Overall, the University has an effective approach to enhancing the student learning experience. The ELIR team commends the University for its positive partnership working with student representative bodies. The team found there is an effective, ongoing and impactful working relationship between the University and the SRBs. The differently constituted representative bodies on each of the campuses contribute effectively to the enhancement agenda and there is good evidence of effective partnership working and sharing of practice through the three student presidents based at the Scottish, Dubai and Malaysia campuses. The updated Student Partnership Agreement facilitates improved support for students and works towards a common goal across all campuses. Recent changes to representation of postgraduate students are likely to have a positive impact."]
[1924,"HWU_77","Commendation","Student_Support","Academic","Heriot-Watt University","77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "]
[1925,"HWU_77","-","Teaching_Learning","Online learning","Heriot-Watt University","77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "]
[1926,"HWU_77","-","Assessment","Feedback","Heriot-Watt University","77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "]
[1927,"HWU_77","-","Student_Development","Graduate Attributes","Heriot-Watt University","77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "]
[1928,"HWU_78","-","Teaching_Learning","Online learning","Heriot-Watt University","78 The recent shift to the RBL framework as a long-term vision for university teaching has led to a significant increase in the provision of online learning. The team found that this new approach had resulted in greater interaction between staff and students across campuses and that good practice was being shared. The University is aware of the need to develop support and provision at some of its campuses and is currently working to do so."]
[1929,"HWU_79","-","Postgraduate_Research","Student Experience","Heriot-Watt University","79 The University is working to enhance the experience it offers for postgraduate research students using PRES survey results as a key driver. The ELIR team recommends that the University engages proactively and works in partnership with PGR students to identify ways to improve their sense of belonging in the university community and develop a consistent institution-wide PGR student environment. This should includeestablishing clear arrangements forsupervisory teamsand promoting access to independent support mechanismsto support students to complete."]
[1930,"HWU_80","-","Enhancement","Strategy","Heriot-Watt University","80 The University has an effective strategic approach to supporting and enhancing its learning and teaching practices and the wider student experience. Since the 2015 ELIR, the University has continued to develop the sense of shared identity to ensure a sense of global community. To support Strategy 2025 there is a Learning and Teaching Strategy in place which is student-focused and places its emphasis on 'learning to learn'. The University engaged staff and students from across all campuses in consultations over an 18-month period to develop the Learning and Teaching Strategy (2018-2025).There is strong commitment and vision from senior leadership to the implementation of the Strategy which is summarised for staff and students in a clear, concise overview document. The ELIR team learned that to further embed the Strategy, a University Committee for Learning and Teaching (UCLT) away day early in 2020, provided opportunities for staff to engage in discussions on the Learning and Teaching Strategy including a workshop on the delivery    of the vision of 'Inspiring Learning'. This was viewed positively by the team."]
[1931,"HWU_80","-","Teaching_Learning","Strategy","Heriot-Watt University","80 The University has an effective strategic approach to supporting and enhancing its learning and teaching practices and the wider student experience. Since the 2015 ELIR, the University has continued to develop the sense of shared identity to ensure a sense of global community. To support Strategy 2025 there is a Learning and Teaching Strategy in place which is student-focused and places its emphasis on 'learning to learn'. The University engaged staff and students from across all campuses in consultations over an 18-month period to develop the Learning and Teaching Strategy (2018-2025).There is strong commitment and vision from senior leadership to the implementation of the Strategy which is summarised for staff and students in a clear, concise overview document. The ELIR team learned that to further embed the Strategy, a University Committee for Learning and Teaching (UCLT) away day early in 2020, provided opportunities for staff to engage in discussions on the Learning and Teaching Strategy including a workshop on the delivery    of the vision of 'Inspiring Learning'. This was viewed positively by the team."]
[1932,"HWU_81","-","Enhancement","Practice","Heriot-Watt University","81 The Learning and Teaching Strategy is supported by an Operational Plan, which guides the work of the Student Learning Experience Committee (SLEC). This committee is responsible for operational matters relating to the student learning experience as delegated by UCLT. Each school and relevant professional service has a Learning and Teaching Strategy and Enhancement Plan that aligns with the institutional Learning and Teaching Strategy. Oversight of this alignment sits with the UCLT and overall responsibility with the DP (L&T).  "]
[1933,"HWU_82","Commendation","Teaching_Learning","Strategy","Heriot-Watt University","82 The ELIR team commends the University for the institutional commitment to enhancing learning and teaching. There is strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures; the establishment of the LTA and the role of DLTs in schools. There are opportunities for staff engagement - for example, in Enhancement Workshops in Academic Review, Learning and Teaching Fora in Dubai and Malaysia campuses, and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy. "]
[1934,"HWU_82","-","Staff_Support","Professional development","Heriot-Watt University","82 The ELIR team commends the University for the institutional commitment to enhancing learning and teaching. There is strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures; the establishment of the LTA and the role of DLTs in schools. There are opportunities for staff engagement - for example, in Enhancement Workshops in Academic Review, Learning and Teaching Fora in Dubai and Malaysia campuses, and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy. "]
[1935,"HWU_83","-","Enhancement","Practice","Heriot-Watt University","83 Six major projects within the Learning and Teaching Strategy are overseen by the Learning and Teaching Strategy Oversight Board (LTSOB) chaired by the DP (L&T).  LTSOB brought together and established connections between the projects and project leaders involved in the projects. Once connections had been established, the LTSOB was disbanded and, at the time of the current ELIR, oversight sits with the Learning and Teaching AY2020/21 Group. Activity is maintained through fortnightly strategic meetings led by the DP (L&T).  "]
[1936,"HWU_83","-","Teaching_Learning","Strategy","Heriot-Watt University","83 Six major projects within the Learning and Teaching Strategy are overseen by the Learning and Teaching Strategy Oversight Board (LTSOB) chaired by the DP (L&T).  LTSOB brought together and established connections between the projects and project leaders involved in the projects. Once connections had been established, the LTSOB was disbanded and, at the time of the current ELIR, oversight sits with the Learning and Teaching AY2020/21 Group. Activity is maintained through fortnightly strategic meetings led by the DP (L&T).  "]
[1937,"HWU_84","-","Enhancement","Curriculum","Heriot-Watt University","84 At the time of the current ELIR, the University was engaged in a portfolio review exercise focusing on enhancing the University's PGT provision, reducing inefficiencies and generating income. The review also expedited the development of an integrated, aligned business and academic approval process including the establishment of the Programme Management Board which provides a link between business and academic decisions about new and existing programmes. It has led to the decision to withdraw several programmes that were not recruiting well and the introduction of a small number of new programmes."]
[1938,"HWU_85","-","Enhancement","Strategy","Heriot-Watt University","85 In response to the pandemic, the University formed a Learning and Teaching COVID-19 Contingency Planning Group of senior staff, with student representation and chaired by the DP (L&T). This group had overall responsibility for learning, teaching and assessment in response to the COVID-19 pandemic for 2019-20. The participation of student officers in these weekly meetings was seen as positive practice by the ELIR team, as was the use of existing governance structures to ensure communication of decisions through to Senate.  "]
[1939,"HWU_85","-","Covid_19","Strategy","Heriot-Watt University","85 In response to the pandemic, the University formed a Learning and Teaching COVID-19 Contingency Planning Group of senior staff, with student representation and chaired by the DP (L&T). This group had overall responsibility for learning, teaching and assessment in response to the COVID-19 pandemic for 2019-20. The participation of student officers in these weekly meetings was seen as positive practice by the ELIR team, as was the use of existing governance structures to ensure communication of decisions through to Senate.  "]
[1940,"HWU_86","-","Teaching_Learning","Online learning","Heriot-Watt University","86 The development of online learning environments throughout all campuses is through the Digital Learning Forum (DLF), which reports to UCLT via the Student Learning Enhancement Committee.  Membership of DLF covers all five campuses and includes representatives of all student groups. It is chaired by the Global Director of Information Services and is responsible for the learning and teaching digital environment at institutional level. Formation of the DLF (replacing the former VLE Management Group) was a strategic decision to broaden the approach to the digital learning environment. This group will take forward projects including the VLE and e-portfolio."]
[1941,"HWU_87","-","Staff_Support","Professional development","Heriot-Watt University","87 As part of the Learning and Teaching Strategy, the University recognised the need to establish a stronger capacity for professional development of staff involved in teaching, and the combination of the Learning and Teaching Academy (LTA) together with the Learning and Teaching Enhancement Services (LTES) aim to ensure that support for teaching staff can be provided more consistently and in line with institutional and local needs. The LTA, which was formed in September 2019, also provides a focus for sharing    of best practice in learning and teaching across all campuses. Staff who met the ELIR team were positive about LTA activities and level of engagement. In response to the COVID-19 pandemic, the LTA has supported staff with the additional planning and preparation required to maintain communication with students and support students in learning online. This has been done by producing guidance, toolkits and learning materials. During the review visits, the ELIR team met staff who confirmed the speed at which LTA had provided support and their willingness to work with individuals to provide tailored support.  "]
[1942,"HWU_87","-","Covid_19","Online learning","Heriot-Watt University","87 As part of the Learning and Teaching Strategy, the University recognised the need to establish a stronger capacity for professional development of staff involved in teaching, and the combination of the Learning and Teaching Academy (LTA) together with the Learning and Teaching Enhancement Services (LTES) aim to ensure that support for teaching staff can be provided more consistently and in line with institutional and local needs. The LTA, which was formed in September 2019, also provides a focus for sharing    of best practice in learning and teaching across all campuses. Staff who met the ELIR team were positive about LTA activities and level of engagement. In response to the COVID-19 pandemic, the LTA has supported staff with the additional planning and preparation required to maintain communication with students and support students in learning online. This has been done by producing guidance, toolkits and learning materials. During the review visits, the ELIR team met staff who confirmed the speed at which LTA had provided support and their willingness to work with individuals to provide tailored support.  "]
[1943,"HWU_88","-","Enhancement","Practice","Heriot-Watt University","88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "]
[1944,"HWU_88","-","Teaching_Learning","Online learning","Heriot-Watt University","88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "]
[1945,"HWU_88","-","Covid_19","Online learning","Heriot-Watt University","88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "]
[1946,"HWU_89","-","Enhancement","Themes","Heriot-Watt University","89 The University uses the QAA national Enhancement Themes as an important reference point to manage enhancement. The University has engaged in several activities as part of the most recent Enhancement Theme (Evidence for Enhancement) led through the Learning and Teaching Enhancement Services and, since 2019, the LTA.  Eight projects across the University were funded as part of the work on the Evidence for Enhancement Theme. There is global engagement with, and learning from, the Enhancement Themes with a wide range of staff and students across the University leading projects and processes in place to share outcomes and to embed the projects into practice."]
[1947,"HWU_90","-","Enhancement","Themes","Heriot-Watt University","90 It was recognised that, in previous themes most of the University's engagement in Enhancement Themes had been by professional services staff. This has changed in recent years with the coordination of participation through LTES (and more recently through LTA) and oversight by UCLT facilitating a wider involvement in the themes, particularly 'Student Transitions' and 'Evidence for Enhancement'. A number of projects involving collaborations between schools and across campuses have produced results reported at Enhancement Themes conferences, workshops, presentations, and through involvement in three collaborative clusters- Learning Analytics, Developing Programme Leadership and Creating Inclusive Learning Environments. At national level there has been good student engagement from the University with two student members on SHEEC and presenting at Enhancement Theme conferences."]
[1948,"HWU_91","-","Enhancement","Themes","Heriot-Watt University","91 Work on the previous Enhancement Theme - Student Transitions - has resulted     in changes in practice. The Peer Mentoring Project, a collaborative project with the Student Union, has informed subsequent peer mentoring schemes. Work from this project is currently being developed by the Student Success Advisors and the multi-school pilot of   peer-assisted learning."]
[1949,"HWU_92","-","Enhancement","Themes","Heriot-Watt University","92 Engagement with the most recent theme - Evidence for Enhancement - has resulted in an extensive review of student surveys. As a result, the University's survey process and Course Feedback Survey have been redesigned. This does not appear to have led to any significant change in the way in which data is used to inform decisions. A wide range of resources have been developed by the sector through the Evidence for Enhancement Theme and the ELIR team recommend the University to use the resources   to reflect on the University's approach to using data to enhance the student experience (paragraph 140-144).  "]
[1950,"HWU_93","-","Enhancement","Practice","Heriot-Watt University","93 The University has a range of mechanisms to identify and share good practice across the institution at four levels: institutional, campus, school and individual. The establishment of the LTA is providing a central focus for sharing best practice across the University. Staff who met the ELIR team recognised that they had not been particularly active in the past at sharing best practice and learning together at school level, but progress had been made by the LTA. A range of activities are supported to facilitate enhancement of learning and teaching across the institution including: learning and teaching development funding in schools; global meetings of professional services teams; Learning and Teaching Enhancement Fora; UCLT half-day sessions focused on particular topics; meetings of Directors of L&T; school-based continuing professional development events opened up to other schools; and cross-campus sharing of practices through the LTA.  "]
[1951,"HWU_94","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","94 The formal committee structures enable cross-university sharing of learning and teaching practices and enhancement. For example, in relation to Annual Monitoring and Review (AMR), the Annual AMR Summary Report, provides a synopsis of all the reports for discussion through the committee structure to Senate. Academic staff in schools referred to their engagement with DLTs as a key connection with these formal structures. The ELIR team learned of a number of examples of this connection with DLTs including: discussions about the postponed VLE project and the supportive response towards concerns about workload; and DLTs working with LTA to identify staff requirements for development."]
[1952,"HWU_95","-","Quality_Processes","Internal Review","Heriot-Watt University","95 Opportunities to meet and to share best practice also include formal events such as academic reviews (ILR)and the new AMR annual dissemination event. Enhancement Workshops within Academic Reviews provide an opportunity to share good practice and discuss ideas between the discipline team and the review team. Scope for further enhancement opportunities within university processes include a more active engagement  in peer observation through the implementation of the Peer Support of Teaching framework promoted within LTA from 2019, and through engagement with the annual summary report to UCLT."]
[1953,"HWU_95","-","Enhancement","Practice","Heriot-Watt University","95 Opportunities to meet and to share best practice also include formal events such as academic reviews (ILR)and the new AMR annual dissemination event. Enhancement Workshops within Academic Reviews provide an opportunity to share good practice and discuss ideas between the discipline team and the review team. Scope for further enhancement opportunities within university processes include a more active engagement  in peer observation through the implementation of the Peer Support of Teaching framework promoted within LTA from 2019, and through engagement with the annual summary report to UCLT."]
[1954,"HWU_96","-","Teaching_Learning","Online learning","Heriot-Watt University","96 The introduction of RBL at a rapid pace provides a positive example of the ways in which academic and professional services staff work together and share expertise. In discussion with the ELIR team, staff gave examples of collaborative working, for example, RBL groups set up in schools, with academic, professional services and learning technologist staff working together, building community and sharing practice. Staff indicated that they were prepared for the move to RBL and viewed it as an enhancement to current practice. During the review visits, staff outlined the opportunities within schools to share practice, expressing the view that RBL is leading to more joint working on programmes. Staff on the Malaysia and Dubai campuses have formed school-based RBL action groups and 'buddy' groups to support this work."]
[1955,"HWU_96","-","Enhancement","Practice","Heriot-Watt University","96 The introduction of RBL at a rapid pace provides a positive example of the ways in which academic and professional services staff work together and share expertise. In discussion with the ELIR team, staff gave examples of collaborative working, for example, RBL groups set up in schools, with academic, professional services and learning technologist staff working together, building community and sharing practice. Staff indicated that they were prepared for the move to RBL and viewed it as an enhancement to current practice. During the review visits, staff outlined the opportunities within schools to share practice, expressing the view that RBL is leading to more joint working on programmes. Staff on the Malaysia and Dubai campuses have formed school-based RBL action groups and 'buddy' groups to support this work."]
[1956,"HWU_97","-","Staff_Support","Policy","Heriot-Watt University","97 There are effective arrangements in place for engaging and supporting staff in the ongoing development of their learning and teaching practice. The 'Support, Development and Training of Staff' is one of the four enablers of the Learning and Teaching Strategy and lists 12 priorities to facilitate implementation. The University's approach to engaging, developing and supporting staff at all campuses is summarised in a series of key principles in the 'Multi Code'. The University plans a more coordinated global approach to the learning and teaching development of staff with the establishment of the LTA.  "]
[1957,"HWU_98","-","Staff_Support","Professional development","Heriot-Watt University","98 At the time of the current ELIR, the Postgraduate Certificate (PGCert) leading to HEA Fellowship, has been recently reviewed and offered to new academic staff at all campuses. The ELIR team learned that new teaching staff must take the PGCert and have a three-year probationary period. The team heard that previously there had not been a strong institutional-level engagement with HEA Fellowship, but this was now being taken forwards more actively through LTA and consideration was being given to incorporating HEA Fellowship recognition into promotions' criteria.  "]
[1958,"HWU_99","Recommendation","Staff_Support","Professional development","Heriot-Watt University","99 Individual staff needs are identified through the University's annual Performance and Development Review (PDR). To address development needs, schools, together with the University HR Department and LTA, provide staff development activities including bespoke events delivered on campuses outside of Edinburgh. During the review visits, the ELIR team learned of LTA workshops delivered to the Orkney campus on assessment and online learning. Staff who met the team reported that they were encouraged to undertake training, however, staff at the HWUD and HWUM campuses indicated that training opportunities can be limited by access and/or budget with some training only available at the Edinburgh campus. The team recommend that the University consider staff development opportunities across the institution to ensure equity of access at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required. At the time of the current ELIR, the mandatory PDR process was   under review in response to the staff engagement survey 2018. The ELIR team learned   that PDR will now take place during summer months to better align with workload planning, as practice varies in schools.   "]
[1959,"HWU_100","-","Staff_Support","Professional development","Heriot-Watt University","100 In addition to the PDR, there are also informal routes for identifying academic development needs, including the Learning and Teaching AY2020/21 Group, direct feedback from schools and the Learning and Teaching Enhancement Fora (Malaysia and Dubai). Two 'extra' snapshot surveys in weeks 1 and 7 in the context of the COVID-19 pandemic have led to rapid support in terms of addressing staff concerns over wellbeing and preparation for Semester 2. Staff who met the ELIR team indicated that the close working relationship between staff in learning technology and the LTA has ensured an agile response to needs."]
[1960,"HWU_100","-","Covid_19","Staff support","Heriot-Watt University","100 In addition to the PDR, there are also informal routes for identifying academic development needs, including the Learning and Teaching AY2020/21 Group, direct feedback from schools and the Learning and Teaching Enhancement Fora (Malaysia and Dubai). Two 'extra' snapshot surveys in weeks 1 and 7 in the context of the COVID-19 pandemic have led to rapid support in terms of addressing staff concerns over wellbeing and preparation for Semester 2. Staff who met the ELIR team indicated that the close working relationship between staff in learning technology and the LTA has ensured an agile response to needs."]
[1961,"HWU_101","-","Staff_Support","Professional development","Heriot-Watt University","101 Schools have a point of contact in LTA who work with them on staff development including HEA Fellowship, with Malaysia Campus having six candidates for PGCert, and three for Senior Fellow, and mentoring arrangements inplace. LTA offers a 'New to Teaching' support programme and PGCert for new staff and mid-career support to gain  HEA Fellowship. There is recognition of the key role ofProgrammeDirectorandthe need   to provideinstitutional training and support including their access to anduse of data."]
[1962,"HWU_102","-","Staff_Support","Training","Heriot-Watt University","102 The University recognisesprevious under-resourcing of learning and teaching related development for academic staff and theneed forupskilling, especially digital skills, in light of planned growth in PGT online. The University plans to address this skills gap through the Learning and Teaching Academy (LTA) and the Learning and Teaching Enhancement Services (LTES), which provide training to improve digital skills and capabilities of staff (paragraph 87-88)."]
[1963,"HWU_103","Commendation","Enhancement","Strategy","Heriot-Watt University","103 The ELIR team commends the University's strategic approach to international and multi-campus provision and has continued to strengthen its approach to further develop the sense of a shared identity and 'One Heriot-Watt' ethos, engendering a sense of a global community. There is an effective approach to implementing strategies and enhancing learning and teaching, including a good understanding of the Learning and Teaching Strategy as a result of wide consultation and dissemination. While the year one implementation of the Strategy was deferred from January to September 2019, and some projects delayed (VLE, e-portfolio, Global Curriculum Management System), there   has been progress in implementation of the Portfolio Modernisation Review and the establishment of LTA. Introduction of RBL and the rapid development of digital learning methodology across all campuses has accelerated progress towards the ambitions of Strategy 2025. "]
[1964,"HWU_103","-","Teaching_Learning","Strategy","Heriot-Watt University","103 The ELIR team commends the University's strategic approach to international and multi-campus provision and has continued to strengthen its approach to further develop the sense of a shared identity and 'One Heriot-Watt' ethos, engendering a sense of a global community. There is an effective approach to implementing strategies and enhancing learning and teaching, including a good understanding of the Learning and Teaching Strategy as a result of wide consultation and dissemination. While the year one implementation of the Strategy was deferred from January to September 2019, and some projects delayed (VLE, e-portfolio, Global Curriculum Management System), there   has been progress in implementation of the Portfolio Modernisation Review and the establishment of LTA. Introduction of RBL and the rapid development of digital learning methodology across all campuses has accelerated progress towards the ambitions of Strategy 2025. "]
[1965,"HWU_104","-","Teaching_Learning","Strategy","Heriot-Watt University","104 The ELIR team commends the University's institutional commitment to enhancing learning and teaching with its strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures, the establishment of the LTA and the further development of the role of DLTs in schools. The University has ensured that all staff have opportunities to contribute to the enhancement of learning and teaching including engaging in Enhancement Workshops in Academic Review and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy.  "]
[1966,"HWU_105","Recommendation","Teaching_Learning","Strategy","Heriot-Watt University","105 The University has an effective approach to promoting good practice in learning and teaching. There are a wide range of staff development opportunities available, however, not all opportunities are available at each campus. The ELIR team recommends that the University should consider staff development opportunities across the institution to ensure equity of access to opportunities at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required.    "]
[1967,"HWU_105","-","Staff_Support","Professional development","Heriot-Watt University","105 The University has an effective approach to promoting good practice in learning and teaching. There are a wide range of staff development opportunities available, however, not all opportunities are available at each campus. The ELIR team recommends that the University should consider staff development opportunities across the institution to ensure equity of access to opportunities at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required.    "]
[1968,"HWU_106","-","Quality_Processes","Framework","Heriot-Watt University","106 The University has effective arrangements to secure academic standards and to enable it to manage quality. The policies, procedures and regulations are clear and comprehensive. Many of these are effectively summarised for use by staff and students in the series of Learning and Teaching and Quality Briefing Papers. These meet the Expectations set out in the UK Quality Code for Higher Education (the Quality Code) and the guidance of the Scottish Funding Council."]
[1969,"HWU_107","-","Quality_Processes","Framework","Heriot-Watt University","107 The University's robust and resilient institutional quality framework has enabled the University to provide an agile and effective response to the COVID-19 pandemic during 2019-20 and onwards. Through the provision of clear and accessible documentation, this established quality framework enabled a rapid and appropriate response that was effectively led and coordinated at a senior level and across all campuses comprising a phased response and demonstrating lessons learnt, working across different national contexts. The University's quality framework was evidently well understood by staff across all campuses enabling staff to work within the policies and processes to deliver effective learning and teaching even while responding to the COVID-19 pandemic. Examples of clear and accessible documentation, including the University's short Briefing Papers covering Quality Assurance and Learning and Teaching, contributed towards the broad understanding of the framework.   "]
[1970,"HWU_107","-","Covid_19","Strategy","Heriot-Watt University","107 The University's robust and resilient institutional quality framework has enabled the University to provide an agile and effective response to the COVID-19 pandemic during 2019-20 and onwards. Through the provision of clear and accessible documentation, this established quality framework enabled a rapid and appropriate response that was effectively led and coordinated at a senior level and across all campuses comprising a phased response and demonstrating lessons learnt, working across different national contexts. The University's quality framework was evidently well understood by staff across all campuses enabling staff to work within the policies and processes to deliver effective learning and teaching even while responding to the COVID-19 pandemic. Examples of clear and accessible documentation, including the University's short Briefing Papers covering Quality Assurance and Learning and Teaching, contributed towards the broad understanding of the framework.   "]
[1971,"HWU_108","-","Quality_Processes","Framework","Heriot-Watt University","108 The University has an appropriate governance framework where overall responsibility for academic standards and quality rest ultimately with Senate. All education committees report to Senate, notably the University Committee for Learning and Teaching (UCLT) and University Committee for Quality and Standards (UCQS). Remits for UCQS and UCLT are primarily for taught provision, while University Committee for Research and Innovation (UCRI and its sub-committee RDC) has remit for postgraduate research provision, although UCQS also monitors postgraduate research student experience. All major committees have appropriate global membership with representation from the international campuses. UCQS and the Academic Quality team held an instrumental role     in managing the response to the COVID-19 pandemic and preparations for academic year 2020-21, including ensuring working within the regulatory framework when developing Responsive Blended Learning (RBL), consulting with PSRBs, rapid approval of course and programme changes, and managing the annual reporting system providing evidence that the University has a mature and effective institutional quality framework which is well understood by staff."]
[1972,"HWU_108","-","Covid_19","Quality processes","Heriot-Watt University","108 The University has an appropriate governance framework where overall responsibility for academic standards and quality rest ultimately with Senate. All education committees report to Senate, notably the University Committee for Learning and Teaching (UCLT) and University Committee for Quality and Standards (UCQS). Remits for UCQS and UCLT are primarily for taught provision, while University Committee for Research and Innovation (UCRI and its sub-committee RDC) has remit for postgraduate research provision, although UCQS also monitors postgraduate research student experience. All major committees have appropriate global membership with representation from the international campuses. UCQS and the Academic Quality team held an instrumental role     in managing the response to the COVID-19 pandemic and preparations for academic year 2020-21, including ensuring working within the regulatory framework when developing Responsive Blended Learning (RBL), consulting with PSRBs, rapid approval of course and programme changes, and managing the annual reporting system providing evidence that the University has a mature and effective institutional quality framework which is well understood by staff."]
[1973,"HWU_109","-","Quality_Processes","Framework","Heriot-Watt University","109 Quality assurance responsibilities are discharged through schools. Since 2014,   and embedded in Strategy 2025, the University has sought to harmonise and streamline processes and procedures through schools across all locations and modes of study. This resulted in the development of the University's Academic Management Structures (AMS) which has undergone three reviews since the 2015 ELIR. The University has recognised variations in implementation of policy and practice across schools and is encouraged to continue to seek, where appropriate, single institutional ways of operating in line with their global ethos. Under the AMS, school committee structures mirror university-level committees including School Studies Committees and School Learning and Teaching Committees.   Each school has a Director of Learning and Teaching (DLT) and a Director of Academic Quality (DAQ) who operate on a global level and, while not being campus-specific, are predominantly based in the UK. In some schools, these roles can be supported by additional Deputy and Associate Directors. The ELIR team learned of positive examples of a school having an Associate Director of Learning and Teaching being based at one of its international campuses. The team was satisfied that the school DLTs keep school staff informed of changes to regulations and policies and noted that DAQs sit on the UCQS committee."]
[1974,"HWU_110","Recommendation","Quality_Processes","Framework","Heriot-Watt University","110 In addition to school-based roles, the University has three deans who are integral to the institution's quality assurance system. They are elected for a three-year term by academic staff and play a role in approving 'Approved Teacher/Marker' status for ALP staff, the appointment and promotion of academic staff, and the monitoring of Exam Boards. They also approve the appointment of external examiners and the Chief External Examiner. The ELIR team noted how the deans had played a part in providing a consistent format for school responses to external examiner reports where there had previously been variation in approach by schools. The team learned that this had led to improved consistency in the consideration of external examiner responses across the University and considered it a positive example of the outcome of harmonisation. The ELIR team would encourage the University to use this example of harmonisation to reflect on other variations in implementation of policy and practice across schools which lead to unnecessary inconsistency.   "]
[1975,"HWU_111","-","Quality_Processes","Framework","Heriot-Watt University","111 The University approach to the global assurance of quality and standards is articulated in the 'Multi Code' - a document which provides the overarching framework within which all policies and procedures for assuring quality and academic standards of programmes are located. The ELIR team identified that staff who had need to utilise the Multi Code appeared aware of it and were engaged with it. The team recognised that this appropriately embedded approach to the management, assurance and enhancement of the University's multi-location, multi-mode programmes ensures a robust framework for assuring quality across locations and modes of study.  "]
[1976,"HWU_112","-","Quality_Processes","Framework","Heriot-Watt University","112 The ELIR team welcomed the development of the expansion of the Academic Quality team to the campuses in Malaysia and Dubai and the transfer of certain responsibilities, such as leading on local accreditation exercises. In addition to the role of the Global Quality Officer in the management of partnership arrangements, these roles support the global outlook for Academic Quality within the University.  "]
[1977,"HWU_113","-","Quality_Processes","Framework","Heriot-Watt University","113 The University evaluates the operational application of the different sections of the Multi Code through its suite of annual and periodic quality review processes (see below). The Multi Code is currently being updated as 'a Global Code' in a reflection of the University's shift from a 'hub and spoke' model to a more integrated global model. The   ELIR team noted that the timeline for the introduction of the Global Code had been delayed due to COVID-19 and was not unduly concerned, noting that the revision is primarily a consolidation and reframing of existing policies and procedures. "]
[1978,"HWU_113","-","Covid_19","Quality processes","Heriot-Watt University","113 The University evaluates the operational application of the different sections of the Multi Code through its suite of annual and periodic quality review processes (see below). The Multi Code is currently being updated as 'a Global Code' in a reflection of the University's shift from a 'hub and spoke' model to a more integrated global model. The   ELIR team noted that the timeline for the introduction of the Global Code had been delayed due to COVID-19 and was not unduly concerned, noting that the revision is primarily a consolidation and reframing of existing policies and procedures. "]
[1979,"HWU_114","-","Quality_Processes","Programme Approval","Heriot-Watt University","114 Programme academic approval and major modification is managed through a  single university academic approval process and well-defined policies which provide clear categorisation and guidance to staff. In order to support the academic approval process, the University implemented a Programme Approval Management System (PAMS) in 2015-16 although the University is currently actively replacing this with a new Global Curriculum Management System (GCMS) which will be implemented in October 2021. Schools utilise PAMS to develop new taught programmes through their School Studies Committee, followed by scrutiny and approval by University Studies Committee (USC). Business case approval previously occurred independently to the academic approval process but, since spring 2020, a new Programme Management Board (PMB) will consider new programme proposals and closures prior to consideration by USC. This is in line with the University's plan to develop a more integrated business and academic approval process."]
[1980,"HWU_115","-","Quality_Processes","Programme Approval","Heriot-Watt University","115 The University has introduced an appropriate temporary, expedited process for approving changes to courses or programmes related to RBL, along with changes being introduced temporarily due to COVID-19 for 2020-21. The University's Programme Approval policies and procedures ensure that only one version of a programme operates across multiple locations or modes of study, with commonality and variation determined through the Multi Code and other policies. The QAA transnational education case study of the University highlighted that challenges around delivering curricula in multiple locations were managed through appropriate planning prior to programme approval."]
[1981,"HWU_115","-","Covid_19","Quality processes","Heriot-Watt University","115 The University has introduced an appropriate temporary, expedited process for approving changes to courses or programmes related to RBL, along with changes being introduced temporarily due to COVID-19 for 2020-21. The University's Programme Approval policies and procedures ensure that only one version of a programme operates across multiple locations or modes of study, with commonality and variation determined through the Multi Code and other policies. The QAA transnational education case study of the University highlighted that challenges around delivering curricula in multiple locations were managed through appropriate planning prior to programme approval."]
[1982,"HWU_116","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","116 The University has appropriate and effective processes in place for the monitoring and review of programmes, the responsibility of which resides through UCQS and is operated through the external examining system, Annual Monitoring and Review (AMR), Internal Audit and Periodic Review processes."]
[1983,"HWU_116","-","Quality_Processes","Internal Review","Heriot-Watt University","116 The University has appropriate and effective processes in place for the monitoring and review of programmes, the responsibility of which resides through UCQS and is operated through the external examining system, Annual Monitoring and Review (AMR), Internal Audit and Periodic Review processes."]
[1984,"HWU_117","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","117 All of the University's taught provision, along with PGR student learning experience, are monitored annually through the AMR process. AMR has three main purposes: to monitor the academic standards, the quality of student learning experience, and progress towards institutional strategic objectives in learning and teaching. The AMR process also works to identify good practice and links to enhancement. The AMR process includes partnership monitoring (PAMR) where appropriate for collaborative provision. The AMR process was recently revised to ensure that schools were reflecting upon the current academic year and hence on current activities."]
[1985,"HWU_118","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","118 Due to COVID-19, in 2019-20 AMR was substituted for a weekly monitoring process alongside a planned AMR Dissemination Event which was held in early March 2020. Other processes were cancelled or postponed, including two Academic Reviews and one Internal Audit. Other processes were unaffected or had a later date specified for completion - for example, submission of external examiner reports and PAMR. During the review, the ELIR team heard from staff and reviewed documentation that led them to have confidence that the University fulfilled, and in some areas exceeded, core requirements in relation to assuring quality and standards during this period."]
[1986,"HWU_118","-","Covid_19","Quality processes","Heriot-Watt University","118 Due to COVID-19, in 2019-20 AMR was substituted for a weekly monitoring process alongside a planned AMR Dissemination Event which was held in early March 2020. Other processes were cancelled or postponed, including two Academic Reviews and one Internal Audit. Other processes were unaffected or had a later date specified for completion - for example, submission of external examiner reports and PAMR. During the review, the ELIR team heard from staff and reviewed documentation that led them to have confidence that the University fulfilled, and in some areas exceeded, core requirements in relation to assuring quality and standards during this period."]
[{"$f":"IF(B1989<>\"\",ROW(A1989)-2,\"\")","v":1987},"HWU_119","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","119 PGR student learning experience is evaluated on an annual basis through the Annual Monitoring and Review (AMR) process. In 2018-19, consideration was given to the effectiveness of the University's quality assurance processes for reviewing the postgraduate research student learning experience, concluding that the process was broadly effective but that PGR-specific sections would be shared with RDC. However, the University recognised that reporting was variable and hence revised the School-level Review and Enhancement Report (SRR) template to ensure that PGR representatives are now part of the        university-level group reviewing completed SRR reports. The ELIR team identified that   PGR students did not always feel that their voice was heard and recommends that the University should take steps to provide a more systematic and accountable response to PGR students' feedback and issues raised through PGR representation (see above paragraphs 62-63). This could potentially include RDC taking on a more proactive responsibility for actions taken in response to PRES and other forms of PGR student feedback and ensuring that actions are completed and communicated through Senate and to the PGR community. The team also noted the activity that had taken place under the recent Enhancement Theme regarding student surveys and the progress made with NSS and PTES actions that are reported to UCLT. The team considers that a similar proactive approach would benefit PGR feedback and encourages the University to ensure effective institutional leadership, with clear accountability, in order to drive enhancement of the postgraduate research student environment."]
[1988,"HWU_119","-","Postgraduate_Research","Student Experience","Heriot-Watt University","119 PGR student learning experience is evaluated on an annual basis through the Annual Monitoring and Review (AMR) process. In 2018-19, consideration was given to the effectiveness of the University's quality assurance processes for reviewing the postgraduate research student learning experience, concluding that the process was broadly effective but that PGR-specific sections would be shared with RDC. However, the University recognised that reporting was variable and hence revised the School-level Review and Enhancement Report (SRR) template to ensure that PGR representatives are now part of the        university-level group reviewing completed SRR reports. The ELIR team identified that   PGR students did not always feel that their voice was heard and recommends that the University should take steps to provide a more systematic and accountable response to PGR students' feedback and issues raised through PGR representation (see above paragraphs 62-63). This could potentially include RDC taking on a more proactive responsibility for actions taken in response to PRES and other forms of PGR student feedback and ensuring that actions are completed and communicated through Senate and to the PGR community. The team also noted the activity that had taken place under the recent Enhancement Theme regarding student surveys and the progress made with NSS and PTES actions that are reported to UCLT. The team considers that a similar proactive approach would benefit PGR feedback and encourages the University to ensure effective institutional leadership, with clear accountability, in order to drive enhancement of the postgraduate research student environment."]
[1989,"HWU_120","-","Quality_Processes","Internal Review","Heriot-Watt University","120 Periodic review of academic activity is undertaken through three main processes: Academic Review, Internal Audit and Academic-Related Professional Services Review (ARPS) along with Thematic Review.  Each academic discipline at the University is reviewed through an enhancement-led approach every five years in a process called Academic Review. The review covers all taught programmes globally within a discipline and serves as a reapproval process. Resulting reports and school action plans are approved at UCQS and an Annual Academic Review Summary Report is submitted to UCQS and UCLT and ultimately considered at Senate."]
[1990,"HWU_121","-","Quality_Processes","Framework","Heriot-Watt University","121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."]
[1991,"HWU_121","-","Covid_19","Quality processes","Heriot-Watt University","121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."]
[1992,"HWU_121","-","Quality_Processes","Internal Review","Heriot-Watt University","121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."]
[1993,"HWU_122","-","Quality_Processes","Internal Review","Heriot-Watt University","122 Enhancement Workshops are incorporated into the Academic Review process    and result in improved sharing of ideas and future actions at discipline level with an aim to strengthen the enhancement focus of Academic Review. The ELIR team noted positive engagement with this from staff across multiple locations."]
[1994,"HWU_122","-","Enhancement","Practice","Heriot-Watt University","122 Enhancement Workshops are incorporated into the Academic Review process    and result in improved sharing of ideas and future actions at discipline level with an aim to strengthen the enhancement focus of Academic Review. The ELIR team noted positive engagement with this from staff across multiple locations."]
[1995,"HWU_123","-","Quality_Processes","Internal Review","Heriot-Watt University","123 Internal Audit is undertaken for 'high risk' activity - for example, partnership activity such as graduate apprenticeships (GAs) and independent distance learners (IDL) - of a school and operates on a three-yearly cycle. The focus of Internal Audit is on assurance and covers the adequacy of management arrangements, risk management and resources for activity such as ALPs, student exchange, industrial placements, GAs and IDL. Reports and school action plans are received and approved by UCQS."]
[1996,"HWU_124","-","Quality_Processes","Internal Review","Heriot-Watt University","124 There is an appropriate process for the review of professional services which support teaching and learning. Historically, this was undertaken through the Academic-Related Professional Services Review (ARPS) process which tended to focus    on themes rather than service so could potentially involve more than one service. In 2019, the University decided to put the current ARPS process on hold pending completion of the Building Our Commonality (BOC) project. The BOC project is a significant strategic project aimed at the transformation of service provision within the global institution, whether those services are provided centrally or at school level. While the current ARPS process is on hold, the Academic Quality team has been conducting reviews in the interim period. The University expectation is that UCQS will approve a new five-year review schedule.  "]
[1997,"HWU_125","-","Quality_Processes","Internal Review","Heriot-Watt University","125 Thematic Review was introduced in 2015-16 with a topic-led teaching and learning focus following a similar format to Academic Review. Topics under review have included Technology-Enabled Learning and Teaching, Assessment and other themes. Although a five-year programme was initiated, the University has concluded that other well-established university processes would be more effective at delivering outcomes and, hence, themes have instead been adopted or embedded into other processes (for example, ARPS, AMR, Planning Round, and the Learning and Teaching Strategy). This embedding approach has enabled allocation of funding for pan-institutional initiatives which was not possible through Thematic Review as a standalone process in its own right. "]
[1998,"HWU_126","-","Quality_Processes","Externality","Heriot-Watt University","126 The University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards. The University's quality framework is aligned to the Quality Code and is regularly reviewed. "]
[1999,"HWU_127","-","Quality_Processes","Externality","Heriot-Watt University","127 The University has undertaken a thorough mapping to the Quality Code along with the use of the Scottish Credit and Qualifications Framework and Subject Benchmark Statements. In addition, external reference points such as PSRBs and employers, along with global reference points such as national agencies in Malaysia and Dubai, support institutional quality processes.  "]
[2000,"HWU_128","-","Quality_Processes","Externality","Heriot-Watt University","128 There is evidence of engagement with sector initiatives and developments, including producing case studies for QAA transnational education (TNE) reviews, most recently for the review of TNE in Malaysia in 2019. Key individuals at the University are instrumental in sector bodies such as the Deputy Principal (L&T) being the Scottish sector representative on UK Standing Committee for Quality Assurance and being an academic member of Teaching Excellence Framework (TEF) panels. The University identifies that engagement with the TEF exercise has led to enhancement through sector comparisons, with one example being the recognition of the value of high-quality teaching and the reintroduction of Teaching Excellence awards which seemed appreciated by staff. "]
[2001,"HWU_129","-","Quality_Processes","Externality","Heriot-Watt University","129 The University makes reasonable use of employers and industry as external reference points, having engaged employers in the development of Strategy 2025 and the Learning and Teaching Strategy 2018-2025. In some schools, employer engagement in quality assurance activities is delivered through Industrial Advisory Panels or Employer Liaison Fora. Alumni were similarly engaged in the development of Strategy 2025.  "]
[2002,"HWU_129","-","ExternalEngagement_Research","Employers","Heriot-Watt University","129 The University makes reasonable use of employers and industry as external reference points, having engaged employers in the development of Strategy 2025 and the Learning and Teaching Strategy 2018-2025. In some schools, employer engagement in quality assurance activities is delivered through Industrial Advisory Panels or Employer Liaison Fora. Alumni were similarly engaged in the development of Strategy 2025.  "]
[2003,"HWU_130","-","Quality_Processes","External examining","Heriot-Watt University","130 The external examining of assessment is a core element of assuring the University's academic quality and standards. The University has clear policies and procedures in relation to external examining, applying the same procedures in all forms of delivery (see above paragraphs 106-113). The University retains full responsibility for the appointment of external examiners where partner organisations are involved. The ELIR team noted the positive practice of the appointment of a Chief External Examiner who has oversight of all school provision across all modes and locations of delivery, ensuring a robust quality approach to assessment across global locations. "]
[2004,"HWU_131","-","Quality_Processes","External examining","Heriot-Watt University","131 The University has appropriate arrangements that maintain institutional oversight    of assessment supported by institutional policies and guidance. All student work in ALPs is either assessed directly by staff at Heriot-Watt University or else appropriately moderated (for example, in the case of coursework). The University operates a principle of 'identical academic standards; diversity of learning experiences' which informs its approach to assessment. Across all versions (modes or locations) of programmes, individual courses can offer different forms of formative and summative assessment provided that the same learning outcomes are assessed and that moderation processes take place. In practice, most schools tend to use the same assessment instruments between locations and manage time zone challenges through appropriate mechanisms. The ELIR team noted the effective arrangements for moderation of assessment, with bi-directional moderation occurring between campuses along with examples of marking practices between campus teaching teams reflecting the 'One Heriot- Watt' ethos.  "]
[2005,"HWU_131","-","Assessment","Moderation","Heriot-Watt University","131 The University has appropriate arrangements that maintain institutional oversight    of assessment supported by institutional policies and guidance. All student work in ALPs is either assessed directly by staff at Heriot-Watt University or else appropriately moderated (for example, in the case of coursework). The University operates a principle of 'identical academic standards; diversity of learning experiences' which informs its approach to assessment. Across all versions (modes or locations) of programmes, individual courses can offer different forms of formative and summative assessment provided that the same learning outcomes are assessed and that moderation processes take place. In practice, most schools tend to use the same assessment instruments between locations and manage time zone challenges through appropriate mechanisms. The ELIR team noted the effective arrangements for moderation of assessment, with bi-directional moderation occurring between campuses along with examples of marking practices between campus teaching teams reflecting the 'One Heriot- Watt' ethos.  "]
[2006,"HWU_132","-","Assessment","Exam boards","Heriot-Watt University","132 Exam Boards operate globally across multiple campuses as multi-campus meetings with either in-person presence or using technology to link campuses. Deans maintain oversight of Exam Board processes and are present (or delegate) at every Exam Board where progression and award decisions are made. The University is currently reviewing its Exam Board processes within the Student Administration Revitalisation Project (SARP) and BOC for efficiency gains and to reduce duplication.  "]
[2007,"HWU_133","-","Quality_Processes","External examining","Heriot-Watt University","133 Reporting from external examiners and chief examiners is considered by the ELIR team to be effective, with the process effectively communicated through the External Examiner Handbook. External examiner reports are reviewed by the school, the Dean and the Head of Academic Quality while the Chief External Examiner reports are reviewed by the DP (L&T). An annual summary is presented to UCQS which has overall responsibility for oversight of the process. "]
[2008,"HWU_134","-","Quality_Processes","External examining","Heriot-Watt University","134 The ELIR team found evidence of prompt action taken on issues raised by external examiners, such as the variation in borderline algorithms in use. A new university-wide policy was introduced in May 2019 with immediate effect in response and yielded positive comments from external examiners. The team would encourage the University to continue to reflect upon any remaining issues already identified by the University in external examiner reports and take action where appropriate. "]
[2009,"HWU_135","-","Quality_Processes","External examining","Heriot-Watt University","135 The University provides students with information about the external examining system through a common link available in student handbooks which includes a central email address to which students can apply to receive a copy of an external examiner's report. Students who the ELIR team met were almost universally unfamiliar with the system or how to access external examiner reports, as indeed were some staff. The ELIR team would encourage the University to make external examiner reports readily and easily accessible to all staff in order to provide them with the opportunity to engage in discussion and consideration of this element of quality enhancement. Likewise, the team would encourage the University to reflect on the potential enhancement benefits in improving the ease of access by students to external examiner reports. "]
[2010,"HWU_136","-","PSRBs","Programme approval","Heriot-Watt University","136 The University delivers over 170 accredited programmes with oversight from 36 PSRBs. The ELIR team understood that each school maintains their own accreditation records. A review of the PSRB oversight process in 2017-18, indicated that greater oversight was needed by Academic Quality and resulted in a PSRB report pro-forma and sharing of information between schools. The implementation of the Global Curriculum Management System aims to provide a globally-accessible system for recording PSRB accreditations. "]
[2011,"HWU_137","-","PSRBs","Programme approval","Heriot-Watt University","137 The Knowledge and Human Development Authority (KHDA) in Dubai undertakes biannual, programme-by-programme reviews in order to deliver programmes at the campus in Dubai. The University is currently exploring with KHDA a request to move to a five-yearly process. Similarly, the University undertakes programme approval, accreditation and reaccreditation exercises with the Malaysian Qualifications Agency (MQA) at its Malaysia campus. The University engages with local rating exercises (SETARA in Malaysia) and PSRB approvals (such as the Engineering Accreditation Council in Malaysia). University-level oversight for programme approval and accreditation at the overseas campuses is maintained by Academic Quality and UCQS with operational responsibility delegated to the campus-based Academic Quality Officer/Team. "]
[2012,"HWU_138","-","Enhancement","Practice","Heriot-Watt University","138 The University has responded appropriately to the outcomes of the 2015 ELIR and continued to develop the areas of positive practice that were identified. Oversight of actions taken is the responsibility of UCLT (and its predecessor, Learning and Teaching Board). "]
[2013,"HWU_139","-","Enhancement","Practice","Heriot-Watt University","139 Five areas for development were identified:"]
[2014,"HWU_139a","-","Learning_Resources","Strategy","Heriot-Watt University","139a Learning resources, support and environment - Learning resources have been improved with appropriate investment and the ELIR team learned that students were broadly content with this area of provision. "]
[2015,"HWU_139b","-","Postgraduate_Research","Support","Heriot-Watt University","139b PGR student induction and training - The University had made some improvements in this area, including in rationalising intake dates (now three times per year) and providing induction at these occasions. The ELIR team noted examples of variation in approach between schools and locations which requires further attention. "]
[2016,"HWU_139c","-","Teaching_Learning","Distance learning","Heriot-Watt University","139c Sharing practice on distance learning - There has been positive progress on sharing good practice in distance learning. "]
[2017,"HWU_139d","-","Student_Engagement","Representation","Heriot-Watt University","139d Student representation - Student representation of offsite learners remains under review for IDL learners and evolving for ALP learners due to the changing nature of the provision to exclusively PGT. "]
[2018,"HWU_139e","-","Student_Development","Graduate Attributes","Heriot-Watt University","139e Student transcripts - The University's Senate has confirmed its continued practice of not recording on certificates and transcripts, the details of the location or mode of study. The ELIR team found that students broadly welcomed this approach as they identified with a global institution and the team noted that enhanced transcripts may permit students to optionally indicate through inference where the location of study took place. Given the 2015 ELIR recommendation, feedback from PSRBs and Skills Development Scotland, and the fact that the University remains outside the sector norms with this practice, the ELIR team suggests that the University periodically revisits this decision."]
[2019,"HWU_140","-","Quality_Processes","Use of data","Heriot-Watt University","140 The University broadly utilises the data that it currently has available for strategic decision-making and to inform teaching and learning and has affirmed a commitment to use a suite of learning and teaching benchmarked metrics as part of its Strategy 2025 process.  However, the University itself recognises that there are areas where more comprehensive data sets, or more readily accessible data would inform its decision-making and evaluation processes, including the provision of more enhanced data dashboards for staff, data on PGT performance and outcomes by characteristic group. At the time of the current ELIR, the University had recently appointed a new Director of Strategic Planning who will be collaborating closely with the new Vice-Principal and Provost who will themselves have         a key role in the institutional use of data to inform decision-making and to evaluate the impact of actions taken. The new Vice-Principal and Provost will have a role that will include the redesign of the annual planning process in order to deliver Strategy 2025 and will ensure that the revised planning process makes greater use of indicators and data."]
[2020,"HWU_141","-","Quality_Processes","Use of data","Heriot-Watt University","141 The University makes appropriate use of student survey data, including NSS,   PTES and PRES. As part of its COVID-19 response, the University has made use of short, frequent 'pulse surveys', developed in collaboration with the three SRBs, enabling action to be taken quickly and to benefit the current cohort of students. Plans in relation to activity by the new Vice-Principal and Provost include utilising indicators such as student early experience surveys in order to benefit students in real time."]
[2021,"HWU_141","-","Covid_19","Student engagement","Heriot-Watt University","141 The University makes appropriate use of student survey data, including NSS,   PTES and PRES. As part of its COVID-19 response, the University has made use of short, frequent 'pulse surveys', developed in collaboration with the three SRBs, enabling action to be taken quickly and to benefit the current cohort of students. Plans in relation to activity by the new Vice-Principal and Provost include utilising indicators such as student early experience surveys in order to benefit students in real time."]
[2022,"HWU_142","-","Quality_Processes","Use of data","Heriot-Watt University","142 The University aims to move to a position where staff can access data more easily, through the introduction of data dashboards - one example being the recognition of limitations in annual quality reports relying on dissemination through committee structures, whereas data dashboards could improve accessibility and analysis of data. Staff who met the ELIR team indicated a lack of ready access to dashboards and that centrally-held data was provided in either 'snapshot' or 'report card' format."]
[2023,"HWU_143","-","Quality_Processes","Use of data","Heriot-Watt University","143 Across the University, the ELIR team learned that data may be held locally at school-level and analysis similarly was school-based from a package of KPI data provided centrally for AMR. Individual schools also run their own analysis of data captured locally, for example, attendance monitoring and student performance data. The University recognises that there is scope to improve analysis of available datasets by Programme Directors of Studies, especially for enhancement purposes."]
[2024,"HWU_144","-","Quality_Processes","Use of data","Heriot-Watt University","144 The University has a limited approach to the development and implementation of learning analytics although it recognises potential benefits, particularly in relation to improved dashboards assisting in interventions and student retention. The ELIR team heard that staff were making simple use of data from the VLE to identify levels of student engagement with RBL; however, it was noted that this approach was not consistently used and, given that multiple VLEs are currently in operation, it was not clear that the level of analysis would be institution-wide. The University is recommended to implement an institutional approach to the use of data that is systematic and accessible to enhance the student learning experience and support student attainment (see paragraphs 39, 59, 92, 101). In order to provide appropriate support and guidance, the University should, in the short term, prioritise the development of a more systematic approach to identify students who may be disengaging from their studies. The University might wish to revisit the Exploring Learning Analytics strand and cluster work as part of the recent Evidence for Enhancement Theme. The University considers that progress has been made regarding PGR-related data, but further development is required to produce comprehensive, accessible data sets and the ELIR team would concur with this view. "]
[2025,"HWU_145","Commendation","Quality_Processes","Framework","Heriot-Watt University","145 The University has effective arrangements for securing academic standards within  a global institution. It has comprehensive policies, appropriate regulations and robust processes derived from a mature and effective institutional quality framework. Policies, procedures and regulations are reviewed regularly, publicly available and effectively disseminated through clear and accessible documentation, enabling them to be well understood by staff across all campuses. Its quality framework is well managed and aligned to the expectations of external reference points including the Quality Code and makes effective use of the external examining system, although the University should seek to ensure that there is easy and ready access to external reports for staff and consider the ease of access for students. This resilient framework enabled an agile and effective response to the pandemic across all campuses which was effectively led and coordinated at a senior level.  "]
[2026,"HWU_146","-","Enhancement","Strategy","Heriot-Watt University","146 The University has an effective approach to self-evaluation through self-reflection and has identified areas for development through both Strategy 2025 and the Learning and Teaching Strategy 2018-2025. The University makes effective use of currently accessible data and KPIs within its measurement of progress towards its strategic objectives. "]
[2027,"HWU_147","-","Quality_Processes","Use of data","Heriot-Watt University","147 The University has identified areas where greater access to, and use of, data would benefit the institution and has active work ongoing in this regard, not least with the relatively new posts of Vice-Principal and Provost, and Director of Strategic Planning recognising the need to harness and utilise data more effectively. The University is recommended to implement an institutional approach to the use of data that is systematic and accessible to help improve decision-making, enhance the student learning experience and support student attainment.  "]
[2028,"HWU_148","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","148 There is a clearly articulated strategy for collaborative provision which has developed since the 2015 ELIR. The institutional approach to collaborative partnerships effectively aligns with the Institutional Strategy. The University does not have a separate Collaborative Provision Strategy or an Internationalisation Strategy, rather these are embedded within Strategy 2025. The University's approach to collaborative provision is evolving from a traditional hub-and-spoke TNE model to a 'globally integrated' institution model. The University plans to establish and maintain key, long-term and highly-valued partnerships. In particular, it is developing a defined China Strategy and is developing a similar approach for India. Major, large-scale, cross-university partnerships are managed through a project board approach. "]
[2029,"HWU_149","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","149 The University operates collaborative provision with over 200 partnership agreements across 37 countries. Provision includes Joint Collaborative Partnerships (JCP), Articulation Agreements, Approved Learning Partners (ALPs), graduate apprenticeships (GAs), student exchange and research partnerships. As a global institution, the University does not consider its international campus provision or independent distance learners (IDLs) as collaborative provision. "]
[2030,"HWU_149","-","Collaborative_Partnerships","International","Heriot-Watt University","149 The University operates collaborative provision with over 200 partnership agreements across 37 countries. Provision includes Joint Collaborative Partnerships (JCP), Articulation Agreements, Approved Learning Partners (ALPs), graduate apprenticeships (GAs), student exchange and research partnerships. As a global institution, the University does not consider its international campus provision or independent distance learners (IDLs) as collaborative provision. "]
[2031,"HWU_150","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","150 The University COVID Recovery Group, established to respond to the international pandemic, along with the International Development Unit, the Academic Quality team and the Learning and Teaching COVID-19 Contingency Planning Group, appropriately and rapidly managed the risks associated with partnership arrangements. Given the significant partnerships in China and the initial country-wide measures adopted to address COVID-19, this enabled effective mitigation of the potential impact, including considering January 2021 start dates for some PGT programmes. The institutional response to students studying through collaborative provision appeared to be consistent with that applied to its other taught provision. "]
[2032,"HWU_150","-","Covid_19","Strategy","Heriot-Watt University","150 The University COVID Recovery Group, established to respond to the international pandemic, along with the International Development Unit, the Academic Quality team and the Learning and Teaching COVID-19 Contingency Planning Group, appropriately and rapidly managed the risks associated with partnership arrangements. Given the significant partnerships in China and the initial country-wide measures adopted to address COVID-19, this enabled effective mitigation of the potential impact, including considering January 2021 start dates for some PGT programmes. The institutional response to students studying through collaborative provision appeared to be consistent with that applied to its other taught provision. "]
[2033,"HWU_151","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","151 Since the 2015 ELIR, the number of ALPs has almost halved (paragraph 12) and there has been a dramatic reduction in the number of students studying at ALPs. The University has shifted to a strategy of deepening collaborations with the remaining ALPs  and is developing more multi-school partnerships. The shift in strategic direction to reduce the number of ALPs and focus on fewer, strategically significant articulation agreements   and joint collaborative partners was noted as a positive development by the ELIR team.   The University retains the responsibility for developing curriculum, learning outcomes, assessment, external examination, award and all quality assurance of the programme.     The partner institution provides local support and teaching through University approved teachers/tutors. Marking of assessments is undertaken by either University staff or approved teachers/tutors/markers. Communication between schools regarding collaborative provision primarily occurs through schools' Director of Learning and Teaching meetings and Head of School communications. "]
[2034,"HWU_152","-","Collaborative_Partnerships","International","Heriot-Watt University","152 Joint Collaborative Partnerships (JCPs) include joint and dual awards where both the University and the partner institution are jointly responsible for the development, management and delivery of the programmes of study. Partnerships include Xidian University and Tianjin University of Science and Technology in China as well as the multi-school partnership with Ocean University of China. Directors of Academic Quality in each school manage reporting from JCPs, providing input to Academic Quality and, in turn, to UCQS. "]
[2035,"HWU_153","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","153 The University has effective arrangements in place to deliver collaborative activity that encourages widening participation in Scotland. The University continues to develop and grow its articulation partnerships with Scottish colleges. Full credit articulation is facilitated through the Associate Student Scheme where the University collaborates with colleges on curriculum, assessment and student support. The ELIR team learned how students were well prepared through schools engaging in curriculum mapping and design, and transition support programmes including 'Get Ready for Success' (paragraph 39). Connectivity between the schools and the colleges is primarily led by the Schools' Directors of Learning and Teaching, and Programme Directors. "]
[2036,"HWU_153","-","Collaborative_Partnerships","Student experience","Heriot-Watt University","153 The University has effective arrangements in place to deliver collaborative activity that encourages widening participation in Scotland. The University continues to develop and grow its articulation partnerships with Scottish colleges. Full credit articulation is facilitated through the Associate Student Scheme where the University collaborates with colleges on curriculum, assessment and student support. The ELIR team learned how students were well prepared through schools engaging in curriculum mapping and design, and transition support programmes including 'Get Ready for Success' (paragraph 39). Connectivity between the schools and the colleges is primarily led by the Schools' Directors of Learning and Teaching, and Programme Directors. "]
[2037,"HWU_154","-","Collaborative_Partnerships","Student experience","Heriot-Watt University","154 The University is one of Scotland's largest providers of Graduate Apprenticeship (GA) schemes, partnering over 70 employers. The ELIR team considered that the University had a strategic approach to the development of the GA programme, noting, as an example, that it has invested in a Graduate Apprenticeship Office to manage the recruitment of apprentices to the scheme. The University uses Individual Learning Agreements (ILAs) to encourage reflection by the apprentices and each apprentice is assigned a Personal Tutor. While GAs are linked to existing degree programmes, they generally study as a separate cohort. The shift to RBL has been recognised as beneficial to GA students, providing flexibility to balance their studies around apprenticeship work, and is likely to remain as a mode of delivery. It is noted that this shift introduces increased potential for interaction with full-time students, and develops and shares good practice around remote and work-based learning. "]
[2038,"HWU_154","-","Student_Development","Professional Development","Heriot-Watt University","154 The University is one of Scotland's largest providers of Graduate Apprenticeship (GA) schemes, partnering over 70 employers. The ELIR team considered that the University had a strategic approach to the development of the GA programme, noting, as an example, that it has invested in a Graduate Apprenticeship Office to manage the recruitment of apprentices to the scheme. The University uses Individual Learning Agreements (ILAs) to encourage reflection by the apprentices and each apprentice is assigned a Personal Tutor. While GAs are linked to existing degree programmes, they generally study as a separate cohort. The shift to RBL has been recognised as beneficial to GA students, providing flexibility to balance their studies around apprenticeship work, and is likely to remain as a mode of delivery. It is noted that this shift introduces increased potential for interaction with full-time students, and develops and shares good practice around remote and work-based learning. "]
[2039,"HWU_155","-","Collaborative_Partnerships","International","Heriot-Watt University","155 At the time of the current ELIR, the University had recently transitioned towards a centralised repository of information around partnership arrangements and management information having previously held school-based registers. Collaborative provision appears to be offered among multiple modes and locations of delivery, often engaging multiple university campuses. The ELIR team took note of the positive development of a small number of recent partnerships originating from and being managed by the Malaysia and Dubai campuses in line with the University's aspirations as a global institution. "]
[2040,"HWU_155","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","155 At the time of the current ELIR, the University had recently transitioned towards a centralised repository of information around partnership arrangements and management information having previously held school-based registers. Collaborative provision appears to be offered among multiple modes and locations of delivery, often engaging multiple university campuses. The ELIR team took note of the positive development of a small number of recent partnerships originating from and being managed by the Malaysia and Dubai campuses in line with the University's aspirations as a global institution. "]
[2041,"HWU_156","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","156 The establishment of strategic partnerships are subject to business approval at senior level with appropriate consideration of due diligence and a business case alongside academic approval. Partnership arrangement details are specified within contracts and student handbooks which will include the nature of support for students, such as personal tutor support, access to online resources, skills development, and careers support. All partnership students have Personal Tutor support and access to online support tools and resources. Contracts are renewed every three to five years following review of the partnership and resources through the Academic Review and Internal Audit processes. "]
[2042,"HWU_156","-","Collaborative_Partnerships","Student experience","Heriot-Watt University","156 The establishment of strategic partnerships are subject to business approval at senior level with appropriate consideration of due diligence and a business case alongside academic approval. Partnership arrangement details are specified within contracts and student handbooks which will include the nature of support for students, such as personal tutor support, access to online resources, skills development, and careers support. All partnership students have Personal Tutor support and access to online support tools and resources. Contracts are renewed every three to five years following review of the partnership and resources through the Academic Review and Internal Audit processes. "]
[2043,"HWU_157","-","Collaborative_Partnerships","Student experience","Heriot-Watt University","157 The University states that in regard to student representation, JCP, articulation and GA students are deemed 'campus-based' and are therefore covered by class representative and school officer structures (paragraph 30). The ELIR team found a mixed response to the institutional understanding of student representation for students studying with collaborative partners but recognised that the University was aware of the challenges in this regard and in relation to ALP students in particular (together with the challenges of seeking IDL student views). The team learned that the University was applying varied and appropriate mechanisms through, for example, additional surveys for 'hard to reach' cohorts to hear these student voices. The team noted positively the proactive engagement by the Student Union officers in working in partnership with the University to support representative structures and feedback mechanisms for collaborative partner students (paragraph 30). "]
[2044,"HWU_157","-","Student_Engagement","Representation","Heriot-Watt University","157 The University states that in regard to student representation, JCP, articulation and GA students are deemed 'campus-based' and are therefore covered by class representative and school officer structures (paragraph 30). The ELIR team found a mixed response to the institutional understanding of student representation for students studying with collaborative partners but recognised that the University was aware of the challenges in this regard and in relation to ALP students in particular (together with the challenges of seeking IDL student views). The team learned that the University was applying varied and appropriate mechanisms through, for example, additional surveys for 'hard to reach' cohorts to hear these student voices. The team noted positively the proactive engagement by the Student Union officers in working in partnership with the University to support representative structures and feedback mechanisms for collaborative partner students (paragraph 30). "]
[2045,"HWU_158","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","158 Management of programmes, including responsibility for assessments and oversight of quality assurance, rests with schools operating with collaborative partners,       as for all of its other taught provision. However, schools with international partnerships are supported by the International Development team liaising with International Directors within each school. Since the 2015 ELIR, the University has established the appointment of a Global Quality Officer in the Academic Quality team who provides further support. All provision with external partners (and IDL activity) is regarded as 'high risk' and has more stringent procedures for approval and monitoring. As part of Annual Monitoring and Review (AMR), schools work with collaborative partners to complete Partner Annual Monitoring and Review (PAMR) reports which the ELIR team considered to provide appropriate monitoring of the student learning experience. An annual summary of PAMR reports is considered by UCQS which ensures that the University maintains an institutional oversight of quality and standards of its collaborative provision. "]
[2046,"HWU_158","-","Quality_Processes","Annual Monitoring","Heriot-Watt University","158 Management of programmes, including responsibility for assessments and oversight of quality assurance, rests with schools operating with collaborative partners,       as for all of its other taught provision. However, schools with international partnerships are supported by the International Development team liaising with International Directors within each school. Since the 2015 ELIR, the University has established the appointment of a Global Quality Officer in the Academic Quality team who provides further support. All provision with external partners (and IDL activity) is regarded as 'high risk' and has more stringent procedures for approval and monitoring. As part of Annual Monitoring and Review (AMR), schools work with collaborative partners to complete Partner Annual Monitoring and Review (PAMR) reports which the ELIR team considered to provide appropriate monitoring of the student learning experience. An annual summary of PAMR reports is considered by UCQS which ensures that the University maintains an institutional oversight of quality and standards of its collaborative provision. "]
[2047,"HWU_159","-","Collaborative_Partnerships","Oversight","Heriot-Watt University","159 The ELIR team considers the University has an effective approach to managing collaborative provision. The University has appropriate policies and procedures which ensure consistency of approach to collaborative provision and ensures that quality and standards are maintained along with appropriate monitoring of student experience. While partnerships are managed individually by schools, the University has effective oversight through the application of the Multi Code, and review and monitoring through the University's PAMR and Internal Audit processes with oversight from UCQS through the Academic Quality team. "]
[2048,"HWU_160","-","Collaborative_Partnerships","Student experience","Heriot-Watt University","160 While the University recognises the challenges in ensuring effective student representation across all areas of study involving collaborative partners, the partnership between the Student Union and the University in seeking to develop and support representative structures is commended.  "]
[2049,"HWU_160","-","Student_Engagement","Representation","Heriot-Watt University","160 While the University recognises the challenges in ensuring effective student representation across all areas of study involving collaborative partners, the partnership between the Student Union and the University in seeking to develop and support representative structures is commended.  "]
[2050,"StA_2","-","Governance","Strategy","University of St Andrews","2 The University's mission is to attract and nurture the best staff and the most promising students from around the world and provide an environment in which they can produce their best work for maximum societal benefit. The University's strategic plan embraces four themes: World-leading, Diverse, Global and Entrepreneurial. Implementation of the strategy is supported by five new enabling strategies: accommodation, estate, finance, digital and people. "]
[{"$f":"IF(B2053<>\"\",ROW(A2053)-2,\"\")","v":2051},"StA_3","-","Governance","Structure","University of St Andrews","3 Social responsibility is a core aspect of the strategy. Within it the University commits itself to acting ethically, transparently, sustainably, and for the wider public benefit at all times. In 2019, a new post of Community Engagement and Social Responsibility Officer, reporting directly to the Principal, was created in order to provide a focus for the University's social responsibility activities. "]
[2052,"StA_4","-","Governance","Structure","University of St Andrews","4 The University has 20 schools in four faculties (Arts, Divinity, Medicine and Science), each led by a Head of School. All schools have Directors of Teaching, Directors of Postgraduate Studies (Taught) and Directors of Postgraduate (Research), although in some smaller schools these two roles are combined. "]
[2053,"StA_5","-","Governance","Structure","University of St Andrews","5 A new Global Office was established in August 2019. The Office manages study abroad, collaborative programmes and strategic partnerships, and supports international activities more widely. A new Centre for Educational Enhancement and Development (CEED) has been created. CEED reports to the Vice-Principal (VP) Education (Proctor) and supports the development of teaching, and academic skills and qualifications of postgraduate research students (PGRs) and academic staff who teach. CEED also supports Technology Enhanced Learning, academic learning skills in students, pedagogical research skills in staff, pedagogical research through the St Andrews Learning and Teaching Initiative (SALTI), and research into higher education in the wider sense through the Centre for Higher Education Research (CHER)."]
[2054,"StA_6","-","Governance","Structure","University of St Andrews","6 The VP Education (Proctor) is responsible for learning and teaching, and student business including student experience, welfare and discipline. New roles have been added to the Proctor's office since the 2016 ELIR. These include two Associate Dean Education roles and four Academic Policy Officers supporting pedagogical research and sector-wide initiatives such as employability, sustainability and enterprise in the curriculum, as well as external initiatives."]
[2055,"StA_7","-","Governance","Strategy","University of St Andrews","7 The University offers Gateway Programmes for disadvantaged students, articulation arrangements with local colleges where students enter directly into the second year, and part-time study for adults. The University also offers many postgraduate taught (PGT) programmes, including a small number of collaborative and distance-learning programmes. Most postgraduate students study for a PhD, out of which some take joint degrees."]
[2056,"StA_8","-","Demographics","Numbers","University of St Andrews","8 In 2018-19, the University had a total student population of just under 9,000 with broadly 80% undergraduate and 20% postgraduate students. The student body is diverse with 27% being Scottish, 28% from the remainder of the UK (RUK), 11% EU and 35% overseas. Since the last ELIR, the University's EU and overseas student population has grown by 15% - in line with the growth in overall student numbers."]
[2057,"StA_9","-","Demographics","Trends","University of St Andrews","9 The University's strategic objective is to grow to 10,000 students by 2025, retaining the balance between undergraduate and postgraduate students. Such growth will require investment in the estate with a planned series of refurbishments and new builds to create additional capacity.  "]
[2058,"StA_10","-","Demographics","Widening participation","University of St Andrews","10 In 2017-18, the University saw 49% of its undergraduate Scottish entrants and   19% of students coming from RUK flagged with an access marker. By academic year    2020-21, the University aimed to have 10% of its Scottish domiciled undergraduate entrants from Scottish Index of Multiple Deprivation 20 (SIMD20) areas. This goal was achieved in academic year 2018-19. In academic year 2017-18, the proportion of female research postgraduate students increased from 42% to 46%. The undergraduate gender mix has remained around 60%. In academic year 2017-18, 14% of the student body declared a disability - up from 10% in 2013-14. "]
[2059,"StA_11","-","ELIR_Approach","Operation","University of St Andrews","11 The preparations and the ELIR visit were coordinated by the Vice-Principal Education (Proctor) and overseen by an ELIR Steering Group which comprised senior staff responsible for learning and teaching, and quality and standards, and the Students' Association. There were four writing groups reporting to the Steering Group. Staff were involved through focus groups, at the Learning and Teaching Committee, Postgraduate Research Committee, and Academic Council. "]
[2060,"StA_12","-","ELIR_Approach","Reflective Analysis","University of St Andrews","12 The Steering Group was closely involved in drafting the Reflective Analysis (RA), which had also been considered widely through the University's committee structure. The University actively involved students by including them in each of the writing groups, through focus groups and opportunities at formal meetings. The ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."]
[2061,"StA_13","-","ELIR_Approach","Themes","University of St Andrews","13 The University asked the ELIR team to focus on two aspects of its strategy - Diverse St Andrews and Entrepreneurial St Andrews - which constitute two out of four themes in the University's Strategic Plan. The University believes that it has made great strides in order to increase diversity and continues to strive for greater racial and ethnic diversity. The University has also undertaken a number of initiatives to strengthen engagement with the rest of society, such as the partnership with the NHS to meet the pressing need for more generalist practitioners in Scotland (ScotGEM), and the creation at the Eden Campus of an entrepreneurial hub for staff and industry and business partners. However, the University wants to further develop its capacity in this area. "]
[2062,"StA_14","-","ELIR_Approach","Themes","University of St Andrews","14 From the review documentation and discussions with staff and students, the ELIR team was able to confirm that the themes of diversity and enterprise represent a key focus for the University of St Andrews as an institution. The University viewed the ELIR process as an opportunity to reflect on its recent work in these areas and how it could enhance this further."]
[2063,"StA_15","-","Collaborative_Partnerships","Oversight","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2064,"StA_15","-","Staff_Support","Professional development","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2065,"StA_15","-","Postgraduate_Research","Student Experience","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2066,"StA_15","-","Quality_Processes","Annual Monitoring","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2067,"StA_15","-","Learning_Resources","IT","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2068,"StA_15","-","Equality_Diversity","Practice","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2069,"StA_15","-","Assessment","Practice","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2070,"StA_15","-","Quality_Processes","External examining","University of St Andrews","15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "]
[2071,"StA_16","-","ELIR_Approach","Student engagement","University of St Andrews","16 Student representatives were involved in the ELIR Steering Group, and in all writing groups. School Presidents and other sabbatical officers were consulted, and the RA was discussed at the Students' Association and the Postgraduate Society. The University sought student input through focus groups and formal meetings. Students confirmed that they had a high degree of involvement in the process, and that the contextualised themes were relevant to them. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."]
[2072,"StA_17","-","Student_Engagement","Representation","University of St Andrews","17 The University has a well-established system of student representation with a strong and effective student voice supported by the Students' Association. This reinforces the University's recently published Education Strategy (March 2020), which states that the University will 'Embed the student voice at all stages of educational delivery and governance'. At university level, the student representation is clearly visible through the Students' Representative Council and through student representation on all key education-related committees. Postgraduate students, both taught and research, are also represented effectively at university level by elected executive representatives."]
[2073,"StA_18","-","Student_Engagement","Representation","University of St Andrews","18 The University has effective arrangements in place to support the engagement and representation of students. The overarching framework for student engagement is set out in the Partnership Agreement. The Partnership Agreement sets out the priorities agreed between the VP Education (Proctor) and the Students' Association Sabbatical Officers for staff-student collaborations. The Partnership Agreement was initially drafted by students, based on the sabbaticals' priorities for the academic year, and is updated each year. The value of the Partnership Agreement and the associated engagement were recognised by student representatives."]
[2074,"StA_19","-","Student_Engagement","Representation","University of St Andrews","19 At school level, student representation is through elected representatives who attend the Student-Staff Consultative Committees (SSCCs). These include both undergraduate and postgraduate students and are chaired by the elected School Presidents. Academic staff clearly demonstrated an openness to feedback from students, and addressed issues raised by students quickly and fully (paragraph 22). School Presidents welcomed the opportunity to discuss broader issues with the VP Education (Proctor) and the Faculty Deans at the regular School Presidents' Forum.  "]
[2075,"StA_20","-","Student_Engagement","Representation","University of St Andrews","20 The Centre for Academic, Professional and Organisational Development (CAPOD) - now replaced by the Centre for Educational Enhancement and Development (CEED) - and the Students' Association provide training for representatives and School Presidents. This is highly valued by students who spoke particularly positively regarding the training in facilitating meetings. However, postgraduate representatives met by the team felt that the training they received was more appropriate for undergraduates in terms of the information provided and the approaches to activities such as surveying student groups. The University may wish to consider providing more focused training for the postgraduate representatives."]
[2076,"StA_21","-","Student_Engagement","Representation","University of St Andrews","21 The ELIR team received very positive statements from the Students' Association Officers regarding the University's approach to dealing with the pandemic, and the ways in which they had been integrated into all the workstreams and involved as partners in   decision-making processes. "]
[2077,"StA_22","-","Student_Engagement","Feedback","University of St Andrews","22 The ELIR team was able to identify examples of the positive impact of student representation at institutional and school levels, including developments around assessment and curricular inclusivity, student wellbeing activities, the increasing adoption of lecture capture and curricular enhancements. The schools took different approaches to the identification of topics raised by students and the way they were recorded. However, the undergraduate and postgraduate students met by the ELIR team, all spoke positively about the schools listening and responding to their feedback. They particularly welcomed how academic staff had explained the rationale in the event it was not possible to make a change. "]
[2078,"StA_23","-","Student_Engagement","Feedback","University of St Andrews","23 Students spoke positively about the roles undertaken by the class representatives and the School Presidents in taking their requests forward and in feeding back to the student body. Examples cited were the use of Facebook groups by the class representatives and the weekly memos sent out by the School Presidents. They also reflected positively on actions taken in response to module evaluation questionnaires, such as the addition of maths support in some social science disciplines, but also that the staff were open about issues that could not be resolved in the short term."]
[2079,"StA_24","-","Student_Engagement","Representation","University of St Andrews","24 The University has taken action to improve its engagement with postgraduate (PG) students, including additional training for the PG representatives, though the team noted that the training was not always directly relevant to them (paragraph 20). The postgraduate students met by the ELIR team, were appreciative of the inclusion of PGR representation on the Postgraduate Research Committee. They were also aware of who their representatives were and observed that their schools were open and responsive to their feedback."]
[2080,"StA_24","-","Postgraduate_Research","Representation","University of St Andrews","24 The University has taken action to improve its engagement with postgraduate (PG) students, including additional training for the PG representatives, though the team noted that the training was not always directly relevant to them (paragraph 20). The postgraduate students met by the ELIR team, were appreciative of the inclusion of PGR representation on the Postgraduate Research Committee. They were also aware of who their representatives were and observed that their schools were open and responsive to their feedback."]
[2081,"StA_25","Commendation","Student_Engagement","Feedback","University of St Andrews","25 The University takes account of institution-wide feedback, in particular the National Student Survey, the PGT Experience Survey (PTES) and the PGR Experience Survey (PRES). These are considered through the Annual Academic Monitoring Reports which are discussed by the Academic Monitoring Group, and the Learning and Teaching, and Postgraduate Committees, respectively. The University paid good attention to the survey data, developing associated actions as well as identifying areas of good practice, and reporting on the actions from previous years. Senior staff who met with the ELIR team supported the importance of these analyses of student views. Overall, the review team commends the University for its partnership working and responsiveness to the student voice."]
[2082,"StA_26","-","Equality_Diversity","Policy","University of St Andrews","26 The ELIR team recognised that the University is actively engaged in supporting widening access through a range of outreach programmes underpinned by the use of contextual information which has contributed to significant increases in the proportions of disabled students and those from disadvantaged backgrounds. It is also taking strategic actions to enhance its approach to diversity and address the current attainment gaps for minority student groups (paragraphs 31-34). "]
[2083,"StA_27","-","Equality_Diversity","Policy","University of St Andrews","27 The University identified Diverse St Andrews as one of the four key themes in the new University Strategy that was launched in 2018. This theme sets out the intention that: 'Diversity and inclusion should be at the heart of the St Andrews experience, and should inform all that we do. As a truly international and world-class university, our ambition is to be a beacon of inclusivity.' The ELIR team noted that the Principal saw inclusion as one of the defining aims for the University and her Principalship. In 2019, the University established a new senior leadership role in the form of Assistant Vice-Principal for Diversity. "]
[2084,"StA_28","-","Equality_Diversity","Practice","University of St Andrews","28 The University is actively engaged in supporting widening access, including  through a range of outreach programmes. The First Chances Fife Project aims to raise the aspirations and achievements of pupils from the end of primary education through to university entry, and includes workshops and summer schools for senior pupils. The University also has two articulation routes with local colleges which involve small numbers of students who transition to the 2nd year of the FE-HE pathway. The University has also adopted the use of contextual indicators as part of the information set informing the admissions process. Transitioning to higher education is also supported through the Gateway programmes and targeted support schemes."]
[2085,"StA_28","-","Admissions","Widening participation","University of St Andrews","28 The University is actively engaged in supporting widening access, including  through a range of outreach programmes. The First Chances Fife Project aims to raise the aspirations and achievements of pupils from the end of primary education through to university entry, and includes workshops and summer schools for senior pupils. The University also has two articulation routes with local colleges which involve small numbers of students who transition to the 2nd year of the FE-HE pathway. The University has also adopted the use of contextual indicators as part of the information set informing the admissions process. Transitioning to higher education is also supported through the Gateway programmes and targeted support schemes."]
[2086,"StA_29","-","Equality_Diversity","Practice","University of St Andrews","29 The team noted that these initiatives have had considerable impact. The University has significantly increased the proportion of students from disadvantaged backgrounds,   with the relative intake of students from SIMD40 backgrounds increasing from 8.2% in  2007-08 to 19.6% in 2017-18, while the proportion from SIMD20 backgrounds has doubled over the last four years. Likewise, the proportion of disabled students has also increased in recent years in both the undergraduate and postgraduate populations."]
[2087,"StA_30","Commendation","Equality_Diversity","Practice","University of St Andrews","30 Within the Diverse St Andrews theme, the University also identifies as a priority the aim of increasing racial and ethnic diversity and improving the experience of students from black, Asian and minority ethnic (BAME) communities through interventions in recruitment, representation and curriculum reform. While there is still progress to be made in this regard, as the proportion of UK domiciled BAME students in the undergraduate population has remained relatively unchanged at 10.9% for 2018-19, there have been increases in the proportions studying at PGT level. Taking account of the University's pro-active approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "]
[2088,"StA_30","Commendation","Demographics","Widening participation","University of St Andrews","30 Within the Diverse St Andrews theme, the University also identifies as a priority the aim of increasing racial and ethnic diversity and improving the experience of students from black, Asian and minority ethnic (BAME) communities through interventions in recruitment, representation and curriculum reform. While there is still progress to be made in this regard, as the proportion of UK domiciled BAME students in the undergraduate population has remained relatively unchanged at 10.9% for 2018-19, there have been increases in the proportions studying at PGT level. Taking account of the University's pro-active approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "]
[2089,"StA_31","-","Equality_Diversity","Practice","University of St Andrews","31 Staff met by the ELIR team observed that a current focus of the University was on the development and analysis of data focusing on student diversity and attainment, and that this was beginning to inform a more detailed understanding of the attainment of different student groupings. "]
[2090,"StA_32","-","Equality_Diversity","Practice","University of St Andrews","32 The University recruits a higher proportion of disabled students compared with the average for the UK (17.6%, compared to 14% in 2018-19) and recognises that, while the continuation rates for disabled students are good, there is a relatively large attainment gap of 4.5% for Good Honours and 11.2% for first-class degrees in 2018-19. Each school has a Disability Coordinator who works closely with the Director of Teaching and coordinates teaching and exam adjustments. The University approved a policy on Academic Adjustments for Disabled Students for implementation in 2019-20 which includes new procedures for requesting alternative modes of assessment. "]
[2091,"StA_33","-","Equality_Diversity","Practice","University of St Andrews","33 The University is investigating the possible causes of the attainment gap including an ongoing review of academic adjustments and assessment policies. All pieces of assessment are identified by student number alone, wherever practicable, and, in 2016,    the University launched the Online Unconscious Bias Training Module which has been undertaken by a majority of staff. The University's BAME attainment gap is significant. In 2017-18, the Good Honours attainment gap was 14.6% and 12.3% for first-class degrees for UK-domiciled BAME undergraduates - both of which are higher than for Scotland as a whole. However, the overall retention gap at 1.9% is lower than the UK average."]
[2092,"StA_34","-","Equality_Diversity","Practice","University of St Andrews","34 The University has recently taken a series of additional actions to understand and address the attainment gaps recorded for the different student groupings. A Race Equality Working Group was established in December 2019 with the remit of working towards   gaining the Advance HE Race Equality Charter. In March 2020, the University made new appointments to support equality, diversity and inclusion (EDI) initiatives with a Research Fellow and Project Manager in Equalities to support the work of the Associate Vice-President Diversity. The University is working to provide more detailed data regarding the admission, progress and attainment of different ethnic groups to help inform understanding of the gaps. Students met by the ELIR team, recognised the challenges the University faces but also observed that staff work hard to accommodate issues around diversity - for example, through the introduction of unconscious bias training in relation to admissions and assessment practices."]
[2093,"StA_35","-","Equality_Diversity","Practice","University of St Andrews","35 The University is taking deliberate steps to support increased diversity in the curriculum, including a session on inclusivity during a recent Learning and Teaching Away Day for Directors of Teaching, specific projects including decolonising the curriculum, and broadening of reading lists. The Inclusive Curriculum Toolkit provides clear guidance for staff comprising extensive information about curriculum design, delivery and inclusive practice including exemplars of good practice from across the sector. At the time of the ELIR visit, the University was reviewing the impact of the Toolkit. The University also plans to adjust the new module proposal form to invite module coordinators to think about and comment on inclusion during module development. These approaches are supported effectively by the inclusion of the EDI Directors at school level in the approval processes for new modules and curricular changes, which were welcomed by staff and ensure that attention is paid to inclusivity."]
[2094,"StA_36","-","Equality_Diversity","Practice","University of St Andrews","36 The University has established a Central Equality, Diversity and Inclusion Committee (CEDI) which is chaired by the Associate Vice-President (Diversity) and has student representation. This structure is replicated at school level where the EDI Directors are represented on the management teams, their presence being welcomed by the academic staff as an active signal of the importance attached by the University to ensuring a continued focus on EDI issues. The University holds a Bronze Athena Swan award and 16 of the 20 Schools hold awards. The University has signalled its intent to progress this work through the development of plans to apply for an institutional Silver award in 2022."]
[2095,"StA_37","-","Equality_Diversity","Practice","University of St Andrews","37 The University's senior leadership demonstrated good awareness of the current issues affecting different groups of students as a result of the pandemic. The University is managing a short-term working group operating in conjunction with the Planning Office to provide ongoing monitoring of student retention and progression. Also, in support of students who are experiencing access difficulties in the pandemic, the University has made funds available for the purchase of IT equipment, including laptops and broadband packages. Student representatives met by the ELIR team, confirmed that they were working closely with university leadership and welcomed the support provided to the student population."]
[2096,"StA_37","-","Student_Support","Progression","University of St Andrews","37 The University's senior leadership demonstrated good awareness of the current issues affecting different groups of students as a result of the pandemic. The University is managing a short-term working group operating in conjunction with the Planning Office to provide ongoing monitoring of student retention and progression. Also, in support of students who are experiencing access difficulties in the pandemic, the University has made funds available for the purchase of IT equipment, including laptops and broadband packages. Student representatives met by the ELIR team, confirmed that they were working closely with university leadership and welcomed the support provided to the student population."]
[2097,"StA_38","-","Student_Engagement","Feedback","University of St Andrews","38 The University of St Andrews has demonstrated a track record for the provision of an excellent overall student learning experience, which is evident through its Gold TEF award and NSS rankings, where it has been placed top 11 times in the last 13 years. At the time of the visit, the University was in the process of reviewing its Student Experience Strategy which has been developed through widespread engagement involving staff and students across the University.  "]
[2098,"StA_39","-","Admissions","Widening participation","University of St Andrews","39 The University has developed a suite of outreach programmes to support its widening participation agenda. These programmes involve support activities such as mentoring and workshops and are underpinned by contextual admissions offers. The University has an FE-HE Supported Pathway which provides an entry route for further education students onto the general degree programme, with linked support and guidance that is promoted through the work of the Lifelong Learning Team. The University also provides five Gateway programmes to support admission and transition of about 10 widening participation applicants each year to specific disciplines. The transition of these students to the University is supported through academic and pastoral support as well as peer mentoring. Students met by the ELIR team who had entered the University through some of these programmes, spoke very positively. "]
[2099,"StA_40","-","Student_Support","Induction","University of St Andrews","40 More generally, the ELIR team considered that there is an effective framework of induction and support in place for incoming students which includes visit days and an Orientation Week app. The University also provides a pre-arrival Transitions Toolkit which was launched in 2018 followed by a postgraduate version in 2019. This is designed to develop students' appreciation of the learning environment prior to arrival and to reflect on their approaches to learning. Students met by the ELIR team all spoke positively of their experience of induction and the provision of support, in particular for students from the college and access routes. All first-year undergraduates are guaranteed a place in residential accommodation where they are supported by the Hall Wardens. Again, students reported having a very positive experience of the pastoral support provided within the Halls.  "]
[2100,"StA_41","Commendation","Student_Support","Induction","University of St Andrews","41 The University provides international students with pre-sessional orientation courses delivered by the International Education Institute. The international students met    by the ELIR team also commented very positively on the assistance provided by the pre-sessional courses that are designed to help students with the transition to degree programme study. In summary, the ELIR team commends the University for its framework of induction and support for incoming students, in particular, focusing on the transition of widening participation students into higher education."]
[2101,"StA_42","-","Student_Support","Welfare","University of St Andrews","42 Support for student wellbeing is provided through the Student Services Unit which operates across the University, fronted by the Advice and Support Centre. With the exception of the School of Medicine, the University does not operate a personal tutor model of pastoral support. Academic adviser roles are focused on academic guidance. The ELIR team considered that this approach was effective in delivering academic and pastoral support for students."]
[2102,"StA_43","-","Student_Support","Welfare","University of St Andrews","43 Access to pastoral support has been enhanced through the recent introduction of Wellbeing Officers within some of the schools. In August 2020, the University set out the commitment to 'ensure that all Schools and Units have a School Director of Wellbeing and an Equality and Diversity Officer in place by the 2020-21 academic year' along with a commitment that these officers would be provided with training to promote positive mental health and wellbeing. At the time of the current ELIR, consultation was underway to finalise the role descriptors with the aim of recruiting to the positions early in 2021. The team viewed the role descriptor as representing a significant enhancement to the student support network. "]
[2103,"StA_44","-","Student_Support","Academic","University of St Andrews","44 Students met by the ELIR team spoke very positively of the academic support provided by their schools, in particular, the approachability of the academic staff. This support was particularly evident during the period of lockdown. However, students also reported that there was variability of experience within the different schools which was particularly noted by joint honours students whose studies crossed different schools. "]
[2104,"StA_45","-","Student_Support","Welfare","University of St Andrews","45 Through the Student Services Unit, the University provides a comprehensive website with a range of online resources, workshops and individual support for student   wellbeing, including the development in 2018 of a Student Health Hub in conjunction with  the NHS to reduce waiting times. However, students met by the ELIR team expressed concern about the University's plans for the expansion of student numbers in light of the existing challenges for the recruitment of sufficient numbers of counsellors."]
[2105,"StA_46","Commendation","Student_Support","Welfare","University of St Andrews","46 The University identified mental wellbeing as a specific focus. Its Mental Health Strategy was developed in consultation with staff and students. Of particular note is that the Student Services Counselling, Wellbeing and Mental Health Matching Care Framework was accredited in 2019 by the Royal College of Psychiatrists in partnership with the British Psychological Society. Student Services have delivered Mental Health Toolkit training to 500 staff and schools have also organised Wellbeing Days. A Mental Health Task Force is focused on mental health support for students and staff to support the implementation of the Mental Health Strategy and the development of a university-wide wellbeing strategy. The ELIR team noted that a number of other universities had expressed interest in adopting the University's model of the Student Mental Health Agreement and commends the University for the deliberate steps it has taken to address the mental wellbeing of students.  "]
[2106,"StA_47","-","Assessment","Practice","University of St Andrews","47 The University is developing a focus on skills development linked to a widening of the range of assessment formats to provide more diverse opportunities for students to demonstrate their learning. Students and staff met by the ELIR team confirmed that there was a range of assessment formats in use and that the programme structures ensured each student engaged with a variety of assessment."]
[2107,"StA_48","-","Assessment","Feedback","University of St Andrews","48 The University has a feedback policy setting out the general parameters for the provision of feedback. There is no institutional directive regarding the return-time for individual assessments, other than the guidance that: 'feedback should, whenever possible, be delivered in time for students to benefit from it in their next assignment'. Academic staff met by the ELIR team confirmed that, while there was no overarching policy specifying turnround times, students were informed in advance of the return dates and that work was returned prior to submission of the next assignment. "]
[2108,"StA_49","-","Assessment","Feedback","University of St Andrews","49 A minority of previous Annual Academic Monitoring reports indicate student dissatisfaction with feedback. However, students met by the ELIR team confirmed that they were made aware of when work was to be returned and that this was done within specified time frames. They also confirmed that the feedback was constructive. Students have access to a Moodle site which provides guidance on how to use feedback, and which has been viewed by one-third of students. Academic staff are supported in developing their feedback practices through an M-level module delivered by CAPOD which is available to all academic staff who teach. The team took the view that, although there was no direction regarding absolute turnround times for feedback provision, students did receive feedback within      pre-stated timeframes commensurate with the progression of their learning."]
[2109,"StA_49","-","Staff_Support","Professional development","University of St Andrews","49 A minority of previous Annual Academic Monitoring reports indicate student dissatisfaction with feedback. However, students met by the ELIR team confirmed that they were made aware of when work was to be returned and that this was done within specified time frames. They also confirmed that the feedback was constructive. Students have access to a Moodle site which provides guidance on how to use feedback, and which has been viewed by one-third of students. Academic staff are supported in developing their feedback practices through an M-level module delivered by CAPOD which is available to all academic staff who teach. The team took the view that, although there was no direction regarding absolute turnround times for feedback provision, students did receive feedback within      pre-stated timeframes commensurate with the progression of their learning."]
[2110,"StA_50","-","Student_Development","Professional Development","University of St Andrews","50 The University maintains a strong performance in graduate employment with over 95% of graduates in employment or further study. However, the University is aware that performance of Scottish-domiciled students is below the national average, particularly those from more disadvantaged neighbourhoods. The team was informed that data are being used more effectively and programmes are being developed though, as yet, at a very early stage, to target support for identifying and raising aspirations for these students. The Careers Centre provides a range of workshops and employer events as well as individual support. Careers Link academics liaise between the schools and the Careers Centre, as do the School Presidents who receive training from the Careers Advisers."]
[2111,"StA_51","-","Student_Development","Professional Development","University of St Andrews","51 The Careers Centre organises a programme of careers fairs, with attendance increasing over the last three years. These are mainly focused on Law, Management and Finance, and Science and Technology. The University has also developed an alumni engagement platform through which alumni are registered for providing mentoring and internship opportunities. Students confirmed that the Careers Centre and the schools provide an extensive range of activities and that there is very effective communication regarding the events and opportunities available."]
[2112,"StA_52","-","Student_Development","Professional Development","University of St Andrews","52 The University recognises the challenge of balancing demand to resource and has invested in the engagement of student CV advisers to provide more capacity for individual appointments. It was reported in meetings with students that they appreciated the additional resource being made available in this area. There have also been initial discussions to develop bespoke support for the widening participation students. The Careers Centre is piloting a registration project to increase engagement by identifying students who are currently under-engaged."]
[2113,"StA_53","-","Student_Development","Graduate Attributes","University of St Andrews","53 At the time of the ELIR visit, the University had recently developed a Graduate Attributes Framework aligned with the revised University Strategy setting out the skill sets students can develop. "]
[2114,"StA_54","Commendation","Student_Development","Professional Development","University of St Andrews","54 The Professional Skills Curriculum (PSC) provides undergraduate and postgraduate students with the opportunity to access a range of employability training activities. Participation in the PSC is linked to an award which is gained through attendance at workshops and completion of a reflective essay, with recognition in the Higher Education Achievement Report (HEAR).  Students receive 'passport stamps' for attendance, with some 600 students having attended at least one workshop a year, and around 100 students having completed the award. Students met by the ELIR team reported that it could be difficult to get a place on the PSC programme. However, the team was informed that the physical restrictions on the numbers of places had been removed following the move to     put the PSC fully online as a result of the pandemic. The team also heard that, as a consequence, there was an increase in enrolment in recent months. In summary, the review team commends the University for strong performance in graduate employment underpinned by the support provided through the Careers Centre and the recent development of the Graduate Attributes Framework aligned with the University Strategy. "]
[{"$f":"IF(B2117<>\"\",ROW(A2117)-2,\"\")","v":2115},"StA_55","-","Student_Development","Professional Development","University of St Andrews","55 Students who have successfully completed the PSC can undertake PSC Plus, which is delivered by CEED. This enables participants to develop specific skill sets, for example, in IT, investment banking, communications or consultancy. Successful completion is further recognised on the students' HEAR. "]
[2116,"StA_56","-","Student_Development","Professional Development","University of St Andrews","56 Employability activities are also being developed through Enterprise Education as part of the Entrepreneurial St Andrews theme which was supported by the Enterprise Education Working Group and Enterprise Education Network. Subsequently, these two bodies have been replaced by a new Entrepreneurial Education Working Group in order to bring together more closely the work of incorporating entrepreneurial approaches within the curriculum. "]
[2117,"StA_57","-","Student_Development","Professional Development","University of St Andrews","57 The University offers a range of enterprise-focused modules that are widely available to students. Those students met by the team who had engaged with the modules spoke very positively about the experience.  However, not all students expressed awareness and some also noted that they would have liked to take part, but their timetable was already very full. The University has recently completed an exercise to map the delivery of enterprise through the curriculum, developed in consultation with students and aimed at enabling students to log their skills' acquisition. "]
[2118,"StA_58","-","Student_Development","Professional Development","University of St Andrews","58 In recent years, the University has introduced Vertically Integrated Projects (VIPs).  These VIPs are broad-based research projects undertaken by groups of students from across schools and years under the supervision of a member of academic staff. The projects enable students to gain a range of research and employability skills, along with credit on their academic record as an adjunct to their mainstream studies. In 2018-19, the Proctors' Office also introduced the Enterprising Mind of the Year Award which can be evidenced through curricular or co-curricular activities. "]
[2119,"StA_59","-","Student_Development","Professional Development","University of St Andrews","59 The University offers a range of opportunities for internship programmes, a scheme to enable some undergraduates to undertake a research placement within their academic school, work placements and study abroad. First Abroad, which was developed since last ELIR, provides opportunities to visit US partners supporting internships and aims to broaden the potential uptake. Study Abroad Co-ordinators in each school support students in selection processes. Additional support has been put in place for students seeking placements or overseas positions including workshops being developed to support CV writing. The academic grades achieved by students from the host university on approved programmes contribute to their overall academic award. Students met by the team observed that the Careers Centre and their schools provided extensive information regarding the different opportunities and that there was a good range available. They also viewed preparation for internships as being very helpful."]
[2120,"StA_60","-","Student_Support","Academic","University of St Andrews","60 St Leonard's Postgraduate College provides a strong community base for PGT and PGR students. The Graduate School for Interdisciplinary Studies comes under the umbrella of St Leonards College. In 2019, a Director of the Graduate School was appointed with responsibility for the postgraduate student experience. In association with the Postgraduate Society, the College runs a series of events to develop the community. The ELIR team noted that one of the perceived upsides to the pandemic has been that a large number of events have been put online which has enabled more PG students to participate. The College is considering how this can be maintained in future. "]
[2121,"StA_60","-","Postgraduate_Research","Student Experience","University of St Andrews","60 St Leonard's Postgraduate College provides a strong community base for PGT and PGR students. The Graduate School for Interdisciplinary Studies comes under the umbrella of St Leonards College. In 2019, a Director of the Graduate School was appointed with responsibility for the postgraduate student experience. In association with the Postgraduate Society, the College runs a series of events to develop the community. The ELIR team noted that one of the perceived upsides to the pandemic has been that a large number of events have been put online which has enabled more PG students to participate. The College is considering how this can be maintained in future. "]
[2122,"StA_61","-","Demographics","Trends","University of St Andrews","61 As part of the University's development plans, there is the objective to grow the postgraduate population by a further 200 students over the next five years with some 40% of them coming from overseas. Linked to this, the University is establishing a postgraduate hub for St Leonard's Postgraduate College and the Graduate School for Interdisciplinary Studies which will move to a new site to include additional study and social spaces for all postgraduate students. "]
[2123,"StA_62","-","Student_Support","Induction","University of St Andrews","62 The University has put in place an effective framework of support for postgraduate students. Incoming students are provided with comprehensive induction information and associated events as well as a specific induction Orientation Week for Postgraduate Taught students (PGT). The St Andrews Master's and St Andrews PhD annual events, which support induction are also available online. The Postgraduate Research students (PGR) met by the ELIR team, reflected positively on contact with their schools and the University prior to arrival. Two schools have developed pre-arrival mentoring schemes which were set up by PG students and attracted high levels of engagement.  "]
[2124,"StA_62","-","Postgraduate_Research","Support","University of St Andrews","62 The University has put in place an effective framework of support for postgraduate students. Incoming students are provided with comprehensive induction information and associated events as well as a specific induction Orientation Week for Postgraduate Taught students (PGT). The St Andrews Master's and St Andrews PhD annual events, which support induction are also available online. The Postgraduate Research students (PGR) met by the ELIR team, reflected positively on contact with their schools and the University prior to arrival. Two schools have developed pre-arrival mentoring schemes which were set up by PG students and attracted high levels of engagement.  "]
[2125,"StA_63","-","Student_Support","Welfare","University of St Andrews","63 Postgraduate students who met the ELIR team valued the personal support provided through Student Services, which include a Postgraduate Wellbeing Adviser and Coach and a Mental Health Development Worker. Postgraduates can also access pastoral support through the residences for those in university accommodation. All postgraduate students have access to non-academic mentoring schemes. The Wellbeing Working Group has identified postgraduate wellbeing as a focus, informed by a wellbeing research project which included identification of optimal times for provision of support. At the time of the review, the actions from this research had been put on hold due to the pandemic, although staff observed that the schools were already being more pro-active in supporting and engaging with the community through the representatives. "]
[2126,"StA_64","-","Postgraduate_Research","Monitoring","University of St Andrews","64 In 2015-16, the University revised its policies on the annual progress review for PGRs to clarify the purpose of the annual review, the composition of the panel and the subsequent outcomes, including feedback to the student. Since 2019, Directors of Postgraduate Studies (Research) are now also required to report on the progression data generated from these review panels. PGR student progress is now recorded online to enable more effective monitoring across the schools and allow oversight of all dissertations and project submissions by the Pro Dean Postgraduate, providing an additional level of quality assurance."]
[2127,"StA_65","-","Regulations","Framework","University of St Andrews","65 In 2018, the University also amended its regulations to allow master's degrees to be awarded at pass, merit and distinction levels, which has resulted in a broadening of the range of marks awarded. Alongside these changes, the University also introduced greater flexibility within the PGT pathways, allowing students to change their programme when their circumstances change, a move that was introduced to increase retention."]
[2128,"StA_65","-","Student_Support","Progression","University of St Andrews","65 In 2018, the University also amended its regulations to allow master's degrees to be awarded at pass, merit and distinction levels, which has resulted in a broadening of the range of marks awarded. Alongside these changes, the University also introduced greater flexibility within the PGT pathways, allowing students to change their programme when their circumstances change, a move that was introduced to increase retention."]
[2129,"StA_66","-","Postgraduate_Research","Student Experience","University of St Andrews","66 Skills development for PGR students has been delivered both by Centre for Academic, Professional and Organisational Development (CAPOD) and the schools. In future, this will be shared between the Centre for Educational Enhancement and Development (CEED) and St Leonard's College. The team noted that the GRADskills Programme includes a wide range of workshops which are mapped to the Vitae Researcher Development Framework. However, a significant element of training is devolved to supervisors within the schools. "]
[2130,"StA_67","-","Student_Development","Academic Skills","University of St Andrews","67 CAPOD, now CEED, also delivers a range of skills development programmes for PGT students. There is a joint Careers-CAPOD Officer role to support developmental skills training and skills advice, which is mainly focused on science students. This role operates alongside an Opportunities Manager position in Careers. Postgraduate students can also engage with the Professional Skills Curriculum (PSC) which was welcomed by the students who met with the ELIR team, although they observed that it had been difficult to get places on the programme as numbers were restricted. As a consequence of the pandemic, the PSC programme has been placed fully online and that has had the benefit of ensuring sufficient spaces for all students who wish to engage."]
[2131,"StA_68","-","Postgraduate_Research","Student Experience","University of St Andrews","68 Student feedback through the Postgraduate Research Experience Survey (PRES) indicates satisfaction well above sector averages at 87%, and 90% of students satisfied with their supervision. From the start of the 2019-20 session, the University introduced a mandatory online training programme for new supervisors with the School PGR Director having oversight of completion. The ELIR team noted that the Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system to enable the University to monitor completion of mandatory training. The University is also currently reviewing the support for ongoing supervisors to keep them up to date. "]
[2132,"StA_68","-","Student_Engagement","Feedback","University of St Andrews","68 Student feedback through the Postgraduate Research Experience Survey (PRES) indicates satisfaction well above sector averages at 87%, and 90% of students satisfied with their supervision. From the start of the 2019-20 session, the University introduced a mandatory online training programme for new supervisors with the School PGR Director having oversight of completion. The ELIR team noted that the Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system to enable the University to monitor completion of mandatory training. The University is also currently reviewing the support for ongoing supervisors to keep them up to date. "]
[2133,"StA_69","-","Postgraduate_Research","Student Experience","University of St Andrews","69 Ensuring that all PGR students who teach receive support from their schools for undertaking this role was one of the actions arising from the 2015 ELIR. All such PGRs are now required to attend training delivered by CAPOD (now CEED) along with discipline-relevant training delivered by the schools. The University policy - 'Doctoral students who teach' - sets out the scope and range of teaching and assessment that may  be undertaken and schools are required to ensure that the core training has been undertaken before the student teaches. "]
[2134,"StA_70","Recommendation","Postgraduate_Research","Student Experience","University of St Andrews","70 Some schools have established the role of PGR mentor who provides local support for the PGRs who teach. However, normally it is the responsibility of the programme or module leader to provide discipline-specific guidance and support. The University is currently working to establish parity of payment for the teaching activities of the PGRs. The PGR students met by the ELIR team all confirmed that they had undertaken the University's training programme. However, they reported variable experiences in the support and guidance provided by their schools for their teaching and marking activities, and associated workloads. The University is recommended to develop more effective oversight of the training and support provided at school level to PGRs who teach to ensure a more consistent experience in terms of the provision of guidance, support and workload management."]
[2135,"StA_71","-","Postgraduate_Research","Student Experience","University of St Andrews","71 Postgraduate tutors can obtain Associate Fellowship of the HEA (AFHEA) through taking the two modules 'Introduction to University Teaching'. Since 2009, some 180 PGs have obtained recognition through this route. However, none of the PGR students met by the team, who engage in teaching, were aware of this route to recognition, which may reflect an area for further signposting."]
[2136,"StA_72","-","Learning_Resources","Strategy","University of St Andrews","72 The University has effective arrangements in place concerning its learning environment. Teaching space design was explored through the work of consultants and the Jisc Student Digital Tracker Survey, which revealed that students were dissatisfied with the design of teaching rooms. In response, the University has repurposed three teaching rooms as Technology Enhanced Active Learning (TEAL) spaces along with provision of additional TEAL space for staff. Initial feedback from staff and students is positive, with 74% of students considering that these spaces facilitated interaction."]
[2137,"StA_72","-","Learning_Resources","Study space","University of St Andrews","72 The University has effective arrangements in place concerning its learning environment. Teaching space design was explored through the work of consultants and the Jisc Student Digital Tracker Survey, which revealed that students were dissatisfied with the design of teaching rooms. In response, the University has repurposed three teaching rooms as Technology Enhanced Active Learning (TEAL) spaces along with provision of additional TEAL space for staff. Initial feedback from staff and students is positive, with 74% of students considering that these spaces facilitated interaction."]
[2138,"StA_73","-","Learning_Resources","Study space","University of St Andrews","73 The University is planning to provide additional teaching spaces, though the pressure on lab space is a constraint that is being reviewed by external consultants. Availability of study space is also identified as an existing problem and is being addressed through long-term plans to free-up existing space from other purposes. Students met by the team expressed concern about the growth in student numbers and the associated pressures on the estate for both teaching and social activities. The University has already reached their goal of 10,000 students but, due to the COVID-19 pandemic moving all teaching online, this has not proved to be a problem for the University's spaces. "]
[2139,"StA_73","-","Covid_19","Online learning","University of St Andrews","73 The University is planning to provide additional teaching spaces, though the pressure on lab space is a constraint that is being reviewed by external consultants. Availability of study space is also identified as an existing problem and is being addressed through long-term plans to free-up existing space from other purposes. Students met by the team expressed concern about the growth in student numbers and the associated pressures on the estate for both teaching and social activities. The University has already reached their goal of 10,000 students but, due to the COVID-19 pandemic moving all teaching online, this has not proved to be a problem for the University's spaces. "]
[2140,"StA_74","-","Learning_Resources","Study space","University of St Andrews","74 The University has also begun a review of its planned study spaces to determine whether the original plans are suitable in the medium and long term following the changes to teaching. The University has issued surveys to determine whether students will have a quiet space to complete their exams, and it hopes to be able to support them in finding suitable bookable spaces for studying and exams if students do not have ready access. These changes have all been made in consultation with the student sabbatical officer team to ensure the student perspective is heard."]
[2141,"StA_75","-","Learning_Resources","Strategy","University of St Andrews","75 The University is moving to a new physical location for the postgraduate community, which will allow them to develop a range of extracurricular events that cater to a broader range of students, such as adding a children's play area to the site for students' children."]
[2142,"StA_76","-","Learning_Resources","IT","University of St Andrews","76 The University uses two main university-level virtual learning environments (VLEs) plus two more which are only used within the School of Medicine. Only 42.5% of students agreed that the VLE is well-designed, and only 51.1% agree that 'when digital technologies are used on my course, I understand things better'. The University recognises these issues and has just completed work to develop a single interface and improve student involvement. The students met by the ELIR team recognised the actions being taken by the University to simplify access to the VLEs."]
[2143,"StA_77","-","Covid_19","Student support","University of St Andrews","77 Lecture capture is a developing teaching resource, following a pilot in 2016-17,   and is popular with students. Helpful resources are in place to support staff. There are also developments in blended learning, such as the use of conferencing software to bring together students teaching online. Students identify fragmentation of information as an issue as they struggle to find information online from relevant webpages. Due to the COVID-19 pandemic, more lecture-capture equipment has been provided and rolled out for staff to use. Students have generally responded positively to the introduction of lecture capture, although they also expressed worry that this would disappear post-pandemic. The pandemic has also led to many staff uploading pre-recorded lectures before class and using their contact hours for greater discussion - a move that has also been well received by students."]
[2144,"StA_77","-","Learning_Resources","IT","University of St Andrews","77 Lecture capture is a developing teaching resource, following a pilot in 2016-17,   and is popular with students. Helpful resources are in place to support staff. There are also developments in blended learning, such as the use of conferencing software to bring together students teaching online. Students identify fragmentation of information as an issue as they struggle to find information online from relevant webpages. Due to the COVID-19 pandemic, more lecture-capture equipment has been provided and rolled out for staff to use. Students have generally responded positively to the introduction of lecture capture, although they also expressed worry that this would disappear post-pandemic. The pandemic has also led to many staff uploading pre-recorded lectures before class and using their contact hours for greater discussion - a move that has also been well received by students."]
[2145,"StA_78","-","Learning_Resources","IT","University of St Andrews","78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."]
[2146,"StA_78","-","Learning_Resources","IT","University of St Andrews","78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."]
[2147,"StA_78","-","Covid_19","Online learning","University of St Andrews","78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."]
[2148,"StA_79","-","Student_Engagement","Representation","University of St Andrews","79 The University has in place a well-established and effective system of student representation at all levels with a strong student voice, fully supported by the Students' Association. The overarching framework for student engagement is established in a Partnership Agreement through which priorities are agreed between the VP Education (Proctor) and the Students' Association Sabbatical Officers. In the context of the University's approach to dealing with the pandemic, the team received very positive statements from the Students' Association Officers regarding the ways in which they had been integrated into all the workstreams and involved as partners in the decision-making processes."]
[2149,"StA_80","Commendation","Student_Engagement","Feedback","University of St Andrews","80 The students met by the ELIR team all spoke positively about the openness of the schools in listening and responding to their feedback provided both through the Student-Staff Consultative Committees (SSCCs) and questionnaire feedback, such as the module evaluations. In discussions with the team, the students cited a range of examples of responsive actions, or how the academic staff had explained the rationale in the event it was not possible to make a change. The review team commends the University for its partnership working and responsiveness to the student voice. "]
[2150,"StA_81","Commendation","Equality_Diversity","Practice","University of St Andrews","81 The University is actively engaged in supporting widening access through a range of outreach programmes underpinned by the use of contextual information which has contributed to significant increases in the proportion of students from disadvantaged backgrounds. It has also taken strategic actions to enhance its approach to diversity and address the current attainment gaps for minority student groups. These include senior staff appointments and curricular initiatives such as the development of the Inclusive Curriculum Toolkit. Supporting these developments, EDI Directors at school level are involved in the approval of new modules and curricular changes to ensure that attention is paid to inclusivity. Taking account of the University's proactive approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "]
[2151,"StA_82","Commendation","Student_Support","Induction","University of St Andrews","82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."]
[2152,"StA_82","Commendation","Student_Support","Academic","University of St Andrews","82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."]
[2153,"StA_82","-","Student_Engagement","Feedback","University of St Andrews","82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."]
[2154,"StA_83","Commendation","Student_Development","Professional Development","University of St Andrews","83 The University is commended for its strong performance in graduate employment. This is underpinned by the support provided by the Careers Centre and the establishment of a Graduate Attributes Framework which is aligned with the University Strategy. Engagement with the Graduate Attributes Framework is facilitated through the Professional Skills Curriculum which is open to all students and recognised through the HEAR."]
[2155,"StA_84","-","Learning_Resources","Study space","University of St Andrews","84 The University of St Andrews has effective provision for the learning environment. The University is cognisant of space issues on campus and is putting plans in place to counteract growth in student numbers, including developing new styles of teaching space in response to the Jisc Student Digital Tracker Survey. Their technological provision was received positively by both staff and students who met with the team."]
[2156,"StA_84","-","Learning_Resources","Strategy","University of St Andrews","84 The University of St Andrews has effective provision for the learning environment. The University is cognisant of space issues on campus and is putting plans in place to counteract growth in student numbers, including developing new styles of teaching space in response to the Jisc Student Digital Tracker Survey. Their technological provision was received positively by both staff and students who met with the team."]
[2157,"StA_85","Recommendation","Postgraduate_Research","Student Experience","University of St Andrews","85 The University has put in place clear guidance regarding the generic teaching training provided to PGR students who teach which is mandatory. Disciplinary oversight of teaching and marking is the responsibility of the academic staff within the schools and students report a variable experience in terms of guidance, support and workload management. The University is recommended to develop more effective oversight of the training and support provided at school level to PGRs who teach."]
[2158,"StA_86","-","Teaching_Learning","Strategy","University of St Andrews","86 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including robust annual monitoring and strong academic leadership linking the educational strategy to the overall University Strategy. The ELIR team noted the University's commitment to teaching and learning is evident in a new education strategy, which was approved by the Academic Council in   spring 2020 together with a range of underpinning enhancement activities, such as staff development, sharing best practice opportunities, and engagement with the enhancement themes in a manner aligned to institutional priorities. "]
[2159,"StA_86","-","Enhancement","Strategy","University of St Andrews","86 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including robust annual monitoring and strong academic leadership linking the educational strategy to the overall University Strategy. The ELIR team noted the University's commitment to teaching and learning is evident in a new education strategy, which was approved by the Academic Council in   spring 2020 together with a range of underpinning enhancement activities, such as staff development, sharing best practice opportunities, and engagement with the enhancement themes in a manner aligned to institutional priorities. "]
[2160,"StA_87","-","Teaching_Learning","Strategy","University of St Andrews","87 The Education Strategy was developed under the leadership of the VP Education (Proctor), in consultation with UG and PG students and a range of academic and professional services staff. The Strategy is aligned with and supports the four distinct  themes in the overall University Strategy - World-Leading, Global, Diverse and Entrepreneurial St Andrews. The Strategy will be accompanied by a set of KPIs, which      are under development. "]
[2161,"StA_88","-","Teaching_Learning","Strategy","University of St Andrews","88 The pandemic has not caused the University to substantively alter the strategy, although the pace of change of both the digital strategy and increasing student numbers has slowed. The University is carefully considering the impact of the strategy to increase student numbers and its impact on future planning and the balance of face-to-face and online study. "]
[2162,"StA_89","-","Enhancement","Strategy","University of St Andrews","89 Since the last ELIR, the strategic approach to enhancement has been reinforced, for example, by the appointment of an Education Strategy Manager, and creation of an Education Strategic Management Group (ESMG) chaired by the Proctor. The group was established in 2019 with plans to develop working groups and task groups to take forward specific pieces of work. For academic year 2020-21, two new groups have been established which report to ESMG - an Education Delivery Group and an Education Communications Group. The University has established a new Centre for Educational Enhancement and Development (CEED). The Director of CEED reports to the VP Education (Proctor) and is a member of ESMG. The membership of ESMG spans academic and professional services, and is designed to ensure an integrated approach to ownership of the strategy and monitoring of its impact against key deliverables."]
[2163,"StA_90","-","Enhancement","Practice","University of St Andrews","90 Each school has a Director of Teaching (DoT), Director of Postgraduate Studies (Taught) and Director of Postgraduate (Research), with responsibility for the design and maintenance of modules, assessment, recruitment of tutors, teaching allocation and representing the school at the University's Learning and Teaching Committee (LTC). The FTE commitment to the role varies across schools and some have a deputy director role in support. Since the LTC is attended by all the DoTs, and led by the Proctor, the strategic and operational activities are well aligned. "]
[2164,"StA_91","-","Enhancement","Themes","University of St Andrews","91 The University has effectively engaged with the national Enhancement Themes in recent cycles with evidence of activity and impact. This has been particularly evident in the postgraduate context leading to regulatory and policy revision at institutional level. The University has also ensured that successful local school innovations are being adopted more widely in the institution, such as the Academic Skills Project that originated in History. The University's approach to managing the Enhancement Themes since the last ELIR has changed from a large institutional group to a smaller steering group led by the Academic Policy Officer, working with a staff and student team to align to institutional priorities. This group provides regular updates to relevant university committees."]
[2165,"StA_92","-","Enhancement","Themes","University of St Andrews","92 At the local school level, for the Transitions Theme, 28 student and staff-led projects (across 14 schools and four professional service units) were funded by the University, demonstrating breadth of involvement both by discipline and across academic and professional services roles. Evidence of impact includes establishment of a Wellbeing Working Group and a new academic advising system. Survey results indicate the latter has improved student satisfaction with academic advice."]
[2166,"StA_93","-","Enhancement","Practice","University of St Andrews","93 The University also encouraged the introduction of new practices at local level   such as the establishment of peer mentoring schemes in a number of schools. These  involve more experienced students acting as mentors to Freshers, or, in the PG context, experienced students mentoring new students. In 2018, 1411 students were registered as mentors or mentees; in 2019, this had grown to 2174. The University aspires to every school having mentoring opportunities for their students. To address issues of inconsistent student experience and excessive responsibilities on school coordinators and presidents, a proposal to change the structure of student mentoring schemes and incorporate all incoming pre-arrival schemes into a single scheme managed by CEED was approved in February 2020."]
[2167,"StA_94","-","Enhancement","Themes","University of St Andrews","94 The University's engagement with the 'Evidence for Enhancement: Improving the Student Experience' Theme has resulted in more elaborated analyses of attainment gaps and NSS data, as well as the development of teaching fact sheets and data dashboards. The University has also been involved in other Enhancement Themes in collaboration with other higher education institutions, including Learning Analytics, Employability and Distance Learning. Staff and student attendance at the QAA's annual Enhancement Theme conference has significantly increased since the last ELIR (from 2015 to 2018, it increased from 5 to 14)."]
[2168,"StA_95","-","Enhancement","Practice","University of St Andrews","95 The University has effective approaches to identifying and sharing good practice. Key elements of the University's academic monitoring and review are within Annual Academic Monitoring (AAM) and a rotating cycle of University-led Reviews of Learning and Teaching (URLT). There is evidence that the AAM process leads to enhancements such as alterations in workload, increased resource availability and curriculum change. Themes and good practice emerging from this process are shared with the Academic Monitoring Group, the Learning and Teaching Committee, and the Postgraduate Research Committee, and feed into relevant university committees for wider dissemination. An annual dissemination event was established in session 2012-13 in response to requests from the Director of Teaching (DoT) for more opportunities to share experiences across schools. "]
[2169,"StA_95","-","Teaching_Learning","Good practice","University of St Andrews","95 The University has effective approaches to identifying and sharing good practice. Key elements of the University's academic monitoring and review are within Annual Academic Monitoring (AAM) and a rotating cycle of University-led Reviews of Learning and Teaching (URLT). There is evidence that the AAM process leads to enhancements such as alterations in workload, increased resource availability and curriculum change. Themes and good practice emerging from this process are shared with the Academic Monitoring Group, the Learning and Teaching Committee, and the Postgraduate Research Committee, and feed into relevant university committees for wider dissemination. An annual dissemination event was established in session 2012-13 in response to requests from the Director of Teaching (DoT) for more opportunities to share experiences across schools. "]
[2170,"StA_96","-","Teaching_Learning","Good practice","University of St Andrews","96 The Learning and Teaching Committee (LTC) is a major vehicle for discussing and sharing practice. It is attended by all the DoTs and provides a forum to discuss topical issues such as feedback and the student experience. As a result of the pandemic, the increased intensity of dialogue with DoTs has facilitated a shift in emphasis of the LTC to focus on more strategic issues, such as online examinations and future learning spaces."]
[2171,"StA_97","-","Staff_Support","Professional development","University of St Andrews","97 The University runs a well-attended annual 'away afternoon' providing LTC members an opportunity to focus on areas of strategic importance to the development of the wider learning and teaching strategy. The 2019 event included sessions on equality and diversity in the curriculum, pastoral care and the university mental health agenda. In addition, to ensure all students and staff can engage with areas of strategic importance, twice-yearly academic fora are open to all students and staff. Less formal lunchtime seminars are also popular and considered by attendees as useful vehicles for sharing best practice and networking between schools."]
[2172,"StA_98","-","Teaching_Learning","Good practice","University of St Andrews","98 The University presents awards for outstanding teaching at an annual Teaching Excellence Award ceremony held by the Students' Association and the Principal's Office. Award winners are invited to contribute to dissemination events or training courses organised across the University. Since the last ELIR review, the University has introduced master classes for early career members of academic staff in the Arts Faculty. In addition, the University awards bursaries to staff who advance the scholarship of learning and teaching. "]
[2173,"StA_99","-","Teaching_Learning","Good practice","University of St Andrews","99 Since the last ELIR, the University has taken steps to develop a community of practice in pedagogical research by the establishment of the St Andrews Learning and Teaching Initiative (SALTI). SALTI focuses on the development of pedagogical research, while the Centre for Higher Education Research (CHER) supports higher education research more broadly. The work of SALTI and CHER is supported by the new Centre for Educational Enhancement and Development (CEED). Until 2018-19, a well-regarded Teaching Development Fund existed to support projects impacting the transitional culture of learning and teaching. This has been on hold since then but will be revisited as part of the ongoing review of SALTI/CHER and CEED. The institution has early plans to further develop pedagogical research to inform best practice in both learning and teaching. "]
[2174,"StA_99","-","Enhancement","Practice","University of St Andrews","99 Since the last ELIR, the University has taken steps to develop a community of practice in pedagogical research by the establishment of the St Andrews Learning and Teaching Initiative (SALTI). SALTI focuses on the development of pedagogical research, while the Centre for Higher Education Research (CHER) supports higher education research more broadly. The work of SALTI and CHER is supported by the new Centre for Educational Enhancement and Development (CEED). Until 2018-19, a well-regarded Teaching Development Fund existed to support projects impacting the transitional culture of learning and teaching. This has been on hold since then but will be revisited as part of the ongoing review of SALTI/CHER and CEED. The institution has early plans to further develop pedagogical research to inform best practice in both learning and teaching. "]
[2175,"StA_100","-","Staff_Support","Professional development","University of St Andrews","100 Peer observation is a requirement for research postgraduate students who teach. However, engagement by staff more generally is inconsistent across schools with no evidence of systematic monitoring. The team encourages the University to consider ways to encourage greater awareness and engagement with the scheme. "]
[2176,"StA_101","Commendation","Teaching_Learning","Good practice","University of St Andrews","101 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value that there are both formal and informal ways of sharing, within as well as beyond their own school. They also find that the online approach has become an enabler to access more sharing opportunities than before, particularly beyond the school. "]
[2177,"StA_101","Commendation","Enhancement","Practice","University of St Andrews","101 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value that there are both formal and informal ways of sharing, within as well as beyond their own school. They also find that the online approach has become an enabler to access more sharing opportunities than before, particularly beyond the school. "]
[2178,"StA_102","-","Staff_Support","Policy","University of St Andrews","102 The University has effective approaches for engaging, developing and supporting staff at different levels. Organisational and Staff Development Services (OSDS) (originally part of CAPOD) oversees a range of generic staff development activity including leadership development and succession planning in schools. "]
[{"$f":"IF(B2181<>\"\",ROW(A2181)-2,\"\")","v":2179},"StA_103","-","Staff_Support","Policy","University of St Andrews","103 The University has developed a more strategic approach to academic leadership development supported by the restructure of its Organisational and Staff Development Services (OSDS) and an ongoing review of the relationships between a number of other professional service units engaged in academic and educational development. The dedicated mentoring and support provided by OSDS for heads of school and directors of teaching has been particularly positive and the visibility of education-focused pathways promotes interest among staff in teaching leadership positions.  "]
[2180,"StA_104","-","Staff_Support","Professional development","University of St Andrews","104 All new academic staff are encouraged to engage with the online Academic Induction Resource (AIR) accessible from various locations on the university website. However, the system cannot currently provide engagement data to monitor take-up although this will be addressed with the developments outlined in paragraph 108. Feedback from academic staff indicates the resource is a useful introduction. In addition, there is a general university staff induction event - a specific session for academic staff covering the University's strategies for learning and teaching, and research - and a 'New Staff Essentials' course covering health and safety, diversity awareness and career development. Heads of School meet with new academic staff to set objectives for the probationary period. The head of school (or deputy) reviews all academic and research staff annually."]
[2181,"StA_105","-","Staff_Support","Professional development","University of St Andrews","105 All academic staff are encouraged to participate in the Academic Staff Development Programme (ASDP). In academic year 2017-18, 120 academic staff participated in the programme, although since then there has been a drop in total attendances from academic staff evenly distributed across all disciplines. Those who do attend report a high level of satisfaction. Attendance data are monitored longitudinally and although the proportion of attendances by discipline are roughly proportionate to staff numbers in that discipline, there are some significant variations in levels of engagement year-on-year, and between disciplines which the University is investigating in order to improve engagement."]
[2182,"StA_106","Recommendation","Staff_Support","Professional development","University of St Andrews","106 The University recently reviewed the programme for PhD supervisor training and launched an online training package in 2020 with mandatory elements for supervisors      with engagement followed up by heads of school. 34% of total supervisors have attended       face-to-face training since 2015-16 and 29 have completed the new online refresher since June 2020. In addition, some schools organise their own local and discipline-specific refresher training. Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system that will allow the University to monitor the completion of all mandatory training for staff, including supervisor training, in order to increase compliance. The timescale for completion is not yet clear. The ELIR team recommends that the University should continue developing systems to monitor staff engagement with mandatory training."]
[2183,"StA_107","Commendation","Staff_Support","Policy","University of St Andrews","107 The University has been reviewing its strategic approach to staff development in learning and teaching and has recognised the need to reorganise and clarify the relationships of CEED, SALTI and CHER. CHER has been in existence for around 10 years and, following a period of limited activity, is beginning again to promote educational research and networking of colleagues active in this area. The review team commends the University's more strategic approach to academic leadership development supported by the restructure of its Organisational and Staff Development Services (OSDS) and the increased efforts to underpin the curriculum by pedagogical research, while also recognizing the need to clarify the roles of, and interaction between, CEED, CHER and SALTI."]
[2184,"StA_108","-","Staff_Support","Professional development","University of St Andrews","108 CAPOD also supports colleagues developing applications for Higher Education Academy Fellowship via the individual route (funded by the institution since 2018-19). In 2018, CAPOD introduced a fund to cover the cost of individual route applications by staff to Advance HE, in addition to running workshops to support individual route applications. Since the fund was introduced 13 staff have successfully submitted applications. The University also recognises that staff can apply direct to Advance HE and achieve Fellowship without the University's knowledge. In addition, the University is planning to introduce a new Postgraduate Certificate in Higher Education in time for the upcoming academic year or     the next."]
[2185,"StA_109","-","Staff_Support","Professional development","University of St Andrews","109 The University has been involved in the Aurora programme since 2014-15, with    72 participants having successfully completed to date. The programme was seen as very beneficial by staff with appreciation for the mentorship aspect managed by CAPOD.   "]
[2186,"StA_110","-","Staff_Support","Professional development","University of St Andrews","110 The University has developed a new education-focused pathway with a route available to Professor linked to adjustment of the weighting of research versus teaching in the promotions criteria. The route is being actively utilised with evidence of successful applications across all faculties at grades 7 and 8. At present, there has only been one successful application to the grade 9 level on the education focused pathway. An indirect benefit of the education focused pathway is an increase in interest in teaching leadership positions. The ELIR team recognises the University's positive development with regard to the further recognition of teaching. "]
[2187,"StA_111","-","Enhancement","Strategy","University of St Andrews","111 The University has an effective approach to implementing institutional strategies. The Proctor's Office performs a pivotal role in providing institutional oversight and supporting schools to ensure systematic adherence with University policies and requirements that is coherent and timely. The staff located in the Office provide effective leadership for quality assurance and enhancement including responsiveness to, and engagement with, external and internal initiatives."]
[2188,"StA_112","Commendation","Enhancement","Strategy","University of St Andrews","112 The University has developed a more strategic approach to academic leadership since the last ELIR. The dedicated mentoring and support provided by OSDS for heads of school and directors of teaching has been particularly positive and the visibility of education focused pathways promotes interest among staff in teaching leadership positions. The review team commends this more strategic approach to academic leadership development."]
[2189,"StA_113","-","Enhancement","Strategy","University of St Andrews","113 The University has an effective approach to enhancing learning and teaching which is underpinned by established quality processes. The University has been proactively engaged in recent national Enhancement Themes. This has resulted in the development of a wide range of activities and resources linked to student transitions, mentoring and exploring the use of evidence to enhance the student experience."]
[2190,"StA_114","Commendation","Teaching_Learning","Good practice","University of St Andrews","114 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value the range of opportunities available - both formal and informal, and within and beyond their own school. "]
[2191,"StA_115","Recommendation","Staff_Support","Professional development","University of St Andrews","115 The University is developing new mechanisms to collect and monitor data on engagement with staff development events and resources. The ELIR team recommends that the University continues with its development and implementation of systems to monitor staff engagement with mandatory training. "]
[2192,"StA_116","-","Quality_Processes","Externality","University of St Andrews","116 The University has effective arrangements for managing quality and securing academic standards. These meet the sector expectations expressed in the UK Quality Code for Higher Education (Quality Code) and the Scottish Funding Council guidance. Although not required to do so, the institution has mapped its processes and policies to the Quality Code, which has enabled the identification of areas for further development. The overall approach is driven by principles of consistency, standardisation and shared responsibility for standards and quality. As a result, institutional procedures are clear, comprehensive and standardised, which permits significant devolution of responsibilities to schools."]
[2193,"StA_116","-","Quality_Processes","Framework","University of St Andrews","116 The University has effective arrangements for managing quality and securing academic standards. These meet the sector expectations expressed in the UK Quality Code for Higher Education (Quality Code) and the Scottish Funding Council guidance. Although not required to do so, the institution has mapped its processes and policies to the Quality Code, which has enabled the identification of areas for further development. The overall approach is driven by principles of consistency, standardisation and shared responsibility for standards and quality. As a result, institutional procedures are clear, comprehensive and standardised, which permits significant devolution of responsibilities to schools."]
[2194,"StA_117","-","Quality_Processes","Framework","University of St Andrews","117 The University has an established and conventional governance framework. Senate has overall responsibility for quality and standards, although most of its business is devolved to Academic Council (AC), to which report the Learning and Teaching Committee (LTC) and the Postgraduate Research Committee (PGRC). These advise AC on learning and teaching policy and practice at undergraduate and postgraduate levels. The Audit and Risk Committee of the University Court provides an additional level of monitoring through the receipt of annual reports. Institutional committee structures are not directly mirrored at faculty or school levels. Faculties do not have governance structures relating to the management of quality and standards, but Pro Deans and Associate Deans at faculty level play important roles and lead strategic initiatives."]
[2195,"StA_118","-","Quality_Processes","Framework","University of St Andrews","118 Each of the University's 20 schools has a Teaching Committee. The institution does not prescribe common terms of reference for these, but it was clear from documentation provided to the ELIR team and meetings with relevant staff, that they fulfil broadly similar functions. School Teaching Committees are chaired by Directors of Teaching and, in order to ensure a consistent approach, the University provides common key roles for Directors of Teaching of Postgraduate Studies (Taught), and of Postgraduate Studies (Research). "]
[2196,"StA_119","-","Quality_Processes","Framework","University of St Andrews","119 The established committee structure is augmented by the key role of Academic Monitoring Group (AMG) in receiving reports of external examiners, collaborations and partnerships, Annual Academic Monitoring (AAM) reports, AAM dialogues, feedback data, periodic review organisation, data on student progression and attainment. The Academic Assurance Group (AAG) is an effective mechanism for identifying and reporting to LTC features of good practice and identifying areas for enhancement. These processes ensure that schools, which have significant areas of autonomy, comply with institutional requirements. The ELIR team noted that School Directors of Teaching play central roles across the full range of learning and teaching activities. "]
[2197,"StA_119","-","Quality_Processes","Annual Monitoring","University of St Andrews","119 The established committee structure is augmented by the key role of Academic Monitoring Group (AMG) in receiving reports of external examiners, collaborations and partnerships, Annual Academic Monitoring (AAM) reports, AAM dialogues, feedback data, periodic review organisation, data on student progression and attainment. The Academic Assurance Group (AAG) is an effective mechanism for identifying and reporting to LTC features of good practice and identifying areas for enhancement. These processes ensure that schools, which have significant areas of autonomy, comply with institutional requirements. The ELIR team noted that School Directors of Teaching play central roles across the full range of learning and teaching activities. "]
[2198,"StA_120","Commendation","Quality_Processes","Framework","University of St Andrews","120 The Proctor's Office has a major role in supporting schools and in strategic management of education. It has invested heavily in the human resource required to fulfil its tasks, including the creation of Policy Officer roles and Associate Dean roles. The institutional response to the pandemic has resulted in a greater intensity of dialogue with schools and their Directors of Teaching, which in turn has enabled the LTC to give greater attention to strategic elements in its remit. It was evident to the ELIR team that the Proctor's Office and its members have a pivotal role in providing institutional oversight and supporting schools to ensure adherence with university policies and requirements, and respond to external and internal initiatives. The staff located in the Office provide effective leadership for quality assurance and enhancement. The ELIR team commends the role of the Proctor's Office in supporting Schools in ensuring compliance with institutional requirements, responding to external and internal initiatives and educational issues, and the provision of strategic management of education."]
[2199,"StA_121","-","Quality_Processes","Programme Approval","University of St Andrews","121 New programme and associated module proposals are required to meet the University's academic strategies and plans. Institutional policies relating to programme development are aligned to sector expectations and take into account appropriate Subject Benchmark Statements; professional, statutory and regulatory body (PSRB) requirements; and relevant qualifications frameworks; as well as the University's regulations relating to student support and development and module structures, credits and academic levels. The University provides appropriate and clear guidance for module and programme developments (including matters requiring approval at institutional level), standard  templates and a centralised electronic portal to promote a consistent approach. Deans, through the Curriculum Approvals Group (CAG), have delegated authority for the approval  of new modules and significant changes to modules or programmes. Academic Council has ultimate authority to approve new programmes and to authorise the withdrawal of existing programmes. The process requires schools to align the format of assessment to intended learning outcomes, consult with relevant stakeholders, provide appropriate progression and exit points, and develop academic and business cases. "]
[2200,"StA_122","-","Quality_Processes","Programme Approval","University of St Andrews","122 There is appropriate distance between the approval of academic and financial rationales to ensure that academic approval is not in response to financial imperatives. Externality is provided by external examiners. The process, which is supported by a dedicated Curriculum Officer, is sufficiently flexible to permit the institution to respond in an agile fashion to necessary changes. The University provides supportive staff development and training and keeps the process under review in order to make enhancements. Documentation seen by the ELIR team confirmed that institutional and sector expectations were adhered to and that processes were robust. Staff demonstrated a good understanding of requirements.  "]
[2201,"StA_123","-","Quality_Processes","Framework","University of St Andrews","123 The University has three processes which enable it to have effective oversight of, and opportunities to, enhance its academic standards and the quality of its provision - module evaluation, Annual Academic Monitoring (AAM) and University-led Reviews of Learning and Teaching (URLT). In the current pandemic, the institution has enhanced its monitoring process in order to protect outcomes for students. Research student progress is monitored through the annual review process. "]
[2202,"StA_124","-","Quality_Processes","Internal Review","University of St Andrews","124 Student evaluation of modules is undertaken through structured questionnaires consisting of a standard set of questions which may be augmented by additional school-specific questions plus a Question of the Year. The latter is intended to enable the University to gather information and respond to topical issues and areas for enhancement, for example, around the Careers Link role in schools. In semester 2 of the academic year 2019-20, the use of module evaluation questionnaires was suspended and replaced with student surveys in order to provide feedback on online learning, remote examinations and study abroad. Module-level reports are available to module coordinators, with individual and generic feedback being available to lecturers. Results are analysed at school, faculty and university levels, and formal and informal feedback is provided to  schools and individual members of staff as appropriate. The University provides appropriate guidance on the interpretation of module evaluations and Directors of Teaching receive detailed comparative reports. The review team noted variability in the module evaluation questionnaire response rates. Schools are required to give feedback to students on issues raised through module evaluation questionnaires. "]
[2203,"StA_124","-","Student_Engagement","Quality processes","University of St Andrews","124 Student evaluation of modules is undertaken through structured questionnaires consisting of a standard set of questions which may be augmented by additional school-specific questions plus a Question of the Year. The latter is intended to enable the University to gather information and respond to topical issues and areas for enhancement, for example, around the Careers Link role in schools. In semester 2 of the academic year 2019-20, the use of module evaluation questionnaires was suspended and replaced with student surveys in order to provide feedback on online learning, remote examinations and study abroad. Module-level reports are available to module coordinators, with individual and generic feedback being available to lecturers. Results are analysed at school, faculty and university levels, and formal and informal feedback is provided to  schools and individual members of staff as appropriate. The University provides appropriate guidance on the interpretation of module evaluations and Directors of Teaching receive detailed comparative reports. The review team noted variability in the module evaluation questionnaire response rates. Schools are required to give feedback to students on issues raised through module evaluation questionnaires. "]
[2204,"StA_125","-","Quality_Processes","Annual Monitoring","University of St Andrews","125  Module evaluation feeds into the Annual Academic Monitoring (AAM), which provides an opportunity for schools to reflect on their learning and teaching provision through a self-assessment process. Reports are intended to be a reflective, focused and concise evaluation of learning and teaching experience. The process has been designed to enable the dissemination of good practice, identify institution-level themes and areas where institutional intervention may be desirable. It is evidence-based, using data from student surveys, module evaluation questionnaires and external examiners. Since the 2015 ELIR, the process has been enhanced to engage a wider group of academic staff, reduce the level of documentation required from schools by utilising central data, and by requiring discussion of postgraduate research degree information."]
[2205,"StA_126","-","Quality_Processes","Annual Monitoring","University of St Andrews","126 From 2019 onwards, data provided on a dashboard has enhanced the ability to analyse more effectively. Examples of AAM reports seen by the ELIR team indicated a good level of reflective engagement and analysis. All AAM reports are considered by AMG and Deans of Faculty in a dedicated meeting where themes are identified. A concise summary of the generic matters arising from AAM forms part of an annual report to the University's Learning and Teaching Committee. The ELIR team saw clear evidence of how specific matters arising from AAM were addressed. The formal AAM reporting is augmented by AAM dialogues in which one-third of schools each year are invited to follow-up discussions to discuss issues in greater depth. Taken as a whole, the AAM process enables issues to be identified and addressed and good practice to be identified. "]
[2206,"StA_127","-","Quality_Processes","Internal Review","University of St Andrews","127 University-led Reviews of Learning and Teaching (URLTs) are the institution's periodic review process. The composition of review teams is appropriate. Panels are led by the appropriate Dean, include two representatives external to the institution, a member of university staff from a cognate area, two student representatives and either the Head of Education Policy or the Academic Policy Officer (Quality). Documentation sets are required from departments and the University, along with a reflective analysis from the school or service department. There is clear guidance for the School President on gathering feedback from undergraduate, taught postgraduate and research postgraduate students to enable the production of a student view of the unit under review. Reviews culminate in the production of a report to a common template with recommendations and commendations. Schools are required to produce action plans, implementation of which is monitored by the Academic Monitoring Group (AMG). The University keeps the process under review and reports themes arising annually to the University's Learning and Teaching Committee. The ELIR team was able to confirm that the process is robust and thorough, and outcomes meet the expectations of the University and the Scottish Funding Council. "]
[2207,"StA_128","-","Postgraduate_Research","Monitoring","University of St Andrews","128 The University's practices and policies relating to the monitoring of research degrees align with sector expectations and the requirements of the Quality Code. There are clear policies relating to supervision, progress reviews and termination of studies, assessment and examination. The University reviews its policies continuously to ensure compliance with external regulations and to support students. Students the ELIR team met were clear about expectations relating to progression and examination. Procedures relating to the establishment and operation of Doctoral Training Partnerships and Centres for Doctoral Training operate in accordance with documentation relevant to their establishment. The Academic Monitoring Group receives annual reports on postgraduate research student progression and data. Reports are comprehensive, covering, for instance, the numbers of students achieving their intended award, time taken, the disability attainment gap, retention and data on annual progress reviews. Although there are variations between schools, it was clear to the ELIR team that institutional oversight was thorough and robust."]
[2208,"StA_129","-","Quality_Processes","Framework","University of St Andrews","129 Taken as a whole, the institution has effective and systematic processes to monitor and review academic standards."]
[2209,"StA_130","-","Assessment","Practice","University of St Andrews","130 The University expects students to be exposed to a variety of forms of assessment which are designed to enable them to demonstrate achievement of module and programme learning outcomes. This is monitored and approved by CAG to ensure compliance with the institution's Policy on Assessment. In response to student feedback and supported by research into practice elsewhere, some schools have reviewed and changed assessment strategies."]
[2210,"StA_131","-","Assessment","Practice","University of St Andrews","131 Schools are required to publish marking criteria, marking descriptors, and turnaround time for assessments. There are appropriate arrangements for moderation to ensure consistency and maintain and enhance standards, and assessment results may be tested to ensure consistency and reliability. University regulations are clear and comprehensive. "]
[2211,"StA_131","-","Assessment","Feedback","University of St Andrews","131 Schools are required to publish marking criteria, marking descriptors, and turnaround time for assessments. There are appropriate arrangements for moderation to ensure consistency and maintain and enhance standards, and assessment results may be tested to ensure consistency and reliability. University regulations are clear and comprehensive. "]
[2212,"StA_132","-","Assessment","Practice","University of St Andrews","132 The University has appropriate arrangements to accommodate students with individual needs through reasonable adjustments in order to ensure that assessment is inclusive and equitable. Arrangements for the management of academic appeals conform to sector expectations. The University restructured its policy on good academic practice in 2018-19. All students are required to complete training in good academic practice. "]
[2213,"StA_132","-","Appeals_Complaints","Policy","University of St Andrews","132 The University has appropriate arrangements to accommodate students with individual needs through reasonable adjustments in order to ensure that assessment is inclusive and equitable. Arrangements for the management of academic appeals conform to sector expectations. The University restructured its policy on good academic practice in 2018-19. All students are required to complete training in good academic practice. "]
[2214,"StA_133","-","Quality_Processes","Externality","University of St Andrews","133 The University effectively uses a range of external reference points in the setting and management of its academic standards and quality processes."]
[2215,"StA_134","-","Quality_Processes","Externality","University of St Andrews","134 The University's policies and frameworks are aligned to the Quality Code. Following the introduction of the new Quality Code, the University carried out a comprehensive mapping exercise to ensure that it complied with the expectations and practices set out.     As a result, it is aware of areas where further development is required, for instance, around assessment and appeals, as well as where there is full alignment. It intends to undertake such an exercise each year which will be monitored by the Education Strategic Management Group. "]
[2216,"StA_135","-","Quality_Processes","Externality","University of St Andrews","135  The University integrates the Quality Enhancement Framework, the Scottish Credit and Qualifications Framework (SCQF), and Subject Benchmark Statements into its procedures. Subject Benchmark Statements are used effectively in programme design. Programme specifications show the appropriate SCQF level and reference relevant accrediting body alignments where appropriate. Outcomes from URLTs reflect the use of external reference points.  "]
[2217,"StA_136","-","Quality_Processes","External examining","University of St Andrews","136 The University makes appropriate use of external expertise in the development of new (and significant amendments to existing) modules and programmes, through consultation with external examiners. For new programmes, schools may also seek the advice of other external subject specialists who are not external examiners. External advisers serve on URLT panels and there is provision for senior international assessors to be appointed where appropriate. Requirements of accrediting bodies are also considered in the development and review of programmes. "]
[2218,"StA_137","-","Quality_Processes","Externality","University of St Andrews","137 Eight schools in the University deliver programmes which have PSRB accreditations. Where possible, the University seeks to align reaccreditation visits with its URLT processes and to minimise the burden on departments. Institutional oversight is provided by the Academic Monitoring Group (AMG) and some, but not all, schools routinely provide details of accreditation visit outcomes and evaluations to the AMG. The University recognises the benefits which would accrue from greater consistency in practice and oversight, for example, by requiring schools to provide letters of accreditation and evaluative reports to AMG for it to identify institutional themes."]
[2219,"StA_137","-","PSRBs","Programme approval","University of St Andrews","137 Eight schools in the University deliver programmes which have PSRB accreditations. Where possible, the University seeks to align reaccreditation visits with its URLT processes and to minimise the burden on departments. Institutional oversight is provided by the Academic Monitoring Group (AMG) and some, but not all, schools routinely provide details of accreditation visit outcomes and evaluations to the AMG. The University recognises the benefits which would accrue from greater consistency in practice and oversight, for example, by requiring schools to provide letters of accreditation and evaluative reports to AMG for it to identify institutional themes."]
[2220,"StA_138","-","Quality_Processes","External examining","University of St Andrews","138 The University regards the external examining system as a crucial part of its approach to quality assurance and enhancement. It has a clear and recently updated policy that specifies its criteria for nomination and describes procedures for the appointment and term of office, setting out the purposes of the external examining system in ensuring the standards of its awards, the comparability of its standards and the role in the assessment and examination process. The role which external examiners play is further described in the University's Assessment Policies and Procedures. Broadly these adhere to sector expectations. External examiners are also consulted on new modules and programmes. External examiners report annually to the University through an online system, which are then distributed to Heads of School before consideration by the Proctor's office. Reports are analysed at faculty level with emergent themes being drawn out for further consideration by AMG and LTC."]
[2221,"StA_139","Recommendation","Quality_Processes","External examining","University of St Andrews","139 The 2015 ELIR asked the University to reflect on the role of external examiners in degree classification. The focus of external examining is principally at the module level. Final-degree classification is algorithmic, based on aggregation of module performance. There are no discretionary border zones and there is no external examiner role in the determination of final-degree classification. The ELIR team noted that the University was satisfied with its current approach, and that analysis of classification of joint degrees indicated no substantive or significant differences to single honours degrees. However, the University also indicated that, on reflection, it would be useful to share the final analysis of degree classification with external examiners and ask them to consider distribution patterns when submitting their final reports. At the time of the review visit such an approach had not been confirmed as university policy. The ELIR team recommends that the University implement its intended approach to sharing a final analysis of degree classification with external examiners during 2020-21 academic year. "]
[2222,"StA_140","Recommendation","Quality_Processes","External examining","University of St Andrews","140 The 2015 ELIR asked the University to 'publish external examiner reports in order to give students the opportunity to engage in discussion and consideration of this element of the assessment process'. In response, the University amended its external examining policy, required schools to summarise key issues raised by external examiners, list actions taken in response and present these to SSCCs. Although schools were reminded of the requirements, adherence was inconsistent. In the academic year 2019-20, the University decided to make reports available to students 'through Moodle or other means'. Students the ELIR team met confirmed that they had never seen external examiner reports and were not aware of having access to them. The ELIR team recommends that, by the end of the academic year 2020-21, the University should ensure that all students have easy access    to external examiners' reports for their programme of study. "]
[2223,"StA_141","-","Quality_Processes","External examining","University of St Andrews","141 Overall, the ELIR team considered that the University makes systematic and appropriate use of its external examiners and other external stakeholders in approval and review mechanisms."]
[2224,"StA_142","-","Enhancement","Practice","University of St Andrews","142 The University was requested to address 10 areas for development in the 2015 ELIR. The current ELIR team considered that the University had made satisfactory progress in addressing these, although there was some ongoing work. In making this progress the University has made some structural and procedural improvements to core quality assurance and quality enhancement processes. These have involved investment in human and technological resource, revisions to academic monitoring and feedback arrangements and investment in online management capabilities. It was also clear to the ELIR team that the University had continued to develop its approach in these areas since the Follow-up Report in 2016.   "]
[2225,"StA_143","-","Enhancement","Practice","University of St Andrews","143 In addition, the ELIR team noted that there was substantial evidence that the institution was continuing to build upon and embed the areas of positive practice referred to in the 2015 ELIR - for instance, relating to the enhanced role of the Proctor's office, the approach to widening participation, and promotion of equality and diversity. It also continues to identify areas for further enhancement of the student experience. "]
[2226,"StA_144","-","Quality_Processes","Use of data","University of St Andrews","144 The University has an effective approach to the use of data to inform its reflection, decision-making and enhancement processes. Its approach continues to develop in order to support strategic priorities. Since the 2015 ELIR, it has developed its digital systems to enhance its ability to meet changing needs. The University has also used its engagement with Enhancement Themes, such as 'Evidence for Enhancement: Improving the Student Experience' Theme, and Learning Analytics, to inform its approach. "]
[2227,"StA_145","-","Quality_Processes","Use of data","University of St Andrews","145 The institution's overall approach is strategic and evidence-led, to ensure that stakeholders have access to a broad suite of essential information. The Planning Office works with schools and professional services to enhance the portfolio of data. Of note is its IMEDA programme, established with IT services to develop data assets and management capabilities to deliver cultural changes to working practices and thus embed new capabilities."]
[2228,"StA_146","-","Quality_Processes","Use of data","University of St Andrews","146 Data is generated from a range of sources, including its Planning Office, student surveys, module evaluation questionnaires, HESA, graduate outcomes, research postgraduate progress reviews, retention rates and degree outcomes. These feed into annual strategic planning meetings with schools' management teams and the Principal's Office. At the institutional level, data suites are provided to the Student Experience Committee, the Learning and Teaching Committee, the Postgraduate Research Committee, AMG and Academic Council. Qualitative data inform the organisation of teaching enhancement events. The Proctor's Office is responsible for the analysis of module and programme outcomes and results, with the assistance of software which identifies outliers. Work is continuing on the provision of more data to inform understanding of progress and attainment of different ethnic groups. The University's strengths in the National Student Survey have been used to identify and work on successes and weaknesses. In particular, the provision by the Planning Office of Teaching Fact Sheets for every school, provide key information to aid effective decision-making. Part of the work of the short-life working group reviewing the institution's approach to quality mechanisms in the light of the pandemic, is working with the Planning Office to collect and review data on student progression and outcomes."]
[2229,"StA_147","-","Quality_Processes","Use of data","University of St Andrews","147 Overall, the University recognises the benefits accruing from its approach to     data-informed decision making and the way in which extensive suites of data are made available. "]
[2230,"StA_148","-","Quality_Processes","Framework","University of St Andrews","148 The University has an effective approach to securing academic standards. Policies are comprehensive, regularly reviewed and updated, with appropriate regulations and structured processes. Its overall quality framework is aligned to the Quality Code and other reference points. Students are appropriately engaged in quality processes. The University makes effective and systematic use of its external examiners. The institution is aware of areas where improvements can be made and of opportunities for enhancements, especially relating to feedback on teaching, and the use of marking scales and in module grade distribution between different schools."]
[2231,"StA_149","-","Quality_Processes","Framework","University of St Andrews","149 It was clear to the ELIR team that schools enjoyed a relatively high degree of autonomy and that in order to ensure consistent and equitable treatment of students, the institution needs to maintain its systematic approach to monitoring the application of university policies. "]
[2232,"StA_150","-","Quality_Processes","Framework","University of St Andrews","150 Overall, the University has effective arrangements for self-evaluation, including its use of data to inform decision-making. Extensive data suites are widely available and inform evaluation within schools and university committees. Evaluative mechanisms apply to student facing services as well as academic units. The University has appropriate systems which enable the identification of good practice for wider dissemination. The way in which the institution has built on and developed areas of positive practice since last ELIR demonstrate the institution's determination to improve the overall student experience."]
[2233,"StA_150","-","Quality_Processes","Use of data","University of St Andrews","150 Overall, the University has effective arrangements for self-evaluation, including its use of data to inform decision-making. Extensive data suites are widely available and inform evaluation within schools and university committees. Evaluative mechanisms apply to student facing services as well as academic units. The University has appropriate systems which enable the identification of good practice for wider dissemination. The way in which the institution has built on and developed areas of positive practice since last ELIR demonstrate the institution's determination to improve the overall student experience."]
[2234,"StA_151","-","Collaborative_Partnerships","Oversight","University of St Andrews","151 The University has a strategic approach to the development of partnerships which support research and teaching. Global St Andrews is a key element of the institution's strategy. A new VP (International Strategy and External Relations) and a recently created International Committee steer the approach to international strategy and partnership development, driven by synergies in teaching and research. Other partnerships arise through proposals submitted from schools, but with the International Committee retaining oversight. Support is provided by a new Global Office. Staff the ELIR team met were clear that partnerships were developed in accordance with the University's Strategy, to support and enhance its academic reputation and its widening access ambitions. "]
[2235,"StA_152","-","Collaborative_Partnerships","Oversight","University of St Andrews","152 The framework within which collaborative provision is developed and managed was approved by the Academic Council in January 2020. It sets out the principles underpinning activity in this area, institutional responsibilities, a taxonomy of provision, approval and monitoring arrangements. The framework articulates arrangements put in place following the 2011 ELIR, especially relating to the five-stage review process, but also reflects in part the institution's response to a recommendation in the 2015 ELIR. The University was strongly encouraged to ensure: 'clear academic oversight of collaborative activity, including the systematic engagement of academic staff in the arrangements for monitoring student performance as well as reflecting on the wider student experience'. The institution's response was fourfold. From professional services, the creation of a new Global Office in 2019 which, with its Director, manages all of the University's collaborative programmes (including those which are UK based) and study abroad opportunities. The AMG receives annual reports of collaborative agreements and study abroad. A new AMG (Collaborations and Partnerships) meets each semester and monitors quality assurance and enhancement.  Finally, as well as the new framework, there is a new policy on the Management of Work Placements and annual training events for study abroad coordinators in schools. The University indicated to the ELIR team that its approach to academic oversight of collaborative activity continues to develop. The view of the ELIR team was that the institution's current approach was effective and would be enhanced by planned developments "]
[2236,"StA_153","-","Collaborative_Partnerships","Oversight","University of St Andrews","153 The majority of the partnerships which the University has with other institutions are at postgraduate level, in particular joint doctoral programmes. Since 2018, the University has preferred to establish what it describes as 'umbrella' arrangements (at school, faculty or university level) for collaborative PhDs in preference to individual co-tutelle arrangements. These have been found to be effective in enhancing the research student experience and strengthening the support available to, for example, supervisors and partners."]
[2237,"StA_154","-","Collaborative_Partnerships","Student experience","University of St Andrews","154  The University intends to expand its provision of articulation and pathway arrangements, providing flexible entry and FE-HE supported pathways. It has a clear approach to their development and management. Articulation agreements offer entry to science and arts programmes with flexible routes. It plans to develop such pathways through expanding the range of subjects into which students can articulate and develop further agreements with two additional further education colleges. "]
[2238,"StA_155","-","Collaborative_Partnerships","Oversight","University of St Andrews","155 Other developments since the last ELIR include a joint PhD programme and award validation, an innovative and complex collaboration for the Scottish Graduate Entry to Medicine (ScotGEM) programme between the University, two other higher education institutions and four NHS trusts, a graduate apprenticeship programme, and a new undergraduate degree with partner-taught elements. There are also long-standing partnerships for taught programmes at undergraduate and postgraduate levels which the University continues to develop and enhance. "]
[2239,"StA_156","-","Collaborative_Partnerships","Oversight","University of St Andrews","156 Since the last ELIR in 2015, the University has established a set of template contracts for the management of collaborative arrangements, which ensure compliance   with institutional policy and legal requirements. Due diligence processes are robust and appropriate and are managed through the Global Office. "]
[2240,"StA_157","-","Collaborative_Partnerships","Oversight","University of St Andrews","157 The establishment and management of collaborative programmes are a joint enterprise between academic and professional services. Proposal and approval processes, though aligned to those for non-collaborative proposals, are bespoke in order to secure standards and a shared understanding between the partners. The ELIR team saw examples of completed documentation which complied with institutional requirements and the expectation of the Quality Code. Collaborative proposals are detailed, receive input from the Pro Dean Postgraduate (Taught and Research) and the Pro Deans Curriculum, before being reviewed and approved by the Principal's Office. The Global Office ensures that policy, regulatory, assessment requirements are considered. Academic consideration of collaborative programmes is undertaken through the CAG, with external input. "]
[2241,"StA_158","-","Collaborative_Partnerships","Oversight","University of St Andrews","158  Review processes are structured and embedded, although there is ongoing work around the renewal of agreements and the framework to support them, and ensuring the timely signing of memoranda of agreement. The University recognises that it is responsible for the academic standards and quality of collaborative awards and expects review procedures to be adhered to as rigorously as for internal provision, but proportionate to the nature of the collaboration. At an institutional level, the AMG (Partnerships and Collaborations) oversees standards and quality for all collaborative provision. Reviews take place at an early stage in a new collaboration to monitor progress and resolve issues. Collaborative programmes are included in school annual academic monitoring processes. Full reviews take place prior to the end of the period of any agreement to review the management and development of the partnership and are considered by AMG. Documentation seen by the ELIR team confirmed that these arrangements were in place.    It noted the recommendations to the University arising from the First Collaborative Review of the ScotGEM programme, especially around risks, supporting the development of new programmes, resources and timescales. "]
[2242,"StA_159","-","Collaborative_Partnerships","Oversight","University of St Andrews","159 Collaborative doctoral programmes are monitored, and student progress is clearly defined and operated in accordance with the progress review policy. Supervisors are required to hold at least one joint supervision session with the student each year. "]
[{"$f":"IF(B2245<>\"\",ROW(A2245)-2,\"\")","v":2243},"StA_159","-","Postgraduate_Research","Monitoring","University of St Andrews","159 Collaborative doctoral programmes are monitored, and student progress is clearly defined and operated in accordance with the progress review policy. Supervisors are required to hold at least one joint supervision session with the student each year. "]
[2244,"StA_160","-","Collaborative_Partnerships","Oversight","University of St Andrews","160  The taught collaborative degree programmes are overseen by joint committees of the institutions to ensure that academic standards are monitored effectively, although the constitution of each committee is bespoke. The AMG is working with the Global Office and schools to harmonise the structure and remit of these joint committees, intending to have a standardised joint committee meeting at least once each year. The intention is to ensure that this structure applies to all collaborative programmes when they are due for review and renewal. The AMG works with schools and the Global Office to ensure consistency and the new AMG (Collaborations and Partnerships) monitors quality assurance and enhancement arrangements. "]
[2245,"StA_161","-","Collaborative_Partnerships","Student experience","University of St Andrews","161 The University has a programme of work underway to enhance the experience of students on collaborative programmes, including the development of new websites, provision of information, an expansion to the joint programme with the College of William and Mary, a fresh approach to transition between institutions and careers development. "]
[2246,"StA_162","-","Collaborative_Partnerships","Oversight","University of St Andrews","162 Overall, the University has an effective approach to the management and enhancement of its collaborative provision. It is aware of the areas where further development is required, for example, the remit and structure of joint committees, and is taking appropriate action."]
[2247,"GSA_2","-","Governance","Structure","Glasgow School of Art","2 GSA comprises three campuses: the Garnethill campus in central Glasgow; the Highlands and Islands campus near Forres; and the Singapore campus at the Singapore Institute of Technology (SIT), although the GSA courses offered at the latter were due to cease in summer 2021."]
[2248,"GSA_3","-","Governance","Structure","Glasgow School of Art","3 At the time of this ELIR, GSA comprised five schools: the School of Fine Art; the School of Design; the Mackintosh School of Architecture; and two - the Innovation School and the School of Simulation and Visualisation - which had been established since the previous ELIR in 2014."]
[2249,"GSA_4","-","ELIR_Approach","Operation","Glasgow School of Art","4 GSA's development since the previous ELIR had been impacted significantly by the fires in the Mackintosh building in 2014 and 2018. The fires had wide-ranging implications for every aspect of GSA's activity, particularly estate management, senior leadership composition, staff and student experience, and curriculum design and location. A further consequence of the second fire had been the postponement of this ELIR from 2018-19 to 2019-20. "]
[2250,"GSA_5","-","ELIR_Approach","Themes","Glasgow School of Art","5 GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR, citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this   ELIR 4'. "]
[2251,"GSA_6","-","Governance","Strategy","Glasgow School of Art","6 GSA had been due to commence implementation of its 2018-21 Strategic Plan in academic year 2018-19. However, following the 2018 fire, the strategy was withdrawn by the Senior Leadership Group (SLG) and annual operational plans were put in its place to ensure continuity of service until a new strategic plan could be agreed. Each academic school had also developed operational strategies for Learning and Teaching Enhancement (LTES), Research and Enterprise (R&E), and Internationalisation to support the 2018-21 Strategic Plan. The LTES and R&E strategies have continued to operate within each school; the Internationalisation Strategy is currently under review. At the time of this ELIR, GSA was preparing to develop a new Strategic Plan for the period to 2025."]
[2252,"GSA_7","-","Governance","Structure","Glasgow School of Art","7 Also at the time of the ELIR, responsibility for GSA's day-to-day management, policy and planning was vested in the Senior Leadership Group (SLG) comprising the Director; Deputy Director (Academic); Deputy Director (Research and Innovation); Registrar and Secretary; Director of Marketing, Communications and Strategy; Director of Development; Director of Human Resources; and Director of Finance and Resources. The SLG was established in November 2018 to facilitate operational needs following the second fire and the departure of the then Director. The SLG replaced a larger body - the Executive - which had included, in addition to all members of what became the SLG, significantly greater academic representation, including all Heads of School and the Heads of Learning and Teaching, and of Research and Enterprise. "]
[2253,"GSA_8","-","Governance","Structure","Glasgow School of Art","8 Since 2018, GSA had been led by an Interim Director until the current Director took up her post in May 2020. The Deputy Director (Academic) left GSA in early 2020, and his replacement was not due to join the institution until December 2020. This combination of staffing changes meant that, during the period coinciding with this ELIR, GSA's capacity for senior academic leadership and strategic direction had been limited."]
[2254,"GSA_9","-","Governance","Structure","Glasgow School of Art","9 Ultimate authority for academic decision-making within GSA is vested in the Academic Council. Academic Council is advised on matters of quality and standards by the Undergraduate and Postgraduate Committee (UPC), which is in turn supported by the Learning and Teaching Committee (LTC) in respect of quality enhancement. Research degrees are overseen by the Research Degrees Sub Committee (RDSC), which reports to Academic Council via the Research and Enterprise Committee (REC). "]
[2255,"GSA_10","-","Governance","Structure","Glasgow School of Art","10 At the time of this ELIR, the Learning and Teaching Committee had temporarily been suspended because of the COVID-19 pandemic. In its place, GSA-wide academic decision-making had been managed by an Academic Continuity Group (ACG), comprising the Heads of School, the Academic Registrar, and the Heads of Learning and Teaching, Technical Support, Library Services, IT Services, and Professional and Continuing Education. There was no student representation on the ACG. This Group reported to the Senior Leadership Group."]
[2256,"GSA_10","-","Covid_19","Strategy","Glasgow School of Art","10 At the time of this ELIR, the Learning and Teaching Committee had temporarily been suspended because of the COVID-19 pandemic. In its place, GSA-wide academic decision-making had been managed by an Academic Continuity Group (ACG), comprising the Heads of School, the Academic Registrar, and the Heads of Learning and Teaching, Technical Support, Library Services, IT Services, and Professional and Continuing Education. There was no student representation on the ACG. This Group reported to the Senior Leadership Group."]
[2257,"GSA_11","-","Demographics","Numbers","Glasgow School of Art","11 In 2019-20, GSA had a total headcount of 2,622 students. Of these, 73.3% were undergraduate, 24.8% taught postgraduate, and 1.9% postgraduate research students. 2,396 students were based in Glasgow, 35 at the Highlands and Islands campus and 191 at the Singapore campus. Of these, 37.6% of students were classified as Scottish, 18.7% were from the rest of the UK, 15% were from the EU and 28.7% were non-EU international students.  "]
[2258,"GSA_12","-","Demographics","Widening participation","Glasgow School of Art","12 93 students entering their first year in September 2019 were from Scottish Index of Multiple Deprivation (SIMD) 20/40 backgrounds, against a target of 77 outlined in the Scottish Funding Council Outcome Agreement, with GSA outperforming their target. The number of students entering from further education with advanced standing doubled from 73 to 146 between academic years 2013-14 and 2017-18."]
[2259,"GSA_13","-","Demographics","Trends","Glasgow School of Art","13 There has been an increase of around 24% in overall student numbers since the 2014 ELIR. This incorporates variable rates of increase in different components of the student body, with the greatest increase among taught postgraduate students. At the time   of the ELIR in autumn 2020, GSA had no plans for any further increase in student numbers; rather its intention was to consolidate numbers around current levels."]
[2260,"GSA_14","-","Equality_Diversity","Policy","Glasgow School of Art","14 In 2018-19, 66.6% of students identified as female, 31.9% as male and 1.5% as other, and GSA offers several disciplines that do not currently meet the Scottish Funding Council (SFC) target that, by 2030, no discipline in a Scottish higher education institution should have an overall gender imbalance greater than 75:25. Although a number of actions had been identified at school level to start addressing this, at the time of the ELIR GSA did not have an institutional gender action plan. "]
[2261,"GSA_15","-","Demographics","Widening participation","Glasgow School of Art","15 The number of black, Asian and minority ethnic (BAME) students, including EU and international students, has increased in all five schools since the 2014 ELIR. GSA attributes the enhanced progression of Scottish-domiciled BAME students into undergraduate study to the work done on developing extensive outreach activities.  "]
[2262,"GSA_16","-","Demographics","Numbers","Glasgow School of Art","16 Since the 2014 ELIR, progression and retention rates for students have fluctuated in all five schools but are, as stated by GSA, 'above Office for Students calculated benchmarks'. In 2018-19, the percentage of students eligible to progress or graduate ranged from 83.1% in the School of Design to 98% in the Innovation School."]
[2263,"GSA_16","-","Student_Support","Progression","Glasgow School of Art","16 Since the 2014 ELIR, progression and retention rates for students have fluctuated in all five schools but are, as stated by GSA, 'above Office for Students calculated benchmarks'. In 2018-19, the percentage of students eligible to progress or graduate ranged from 83.1% in the School of Design to 98% in the Innovation School."]
[2264,"GSA_17","-","Student_Development","Graduate Attributes","Glasgow School of Art","17 During the period since the last ELIR, the proportion of undergraduates awarded First or Upper-Second Class degrees was relatively stable, fluctuating between 48% and 54%, until 2018-19, when it increased to 67%; this included 29% of students being awarded First-Class degrees, compared with 31% in 2013-14."]
[2265,"GSA_18","-","Equality_Diversity","Practice","Glasgow School of Art","18 Attainment gaps for BAME students are inconsistent across the period documented online but, overall, appear healthy in comparison with national averages, and have narrowed significantly since 2015-16. Gender shows a more mixed position, with the attainment gap favouring women in some years and men in others. The degree attainment gap between students who disclosed a disability, and those who did not, was 2% in favour of students who disclosed a disability in 2017-18. However, in 2018-19 this had reversed to a gap of 12% in favour of students who had not disclosed a disability. The most striking attainment gap is that between students from overseas in favour of those from Scotland and the rest of the UK, which has varied between 14 and 38 percentage points in the period from 2014-15 and 2018-19. There would be value in GSA considering the underlying reasons for gaps in attainment between different groups of students, and identifying strategies for addressing them."]
[2266,"GSA_19","-","Admissions","Widening participation","Glasgow School of Art","19 A GSA-wide Admissions Target Group plans student numbers at programme level by fee status and widening participation status. This ensures that programmes recruit in accordance with their capacity, while GSA meets institution-wide targets. The ELIR team consider that GSA is effective in planning and managing its student population. "]
[2267,"GSA_20","-","ELIR_Approach","Operation","Glasgow School of Art","20 Pre-pandemic preparations for this ELIR were led by the Head of Learning and Teaching and overseen by the Learning and Teaching Committee, which includes the Deputy Director (Academic), all Heads of Schools and Professional Services Departments, and student representatives. A series of writing workshops were central to identifying the core themes of the Reflective Analysis (RA). These workshops, which involved all members of the Learning and Teaching Committee, were organised around a series of questions drawn from the documentary evidence that was being gathered in parallel, and aligned to each section of the RA. At the end of this process, a final workshop was held with Heads of School to clarify GSA's overarching strengths and challenges."]
[2268,"GSA_20","-","ELIR_Approach","Reflective Analysis","Glasgow School of Art","20 Pre-pandemic preparations for this ELIR were led by the Head of Learning and Teaching and overseen by the Learning and Teaching Committee, which includes the Deputy Director (Academic), all Heads of Schools and Professional Services Departments, and student representatives. A series of writing workshops were central to identifying the core themes of the Reflective Analysis (RA). These workshops, which involved all members of the Learning and Teaching Committee, were organised around a series of questions drawn from the documentary evidence that was being gathered in parallel, and aligned to each section of the RA. At the end of this process, a final workshop was held with Heads of School to clarify GSA's overarching strengths and challenges."]
[2269,"GSA_21","-","ELIR_Approach","Student engagement","Glasgow School of Art","21 To facilitate effective student engagement in preparations for the ELIR, GSA's Learning and Teaching team held an away day with all Lead Representatives in December 2018 to capture their input. The Lead Representatives subsequently ran three workshops with 26 students from the wider student body to ensure these themes reflected the perspectives of students from across GSA. The Learning and Teaching team held a second workshop in November 2019 with Lead Representatives prior to the submission of the RA to ensure that the strengths and weaknesses outlined in chapter 2 of this document reflected student perceptions. "]
[2270,"GSA_22","-","ELIR_Approach","Staff engagement","Glasgow School of Art","22 Staff were engaged in preparations for the ELIR through several avenues, including the Learning and Teaching Committee, Undergraduate and Postgraduate Committee, schools Boards of Studies and Academic Council."]
[2271,"GSA_23","-","ELIR_Approach","Themes","Glasgow School of Art","23 As an outcome of this process, GSA agreed the following contextual themes: maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, and the practical, organisational and emotional challenges GSA has faced since the last ELIR; exploring ways to improve student representation and engagement; engaging with equality, diversity and inclusion; developing cross-GSA strategic approaches to enhancement and change management."]
[2272,"GSA_24","-","ELIR_Approach","Operation","Glasgow School of Art","24 Overall, the team concluded that GSA's preparation for the ELIR had been effective and inclusive, and that these themes represented key aspects of GSA's operational context, capturing topics which have had a substantive impact on the staff and student experience and enhancement activities. "]
[2273,"GSA_24","-","ELIR_Approach","Themes","Glasgow School of Art","24 Overall, the team concluded that GSA's preparation for the ELIR had been effective and inclusive, and that these themes represented key aspects of GSA's operational context, capturing topics which have had a substantive impact on the staff and student experience and enhancement activities. "]
[2274,"GSA_25","-","ELIR_Approach","Operation","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2275,"GSA_25","-","ELIR_Approach","Reflective Analysis","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2276,"GSA_25","-","Student_Engagement","Policy","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2277,"GSA_25","-","Student_Support","Progression","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2278,"GSA_25","-","Student_Development","Professional Development","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2279,"GSA_25","-","Teaching_Learning","Good practice","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2280,"GSA_25","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."]
[2281,"GSA_26","-","ELIR_Approach","Reflective Analysis","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2282,"GSA_26","-","Assessment","Feedback","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2283,"GSA_26","-","Enhancement","Strategy","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2284,"GSA_26","-","Teaching_Learning","Employability","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2285,"GSA_26","-","Postgraduate_Research","Student Experience","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2286,"GSA_26","-","Quality_Processes","Use of data","Glasgow School of Art","26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "]
[2287,"GSA_27","-","ELIR_Approach","Student engagement","Glasgow School of Art","27 Engagement with student representatives, particularly Lead Representatives, and with the broader student body through student-led workshops (paragraphs 46 and 48) were significant factors in shaping the contextualised themes for the ELIR, and informing commentary and analysis throughout the RA. In particular, student perceptions fed into explicit summaries of strengths and weaknesses in the provision that concluded each chapter of the RA. Wider sources of student feedback, including the NSS and GSA's internal Student Experience Survey (SES), were also analysed to ensure direct feedback from students informed the RA. Meetings during the ELIR provided evidence that students, particularly Student Association officers and Lead Representatives, had a good understanding both of the process, and of the themes that formed the focus of the ELIR. Taken as a whole, the ELIR team considered these activities provided a range of opportunities for staff and students to engage with and influence the School's ELIR preparations."]
[2288,"GSA_28","-","Quality_Processes","Framework","Glasgow School of Art","28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "]
[2289,"GSA_28","-","Student_Engagement","Policy","Glasgow School of Art","28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "]
[2290,"GSA_28","-","Assessment","Feedback","Glasgow School of Art","28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "]
[2291,"GSA_29","-","Student_Engagement","Policy","Glasgow School of Art","29 Throughout GSA's operational plans between 2014-19, there has been a commitment to explore ways of improving student representation and engagement. The institution identified this as an area of contextualisation for the ELIR, stating in the RA: 'before the first fire, GSA had identified the need to improve its student voice approach. Whilst it has remained clear since then that students value the community of GSA, the need to systematically engage with the students through renewed forms of student engagement has been a constant since 2014 and the majority of our enhancement activity has been in response to this'. "]
[2292,"GSA_30","-","Student_Engagement","Policy","Glasgow School of Art","30 GSA recognises that, in particular, 'closing the feedback loop' has been an 'intractable concern' since 2014. Since 2016-17, NSS scores related to Student Voice and Organisation and Management have been poor, recorded at between 55.07-62% and 48.84-52.58% satisfaction respectively. In all student meetings during the Planning and Review visits, students indicated that communication, including responding to student feedback, remained a priority area for development."]
[2293,"GSA_31","-","Student_Engagement","Representation","Glasgow School of Art","31 GSA funds the Students' Association (GSASA) which supports a range of clubs  and societies and coordinates student representative activities. In 2016, the GSA-led Student Voice initiative was launched, which comprised a collaborative review of the formal mechanisms for student representation. The new structure for student representation, introduced in 2018, includes remunerated Lead Representative posts for each school at undergraduate and taught postgraduate (PGT) levels, and a similar cross-school postgraduate research (PGR) post. Lead Representatives sit on each School Forum, programme-level Student-Staff Consultative Committees (SSCC) and Boards of Study, acting as a conduit between the student body and senior management. In turn, these Lead Representatives support class representatives, one for each year group per programme. Lead Representatives are supported through training from GSASA, in partnership with Student Partnership in Quality Scotland (sparqs) and the GSA Learning and Teaching team."]
[2294,"GSA_32","-","Student_Engagement","Representation","Glasgow School of Art","32 A full review and evaluation of the new representation structure was undertaken in partnership with sparqs in 2018-19. A one-day workshop, held in February 2019, attended by 20 staff and students from across GSA, acknowledged the opportunities that the new structure afforded students in having better access to decision-making, increased opportunities to offer feedback and increased representation on school-level committees. Key areas identified for further development included students' lack of clarity in how their feedback is considered and responded to, as well as challenges in the student representative recruitment cycle. It was agreed that Student Representative Recruitment, Training and Development activities would be revised, a set of actions designed to help close the feedback loop would be put in place, and a Student Voice Working Group would be established. Students who met with the ELIR team showed little awareness of the Student Voice initiative. During the ELIR, the team was told by staff that their ambition was to work in partnership with students in decision-making and that there was a need to change the culture around the student voice. "]
[2295,"GSA_33","-","Student_Engagement","Representation","Glasgow School of Art","33 Lead Representatives reported that they feel central to their School. The team found that the Lead Representative system was viewed positively by staff and students, and was working 'reasonably well' but the support provided for student representatives could be enhanced. During the ELIR, student representatives reported that there were meetings with class representatives and programme leaders, but not with Heads of School, and cited an example of a Board of Studies where no training was provided and students were faced with 'piles of papers'. The ELIR team heard from senior staff that GSA was planning to hold meetings with GSASA and Lead Representatives prior to Boards of Study but, at the time of the ELIR, this initiative to prepare students effectively for their roles on committees had not yet commenced. "]
[2296,"GSA_34","-","Student_Engagement","Representation","Glasgow School of Art","34 GSA's Annual Report to the Scottish Funding Council for 2017-18 notes that 'there was some concern that international students could feel isolated and that more could be done to assist with integration.' During the ELIR, student representatives who met with the team indicated that they would like there to be an additional, remunerated international representative to ensure that international students' views are fully represented within the student body. This was considered to be particularly important at the Forres campus, where most students are international. The ELIR team subsequently learned from additional information supplied by GSA that, from the beginning of academic year 2020-21, an additional Lead Representative had been appointed for the Forres campus."]
[2297,"GSA_35","-","Student_Engagement","Representation","Glasgow School of Art","35 The ELIR team was told by postgraduate students during the review, that the PGT Lead Representatives held regular meetings with staff, who operated an open-door policy, and that the system was working well. PGR students reported that their student representatives were effective in reporting concerns to the Head of Doctoral Studies. Although students viewed the system as being relatively effective at postgraduate level,  they would welcome 'greater diversity' in student representation.  "]
[2298,"GSA_35","-","Postgraduate_Research","Representation","Glasgow School of Art","35 The ELIR team was told by postgraduate students during the review, that the PGT Lead Representatives held regular meetings with staff, who operated an open-door policy, and that the system was working well. PGR students reported that their student representatives were effective in reporting concerns to the Head of Doctoral Studies. Although students viewed the system as being relatively effective at postgraduate level,  they would welcome 'greater diversity' in student representation.  "]
[2299,"GSA_36","-","Student_Engagement","Representation","Glasgow School of Art","36 Although the introduction of Lead Representatives has been welcomed as a positive step, the ELIR team established that the overall student representation structure is not making an impact on the students' perception and experience of their relationship with GSA. Students expressed the view that, while programme level committees work well and staff are responsive, the institutional response is poor and, beyond Lead Representative level, undergraduate issues 'disappear into the ether'. The GSASA reported that problems become incremental because they are not addressed in 'a timely way.' A proposal for a remunerated 'Liberation Representative' had also been made by the GSASA to GSA and although the new Director had been in favour, at the time of the ELIR, this had not yet been initiated. "]
[2300,"GSA_37","-","Student_Engagement","Representation","Glasgow School of Art","37 The President of GSASA is a member of Academic Council, the Undergraduate and Postgraduate Committee (UPG), the UPC Programme Approval Group (UPCPAG), the Programme Amendment and Course  Approval and Amendment Group (PACAAG) and the Board of Governors. Student representatives who met with the ELIR team reported that more training was required to support the President in their role. GSA reported that it was currently reviewing student representation on the Board of Governors, to include another representative in addition to the President, and widening representation on Academic Council. These changes are to comply with the Higher Education Governance (Scotland) Act 2016 and the Scottish Code of Good Higher Education Governance (2017 edition), but at the time of the ELIR these changes were not yet implemented. "]
[2301,"GSA_37","-","Governance","Structure","Glasgow School of Art","37 The President of GSASA is a member of Academic Council, the Undergraduate and Postgraduate Committee (UPG), the UPC Programme Approval Group (UPCPAG), the Programme Amendment and Course  Approval and Amendment Group (PACAAG) and the Board of Governors. Student representatives who met with the ELIR team reported that more training was required to support the President in their role. GSA reported that it was currently reviewing student representation on the Board of Governors, to include another representative in addition to the President, and widening representation on Academic Council. These changes are to comply with the Higher Education Governance (Scotland) Act 2016 and the Scottish Code of Good Higher Education Governance (2017 edition), but at the time of the ELIR these changes were not yet implemented. "]
[2302,"GSA_38","-","Student_Engagement","Representation","Glasgow School of Art","38 Building on positive progress made with the introduction of Lead Representatives, GSA should continue to embed effective arrangements for student representation. In particular, GSA should aim to promote a culture where student representatives are involved wherever possible, including in any groupings outside the formal committee structure, at     all levels. GSA should also work with student representatives in a mutually-beneficial partnership to consider what tailored training and briefing would be most effective to allow them to contribute effectively to committees and groups, and ensure that representatives have the information they need to fulfil their roles with confidence. "]
[2303,"GSA_39","-","Student_Engagement","Policy","Glasgow School of Art","39 GSA aspires to effective partnership working between staff and students but recognises from student feedback that this is experienced more strongly at the level of the programme than it is at a broader institutional level."]
[2304,"GSA_40","-","Student_Engagement","Policy","Glasgow School of Art","40 GSASA and GSA have attempted to formalise a Relationship Agreement but this has never been finalised. During the ELIR, senior staff reported that a draft was produced in 2017, written principally by the Director of Finance but agreement was hampered by the liquidation of GSASA's commercial operation. The RA noted that the Relationship Agreement was nearing completion in 2019. GSA confirmed that the Relationship Agreement would not be finalised until after a new GSASA Executive Manager was appointed in November 2020. The ELIR team was not able to see the draft agreement as requested. GSA indicated that it was under negotiation and, at the time of the current ELIR, senior staff indicated that there were no agreed timescales in place for its resolution but that they expected this to be in the near future."]
[2305,"GSA_41","-","Student_Engagement","Policy","Glasgow School of Art","41 The ELIR team learned that the GSASA attributes the delay in finalising the Relationship Agreement to the changes and vacancies in the GSA management team. As a result, the GSASA feels itself held 'at arms' length' by GSA's senior management. GSASA representatives expressed a desire to see an agreement that sets out areas of mutual priority and makes clear that GSA and GSASA are equal partners, and it is not merely a 'mouthpiece for management'. The team heard that GSASA wishes to be recognised as a mature and strategic vehicle to facilitate student engagement with the potential to support the institution. "]
[2306,"GSA_42","-","Student_Engagement","Representation","Glasgow School of Art","42 A Student Voice Working Group (SVWG) was proposed following a workshop delivered by Student Partnerships in Quality Scotland (sparqs), in February 2019, which delivered a Student Engagement Analysis evaluation workshop of GSA's student engagement infrastructure. Attended by 20 staff and students from across the schools at GSA, it identified the need for student representatives to have better access to decision-makers, increased opportunities for students to offer feedback, and increased student representation on school-level committees. However, at the time of the ELIR, the SVWG had only met once, in the first semester 2019-20 and student representatives who met with the ELIR team seemed largely unaware of its existence. Minutes were not taken    at the SVWG. The second planned meeting was cancelled as GSA responded to the COVID-19 pandemic. Staff reported that the ambition was to work in partnership with students and recognised the need to change the culture around the student voice and to involve students in decision-making, but reported that the SVWG was on hold until the arrival of the new Deputy Director (Academic). "]
[{"$f":"IF(B2309<>\"\",ROW(A2309)-2,\"\")","v":2307},"GSA_43","-","Student_Engagement","Representation","Glasgow School of Art","43 GSA highlights that the Student Voice site hosted its virtual learning environment as a key part of its mechanism for facilitating student feedback via representation. The ELIR team noted that the site links to a blog written by the Deputy Director, where the front page contains the message, 'We are aware that in the past there has been a gap in how we have communicated our responses to your feedback: the impact that feedback has, how it is listened to, considered, and put into use. This new blog is a space in which we hope to start to address this and is one part of a series of steps that we are taking to make this information more available to you'. However, there have been no new posts to this blog since February 2019 and the ELIR team learned it had lapsed after the departure of the Deputy Director in 2020. The team considered that there would be value in ensuring that the Student Voice initiative, given its strategic nature, is owned and embedded at institutional level and operationalised through institutional committee structures, rather than being reliant on one individual staff member."]
[2308,"GSA_44","Recommendation","Student_Engagement","Policy","Glasgow School of Art","44 It is recommended that GSA works to establish a culture where students are seen as equal partners, engaged individually and collectively in the development and enhancement of their educational experience. This should include setting out an agreed approach which allows progress to be made on matters of mutual priority where GSA and its Students' Association work together to enhance the student experience - for example, making demonstrable progress in finalising the existing Relationship Agreement and developing a new Student Partnership Agreement which both codifies the ways of working and facilitates actions being taken."]
[2309,"GSA_45","-","Student_Engagement","Policy","Glasgow School of Art","45 GSA recognises that processes for communicating with students appear to have suffered in the wake of the various institutional disruptions and is aware of the need to establish a sense of engagement with students in its communications rather than simply relaying information. "]
[2310,"GSA_46","-","Student_Engagement","Feedback","Glasgow School of Art","46 Students stated that they were not satisfied with the communication processes and consultation in the pre-pandemic period. In student-led ELIR workshops to identify positive feedback and areas to improve for inclusion in the RA, the following areas were identified: 'lack of cohesive communication between higher staff (senior management) and staff and therefore staff and students'; staff in general, 'not being aware of what is going on in other courses, and in some cases in regards to their own submissions and feedback, for example an essay due a few days after a studio submission or students being expected to continue developing work without feedback after a submission'; and 'last minute/lack of communication' and 'lack of information provided to students (and staff) around crucial changes happening within GSA, for example the move to Stow building and the move of the administration staff'."]
[2311,"GSA_47","-","Student_Engagement","Feedback","Glasgow School of Art","47 During the ELIR visits, students who met with the team reported that, while communication can work well at programme level, they considered there to be an issue at the institutional level. Students perceived that GSA presents itself to them in too corporate a manner, with emails sent out that present a picture of an institution concerned with reputation and perhaps more appropriate to those external to it rather than addressing issues that directly concern students - for example, the UCU staff strike in November 2019. Corporate or institutional language was perceived as a barrier to understanding important information by students. "]
[2312,"GSA_48","-","Student_Engagement","Feedback","Glasgow School of Art","48 In the summary report of the student-led ELIR workshops, written by students and presented to GSA LTC in June 2019, student views around communication included: the need for better organisation of information - be it on the virtual learning environment (VLE),  email or printed posters; an over saturation of information both physically and digitally; and too many irrelevant emails and notifications. Students who met with the ELIR team, and those involved in student-led workshops in preparation for ELIR, indicated that a reliance on email and the VLE for institutional communications led to an overwhelming number of emails, and difficulty in differentiating between important information and generic marketing communications."]
[2313,"GSA_49","-","Student_Engagement","Feedback","Glasgow School of Art","49 Students also reported a lack of capacity to communicate easily with each other via GSA mechanisms, citing an absence of student-run forums or groups on the VLE or the availability of email distribution lists, and stated that while committees on which students sit provide a platform for communicating directly with staff, they do not seem to have a significant impact. The student perception is that they give feedback but communication about how feedback is acted upon is sometimes missing.  "]
[2314,"GSA_50","-","Student_Engagement","Feedback","Glasgow School of Art","50 The importance of establishing effective communication with students has been recognised by GSA and highlighted further recently as a priority area in feedback from GSA's Complaints Handling Procedure and submissions to the QAA Scottish Concerns Scheme following the cessation of face-to-face teaching and the closure of buildings in March due to the COVID-19 pandemic.[1] A new strategy for communications is planned and will be taken forward by the incoming Deputy Director Academic and the Director of Communications. The ELIR team understand that the President of GSASA will be involved in ensuring student engagement in the development of this strategy. "]
[2315,"GSA_51","Recommendation","Student_Engagement","Feedback","Glasgow School of Art","51 It is recommended that GSA reviews (as planned), develops and implements a comprehensive and effective communications strategy, which includes all key stakeholders. In particular, in partnership with students, establish and embed effective and accessible communication channels which are responsive to student comment and engagement, and which foster a culture of mutual respect, openness and information sharing."]
[2316,"GSA_52","-","Student_Engagement","Feedback","Glasgow School of Art","52 GSA collects student feedback through a variety of mechanisms: the National Student Survey (NSS); the internal Student Experience Survey (SES) for undergraduate students, which runs twice a year; an equivalent survey for postgraduate students (PGTSES) which replaced the external Postgraduate Taught Experience Survey (PTES) survey run by Advance HE, where responses had been low for many years; and an annual postgraduate research student survey, results from which are considered alongside school and programme level feedback. Staff reported that the internal postgraduate survey was yielding useful data and was proving to be an effective tool. Results from these surveys have informed the development of various initiatives designed to improve the student experience including the development of the Learning and Teaching Enhancement Strategy and Student Voice Initiative (paragraphs 42-43). "]
[2317,"GSA_53","-","Student_Engagement","Feedback","Glasgow School of Art","53 GSA acknowledges that, despite a range of GSA-wide surveys related to the student experience and action taken in the light of analysis of the views expressed - both    in internal and external surveys - results have witnessed a downward trend in student satisfaction scores. GSA identify the headline concerns in its NSS as: organisation and management; access to specialist equipment and resources; communication and closing the feedback loop; embedding of professional practice; and assessment and feedback."]
[2318,"GSA_54","-","Student_Engagement","Feedback","Glasgow School of Art","54 In a summary report on the National Student Survey 2019-20 considered at its Undergraduate and Postgraduate Committee, GSA reported that overall satisfaction reduced from 68.6% in 2019 to 57.66% in 2020 and state that, 'this overall satisfaction result does not meet the sector average, nor the GSA target performance indicator, and represents a continued downward trend over the last five years'. Declines in satisfaction were seen across all eight main areas of the survey, with the biggest occurring in the following categories: student voice, organisation and management, academic support, assessment and feedback and teaching quality."]
[2319,"GSA_55","-","Student_Engagement","Feedback","Glasgow School of Art","55 In the light of actions taken by GSA not prompting improvement in the NSS scores, GSA introduced a Student Experience Action Tracker (SEAT) in 2018 to facilitate a more rigorous approach to action tracking on cross-institutional issues and provide a means of communicating to students where progress stands on specific actions. The tracker was posted on the Student Voice Canvas site and updates were reported regularly to LTC. However, the ELIR team understands that work on the SEAT had been paused following  the departure of the Deputy Director and the ongoing impact of the pandemic and, at the time of the ELIR, the SEAT had not been updated since November 2019. The SEAT has considerable potential as a vehicle for monitoring and communicating enhancement actions, and the team encourages GSA to ensure this work resumes."]
[2320,"GSA_56","-","Student_Engagement","Feedback","Glasgow School of Art","56 GSA acknowledged that the way in which enhancement was currently approached was not effective and placed a burden on staff. In response, the new Director is developing a collaborative and transparent approach to manage GSA's response to the results and feedback it receives via the NSS. From meetings during the review, the ELIR team understand that the Director is taking personal responsibility for the reworking of the NSS action plan to take account of four areas: teaching and learning; assessment; organisation and management; and equality and diversity."]
[2321,"GSA_57","-","Student_Engagement","Feedback","Glasgow School of Art","57 Students that met with the ELIR team considered that the Heads of Departments were very receptive to student feedback, but also believed there was a perceived unwillingness to make changes at school and institutional level. Students also expressed the view that course tutors did not always receive effective communication from more senior staff and that there was little interaction between senior management and the general student body. "]
[2322,"GSA_58","Recommendation","Student_Engagement","Feedback","Glasgow School of Art","58 It is recommended that GSA continues to develop an effective and systematic approach to understanding and addressing student feedback, drawing on the National Student Survey and institutional surveys, which allows for the identification and resolution of issues in sufficient detail, both at institutional and programme level, and which supports the effective sharing of good practice. "]
[2323,"GSA_59","-","Equality_Diversity","Policy","Glasgow School of Art","59 GSA identified 'Engaging with Equality, Diversity and Inclusion' as an area of contextualisation for the ELIR, citing that, 'operationally this has meant not just an increase in administrative mechanisms to drive change, but also a significant debate about curriculum and the way art, design, and architecture are fostered'. GSA state in their SFC Outcome Agreement Update 2019-20 that, 'Equality, diversity and participation are embedded within our Outcome Agreement and made explicit through our specific actions which can be evidenced through local-level Equality Impact Assessments, in relation to specific SFC aims and priorities. This is in line with the GSA's approach to mainstreaming equality'. "]
[2324,"GSA_60","-","Demographics","Widening participation","Glasgow School of Art","60 GSA has a diverse student population with students from 79 countries and strong international recruitment overall (paragraph 11). The student population at undergraduate level is predominantly white and female (paragraph 14), with between 20% and 30% of students identifying as BAME on most programmes - although most of this statistic is accounted for by overseas students; 10% of UK-domiciled students are from BAME backgrounds.Equality, Diversity and Inclusion training is mandatory for all staff through an online module introduced in 2018, completion of which is monitored by the Human Resources Committee and the Senior Leadership Group. "]
[2325,"GSA_61","-","Equality_Diversity","Policy","Glasgow School of Art","61 GSA has engaged in a comprehensive programme of writing and reviewing policy  in relation to equality and diversity, with Equality Impact Assessment (EIA) Summary Reports both for processes and individual programmes published on its website. GSA reported that significant resources had been provided to support undertaking Equality Impact Assessments. There are five separate frameworks and each department uses the model that works best for them. Staff that met with the ELIR team considered the production of EIAs as a positive activity with genuine impact and reported that EIAs had guided a great deal of work in response to the changing student demographic, leading to the integration of inclusive practices, particularly relating to learning and teaching. Actions are identified on an ongoing basis through the EIA summary report action plans which are reflected upon in an iterative process through programme-level Quality Enhancement Action Plans (QEAPs) submitted as part of the Programme Monitoring and Annual Reporting (PMAR) process (paragraphs 188 and 189). QEAPs are discussed at SSCC meetings, which include student representation. School QEAPs bring together cross-school actions. "]
[2326,"GSA_62","-","Equality_Diversity","Practice","Glasgow School of Art","62 Students that met with the ELIR team stated that they were aware of GSA's approach to EIA but perceived little tangible change as a result, reporting their perception that too many EIAs were marked 'not applicable' (particularly during the period of the pandemic from March 2020) and they were 'generally not used as rigorously as they should be'. Students also stated their views that some areas of equality and diversity support are not yet sufficiently developed and that more could be done. During the ELIR, students cited examples of issues including: a lack of LGBTQ+ trained counsellors; considerable work needed from student representatives and the GSASA to have designated gender-neutral toilets and no functioning lifts being available for a significant period in some key student areas."]
[2327,"GSA_63","-","Equality_Diversity","Practice","Glasgow School of Art","63 Staff and students are both aware that BAME groups are underrepresented among staff, with only 5% of staff indicating they are from a BAME background. The EIAs have been productive since 2015 in identifying areas for action, and positive initiatives for tackling underrepresentation at programme level have included talks and symposia. There is also a gender imbalance among both staff and students. The ELIR team learned that measures were being taken to address this on a course basis through annual monitoring and GSA is about to work on a four-year plan, using EIAs, but this work remained at the stage of evidence gathering.  "]
[2328,"GSA_64","-","Equality_Diversity","Practice","Glasgow School of Art","64 The GSASA organised responses to Black History Month, funded by GSA, and staff pointed to the Black Art Matters initiative. Students considered that GSA had not provided an adequate response to Black Lives Matter and Black History Month, and were concerned that they were not yet involved in the formulation of the institution's Race Action Plan. The ELIR team established that GSA is discussing a Race Action Plan at institutional level but acknowledges that work is still at a very early stage."]
[2329,"GSA_65","Recommendation","Equality_Diversity","Policy","Glasgow School of Art","65 As a result of the mismatch in staff and student views on equality and diversity expressed during the review, it was the ELIR team's view that there would be considerable benefit in GSA continuing progress with plans to develop and embed the institutional approach to equality and diversity, introducing an effective mechanism to oversee and monitor GSA-wide action including implementation of recommendations resulting from Equality Impact Assessments."]
[2330,"GSA_66","-","Equality_Diversity","Practice","Glasgow School of Art","66 Diversifying and decolonising the curriculum are both areas that GSA has addressed at programme and institutional levels to some extent. Some of the work has  been led by GSASA. Diversifying the curriculum has been tackled through broadening the scope of cultural reference and the matter of access and inclusivity through professional development for staff. Decolonising the curriculum has been approached via specific strategies, groups and events, such as: the GSASA-supported People of Colour Collective; the Race, Rights and Sovereignty public lecture series; and the renewal of course reading lists and library initiatives in relation to collections. Other initiatives included dedicated library resources, online packages on Equality and Diversity, and classes on related topics but this was considered to be 'a work in progress' by academic staff who met with the ELIR team. During meetings with the team, students attested that there was a will to address these issues (paragraphs 110-111)."]
[2331,"GSA_67","-","Student_Development","Professional Development","Glasgow School of Art","67 GSA's campus at Forres, situated in a rural environment, has experienced a rapid increase in international students, leading the institution to consider how best to manage its community engagement. The Innovation School, which delivers programmes at Forres, is considering expanding the current programme offering at Forres, as it is considered that the campus is currently under-used. The ELIR team heard from staff about examples of excellent community building activity in the Forres campus with a large number of entrepreneurship and employment-related opportunities arising."]
[2332,"GSA_67","-","Demographics","International","Glasgow School of Art","67 GSA's campus at Forres, situated in a rural environment, has experienced a rapid increase in international students, leading the institution to consider how best to manage its community engagement. The Innovation School, which delivers programmes at Forres, is considering expanding the current programme offering at Forres, as it is considered that the campus is currently under-used. The ELIR team heard from staff about examples of excellent community building activity in the Forres campus with a large number of entrepreneurship and employment-related opportunities arising."]
[2333,"GSA_68","-","Student_Support","Academic","Glasgow School of Art","68 GSA's PGTSES identified language and cultural barriers as affecting the experience of some students. Students also reported that international postgraduate students would benefit from more support given there is only one language tutor in post. The ELIR team also heard that there was some inconsistency in the subtitling of pre-recorded lectures. There is  a Chinese student assistant to support the high number of Chinese students. Students reported that this was an area which, in their view, could be improved. Staff reported that     a pilot pre-sessional English course had been introduced in response to PGTSES which  had been well attended and, as a result, students felt more confident."]
[2334,"GSA_69","-","Student_Support","Welfare","Glasgow School of Art","69 In 2018-19, 19% of students disclosed a disability. GSA has clear policies for understanding and providing support for students through the use of its Individual Requirement Form. Students are aware that there are a large number of students with disabilities and specific learning difficulties within the population and felt that support services are stretched. Support for disabled students has been provided by the Learning and Teaching Support Team online during the pandemic. The library has implemented a neurodiversity guide to better support students with learning differences."]
[2335,"GSA_70","-","Student_Support","Welfare","Glasgow School of Art","70 The number of students reporting a mental health condition has doubled from  2016-17 to 130 students in 2018-19. GSA provides Scottish Mental Health First Aid Training which is open to all staff, and Student Mental Health short courses which are open to academic staff. These have been seen as a very positive step by both students and staff  and GSA may wish to consider further promotion and expansion of these activities."]
[2336,"GSA_71","-","Demographics","Widening participation","Glasgow School of Art","71 Of GSA's Scottish-domiciled students, 40% come from SIMD 20/40 postcode areas, with almost half of these from SIMD 20 areas. The institution's Equality Monitoring Report: Students, contains no data about attainment levels for this group. Students that met with the ELIR team acknowledged the excellent work of the Widening Participation department but stated that they were concerned about underrepresentation of these groups moving from undergraduate to postgraduate study."]
[2337,"GSA_72","-","Admissions","Widening participation","Glasgow School of Art","72 GSA's widening participation work is not used as a recruitment tool but to encourage engagement with, and progression into, creative subjects in higher education. Current students are aware of the work being undertaken, but some feel it could be celebrated more publicly by GSA.It was evident to the ELIR team, that GSA has implemented a range of targeted activities in this area. 'Open Studio' provides the strategic framework to support widening participation and key outreach and partnership development opportunities. Initiatives include the development of GSA's approach to contextualised admissions, mock interview sessions, the implementation of an associate student scheme (paragraphs 81-83) and support for portfolio preparation. Portfolio preparation programmes work particularly well in targeting students for application and increasing the pool of students from the lowest quintile applying and successfully gaining places at GSA. The individual elements of GSA's widening access programme, as well as the programme as a whole, are evaluated annually."]
[2338,"GSA_73","-","Admissions","Widening participation","Glasgow School of Art","73 GSA works with 90 partner schools across the West of Scotland through the Access to Creative Education in Scotland (ACES) programme. The programme of work with these pupils is designed carefully to progress from aspiration raising and developing technical ability at S4; fostering independent working and critical thinking at S5; to discipline-focused work at S6, designed to prepare pupils for development of a portfolio. As a measure of the impact of this activity, the applicant to offer conversion rate for ACES applicants has improved significantly since ELIR 3, and in both 2017-18 and 2018-19 the conversion       rate for students from these widening participation (WP) target schools was higher than     for other Scottish applicants."]
[2339,"GSA_74","-","Admissions","Widening participation","Glasgow School of Art","74 A particularly successful collaboration is that between GSA and Castlehead High School where GSA has developed a collaboration in which it aims to apply the learning and teaching models of the studio across all subjects in order to raise pupil attainment and ambition. In 2018-19, GSA worked with 210 S1 and S2 pupils, bringing them onto campus to engage in studio-based work in a range of creative workshops. GSA also works with the school to engage teachers in developing creativity across the whole curriculum. This example of good practice has been recognised by Education Scotland, as well as demonstrated in an uptake in the number of pupils engaging with creative subjects."]
[2340,"GSA_75","-","Admissions","Widening participation","Glasgow School of Art","75 GSA is also involved in a range of activities working with specific groups of young people rather than only with specific institutions: for example, the 'Architects in the Making' workshops are open to S5-S6 pupils in particular schools but also any other participants from SIMD 20/40 postcodes or with care experience. Former participants who have progressed to GSA act as mentors on such initiatives, with small but significant numbers of these participants applying and receiving offers from GSA and other higher education institutions (HEIs). GSA has an excellent track record with respect to its support for transitions into the institution. This includes a number of partnerships across Glasgow and the rest of Scotland's central belt. Many of the young people undertaking outreach activities delivered by GSA in their schools, enter other institutions across Scotland. Some of this partnership work includes research projects in the Equality and Diversity area and also teacher continuing professional development. Transitions workshops each September bring all WP applicants together for a programme just prior to matriculation. Individual components of work between schools and GSA are constantly evaluated and the number of positive destinations of the participants speaks for itself. Formal responsibility for retention and progression are discussed by the Admissions Target Group and WP staff maintain an oversight of the data. Data is reported in Programme Monitoring and Annual Reporting (PMARs) and are reflected in the Undergraduate and Postgraduate Committee PMAR for central oversight."]
[2341,"GSA_76","-","Admissions","Widening participation","Glasgow School of Art","76 The team heard from students that widening access taster sessions were very well received. Students spoke positively about feeling welcomed and being made to feel part of the GSA community while still studying at college. This included orientation activities to introduce them to the different areas of the institution and the programmes of study available."]
[2342,"GSA_77","-","Student_Support","Progression","Glasgow School of Art","77 Retention is excellent with students in widening participation groups often at 100%  and falling no lower than 92% in recent years. This is above the sector average and the support mechanisms in place to facilitate student transitions and the overall experience are to be commended. "]
[2343,"GSA_78","Commendation","Admissions","Widening participation","Glasgow School of Art","78 GSA has worked hard to recruit students from SIMD 20/40 backgrounds, with a number of initiatives designed to target and support these students pre-application.       The team commended GSA for its strategic and sustained commitment, evidenced by a range of targeted activities, to promote widening access which supports students to enter GSA or other higher education institutions. GSA has established a variety of successful long-standing school and college partnerships - notably with Castlehead High School - which raise the aspirations and achievement of young people. The ongoing support provided by GSA to widening access students contributes to high retention rates."]
[2344,"GSA_79","-","Student_Support","Progression","Glasgow School of Art","79 Since 2013-14, the Scottish Funding Council (SFC) has increased the number of funded places at GSA by 200. 86 of these have been allocated to students entering through an articulation route. In parallel, GSA's arrangements for articulating students have further developed since the 2014 ELIR. Analysis undertaken by GSA over the past two years has ensured that students now enter programmes at the correct academic level and students spoke enthusiastically about the support that they and their peers had received. "]
[2345,"GSA_80","-","Student_Support","Progression","Glasgow School of Art","80 The ELIR team heard of the extremely positive impact of GSA's established articulation routes on the student profile. This has arisen, in part, due to the lessons learnt through the partnership with Singapore Institute of Technology and the experience gained therein with running 2+2 articulation arrangements. The success of the suite of articulation support arrangements in place was also evident in the ELIR team's meeting with undergraduate students, where students spoke positively about these. Positive impacts   have been observed in a number of areas, particularly in Fine Art, with the school working   in conjunction with GSA's Progression Manager. This work continues and has included increased contact with the students prior to articulation into their chosen programme. Staff commented that this work to understand the needs of articulating students had been used   to drive curriculum development, taking elements of diversity into consideration."]
[2346,"GSA_81","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","81 As part of its collaborative provision, in 2015 GSA instigated an Associate Student Scheme with the aim of ensuring successful integration of articulating students into the GSA community. Associate Students are able to access subject-specific support and transition workshops, and are supported by the Widening Participation team. The Associate Student Scheme (FE to HE articulation route) for direct entry into year two has been developed with Glasgow Clyde College and Forth Valley College. The ELIR team heard of the success of students matriculating through this route, including positive results on degree classifications. On the basis of its success, discussions are underway to extend formal articulations with Glasgow Clyde College and with programmes at City of Glasgow and Edinburgh Colleges. Additionally, a number of students from other colleges gain full credit for their previous learning and progress to the third year of GSA's undergraduate programmes.  "]
[2347,"GSA_82","-","Admissions","Widening participation","Glasgow School of Art","82 Entry to GSA programmes is not guaranteed for Associate Students, however, all prospective students are entitled to an interview. This has had a positive impact on student recruitment to specific schools and has been a key part of growth in the School of Simulation and Visualisation. GSA clearly recognises that students entering via articulation routes have different academic needs and a wider range of social and personal issues. Students entering through these pathways are supported very well by the institution and there are a number of excellent initiatives which enhance the student experience."]
[2348,"GSA_83","Commendation","Admissions","Widening participation","Glasgow School of Art","83 It was the view of the ELIR team that GSA be commended for the effective support in place for students entering through an articulation route, and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."]
[2349,"GSA_83","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","83 It was the view of the ELIR team that GSA be commended for the effective support in place for students entering through an articulation route, and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."]
[2350,"GSA_84","-","Student_Support","Academic","Glasgow School of Art","84 GSA has an effective suite of support services available to students. During the ELIR, both students and staff praised the work of the staff within these services in supporting and enhancing the student learning experience. Each of these services is reflective, responds effectively to student feedback gathered specifically on its provision, and has managed the transition to online working well."]
[2351,"GSA_85","-","Student_Support","Welfare","Glasgow School of Art","85 Student support services are well used and appreciated by the students. There   has been a 97% increase in uptake in these services over a five-year period, with staff acknowledging that, during the pandemic these numbers have remained consistent, but anxiety among the student body has risen. The rise in concerns has led to the delivery of a specific anxiety-related workshop by the student support team to help students manage their anxiety. GSA has also appointed a full-time mental health adviser but students report that counselling services remain stretched. "]
[2352,"GSA_86","-","Student_Support","Welfare","Glasgow School of Art","86 In response to the pandemic, student support services moved all their resources online. Student counsellors have undertaken a diploma in online counselling in order to better support students remotely and are working with the Mental Health Adviser to provide online workshops on a variety of topics. Support Services staff reported higher attendance with fewer students missing their appointments. Face-to-face appointments are not taking place but might be considered for emergencies. A space has been identified in line with the safe campus policy for students to engage in confidential counselling sessions on campus, but without face-to-face contact. Remote mindfulness sessions are also being offered online. Students welcomed the responsiveness of student support services during the pandemic, describing counselling as flawless, responsive and highly professional. "]
[2353,"GSA_86","-","Covid_19","Student support","Glasgow School of Art","86 In response to the pandemic, student support services moved all their resources online. Student counsellors have undertaken a diploma in online counselling in order to better support students remotely and are working with the Mental Health Adviser to provide online workshops on a variety of topics. Support Services staff reported higher attendance with fewer students missing their appointments. Face-to-face appointments are not taking place but might be considered for emergencies. A space has been identified in line with the safe campus policy for students to engage in confidential counselling sessions on campus, but without face-to-face contact. Remote mindfulness sessions are also being offered online. Students welcomed the responsiveness of student support services during the pandemic, describing counselling as flawless, responsive and highly professional. "]
[2354,"GSA_87","-","Student_Support","Academic","Glasgow School of Art","87 Learning support services are accessible and the ELIR team heard that they were appreciated by students. Workshops and one-to-one appointments, led by the Learning Support and Development team, are well attended by students. English as a second language training is offered to international students before the session begins, with a focus on the vocabulary of the studio environment. This focus on the practicalities of studio language was seen as an area of good practice by the team."]
[2355,"GSA_88","-","Student_Support","Welfare","Glasgow School of Art","88 Health and safety in the studio, both for face-to-face and at home practice, is well supported by the Technical Support team. The use of online induction to workshop processes in order to maximise studio time while maintaining safety, has been effective during the transition to blended learning models in response to the pandemic. The work done GSA staff to facilitate safe working practices at home is recognised and appreciated by students."]
[2356,"GSA_88","-","Learning_Resources","Study space","Glasgow School of Art","88 Health and safety in the studio, both for face-to-face and at home practice, is well supported by the Technical Support team. The use of online induction to workshop processes in order to maximise studio time while maintaining safety, has been effective during the transition to blended learning models in response to the pandemic. The work done GSA staff to facilitate safe working practices at home is recognised and appreciated by students."]
[2357,"GSA_89","-","Learning_Resources","IT","Glasgow School of Art","89 GSA has developed a Digital Inclusion Strategy and has invested in assistive technology which students can access remotely. A short-term assistance grant is available for EU and international students who are unable to access other funding and £46k has been invested since the start of summer 2020. GSA invested in 388 laptops and the Digital Inclusion panel allocated these based-on Student Awards Agency Scotland and similar UK criteria, rather than students being requested to produce onerous evidence of need. At the time of the ELIR, GSA planned that any surplus laptops would be placed in a pool for general access."]
[2358,"GSA_90","-","Quality_Processes","Internal Review","Glasgow School of Art","90 Student support services are reviewed through the Programme Monitoring and Annual Reporting (PMAR) process, feeding into Boards of Study across the schools. GSA is encouraged to undertake a periodic review of student support services, with input from external peers, to further assure and enhance the good practice in this area. "]
[2359,"GSA_91","Commendation","Student_Support","Academic","Glasgow School of Art","91 The ELIR team commended GSA on providing a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."]
[2360,"GSA_91","Commendation","Student_Support","Welfare","Glasgow School of Art","91 The ELIR team commended GSA on providing a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."]
[2361,"GSA_92","-","Student_Support","Academic","Glasgow School of Art","92 The Personal Tutor Scheme was piloted in 2017-18 and was positively received by students and staff, but students that met with the ELIR team expressed concern about the impact the scheme has on the workload of already busy staff. The planned expansion of the scheme was paused in session 2018-19 due to the impact of the Mackintosh building fire, however, the ELIR team understands that implementation has resumed in 2020. The allocation of tutees is undertaken at local level."]
[2362,"GSA_93","-","Student_Support","Welfare","Glasgow School of Art","93 The presence of significant numbers of students (40% of Scottish domiciled students) from SIMD 20/40 backgrounds raises issues of equality of access to programme materials and activities where students are required to bear the financial cost themselves. Following the loss of their graduation show work in the first fire, all 2014 School of Fine Art graduates received funding via a bursary and materials budget provided by the UK and Scottish governments, but there is no ongoing provision via bursaries or awards for materials and exhibition costs - only for financial hardship arising from expenditure on course requirements. "]
[2363,"GSA_93","-","Demographics","Widening participation","Glasgow School of Art","93 The presence of significant numbers of students (40% of Scottish domiciled students) from SIMD 20/40 backgrounds raises issues of equality of access to programme materials and activities where students are required to bear the financial cost themselves. Following the loss of their graduation show work in the first fire, all 2014 School of Fine Art graduates received funding via a bursary and materials budget provided by the UK and Scottish governments, but there is no ongoing provision via bursaries or awards for materials and exhibition costs - only for financial hardship arising from expenditure on course requirements. "]
[2364,"GSA_94","-","Student_Support","Welfare","Glasgow School of Art","94 While GSA sends information to incoming students about part-time work, some students that met with the ELIR team expressed the view that they are 'judged' for having to take time out of their studies in order to work to financially support themselves during their studies. With extra costs for course materials, the students suggested this can create a disparity of student experience and the potential financial inequalities can militate against students who do not have additional family financial resources to draw on. Students that met with the ELIR team stated that that there were bursaries, but these were difficult to get and depended on a student being in extreme financial hardship. Students reported a mixed picture in terms of GSA's response, varying from no help for material costs, to loans of      the necessary equipment. Some students spoke positively about the cost of access to darkrooms having been reduced, but cited arrangements for camera loans were ineffective. Staff confirmed that there was no uniform GSA strategy and that each school approached the matter differently. "]
[2365,"GSA_95","-","Student_Support","Welfare","Glasgow School of Art","95 Students are briefed on the additional costs of study and this is outlined in an overarching proforma issued for programmes located on the GSA website. However, the team judged that this was not presented in a format that many students would find easily accessible; it was insufficiently comprehensive; and the degree of uniformity masked the range of additional costs that students might be exposed to in different programmes. "]
[2366,"GSA_96","Recommendation","Student_Support","Welfare","Glasgow School of Art","96 It is recommended that GSA develops a clear and effective process for identifying and communicating additional programme costs (building on the existing fees document) and develop an equitable institutional approach to support students in meeting these. In parallel, the team recommends that GSA continues to promote creative means of achieving learning outcomes in sustainable alternative ways through options that are made available to all students."]
[2367,"GSA_97","-","Assessment","Feedback","Glasgow School of Art","97 GSA has consistently poor NSS results for assessment and feedback. Scores sit in the lower quartiles of benchmarks with declines in satisfaction between 2014 and 2018 especially acute. ELIR 3 made detailed recommendations regarding assessment and feedback, and a series of actions were taken in response including the introduction of programme handbooks and clear programme specifications. GSA's own analysis of NSS results notes that 'a lack of clear assessment criteria is often identified along with a delay in feedback turnaround time'. Students continue to feel that assessment processes are often not clearly explained, nor provided early enough in the sessionand that the language used by staff to describe learning outcomes is not clear. These concerns are also consistent with GSA's internal student surveys which find that 'students identify a lack of clarity with assessment criteria and the assessment process within their programmes'. 'Headline' concerns from the PGT Student Experience Survey include unclear grading criteria and feedback turnaround times."]
[2368,"GSA_98","-","Assessment","Feedback","Glasgow School of Art","98 Students who met with the ELIR team expressed the view that assessment criteria should be standardised across all schools around a clear set of guidance. Students recognised the desire not to be prescriptive in the creative arts but indicated that there were often contradictions and uncertainty about what their tutors' expectations were in relation to assessment. They reported that each academic discipline grades differently and feel the advice they are given is not always useful. Students commented on what they perceived to be reticence on the part of some staff to engage in discussion about assessment. Some students reported receiving positive formative feedback for work that then failed at the summative stage.Students expressed the view that marking criteria are vague and it is often not clear on what basis work is graded, or what was required in order to improve grades. Some students reported that formative feedback 'fell through the cracks' and they did not receive it in a timely manner."]
[2369,"GSA_99","-","Assessment","Feedback","Glasgow School of Art","99 GSA is aware of the need to improve in this area and have put in place a review of the Code of Assessment, which currently lays down minimal requirements in terms of assessment criteria and feedback. This review was intended to lead to a 'renewal of assessment and feedback processes across GSA', but progress was hampered by the second fire. The ELIR team understands the review is now close to completion. Senior staff who met with the team noted that having more explicit assessment criteria, as adopted by other institutions, would be inimical to GSA's culture. Academic staff who met the team were unaware of any expectations or requirements that GSA lay down for them to follow when defining assessment criteria for specific assignments or of any specific institutional requirements in respect of the feedback they provide to students on their work. The team also noted a reference in a PMAR to a view among teaching staff that many learning outcomes are written 'in non-accessible \"academic speak\" and as such are essentially meaningless to students when included as part of a brief'. Graduate Teaching Assistants who met the team also said that they found assessment criteria, against which they were expected to grade students, confusing. "]
[2370,"GSA_100","-","Assessment","Feedback","Glasgow School of Art","100 External examiners have also commented on the need to improve the constructiveness of feedback for future learning, the timeliness of feedback and, in some areas, more explicit reference to assessment criteria. The RA referred to a model of good practice in assessment and feedback in the Mackintosh School of Architecture (MSA), but GSA was unable to provide any detail about this and it was unclear that staff outside MSA were aware of it."]
[{"$f":"IF(B2373<>\"\",ROW(A2373)-2,\"\")","v":2371},"GSA_101","Recommendation","Assessment","Feedback","Glasgow School of Art","101 It is recommended that GSA ensures staff and students have a clear understanding of institutional expectations around grading criteria and practices. GSA should also ensure that there are clearer expectations for feedback practice which are implemented effectively across the institution, so that all students receive timely, relevant and high-quality formative feedback on their progress at key points during their programmes. Students should be supported to understand how their assessed work relates to learning outcomes, how assessment criteria are used to make judgements about the achievement of learning outcomes, and how feedback should help their understanding of why a particular grade has been awarded. Feedback on formative assessment - for example, at the existing Mid-Year Review - should be shared with students on all programmes."]
[2372,"GSA_102","-","Student_Development","Professional Development","Glasgow School of Art","102 GSA has considered how best to embed professional skills within the curriculum, and developed a suite of extra-curricular activities that enhance the student experience. Students who met with the ELIR team spoke of the self-directed nature of enterprise skills in their courses, and acknowledged the usefulness of Professional Practice lectures, but indicated that these sessions could place more emphasis on how to secure funding. "]
[2373,"GSA_103","-","Student_Development","Professional Development","Glasgow School of Art","103 The Employability and Careers Service has been relaunched as the Enterprise Studio, with the aim of creating 'greater awareness of, and more cohesion between, careers and enterprise'. The careers advice offered to students was seen as helpful, timely and useful to students across programmes. The development of the Enterprise Studio Summer School in collaboration with partners, has received positive student feedback from those that took part. While there are good informal links between the Enterprise Studio and academics, GSA could explore how positive practice can be embedded further throughout programmes."]
[2374,"GSA_104","-","Student_Development","Professional Development","Glasgow School of Art","104 As stated in the RA, GSA's most recent DLHE results, for 2016-17, give some cause for concern compared with other art schools. In that year, the percentage of graduates who were employed or in further study (or both) - among all those who were employed, unemployed, or studying - was 91.5%, having fallen from 93.3% two years previously."]
[2375,"GSA_105","-","Demographics","Trends","Glasgow School of Art","105 Postgraduate taught student numbers increased by 52% between 2014-15 and 2017-18, in line with the objectives outlined as part of the Strategic Plan 2015-2018. This increase in numbers has posed challenges to the GSA estate, given the impact of the two fires, and GSA has no current plans to increase the PGT number further."]
[2376,"GSA_106","-","Student_Engagement","Feedback","Glasgow School of Art","106 In 2016-17, postgraduate students were commissioned as -co-creators of the PGT Student Experience Project, engaging with staff and students in evaluating the student experience at postgraduate level in GSA. This student-led project ensured support from the student body, and an accurate representation of the range of views and thematic issues across the whole PGT community was outlined in the resulting report. Recommendations included: increasing cross-school activity; creating a better sense of postgraduate community (in particular to avoid issues of isolation in particular groups); addressing the mismatch between student expectations of courses with resources available; improving dialogue between students and staff; communicating to students more effectively (including better use of the VLE) and improving access to technical services, studio and workshop space."]
[2377,"GSA_107","-","Student_Engagement","Feedback","Glasgow School of Art","107 GSA offer a cross-school electives programme to postgraduate taught (PGT) students as a way to create a PGT community at GSA. A review of the electives programme was undertaken in 2016, informed by student feedback in the Postgraduate Taught Experience Survey (PTES). The review of the electives programme took place in parallel with a move from 15/30 credit modules to 20 credit modules. "]
[2378,"GSA_107","-","Enhancement","Curriculum","Glasgow School of Art","107 GSA offer a cross-school electives programme to postgraduate taught (PGT) students as a way to create a PGT community at GSA. A review of the electives programme was undertaken in 2016, informed by student feedback in the Postgraduate Taught Experience Survey (PTES). The review of the electives programme took place in parallel with a move from 15/30 credit modules to 20 credit modules. "]
[2379,"GSA_108","-","Postgraduate_Research","Student Experience","Glasgow School of Art","108 Responsibility for postgraduate research (PGR) programmes has been devolved from an institutional graduate school to the academic schools. While this has enhanced opportunities to interact with other researchers within their schools and has allowed     school-wide PGR communities to form, students who met with the ELIR team expressed dissatisfaction at the lack of a cohesive PGR community across GSA. They commented that after the mandatory research skills training in their first year, which was praised by students as a valuable preparation for their studies, students feel 'abandoned' to 'isolated work'. Students felt that a dedicated space for PGR students would be of benefit, including project space for exhibitions and showcasing research. Research community was also highlighted as a developmental theme arising from PGR student survey results from 2018, with 20% of students disagreeing with positive statements relating to research community. GSA explain this dissatisfaction as being due to 'impacts resulting from the Mack fire, reducing opportunities for research sharing. This is being addressed through opening up staff research seminars to PGR students as well as reinstating the Research and Enterprise  Sharing Knowledge and Insight (SKI) event series'. As part of the recommendations from the 2018-19 PGR periodic review undertaken by GSA, budget was allocated to support PGR community building events."]
[2380,"GSA_108","-","Postgraduate_Research","Representation","Glasgow School of Art","108 Responsibility for postgraduate research (PGR) programmes has been devolved from an institutional graduate school to the academic schools. While this has enhanced opportunities to interact with other researchers within their schools and has allowed     school-wide PGR communities to form, students who met with the ELIR team expressed dissatisfaction at the lack of a cohesive PGR community across GSA. They commented that after the mandatory research skills training in their first year, which was praised by students as a valuable preparation for their studies, students feel 'abandoned' to 'isolated work'. Students felt that a dedicated space for PGR students would be of benefit, including project space for exhibitions and showcasing research. Research community was also highlighted as a developmental theme arising from PGR student survey results from 2018, with 20% of students disagreeing with positive statements relating to research community. GSA explain this dissatisfaction as being due to 'impacts resulting from the Mack fire, reducing opportunities for research sharing. This is being addressed through opening up staff research seminars to PGR students as well as reinstating the Research and Enterprise  Sharing Knowledge and Insight (SKI) event series'. As part of the recommendations from the 2018-19 PGR periodic review undertaken by GSA, budget was allocated to support PGR community building events."]
[2381,"GSA_109","-","Postgraduate_Research","Student Experience","Glasgow School of Art","109 GSA has a developed Graduate Teaching Assistant scheme, with focused training and clear expectations that are well communicated to research students in advance of teaching undergraduate students. PGR students that had participated in the scheme indicated that there is a wide range of teaching training available, and that teaching allowed PGR students to build connections and community within their school. "]
[2382,"GSA_110","-","Learning_Resources","Library","Glasgow School of Art","110 The GSA library has worked quickly to ensure that their collections are accessible in an online model of delivery, with students confirming that they have the resources they need for their course. The library carries out its own internal student surveys, and is quick to respond to student feedback regarding collections and the training needs of students and staff. The library is central to the institution's work on decolonising the curriculum with both students and staff speaking highly of the work that the library has done in this area."]
[2383,"GSA_111","Commendation","Learning_Resources","Library","Glasgow School of Art","111 The ELIR team commended the work of the GSA library towards decolonising the curriculum, as library staff have worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment."]
[2384,"GSA_112","-","Learning_Resources","IT","Glasgow School of Art","112 GSA's virtual learning environment (VLE) is used extensively throughout the School. Staff work creatively using the VLE for their courses, as well as using it as a repository for course information. GSA state in the RA that student satisfaction with the VLE has been increasing (up 13% on the previous platform and at 54% in 2018-19, up from 46% in 2017-18), and both students and staff are offered training in its use. GSA has been able to effectively embed the use of the VLE throughout its courses, and good practice is shared internally at an annual showcase event."]
[2385,"GSA_113","-","Learning_Resources","IT","Glasgow School of Art","113 At the time of the COVID-19 pandemic, GSA was operating with what they describe as a perceived deficit in staff skills in the use of online platforms while, at the same time, increasing the digital literacies of students was identified as a core objective of the Learning, Teaching and Enhancement Strategy. In response to the pandemic, GSA established the Digital Capacity Group which reported directly to the Academic Contingency Group and had a remit for increasing digital capacity, upskilling staff and students, and acquiring new software to enable a move to online learning. From summer 2020, the group was able to begin to provide remote access to course-specific software, and provide software licences for students to work at home. Students that met the ELIR team appreciated the institutional investment in these technologies that were supporting them to continue their studies remotely.  "]
[2386,"GSA_113","-","Covid_19","Online learning","Glasgow School of Art","113 At the time of the COVID-19 pandemic, GSA was operating with what they describe as a perceived deficit in staff skills in the use of online platforms while, at the same time, increasing the digital literacies of students was identified as a core objective of the Learning, Teaching and Enhancement Strategy. In response to the pandemic, GSA established the Digital Capacity Group which reported directly to the Academic Contingency Group and had a remit for increasing digital capacity, upskilling staff and students, and acquiring new software to enable a move to online learning. From summer 2020, the group was able to begin to provide remote access to course-specific software, and provide software licences for students to work at home. Students that met the ELIR team appreciated the institutional investment in these technologies that were supporting them to continue their studies remotely.  "]
[2387,"GSA_114","-","Learning_Resources","IT","Glasgow School of Art","114 The Learning Technology team has provided online resources and bespoke training to staff based on staff surveys, as well as running webinars and ensuring all key texts were available electronically. The Learning Technology team also designed and implemented online inductions both to IT packages and to 'studio working' for staff and students which were received positively by both."]
[2388,"GSA_114","-","Teaching_Learning","Online learning","Glasgow School of Art","114 The Learning Technology team has provided online resources and bespoke training to staff based on staff surveys, as well as running webinars and ensuring all key texts were available electronically. The Learning Technology team also designed and implemented online inductions both to IT packages and to 'studio working' for staff and students which were received positively by both."]
[2389,"GSA_115","-","Learning_Resources","IT","Glasgow School of Art","115 In parallel with increasing digital capacity, GSA's Digital Inclusion Strategy focused on ensuring that students were not disadvantaged through not having access to hardware such as laptops. At the start of the 2020-21 academic session, GSA invested in 388 laptop computers that would be distributed to those who needed them. While the timeline for this has been perceived to be slow by students, forcing some to rely on handheld devices, GSA indicated that they needed to ensure that those students who needed the technology the most were prioritised. The use of contextual data for this service, such as the Student Awards Agency Scotland and funding details, allowed students to apply without providing large amounts of evidence. While the application process opened shortly before the review visit, which was later than anticipated, staff moved quickly to distribute the laptops to those selected, with any surplus being available for short-term loan to the general student population."]
[2390,"GSA_116","-","Learning_Resources","IT","Glasgow School of Art","116 Accessibility of online materials has also been embedded as part of the Digital Inclusion Strategy, with the use of captioning and alt-text for all online materials. There were also examples of staff being aware of the increase in screen time for students, and the negative impacts this could have on certain students. While some progress has been made in this area, students indicated that there could be more creative solutions to the problems of online accessibility and GSA is encouraged to work in partnership with students regarding their experiences of online learning."]
[2391,"GSA_116","-","Teaching_Learning","Online learning","Glasgow School of Art","116 Accessibility of online materials has also been embedded as part of the Digital Inclusion Strategy, with the use of captioning and alt-text for all online materials. There were also examples of staff being aware of the increase in screen time for students, and the negative impacts this could have on certain students. While some progress has been made in this area, students indicated that there could be more creative solutions to the problems of online accessibility and GSA is encouraged to work in partnership with students regarding their experiences of online learning."]
[2392,"GSA_117","-","Learning_Resources","IT","Glasgow School of Art","117 GSA purchased an institutional licence for an online platform to host meetings and classes, allowing all students and staff to host their own meetings or classes using the platform. While this has worked well for students, some voiced concerns regarding the privacy and security of the specific platform purchased with these raised through the rep system, with a perception that these concerns had not been fed back to those making the decisions. GSA are encouraged to consider student representation on the Digital Capacity Group. "]
[2393,"GSA_117","-","Teaching_Learning","Online learning","Glasgow School of Art","117 GSA purchased an institutional licence for an online platform to host meetings and classes, allowing all students and staff to host their own meetings or classes using the platform. While this has worked well for students, some voiced concerns regarding the privacy and security of the specific platform purchased with these raised through the rep system, with a perception that these concerns had not been fed back to those making the decisions. GSA are encouraged to consider student representation on the Digital Capacity Group. "]
[2394,"GSA_118","Commendation","Learning_Resources","IT","Glasgow School of Art","118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."]
[2395,"GSA_118","Commendation","Staff_Support","Training","Glasgow School of Art","118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."]
[2396,"GSA_118","Commendation","Teaching_Learning","Online learning","Glasgow School of Art","118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."]
[2397,"GSA_119","-","Learning_Resources","Study space","Glasgow School of Art","119 Access to studio space continues to be an area of challenge for GSA. Managing student expectations on this matter has been a priority for the Technical Support Department. Work has been undertaken to ensure that workshop access is tailored to student specialisms. Outwith this, students can request access to resources for projects through a one-to-one tutorial with a member of the Technical Services Department. This student-centric approach, while heavy on staff time, allows the student to proceed in a supported manner and signposts students to the most appropriate studio resource."]
[2398,"GSA_119","-","Student_Support","Academic","Glasgow School of Art","119 Access to studio space continues to be an area of challenge for GSA. Managing student expectations on this matter has been a priority for the Technical Support Department. Work has been undertaken to ensure that workshop access is tailored to student specialisms. Outwith this, students can request access to resources for projects through a one-to-one tutorial with a member of the Technical Services Department. This student-centric approach, while heavy on staff time, allows the student to proceed in a supported manner and signposts students to the most appropriate studio resource."]
[2399,"GSA_120","-","Learning_Resources","Study space","Glasgow School of Art","120 Managing student expectations of workshop availability remains a challenge, and there would be considerable benefit in GSA continuing to work on communicating these expectations clearly to students in partnership with student representatives. Students that met with the ELIR team commented that resources can look good at 'surface level' and that the expectations of new students are higher than the reality when they arrive on campus."]
[2400,"GSA_121","-","Learning_Resources","Study space","Glasgow School of Art","121 Workshop space has seen increased usage over the last three years, with an average of 1,300 visits to a single workshop per month. Access to workshop space has  been a developmental theme captured consistently in student feedback and annual monitoring and reporting, with GSA aware of the need to ensure that the quality of their  offer, especially for PGR students, is commensurate with the rest of the sector. This has been of significant challenge for the School of Fine Art, whose exhibitions have historically been accommodated in the GSA Students' Association which, as a result of the dissolution  of the commercial arm of the GSASA, is no longer available. Plans to develop the GSA estate further are underway, including the development of another 3D workshop in the Stow Building. The ELIR team considered that there would be considerable benefit in GSA undertaking a survey of workshop space as it relates to expected student utilisation to ensure that every student is provided with the opportunity to access the space required by their programme."]
[2401,"GSA_122","-","Student_Engagement","Feedback","Glasgow School of Art","122 Since 2014, GSA has consistently underperformed against its benchmarks for student satisfaction with learning resources in National Student Survey results across all its subject areas. There was a reduction in student satisfaction in Learning Resources in 2020 from 2019 (70% compared to 64%), and the majority of free text comments (both positive and negative) were given in this field, indicating this issue is impacting on the student learning experience. This is consistent with GSA's Undergraduate Student Experience Survey results from 2018-19 where only 55.4% of students indicated that they were able to access course-specific technical resources when needed. Students who met the ELIR team confirmed these concerns. The team believe that there would be value in GSA considering the management of student perceptions of workshop space at every stage of the learner journey, by clearly outlining minimum expectations for each programme of study from advertising and pre-admission, through to graduation."]
[2402,"GSA_122","-","Learning_Resources","Strategy","Glasgow School of Art","122 Since 2014, GSA has consistently underperformed against its benchmarks for student satisfaction with learning resources in National Student Survey results across all its subject areas. There was a reduction in student satisfaction in Learning Resources in 2020 from 2019 (70% compared to 64%), and the majority of free text comments (both positive and negative) were given in this field, indicating this issue is impacting on the student learning experience. This is consistent with GSA's Undergraduate Student Experience Survey results from 2018-19 where only 55.4% of students indicated that they were able to access course-specific technical resources when needed. Students who met the ELIR team confirmed these concerns. The team believe that there would be value in GSA considering the management of student perceptions of workshop space at every stage of the learner journey, by clearly outlining minimum expectations for each programme of study from advertising and pre-admission, through to graduation."]
[2403,"GSA_123","-","Learning_Resources","Strategy","Glasgow School of Art","123 The ELIR team understands that GSA have plans to review the development of the technical estate as part of an estates masterplan. There would be value in GSA working in partnership with its student body to further consider its approach to studio and workspace allocation as part of this work in order to better understand and address the concerns of students raised through student surveys."]
[2404,"GSA_124","Recommendation","Learning_Resources","Strategy","Glasgow School of Art","124 The ELIR team recommends that GSA ensures that processes to align the demands of curricula and the resources available to support students in achieving learning outcomes are effective and equitable. In parallel, establish and make clear to students before entry, minimum levels of studio availability and technical support that can be expected on each programme of study to ensure consistency and equity of provision."]
[2405,"GSA_125","-","Admissions","Widening participation","Glasgow School of Art","125 There is a strategic and sustained commitment, evidenced by a range of targeted activities, to promote widening access which supports students to enter GSA or other higher education institutions. GSA has established a variety of successful long-standing school and college partnerships - notably with Castlehead High School - which raise the aspirations and achievement of young people. The ongoing support provided by GSA to widening access students contributes to high retention rates."]
[2406,"GSA_126","-","Admissions","Widening participation","Glasgow School of Art","126 GSA has effective support in place for students entering the School through an articulation route and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."]
[2407,"GSA_127","-","Student_Support","Academic","Glasgow School of Art","127 GSA provides a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."]
[2408,"GSA_128","-","Learning_Resources","Library","Glasgow School of Art","128 To support progress at GSA towards decolonising the curriculum, library staff     have worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment."]
[2409,"GSA_129","-","Teaching_Learning","Online learning","Glasgow School of Art","129 Staff from the Learning Technology and Learning and Teaching teams have worked effectively together to support the upskilling of staff in online curriculum delivery. The Technical Support team has introduced a variety of initiatives to support students in producing work in an online environment."]
[2410,"GSA_130","Commendation","Teaching_Learning","Online learning","Glasgow School of Art","130 To enable all students to engage in online study effectively during the pandemic, GSA has made good progress in implementing a digital inclusion strategy to support students with the transition to a blended model of learning."]
[2411,"GSA_130","Commendation","Covid_19","Online learning","Glasgow School of Art","130 To enable all students to engage in online study effectively during the pandemic, GSA has made good progress in implementing a digital inclusion strategy to support students with the transition to a blended model of learning."]
[2412,"GSA_131","Recommendation","Student_Engagement","Representation","Glasgow School of Art","131 To build on positive progress made with the introduction of Lead Representatives, GSA should continue to embed effective arrangements for student representation. In particular, GSA should aim to promote a culture where student representatives are involved wherever possible, including in any groupings outside the formal committee structure, at all levels. GSA should also work with student representatives in a mutually-beneficial partnership to consider what tailored training and briefing would be most effective to allow them to contribute effectively to committees and groups, and ensure that representatives have the information they need to fulfil their roles with confidence."]
[2413,"GSA_132","-","Student_Engagement","Representation","Glasgow School of Art","132 GSA should work to establish a culture where students are seen as equal partners, engaged individually and collectively in the development and enhancement of their educational experience. This should include setting out an agreed approach which allows progress to be made on matters of mutual priority where GSA and its Students' Association work together to enhance the student experience - for example, making demonstrable progress in finalising the existing Relationship Agreement and developing a new Student Partnership Agreement which both codifies the ways of working and facilitates actions being taken."]
[2414,"GSA_133","Recommendation","Student_Engagement","Feedback","Glasgow School of Art","133 It is recommended that GSA reviews (as planned), develops and implements a comprehensive and effective communications strategy, which includes all key stakeholders. In particular, in partnership with students, establish and embed effective and accessible communication channels which are responsive to student comment and engagement, and which foster a culture of mutual respect, openness and information sharing."]
[2415,"GSA_134","-","Student_Engagement","Feedback","Glasgow School of Art","134 GSA should ensure that processes to align the demands of curricula and the resources available to support students in achieving learning outcomes are effective and equitable. In parallel, establish and make clear to students before entry, minimum levels of studio availability and technical support that can be expected on each programme of study to ensure consistency and equity of provision."]
[2416,"GSA_135","-","Student_Engagement","Feedback","Glasgow School of Art","135 GSA should develop a clear and effective process for identifying and communicating additional programme costs (building on the existing fees document) and an equitable institutional approach to support students in meeting these. In parallel, GSA should continue to promote creative means of achieving learning outcomes in sustainable alternative ways through options that are made available to all students."]
[2417,"GSA_136","Recommendation","Student_Engagement","Feedback","Glasgow School of Art","136 It is recommended that GSA continues to develop an effective and systematic approach to understanding and addressing student feedback, drawing on the National Student Survey and institutional surveys, which allows for the identification and resolution of issues in sufficient detail, both at institutional and programme level, and which supports the effective sharing of good practice. "]
[2418,"GSA_137","Recommendation","Equality_Diversity","Policy","Glasgow School of Art","137 It is recommended that GSA progresses with plans to develop and embed the institutional approach to equality and diversity, introducing an effective mechanism to oversee and monitor GSA-wide action including implementation of recommendations resulting from Equality Impact Assessments."]
[2419,"GSA_138","-","Assessment","Feedback","Glasgow School of Art","138 GSA should ensure staff and students have a clear understanding of institutional expectations around grading criteria and practices. GSA should also ensure that there are clearer expectations for feedback practice which are implemented effectively across the institution, so that all students receive timely, relevant and high-quality formative feedback on their progress at key points during their programmes. Students should be supported to understand how their assessed work relates to learning outcomes, how assessment criteria are used to make judgements about the achievement of learning outcomes, and how feedback should help their understanding of why a particular grade has been awarded. Feedback on formative assessment - for example, at the existing Mid-Year Review - should be shared with students on all programmes."]
[2420,"GSA_139","-","Enhancement","Strategy","Glasgow School of Art","139 GSA's strategy and practice for enhancing learning and teaching is currently limited in its effectiveness. While there is an overarching institutional level Learning and Teaching Enhancement Strategy (LTES), significant responsibility for managing and embedding change, and establishing and implementing policy and practice, sits at school level. At the time of the current review, the ELIR team saw limited evidence that GSA could assure itself that institutional priorities for enhancing learning and teaching could be delivered effectively within the devolved school structure to assure parity of student experience. The team found that academic staff who they met had limited understanding of institutional priorities and expectations in key areas of the student experience, such as assessment and feedback, and that the School was working in an operational rather than strategically-driven way."]
[2421,"GSA_139","-","Teaching_Learning","Strategy","Glasgow School of Art","139 GSA's strategy and practice for enhancing learning and teaching is currently limited in its effectiveness. While there is an overarching institutional level Learning and Teaching Enhancement Strategy (LTES), significant responsibility for managing and embedding change, and establishing and implementing policy and practice, sits at school level. At the time of the current review, the ELIR team saw limited evidence that GSA could assure itself that institutional priorities for enhancing learning and teaching could be delivered effectively within the devolved school structure to assure parity of student experience. The team found that academic staff who they met had limited understanding of institutional priorities and expectations in key areas of the student experience, such as assessment and feedback, and that the School was working in an operational rather than strategically-driven way."]
[2422,"GSA_140","-","Enhancement","Strategy","Glasgow School of Art","140 GSA has been impacted by two significant fires (paragraph 4) and, at the time of the ELIR, along with the rest of the UK higher education sector, was experiencing the impacts of the COVID-19 pandemic. The demands of maintaining the student experience in light of these extraordinary events, led GSA to respond, in its own words, in 'critical incident contingency mode' which appears to have limited GSA's ability to deliver fully on its ambitions for the enhancement of learning and teaching. GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR (paragraphs 5 and 23), citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this ELIR 4'. GSA also recognised that it, 'had to prioritise some enhancement activities over others' and that, 'whilst…we have undertaken significant enhancement activities in relation to the student experience, we have not achieved all that we had hoped to achieve in the period since the last ELIR'. "]
[2423,"GSA_140","-","Covid_19","Strategy","Glasgow School of Art","140 GSA has been impacted by two significant fires (paragraph 4) and, at the time of the ELIR, along with the rest of the UK higher education sector, was experiencing the impacts of the COVID-19 pandemic. The demands of maintaining the student experience in light of these extraordinary events, led GSA to respond, in its own words, in 'critical incident contingency mode' which appears to have limited GSA's ability to deliver fully on its ambitions for the enhancement of learning and teaching. GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR (paragraphs 5 and 23), citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this ELIR 4'. GSA also recognised that it, 'had to prioritise some enhancement activities over others' and that, 'whilst…we have undertaken significant enhancement activities in relation to the student experience, we have not achieved all that we had hoped to achieve in the period since the last ELIR'. "]
[2424,"GSA_141","-","Enhancement","Strategy","Glasgow School of Art","141 A further area of contextualisation for the ELIR identified and recognised by GSA was, 'Developing cross-GSA strategic approaches to enhancement and change management' and the RA outlines that 'As well as periods of emergency planning, GSA has been attempting to develop methods of change which maintain the strengths of disciplinary identity at the same time as cross-GSA working. Managing such a strategy around how we operate was a theme before the second fire in 2018 and has continued to be so'."]
[2425,"GSA_142","-","Enhancement","Strategy","Glasgow School of Art","142 GSA's Senior Leadership Group (SLG) withdrew the 2018-21 Strategic Plan in favour of Operational Plans following the 2018 fire. Senior staff that met with the ELIR team described a 'place-holder' approach, waiting for the appointment of a new Director, and that some elements of the Strategic Plan had become redundant. During the ELIR, the new Director stated that she recognised that the SLG had been operating in an operational rather than strategic way, and that GSA was now beginning to work towards the co-production of a new Strategic Plan, but at the time of the current ELIR, this had not yet begun."]
[2426,"GSA_142","-","Governance","Strategy","Glasgow School of Art","142 GSA's Senior Leadership Group (SLG) withdrew the 2018-21 Strategic Plan in favour of Operational Plans following the 2018 fire. Senior staff that met with the ELIR team described a 'place-holder' approach, waiting for the appointment of a new Director, and that some elements of the Strategic Plan had become redundant. During the ELIR, the new Director stated that she recognised that the SLG had been operating in an operational rather than strategic way, and that GSA was now beginning to work towards the co-production of a new Strategic Plan, but at the time of the current ELIR, this had not yet begun."]
[2427,"GSA_143","-","Enhancement","Practice","Glasgow School of Art","143 Individual academic schools' operational strategies, aligned with the Learning and Teaching Enhancement Strategy (LTES) and the SFC Outcome Agreement, have been supporting systematic approaches to identifying, reporting on and evaluating the enhancement of learning. While this may have promoted change at school level, it has failed to achieve consistent GSA-wide enhancement in areas of strategic importance to the student learning experience, such as assessment and feedback. As part of the emergent LTES  (2015-18) (paragraphs 145), GSA in 2016 introduced the Learning and Teaching Enhancement Working Group (LTEWG). In 2017, GSA developed the LTEWG into a constitutional Learning and Teaching Committee (LTC) which reports directly to the Undergraduate and Postgraduate Committee (UPC) with regard to strategic approaches     to enhancement."]
[2428,"GSA_143","-","Teaching_Learning","Strategy","Glasgow School of Art","143 Individual academic schools' operational strategies, aligned with the Learning and Teaching Enhancement Strategy (LTES) and the SFC Outcome Agreement, have been supporting systematic approaches to identifying, reporting on and evaluating the enhancement of learning. While this may have promoted change at school level, it has failed to achieve consistent GSA-wide enhancement in areas of strategic importance to the student learning experience, such as assessment and feedback. As part of the emergent LTES  (2015-18) (paragraphs 145), GSA in 2016 introduced the Learning and Teaching Enhancement Working Group (LTEWG). In 2017, GSA developed the LTEWG into a constitutional Learning and Teaching Committee (LTC) which reports directly to the Undergraduate and Postgraduate Committee (UPC) with regard to strategic approaches     to enhancement."]
[2429,"GSA_144","-","Teaching_Learning","Strategy","Glasgow School of Art","144 The ELIR team viewed the establishment of the LTC at GSA as a positive development, which could enhance the strategic approach to learning and teaching across the institution, as it serves as the main means to achieve the work of the Learning and Teaching Enhancement Strategy. At the time of the current ELIR, the LTC had not met since the formation of the Academic Contingency Group in response to the COVID-19 pandemic, in March 2020. During the review, the ELIR team was told by the Director, that the LTC would be reinstated in December 2020 when the new Deputy Director (Academic) took up post."]
[2430,"GSA_145","-","Teaching_Learning","Strategy","Glasgow School of Art","145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."]
[2431,"GSA_145","-","Student_Engagement","Representation","Glasgow School of Art","145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."]
[2432,"GSA_145","-","Enhancement","Strategy","Glasgow School of Art","145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."]
[2433,"GSA_146","-","Enhancement","Strategy","Glasgow School of Art","146 In the period between the 2018 fire and the current ELIR, GSA operationalised its approach to enhancement through the use of annual operational plans, its Outcome Agreement with SFC (with senior staff stating during the ELIR that the 'thrust of the previous Strategic Plan became the Outcome Agreement'), the work of LTC and through its academic quality processes - in particular, Programme Monitoring and Annual Reporting (PMAR), periodic reviews and Quality Enhancement Action Plans (QEAPs)."]
[2434,"GSA_147","-","Enhancement","Strategy","Glasgow School of Art","147 The ELIR team understands from its reading of the RA that the LTES (2018-21), through its core objectives, was intended to link directly to other institutional strategies, as it sets out to 'ensure systematic enhancement of learning, teaching and assessment related to the Research and Enterprise Strategy and Internationalisation Strategy'. However, in the RA, GSA describe the Internationalisation Strategy as 'put on hold following the second fire and the decision by the Senior Leadership Group to focus on consolidation of the student body as part of a contingency response by SLG after the second fire'.  "]
[{"$f":"IF(B2437<>\"\",ROW(A2437)-2,\"\")","v":2435},"GSA_148","-","Enhancement","Strategy","Glasgow School of Art","148 Staff who met with the ELIR team confirmed that work on the Internationalisation Strategy would resume as part of the forthcoming strategic planning cycle. Also, as noted by GSA, part of the Internationalisation Strategy involved decolonising the curriculum. While the library has worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment (paragraphs 110-111), progress with work on decolonising the curriculum is variable across the schools. The ELIR team believe there would be benefit to GSA in reviewing actions taken at school level and sharing good practice in order to benefit its overall institutional approach to internationalisation."]
[2436,"GSA_149","-","Enhancement","Practice","Glasgow School of Art","149 The Learning and Teaching Committee has been a key driver in beginning to progress with the following learning and teaching enhancements: student voice; piloting the personal tutor pilot scheme; PGT credit reform; PGT electives reform; programme monitoring and annual reporting; first year experience project"]
[2437,"GSA_149","-","Enhancement","Curriculum","Glasgow School of Art","149 The Learning and Teaching Committee has been a key driver in beginning to progress with the following learning and teaching enhancements: student voice; piloting the personal tutor pilot scheme; PGT credit reform; PGT electives reform; programme monitoring and annual reporting; first year experience project"]
[2438,"GSA_150","-","Enhancement","Strategy","Glasgow School of Art","150 The ELIR team recognised that the aspirations set out in the LTES were appropriate and acknowledged that the LTC was working hard to make progress in several areas, but the failure to make significant impact across the institution continues to be reflected in the results of the NSS and internal student surveys. GSA acknowledges that - for example, in assessment and feedback - 'students require more systematic improvements' but that 'managing disciplinary-orientated enhancements through a GSA wide framework' can be a significant challenge. For example, in respect of assessment and feedback, the RA notes that the 'distributed disciplinary nature' of GSA's interventions has not increased positive sentiment among students, although the Code of Assessment was intended to provide a GSA-wide framework. It was also noted by senior staff in a workshop preparing for ELIR, when reflecting on weaknesses in GSA's strategic approach that 'at times, there can be a lack of an institution-wide approach to issues. GSA can be too localised. These divergent practices need to be addressed. This is important when considering parity for students.' The ELIR team agreed with the conclusion drawn by GSA and would encourage greater consistency across all provision to enhance the student learning experience."]
[2439,"GSA_150","-","Assessment","Feedback","Glasgow School of Art","150 The ELIR team recognised that the aspirations set out in the LTES were appropriate and acknowledged that the LTC was working hard to make progress in several areas, but the failure to make significant impact across the institution continues to be reflected in the results of the NSS and internal student surveys. GSA acknowledges that - for example, in assessment and feedback - 'students require more systematic improvements' but that 'managing disciplinary-orientated enhancements through a GSA wide framework' can be a significant challenge. For example, in respect of assessment and feedback, the RA notes that the 'distributed disciplinary nature' of GSA's interventions has not increased positive sentiment among students, although the Code of Assessment was intended to provide a GSA-wide framework. It was also noted by senior staff in a workshop preparing for ELIR, when reflecting on weaknesses in GSA's strategic approach that 'at times, there can be a lack of an institution-wide approach to issues. GSA can be too localised. These divergent practices need to be addressed. This is important when considering parity for students.' The ELIR team agreed with the conclusion drawn by GSA and would encourage greater consistency across all provision to enhance the student learning experience."]
[2440,"GSA_151","-","Enhancement","Strategy","Glasgow School of Art","151 With LTC not operational from March 2020, and a number of areas of work from its remit were progressed by the Academic Continuity Group, GSA should ensure that LTC resumes its work once the new Deputy Director (Academic) is in post, and that priorities such as the Student Voice are effectively overseen by it. Similarly, the ELIR team would encourage GSA that the work of the Race Action Group, if it continues, should be integrated into the institutional committee structure, again ensuring that, in future, areas of strategic priority do not rely on individuals. The team also noted that, following the departure of the previous Deputy Director (Academic), only one of the seven members of GSA's Senior Leadership Group (SLG) was a senior academic. Following the appointment of a new Director and Deputy Director (Academic), there will be a stronger academic voice in the SLG, and the Director informed the team that this would be enhanced by the inclusion of all Heads of School at alternate meetings.     "]
[2441,"GSA_152","Recommendation","Enhancement","Strategy","Glasgow School of Art","152 The ELIR team recommends that GSA should ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should also monitor and review the effectiveness of the amended constitution of the Senior Leadership Group."]
[2442,"GSA_153","-","Enhancement","Themes","Glasgow School of Art","153 The institution has engaged with the national Enhancement Themes and emphasises their importance in shaping GSA's agenda. GSA has used the Enhancement Themes to try to understand the discipline-specific nature of learning and teaching enhancement within the creative arts. The Enhancement Themes have had a wide range of impacts on practice at GSA, including influencing on their policy approach to ensure effective student articulation and informing the approach to the First Year Experience project."]
[2443,"GSA_154","-","Enhancement","Themes","Glasgow School of Art","154 Developed as part of the Student Transitions theme (2014-17), the 'Transitions Out of Fine Art' project focused on the whole route of the student journey. GSA worked on preparation for incoming students, particularly on articulation from further education. It is evident that GSA have established some good practices in this area, having effective support in place for articulating students, and having made significant progress in supporting those students to successful completion on their courses (paragraphs 79-83)."]
[2444,"GSA_155","-","Enhancement","Themes","Glasgow School of Art","155 During the Evidence for Enhancement Theme (2017-20), GSA, through its LTC chair, has taken a co-leadership role in establishing a creative disciplines' collaborative cluster (which represented all the creative disciplines in Scotland's higher education institutions) which looked at how to engage and manage evidence regarding the impact of enhancements in learning and teaching. A key driver for the work was to explore GSA's approach to the use of data in planning and decision-making. GSA had three aims: to build its own confidence in using metrics data to inform and evaluate strategic enhancements in the light of the NSS results; to look at using student voice mechanisms to understand (and if necessary mitigate) the impact of developing curricular enhancements (using the Student Experience Survey) and to explore gathering discipline-specific evidence (Fine Art) in the area of participatory art projects to evaluate student experience. It is clear that the engagement with the Evidence for Enhancement Theme, although aiding GSA's self-evaluation of its practice in the use of data and metrics, has not yet resulted in significant institutional shifts in the use of evidence (paragraphs 196-205). However, the ELIR team understands that GSA intends to engage strategically with the use of metrics, and the new Director has explicitly expressed their desire to strengthen staffing in this area. The team would encourage GSA to take forward these plans believing there would be considerable benefit to GSA from being able to interrogate data sets in an integrated way to support its enhancement agenda."]
[2445,"GSA_156","-","Quality_Processes","Annual Monitoring","Glasgow School of Art","156 GSA identifies good practice through its quality assurance processes, including explicitly in Programme Monitoring and Annual Reporting (PMAR) which asks staff to provide 'three aspects of good practice leading to staff and student successes' and comment on 'how these have led to enhancements within the curriculum'. PMARs are presented at Boards of Study annually, and good practice relating to programmes and schools is disseminated through the schools' PMARs which are considered at UPC. Good practice is also shared in a systematic way through the Periodic Review and Revalidation processes. Additionally, through the Programme Approval and Validation processes good practice is identified within curriculum design and delivery modes, and this can be evidenced through approval panels' commendations (paragraphs 187-192)."]
[2446,"GSA_156","-","Enhancement","Practice","Glasgow School of Art","156 GSA identifies good practice through its quality assurance processes, including explicitly in Programme Monitoring and Annual Reporting (PMAR) which asks staff to provide 'three aspects of good practice leading to staff and student successes' and comment on 'how these have led to enhancements within the curriculum'. PMARs are presented at Boards of Study annually, and good practice relating to programmes and schools is disseminated through the schools' PMARs which are considered at UPC. Good practice is also shared in a systematic way through the Periodic Review and Revalidation processes. Additionally, through the Programme Approval and Validation processes good practice is identified within curriculum design and delivery modes, and this can be evidenced through approval panels' commendations (paragraphs 187-192)."]
[2447,"GSA_157","-","Teaching_Learning","Online learning","Glasgow School of Art","157 The online Learning and Teaching Enhancement Hub was launched in 2017 on the VLE to provide a resource bank for staff. Resources include modules on Personal Tutoring and approaches to evaluating learning and teaching, and the student learning experience.  In addition, in response to the pandemic and the move to online teaching, GSA developed a blog called GSA eLearning News: Glasgow School of Art's Learning Technology office blog. This is a very up-to-date, well-curated blog which has been extremely helpful with supporting staff to develop their knowledge of online learning and teaching. Staff who met with the ELIR team spoke positively about this development. There are posts called '2 Minute Tech Tips' and others which show examples of how to create video content. It was the ELIR team's view that this was an effective, well-used, live and updated resource."]
[2448,"GSA_158","-","Teaching_Learning","Good practice","Glasgow School of Art","158 While quality assurance processes and committee structures afford possibilities to disseminate good practice, GSA recognised that its structures rely on particular membership of those committees and best practice identified was not necessarily being disseminated as widely as was anticipated. The RA states that in response, in 2019-20, the Learning and Teaching team set out to produce summary bulletins of good practice emerging from quality processes and share these with staff through the Learning and Teaching Enhancement Hub. At the time of the review, the ELIR team could find no evidence of these bulletins, the posting of which would have supported GSA in its efforts to disseminate good practice identified through its quality assurance processes and committee structures. As a result, the team would encourage GSA to consider resuming this practice."]
[2449,"GSA_159","-","Teaching_Learning","Good practice","Glasgow School of Art","159 The Learning and Teaching conference which took place in 2015 provided an effective way to share good practice and was instituted, in part, in response to the commendation of the previous ELIR. GSA's ambitions to host a similar conference on a more regular basis have been derailed by the two fires and the ongoing pandemic. The ELIR team considered that there would be benefit to both staff and students from GSA giving due consideration to holding a sharing practice conference online to further disseminate good practice and support staff."]
[2450,"GSA_160","-","Staff_Support","Policy","Glasgow School of Art","160 GSA has an effective approach to staff development. One of GSA's key approaches to engage staff in the enhancement of their teaching and learning practice is through its MEd suite (revalidated in 2018) which has various routes: the PG Certificate in Higher Education Learning and Teaching; the PG Certificate in Supervisory Practice; and the full MEd - Diploma in Learning, Teaching and Supervisory Practices. While completion rates have fallen off significantly (between 2014 and 2019), it is important to put this into perspective: since the previous ELIR, 43 staff completed the programme, and an additional 16 members of the professional support staff and GTAs completed Course 1 of the programme. Currently there are 22 staff members working towards completion."]
[2451,"GSA_160","-","Staff_Support","Professional development","Glasgow School of Art","160 GSA has an effective approach to staff development. One of GSA's key approaches to engage staff in the enhancement of their teaching and learning practice is through its MEd suite (revalidated in 2018) which has various routes: the PG Certificate in Higher Education Learning and Teaching; the PG Certificate in Supervisory Practice; and the full MEd - Diploma in Learning, Teaching and Supervisory Practices. While completion rates have fallen off significantly (between 2014 and 2019), it is important to put this into perspective: since the previous ELIR, 43 staff completed the programme, and an additional 16 members of the professional support staff and GTAs completed Course 1 of the programme. Currently there are 22 staff members working towards completion."]
[2452,"GSA_161","-","Staff_Support","Policy","Glasgow School of Art","161 The Learning and Teaching team also support school staff through the delivery of bespoke development opportunities which works well within the devolved GSA structure, and accommodates the high proportion of fractional staff employed. Of note is the work with the School of Simulation and Visualisation to support their new curriculum, and support provided to staff in the School of Design with assessment and feedback issues."]
[2453,"GSA_162","-","Staff_Support","Professional development","Glasgow School of Art","162 Other developmental opportunities for staff have been offered through GSA's hosting of sector-wide events, including: a 'Transitions Out' symposium in Fine Art; a Council for Higher Education in Art and Design (CHEAD) Leadership in learning and teaching conference; an International Journal of Art and Design Education Annual Conference; and an Enhancement Theme collaborative round table meeting entitled 'Evidencing Enhancement in Art and Design'."]
[2454,"GSA_163","-","Staff_Support","Professional development","Glasgow School of Art","163 Developmental opportunities are provided not only for academic and professional staff, but also for doctoral candidates to support their engagement in teaching as part of   their postgraduate experience. Introduced in 2015-16, the Graduate Teaching (GTA) Scheme supported GTAs at course/programme level to develop their teaching practice.      In 2016-17, the Learning and Teaching team introduced 'Learning and Teaching in an Art School' - a formal short course to support GTAs. The day and half course built upon the QAA Focus On project - 'Training and support for postgraduate students who teach (PGWT)'. Feedback from students on the course is that they value it in preparing them for their teaching roles."]
[2455,"GSA_164","-","Staff_Support","Policy","Glasgow School of Art","164 In the RA, GSA state that a key challenge to staff engagement in development activity is workload. In response to a recommendation at the last ELIR, GSA introduced an Activity Planning Model to support workload management. GSA's Activity Planning protocols enable staff to discuss with their line manager how their time is deployed across scholarship, research, teaching and administrative duties. This process takes place at annual Career Development Reviews, and is particularly important because of the large numbers of fractional staff which result in ongoing difficulties to schedule staff development activities on such limited contracts. To help facilitate staff engagement, GSA contractually protects development time through, for instance, by designating a pro-rata allocation of 0.1 day per week (per 1.0 FTE) for scholarship. GSA also reserves, for some cases, a small contingency fund to enable staff to work 'overtime' in order to attend key meetings and events. It was noted by staff during the ELIR that effort is taken to engage with careful workload planning particularly for staff on fractional contracts. Senior staff indicated that a new Workload Allocation Model was in development, and that this work would be taken forward by the incoming Deputy Director (Academic)."]
[2456,"GSA_165","-","Staff_Support","Professional development","Glasgow School of Art","165 Following the Periodic Review of Postgraduate Research in September 2018, the Research and Enterprise team began to revise the Research Degrees Guidance documentation to better support the role of PhD supervisor; when complete, the documentation will act as a Supervisor's Code of Practice. Compulsory attendance (every three years) at an annual supervisor training session was to be implemented; however, during the review, the ELIR team could find no evidence that this was yet in place. One way that less experienced supervisors get 'training' is through acting as second supervisor. The team would encourage GSA to restart its work to formalise training for PhD supervisors and ensure its approach is documented and implemented."]
[2457,"GSA_165","-","Postgraduate_Research","Student Experience","Glasgow School of Art","165 Following the Periodic Review of Postgraduate Research in September 2018, the Research and Enterprise team began to revise the Research Degrees Guidance documentation to better support the role of PhD supervisor; when complete, the documentation will act as a Supervisor's Code of Practice. Compulsory attendance (every three years) at an annual supervisor training session was to be implemented; however, during the review, the ELIR team could find no evidence that this was yet in place. One way that less experienced supervisors get 'training' is through acting as second supervisor. The team would encourage GSA to restart its work to formalise training for PhD supervisors and ensure its approach is documented and implemented."]
[2458,"GSA_166","-","Enhancement","Strategy","Glasgow School of Art","166 In the last five years, GSA has found itself, due to a series of unforeseen circumstances, including two fires and more recently a global pandemic, necessarily operating in a more operational than strategic manner. Going forward, GSA is asked to ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should monitor and review the effectiveness of the amended constitution of the Senior Leadership Group"]
[2459,"GSA_166","-","Governance","Strategy","Glasgow School of Art","166 In the last five years, GSA has found itself, due to a series of unforeseen circumstances, including two fires and more recently a global pandemic, necessarily operating in a more operational than strategic manner. Going forward, GSA is asked to ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should monitor and review the effectiveness of the amended constitution of the Senior Leadership Group"]
[2460,"GSA_167","-","Teaching_Learning","Good practice","Glasgow School of Art","167 The institution has continued to try to promote and share good practice, notably through PMAR and the Learning Technology and Learning and Teaching teams, whose work includes timely blog spots on online technology tips, the Learning and Teaching Enhancement Hub and the MEd suite. There would be benefit in building on this work perhaps through re-establishing the Learning and Teaching Conference online."]
[2461,"GSA_168","-","Quality_Processes","Framework","Glasgow School of Art","168 Glasgow School of Art's arrangements for managing quality and securing academic standards are currently limited, such that the standards of the awards it offers would continue to be placed at risk if GSA did not take appropriate action. GSA should,     in particular, ensure that the revised Memorandum of Agreement with the University of Glasgow is widely understood and its processes followed, and make progress on its planned changes to the GSA Code of Assessment."]
[2462,"GSA_168","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","168 Glasgow School of Art's arrangements for managing quality and securing academic standards are currently limited, such that the standards of the awards it offers would continue to be placed at risk if GSA did not take appropriate action. GSA should,     in particular, ensure that the revised Memorandum of Agreement with the University of Glasgow is widely understood and its processes followed, and make progress on its planned changes to the GSA Code of Assessment."]
[2463,"GSA_169","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","169 GSA is an accredited institution of the University of Glasgow (UoG). GSA is responsible for the development, monitoring, evaluation and updating of its quality framework, while the Senate of the University of Glasgow has ultimate responsibility for GSA awards. University of Glasgow and GSA state that GSA has delegated authority for academic standards and quality assurance, and operates quality assurance and enhancement procedures agreed with the University. GSA's procedures are aligned with the University of Glasgow's own procedures, which in turn align with the expectations set out in the Scottish Funding Council guidance to higher education institutions on quality."]
[2464,"GSA_169","-","Quality_Processes","Framework","Glasgow School of Art","169 GSA is an accredited institution of the University of Glasgow (UoG). GSA is responsible for the development, monitoring, evaluation and updating of its quality framework, while the Senate of the University of Glasgow has ultimate responsibility for GSA awards. University of Glasgow and GSA state that GSA has delegated authority for academic standards and quality assurance, and operates quality assurance and enhancement procedures agreed with the University. GSA's procedures are aligned with the University of Glasgow's own procedures, which in turn align with the expectations set out in the Scottish Funding Council guidance to higher education institutions on quality."]
[2465,"GSA_170","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","170 A revised Memorandum of Agreement (MoA) between GSA and UoG had been due to be implemented from 1 April 2020, as outlined in the Reflective Analysis. At the time of the ELIR (autumn 2020), it became apparent that the revisions to the MoA had not been concluded on schedule. The ELIR team heard that the revised agreement had now been signed off, but with a small number of 'minor points' to be finalised. The new agreement included new and revised sections including: Memorandum of Understanding; General Partnership Terms; Memorandum of Agreement for Taught Provision; Memorandum of Agreement for Research Provision; Joint Programme Framework Agreement; Data Processing Agreement; Service Teaching Agreement MLitt Art Writing and Service Teaching Agreement BEng/MEng Civil Engineering with Architecture. In the week following the ELIR, GSA indicated to the team that revisions to the MoA are in essence 'the creation of a more flexible legal structure in which the components are now housed and partly a simplification of the financial arrangements'. GSA confirm that the full suite of documentation associated with this MoA was considered and approved at the GSA Academic Council meeting on 13 May 2020 and then considered and approved at the        1 June 2020 meeting of the GSA Board of Governors. GSA confirmed that the entire process was overseen by the University-GSA Strategic Partnership Group, chaired by the University's Vice-Principal (Academic Planning and Technological Innovation). However, the ELIR team was unable to confirm with senior staff when the revised MoA had been or was to be approved by the University of Glasgow, but learnt subsequently that it had been signed by the University's Principal and Vice-Chancellor on 8 October 2020."]
[2466,"GSA_171","-","Quality_Processes","External examining","Glasgow School of Art","171 Since 2017, following negotiation with the University of Glasgow, GSA's Academic Council has acquired delegated responsibility for approving the appointment of external examiners for all taught programmes. Responsibility for the approval of most     new programmes and major programme changes has also been transferred to GSA from 2017-18. "]
[2467,"GSA_171","-","Quality_Processes","Programme Approval","Glasgow School of Art","171 Since 2017, following negotiation with the University of Glasgow, GSA's Academic Council has acquired delegated responsibility for approving the appointment of external examiners for all taught programmes. Responsibility for the approval of most     new programmes and major programme changes has also been transferred to GSA from 2017-18. "]
[2468,"GSA_172","-","Covid_19","Strategy","Glasgow School of Art","172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."]
[2469,"GSA_172","-","Covid_19","Assessment","Glasgow School of Art","172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."]
[2470,"GSA_172","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."]
[2471,"GSA_173","Recommendation","Collaborative_Partnerships","Oversight","Glasgow School of Art","173 Considering the approval and oversight arrangements with the awarding body (UoG), GSA is recommended to ensure that the respective responsibilities of both parties under the Memorandum of Agreement are clear and well understood by key GSA staff. In addition, and in the light of the QAA Scottish Concerns Scheme (SCS) investigations[2] conducted with GSA in October 2020, GSA is recommended to ensure that any significant changes to assessment, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."]
[2472,"GSA_174","Recommendation","Assessment","Practice","Glasgow School of Art","174 A need to review the existing GSA Code of Assessment had been identified as part of the Learning and Teaching Enhancement Strategy (LTES) (2018-21). Work was due to commence in 2020 for implementation in September 2020, however, development was effectively halted due to the 2018 fire and remained uncompleted at the time of the ELIR. In respect to the Code of Assessment, the ELIR team recommends that GSA ensures that the planned changes are clearly outlined in addenda to the GSA Code of Assessment and communicated to students in consultation with student representatives. In light of the recent SCS investigations conducted with GSA in October 2020, particular attention should be paid as to how to communicate assessment arrangements to staff and students to ensure that they fully understand what they are required to do and by when. "]
[2473,"GSA_175","-","Assessment","Practice","Glasgow School of Art","175 GSA state in the RA that 'responsibility for the management and operation of programme assessment scheme rests with the relevant programme leader reporting to the Head of Academic School'. A key role of a programme leader is to emphasise the importance of ensuring that all staff are fully aware of GSA's assessment requirements and expectations. However, staff who met the team, including programme leaders, appeared to have limited understanding of GSA's requirements in this respect. The examiners for the assessment scheme are made up of the internal and external examiners. The GSA final Examination Board is convened by the Deputy Director (Academic) and includes the programme leader and head of school, its purpose is to determine the results of the assessment procedure. The Head of Academic Registry is responsible for managing appeals against the outcomes of assessment."]
[2474,"GSA_176","-","Assessment","Practice","Glasgow School of Art","176 GSA operates a Code of Assessment based upon the University of Glasgow's Code, and which adheres to the principles of UK Quality Code for Higher Education. The purpose of the Code of Assessment is to assure parity of standards and degrees across programmes at GSA and across the degree awards of the University of Glasgow. The code includes descriptors for the attainment of intended learning outcomes, a definition of primary grades, secondary band grading, grade points and banding related to honours classification. Each approved GSA programme is intended to be assessed against the stated learning outcomes of the course, and assessment should include a combination of formative and summative elements. It is intended that assessment may only be changed through procedures approved by the GSA Academic Council and the University of Glasgow Senate. However, during recent Scottish Concerns Scheme investigations, it was learnt that this procedure was not followed in the period of the pandemic immediately after lockdown in March 2020."]
[2475,"GSA_177","-","Assessment","Feedback","Glasgow School of Art","177 The Code of Assessment also states that candidates will receive feedback to guide their subsequent learning. During the ELIR, GSA staff noted for postgraduate taught courses that formative assessment was designed to take place in the middle of a stage. Students would be assessed against learning outcomes and the indicative content of the course and would receive formal written feedback prior to the summative assessment. This process was designed to allow time for students to capitalise on strengths, address weaknesses and respond to advice on direction prior to summative assessment. They felt this was consistent with the cycle in PGT."]
[2476,"GSA_178","-","Assessment","Practice","Glasgow School of Art","178  It was noted that in planned revisions to the Code of Assessment, GSA were looking at how all programmes are designed to ensure there are distinct assessment points to ensure evidence of achievement. Based on the earlier recommendations on assessment and feedback (paragraphs 101 and 138), the ELIR team would strongly encourage GSA to progress promptly on the implementation of these plans.  "]
[2477,"GSA_179","-","Assessment","Feedback","Glasgow School of Art","179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "]
[2478,"GSA_179","-","Assessment","Practice","Glasgow School of Art","179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "]
[2479,"GSA_179","-","Covid_19","Assessment","Glasgow School of Art","179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "]
[2480,"GSA_180","-","Assessment","Practice","Glasgow School of Art","180 Students who raised concerns through the QAA Scottish Concerns Scheme[3]  indicated that they were unclear about how they would be assessed during the remainder of session 2019-20 - for example, they were not aware of the production of a Mid-Year grade or of any tutorial records or formal feedback, and were confused about how academic staff were in a position to make an assessment judgement in order to meet programme-level intended learning outcomes, given that they had submitted no work for assessment during the period between March and June 2020. In addition, during the ELIR review, some undergraduate and postgraduate students said that they were still unclear as to how they would be assessed, that there 'did not appear to have been an attempt to adapt the curriculum to an online format and that no attempt had been made to change the delivery methods' used by staff. In preparation for the 2020-21 academic session, GSA had developed a 'COVID-19 Response Student Guide' which was made available in August 2020 to returning and new students. However, due to the timing of the review, the ELIR team was unable to confirm if the new guide had or would be effective in dealing with earlier student concerns. The team found that some students remained unclear about how their course had and would be assessed, how summative assessments would be completed and, therefore, what the implications were for their progression and the calculation of final awards. Although the ELIR team was provided with some contingency proformas which were useful as a summary, the team did not see detailed assessment arrangements for 2022-21 during the review visit."]
[2481,"GSA_180","-","Assessment","Feedback","Glasgow School of Art","180 Students who raised concerns through the QAA Scottish Concerns Scheme[3]  indicated that they were unclear about how they would be assessed during the remainder of session 2019-20 - for example, they were not aware of the production of a Mid-Year grade or of any tutorial records or formal feedback, and were confused about how academic staff were in a position to make an assessment judgement in order to meet programme-level intended learning outcomes, given that they had submitted no work for assessment during the period between March and June 2020. In addition, during the ELIR review, some undergraduate and postgraduate students said that they were still unclear as to how they would be assessed, that there 'did not appear to have been an attempt to adapt the curriculum to an online format and that no attempt had been made to change the delivery methods' used by staff. In preparation for the 2020-21 academic session, GSA had developed a 'COVID-19 Response Student Guide' which was made available in August 2020 to returning and new students. However, due to the timing of the review, the ELIR team was unable to confirm if the new guide had or would be effective in dealing with earlier student concerns. The team found that some students remained unclear about how their course had and would be assessed, how summative assessments would be completed and, therefore, what the implications were for their progression and the calculation of final awards. Although the ELIR team was provided with some contingency proformas which were useful as a summary, the team did not see detailed assessment arrangements for 2022-21 during the review visit."]
[2482,"GSA_181","-","Assessment","Practice","Glasgow School of Art","181 GSA stated that the arrangements for assessing the programmes were shared with the University of Glasgow via its representatives at GSA's Academic Council (paragraph 176). This was a line of enquiry in the Scottish Concerns Scheme investigation in the week preceding the ELIR, where, during a meeting with senior representatives from UoG, the investigating team was unable to confirm that UoG was aware, or had oversight of the details of the changes to the assessment of GSA awards, or that formal approval of the proposed arrangements (cessation of programme related teaching, learning and assessment) had been received by GSA from UoG, although reference was made to the 'force majeure' clause in the Memorandum of Agreement which allows for mutual reassurance by informal means.  Minutes from the Strategic Partnership Group give no further detail of arrangements for assessment or for formal approval. Following the review visit the ELIR team was informed by the Director that GSA's approach to assessment had been reflected upon and had been codified in an addendum to the Code of Assessment which was to be considered by the Academic Council on 9 December 2020. At the time of the review, this was not available to the ELIR team. "]
[2483,"GSA_181","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","181 GSA stated that the arrangements for assessing the programmes were shared with the University of Glasgow via its representatives at GSA's Academic Council (paragraph 176). This was a line of enquiry in the Scottish Concerns Scheme investigation in the week preceding the ELIR, where, during a meeting with senior representatives from UoG, the investigating team was unable to confirm that UoG was aware, or had oversight of the details of the changes to the assessment of GSA awards, or that formal approval of the proposed arrangements (cessation of programme related teaching, learning and assessment) had been received by GSA from UoG, although reference was made to the 'force majeure' clause in the Memorandum of Agreement which allows for mutual reassurance by informal means.  Minutes from the Strategic Partnership Group give no further detail of arrangements for assessment or for formal approval. Following the review visit the ELIR team was informed by the Director that GSA's approach to assessment had been reflected upon and had been codified in an addendum to the Code of Assessment which was to be considered by the Academic Council on 9 December 2020. At the time of the review, this was not available to the ELIR team. "]
[2484,"GSA_182","Recommendation","Assessment","Practice","Glasgow School of Art","182 In respect to assessment design the ELIR team would ask GSA to reflect on the structure of its degree programmes and revisit final end-of-year assessments, particularly in response to the COVID-19 pandemic and the inability to deliver a physical degree show in 2020 due to government restrictions, and which could potentially happen again in 2021. In addition, and again in light of the continuing pandemic, the team recommends that GSA explores alternative approaches to assessment that ensure the security of standards. "]
[2485,"GSA_182","Recommendation","Covid_19","Assessment","Glasgow School of Art","182 In respect to assessment design the ELIR team would ask GSA to reflect on the structure of its degree programmes and revisit final end-of-year assessments, particularly in response to the COVID-19 pandemic and the inability to deliver a physical degree show in 2020 due to government restrictions, and which could potentially happen again in 2021. In addition, and again in light of the continuing pandemic, the team recommends that GSA explores alternative approaches to assessment that ensure the security of standards. "]
[2486,"GSA_183","Recommendation","Covid_19","Assessment","Glasgow School of Art","183 On assessment design, the ELIR team recommends that in view of the ongoing pandemic, GSA should continue to implement its timetabled plan to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly. "]
[2487,"GSA_183","Recommendation","Assessment","Feedback","Glasgow School of Art","183 On assessment design, the ELIR team recommends that in view of the ongoing pandemic, GSA should continue to implement its timetabled plan to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly. "]
[2488,"GSA_184","Recommendation","Assessment","Practice","Glasgow School of Art","184 In respect to academic standards, the ELIR team, considering the continuing pandemic, also recommends that GSA implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes. "]
[2489,"GSA_184","-","Covid_19","Assessment","Glasgow School of Art","184 In respect to academic standards, the ELIR team, considering the continuing pandemic, also recommends that GSA implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes. "]
[2490,"GSA_185","-","Quality_Processes","External examining","Glasgow School of Art","185 GSA provided the ELIR team with an 'Analysis of External Examiner Comments for 2017-18' which detailed both 'Positive Themes' and 'Developmental Themes'. Positive themes included: curriculum design and creative freedom; assessment and feedback; collaboration; academic support; professional practice; and tutors. The developmental themes included: organisation and management; assessment and feedback; learning resources including technical skills and access to specialist equipment; curriculum design, staff resource and professional practice. In discussion with GSA staff, the team heard that this overview report was specifically constructed for the team and therefore not routinely produced. The team believe that there would be value to the institution in routinely producing this type of overview report for UPC and the Academic Council, supporting GSA  to identify key areas of good practice and themes for development, and support it to tackle  key themes consistently across the School. "]
[2491,"GSA_186","-","Quality_Processes","External examining","Glasgow School of Art","186 The ELIR team was informed that students meet periodically with external examiners as part of institution-led review visits and are provided access to their reports through SSCCs. In addition, the Academic Quality Office had been exploring options to make external examiner reports more readily available to the wider student population through the VLE, however, at the time of the ELIR, this work had not been fully concluded. Some students that met the team were unaware of how to access external examiner reports. GSA staff said that students are told they are available and occasionally ask to see them. The team would encourage GSA to reinforce with all students that the reports are published on GSA's VLE following conclusion of the Programme Monitoring and Annual Reporting (PMAR) exercise. This would enable all students to be given the opportunity to engage in discussion and consideration of this element of the assessment process."]
[2492,"GSA_187","-","Quality_Processes","Framework","Glasgow School of Art","187 The Academic Council has ultimate responsibility for approval and oversight of GSA's quality framework, with the Academic Quality Office responsible for ensuring that quality assurance and enhancement processes are implemented. The UPC advises the Academic Council on quality and standards and in turn is supported by the Learning and Teaching Committee which takes a lead in respect to Quality Enhancement. Research degrees are overseen by the Research Degrees Sub-Committee (RDSC), reporting to the Academic Council via the Research and Enterprise Committee. Academic schools are responsible for ensuring engagement with the quality framework. This takes place through membership of academic committees throughout the institution. "]
[2493,"GSA_188","-","Quality_Processes","Programme Approval","Glasgow School of Art","188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."]
[2494,"GSA_188","-","Quality_Processes","Annual Monitoring","Glasgow School of Art","188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."]
[2495,"GSA_188","-","PSRBs","Programme approval","Glasgow School of Art","188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."]
[2496,"GSA_189","-","Quality_Processes","Annual Monitoring","Glasgow School of Art","189 GSA places great emphasis on the PMAR process which is a key component of its quality assurance processes. It is also used to follow progress with programme and school-level actions arising from SFC Outcome Agreements, the Learning and Teaching Enhancement Strategy (LTES) and recommendations from Periodic Review. The PMAR process is overseen by UPC and comprises the Annual School Summary Report (ASR) for each school within the institution, Annual Programme Report (APR), Support Department Overview Report, Critical Friend Report (CFR) and the Quality Enhancement Action Plan (QEAP) which is linked to the Student Experience Action Tracker (SEAT) (paragraph 55). PMAR also takes into consideration information from Institution-led Review (six-year cycle), student survey data, reports from the Staff-Student Consultative Committees (SSCC) and external examiner reports. Staff who met with the ELIR team considered the revisions to the PMAR process to be positive, as a more reflective process had developed."]
[2497,"GSA_190","-","Quality_Processes","Internal Review","Glasgow School of Art","190 Periodic Review and Revalidation is carried out on a cycle of no more than six years and is managed by the GSA Academic Quality Office. The sample of Periodic Review and Revalidation documents (up to academic year 2017-18) considered by the ELIR team indicated that academic standards were being effectively monitored by GSA. Staff who met the team were familiar with the expectations of these processes and the connection to quality assurance at GSA. As part of the periodic review process, external subject experts are engaged."]
[2498,"GSA_191","-","Quality_Processes","Internal Review","Glasgow School of Art","191 A revision and enhancement of PGR regulations and guidance was reported     as underway, led by the Head of Doctoral Studies, following the Periodic Review of PGR    in 2018. However, at the time of the ELIR, the completion of key conditions and recommendations arising from the review remain outstanding."]
[{"$f":"IF(B2501<>\"\",ROW(A2501)-2,\"\")","v":2499},"GSA_192","Recommendation","Quality_Processes","Internal Review","Glasgow School of Art","192 Professional Support Departments report annually on their services as part of   the PMAR process. The ELIR team heard that although the Professional Support Departments' reports were useful and had been commended in the past, there was no systematic periodic review of professional services. In respect to the identification and sharing of good practice across the institution, including professional services, the RA commented that 'further work could be done to enhance our approach, particularly in relation to dissemination'. The Learning and Teaching Committee review (2018) identified that institutional and school-level committees had a key role to play in sharing good practice, but that there was an 'overreliance on personal communication chains' given their limited membership. For the 2018-19 academic year, Professional Support Department actions had been included in the Student Experience Action Tracker (paragraph 55). The ELIR team was informed that the incoming Director intended to adapt GSA's academic periodic review process to better align, and make more consistent, the review of student facing professional support services with that of the academic schools. The team learned that a revised review process would be approved in January 2021, with the first review scheduled to be completed by the end of the 2020-21 academic year. The team recommended that GSA implement its plan to introduce a systematic and effective mechanism for reviewing the contribution of the professional support services to the quality of the student experience, incorporating external specialist expertise and student engagement. "]
[2500,"GSA_193","-","Quality_Processes","Framework","Glasgow School of Art","193 Through both the QAA Scottish Concerns Scheme investigations in October 2020 that preceded the ELIR, and during the review, the ELIR team became aware that several GSA processes did not refer explicitly to 'independence' in order to avoid conflicts of interest. For example, although GSA's Complaints Handling Procedure follows requirements set down by the Scottish Public Sector Ombudsman, GSA's processes do not ensure that those who investigate a complaint internally are not at the same time involved in contributing to key school-level strategic decisions around which the complaints could be based. In addition, students commented that the Good Cause procedures (the term GSA use to refer to regulations for making appropriate allowance for unforeseen or unavoidable circumstances which may affect student assessments), in their view, lacked transparency about the operation of the process, including which members of staff would be making the decision and who would have access to their personal circumstances. Therefore, to avoid potential conflicts of interest and aid transparency, the ELIR team recommends that GSA undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."]
[2501,"GSA_193","Recommendation","Appeals_Complaints","Policy","Glasgow School of Art","193 Through both the QAA Scottish Concerns Scheme investigations in October 2020 that preceded the ELIR, and during the review, the ELIR team became aware that several GSA processes did not refer explicitly to 'independence' in order to avoid conflicts of interest. For example, although GSA's Complaints Handling Procedure follows requirements set down by the Scottish Public Sector Ombudsman, GSA's processes do not ensure that those who investigate a complaint internally are not at the same time involved in contributing to key school-level strategic decisions around which the complaints could be based. In addition, students commented that the Good Cause procedures (the term GSA use to refer to regulations for making appropriate allowance for unforeseen or unavoidable circumstances which may affect student assessments), in their view, lacked transparency about the operation of the process, including which members of staff would be making the decision and who would have access to their personal circumstances. Therefore, to avoid potential conflicts of interest and aid transparency, the ELIR team recommends that GSA undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."]
[2502,"GSA_194","-","Quality_Processes","Externality","Glasgow School of Art","194 Overall, GSA has an effective approach to using external reference points in managing its academic standards, including QAA Subject Benchmark Statements, qualification frameworks and the UK Quality Code for Higher Education. GSA engage with a variety of organisations such as the NESTA Policy and Evidence Centre, other enterprise bodies and relevant employers in the creative arts on areas of strategic importance to the institution. Additionally, GSA draws upon external information from Universities Scotland Learning and Teaching Committee, the Scottish Higher Education Enhancement Committee (SHEEC), and the Council for Higher Education Art and Design."]
[2503,"GSA_195","-","Enhancement","Themes","Glasgow School of Art","195 The 2014 ELIR identified seven areas for development and the current ELIR team agreed with GSA that some progress had been made in each area. However, key areas such as 'Assessment and Feedback' remain priority areas and require further development. Additionally, the evaluation of particular GSA-wide initiatives is hard to follow, as reporting in the devolved school model does not always allow for the systematic tracking of actions and follow-up at institutional level."]
[2504,"GSA_196","-","Quality_Processes","Use of data","Glasgow School of Art","196 GSA's approach to using data to inform its decision-making and support its evaluative processes is currently limited. Management information was identified as an area for development in the 2010 ELIR. At the time of ELIR 3, management information - in the context of GSA's ability to monitor the numbers and roles of part-time staff on permanent and temporary contracts - was a continued area for development. At the time of the current ELIR, GSA recognised that its approach to using data strategically was an area that the institution would like to prioritise, and this was a particular area of focus outlined by the new Director."]
[2505,"GSA_197","-","Quality_Processes","Use of data","Glasgow School of Art","197 The ELIR team heard that GSA had full confidence in the effectiveness of their approach to self-evaluation through their interaction with their quality processes and cycle and their use of data to inform decision-making. GSA stated in the RA that annual reporting through the PMAR process, the use of external examiners reports, and reporting from professional services provide clear evidence of the maintenance of quality and academic standards. "]
[2506,"GSA_198","-","Quality_Processes","Use of data","Glasgow School of Art","198 GSA uses a range of key metrics data including student demographics, progression and continuation, equality and diversity, grade distribution, and student satisfaction surveys. The ELIR team was informed of the leadership role that GSA had taken in the national Enhancement Theme 'Evidence for Enhancement' (2017-20), with this viewed by GSA as a positive move to building confidence in its use of data. Discussion of data, information and analysis takes place at Senior Leadership Group, Planning and Management Group, Undergraduate and Postgraduate Committee as well as by devolved interaction at Academic School and Professional Services level and through the PMAR process.                                                                                       "]
[2507,"GSA_199","-","Quality_Processes","Use of data","Glasgow School of Art","199 However, the RA identified that data analysis is not centralised but devolved to professional and academic services departments depending on the data set. For example, equality and diversity data sets are held by Registry, while student survey data sets are overseen by the Learning and Teaching team, and Graduate Outcomes and the PGR experience surveys data sets are overseen and analysed by the Research and Enterprise team. The ELIR team viewed this lack of a centralised approach to the analysis and consideration of data as a 'missed opportunity' for GSA, given the value that could be derived from the ability to analyse these datasets holistically. In addition, the team thought that GSA could more make better use of student feedback and student survey data and respond more effectively to students on actions made in response. "]
[2508,"GSA_200","-","Quality_Processes","Use of data","Glasgow School of Art","200 Some student data is captured centrally at enrolment to provide demographic information about protected characteristics. The student record system is key in monitoring and reviewing progression and achievement data which is considered through PMAR and which in turn is used to inform quality enhancement plans, and forms a key data set for Periodic Review and Revalidation. Students are surveyed through several internal and external surveys in order to capture feedback on their studies (paragraph 52). Data collected has driven decisions such as the reform of the first-year experience and the PGT system."]
[2509,"GSA_201","-","Quality_Processes","Use of data","Glasgow School of Art","201 A small number of programmes have started to use the learning analytics functions in the VLE to monitor student engagement and identify students at risk of failure. However, in discussion with GSA, the ELIR team was informed by staff that 'Learning analytics were not on the GSA agenda due to student concerns about perceived 'surveillance''."]
[2510,"GSA_202","-","Quality_Processes","Annual Monitoring","Glasgow School of Art","202 Annual Equality Monitoring is undertaken at an institutional level in order to analyse GSA's student and staff populations comparatively with sectoral benchmarks. Equality and diversity data are analysed through the PMAR process and at school level through the School Annual Summary report to identify trends in student attainment and progression. The analysis of data provides key reference points for Equality Impact Assessments, Equality Outcomes and Equality Action Plans."]
[2511,"GSA_202","-","Equality_Diversity","Practice","Glasgow School of Art","202 Annual Equality Monitoring is undertaken at an institutional level in order to analyse GSA's student and staff populations comparatively with sectoral benchmarks. Equality and diversity data are analysed through the PMAR process and at school level through the School Annual Summary report to identify trends in student attainment and progression. The analysis of data provides key reference points for Equality Impact Assessments, Equality Outcomes and Equality Action Plans."]
[2512,"GSA_203","-","Quality_Processes","Use of data","Glasgow School of Art","203 The RA stated that one of GSA's challenges institutionally is that its methods for data analysis 'remain relatively uni-dimensional' and that the decentralised nature of the School make it more difficult to undertake cross-referencing and trend analysis, and that further work was required to improve data management. GSA recognise the challenges of the decentralised nature its current arrangements for data monitoring and analysis, and reported to the ELIR team that the use of academic school-wide data trend analysis within their devolved processes of data-gathering and reflection was challenging and currently in a basic state. During the review, staff who met with the ELIR team demonstrated limited understanding of using data to improve the student experience. The team agree with GSA's assessment and considered that data systems were not connected. GSA staff told the team that before the appointment of the new Director, there was limited appetite in senior management to look at data strategically."]
[2513,"GSA_204","-","Quality_Processes","Use of data","Glasgow School of Art","204 GSA introduced the institution-level Student Experience Action Tracker (SEAT)  in late 2018 (paragraph 55). Matters prioritised and monitored through the SEAT are identified from GSA's analysis of its performance in NSS, the internal Student Experience Survey (SES), the internal Postgraduate Student Experience Survey (PGTSES), and what GSA consider to be key priorities emerging from this intelligence. Up until March 2020, when the COVID-19 emergency procedures were implemented, the SEAT had been reported to the Learning and Teaching Committee (LTC) on a monthly basis and to the Academic Council, UPC, and the Planning and Management Group on a quarterly basis. Updating and reporting on the SEAT was led by the out-going Deputy Director (Academic) and, at the time of the ELIR, the SEAT had not been revised since his departure. During the ELIR, GSA staff expressed the view that actions to improve the institution's NSS results, the SEAT process, and in turn the impact on the student experience had been slow to be embedded and had lacked impact. For the 2018-19 academic year, Professional Support Department actions had been included in the SEAT."]
[2514,"GSA_204","-","Student_Engagement","Feedback","Glasgow School of Art","204 GSA introduced the institution-level Student Experience Action Tracker (SEAT)  in late 2018 (paragraph 55). Matters prioritised and monitored through the SEAT are identified from GSA's analysis of its performance in NSS, the internal Student Experience Survey (SES), the internal Postgraduate Student Experience Survey (PGTSES), and what GSA consider to be key priorities emerging from this intelligence. Up until March 2020, when the COVID-19 emergency procedures were implemented, the SEAT had been reported to the Learning and Teaching Committee (LTC) on a monthly basis and to the Academic Council, UPC, and the Planning and Management Group on a quarterly basis. Updating and reporting on the SEAT was led by the out-going Deputy Director (Academic) and, at the time of the ELIR, the SEAT had not been revised since his departure. During the ELIR, GSA staff expressed the view that actions to improve the institution's NSS results, the SEAT process, and in turn the impact on the student experience had been slow to be embedded and had lacked impact. For the 2018-19 academic year, Professional Support Department actions had been included in the SEAT."]
[2515,"GSA_205","Recommendation","Quality_Processes","Use of data","Glasgow School of Art","205 However, it was the team's view that the institution's capacity for self-evaluation   is restricted by its limited approach to using data. The ELIR team concluded that GSA does not have an overarching data strategy or approach to data management to enhance the student experience, and therefore recommends that GSA progresses with the development of a Data Strategy to facilitate the integration of data from diverse sources and inform institutional decision-making and the development of policy and practice for use across the entire School."]
[2516,"GSA_206","-","Quality_Processes","Framework","Glasgow School of Art","206 The institution's arrangements for securing academic standards at the time of this ELIR are limited due to issues identified in GSA's assessment policy, assessment standards and assessment design. "]
[2517,"GSA_207","-","Quality_Processes","Framework","Glasgow School of Art","207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."]
[2518,"GSA_207","-","Quality_Processes","Framework","Glasgow School of Art","207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."]
[2519,"GSA_207","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."]
[2520,"GSA_207","-","Assessment","Practice","Glasgow School of Art","207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."]
[2521,"GSA_208","-","Covid_19","Assessment","Glasgow School of Art","208 In view of the ongoing pandemic, GSA should continue to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly."]
[2522,"GSA_209","-","Assessment","Practice","Glasgow School of Art","209 GSA should also ensure that the planned changes to assessment policy are clearly outlined in addenda to the GSA Code of Assessment and communicated to students in consultation with student representatives. Particular attention should be paid  to how to communicate arrangements to staff and students to ensure that they fully understand what they are required to do and by when."]
[2523,"GSA_210","-","Quality_Processes","Framework","Glasgow School of Art","210 In respect to academic standards, and in view of the continuing pandemic, GSA should implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of GSA programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes."]
[2524,"GSA_210","-","Quality_Processes","External examining","Glasgow School of Art","210 In respect to academic standards, and in view of the continuing pandemic, GSA should implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of GSA programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes."]
[2525,"GSA_211","Recommendation","Quality_Processes","Framework","Glasgow School of Art","211 GSA's arrangements for self-evaluation are of limited effectiveness due to the diverse nature of its data sources and lack of a data strategy to inform institutional decision-making for use across the entire School. The ELIR team recommends that GSA should progress with the development of a Data Strategy to facilitate the integration of data from diverse sources, and inform institutional decision-making and the development of policy and practice for use across the entire School."]
[2526,"GSA_211","Recommendation","Quality_Processes","Use of data","Glasgow School of Art","211 GSA's arrangements for self-evaluation are of limited effectiveness due to the diverse nature of its data sources and lack of a data strategy to inform institutional decision-making for use across the entire School. The ELIR team recommends that GSA should progress with the development of a Data Strategy to facilitate the integration of data from diverse sources, and inform institutional decision-making and the development of policy and practice for use across the entire School."]
[2527,"GSA_212","Recommendation","Quality_Processes","Internal Review","Glasgow School of Art","212 As outlined in the Scottish Funding Council guidance to higher education institutions on quality, the ELIR team recommends that GSA should also implement a systematic and effective mechanism for reviewing the contribution of the professional support services to the quality of the student experience, incorporating external specialist expertise and student engagement."]
[2528,"GSA_213","-","Appeals_Complaints","Policy","Glasgow School of Art","213 In order to avoid potential conflicts of interest, transparency and perception of fairness, GSA should undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."]
[2529,"GSA_214","-","Governance","Strategy","Glasgow School of Art","214 Strategic planning, including collaborative activity, has been significantly impacted by the second fire and changes in institutional leadership (paragraph 8). The ELIR team understands that work in this area is now progressing following the arrival of the new Director and the appointment of a new Deputy Director who will be in post in early December 2020. "]
[2530,"GSA_215","-","Governance","Strategy","Glasgow School of Art","215 The Internationalisation Strategy (2018-21) focuses on four key outcomes: Internationalising the Curriculum; Collaboration and Partnership; Research and Impact; and International Community. This strategy aims to 'develop, refine and strengthen international collaborative educational partnerships in order to deepen transcultural understanding, promote opportunities for students and staff, and enhance the international reputation of the School'. "]
[2531,"GSA_216","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","216 Key features of the strategic approach to collaborative partnerships included fostering disciplinary-driven relationships which build on the existing international profile and embedding articulation arrangements, inside and outside Scotland, to enable student mobility. A number of partnerships have arisen from individual school and research relationships. "]
[2532,"GSA_217","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","217 During the risk assessment of a proposed collaboration, investigatory reports cover the possible risks and the Memorandum of Understanding is signed off by the Deputy Director, with the full legal agreement validated by the Director of the institution. GSA's Collaborative Provision: Risk Assessment Policy is used to assure quality and standards. For all new collaborations, a proposal, including a business case and academic rationale, must be approved by the Senior Leadership Group. All academic partnerships are reviewed after the first year and considered through the Programme Monitoring and Review (PMAR) (paragraphs 188 and 189) and Collaborative Review processes."]
[2533,"GSA_218","-","Collaborative_Partnerships","International","Glasgow School of Art","218 The ELIR team was informed by senior staff that the Internationalisation Strategy was on hold until the new Senior Leadership Group (SLG) was in place in second semester, 2020-21. However, it was confirmed that expanding GSA's overseas provision to other international partners will not be a priority in the near future."]
[2534,"GSA_219","-","Collaborative_Partnerships","International","Glasgow School of Art","219 The largest shift in strategy has been to show restraint in projects related to internationalisation, including development of international collaborations. Staff stated that it has been recognised that the institution is 'overly exposed to the Chinese market. The immediate focus of the SLG in this area is to be on the provision of scholarships to facilitate recruitment, and enhancement of the international student experience."]
[2535,"GSA_220","-","Collaborative_Partnerships","International","Glasgow School of Art","220 The Head of International Academic Development has responsibility to support, identify and form suitable partnerships in collaboration with academic schools. Academic proposals are approved by Academic Council. Other matters for approval follow GSA's relevant committee processes. The Board of Governors also consider partnerships with relevant strategic, legal, financial and governance implications. "]
[2536,"GSA_220","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","220 The Head of International Academic Development has responsibility to support, identify and form suitable partnerships in collaboration with academic schools. Academic proposals are approved by Academic Council. Other matters for approval follow GSA's relevant committee processes. The Board of Governors also consider partnerships with relevant strategic, legal, financial and governance implications. "]
[2537,"GSA_221","-","Collaborative_Partnerships","International","Glasgow School of Art","221 At the time of the ELIR, GSA had one full transnational education partnership with the Singapore Institute of Technology (SIT) and a number of other international articulation agreements. Where taught input is provided from GSA, this is facilitated by GSA faculty or with local tutors teaching GSA materials, depending on the nature of the relationship. Staff undertaking this work are supported by GSA staff development processes."]
[2538,"GSA_221","-","Collaborative_Partnerships","Staff support","Glasgow School of Art","221 At the time of the ELIR, GSA had one full transnational education partnership with the Singapore Institute of Technology (SIT) and a number of other international articulation agreements. Where taught input is provided from GSA, this is facilitated by GSA faculty or with local tutors teaching GSA materials, depending on the nature of the relationship. Staff undertaking this work are supported by GSA staff development processes."]
[2539,"GSA_222","-","Collaborative_Partnerships","International","Glasgow School of Art","222 The partnership with SIT has been in operation since 2012-13 and is a 2+2 programme with students entering the third year of GSA's BA programmes in Communication Design or Interior Design. Student representation and feedback takes place through student representatives from SIT feeding into Boards of Studies and SSCCs mirroring standard GSA practice. The SIT partnership is managed on a day-to-day basis by the Director of Programmes at GSA Singapore and the Academic Coordinator based in Glasgow. The curriculum design and quality assurance processes are managed and completed entirely by GSA, with the University of Glasgow being the validating institution and degree-awarding body. For example, a number of enhancements were made following recommendations from the Collaborative Review of GSA Singapore, the impact of which were realised in the 2018 Graduate Employment Survey."]
[2540,"GSA_223","-","Collaborative_Partnerships","International","Glasgow School of Art","223 The RA states that the campus in Singapore is central to GSA's strategic approach to collaborative partnerships, however, the ELIR team was informed by senior GSA staff that the partnership with SIT is ending and will conclude with the summer graduations in 2021. An Interim Partnership Group to oversee the dissolution stages of the collaboration was established in August 2020, reporting to the Senior Leadership Group and to the Board of Governors, and reported annually to the University of Glasgow."]
[2541,"GSA_224","-","Collaborative_Partnerships","International","Glasgow School of Art","224 The ELIR team understands that no specific policy exists for the closure of  collaborative provision, however, the team was informed that the latter stages of the partnership are operating in accordance with the information in the Memorandum of Agreement. All GSA staff in Singapore have opted to remain in post until the end of the teaching period and there is little, or no, change to teaching operation and student experience other than those, such as a reduction in contact hours, influenced through the adherence to strict public health guidelines in Singapore in the context of the current global pandemic. Contracted staff have been retained on 0.5 FTE contracts, the External Examiner's contract has been extended to cover the final year, and the Programme Director and the GSA Academic Co-ordinator are remaining in post until the withdrawal process is complete. "]
[2542,"GSA_224","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","224 The ELIR team understands that no specific policy exists for the closure of  collaborative provision, however, the team was informed that the latter stages of the partnership are operating in accordance with the information in the Memorandum of Agreement. All GSA staff in Singapore have opted to remain in post until the end of the teaching period and there is little, or no, change to teaching operation and student experience other than those, such as a reduction in contact hours, influenced through the adherence to strict public health guidelines in Singapore in the context of the current global pandemic. Contracted staff have been retained on 0.5 FTE contracts, the External Examiner's contract has been extended to cover the final year, and the Programme Director and the GSA Academic Co-ordinator are remaining in post until the withdrawal process is complete. "]
[2543,"GSA_225","-","Collaborative_Partnerships","International","Glasgow School of Art","225 GSA started a new collaboration with Audencia Business School in Nantes in 2017-18 (MSc in Management and Entrepreneurship in the Creative Economy). Taught input is provided by staff from GSA's Innovation School. Part of this programme involves students from France spending two weeks at the Highlands and Islands campus as part of the annual Winter School. The ELIR team learned that Audencia had recently unilaterally withdrawn from the agreement. Recruitment to the programme has proved difficult and no students have been recruited this academic year."]
[2544,"GSA_226","-","Collaborative_Partnerships","International","Glasgow School of Art","226 Articulation agreements with institutions outside of the UK exist with Ljosmyndaskolinn - The School of Photography, Iceland and Taylor's University in Kuala Lumpur (Architecture), the School of Arts, Singapore (SoTA), and Reykjavik School of Visual Arts. These programmes normally follow either a 1+3 or 2+2 delivery format. The ELIR team was informed that the termination of the partnership with SIT would have no impact on that with SoTA as this was a stand-alone agreement. "]
[2545,"GSA_227","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","227 Within the UK, GSA has two formal articulation agreements with Scottish colleges (Glasgow Clyde and Forth Valley) for Associate Student routes. These are 1+3 or 2+2 agreements dependant on the programme. "]
[2546,"GSA_228","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","228 The strategic approach of GSA to collaborative activity in the UK also extends to an academic partnership with their accrediting body, the University of Glasgow. This partnership comprises six programmes spanning both undergraduate and postgraduate level. "]
[2547,"GSA_229","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","229 The ELIR team learned that monitoring of provision and the student experience in collaborative partnerships is the responsibility of the individual schools. Information on school's collaborative partnerships is included in school PMARs and considered at the UPC PMAR as part of the overarching institutional process. Individual schools are also responsible for determining how the risk register will be used for regular review during the duration of the partnership. Schools are required to follow GSA processes in their monitoring, however, without effective institutional oversight this is a potential risk to quality and standards. "]
[2548,"GSA_230","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","230 Management of enhancement and maintaining oversight of the student learning experience of collaborative partnership delivery is achieved via the School's academic approvals structure. This has included the establishment of a suite of policies and procedures used to assure the quality of provision and support the enhancement of the learning experience. A guidance document has been developed this year (2020) to summarise all processes associated with this provision. "]
[2549,"GSA_231","-","Collaborative_Partnerships","Student experience","Glasgow School of Art","231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."]
[2550,"GSA_231","-","Student_Engagement","Feedback","Glasgow School of Art","231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."]
[2551,"GSA_231","-","Student_Engagement","Representation","Glasgow School of Art","231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."]
[2552,"GSA_232","-","Collaborative_Partnerships","Student experience","Glasgow School of Art","232 During the meeting with the ELIR team, student representatives commented on their perceptions relating to poor representation for students studying with SIT and indicated that they were not entirely clear how representatives from partnerships fitted in to the GSA committee structure (paragraphs 7 and 9). The team was later informed by academic staff that SIT students had representation via Boards of Studies. During the ELIR, students commented that activities intended to provide direct links between the Students' Association in Glasgow and students in Singapore - for example, the SA President travelling to Singapore annually to a speech at graduation - had not happened as planned. "]
[2553,"GSA_232","-","Student_Engagement","Representation","Glasgow School of Art","232 During the meeting with the ELIR team, student representatives commented on their perceptions relating to poor representation for students studying with SIT and indicated that they were not entirely clear how representatives from partnerships fitted in to the GSA committee structure (paragraphs 7 and 9). The team was later informed by academic staff that SIT students had representation via Boards of Studies. During the ELIR, students commented that activities intended to provide direct links between the Students' Association in Glasgow and students in Singapore - for example, the SA President travelling to Singapore annually to a speech at graduation - had not happened as planned. "]
[2554,"GSA_233","-","Collaborative_Partnerships","Student experience","Glasgow School of Art","233 A Collaborative Provision: Student and Staff Experience Policy, developed in 2014, outlines GSA's commitment to providing students with a comparable learning experience to that of students studying in Scotland. This includes a four-week Overseas Immersion programme in Glasgow designed to help support understanding of GSA approaches to teaching and learning. Feedback from students undertaking this programme is very positive. "]
[2555,"GSA_234","-","Collaborative_Partnerships","Staff support","Glasgow School of Art","234 Staff working at partner institutions are supported with their professional development in an equivalent manner to colleagues in Glasgow. Opportunities include registering to complete the PG Certificate in Higher Education Learning and Development on a distance-learning basis. GSA Singapore staff also have access to the Learning and Teaching Enhancement Hub (paragraph 157)."]
[2556,"GSA_235","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","235 GSA has an effective approach to managing collaborative provision, including arrangements for securing academic standards and enhancing the student learning experience. All agreements follow standard approval processes. This is true of articulation agreements and is based on the use of institutional processes and the ability of students to feedback through standard processes. "]
[2557,"GSA_236","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","236 Appropriate arrangements are in place to assure academic standards of GSA's collaborative provision. Programme-level collaborations are managed in accordance with the School's standard quality processes including programme approval, PMAR, external examining and Periodic Review, supported by external benchmarking. Collaborative provision links to the enhancement activity at GSA via the PMAR process. Processes and protocols governing collaborative provision have been introduced as the number of international and UK articulations has increased."]
[2558,"GSA_237","-","Collaborative_Partnerships","Oversight","Glasgow School of Art","237 GSA recognise that balancing the strategic focus of the institution in regard to collaborative provision, with managing evolving partnerships at the school-level, presents challenges. Balancing the geographical spread of partnerships and considering how these can best be managed has also been recognised as a challenge. These matters will be  considered as part of the forthcoming work on the Internationalisation Strategy."]
[2559,"RGU_1","-","Governance","Strategy","Robert Gordon University","1 Robert Gordon University (RGU) can trace its roots back over 250 years and was established as a university in 1992 when the Robert Gordon Institute of Technology was awarded university status. The University has a clear mission to transform people and communities by providing teaching and research which is demand-led, contributing to economic, social and cultural development not only regionally but also nationally and internationally. Through its relationships with professional bodies and employers, it develops a curriculum that addresses specific skills needs and through its provision seeks to drive  employability and to support individuals throughout their professional careers. "]
[2560,"RGU_2","-","Governance","Strategy","Robert Gordon University","2 The University states its purpose, through its Strategy Map (see paragraph 4), to be an innovative, inclusive, impactful, professionally-focused institution. It aims to ensure a high-quality student experience through active engagement with students in the design and delivery of the curriculum. The University creates an inclusive environment through a student-centred approach to the learning experience."]
[2561,"RGU_3","-","Governance","Strategy","Robert Gordon University","3 A major academic restructuring was implemented at the start of 2016-17, replacing the existing three faculty-based structure with its constituent schools or departments, with a school-based structure comprising 11 academic schools and a Graduate School. The purpose of this restructure was to facilitate greater authority to Heads of School and to achieve a closer engagement and interaction between the University's Executive and its academic activity. It also provides greater agility in decision-making. In 2016, the role of Assistant Chief Academic Officer was created, undertaking some of the roles of the previous three Deans of faculty. In 2018, the role expanded to incorporate the role of Secretary to the Board, subsuming the role of Academic Registrar and Secretary to the Board."]
[2562,"RGU_4","-","Governance","Strategy","Robert Gordon University","4 The University's strategic plan at the time of the 2016 ELIR was 'A Clear Future for a Leading University in a New Era'. A revised university strategy was launched in 2018, expressed in a Strategy Map which sets a clear framework for all aspects of university business - identifying purpose, mission, culture aims and enablers as well as the key performance indicators (KPIs). The Strategy Map includes a culture statement: that RGU will thrive by valuing and celebrating a culture of authenticity, approachability, collaboration, innovation, ambition and respectfulness. This culture has developed a resilient staff community which has enabled the University to respond to recent environmental challenges including the Black Lives Matter movement and the COVID-19 pandemic."]
[{"$f":"IF(B2565<>\"\",ROW(A2565)-2,\"\")","v":2563},"RGU_5","-","Governance","Practice","Robert Gordon University","5 The University Business Plan normally spans a three-year period (currently 2019-20 to 2021-22). All academic schools and professional and support departments develop school/departmental plans which feed into, map onto and are informed by the Business Plan. Targets for the University's performance against its KPIs are outlined within the Robert Gordon University Business Plan, and the Plan has been developed in tandem with a revised High-Level Risk register and three-year financial forecast. The Risk Appetite Statement is reviewed annually. Performance against the Business Plan is monitored within the University and reported to the Board of Governors."]
[2564,"RGU_6","-","Governance","Structure","Robert Gordon University","6 Leadership is centrally provided by the Executive, the composition of which was extended when the new Principal began office in 2020. The Executive, supported by senior managers such as Heads of School and Directors and heads of professional and support departments, make up the University Management Group (UMG) which meets on a regular basis. The committee membership was reconstituted in 2017 to include wider staff representation and student membership for a number of key committees. Following the institutional-led periodic review of the Navitas (who run the International College at RGU) partnership there is a clear link between the University's committee structure and that of the International College at RGU (ICRGU). These and other revised arrangements have been designed to create enhancements including faster decision-making and more consistent implementation of institutional policies and practices."]
[{"$f":"IF(B2567<>\"\",ROW(A2567)-2,\"\")","v":2565},"RGU_7","-","Governance","Practice","Robert Gordon University","7 The University coordinated its response to the COVID-19 pandemic through two groups established for the purpose: a Teaching and Learning Group and, for returning to campus, a Campus Enabling Group. Both groups included a Student President as a member. This was to enable decisions of the group to be directly informed through the provision of feedback gathered through the student representative arrangements and to communicate decisions back to the student body. The University was able to benefit from its existing widespread practice in the deployment of the virtual learning environment to improve the student experience and apply this to the challenges presented by the pandemic. All teaching resumed online one week after the imposition of the first lockdown in March 2020. Remote assessment at all stages of each course was arranged and completed successfully. Quality processes were adapted where necessary to ensure that any modifications of module delivery or assessment were successfully planned and reported to the relevant assessment boards. All student support services were effectively moved online and maintained and adapted as appropriate. Special arrangements were introduced to replicate industrial and business placements where necessary and online programmes were developed to support existing and start-up businesses and enable them to adapt to the challenges presented by the pandemic. Arrangements are in place to enable a return to (or in some cases a move to) blended learning post-pandemic."]
[2566,"RGU_7","-","Covid_19","Strategy","Robert Gordon University","7 The University coordinated its response to the COVID-19 pandemic through two groups established for the purpose: a Teaching and Learning Group and, for returning to campus, a Campus Enabling Group. Both groups included a Student President as a member. This was to enable decisions of the group to be directly informed through the provision of feedback gathered through the student representative arrangements and to communicate decisions back to the student body. The University was able to benefit from its existing widespread practice in the deployment of the virtual learning environment to improve the student experience and apply this to the challenges presented by the pandemic. All teaching resumed online one week after the imposition of the first lockdown in March 2020. Remote assessment at all stages of each course was arranged and completed successfully. Quality processes were adapted where necessary to ensure that any modifications of module delivery or assessment were successfully planned and reported to the relevant assessment boards. All student support services were effectively moved online and maintained and adapted as appropriate. Special arrangements were introduced to replicate industrial and business placements where necessary and online programmes were developed to support existing and start-up businesses and enable them to adapt to the challenges presented by the pandemic. Arrangements are in place to enable a return to (or in some cases a move to) blended learning post-pandemic."]
[2567,"RGU_8","-","Demographics","Numbers","Robert Gordon University","8 The University, as of October 2020, had a total of 15,779 students (headcount) of whom 10,965 were full-time students and 4,814 were studying part-time. Of these students, 11,608 were classified as home students, 3,482 were overseas students and 686 were RUK students. Undergraduate students totalled 9,164 full-time and 782 part-time. There were 1,615 full-time postgraduate taught (PGT) students and 3,887 were part-time. Of the postgraduate research (PGR) students, 186 were full-time and 145 part-time. Of the overall total student population, 11,479 were on-campus students and 4,300 were online students. A significant number of the online students (3,233) were postgraduate taught students. The 2018-19 HESA figures showed the University to be the third largest UK provider of online learning master's courses where over 30 online degree options are offered."]
[2568,"RGU_8","-","Demographics","International","Robert Gordon University","8 The University, as of October 2020, had a total of 15,779 students (headcount) of whom 10,965 were full-time students and 4,814 were studying part-time. Of these students, 11,608 were classified as home students, 3,482 were overseas students and 686 were RUK students. Undergraduate students totalled 9,164 full-time and 782 part-time. There were 1,615 full-time postgraduate taught (PGT) students and 3,887 were part-time. Of the postgraduate research (PGR) students, 186 were full-time and 145 part-time. Of the overall total student population, 11,479 were on-campus students and 4,300 were online students. A significant number of the online students (3,233) were postgraduate taught students. The 2018-19 HESA figures showed the University to be the third largest UK provider of online learning master's courses where over 30 online degree options are offered."]
[2569,"RGU_9","-","Demographics","Trends","Robert Gordon University","9 Notwithstanding the strategic aim to grow student numbers, a small decline was recorded in recent years from a total of 16,074 students in 2015-16 to 15,776 students in 2019-20. This was particularly evident in postgraduate numbers due in part to the decline in the oil and gas sector."]
[2570,"RGU_10","-","Demographics","Widening participation","Robert Gordon University","10 The University has a larger percentage of female undergraduate students than the Scottish average as 63% of first-degree students were female compared with 37% male (the average for the Scottish sector is currently 58.8% female and 41.2% male). Corresponding figures for postgraduate research students were almost equal at 49.8% female and 50.2% male; while 56.2% of postgraduate taught students were female and 43.8% male. There is a significant gender imbalance in favour of female students in nursing, midwifery and health sciences although this is balanced to some extent by the number of male undergraduates in engineering and computer science. Various gender imbalance initiatives have been undertaken at subject level (see paragraph 33). The University has an increasing population of black and minority ethnic students across all three levels of study, exceeding the Scottish average, particularly among postgraduate taught and research students (the University figure is 14% and 13.4% respectively against the sector average of 6.8% and 6.5%)."]
[2571,"RGU_11","-","Demographics","Widening participation","Robert Gordon University","11 The University is committed to widening access and this is reflected in the comparatively large number of Scottish-domiciled undergraduate entrants from the 20% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD20). The number and proportion of MD20 students has seen a slight decline overall from 163 (7.2%) in 2014-15, to 157 in 2018-19, compared with the Scottish sector average which has risen from 14.1% to 15.3% in that timeframe. The retention of MD20 students has constantly been above the Scottish national average and, in 2018-19, this was 89.4% compared with national figure of 86.3%. The University's key college partner, North East Scotland College (NESCol), provides a large cohort of articulating students who enrol with enhanced standing each year."]
[2572,"RGU_12","-","ELIR_Approach","Operation","Robert Gordon University","12 Preparations for ELIR were overseen by a Steering Group, led by Assistant Chief Academic Officer and included the Deputy Principal and Vice-Principal for Academic Development, the Student President (Education and Welfare) and the Student Union Manager. Following an ELIR Preparation event facilitated by QAA, the Steering Group met regularly and identified that the thematic context for ELIR 2021 would be built upon the Strategy Map work. This work had identified significant strengths that had made the University distinctive: graduate employability, delivery of workforce learning, and a university committed to widening access."]
[2573,"RGU_13","-","ELIR_Approach","Themes","Robert Gordon University","13 The Steering Group identified four core underlying themes around how the University operates to ensure a focus on high-quality teaching, learning and assessment, and these were contextualised in the Reflective Analysis as: • student partnership at the core of decisions and at the heart of the institution • using data to enhance provision and student experience • widening access • employability."]
[{"$f":"IF(B2576<>\"\",ROW(A2576)-2,\"\")","v":2574},"RGU_14","-","ELIR_Approach","Themes","Robert Gordon University","14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."]
[2575,"RGU_14","-","ELIR_Approach","Staff engagement","Robert Gordon University","14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."]
[2576,"RGU_14","-","ELIR_Approach","Student engagement","Robert Gordon University","14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."]
[2577,"RGU_15","-","ELIR_Approach","Reflective Analysis","Robert Gordon University","15 Drafting of the Reflective Analysis (RA) was overseen by the Steering Group. Staff and students, including the three Student Presidents and the Student Union Manager, contributed to and commented on the RA. General staff engagement sessions were held on the ELIR themes and the process, followed by focus groups which submitted further inputs to the RA. The RA was considered by the Quality Assurance and Enhancement Committee (QAEC) prior to publication."]
[2578,"RGU_16","-","ELIR_Approach","Enhancement","Robert Gordon University","16 The University has taken action to address the five areas for development identified in the 2016 ELIR. The work to address the recommendation to enhance consistency of practice in assessment and feedback was led by the Department for the Enhancement of Learning, Teaching and Access (DELTA) and overseen by the University's Teaching, Learning and Assessment Sub-Committee. Of the eight areas of positive practice identified in ELIR 2016, four of these link directly to the contextualised themes identified for the current ELIR."]
[2579,"RGU_17","-","ELIR_Approach","Student engagement","Robert Gordon University","17 Students at the University were closely involved in the preparations for ELIR. The Student President (Education and Welfare) and the Student Union Manager were members of the ELIR Steering Group. In addition, the University sought student input through focus groups."]
[2580,"RGU_18","-","ELIR_Approach","Student engagement","Robert Gordon University","18 The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. During discussions with the ELIR team students described how they had been involved with ELIR preparations from the beginning of the process. They had been supported and provided with documentation explaining the ELIR method and process. Students had been involved in drafting the Reflective Analysis and changes raised by the students had been incorporated into the final document. Students confirmed that the contextualised themes resonated with them and they felt proud of the way that the University and the Students' Union (RGU:Union) had worked together throughout the ELIR preparations."]
[2581,"RGU_19","-","Student_Engagement","Policy","Robert Gordon University","19 The University has a well-established and effective approach to working in partnership with students and the RGU:Union. Students' views are central to University decision-making and contribute to strategy development and implementation. During the review visits, the ELIR team met staff and students who gave examples of this including: the university-wide project that aimed to standardise and enhance approaches to student assessment and feedback; experience of online learning students pre-Covid; and a refocus on equality and diversity being shaped by student feedback."]
[2582,"RGU_20","-","Student_Engagement","Policy","Robert Gordon University","20 The role of Director of Student Life was created in 2016 as part of the University restructure. This role assumed operational leadership and management of student services with the aim of driving forward the student experience and had particular responsibility for linking the University with RGU:Union. Students and staff who met with the ELIR team reported strong and effective partnership working reinforced by both parties' ongoing commitment to the Partnership Agreement. The Student Partnership Agreement (SPA) is jointly owned by RGU:Union and the University and includes annual objectives agreed collectively."]
[2583,"RGU_21","-","Student_Engagement","Representation","Robert Gordon University","21 There are well-established formal and informal liaison opportunities which support close working between the University Executive, academic schools, professional service departments, the RGU:Union, and students with student representatives appointed at course and school levels. School-level appointments (Student School Officer) are open to both undergraduate (UG) and postgraduate (PG) students although many are held by undergraduate students (at the time of the current ELIR, 10 of the 11 schools had undergraduate Student School Officers (SSOs) while one school had a postgraduate SSO). Each academic school has as a minimum of one SSO who works in partnership with school senior leadership and staff, liaising with class representatives. The SSO also works on a mutually-agreed school-based enhancement project (see paragraph 26). School activity is reported through the School Academic Board Annual Appraisal Report (see paragraphs 25, 77-79 and 91). Joint meetings between staff and student representatives are arranged to discuss student feedback received through formal and informal mechanisms and any data related to the feedback. Students who met the ELIR team reported very positively on the range of both formal and informal opportunities available to SSOs, student representatives and students including the opportunity to liaise with Executive Board members as well as programme and support staff. The ELIR team would commend the effective partnership working at the University (see paragraphs 27 and 69)."]
[2584,"RGU_22","-","Student_Engagement","Representation","Robert Gordon University","22 At the time of the current ELIR, there were five student governors on Academic Council drawn from the Students' Union, undergraduate, postgraduate taught and postgraduate research student communities. Student governors are inducted into the role and supported by the Department of Governance and Academic Quality. The opportunities to hear the student voice and to have student representation are the same for the university international partnership programmes as the home provision. In addition, the international student representatives work with the Student Vice-President (International) to raise feedback and to work on specific projects, ensuring the student voice is heard and acted upon. Similar formal and informal mechanisms are in place for those students studying Graduate Apprenticeships and for distance learners. PGR students' representation is managed through the Graduate School whose primary focus is to enhance postgraduate research students' experience and performance. PGR students who met the ELIR team indicated that the representative practice and structure was effective and responsive."]
[2585,"RGU_23","-","Student_Engagement","Representation","Robert Gordon University","23 There are three elected Student President positions (sabbaticals) with remit for: education and welfare; communications and democracy; and sport and physical activity. The sabbatical officers with the elected vice-presidents form the RGU:Union Executive Committee. RGU:Union in partnership with the Department for the Enhancement of Learning, Teaching and Assessment (DELTA) manages the student representative system and provides training to circa 400 student representatives annually. Training sessions are run each semester and focus on representation as well as including the University approach to partnership working with students and the importance of both formal and informal mechanisms for providing feedback at all levels and across all departments and functions. Evidence shows that student representatives found the training to be effective. An online representative's forum is used to support student representatives. The Graduate School has made school representative sessions an integral part of the Researcher Development Training. These sessions are open to all PGR students and provide regular informal opportunities for students to discuss and feed back on their learning experience. PGR students also have formal opportunities to feed back on their learning experience - for example, through the Internal Postgraduate Research Experience Survey. Responding to the student voice"]
[2586,"RGU_24","-","Student_Engagement","Representation","Robert Gordon University","24 Students who met the ELIR team reported a strong ethos of partnership working between students and the University where the student voice impacts positively at programme level, through the committee structure, in strategy development and in shaping student enhancement activities (school and university wide). The student voice is also heard at the University Board of Governors' level through two student governor appointments (UG and PG). Students are active and equal members of the key university committees, and of the School Academic Boards. Student membership has been increased on a number of the University's key committees, notably the Academic Regulations Sub-Committee (ARSC) and the Learning Infrastructure Sub-Committee (LISC)."]
[{"$f":"IF(B2589<>\"\",ROW(A2589)-2,\"\")","v":2587},"RGU_25","-","Student_Engagement","Feedback","Robert Gordon University","25 The University has a well-established and understood policy and practice in relation to annual appraisal of taught provision (see paragraphs 77-79 and 91) and students are central to the data collection process. Schools use a range of information including Annual Course Appraisal Reports; data gathered from the data dashboard system (RGU Insights); survey outputs; qualitative student feedback; and notes, feedback and actions from Student Staff Liaison Committee. These data feed into subsequent school discussions along with direct feedback received from school and class representatives, external examiner reports and professional services feedback to enable schools to reflect on the past year and to develop a School Academic Board Appraisal Report which contains an Action and Enhancement Plan. The Annual Appraisal Reports and Action and Enhancement Plans are reviewed and discussed at School Academic Boards of which the Student School Officer is a member. Implementation of the Action and Enhancement Plans and the RGU Learning and Teaching Framework are clearly linked to the School's Learning and Teaching plans; these are monitored by School Academic Boards and overseen at university level by QAEC."]
[2588,"RGU_25","-","Student_Engagement","Quality processes","Robert Gordon University","25 The University has a well-established and understood policy and practice in relation to annual appraisal of taught provision (see paragraphs 77-79 and 91) and students are central to the data collection process. Schools use a range of information including Annual Course Appraisal Reports; data gathered from the data dashboard system (RGU Insights); survey outputs; qualitative student feedback; and notes, feedback and actions from Student Staff Liaison Committee. These data feed into subsequent school discussions along with direct feedback received from school and class representatives, external examiner reports and professional services feedback to enable schools to reflect on the past year and to develop a School Academic Board Appraisal Report which contains an Action and Enhancement Plan. The Annual Appraisal Reports and Action and Enhancement Plans are reviewed and discussed at School Academic Boards of which the Student School Officer is a member. Implementation of the Action and Enhancement Plans and the RGU Learning and Teaching Framework are clearly linked to the School's Learning and Teaching plans; these are monitored by School Academic Boards and overseen at university level by QAEC."]
[2589,"RGU_26","-","Student_Engagement","Quality processes","Robert Gordon University","26 Academic Quality Officers (AQOs) provide SSOs with specific support for Annual Appraisal and School Academic Boards. The AQOs meet each SSO individually to go through their school's data dashboards for Annual Appraisal at both course and school level to support students to be able to review, consider and interrogate the qualitative and quantitative data. Student School Officers and Sabbaticals who met the ELIR team reported that these sessions were very helpful and were conducted in a collegiate manner which enabled students to feel they could question and challenge the data. As a result of student feedback and the annual appraisal process, school enhancement projects emerge in addition or complementary to the university-wide enhancement projects. Student representatives are fully involved in agreeing and leading the school-level enhancement projects. All projects have students as part of the working groups as well as being consulted at various stages in the project. Following the consideration of annual appraisal data at course and school levels, the Vice-Principal for Academic Development and Student Experience and the Assistant Chief Academic Officer and relevant Academic Quality Officer meet with each Head of School to discuss respective School Academic Board Appraisal Reports. There is demonstrable engagement in the Annual Appraisal Process by the Heads of School. Summaries of the meetings with Heads are reviewed by the Quality Assurance and Enhancement Committee (QAEC) and institutional level actions and enhancements are then taken forward, supported by DELTA. These meetings assist the University in maintaining institutional oversight and in identifying emerging enhancement themes and good practice. University priorities that aim to further enhance the student experience can emerge from any of these committees or groups, for consideration by the University."]
[2590,"RGU_27","-","Student_Engagement",null,"Robert Gordon University","27 The ELIR team learned that staff and students valued, not only the formal mechanisms for giving and receiving feedback, but also the informal mechanisms which had been developed through an embedded partnership culture where students and the RGU:Union feel able to raise issues or concerns at any point in the semester. Not waiting for end-of-module evaluations, which were seen by some students as less valuable due to the retrospective nature of these surveys, allowed staff to respond quickly to resolve any issues. It was evident from discussions with students that they valued the supportive and engaged culture at the University. The School of Computing created both formal and informal processes to facilitate wider discussions with staff and students centred on the Student Evaluation Questionnaire (SEQ) results which were viewed positively by the ELIR team."]
[2591,"RGU_","-","Student_Engagement","Policy","Robert Gordon University"," 28 The Step Change team in DELTA work closely with schools and professional support services to coordinate institutional learning, teaching and student experience projects. Local and institutional projects are identified on an annual basis as part of the annual appraisal process but may span several academic sessions depending on the scope of the project. An example of projects includes the RGU Baseline online learning project (see paragraph 82). As part of ongoing enhancement activity, work is being coordinated through Governance and Academic Quality to expand and integrate data related to student services into the RGU Insights database to allow data from all aspects of the student experience to be easily accessed and considered. The use of data to inform decision making at all levels was clearly demonstrated to the ELIR team."]
[2592,"RGU_29","-","Student_Engagement","Policy","Robert Gordon University","29 The ELIR team confirmed that the University had an effective approach to gathering and responding to the student voice through a variety of processes: Student Experience Questionnaires and closing feedback loop; internal pulse surveys; internal research survey; national surveys, including the National Student Survey (NSS); Internal Postgraduate Research Experience Survey (IPRES); Student AGM and Ask RGU platforms as well as through informal mechanisms directly with staff. Students are made aware of actions taken in response to their feedback through a variety of methods. At module level these are communicated through staff-student liaison meeting updates, posting information in the virtual learning environment (VLE) and through class representatives. School Action Plans are considered at School Academic Boards and the information cascaded by Student School Officers to the student representatives. This cascade approach also applies through the committee structure where representatives - for example, on QAEC - not only feed into discussions and decision-making but are expected to feedback to their constituents. University student and staff communication channels including social media are used to disseminate key enhancement activities and outcomes."]
[2593,"RGU_30","Commendation","Student_Engagement","Policy","Robert Gordon University","30 Based on the evidence, the ELIR team commends the University for a genuine culture of effective collaboration, between the University and the student body, which is embedded through both formal and informal mechanisms at all levels of the institution. The student voice is actively sought, valued and acted upon across the University (see paragraphs 21, 25, 29 and 69)."]
[2594,"RGU_31","-","Equality_Diversity","Practice","Robert Gordon University","31 Although the University has a range of approaches aimed at supporting equality and diversity, including working with local partners such as NHS Grampian, the University has identified equality and diversity structures and activity as needing further development. In August 2020, the University took steps to enhance the focus on equality and diversity through replacing the Equality and Diversity Advisory Group with a formal sub-committee of QAEC. The Equality and Diversity Sub-Committee is responsible for leading, monitoring and evaluating equality and diversity activity. The Student President (Education and Welfare) and Student Vice-President (Welfare) are core members of the sub-committee. In addition, a new Equality and Diversity Forum has been established to inform the work of the committee and the University aims to embed equality and diversity at all levels of annual appraisal. The new structure seeks to bring together various strands of work and enable impact to be assessed and responded to strategically. Staff and student Equality Champions have been established in the areas of age, disability, gender, sexual orientation, and race, religion and belief. The student Equality Champions work in partnership with RGU:Union to raise awareness and provide leadership for the equality strand being championed. In addition, the University is creating a new role in HR for an Equality, Diversity and Inclusion Adviser that will work alongside the existing structure of fair treatment advisers. Equality and Diversity Sub-Committee members have raised the need for further training and the University is considering the most appropriate additional training resources for staff."]
[2595,"RGU_32","Recommendation","Equality_Diversity","Practice","Robert Gordon University","32 The new approach seeks to ensure strong institutional oversight, bringing together the various work strands of equality and diversity and to share internal and sector developments and best practice. The ELIR team learned that this work continued to be a priority for the University but the approach they are moving forward with was, at the time of the current ELIR, at an early stage since this was the first academic session with the new structure in place. The majority of staff and students who met the ELIR team were unaware of the equality and diversity work that was taking place within the institution. Therefore, based on the evidence, the ELIR team recommends that the University continues to develop and embed equality, diversity and inclusion strategy, actions and practices throughout all aspects of university activity and monitor the impact, ensuring that there is ownership and understanding among staff and students."]
[2596,"RGU_33","-","Equality_Diversity","Practice","Robert Gordon University","33 The University recognises there is a significant gender imbalance in its student population with a larger than the sector average percentage of female undergraduate students (see paragraph 10). This is mainly due to a small number of discipline areas having significant gender imbalance - Nursing, Midwifery and Health Sciences which have a high proportion of female students (in line with the sector) and Engineering and Computing which have high proportion of male students. The University has implemented a number of initiatives at university and discipline levels as part of its Institutional Gender Action Plan (iGAP) (for example, Men Can Care, Women in Architecture and Construction) to narrow this imbalance. The Institutional Gender Action Plan has clear timelines, actions and owners from across the institution and is formally monitored, twice per year, through the Equality and Diversity Sub-Committee and Executive Board, before going to Board of Governors. The University has set key targets regarding programme imbalance - for example, 75% of more than one gender is halved by 2025-26 and that the overall male-female gap is narrowed. Monitoring of gender actions is also a feature of the annual appraisal process."]
[2597,"RGU_34","-","Equality_Diversity","Practice","Robert Gordon University","34 The University collects data in relation to protected characteristics and the wider equality and diversity agenda. Equalities data for 2019-20 identified withdrawal rates for those students with a declared disability was higher than any other category of students. Overall, retention had dropped for all protected characteristics except disability. The continuation rate for those who declared a disability is 88.8% compared to 89.6% for those students who do not declare a disability. Disabled student satisfaction was lower in some discipline areas of the University. Recognising the small numbers in some disciplines, local actions are developed and monitored as part of the annual appraisal process. QAEC and the Equality and Diversity Sub-Committee consider data relating to all protected characteristics and student performance and feeds into action planning. The Inclusion Centre provides confidential support to students with a wide range of disabilities including dyslexia screening and evaluation. The service continued to operate throughout the COVID-19 pandemic in the online environment."]
[{"$f":"IF(B2600<>\"\",ROW(A2600)-2,\"\")","v":2598},"RGU_35","-","Demographics","Widening participation","Robert Gordon University","35 The University's population of black, Asian and minority ethnic (BAME) students exceeds the Scottish sector average. For first-degree students, 8.3% of students were BAME (compared with a sector average of 7.7%). The percentage of BAME students was larger in the postgraduate student community with 13.4% at postgraduate research level (compared with a sector average of 6.5%) and 14% at postgraduate taught level (compared with a sector average of 6.8%) with strong recruitment from West Africa. The ELIR team noted the positive, ongoing higher levels of BAME student recruitment across programmes and the strong retention rates for BAME students - 89.4% compared to 88.9% for white students. At the time of the current ELIR, university figures showed attainment gaps within some of the protected characteristics - for example, Asian students' 'good honours' were below the university average. The ELIR team would encourage the University to continue to make attainment data and planned actions clearly available to committees and teams across the institution to ensure action planning is clearly understood and monitored."]
[2599,"RGU_35","-","Equality_Diversity","Practice","Robert Gordon University","35 The University's population of black, Asian and minority ethnic (BAME) students exceeds the Scottish sector average. For first-degree students, 8.3% of students were BAME (compared with a sector average of 7.7%). The percentage of BAME students was larger in the postgraduate student community with 13.4% at postgraduate research level (compared with a sector average of 6.5%) and 14% at postgraduate taught level (compared with a sector average of 6.8%) with strong recruitment from West Africa. The ELIR team noted the positive, ongoing higher levels of BAME student recruitment across programmes and the strong retention rates for BAME students - 89.4% compared to 88.9% for white students. At the time of the current ELIR, university figures showed attainment gaps within some of the protected characteristics - for example, Asian students' 'good honours' were below the university average. The ELIR team would encourage the University to continue to make attainment data and planned actions clearly available to committees and teams across the institution to ensure action planning is clearly understood and monitored."]
[2600,"RGU_36","-","Equality_Diversity","Practice","Robert Gordon University","36 Working in partnership with students and the Students' Union, there is a heightened commitment to tackling racism and decolonising the curriculum. The ELIR team heard from student sabbaticals of the positive responses made by the University in listening to BAME students and the commitment to working in partnership to tackle issues. A number of key events and commitments have been made including the University signing the Advance HE sector anti-racism pledge, Black History month in 2020, and RGU:Union's Black liberation Group established a project developed with staff and students to examine and inform the Social Work curriculum."]
[2601,"RGU_37","-","Demographics","Widening participation","Robert Gordon University","37 The University has a long-established commitment to widening participation and has embedded support systems to facilitate students to succeed. Widening participation and inclusion remain key strategic objectives of the University as outlined in the University Strategy Map. During 2019, the University developed an approach focused on promoting and implementing 'Access Excellence'. This approach - 'ACCESS RGU' - targets individuals who are underrepresented in higher education including MD20, care experienced learners and Schools for Higher Education Programme (SHEP) schools. ACCESS RGU seeks to support the recruitment, transition and achievement of learners from diverse backgrounds and circumstances, removing barriers and raising aspirations. Free ACCESS RGU Enrolment Support Packs are distributed to eligible students at the start of the first semester. The pack comprises financial goods (including accommodation discounts, book vouchers and travel vouchers) to aid the learner in areas such as living costs, digital technology and travel, all enabling a smooth transition to university."]
[2602,"RGU_38","-","Demographics","Widening participation","Robert Gordon University","38 The University has a strong track record in enabling students with higher national qualifications to enter with advanced standing and supports around 400 students annually. An embedded partnership with NESCOL is central to RGU's approach to college articulation and has informed the University's new College Engagement Strategy. To further embed partnership working, a representative from NESCOL is included in Academic Development Committee membership. In seeking to expand the number of articulating students and particularly those from MD20 backgrounds, the University's new College Engagement Strategy was developed to establish new agreements with colleges from other regions, expanding the number and focus of qualifications recognised. These have focused mainly on disciplines where recruitment to NESCOL has been traditionally lower. The University runs an Associate Student Scheme to support transitions and allow college students to access university resources. During the review visits, the ELIR team met students who confirmed the benefits of the associate student scheme."]
[2603,"RGU_39","-","Demographics","Widening participation","Robert Gordon University","39 A strong emphasis on regional recruitment limits the available pool of local MD20 students. The proportion of Scottish domiciled MD20 students has dropped slightly in recent years but the University has taken steps to address this decline through refreshed outreach activities such as the Gray's Mobile Art School, extending the SHEP work to SHEP schools outside the region, and the Access To programme. The University recognises that despite high levels of participation in outreach activities, conversion to enrolments remains a challenge with approximately 50% of participants applying to the University. The University continues to develop transition and outreach activities to enhance the student experience and increase conversion rates. Specific support arrangements have been developed to support students who are estranged from parents or carers and students who are care experienced students, including developing a Corporate Parenting Plan and appointing a dedicated Care Experience (CE) lead who provides advice and support at all stages of the learner journey."]
[2604,"RGU_40","-","Student_Development","Professional Development","Robert Gordon University","40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."]
[{"$f":"IF(B2607<>\"\",ROW(A2607)-2,\"\")","v":2605},"RGU_40","-","Student_Engagement","Feedback","Robert Gordon University","40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."]
[2606,"RGU_40","-","Demographics","Widening participation","Robert Gordon University","40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."]
[2607,"RGU_41","-","Demographics","Trends","Robert Gordon University","41 A strategic focus on online programme development and delivery has seen the University recruit on average around 4,500 students per year since ELIR 2016. Particular emphasis has been on postgraduate taught students, enabling the University to become the third largest provider of online master's programmes in the UK. Although the decline in student numbers was reflected in this group of learners, data for 2020-21 shows early signs of a reversal of this trend. To support this growth of online students, guidance and minimum standards have been developed and are being monitored across the institution with the aim of achieving greater consistency and enhancing the student experience of online learners. It is evident from discussions with students and staff that the university-wide projects on online learning and assessment have had a positive impact on the student experience."]
[2608,"RGU_42","-","Student_Support","Welfare","Robert Gordon University","42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."]
[2609,"RGU_42","-","Admissions","Widening participation","Robert Gordon University","42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."]
[2610,"RGU_42","-","Teaching_Learning","Employability","Robert Gordon University","42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."]
[2611,"RGU_43","-","Student_Support","Academic","Robert Gordon University","43 The University operates a strong partnership approach between schools, support services and RGU:Union to deliver and develop student support services. Student feedback is actively sought and informs practice. At the time of the current ELIR, the support services data was not fully integrated within the RGU Insights database. While an amount of data is available to support services from the current RGU Insights databases, the University is exploring what other data could be drawn from support services to provide further understanding of the wider student experience. As with the student data in RGU Insights, data and student feedback on support services is actively sought, listened to and has  impact. With the rapid move to online delivery, the University responded quickly to make student services available to students in the online environment. The students who met with the ELIR team reported positively of their experience of support services and the availability of resources. It was acknowledged by students on practical/creative programmes of study that online was a little more challenging due to the need to create physically and to fully use more advanced software packages off-campus. Library resources were available to students in the online environment pre-pandemic; in addition, a click-and-collect service was introduced for stock not available online, and bookable study spaces were created on-campus. Bookable study spaces were particularly welcomed by students who recognised that the University was seeking to help students whose home environment was not fully conducive to study."]
[2612,"RGU_43","-","Teaching_Learning","Online learning","Robert Gordon University","43 The University operates a strong partnership approach between schools, support services and RGU:Union to deliver and develop student support services. Student feedback is actively sought and informs practice. At the time of the current ELIR, the support services data was not fully integrated within the RGU Insights database. While an amount of data is available to support services from the current RGU Insights databases, the University is exploring what other data could be drawn from support services to provide further understanding of the wider student experience. As with the student data in RGU Insights, data and student feedback on support services is actively sought, listened to and has  impact. With the rapid move to online delivery, the University responded quickly to make student services available to students in the online environment. The students who met with the ELIR team reported positively of their experience of support services and the availability of resources. It was acknowledged by students on practical/creative programmes of study that online was a little more challenging due to the need to create physically and to fully use more advanced software packages off-campus. Library resources were available to students in the online environment pre-pandemic; in addition, a click-and-collect service was introduced for stock not available online, and bookable study spaces were created on-campus. Bookable study spaces were particularly welcomed by students who recognised that the University was seeking to help students whose home environment was not fully conducive to study."]
[2613,"RGU_44","-","Student_Support","Progression","Robert Gordon University","44 Targeted transition support is provided to college articulating students, such as subject-specific DegreePrep programmes and the Associate Student Scheme. The University responded to the Student Transitions Enhancement theme, which ran from 2014 to 2017, by developing a range of work streams around three themes: cross university, discipline areas and students. This work has left a legacy in the institution that remains, keeping transition activity at the forefront of admissions and outreach work. This work includes developing study skills; supporting specific groups - for example, care experienced students; and offering Enrolment Support Packs that provide financial, technology and travel support, particularly for MD20 and care experienced students. The Associate Student Scheme is aimed at students who plan to progress to Robert Gordon University directly into year two or three of a linked degree course from a partner college. The scheme gives students access to academic resources and university facilities in advance of starting at the University to ensure a smooth transition."]
[2614,"RGU_45","-","Student_Support","Welfare","Robert Gordon University","45 Students who met with the ELIR team identified that a wide range of student support services were available including academic, pastoral, finance, health and wellbeing, and spoke positively about the services. Students and staff noted the University's focus on enhancing student services and the positive impact of the pandemic which has significantly advanced the accessibility of student services online, such as Ask RGU and online counselling. Aiming to ensure the quality of services, the University introduced an annual appraisal of student-facing support services. This process is informed by student feedback and other data and encourages service departments to reflect upon the delivery of services and their impact on the student experience. In addition to the Annual Appraisal Process, the University conducts an annual Student-Facing Support Services Review. Thematic review methodology is used to review a particular aspect of student services, the results of which inform enhancements to services. Data from a variety of sources inform the reviews including survey results, NSS and student feedback from the Student Voice Forum, the Student AGM, sabbatical officers and student representatives. The theme for academic year 2020-21 was 'Ask RGU: Effectively facilitating students raising questions, obtaining advice and help during their RGU journey'. This review will be the first review of the Ask RGU platform and the University will use the outcomes from the review to inform future enhancements in student communications."]
[2615,"RGU_46","-","Student_Support","Welfare","Robert Gordon University","46 Students are able to access academic and pastoral support through the Personal Tutoring system within academic schools. Pastoral and wellbeing support is also accessible to students through both the Students' Union and central student services. Dedicated university services have been developed such as the network of trained First Responders for victims of gender-based violence and training of staff and students as mental health first aiders. RGU:Union also provides pastoral support of students, offering advice and support  on a range of practical matters including academic appeals and complaints. In addition, RGU:Union provides other student-led support including RGU Peer Support which is a student-led, peer-to-peer service which provides an opportunity for students to chat with a trained Peer Supporter."]
[2616,"RGU_46","-","Student_Support","Academic","Robert Gordon University","46 Students are able to access academic and pastoral support through the Personal Tutoring system within academic schools. Pastoral and wellbeing support is also accessible to students through both the Students' Union and central student services. Dedicated university services have been developed such as the network of trained First Responders for victims of gender-based violence and training of staff and students as mental health first aiders. RGU:Union also provides pastoral support of students, offering advice and support  on a range of practical matters including academic appeals and complaints. In addition, RGU:Union provides other student-led support including RGU Peer Support which is a student-led, peer-to-peer service which provides an opportunity for students to chat with a trained Peer Supporter."]
[2617,"RGU_47","Recommendation","Student_Support","Academic","Robert Gordon University","47 The University launched training for Personal Tutors in 2018-19 and refreshed the Personal Tutoring system in 2019-20 in response to student feedback regarding variations in access and implementation across academic schools and departments. All academic schools have a Personal Tutoring scheme in place, in line with university policy on personal tutoring, which specifies the core aims of such systems and required characteristics. The Head of School is responsible for school implementation and monitoring of the Personal Tutoring scheme within the school. The Learning Infrastructure Committee reviewed operations of the Personal Tutoring scheme across schools and, from 2019-20, evaluation of the Personal Tutoring system has been included in annual appraisal processes. Students who met with the ELIR team reported significant progress in students' understanding of and access to Personal Tutors, although some were still unaware of who their Personal Tutor was, and they confirmed that variations in availability and level of support still existed across disciplines, schools and mode of study. Local implementation is part of the university policy and monitoring has been recently built into the annual appraisal processes (introduced 2019-20) but the University recognises through reviewing the annual appraisal information, feedback from students and feedback provided through the RGU:Union partnership meetings, that there are still areas where improvement is required. The ELIR team considered the Personal Tutoring scheme as one example of how the implementation of policy varied at school level (see paragraphs 49, 58, 74, 103, 108 and 127). The ELIR team recommend that the University reflects on the way in which the Personal Tutoring scheme is implemented at school level to ensure that taught students have access to and receive comparable student support."]
[2618,"RGU_48","-","Assessment","Practice","Robert Gordon University","48 The University has a strategic approach to developments in learning, teaching and assessment which it drives forward through cross-university actions located within the Learning and Teaching Framework, which is overseen by the Quality Assurance and Enhancement Committee. In response to the 2016 ELIR, the University initiated a project to transform assessment and feedback with the recommendations being implemented from session 2017-18. The focus of the work was to reduce variability of feedback, implement good practice and to enhance clarity of feedback timescales. This resulted in a 5% increase in student overall satisfaction in the NSS and 7% increase in satisfaction regarding timeliness of feedback. A two-year project was also initiated that engaged with all academic schools in moving to online submission, marking and feedback. Recognising the different assessment practices deployed at discipline level, a hub-and-spoke model was adopted that ensured responsibility for local implementation sat with schools while cross-institutional coordination was led by the project team in DELTA providing centralised management. A project board consisting of senior management, academic staff and students provided institutional oversight and governance."]
[2619,"RGU_49","Recommendation","Assessment","Feedback","Robert Gordon University","49 The University introduced a 20-working day turnaround period in 2016-17 as part of the assessment and feedback work following ELIR 2016. This included a requirement that student handbooks were to include a section on assessment dates with feedback return dates. An audit of student handbooks was carried out in 2019-20 to ensure compliance. The University has driven enhancement in assessment and feedback across the institution. During 2019-20, student feedback via RGU:Union highlighted that within some courses the required 20-working day feedback policy was not being fully implemented in a couple of schools. Discussions with the relevant Heads were held to explore and understand issues and the outcomes were communicated to the relevant student cohorts. The University  recognises the need to ensure that schools meet the 20-working day feedback deadline, and, where necessary, the time to return feedback forms part of the annual appraisal discussions. The ELIR team acknowledged the amount of work that the institution has conducted to enhance assessment and feedback, and the notable impact this has had on student satisfaction. The University is encouraged to continue this work. 50 At the time of the 2016 ELIR, the team observed some variable practice in the operation of the institution's criterion-referenced grading scheme. The current ELIR team noted that the issue remained current. The University has recognised this is an area of work that needs to be concluded and has convened a working party to make final recommendations during 2021-22. The ELIR team recommend that the University should consider and resolve the institutional approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022."]
[2620,"RGU_51","-","Teaching_Learning","Employability","Robert Gordon University","51 The University has a long-established, embedded approach to developing employability knowledge and skills in its graduates, the success of which is evident from the employability and graduate employability metrics with RGU second in UK and 46th in the world for graduate employment (QS Graduate Employability Rankings 2020). Since ELIR 2016, the University has brought together the Aberdeen Business School and the Design and Technology School placement offices with the study abroad and careers teams to create the Employability and Professional Enrichment Hub (Hub) which developed the eHub - the online employability platform. The Hub seeks to coordinate the delivery, development and deployment of employability support services including placements, study abroad and careers services. The eHub is available to all students, staff and alumni, and most academic schools are using the eHub, with current users exceeding 6,500 and over 220,000 activities since the 2018 launch. Staff and students who met with the ELIR team reported the University's clear strategic focus on employability was well understood, with the activities offered being valued by students across academic disciplines. Many of the resources available through the eHub have been embedded in programmes within academic schools to increase accessibility for students."]
[2621,"RGU_52","-","Teaching_Learning","Employability","Robert Gordon University","52 Academic programmes are designed to ensure a variety of learning and teaching activities. Employer engagement is a central feature and shapes the curriculum. The Centre for Collaborative and Interprofessional Practice enhances the employability of students through exposing them to other professions, collaborative working and interprofessional learning and practice. The University has sought to increase study abroad opportunities to further enhance employability skills in graduates, and support is provided by the Employability and Professional Enrichment Team supported by a link coordinator in each school. The ELIR team heard how international students or those seeking to work overseas after graduation are supported to gain placements and then industry contacts in their chosen country while still studying at RGU."]
[{"$f":"IF(B2624<>\"\",ROW(A2624)-2,\"\")","v":2622},"RGU_53","-","Teaching_Learning","Employability","Robert Gordon University","53 The RGU Employability Framework, an eight-module programme that can be undertaken in stages, supports students to reflect on, enhance and evidence their knowledge and skills prior to and throughout their programme of study. Partnership working with RGU:Union has enhanced planning and engagement with events, such as What's Next Conference, the implementation of the international student employment platform Student Circus, and the expansion of the Connect to Business programme. Further enhancement of the Employer Engagement Strategy was launched in 2019, providing a structured framework and partnership model that ensures employers are visible and engaged with students, and to help create talent pipelines. "]
[2623,"RGU_54","-","Student_Development","Graduate Attributes","Robert Gordon University","54 The University invested resources in establishing an Entrepreneurship and Innovation Group (EIG) to provide support to students, staff and alumni - a key strategic objective of the University's Strategy which includes embedding entrepreneurship in all academic programmes and supporting the diversification of the local economy. Students are supported to develop enterprise skills through access to Innovation Master Classes, innovation skills events, workshops and entrepreneur training programmes. The University runs an accelerator programme to support students aiming to establish their own business. The accelerator programme is an annual competition offering five months of training, mentorship, co-working space resources and seed funding for each team."]
[2624,"RGU_55","Commendation","Student_Development","Graduate Attributes","Robert Gordon University","55 The University has established a wide range of approaches and initiatives to help students succeed in their chosen career or business opportunity. Students and staff clearly understood and supported the University's focus on employability and talked positively about the opportunities available. The University collects its own employability data as well as benchmarking against sector data, which are used to inform decisions and drive enhancements. Based on the evidence, the ELIR team commends the University for the deliberate steps it continues to take to further enhance the development of employability and entrepreneurship across the student population through both curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach."]
[2625,"RGU_56","Commendation","Student_Development","Graduate Attributes","Robert Gordon University","56 Separate to the very comprehensive and targeted work relating to student employability, the ELIR team commends the University for the strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."]
[2626,"RGU_57","-","Student_Engagement","Representation","Robert Gordon University","57 The University has effective quality assurance and enhancement processes in place to ensure the academic standards of its postgraduate provision. Student representation for postgraduate taught (PGT) students mirrors that in place for undergraduate programmes and PGT students can apply for school representative roles and University Governor positions. Professional services recognise the differing student support needs of PGT students both on and off campus. The expansion of online student support and guidance was welcomed by students who met with the ELIR team as this had made access to support much easier for various groups of students including Graduate Apprenticeships, international and online students, and those students who are also in work."]
[2627,"RGU_58","-","Student_Support","Academic","Robert Gordon University","58 PGT student satisfaction and feedback are gathered through the same mechanisms in place for undergraduate students. All postgraduate taught students are allocated a Personal Tutor on commencement of their programme although the individual and process varies across schools (see paragraphs 46-47 and 74). Personal tutor interactions can be in person, online, via email or telephone. Students reported that there was some variability in access to Personal Tutors, assessment and feedback, and in the online experience in some programmes but, overall, the students spoke highly of their learning experience."]
[2628,"RGU_58","-","Student_Engagement","Representation","Robert Gordon University","58 PGT student satisfaction and feedback are gathered through the same mechanisms in place for undergraduate students. All postgraduate taught students are allocated a Personal Tutor on commencement of their programme although the individual and process varies across schools (see paragraphs 46-47 and 74). Personal tutor interactions can be in person, online, via email or telephone. Students reported that there was some variability in access to Personal Tutors, assessment and feedback, and in the online experience in some programmes but, overall, the students spoke highly of their learning experience."]
[2629,"RGU_59","-","Teaching_Learning","Online learning","Robert Gordon University","59 The University has taken deliberate and comprehensive steps to ensure those studying online and/or at a distance have a consistent, high-quality student experience, known as the RGU Baseline for Online Learning (see paragraph 82). Examples include: enhancements to the VLE; online programme hub and the website; support student access to information; and two-way communication. Lecture capture software has been integrated into the VLE to assist staff in creating online content and to meet accessibility requirements. Online collaborative platforms were deployed in tandem with additional staff development in the use of technology and online learning. Postgraduate students studying creative programmes who met with the ELIR team acknowledged that some aspects of practical courses had been challenging but, overall, the experience was good. Students and class representatives reported that university staff were very approachable and any issues that may arise were resolved quickly."]
[2630,"RGU_60","-","Postgraduate_Research","Student Experience","Robert Gordon University","60 The University introduced a single Graduate School in the 2016-17 academic session to enhance the postgraduate research (PGR) student experience and create a more consistent approach across the University. The Graduate School has primary responsibility for the enhancement and monitoring of the PGR student experience, promoting a vibrant research culture, growing institutional research outputs and improving the University's research performance. During 2019-20, the University has noted increased engagement by PGR students demonstrated by the increased number of student representatives, the appointment of PGR students to university committees and the presence of a PGR student as a governor of the University."]
[2631,"RGU_60","-","Postgraduate_Research","Representation","Robert Gordon University","60 The University introduced a single Graduate School in the 2016-17 academic session to enhance the postgraduate research (PGR) student experience and create a more consistent approach across the University. The Graduate School has primary responsibility for the enhancement and monitoring of the PGR student experience, promoting a vibrant research culture, growing institutional research outputs and improving the University's research performance. During 2019-20, the University has noted increased engagement by PGR students demonstrated by the increased number of student representatives, the appointment of PGR students to university committees and the presence of a PGR student as a governor of the University."]
[2632,"RGU_61","-","Postgraduate_Research","Support","Robert Gordon University","61 The University provides a range of opportunities for PGR students to feed back on their experience. The Research Degree Appraisal Overview is overseen by the Research Degrees Committee in addition to monitoring PGR student progression every six months. Transfer to doctoral study and examination timeframes are also monitored. The University provides a range of resources to support PGR students - from specialist journals and equipment, to bookable spaces in the Research Hub and technology. Students who met the ELIR team considered there to be a wide range of effective support structures in place. Access to funding for conference presentations was reported as good for UK events but more difficult for international conference, however, this varied across schools. The Graduate School encourages formal (study days) and informal (coffee and a blether) student engagement. The ELIR team noted that the Graduate School attempted to accommodate different time zones and those students in work."]
[2633,"RGU_62","-","Postgraduate_Research","Support","Robert Gordon University","62 Since the introduction of the 'new' Graduate School, PGR completion rates have increased from 30% of students in 2014-15 completing within four years to 73% in 2019-20. The PGR experience has been enhanced through linking to the nationally-recognised Vitae Researcher Development Framework and the inclusion of a refreshed and refocused Postgraduate Certificate in Researcher Professional Development, in the PGR programme of study. Supervisory arrangements were clearly understood and regular feedback on performance is provided to PGR students. Students reported that pastoral support was readily available from supervisors, student services or RGU:Union."]
[2634,"RGU_63","-","Postgraduate_Research","Student Experience","Robert Gordon University","63 The University provides a range of opportunities for doctoral and master's research students to strengthen research culture; these include participating in the Three Minute Thesis, providing teaching opportunities and the launch of the professional development framework (RDF). Responding to student feedback, the Graduate School initiated a collaboration with the Brilliant Club in 2019 to secure paid teaching opportunities for students. Students who met the ELIR team indicated that further development of research culture would be welcome as they reported they tended to stay within their 'bubble'. Building a stronger research community institutionally and in schools has been acknowledged by the University as an area for further development."]
[2635,"RGU_64","Recommendation","Postgraduate_Research","Support","Robert Gordon University","64 The University has a policy to support PG students who teach whereby a mandatory one-day short course - 'Introduction to Teaching and Demonstrating' - must be completed prior to commencing teaching. Peer support from academic colleagues was provided and cross-marking undertaken to ensure academic standards are upheld. Students were encouraged to seek fellowship/associate fellowship of Advance HE which was  supported by the learning and teaching module available to all staff and students new to teaching. The ELIR team heard that the University previously monitored the training undertaken by PGR students who teach through HR where a contract could not be issued until the student had completed the mandatory training as a minimum. There were some variations in understanding and reported activity in relation to formal training for students who teach across the University. The ELIR team recommend that by the start of academic session 2021-22, the University should develop an effective oversight mechanism to ensure that all postgraduate students receive formal training before commencing teaching and assessment."]
[2636,"RGU_65","-","Learning_Resources","Strategy","Robert Gordon University","65 The University has an effective, structured and strategic approach to developing its learning infrastructure which focuses on three key areas: the physical campus in Aberdeen, the digital/online environment and the provision of service both on and off campus. The University's 2016 ELIR identified support for online distance learners as an area for development. To address this, a major project was initiated in 2017 to develop and enhance the digital infrastructure to support online learning. This was followed by the Digital Estate Project in 2019 which aimed to upgrade the virtual learning environment. IT Services works closely with DELTA to ensure the University's IT infrastructure is maintained and aligns with learning and teaching developments. More recently, the University has invested significantly in the IT infrastructure to support learning, teaching and assessment beyond the VLE baseline implemented prior to the pandemic. The investment included student-facing services such as additional resources for the Employability Hub, online examinations and an online 24/7 support service for mental health and wellbeing."]
[2637,"RGU_65","-","Learning_Resources","IT","Robert Gordon University","65 The University has an effective, structured and strategic approach to developing its learning infrastructure which focuses on three key areas: the physical campus in Aberdeen, the digital/online environment and the provision of service both on and off campus. The University's 2016 ELIR identified support for online distance learners as an area for development. To address this, a major project was initiated in 2017 to develop and enhance the digital infrastructure to support online learning. This was followed by the Digital Estate Project in 2019 which aimed to upgrade the virtual learning environment. IT Services works closely with DELTA to ensure the University's IT infrastructure is maintained and aligns with learning and teaching developments. More recently, the University has invested significantly in the IT infrastructure to support learning, teaching and assessment beyond the VLE baseline implemented prior to the pandemic. The investment included student-facing services such as additional resources for the Employability Hub, online examinations and an online 24/7 support service for mental health and wellbeing."]
[2638,"RGU_66","-","Learning_Resources","IT","Robert Gordon University","66 Staff and students worked together to increase the consistency of the online student learner experience by the introduction of the RGU Baseline for Online Learning (see paragraph 82) which gives standardised guidance for all staff. An audit of online provision conducted in 2017 identified good practice and areas for development. The output from the audit shaped strategic objectives endorsed by University Executive to improve the quality and consistency of online experience and to enhance provision of student services for online learners. In addition, staff development was offered to support colleagues engaging with the baseline and sharing of good practice. This work, led by DELTA, was the feature of the University's annual teaching and learning conference. Further enhancements were initiated in 2019-20 including guidance on partnership working with students, standard welcome for students, easier access to support services and the upgrade of the VLE. Staff and students who met with the ELIR team endorsed the benefits of the baseline standards in helping staff and enhancing the student experience."]
[2639,"RGU_66","-","Teaching_Learning","Online learning","Robert Gordon University","66 Staff and students worked together to increase the consistency of the online student learner experience by the introduction of the RGU Baseline for Online Learning (see paragraph 82) which gives standardised guidance for all staff. An audit of online provision conducted in 2017 identified good practice and areas for development. The output from the audit shaped strategic objectives endorsed by University Executive to improve the quality and consistency of online experience and to enhance provision of student services for online learners. In addition, staff development was offered to support colleagues engaging with the baseline and sharing of good practice. This work, led by DELTA, was the feature of the University's annual teaching and learning conference. Further enhancements were initiated in 2019-20 including guidance on partnership working with students, standard welcome for students, easier access to support services and the upgrade of the VLE. Staff and students who met with the ELIR team endorsed the benefits of the baseline standards in helping staff and enhancing the student experience."]
[2640,"RGU_67","-","Learning_Resources","Study space","Robert Gordon University","67 Specialist facilities are available aligned to programmes of study - for example, Clinical Skills Suite for Nursing and Health Sciences and Dart Simulator for Engineering. The University Estate Plan outlines the move of the Gray's School of Art Annex Building to a new purpose-built facility to be initiated in 2020-21. The University library offers study facilities on campus and access to a range of resources both on and off campus. Charging points have been introduced to support students bringing their own device to campus. The Library provides development for staff and students throughout the academic year and created safe bookable spaces on campus during the pandemic, to support student learning."]
[2641,"RGU_68","-","Learning_Resources","Strategy","Robert Gordon University","68 There was considerable evidence of partnership working between students, academic and professional services staff to enhance the student learning experience and environment. Examples include Student School Officers who not only have regular meetings with senior staff but are also charged with leading school enhancement projects; and part of the annual appraisal process includes student representatives meeting with Academic Quality Officers to consider quantitative and qualitative feedback where students report they  felt confident in questioning data and or challenging actions. Being listened to and ease of access to colleagues was reported by students and Student School Officers. The University and the students have developed a genuine culture of effective collaboration which is embedded through both formal and informal channels at all levels. The student voice is actively sought, valued and acted upon (see paragraphs 24-30 and 69)."]
[2642,"RGU_68","-","Student_Engagement","Representation","Robert Gordon University","68 There was considerable evidence of partnership working between students, academic and professional services staff to enhance the student learning experience and environment. Examples include Student School Officers who not only have regular meetings with senior staff but are also charged with leading school enhancement projects; and part of the annual appraisal process includes student representatives meeting with Academic Quality Officers to consider quantitative and qualitative feedback where students report they  felt confident in questioning data and or challenging actions. Being listened to and ease of access to colleagues was reported by students and Student School Officers. The University and the students have developed a genuine culture of effective collaboration which is embedded through both formal and informal channels at all levels. The student voice is actively sought, valued and acted upon (see paragraphs 24-30 and 69)."]
[2643,"RGU_69","Commendation","Enhancement","Strategy","Robert Gordon University","69 The University has, throughout the period since the 2016 ELIR, aimed to enhance student engagement through continuing to develop formal and informal mechanisms. The University and the student body have developed a genuine culture of effective collaboration which is embedded through both formal and informal mechanisms at all levels of the institution. The student voice is actively sought, valued and acted upon across the University. Overall, the University is effective in its arrangements for enhancing the student experience. The open and active partnership working that exists at all levels between the University, students and RGU:Union is to be commended."]
[2644,"RGU_70","-","Covid_19","Strategy","Robert Gordon University","70 The University took a student and staff-centred approach in responding to the COVID-19 pandemic, building on earlier developments in online and distance learning to successfully pivot to fully online during lockdown. Academic, pastoral and wellbeing support was made available online to ensure students could access support regardless of mode or location of study."]
[2645,"RGU_71","-","Enhancement","Strategy","Robert Gordon University","71 The University is to be commended for the deliberate steps to further enhance the development of employability and entrepreneurship skills across the student population through the use of curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach. Staff and students recognise and endorse the University's focus on employability. Support for students extends to all student groups including targeted support with partners or in-country for international students."]
[2646,"RGU_71","-","Teaching_Learning","Employability","Robert Gordon University","71 The University is to be commended for the deliberate steps to further enhance the development of employability and entrepreneurship skills across the student population through the use of curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach. Staff and students recognise and endorse the University's focus on employability. Support for students extends to all student groups including targeted support with partners or in-country for international students."]
[2647,"RGU_72","-","Enhancement","Practice","Robert Gordon University","72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."]
[2648,"RGU_72","-","Teaching_Learning","Employability","Robert Gordon University","72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."]
[2649,"RGU_72","-","Student_Development","Professional Development","Robert Gordon University","72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."]
[2650,"RGU_73","Recommendation","Postgraduate_Research","Support","Robert Gordon University","73 There were some variations in understanding and reported activity in relation to postgraduate students who teach across the University. The University has in place appropriate mechanisms to support postgraduate students who teach, including mandatory training, optional courses and peer review of teaching. However, the University's formal system for ensuring students undergo mandatory training prior to teaching, previously monitored through Human Resources, is not currently in operation. The University should, by the start of academic session 2021-22, develop an effective oversight mechanism to ensure that all postgraduate students receive formal training before commencing teaching and assessment."]
[2651,"RGU_74","Recommendation","Enhancement","Practice","Robert Gordon University","74 The University has a clear strategic approach whereby policies are deployed and monitored at school level with institutional oversight being managed through annual appraisal and the committee structure. The ELIR team noted some inconsistencies in staff and students' understanding of policies and their application at school level that may impact on the student experience. The ELIR team recommend that the University reflects on the way in which institutional policies and practice are implemented at school level to ensure parity of student experience across the institution. In particular, the University is asked to consider the Personal Tutor system to ensure all taught students have access to and receive comparable student support."]
[2652,"RGU_74","Recommendation","Student_Support","Academic","Robert Gordon University","74 The University has a clear strategic approach whereby policies are deployed and monitored at school level with institutional oversight being managed through annual appraisal and the committee structure. The ELIR team noted some inconsistencies in staff and students' understanding of policies and their application at school level that may impact on the student experience. The ELIR team recommend that the University reflects on the way in which institutional policies and practice are implemented at school level to ensure parity of student experience across the institution. In particular, the University is asked to consider the Personal Tutor system to ensure all taught students have access to and receive comparable student support."]
[2653,"RGU_75","Recommendation","Assessment","Practice","Robert Gordon University","75 The University made a commitment in 2016 to minimise pockets of variability in assessment practices that had been identified regarding the deployment of the criterion referenced grading scheme. As this work has not yet concluded, the ongoing variability in implementation provides ongoing opportunities for student confusion and inconsistencies where programmes are delivered by more than one school. The ELIR team recommend that the University considers and resolves the institutional approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022."]
[2654,"RGU_76","-","Enhancement","Strategy","Robert Gordon University","76 The ELIR team noted the recently refreshed strategic approach to equality, diversity and inclusion (EDI) and recognised that this is still a developing area for the University. The new committee structure has been established and is already providing a forum for discussion. However, staff and students who met with the ELIR team did not demonstrate understanding of the University's focus, priority areas and actions. The ELIR team recommend that the University continues to develop and embed equality, diversity and inclusion strategy, actions and practices throughout all aspects of university activity and monitor the impact, ensuring that there is ownership and understanding among staff and students. 3 Strategy and practice for enhancing learning and teaching 3.1 Strategic approach to enhancement 77 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching. The University's commitment to learning and teaching is evident in the University Strategy Map and associated yearly Business Plans and key performance indicators (KPIs) as well as School Academic Board Appraisal Reports. The RGU Insights dashboard data sources provide levels of analysis which ensures that KPIs are reflected at course level and inform the course Annual Appraisal Process and resulting Learning and Teaching Enhancement Plans. The University Strategy Map, Business Plans and KPIs align and play a key role in identifying and sharing good practice and enhancement activity at school and institutional level. The strategic enhancement of learning and teaching is guided by the Deputy Principal and Vice-Principal for Academic Development and Student Experience."]
[2655,"RGU_78","-","Enhancement","Curriculum","Robert Gordon University","78 The enhancement of learning and teaching and the wider student experience is articulated through the University's Learning and Teaching Framework, launched in 2019-20. The framework comprises a set of principles aligned to the University's aim of providing 'Whole Person Education'. The key components of the framework are: The Future Professional; Collaborative Practice; Lifelong Learning; Authentic Learning; Technology Enabled Learning; Flexibility and Inclusion. Staff who met the ELIR team were familiar with both the framework and Whole Person Education concept and confirmed that it is central to their approach to learning and teaching. Learning and Teaching Enhancement Action Plans require course teams to map how this is embedded within courses as well as identify any gaps and how these will be addressed. For postgraduate research students, the concept of Whole Person Education is embedded in the Vitae Researcher Development Framework in which students engage as part of their mandatory Postgraduate Certificate in Researcher Professional Development module."]
[2656,"RGU_78","-","Teaching_Learning","Strategy","Robert Gordon University","78 The enhancement of learning and teaching and the wider student experience is articulated through the University's Learning and Teaching Framework, launched in 2019-20. The framework comprises a set of principles aligned to the University's aim of providing 'Whole Person Education'. The key components of the framework are: The Future Professional; Collaborative Practice; Lifelong Learning; Authentic Learning; Technology Enabled Learning; Flexibility and Inclusion. Staff who met the ELIR team were familiar with both the framework and Whole Person Education concept and confirmed that it is central to their approach to learning and teaching. Learning and Teaching Enhancement Action Plans require course teams to map how this is embedded within courses as well as identify any gaps and how these will be addressed. For postgraduate research students, the concept of Whole Person Education is embedded in the Vitae Researcher Development Framework in which students engage as part of their mandatory Postgraduate Certificate in Researcher Professional Development module."]
[2657,"RGU_79","-","Enhancement","Curriculum","Robert Gordon University","79 The Learning and Teaching Framework is implemented at school level and aligns with the quality assurance and enhancement processes, specifically the Annual Appraisal Process, to drive enhancement from the ground up. A key output of the Annual Appraisal Process are the individual school-level Learning and Teaching Plans which form part of the School Action and Enhancement Plans and are linked to/align with the University's Learning and Teaching Framework. Fundamental to the conceptualisation of the framework is flexibility and latitude so that ownership is situated at school level, with enhancement at institutional level shared through the central committee structure and School Academic Boards. In discussions with the ELIR team, staff were familiar with and positive about the approach of implementing the framework at school level through annual appraisal and their school Teaching and Learning Committees."]
[2658,"RGU_79","-","Teaching_Learning","Strategy","Robert Gordon University","79 The Learning and Teaching Framework is implemented at school level and aligns with the quality assurance and enhancement processes, specifically the Annual Appraisal Process, to drive enhancement from the ground up. A key output of the Annual Appraisal Process are the individual school-level Learning and Teaching Plans which form part of the School Action and Enhancement Plans and are linked to/align with the University's Learning and Teaching Framework. Fundamental to the conceptualisation of the framework is flexibility and latitude so that ownership is situated at school level, with enhancement at institutional level shared through the central committee structure and School Academic Boards. In discussions with the ELIR team, staff were familiar with and positive about the approach of implementing the framework at school level through annual appraisal and their school Teaching and Learning Committees."]
[2659,"RGU_80","-","Teaching_Learning","Strategy","Robert Gordon University","80 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. The Teaching, Learning and Assessment Sub-Committee is one of four sub-committees of QAEC. Together with Institution-Led Subject Review and the Annual Appraisal Process, the sub-committee is a key mechanism in operationalising the strategy for learning and teaching enhancement. Teaching Excellence Fellows are core members of the Teaching, Learning and Assessment Sub-Committee where good practice is collated and shared as a standing item on the agenda. QAEC also considers outcomes from Institution-Led Subject Reviews and validations. Good practice emerging from this process as well as that identified through annual appraisal across all schools is shared through School Academic Boards and the committee structure by QAEC members. Academic Strategic Leads (one for each school) (see paragraph 103) are members of QAEC and key conduit for sharing good practice."]
[2660,"RGU_80","-","Enhancement","Curriculum","Robert Gordon University","80 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. The Teaching, Learning and Assessment Sub-Committee is one of four sub-committees of QAEC. Together with Institution-Led Subject Review and the Annual Appraisal Process, the sub-committee is a key mechanism in operationalising the strategy for learning and teaching enhancement. Teaching Excellence Fellows are core members of the Teaching, Learning and Assessment Sub-Committee where good practice is collated and shared as a standing item on the agenda. QAEC also considers outcomes from Institution-Led Subject Reviews and validations. Good practice emerging from this process as well as that identified through annual appraisal across all schools is shared through School Academic Boards and the committee structure by QAEC members. Academic Strategic Leads (one for each school) (see paragraph 103) are members of QAEC and key conduit for sharing good practice."]
[2661,"RGU_81","-","Enhancement","Strategy","Robert Gordon University","81 School Appraisal Reports require schools to specifically document EDI data and actions and these are discussed in annual appraisal meetings. The minutes of the Equality and Diversity Sub-Committee (EDSC) also highlight other areas where EDI-focused activity and actions could be improved, including an identified need to improve the data sets available for the appraisal process, particularly in respect of student services, to enable future monitoring. In the review visit meetings, the ELIR team was encouraged to learn that the University was now taking additional steps to develop the focus on EDI to ensure success for all students including for some specific groups where outcomes had been recognised as areas of concern (see paragraph 35). Since the EDSC had only been in existence for a few months at the time of the current ELIR, the full impact of this new approach was yet to be realised and the ELIR team encourages the University to continue to develop and embed its EDI strategy, actions and practices and evaluate the impact and effectiveness going forward."]
[2662,"RGU_81","-","Equality_Diversity","Practice","Robert Gordon University","81 School Appraisal Reports require schools to specifically document EDI data and actions and these are discussed in annual appraisal meetings. The minutes of the Equality and Diversity Sub-Committee (EDSC) also highlight other areas where EDI-focused activity and actions could be improved, including an identified need to improve the data sets available for the appraisal process, particularly in respect of student services, to enable future monitoring. In the review visit meetings, the ELIR team was encouraged to learn that the University was now taking additional steps to develop the focus on EDI to ensure success for all students including for some specific groups where outcomes had been recognised as areas of concern (see paragraph 35). Since the EDSC had only been in existence for a few months at the time of the current ELIR, the full impact of this new approach was yet to be realised and the ELIR team encourages the University to continue to develop and embed its EDI strategy, actions and practices and evaluate the impact and effectiveness going forward."]
[2663,"RGU_82","-","Enhancement","Strategy","Robert Gordon University","82 The Department of Enhancement of Learning, Teaching and Assessment (DELTA) has a central role in coordinating and operationalising the enhancement of learning and teaching and is responsible directly to the Deputy Principal and Vice-Principal for Academic Development and Student Experience. The Step Change team within DELTA, working in partnership with colleagues and students from across the wider university, and particularly school-facing Teaching Excellence Fellows, are responsible for the management and coordination of institutional enhancement-focused learning and teaching projects. Yearly enhancement projects are identified through student feedback and prioritised through the university committee structure. An example is the 'Distance Learning Enhancement Project', focused on understanding and further enhancing the support for online distance learners. The project led to the development and publication of the RGU 'Baseline for Online Learning' and enabled DELTA to realign and update its staff development provision in online and distance learning. This resulted in an enhanced support package offered to 13 course teams to help them meet the expectations set out in the Baseline."]
[2664,"RGU_83","-","Quality_Processes","Use of data","Robert Gordon University","83 The annual appraisal process in schools ensures an active link between the planning process and enhancement of the student experience more broadly. Individual course management teams incorporate relevant actions into their course-level Learning and Teaching Plans which, in turn, feed into the School Learning and Teaching Action and Enhancement Plans which are overseen by the School Academic Boards. The plans are increasingly informed by rich data and evidence supplied via the RGU Insights dashboard. Staff are supported in using the dashboard effectively through briefings which take place between June and September, to coincide with the release of new yearly data. The ELIR team learned that enhancements to the dashboard are routinely made each year, based on feedback from users. It is evident that data is driving decision-making at all levels and the use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at course and school level (see paragraphs 129-132 and 134). An example provided to the ELIR team was the changes made to some modules to improve the attainment and enhance the student experience for articulating students. All staff that the ELIR team spoke to were enthusiastic about the use of RGU Insights in profiling course performance and driving enhancement through the annual appraisal process, with one staff member describing it as 'transformational' to their practice."]
[2665,"RGU_84","-","Quality_Processes","Use of data","Robert Gordon University","84 A second QAEC sub-committee, the Learning Infrastructure Sub-Committee (LISC), is responsible for setting policy and overseeing enhancement activity in relation to student facing support services. As with academic schools, the annual appraisal process for student-facing support services encourages departments to reflect upon delivery of services and the impact on the student experience. Action and Enhancement Plans are produced which are shared and monitored through the academic cycle by LISC, reporting to QAEC. The ELIR team were informed of plans to develop the RGU Insights dashboard to include additional data sets that would more directly support the student support services appraisal process."]
[2666,"RGU_85","-","Enhancement","Themes","Robert Gordon University","85 The national Enhancement Themes are a key external reference point for the University and staff engage with the work of the Enhancement Themes to manage enhancement initiatives across the institution."]
[2667,"RGU_86","-","Enhancement","Themes","Robert Gordon University","86 The University makes strategic use of the outcomes of Enhancement Themes to modify their practice and policies. A clear example of this is the previous theme – 'Evidence for Enhancement: Improving the Student Experience' - which facilitated strategic opportunities to build on the institutional use of data, commended in the 2016 ELIR, to evolve a culture of evidence-based enhancement within the institution. This resulted in further strategic investment in RGU Insights and its integration with the annual appraisal process and development of Action and Enhancement Plans."]
[2668,"RGU_87","-","Enhancement","Themes","Robert Gordon University","87 The University aims to maintain a balance of new activity aligned to the national Enhancement Themes and Focus On projects with institutional priorities using an evidence-based approach. This has enabled the University to progress a range of annual institutional-level projects providing opportunity for engagement and interpretation at practitioner level as well as student engagement in the theme. Student Presidents (Education and Welfare) have been key enablers, augmented by contributions from Student School Officers, as well as students directly involved in projects. An institutional Steering Group for Enhancement Themes, reporting to the Teaching, Learning and Assessment Sub-Committee of QAEC, oversees projects linked to the Enhancement Themes, including: Supporting our Course Leaders; Development of 'Borderless Learning'; and Understanding the Graduate Apprenticeship Experience. Outcomes of the projects are disseminated through a variety of mechanisms including updates to committees, facilitated conversations and bespoke workshops. A 'Showcase Event' held in 2019 where project leads shared findings with heads of academic areas, professional services and students was viewed positively by the ELIR team."]
[2669,"RGU_88","-","Enhancement","Themes","Robert Gordon University","88 The University's early plans for engagement with the current Enhancement Theme - 'Resilient Learning Communities' - outlines how the Theme aligns well with the strategic objectives and the ambitions outlined in the University's Learning and Teaching Framework. The University acknowledges that in order to fully capitalise on positive enhancements introduced as a result of their response to COVID-19, it will be essential to take stock of these developments in considering the future direction for online learning. It was clear to the ELIR team that the University had adopted a student-centred approach in response to COVID-19 which was viewed positively by the team. The University is encouraged to continue to drive enhancement through lessons learned and the positive practices which were developed and have been identified by staff and students."]
[2670,"RGU_89","-","Enhancement","Themes","Robert Gordon University","89 The University also engages with other sector activities such as Focus On projects. The University Principal chaired the 2019 QAA 'Focus On: Graduate Skills - Shaping Strategy' event investigating graduate and employer perspectives on skills. In 2020, RGU became the first university in Scotland to be awarded Scottish Innovative Student Award (SISA) self-accreditation status from the Scottish Institute for Enterprise (SIE). Overall, it was evident to the ELIR team that the University has an effective approach to engaging staff with the national Enhancement Themes and other sector work."]
[2671,"RGU_90","-","Teaching_Learning","Good practice","Robert Gordon University","90 The University has an effective and systematic approach to identifying and sharing good practice. There is a multi-layered approach to identify and disseminate good practice across the institution including: the annual appraisal process; Institution-Led Subject Review of taught provision; the annual Teaching and Learning Conference; and a range of formal and more informal practice sharing mechanisms."]
[2672,"RGU_91","-","Teaching_Learning","Good practice","Robert Gordon University","91 During the review visits, the ELIR team met staff who identified the annual school appraisal process as an important mechanism for sharing good practice. The active participation of students at all stages throughout the annual appraisal process was also considered important, and illustrative of the embedded partnership approach in action and a driver of enhancement and continuous improvement. Student representatives are supported in their role through training and development offered by DELTA, Academic Quality Officers and RGU:Union. Students who met the ELIR team particularly welcomed the open and transparent ways in which they are supported in understanding data around appraisal, and how their contribution to the process ensured the student voice was actively represented. The ELIR team noted that the students felt particularly empowered to challenge and make suggestions which were acted upon."]
[2673,"RGU_91","-","Student_Engagement","Representation","Robert Gordon University","91 During the review visits, the ELIR team met staff who identified the annual school appraisal process as an important mechanism for sharing good practice. The active participation of students at all stages throughout the annual appraisal process was also considered important, and illustrative of the embedded partnership approach in action and a driver of enhancement and continuous improvement. Student representatives are supported in their role through training and development offered by DELTA, Academic Quality Officers and RGU:Union. Students who met the ELIR team particularly welcomed the open and transparent ways in which they are supported in understanding data around appraisal, and how their contribution to the process ensured the student voice was actively represented. The ELIR team noted that the students felt particularly empowered to challenge and make suggestions which were acted upon."]
[2674,"RGU_92","-","Teaching_Learning","Good practice","Robert Gordon University","92 The University's annual Learning and Teaching Conference attracts over 200 attendees each year and is organised jointly by DELTA and the Teaching Excellence Fellows. The conference themes link to strategic priorities and include external speakers and contributions from staff from academic schools, professional and support departments as well as students."]
[2675,"RGU_93","-","Teaching_Learning","Good practice","Robert Gordon University","93 Academic courses are the significant unit of responsibility for teaching delivery and therefore the annual appraisal process is an important means of identifying and sharing elements of practice that are effective at subject and school level. QAEC and its sub-committees provide the formal mechanisms to share good practice at institutional level. Areas of good or innovative practice identified in School Academic Board Annual Appraisal Reports are considered by QAEC and those considered worthy of wider dissemination are shared at School Academic Boards. Themes arising from the annual appraisal process, as well as RGU Insights data, help inform the focus of staff development priorities and activities for DELTA. The Academic Regulations Sub-Committee of QAEC also holds two staff development seminars each year to support the smooth running of Assessment Boards."]
[2676,"RGU_93","-","Quality_Processes","Annual Monitoring","Robert Gordon University","93 Academic courses are the significant unit of responsibility for teaching delivery and therefore the annual appraisal process is an important means of identifying and sharing elements of practice that are effective at subject and school level. QAEC and its sub-committees provide the formal mechanisms to share good practice at institutional level. Areas of good or innovative practice identified in School Academic Board Annual Appraisal Reports are considered by QAEC and those considered worthy of wider dissemination are shared at School Academic Boards. Themes arising from the annual appraisal process, as well as RGU Insights data, help inform the focus of staff development priorities and activities for DELTA. The Academic Regulations Sub-Committee of QAEC also holds two staff development seminars each year to support the smooth running of Assessment Boards."]
[2677,"RGU_94","-","Teaching_Learning","Good practice","Robert Gordon University","94 DELTA is responsible for identifying, developing and disseminating good practice across the institution through regular activities such as the Focus On series and RGU:TeachMeets. The Network for the Enhancement of Teaching and Learning is a practitioner-led network to enable dialogue and sharing of practice across disciplines and was established following the dissolution of the Faculty Quality Enhancement Sub-Committees in 2017."]
[2678,"RGU_95","-","Teaching_Learning","Good practice","Robert Gordon University","95 During the COVID-19 pandemic, additional means of sharing good practice were introduced including a new online forum for staff; dedicated meeting of the Teaching Learning and Assessment Sub-Committee; provision of enhanced resources to support all staff in the shift to online learning and assessment; specific online seminars and 'In Conversation With…' sessions; and the replacement of the planned Learning and Teaching Conference with a series of virtual events and presentations. Staff who met with the ELIR team welcomed these opportunities to share good practice and learn from each other. These activities were viewed positively by the ELIR team."]
[2679,"RGU_95","-","Covid_19","Staff support","Robert Gordon University","95 During the COVID-19 pandemic, additional means of sharing good practice were introduced including a new online forum for staff; dedicated meeting of the Teaching Learning and Assessment Sub-Committee; provision of enhanced resources to support all staff in the shift to online learning and assessment; specific online seminars and 'In Conversation With…' sessions; and the replacement of the planned Learning and Teaching Conference with a series of virtual events and presentations. Staff who met with the ELIR team welcomed these opportunities to share good practice and learn from each other. These activities were viewed positively by the ELIR team."]
[2680,"RGU_96","-","Staff_Support","Policy","Robert Gordon University","96 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching through its Employee Performance Review process, associated staff development and CPD offerings, and new career progression pathways aligned to recognition of excellence in learning and teaching. A range of staff development opportunities and CPD are provided through the Organisational Development team within the Department of Human Resources and the Academic Development team within DELTA. Organisational Development coordinate induction for new staff, the Employee Performance and Review process (EPR), and aspects of staff development in leadership and management ranging from one-day 'essentials' courses to broader leadership programmes including national programmes such as AURORA. The team also coordinate a mentoring programme. Individual staff development priorities are identified through the EPR process and resulting personal development plan. Staff informed the ELIR team that they were supported in accessing staff development opportunities - both those provided internally by the University and externally where appropriate, for example, in subject area specialisms such as Green Energy."]
[2681,"RGU_96","-","Staff_Support","Professional development","Robert Gordon University","96 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching through its Employee Performance Review process, associated staff development and CPD offerings, and new career progression pathways aligned to recognition of excellence in learning and teaching. A range of staff development opportunities and CPD are provided through the Organisational Development team within the Department of Human Resources and the Academic Development team within DELTA. Organisational Development coordinate induction for new staff, the Employee Performance and Review process (EPR), and aspects of staff development in leadership and management ranging from one-day 'essentials' courses to broader leadership programmes including national programmes such as AURORA. The team also coordinate a mentoring programme. Individual staff development priorities are identified through the EPR process and resulting personal development plan. Staff informed the ELIR team that they were supported in accessing staff development opportunities - both those provided internally by the University and externally where appropriate, for example, in subject area specialisms such as Green Energy."]
[2682,"RGU_97","-","Staff_Support","Professional development","Robert Gordon University","97 The University's Advance HE-accredited Professional Teaching Framework comprises a taught programme (PgCert) for less experienced staff and an Experiential Programme for those with more substantial experience. The framework was redeveloped and enhanced in 2017 and has resulted in a 46% increase in the number of staff achieving HEA Fellowship (from 328 in 2016-17 to 479 in 2018-19) and growth in Senior Fellowships from 19 in 2015-16 to 59 in 2018-19. It is a requirement for all new staff to gain Fellowship Status as part of their probation. While, deliberately, no institutional targets have been set, the percentage of staff at RGU with HEA Fellowship status is 20% above the UK sector average. Staff, including non-academic staff, are encouraged to seek Senior Fellowship status and are supported to do this through the Experiential Programme route."]
[2683,"RGU_98","-","Staff_Support","Professional development","Robert Gordon University","98 Peer review of teaching is recognised as an important element of personal development and quality enhancement, and is used across the University in a number of different ways: as a mandatory element of the DELTA short course 'Introduction to Teaching and Demonstrating' for staff new to teaching; as an element of assessment within the Professional Teaching Framework Taught Programme (PgCert); and within school-based schemes, some of which are mandatory for all staff, and some voluntary. In the latter two cases, staff may choose to have any aspect of their practice observed that is relevant to the UK Professional Standards Framework Areas of Activity - for example, online learning design or the provision of feedback."]
[2684,"RGU_99","-","Staff_Support","Professional development","Robert Gordon University","99 DELTA plays a strategic role in coordinating and delivering staff development to enhance learning and teaching and offers a comprehensive range of development opportunities. In addition to coordinating the Professional Teaching Framework, DELTA supports workshops, the Focus On series, RGU:TeachMeets, the annual Teaching and Learning Conference, and less formal events such as 'Enhancing Practice Days'. In addition, it produces a comprehensive range of guides and resources in learning and teaching. The ELIR team viewed the work of DELTA positively."]
[2685,"RGU_100","-","Staff_Support","Professional development","Robert Gordon University","100 During the COVID-19 pandemic, additional means of supporting staff through the move to fully online learning and assessment were provided by both DELTA and IT Services. In discussions with the ELIR team, staff confirmed they were very satisfied with the additional support provided and reported on the positive impact that this has had on developing their practice, some of which they intended to continue after returning to in-person teaching."]
[{"$f":"IF(B2688<>\"\",ROW(A2688)-2,\"\")","v":2686},"RGU_100","-","Covid_19","Staff support","Robert Gordon University","100 During the COVID-19 pandemic, additional means of supporting staff through the move to fully online learning and assessment were provided by both DELTA and IT Services. In discussions with the ELIR team, staff confirmed they were very satisfied with the additional support provided and reported on the positive impact that this has had on developing their practice, some of which they intended to continue after returning to in-person teaching."]
[2687,"RGU_101","-","Staff_Support","Policy","Robert Gordon University","101 The University conducted a major review of academic roles in 2016 which resulted in significant changes to recognition, reward and career progression for academic staff. The underlying objectives of this review included the expansion of career progression opportunities through revision of grade structures mapped against the UK Professional Standards Framework; introduction of a more transparent progression application process; introduction of incentivisation through performance-related pay; and clearer alignment between roles and university KPIs. The RGU Insights dashboard provides the evidence against which course leader performance is reviewed. Senior staff cited greater consistency and improvement in the clarity of the new grades and roles that the review had brought about and were positive about the impact the introduction of additional payments for sustained performance for course leaders made to the enhancement of the student experience. Academic staff were also generally enthusiastic about the changes and welcomed the revision of academic roles to reflect contemporary practice and the clear merit-based promotions structure. While the ultimate aim is to enable conferment of full professorship through the new Learning and Teaching route, currently there are none in place and so the full impact of the new promotion pathway has yet to be fully realised. Teaching Excellence Fellows"]
[2688,"RGU_102","-","Staff_Support","Policy","Robert Gordon University","102 As part of the academic role review project, the previous titular roles of Learning Enhancement Co-ordinator and Teaching Fellows were replaced by 'Teaching Excellence Fellow' (TEF) roles which are open to application annually by all academic staff. TEFs work on institutional-level strategic priorities alongside DELTA as well as supporting enhancement at school level. At institutional level, the TEFs play an important role in the Teaching and Learning Sub-Committee where they lead on sharing of good practice across schools and they support the Institution-Led Subject Review (ILSR) process as well as the annual Teaching and Learning Conference. In addition, TEFs played a major role in the development and implementation of the Learning and Teaching Framework. In schools where there currently is no TEF appointment, a TEF from another school can be allocated to provide support."]
[2689,"RGU_103","-","Staff_Support","Policy","Robert Gordon University","103 Academic Strategic Lead (ASL) roles were also introduced to support Heads of School in implementing university policy and strategy, and the management of academic staff. ASLs are involved in quality and enhancement processes, such as validation panels, and committees, such as QAEC. The number of ASL roles and their specific responsibilities within each school varies depending on the focus required by the Head of School. Sample job descriptions of ASL roles from across three schools show that there is variation in the duties, and essential and desirable requirements for the role, and it was confirmed in discussions with staff that workload allocation varies across schools too. There is leadership training provided for ASLs and the University is working to ensure that ASLs have adequate time allocated to fulfil these roles. Opportunities for ASLs to engage further in university committees and projects is being explored. The ELIR team learned that there is ongoing work to develop the ASL role and improve consistency, including review of the workload allocation for the role and plans to expand leadership training to embrace aspects of academic leadership including annual appraisal work. This was described as a 'work in progress'. The ELIR team encourages the University to continue with its work to develop an acceptable balance of consistency with local variation to ensure equity in roles across all schools."]
[2690,"RGU_104","-","Teaching_Learning","Strategy","Robert Gordon University","104 It is evident that the University has a clear strategic framework (the Learning and Teaching Framework) and effective arrangements for enhancing learning and teaching and for promoting good practice across the University. Strategies are embedded within School Academic Board Annual Appraisal Reports and are monitored effectively by University and School Academic Boards. Student partnership in the process is strategic and evident. The increased focus on useful data for management and staff, feeding into the annual appraisal process, is providing both with greater insights into the operation and effectiveness of all facets of the university. The ELIR team noted the creation of the new Equality and Diversity Sub-Committee and encourages RGU to continue to develop its plans for a more focused and strategic use of EDI data to drive action and enhancement activities to support positive outcomes for all students."]
[2691,"RGU_104","-","Equality_Diversity","Policy","Robert Gordon University","104 It is evident that the University has a clear strategic framework (the Learning and Teaching Framework) and effective arrangements for enhancing learning and teaching and for promoting good practice across the University. Strategies are embedded within School Academic Board Annual Appraisal Reports and are monitored effectively by University and School Academic Boards. Student partnership in the process is strategic and evident. The increased focus on useful data for management and staff, feeding into the annual appraisal process, is providing both with greater insights into the operation and effectiveness of all facets of the university. The ELIR team noted the creation of the new Equality and Diversity Sub-Committee and encourages RGU to continue to develop its plans for a more focused and strategic use of EDI data to drive action and enhancement activities to support positive outcomes for all students."]
[2692,"RGU_105","-","Staff_Support","Policy","Robert Gordon University","105 The revision of staff roles, reward systems and career progression structures are aligned to the purpose of driving enhancement of the student experience. Although it is early days for some of these changes to play out fully, there is still some evidence of variability across schools and the University is encouraged to continue to monitor the impact and effectiveness of these changes going forward to ensure the new structures and roles produce the required effect."]
[2693,"RGU_106","-","Covid_19","Strategy","Robert Gordon University","106 Taking forward the benefits learned through the University's response to COVID-19, aligned to the 'Resilient Learning Communities' Enhancement Theme, will provide a valuable opportunity to drive progress against the University's strategic objectives and ambitions."]
[2694,"RGU_107","-","Quality_Processes","Framework","Robert Gordon University","107 The University has effective and systematic arrangements for managing the quality and securing academic standards of its provision. Procedures and regulations are clear, comprehensive, and are standard across the institution and its schools. They meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). The institution has mapped its approach to the Quality Code and is aware of areas where enhancements may be made."]
[2695,"RGU_108","-","Governance","Strategy","Robert Gordon University","108 The University's governance framework has an inclusive structure to engage all academic schools. Academic Council (AC), which is chaired by the Principal, has overall responsibility for the planning, supervision and development of the institution's academic work and for maintaining academic standards. Four standing committees report into Academic Council, including the Quality Assurance and Enhancement Committee (QAEC) and the Research Degrees Committee. The key role of the QAEC is informed by the work of a further four sub-committees: Academic Regulations, Learning Infrastructure, Teaching, Learning and Assessment and, with effect from the start of the 2020-2021 academic year, Equality and Diversity. At the school level, School Academic Boards (SABs) are responsible for a range of quality and enhancement practices affecting their taught provision and report into the QAEC. Each school is represented on QAEC by one of the school's ASLs which ensures a two-way flow of information on key policies and initiatives. The ELIR team noted some variability in the roles, duties and requirements for the ASL role and understood that there was ongoing work to further develop the role and ensure adequate time is allocated to fulfil these roles (see paragraphs 74 and 103). The University's organisational regulations set out clear and appropriate terms of reference and membership of the committees with responsibility for academic standards and quality processes. The ELIR team noted that the terms of reference of QAEC had been amended recently to strengthen its approach to the consideration of quality assurance process outputs, following the mappings to the Quality Code."]
[2696,"RGU_108","-","Governance","Practice","Robert Gordon University","108 The University's governance framework has an inclusive structure to engage all academic schools. Academic Council (AC), which is chaired by the Principal, has overall responsibility for the planning, supervision and development of the institution's academic work and for maintaining academic standards. Four standing committees report into Academic Council, including the Quality Assurance and Enhancement Committee (QAEC) and the Research Degrees Committee. The key role of the QAEC is informed by the work of a further four sub-committees: Academic Regulations, Learning Infrastructure, Teaching, Learning and Assessment and, with effect from the start of the 2020-2021 academic year, Equality and Diversity. At the school level, School Academic Boards (SABs) are responsible for a range of quality and enhancement practices affecting their taught provision and report into the QAEC. Each school is represented on QAEC by one of the school's ASLs which ensures a two-way flow of information on key policies and initiatives. The ELIR team noted some variability in the roles, duties and requirements for the ASL role and understood that there was ongoing work to further develop the role and ensure adequate time is allocated to fulfil these roles (see paragraphs 74 and 103). The University's organisational regulations set out clear and appropriate terms of reference and membership of the committees with responsibility for academic standards and quality processes. The ELIR team noted that the terms of reference of QAEC had been amended recently to strengthen its approach to the consideration of quality assurance process outputs, following the mappings to the Quality Code."]
[2697,"RGU_109","-","Governance","Structure","Robert Gordon University","109 Executive responsibility for the University's taught and postgraduate research provision lies with the Deputy Principal and Vice-Principal for Academic Development and Student Experience and the Vice-Principal Research respectively. The role of the Assistant Chief Academic Officer (ACAO) complements the established committee structure, having a key function in the management of quality and standards, particularly relating to the periodic reviews process - Institution-Led Subject Review - in ensuring a consistency of approach. The Graduate School is responsible for research degree provision and DELTA and the Department for Governance and Academic Quality (DGAQ) provide operational support for enhancement and quality assurance respectively. The University's regulatory framework is appropriate and assessment boards operate to university-wide regulations. The Academic Regulations Sub-Committee has oversight of the institution's regulations and the ELIR team noted that its work promotes consistency and good practice in their application."]
[2698,"RGU_110","-","Quality_Processes","Programme Approval","Robert Gordon University","110 Institutional policies relating to course and module development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. Institutional guidance is clear, comprehensive and promotes a consistent approach. Staff who met the ELIR team observed that, over the last five years, the Academic Quality Handbook had been regularly updated, guidance had become more explicit and that regular training was provided."]
[2699,"RGU_111","-","Quality_Processes","Programme Approval","Robert Gordon University","111 New course approvals commence at school level and require the approval of the Academic Development Committee (ADC) before the completion of the relevant proposal documentation. Course approval follows a validation procedure with a specially convened panel, the composition of which is approved by the ACAO, and which includes an ASL, an external academic expert and a student member, and, where appropriate, effective employer and professional, statutory and regulatory body (PSRB) involvement. In discussions with the ELIR team students confirmed involvement in approval processes and that training was provided. Validated courses are subject to reapproval during ILSRs. Procedures for amendments to existing provision and for module and short course approval are clearly set out with some appropriate devolved authority within schools. Academic Quality Officers maintain oversight of the cumulative impact of changes and a revalidation is triggered if the accumulated volume exceeds a prescribed proportion. The University has a large number of courses recognised or accredited by PSRBs and, where possible, approval, accreditation and validation events are scheduled to coincide. QAEC maintains oversight to ensure that this happens where possible. Due to the pandemic the University implemented processes to enable any necessary temporary changes to be dealt with in an agile manner, be shared with external examiners and documented at assessment boards; the ELIR team considered such an approach to be appropriate. The documentation seen by the ELIR team enabled it to confirm that the process was robust, structured and systematic and that institutional and sector expectations were adhered to. Staff the ELIR team met demonstrated a sound understanding of the institutional requirements for new course approval."]
[2700,"RGU_111","-","PSRBs","Programme approval","Robert Gordon University","111 New course approvals commence at school level and require the approval of the Academic Development Committee (ADC) before the completion of the relevant proposal documentation. Course approval follows a validation procedure with a specially convened panel, the composition of which is approved by the ACAO, and which includes an ASL, an external academic expert and a student member, and, where appropriate, effective employer and professional, statutory and regulatory body (PSRB) involvement. In discussions with the ELIR team students confirmed involvement in approval processes and that training was provided. Validated courses are subject to reapproval during ILSRs. Procedures for amendments to existing provision and for module and short course approval are clearly set out with some appropriate devolved authority within schools. Academic Quality Officers maintain oversight of the cumulative impact of changes and a revalidation is triggered if the accumulated volume exceeds a prescribed proportion. The University has a large number of courses recognised or accredited by PSRBs and, where possible, approval, accreditation and validation events are scheduled to coincide. QAEC maintains oversight to ensure that this happens where possible. Due to the pandemic the University implemented processes to enable any necessary temporary changes to be dealt with in an agile manner, be shared with external examiners and documented at assessment boards; the ELIR team considered such an approach to be appropriate. The documentation seen by the ELIR team enabled it to confirm that the process was robust, structured and systematic and that institutional and sector expectations were adhered to. Staff the ELIR team met demonstrated a sound understanding of the institutional requirements for new course approval."]
[2701,"RGU_112","-","Quality_Processes","Programme Approval","Robert Gordon University","112 The University was one of the first providers of graduate apprenticeship degrees in 2017 (see paragraph 40). Working strategically with industry and employers it has expanded its graduate apprenticeship portfolio and the number of students studying through those routes. To facilitate this expansion, the University has adapted its standard approval practices and utilised a blended learning approach. These have enabled the development of an institution-level graduate apprenticeship model, the approval and enhancement of which, while using the flexibility of normal approval processes, are responsive to employer and student needs and build on the institution's work-based learning experience. Validation events included staff from Skills Development Scotland. The University's approach to the development of graduate apprenticeships illustrates its strategic approach to working with industry and key stakeholders (see paragraphs 51-56)."]
[2702,"RGU_113","-","Quality_Processes","Annual Monitoring","Robert Gordon University","113 The University has two main quality assurance processes to enable it to have effective oversight of and opportunities to enhance the academic standards of its taught provision: Annual Appraisal and Institution-Led Subject Review (ILSR) - its periodic review process. Since ELIR 2016, the former has been significantly enhanced through the use of data dashboards (RGU Insights) which inform the process (see paragraphs 83-84). In discussions with the ELIR team, staff spoke positively about the way in which the use of data enables monitoring and enhancements in courses. In addition, the annual appraisal process for student-facing support services was developed during 2017-18 to enable the Learning Infrastructure Sub-Committee (LISC) to have confidence in the quality of services for students. The processes are robust and enable identification of any problem areas with plans for effective enhancement."]
[2703,"RGU_113","-","Quality_Processes","Internal Review","Robert Gordon University","113 The University has two main quality assurance processes to enable it to have effective oversight of and opportunities to enhance the academic standards of its taught provision: Annual Appraisal and Institution-Led Subject Review (ILSR) - its periodic review process. Since ELIR 2016, the former has been significantly enhanced through the use of data dashboards (RGU Insights) which inform the process (see paragraphs 83-84). In discussions with the ELIR team, staff spoke positively about the way in which the use of data enables monitoring and enhancements in courses. In addition, the annual appraisal process for student-facing support services was developed during 2017-18 to enable the Learning Infrastructure Sub-Committee (LISC) to have confidence in the quality of services for students. The processes are robust and enable identification of any problem areas with plans for effective enhancement."]
[2704,"RGU_114","-","Quality_Processes","Annual Monitoring","Robert Gordon University","114 The cycle for annual appraisal starts with an institutional-level review of relevant data to identify themes to be followed up. Data drawn on includes analyses of student feedback, equality and diversity, evaluations of external examiners' comments and findings from internal audit reports. Course Leaders complete appraisals for their courses together with action plans which are approved and monitored by Schools Academic Boards (SABs) with oversight by the QAEC. Consideration of these by SABs leads to a SAB Appraisal Report, with Student School Officer input facilitated by Academic Quality Officers. SAB Appraisal Reports are informed by additional data sets and include Action and Enhancement Plans which in turn are integrated into School Learning and Teaching plans. Relevant senior staff meet with the Head of School and a summary report is submitted to QAEC for consideration (see paragraphs 77-80). The consideration of Course Annual Appraisals and action and enhancement plans, along with the SAB Insights Data dashboard, leads to the preparation of a SAB Annual Appraisal Report including SAB actions and an Enhancement Plan in which enhancement element maps to the Teaching and Learning Plan. Thereafter, the Head of School meets with the Assistant Chief Academic Officer, Deputy Principal and Vice-Principal for Academic Development and Student Experience and the Academic Quality Officer to consider the SAB report. The Academic Quality Officer's summary of this meeting is provided to QAEC together with the course and SAB appraisal reports."]
[2705,"RGU_115","-","Quality_Processes","Annual Monitoring","Robert Gordon University","115 A similar process applies to postgraduate taught courses, although the sample report provided to the ELIR team was not informed by the same quality of data. However, the data which would normally be used, together with Enhancement and Action Plans enabled the ELIR team to have confidence that there was a clear commitment to ensuring academic standards and enhancing the student experience in response to their feedback."]
[2706,"RGU_116","-","Quality_Processes","Annual Monitoring","Robert Gordon University","116 The monitoring of taught courses is complemented by the preparation of annual appraisal reports for student-facing support services (see paragraph 84). These enable service departments to reflect on service delivery, their utility to students and to produce action plans. Consideration and monitoring of these is undertaken by LISC to inform QAEC."]
[2707,"RGU_117","-","Quality_Processes","Internal Review","Robert Gordon University","117 ILSRs follow a clear and structured process on a six-year cycle to review subject provision, plan course enhancements and result in the formal reapproval of the subject course and module portfolios. The process is implemented at the school level and a review event covers all courses at undergraduate and postgraduate-taught levels within the relevant school. ILSRs are designed to comment on both standards and the quality of provision and focus on both assurance and enhancement. Composition of panels includes a student and external subject experts. Students are provided with training for the role by an Academic Quality Officer. Documentation provided enables the ILSR panels to engage in robust and constructive dialogue with the school. Formal reports on the outcomes of the process are prepared by the Department for Governance and Academic Quality (DGAQ) and a confirmed version is published. Outcomes are reported to QAEC, Academic Council and the Board of Governors, and are included in annual statements to the Scottish Funding Council (SFC). A follow-up interim review report is required from the relevant school three years after the review and is subject to approval by QAEC. Scrutiny of the reports provided to the ELIR team and discussions with staff enables the team to confirm that the process is robust, thorough and that outcomes meet the requirements of the University and SFC."]
[2708,"RGU_118","-","Quality_Processes","Internal Review","Robert Gordon University","118 The ELIR team noted that ILSR had also been applied to the International College at the University (ICRGU) to ensure confidence in academic standards, a commitment to enhancement of the student experience and to identify a forward development plan. The outcomes demonstrated strong relationships between the University and the ICRGU and effective quality assurance and enhancement mechanisms. In addition, as part of the implementation of outcomes arising from the review, the university committee structure now shows clear links between ICRGU committees and those of the University (see paragraphs 138-139)."]
[2709,"RGU_119","-","Quality_Processes","Internal Review","Robert Gordon University","119 In addition to its ILSR, the University has a Student-Facing Support Services Review process. This is designed to ensure that the support services offered by the institution are consistently enhanced and meet the needs of students. The process is robust and structured and the ELIR team was able to confirm that the implementation of the process meets its requirements."]
[2710,"RGU_120","-","Postgraduate_Research","Monitoring","Robert Gordon University","120 At the time of the 2016 ELIR no periodic review of the institution's research degree provision had taken place since 2012-13. The University had decided to create a single Graduate School. The Outcome report of the 2016 ELIR indicated that the University should '… make progress with the implementation of revised arrangements for periodic review of research degree provision'. Following the establishment of the Graduate School in 2016-17, the University developed policies and procedures for the annual and periodic monitoring of its research degree provision. Although there is some outdated information in its guidance, the University has a revised procedure for Research Degree Internal Review (RDIR), closely aligned to the ILSR process. The institution conducted its RDIR under the revised arrangements in 2018. In the view of the ELIR team, the guidance provided for the RDIR is clear and appropriate, and aligns with the requirements of the Quality Code and sector expectations. The RDIR was carried out in accordance with institutional guidance."]
[2711,"RGU_121","-","Postgraduate_Research","Monitoring","Robert Gordon University","121 The University has clear policies covering PGR supervision, monitoring, progress, assessment and examination. During the review visits the ELIR team met students who demonstrated an understanding about what was expected of them and what they could expect from the University. Although students are supported within their academic schools, it is the responsibility of the Graduate School to ensure the quality and enhancement of the postgraduate research student experience, with strategic oversight lying with the Research Degrees Committee and the Vice-Principal Research. The ELIR team saw examples of the Postgraduate Certificate Researcher Development Annual Appraisal, analysis of an internal Postgraduate Research Experience Survey and research student data. It was clear to the ELIR team that oversight by the University was generally thorough and robust."]
[2712,"RGU_122","-","Assessment","Practice","Robert Gordon University","122 The University expects students to be assessed in a manner which provides an objective and comprehensive measure of individual student achievement and relates it to the national standard of awards. It follows that assessments are designed to enable students to demonstrate achievements of course learning outcomes as well as those at the level of the module. The overall approach to the management of assessment requirements and associated policies is overseen by the Academic Regulations Sub-Committee of the QAEC. It was evident to the ELIR team from consideration of documentation, that QAEC performed its functions diligently and in accordance with its terms of reference. Its work on, for example, fitness to practice, academic misconduct, assessment board decisions, appeals, self-certification and mitigating circumstances, seeks to ensure consistency across the institution and maintain and enhance standards. Students the ELIR team met were clear about where to find information about appeals. There are effective arrangements to accommodate the individual needs of students. The University's approach to changes required to recognise the impact of the pandemic was appropriate, recognising the need to enable students to succeed without endangering academic standards and quality. University Academic Regulations are clear and comprehensive and the ELIR team noted Academic Regulations Seminars to involve and update colleagues around the institution. Assessment Boards ensure the correct application of policies and regulations covering assessment progression and awards."]
[2713,"RGU_123","-","Quality_Processes","Externality","Robert Gordon University","123 The University has an effective approach to using external reference points in setting, maintaining and enhancing academic standards and quality. The University's academic quality framework, as expressed in its Academic Quality Handbook, is aligned to the UK Quality Code. The University has mapped its approach to the new Quality Code to ensure that it complies with the Expectations for quality and standards and their respective Core practices. As a result, it is aware of areas for further enhancement; these include the review of the Assessment Policy and revisions to student handbooks. Courses and their constituent modules are designed using the Scottish Credit and Qualifications Framework (SCQF) and the European Credit Transfer System (ECTS) is also referenced in its academic regulations. QAA Subject Benchmark Statements and the requirements of PSRBs are taken into account in course validation and revalidation procedures and the outcomes of ILSRs reflect the use of external reference points. Graduate Apprenticeships are designed to map to the appropriate Skills Development Scotland framework. The University uses external expertise from academia, business and industry throughout its approval and review processes."]
[2714,"RGU_124","-","Quality_Processes","External examining","Robert Gordon University","124 The University regards external examining as an important feature of its quality assurance system. It is crucial to its assessment process in ensuring objectivity, comparability of standards and ensuring the fair and equitable treatment of students. The institution's Academic Quality Handbook sets out clear policies and procedures. The role is essentially one of moderation, but they are also consulted on summative assessments and analyse grade profiles. Arrangements for appointment are robust and all external examiners receive an induction. The External Examiner Report Form Template is effective in covering the required topics and enables the external examiners to highlight good practice. Annual reports prepared by external examiners form part of the Annual Appraisal process and are read by the ACAO and the Deputy Principal and Vice-Principal for Academic Development and Student Experience. Institutional analysis of external examiner reports is clear and is considered by the QAEC to ensure that processes are completed in accordance with institutional policy. Arrangements for the appointment and involvement of external examiners in research degrees are overseen by the Research Degrees Committee and conform to sector norms and expectations."]
[2715,"RGU_125","-","Quality_Processes","External examining","Robert Gordon University","125 The ELIR team noted that students had limited knowledge of the work of external examiners, their reports and how they were actioned. Staff also described some variability in the approach to sharing information and actions arising from the work of external examiners. Many reports comment favourably on the quality and standards of the University and the work students produce. Accordingly, the University may wish to reflect upon the ways in which such positive comments could be shared with students."]
[2716,"RGU_126","-","Enhancement","Themes","Robert Gordon University","126 In the 2016 ELIR, the University was asked to consider five areas where further development was required. The current ELIR team considered that the University had made satisfactory progress in addressing them but noted that there was some ongoing work as the institution's approaches evolved."]
[2717,"RGU_127","-","Enhancement","Themes","Robert Gordon University","127 The work to enhance consistency of practice in assessment and feedback was a major project to move to online submission, to reduce variability of experience, and enhance clarity of feedback timescales. The ELIR team noted the improvements in student satisfaction scores resulting from this. However, it also noted that students, depending on their academic school, continued to experience variability in the quality and timeliness of feedback and that the institution acknowledged the need for ongoing monitoring of its expectations. The creation and implementation of a single Graduate School was regarded as a positive development and, as noted above (see paragraph 120), revised arrangements for the periodic review of research degree provision had taken place. The University acknowledged that work to strengthen the research culture was still in progress. Specific mention of developments relating to support for online distance learners, the role of Learning Enhancement Co-ordinators and Teaching Fellows, and collaborative provision are found in sections 3 and 5 of this report."]
[2718,"RGU_128","-","Enhancement","Themes","Robert Gordon University","128 The ELIR team noted evidence of the ways in which the University had built on, developed and embedded the eight areas of positive practice identified in the 2016 ELIR report, of which four linked directly to themes identified by the University for the current ELIR. In addition, it was clear to the ELIR team that the institution continues to identify areas where further enhancements can take place."]
[2719,"RGU_129","-","Quality_Processes","Use of data","Robert Gordon University","129 The University has an effective approach to the use of data to inform its decision-making, evaluation and enhancement processes. Its approach continues to develop to enable identification and progression of strategic priorities. The University has also used its engagement with the previous QAA Enhancement Theme - 'Evidence for Enhancement: Improving the Student Experience' - to inform its approach."]
[2720,"RGU_130","-","Quality_Processes","Use of data","Robert Gordon University","130 The 2016 ELIR identified the effective and strategic use of data as an area of positive practice. The University's strategic approach has evolved further, designed to ensure that data is available to support key processes such as the annual and periodic monitoring reviews. The University invested in business intelligence software to develop its RGU Insights dashboards (see paragraphs 83-84). The Department for Governance and Academic Quality led the redesign of annual monitoring and, with key inputs from other institutional stakeholders, the development of annual appraisal dashboards. These visualise data required at subject, school and institutional levels to ensure that review and action are data informed. For example, it allows analysis of student performance by demographic characteristics, and enables better assessment of progression and successful transition to employment. In turn, this has led to a better understanding of the student body and there are extensive capabilities to underpin enhancement activity. This is particularly evident in the way the data feeds into annual appraisal processes and course-level teaching plans. Support for staff in using the dashboards is coordinated through DGAQ and is effective. The AQOs provide bespoke support, while DELTA provides more general training on data in the university sector for students who sit on school and university committees to enable good understanding of the data. Staff the ELIR team met demonstrated a commitment to improve the overall student experience and use the data supplied to do this. The University is considering the development of the dashboards to provide richer data to support reviews of student-facing support services, complaints and benchmarking of courses."]
[2721,"RGU_131","-","Quality_Processes","Use of data","Robert Gordon University","131 The University also makes use of other data including the National Student Survey; its internal Student Experience Questionnaire which provides quantitative and qualitative feedback on module and course provision; Pulse Surveys; its own RGU Leavers Survey to fill a gap caused by the demise of the DLHE survey; and Graduate Outcomes data. These inform the annual appraisal process. In the view of the University, its approach to the use of data has resulted in an enhanced ability to self-evaluate and stronger metrics in key areas such a student satisfaction and employability."]
[2722,"RGU_132","Commendation","Quality_Processes","Use of data","Robert Gordon University","132 The University recognises the benefits which accrue from its approach to data-informed review and decision-making. The ELIR team commends the institutional approach to gathering and using data which is easily accessible to academic and professional services staff and which informs evaluation, action planning and decision-making. The approach continues to evolve to ensure that all aspects of the University's student experience are captured and drives enhancement (see paragraphs 25-26, 83-84 and 104)."]
[2723,"RGU_133","-","Quality_Processes","Framework","Robert Gordon University","133 The University has effective arrangements for securing academic standards. Its policies are comprehensive; its regulations are appropriate and clear; its processes are structured and administered soundly. All of them are reviewed regularly, publicly-available and disseminated. The institution's quality framework is aligned to the Quality Code and other reference points and it is aware of areas in need of enhancement, including those around its grading scheme (see paragraphs 50 and 75). Students are engaged in quality processes and the University makes systematic use of its external examiners. Externality is used appropriately in course approval, and periodic review processes. Oversight of standards and quality through the governance system is robust and is allied to a determination to continually improve."]
[2724,"RGU_134","-","Quality_Processes","Framework","Robert Gordon University","134 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. Extensive data suites are widely available within schools and the broader University and play a key role in annual and periodic review mechanisms and in decision-making. Evaluative processes apply not just to academic courses but also to student-facing services, research provision and collaborative activity. The institution's processes are systematic and this enables it to identify good practice for dissemination. The University has developed the areas of positive practice since the 2016 ELIR in its determination to enhance quality."]
[2725,"RGU_134","-","Quality_Processes","Use of data","Robert Gordon University","134 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. Extensive data suites are widely available within schools and the broader University and play a key role in annual and periodic review mechanisms and in decision-making. Evaluative processes apply not just to academic courses but also to student-facing services, research provision and collaborative activity. The institution's processes are systematic and this enables it to identify good practice for dissemination. The University has developed the areas of positive practice since the 2016 ELIR in its determination to enhance quality."]
[2726,"RGU_135","-","Collaborative_Partnerships","Oversight","Robert Gordon University","135 The University's strategy map indicates an intention to 'expand the range and depth of partnerships with employers, the professions and other educational providers' and to 'enhance … regional impact through more effective and extensive partnership and community engagement'. The University does not have a discreet strategy which articulates its plans, but the ELIR team found that the overall approach to collaborative partnerships effectively aligns with the strategy map. In meetings with the ELIR team, some staff characterised the University's approach as being one of caution while planning for growth."]
[2727,"RGU_136","-","Collaborative_Partnerships","Oversight","Robert Gordon University","136 The institution's collaborative provision has three main foci: widening participation partnerships through articulation agreements with colleges; work-related partnerships, including the credit-rating of external provision and graduate apprenticeships (see paragraphs 40 and 112); and a small number of international collaborations. In connection with the latter, the institution has recently reviewed its approach to transnational education (TNE) which it views as part of its international business and economic development strategy. Arising from this review, the University has removed non-productive relationships and agreements and now has two active and successful partnerships, reduced speculative activity, determined to improve and grow its two remaining TNE partnerships with Informatics Institute of Technology (IIT) in Sri Lanka, and Benedict International Group, Switzerland and build on new opportunities focusing on two key countries. The University has also adopted an industry-informed approach to identify developments in two priority sectors with several cross-sectoral themes. It anticipates that this review will result in a new TNE strategy to be rolled out later in 2020-21. In accordance with its College Engagement Strategy, the University has extended its articulation arrangements and substantially increased articulation routes. Overall, therefore, the University is building a strategic approach to the development of its collaborative activity."]
[2728,"RGU_136","-","Collaborative_Partnerships","International","Robert Gordon University","136 The institution's collaborative provision has three main foci: widening participation partnerships through articulation agreements with colleges; work-related partnerships, including the credit-rating of external provision and graduate apprenticeships (see paragraphs 40 and 112); and a small number of international collaborations. In connection with the latter, the institution has recently reviewed its approach to transnational education (TNE) which it views as part of its international business and economic development strategy. Arising from this review, the University has removed non-productive relationships and agreements and now has two active and successful partnerships, reduced speculative activity, determined to improve and grow its two remaining TNE partnerships with Informatics Institute of Technology (IIT) in Sri Lanka, and Benedict International Group, Switzerland and build on new opportunities focusing on two key countries. The University has also adopted an industry-informed approach to identify developments in two priority sectors with several cross-sectoral themes. It anticipates that this review will result in a new TNE strategy to be rolled out later in 2020-21. In accordance with its College Engagement Strategy, the University has extended its articulation arrangements and substantially increased articulation routes. Overall, therefore, the University is building a strategic approach to the development of its collaborative activity."]
[2729,"RGU_137","-","Collaborative_Partnerships","Oversight","Robert Gordon University","137 At the time of the 2016 ELIR, the University was restructuring roles and responsibilities, including those for aspects of collaborative activity. It was also further enhancing institutional oversight of its collaborations through reviewing arrangements for consideration, approval, monitoring and review. The ELIR team could see that progress had been made in those aspects. The 2016 ELIR recommended that the University 'continue to develop the operational infrastructure and strategic approach to the management and oversight of collaborative activity'. In committee terms, ultimate responsibility lies with Academic Council. The Academic Development Committee provides institutional and operational oversight, and grants initial approval using a triage system for assessing opportunities. Formal approval, monitoring and review closely follow the processes outlined in section 4 (see paragraphs 110-122) for all university courses. The Associate Vice-Principal Business and Economic Development (BAED) supported by the Department of BAED leads on TNE developments linking with academic schools and the Department for Governance and Academic Quality. The BAED, through its Graduate Apprenticeships section, has responsibility for the strategic development of graduate apprenticeship work-based learning partnerships. Validated courses and credit-rated provision are managed effectively through schools and routine quality processes. Articulation agreements between the University's undergraduate provision and UK further education colleges are coordinated by Access Unit (which was moved in academic year 2020-21 from DELTA to Student Recruitment). Articulation arrangements with overseas partners are also coordinated by Student Recruitment. Although it was reported at the time of the 2016 ELIR that the University was considering the establishment of a 'partnership unit' to provide oversight of collaborative arrangements, this did not materialise. The University will wish to maintain strategic oversight of the management arrangements for its collaborative activity to ensure that they remain fit-for-purpose as it continues to develop its portfolio of collaborative activity."]
[2730,"RGU_138","-","Collaborative_Partnerships","Oversight","Robert Gordon University","138 The University collaborative activity involved a limited number of collaborative partners at the time of the 2016 ELIR. Long-standing arrangements include those with NESCol and Navitas for the ICRGU, which provide extensive access links into the University's undergraduate and master's courses. The collaboration with the Benedict International Group in Lucerne and Zurich has a mature portfolio which has expanded since 2016. Relationships with the Informatics Institute of Technology in Sri Lanka, Human Development Scotland, Edinburgh College and an expanded network of further education colleges have all been developed, resulting in an expansion of partnership course student numbers."]
[2731,"RGU_139","-","Collaborative_Partnerships","Oversight","Robert Gordon University","139 Broadly, proposal, approval and reapproval processes follow a similar procedure to those for non-collaborative proposals. These are set out in section five of the Academic Quality Handbook which was revised in March 2021. Financial plans, due diligence, risk assessments and arrangements for annual and periodic review are robust and meet the Expectations of the UK Quality Code. The University has templates for Memoranda of Understanding contracts of collaboration and for termination of partnership arrangements which meet sector norms. The ELIR team was able to confirm from reviewing sample documentation that institutional requirements were met. In discussions with the ELIR team staff demonstrated a sound understanding of approval, monitoring and external examining arrangements for collaborative provision. Following a periodic review of the ICRGU and a QAA Educational Oversight - Exceptional Arrangements review (which had positive judgements) there are now clearer links with university quality structures, which ensure effective engagement of both parties and aid student transition. The University maintains a register of its collaborative provision for taught credit-rated provision."]
[2732,"RGU_140","-","Collaborative_Partnerships","Oversight","Robert Gordon University","140 For some collaborations there is a Partnership Steering Group. In mapping its provision to the UK Quality Code advice and guidance for partnerships, the University indicated that 'new steering group arrangements being implemented across all collaborative arrangements will be referenced in the Academic Quality Handbook'. The Partnership Steering Group comprises senior members for each partner and, in addition to normal quality processes, ensures contract monitoring and compliance. It was evident to the ELIR team that some Partnership Steering Groups had been formed. However, in meetings with staff there was uneven knowledge and understanding of Partnership Steering Groups and their application to all collaborative arrangements; the groups were not referenced in the recent revision of the relevant section of the Academic Quality Handbook. Evidence provided to the ELIR team suggested that they were likely to be effective in enabling the institution to manage collaborations and maintain and enhance quality and standards."]
[2733,"RGU_141","-","Collaborative_Partnerships","Oversight","Robert Gordon University","141 The University requires the appointment of a Link Co-ordinator for the general operation and monitoring of a collaboration. The role is critical in securing standards and enhancing the student experience, ensuring that students have a designated contact at the University for feedback. The role has a clear specification which, at the time of the current ELIR, was recently updated. In discussions with the ELIR team staff showed a good understanding of the role and were in regular contact with the partner organisation. The Link Co-Ordinator Report Form is clear and robust and used in annual monitoring. In addition, the RGU Insights dashboards provide information on student performance and progress to the Link Co-ordinator which is reviewed during annual monitoring purposes. It was evident to the ELIR team that appropriate regard is given to partnership activity in annual and periodic monitoring processes."]
[2734,"RGU_142","-","Collaborative_Partnerships","Student experience","Robert Gordon University","142 In discussions with the ELIR team, students who had transitioned to the University through articulation or other advanced standing arrangements and students on graduate apprenticeships were positive about their experience and the dedicated transition support which was available. To facilitate transition, the University has restructured courses to manage expectations and integrate students into existing cohorts. Assessment practices have also been adapted to enhance authenticity. The views of students studying with partners is sought through evaluation questionnaires, the analysis of which feeds into annual appraisal mechanisms. Staff availability and the support for transitions between years were commented on favourably."]
[2735,"RGU_143","-","Collaborative_Partnerships","Oversight","Robert Gordon University","143 The University has an effective approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Opportunities and associated risks are carefully weighed. The new approach to TNE is the result of careful analysis. The University is aware of areas in need of further development to support its approach. "]
[{"$f":"IF(B2738<>\"\",ROW(A2738)-2,\"\")","v":2736},"UHI_1","-","Governance","Strategy","University of the Highlands and Islands","1 The University of the Highlands and Islands (UHI) originated as a proposal first explored in 1991 to create a federal institution, based on existing further and higher education provision in the region. This led to an incorporated institution with validated degrees in 1998, known from 2001 as the UHI Millennium Institute. The UHI Millennium Institute received its Taught Degree Awarding Powers (TDAP) in 2008 and University Title  in 2011; Research Degree Awarding Powers (RDAP) were granted in 2017. The University of the Highlands and Islands is a partnership of colleges and research institutions. The 12 colleges and research institutions that form UHI remain as separate autonomous institutions, but have entered into an academic partnership agreement with the University which covers their further education (FE) and higher education (HE) provision. UHI refers to the 12 colleges and research institutions as Academic Partners (APs). With its coverage both of  FE and HE, UHI is a tertiary institution, the first in Scotland and one of only a few in Europe. "]
[2737,"UHI_2","-","Governance","Structure","University of the Highlands and Islands","2 The 12 Academic Partners range in size, discipline and focus and each has its own character and strong local identity. Many APs have multiple sites and satellite learning centres. In total, in addition to the main campuses, UHI encompasses delivery at over 70 centres spread across the Highlands and Islands as well as extensive online provision. The University employs the senior management team and provides administrative and executive functions across the partnership. However most staff, including academic, administration and professional staff are employed by APs and work together to deliver programmes (which are often offered in more than one AP) and cross-partnership services. "]
[2738,"UHI_3","-","Governance","Structure","University of the Highlands and Islands","3 UHI is organised academically into two faculties, each headed by a Dean, with Subject Networks within each faculty (Faculty of Arts, Humanities and Business and Faculty of Science, Health and Engineering each have three Subject Networks). In addition to the  six Subject Networks, UHI has one further entity within the Faculty of Science, Health and Engineering: the Department of Nursing and Midwifery. The Graduate School covers the interests of all PGR students and supervisory staff in all research areas, and is also headed by a Dean. The Subject Networks operate across APs and are the key University structure for the management of quality, academic standards and enhancement, overseen by the Quality Assurance and Enhancement Committee (QAEC). Within the devolved quality management framework, a designated AP and programme leader have responsibility for the operation of academic programmes, and have first line responsibility for quality assurance and enhancement. "]
[2739,"UHI_4","-","Governance","Strategy","University of the Highlands and Islands","4 At the time of the ELIR, the University had recently been through some significant changes, including the appointment of a new Principal and Vice-Chancellor, a senior management reorganisation, and the development and launch of the new University Strategic Plan 2021-25, 'Daring to be Different'. The Strategic Plan is organised around  four Strategic Pillars: tertiary education; research impact; enterprise; and engagement. The Strategic Plan is supported by eight Operational Plans in areas such as student recruitment, research and digital enhancement. In addition there are five Enabling Plans in areas such  as international, Gaelic language, and the Student Partnership Agreement with HISA (Highlands and Islands Students Association). A key focus now is on a Strategic Curriculum Review, initiated in late 2020 (paragraph 97). "]
[2740,"UHI_5","-","Demographics","Numbers","University of the Highlands and Islands","5 As a tertiary institution enrolling both further and higher education students,  UHI's total headcount in 2019-20 was 35,517 students, with HE accounting for 10,220 by headcount (7,309 full-time equivalent (FTE)). Of these students, 92% were studying on undergraduate (and PGDE) programmes, 6% were postgraduate taught (PGT) and 2%  were postgraduate research (PGR); 87% of students were UK national, 9% EU and 4% international. These proportions have been maintained but overall numbers have grown by 15% since 2015-16. Undergraduate study includes a significant proportion of students on Higher National Certificates (HNCs) and Higher National Diplomas (HNDs), although recent years have seen a decline from 49% of all students in 2015-16 to 38% in 2019-20 with more students taking, or transitioning, to bachelor's study. The three largest APs (Perth College, Inverness College and Moray College) enrolled 66% of the total student FTE in 2019-20. "]
[2741,"UHI_6","-","Demographics","Trends","University of the Highlands and Islands","6 UHI has a distinctive profile, and there have been some noticeable trends over the period from 2015-16 to 2019-20, including growth in part-time study (36% of total headcount in 2015-16 to 42% in 2019-20) and an increase in the proportion of mature students (46% of total headcount in 2015-16 to 52% in 2019-20). While the overall population of students has been largely stable, UHI has seen a growth of over 400 full-time students studying on campus. The numbers of both PGT and PGR students have increased since 2015-16 from  a headcount of 429 to 1,033 for PGT and from 119 to 151 for PGR."]
[2742,"UHI_7","-","Demographics","Trends","University of the Highlands and Islands","7 UHI's data shows a slight rise in non-continuation of all full-time degree entrants over the four year period from 2014-15 to 2018-19 from 12.2% to 13.3%. For other undergraduates (forming a significant proportion at UHI) the data shows an improvement over the same period from 21.7% to 15.6%. For students undertaking part-time degrees,  the figures show a slight reduction from 42.3% to 39.5%. "]
[2743,"UHI_8","-","Demographics","Trends","University of the Highlands and Islands","8 The University's profile includes a significant proportion of students taking HNC/Ds (paragraph 5), many of whom progress to bachelor's study, but of those who continue, approximately a third leave with an ordinary degree and do not continue to honours. Of those enrolled on the third year of an honours programme in the 2020-21 cohort, 383 departed with an ordinary degree and 901 progressed to the honours year. There are some particular factors influencing these decisions including professional accreditation to practice on some degrees at ordinary degree level in areas such childhood practice. In addition to this internal progression from HN to degree, many UHI students articulate directly to degrees outwith UHI and the overall proportion of articulating students is the highest in Scotland (74% of degree entrants in 2018-19). "]
[2744,"UHI_9","-","ELIR_Approach","Operation","University of the Highlands and Islands","9 Preparations for the current ELIR were led by a steering group comprising largely  of members of the University's Quality Assurance and Enhancement Committee (QAEC). Focus groups were held with staff and the draft Reflective Analysis was shared widely with staff and students via publication on the University website and promotion in newsletters. Preparation also used a 'Getting Ready for ELIR' infographic which set out the context and importance of ELIR to UHI. "]
[2745,"UHI_10","-","ELIR_Approach","Themes","University of the Highlands and Islands","10 The University identified four contextualised themes: Use of data to enhance the student experience; Student voice; Employability and employer engagement; Learning and Teaching Enhancement Strategy development, implementation and impact."]
[2746,"UHI_11","-","ELIR_Approach","Themes","University of the Highlands and Islands","11  The ELIR team explored these themes with University staff and students and were able to confirm that they did reflect the strategic priorities and action underway at UHI; all are areas where the University acknowledges there are enhancement opportunities and were used by the ELIR team to enable discussions with staff and students.  "]
[2747,"UHI_12","-","Enhancement","Themes","University of the Highlands and Islands","12  The 2016 ELIR identified 10 areas for development. The institutional response  to ELIR 3 has been overseen by QAEC and actions are embedded into the committee's enhancement priorities. The ELIR team was able to confirm that the University had taken action in all areas, many of which had been addressed or ongoing action was in progress (paragraphs 151-152). However in two areas the team found that the matters identified in 2016 remain unresolved in relation to institution-wide strategic approach to student retention to address the challenges of non-continuation, (paragraph 156) and the development of an overarching staff development policy in support of delivering the University strategies (paragraph 113). In another three areas, the ELIR team made recommendations for additional supporting actions associated to previous areas for development in relation to support for postgraduate students who teach (paragraph 70), approach to the development of collaborative partnerships (paragraph 172) and student feedback (paragraph 158)."]
[2748,"UHI_13","-","ELIR_Approach","Student engagement","University of the Highlands and Islands","13  The University works closely with HISA and has an effective and valuable partnership approach (paragraphs 14-16). The HISA Vice-President was a member  of the ELIR Steering Group and students were involved in early discussions through an engagement event to discuss the themes held in June 2019. Drafts of the reflective analysis were available to all students, as was the infographic (paragraph 9) but student input was primarily progressed through HISA. The ELIR team was satisfied that the views of students were effectively represented in the Reflective Analysis, including in the choice of themes."]
[2749,"UHI_14","-","Student_Engagement","Policy","University of the Highlands and Islands","14  The University has an effective strategic approach to student partnership both centrally and within APs through the focus on 'Our Students' as part of the Strategic Plan 2015-20 and 'Tertiary Education' in the Strategic Plan 2021-25. Students who met the ELIR team reflected that the institution listens to their views and that the University works in partnership with them. "]
[2750,"UHI_15","-","Student_Engagement","Policy","University of the Highlands and Islands","15  The commitment to partnership is evidenced in the development of the Student Engagement Vision and Strategy designed in partnership with students on the Student Engagement Group which has raised the visibility of student engagement activities. This strategy maps activities to the Strategic Plan 2021-25 and key areas of student engagement work including implementation of the Student Partnership Agreement (SPA), activities of the Class Representative Group, delivery of student surveys and development of the student-led teaching awards. "]
[2751,"UHI_16","-","Student_Engagement","Policy","University of the Highlands and Islands","16  The University has a SPA which details how the student voice is heard across the institution as well as identifying enhancement themes. This has resulted in developments in a number of areas including student funding, online learning resources, videoconferencing, and mental health. Since ELIR 3, the University has continued to enhance its approach to the SPA and the enhancement themes are decided collaboratively between students and staff and have taken on a new format, moving away from distinct annual projects to capturing the wider range of partnership working, with University staff and HISA student officers and staff meeting monthly to review progress. Annual action plans are created and progress on the plans and student generated targets set at the 2020 HISA Conference are reported in the annual HISA impact report. "]
[2752,"UHI_17","-","Student_Engagement","Representation","University of the Highlands and Islands","17  The University has an embedded class representative system with representatives appointed or elected to cover each year group for programmes across most of the provision (paragraph 18). The representative system is overseen by the Class Representative Group and Student Engagement Group which report into QAEC. This oversight and the increased role of HISA in running the representation system has resulted in greater equivalency across the partnership evidenced through the development of shared resources such as standardised training and a Class Representative Toolkit. "]
[2753,"UHI_18","-","Student_Engagement","Representation","University of the Highlands and Islands","18  Over 600 representatives were elected or appointed in 2020-21, although this is a decrease compared to over 800 in 2019-20, which is partly attributable to the pandemic, and includes students studying on FE provision. Staff reflected that recruiting representatives can be challenging and that evidence from the class representative exit survey suggests the majority of representatives are full-time FE students studying on-campus. The University has recognised that postgraduate students are underrepresented by the formal structures and staff highlighted that, whilst traditionally online student representation had been poorer, the pandemic had resulted in improvements. HISA has not been able to identify the gaps in representation due to a lack of data, but the Class Representative Group is exploring the possibility of conducting a gap analysis as well as ways of improving postgraduate representation. "]
[2754,"UHI_19","-","Student_Engagement","Representation","University of the Highlands and Islands","19  The University has undertaken activity to improve the parity of experience in the implementation of the representative system including consistent terminology, registration, and guidelines around representative meetings, although there remains some variability across the partnership in how class representative meetings are held. Class representatives reflected that they also have opportunities to attend board meetings at their APs, which include a student business item, and that they were valued in the process. Staff highlighted positive practice in working in partnership with students including inviting representatives to weekly faculty meetings which also supported the management of the response to the COVID-19 pandemic. The ELIR team considered that there would be value in the University continuing to build on the good practice identified in the implementation of the representative system to increase formal representative engagements at all levels of provision. "]
[2755,"UHI_20","Recommendation","Student_Engagement","Representation","University of the Highlands and Islands","20  Class representatives are offered training locally by academic partner staff, HISA staff, or HISA officers and an online training module, developed initially for online learners, was opened up to all students as a result of the COVID-19 pandemic. Training has been enhanced in response to student feedback including shorter sessions and restructured workshops. Class representatives reflected that their experience of the training was mixed, with some finding it useful, while others had not received any. Students reflected that there were barriers to becoming a representative, citing the training and volume of material as potentially deterring representatives. There would be benefit in the University continuing to develop its approach to class representative training to ensure it is accessible to students at all levels of study and that monitoring takes place to ensure all representatives are trained. The ELIR team recommends that the University work in partnership with HISA to ensure that there are appropriate mechanisms in place to monitor and address vacancies in student representative structures and to promote the value of the student representative role to students and staff across the University and with collaborative partners."]
[2756,"UHI_21","-","Student_Engagement","Policy","University of the Highlands and Islands","21  The University has invested in enhancing HISA with the staff team growing from three to 30 in five years with a staff member in each AP. Each AP has a local HISA officer who sits on the HISA Executive Committee with elected regional officers."]
[2757,"UHI_22","-","Student_Engagement","Policy","University of the Highlands and Islands","22  The value of HISA to the University is evident in the HISA President and Chief Executive Officer being invited to take part in the Crisis Management Group as part of the response to the COVID-19 pandemic to ensure their voices could feed into decision making. Also, staff recognised the value of HISA representatives attending faculty meetings to share the student voice."]
[2758,"UHI_23","-","Student_Engagement","Policy","University of the Highlands and Islands","23  The value of HISA to the student body is variable with staff and students noting that students often go directly to their tutors or Personal Academic Tutor (PAT) instead of HISA. The students use of informal mechanisms is evidenced by the National Student Survey results for 2021 which show all student voice questions on opportunities to feed back, staff valuing the student voice and feedback being acted on being marginally above the Scottish benchmark, while when asked about the Students' Association representing students' academic interests, this scored 49% satisfaction compared to a Scottish benchmark of 52%. The institution has recognised this challenge around awareness of HISA and the ELIR team encourages the University and HISA to continue to raise the profile of HISA and articulate its value to the wider student body."]
[2759,"UHI_23","-","Student_Engagement","Feedback","University of the Highlands and Islands","23  The value of HISA to the student body is variable with staff and students noting that students often go directly to their tutors or Personal Academic Tutor (PAT) instead of HISA. The students use of informal mechanisms is evidenced by the National Student Survey results for 2021 which show all student voice questions on opportunities to feed back, staff valuing the student voice and feedback being acted on being marginally above the Scottish benchmark, while when asked about the Students' Association representing students' academic interests, this scored 49% satisfaction compared to a Scottish benchmark of 52%. The institution has recognised this challenge around awareness of HISA and the ELIR team encourages the University and HISA to continue to raise the profile of HISA and articulate its value to the wider student body."]
[2760,"UHI_24","-","Student_Engagement","Feedback","University of the Highlands and Islands","24  The institution makes use of a range of student survey mechanisms, end-of-module or unit surveys at the end of each semester, a Student Satisfaction and Engagement Survey (SSES), an Early Student Experience Survey (ESES) and external methods such as National Student Survey (NSS), Postgraduate Research Experience Survey (PRES) and Postgraduate Taught Experience Survey (PTES). These mechanisms are clearly embedded, (paragraphs 123 and 158) however, response rates in particular for the end of module or unit survey remain low at less than 30% in 2020-21. The University is encouraged to explore methods to improve the response rate for surveys to ensure the widest perspective of the student experience is captured in formal mechanisms. "]
[2761,"UHI_25","-","Student_Engagement","Feedback","University of the Highlands and Islands","25  The University makes use of additional feedback mechanisms in particular the Red Button web system that allows students to report issues or positive practice. Students were aware of the Red Button and staff highlighted it as a useful tool for getting a wide picture of the student experience with comprehensive reports produced. The impact of the Red Button has included investigations being conducted into issues, students being signposted to support services and provision of resources. Furthermore, the University introduced a student panel in partnership with HISA to gather feedback during the COVID-19 pandemic on issues ranging from student communication to assessment and exams; however, the University does not plan to continue to use the panel beyond the pandemic due to variable student engagement."]
[2762,"UHI_26","-","Student_Engagement","Feedback","University of the Highlands and Islands","26  The ELIR team considers that the University has effective processes for identifying areas of concern and taking action in response to student feedback data from each individual survey or mechanism such as the NSS action planning process, which involves the Faculty Dean, programme team, and student representatives and has resulted in either increased or maintained scores as a result. Staff have highlighted that this process is effective and had been used to design changes. The University does not require the same approach for PRES and PTES in view of consistently high levels of satisfaction although areas for enhancement are identified following analysis of the outcomes. There is less evidence of a similarly well-developed action planning process for the SSES and ESES.  The University has acknowledged that while survey outcomes are effectively explored individually, there is a challenge in triangulating the evidence and building a collective view of the student experience. To help address this challenge, the University is developing new dashboards and data visualisation to collate and present data to staff (paragraphs 154-156)."]
[2763,"UHI_27","-","Student_Engagement","Feedback","University of the Highlands and Islands","27  The University produces effective action plans in response to student survey data; however, it has acknowledged that improvements could be made to the communication of actions to students as highlighted in the 2016 ELIR. Staff described a range of variable practice in sharing the outcomes of feedback including 'You Said, We Did' campaigns, posters on notice boards, information in handbooks, sharing information about changes or presenting proposed improvement actions and designing these with students in class. The University set up a 'Closing the Feedback Loop' Group to deliver enhancements including an 'Achieved in Partnership' campaign and a toolkit of staff resources, but this work was paused during the pandemic and has since resumed."]
[2764,"UHI_28","-","Student_Engagement","Feedback","University of the Highlands and Islands","28  While students highlighted that they did feel listened to, often through informal relationships with course staff, many stated that they did not see the impact or results from formal survey mechanisms, in particular postgraduate students stated they did not know the actions taken from their feedback. The University has been collaborating with HISA in enhancing both student representation and student surveys, although the direct engagement with PATs remains the most effective route for change for many students. The University acknowledges that there is still action to be taken in promoting the value of student representation and in closing the feedback loop in relation to student surveys. The institution is encouraged to ensure the mechanisms for closing the feedback loop to students is formalised in particular in relation to student surveys to achieve greater equivalency of the student voice across the academic partnership (see also paragraph 158 on the University's approach to using data to inform decision-making and evaluation)."]
[2765,"UHI_28","-","Student_Engagement","Representation","University of the Highlands and Islands","28  While students highlighted that they did feel listened to, often through informal relationships with course staff, many stated that they did not see the impact or results from formal survey mechanisms, in particular postgraduate students stated they did not know the actions taken from their feedback. The University has been collaborating with HISA in enhancing both student representation and student surveys, although the direct engagement with PATs remains the most effective route for change for many students. The University acknowledges that there is still action to be taken in promoting the value of student representation and in closing the feedback loop in relation to student surveys. The institution is encouraged to ensure the mechanisms for closing the feedback loop to students is formalised in particular in relation to student surveys to achieve greater equivalency of the student voice across the academic partnership (see also paragraph 158 on the University's approach to using data to inform decision-making and evaluation)."]
[2766,"UHI_29","-","Equality_Diversity","Policy","University of the Highlands and Islands","29  The University has in place effective mechanisms to recognise and respond to equality and diversity across its diverse student population. These mechanisms include the development and implementation of a range of initiatives and projects to support equality and diversity such as the STEM Femmes and Minority Men initiatives, the development and implementation of appropriate policies and procedures including its Equality, Diversity and Inclusivity (EDI) Policy and provision of a range of targeted student support for the identified priority groups. Recent developments have included the steps being taken to develop a more standardised approach to EDI across the APs. The University's approach to widening access is embedded in its policies and practice and it has in place a number  of activities to support its work in this area including its work with schools and colleges."]
[2767,"UHI_29","-","Equality_Diversity","Practice","University of the Highlands and Islands","29  The University has in place effective mechanisms to recognise and respond to equality and diversity across its diverse student population. These mechanisms include the development and implementation of a range of initiatives and projects to support equality and diversity such as the STEM Femmes and Minority Men initiatives, the development and implementation of appropriate policies and procedures including its Equality, Diversity and Inclusivity (EDI) Policy and provision of a range of targeted student support for the identified priority groups. Recent developments have included the steps being taken to develop a more standardised approach to EDI across the APs. The University's approach to widening access is embedded in its policies and practice and it has in place a number  of activities to support its work in this area including its work with schools and colleges."]
[2768,"UHI_30","-","Equality_Diversity","Policy","University of the Highlands and Islands","30  The University's strong commitment to equality of opportunity, inclusion and non-discrimination is reflected in its Strategic Plan 2021-2025 and in its Equality, Diversity and Inclusivity (EDI) Policy. The EDI Policy was developed by the UHI partnership in 2019, and can be contextualised by all academic partners to take account of the different locations and circumstances through which students study. "]
[2769,"UHI_31","-","Equality_Diversity","Practice","University of the Highlands and Islands","31  Proactive and effective steps are being taken by the University to develop a  more standardised approach to EDI across the APs. This has involved the appointment  of an Equality and Diversity Adviser, replacing individual University and partner Gender Action Plans (GAPs) with a single partnership report, increasing the number of partners participating in Athena SWAN, forming a senior partnership EDI committee (EDICT) and  an Inclusive Practitioner Network, cross-partnership projects and moving towards more shared reporting. Staff confirmed that training on equality, diversity and inclusion is also in place. Access and inclusion is one of the current QAEC enhancement priorities, with regular updates provided to QAEC on the identified activities. "]
[2770,"UHI_32","-","Equality_Diversity","Practice","University of the Highlands and Islands","32  The University's comprehensive 2019 Public Sector Equalities Duty (PSED) report demonstrates that the institution has made good progress towards achieving the equality outcomes and in embedding EDI in its day-to-day activities. The University  has recognised the need to improve its collection and use of protected characteristics data and has trialled a new reporting dashboard, with the intention of future implementation of  a student services data management system. The University's commitment to equality, diversity and inclusion is further evidenced by a range of initiatives and projects including providing support through the Learning and Teaching Academy (LTA) for female staff to undertake the Advance HE Aurora Leadership Development programme. The appointment of Science, Technology, Engineering and Mathematics (STEM) champions (UHI STEM Femmes) to encourage women in STEM subjects and UHI Minority Men champions to encourage male participation in under-represented areas was viewed positively by staff and students in relation to the aim of increasing the participation of under-represented groups. A dedicated website outlines the University's work on gender-based violence including the setting up of an Equally Safe Group. The University also led the development of an online gender-based violence staff development resource, jointly funded by Scottish universities, and offered free to all Scottish higher education institutions (HEIs) and colleges. "]
[2771,"UHI_32","-","Demographics","Widening participation","University of the Highlands and Islands","32  The University's comprehensive 2019 Public Sector Equalities Duty (PSED) report demonstrates that the institution has made good progress towards achieving the equality outcomes and in embedding EDI in its day-to-day activities. The University  has recognised the need to improve its collection and use of protected characteristics data and has trialled a new reporting dashboard, with the intention of future implementation of  a student services data management system. The University's commitment to equality, diversity and inclusion is further evidenced by a range of initiatives and projects including providing support through the Learning and Teaching Academy (LTA) for female staff to undertake the Advance HE Aurora Leadership Development programme. The appointment of Science, Technology, Engineering and Mathematics (STEM) champions (UHI STEM Femmes) to encourage women in STEM subjects and UHI Minority Men champions to encourage male participation in under-represented areas was viewed positively by staff and students in relation to the aim of increasing the participation of under-represented groups. A dedicated website outlines the University's work on gender-based violence including the setting up of an Equally Safe Group. The University also led the development of an online gender-based violence staff development resource, jointly funded by Scottish universities, and offered free to all Scottish higher education institutions (HEIs) and colleges. "]
[2772,"UHI_33","-","Equality_Diversity","Practice","University of the Highlands and Islands","33  A number of priority student groups are identified by the University including care experienced students, student carers and estranged students. The University provides a range of useful, targeted support for these groups including corporate parenting plans for  the University and the APs, mandatory online training for staff to support care experienced students, dedicated webpages and the signing of a Standalone Pledge relating to estranged students and online staff guidance regarding student carers with additional training being offered to staff through external organisations such as the local Connecting Carers Centre and the Carers Trust Scotland. A cross-partnership Priority Groups Forum supports and allows staff to meet to discuss issues relevant to these student groups and a survey of care experienced students in 2020 has led to the identification of areas for further support and action which are monitored through the forum. "]
[2773,"UHI_34","-","Equality_Diversity","Practice","University of the Highlands and Islands","34  The University has experienced a growth in disability disclosures from 16% in  2015-16 to 27% in 2019-20. The University has established effective processes to identify the support needs of students who declare a disability and keeps these under review. The range of support available to students who declare a disability is detailed on the University's website, with support also provided through the APs. Students and staff confirmed that students who declare a disability are invited to have their needs assessed and to set up a Personal Learning Support Plan (PLSP) and students were very positive about the proactive approach taken to addressing their specific needs. Staff highlighted the plans as a valuable tool. The ELIR team viewed positively the support provided to disabled students and those in the University's other priority groups."]
[2774,"UHI_34","-","Student_Support","Welfare","University of the Highlands and Islands","34  The University has experienced a growth in disability disclosures from 16% in  2015-16 to 27% in 2019-20. The University has established effective processes to identify the support needs of students who declare a disability and keeps these under review. The range of support available to students who declare a disability is detailed on the University's website, with support also provided through the APs. Students and staff confirmed that students who declare a disability are invited to have their needs assessed and to set up a Personal Learning Support Plan (PLSP) and students were very positive about the proactive approach taken to addressing their specific needs. Staff highlighted the plans as a valuable tool. The ELIR team viewed positively the support provided to disabled students and those in the University's other priority groups."]
[2775,"UHI_35","-","Student_Support","Welfare","University of the Highlands and Islands","35  The University has taken a strategic approach to expanding resources in this area following increased student demand and a service review of student support for mental health in 2018. Since the review, the University has created a regional post of a Mental Health and Counselling Manager (MHCM), developed a Student Mental Health Strategy, partnered with HISA on a Student Mental Health Agreement, launched a Green Button online counselling service, launched a mental health toolkit, invested in an online mental health support platform TogetherAll, co-invested with HISA in an out-of-hours crisis telephone service, produced new resources for postgraduate researchers on mental health, created two part-time student mental health officers and used additional Scottish Funding Council (SFC) investment to recruit 6.4FTE counsellors. "]
[2776,"UHI_36","-","Student_Support","Welfare","University of the Highlands and Islands","36  The MHCM supports staff across the University and has responsibility for implementation of the key themes in the Student Mental Health Strategy (2019-2022). Actions arising from the strategy are coordinated and taken forward by steering groups and each AP has a local implementation plan. Counselling is provided online by the MHCM; this complements local AP provision and is accessible to students through the Green Button. The University has received positive feedback from students, although there was still limited awareness of the Green Button amongst students who met with the ELIR team. In meetings with the ELIR team, staff highlighted how the investment in mental health has helped increase support in each AP and has been transformational for staff and students. The impact of this development can be seen in the NSS 2021 COVID-19 related questions where the University scored 21% higher than the Scottish average in students' confidence that the institution had taken steps to support their mental health. "]
[2777,"UHI_37","-","Student_Support","Welfare","University of the Highlands and Islands","37  The University's strong commitment to providing support for student mental health is demonstrated in its various initiatives referenced above which are supported by additional mental health training and support for staff as well as several practitioner networks which include HISA representation. In response to the COVID-19 pandemic, relevant resources were moved online, and TogetherAll was introduced (paragraph 35). The ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and AP levels.  "]
[2778,"UHI_38","-","Admissions","Widening participation","University of the Highlands and Islands","38  The University's strong commitment to widening access is reflected in its role as a tertiary institution and recognising its diverse student population. The ELIR team found that this commitment manifests itself in the University's recruitment and admissions policies and practices, pedagogical approaches, flexible curriculum structures, use of technologies and student support structures. "]
[2779,"UHI_39","-","Admissions","Widening participation","University of the Highlands and Islands","39  The Widening Access Framework sets out the University approach to widening access and identifies seven priority target groups. The University has in place a range of activities with schools and colleges to support widening access including its Virtual Schools Programme which allows senior secondary school pupils across 29 schools to access a range of online courses, and the provision of online vocational courses and work experience opportunities for young people, in response to the Scottish Government's Developing the Young Workforce programme which aims to increase engagement between employers and young people and reduce youth unemployment. Following admission, support is provided for students in a number of ways including targeted support for priority student groups (paragraph 33), student support services and through the PAT system (paragraphs 50-51). "]
[2780,"UHI_40","-","Admissions","Widening participation","University of the Highlands and Islands","40  Contextual admissions is a key part of the University's admissions policy and practice and aims to mitigate the effect of contextual factors which could act as barriers  to progression to HE. The University sets entry requirements at the minimum required for success on a programme but also encourages applications from prospective students who may not have standard entry qualifications and now receives more than 500 Recognition  of Prior Learning (RPL) applications each academic year which are managed through its comprehensive RPL procedures. "]
[2781,"UHI_41","-","Student_Support","Academic","University of the Highlands and Islands","41  The University has a comprehensive and effective approach to supporting students at all stages of their learner journey with support provided both locally at each AP and institutionally through central teams. Students felt well supported and mechanisms such  as the PAT system are well embedded and effective."]
[2782,"UHI_42","-","Admissions","Widening participation","University of the Highlands and Islands","42  The University has a distinct learner journey, providing tertiary education to a student community across the highlands and islands of Scotland with a commitment to widening access both through geographical factors and teaching and learning design.  The institution undertakes effective outreach activities including the award-winning 'Virtual School' programme (paragraph 39). The University makes use of a contextual admissions process (paragraph 40) and the institution's admissions requirements offer accessible entry routes and pathways for students from a range of backgrounds and experiences. "]
[2783,"UHI_43","-","Student_Support","Progression","University of the Highlands and Islands","43  As a tertiary institution, the University is able to offer flexible learning pathways through all levels of the SCQF and aims to provide progression pathways from FE to postgraduate levels in all curriculum areas. Articulation routes are well established across the University's own provision and with other Scottish colleges with the intention to develop additional arrangements with the latter to provide more students with routes to higher education (paragraph 176). The institution has implemented a range of shared resources on bridging arrangements for those articulating as part of the Student Transitions Enhancement Theme (paragraph 100). "]
[2784,"UHI_44","-","Student_Support","Induction","University of the Highlands and Islands","44  Induction is delivered by each AP and each programme team with variability across the University. The AP is responsible for providing induction and orientation to services available which may be delivered virtually or physically. Staff and students highlighted a range of practice from longitudinal induction over an extended period, to a residency, to dedicated sessions. Students broadly indicated that the induction was valuable which is evidenced in feedback from ESES 2020 results which found 96.3% of students were made to feel welcome in their first week and 83.7% found the induction a useful preparation."]
[2785,"UHI_45","-","Student_Support","Induction","University of the Highlands and Islands","45  HISA coordinates and organises annual freshers' week events to welcome students. While activities were moved online due to the COVID-19 pandemic, the University and HISA recognise that engagement with social activities has been challenging and the ESES shows only 5% of those responding attended freshers' events. The ELIR team considers that there would be value in the University reflecting on the ways in which activities can build community and help students integrate with the University. "]
[2786,"UHI_46","-","Student_Development","Academic Skills","University of the Highlands and Islands","46  The University has developed an online Essential Student Skills (ESS) resource which is available to all students prior to enrolment and can be accessed throughout their studies either in their own time or as part of academic teaching. Staff highlighted the value  of the resources and how they had used them in inductions while students had mixed responses with some having never used the resources and others speaking positively  about them and highlighting how graduate attributes were embedded in the materials. The resources have been accessed widely with 170,000 views in the first three months of term for 2020-21 and 93,500 views for the first three months of term in 2021-22. "]
[2787,"UHI_47","-","Student_Support","Academic","University of the Highlands and Islands","47  The responsibility for providing student support is delivered through each AP  with a small central student support team who work together as part of cross-partnership practitioner groups and the Student Support Group (SSG) to share best practice and improve equivalency. Examples of practitioner groups include groups focused on student hardship funds, gender-based violence or mental health. Staff highlighted that there is a designated staff member with oversight of student support in each AP and support is  coordinated to ensure effective oversight of the support network. Students who met with the ELIR team were generally positive about the range of support services provided. Students recognised the presence of local support within their AP and highlighted the PAT as the gateway to seeking support. Awareness of student support services is high with 87% of respondents to the ESES in 2020 stating they knew how to access support. "]
[2788,"UHI_47","-","Student_Support","Welfare","University of the Highlands and Islands","47  The responsibility for providing student support is delivered through each AP  with a small central student support team who work together as part of cross-partnership practitioner groups and the Student Support Group (SSG) to share best practice and improve equivalency. Examples of practitioner groups include groups focused on student hardship funds, gender-based violence or mental health. Staff highlighted that there is a designated staff member with oversight of student support in each AP and support is  coordinated to ensure effective oversight of the support network. Students who met with the ELIR team were generally positive about the range of support services provided. Students recognised the presence of local support within their AP and highlighted the PAT as the gateway to seeking support. Awareness of student support services is high with 87% of respondents to the ESES in 2020 stating they knew how to access support. "]
[2789,"UHI_48","-","Covid_19","Student support","University of the Highlands and Islands","48  As a result of the COVID-19 pandemic, the University took an active approach to student hardship and digital poverty with a Hardship Practitioner Group retaining oversight  of initiatives across all APs. The University secured a range of funding to support its diverse community and issued hundreds of laptops to students as well as mobile broadband devices to support students to connect to the internet and effectively engage with their studies. "]
[2790,"UHI_49","-","Student_Support","Welfare","University of the Highlands and Islands","49  The University has taken proactive steps to enhance mental health student support including conducting a service review in 2018, reflecting on feedback from students and responding to a rise in demand (paragraphs 35-37). This strategic approach to mental health support has ensured that each AP was able to enhance mental wellbeing provision with staff and students positive about the changes (paragraph 37). "]
[2791,"UHI_50","-","Student_Support","Academic","University of the Highlands and Islands","50  The University has an embedded Personal Academic Tutor (PAT) system in place at both undergraduate and postgraduate taught levels, the PAT role being to signpost students to services for support, advise on the academic programme and study methods, and support the production of a personal development plan. Each student is contacted by their PAT at least once per semester and the staff providing this support have access to online resources and training through a PAT Development Day. Staff reflected that the PAT system was integral to the University and a critical intervention for students at risk of non-continuation; however, the University recognises the need for a more integrated institutional support in addition to the PAT system (paragraph 156). Implementation of the PAT system includes varied practices including some staff holding group sessions, some offering a scheduled meeting time, and some holding drop-in sessions. "]
[2792,"UHI_51","Commendation","Student_Support","Academic","University of the Highlands and Islands","51  Students were highly supportive of the PAT system regularly referring to PATs as their first contact point for a broad range of matters, often beyond academic issues including sharing feedback, seeking careers advice or looking for wellbeing support. A review of  the PAT system is planned, and the ELIR team encourages the University to explore the responsibilities and expectations of PATs. The ELIR team commends the University for the Personal Academic Tutor system embedded across the University academic partner network which provides an identified point of contact for students, an effective referral mechanism  to other University services and results in the effective delivery of an accessible and personalised approach to student support. The system is highly valued by students, provides a fundamental support connection point and is viewed as being integral to their student experience."]
[2793,"UHI_52","-","Assessment","Feedback","University of the Highlands and Islands","52  The University's Assessment, Feedback and Feedforward Policy outlines the institutional approach to assessment and feedback as well as a commitment that feedback shall be returned within 15 working days. The institution's performance in student satisfaction with assessment and feedback has improved with a score of 77% satisfaction  in the NSS in 2021, higher than the sector average of 66%, and the SSES satisfaction being at 82.6% in 2021. "]
[2794,"UHI_53","-","Assessment","Feedback","University of the Highlands and Islands","53  Students reflected that assessment briefs are clear, a comprehensive marking grid is provided, staff are accessible for help, and feedback is comprehensive and helpful. Students provided examples of practice including receiving video feedback and the use of cover sheets which invited students to reflect on previous work and align assessment to graduate attributes, which were viewed positively by the ELIR team (paragraph 141)."]
[2795,"UHI_54","-","Assessment","Feedback","University of the Highlands and Islands","54  Students broadly agreed that the 15-day turnaround policy is adhered to, although some PGT students confirmed that this had not been followed. The University states that expectations outlined in the Assessment, Feedback and Feedforward policy are monitored through Subject Network Leaders and annual self-evaluation documents (SEDs); however, the University should explore whether sufficient monitoring processes are in place to enact the policy. In further developing its positive approach to assessment and feedback, the ELIR team encourages the University to consider the introduction of an institution-wide process for monitoring its policy of a 15-day turnaround for returning feedback on assessment in order to facilitate consistency in supporting students' future learning. "]
[2796,"UHI_55","-","Student_Engagement","Policy","University of the Highlands and Islands","55  The University makes use of a range of communication channels for engaging students including e-mail, poster boards, social media and the MyDay app. In particular, MyDay acts as a central portal and dashboard for students with news updates, links to services such as the library, Red Button feedback tool, ESS modules, HISA support and wellbeing support through the TogetherAll service. This platform is an effective mechanism with 97% of students in the 2020 ESES being aware of MyDay and an average of 4,800 users per day in 2021-22. Students reflected that they had been well communicated with around the transition of the virtual learning environment (VLE) and the changes implemented because of the COVID-19 pandemic."]
[2797,"UHI_56","-","Student_Support","Academic","University of the Highlands and Islands","56  The University's diverse student community studies across multiple APs covering  a vast geographical area with students often studying online and therefore the institution recognises that building a sense of belonging and community is an area for development. Staff reflected that students on networked degrees where a programme is offered at multiple APs may struggle to find an identity with the programme while students had a mixed sense of identity with some associating community with their AP and others with the University overall. Student feedback regularly highlights a sense of community scoring lower, with learning community scoring below the sector average at 64% satisfaction in the 2021 NSS and the 2020 PTES analysis recognising that students would like more opportunities to build learning communities with their peers. Initiatives developed include those relating to student engagement (paragraph 15), HISA and freshers' events and student engagement through sport. Acknowledging the University's challenges, the ELIR team encourages the University to continue to develop initiatives to build a sense of belonging in the student body. "]
[2798,"UHI_57","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","57  The University has defined academic skills, self-management, social awareness, communication, and interpersonal skills as its five graduate attributes which were designed in consultation with staff, students and employers. Since ELIR 3, the institution has taken action to extend and further embed the graduate attributes including through integrating them as part of the programme approval process and developing a dedicated webpage as part of the cover sheet for assessment submission (paragraph 141). Staff noted how graduate attributes were often explicitly mentioned in programmes and integrated into learning outcomes but that awareness remains low among students. Students had mixed awareness of graduate attributes with some having never heard of them, to others having seen them used in their course. The ELIR team encourages the University to continue with its plan to work in partnership with HISA to improve awareness of and share best practice around the use of graduate attributes. "]
[2799,"UHI_58","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","58  The University has identified employability as a strategic enhancement priority for QAEC and one of the identified contextualised themes for ELIR 4, having noted 74.5% of UHI graduates were in employment compared to a Scottish average of 84% in 2017-18 with the institution's score falling to 72% in 2018-19. As part of the strategic curriculum review, the provision offered by the institution will be evaluated with employability as a specific dimension. "]
[{"$f":"IF(B2802<>\"\",ROW(A2802)-2,\"\")","v":2800},"UHI_58","-","Teaching_Learning","Employability","University of the Highlands and Islands","58  The University has identified employability as a strategic enhancement priority for QAEC and one of the identified contextualised themes for ELIR 4, having noted 74.5% of UHI graduates were in employment compared to a Scottish average of 84% in 2017-18 with the institution's score falling to 72% in 2018-19. As part of the strategic curriculum review, the provision offered by the institution will be evaluated with employability as a specific dimension. "]
[2801,"UHI_59","-","Teaching_Learning","Employability","University of the Highlands and Islands","59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "]
[2802,"UHI_59","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "]
[2803,"UHI_59","-","Student_Support","Progression","University of the Highlands and Islands","59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "]
[2804,"UHI_60","-","Student_Support","Progression","University of the Highlands and Islands","60  The University coordinates placements through the CEC with a Placement Practitioner Network providing additional support. The University provided a list showing placement activity on 49 higher education programmes out of approximately 240 named awards. Students had mixed experiences of placement with some having to find their own placement while others had their place arranged for them by the University. Those who had undertaken a placement confirmed that they were supported during the process. The University has developed effective policies and recently underwent an audit to validate the effectiveness of the placement processes. Aligned with the curriculum review, the ELIR team considers that the University may find value in exploring and expanding the range of courses which include placement or work experience and providing greater consistency in supporting students in securing opportunities.  "]
[2805,"UHI_60","-","Teaching_Learning","Employability","University of the Highlands and Islands","60  The University coordinates placements through the CEC with a Placement Practitioner Network providing additional support. The University provided a list showing placement activity on 49 higher education programmes out of approximately 240 named awards. Students had mixed experiences of placement with some having to find their own placement while others had their place arranged for them by the University. Those who had undertaken a placement confirmed that they were supported during the process. The University has developed effective policies and recently underwent an audit to validate the effectiveness of the placement processes. Aligned with the curriculum review, the ELIR team considers that the University may find value in exploring and expanding the range of courses which include placement or work experience and providing greater consistency in supporting students in securing opportunities.  "]
[2806,"UHI_61","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","61  The University has identified Enterprise as a theme in the Strategic Plan  2021-25 and provides student-facing enterprise support through the CREATE (Creating Entrepreneurship and Innovation) team which develops skills training and events for aspiring entrepreneurs. The University runs programmes such as the Catalyst online small business training programme, the Scottish Entrepreneurship and Enterprise Educators 'train the trainer' programme and initiatives such as UHI Business Competition by offering prize funding to those submitting business ideas. Students noted that entrepreneurship skills  had been gained as part of teaching on their modules. "]
[2807,"UHI_62","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","62  The University has a 'UHI for Work and Enterprise' employer engagement strategy overseen by a programme board and a Business Development practitioners' group, which builds connections between the curriculum and employers and identifies local and regional skills gaps. The impact of this strategy has been demonstrated with the introduction of Curriculum Development Employer Engagement Officers (CDEEOs) as part of the Careers and Employability team which work as a single point of contact for external organisations resulting in the development of 26 new courses, increased student exposure to industry and increased placement and work experience opportunities. Staff reflected that the new CDEEO roles had been valuable in building links with industry and finding new placement opportunities. Staff shared examples of how employability is embedded in the curriculum including skills outlined in Module Information Packs, developing industry-aligned assignments and engaging industry guest speakers. "]
[2808,"UHI_62","-","Teaching_Learning","Employability","University of the Highlands and Islands","62  The University has a 'UHI for Work and Enterprise' employer engagement strategy overseen by a programme board and a Business Development practitioners' group, which builds connections between the curriculum and employers and identifies local and regional skills gaps. The impact of this strategy has been demonstrated with the introduction of Curriculum Development Employer Engagement Officers (CDEEOs) as part of the Careers and Employability team which work as a single point of contact for external organisations resulting in the development of 26 new courses, increased student exposure to industry and increased placement and work experience opportunities. Staff reflected that the new CDEEO roles had been valuable in building links with industry and finding new placement opportunities. Staff shared examples of how employability is embedded in the curriculum including skills outlined in Module Information Packs, developing industry-aligned assignments and engaging industry guest speakers. "]
[2809,"UHI_63","-","Student_Engagement","Feedback","University of the Highlands and Islands","63  The University has an effective approach to managing and enhancing the postgraduate student experience. Feedback from both PGT and PGR students is generally positive as evidenced by the outcomes of the most recent PTES (2021) and PRES (2019) surveys. The University has recognised the need, and is taking steps to engage more PGTs in the class representation system and to promote the work of the careers service. Since gaining RDAP in 2017, the University has taken a number of steps to enhance the resources available to PGRs and has developed and implemented its own PGR monitoring and review processes. The University continues to take action to further develop and embed its research culture. "]
[2810,"UHI_64","-","Student_Support","Academic","University of the Highlands and Islands","64  The University offers a growing number of Postgraduate Taught courses that may be studied on a full or part-time basis, with much of the provision being fully online. The number of PGT students has increased significantly from 429 (159 FTE) in 2015-16 to 1,033 (412 FTE) in 2019-20, with further growth planned focusing on online provision. The majority of PGT students study part-time. Support for PGT students is managed and provided on a similar basis to that for undergraduate students, and PGTs who met the ELIR team confirmed that they are registered at one of the APs and are able to access the resources  of that AP or associated learning centre including staff support. PGT students who met the team also commented positively on the support they received through their PATs, course leaders, tutors and local support services but a small number were less positive about the support received from the wider University and in particular noted the lack of social and networking opportunities available to them (paragraph 56). "]
[2811,"UHI_64","-","Demographics","Trends","University of the Highlands and Islands","64  The University offers a growing number of Postgraduate Taught courses that may be studied on a full or part-time basis, with much of the provision being fully online. The number of PGT students has increased significantly from 429 (159 FTE) in 2015-16 to 1,033 (412 FTE) in 2019-20, with further growth planned focusing on online provision. The majority of PGT students study part-time. Support for PGT students is managed and provided on a similar basis to that for undergraduate students, and PGTs who met the ELIR team confirmed that they are registered at one of the APs and are able to access the resources  of that AP or associated learning centre including staff support. PGT students who met the team also commented positively on the support they received through their PATs, course leaders, tutors and local support services but a small number were less positive about the support received from the wider University and in particular noted the lack of social and networking opportunities available to them (paragraph 56). "]
[2812,"UHI_65","-","Student_Engagement","Feedback","University of the Highlands and Islands","65  Feedback is gathered from PGTs through PTES which shows generally high satisfaction, although PGTs who met the ELIR team were largely unaware of the survey and any actions taken as a result. Overall satisfaction in the 2021 survey was 9% above both the national and Scottish sector average at 87% (compared to 85% in 2020 and 87% in 2019); the response rate in 2021 was also above the sector average of 23%, having risen to 32% from 14% in 2020. PTES outcomes are shared with programme leaders, quality managers and senior staff through the annual report to QAEC and Academic Council and actions are followed up at the appropriate level. The 2020 Programme Leaders' Forum, organised to share good practice and ideas for enhancement, led to the identification of careers provision and course-level communications as areas that needed enhancement and the ELIR team heard that action had been taken to promote the work of the careers and employability services which resulted in improved satisfaction in 2020. "]
[2813,"UHI_66","-","Student_Engagement","Representation","University of the Highlands and Islands","66  PGT students are represented through the University's system of class representatives who attend class committees, or equivalent fora (paragraphs 17-18). The University acknowledges that PGTs are under-represented in the class representative system and the ELIR team found that some PGTs were unaware of their class representatives. To address this issue, HISA and the Class Representative Group are exploring ways to engage more PGTs as student representatives. "]
[2814,"UHI_67","-","Demographics","Trends","University of the Highlands and Islands","67  Since 2017, following its successful RDAP application, the University has offered  its own research degrees with the final Aberdeen registered students under the previous validation arrangement nearing completion and the majority of PGR students now registered on a UHI award. The University offers both MRes and PhD programmes in a number of its specialist fields. The number of Postgraduate Research students has increased from 119 (57 FTE) in 2015-16 to 157 (132 FTE) in 2019-20."]
[2815,"UHI_67","-","Postgraduate_Research","-","University of the Highlands and Islands","67  Since 2017, following its successful RDAP application, the University has offered  its own research degrees with the final Aberdeen registered students under the previous validation arrangement nearing completion and the majority of PGR students now registered on a UHI award. The University offers both MRes and PhD programmes in a number of its specialist fields. The number of Postgraduate Research students has increased from 119 (57 FTE) in 2015-16 to 157 (132 FTE) in 2019-20."]
[2816,"UHI_68","-","Postgraduate_Research","Monitoring","University of the Highlands and Islands","68  The Dean of Research has overall responsibility for PGR students and works with Research Degrees Committee (RDC) and its sub-group, Graduate School Committee which oversees student progression and monitoring. The Graduate School Office (GSO) administers the PGR student experience, supervisor support training and development, policy and guidance development on behalf of RDC and organises PGR student induction. PGR students commented positively about their experience of induction and of the role of the GSO in communicating with, and providing support for, PGRs across the AP network. "]
[2817,"UHI_68","-","Postgraduate_Research","Student Experience","University of the Highlands and Islands","68  The Dean of Research has overall responsibility for PGR students and works with Research Degrees Committee (RDC) and its sub-group, Graduate School Committee which oversees student progression and monitoring. The Graduate School Office (GSO) administers the PGR student experience, supervisor support training and development, policy and guidance development on behalf of RDC and organises PGR student induction. PGR students commented positively about their experience of induction and of the role of the GSO in communicating with, and providing support for, PGRs across the AP network. "]
[2818,"UHI_69","-","Postgraduate_Research","Student Experience","University of the Highlands and Islands","69  PGR students are enrolled and located at an AP, or in some cases, the Executive Office, through which supervision, facilities and resources are provided. PGR students are appropriately supported by supervisory teams consisting of at least two research active members of staff led by a Director of Studies; supervisors may be external to the University, often utilised to strengthen specific subject expertise, but cannot be appointed as Directors of Studies. Staff and PGR students confirmed that a wide range of student and supervisor development and training opportunities are offered by the University including mentorship and compulsory training for new supervisors and regular refresher training for existing supervisors. Students also confirmed that they have access to financial support for attendance at conferences and training events and have regular opportunities to present their work at internal seminars and other events. The annual two-day PGR student conference, linked in alternate years to the University-wide Staff-Student Research Conference (which was cancelled in 2020 due to COVID-19), allows PGR students to present their work and to network with other PGR students."]
[2819,"UHI_69","-","Postgraduate_Research","Support","University of the Highlands and Islands","69  PGR students are enrolled and located at an AP, or in some cases, the Executive Office, through which supervision, facilities and resources are provided. PGR students are appropriately supported by supervisory teams consisting of at least two research active members of staff led by a Director of Studies; supervisors may be external to the University, often utilised to strengthen specific subject expertise, but cannot be appointed as Directors of Studies. Staff and PGR students confirmed that a wide range of student and supervisor development and training opportunities are offered by the University including mentorship and compulsory training for new supervisors and regular refresher training for existing supervisors. Students also confirmed that they have access to financial support for attendance at conferences and training events and have regular opportunities to present their work at internal seminars and other events. The annual two-day PGR student conference, linked in alternate years to the University-wide Staff-Student Research Conference (which was cancelled in 2020 due to COVID-19), allows PGR students to present their work and to network with other PGR students."]
[2820,"UHI_70","-","Postgraduate_Research","Support","University of the Highlands and Islands","70  The University has endorsed and adopted the principles in QAA's Statement of expectations for the support of postgraduates who teach. In response to recommendations in the previous two ELIRs, a standard training course for PGR students to engage in teaching is in place. This was initially provided by the GSO, and in some cases supplemented by the APs, and is now incorporated in the LTA programme of events  thereby allowing monitoring of participation. The University acknowledges that not all postgraduate students will get opportunities for teaching; however, all students involved in formal teaching activity are required to undertake relevant training. The ELIR team found that not all students who were undertaking teaching had undergone the standard or other formal training course, with some students describing more informal support mechanisms provided by academic staff. In addition, the outcomes of PRES 2019 showed that of those who had been offered opportunities to teach, only 53% indicated that they had been given appropriate support (compared with 61% across the sector) and only 56% said they had received formal training (compared to 70% across the sector). The ELIR team recommends that the University should ensure that all current and future postgraduate research students undertaking teaching roles complete the University's standard training course prior to commencing teaching and that an appropriate monitoring mechanism is developed to ensure completion of this training is recorded and monitored to enable institutional oversight."]
[2821,"UHI_71","-","Postgraduate_Research","Support","University of the Highlands and Islands","71  Due to the growth in PGR student numbers, the University has kept space and resources for PGRs under review, articulating a minimum baseline provision aimed at ensuring a broadly equivalent student experience regardless of location or discipline area. Although PGRs who met the ELIR team were largely unaware of this requirement they confirmed that their resources were generally adequate. The University has also invested  in system developments to enhance the PGR student experience including the recently implemented PGR management software, a new online system for ethical approval and  a Graduate School site within the University's document management system. "]
[2822,"UHI_71","-","Postgraduate_Research","Student Experience","University of the Highlands and Islands","71  Due to the growth in PGR student numbers, the University has kept space and resources for PGRs under review, articulating a minimum baseline provision aimed at ensuring a broadly equivalent student experience regardless of location or discipline area. Although PGRs who met the ELIR team were largely unaware of this requirement they confirmed that their resources were generally adequate. The University has also invested  in system developments to enhance the PGR student experience including the recently implemented PGR management software, a new online system for ethical approval and  a Graduate School site within the University's document management system. "]
[2823,"UHI_72","-","Postgraduate_Research","Monitoring","University of the Highlands and Islands","72  The University reviewed its processes for PGR quality assurance, monitoring  and student progression following attainment of RDAP in 2017. A quinquennial internal  re-validation programme for research degree areas takes place. As the final Aberdeen registered students complete, the University has moved to its own annual quality reporting process involving routine reporting to RDC, an annual report from the Graduate School to QAEC and Academic Council and, from 2020 biennial engagement with the quality monitoring dialogue process. The comprehensive PGR Code of Practice, which provides  the framework through which the University delivers its postgraduate research degrees,  is reviewed annually and any significant changes or updates are reported and approved through RDC. Available within the Code of Practice, the Postgraduate Structured Management Framework (PSMF) helpfully sets out the milestones relating to PhD study,  the activities and support to enable these milestones to be achieved, related training and development, the role of the supervisory team and the timing of monitoring and review processes. To better align with sector expectations and practice the University has also changed to an annual formal review point for PGRs, with a thesis and progression panel instead of having biannual formal reviews from the second year onwards, and PGR students met by the team were aware of these requirements for review and progression."]
[2824,"UHI_73","-","Student_Engagement","Feedback","University of the Highlands and Islands","73  Feedback is sought from PGR students through the University's participation in PRES on a biennial basis. Overall satisfaction in the 2019 PRES was 85%, 1% higher than the 2017 outcomes, 7% higher than the 2015 outcomes and 4% higher than the sector average; the completion rate in 2019 was 46.4%. Two areas scored less positively than the overall sector average: research culture and research skills. The results, and a development and action plan, are considered through the committee structure, with actions followed up through RDC, and PGR students confirmed that the results are shared with them. Due to COVID-19 the University will next participate in PRES in 2022 to allow the action plan from 2019 to be more fully developed. "]
[2825,"UHI_73","-","Covid_19","Postgraduate research","University of the Highlands and Islands","73  Feedback is sought from PGR students through the University's participation in PRES on a biennial basis. Overall satisfaction in the 2019 PRES was 85%, 1% higher than the 2017 outcomes, 7% higher than the 2015 outcomes and 4% higher than the sector average; the completion rate in 2019 was 46.4%. Two areas scored less positively than the overall sector average: research culture and research skills. The results, and a development and action plan, are considered through the committee structure, with actions followed up through RDC, and PGR students confirmed that the results are shared with them. Due to COVID-19 the University will next participate in PRES in 2022 to allow the action plan from 2019 to be more fully developed. "]
[2826,"UHI_74","-","Postgraduate_Research","Representation","University of the Highlands and Islands","74  Staff and students confirmed that PGR student representatives are included in the membership of RDC and are supported through an induction and handover facilitated by the Dean of Research who also meets regularly with the PGR student representatives, although PGRs noted that no formal training is in place (paragraphs 17-20). Some representatives are also members of their local AP committees. PGR representatives communicate with students via email and PGR students confirmed that, overall, their voices are heard."]
[2827,"UHI_75","-","Covid_19","Postgraduate research","University of the Highlands and Islands","75  Further support provided to PGRs during the COVID-19 pandemic included a move to viva by video conference, student and supervisor surveys to gauge impact on planned research, facilitating dialogue with internal and external budget-holders regarding additional funding for those students with registration and funding due to end in 2020-21, and scheduled weekly drop-in sessions with the Graduate School Manager. "]
[2828,"UHI_75","-","Postgraduate_Research","Student Experience","University of the Highlands and Islands","75  Further support provided to PGRs during the COVID-19 pandemic included a move to viva by video conference, student and supervisor surveys to gauge impact on planned research, facilitating dialogue with internal and external budget-holders regarding additional funding for those students with registration and funding due to end in 2020-21, and scheduled weekly drop-in sessions with the Graduate School Manager. "]
[2829,"UHI_76","-","Learning_Resources","Strategy","University of the Highlands and Islands","76  The University has effective arrangements in place for managing the quality of the learning environment. The student learning environment is managed collaboratively across the University partnership. APs are responsible for providing students with an appropriate physical learning environment and resources, with ICT, Library Services and online resources being offered on a cross-partnership basis. All students have access to the University's networked facilities and services. During the COVID-19 pandemic, a COVID campus planning group was established, for the purposes of coordination and information-sharing across the different AP campus locations. The ELIR team learned in meetings that students had raised issues in relation to access to physical resources during the pandemic due to restrictions in relation to access times and student numbers and communication of availability of online resources. These topics were discussed and addressed through the Student Panel set up in partnership with HISA to gather and respond to student feedback on changes made during the pandemic resulting, for example, in improvements to communications with students during that period (paragraph 25).  "]
[2830,"UHI_76","-","Covid_19","Student support","University of the Highlands and Islands","76  The University has effective arrangements in place for managing the quality of the learning environment. The student learning environment is managed collaboratively across the University partnership. APs are responsible for providing students with an appropriate physical learning environment and resources, with ICT, Library Services and online resources being offered on a cross-partnership basis. All students have access to the University's networked facilities and services. During the COVID-19 pandemic, a COVID campus planning group was established, for the purposes of coordination and information-sharing across the different AP campus locations. The ELIR team learned in meetings that students had raised issues in relation to access to physical resources during the pandemic due to restrictions in relation to access times and student numbers and communication of availability of online resources. These topics were discussed and addressed through the Student Panel set up in partnership with HISA to gather and respond to student feedback on changes made during the pandemic resulting, for example, in improvements to communications with students during that period (paragraph 25).  "]
[2831,"UHI_77","-","Learning_Resources","Strategy","University of the Highlands and Islands","77  The University has considerable experience of providing a digital learning environment for delivery of blended learning. The Educational Development Unit (EDU) promotes the use of core learning and teaching technologies using the Benchmarks for the Use of Technology in Learning and Teaching and its development standards to underpin curriculum development projects. The University's experience in this area supported its response to the COVID-19 pandemic including support for those programme teams (paragraph 112) and to address the issue of digital poverty (paragraph 48). "]
[2832,"UHI_78","-","Learning_Resources","IT","University of the Highlands and Islands","78  A new virtual learning environment (VLE) has been in operation since August 2019. The transition to the new VLE was effectively overseen by a project board. The ELIR team heard in meetings with staff that an operational group allowed the project team to respond to operational matters quickly and is now a permanent practitioner group reporting to QAEC, with an expanded learning technology remit and student membership. Staff were also supported during the transition to the VLE by EDU and through a group of 'Champions' from each AP who enabled staff across the partnership to ask and receive timely answers to their queries. In addition, an AP communications group was set up, the members of which had responsibility for disseminating news and updates to staff at their own AP to secure improved staff engagement. To support the effective implementation and subsequent use of the new VLE in terms of learning, teaching and assessment practice, the University updated its VLE checklist, originally developed to help address student feedback about consistency. "]
[2833,"UHI_79","Commendation","Learning_Resources","IT","University of the Highlands and Islands","79  Students who met with the ELIR team were extremely positive about the transition to the new VLE, although they noted and the University acknowledges that there are still enhancements to be made. The project team held a 'lessons-learned' event to reflect on the successes and challenges of the transition and the University is undertaking an internal evaluation of the VLE to determine future needs. The ELIR team commends the University for the effective planning, communication and implementation of the VLE project which ensured that a smooth transition was effectively achieved by working collaboratively  across the University academic partner network. In particular, the approach was well communicated, provided staff and student support, and retained a focus on the use of the VLE as a tool for learning and supporting the student experience. "]
[2834,"UHI_80","-","Learning_Resources","IT","University of the Highlands and Islands","80  The student support service review of ICT services in 2017 led to a range of enhancements including the establishment of the regional ICT committee aimed at improving coordination and planning. Student feedback has also prompted enhancements to provision including upgrades to Wi-Fi and improvements to MyDay, the student portal which provides a common interface to all students. Although the 2021 NSS outcomes showed a lower score than previously for IT resources at 73.4% down from 80.7% in 2020, the ELIR team found that all students they met were broadly positive about the IT resources available to them. "]
[2835,"UHI_81","-","Learning_Resources","IT","University of the Highlands and Islands","81  A cyber incident in March 2021 was handled through the University's cyber incident procedure. While the majority of student-facing resources were unaffected and all students were able to complete assessments on time, some core and all on-campus services, such as Wi-Fi, telephones, access to computers and printing were taken offline. The ELIR team concluded that the University had handled this incident appropriately."]
[2836,"UHI_82","-","Learning_Resources","Library","University of the Highlands and Islands","82  Library services are provided collectively by a central team with a regional remit, together with the AP teams. All library staff are part of the Library Practitioner Group (LPG) which responds to staff and student feedback and strives to ensure that the needs of all staff, students and researchers are met in a consistent and seamless manner regardless of their location or mode of study. APs are responsible for the purchase of physical library resources and for providing designated library spaces. A joint Library Management System is used across the University through which physical resources can be accessed across the partnership. Inter-Site Loans, and the British Library Inter-Library Loan scheme are also in place to support access to resources for all students. As a result  of the increased dependency on e-resources because of the COVID-19 pandemic, the University increased its expenditure on e-books by 68% during this period. There are high levels of satisfaction with the online library services with a score of over 90% satisfaction in SSES. Library resources for PGRs and researchers have been enhanced since RDAP was achieved and PGR and PGT students spoke very positively about the available resources and the responsiveness and helpfulness of library services across the University, for example citing the ability, often from remote locations, to access the live chat service, staffed across the APs on a rota basis, and receive an immediate and helpful response. During the COVID-19 pandemic a free click and collect and postal service was available to, and valued, by staff and students."]
[2837,"UHI_83","-","Learning_Resources","Library","University of the Highlands and Islands","83  The student support service review of the library in 2015 led to a number of effective enhancements including the re-establishment of the post of University librarian, setting up of the LPG, formalisation of the role of Subject Network librarians, adoption of a variety of technologies, a Live Chat service to respond to student queries and the abolition of late return fines. NSS scores relating to library resources improved from 69% in 2016 to 82% for the years 2019 and 2020, although they dropped to 73.2 % in 2021. Positive free text comments related to the help and support received from library staff with less positive comments around library space. In the 2021 PTES, physical library resources achieved a low score (55%, just below the Scottish sector average of 57%), while access to online library resources scored highly (88%, above the Scottish sector average of 85%) PRES scores for resources have increased steadily since 2015 and are now above sector average. The library service is responsive to student feedback and, for example, the LPG has formulated an action plan to address the issues arising from these surveys which, as noted above, mainly relate to library space. "]
[2838,"UHI_83","-","Student_Engagement","Feedback","University of the Highlands and Islands","83  The student support service review of the library in 2015 led to a number of effective enhancements including the re-establishment of the post of University librarian, setting up of the LPG, formalisation of the role of Subject Network librarians, adoption of a variety of technologies, a Live Chat service to respond to student queries and the abolition of late return fines. NSS scores relating to library resources improved from 69% in 2016 to 82% for the years 2019 and 2020, although they dropped to 73.2 % in 2021. Positive free text comments related to the help and support received from library staff with less positive comments around library space. In the 2021 PTES, physical library resources achieved a low score (55%, just below the Scottish sector average of 57%), while access to online library resources scored highly (88%, above the Scottish sector average of 85%) PRES scores for resources have increased steadily since 2015 and are now above sector average. The library service is responsive to student feedback and, for example, the LPG has formulated an action plan to address the issues arising from these surveys which, as noted above, mainly relate to library space. "]
[2839,"UHI_84","-","Learning_Resources","Library","University of the Highlands and Islands","84  All students who met the team were extremely positive about the responsiveness of, and the help and support they had received from, the library services team no matter their location, the usefulness of the live chat service which supports the seamless service offered by the team, the availability of electronic library resources and the additional support received during the pandemic. The ELIR team commends the Library Services which delivers an integrated, helpful, and responsive team-based approach which operates effectively as a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, such as the free click and collect and postal service available to both staff and students. "]
[2840,"UHI_84","-","Covid_19","Student support","University of the Highlands and Islands","84  All students who met the team were extremely positive about the responsiveness of, and the help and support they had received from, the library services team no matter their location, the usefulness of the live chat service which supports the seamless service offered by the team, the availability of electronic library resources and the additional support received during the pandemic. The ELIR team commends the Library Services which delivers an integrated, helpful, and responsive team-based approach which operates effectively as a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, such as the free click and collect and postal service available to both staff and students. "]
[2841,"UHI_85","Commendation","Student_Support","Welfare","University of the Highlands and Islands","85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."]
[2842,"UHI_85","-","Student_Support","Progression","University of the Highlands and Islands","85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."]
[2843,"UHI_85","-","Teaching_Learning","Strategy","University of the Highlands and Islands","85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."]
[2844,"UHI_86","-","Student_Support","Academic","University of the Highlands and Islands","86  Students on taught programmes are effectively supported through the Personal Academic Tutoring system. The ELIR team commends the Personal Academic Tutor system embedded across the University academic partner network which provides an identified point of contact for students, an effective referral mechanism to other University services  and results in the effective delivery of an accessible and personalised approach to student support. The system is highly valued by students, provides a fundamental support connection point and is viewed as being integral to their student experience."]
[2845,"UHI_87","-","Learning_Resources","IT","University of the Highlands and Islands","87  A new VLE is in place supporting learning and teaching and the ELIR team commends the University for the effective planning, communication and implementation  of the VLE project which ensured that a smooth transition was effectively achieved by working collaboratively across the University academic partner network. In particular, the approach was well communicated, provided staff and student support, and retained a focus on the use of the VLE as a tool for learning and supporting the student experience."]
[2846,"UHI_88","Commendation","Learning_Resources","Library","University of the Highlands and Islands","88  The University has effective arrangements in place for managing the quality of the student learning environment. Reviews of services have resulted in enhancements to provision in these areas. The ELIR team commends the Library Services who deliver an integrated, helpful, and responsive team-based approach which operates effectively as  a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, including the free click and collect and postal service available to both staff  and students."]
[2847,"UHI_89","Recommendation","Student_Engagement","Representation","University of the Highlands and Islands","89  The University has a strategic approach to student engagement and representation. The University provides students with a range of opportunities to provide feedback on their experience and there is clear evidence of partnership with HISA including the Student Partnership Agreement. In support of this approach, the ELIR team recommends that the University works in partnership with the Highlands and Islands Student Association to ensure that there are appropriate mechanisms in place to monitor and address vacancies in student representative structures and to promote the value of the student representative role to students and staff across the University and with collaborative partners."]
[2848,"UHI_90","Recommendation","Postgraduate_Research","Support","University of the Highlands and Islands","90  The support provided for postgraduate students meets external reference points. The University acknowledges the ongoing challenges of developing a research community across the University and has taken a number of actions to address this issue. While the University offers postgraduate students a range of development opportunities, the ELIR team recommends that all current and future postgraduate research students undertaking teaching roles complete the University's standard training course prior to commencing teaching and that an appropriate monitoring mechanism is developed to ensure completion of this training is recorded and monitored to enable institutional oversight."]
[2849,"UHI_91","-","Enhancement","Strategy","University of the Highlands and Islands","91  The University has effective and well established systems in place to promote  the strategic enhancement of learning and teaching which is underpinned by educational research and scholarship submitted to Research Excellence Framework (REF) 2021. QAEC has overall responsibility for delivery of the strategic aims and direction of enhancement priorities supported by the LTA and EDU. The LTA leads on embedding the Learning and Teaching Enhancement Strategy (LTES), professional development and recognition, and educational scholarship and research. The EDU leads on curriculum development projects, use of technologies, development of digital learning materials and a range of curriculum design and development interventions. The LTA and the EDU identify good practice and offer opportunities to share these more widely to enhance learning and teaching practice. Both work closely with the Head of Academic Development who leads on a range of projects which have directly informed teaching practice. Examples include the current learning analytics work (paragraphs 154-156) and support for the first educational research submission to the Research Excellence Framework (REF) in 2021 with 53 articles being considered for inclusion in the submission. "]
[2850,"UHI_91","-","Enhancement","Practice","University of the Highlands and Islands","91  The University has effective and well established systems in place to promote  the strategic enhancement of learning and teaching which is underpinned by educational research and scholarship submitted to Research Excellence Framework (REF) 2021. QAEC has overall responsibility for delivery of the strategic aims and direction of enhancement priorities supported by the LTA and EDU. The LTA leads on embedding the Learning and Teaching Enhancement Strategy (LTES), professional development and recognition, and educational scholarship and research. The EDU leads on curriculum development projects, use of technologies, development of digital learning materials and a range of curriculum design and development interventions. The LTA and the EDU identify good practice and offer opportunities to share these more widely to enhance learning and teaching practice. Both work closely with the Head of Academic Development who leads on a range of projects which have directly informed teaching practice. Examples include the current learning analytics work (paragraphs 154-156) and support for the first educational research submission to the Research Excellence Framework (REF) in 2021 with 53 articles being considered for inclusion in the submission. "]
[2851,"UHI_92","-","Enhancement","Strategy","University of the Highlands and Islands","92  The QAEC has a wide and inclusive remit. In 2021 six enhancement priorities  were identified and monitored by QAEC: using student data for monitoring and evaluation, professional development and support, student engagement, employability and employer engagement, access and inclusion, and curriculum/portfolio review, each with a number of sub-themes. QAEC is used to share information and ensure efficiency and oversight and its broad remit is achieved through the support of 19 groups which provide regular reports and updates to the committee (paragraph 120). "]
[2852,"UHI_93","-","Teaching_Learning","Strategy","University of the Highlands and Islands","93  The Learning and Teaching Enhancement Strategy (LTES), which identifies 12 core values (based on the 3E Framework - Enhance, Extend, Empower), is the central focus for driving strategic enhancement in learning and teaching. The purpose of the LTES is to establish a 'common language' between APs as not only a mechanism to think about, recognise and share good practice, but to enable a single unified Learning and Teaching Strategy which is the ambition of the University and identified as an objective of the LTES. The LTES was adopted by five of the APs. Ten of the 12 LTES's objectives are complete or nearing completion and all curricula are required to demonstrate how LTES values are met. An evaluation of the impact of LTES is underway and due to conclude within the academic year, alongside a consultation focused on delivering the final objective to achieve a single unified LTES, which works at both the University and AP levels."]
[2853,"UHI_93","-","Enhancement","Strategy","University of the Highlands and Islands","93  The Learning and Teaching Enhancement Strategy (LTES), which identifies 12 core values (based on the 3E Framework - Enhance, Extend, Empower), is the central focus for driving strategic enhancement in learning and teaching. The purpose of the LTES is to establish a 'common language' between APs as not only a mechanism to think about, recognise and share good practice, but to enable a single unified Learning and Teaching Strategy which is the ambition of the University and identified as an objective of the LTES. The LTES was adopted by five of the APs. Ten of the 12 LTES's objectives are complete or nearing completion and all curricula are required to demonstrate how LTES values are met. An evaluation of the impact of LTES is underway and due to conclude within the academic year, alongside a consultation focused on delivering the final objective to achieve a single unified LTES, which works at both the University and AP levels."]
[2854,"UHI_94","-","Enhancement","Practice","University of the Highlands and Islands","94  The LTES values are high level and although they have not been formally adopted by all APs, there are some core touch points for all staff, for example through the Accredited Learning, Professional Development and Innovation in Education (ALPINE) programme (paragraph 107); however, the University does not formally monitor engagement with the LTES as it has not been adopted across all APs. A new LTES is under development alongside the new University Strategic Plan. The University acknowledges that barriers remain to achieving a common LTES across all the APs as some have their own teaching strategies; however, a single LTES remains the University ambition. The ELIR team strongly encourages the University to build on the current strategy and develop a common LTES which works for all partners, and to monitor its implementation (paragraph 99).  "]
[2855,"UHI_95","-","Enhancement","Strategy","University of the Highlands and Islands","95  The implementation of the University's strategic approach to enhancement is supported by a number of initiatives and frameworks and drawn from key external standards and Benchmark reference points (paragraphs 142-148) including the Advance HE Professional Standards framework. Internal reference documents include Benchmarks for the Use of Technology in Learning and Teaching which provides evidence-based examples for use by staff to encourage LTES values to be embedded. "]
[2856,"UHI_95","-","Staff_Support","Professional development","University of the Highlands and Islands","95  The implementation of the University's strategic approach to enhancement is supported by a number of initiatives and frameworks and drawn from key external standards and Benchmark reference points (paragraphs 142-148) including the Advance HE Professional Standards framework. Internal reference documents include Benchmarks for the Use of Technology in Learning and Teaching which provides evidence-based examples for use by staff to encourage LTES values to be embedded. "]
[2857,"UHI_96","-","Enhancement","Practice","University of the Highlands and Islands","96  There is clear evidence of a range of strategic enhancement initiatives and a culture of reflection, learning and quality monitoring. For example, the impact of the move to the new VLE offers features not available in the previous VLE, and facilitates the development of new teaching and learning practices and delivers the LTES values (paragraphs 78-79). The move has also supported the introduction of Learning Analytics to improve the use of data, overseen by the Learning Analytics Steering Group. This has also been identified as a core QAEC enhancement priority. Other enhancements include updates to Graduate Attributes (paragraph 57), and a Framework for the Development of Open Educational Practices which has developed an Open Educational Resource (OER) bank, directly supporting one of the LTES values and provides a roadmap for delivery including advice on policy, legal aspects, copyright and accessibility."]
[2858,"UHI_96","-","Quality_Processes","Use of data","University of the Highlands and Islands","96  There is clear evidence of a range of strategic enhancement initiatives and a culture of reflection, learning and quality monitoring. For example, the impact of the move to the new VLE offers features not available in the previous VLE, and facilitates the development of new teaching and learning practices and delivers the LTES values (paragraphs 78-79). The move has also supported the introduction of Learning Analytics to improve the use of data, overseen by the Learning Analytics Steering Group. This has also been identified as a core QAEC enhancement priority. Other enhancements include updates to Graduate Attributes (paragraph 57), and a Framework for the Development of Open Educational Practices which has developed an Open Educational Resource (OER) bank, directly supporting one of the LTES values and provides a roadmap for delivery including advice on policy, legal aspects, copyright and accessibility."]
[2859,"UHI_97","-","Enhancement","Curriculum","University of the Highlands and Islands","97  The focus of the curriculum review, initiated in late 2020 as part of a change management plan, comprises a revised curriculum structure, a curriculum plan and revised curriculum planning arrangements. The strategic curriculum review framework sets the planned approach to reviewing the curriculum portfolio and a series of clear objectives, several of which will be taken forward in tandem with the development of the next LTES.  The objectives include a range of rebalancing initiatives such as agreeing targets and mechanisms to reduce the total number of modules and units to support the curriculum, enabling initiatives such as increasing the levels of articulation from colleges outside of UHI partners, and futureproofing initiatives such as optimising the use of OERs and reviewing curricula for equality and diversity. Noting the challenges of a diverse and tertiary curriculum, the University focus is to find a balance between homogeneity and celebrating differences. The ELIR team noted how differences can make consensus building and establishing equivalency across the institution challenging. "]
[2860,"UHI_98","-","Enhancement","Practice","University of the Highlands and Islands","98  The University has effective mechanisms for self-evaluation and enhancement. Initiatives may arise in a variety of ways for example through committees' activities, and  all policies are formally approved through appropriate mechanisms and actions are taken  to embed new policies across the APs. Given the diversity of APs and approaches, considerable time is spent in consultation and consensus building. Recognising the partnership nature of the University structures and the diversity of the UHI academic partner network, the University sets out its approach to assuring quality and academic standards in its Equivalence Policy (paragraph 122) which recognises differences in student experiences but sets out criteria to ensure equivalency in the student experience relating to areas including programmes, credit, module evaluation, monitoring and information for students. This approach is, however, not applied across all aspects of University policy and strategy and outside of the Equivalence Policy, there are a number of areas which the University has not considered or has been unable to achieve consensus, including the lack of a consistent or equivalent approach to implementation of the LTES (paragraphs 93-94) universal grading scheme (paragraph 139), staff development (paragraph 113) or approach to enhance teaching through peer review (paragraphs 105 and 113). The ELIR team reflected that the consensus building approach had impacted on the ability of the University to implement University-wide policies in these areas to advance the strategic ambitions of the institution articulated through its strategic initiatives such as the LTES and that there would be benefit in extending the equivalency approach through articulation and embedding of institutional expectations."]
[2861,"UHI_99","Recommendation","Enhancement","Practice","University of the Highlands and Islands","99  Building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy. In developing this approach, for example, the University is encouraged to develop a common Learning Teaching and Enhancement Strategy adopted across the University academic partner network."]
[2862,"UHI_99","-","Teaching_Learning","Strategy","University of the Highlands and Islands","99  Building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy. In developing this approach, for example, the University is encouraged to develop a common Learning Teaching and Enhancement Strategy adopted across the University academic partner network."]
[2863,"UHI_100","-","Enhancement","Themes","University of the Highlands and Islands","100  The national Enhancement Themes are a key reference point for the University and have had a substantial impact on its activities at all levels. Engagement with the national Enhancement Themes is coordinated through LTA and overseen by a steering group which reports to QAEC Projects and reports are evaluated by the staff theme lead. The benefits of this approach have been wide engagement with activities and the ability to align with LTA events, reaching a wide University audience across the APs and raising their profile. It also addressed the issue prior to 2017 where impact had been limited to specific subject areas as the focus had been projects within Subject Networks. As a result of this new approach, the impact of the Enhancement Themes has resulted in a range of good practice case studies, such as those in Student Transitions. These focused on transitions in the UHI context such as from HN to degree study. Results of a number of small-scale projects were disseminated internally and promoted via the Transition Champions in each AP, as well as externally via a number of mechanisms such as a contribution to the national Student Transitions Map sector resource. Another example from the Evidence for Enhancement Theme is the Student Engagement Indicators where the LTA worked closely with HISA on learning analytics and how to use data for student support. This resulted in joint events, including a world café session for students where they articulated their views about learning analytics and student engagement indicators for student support purposes, which have now been taken forward through the Learning Analytics Steering Group. There are also opportunities through the LTA to undertake funded research on teaching practice in relation to the QAA enhancement themes. "]
[{"$f":"IF(B2866<>\"\",ROW(A2866)-2,\"\")","v":2864},"UHI_100","-","Quality_Processes","Use of data","University of the Highlands and Islands","100  The national Enhancement Themes are a key reference point for the University and have had a substantial impact on its activities at all levels. Engagement with the national Enhancement Themes is coordinated through LTA and overseen by a steering group which reports to QAEC Projects and reports are evaluated by the staff theme lead. The benefits of this approach have been wide engagement with activities and the ability to align with LTA events, reaching a wide University audience across the APs and raising their profile. It also addressed the issue prior to 2017 where impact had been limited to specific subject areas as the focus had been projects within Subject Networks. As a result of this new approach, the impact of the Enhancement Themes has resulted in a range of good practice case studies, such as those in Student Transitions. These focused on transitions in the UHI context such as from HN to degree study. Results of a number of small-scale projects were disseminated internally and promoted via the Transition Champions in each AP, as well as externally via a number of mechanisms such as a contribution to the national Student Transitions Map sector resource. Another example from the Evidence for Enhancement Theme is the Student Engagement Indicators where the LTA worked closely with HISA on learning analytics and how to use data for student support. This resulted in joint events, including a world café session for students where they articulated their views about learning analytics and student engagement indicators for student support purposes, which have now been taken forward through the Learning Analytics Steering Group. There are also opportunities through the LTA to undertake funded research on teaching practice in relation to the QAA enhancement themes. "]
[2865,"UHI_101","-","Enhancement","Themes","University of the Highlands and Islands","101  There is clear engagement with the themes and evidence of outcomes. The University's reflective analysis provides clear evidence of a range of activities across all enhancement themes as well as the activities, projects and outputs which have resulted from embedding the enhancements in programmes to providing outputs for the sector, including the open toolkit, on how to develop a sense of belonging in online distance learning. Key outputs of the enhancement themes work include a Class Representative Summit in 2019,  a Class Representative Toolkit to help staff better understand how to support and harness student representation and an annual Assessment and Feedback Symposium. "]
[2866,"UHI_101","-","Teaching_Learning","Online learning","University of the Highlands and Islands","101  There is clear engagement with the themes and evidence of outcomes. The University's reflective analysis provides clear evidence of a range of activities across all enhancement themes as well as the activities, projects and outputs which have resulted from embedding the enhancements in programmes to providing outputs for the sector, including the open toolkit, on how to develop a sense of belonging in online distance learning. Key outputs of the enhancement themes work include a Class Representative Summit in 2019,  a Class Representative Toolkit to help staff better understand how to support and harness student representation and an annual Assessment and Feedback Symposium. "]
[2867,"UHI_102","-","Teaching_Learning","Good practice","University of the Highlands and Islands","102  The University has an effective approach to sharing good practice through a range of processes and structures and the approach is delivered through a matrix of initiatives including groups, events and networks. The LTA, led by a Professor of Pedagogy, and the EDU are key structures which support staff to share and develop good practice through a range of mechanisms such as quarterly Learning and Teaching newsletters and a rolling programme of events including webinars, conferences and symposia. Other mechanisms include the annual Student Support Initiative Awards which highlight and share good practice. A range of sources such as student and external feedback and Key Performance Indicator (KPI) data drive reflection in the annual and periodic review processes to continually enhance practice. "]
[2868,"UHI_102","-","Quality_Processes","Use of data","University of the Highlands and Islands","102  The University has an effective approach to sharing good practice through a range of processes and structures and the approach is delivered through a matrix of initiatives including groups, events and networks. The LTA, led by a Professor of Pedagogy, and the EDU are key structures which support staff to share and develop good practice through a range of mechanisms such as quarterly Learning and Teaching newsletters and a rolling programme of events including webinars, conferences and symposia. Other mechanisms include the annual Student Support Initiative Awards which highlight and share good practice. A range of sources such as student and external feedback and Key Performance Indicator (KPI) data drive reflection in the annual and periodic review processes to continually enhance practice. "]
[2869,"UHI_103","-","Teaching_Learning","Good practice","University of the Highlands and Islands","103  QAEC coordinates and leads a range of cross-partner practitioner groups, and short life working groups which facilitate the sharing of expertise and resources, and feed into policy and practice. It is recognised that dissemination to the wider group of staff needs further work; however, Subject Networks and faculties hold a range of themed events in support of this agenda. An example of sharing good practice, informed by research, is the engagement of staff publishing in the area of open education to facilitate a workshop related to this topic. "]
[2870,"UHI_104","-","Teaching_Learning","Good practice","University of the Highlands and Islands","104  The University has a range of approaches to identify and share good practice in learning and teaching. For example, reflection on a number of data sources, such as student feedback, external feedback (for example from external examiners' reports), and KPI data,  to inform practice. Practice is shared at a range of levels, including module, programme, Subject Networks and University. Self-evaluation document pro formas are structured to identify and draw out areas of good practice for sharing. Example reports from subject reviews clearly show how good practice is evidenced and how actions are documented  to ensure they are shared. All reports are presented to QAEC and published internally, providing additional mechanisms to showcase areas of good practice (paragraphs 134-135). In addition, there are a range of committees at Subject Network and Faculty level which also facilitate the sharing of good practice such as networking events themed around pedagogical approaches and curriculum review. Practice is also shared through ALPINE work, the EDU, and the annual Subject Network Leaders' dialogues. While the University has a good range of mechanisms to share good practice, it is unclear how widespread engagement is with these across all the APs given the different workload models across the APs which, depending on resources, can have issues for parity and equity in terms of time for CPD (paragraph 98). As a result, core staff development opportunities are provided centrally as much as possible. The approach would be enhanced if engagement by staff was tracked to ensure wide reach and impact across all APs. "]
[2871,"UHI_104","-","Staff_Support","Professional development","University of the Highlands and Islands","104  The University has a range of approaches to identify and share good practice in learning and teaching. For example, reflection on a number of data sources, such as student feedback, external feedback (for example from external examiners' reports), and KPI data,  to inform practice. Practice is shared at a range of levels, including module, programme, Subject Networks and University. Self-evaluation document pro formas are structured to identify and draw out areas of good practice for sharing. Example reports from subject reviews clearly show how good practice is evidenced and how actions are documented  to ensure they are shared. All reports are presented to QAEC and published internally, providing additional mechanisms to showcase areas of good practice (paragraphs 134-135). In addition, there are a range of committees at Subject Network and Faculty level which also facilitate the sharing of good practice such as networking events themed around pedagogical approaches and curriculum review. Practice is also shared through ALPINE work, the EDU, and the annual Subject Network Leaders' dialogues. While the University has a good range of mechanisms to share good practice, it is unclear how widespread engagement is with these across all the APs given the different workload models across the APs which, depending on resources, can have issues for parity and equity in terms of time for CPD (paragraph 98). As a result, core staff development opportunities are provided centrally as much as possible. The approach would be enhanced if engagement by staff was tracked to ensure wide reach and impact across all APs. "]
[2872,"UHI_105","-","Staff_Support","Professional development","University of the Highlands and Islands","105  The University does not have a scheme for peer review of teaching; however, teaching reviews do occur, for example in the taught route of the ALPINE scheme and in the University mentoring schemes and some APs such as Argyll College run an opt-in scheme. In 2018-19 some APs piloted a mandatory approach, the evaluation of which showed it worked well and the approach continues in some APs. In developing a strategic approach to enhancement and recognition of learning and teaching practice, the ELIR team encourages the University to consider including processes for ongoing peer review of learning and teaching (paragraph 113). "]
[2873,"UHI_106","-","Teaching_Learning","Good practice","University of the Highlands and Islands","106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."]
[2874,"UHI_106","-","Covid_19","Staff support","University of the Highlands and Islands","106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."]
[2875,"UHI_106","-","Staff_Support","Professional development","University of the Highlands and Islands","106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."]
[2876,"UHI_106","-","Teaching_Learning","Good practice","University of the Highlands and Islands","106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."]
[2877,"UHI_107","-","Staff_Support","Professional development","University of the Highlands and Islands","107  Since ELIR 3, the range of development opportunities for staff has been substantially enhanced, resulting in more staff achieving professional recognition. ALPINE is the University's institutional framework for recognising good practice in learning and teaching and supporting learning and teaching for educational leadership in HE through awarding HEA fellowships. Since ALPINE was launched in 2016, 162 HEA fellowships (Associate Fellow through to Principal Fellow) have been supported across the APs. All APs encourage staff to obtain a higher education teaching qualification or professional recognition although it is not mandated. The number of staff qualified to teach at HE level is not tracked and no targets are set and therefore the ELIR team encourages the University to develop an approach to enable tracking (paragraph 113). "]
[2878,"UHI_108","-","Staff_Support","Professional development","University of the Highlands and Islands","108  Peer support is part of the University culture and is fostered in a variety of  ways including through ALPINE, applications for National Teaching Fellow (NTF) and Collaborative Awards for Teaching Excellence (CATE). Scholarship development became the fourth strand of the University's mentoring activities from 2019-20, the others being Learning and Teaching Enhancement, Professional Recognition and Research. The University Mentoring Scheme is evaluated annually and results from the range of activities, which include creating effective relationships and networks, sharing news, resources and reflections, indicate the scheme is considered beneficial and meets the needs of staff. "]
[2879,"UHI_109","-","Staff_Support","Professional development","University of the Highlands and Islands","109  A range of additional, supportive schemes includes the development of leadership capacity promoting engagement in external higher education specific development programmes, such as those offered by Advance HE. Staff attending external courses are then encouraged to share their learning, and in 2020 the University held its first Educational Leadership Symposium. The University also participates in the Aurora Programme, Advance HE's Leadership Programme for Women and, since 2018, 21 participants have completed the programme (paragraph 32). Through the pandemic, UHI has shared practice with the sector in how to support professional development at a distance. Staff have subsequently been supported to share their learning through a variety of mechanisms such as webinars, conferences, mentoring activities and the establishment of action learning sets. All staff have access to a Development Fund, overseen by a panel, which, in 2019-20 contributed to the development of 50 staff and ensures alignment with strategic priorities, and explicitly the LTES values. "]
[2880,"UHI_110","-","Staff_Support","Professional development","University of the Highlands and Islands","110  The ELIR team considered the support by the LTA for colleagues to engage in pedagogic research an example of sector good practice. The LTA provides a range of opportunities, and support includes guidance on how to carry out research, how to publish, the provision of scholarship and small grant funding, a learning labs facility hosting a  range of configurable tools and equipment, and writing retreats. Benefits not only include strengthening the link between teaching and research but outputs from this initiative have supported the University's first education REF submission in 2021. A specific project on research-teaching linkages was initiated in 2017 and is now working with programme teams in 15 different disciplines and has resulted in resources including case studies, literature reviews and module changes. "]
[2881,"UHI_111","-","Staff_Support","Professional development","University of the Highlands and Islands","111  EDU supports staff to embed the LTES values in teaching. Key support includes staff digital literacy relating to the design and development of learning resources. The in-house developed tool, Forge, designed to facilitate the creation, editing and publishing of high-quality interactive learning resources now has 550 users, and national recognition for the developer in the 2020 'Learning Technologist of the Year' ALT (Association for Learning Technology) awards. "]
[2882,"UHI_112","-","Staff_Support","Professional development","University of the Highlands and Islands","112  The EDU team is responsive to staff needs, offering a range of professionally developed resources and support including webinars for staff in response to the COVID-19 pandemic. Webinars focused on a range of upskilling, for example implementing virtual field trips and how to create a sense of belonging for online learners. More recently they have supported the delivery of a blended learning experience for students. In response to the COVID-19 pandemic, the Head of Academic Development coordinated and collated a teaching continuity plan to address the needs of different disciplines and programmes with regard to teaching and assessments, supporting home working for staff, and home learning for students. Each Subject Network was assigned a specific member of the EDU team to work with. Advice, webinars and drop-in sessions were also available to support staff. The EDU team is held in high regard by staff for the range of services and support they offer to staff."]
[2883,"UHI_112","-","Covid_19","Staff support","University of the Highlands and Islands","112  The EDU team is responsive to staff needs, offering a range of professionally developed resources and support including webinars for staff in response to the COVID-19 pandemic. Webinars focused on a range of upskilling, for example implementing virtual field trips and how to create a sense of belonging for online learners. More recently they have supported the delivery of a blended learning experience for students. In response to the COVID-19 pandemic, the Head of Academic Development coordinated and collated a teaching continuity plan to address the needs of different disciplines and programmes with regard to teaching and assessments, supporting home working for staff, and home learning for students. Each Subject Network was assigned a specific member of the EDU team to work with. Advice, webinars and drop-in sessions were also available to support staff. The EDU team is held in high regard by staff for the range of services and support they offer to staff."]
[2884,"UHI_113","Recommendation","Staff_Support","Professional development","University of the Highlands and Islands","113  An ELIR 3 recommendation was to establish an overarching staff development policy. Since the last ELIR, the University has appointed a senior cross-partnership Director of Strategic Organisational and HE Development who has the remit to establish an overarching workforce strategy that aligns with UHI's strategic aims. The ELIR team considered that recognising the challenge of staff on different AP contracts, the impact of  not having an overarching staff development policy may result in inequality of development opportunities including access to a range of promotion routes. Academic staff were clear regarding progression routes through research or into management but stated that they  were unclear how to achieve a professorship through a teaching route. The ELIR team recommends that in support of the University's aspirations, and in the context of the academic partnership model, the University should develop and articulate an institution-wide staff development approach which supports the enhancement of teaching practice, appropriately values and recognises teaching practice and ensures parity of esteem between teaching and research. In developing this strategic approach, the University is encouraged to consider learning and teaching sector practice including: learning and teaching career development pathways; setting a clear institutional expectation around teaching qualifications and professional recognition for all staff teaching on higher education programmes; and processes for ongoing peer review of learning and teaching."]
[2885,"UHI_114","-","Teaching_Learning","Good practice","University of the Highlands and Islands","114  The University has an effective approach to implementing institutional strategies and enhancing learning and teaching. The ELIR team commends the LTA for providing an engaging learning and teaching community hub, which is highly valued by staff and acts as an effective connection point across the University academic partner network for academic development and enhancement."]
[2886,"UHI_114","-","Enhancement","Strategy","University of the Highlands and Islands","114  The University has an effective approach to implementing institutional strategies and enhancing learning and teaching. The ELIR team commends the LTA for providing an engaging learning and teaching community hub, which is highly valued by staff and acts as an effective connection point across the University academic partner network for academic development and enhancement."]
[2887,"UHI_115","Recommendation","Enhancement","Strategy","University of the Highlands and Islands","115  In support of the University's ambitions and building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy."]
[2888,"UHI_116","Recommendation","Staff_Support","Professional development","University of the Highlands and Islands","116  The University has some good approaches to staff development offered centrally; however, in support of the University's aspirations and in the context of the academic partnership model, the ELIR team recommends that the University develop and articulate an institution-wide staff development approach which supports the enhancement of teaching practice, appropriately values and recognises teaching practice and ensures parity of esteem between teaching and research. "]
[2889,"UHI_117","-","Quality_Processes","Framework","University of the Highlands and Islands","117  The University has effective arrangements in place for managing quality and for setting, maintaining, reviewing and assessing academic standards. Its principles, procedures and regulations, as set out in the Academic Standards and Quality Regulations (ASQR), are clear, comprehensive, well understood and meet the expectations set out in the UK Quality Code for Higher Education (Quality Code) and the guidance of the SFC to institutions on quality. There is a demonstrable enhancement focus to quality processes from modular to strategic levels and across all modes of study.  "]
[2890,"UHI_118","-","Quality_Processes","Framework","University of the Highlands and Islands","118  The University makes systematic use of its quality processes to maintain and enhance quality and academic standards across APs, and its Executive Office provision  is fully integrated into quality monitoring processes. There is clear evidence of all quality-related matters being considered at multiple levels: institutional; Subject Network; programme and module levels. "]
[2891,"UHI_119","-","Covid_19","Quality processes","University of the Highlands and Islands","119  The University has made a robust, measured and proportionate response to mitigating the impact of the COVID-19 pandemic on quality and standards. Decisions on adjustments to assessment and award criteria have been taken collaboratively across the partnership and in conjunction with students and with external examiners, and have been supported by clear, accessible and widely communicated information. Quality processes have been adapted flexibly and have provided a model for enhancing their future operation (paragraph 132)."]
[2892,"UHI_120","-","Quality_Processes","Framework","University of the Highlands and Islands","120  The Academic Council has delegated responsibility to QAEC for institutional oversight of the quality framework and of quality assurance agendas and priorities, as well as for quality enhancement, in relation to taught and research provision. QAEC has an extensive remit, which it discharges effectively and primarily through a number of established sub-groups, such as the Quality Forum, the Quality Monitoring Group and associated Subject Network Leaders/Quality Managers (SNLQM) Forum. Additionally, short-term project-based groups also report to QAEC, such as the Dashboard Reporting Project and the Learning Analytics Steering Group. QAEC coordinates a number of practitioner groups including the Student Engagement Group and the Placement Practitioner Network. Each AP has its own Academic Partner Quality Committee and a designated Quality Manager. "]
[2893,"UHI_121","-","Quality_Processes","Framework","University of the Highlands and Islands","121  The University's key reference point for setting, maintaining, reviewing and assessing quality and academic standards is the ASQR, which is underpinned by related procedural guidance and pro formas. Staff who met the ELIR team expressed a clear understanding of how the institutional quality framework enables academic standards to  be secured and quality to be enhanced. Staff are made aware of changes to quality-related regulations, policies and procedures through regular communications, briefing sessions and standing items on the agendas of local committees."]
[2894,"UHI_122","-","Quality_Processes","Framework","University of the Highlands and Islands","122  The overarching framework for assuring quality and academic standards in multi-location, multi-mode provision is set out in the Equivalence Policy, which specifies that the learning outcomes of a programme are identical, regardless of location, mode of delivery or mode of study. The policy recognises that student experiences are not identical, but sets out criteria which all programmes must adhere to in order to ensure equivalence of experience and identical learning outcomes. Such criteria include arrangements for assessment, external moderation, module evaluation and the core quality processes of approval, annual monitoring and periodic review. There was clear evidence of the Equivalence Policy in relation to quality and standards throughout the ELIR documentation and in discussions with staff as well as its contribution to the development of well defined institutional expectations (paragraph 98)."]
[2895,"UHI_123","-","Quality_Processes","Framework","University of the Highlands and Islands","123  Minutes of meetings demonstrate that QAEC uses outcomes of institutional monitoring processes, student surveys and institutional strategic priorities such as curriculum review to shape its enhancement priorities."]
[2896,"UHI_124","Commendation","Quality_Processes","Framework","University of the Highlands and Islands","124  The ELIR team commend the effective approaches to support the dissemination, implementation and embedding of the institutional quality framework across the network of 12 academic partners. The approaches, including well defined institutional expectations, which are supported by clear and accessible information and guidance, are well understood, valued by staff and provide a model for the implementation and integration of other University initiatives."]
[2897,"UHI_125","-","Quality_Processes","Programme Approval","University of the Highlands and Islands","125  Procedures for programme design and approval are outlined in the ASQR - framework for curriculum development, programme development and programme approval, reflecting the key stages in the development of a new programme and demonstrating a clear, comprehensive and effective integration between business and academic approval. "]
[2898,"UHI_126","-","Quality_Processes","Programme Approval","University of the Highlands and Islands","126  The process comprises three stages and approval is needed at each stage.  The Advisory Group process whereby a panel collaborates with the programme team in developing the programme and documentation provides support for programme teams  prior to the formal approval event. The Advisory Group reports seen by the ELIR team demonstrate an effective robust process, highlighting where programmes were not yet ready to go forward for approval. Additionally, there is a clear enhancement function, as the process supports programme teams in developing the curriculum and documentation prior  to approval events and provides an effective opportunity for sharing good practice through internal and external expertise. Approval event and reapproval event reports provided show variability in format, with the reapproval reports being more detailed than the approval event reports, as the latter are preceded by the Advisory Group process. Staff whom the ELIR team met highly valued the process, including the engagement with externals. The ELIR team viewed positively the use of the supportive Advisory Group process as a formal part  of programme development and approval."]
[2899,"UHI_127","-","Quality_Processes","Programme Approval","University of the Highlands and Islands","127  Programmes are approved initially for four years and thereafter subject to one reapproval unless specifically requested by the Faculty Board. The University has highlighted that it is considering the introduction of an ongoing periodic reapproval  process of programmes, recognising that multiple changes over time can impact on overall programme coherence. The ELIR team would encourage the institution to continue with its plans to introduce an ongoing periodic reapproval process of programmes, particularly in  the context of issues related to programme coherence and oversight identified through  a Scottish Concerns Scheme initial inquiry and in view of plans to roll out a risk-based approach to programme annual monitoring (paragraphs 131-2). Additionally, the ELIR team suggests that the introduction of a periodic process for programme reapproval would provide institutional, holistic oversight of programme currency and adaptation to institutional change and would facilitate the intended alignment between quality processes and the planned regular curriculum review process. "]
[2900,"UHI_128","-","Quality_Processes","Annual Monitoring","University of the Highlands and Islands","128  The established Annual Quality Monitoring (AQM) process is extensive in its range of levels of review: each degree module, programme and Subject Network produces a self-evaluation document (SED). There is a clear process of sequencing so that reports inform each other, demonstrating triangulation throughout. The key themes from Subject Network reports and Annual Quality Monitoring Dialogues are considered by QAEC. Reports show detailed consideration of the impact of and adaptations as a result of the COVID-19 pandemic, highlighting both positives and challenges, and therefore exemplifying the self-evaluative aspects of the process. "]
[2901,"UHI_129","-","Quality_Processes","Use of data","University of the Highlands and Islands","129  The Subject Network SEDs are comprehensive reports and are structured according to common thematic areas, reflecting institutional priorities, such as employer engagement and skills development. Due consideration is given to KPIs, student voice and student population data. Appendices show tracking against previous actions as well as a forward-looking action plan. The module and programme reflection and reporting are comprehensive, featuring a narrative evaluation and detailed KPI dashboard information,  as well as an update on actions from the previous year."]
[2902,"UHI_129","-","Quality_Processes","Annual Monitoring","University of the Highlands and Islands","129  The Subject Network SEDs are comprehensive reports and are structured according to common thematic areas, reflecting institutional priorities, such as employer engagement and skills development. Due consideration is given to KPIs, student voice and student population data. Appendices show tracking against previous actions as well as a forward-looking action plan. The module and programme reflection and reporting are comprehensive, featuring a narrative evaluation and detailed KPI dashboard information,  as well as an update on actions from the previous year."]
[2903,"UHI_130","-","Quality_Processes","Annual Monitoring","University of the Highlands and Islands","130  The AQM process is augmented by the annual Quality Monitoring (QM) dialogues which are conducted by the Quality Monitoring Group. Students whom the ELIR team met confirmed their participation in, and usefulness of, these dialogues. Outcomes and key themes from dialogues are considered at the annual SNLQM Forum which provides opportunities for sharing practice and for discussing and informing QAEC enhancement priorities, including the dashboard reporting project and optimising use of student survey data. "]
[2904,"UHI_131","-","Quality_Processes","Annual Monitoring","University of the Highlands and Islands","131  Various adaptations have been made to the process including introduction of PGR student experience in the dialogues, and piloting a shorter SED pro forma for programmes underpinned by programme-level dialogues. The revised approach was welcomed by programme teams, particularly the opportunity for constructive discussions and for linking with NSS. Staff also confirmed that the shorter SED resulted in more effective action planning. The University is continuing to review its approaches with a view to increasing the use of KPI and student survey data (paragraphs 154-156). The revised process intends to provide a risk-based process concentrated at the programme level, and to replicate the NSS action planning process, linking quality and performance and maintaining the benefits of self-evaluation while measuring progress against strategic objectives. As part of the piloted approach, module and programme SEDs were not mandatory for 2021-22, nor were Subject Network QM dialogues held. The University highlights that there will continue to be overview reports to QAEC and opportunities for networking and sharing good practice events within Subject Networks. "]
[2905,"UHI_132","-","Quality_Processes","Annual Monitoring","University of the Highlands and Islands","132  The University has shown itself to be responsive and adaptive in keeping the  AQM process under review and ensuring that it remains fit for purpose. The process is very thorough, robust and well understood, with alignment at all levels. There is a clear assurance and enhancement function at each level, and staff value in particular the opportunity for dialogue. The modifications to reduce the reporting burden and to expand the dialogues were viewed positively by the ELIR team. The University is encouraged to continue its plans to redevelop its approaches, including introducing a risk-based approach in alignment with the NSS action planning process and discontinuing programme and module SEDs. In doing so, the University is encouraged to reflect on ways to ensure that the beneficial aspects of the process related to enhancement and dialogue are not adversely impacted."]
[2906,"UHI_133","-","Quality_Processes","Internal Review","University of the Highlands and Islands","133  The University's internal periodic review process - Subject Review - evaluates provision on a six-year cycle in accordance with SFC guidance. The review is conducted at the SN level and informed by the AQM SEDs for all taught programmes. "]
[2907,"UHI_134","-","Quality_Processes","Internal Review","University of the Highlands and Islands","134  Subject Review reports reviewed by the ELIR team provided evidence of an effective thorough process featuring clear action plans and subsequent updates on progress with consideration of institutional developments, such as the transition to the new VLE,  as well as a focus on quality-related matters such as assessment. The reports feature commendations, requirements and recommendations, with the latter being differentiated for the SN and the University. QAEC minutes demonstrate that Subject Review reports action plans and follow-up reports are effectively considered and actioned at the institutional level. The ELIR team viewed positively the involvement of employers and alumni in the process. "]
[2908,"UHI_135","-","Quality_Processes","Internal Review","University of the Highlands and Islands","135  The University highlights that Subject Reviews facilitate the sharing of good practice and developing networks and communities of practice. Subject Network Leaders whom the ELIR team met confirmed the value of the process, particularly the reflection involved in producing the SED and while acknowledging that the unit of review was large (for example, 60 programmes), emphasised that the broader scope allowed common issues to be identified. Programme teams valued the process in its preparatory stages, providing an opportunity for self-evaluation, dialogue and sharing practice. The ELIR team encourages the University to consider the effectiveness of the SN as the unit of review in enabling the institution to have a detailed oversight at the programme level of the curriculum, teaching, learning and the student learning experience. This is in light of the programme-related matters highlighted through the Scottish Concerns Scheme initial inquiry, adaptations to AQM and the planned roll-out of a risk-based approach to programme monitoring (paragraph 127)."]
[2909,"UHI_136","-","Quality_Processes","Internal Review","University of the Highlands and Islands","136  The University operates a separate Student Support Service Review process.  A service or thematic area might be prioritised in light of student feedback and KPI data, following discussion at QAEC and in consultation with HISA. Since ELIR 3, service-level reviews have been conducted for ICT, mental health support and careers. QAEC minutes demonstrate that service review recommendations are effectively considered and actioned at the institutional level. Staff whom the ELIR team met confirmed the value of the process, highlighting in particular the positive outcomes of the Mental Health Review in 2018-19 and students were appreciative of the positive impact of these reviews (paragraphs 35-37 and 83)."]
[2910,"UHI_136","-","Student_Support","Welfare","University of the Highlands and Islands","136  The University operates a separate Student Support Service Review process.  A service or thematic area might be prioritised in light of student feedback and KPI data, following discussion at QAEC and in consultation with HISA. Since ELIR 3, service-level reviews have been conducted for ICT, mental health support and careers. QAEC minutes demonstrate that service review recommendations are effectively considered and actioned at the institutional level. Staff whom the ELIR team met confirmed the value of the process, highlighting in particular the positive outcomes of the Mental Health Review in 2018-19 and students were appreciative of the positive impact of these reviews (paragraphs 35-37 and 83)."]
[2911,"UHI_137","-","Quality_Processes","Framework","University of the Highlands and Islands","137  The University has adapted, rather than radically changed, its approval, monitoring and review processes for PGR provision following RDAPs (paragraph 72). Processes are specified in the PGR Code of Practice and aligned with the ASQR. Annual monitoring includes: reports to the RDC; annual report by the Graduate School to QAEC; and biennial PGR Quality Monitoring Dialogues. The Graduate School Annual Report summarises a diverse range of PGR-related matters such: new programmes approved; conditions of re-approval; annual review of the PGR Code of Practice and Regulations; process review changes; PGR programme changes; fees; staffing; enrolments and outcomes."]
[2912,"UHI_137","-","Postgraduate_Research","Monitoring","University of the Highlands and Islands","137  The University has adapted, rather than radically changed, its approval, monitoring and review processes for PGR provision following RDAPs (paragraph 72). Processes are specified in the PGR Code of Practice and aligned with the ASQR. Annual monitoring includes: reports to the RDC; annual report by the Graduate School to QAEC; and biennial PGR Quality Monitoring Dialogues. The Graduate School Annual Report summarises a diverse range of PGR-related matters such: new programmes approved; conditions of re-approval; annual review of the PGR Code of Practice and Regulations; process review changes; PGR programme changes; fees; staffing; enrolments and outcomes."]
[2913,"UHI_138","-","Assessment","Practice","University of the Highlands and Islands","138  The University's arrangements for the management of assessment are outlined  in ASQR and supported by a range of policies, including the Assessment, Feedback and Feedforward Policy (paragraphs 52-54). Assessment is considered as part of the AQM process and by Examination Boards. Examination Boards are supported by standardised data reports and the annual evaluation meetings provide an opportunity for operational and policy review. A central Exam Centre provides cross-partnership management of all aspects of exams across APs."]
[2914,"UHI_139","-","Assessment","Practice","University of the Highlands and Islands","139  The University is proactive in reviewing and adapting its approaches to assessment, as demonstrated by the review of academic misconduct and academic integrity, leading to an increased focus on student engagement. Policies and procedures related to academic integrity are well understood by staff and students, and the students whom the ELIR team met were positive about advice and guidance provided on avoiding academic misconduct.  A review of Honours classification regulations was undertaken in response to feedback including from external examiners. The new policy of basing classification only on Scottish Credit and Qualification Framework (SCQF) level 10 did not result in significantly different performance to the three previous years, demonstrating the effectiveness of the modelling  of predicted results undertaken prior to its introduction. Since the 2016 ELIR, the University has considered, but not introduced, a universal grading system due to subject differences; the focus instead has been on standardising marking criteria and approaches to moderation and second marking. In light of its aspirations for increased alignment across the partnership, the ELIR team noted that there may be benefit in the University reflecting on  its decision regarding a universal grading system (paragraph 98)."]
[2915,"UHI_140","-","Assessment","Practice","University of the Highlands and Islands","140  The University has demonstrated an effective, responsive approach to assessment throughout the COVID-19 pandemic, as evidenced by its proactive development of remote invigilation guidance and its advice and support to staff and students. The University has shown due regard for academic standards throughout, with COVID-19 approaches being reduced or phased out as the impact lessened. The assessment-related response was underpinned by a series of over-arching objectives, developed in collaboration with HISA, and was coordinated by the specially established Faculties Group. In response to the COVID-19 pandemic the University introduced Ungraded Credit for compensation and 'No Detriment' for Honours classification and has continued to monitor the impact."]
[2916,"UHI_141","Commendation","Assessment","Practice","University of the Highlands and Islands","141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."]
[2917,"UHI_141","-","Assessment","Feedback","University of the Highlands and Islands","141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."]
[2918,"UHI_141","-","Assessment","Moderation","University of the Highlands and Islands","141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."]
[2919,"UHI_141","-","Student_Development","Graduate Attributes","University of the Highlands and Islands","141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."]
[2920,"UHI_142","-","Quality_Processes","Externality","University of the Highlands and Islands","142  The University makes effective use of external reference points in the management of its quality assurance and enhancement processes. "]
[2921,"UHI_143","-","Quality_Processes","Externality","University of the Highlands and Islands","143  Regulations and policies are aligned to the UK Quality Code and a detailed mapping, which is monitored by QAEC, has been undertaken to demonstrate this alignment. The mapping demonstrates that the University has adopted the Scottish sector's comprehensive approach of mapping to all of 12 Advice and Guidance themes. There is an established process in place for reviewing and responding to the UK Quality Code and other sector guidance. The issues highlighted in the mapping document are likewise covered in the Reflective Analysis and are being addressed, such as consistency around second marking and technical difficulties with the approvals workflow. "]
[2922,"UHI_144","-","Quality_Processes","Externality","University of the Highlands and Islands","144  The process of making use of external reference points including SCQF, qualifications descriptors and Subject Benchmark Statements in curriculum design, approval and review is outlined in the detailed procedures, guidance and templates which support approval, annual monitoring and periodic review. SCQF is used additionally for credit transfer, RPL and articulation. Several programmes require professional, statutory and regulatory bodies' (PSRB) accreditation, which provides further external verification of quality and standards."]
[2923,"UHI_145","-","Quality_Processes","Externality","University of the Highlands and Islands","145  There are external members on the panels for core quality processes, as well as on the pre-approval Advisory Groups, demonstrating effective externality. Also positive is the extent of external membership of academic committees such as Faculty Boards, Subject Network Committees and RDC, which enables the institution to benefit from their expertise in progressing developments such as reviewing processes and timescales for PGR progress monitoring (paragraph 72). There is clear evidence of engagement and collaboration with employers and industry in programme delivery, development and modification. The CDEEO have a pivotal role in effecting this academic-employer collaboration (paragraph 62). "]
[2924,"UHI_146","-","Quality_Processes","External examining","University of the Highlands and Islands","146  The University has a two-tiered system of external examining for taught provision, at module and award level, which mirrors its two-tiered Examination Board process. External examiners are appointed in accordance with ASQR, the checklist used by Faculty Officers ensures consistency and appropriate nominations, and the Joint Faculty Executive minutes demonstrate due consideration of nominations. PGR external examiners are approved by the RDC and reports are reviewed by a sub-group of RDC."]
[2925,"UHI_147","-","Quality_Processes","External examining","University of the Highlands and Islands","147  HISA Officers confirmed that they had access to external examiner reports, but students who met the ELIR team were unaware of the reports. The University has confirmed that it has made available external examiner reports to students in response to the ELIR 3 recommendation through its quality landing page, but recognises that there is further work to be done in raising awareness among students of this data set. The ELIR team encourages the University to continue in its collaboration with HISA to raise awareness among students of availability and usefulness of external examiner reports."]
[2926,"UHI_148","-","Quality_Processes","External examining","University of the Highlands and Islands","148  External examiner reports are considered by programme teams and Examination Board Chairs, with further consideration through the AQM process at programme and Subject Network levels. Responses to reports are overseen by Examination Board Chairs. Each Faculty produces a summary of external examiner reports, both of which are considered together by the Joint Faculty Executive and then by QAEC, providing institutional oversight."]
[2927,"UHI_149","-","Quality_Processes","External examining","University of the Highlands and Islands","149  The University's actions related to second marking and moderation demonstrate institutional responsiveness to issues raised by external examiners, who highlighted operational differences at module level, but not significant concerns. Following a review conducted by a working group, operational guidance on second marking and moderation was produced, which included advice on resolving discrepancies between markers. These developments were received positively by external examiners. External examiner reports also demonstrate active involvement in assessment design and staff viewed external examiners as critical friends. "]
[{"$f":"IF(B2930<>\"\",ROW(A2930)-2,\"\")","v":2928},"UHI_150","-","Enhancement","Themes","University of the Highlands and Islands","150  The University makes use of the national Enhancement Themes in quality processes, with the development of student engagement indicators and activity to improve the accessibility of survey data both being influenced by participation in the Evidence for Enhancement Theme (paragraphs 100-101). "]
[2929,"UHI_151","-","Enhancement","Themes","University of the Highlands and Islands","151  The University has taken a range of actions in response to the outcomes of the 2016 ELIR, although there remain areas for development which have been highlighted again by the current ELIR team (paragraph 12). The University has continued to enhance areas identified as positive practice. "]
[2930,"UHI_152","-","Enhancement","Themes","University of the Highlands and Islands","152  The 2016 ELIR identified 10 areas for development and the current ELIR team explored the action taken in respect of: realising the benefit of the student partnership agreement (paragraphs 14-16); student feedback (paragraphs 20, 27-28 and 158); graduate attributes (paragraphs 46, 53, 57 and 141); student retention (paragraph 156); assessment (paragraphs 52-54 and 138-141); availability of external examiner reports (paragraph 147); staff development policy (paragraph 113); support for postgraduates who teach (paragraph 70); mapping policy and practice against the Quality Code (paragraph 143); and strategic approach to developing collaborative partnerships (paragraph 164)."]
[2931,"UHI_153","-","Quality_Processes","Use of data","University of the Highlands and Islands","153  The University has an effective approach to using data to inform decision-making, evaluation and for enhancement purposes embedded in its key quality processes, which  are themselves subject to evaluation and adaptation. KPI data used in monitoring and review is provided at module, programme, SN and institution level, with thresholds within the data identified for commentary and action. There is a clear, well understood process from strategic to module levels, and staff confirmed the range of available data and were positive about the emerging reporting functionality. There is clear evidence of the University effectively using data for action at the institutional level, such as the detailed modelling and data analysis which informed the policy related to minimum average mark for entry to level 10, and the pilot of the BRAG (blue, red, amber, green) based tracking system in one AP to track student engagement across networked programmes in one Subject Network."]
[2932,"UHI_154","-","Quality_Processes","Use of data","University of the Highlands and Islands","154  At the time of the current ELIR, the University is at a key stage in further enhancing access to, and use of, data. This includes the establishment of a Learning Analytics Steering Group and the development of student engagement indicators to enable early intervention  to improve learning and teaching practice, and to support PATs. The University has also highlighted its intentions to link more effectively its annual and periodic planning and quality processes through evaluation of common data sets. Initial progress in effecting this linkage has been demonstrated through the Curriculum Review, which is focusing on programme performance and viability. "]
[2933,"UHI_155","-","Quality_Processes","Use of data","University of the Highlands and Islands","155   The University is progressing its plans to enhance and integrate data currently held in different areas, with live data dashboards. The Dashboard Project, which was overseen by QAEC as one of its enhancement priorities, represented the initial stages in a more strategic, tertiary-focused approach to data. The data management reporting system has been enhanced and staff were particularly positive about the functionality within the data management reporting system and its ease of use, with minimal training and support required, and were keen for further developments in relation to student survey data. Student access to quality-related data has been provided through a student-facing quality landing page site, but awareness and access remain areas for further action. The ELIR team encourages the University to continue with its positive plans to provide more accessible data to students through the visual reporting functionality within the data management reporting system. The University acknowledges the challenges of disparate data, including limitations in awareness and use of survey tools; volume of data and difficulties of access; and each  AP having its own approaches for storing and using data. The need for further awareness raising, staff development, resourcing and a strategic approach to data have been acknowledged. The ELIR team encourages the University to continue in its positive steps to enhance its data management functionality and to address the issues which it has already identified. "]
[2934,"UHI_156","Recommendation","Quality_Processes","Use of data","University of the Highlands and Islands","156  The University has been developing its learning analytics functionality with regard  to student engagement and non-continuation. The University has taken steps towards an institution-wide approach to address the challenges of non-continuation by commissioning external research (which confirmed the need for a strategic approach) and establishing a non-continuation strategic working group and by developing over an extended period of  time, a series of student engagement indicators in collaboration with HISA. Recognising the University's diverse student population and that its student non-continuation data is above the institution benchmark, the ELIR team recommends that the University should make demonstrable progress, within the next academic year, to implement an institution-wide strategic approach to managing retention. In addressing this, the University should consider steps beyond the planned introduction of student engagement indicators and its developments in learning analytics, in order to ensure a more consistent, managed and monitored approach to student non-continuation. "]
[2935,"UHI_157","-","Quality_Processes","Use of data","University of the Highlands and Islands","157  A review of the Module Survey is planned and will consider reasons for low response rates and the balance between a standardised format and different approaches. Many students who met with the ELIR team did not regard the Module Survey highly due  to perceiving there to be little action taken although other students gave clear examples of actions being taken in response to module and other surveys and then being communicated back to students. "]
[2936,"UHI_157","-","Student_Engagement","Feedback","University of the Highlands and Islands","157  A review of the Module Survey is planned and will consider reasons for low response rates and the balance between a standardised format and different approaches. Many students who met with the ELIR team did not regard the Module Survey highly due  to perceiving there to be little action taken although other students gave clear examples of actions being taken in response to module and other surveys and then being communicated back to students. "]
[2937,"UHI_158","Recommendation","Quality_Processes","Use of data","University of the Highlands and Islands","158  The Quality Forum coordinates institution-wide surveys and summary reports which are provided to QAEC, with key actions informing QAEC's enhancement priorities. There  is clear evidence of action planning (paragraph 26) and actions at multiple levels being progressed from NSS, SSES and ESES such as dissertation support guidance for students and developing student learning communities. The University's improved NSS scores in assessment and feedback demonstrate positive practice in taking an institution-wide approach to addressing issues in this area. There is alignment of internal and external surveys, but there is no integration across NSS, SSES and ESES surveys to provide an overarching suite of analysis and action, as identified by the institution. The ELIR team recommends that the University develop a process to consolidate and analyse the outcomes of all student surveys, so this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff (paragraph 155), and the mechanisms for closing the feedback loop to students formalised (paragraph 28)."]
[2938,"UHI_158","Recommendation","Student_Engagement","Feedback","University of the Highlands and Islands","158  The Quality Forum coordinates institution-wide surveys and summary reports which are provided to QAEC, with key actions informing QAEC's enhancement priorities. There  is clear evidence of action planning (paragraph 26) and actions at multiple levels being progressed from NSS, SSES and ESES such as dissertation support guidance for students and developing student learning communities. The University's improved NSS scores in assessment and feedback demonstrate positive practice in taking an institution-wide approach to addressing issues in this area. There is alignment of internal and external surveys, but there is no integration across NSS, SSES and ESES surveys to provide an overarching suite of analysis and action, as identified by the institution. The ELIR team recommends that the University develop a process to consolidate and analyse the outcomes of all student surveys, so this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff (paragraph 155), and the mechanisms for closing the feedback loop to students formalised (paragraph 28)."]
[2939,"UHI_159","-","Quality_Processes","Framework","University of the Highlands and Islands","159  The University has effective arrangements in place for managing quality and securing academic standards. Procedures are robust, well established, widely understood and comprehensive, and meet the expectations set out in the UK Quality Code and the guidance of the SFC to institutions on quality. The University makes effective use of a range of external reference points. The ELIR team commends the effective approaches to support the dissemination, implementation and embedding of the institutional quality framework across the network of 12 academic partners. The approaches include well defined institutional expectations, which are supported by clear and accessible information and guidance, are well understood, valued by staff and provide a model for the implementation and integration of other University initiatives."]
[2940,"UHI_160","Commendation","Assessment","Practice","University of the Highlands and Islands","160  The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback, as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."]
[2941,"UHI_161","-","Quality_Processes","Use of data","University of the Highlands and Islands","161  The University has effective arrangements for self-evaluation, including effective use of data to inform decision-making. The University is developing its approach to data through a suite of dashboards. As the data-driven approaches develop further, the University is encouraged to ensure that the highly valued enhancement focus of quality processes remains in place."]
[2942,"UHI_162","Recommendation","Enhancement","Practice","University of the Highlands and Islands","162  There is a clear, widely understood process for analysing, synthesising and responding to action plans emerging from quality-related procedures, and the University  is engaged in an extensive series of initiatives to enhance this further. The ELIR team recommends that the University address further areas for enhancement in relation to development of a process to consolidate and analyse the outcomes of all student surveys, so that this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff, and the mechanisms for closing the feedback loop to students formalised."]
[2943,"UHI_163","Recommendation","Quality_Processes","Use of data","University of the Highlands and Islands","163  Recognising the University's diverse student population and that its student non-continuation data is above the institution benchmark, the University should make demonstrable progress within the next academic year to implement an institution-wide, strategic approach to managing retention. In addressing this, the University should consider steps beyond the planned introduction of student engagement indicators and its developments in learning analytics, in order to ensure a more consistent, managed and monitored approach to student non-continuation."]
[2944,"UHI_164","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","164  Collaborative provision is a core element of the University's strategic plan 2021-2025 'Daring to be Different'. In response to the ELIR 3 recommendation, the University has chosen not to develop a separate strategy for collaborative partnerships and its plans for international collaborative partnerships are instead integrated into its Strategic Plan as  an enabling plan. Within the strategy, the University is seeking to increase international recruitment to UHI programmes (in Scotland and overseas) and to promote HE participation through increased articulation with FE colleges, joint delivery initiatives with Scottish Colleges and the development of Graduate Apprenticeships to meet local, regional and national needs. The University is now commencing work on an International Strategy to  help support its ambitions and is seeking to align its international activities with internal developments such as curriculum review and key external developments (including climate change and the response to the COVID-19 pandemic). The University acknowledges that the exit of the UK from the European Union will impact upon its short-term international activities, with the recent Change Management Plan including a workstream to consider  this aspect in more detail. "]
[2945,"UHI_165","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","165  Strategically, the responsibility for collaborative activity has, until recently, been vested with the Vice Principal (International and External Engagement), who acts as the Chair of the External Partnerships Steering Committee (EPSC). Under the revised management structure of the University, it is expected that this function will be undertaken by the Deputy Principal - Tertiary Education. Operationally, the responsibility for each specific collaborative partnership rests with the individual APs who are required to advise  the University of any significant or material changes to the partnership. "]
[2946,"UHI_166","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","166  The University exercises institutional oversight of its collaborative provision via EPSC, which reports directly to Academic Council. The terms of reference for the EPSC are clearly defined within the ASQR as are the principles that the University has established for collaborative activity. The full scope and scale of collaborative activity is captured within a Collaborative Register that is maintained by the EPSC on behalf of the University. "]
[2947,"UHI_167","-","Collaborative_Partnerships","International","University of the Highlands and Islands","167  Outside of Scotland, the University's current collaborative activity is focused on a small number of partners in both China and Europe. Transnational education programmes currently operate with three partners in China, which are all based upon dual award arrangements. Within Europe, the University is a key partner in an established joint postgraduate award with two European universities. To date, UHI has opted not to enter  into franchising or validation arrangements, instead electing to retain direct control of its collaborative provision to better manage risk associated with collaborative provision."]
[2948,"UHI_168","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","168  The University's quality assurance procedures are common across all taught awards, regardless of location or delivery mode. This means that QAEC retains oversight of academic standards, which is clearly articulated within the memorandum of collaboration that is signed with each collaborative partner. Should a partnership be subject to early termination, the EPSC is required to ensure that the closure of a programme is appropriately managed by the AP."]
[2949,"UHI_169","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","169  To support the development of partnerships, the University has an established due-diligence process which is used to review the standing of potential new partners with the exact process followed determined by the level of risk associated with the activity. The initial due diligence work is overseen by the EPSC and uses guidance developed by UHI which reflects the expectations of the Quality Code. However, the University acknowledges that,  at the institutional level, further work is required to ensure that ongoing due diligence of its partners is undertaken in a more structured manner and at more frequent intervals.  "]
[2950,"UHI_170","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","170  For all partnerships, the University has opted to retain the same approach to programme development and approval as used across the rest of the institution. This  means that new course proposals are considered by Faculty Boards of Study, with further consideration undertaken by the Partnership Planning Forum on the strategic impact of new collaborative partners on student numbers, curriculum planning, scheduling and HR implications for the University. Once a partnership has been approved and is operational,  the AP is responsible for undertaking annual monitoring in accordance with the procedures outlined in the ASQR, with each partnership allocated a Link Tutor to act as a main point of contact. "]
[2951,"UHI_171","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","171  As part of the ELIR 3 review, the Collaborative Handbook produced by the University had been identified as positive practice to support quality processes. However, during this review, the ELIR team found that this document was not maintained or in use by the University. Consequently, the ELIR team was concerned that operational detail on the processes, roles and responsibilities for collaborative provision to support the established processes was not documented beyond the individual memorandums of collaboration and that further guidance including, for example, articulation of how staff development was supported and the specific responsibilities of the Link Tutor would enhance the processes  in place. Noting that the University does not currently engage in validated or franchise provision, but given that UHI are continuing to seek opportunities for growth in collaborative provision, the ELIR team found that enhancing the existing processes with guidance would help improve management of risk and process implementation. In particular, the ELIR team identified that there would be benefit in establishing regular institutional-level partnership or planning reviews or formal processes for monitoring academic standards and staff expertise of partners beyond the AQM process."]
[2952,"UHI_171","-","Collaborative_Partnerships","Staff support","University of the Highlands and Islands","171  As part of the ELIR 3 review, the Collaborative Handbook produced by the University had been identified as positive practice to support quality processes. However, during this review, the ELIR team found that this document was not maintained or in use by the University. Consequently, the ELIR team was concerned that operational detail on the processes, roles and responsibilities for collaborative provision to support the established processes was not documented beyond the individual memorandums of collaboration and that further guidance including, for example, articulation of how staff development was supported and the specific responsibilities of the Link Tutor would enhance the processes  in place. Noting that the University does not currently engage in validated or franchise provision, but given that UHI are continuing to seek opportunities for growth in collaborative provision, the ELIR team found that enhancing the existing processes with guidance would help improve management of risk and process implementation. In particular, the ELIR team identified that there would be benefit in establishing regular institutional-level partnership or planning reviews or formal processes for monitoring academic standards and staff expertise of partners beyond the AQM process."]
[2953,"UHI_172","Recommendation","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","172  The ELIR team recommends that the University improve oversight of collaborative activity, ensuring that effective arrangements are in place for identifying and addressing potential operational and strategic risks and concerns. In particular, within the current academic year, the University is asked to strengthen existing processes and develop guidance for the operational management of collaborative provision, along with the development of a review and monitoring process through which the University can more effectively maintain a systematic oversight of collaborative provision."]
[2954,"UHI_173","-","Collaborative_Partnerships","International","University of the Highlands and Islands","173  At the time of the current ELIR, the longest established TNE partnership is with Hunan Institute of Engineering (HIE). Initially, this provision was based on a joint delivery model, with the University retaining sole responsibility for the final awards. However, the University has now adopted a dual award model for this partnership. Using the same dual award model as HIE, the University has also established partnerships with two further Universities in China, Henan University of Urban Construction and Zhengzhou University of Aeronautics. As part of the programme structures, the students have the option to progress to Honours via study in Scotland; however, to date, only a limited number of students have chosen to exercise this option. "]
[2955,"UHI_174","-","Collaborative_Partnerships","International","University of the Highlands and Islands","174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."]
[2956,"UHI_174","-","Collaborative_Partnerships","Staff support","University of the Highlands and Islands","174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."]
[2957,"UHI_174","-","Collaborative_Partnerships","Student experience","University of the Highlands and Islands","174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."]
[2958,"UHI_175","-","Collaborative_Partnerships","International","University of the Highlands and Islands","175  Although the University applies its standard ASQR requirements to its TNE provision (including the appointment of external examiners for each programme) no further procedures are specified, nor are any specific UHI operational responsibilities documented beyond the memorandum of collaboration. Each of the TNE partners are permitted significant levels of autonomy in the recruitment of students and verification of English language standards. Although the ELIR team did not identify any specific concerns with current TNE provision, the University should ensure that its operational guidance and oversight of the programmes (including confirmation of English language competence) is also strengthened (paragraphs 171-2). This would also extend to the process to obtain student feedback, which is partly collected and collated by the student representatives on behalf of the University. Although some variance to feedback collection may be necessary, the University is asked to reflect on this process to determine if this approach is reliable and sufficiently inclusive (paragraph 20)."]
[2959,"UHI_175","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","175  Although the University applies its standard ASQR requirements to its TNE provision (including the appointment of external examiners for each programme) no further procedures are specified, nor are any specific UHI operational responsibilities documented beyond the memorandum of collaboration. Each of the TNE partners are permitted significant levels of autonomy in the recruitment of students and verification of English language standards. Although the ELIR team did not identify any specific concerns with current TNE provision, the University should ensure that its operational guidance and oversight of the programmes (including confirmation of English language competence) is also strengthened (paragraphs 171-2). This would also extend to the process to obtain student feedback, which is partly collected and collated by the student representatives on behalf of the University. Although some variance to feedback collection may be necessary, the University is asked to reflect on this process to determine if this approach is reliable and sufficiently inclusive (paragraph 20)."]
[2960,"UHI_176","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","176  To support the University's aims of serving diverse groups of learners, UHI  currently offers jointly delivered programmes with two Scottish partners. In each case, the partnerships provide an articulation between HND and bachelor's level programmes, with an opportunity for students to progress to an Honours degree also available. In addition to the joint delivery partnerships, the University has formal articulation arrangements in place with four Scottish FE colleges which aligns with the UHI strategy."]
[2961,"UHI_177","-","Student_Development","Professional Development","University of the Highlands and Islands","177  The University currently offers three Graduate Apprenticeship programmes delivered at SCQF levels 9 and 10. Other work-based learning programmes offered by  the University include programmes developed in conjunction with industry, once again highlighting UHI's commitment to serving the needs of the Scottish economy. In common with all other UHI programmes, all Graduate Apprenticeship and work-based learning programmes are subject to extant University quality assurance procedures for approval, monitoring and review (paragraphs 125-136).  "]
[2962,"UHI_177","-","Collaborative_Partnerships","Student experience","University of the Highlands and Islands","177  The University currently offers three Graduate Apprenticeship programmes delivered at SCQF levels 9 and 10. Other work-based learning programmes offered by  the University include programmes developed in conjunction with industry, once again highlighting UHI's commitment to serving the needs of the Scottish economy. In common with all other UHI programmes, all Graduate Apprenticeship and work-based learning programmes are subject to extant University quality assurance procedures for approval, monitoring and review (paragraphs 125-136).  "]
[2963,"UHI_178","-","Collaborative_Partnerships","Oversight","University of the Highlands and Islands","178         Overall, the University has effective arrangements for managing academic standards and the student learning experience in relation to its collaborative provision. In order to enhance the effectiveness of its arrangements, the University should improve oversight of collaborative activity, ensuring that effective arrangements are in place for identifying and addressing potential operational and strategic risks and concerns. In particular, within the current academic year, the University is asked to strengthen existing processes and develop guidance for the operational management of collaborative provision, along with the development of a review and monitoring process through which the University can more effectively maintain a systematic oversight of collaborative provision."]
[{"$f":"IF(B2966<>\"\",ROW(A2966)-2,\"\")","v":2964},"STI_4","-","Governance","Strategy","University of Stirling","4 The University's vision is to be recognised across the world as 'a university that addresses the needs of society through innovative interdisciplinary research, learning and teaching of the highest quality and by sharing knowledge with the world'. Its values are defined as excellence, openness, and ambition. "]
[2965,"STI_5","-","Governance","Strategy","University of Stirling","5 The University's current Strategic Plan was originally intended to run from 2016 to 2021. Within the Plan there are three overarching institutional ambitions: to be one of the top 25 universities in the UK; to increase annual income by £50 million; and to enhance the research profile by 100%, 'whilst ensuring that internationalisation is at the heart of everything the University does'. In light of the impact of the COVID-19 pandemic, in September 2020, the University Court agreed to extend the current Plan by two years to 2023."]
[2966,"STI_6","-","Governance","Structure","University of Stirling","6 The University is led by the Principal and Vice-Chancellor, supported by the Senior Management Team (SMT) which comprises the University Secretary, Deputy Principals, Executive Directors, Faculty Deans and Institutional Deans. Within the SMT there is what the University describes as a 'distinct strategic forum' called the University Strategy and Policy Group (USPG), which advises on key areas of strategy and policy. The University also appoints institutional deans who provide 'focused academic and/or institution-wide leadership of particular areas of strategic priority'. At the time of this ELIR, there were five Institutional Deans with the following remits: Equality, Diversity and Inclusion; Research Engagement and Performance; Student Experience; Teaching Quality Enhancement; and the Institute for Advanced Studies (IAS). "]
[2967,"STI_7","-","Governance","Structure","University of Stirling","7 At the time of this ELIR, the academic structure of the University comprised five faculties: Arts & Humanities; Health Sciences & Sport; Natural Sciences; Social Sciences; and the Stirling Management School. Each faculty is led by a Dean and includes a number of divisions in defined disciplinary areas. Professional services are organised in 10 directorates, each led by an Executive Director. "]
[2968,"STI_8","-","Demographics","Numbers","University of Stirling","8 According to 2020-21 figures, the University had a total of approximately 10,900 full-time equivalent (FTE) students based at its Stirling campus. Of these students, 79.3% were undergraduate, 17.4% were postgraduate taught, and 3.2% were postgraduate research. 65% of students were classified as Scottish, with 11% from the rest of the UK (rUK); 12% from the European Union (EU); and 12% stated to be non-EU international. Over 120 nationalities were represented in the student body."]
[2969,"STI_8","-","Demographics","International","University of Stirling","8 According to 2020-21 figures, the University had a total of approximately 10,900 full-time equivalent (FTE) students based at its Stirling campus. Of these students, 79.3% were undergraduate, 17.4% were postgraduate taught, and 3.2% were postgraduate research. 65% of students were classified as Scottish, with 11% from the rest of the UK (rUK); 12% from the European Union (EU); and 12% stated to be non-EU international. Over 120 nationalities were represented in the student body."]
[2970,"STI_9","-","Demographics","Trends","University of Stirling","9 There has been a 14.4% increase in overall FTE student numbers since 2016-17. Within this increase, the overall numbers of full-time students from outside the UK have increased considerably, by 52%. Although the ELIR team noted that some cohorts of students from outside the UK fell in 2020-21 which the University believed to have been exacerbated by the impact of the pandemic on its study abroad programmes. The University confirmed that any future growth in student numbers will depend upon increases in unregulated numbers. Within this category, the University has a target of doubling postgraduate research (PGR) student numbers in the next four years, and further increases in the numbers of students studying with partners overseas."]
[2971,"STI_10","-","Demographics","Widening participation","University of Stirling","10  The University's RA states that 64% of students identify as female and 36% as male, and at the time of this ELIR the University offered several subject areas that did not currently meet the SFC target that, by 2030, no discipline in a Scottish HEI should have an overall gender imbalance greater than 75:25. The University confirmed that it has a Gender Action Plan in place which includes actions to address the imbalances in the gender profile of identified subject areas (paragraph 39)."]
[2972,"STI_11","-","Demographics","Numbers","University of Stirling","11  According to the latest Higher Education Statistics Agency (HESA) data, the percentage of new full-time undergraduates who did not continue their studies into second year was 8.7% in 2019-20, compared with the HESA benchmark of 5% and the Scottish average of 7%. The University's analysis had identified that commuting students, particularly young males from SIMD 20/40 postcodes, were most likely to discontinue their studies.  "]
[2973,"STI_11","-","Student_Support","Progression","University of Stirling","11  According to the latest Higher Education Statistics Agency (HESA) data, the percentage of new full-time undergraduates who did not continue their studies into second year was 8.7% in 2019-20, compared with the HESA benchmark of 5% and the Scottish average of 7%. The University's analysis had identified that commuting students, particularly young males from SIMD 20/40 postcodes, were most likely to discontinue their studies.  "]
[2974,"STI_12","-","Demographics","Numbers","University of Stirling","12  Since the last ELIR in 2015, the proportion of undergraduates awarded First or Upper Second Class degrees declined from 81% in 2015-16 to 74% in 2019-20. According to the most recent Graduate Outcomes Survey, over 95% of the University's undergraduate leavers and 96% of postgraduate leavers in 2017-18 were in employment or further study fifteen months after graduation.  "]
[2975,"STI_13","-","Demographics","Numbers","University of Stirling","13  The University's approach to managing student numbers is the responsibility of the Joint Policy, Planning and Resources Committee (JPPRC) of the University Court. Details are considered by a student number planning group which meets several times a year, advised by the University Strategy and Policy Group (USPG) (paragraph 6), which is responsible for ensuring that the necessary resources are provided to areas of growth."]
[2976,"STI_13","-","Governance","Strategy","University of Stirling","13  The University's approach to managing student numbers is the responsibility of the Joint Policy, Planning and Resources Committee (JPPRC) of the University Court. Details are considered by a student number planning group which meets several times a year, advised by the University Strategy and Policy Group (USPG) (paragraph 6), which is responsible for ensuring that the necessary resources are provided to areas of growth. The ELIR team concluded that the University has effective arrangements in place for the planning and management of its student population."]
[2977,"STI_14","-","ELIR_Approach","Operation","University of Stirling","14  Preparations for the ELIR were led by a steering group chaired by the Deputy Principal (Education and Students) and included a range of staff and student representatives. The steering group met approximately monthly since June 2019, and its remit included overseeing the development of the Reflective Analysis (RA)."]
[2978,"STI_15","-","ELIR_Approach","Operation","University of Stirling","15  The RA was prepared with input from a number of groups across the University. The initial draft was refined through engagement with staff, the Students' Union, the Education and Student Experience Committee (ESEC), the University Strategy and Planning Group, and Academic Council. The final version of the RA was approved by the University Court in December 2020. The University had planned to engage its student and staff more broadly in preparations, but these plans had been disrupted by the onset of the COVID-19 pandemic."]
[2979,"STI_16","-","ELIR_Approach","Themes","University of Stirling","16  In considering appropriate contextualised themes for this ELIR, the University's approach was informed by its values of excellence, openness and ambition, and by the importance it attaches to 'place, people and communities'. The themes were therefore designed to be 'broad and overarching', with a range of specific activities within each theme. Four contextualised themes were therefore developed which the University judged would provide a framework for a range of cross-university priorities:  working with students, campus environment, health and wellbeing, collaborations and partnerships.  "]
[2980,"STI_17","-","ELIR_Approach","Themes","University of Stirling","17  The ELIR team concluded that the University's preparations for the review had been very thorough, and that the RA accurately reflected the University's strategic priorities. The team considered that the contextualised themes represented essential aspects of the University's context, capturing topics which were central to the staff and student experience. The themes informed the team's overall judgement, and its identification of areas of good practice and recommendations for further development."]
[2981,"STI_18","-","Enhancement","Themes","University of Stirling","18  The 2015 ELIR identified five areas of positive practice, with the RA describing developments undertaken by the University since the review to build upon these strengths. The last ELIR also identified nine areas for development. In response the University agreed a set of actions in early 2016 to initiate developments in these areas. These formed the basis of detailed plans set out in the University's ELIR 3 Follow-up Report, published in February 2017. The RA also describes further actions taken since then to follow up on the outcomes of the ELIR, which were overseen by the Dean for Teaching Quality Enhancement and the Academic Registrar. In some areas, notably the postgraduate research (PGR) student experience and management of collaborative activity, the RA described continuing activity to enhance quality and assure standards."]
[2982,"STI_19","-","ELIR_Approach","Student engagement","University of Stirling","19  Student representatives were full members of the steering group that managed the University's preparations for this ELIR. The Students' Union President and Vice President Education confirmed that they had contributed to the writing of the Reflective Analysis, through content input and overall review and feedback, and the ELIR team was assured that the RA acknowledged the student perspective throughout. However, the University's intention to involve students more widely in its ELIR preparations had not progressed as planned due to the COVID-19 pandemic. While the team accept that the University had completed some of its ELIR preparations during the exceptional circumstances associated with the pandemic, it concluded that the engagement of the broader student population in the University's ELIR preparations had been relatively limited."]
[2983,"STI_20","-","Student_Engagement","Policy","University of Stirling","20  The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. There is a positive and collaborative working relationship between the Students' Union and the University. The Student Partnership Agreement (now in its second iteration) details four key areas of joint working: Engagement; Learning and Teaching; Equality; and Mental Health and Wellbeing. Consultative events were undertaken during the development of the new agreement, although from its meetings with students the ELIR team were unclear as to how aware the general student population is of the existence of this partnership agreement."]
[2984,"STI_21","-","Student_Engagement","Representation","University of Stirling","21  The Students' Union President is supported by two Vice Presidents, a Sports President and a team of 16 part-time Executive Officers who have specific remits and collectively sit on the Union's Executive Council. The Vice President Education leads on student engagement and representation."]
[2985,"STI_22","-","Student_Engagement","Representation","University of Stirling","22   There is a three-tier student representation system comprising Sabbatical Officers, Faculty Officers (both undergraduate and postgraduate) and module or programme representatives. The ELIR team were able to confirm that students are represented on key University committees and groups at all levels, for example Students' Union representatives, have membership of the project boards overseeing the Sports and the Campus Central major capital projects. The recruitment of module and programme representatives is supported through the University's virtual learning environment (VLE), with the Students' Union working with University staff to promote the recruitment of representatives."]
[2986,"STI_23","-","Student_Engagement","Representation","University of Stirling","23  There is a robust system of training in place for student officers and representatives. The Students' Union leads on the development and delivery of training for student representatives and is supported by staff from the University. Sabbatical officers complete a month-long induction. Training is a priority for module and programme representatives, of which there are several hundred. The RA confirms that there is a system of accreditation available for student representatives with recognition of their representative work noted on their academic transcripts."]
[2987,"STI_24","-","Student_Engagement","Representation","University of Stirling","24  In response to the COVID-19 pandemic, the ELIR team were able to confirm that many aspects of the student representation system, including Student Staff Feedback Committees (SSFCs), have been successfully moved online. In meetings with the ELIR team, students commented positively about this development stating that it had made it easier for a broader range of students to become involved as student representatives. Students believed there would be benefits to both the University and the Students' Union in reflecting on the lessons learned from changes made during the pandemic and how these might be used in future to support further enhancements to student representation structures and to support increased engagement with the wider student population. Students spoke specifically about the fact that holding committee meetings online during the pandemic had supported students with caring responsibilities to become more involved. The team believe there would be benefits to both the University and the Students' Union from reflecting on lessons learned during the pandemic to further strengthen its approach to student representation."]
[2988,"STI_24","-","Covid_19","Student engagement","University of Stirling","24  In response to the COVID-19 pandemic, the ELIR team were able to confirm that many aspects of the student representation system, including Student Staff Feedback Committees (SSFCs), have been successfully moved online. In meetings with the ELIR team, students commented positively about this development stating that it had made it easier for a broader range of students to become involved as student representatives. Students believed there would be benefits to both the University and the Students' Union in reflecting on the lessons learned from changes made during the pandemic and how these might be used in future to support further enhancements to student representation structures and to support increased engagement with the wider student population. Students spoke specifically about the fact that holding committee meetings online during the pandemic had supported students with caring responsibilities to become more involved. The team believe there would be benefits to both the University and the Students' Union from reflecting on lessons learned during the pandemic to further strengthen its approach to student representation."]
[2989,"STI_25","-","Student_Engagement","Representation","University of Stirling","25  Generally, students who met the ELIR team spoke positively about the contribution made by Faculty Officers within student representative structures. These Officers are student members of key faculty forums including Faculty Learning and Teaching Committees and are remunerated for the work they do. However, during the review, the ELIR team learned that the process used to recruit these Officers appears to be implemented inconsistently across the faculties. The team understands that currently only two faculties have postgraduate research (PGR) Faculty Officers in post."]
[2990,"STI_26","-","Student_Engagement","Representation","University of Stirling","26  Student representatives confirmed that, overall, representation systems were effective in gathering student views and their feedback with listened to and acted upon. However, both the University and the student representatives expressed the view that work still needs to be done to improve the engagement of the broader student body. Undergraduate students who met the ELIR team suggested this could perhaps be achieved by the University adopting a wider range of communication channels, with information being prioritised and targeted more at specific student groups."]
[2991,"STI_27","-","Student_Engagement","Representation","University of Stirling","27  Undergraduate students who met the ELIR team were clear about who their module representatives are and while they confirmed there are appropriate opportunities to provide feedback, did state these varied between faculties and that more could be done to ensure students are aware of links between Faculty Officers and module representatives. These challenges were also reiterated by the postgraduate taught (PGT) students, who were generally aware of their module representatives but not their Faculty Officers. PGR students commented on the variation that exists between faculties in terms of student representation and while they accepted that systems are in place, they voiced concerns that their existence is not well known or well used by the wider student population. Postgraduate Taught students acknowledged the volume of centralised communication to be problematic at times and was often too focused on sport and the undergraduate experience. Students encouraged the University to talk directly with individual cohorts about how to tailor communications more appropriately."]
[2992,"STI_28","-","Student_Engagement","Representation","University of Stirling","28  On balance, the ELIR team believes there would be benefit to both the University and the Students' Union in further enhancing the process used for the appointment of Faculty Officers and module representatives, ensuring it is effectively communicated and promoted to staff and students (particularly PGR students) in order to maximise the number of student representatives in post. The University is encouraged to continue its work with the Students' Union to enhance its student representative systems to provide further opportunities for engagement from the wider student population."]
[2993,"STI_29","-","Student_Engagement","Feedback","University of Stirling","29  The University uses a range of approaches for gathering student views which it uses effectively to ensure it is able to listen and respond to the student voice. Examples include student representative structures (paragraph 22), Student Staff Feedback Committees (SSFC) (paragraph 30), module feedback questionnaires, national surveys (including the National Student Survey (NSS), the Postgraduate Taught Experience Survey (PTES), and the Postgraduate Research Experience Survey (PRES)) and the internal Student Experience Survey (SES).  "]
[2994,"STI_30","-","Student_Engagement","Feedback","University of Stirling","30  SSFCs are an effective mechanism for module and programme representatives to share feedback to staff in their division/faculty. SSFCs are a key forum for monitoring module delivery and are attended by module coordinators, who are expected to feedback to module representatives. Minutes of SSFC meetings are published for all students."]
[2995,"STI_31","-","Student_Engagement","Feedback","University of Stirling","31  In 2015, the University was in the early stages of implementing a software package to support the operation of its end of semester module evaluation process. Following a successful fully online pilot in the Faculty of Arts and Humanities in 2019, the University made a number of enhancements including standardisation of the use of electronic questionnaires across the institution, the adoption of a standard question set, and standardised operational and feedback timelines. In 2020, the University extended the use of this online system to support the introduction of an 'In Semester Check In' process which gathers student feedback on all modules during week 3 or 4 of the semester so more immediate, in-session improvements can be made. The University believes this system will support staff to close the feedback loop more effectively and in a timelier manner. However, senior staff acknowledged that further staff development and training in the use of the software was required in order to get maximum benefit. This development has been well received by students and the Students' Union.  "]
[2996,"STI_32","-","Student_Engagement","Feedback","University of Stirling","32  Overall, students were happy with the range of approaches available to them to provide feedback and confirmed that the University did report back to them on actions taken.  Staff who met the ELIR team stated that SSFC meetings are an effective mechanism for communicating to students how any problems raised had been addressed, with the introduction of the 'In Semester Check In' process positively supporting this."]
[2997,"STI_33","-","Student_Engagement","Feedback","University of Stirling","33  Over the last five years, the University has, on the whole, achieved consistent or improving student satisfaction scores across each of the sections of the NSS, with strong improvements in its scores for assessment and feedback (69% in 2015, compared with 77% in 2020) and student voice (64% in 2015, compared to 74% in 2020). However, in 2019 the University experienced a dip in its overall satisfaction score to 83% that took its performance below UK and Scottish sector averages. In response, following a review of the effectiveness of its strategies to respond to student feedback from the NSS, a 'road map' was developed and endorsed by the Education and Student Experience Committee (ESEC) and the University Strategy and Policy Group which focused on building on existing strategic developments, addressing systems issues, and working specifically with the Faculty of Health and Sport. NSS actions plans are monitored through reports presented to ESEC and Academic Council.  "]
[2998,"STI_34","-","Student_Engagement","Feedback","University of Stirling","34  During the review, the ELIR team heard positive support from academic staff about the use of an 'ongoing action tracker' which is used by the faculties/divisions to monitor the responses being taken forward following student feedback received across the range of external and internal surveys used by the University. The team understands these trackers are part of the University's Student Survey Feedback Action Planning process, with staff confirming these are considered regularly through the academic committee structures. Staff talked specifically about the effectiveness of the action plans and tracker developed within the Faculty of Health and Sport. The 2020 NSS scores recorded an overall satisfaction score rise to 87%, exceeding UK and Scottish sector averages - with a 13.9% improvement in the satisfaction score for the Faculty of Health and Sport. The ELIR team viewed the University's response to tackling this decline in its NSS scores positively."]
[2999,"STI_35","-","Equality_Diversity","Policy","University of Stirling","35  The University has made good progress in embedding inclusion across the institution and has a range of effective strategies and initiatives in place which recognise and respond to equality and diversity matters across its whole student population. This includes the development and implementation of a range of initiatives to support equality and diversity including the recent publication of a revised set of equality outcomes, the appointment of a Dean for Equality, Diversity and Inclusion, a long-standing Equality Forum with Equality Champions, a Gender Action Plan, and an Anti-Racism and Race Equality Strategy."]
[3000,"STI_36","-","Equality_Diversity","Policy","University of Stirling","36   Building on progress made against its 2017 equality outcomes, the University Court in March 2021 approved a new set of outcomes for 2021-25: gender equality; mental health and wellbeing; student success; anti-racism, race equality and interculturalism; and inclusion and accessibility. Reporting via the Joint Policy, Planning and Resources Committee (JPPRC), the University Court delegates responsibility for equality, diversity and inclusion to the Equality Steering Group (ESG). ESG ensures the effective delivery of the University's equality outcomes and supporting strategies, and oversees compliance with statutory equality duties."]
[3001,"STI_37","-","Equality_Diversity","Practice","University of Stirling","37  To support operational delivery, ESG has established six action groups to take forward the University's strategic objectives linked to EDI. These are: Health and Wellbeing Group; Tackling Gender-Based Violence Steering Group; Anti-Racism and Race Equality Group; Digital Accessibility Working Group; Accessibility in Learning and Teaching Group; and the Athena Swan Institutional Self-Assessment Team. Each group is taking forward a series of projects and activities. In 2017, the University appointed an institutional Dean for Equality and Diversity, providing strategic leadership for EDI and who works with staff and students to create a culture were EDI is embedded across all of the University's activities. There is also an Equality Forum with Equality Champions which was being refreshed at the time of the review.  "]
[3002,"STI_38","-","Equality_Diversity","Practice","University of Stirling","38  Student disclosure of equality characteristics leads to tailored support from student services. In addition, NSS, PTES and PRES feedback is analysed by equality characteristics, with these demographic breakdowns reviewed by ESG. The University runs additional surveys of staff and students to seek feedback on specific EDI matters. The ELIR team also learned that student societies have introduced equality officers, which students believe helps puts EDI 'out in the open'."]
[3003,"STI_39","-","Equality_Diversity","Practice","University of Stirling","39  The University recognises a number of disciplines including Computing Sciences and Mathematics; Health Sciences; Psychology; Social Work, Social Policy and Sociology; and Education do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25. The University's Gender Action Plan details the University's goals and activities (including outreach work and partnerships with schools and colleges) to achieve a better balance in these disciplines. With a range of activities being taken forward by the University in the area of gender equality including: further progress in Athena Swan accreditation where students have been involved in focus groups at faculty level; continued staff involvement in Aurora (Advance HE's leadership development initiative for women); training on EDI as part of the academic promotions process, and in unconscious bias; enhancements to data collection and analysis; the introduction of inclusive and flexible working options; the development and delivery of the 'Stepping Stones' personal/professional development training for female staff; and a gender equality forum - 'Stirling Women'."]
[3004,"STI_40","-","Equality_Diversity","Practice","University of Stirling","40  Working in partnership with the Students' Union, the University has made significant progress with its commitment to tackle gender-based violence. Its Preventing and Tackling Sexual Violence and Misconduct Strategy is award winning and has been recognised nationally. An updated version of the strategy is due to be launched in 2021, which will be in line with the Scottish Government's Equally Safe Strategy. The University Principal and Vice Chancellor is a member of the Universities UK Advisory Group on Sexual Misconduct. A number of successful initiatives have been created through this work including the establishment of a team of trained Sexual Violence and Misconduct Officers, who provide information and support to students or staff affected by sexual violence. Student representatives spoke positively about the partnership working between the Students' Union and the University on gender-based violence and valued the opportunities that had been open to all students to contribute to focus groups in this area. The postgraduate research students who met with the ELIR team praised its Athena Swan work and felt that the culture in the University was transparent, open and accepting."]
[3005,"STI_41","-","Equality_Diversity","Policy","University of Stirling","41  The University's approach to EDI is also effectively embedded within its arrangements for developing and managing its transnational education (TNE) partnerships (paragraphs 234-241). The ELIR team heard that as part of the process for approving new partner institutions, the University takes appropriate measures to ensure that the new potential partner shares their values around inclusivity and diversity - whilst recognising the existence of different cultural contexts. Students from a range of the University's TNE partnerships showed good awareness of the University's EDI policies and activities, receiving information through emails, blog posts, specific classes and in module content."]
[3006,"STI_41","-","Collaborative_Partnerships","International","University of Stirling","41  The University's approach to EDI is also effectively embedded within its arrangements for developing and managing its transnational education (TNE) partnerships (paragraphs 234-241). The ELIR team heard that as part of the process for approving new partner institutions, the University takes appropriate measures to ensure that the new potential partner shares their values around inclusivity and diversity - whilst recognising the existence of different cultural contexts. Students from a range of the University's TNE partnerships showed good awareness of the University's EDI policies and activities, receiving information through emails, blog posts, specific classes and in module content."]
[3007,"STI_42","-","Equality_Diversity","Policy","University of Stirling","42  During 2020, the University progressed development of an Anti-Racism and Race Equality Strategy and the University Principal also signed the Public Declaration of Anti-Racism as part of a collaborative approach taken by Scottish University Principals. In response to the Black Lives Matters movement in 2020, the University invited staff, students and stakeholders to share concerns about racism or the University's approach to tackling race inequality through two engagement sessions with senior staff, with the outcomes fed into the Equality Steering Group and discussed as part of the development of the University's Anti-Racism and Race Equality Strategy."]
[3008,"STI_43","-","Equality_Diversity","Policy","University of Stirling","43  The University is leading a collaborative cluster project as part of the current QAA Enhancement Theme 'Resilient Learning Communities' on expanding and deepening sector-wide understanding of what decolonising the curriculum means in practice. As part of this work, the University is piloting using students to audit the curriculum, which the ELIR team understands will adopt a similar approach to the Students Partners in Learning Scheme used during the COVID-19 pandemic (paragraph 68). During Black History Month, the University offered a series of events, seminars and activities, and had a dedicated webpage. Student representatives commented positively on their involvement with the decolonising the curriculum work."]
[3009,"STI_44","-","Equality_Diversity","Policy","University of Stirling","44  Student representatives spoke positively about the support and information provided by the Students' Union on a range of EDI matters, acknowledging University support was improving. Positive comment was made on the operation of the University's no tolerance policy to racial discrimination, where action by the University was described as both 'detailed and swift'."]
[3010,"STI_45","Commendation","Equality_Diversity","Policy","University of Stirling","45  The ELIR team commend the University's strong institutional commitment which has ensured that equality, diversity and inclusion is embedded in the culture of the University and its collaborative partners. Its strategic approach to equality, diversity and inclusion has been developed, and is being delivered, in partnership between the University and the Students' Union and is also underpinned by a comprehensive range of initiatives involving both staff and students."]
[3011,"STI_46","-","Equality_Diversity","Practice","University of Stirling","46  The University has been undertaking a number of projects in this area, using an evidence-based approach, to develop its support for students. Examples include: investment in providing a digital library catalogue and electronic reading lists; the introduction of a development module for staff on embedding accessibility and inclusion practise in the curriculum and learning and teaching approaches; developing the digital learning environment to ensure it continues to meet legislative requirements; ensuring all materials are digitally accessible; and the use of lecture recording and captioning which has been particularly popular and welcomed across the student population (paragraph 135)."]
[3012,"STI_47","-","Equality_Diversity","Practice","University of Stirling","47  Student representatives commented positively on the University's progress over the past four years in supporting students with disabilities and additional needs. Particular mention was made of activities to support greater student engagement, including focus groups with specific student groups, and an increase in the range and type of support available from Student Learning Services (paragraphs 87-89). However, these representatives also expressed the view that the University still has more work to do to support part-time and distance learning students. They also acknowledged the complexity of the challenges facing the University in accommodating the needs of an increasingly diverse student body, for example, event times that work for part-time students can be difficult for those with caring responsibilities."]
[3013,"STI_48","-","Student_Support","Welfare","University of Stirling","48  The University states in the RA that it places particular importance on the mental health, and physical health and wellbeing of students believing it has a direct impact on their success and experience of the University. Mental health and wellbeing is one of the University's four published equality outcomes (paragraph 36). The new Mental Health Strategy developed collaboratively between faculty and professional services staff, and Students' Union staff and sabbatical officers, was approved in Spring 2021 and will be jointly owned with the Students' Union."]
[3014,"STI_49","-","Student_Support","Welfare","University of Stirling","49  The University has continued to develop effective approaches to mental health and wellbeing support including: investing in the Mental Health, Wellbeing and Counselling team; the introduction of the 'One at a Time' counselling model (which allocates counselling time on a session-by-session basis, rather than blocks of sessions) to reduce waiting times; and a Mental Health First Aid (MHFA) programme. The University also offers online support for staff and students including the 'TogetherAll' programme for students and an Employee Assistance programme for staff, and uses spaces across the campus to support the promotion of wellbeing. Staff spoke positively that both staff and students are benefitting from work currently underway across the University looking at measures to mitigate the stress caused by some aspects of teaching and learning and the teaching environment, for example the bunching of assessment submission dates (paragraph 78-83)."]
[3015,"STI_50","-","Student_Support","Welfare","University of Stirling","50  The University also launched, as part of its response to the impact of the COVID-19 pandemic, the 'Be Connected' initiative in partnership with the Students' Union, which was a programme of social, health and wellbeing, learning and cultural activities and resources to support wellbeing and allow individuals to connect. The 'Be Connected' initiative will continue beyond the immediacy of the pandemic becoming the University Student & Residential Life Programme, with a steering group liaising with key areas in order to develop and coordinate the content of the programme. The University has in place a series of support mechanisms including campus activities such as a Gardening Club, a campus wellbeing map and access to a free online service offering 24/7 free mental health support for students."]
[3016,"STI_50","-","Covid_19","Student support","University of Stirling","50  The University also launched, as part of its response to the impact of the COVID-19 pandemic, the 'Be Connected' initiative in partnership with the Students' Union, which was a programme of social, health and wellbeing, learning and cultural activities and resources to support wellbeing and allow individuals to connect. The 'Be Connected' initiative will continue beyond the immediacy of the pandemic becoming the University Student & Residential Life Programme, with a steering group liaising with key areas in order to develop and coordinate the content of the programme. The University has in place a series of support mechanisms including campus activities such as a Gardening Club, a campus wellbeing map and access to a free online service offering 24/7 free mental health support for students."]
[3017,"STI_51","-","Student_Support","Welfare","University of Stirling","51  The University concedes that the resources available have not always matched demands from staff and students but remains committed to further developing its support including further investment in resources and embedding materials related to mental health and wellbeing into the curriculum. This view was also shared by students who stated that they had seen a reduction in the waiting times to get appointments with counsellors, which they had experienced as 'under-resourced and under-staffed'. However, a number did express concerns that while understandable, this position had deteriorated again during the pandemic. The ELIR team encourages the University to take forward its plans to support the effective implementation of its recently launched Mental Health Strategy."]
[3018,"STI_52","-","Admissions","Widening participation","University of Stirling","52  Overall, the University has effective arrangements in place to support widening access which continues to be an area of focus for the University. A new Widening Access Strategy was being developed at the time of this ELIR to be published during 2021-22. The RA states the University exceeds its 2021 Commission on Widening Access targets. Contextual admissions were introduced in 2019-20 (paragraph 71)."]
[3019,"STI_53","-","Admissions","Widening participation","University of Stirling","53  The University's outreach activity is delivered across Scotland in partnership with a range of organisations including schools, colleges, community groups and local Councils. The University works with local schools to raise pupil aspirations, offering a range of activities including presentations and the 'Realise Your Potential Board Game'. The University contributes to the Schools for Higher Education Programme (SHEP) and the Scottish Wider Access Programme (SWAP). In the RA the University recognises that its evaluation of these initiatives would benefit from further development and is do so using resources shared by the Scottish Community of Access and Participation Practitioners (SCAPP). As well as specific outreach initiatives, the University also provides support to students from widening access backgrounds who wish to undertake study aboard opportunities, it offers 'Learning Strategies' modules and hosts an Access to Degree Studies course."]
[3020,"STI_54","-","Admissions","Widening participation","University of Stirling","54  The RA states that 20% of the University's undergraduate students come from colleges and it plans to expand articulation opportunities and pathways. The University has a long-standing and successful partnership with Forth Valley College (paragraphs 55-57) and formally developed a joint venture - INTO University of Stirling - to support international students to transition into undergraduate and postgraduate programmes at the University and other Scottish providers (paragraphs 59 and 60)."]
[3021,"STI_55","-","Collaborative_Partnerships","Student numbers","University of Stirling","55  The articulation arrangement with Forth Valley College comprises four 2+2 integrated degree programmes that allow direct entry to year 3 of the programme following successful completion of an appropriate HND, either at Forth Valley College or another college. Admission to a fourth year at Stirling is subject to the number of places available on the BA (Hons) in Art & Design programme. These programmes are designed to support the development of employability skills and offer work-based learning experiences."]
[3022,"STI_56","-","Collaborative_Partnerships","Student experience","University of Stirling","56  Each programme is supported by a dedicated Programme Director at both the University and the College. Students enrol in both the College and the University from the beginning of their studies, and have access to a personal tutor and other student support and learning support from the University. Student Learning Services (SLS) (paragraphs 87-89) also provides support for articulating students, including workshops for students on entry and the provision of a suite of generic workshops for students new to second and third years. Members of SLS who have direct experience of access and further education speak regularly to college staff to discuss ways to bridge the gap between further education and higher education. Students with experience of widening access reported that attending open days has been very helpful and they had valued sessions delivered at local schools on higher education."]
[3023,"STI_57","-","Collaborative_Partnerships","Student experience","University of Stirling","57  Students with experience of these articulation arrangements generally reported a very positive experience, with some indicating that there had been disruption to their transition because of the COVID-19 pandemic. Staff talked positively about the work undertaken with students both during their studies at Forth Valley College and also to support student induction into the University. However, both student representatives and the University recognise that the integration and support of college students is an area where there would be benefits from further enhancement."]
[3024,"STI_58","-","Collaborative_Partnerships","Student experience","University of Stirling","58  The University has recently approved a set of Higher National entry requirements which will be used during 2021-22 in considering applications from articulating students. The University also plans to review its articulation agreements and credit arrangements aiming to offer full credit recognition were possible and also offer more 'tailored' transition and induction support to articulating students. The ELIR team would encourage the University to take forward these plans."]
[3025,"STI_58","-","Admissions","Widening participation","University of Stirling","58  The University has recently approved a set of Higher National entry requirements which will be used during 2021-22 in considering applications from articulating students. The University also plans to review its articulation agreements and credit arrangements aiming to offer full credit recognition were possible and also offer more 'tailored' transition and induction support to articulating students. The ELIR team would encourage the University to take forward these plans."]
[3026,"STI_59","-","Collaborative_Partnerships","Oversight","University of Stirling","59  The INTO University of Stirling (INTO UoS) joint venture operates in a purpose-built building on the Stirling campus. INTO UoS was the subject of a QAA Review for Educational Oversight - Exceptional Arrangements in May 2019. The report included judgements that confidence can be placed in INTO Stirling's management of its responsibilities for academic standards, as set out in its contractual arrangements with its academic partner; that confidence can be placed in INTO Stirling's management and enhancement of the quality of learning opportunities; and that reliance can be placed on the information that INTO Stirling produces for its intended audiences about the learning opportunities it offers. There were two recommendations, that the provider should develop arrangements with the University to review how good practice approaches undertaken by Link Tutors can be applied consistently, and should ensure students are fully informed of the external examiner system and make all external examiner reports available to students. This second point is also a recommendation from the current ELIR (paragraphs 208 and 225)."]
[3027,"STI_60","-","Collaborative_Partnerships","Oversight","University of Stirling","60  Each faculty has a Link Tutor who liaises with the INTO UoS team and supports students transitioning from INTO to the University. The University provides the quality assurance framework and regulations within which the centre operates and assures the setting and maintaining of threshold academic standards. All programmes are approved as University of Stirling programmes."]
[{"$f":"IF(B3030<>\"\",ROW(A3030)-2,\"\")","v":3028},"STI_61","-","Student_Support","Academic","University of Stirling","61  The University provides a holistic and inclusive approach to supporting students at each stage of their learner journey, providing a variety of services and activities to support the learner journey from application to graduation. Students articulated a good understanding of the services available, confirming they were well informed and could easily access the services on offer. The University continues to implement plans to develop its support services in response to feedback from students.  "]
[3029,"STI_62","-","Student_Support","Academic","University of Stirling","62  The University has developed a Student Experience Framework (SEF), which was described by senior staff as a 'living framework' bringing together all aspects of the broader student experience to support a holistic approach to its enhancement. The SEF helps to ensure that all faculty teams are connected effectively with the University's professional services teams. The Framework has five strategic aims which were identified in consultation with the Students' Union, directed at making students feel 'prepared, connected, supported, evolved and organised'. These themes influence and shape resource allocation and complement those of the Learning and Teaching Quality Enhancement Strategy (LTQES). Both the SEF and the LTQES are led by the Deputy Principal (Education and Students), with oversight of the delivery and future direction of the SEF being the responsibility of the Student Experience Committee (SEC) (paragraph 149)."]
[3030,"STI_63","-","Student_Support","Academic","University of Stirling","63  The ELIR team established that the work contained within the SEF is on the whole progressing well in terms of enabling the professional service areas to work together efficiently and effectively in supporting students. They also noted that some of the work associated with this Framework had understandably been delayed because of the COVID-19 pandemic. Students reported that involvement with the development of the SEF was limited to sabbaticals and student representatives, and while the wider student body might not be aware of the Framework, students would recognise 'Be Connected' (a programme of social, health and wellbeing, learning and cultural activities and resources designed to help and support both staff and students), which had evolved from the SEF themes. Students who met the team spoke positively about the value of this programme. The team established that communications with students throughout their learner journey were effective and that staff had a good understanding of the purpose of the SEF."]
[3031,"STI_64","-","Covid_19","Strategy","University of Stirling","64  During the Covid-19 pandemic, the Associate Deans Learning and Teaching (ADLTs) (paragraphs 152 and 153), the Deputy Principal (Education and Students) and the University Chief Examiner met on a regular basis to drive the implementation of necessary changes to the management of learning, teaching and associated policy. A range of other colleagues including the Vice President for Education of the Students' Union, Academic Development, SLS and the Learning Technologists also contributed to these changes."]
[3032,"STI_65","-","Covid_19","Strategy","University of Stirling","65  During the remainder of session 2019-20, after the first UK national lockdown in March 2020, the University put in place a range of specific arrangements to help assure the quality of its provision and ensure academic standards for teaching, learning and assessment were maintained. These included a no-detriment approach to student attainment and progress; no physical examinations during the spring 2020 semester; lectures were divided into short videos which could be viewed asynchronously allowing students to organise their studies around life in lockdown; staff introduced 'office hours' and made themselves more available to support students; and video tutorials using a 'flipped classroom' approach to affording students greater autonomy with their learning. The University accepts that while provision had not always been consistent across the faculties during this initial emergency period, the establishment of faculty-level web-based collaboration sites for staff had allowed the effective sharing of good practice. The online environment had also prompted careful consideration of assessment practices (paragraph 80)."]
[3033,"STI_66","-","Covid_19","Staff support","University of Stirling","66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."]
[3034,"STI_66","-","Covid_19","Student support","University of Stirling","66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."]
[3035,"STI_66","-","Covid_19","Online learning","University of Stirling","66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."]
[3036,"STI_67","-","Covid_19","Online learning","University of Stirling","67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "]
[3037,"STI_67","-","Covid_19","Student support","University of Stirling","67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "]
[3038,"STI_67","-","Postgraduate_Research","Student Experience","University of Stirling","67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "]
[3039,"STI_68","-","Covid_19","Online learning","University of Stirling","68  One of the key examples of positive practice which the ELIR team heard about was work where students are involved in 'road testing' the development of online content for modules. Twenty student volunteers drawn from across the University form the Students as Partners in Learning Group and provide feedback to staff developing online content before the modules 'go live'. Both staff and students talked very positively about the value of this approach to all parties involved. Students were provided with training by the Academic Development team and staff confirmed that student feedback had been valued and acted upon."]
[3040,"STI_69","-","Covid_19","Strategy","University of Stirling","69  Both staff and students agreed that there would be benefit to the University from reflecting on the lessons learned from its response to the COVID-19 pandemic, in order to build on the successes. The ELIR team were informed that the University is already planning to take this forward into future sessions, with staff in Academic Development working closely with Learning Technologists, Student Learning Services, the Faculty Partners Group (paragraph 162) and in partnership with students to identify which aspects of the provision have worked well and should therefore be embedded. An evaluation report on the University's response to the COVID-19 pandemic has also been completed by an external consultant. The University is planning to look at the future of technology enhanced learning over the next three to four years."]
[3041,"STI_70","Commendation","Covid_19","Strategy","University of Stirling","70  From the evidence presented and recognising the strong support from staff and students, the ELIR team commends the University's response to the COVID-19 pandemic which has been tailored, well-planned and agile in supporting the shift to the online delivery of learning, teaching and assessment, and continued to provide comprehensive student-facing support services. This has been effectively achieved through close partnership working with staff and students, underpinned by a coordinated approach to communications. Examples include the range of support available to both staff and students including training in the use of online technologies and the 'Students as Partners in Learning' approach which involved students 'road testing' newly developed online module content. "]
[3042,"STI_71","-","Admissions","Criteria","University of Stirling","71  The University's approaches and processes to support student admissions have been further developed since the 2015 ELIR. The University implemented a contextualised admissions approach in the 2019-20 admissions cycle, with adjusted offers now made to applicants at the point of offer rather than at the point of confirmation. The University offers individually focused information, advice and guidance for widening access students coming from school or college, mature students, care experienced students and estranged students, as well as those with caring responsibilities accessed through the 'Release your Potential' contacts."]
[3043,"STI_72","-","Postgraduate_Research","Student Experience","University of Stirling","72  In 2018, the University embarked on a review of its recruitment and admissions processes for postgraduate research students. A new online PGR application process was launched in February 2020. Both UK and international students, drawn from a range of constituencies, spoke positively about their experiences of the admissions processes and commented on their efficiency."]
[3044,"STI_73","-","Student_Support","Induction","University of Stirling","73  Student induction and support for transition has been a long-term strategic focus for the University, and it has drawn on learning from its engagement with the QAA Scotland Enhancement Theme: Student Transitions. The University's transition and induction arrangements are managed by both central student support services staff and colleagues within the faculties and divisions, with the University committed to the regular review and enhancement of its activities. Positive developments at University level include the re-organisation and enhancement of the 'Welcome Website'; an increase in the number of university-level induction events; a two-day induction event for disabled students; and the 'Stirling Essentials' online module with access to supporting resources - created to orientate students about the expectations of higher education pre-entry orientation programmes."]
[3045,"STI_74","-","Student_Support","Progression","University of Stirling","74  Supporting transitions at other points in the student journey is normally managed at faculty level. Initiatives include the Faculty of Arts and Humanities' Module Fair to help second-year students to transition into third year and the Stirling Management School 'Flying Start Programme' which supports transition to master's level study. Students studying on the University's integrated degrees programmes confirmed to the ELIR team that inductions were provided by both subject areas involved in the programme delivery. Students also commented positively that the support for students moving from year to year of their programmes had improved, with good communication and support from the University and from Personal Tutors."]
[3046,"STI_75","-","Student_Support","Progression","University of Stirling","75  Further enhancements to the University's transition and induction arrangements took place during 2020, partially influenced by the University's response to the COVID-19 pandemic. This resulted in much of the University's induction and transition activities for session 2020-21 being delivered online. Positive developments included online enrolment with early access for students to the University's VLE and the online mobile campus app which was aligned to the student enrolment process and allowed student ID cards to be accessible through the app. The University also further developed the 'Stirling Essentials' module to more effectively support new and returning students to address issues that might face them arising from the impact on study during the pandemic, for example, the need to develop digital skills to support a greater reliance on online teaching and activities to counteract social isolation. Students spoke positively about the content of the 'Stirling Essentials' module, which is available to all students. Overall, students spoke positively about outreach activities, induction and the welcome to the University, and postgraduate students were positive about induction and the opportunities for community building despite these being more limited because of the COVID-19 pandemic."]
[3047,"STI_75","-","Covid_19","Student progression","University of Stirling","75  Further enhancements to the University's transition and induction arrangements took place during 2020, partially influenced by the University's response to the COVID-19 pandemic. This resulted in much of the University's induction and transition activities for session 2020-21 being delivered online. Positive developments included online enrolment with early access for students to the University's VLE and the online mobile campus app which was aligned to the student enrolment process and allowed student ID cards to be accessible through the app. The University also further developed the 'Stirling Essentials' module to more effectively support new and returning students to address issues that might face them arising from the impact on study during the pandemic, for example, the need to develop digital skills to support a greater reliance on online teaching and activities to counteract social isolation. Students spoke positively about the content of the 'Stirling Essentials' module, which is available to all students. Overall, students spoke positively about outreach activities, induction and the welcome to the University, and postgraduate students were positive about induction and the opportunities for community building despite these being more limited because of the COVID-19 pandemic."]
[3048,"STI_76","-","Collaborative_Partnerships","Student experience","University of Stirling","76  A range of support exists for students undertaking the transition from INTO University of Stirling into the University, with one of the key aspects being the provision of a Link Tutor in each faculty (paragraphs 59 and 60). The University's approach prepares international students for transition into the University by addressing not only subject knowledge, study skills and employability skills, but also the broader cultural aspects of engaging in higher education. The ELIR team learned that INTO students have opportunities to meet future faculty staff and students to help them feel part of the wider university community, and they also have the opportunity to engage with modes of assessments similar to those they will experience on entering higher education.  "]
[3049,"STI_77","-","Student_Support","Progression","University of Stirling","77  Retention rates across different student groups at different levels of study are monitored by the faculties. Support for care experienced students and those with caring responsibilities forms part of the University's Equality Impact Assessment (EIA) Framework. A single point of support for care experienced students has just been launched by the University and there is a pre-entry orientation programme for disabled students and the estranged student 'Stand Alone Pledge' has been introduced."]
[3050,"STI_78","-","Assessment","Practice","University of Stirling","78  Since the 2015 ELIR, the University has undertaken a range of activities to enhance its approach to assessment practices and providing feedback on assessments to students. There has been an improvement in its NSS Assessment and Feedback scores from 69% satisfaction in 2015 to 77% in 2020. The principles, standards and responsibilities expected of staff, faculties and students are set out clearly in the University's Feedback Policy which is supported by the 'Student Guide to Feedback' developed by the Students' Union, and information contained in every VLE module template. Student assessments are submitted electronically through the VLE. The 'Stirling Essentials' module (paragraph 75) contains information for students on how to submit assessments using the VLE and the University also provides a series of video guides on submitting assessments and receiving feedback. Students receive feedback on their assessments electronically, with feedback turnaround times monitored by the faculties."]
[3051,"STI_79","-","Assessment","Practice","University of Stirling","79  The University's response to the COVID-19 pandemic and the move to online delivery has acted as a catalyst to reduce its reliance on summative assessments where appropriate, consider opportunities for more formative assessments, and the use of more 'authentic and accessible assessment methods'. Staff confirmed that responding to the pandemic had unlocked the potential to use new forms of feedback and is providing them with opportunities to reflect on what constitutes effective feedback and how to best communicate this to students.  "]
[3052,"STI_79","-","Covid_19","Assessment","University of Stirling","79  The University's response to the COVID-19 pandemic and the move to online delivery has acted as a catalyst to reduce its reliance on summative assessments where appropriate, consider opportunities for more formative assessments, and the use of more 'authentic and accessible assessment methods'. Staff confirmed that responding to the pandemic had unlocked the potential to use new forms of feedback and is providing them with opportunities to reflect on what constitutes effective feedback and how to best communicate this to students.  "]
[3053,"STI_80","-","Assessment","Practice","University of Stirling","80  The ELIR team learned that the University plans to implement an 'end-to-end digital examination and assessment platform' during spring 2021, and also about the use of Transforming the Student Experience through Assessment (TESTA) style reviews of assessment which have been piloted in six subject areas. The TESTA approach aims to present a picture of how students experience assessment across a programme, so the programme team can discuss patterns of over assessment and assessment bunching, varieties of assessment, and the amount, quality and timeliness of feedback. The University plans to build the TESTA approach into its Learning and Teaching Review process (paragraphs 187-193) but recognises resources are currently constrained because of the ongoing support of students and staff during the pandemic. The ELIR team are supportive of the University's plans to incorporate the TESTA approach into its Learning and Teaching Review process."]
[3054,"STI_81","-","Assessment","Feedback","University of Stirling","81  The ELIR team noted from its consideration of the AIS, including the 2019-20 analysis of external examiners' comments and a number of Learning and Teaching Reviews, that the consistency of feedback on student assessments would benefit from further development. There seems to be varying practice and guidance across the faculties around the structure of student feedback and the use of the VLE in supporting the communication of feedback to students. The ELIR team established that there is no institution-wide template for staff to use to provide feedback to students on assessed work, but that rubrics are now deployed in most subject areas to provide students with consistent feedback against marking criteria in addition to open comments."]
[3055,"STI_82","-","Assessment","Feedback","University of Stirling","82  From the perspective of students who met the ELIR team, the lack of a feedback template doesn't appear to be an issue with students generally confirming they were very satisfied with the quality and the timeliness of the feedback they received. The ELIR team heard the issue of providing effective feedback to students continues to be actively discussed across the University, with staff specifically commenting on the fact that feedback is regularly considered by ADLTs in order to share good practice across the faculties, that work had been undertaken to determine an institutional view of 'what good feedback looks like', and staff are increasingly making use of 'feed forward' approaches in assessment setting in undergraduate and PGT programmes."]
[3056,"STI_83","-","Assessment","Feedback","University of Stirling","83  Overall, the ELIR team confirm that the University has made good progress with a range of activities to improve the timeliness, quality and consistency of assessment feedback, and would encourage it to continue with work to enhance the consistency of its approach to providing feedback on assessments across the faculties."]
[3057,"STI_84","-","Student_Support","Welfare","University of Stirling","84  Recognising the diversity of its student population, the University has developed an extensive range of high-quality and accessible student services that meet the needs of all students. The University's approach to student support draws on input from academic, faculty, professional services teams and the Students' Union. These include advice and guidance on study skills, employability, mental health and wellbeing, counselling, and financial support. Workshops on a wide range of topics are offered to students and publicised on the VLE. The Students' Union offers advocacy support, including the student-run Nightline and the STEER peer-mentoring programme linking returning students (Captains) with new undergraduates or taught postgraduates (Crew), with the numbers of participants in the scheme continuing to grow."]
[3058,"STI_84","-","Student_Support","Academic","University of Stirling","84  Recognising the diversity of its student population, the University has developed an extensive range of high-quality and accessible student services that meet the needs of all students. The University's approach to student support draws on input from academic, faculty, professional services teams and the Students' Union. These include advice and guidance on study skills, employability, mental health and wellbeing, counselling, and financial support. Workshops on a wide range of topics are offered to students and publicised on the VLE. The Students' Union offers advocacy support, including the student-run Nightline and the STEER peer-mentoring programme linking returning students (Captains) with new undergraduates or taught postgraduates (Crew), with the numbers of participants in the scheme continuing to grow."]
[3059,"STI_85","-","Student_Support","Welfare","University of Stirling","85  Staff and students spoke positively about the range and quality of student support in place, describing a very positive culture which is responsive to changing student needs and feedback. The Student Hub (paragraph 126) was seen as playing an important role, acting as one point of access for students to the wide range of services offered and the 'Supporting Staff to Support Students' website is highly valued by staff. Postgraduate students made special mention of the value of careers and counselling services and the learning disability support provided."]
[3060,"STI_85","-","Postgraduate_Research","Student Experience","University of Stirling","85  Staff and students spoke positively about the range and quality of student support in place, describing a very positive culture which is responsive to changing student needs and feedback. The Student Hub (paragraph 126) was seen as playing an important role, acting as one point of access for students to the wide range of services offered and the 'Supporting Staff to Support Students' website is highly valued by staff. Postgraduate students made special mention of the value of careers and counselling services and the learning disability support provided."]
[3061,"STI_86","-","Student_Support","Welfare","University of Stirling","86  The ELIR team was able to confirm the University's student support services were successfully moved online as part of its response to the COVID-19 pandemic. Students spoke very positively about these online services, with some stating they had improved because of the pandemic. Perhaps understandably given the unique circumstances associate with the pandemic, some students raised concerns that in their view the Student Finance service had been overwhelmed with applications for hardship funding. Other wellbeing initiatives initiated at this time include: the Students' Union Pandemic Pals Scheme (a mutually supportive peer-to-peer initiative using a similar approach to the STEER programme (paragraph 84)); access for staff and students to an online service offering support with mental health issues; and a new Employee Assistance programme for staff, offering free counselling and mental health support."]
[3062,"STI_86","-","Covid_19","Student support","University of Stirling","86  The ELIR team was able to confirm the University's student support services were successfully moved online as part of its response to the COVID-19 pandemic. Students spoke very positively about these online services, with some stating they had improved because of the pandemic. Perhaps understandably given the unique circumstances associate with the pandemic, some students raised concerns that in their view the Student Finance service had been overwhelmed with applications for hardship funding. Other wellbeing initiatives initiated at this time include: the Students' Union Pandemic Pals Scheme (a mutually supportive peer-to-peer initiative using a similar approach to the STEER programme (paragraph 84)); access for staff and students to an online service offering support with mental health issues; and a new Employee Assistance programme for staff, offering free counselling and mental health support."]
[3063,"STI_87","-","Student_Support","Academic","University of Stirling","87  The University's Student Learning Services (SLS) team works with staff from across the faculties and other professional services to offer a range of activities to support study skills development. Services include appointments for individual students; and workshops, tutorials and online guidance on study skills and supporting student success. A new suite of virtual 'Prepare@Stirling study skills workshops (linked to the Stirling Essentials module) was offered to new and continuing students throughout August and September 2020 to ease the transition into University recognising the possible impact of the pandemic. Staff reported that student engagement with workshops has increased significantly, particularly during the pandemic, and that elements of this provision will be retained and built upon in future academic sessions."]
[3064,"STI_88","-","Student_Support","Academic","University of Stirling","88  SLS staff have developed a suite of study skills podcasts to help to support staff to deliver study skills in the curriculum and work directly with the academic disciplines, the Dean for Teaching Quality Enhancement and the Associate Deans for Learning and Teaching to support the implementation of activities and to review the effectiveness of this service. Each faculty has recently funded the appointment of an Academic Skills Tutor who will be supported by SLS staff to work with staff and students. These posts are operated on a one-year pilot basis and will be evaluated to inform the nature of the future provision."]
[3065,"STI_89","-","Student_Support","Academic","University of Stirling","89  The SLS team is represented on both the ESEC and SEC, allowing the Service to inform University policy and academic practice. The ELIR team understands that the University is currently moving forward with plans to explore how study skills can be more effectively delivered thought the curriculum, with SLS piloting a 'hub and spoke' module with the faculties during 2021."]
[3066,"STI_90","Commendation","Student_Support","Academic","University of Stirling","90  Based on the evidence, the ELIR team commends the University for having developed an extensive range of high quality and accessible student services that meets the needs of all students. Examples include the 'Supporting Staff to Support Students' website, the support provided by the Student Learning Services and the library - tailored to the needs of specific groups and individuals, and the 'Stirling Essentials' module including the student-facing 'Prepare@Stirling skills workshops."]
[3067,"STI_91","-","Student_Development","Professional Development","University of Stirling","91  The University's Employability Strategy (2017-2021) sets out strategic objectives, key performance indicators (KPIs) and an implementation plan for developing employable students. The University has appropriate systems in place to allow it to evaluate the success of the Employability Strategy. Faculty reporting on employability is in place and the ELIR team understands that progress is reported against KPIs. In October 2019, a review of faculty and institutional progress against the Employability Strategy was considered by the University Learning & Teaching Committee (ULTC). The review reported progress against all strategic objectives, however it was noted that faculties were progressing at different rates."]
[3068,"STI_92","-","Student_Development","Professional Development","University of Stirling","92  In response to the outcomes of this review, the University is taking forward a number of enhancements. The Work Placement and Project Policy was approved by the Education and Student Experience Committee in September 2020 and in 2020-21 a range of activities have been taken forward including upskilling staff to embed employability in the curriculum, increasing targeted business engagement, and support for the development of new Graduate Apprenticeship bids."]
[3069,"STI_93","-","Student_Development","Professional Development","University of Stirling","93  The University has invested in an online placement system which matches students to employers both in the UK and overseas. The University is also investing in technological solutions to support its data gathering linked to employability and is using online software packages to allow it to more effectively identify, monitor and support work-based learning opportunities. An online site has been set up to share good practice. Staff reported that work-related learning has grown 'hugely', providing the ELIR team with a good range of examples of different approaches being adopted."]
[3070,"STI_94","-","Student_Development","Professional Development","University of Stirling","94  One of the objectives of the University's Employability Strategy is to ensure that all programmes include work-based and/or work-related learning by 2021. The ELIR team noted that progress towards this ambitious objective is being made at different rates across the faculties, and that concerns over the effectiveness of the arrangements surrounding the securing of placements was a theme running through the Learning and Teaching Review reports they were provided with. Senior staff reported that good progress had been made and links with employers have developed but recognised that there is more work to be done across the University to deliver this objective. A position that the ELIR team would concur with.  "]
[3071,"STI_94","-","Teaching_Learning","Employability","University of Stirling","94  One of the objectives of the University's Employability Strategy is to ensure that all programmes include work-based and/or work-related learning by 2021. The ELIR team noted that progress towards this ambitious objective is being made at different rates across the faculties, and that concerns over the effectiveness of the arrangements surrounding the securing of placements was a theme running through the Learning and Teaching Review reports they were provided with. Senior staff reported that good progress had been made and links with employers have developed but recognised that there is more work to be done across the University to deliver this objective. A position that the ELIR team would concur with.  "]
[3072,"STI_95","-","Student_Development","Professional Development","University of Stirling","95  In 2020, the University welcomed its first cohort of graduate apprentices. The COVID-19 restrictions prompted a change from the planned block-release model to online delivery, which may be maintained in the future. The University plans to extend the range of graduate apprentice programmes on offer."]
[3073,"STI_96","-","Student_Development","Professional Development","University of Stirling","96  Following a recent review and refresh, the 'My Stirling Award' was relaunched in September 2020 with a target of recruiting 100 students. Completion and progression rates have improved, although the impact of the pandemic has reduced opportunities for students. Feedback indicates that students value the opportunity the award gives them to build their confidence and develop their skills, that it supports them to more effectively articulate these to a future employer, and they appreciated having the award on their academic transcript. The award is also available to undergraduate students including those studying with TNE partners and the University hopes to extend the award to postgraduate students."]
[3074,"STI_97","-","Student_Development","Professional Development","University of Stirling","97  The University offers a range of initiatives to support staff, students and recent graduates to develop business ideas, start-up companies and build entrepreneurial skills. These include the Enterprise Programme which has been running since 2016, one-to-one support, and the Student Enterprise Enhanced Development (SEED) accelerator scheme which supports a cohort of 10 early-stage entrepreneurs each year. The RA states that the Careers and Employability Service and the Enterprise Programme work together collaboratively, with regular meetings and planned joint events to ensure that enterprise links closely with employability."]
[3075,"STI_98","-","Student_Development","Professional Development","University of Stirling","98  The ELIR team believe the University is making appropriate progress with its ambition to embed work-based/work-related learning across the entirety of its provision and has plans for enhanced data gathering to support the management of work-related learning opportunities for students. Students are well prepared, through the range of services and support offered to take advantage of employment opportunities on graduation."]
[3076,"STI_99","-","Student_Development","Graduate Attributes","University of Stirling","99  The University's most recent set of Graduate Attributes was approved by ESEC     in September 2020, following a review which involved close working with students to understand the attributes most important to themselves and employers, and are valuable in life. Sustainability, inclusion and wellbeing were identified as important aspects in the development of the revised attributes. Student representatives spoke very positively about their involvement in this review process and confirmed that the Students' Union Vice President Education had made a significant contribution to this work."]
[3077,"STI_100","-","Student_Development","Graduate Attributes","University of Stirling","100  The University recognises that further work needs to be undertaken to make these graduate attributes more accessible for students and for them to be made explicit within the curriculum, developing a matrix to help support students to understand how to build their graduate attributes. Academic staff are also now required to demonstrate how graduate attributes are embedded in module learning outcomes. The 'Springboard to Success' events organised by the Careers and Employability Service emphasise the importance of students being able to articulate their graduate attributes to employers."]
[3078,"STI_101","-","Collaborative_Partnerships","Student experience","University of Stirling","101  The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchanges, which are managed by the Directorate of Internationalisation and Partnerships. The University has over 70 partnerships for placements and study abroad arrangements and has comprehensive processes for the approval of new partnerships for work-based learning and review of existing programmes. The University offers a range of grants and scholarships so students can access funding to undertake international opportunities.  "]
[3079,"STI_102","-","Collaborative_Partnerships","Student experience","University of Stirling","102  The University confirmed that while progress has been made in promoting and encouraging students to avail themselves of the opportunities for 'international experiences', the COVID-19 pandemic and the UK's decision to exit the European Union have had an understandable negative impact on its work. The University confirmed that it plans to work with ERASMUS+ until 2023 and engage with the new UK Government Turing scheme but acknowledges that this will involve a reform of mobility work, opening up options for broadening out global possibilities and offering a wider variety of lengths of placements. "]
[3080,"STI_103","-","Student_Support","Academic","University of Stirling","103  Overall, the ELIR team considers the University's arrangements for managing and enhancing the postgraduate student experience are effective, with the support provided meeting sector expectations."]
[3081,"STI_104","-","Student_Support","Academic","University of Stirling","104  The ELIR team considered the learning, teaching and assessment, student support, and student representation arrangements for postgraduate taught students (PGT) to be comparable with those offered to undergraduates. Responsibility for the quality of the learning experience of PGT students lies with each of the academic areas, with senior staff confirming that each faculty has a Postgraduate Director, who overseas PGT provision and reports to the faculty ADLT. The ELIR team also understands that PGT student Faculty Officers (paragraphs 22 and 25) are active in supporting community building within their faculties. The ELIR team learned that some activities and support had been developed specifically for PGT students, for example, targeted induction activities, the development of a PGT version of the 'Stirling Essentials' module (paragraph 75) and some tailored provision from Student Support Services."]
[3082,"STI_104","-","Student_Engagement","Representation","University of Stirling","104  The ELIR team considered the learning, teaching and assessment, student support, and student representation arrangements for postgraduate taught students (PGT) to be comparable with those offered to undergraduates. Responsibility for the quality of the learning experience of PGT students lies with each of the academic areas, with senior staff confirming that each faculty has a Postgraduate Director, who overseas PGT provision and reports to the faculty ADLT. The ELIR team also understands that PGT student Faculty Officers (paragraphs 22 and 25) are active in supporting community building within their faculties. The ELIR team learned that some activities and support had been developed specifically for PGT students, for example, targeted induction activities, the development of a PGT version of the 'Stirling Essentials' module (paragraph 75) and some tailored provision from Student Support Services."]
[3083,"STI_105","-","Student_Support","Academic","University of Stirling","105  PGT students who met the ELIR team identify with their programme of study, viewing it as a close community. They considered communications from the University were generally good and spoke positively about their experiences of induction - having the opportunity to feel part of a community early in their studies despite the negative impact of the COVID-19 pandemic. They also described a range of activities provided to enhance the PGT experience including social media 'link-ups', wellbeing events and workshops. Students were particularly positive about the 'Flying Start' programme offered by the Stirling Management School; the 'Stirling Essentials' module (paragraph 75) and the online mobile campus app (paragraph 133). PGT students welcomed having access to a dedicated suite of physical spaces for study on campus, recognising this change had been made by the University in response to student feedback, although the use of these had understandably been limited by the pandemic."]
[3084,"STI_105","-","Student_Support","Induction","University of Stirling","105  PGT students who met the ELIR team identify with their programme of study, viewing it as a close community. They considered communications from the University were generally good and spoke positively about their experiences of induction - having the opportunity to feel part of a community early in their studies despite the negative impact of the COVID-19 pandemic. They also described a range of activities provided to enhance the PGT experience including social media 'link-ups', wellbeing events and workshops. Students were particularly positive about the 'Flying Start' programme offered by the Stirling Management School; the 'Stirling Essentials' module (paragraph 75) and the online mobile campus app (paragraph 133). PGT students welcomed having access to a dedicated suite of physical spaces for study on campus, recognising this change had been made by the University in response to student feedback, although the use of these had understandably been limited by the pandemic."]
[3085,"STI_106","-","Student_Support","Academic","University of Stirling","106  Some students and student representatives reported that they found it difficult to interact with PGT students from other subject areas and that there are challenges associated with feeling part of the PGT community, with this seen as even more challenging for students who were not physically on campus. Students did accept that experiences varied between faculties and there have been some successful attempts to organise community-building events. Students spoke positively about staff, who were recognised as being supportive and responsive. For example, staff in Social Work have taken steps to make the induction process more inclusive for PGT students who are not able to attend in person, by providing podcast recordings and online resources on the VLE."]
[3086,"STI_106","-","Student_Support","Induction","University of Stirling","106  Some students and student representatives reported that they found it difficult to interact with PGT students from other subject areas and that there are challenges associated with feeling part of the PGT community, with this seen as even more challenging for students who were not physically on campus. Students did accept that experiences varied between faculties and there have been some successful attempts to organise community-building events. Students spoke positively about staff, who were recognised as being supportive and responsive. For example, staff in Social Work have taken steps to make the induction process more inclusive for PGT students who are not able to attend in person, by providing podcast recordings and online resources on the VLE."]
[3087,"STI_107","-","Assessment","Practice","University of Stirling","107  PGT students were clear about how their assessments were aligned to the curriculum, recognised the relationships of assessments to the module learning outcomes, and confirmed there was a very good mix of written and practical assignments. They confirmed there were appropriate opportunities to elicit feedback on ideas and drafts from academic staff and were provided with grading criteria and timely feedback. PGT students confirmed that the University provided them with a range of mechanisms to provide feedback and provided a number of examples of actions taken by the institution in response - for example, the University had developed a single-entry portal for student questions."]
[3088,"STI_107","-","Student_Engagement","Feedback","University of Stirling","107  PGT students were clear about how their assessments were aligned to the curriculum, recognised the relationships of assessments to the module learning outcomes, and confirmed there was a very good mix of written and practical assignments. They confirmed there were appropriate opportunities to elicit feedback on ideas and drafts from academic staff and were provided with grading criteria and timely feedback. PGT students confirmed that the University provided them with a range of mechanisms to provide feedback and provided a number of examples of actions taken by the institution in response - for example, the University had developed a single-entry portal for student questions."]
[3089,"STI_108","-","Postgraduate_Research","Student Experience","University of Stirling","108  Following the recommendation in the 2015 ELIR, enhancement of the postgraduate research (PGR) student experience has remained a strategic priority. The RA outlines a range of activity and change which has taken place to address the recommendation. The ELIR team were able to confirm that good progress has been made. The University's ambition is to increase PGR numbers, with the ELIR team understanding that its intention is to double PGR numbers over the next cycle."]
[3090,"STI_109","-","Postgraduate_Research","Student Experience","University of Stirling","109  The University has taken forward a number of developments linked to the governance and management of its arrangements for PGR students. In 2018, the University took the decision to split taught postgraduate provision from doctoral research, with faculties and divisions being responsible for the management of the PGT student experience (paragraph 104). In spring 2019, a new Institute for Advanced Studies (IAS) was established replacing the Stirling Graduate School and led by a newly appointed Dean."]
[3091,"STI_110","-","Postgraduate_Research","Student Experience","University of Stirling","110  The IAS model has been established to provide a focal point for 'postgraduate, postdoctoral and interdisciplinary researchers, supporting postgraduate research and whole career researcher development'. It also aims to provide dedicated support, training and development for PGR students supplementing activities offered by academic disciplines, divisions and faculties."]
[{"$f":"IF(B3094<>\"\",ROW(A3094)-2,\"\")","v":3092},"STI_111","-","Postgraduate_Research","Student Experience","University of Stirling","111  The IAS Development Plan (2019-22) was produced in consultation with staff and students and approved in January 2020. It outlines the vision, mission, principles, structure and governance arrangements for the IAS. The implementation of this plan has been impacted by the COVID-19 pandemic, with activities reprioritised as the University moved provision and support for PGR students online."]
[3093,"STI_112","-","Postgraduate_Research","Student Experience","University of Stirling","112  A number of committees support the operation of the IAS. The Executive Committee has responsibility for the overall strategy and management of the Institute; the Doctoral Committee is responsible for all aspects of PGR regulation and administration and reports to the SFC and UKRI; and the External Engagement Committee (suspended during the Covid-19 pandemic) is responsible for the Institute's relationships with collaborating universities and other stakeholders including funders of PGR students."]
[3094,"STI_112","-","Governance","Structure","University of Stirling","112  A number of committees support the operation of the IAS. The Executive Committee has responsibility for the overall strategy and management of the Institute; the Doctoral Committee is responsible for all aspects of PGR regulation and administration and reports to the SFC and UKRI; and the External Engagement Committee (suspended during the Covid-19 pandemic) is responsible for the Institute's relationships with collaborating universities and other stakeholders including funders of PGR students."]
[3095,"STI_113","-","Postgraduate_Research","Student Experience","University of Stirling","113  From information provided by the University during the review, the ELIR team understands that following the adoption of the IAS Development Plan, reporting arrangements for the new IAS Committees were refined and agreed in May 2020. This information confirms that to 'maintain parity between the IAS and other equivalent committees of the University, the IAS Executive would not be established as a Committee of Academic Council'. However, the IAS has reporting lines into both the Education and Student Experience Committee (ESEC) and the Research Committee, with the Dean for the Institute for Advanced Studies being a member within the composition of these committees and Academic Council. The information provided also notes that 'there would therefore be no requirement for the Group to 'statutorily' report to every meeting of the Council, but it would brief Council on business as is useful/required'. This is in addition to IAS business brought routinely to ESEC and the Research Committee being statutorily submitted to Council via the reports from both of these committees, which are standing items of business at every meeting of Academic Council. The information further sets out that, 'the IAS therefore can decide when and how it would be beneficial or necessary for matters of the Institute's business to be shared with Academic Council. As the IAS Executive Group need not formally report into any Committee, it can operate similarly to a Faculty Executive Group. Its minutes and action tracker are for the purposes of maintaining effective operations and not as a formal record of University decisions'."]
[3096,"STI_113","-","Governance","Structure","University of Stirling","113  From information provided by the University during the review, the ELIR team understands that following the adoption of the IAS Development Plan, reporting arrangements for the new IAS Committees were refined and agreed in May 2020. This information confirms that to 'maintain parity between the IAS and other equivalent committees of the University, the IAS Executive would not be established as a Committee of Academic Council'. However, the IAS has reporting lines into both the Education and Student Experience Committee (ESEC) and the Research Committee, with the Dean for the Institute for Advanced Studies being a member within the composition of these committees and Academic Council. The information provided also notes that 'there would therefore be no requirement for the Group to 'statutorily' report to every meeting of the Council, but it would brief Council on business as is useful/required'. This is in addition to IAS business brought routinely to ESEC and the Research Committee being statutorily submitted to Council via the reports from both of these committees, which are standing items of business at every meeting of Academic Council. The information further sets out that, 'the IAS therefore can decide when and how it would be beneficial or necessary for matters of the Institute's business to be shared with Academic Council. As the IAS Executive Group need not formally report into any Committee, it can operate similarly to a Faculty Executive Group. Its minutes and action tracker are for the purposes of maintaining effective operations and not as a formal record of University decisions'."]
[3097,"STI_114","-","Governance","Structure","University of Stirling","114  Senior staff informed the ELIR team that decision-making by the IAS Executive Committee has become faster and that the Doctoral Committee brings together all the PGR Directors from the faculties. Their discussions are minuted and 'distilled' to Academic Council, with the Dean for the IAS working closely with the Deputy Principal (Education and Students)."]
[3098,"STI_115","Recommendation","Governance","Structure","University of Stirling","115  It was not clear to the ELIR team where the IAS and its committees sit in the wider University's governance and committee structures. With no existing formal requirement for the IAS to report to Academic Council, the team recommend that the University review the current governance and reporting arrangements for the Institute for Advanced Studies, to ensure these provide the University, and in particular Academic Council, with appropriate and effective oversight of the totality of the postgraduate research student experience including student progression and awards, student feedback, and student engagement with training and research skills provision."]
[3099,"STI_116","-","Postgraduate_Research","Student Experience","University of Stirling","116  PGR completion rates are monitored at faculty level. A new management information system for PGR admissions introduced in February 2020 is now used by the IAS Doctoral Committee to track student applications, and the University is seeking to expand the availability of further management information including student progression data from 2021-22. The Code of Practice for PGR was adopted in 2020-21. Annual reporting is to the Education and Student Experience Committee and the first report providing data and reflection on PGR activity will be submitted during the 2020-21 academic year."]
[3100,"STI_117","-","Postgraduate_Research","Student Experience","University of Stirling","117  Postgraduate research students were clear about requirements and regulations relating to their studies and about the responsibilities of their supervisors. Overall, they were satisfied with the quality of the supervision and support they received. Students were also clear about the existence of formal mechanisms should they wish to raise a complaint about a supervisor or change supervisory arrangements. During their studies, students use 'Research Compass' (a framework of support, formal and informal progress monitoring, and interactive skills and training system) but there was a mixed response from students about the consistency of its use across faculties, with concerns raised about ease of use of the system which was viewed as time-consuming to engage with."]
[3101,"STI_118","-","Postgraduate_Research","Student Experience","University of Stirling","118  The RA confirms that in response to the COVID-19 pandemic the priority for IAS was to move induction, start dates and support sessions for PGR students online. Student representatives confirmed to the ELIR team that the IAS had provided particularly good support for PGR students during the initial UK lockdown, including organising a range of support and online seminars. However, their perception was that the level of support offered by the IAS had been more difficult to sustain during session 2020-21. Students were appreciative of the efforts made by the University to mitigate the impact of the pandemic on their studies including improved communications via a regular newsletter, additional resources available on the VLE and direct email communication from the Dean of the IAS."]
[3102,"STI_118","-","Covid_19","Student support","University of Stirling","118  The RA confirms that in response to the COVID-19 pandemic the priority for IAS was to move induction, start dates and support sessions for PGR students online. Student representatives confirmed to the ELIR team that the IAS had provided particularly good support for PGR students during the initial UK lockdown, including organising a range of support and online seminars. However, their perception was that the level of support offered by the IAS had been more difficult to sustain during session 2020-21. Students were appreciative of the efforts made by the University to mitigate the impact of the pandemic on their studies including improved communications via a regular newsletter, additional resources available on the VLE and direct email communication from the Dean of the IAS."]
[3103,"STI_119","-","Postgraduate_Research","Student Experience","University of Stirling","119  The Students' Union representatives reported good relationships with IAS staff and regarded its establishment as a real advance for PGR students. However, PGR students stated that they had not really experienced the level of change that they had anticipated following the establishment of the IAS but acknowledged that the COVID-19 pandemic had had a limiting effect. These students also recognised that the IAS is making 'every effort to foster a more effective cross-University PGR community', with training events providing the opportunity, through the use of online breakout rooms, for students to network. Students also welcomed the introduction of the new dedicated facilities for postgraduate students on campus, despite their use being limited by the pandemic. PGR students also stated that the Students' Union has been excellent in communicating changes during the pandemic."]
[3104,"STI_120","-","Postgraduate_Research","Student Experience","University of Stirling","120  The 2015 ELIR asked the University to pursue its intention to reintroduce research supervisor training at institutional level and put in place a mechanism for identifying and monitoring supervisor training and support needs across the University, including ensuring that all existing supervisors are provided with update training. The ELIR team were able to confirm that some progress has been made, although this has been limited."]
[3105,"STI_121","-","Postgraduate_Research","Student Experience","University of Stirling","121  A University-wide 'Supervising Doctoral Studies' programme was first introduced in 2016. The IAS has recently reviewed and revised the programme content, taking onboard participant feedback and information from external reference points including the UKCGE 'Good Supervisory Practice' Framework. The RA indicates that the development of this programme remains ongoing. The new Supervising Doctoral Studies programme consists of masterclasses, interactive workshops and a set of supporting resources. The programme runs throughout the academic year and allows staff to engage with the sessions 'most relevant' to them. The RA states that the 'New to Supervision/New to UoS' sessions are 'recommended' rather than compulsory for individuals new to doctoral supervision. In addition, the 'Supervisors of Doctoral Studies Module', delivered via an online 'third-party' provider, is recommended by the University to all staff supervising PhDs.  "]
[3106,"STI_122","-","Postgraduate_Research","Student Experience","University of Stirling","122  During the review, the ELIR team further explored the University's expectations of research supervisors in terms of the requirement to complete the training on offer. Senior staff explained that the expectation is that all supervisors undertake training appropriate to their needs, career stage and requirements of (potential) funders as outlined in the Code of Practice for Research Degrees. They also confirmed it remains a priority to train members of staff who are new to PGR supervision, acknowledging it may take time to work back through existing PGR supervisors and 'retrofit' the five-year cycle across the supervisor cohort. The ELIR team also understands that currently there is a mechanism via the researcher induction programme to direct all academic staff joining the University to undertake supervisor training and a substantially updated staff development programme is being put in place for 2021-22. The ELIR team were less clear about the mechanisms employed by the University to record the completion of research supervisor training or identify those who are required to attend refresher training."]
[3107,"STI_123","Recommendation","Postgraduate_Research","Student Experience","University of Stirling","123  The ELIR team understands there are currently 253 PGR supervisors in the University and the University's ambition is to double its PGR student numbers in the next cycle. The ELIR team therefore recommends as a matter of priority that the University review and clarify its requirements for the training and ongoing development of postgraduate research supervisors, ensuring these are clearly communicated to staff. "]
[3108,"STI_124","-","Postgraduate_Research","Student Experience","University of Stirling","124  In addition, the University should ensure that all supervisors (new and more established) have the opportunity to undertake training and development, and appropriate mechanisms are in place to ensure completion is recorded and monitored. "]
[3109,"STI_125","-","Teaching_Learning","Strategy","University of Stirling","125  The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The learning environment is aligned with one of the University's contextualised themes for this ELIR. The Learning and Teaching Quality Enhancement Strategy (paragraph 148) sets out the University's strategic objectives for the learning environment as 'Our students will be taught in interesting dynamic, physical and virtual learning spaces which support different ways and locations of learning'. Since the 2015 ELIR, the University has made significant investment in its physical and technological infrastructure and its pedagogical approach to teaching and learning to support the increasingly diverse needs of its student population."]
[3110,"STI_126","-","Teaching_Learning","Strategy","University of Stirling","126   In 2018, the University published its Campus Transformation Plans. Developments include the new 'Campus Central' which is a 'one stop' hub for students to access the library, student services, social learning spaces, dedicated spaces for research activities, and houses the Institute for Advanced Studies (IAS) (paragraphs 109 and 110). Work has also been undertaken to improve the accessibility of learning spaces, the introduction of technology to support group working, the development of collaborative learning spaces, study pods in courtyards, and connecting learning with the benefits of outdoor learning and nature. A particularly popular scheme with students has been the 'Empty Space=Study Space' campaign where the University, supported by the Students' Union, has encouraged students to claim unused spaces during the day for study spaces."]
[3111,"STI_127","-","Teaching_Learning","Good practice","University of Stirling","127  Academic staff spoke positively and shared a range of examples from across the faculties which demonstrated how the enhancements to learning environment contribute positively to the delivery of learning and teaching. These include the Health Sciences and Sport Nursing degree integrating the campus into teaching through a project focused on promoting wellbeing using the campus facilities, and Biology and Environment Sciences courses using the campus as a live laboratory - with this approach being particularly valued during the pandemic as an alternative to field trips."]
[3112,"STI_128","-","Teaching_Learning","Curriculum","University of Stirling","128  Embedding sustainability is part of the University's Strategic Plan. The Corporate Sustainability Steering Group chaired by the Senior Deputy Principal, and with appropriate student representation, manages this work. Across the institution there is a network of 'Green Champions' who raise awareness of sustainability with staff. Students from all stages of study showed good awareness of, and spoke positively about, the range of sustainability initiatives available on campus including recycling, electric car charging, the bike rental scheme, the Green and Blue Space shop, and a range of events to promote sustainability. They felt there was an ethos of 'contributing without realising'. They did however express concerns that, on occasion, from their perspective, sustainability initiatives did feel driven more by the Students' Union and that the University could do more to recognise barriers to sustainability, for example, a lack of access to public transport."]
[3113,"STI_129","-","Student_Support","Welfare","University of Stirling","129  Health, wellbeing and active lifestyles are a core part of the University's ethos. The University is designated Scotland's 'University for Sporting Excellence' (paragraph 3), has invested significantly in its sports facilities and became Sports University of the Year in 2020. The University strongly believes there are positive links between wellbeing and success in learning and teaching, and encourages all areas of the University community to engage with fitness and wellbeing. It provides a significant number and range of activities linked to promoting and supporting wellbeing throughout the academic year, from large groups of students taking part in yoga together as part of induction to a 'Lockdown Fitness Programme' which offered free virtual weekly classes to students, staff and the wider University community.  "]
[3114,"STI_130","-","Student_Support","Welfare","University of Stirling","130  The University's continued commitment to sporting excellence and the focus on the connection between wellbeing and learning, particularly throughout the pandemic, was praised by student representatives. While some student representatives pointed out that the new sports complex may not appeal to all students, they were generally positive about the focus on wellness and the expert help available in the gym. Students value the focus on wellbeing to support learning and appreciate having access to highly qualified and knowledgeable staff and excellent facilities, the encouraging and positive atmosphere created, the sense of community, and the support for both recreational and performance sport. They were also positive about the links the sports facilities created with the local community, and the networking opportunities this provided for them."]
[3115,"STI_131","-","Teaching_Learning","Online learning","University of Stirling","131  The COVID-19 pandemic has understandably disrupted the University's ongoing plans for further development of the campus, which were predicated on face-to-face teaching. The University fully recognises the need, and has already started developing its approach to supporting blended learning in the future, aiming to retain the best of practice developed during the pandemic. The ELIR team encourages the University to continue to progress with these plans.  "]
[3116,"STI_132","-","Teaching_Learning","Online learning","University of Stirling","132  The University has invested in a broad range of technologies and digital tools which it uses effectively to support the delivery of both learning and teaching and the wider student experience. The University has made effective use of feedback gathered from staff and students, including information from the Jisc Digital Skills Survey (in 2016-17 and 2019-20), to establish an evidence-informed approach to developing its digital platforms. The University works actively with the Students' Union to agree priorities and draws upon its support when communicating to students about how services are being enhanced in response to their feedback."]
[3117,"STI_133","-","Learning_Resources","IT","University of Stirling","133  The University has implemented a new virtual learning environment (VLE) which supports induction, and learning, teaching and assessment activities, and allows students to access a range of services including careers, Student Learning Services (SLS) and the Careers and Employability Service. All students, regardless of location and mode of delivery, have access to the VLE. Other developments include the use of an online mobile campus app, which provides remote access to University services and core information including the VLE, email, student identity cards, a laptop lending service and online meeting platforms. An application which supports students to access specialist academic software from any device without having to be on campus received particular praise from student representatives, with this software and the laptop lending service viewed as invaluable to students during the COVID-19 pandemic."]
[3118,"STI_134","-","Learning_Resources","IT","University of Stirling","134  The University offers a range of training for staff and students in the use of the VLE and other digital platforms and technologies, with the Academic Development and Learning Technology teams supporting staff in the use of these technologies to enhance their pedagogical practice. Co-curricular workshops on digital skills are available for both new and returning students. The ELIR team also noted that the University is planning to procure a personalised timetabling system.  "]
[3119,"STI_135","-","Learning_Resources","IT","University of Stirling","135  As part of its commitment to mainstreaming inclusive practice, the University's policy on audio visual materials to support learning outlines that all lectures should be recorded and are automatically captioned, with all designated teaching rooms equipped with the necessary software. Known as the 'Listen Again' initiative, this practice is widely adopted across the faculties, allowing students to listen back to lecture materials. However, the ELIR team noted from the AIS that there are concerns from staff that this initiative leads to a drop in lecture attendance and disengagement from some students."]
[3120,"STI_136","-","Learning_Resources","IT","University of Stirling","136  Students commented very positively about the accessibility of online resources, particularly the functionality of the online mobile campus app which allows them to book library seats and access the library catalogue. Students also highlighted that the University provided them with access to a range of software which, while unrelated to their course, is useful for their professional development. Students welcomed support from the University in supplying much-needed hardware, including laptops and screens during the pandemic."]
[3121,"STI_136","-","Teaching_Learning","Online learning","University of Stirling","136  Students commented very positively about the accessibility of online resources, particularly the functionality of the online mobile campus app which allows them to book library seats and access the library catalogue. Students also highlighted that the University provided them with access to a range of software which, while unrelated to their course, is useful for their professional development. Students welcomed support from the University in supplying much-needed hardware, including laptops and screens during the pandemic."]
[3122,"STI_137","-","Learning_Resources","Library","University of Stirling","137  The University makes use of a range of digital user metrics related to the use of its library resources and electronic reading lists to support its decisions on further investment in the digital catalogue and to ensure students have appropriate access to the resources they need to support their learning and teaching. Most of the University's programmes adopt electronic reading lists, with the University planning to launch a new reading list system and further enhancement to its library management systems in Summer 2021. Student representatives spoke extremely positively about the support they received from library staff who were viewed as being responsive to student feedback, using it to enhance the services. The continued expansion of digital resources in the library, particularly during the pandemic, has been well received by students. Student representatives had more mixed views on the online availability of some books and resources prescribed as recommended/essential reading on module reading lists."]
[3123,"STI_138","Commendation","Learning_Resources","Strategy","University of Stirling","138  From the evidence presented, the ELIR team commends the University for the significant progress it has made with its vision for the student learning environment, undertaking a significant re-design and re-development of its facilities which effectively meets the diverse needs of students and staff and which also supports engagement with local communities, through access to sports and other facilities and the physical campus itself. The University proactively promotes and uses the campus as a learning environment within its programmes of studies. It has also effectively used its status as Scotland's University for Sporting Excellence to benefit the wider University population, positively supporting the development of the University's ethos of health and wellbeing and the benefits of adopting an active lifestyle as components of the wider student experience."]
[3124,"STI_139","-","Teaching_Learning","Strategy","University of Stirling","139  Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a well-managed student representation system and effective collaborative partnership working between the Students' Union and the University, with the University working to further enhance the engagement of the broader student population. Students are provided with a variety of formal and informal feedback opportunities which it uses effectively to enable it to listen and effectively respond to the student voice."]
[3125,"STI_140","-","Equality_Diversity","Policy","University of Stirling","140  Strong institutional commitment has ensured that equality, diversity and inclusion is embedded in the culture of the University and its collaborative partners. The University's strategic approach to equality, diversity and inclusion has been developed, and is being delivered, in partnership with the Students' Union and is also underpinned by a comprehensive range of initiatives involving both staff and students."]
[3126,"STI_141","-","Equality_Diversity","Practice","University of Stirling","141  Recognising the diversity of its student population, the University has developed an extensive range of high quality and accessible student services that support the needs of all students. Examples include the 'Supporting Staff to Support Students' website; the support provided by Student Learning Services and the Library - tailored to the needs of specific groups and individuals, and the 'Stirling Essentials' module including the student-facing 'Prepare at Stirling' skills workshops."]
[3127,"STI_142","-","Covid_19","Strategy","University of Stirling","142  The University's response to the COVID-19 pandemic has been tailored, well-planned and agile in supporting the shift to the online delivery of learning, teaching and assessment, and continued to provide comprehensive student-facing support services. This has been effectively achieved through close partnership working with staff and students, underpinned by a coordinated approach to communications. Examples include the range of support available to both staff and students including training in the use of online technologies and the 'Students as Partners in Learning' approach which involved students 'road testing' newly developed online module content."]
[3128,"STI_143","-","Teaching_Learning","Strategy","University of Stirling","143  The University has made significant progress with its vision for the student learning environment, undertaking a significant re-design and re-development of its facilities which effectively meets the diverse needs of students and staff and which also supports engagement with local communities, through access to sports and other facilities, and the physical campus itself. The University proactively promotes and uses the campus as a learning environment within its programmes of studies. It has also effectively used its status as Scotland's University for Sporting Excellence to benefit the wider University population, positively supporting the development of the University's ethos of health and wellbeing and the benefits of adopting an active lifestyle as components of the wider student experience."]
[3129,"STI_144","-","Postgraduate_Research","Student Experience","University of Stirling","144  Overall, the University's arrangements for managing and enhancing the postgraduate experience are effective. It is recommended that the University review the current governance and reporting arrangements for the Institute for Advanced Studies, to ensure these provide the University and in particular Academic Council, with appropriate and effective oversight of the totality of the postgraduate research student experience including student progression and awards, student feedback, and student engagement with training and research skills provision."]
[3130,"STI_145","-","Postgraduate_Research","Student Experience","University of Stirling","145  In the context of its ambition to grow postgraduate research student numbers, as a matter of priority, the University is asked to review and clarify its requirements for the training and ongoing development of postgraduate research supervisors, ensuring these are clearly communicated to staff and that all supervisors (new and more established) have the opportunity to undertake these training and development requirements and appropriate mechanisms are in place to ensure completion is recorded and monitored."]
[3131,"STI_146","-","Enhancement","Strategy","University of Stirling","146  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services."]
[3132,"STI_147","-","Enhancement","Strategy","University of Stirling","147  Ultimate authority for academic decision-making within the University is the responsibility of the Academic Council. Academic Council delegates responsibility for strategic oversight and leadership of education and the student experience to the Education and Student Experience Committee (ESEC). In turn, ESEC is supported by the University Learning, Teaching and Quality Committee (ULTQC) which is responsible for assuring quality and standards in learning and teaching; and the Student Experience Committee (SEC) which promotes development and enhancement of the student experience. Research degrees are overseen by the Doctoral Committee, which is part of the governance structure of the IAS (paragraph 112). "]
[3133,"STI_147","-","Governance","Structure","University of Stirling","147  Ultimate authority for academic decision-making within the University is the responsibility of the Academic Council. Academic Council delegates responsibility for strategic oversight and leadership of education and the student experience to the Education and Student Experience Committee (ESEC). In turn, ESEC is supported by the University Learning, Teaching and Quality Committee (ULTQC) which is responsible for assuring quality and standards in learning and teaching; and the Student Experience Committee (SEC) which promotes development and enhancement of the student experience. Research degrees are overseen by the Doctoral Committee, which is part of the governance structure of the IAS (paragraph 112). "]
[3134,"STI_148","-","Enhancement","Strategy","University of Stirling","148  Supporting the delivery of the University's Strategic Plan, the Learning and Teaching Quality Enhancement Strategy (LTQES), approved by ESEC in 2018, seeks to deliver a distinctive, high-quality learning experience for students. This Strategy also supports, and is supported by, other strategies including the Digital Learning Strategy and the Research Strategy. Implementation of LTQES has been accompanied by significant investment in the learning and teaching environment (paragraphs 125-138) and the configuration of student support services (paragraphs 84-86). Academic staff and staff who support learning and teaching commented positively about having appropriate opportunities to contribute to the development and implementation of institutional strategy. They also believed that current committee and working group structures support the effective communication and cascading of 'key messages' to the wider University community."]
[3135,"STI_148","-","Teaching_Learning","Strategy","University of Stirling","148  Supporting the delivery of the University's Strategic Plan, the Learning and Teaching Quality Enhancement Strategy (LTQES), approved by ESEC in 2018, seeks to deliver a distinctive, high-quality learning experience for students. This Strategy also supports, and is supported by, other strategies including the Digital Learning Strategy and the Research Strategy. Implementation of LTQES has been accompanied by significant investment in the learning and teaching environment (paragraphs 125-138) and the configuration of student support services (paragraphs 84-86). Academic staff and staff who support learning and teaching commented positively about having appropriate opportunities to contribute to the development and implementation of institutional strategy. They also believed that current committee and working group structures support the effective communication and cascading of 'key messages' to the wider University community."]
[3136,"STI_149","-","Enhancement","Strategy","University of Stirling","149  The University Learning, Teaching and Quality Committee, convened by the Dean for Teaching Quality Enhancement, oversees the implementation of the Learning and Teaching Quality Enhancement Strategy (LTQES) and reports annually to the Education and Student Experience Committee (ESEC) on its implementation and progress. The University has also developed a Student Experience Framework (SEF) (paragraphs 62 and 63). The themes within the SEF complement those of the LTQES. Both the SEF and LTQES are led by the Deputy Principal (Education and Students), with oversight of the delivery and future direction of the SEF the responsibility of the Student Experience Committee (SEC)."]
[3137,"STI_150","-","Governance","Structure","University of Stirling","150  Since the last ELIR in 2015, there has been significant change in the University's leadership for learning and teaching including changes to posts, roles, portfolios and the staff involved. Strategic leadership for learning and teaching and the wider student experience is provided by the Deputy Principal (Education and Students) supported by the Academic Registrar, the Dean for Student Experience and the Dean for Teaching Quality Enhancement. This team has been in place since 2018 and has been core to the current ELIR preparations and to the University's response during the COVID-19 pandemic (paragraphs 64-70)."]
[3138,"STI_151","-","Governance","Structure","University of Stirling","151  In addition to working closely with the Students' Union, these academic leaders work in close partnership with an expanded (since ELIR 3) team of professional service leads which includes new Directors of Information Services; Estates and Campus Services; and International and Partnership activity. Within faculties and divisions, academic leadership is provided through deans and heads of division."]
[3139,"STI_152","-","Governance","Structure","University of Stirling","152  The 2015 ELIR report commended the role of divisional Directors of Learning and Teaching. More recently these roles have evolved into the post of Associate Deans Learning and Teaching (ADLT), who work as part of their Faculty Executive in overseeing and leading learning and teaching quality and contribute at an institutional level as a community of practice. The ADLTs chair faculty Learning and Teaching Committees (LTCs) and are members of ESEC. In respect of ESEC's sub-committees, all ADLTs are members of the University Learning, Teaching and Quality Committee (ULTQC), and two are appointed as members of the SEC."]
[3140,"STI_153","-","Governance","Structure","University of Stirling","153  The ADLTs play a pivotal role, acting as a highly effective conduit to progressing key developments linked to learning and teaching and curriculum development, and support the sharing of practice across the University. During the pandemic, the ADLTs were part of a group chaired by the Deputy Principal (Education and Students) which included the University Chief Examiner and the Vice President for Education of the Students' Union which met on a weekly basis to drive the development of policy and management of quality, learning and teaching (paragraph 64)."]
[3141,"STI_154","-","Enhancement","Themes","University of Stirling","154  The national Enhancement Themes are a key external reference point for the University and have been used effectively, making a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has an effective approach to engaging students and staff with its Enhancement Themes work. Students and staff were familiar with the activities being undertaken and spoke positively about opportunities to engage with particular pieces of work. The University's work in relation to the Enhancement Themes is overseen by an institutional steering group, chaired by the Dean for Teaching Quality Enhancement and with student representation. Enhancement Themes work is effectively aligned to institutional strategic priorities. The ELIR team viewed the University's partnership working with the Students' Union and the level of student engagement achieved in the University's Themes work positively."]
[3142,"STI_155","-","Enhancement","Themes","University of Stirling","155  The University has demonstrated sustained and positive engagement in the national Theme activity. The Students' Union Vice President Education (between 2016-18), was the student lead on the Theme Leaders' Group during the final year of the Student Transitions Theme and the first year of the Evidence for Enhancement Theme. They also chaired the steering group for the student-led project, 'Students using Evidence', which was delivered as part of the Evidence for Enhancement Theme. The University is leading the Decolonising the Curriculum collaborative cluster in the current Resilient Learning Communities Theme. It also made a significant contribution to the Learning Analytics collaborative cluster which ran as part of the Evidence for Enhancement Theme including supporting a number of student interns over the duration of this work. Staff and students have also contributed to sector events including Focus On and QAA Scotland's Enhancement Conferences."]
[3143,"STI_155","-","Enhancement","Curriculum","University of Stirling","155  The University has demonstrated sustained and positive engagement in the national Theme activity. The Students' Union Vice President Education (between 2016-18), was the student lead on the Theme Leaders' Group during the final year of the Student Transitions Theme and the first year of the Evidence for Enhancement Theme. They also chaired the steering group for the student-led project, 'Students using Evidence', which was delivered as part of the Evidence for Enhancement Theme. The University is leading the Decolonising the Curriculum collaborative cluster in the current Resilient Learning Communities Theme. It also made a significant contribution to the Learning Analytics collaborative cluster which ran as part of the Evidence for Enhancement Theme including supporting a number of student interns over the duration of this work. Staff and students have also contributed to sector events including Focus On and QAA Scotland's Enhancement Conferences."]
[3144,"STI_156","-","Enhancement","Themes","University of Stirling","156  During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Themes on Student Transitions and Evidence for Enhancement had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. Examples include work to support student transitions into first year from college to university and work to define the roles of programme directors and module coordinators."]
[3145,"STI_156","-","Student_Support","Progression","University of Stirling","156  During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Themes on Student Transitions and Evidence for Enhancement had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. Examples include work to support student transitions into first year from college to university and work to define the roles of programme directors and module coordinators."]
[3146,"STI_157","-","Enhancement","Themes","University of Stirling","157  The University has identified a plan of work for the first year of the new Resilient Learning Communities Theme, which strategically aligns with the LTQES. Its activity will build on the institution's COVID-19 response and aims to strengthen its learning communities."]
[3147,"STI_158","-","Teaching_Learning","Good practice","University of Stirling","158  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes support the identification and sharing of good practice. The University's monitoring and review processes, including module reviews, annual programme reviews and Learning and Teaching Reviews, all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching, with the documentation supplied providing evidence to support the ELIR team's view that this approach is becoming increasingly well embedded in the operation of these processes. The team would encourage the University to continue with its plans to further disseminate this practice."]
[3148,"STI_159","-","Teaching_Learning","Good practice","University of Stirling","159  The Academic Development team (paragraph 167) play a key role in identifying and sharing good learning and teaching practice from across the University. The work of the Academic Development Partners to support staff on the PGCLTHE (paragraphs 170 and 171) and to progress towards Advance HE fellowship has resulted in the formation of a number of informal participant networks, for example, the Teacher Support Network. Both the PGCLTHE and the Stirling Framework for Evidencing Learning and Teaching Enhancement (SFELTE) (paragraph 169) provide staff with a range of opportunities to share innovations and best practice in their learning and teaching. Academic Development has also developed a series of workshops, events and podcasts, and have produced and collated resources and guides for staff."]
[3149,"STI_160","-","Teaching_Learning","Good practice","University of Stirling","160  The ELIR team heard from staff that they valued the work undertaken by the Academic Development team. They spoke very positively about the support the team provided during the initial move to online delivery in March 2020. In particular they valued the development sessions and good practice resources which had effectively supported them in planning the delivery of learning and teaching during the current academic session (2020-21)."]
[3150,"STI_161","-","Teaching_Learning","Good practice","University of Stirling","161  The ELIR team recognise the role played by the ADLTs in facilitating the sharing of institutional and sector learning and teaching innovation through the Faculty Learning and Teaching Committees and by acting as an effective conduit for sharing best practice from programme teams within the divisions and faculties, through their membership of, and contribution to, university-level committees where appropriate. Staff confirmed these structures had developed and proved particularly invaluable during the COVID-19 pandemic."]
[3151,"STI_162","-","Teaching_Learning","Good practice","University of Stirling","162  The ELIR team also heard from staff about the early success of the University's drive to build 'Communities of Practice' (introduced in 2019), commenting on how this approach has already increased the number of staff preparing Advance HE fellowship applications. The Faculty Champions network is a positive example of this approach and was core to the institution's learning and teaching response to the pandemic and the move to Technology Enabled Education. Two champions, who are members of academic staff from each faculty, worked with representatives from Academic Development, Learning Technology, SLS and the Students' Union to support staff and share practice as staff redesigned modules for the autumn of 2020. The group has been renamed the Faculty Partners Group and will continue to work with Academic Development on supporting the enhancement of learning and teaching practice in the faculties. Staff spoke particularly positively about the impact of this network."]
[3152,"STI_162","-","Staff_Support","Professional development","University of Stirling","162  The ELIR team also heard from staff about the early success of the University's drive to build 'Communities of Practice' (introduced in 2019), commenting on how this approach has already increased the number of staff preparing Advance HE fellowship applications. The Faculty Champions network is a positive example of this approach and was core to the institution's learning and teaching response to the pandemic and the move to Technology Enabled Education. Two champions, who are members of academic staff from each faculty, worked with representatives from Academic Development, Learning Technology, SLS and the Students' Union to support staff and share practice as staff redesigned modules for the autumn of 2020. The group has been renamed the Faculty Partners Group and will continue to work with Academic Development on supporting the enhancement of learning and teaching practice in the faculties. Staff spoke particularly positively about the impact of this network."]
[3153,"STI_163","-","Staff_Support","Professional development","University of Stirling","163  The University has appropriate arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practice, providing a range of formal and informal staff development opportunities."]
[3154,"STI_164","-","Staff_Support","Policy","University of Stirling","164  The 2015 ELIR recommended that the University ensure there is a coordinated approach for identifying and addressing the development needs of staff across the University in order to support the implementation of institutional strategy, as well as promoting staff engagement with advances in learning and teaching practice. From this review, the ELIR team concluded that the University had made good progress in addressing this recommendation through its annually-produced University Development Plan and annual staff review process (Achieving Success) which influence the production of a comprehensive staff development plan."]
[3155,"STI_165","-","Staff_Support","Policy","University of Stirling","165  The Human Resources and Organisation Development (HR&OD) Directorate is responsible for delivering an approach to people recruitment and development that ensures that skills and capability requirements are identified and available across the University. The People Strategy is an enabling strategy to the University Strategic Plan and supporting the development of academic staff is central to the LTQES. The University uses an annually-based Development Plan, linked to its annual performance and professional development framework - 'Achieving Success' to help plan both academic and professional service staff development needs. Staff spoke very positively about Stirling's People Strategy and the 'Achieving Success' annual review process, highlighting the positive link between the conversations held during their annual review and their resultant workload and ability to identify personal development opportunities."]
[{"$f":"IF(B3158<>\"\",ROW(A3158)-2,\"\")","v":3156},"STI_166","-","Staff_Support","Professional development","University of Stirling","166  The University has a stated commitment to enhancing recognition and reward for excellent teaching, which is stated in role descriptors and part of its promotion process. Academic staff on Teaching and Scholarship contracts had a positive experience of this commitment and were satisfied that they have appropriate opportunities for career progression, reward and promotion. The RA states that the University plans further enhancements including more structured induction for all academic staff and further support for programme leaders."]
[3157,"STI_167","-","Staff_Support","Professional development","University of Stirling","167  The Academic Development team has primary responsibility for academic staff development, supporting the development of learning and teaching practice across the University and supporting staff to gain professional recognition of their teaching. During the review, the ELIR team learned of a very recent decision (March 2021) to relocate the Academic Development team from within the HR&OD Directorate to become part of Information Services. The University believes this re-structuring will allow it to continue to capitalise on the benefits it has gained from the close working of the Academic Development team with Learning Technology and Student Learning Services (SLS) during the COVID-19 pandemic. The team viewed this development positively."]
[3158,"STI_168","-","Staff_Support","Professional development","University of Stirling","168  The Academic Development team offer a range of activities to support the development of academic staff including workshops, events, online modules, a range of online resources, and the annual teaching and learning conference. It supports academic induction and a range of staff networks including the Teacher Support Network and the Scholarship Network. It also leads the development and delivery of the University's continuing professional development framework for learning and teaching - The Stirling Framework for Evidencing Learning and Teaching Enhancement (SFELTE) and organises the annual Teaching Impact Awards, which are based on the National Teaching Fellowship and Collaborative Award for Teaching Excellence (CATE) awards scheme."]
[3159,"STI_169","-","Staff_Support","Professional development","University of Stirling","169  The SFELTE is mapped against the UK Professional Development Framework (UKPSF) and accredited by AdvanceHE. The SFELTE offers a number of routes for staff to gain fellowship and the RA confirms that a Senior Fellow Network has been created to allow these colleagues to share practice and support other staff who are developing their applications. Since the last ELIR, the University has seen growth in the number of staff engaging with the SFELTE and gaining recognition, with this increase continuing during the pandemic. The ELIR team viewed the increased engagement of staff with the SFELTE positively and encourage the University to continue to promote the scheme to staff."]
[3160,"STI_170","-","Staff_Support","Professional development","University of Stirling","170  The University also offers a Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) which aligns with the UKPSF, is accredited by Advance HE, and is a credit-bearing pathway for the SFELTE. The PGCLTHE is available to both new and more experienced staff, with the first module of the programme being a mandatory aspect of probation for new members of staff in teaching and supporting learning roles."]
[3161,"STI_171","-","Staff_Support","Professional development","University of Stirling","171  Staff spoke enthusiastically about the fact that one of the real positives associated with both the SFELTE and PGCLTHE has been the establishment of participant networks which have proved invaluable in sharing learning and teaching practice and provided additional support for colleagues as they were taking forward enhancements to their online practice during the pandemic. Staff were also positive about having opportunities to engage with the broader suite of activities delivered by the Academic Development team, particularly valuing the annual Teaching and Learning Conference. The ELIR team viewed the strengthened role for faculty level teams, including the network of Faculty Champions (paragraph 162) working in partnership with the institution's learning and teaching leadership and Academic Development team, as effective and a positive approach."]
[3162,"STI_172","-","Staff_Support","Training","University of Stirling","172  The 2015 ELIR recommended that all students and staff who teach receive adequate training in advance and are supported to carry out this role. In response, the University undertook a substantial review of its Teaching Assistant processes in consultation with the faculties and key stakeholders. The review broadly concluded that 'over time, the lack of central ownership and regular review had led to many inconsistencies evolving in relation to teaching assistant engagement terms, activity and payrates'. The RA outlines a number of substantive changes that were approved and implemented in 2019-20 including standardised job descriptions and targeted training for staff delivered both centrally and in the faculties. The University considers that these changes will ensure a much more consistent and supportive approach to the appointment and development of all students and staff who teach. From session 2020-21, the Academic Development team will receive regular updates from the faculties on new appointments, so their training and development needs can be managed. During the review visit, the ELIR team learned that the University's Teaching Assistant scheme had been temporarily suspended due to the impact of the COVID-19 pandemic."]
[3163,"STI_173","-","Postgraduate_Research","Student Experience","University of Stirling","173  PGR students who had recent experience of delivering teaching said they had been largely supported by module coordinators, and that support and development from elsewhere in the University was variable and the process for their recruitment was unclear and should be more transparent. The ELIR team heard from staff that the scheme is to be reinstated after progress was hampered by the pandemic and is being considered as part of University budgetary planning. The ELIR team encourages the University to re-introduce the Teaching Assistant scheme (including the training aspect of this scheme) and ensure the planned changes are fully implemented to support consistency of application across the institution."]
[3164,"STI_174","-","Teaching_Learning","Strategy","University of Stirling","174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."]
[3165,"STI_174","-","Enhancement","Themes","University of Stirling","174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."]
[3166,"STI_174","-","Staff_Support","Professional development","University of Stirling","174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."]
[3167,"STI_175","-","Teaching_Learning","Good practice","University of Stirling","175  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes support the identification and sharing of good practice. The Associate Deans Learning and Teaching (ADLTs) play a key role in facilitating the sharing of institutional and sector learning and teaching innovation through the Faculty Learning and Teaching Committees and by acting as effective conduits for sharing best practice from programme teams within the divisions and faculties, through their membership of, and contribution to, university-level committees."]
[3168,"STI_176","-","Staff_Support","Professional development","University of Stirling","176  The University has appropriate arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practice, providing a range of formal and informal staff development opportunities. The Academic Development team play a key role in the development and support of academic staff."]
[3169,"STI_177","-","Quality_Processes","Framework","University of Stirling","177  The University has effective and systematic arrangements in place for managing quality and securing academic standards. The University's approach to managing quality and setting, maintaining, reviewing and assessing standards is described in its Quality Assurance and Enhancement Framework. This Framework applies to all credit-bearing provision at the University, including collaborative programmes delivered in partnership with other institutions. The Framework aligns with the Quality Enhancement Framework (QEF) in Scotland, the UK Quality Code for Higher Education, and the Scottish Funding Council Guidance to Higher Education."]
[3170,"STI_178","-","Quality_Processes","Framework","University of Stirling","178  Ultimate responsibility for setting and maintaining academic standards lies with Academic Council. Responsibility for the strategic oversight and regulation of the University's activity relevant to education and students is delegated to the Education and Student Experience Committee (ESEC). The University Learning, Teaching and Quality Committee (ULTQC) is chaired by the Dean for Teaching Quality Enhancement, reports to ESEC, and is responsible for the standards and effectiveness of learning and teaching. Both committees have formal student representation. The ELIR team understands that, following a delay caused by the COVID-19 pandemic, the University plans to further enhance its approach to reporting on and disseminating the key findings from the monitoring and evaluation activities of its main academic committees and reflect on how discussions from these committees can be more effectively disseminated across the institution. This work is now scheduled for summer 2021."]
[3171,"STI_179","-","Quality_Processes","Framework","University of Stirling","179  There is a comprehensive set of self-evaluation processes for the University's learning and teaching provision including module reviews, annual programme reviews, and a rolling programme of Learning and Teaching Reviews."]
[3172,"STI_180","-","Quality_Processes","Programme Approval","University of Stirling","180  The 2015 ELIR recommended that the University should 'involve academic expertise from outside the institution in its programme approval arrangements, and make explicit where and how external reference points have been used in the programme development process, in line with the UK Quality Code for Higher Education'. Following this recommendation, a review of module and programme approval processes was undertaken."]
[3173,"STI_181","-","Quality_Processes","Programme Approval","University of Stirling","181  There is now a five-stage process for the approval of new modules and programmes, detailed in the Quality Handbook. The approval process is overseen by the ESEC, through its Programme Business Sub-committee which is chaired by the Deputy Principal (Education and Students). The ELIR team understands that this committee membership consists of internal University representatives and it may call on external advisors as required when approving new modules and programmes, however the team did not see any evidence to confirm their use."]
[3174,"STI_182","-","Quality_Processes","Programme Approval","University of Stirling","182  The University's programme proposal form requires details of engagement with external advisors (for example, employers, advisory board, alumni, external examiners) in the development of the proposal. The University has also established a Programme Development Resource Hub. This webpage describes the co-production model of programme development and encourages consultation with a wide range of internal stakeholders, known as co-producers, and external advice in the construction of the proposal. Co-producers are defined as individuals and teams that can support the development of a proposal, such as Academic Development, Accessibility and Inclusion, and Careers and Employability, who are all internal to the University."]
[3175,"STI_183","-","Quality_Processes","Programme Approval","University of Stirling","183  The ELIR team concluded, based on the documentation provided and from discussions with staff, that currently there is no systematic use of external academic expertise in the module and programme approval process. While the team accepts that the module and programme approval process meets the requirements of the UK Quality Code, the University is encouraged to reflect on the current Guiding Principles for the use of External Expertise and consider whether its current arrangements do indeed allow for the use of 'one or more external experts as advisors to provide impartial and independent scrutiny on the approval and review of all provision that leads to the award of credit or a qualification' and also ensures independence of decision-making, where those involved with the developments of a proposal should not be the same as those who approve it."]
[3176,"STI_184","-","Quality_Processes","Annual Monitoring","University of Stirling","184  Annual Programme Monitoring operates at faculty level. Programme Directors are responsible for monitoring their honours programmes, their component of combined honours programmes, and postgraduate taught programmes of study. Programme reports are considered at Faculty Learning and Teaching Committees and any action required taken forward by the divisional committee and SSFCs. Summary reports are submitted to the Academic Registry, Academic Quality and Governance team, and considered by the University Learning, Teaching and Quality Committee. The faculty is responsible for any follow-up on action points."]
[3177,"STI_185","-","Quality_Processes","Annual Monitoring","University of Stirling","185  A review of the Annual Programme Monitoring process was approved by ESEC in December 2019. An implementation plan was due to be presented to ESEC in May 2020 detailing the actions and timelines for the introduction of the new process, but this was delayed by the COVID-19 pandemic. While monitoring will continue to take place at programme level, the ELIR team understands that the new process will include more explicit reflection at a subject level and strengthening of the support for critical reflection on learning, teaching and the student experience. There will also be a more explicit link between Annual Programme Monitoring and the Learning and Teaching Review processes."]
[3178,"STI_186","-","Quality_Processes","Annual Monitoring","University of Stirling","186  Annual Programme Monitoring reports and committee minutes considered by the ELIR team confirm the current process is effective with detailed discussion of programmes, consideration of good practice, and areas for development and clear action setting and monitoring. There is also evidence of detailed discussion of the reports at University Learning, Teaching and Quality Committee."]
[3179,"STI_187","-","Quality_Processes","Internal Review","University of Stirling","187  Learning and Teaching Reviews are conducted on a four to six-year cycle and overseen by ESEC. A full cycle of Learning and Teaching Reviews has taken place since the 2015 ELIR. Explicit in the Learning and Teaching Review process is consideration of the academic area's use of relevant external and internal benchmarks in the design and delivery of its programmes, including the University's Learning and Teaching Quality and Enhancement Strategy, the UK Quality Code, Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework"]
[3180,"STI_188","-","Quality_Processes","Internal Review","University of Stirling","188  Each review is undertaken by a panel comprising a deputy principal, an external adviser, a head of faculty/division or associate dean of learning and teaching from another faculty, and a student representative (normally a faculty officer). A subject area under review prepares a self-evaluation document, which must provide evidence of benchmarking to appropriate internal and external points of reference."]
[3181,"STI_189","-","Quality_Processes","Internal Review","University of Stirling","189  Students contribute to Learning and Teaching Reviews, as members of the review panels, and in the meetings with representative groups of students during the review visit. The process also includes provision for a Student Submission containing any points, issues or items of good practice that students from the subject discipline wish to bring to the attention of the review panel. Preparation of the submission is facilitated by the Students' Union Vice President Education, with contributions from the Faculty Officers. Student representatives spoke positively about their engagement with the Learning and Teaching Reviews. The students confirmed that the University provided thorough training to support their effective engagement in the review process."]
[3182,"STI_189","-","Student_Engagement","Representation","University of Stirling","189  Students contribute to Learning and Teaching Reviews, as members of the review panels, and in the meetings with representative groups of students during the review visit. The process also includes provision for a Student Submission containing any points, issues or items of good practice that students from the subject discipline wish to bring to the attention of the review panel. Preparation of the submission is facilitated by the Students' Union Vice President Education, with contributions from the Faculty Officers. Student representatives spoke positively about their engagement with the Learning and Teaching Reviews. The students confirmed that the University provided thorough training to support their effective engagement in the review process."]
[3183,"STI_190","-","Quality_Processes","Internal Review","University of Stirling","190  Learning and Teaching Reviews in 'professional' subjects have sought advice from and involve local employers and placement providers. The documentation available to review panels includes any relevant professional, statutory and regulatory body (PSRB) accreditation reports associated with the provision under review. Where possible, the review cycle is aligned with any relevant PSRB approval or accreditation events, for example the review of Housing Studies, although the ELIR team understands this expectation is not explicit in the guidance documentation currently."]
[3184,"STI_191","-","Quality_Processes","Internal Review","University of Stirling","191  The resulting Learning and Teaching Review report includes a detailed commentary on all aspects of the area under review, including commendations and recommendations for action. In the report, the panel are required to make explicit comment on whether they had confidence in the quality and standards of the provision and also comment on the equality and diversity arrangements. The documentation considered by the ELIR team demonstrated a robust approach to making enhancement-orientated recommendations, which are subsequently monitored assiduously through the University's academic committee structures."]
[3185,"STI_192","-","Quality_Processes","Internal Review","University of Stirling","192  The University has adopted a very proactive approach in continuing to operate its Learning and Teaching Reviews to schedule during the pandemic. The transition to an online format for the reviews was generally received positively, and increased engagement from staff, students and external advisors was reported. The University is now considering its future approach to conducting these reviews and how virtual participation could add greatest value in the long term."]
[3186,"STI_193","Commendation","Quality_Processes","Internal Review","University of Stirling","193  Based on the evidence presented, the ELIR team commends the operation of the University's institution-led review process which supports self-evaluation and enhancement. Learning and Teaching Review is systematic, robust and results in demonstrable actions with timelines that are rigorously monitored until completion. The review process has a number of positive features including the development of a 'student contribution', within a subject area's self-evaluation document, prepared by the Students' Union and Faculty Officers. The University proactively pivoted to an online process during the pandemic resulting in the seamless transition of the Learning and Teaching Review."]
[3187,"STI_194","-","Quality_Processes","Internal Review","University of Stirling","194  The University has undertaken thematic reviews of cross-institutional activities such as induction, orientation and transition. For example, a review in May 2016 considered the international student lifecycle and the overall coherence of support and contribution to the student experience across different professional services. The University's Learning and Teaching Review process is currently only used for academic subject discipline areas."]
[3188,"STI_195","-","Quality_Processes","Internal Review","University of Stirling","195  As part of the planning and resourcing cycle, the University conducts an annual monitoring and planning process that results in the annual Professional Services Leadership Plan. While the process may fulfil the functions of annual monitoring and strengthen the planning cycle, the ELIR team's view is that this process is limited in scope, it lacks appropriate input from internal stakeholders and the externality and rigour of a formal institution-led review, and as a result fails to provide the University with an effective and holistic picture of how its professional services are operating and contributing to the enhancement of the student experience. The team's view is that currently the University's arrangements do not fully meet the expectations set out in the SFC guidance to higher education institutions on quality."]
[3189,"STI_196","Recommendation","Quality_Processes","Internal Review","University of Stirling","196   The ELIR team therefore recommends that the University introduces a process for reviewing student-facing professional services that complements the current process of annual review, drawing on existing good practice in its approach to institution-led review of its academic provision. The review process should ensure input from internal stakeholders - including students and external expertise, be enhancement-led, and provide appropriate oversight to support the University to evaluate the contribution of these services to the quality of the student experience."]
[3190,"STI_197","-","Assessment","Practice","University of Stirling","197  Overall, the University has effective arrangements in place for the management of assessment. The University's Assessment Policy was reviewed in 2020, resulting in a number of changes including new arrangements which allow students to resubmit reworked failed coursework assessments after feedback, rather than having to submit a new assessment. The University continues to reflect and consider further aspects of its Assessment Policy, particularly in the light of experience during the COVID-19 pandemic. The widespread use of online assessment during the pandemic has generally been positively received by staff and students, with the University fully recognising the need to consider the policy implications, together with digital poverty and connectivity issues."]
[3191,"STI_197","-","Covid_19","Assessment","University of Stirling","197  Overall, the University has effective arrangements in place for the management of assessment. The University's Assessment Policy was reviewed in 2020, resulting in a number of changes including new arrangements which allow students to resubmit reworked failed coursework assessments after feedback, rather than having to submit a new assessment. The University continues to reflect and consider further aspects of its Assessment Policy, particularly in the light of experience during the COVID-19 pandemic. The widespread use of online assessment during the pandemic has generally been positively received by staff and students, with the University fully recognising the need to consider the policy implications, together with digital poverty and connectivity issues."]
[3192,"STI_198","-","Quality_Processes","External examining","University of Stirling","198  The University makes effective use of a system of Subject Chief Examiners, who provide oversight of the examining process within each programme. There are also Faculty Chief Examiners who oversee the examination process across a whole faculty. In addition, a University Chief Examiner is responsible for oversight of examining across the whole University and chairs the University Faculty Chief Examiners Committee. This committee reports to ESEC via ULTC and provides detailed scrutiny of examinations and the boards that report to it, which include the Extenuating Circumstances Sub-boards, Module Boards, Award Boards and Faculty Boards."]
[3193,"STI_199","-","Appeals_Complaints","Policy","University of Stirling","199  There is comprehensive guidance for students on how to make an appeal or lodge a complaint. The Complaints Handling Procedure has recently been reviewed to ensure it continues to meet the guidance published by the Scottish Public Sector Ombudsman (SPS0). The new procedure was approved by University Court in March 2021 and is available on the University's website."]
[3194,"STI_200","-","Appeals_Complaints","Practice","University of Stirling","200  The University undertakes annual reviews of appeals and complaints that consider the number of submissions, any patterns or trends, and seek to identify any lessons that can be learnt. The ELIR team understands that these reports are used by senior management but, up to now, have not been formally considered by committee. The team were informed that the process for consideration of the reports is under review, together with their format to make them more reflective, and from session 2021-22 will be considered by ESEC. The team are supportive of this development."]
[3195,"STI_201","-","Assessment","Feedback","University of Stirling","201  All coursework submission, marking and feedback is conducted electronically, using the University's virtual learning environment (VLE) (paragraph 78). The University's Feedback Policy stipulates a turnaround time of 15 working days or fewer, and that the return date is clearly stated within the module template which students can access on the VLE.  Adherence to the policy is monitored by the faculties. Although there were a few isolated examples of slow feedback from some faculties, the majority of students, including TNE students studying at partner institutions, who spoke to the ELIR team were positive about the quality and timeliness of feedback. They found the assessment to be useful, with a good mix of different types. Marking was closely linked to the grading criteria, and feedback and feed forward was helpful."]
[3196,"STI_202","-","Quality_Processes","Externality","University of Stirling","202  Overall, the University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards. The University's Quality Assurance and Enhancement Framework aligns with the UK Quality Code for Higher Education, the Scottish Quality Enhancement Framework and the guidance for institutions provided by the Scottish Funding Council. The University has undertaken a thorough mapping to the UK Quality Code, which also has numerous references to the use of external frameworks, benchmarks and advisors."]
[3197,"STI_203","-","Quality_Processes","Externality","University of Stirling","203  There is evidence of appropriate external involvement in module and programme design through a range of mechanisms including Business Advisory Groups and Graduate Apprenticeship requirements, and proposals are required to make appropriate reference to relevant external reference points. However, as noted in paragraphs 181-183, while there is external input into module and programme design, the ELIR team have concluded that there is no systematic use of external academic advisors in the approval process itself."]
[3198,"STI_204","-","Quality_Processes","Externality","University of Stirling","204  There is appropriate use of external expertise in the University's Learning and Teaching Review process, in the form of the external member of the review panel. The self‐evaluation document prepared by each subject area must demonstrate due consideration of the UK Quality Code for Higher Education, QAA Subject Benchmark Statements, and other publications by professional, accrediting or funding bodies as appropriate. As described in paragraph 190, employers and placement providers are consulted whenever possible, as are any PSRB reports."]
[3199,"STI_205","-","Quality_Processes","External examining","University of Stirling","205  The University expects its external examiners to comment on the academic standard of the components they review, and the performance of the students compared to that of students on similar programmes at other UK higher education institutions, together with any areas of good practice or recommendations for enhancement and to specifically confirm that any issues raised in previous reports have been addressed."]
[3200,"STI_206","-","Quality_Processes","External examining","University of Stirling","206  The University's Quality Assurance and Enhancement Framework details the procedures for the appointment of external examiners. Each appointment is formally made by Academic Council on the recommendation of faculties, with submissions approved by the Deputy Principal (Education and Students) on behalf of Academic Council."]
[3201,"STI_207","-","Quality_Processes","External examining","University of Stirling","207  Faculty Chief Examiners (paragraph 198) are responsible for oversight of the responses that programme leaders make to their external examiner reports. A summary report of all external examiner reports received by the faculty, together with action taken, is submitted to Academic Registry each year but there is no equivalent university-wide analysis of the issues arising from these reports. The ELIR team was informed that the University had started to review its arrangements for the consideration of external examiner reports at both faculty and institutional level, along with the mechanisms used by the University to make these reports available to students, but this work was halted because of the pandemic. The team would encourage the University to re-commence this review as soon as possible, so it can continue to enhance institutional oversight of themes arising from its external examiner reports and use these to continue to develop the student experience."]
[3202,"STI_208","Recommendation","Quality_Processes","External examining","University of Stirling","208  The University's Quality Assurance and Enhancement Framework states that student representatives should be given the opportunity to be fully involved in the consideration of external examiner reports, and that external examiner reports should be made available to students on request. However, the University accepts that the sharing of these reports and the feedback provided by the University in response to them could be more effectively shared with students and greater access to reports should be provided to students. Students who spoke with the ELIR team generally did not understand the role of external examiners and were unaware of their reports. The ELIR team therefore recommends that the University ensures that all students have clear information about the work of external examiners including their role and have easy access to the external examiner reports for their programmes of study and are also clear about how these can be accessed."]
[3203,"STI_209","-","Enhancement","Themes","University of Stirling","209  The 2015 ELIR identified nine areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these areas and has worked to address them all. Oversight for the progress of the ELIR recommendations was provided by ESEC, with the Dean of Teaching Quality Enhancement and the Academic Registrar ensuring actions were progressed in an appropriate and timely manner. Information on how these recommendations have been progressed is detailed throughout this report and summarised below."]
[3204,"STI_210","-","Enhancement","Themes","University of Stirling","210  The evidence presented during the review allowed the ELIR team to conclude that the University had also continued to further enhance and embed the commendations made during the 2015 ELIR. A good example of this is the work that has been done to strengthen and evolve the role of what have now become known as the Associate Deans for Learning and Teaching (ADLT) (formerly Directors of Teaching and Learning) (paragraphs 152 and 153)."]
[3205,"STI_211","-","Governance","Structure","University of Stirling","211  To further develop critical academic dialogue in the committee structure, the University has taken forward a number of actions including amendments to these committee remits and reporting structures at university and faculty level (paragraphs 149-151) and has also refreshed learning and teaching leadership portfolios. The enhancement of the ADLT roles has been effective in ensuring effective faculty-level representation; supports better communication, particularly in defining where flexibility can and cannot be permitted when institutional policy is implemented in different disciplines and contexts; and supports the sharing of policy and practice across the key committees with responsibility for quality and education matters at university and faculty level (paragraphs 152 and 153)."]
[3206,"STI_212","-","Staff_Support","Professional development","University of Stirling","212  Through its People Strategy, the annual Staff Development Plan and the University's 'Achieving Success' performance monitoring and staff development approach, the University now operates a more coordinated approach to identifying and addressing the development needs of all staff. The Academic Development team have primary responsibility for delivering training and development sessions for academic staff and provide appropriate opportunities for staff to engage with advances in learning and teaching practice (paragraph 167)."]
[3207,"STI_213","-","Staff_Support","Training","University of Stirling","213  To ensure that all students and staff who teach receive adequate training, the University undertook significant revisions to its processes and procedures including the introduction of standardised job descriptions and the use of targeted training for staff, delivered both centrally and in the faculties (paragraphs 172 and 173)."]
[3208,"STI_214","-","Postgraduate_Research","Student Experience","University of Stirling","214  The University has made important progress with its development of the postgraduate research student experience and continues to work on the development of a research community across the divisions/faculties. This included a range of activities such as the development of the Supervising Doctoral Students' training programme, the establishment of the IAS, and new learning and study spaces specifically for postgraduate students. In terms of its arrangements for research supervisor training, the University enhanced its institution-wide 'Supervising Doctoral Studies' (SDS) programme implemented in late 2016. The establishment of the IAS will further support staff with their ongoing development needs (paragraphs 120-124)."]
[3209,"STI_215","-","Quality_Processes","Programme Approval","University of Stirling","215  The ELIR team is content that the University's programme approval arrangements do qualify the use of external reference points and academic expertise from outside the University in the programme development phase. However, the team remains concerned that current arrangements do not support the use of external academic expertise in the final approval process (paragraph 183)."]
[3210,"STI_216","-","Collaborative_Partnerships","Oversight","University of Stirling","216  The ELIR team was able to confirm that the University has taken forward its plans to implement a revised approach to managing collaborative activity which includes formal and systematic arrangements for approving and reapproving collaborative provision. These allow for appropriate institutional oversight of the activity through the University's committee structures.  "]
[3211,"STI_217","-","Quality_Processes","Use of data","University of Stirling","217  Overall, the University has an effective approach to using data to inform its decision-making. The University employs a range of technology-based systems which support the generation of education-focused information. These systems provide data which underpins the reporting to inform policy development, a range of committees and its quality-related processes, for example Learning and Teaching Reviews and annual monitoring processes. The University is currently implementing an ambitious programme of new or ongoing systems and data development projects which are running in parallel. These include work on learning analytics, curriculum management software, the recently updated and refreshed VLE, student placement software, a new online mobile campus app, digital examination and assessment software, and updates to the existing module evaluation system."]
[3212,"STI_218","-","Quality_Processes","Use of data","University of Stirling","218  Individually these developments will support the activity and processes they are designed to enhance. The ELIR team noted that a number of these projects, once implemented, have significant potential to generate and provide further information for staff, particularly at programme and module level, to support and better understand the student experience, engagement and attainment. Indeed, the timing of their introduction was viewed very positively by students and staff who spoke specifically about the fact that these systems and software had greatly supported the transition to off-campus learning, teaching and assessment in response to the COVID-19 pandemic. Many also highlighted the significant potential to support blended learning and assessment innovation in the post-COVID environment, both on and off campus."]
[3213,"STI_219","-","Quality_Processes","Use of data","University of Stirling","219  Discussions with staff from across the University indicate that data is often fragmented, is not always sufficiently consistent or accessible, or doesn't provide the level of granularity necessary to reflect the diversity of student needs and experience. Feedback from staff who met with the ELIR team emphasised the importance of systems being tailored to ensure all stakeholders, across all levels, have appropriate and timely access to the data they require for operational, planning, decision-making and reporting purposes, in order to support the University's ambitions to enhance the student experience."]
[3214,"STI_220","-","Quality_Processes","Use of data","University of Stirling","220  During the review, the ELIR team learned that the University is currently undertaking a fundamental review of its approach to information and data management and its related software and systems. The University recognises this review provides an opportunity for it to adopt an approach which will support the development of, and maximise the benefits to be gained from, exploring opportunities to integrate systems. This position is also supported by the team, who would encourage the University to ensure that staff have access to integrated reports, which support them to undertake their respective roles."]
[3215,"STI_221","Recommendation","Quality_Processes","Use of data","University of Stirling","221  The ELIR team recommends that the University complete the fundamental review of its approach to data management which is currently underway and use this opportunity to explore and maximise the benefits to be realised from the integration of key University information systems. In addition, there would be benefit to the University in ensuring that its approach to data management and reporting ensures all stakeholders, across all levels, have timely and tailored access to the information they require for operational, planning, decision-making and reporting purposes, in order to support its ambitions to enhance the student experience."]
[3216,"STI_222","-","Quality_Processes","Framework","University of Stirling","222  The University has effective and systematic arrangements in place for setting and securing academic standards which meet the expectations set out in the UK Quality Code and SFC guidance to institutions on quality, making appropriate reference to the use of external reference points. Students are appropriately engaged in quality processes. The University has appropriate systems which enable the identification of good practice for wider dissemination."]
[3217,"STI_223","-","Quality_Processes","Framework","University of Stirling","223  Overall, the University has an effective approach to self-evaluation, through self-reflection, including its use of data to inform decision making. The operation of the University's institution-led review process effectively supports self-evaluation and enhancement. Learning and Teaching Review is systematic, robust and results in demonstrable actions with timelines that are rigorously monitored until completion. The review process has a number of positive features including the development of a 'student contribution' within a subject area's self-evaluation document, prepared by the Students' Union and Faculty Officers. The University proactively pivoted to an online process during the COVID-19 pandemic resulting in a seamless transition of the Learning and Teaching Review process."]
[3218,"STI_224","Recommendation","Quality_Processes","Internal Review","University of Stirling","224  The University is recommended to introduce a process for reviewing student-facing professional services that complements the current process of annual review, drawing on existing good practice in its approach to institution-led review of its academic provision. The review process should ensure input from internal stakeholders - including students - and external specialist expertise, be enhancement-led, and provide appropriate oversight to support the University to evaluate the contribution of these services to the quality of student experience."]
[3219,"STI_225","-","Quality_Processes","External examining","University of Stirling","225  The University is asked to ensure that all students have clear information about the work of external examiners including their role and have easy access to the external examiner reports for their programme of study and are also clear about how these can be accessed."]
[{"$f":"IF(B3222<>\"\",ROW(A3222)-2,\"\")","v":3220},"STI_226","-","Quality_Processes","Use of data","University of Stirling","226  The University is asked to complete the fundamental review of its approach to data management which is currently underway and use this opportunity to explore and maximise the benefits to be realised from the integration of key University information systems. There would be benefit to the University in ensuring that its approach to data management and reporting ensures all stakeholders, across all levels, have timely and tailored access to the information they require for operational, planning, decision-making and reporting purposes, in order to support its ambitions to enhance the student experience."]
[3221,"STI_227","-","Collaborative_Partnerships","Oversight","University of Stirling","227  The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience. "]
[3222,"STI_228","-","Collaborative_Partnerships","Oversight","University of Stirling","228  The University identified 'Collaborations and Partnerships' as one of its contextualised themes for this review. Management of collaborative activity was noted as an area for development during the 2015 ELIR. This ELIR team was able to confirm that, as recommended, the University had taken forward its plans to revise its approach to managing collaborative activity. The institution has developed formal, systematic arrangements for approving and reapproving collaborative partners and collaborative provision. These also support the University to routinely review the provision and allow it to have explicit institutional oversight of its activities, through its committee structure, supporting the ongoing enhancement of the student learning experience.   "]
[3223,"STI_229","-","Collaborative_Partnerships","Oversight","University of Stirling","229  The University has a range of partnerships including: UK collaborations with other education providers and organisations, with a long-established partnership with Forth Valley College (paragraphs 55-57); the INTO University of Stirling joint venture (paragraphs 59 and 60); a range of international collaborations, networks and partnerships including nine transnational education partnerships, 11 international articulations and progressions, six international research partnerships and one international school partnership; partnerships with employers and professional bodies and study abroad and work placement opportunities. The transnational education (TNE) partnerships include joint doctorates and a variety of double degrees, flying faculty provision and local delivery programmes. In evaluating the University's overall arrangements for the management of collaborative provision, the ELIR team focused on the following partnerships: Singapore Institute of Management; Muscat College, Oman; Planet Core, Ras Al Khaimah (RAK), UAE; and Hebei Normal University (HNU), China. During the review visit the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships. "]
[3224,"STI_229","-","Collaborative_Partnerships","International","University of Stirling","229  The University has a range of partnerships including: UK collaborations with other education providers and organisations, with a long-established partnership with Forth Valley College (paragraphs 55-57); the INTO University of Stirling joint venture (paragraphs 59 and 60); a range of international collaborations, networks and partnerships including nine transnational education partnerships, 11 international articulations and progressions, six international research partnerships and one international school partnership; partnerships with employers and professional bodies and study abroad and work placement opportunities. The transnational education (TNE) partnerships include joint doctorates and a variety of double degrees, flying faculty provision and local delivery programmes. In evaluating the University's overall arrangements for the management of collaborative provision, the ELIR team focused on the following partnerships: Singapore Institute of Management; Muscat College, Oman; Planet Core, Ras Al Khaimah (RAK), UAE; and Hebei Normal University (HNU), China. During the review visit the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships. "]
[3225,"STI_230","-","Collaborative_Partnerships","Oversight","University of Stirling","230  In the RA, the University recognises the management of its collaborative activity would benefit from more strategic direction and management and has undertaken some reorganisation of leadership roles to support this. It views itself as being in the 'comparatively early steps of transformation' of its approach to collaborative provision, with this activity remaining an ongoing priority."]
[3226,"STI_231","-","Collaborative_Partnerships","Oversight","University of Stirling","231  The University Strategic Plan (2016-2021) (paragraph 5) states its intention to be a 'globally-connected university', and to continue to build and strengthen its international links. A review of the University's Internationalisation Strategy (2014-19) was initiated in 2017. Preparation of a new Strategy began in 2019, but work was disrupted by the COVID-19 pandemic and resumed in December 2020. The ELIR team was informed that work has continued into spring 2021, with the aim of bringing what will be named the Global Engagement Strategy to the University Strategy and Policy Group (USPG) (paragraph 6) for approval in summer 2021."]
[3227,"STI_232","-","Collaborative_Partnerships","Oversight","University of Stirling","232  Leadership of collaborative provision is provided jointly by the Deputy Principal (International) and the Deputy Principal (Education and Students). The Directorate of Internationalisation and Partnerships (DIP), created in 2018, has overall responsibility for the management and delivery of the University's collaborative provision, working with colleagues within the faculties and key professional services to achieve this. The Directorate also maintains a register of all the University agreements which the ELIR team confirmed is up to date. Oversight of collaborative programmes is shared between the relevant faculty and the DIP. Each faculty has an associate dean with responsibility for day-to-day management of provision, and the faculty manager oversees the resourcing necessary. "]
[3228,"STI_232","-","Governance","Structure","University of Stirling","232  Leadership of collaborative provision is provided jointly by the Deputy Principal (International) and the Deputy Principal (Education and Students). The Directorate of Internationalisation and Partnerships (DIP), created in 2018, has overall responsibility for the management and delivery of the University's collaborative provision, working with colleagues within the faculties and key professional services to achieve this. The Directorate also maintains a register of all the University agreements which the ELIR team confirmed is up to date. Oversight of collaborative programmes is shared between the relevant faculty and the DIP. Each faculty has an associate dean with responsibility for day-to-day management of provision, and the faculty manager oversees the resourcing necessary. "]
[3229,"STI_233","-","Collaborative_Partnerships","Oversight","University of Stirling","233  Strategic oversight of the quality and enhancement of learning opportunities is the responsibility of the Education and Student Experience Committee (ESEC). This responsibility includes all collaborative provision. The Executive Director of DIP is a member of ESEC and the Curriculum Lifecycle Approval Sub-committee, providing the opportunity to contribute to module and programme development and management. "]
[3230,"STI_234","-","Collaborative_Partnerships","International","University of Stirling","234  The DIP reviewed the portfolio of transnational education partnerships in 2019, resulting in a number of revisions to the University's arrangements for the management of collaborative provision and the maintenance of standards including revision of the University's due diligence processes for initial partnership approval, its delivery arrangements for any new TNE partnership developed, and the routine undertaking of a formal review for each TNE partner to coincide with contract renewal."]
[3231,"STI_235","-","Collaborative_Partnerships","Oversight","University of Stirling","235  At the same time, a formal Partnership Management Team approach was introduced for each partnership, led by a Partnership Director who acts as the key point of contact with the partner, ensuring effective communications, undertakes visits to the partner, and ensures the partner satisfies the University's quality and standards requirements set out in the International Partnership Handbook. A Partnership Committee chaired by the Partnership Director was also established for each partnership and includes members from the University and the partner.  "]
[3232,"STI_235","-","Collaborative_Partnerships","International","University of Stirling","235  At the same time, a formal Partnership Management Team approach was introduced for each partnership, led by a Partnership Director who acts as the key point of contact with the partner, ensuring effective communications, undertakes visits to the partner, and ensures the partner satisfies the University's quality and standards requirements set out in the International Partnership Handbook. A Partnership Committee chaired by the Partnership Director was also established for each partnership and includes members from the University and the partner.  "]
[3233,"STI_236","-","Collaborative_Partnerships","International","University of Stirling","236  The International Partnerships Handbook was approved by ESEC in February 2021 and aligns with the QAA guidance on managing international collaborations and the UK Quality Code. The Handbook outlines the University's policy and processes for managing its TNE and articulation arrangements, setting out separate processes for the enquiry, approval, operation and monitoring, and termination stages. The Handbook introduced a strengthened due diligence process, with the Partnership Management Team required to maintain the risk assessment."]
[3234,"STI_237","-","Collaborative_Partnerships","Oversight","University of Stirling","237  Any new partnership is considered in terms of supporting the University to meet its strategic objectives, with proposals considered against four key questions set out in the International Partnership Handbook. The ELIR team noted that the mode of interaction between the University and a potential partner is not included in this list of questions. During discussions with staff, it was clear that the University is willing to consider a range of modes of interaction, as confirmed by the variety of existing partnerships. While this approach presents challenges with scalability, sharing of best practice and standardisation of processes, it does facilitate the negotiation of agreements with institutions of considerable international reputation. "]
[3235,"STI_238","-","Collaborative_Partnerships","Oversight","University of Stirling","238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "]
[3236,"STI_238","-","Collaborative_Partnerships","International","University of Stirling","238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "]
[3237,"STI_238","-","Quality_Processes","Internal Review","University of Stirling","238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "]
[3238,"STI_239","-","Collaborative_Partnerships","Oversight","University of Stirling","239  External examiners are normally appointed to cover both the collaborative and home campus provision of a module. The ELIR team were content that the University's policy of appointing Subject and Faculty Chief Examiners (paragraph 198), together with its processes for the management of module and award boards, ensures effective scrutiny and comparison of module results across all of the delivery partners involved. "]
[3239,"STI_239","-","Quality_Processes","External examining","University of Stirling","239  External examiners are normally appointed to cover both the collaborative and home campus provision of a module. The ELIR team were content that the University's policy of appointing Subject and Faculty Chief Examiners (paragraph 198), together with its processes for the management of module and award boards, ensures effective scrutiny and comparison of module results across all of the delivery partners involved. "]
[3240,"STI_240","-","Collaborative_Partnerships","International","University of Stirling","240  At the time of this review, the ELIR team learned the University has recently decided to end its long-term partnership with Muscat College. The International Partnerships Handbook describes the procedures for terminating a collaborative partnership. It details the requirement for transitional arrangements to be put in place to ensure any students on the programme can complete their award, including consideration of any existing students who have been granted a leave of absence or have re-assessment opportunities remaining. Guidance and support must be put in place for any remaining students on the terminating programme, and it is a requirement that existing monitoring and reporting of the partnership will be in place during 'teach-out' arrangements for students and any transfer of provision is completed."]
[3241,"STI_241","-","Collaborative_Partnerships","Oversight","University of Stirling","241  It was evident to the ELIR team that the University has appropriate mechanisms in place to evaluate and monitor the quality of the learning and teaching and broader student experience at each of its partnerships. While seeking to work with a partner to rectify any concerns that the University may have, it is ultimately willing to terminate partnerships where these no longer meet its strategic intentions."]
[3242,"STI_242","-","Collaborative_Partnerships","Student experience","University of Stirling","242  Responsibility for the strategic enhancement of the student learning experience, both on and off the home campus, lies with the Deputy Principal (Education and Students) who is supported in this area by the Dean for Student Experience and the Dean for Teaching Quality Enhancement. The University considers it to be of central importance that students at its collaborative partners consider themselves as University of Stirling students and aims to offer an equivalent experience to students, wherever they study. To achieve this, the University uses a number of approaches including regular communications, prioritising direct contact between the students and Stirling staff, teaching the same curriculum at both the Stirling campus and at the partner, students being able to enrol in the My Stirling award scheme, which recognises extra-curricular activities and achievements, and ensuring student feedback, gathered through surveys and SSFCs, is considered by the University. Students from a range of the University's TNE partners confirmed they felt connected with the University of Stirling and considered themselves to be students of the University."]
[3243,"STI_243","-","Collaborative_Partnerships","Student experience","University of Stirling","243  The University confirmed that during the COVID-19 pandemic, the DIP worked with the University's TNE partners to employ a number of measures to ensure students could continue with their teaching and learning. These included adjustments to assessments, moving teaching that would normally have been delivered face-to-face by flying faculty online, and supporting the provision of appropriate software to support learning."]
[3244,"STI_243","-","Covid_19","Strategy","University of Stirling","243  The University confirmed that during the COVID-19 pandemic, the DIP worked with the University's TNE partners to employ a number of measures to ensure students could continue with their teaching and learning. These included adjustments to assessments, moving teaching that would normally have been delivered face-to-face by flying faculty online, and supporting the provision of appropriate software to support learning."]
[3245,"STI_244","-","Collaborative_Partnerships","Student experience","University of Stirling","244  Each TNE partnership is required to use a number of processes that collectively enable the University to assure and enhance the student experience. These include module feedback questionnaires, annual monitoring and reporting, and Learning and Teaching Review. This information is reviewed by the Partnership Management Team and the Associate Dean for Internationalisation, who are members of the Faculty Executive and Faculty Learning and Teaching Committee."]
[3246,"STI_245","-","Collaborative_Partnerships","Student experience","University of Stirling","245  Stirling Students' Union does not generally represent students studying at TNE partners or provide training for student representatives. However, these partners are expected to operate equivalent student representation arrangements to those operated by the University of Stirling. The Vice President for Education from the Students' Union acknowledges this is an area that the Students' Union need to progress, but plans had been impacted by the pandemic. The ELIR team learned that opportunities exist for student representatives from TNE partners to have their contribution recognised, appearing on their academic transcripts. Most TNE partners operate a system of class/module representatives who attendance Student Staff Feedback Committees.  "]
[3247,"STI_246","-","Collaborative_Partnerships","Student experience","University of Stirling","246  Student feedback is reviewed at Partnership Management Team Meetings and interim mid-agreement review. TNE students met by the team confirmed that appropriate systems were in place to gather and respond to their feedback including Student Staff Feedback Committees, module surveys conducted by the University and/or the partner, and less formal meetings with staff. They also gave examples of changes that had been made in response to their feedback."]
[3248,"STI_247","-","Collaborative_Partnerships","Student experience","University of Stirling","247  All students studying with collaborative partners have access to University of Stirling support services, to complement those at their local institution. Faculties work with the Director of Student Support Services to ensure similar services are available at the TNE partners. The VLE also provides information to staff and students about the resources and support available and how these can be accessed remotely. TNE students reported that, while the nature and extent of local provision varied, they all had remote access to the professional support services at Stirling. Professional services staff reported that employability was very popular with students at the collaborative partners. Employability is embedded in modules for TNE partners and faculties have employability officers who deliver direct support for TNE students."]
[3249,"STI_248","-","Collaborative_Partnerships","Student experience","University of Stirling","248  TNE partnerships students confirmed that they felt equipped to access online resources, commenting specifically on the accessibility of the VLE and library online resources and lecture recordings of sessions delivered on the Stirling campus. A number also appreciated the efforts that are made by staff to ensure students can access learning resources in other formats if these are unavailable due to government restrictions in some countries. "]
[3250,"STI_249","-","Collaborative_Partnerships","Staff support","University of Stirling","249  The International Partnerships Handbook sets out the University's expectations around the appointment of staff to support the delivery of TNE provision. The ELIR team understands that all academic development opportunities offered by the University are available to TNE staff, including attendance at the Learning and Teaching Conference and nomination for the Teaching Impact Awards (paragraph 168). The University has promoted the availability of its Postgraduate Certificate in Learning and Teaching in Higher Education to staff in TNE partners, but it was subsequently decided that the SFELTE was a more appropriate qualification route, as it is more contextualised, focuses on an individual's experience and is also available via online resources (paragraph 169).  "]
[{"$f":"IF(B3253<>\"\",ROW(A3253)-2,\"\")","v":3251},"STI_250","-","Collaborative_Partnerships","Oversight","University of Stirling","250  The University has made considerable progress since ELIR 3 and has introduced an effective approach for managing collaborative provision including arrangements for securing and maintaining academic standards and enhancing the student learning experience.  "]
[{"$f":"IF(B3254<>\"\",ROW(A3254)-2,\"\")","v":3252},"EDI_2","-","Governance","Strategy","University of Edinburgh","2 The current Principal and Vice-Chancellor assumed their roles in February 2018 and a new strategic focus has been established. The University's strategic plan - 'Strategy 2030' launched in September 2019, established a values-led approach to teaching, research and innovation to provide a focus for the multiple strands and plans emerging from Strategy 2030. The University has seven core values relating to excellence, ambition, community, internationalism, locality and transformation. Under this revised approach to strategic development, the Learning and Teaching Strategy 2017 concluded in 2019-20. The previous role of Vice-Principal Learning and Teaching was reshaped into the role of Vice-Principal Students and a new appointment was made at the start of academic year 2019-20 to support the strategic approach to learning, teaching and the student experience. There are plans, delayed by the COVID-19 pandemic, for the new Vice-Principal Students to undertake a university-wide Curriculum Transformation Programme as the University moves toward a new phase of learning and teaching. "]
[3253,"EDI_3","-","Governance","Structure","University of Edinburgh","3 Edinburgh's academic structure is based on three colleges, each led by a Vice-Principal: the College of Arts, Humanities and Social Science (25,815 students in 2019-20); the College of Medicine and Veterinary Medicine (7,250 students in 2019-20); and the College of Science and Engineering (11,445 students in 2019-20). Colleges are, in turn, arranged in 20 schools, three deaneries (in the Edinburgh Medical School), and one centre (for Open Learning). The University has collaborative agreements leading to a joint University of Edinburgh qualification with 55 international institutions and seven UK institutions. The University has recently established a new interdisciplinary centre - the Edinburgh Futures Institute - with a focus on external collaboration and new ways of working and learning. A Doctoral College was established in January 2020 to coordinate and enhance postgraduate research student activities and experience across the University. "]
[3254,"EDI_4","-","Covid_19","Strategy","University of Edinburgh","4 The University's response to the impact of COVID-19 has been managed through the establishment of the Adaptation and Renewal Team (ART), led by the Principal, which comprises of four main strands: research; students; estates and infrastructure; and reshaping. ART reports to the University Executive and its work aligns with the work of the Senate. At the time of the review visit, the ART was completing final meetings to be replaced by existing decision-making processes."]
[3255,"EDI_5","-","Demographics","Numbers","University of Edinburgh","5 Edinburgh is Scotland's largest university and among one of the largest in the UK by student population. In 2019-20, there were 44,510 students at the University made up of 26,785 undergraduate, 11,975 taught postgraduate, and 5,750 postgraduate research students. Of the total student population: 4,300 were non-graduating and visiting students;[1] 1,955 postgraduate students writing up; and 3,360 online students living abroad. Scottish students make up 26% of the total (11,455) with 25% from the rest of the UK (11, 215), 12% from the EU (5,380), and 37% overseas (16,375).[2] "]
[3256,"EDI_6","-","Demographics","Trends","University of Edinburgh","6 The University has seen a significant and rapid growth in student population since the last ELIR in 2015. Total population has grown by 34% with a 23% growth in undergraduate numbers and 56% in postgraduate. Growth has largely been accounted for by overseas students which now make up a larger proportion of the whole student population (37% in 2019-20). There has also been a large rise in the number of online students - mostly taught master's - with a rise of 42% to 3,620 students in 2019-20. While growth has been the defining feature of the student population over the past five years, the new Strategy 2030 states that the University will not be aiming for growth for growth's sake and foresees stable undergraduate numbers, though postgraduate numbers will grow. "]
[3257,"EDI_7","-","Demographics","Numbers","University of Edinburgh","7 The ELIR team explored the reasons for, and impact of, the rapid growth in student numbers. The University recognise that this was to some extent unplanned and, during the ELIR, staff and students provided the team with examples where this growth negatively affected the student experience by placing strain on physical and human resources. The ELIR team noted that the University's ability to plan and control growth was made complex by the University's decentralised structure. "]
[3258,"EDI_8","-","Demographics","Widening participation","University of Edinburgh","8 Progression rates for undergraduate students improved over the four-year period to 2018-19, rising from 84.8% progression from year one to two in 2014-15 to 91.1% in 2018-19. Within this overall picture, black and minority ethnic, and disabled students are among the groups who are less likely to progress, though the gaps have also been improving over the past few years. "]
[3259,"EDI_8","-","Student_Support","Progression","University of Edinburgh","8 Progression rates for undergraduate students improved over the four-year period to 2018-19, rising from 84.8% progression from year one to two in 2014-15 to 91.1% in 2018-19. Within this overall picture, black and minority ethnic, and disabled students are among the groups who are less likely to progress, though the gaps have also been improving over the past few years. "]
[3260,"EDI_9","-","Demographics","Widening participation","University of Edinburgh","9 The University's intake of Scottish domiciled students includes 11.4% from the 20% most deprived postcodes as defined in the Scottish Index of Multiple Deprivation (SIMD20) in 2019-20. Retention rates for SIMD20 students were 83.2% in 2018-19 compared with non-SIMD20 students at 91.9%. "]
[3261,"EDI_10","-","Collaborative_Partnerships","Oversight","University of Edinburgh","10 The University has collaborative agreements leading to a joint University of Edinburgh qualification with 55 international institutions and seven UK institutions (in 2019-20, there were 715 students on joint programmes and 53 students on joint/dual PhD programmes)."]
[3262,"EDI_11","-","ELIR_Approach","Operation","University of Edinburgh","11 The University's preparations for ELIR were led by the Assistant Principal Academic Standards and Quality Assurance and a small team including the Students' Association VP Education. The team sought input to drafts and engaged widely with staff and students. Initially, the Learning and Teaching Policy Group provided advice and guidance to the ELIR preparation team, and agreed the contextual themes. Since that group's dissolution, Senate committees have generally overseen the preparations."]
[3263,"EDI_12","-","ELIR_Approach","Themes","University of Edinburgh","12 The University agreed five contextual themes and tested these with staff and students via consultation. The five themes are: teaching and academic careers, student community and student voices, student support, widening participation, student skills and employability."]
[3264,"EDI_13","-","ELIR_Approach","Themes","University of Edinburgh","13 The ELIR team explored these themes with university staff and were able to confirm that they did reflect the strategic priorities and emerging action underway at Edinburgh. The University acknowledges that assessment and feedback is also an area which needs exploration, but chose not to make it a contextual theme as it did not emerge from the consultation process as a significant priority for students. The team consider that this could have been a useful additional contextual theme for the University to recognise, and it was explored with staff and students during the review (see paragraphs 54-60). "]
[3265,"EDI_14","-","Postgraduate_Research","Student Experience","University of Edinburgh","14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."]
[3266,"EDI_14","-","Student_Engagement","Representation","University of Edinburgh","14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."]
[3267,"EDI_14","-","Assessment","Feedback","University of Edinburgh","14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."]
[3268,"EDI_14","-","Student_Support","Academic","University of Edinburgh","14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."]
[3269,"EDI_15","-","ELIR_Approach","Student engagement","University of Edinburgh","15 The University engages fully with the Students' Association who was closely involved in preparations for the ELIR, with the VP Education a member of the key preparation team. Draft chapters of the Reflective Analysis were accessible to students and, more specifically, student focus groups were run on key areas. Comments were invited on draft chapters from staff and students via the Teaching Matters blog. The University made a particular effort to engage students in the ELIR preparations, employing a PhD intern to develop materials such as a briefing video and an ELIR Quick Facts document as well as the regular contributions to the Teaching Matters blog. The ELIR team was able to conclude that the close working with the Students' Association, and students more generally, ensured that current student concerns were well-reflected in the reflective analysis and covered in the review itself. "]
[3270,"EDI_16","-","Student_Engagement","Policy","University of Edinburgh","16 The University has effective arrangements in place to support the engagement of students in the assurance and enhancement of their learning experience. This is evidenced by the culture of partnership between the University and the Edinburgh University Students' Association, and is supported by a range of mechanisms, through which the student voice is routinely harnessed to support enhancement across the University. "]
[3271,"EDI_17","-","Student_Engagement","Representation","University of Edinburgh","17 Students are primarily engaged in university decision-making processes through the student representative system. The ELIR team was made aware of significant changes that had been made to this system to enhance its operation and ensure a consistent approach to student representation across the University. Implemented from the 2018-19 academic year, these changes have included a review of the principles underpinning operation of the Staff Student Liaison Committees (SSLCs), extending student representatives' access to data on the student experience, and a transition from a course-level representation system to a programme-level model. While recognising these initiatives were at an early stage, feedback from staff and students on the overarching structural changes was largely positive. Students who met with the team indicated that they were generally aware of who their student representatives were and how the feedback they provided influenced change within the University, although notably this tended to vary between schools, at both undergraduate and postgraduate level."]
[3272,"EDI_18","-","Student_Engagement","Representation","University of Edinburgh","18 The recruitment and training of student representatives is managed by the Students' Association. The ELIR team learned that the move to a programme-based representation model had reduced the number of representatives across the University, enabling the return to in-person induction training for all representatives. Student representatives who had attended this training spoke positively to the team on its value in preparing them for their role. Further to initial induction training, student representatives are provided with a range of additional opportunities to support their continuing professional development, including skills-based training workshops. In response to the recent COVID-19 pandemic, a number of these workshops had focused on supporting effective online engagement with students."]
[3273,"EDI_19","-","Student_Engagement","Representation","University of Edinburgh","19 Feedback from student representatives is primarily considered through the University's Staff Student Liaison Committees (SSLCs). Schools have devolved authority to manage the organisation of their SSLCs, supported by centralised guidance from Academic Services and the Students' Association. While students reported to the ELIR team that they felt listened to by staff, they indicated that effectiveness of the SSLCs tended to vary across the institution. It was generally perceived by students that while the SSLCs provided an effective forum for addressing operational issues pertaining to course and programme delivery, more substantial concerns around the student experience often went unresolved. Students and staff who met with the team were unsure on the process for escalating unresolved issues beyond the school SSLCs. Since November 2019, the University has introduced a college-level SSLC within the College of Science and Engineering, primarily to explore synergies with other college committees, such as Quality, Learning and Teaching. The team viewed this as a positive development and would encourage the University to closely monitor the effectiveness of this change and consider the value of rolling out similar committees across the other colleges with a view to establishing more effective oversight of substantial or recurrent issues."]
[3274,"EDI_20","-","Student_Engagement","Representation","University of Edinburgh","20 Postgraduate (PG) students feel that they are included in representation at an institutional level, stating that they are made to feel welcome at meetings at all levels. The representative structure seems satisfactory for all PG students, although many PG research students expressed that they were not involved with the Students' Association as its activities are targeted to undergraduates. Postgraduate students were invited to take part in consultations for Strategy 2030, although it is not clear at this time how many and what demographics actually took part in this consultation."]
[3275,"EDI_20","-","Postgraduate_Research","Representation","University of Edinburgh","20 Postgraduate (PG) students feel that they are included in representation at an institutional level, stating that they are made to feel welcome at meetings at all levels. The representative structure seems satisfactory for all PG students, although many PG research students expressed that they were not involved with the Students' Association as its activities are targeted to undergraduates. Postgraduate students were invited to take part in consultations for Strategy 2030, although it is not clear at this time how many and what demographics actually took part in this consultation."]
[3276,"EDI_21","-","Collaborative_Partnerships","Student experience","University of Edinburgh","21 Students studying with the University's collaborative partners are also provided with opportunities to engage in the enhancement of their learning experience, with the University embedding this as a key check within the early stages of the partnership development process. The ELIR team noted that, in specific cases, this had involved the University working with its partners to establish a representative system reflective of that in place in Edinburgh."]
[3277,"EDI_22","-","Student_Engagement","Representation","University of Edinburgh","22 Students have the opportunity to contribute to university decision-making through membership of a college or university-level committee. Recruitment to these positions can be via university-level committees which include Sabbatical membership, whereby there is direct liaison (handover/internal induction supported by the Students' Association). In addition, the Students' Association also manage the recruitment process for some college and university-level committees which are open to both school and programme representatives. Induction is carried out by the appropriate area (including Academic Services and the Students' Association). The ELIR team noted that all students appointed to university committees receive a full induction, prior to joining, which is delivered by Academic Services."]
[3278,"EDI_23","Commendation","Student_Engagement","Representation","University of Edinburgh","23 Throughout the ELIR, the team saw evidence of the extent of student partnership across the institution, noting the wholesale engagement of students as partners in decision-making, including on the University Executive. Through both formal representation on key university committees, and through more novel means - such as the Pulse Surveys designed to capture the views of students on key aspects of the University's Adaption and Renewal Programme (ART); students had been enabled to make a demonstrable contribution to university strategic thinking and planning. There was also evidence that students would be involved as key partners within the University's upcoming Curriculum Transformation Programme, ensuring they were provided with the opportunity to input directly into this wide-reaching strategic change programme. To this effect, the ELIR team commended the University's commitment to working in close partnership with its student body and recognised the steps the institution and Students' Association had taken to ensure extensive student involvement across university decision-making structures and change initiatives. The team viewed student membership of the University Executive and input to the Adaption and Renewal Team, as particularly positive. "]
[3279,"EDI_24","-","Student_Engagement","Representation","University of Edinburgh","24 Academic Services and the Students' Association operate a competitive recruitment process to manage the recruitment and selection of students for participation in the University's Internal Periodic Review (IPR) process (see also paragraph 142). Students selected to participate within these reviews are provided with comprehensive training, delivered centrally by Academic Services and the Students' Association. Students who had attended these training sessions highlighted their value to the ELIR team, and staff viewed them as a very effective way to induct students in the IPR process. The team commended the institution on its highly-professionalised approach to supporting the recruitment, selection and training of students to effectively contribute to the University's IPR process. This centrally-delivered training is recognised by both staff and students as being key in enabling students to contribute meaningfully to the University's review processes. "]
[3280,"EDI_24","Commendation","Student_Engagement","Quality processes","University of Edinburgh","24 Academic Services and the Students' Association operate a competitive recruitment process to manage the recruitment and selection of students for participation in the University's Internal Periodic Review (IPR) process (see also paragraph 142). Students selected to participate within these reviews are provided with comprehensive training, delivered centrally by Academic Services and the Students' Association. Students who had attended these training sessions highlighted their value to the ELIR team, and staff viewed them as a very effective way to induct students in the IPR process. The team commended the institution on its highly-professionalised approach to supporting the recruitment, selection and training of students to effectively contribute to the University's IPR process. This centrally-delivered training is recognised by both staff and students as being key in enabling students to contribute meaningfully to the University's review processes. "]
[3281,"EDI_25","-","Student_Engagement","Representation","University of Edinburgh","25 The University launched its current Student Partnership Agreement (SPA) in October 2017, which outlines the strategic relationship between the University and the Students' Association. The themes of the agreement are reviewed on an annual basis making use of appropriate evidence bases (including feedback from student surveys, representative forums and consultation with staff) to identify priority actions for the coming year. The University resources the delivery of these priority actions through the provision of a set amount of project-based funding to support the creation of joint staff-student projects."]
[3282,"EDI_26","-","Student_Engagement","Representation","University of Edinburgh","26 The ELIR team learned that delivery of SPA Projects in 2019-20 - centring on the priority themes of: Community, Student Voice and Social Justice - had been suspended in response to the COVID-19 pandemic. Instead, the University and the Students' Association sought to review the overall impact of prior themes and SPA projects. Student representatives who met with the team demonstrated limited awareness of the overarching SPA, or projects delivered as part of this to date. It seemed to the team that there would be value, as part of the University's ongoing review of the SPA, to consider how thematic priority actions could be better communicated across the wider student population."]
[3283,"EDI_27","-","Student_Engagement","Feedback","University of Edinburgh","27 The University uses a range of surveys and feedback mechanisms to gather feedback from students, including nationally-run external surveys (such as the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES) and the Postgraduate Research Experience Survey (PRES)), as well as internal Course Evaluation Questionnaires (CEQs) and Mid-Course Feedback (MCF), introduced in 2016-17. Institutional management of student-facing surveys is led by the Student Analytics, Insight, and Modelling Team."]
[3284,"EDI_28","-","Student_Engagement","Feedback","University of Edinburgh","28 Students can provide feedback to the University on their learning experience at course-level through end-of-term Course Evaluation Questionnaires (CEQs). In response to declining CEQ response rates, the University has undertaken a fundamental review of the purpose and value of these questionnaires. The ELIR team learned that delivery of the outcomes of this review - which recommended the move to a decentralised end-of-course feedback model and the introduction of a new all-undergraduate student survey - had been postponed in response to the COVID-19 pandemic. Instead, monthly pulse surveys operated in 2020-21."]
[3285,"EDI_29","-","Student_Engagement","Feedback","University of Edinburgh","29 The University has recently expanded its use of Mid-Course Feedback (MCF), which enables students to provide feedback directly to staff mid-way through the delivery of their course. This enables staff to respond to student feedback during the academic year to which it is relevant and address any immediate concerns. The ELIR team recognised the wide range of mediums through which MCF had previously been gathered, including postcards and electronic voting, each of which provided a novel means of engaging students. While the concept of MCF was viewed positively by the team, some students commented on its inconsistent use and value between various courses. The decentralised nature of MCF, which allows schools to decide individually how they wish to use it within their courses, prohibits the analysis of trends and recurrent themes at an aggregate level by schools, colleges, or the wider university. The ELlR team considers that there would be benefit in the University reflecting on, as part of its ongoing work around student surveys, the future positioning of MCF within the wider network of student feedback mechanisms; considering how future enhancements could be made to increase the value of MCF to staff and students, while also enabling enhanced institutional oversight (paragraphs 101-102). "]
[3286,"EDI_30","-","Student_Engagement","Feedback","University of Edinburgh","30 The ELIR team learned of the work undertaken, since the 2015 ELIR, by the Student Analytics, Insights and Modelling Team to support greater staff and student engagement with the data generated through student surveys. For staff, this has included expanding the range of data sets and visualisations provided through the University's interactive data visualisation tool. Work has also been undertaken in partnership with the Students' Association to provide school representatives with access to these data sets. While appreciative of the growing range of data now available through the institution's interactive data visualisation tool, staff who met with the team noted a requirement for further training to enable more effective use of these data sources. The team was supportive of this view and would encourage the University to consider how the provision of additional training for staff in this area could support more systematic utilisation of student survey data as an evidence base for enhancement across the institution (see also paragraph 34). "]
[3287,"EDI_31","-","Equality_Diversity","Policy","University of Edinburgh","31 Overall, the University is effective in its approach to addressing equality and diversity in the student population; however, several important areas for action remain, notably in developing the inclusive curriculum and detailed work around attainment gaps."]
[3288,"EDI_32","-","Equality_Diversity","Policy","University of Edinburgh","32 The University has recently appointed an executive-level, university-wide lead for equality, diversity and inclusion (ED&I), replacing the outgoing Vice-Principal People and Culture - a move which is intended to raise visibility of the commitment to this agenda. The postholder is a member of the University Executive, reporting directly to Vice-Principal Students and Vice-Principal Strategic Change and Governance. A new university-level ED&I Committee contributes to strategic development, action planning and the promotion of best practice for and beyond protected groups. The ELIR team also heard of plans to establish working groups in each school."]
[3289,"EDI_32","-","Governance","Structure","University of Edinburgh","32 The University has recently appointed an executive-level, university-wide lead for equality, diversity and inclusion (ED&I), replacing the outgoing Vice-Principal People and Culture - a move which is intended to raise visibility of the commitment to this agenda. The postholder is a member of the University Executive, reporting directly to Vice-Principal Students and Vice-Principal Strategic Change and Governance. A new university-level ED&I Committee contributes to strategic development, action planning and the promotion of best practice for and beyond protected groups. The ELIR team also heard of plans to establish working groups in each school."]
[3290,"EDI_33","-","Equality_Diversity","Practice","University of Edinburgh","33 The University engages positively with the Athena SWAN charter to support gender equality, has revised its policy on dignity and respect and is committed to ensuring estate accessibility. The University is continuing to develop support for black, Asian and minority ethnic (BAME) students and has increased pre-enrolment and induction activities to both welcome and support students from widening participation (WP) backgrounds. The University has exceeded its target of recruiting 10% of learners from Scottish Indices of Multiple Deprivation 20 (SIMD20) and is positive about the progress it is making to welcome a more diverse student body."]
[3291,"EDI_34","Recommendation","Equality_Diversity","Practice","University of Edinburgh","34 The University has made progress in increasing the diversity of the UK student population and acknowledges that there are attainment gaps between BAME and white students. Following a review in 2018-19, relating to student support for BAME students, systems for better data collection have been established. The review resulted in recommendations relating to four areas of activity: racial literacy and awareness; sense of belonging; accessing support services; and curriculum and learning. Implementation of review action is being overseen by the Senate Quality Assurance Committee. The ELIR team heard from senior staff of improved data distribution activities, supported through the University's interactive data visualisation tool. In meetings with a range of staff during the ELIR, the team did not find evidence of systematic use of the data to indicate how attainment gaps were being addressed in an institution-wide manner. The team considered that there would be value in the University considering how to address attainment gaps in student performance, and recommended that the University considers how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions."]
[3292,"EDI_34","Recommendation","Quality_Processes","Use of data","University of Edinburgh","34 The University has made progress in increasing the diversity of the UK student population and acknowledges that there are attainment gaps between BAME and white students. Following a review in 2018-19, relating to student support for BAME students, systems for better data collection have been established. The review resulted in recommendations relating to four areas of activity: racial literacy and awareness; sense of belonging; accessing support services; and curriculum and learning. Implementation of review action is being overseen by the Senate Quality Assurance Committee. The ELIR team heard from senior staff of improved data distribution activities, supported through the University's interactive data visualisation tool. In meetings with a range of staff during the ELIR, the team did not find evidence of systematic use of the data to indicate how attainment gaps were being addressed in an institution-wide manner. The team considered that there would be value in the University considering how to address attainment gaps in student performance, and recommended that the University considers how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions."]
[3293,"EDI_35","-","Equality_Diversity","Practice","University of Edinburgh","35 There is strong institutional commitment by senior staff, to creating an inclusive curriculum, although conversation with staff and student groups demonstrated a mixed level of awareness of this work. The ELIR team heard that the University has made recommendations for action, including the diversification of reading lists and the appointment of a senior member of staff to lead on developing a more inclusive curriculum, but that the implementation of those recommendations has been delayed by COVID-19 and will be incorporated into the Curriculum Transformation Programme (paragraphs 94-96). It was the team's view that this work is at an early stage and that the concept of the inclusive curriculum is not deeply embedded in the University. The team would therefore encourage the University to accelerate progress in this area to ensure that the speed of growth in student diversity is matched within the curriculum."]
[3294,"EDI_36","-","Equality_Diversity","Practice","University of Edinburgh","36 Students that met the ELIR team, reported positively on the work of the Students' Association in their support of the University's Equality and Diversity agenda. In turn, university staff commented on the effectiveness of the Student's Association's liberation campaigns and the approach to student representation from those diverse groups. Throughout the review, the team was able to meet students from a diverse cross-section of the University, including those entering through widening access routes, across subject areas and academic levels and from a range of backgrounds, all of whom appreciated the Students' Association's work in this area. The University has taken steps through groups that were part of the Student Experience Action Plan (StEAP) to enhance the sense of community and belonging that students feel towards their cohort and the University with specific reference made towards BAME students and WP students. "]
[3295,"EDI_37","-","Student_Support","Academic","University of Edinburgh","37 Overall, the University has approaches in place to support students throughout their learner journey, which are generally effective. Where areas for development have been identified, on the whole, the University has plans in place for improvement. Nevertheless, it is clear that several services have been stretched by the significant growth in student numbers since 2014."]
[3296,"EDI_38","-","Student_Support","Induction","University of Edinburgh","38 The University has a wide range of pre-arrival and induction activities in place as an outcome of work undertaken since the 2015 ELIR. These include webpage and app-based solutions that are well used by students. The ELIR team believe that these resources are an important start to help ensure that students are able to quickly settle into Edinburgh and would encourage the University to evaluate their impact on retention and attainment. Most student groups that met with the ELIR team expressed the view that students' sense of belonging to the University was not strong and the team would therefore encourage the University to further explore the impact of their pre-arrival and induction activities to enhance belonging."]
[3297,"EDI_39","-","Student_Support","Academic","University of Edinburgh","39 The Personal Tutor System was implemented for undergraduate and postgraduate taught students in 2012 and 2013 respectively following ELIR 2, in order to help students identify more readily with their subject discipline. In its Reflective Analysis, the University is candid in its appraisal of the Personal Tutor system, acknowledging this as an area for development highlighted in the 2015 ELIR and recognising that student satisfaction with the system has further deteriorated. The ELIR team noted that the University's response to the COVID-19 pandemic further slowed the implementation of planned changes to the system approved in principle in late 2019 by Senate Education Committee and the Service Excellence Student Administration and Support Programme Board. These included the introduction of school-based advisor roles (wellbeing advisor and 'teaching office' advisor) with the aim of providing more consistency in response to students' questions."]
[3298,"EDI_40","-","Student_Support","Academic","University of Edinburgh","40 During the review, the ELIR team met with a wide range of students and found a mixed range of views about the effectiveness of personal tutor arrangements, with a small number of students having an excellent experience of their personal tutor and many more having had a poor experience. Students talked of slow response times to questions, inconsistency in access and availability of their tutors, and of not knowing where to turn in stressful moments. The team also met with a range of academics who are personal tutors and found that they too felt unsupported and that no action was taken against tutors who failed to meet expectations. These expectations are largely unwritten, but some staff expressed the view that some of their colleagues let their tutees down by not always responding to those in need of support."]
[3299,"EDI_41","Recommendation","Student_Support","Academic","University of Edinburgh","41 The ELIR team recognise that the University has a plan for change currently scheduled for implementation in the academic year 2023-24 and recommends the University accelerate work to the personal tutor support offered to students to ensure that an agreed and consistent baseline level of provision is available from academic year 2021-22."]
[3300,"EDI_42","-","Student_Support","Academic","University of Edinburgh","42 The University is therefore asked to make significant progress in implementing plans to ensure an effective approach to offering personal tutor student support. In doing so, and recognising the extended period of time that the University has been developing its approach to personal tutoring, it is asked to reflect on whether the current timescale for implementation of the institutional Student Support and Personal Tutor Plan in 2023-24, is sufficiently ambitious. The University should make demonstrable progress within the next academic year in respect of ensuring parity of experience for students, effective signposting to support services and delivery of an agreed and consistent baseline level of provision. As part of its approach, the University is asked to develop an effective mechanism to monitor consistency of implementation and allow it to evaluate the impact of these changes on the student experience."]
[3301,"EDI_43","-","Student_Support","Welfare","University of Edinburgh","43 In the Reflective Analysis, the University comments on its investment into student counselling and wellbeing services and note a planned increase to staffing. New facilities were introduced in March 2020 (although, due to the COVID-19 lockdown, were not accessible until September 2020) and were intended to be complemented by five new posts which were being recruited for at the time of the ELIR. During the ELIR, students commented on their perception that lead times to access services could be lengthy and that there was a limited number of free sessions available (the University indicate that average number of sessions is four, but that more are available if clinically indicated). The team was informed that the University has increased funding to student counselling and wellbeing services by 45% since 2014. This corresponds to a more than 34% increase in student numbers and a significant increase in demand on such services; this upturn in demand is comparable to that seen across the sector. The team was encouraged to hear that the University was exploring models of partnership, including piloting a relationship with a third-party provider to meet student demand, and considered that there would be benefit in monitoring the impact of the development of these services with the growth in demand. During the ELIR, students who met the team who had direct experience of accessing counselling services, were positive about the support that they received."]
[3302,"EDI_44","-","Student_Support","Academic","University of Edinburgh","44 Students expressed that growth was causing issues with space and student support in all of the aforementioned areas and at all levels of undergraduate and postgraduate provision. During the ELIR it was clear to the team that the student experience in general is mixed and variable. Examples included access to counselling services, personal tutor support and with access to general study space across the University estate."]
[3303,"EDI_44","-","Student_Support","Welfare","University of Edinburgh","44 Students expressed that growth was causing issues with space and student support in all of the aforementioned areas and at all levels of undergraduate and postgraduate provision. During the ELIR it was clear to the team that the student experience in general is mixed and variable. Examples included access to counselling services, personal tutor support and with access to general study space across the University estate."]
[3304,"EDI_45","-","Student_Support","Welfare","University of Edinburgh","45 The ELIR team noted the development of work to improve students' sense of belonging to the university community, notably the series of events operating during 2019-20. This work commenced as an outcome of the StEAP, and is being undertaken by the task group led jointly by the Assistant Principal Standards and Quality Assurance and the Chief Executive of the Students' Association. The team expressed the view that, when taken in conjunction with other significant activities like the ResLife scheme, these were important attempts to create the sense of community and belonging. However, in meetings with the team, students were very clear that this work has yet to impact on their sense of community and the team therefore encourage the University to further this work at pace."]
[3305,"EDI_46","-","Student_Support","Welfare","University of Edinburgh","46 The ELIR team explored this point with students at all levels of study and found a mixed response. Undergraduate and postgraduate taught students were clear that they did not feel that they had a sense of belonging in a university community or within their schools and colleges. Postgraduate research students had mixed perspectives on community, with most stating that it varied depending on your school or college. Postgraduate research students who operated in laboratory environments were more positive. Postgraduate taught students, in particular, expressed concern over issues of growth within the University, stating that they feel space is limited and that they have lost a personal connection with tutors due to growing student numbers (paragraphs 103-105)."]
[3306,"EDI_47","-","Student_Support","Academic","University of Edinburgh","47 The University has continued to expand the promotion of peer-assisted learning schemes (PALS), in conjunction with the Students' Association. Peer Learning and Support - through PALS (Peer Assisted Study Sessions), Peer Mentoring and Peer Support provide a range of academic and community building networks for students of all year groups, primarily targeting those at key transition points and also provide an opportunity for feedback to course organisers. Peer support is also offered for dissertations. The peer learning and support work has achieved national and international recognition including from the National Union of Students (NUS) and UK Council for International Student Affairs (UKCISA) Award for Excellence in International Student Support, sparqs Student Engagement Award for University Impact in 2019, and Advance HE best-practice case study on the report on Mapping Peer-led Student to Student Learning. In addition, the Student's Association has been asked to present at international conferences and provide sector support in relation to the peer support scheme."]
[3307,"EDI_48","-","Student_Support","Academic","University of Edinburgh","48 During the ELIR, several students commented that PALS increased their engagement with their discipline area and that they had also engaged in the scheme as peer mentors in subsequent years. The ELIR team heard of plans to extend the scheme to provide more tailored support to BAME students and to include postgraduate research students which are to be encouraged."]
[3308,"EDI_49","Commendation","Student_Support","Academic","University of Edinburgh","49 The ELIR team commended PALS, noting that the promotion and expansion of the Students' Association-led and university supported, have contributed to the integration of students as they join the University. These schemes effectively deploy students who have first-hand experience of transitions to the support of new entrants."]
[3309,"EDI_50","-","Student_Development","Graduate Attributes","University of Edinburgh","50 The University has established strength in the development of employable graduates and graduate attributes. The approach that the University takes is thoughtful and incorporates curricular, co-curricular and extra-curricular activities. The ELIR team expressed the view that the University's Graduate Attributes and Employability Philosophy was a useful framework to situate work with the Students' Association and other services to link curricular and wider activities to help map graduate attributes. The team also heard from staff who explained that consideration of graduate attributes is embedded in programme approval and review and that the University seeks professional and statutory body approval and involves advisory boards and academic partners where appropriate."]
[3310,"EDI_51","-","Student_Development","Graduate Attributes","University of Edinburgh","51 The University's Reflective Analysis describes the students' Change Agents project as, 'piloting curricular and co-curricular models of interdisciplinary, challenge-led experiential learning. Working with external partners from the private, public and third sectors, students across all disciplines and levels come together to tackle challenges which have a social/environmental/economic impact and address at least two of the United Nation's Sustainable Development Goals. Examples of the challenges addressed so far included: ending violence against children, gender financial equality, youth homelessness, healthy ageing in communities and supporting the circular economy by using technology to reduce waste in the construction industry. Students receive training in complex problem solving and the value of data and in team working skills to enhance their effectiveness during and after the programme'. During the ELIR, some students commented favourably on the currency and impact of the project as well as appreciating the opportunity to achieve recognition that is adjacent to their main award. The ELIR team viewed the project as potentially important in defining distinctiveness for Edinburgh graduates and encourage the University to continue with its proposed evaluation of impact."]
[3311,"EDI_52","-","Student_Development","Graduate Attributes","University of Edinburgh","52 A number of students also commented positively on the University's 'Edinburgh Award', which has continued to grow since the ELIR 2015. While the doubling in numbers engaged is indeed positive, with around 1,000 students now receiving the award each year, the ELIR team considered that there would be value in the University considering how to extend the uptake of the award even more widely across the student population."]
[3312,"EDI_53","-","Student_Development","Graduate Attributes","University of Edinburgh","53 The University's Reflective Analysis recognised students' desire to have greater assistance from the Careers Service, particularly for postgraduate taught students. This was echoed in the Review Visit, with students feeling that they were not made sufficiently aware of opportunities from their school or from the Careers Service. A number of students commented positively on the support that they had received from the Careers Service for both internships and employment support. Some students did comment that they had chosen Edinburgh to study because of postgraduate taught courses with embedded placement opportunity and were disappointed that they did not exist in sufficient volume to cope with the growth in student recruitment. "]
[3313,"EDI_53","-","Teaching_Learning","Employability","University of Edinburgh","53 The University's Reflective Analysis recognised students' desire to have greater assistance from the Careers Service, particularly for postgraduate taught students. This was echoed in the Review Visit, with students feeling that they were not made sufficiently aware of opportunities from their school or from the Careers Service. A number of students commented positively on the support that they had received from the Careers Service for both internships and employment support. Some students did comment that they had chosen Edinburgh to study because of postgraduate taught courses with embedded placement opportunity and were disappointed that they did not exist in sufficient volume to cope with the growth in student recruitment. "]
[3314,"EDI_54","-","Assessment","Practice","University of Edinburgh","54 Assessment and feedback was an area for development in the 2015 ELIR. The ELIR team noted that the University highlight that student satisfaction with assessment and feedback has further deteriorated, when rated by students in the National Student Survey (NSS). The University has undertaken a significant number of reviews and initiatives since the ELIR 2015 to identify issues in more detail. The Leading Enhancement in Assessment and Feedback (LEAF) initiative highlighted five key areas for exploration to the Senate Education Committee in March 2020. These included, 'over-assessment and deadline log-jams; disparity in required workload and credit available; consistency in assessment and teaching; assessment literacy (students not always sure of what is expected of them); the dominance of exams and 'traditional' methods and sense of community: peer support and dialogue between staff and students needed'. The University intends that each of these themes will be considered by the Curriculum Transformation Programme which is due to start in semester 2 of 2021 (paragraphs 93-96)."]
[3315,"EDI_55","-","Assessment","Feedback","University of Edinburgh","55 Students that met with the ELIR team expressed a range of views on their experience of assessment and feedback practice. While some students commented that they received useful and developmental feedback, a significant majority of the student representatives who met with the team were critical of both the lack of pace and timeliness of the feedback that they received and the usefulness of the feedback. This was particularly evident where students commented that they, and their peers, received feedback on first assignments after the submission of a second, making implementing feedback for learning for the second submission impossible. Some students also commented on the imbalance of assessment load based on the subjects that they elected to study and the combinations associated with the programme pathway."]
[{"$f":"IF(B3318<>\"\",ROW(A3318)-2,\"\")","v":3316},"EDI_56","-","Assessment","Feedback","University of Edinburgh","56 Postgraduate taught students that met with the ELIR team highlighted potential issues when it comes to assessment and feedback, stating their view that the quality of feedback is mixed and can often be superficial. This was reflected by students in the Review Visit, who stated that the level and quality of feedback was dependent on the marker -leading to inconsistencies. This problem has been acknowledged by the University following negative comments on the PTES, although it was not clear to the ELIR team how they intend to tackle this. During the Review Visit, the University could not offer clarity on how it would deal with this issue."]
[3317,"EDI_57","-","Assessment","Feedback","University of Edinburgh","57 During the ELIR, discussions with staff about the effectiveness and timeliness of feedback provided to students during the review focused in particular on students' comprehension of their feedback and staff workload. Students commented that some of the feedback that they received was superficial and did not assist in their learning and progress either in the course or programme of study. Students and staff that met with the team also had mixed views on the timeliness of feedback provision. While most academic representatives indicated that the majority of feedback in their schools was received by students within the University's expected policy 15-day turnround timescale, the majority of students that met with the team disagreed, with several referring to months of delay. In particular, the team considered that there would be value in the University addressing the assessment situation for joint honours students. The limited sample of these students that met with the team reported on being faced with a lack of understanding across schools of their assessment load, assessment schedules and connectedness of disciplines. This point was raised with staff and it was acknowledged that the lack of clarity in these joint honours programmes can lead to assessment imbalance. The students also reported on a lack of knowledge as to where to turn for advice regarding the feedback that they had received."]
[3318,"EDI_58","-","Assessment","Feedback","University of Edinburgh","58 The University is reviewing the effectiveness of the 15-day turnaround policy and considering a new approach that takes into account the importance of subject matter and context in respect of feedback provision and this was recognised by academic staff in conversation with the ELIR team. The team was supportive of this review of effectiveness but noted that, regardless of approach taken, students must have a clear understanding of the expectations of when they will receive feedback, what form it will take and how it will be useful for their learning. "]
[3319,"EDI_59","-","Assessment","Feedback","University of Edinburgh","59 Conversations with staff at all levels in the institution commented positively on the work of the Adaptation and Renewal Teams (paragraph 4) in managing online assessment during the pandemic. The ELIR team encourage the University to act quickly so as to not lose any learning about assessment practice from this period, including the relevance or otherwise of formal written examinations, and to embed change thoughtfully considering student learning, attainment and authenticity of assessment. Students commented favourably that their learning had been enhanced by assessment that allowed them to reflect."]
[3320,"EDI_60","Recommendation","Assessment","Feedback","University of Edinburgh","60 It was the view of the ELIR team that over an extended period of time, the University has considered a broad evidence base which has highlighted continuing concerns about assessment and feedback, and this remains an area of particular challenge for the institution. The learning from this evaluation, along with the learning that has been gained during the COVID-19 pandemic, provides the University with a significant evidence base to develop an assessment strategy that considers the student learning journey, the authenticity of assessment, the role of feedback in supporting learning and the timeliness of feedback. The team considers the implementation of this across the whole University to be key to supporting the whole student population. The ELIR team recommends that the University makes demonstrable progress, within the next academic year, in prioritising the development of a holistic and strategic approach to the design and management of assessment and feedback. The University should also progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across schools (see also paragraphs 145 and 161)."]
[3321,"EDI_61","-","Student_Support","Progression","University of Edinburgh","61 Since the last ELIR, the University has established the Study and Work Away Service (SWAY) to ensure that all students have a more consistent opportunity to access opportunities for study abroad and work experience and will ensure that they are all supported more reliably. It has also updated its Code of Practice in relation to students studying abroad and which sets out the respective responsibilities to ensure appropriate support for students studying in partner universities. SWAY received a commendation through the University's Student Support Services Annual Review (SSSAR) process for its transition to an out-of-hours service to provide an emergency response for students in distress overseas. During the ELIR, the team met with a group of students who expressed the view that they did not feel that the service prepared them effectively to study abroad and, most significantly, did not provide the level of support and communication they expected to help them get home at the start of COVID-19 pandemic. Students commented on the limited cultural understanding within the SWAY team in negotiating study abroad placements and subsequently in providing practical support to repatriate students at the start of the pandemic."]
[3322,"EDI_62","-","Student_Support","Progression","University of Edinburgh","62 The ELIR team heard that the next phase of the development of the SWAY service is to enhance the linkages between academic exchange coordinators based in the schools and the central SWAY team. The University is encouraged to reflect on students' experience of SWAY in light of the pandemic, to talk with students with recent experience of study abroad and to continue progress with the development of SWAY, ensuring consistent oversight of the student experience for all students studying away from the University."]
[3323,"EDI_63","-","Postgraduate_Research","Student Experience","University of Edinburgh","63 The postgraduate research (PGR) student experience was an area for development for the University in the 2015 ELIR when the University was asked to analyse the needs and experience of postgraduate research students at school, college and university level to ensure that they are effectively supported, particularly given plans to increase research student numbers. In addition, the University was asked to review the effectiveness and regularity of supervisor training and ensure that the University's Code of Practice is communicated effectively to all staff and research students, and implemented consistently. Finally, the University was asked to make certain that postgraduate research students who teach are appropriately trained and supported for the role. The ELIR team noted that, while there has been some work in the areas of student support, the consistency of uptake of supervisor training is still mixed. In addition, there has been some progress with regards to training for postgraduate research students who teach, although the University has further work to do to ensure consistency and monitoring of training provision. "]
[3324,"EDI_64","-","Postgraduate_Research","Student Experience","University of Edinburgh","64 Training for PhD supervisors has been improved following the recommendation in the 2015 ELIR, with IAD running core training regularly throughout the year and attendance is monitored by schools. PhD supervisors are required to attend training every five years and this is monitored by the Institute for Academic Development (IAD). The Dean of Postgraduate Research (or equivalent) within each college has been responsible for organising events for sharing best practice to ensure effective supervision. Students that met with the ELIR team expressed the view that supervision was generally of good quality, although some raised issues of inconsistency when it came to the regularity of meetings. It was the view of the ELIR team that, although training provision may have improved, the way in which supervisors implement the University's requirements was found to be variable, and there could be benefit in considering how to monitor the implementation of the Code of Practice and maintain institutional oversight of the frequency of supervisor meetings."]
[3325,"EDI_65","-","Postgraduate_Research","Student Experience","University of Edinburgh","65 Since the time of the last ELIR in 2015, the University has worked to establish a Doctoral College for postgraduate research students (PGRs), which it launched in January 2020. The Doctoral College is a structure lying outwith the graduate schools, aiming to provide a centralised, university-wide approach to issues such as student support, welfare and careers. During the visit, staff - including PhD supervisors - and students who met with the ELIR team were not aware of the existence of the Doctoral College or what it offered. The ELIR team consider the introduction of the Doctoral College is a positive move at a very early stage and would encourage the University to continue to develop it, ensuring that students and staff are aware of the role it plays and the services it provides."]
[3326,"EDI_66","-","Postgraduate_Research","Student Experience","University of Edinburgh","66 There is an increasing range of institution-wide support for PGR students provided by the IAD which the University considers has had a positive impact on the student experience. PGRs are provided with research training through IAD within a cohort-based model intended to promote interdisciplinarity. The ELIR team considered the training to be appropriate and found that students appreciated both the training itself and the opportunities to engage as a cohort. Students are also offered the opportunity to gain accreditation through the Higher Education Academy and students that met with the team reflected that the support and training provided by the IAD was beneficial to their progression."]
[3327,"EDI_67","-","Postgraduate_Research","Student Experience","University of Edinburgh","67 PGRs are given appropriate opportunity to teach undergraduates and master's students and the University has a dedicated policy, introduced in 2017, intended to ensure consistency in their experience. Currently schools are responsible for ensuring the delivery of training to postgraduate students who teach, with some support from the Institute for Academic Development (IAD), and this is overseen by the colleges via their researcher training committees and their teaching and learning committees. However, the review team heard of variable practice across schools from students who had experienced teaching prior to receiving any training or support in their schools. Some schools have an explicit teaching strand to their doctoral programmes and students are encouraged to apply for an Associate Fellowship of the Higher Education Academy as part of this programme. The ELIR team felt that the provision from IAD was sufficient with most staff and students speaking highly of it and that the dedicated policy was a positive development within this area."]
[3328,"EDI_68","Recommendation","Postgraduate_Research","Student Experience","University of Edinburgh","68 However, the majority PGRs who met with the ELIR team expressed the view that there was little oversight of the training provided for those who teach with many beginning to teach before undertaking formal training or being unaware of training streams. The University has plans to include the monitoring and regulation of teacher training for postgraduate students in the newly-established Doctoral College. The team recognised the value of the University's dedicated policy for postgraduates who teach and the range of available training. Nevertheless, the team recommended that the University ensures effective implementation of its policy for the training and support of postgraduates who teach and ensures all PGR students are trained before engaging in teaching activities. "]
[3329,"EDI_69","-","Postgraduate_Research","Student Experience","University of Edinburgh","69 Postgraduate students' experience with support was highlighted to the ELIR team as a potential issue by students. Postgraduate taught (PGT) students, in particular, highlighted that the experience with personal tutors was inconsistent, with many tutors lacking knowledge about MSc programmes or being unable to signpost students to support services (paragraphs 42 and 104). Students also discussed struggling to get appointments with university mental health services (paragraph 43) and, as a result, have created their own peer support networks to cope. Among other activities, the University has been piloting peer support for PGRs to help bridge this gap which has been highlighted by student surveys."]
[3330,"EDI_70","-","Learning_Resources","Strategy","University of Edinburgh","70 The University has undertaken work to enhance the quality of learning environment available to students, through investment in physical and digital learning spaces, and a review of the governance arrangements underpinning learning, teaching and estates decision-making. The University recognises that considerable challenges remain with the availability of physical space across the university campus, noting that the need to redress these concerns would be reflected in any plans for future growth."]
[3331,"EDI_71","-","Learning_Resources","Strategy","University of Edinburgh","71 The University manages a vast physical estate, with each of the University's three colleges largely served by one of the University's four key campuses: Central and Moray House, the King's Buildings, Little France and Easter Bush. Staff and students access spaces for learning, teaching, research and study across a network of more than 250 buildings."]
[3332,"EDI_72","-","Learning_Resources","Strategy","University of Edinburgh","72 Development of the physical environment is guided by the University's Estates Vision 2017-2027 and underpinned by the commitment of significant resource to recognise a transformation in the University's key spaces for learning, teaching, research and innovation. Recent developments under this plan have included the refurbishment of lecture theatres and other teaching spaces, the development of a new Health and Wellbeing Centre, as well as targeted investment in spaces supporting a sense of student community. "]
[3333,"EDI_73","-","Learning_Resources","Strategy","University of Edinburgh","73 In response to concerns raised by students with a declared disability, the University has undertaken a review of the accessibility of its estate. As a result of this review, the University has adopted a new Estates Accessibility Policy which provides a framework for ensuring improvements to accessibility are realised through the ongoing refurbishment and development of the University's estate. The University has also developed online access guides and mobile apps to assist students in navigating its spaces."]
[3334,"EDI_74","-","Learning_Resources","Strategy","University of Edinburgh","74 The University recognises that considerable challenges remain with the availability of physical space across the university campus, with estates issues often highlighted within the University's internal quality processes, such as Internal Periodic Review and Annual Monitoring. Students and staff who met with the ELIR team echoed these concerns, noting specifically the effect of the recent growth in student numbers in amplifying existing space constraints (paragraphs, 6, 7, 35, 37, 44, 46, 70, 90, 103-105)."]
[3335,"EDI_75","Recommendation","Learning_Resources","Strategy","University of Edinburgh","75 The ELIR team learned of plans to adopt a more integrated approach in relation to learning space decision-making, primarily through closer alignment of the governance processes between estates and learning and teaching. The team considered this to be a beneficial step in supporting more unified planning across the University and has recommended that the University implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."]
[3336,"EDI_76","-","Covid_19","Student support","University of Edinburgh","76 In responding to the COVID-19 pandemic, the University has considered - as part of its overarching Adaption and Renewal Team (ART) and in line with evolving government guidance - arrangements for the ongoing operation of teaching and research spaces across the estate. PGR students who met with the ELIR team noted that these arrangements had enabled limited numbers of staff and research students to access key buildings, such as labs and offices to ensure continued delivery of critical research and teaching activity throughout the pandemic."]
[3337,"EDI_77","-","Learning_Resources","IT","University of Edinburgh","77 Since the last ELIR, the University has consolidated its use of virtual learning environments (VLEs) onto one major VLE. To support more effective use of this new platform, the University initiated the Learn Foundations Project, which has sought to upskill staff and directly address prior feedback from students on inconsistent use of the VLE across the institution."]
[3338,"EDI_78","-","Learning_Resources","IT","University of Edinburgh","78 To support the delivery of online learning, staff are able to access the University's 'Edinburgh Model for Online Teaching' development course. The ELIR team learned of the sharp rise in uptake in this course in response to the COVID-19 pandemic, as many staff sought to explore more effective means of delivering hybrid teaching. The University's 2015 ELIR recognised the University's delivery of Online Distance Learning (ODL) Programmes, particularly its work on Massive Open Online Courses (MOOCs), as a key area of positive practice. Since the time of the 2015 ELIR, the University has engaged in a pilot of a university-wide 'Distance Learning at Scale' project, which is exploring opportunities to enable delivery of online learning for large student cohorts in an inclusive and sustainable way. As a result of this work, the University had recently extended its portfolio to begin offering a MicroMasters - its first course to utilise micro-credentials."]
[3339,"EDI_79","-","Learning_Resources","IT","University of Edinburgh","79 The University has recently introduced a revised Lecture Recording Policy, which follows on from a significant programme of work to roll out lecture recording at scale, across the University since 2015. The new policy ensures the automatic recording of timetabled lectures in rooms equipped with the appropriate technology. The University shared with the ELIR team the extent of uptake in lecture recording across the institution, which has considerably surpassed initial expectations. Staff and student engagement with recorded lectures had grown, by 130% and 112% respectively since the policy's implementation in 2017-18. Students who met with the review team spoke positively about the impact of the new policy and the added value recorded lectures had brought to their university experience. The team recognised the significance of the considered and consultative approach the University adopted in successfully implementing the lecture recording policy across the University."]
[3340,"EDI_80","-","Learning_Resources","IT","University of Edinburgh","80 In response to the COVID-19 pandemic, the University has expanded the principles of this policy to encompass teaching delivered online through its Virtual Classroom Policy. The University recognises that the Lecture Recording Policy has equally supported both staff and students in responding to the COVID-19 pandemic, affording students access to a wealth of study resources and enabling staff to pre-record lectures from home for later delivery and dissemination. The University recognises that a key future development in this area will be the subtitling of recorded lectures. Following a pilot project in 2018-19 to explore the feasibility of student-generated caption and transcription, the University has recognised the need to enhance the value and usability of autogenerated captions. Both staff and students who met with the ELIR team, commented on the need to improve the quality of captioning on recorded lectures. To this effect, the team encourages the University to proceed with its planned work in this area. "]
[3341,"EDI_80","-","Covid_19","Online learning","University of Edinburgh","80 In response to the COVID-19 pandemic, the University has expanded the principles of this policy to encompass teaching delivered online through its Virtual Classroom Policy. The University recognises that the Lecture Recording Policy has equally supported both staff and students in responding to the COVID-19 pandemic, affording students access to a wealth of study resources and enabling staff to pre-record lectures from home for later delivery and dissemination. The University recognises that a key future development in this area will be the subtitling of recorded lectures. Following a pilot project in 2018-19 to explore the feasibility of student-generated caption and transcription, the University has recognised the need to enhance the value and usability of autogenerated captions. Both staff and students who met with the ELIR team, commented on the need to improve the quality of captioning on recorded lectures. To this effect, the team encourages the University to proceed with its planned work in this area. "]
[3342,"EDI_81","-","Student_Support","Academic","University of Edinburgh","81 The University has approaches in place to support students throughout their learner journey which are generally effective. Where areas for development have been identified, on the whole, the University has plans in place for improvement. The University is effective in its approach to enhancing the student experience. There is a significant investment in the physical, digital and intellectual spaces for learning. The University has a strong relationship with the Students' Association and a range of jointly developed activities. The strong commitment manifests as a range of projects, initiatives and task groups, that report through to the Senate. "]
[3343,"EDI_82","Commendation","Student_Support","Academic","University of Edinburgh","82 The University's commitment to working in close partnership with the student body is commended and is exemplified by student involvement across all decision-making structures and university initiatives. Student membership on both the University Executive and the Adaptation and Renewal Team is particularly positive and has resulted in demonstrable student contribution at a strategic level.  "]
[3344,"EDI_82","Commendation","Student_Engagement","Policy","University of Edinburgh","82 The University's commitment to working in close partnership with the student body is commended and is exemplified by student involvement across all decision-making structures and university initiatives. Student membership on both the University Executive and the Adaptation and Renewal Team is particularly positive and has resulted in demonstrable student contribution at a strategic level.  "]
[3345,"EDI_83","Recommendation","Governance","Practice","University of Edinburgh","83 Recognising the decentralised nature of university structures, it is recommended that the institution should establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability. "]
[3346,"EDI_84","Commendation","Student_Engagement","Policy","University of Edinburgh","84 The University has a positive relationship with the Students' Association and works closely with the Association in delivering a range of activities. Several of these programmes, notably the peer mentoring activity (PALS), are commented upon favourably in the RA and by students. The promotion and expansion of the Students' Association-led and university supported PALS, have contributed to the integration of students as they join the University. These schemes effectively deploy students who have first-hand experience of transitions and this is an area of commendation.   "]
[3347,"EDI_85","Recommendation","Student_Support","Academic","University of Edinburgh","85 The 2015 ELIR drew attention to the Personal Tutor system and encouraged the University to revisit the implementation of that system. The ELIR team was made aware of significant ongoing concerns that both students and staff feel in the consistency of the Personal Tutor system. The review of that system has been further delayed by the COVID-19 pandemic. It is recommended that the University make significant progress in implementing plans to ensure an effective approach to offering personal student support. In doing so, and recognising the extended period of time that the University has been developing its approach to personal tutoring, it  is asked to reflect on whether the current timescale for implementation of the institutional Student Support and Personal Tutor Plan in 2023-24, is sufficiently ambitious. The University should make demonstrable progress within the next academic year in respect of ensuring parity of experience for students and effective signposting to support services and delivery of an agreed and consistent baseline level of provision. As part of its approach, the University is asked to develop an effective mechanism to monitor consistency of implementation and allow it to evaluate the impact of these changes on the student experience."]
[3348,"EDI_86","Recommendation","Assessment","Feedback","University of Edinburgh","86 The 2015 ELIR report noted 'The University has made improving feedback on assessment an institutional priority and progress is evident. Nonetheless, further work remains to ensure the University is able to implement its feedback policy and practice in a clear and consistent manner across the institution so that all students receive timely, relevant and high-quality feedback at key points during their programmes.' While it is clear that the University continues to make Assessment and Feedback a priority, it was not identified as a key theme for this review. It is clear that students remain dissatisfied with: the variation in assessment and feedback practice - both in feedback timeliness and quality (which further impacts on consistency where students are on joint honours and interdisciplinary programmes); the breadth of assessment methods used; and the inconsistency that leads to assessment imbalance for joint honours students. Recognising that over an extended period of time, the University has considered a broad evidence base which has highlighted concerns about assessment and feedback and that this remains an area of challenge for the institution. It is recommended that the University makes demonstrable progress, within the next academic year, in prioritising the development of a holistic and strategic approach to the design and management of assessment and feedback. The University should also progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across schools."]
[3349,"EDI_87","Recommendation","Postgraduate_Research","Student Experience","University of Edinburgh","87 Following on from the recommendation in the 2015 ELIR on the postgraduate research student experience, it is recommended that the University should ensure effective implementation of its policy for the training and support of postgraduates who teach."]
[3350,"EDI_88","-","Teaching_Learning","Strategy","University of Edinburgh","88 At the time of the ELIR, the University was in-between teaching and learning strategies, the previous strategy having come to an end in 2019-20. In addition, improvements are needed to lead change, to respond in a timely fashion to areas of the delivery which require improvement, and to adequately evaluate the consistency of implementation of strategic objectives across the institution. "]
[3351,"EDI_89","-","Teaching_Learning","Strategy","University of Edinburgh","89 In September 2019, the University launched an institutional strategic plan for 2030 - 'Strategy 2030' - led by the new Vice-Chancellor. This new strategy expresses the University's shift to a values-led approach and, alongside these values, articulates the vision and purpose of the University. The development of the strategy involved an iterative process of sharing early drafts in consultations with colleagues in open meetings, and by providing opportunities for staff and students to provide feedback. The ELIR team heard that this opportunity to be engaged in the consultation on 'Strategy 2030' had not reached all staff; and that some staff felt that the strategy had originated from a 'top-down' culture. Students that met with the team were aware of planning process that led to the new strategy but had not taken up the opportunity to provide feedback. "]
[3352,"EDI_90","-","Teaching_Learning","Strategy","University of Edinburgh","90 The institutional strategy is focused on delivering excellence with an emphasis shaped by the values on four key areas: people, research, teaching and learning, and social and civic responsibility. The teaching and learning aspects of the institutional strategy cover experience, employability and an understanding of the value of creativity, curiosity and failure. It includes a goal to maintain the recruitment and retention of students and to maximise their potential. It also outlines the University's aspirations around widening participation and creating a culture of lifelong learning and attachment to the institution. The University also includes within the strategy, its intention not to grow for growth's sake, but instead to improve the student experience and maintain the undergraduate population at a stable size while expecting to expand interdisciplinary and multidisciplinary postgraduate and digital education."]
[3353,"EDI_91","-","Teaching_Learning","Strategy","University of Edinburgh","91 At the time of the ELIR, the institution had not established a systematic process to drive the implementation of these aspects of the new institutional strategy, nor to develop the mechanisms by which targets aligned to the strategic objectives would be measured. The ELIR team considered there to be value in the University establishing and setting measures of success, whether quantitative or qualitative, to enable the evaluation of progress at a senior management level, establishing clear goals for the various areas of the strategy and thereby ensuring consistency of strategic approach across the University."]
[3354,"EDI_92","-","Teaching_Learning","Strategy","University of Edinburgh","92 The Senate Education Committee (SEC) is responsible for policy development aligned to the strategic direction for learning and teaching. The Committee implements change to educational policy through the college deans and the Institute for Academic Development (IAD) which supports educational teaching and learning developments."]
[3355,"EDI_93","Recommendation","Teaching_Learning","Strategy","University of Edinburgh","93 At the time of the ELIR, the University was in a transition phase between learning and teaching strategies. SEC agreed that academic year 2019-20 would be the last year of the Learning and Teaching Strategy 2017, however, there is an understanding in the Senior Management Team that the current strategy, or possibly projects arising from it, will remain in place until the conclusion of a new Curriculum Transformation Programme (paragraphs 94-96) and that the programme will then inform a new Teaching and Learning Strategy. At SEC in autumn 2019, it was agreed that a revised statement of the University's intentions around learning and teaching was needed, but this had not yet been prepared by spring 2020. The University's staff survey, conducted in autumn 2019, reflects that staff perceptions of the success of the University's approach to change management, and strategic decision making, is particularly low. Overall, the ELIR team found contradictory and confused understanding among students and staff across different levels of the institution on where the current strategic direction for change on learning and teaching can be found. As a result, it is recommended that the University should consider its strategic approach to the enhancement of learning and teaching and, in view of the current transition between the Learning and Teaching Strategy 2017 and future plans, should provide institutional oversight, and ensure clarity for staff, on the strategic direction underpinning current learning and teaching developments."]
[3356,"EDI_94","-","Teaching_Learning","Strategy","University of Edinburgh","94 During the ELIR, the Vice-Principal Students, who chairs the SEC, outlined his view that plans for the strategic development of learning and teaching will largely be guided by outcomes of a planned Curriculum Transformation Programme (CTP) (previously identified in the RA as the Curriculum Review Programme) which started in April 2021. Following the review, the University advised that the implementation and initial roll-out of the new curriculum was due to begin no sooner than 2024-25 or 2025-26, but that some aspects would be implemented at an earlier point where possible."]
[3357,"EDI_94","-","Enhancement","Curriculum","University of Edinburgh","94 During the ELIR, the Vice-Principal Students, who chairs the SEC, outlined his view that plans for the strategic development of learning and teaching will largely be guided by outcomes of a planned Curriculum Transformation Programme (CTP) (previously identified in the RA as the Curriculum Review Programme) which started in April 2021. Following the review, the University advised that the implementation and initial roll-out of the new curriculum was due to begin no sooner than 2024-25 or 2025-26, but that some aspects would be implemented at an earlier point where possible."]
[3358,"EDI_95","-","Enhancement","Curriculum","University of Edinburgh","95 The CTP promises to deliver against this challenging timetable on a wide range of institutional issues to include personal tutoring (paragraphs 39-44); assessment and feedback (paragraphs 54-60); as well as a review of the portfolio of degrees and the level of student choice within and between programmes. Awareness of the CTP had not yet reached all students or staff who met with the ELIR team at the Planning Visit. However, staff who were aware of the CTP at the Review Visit were concerned that not all staff and students would have an opportunity to contribute."]
[3359,"EDI_96","-","Enhancement","Curriculum","University of Edinburgh","96 The ELIR team considered that the CTP has not yet been fully scoped as described in meetings; that important areas, such as assessment and feedback, were not yet fully considered in the documented scope in place at the time of the review visit; and that the institution has placed significant reliance on the success of the programme to deliver on a wide range of institutional issues. At the time of the ELIR, work on scoping the CTP was ongoing."]
[3360,"EDI_97","-","Teaching_Learning","Strategy","University of Edinburgh","97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."]
[3361,"EDI_97","-","Enhancement","Curriculum","University of Edinburgh","97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."]
[3362,"EDI_97","-","Governance","Practice","University of Edinburgh","97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."]
[3363,"EDI_98","-","Student_Support","Welfare","University of Edinburgh","98 Most projects within the StEAP were being scaled back with only a small number continuing to be funded in 2020-21 and 2021-22, including aspects of the plan relating to implementing improvements to the student mental health and wellbeing and enhanced peer support remaining. The Student Support and Personal Tutoring project presented the recommendations to the Senate Education Committee and the project was given approval to move to the next stage; however, the ELIR team learned that the implementation of this project has now been delayed until the academic year 2023-24 (paragraphs 39-42, 85). During the ELIR, the team heard that awareness of the StEAP had not reached students or staff and suggest that the institution considers improving the communication of institutional development projects."]
[3364,"EDI_99","-","Governance","Practice","University of Edinburgh","99 The SEP set out a major review of key professional service functions, including the Student Recruitment and Admissions programme and the Student Administration and Support (SA&S) programme. One output of the SEP is the implementation of an institution-wide mechanism to manage the coursework extensions and special circumstances of students; this project is recognised by senior management as being an example of the successful implementation of a centralised approach. "]
[3365,"EDI_100","-","Governance","Practice","University of Edinburgh","100 Another working group aligned to the Learning and Teaching Strategy 2017, was a project on Leading Enhancement in Assessment and Feedback (LEAF) which supported using the Transforming the Experience of Students through Assessment (TESTA) methodology. The outcome of this project was reported to SEC and the IAD now provides support in using this methodology. However, institutional-level implementation of the recommendations from the evaluation of LEAF on programme structure, assessment expectations, assessment and feedback and using feedback to create a sense of belonging have been stalled while they are incorporated into the Curriculum Transformation Programme (paragraphs 94-96)."]
[3366,"EDI_101","Recommendation","Governance","Practice","University of Edinburgh","101 The University has effective mechanisms for self-evaluation that are able to identify issues with the student experience and which are often addressed by establishing working groups and reviews to assess the concerns and develop solutions. Overall, the ELIR team observed a recurring pattern whereby projects undertaken at an institutional level result in recommendations and suggested changes to policy but the final steps of consistent dissemination, implementation and evaluation are not achieved. The team found multiple instances where inconsistent implementation of policy and strategic approach across schools contributed to variable student and staff experience. For example, approaches to mid-course feedback (paragraphs 27-29); provision of training for PGRs that teach (paragraphs 67-68); adherence to the 15-day turnaround time for assessment feedback (paragraph 58); staff induction (paragraph 114); the level to which peer observation is utilised (paragraph 116); and the teaching delivery response to the Covid pandemic, were all found to vary significantly across schools. There are advances in the information and data given to schools through the University's interactive data visualisation tool to enable good decision-making (paragraph 30), however, these data need to be accompanied by expected actions and follow-up to ensure completion. The team understands that the COVID-19 pandemic will have had an impact on the ability of the institution to achieve this final step. However, given this pattern was evident before the pandemic, and recognising the decentralised nature of university structures, the University is recommended to establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability."]
[3367,"EDI_102","Recommendation","Governance","Practice","University of Edinburgh","102 The University has had longstanding concerns on certain aspects of the student experience, notably assessment and feedback (paragraphs 54-60) and the Personal Tutor System (paragraphs 39-42) identified by institutional review processes, highlighted in previous ELIRs and through student feedback mechanisms such as the National Student Survey. In response to these concerns, various committees have commissioned work and set up effective working groups that typically conduct excellent research and supply evidence-based recommendations or generate action plans for the institution. As an example, it is possible to track how the issue of the expected 15-day turnaround time is raised as an institutional theme within Institutional Period Review and referred to the University Executive; it is then considered by the Senate Education Committee and then deferred pending the Curriculum Transformation Programme. Consequently, the timeliness with which any appropriate measures are put in place to address institutional problems is slow. Staff at all levels and students also expressed the view that the pace of change, prior to the pandemic, was slow. This rate of implementing change is occasionally bypassed and extremely effective initiatives are implemented, for example, the necessary changes that were made to the educational delivery in response to COVID-19 through the Adaptation and Renewal Team (ART). The ART engaged staff through open fora and gave them the opportunity to inform key decision-making processes. The ELIR team heard that communication from the ART to key staff in schools was, in general, managed very well and much of the learning and teaching response to the pandemic was effectively devolved to schools or colleges. Staff involved in supporting the work of the ART commented on the effectiveness of the process by which change was implemented with speed and efficacy. The team took the view that the University may wish to reflect on what lessons it could learn from the noteworthy efficacy of the ART in implementing speedy and effective change. It is recommended that the University develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "]
[3368,"EDI_102","-","Covid_19","Strategy","University of Edinburgh","102 The University has had longstanding concerns on certain aspects of the student experience, notably assessment and feedback (paragraphs 54-60) and the Personal Tutor System (paragraphs 39-42) identified by institutional review processes, highlighted in previous ELIRs and through student feedback mechanisms such as the National Student Survey. In response to these concerns, various committees have commissioned work and set up effective working groups that typically conduct excellent research and supply evidence-based recommendations or generate action plans for the institution. As an example, it is possible to track how the issue of the expected 15-day turnaround time is raised as an institutional theme within Institutional Period Review and referred to the University Executive; it is then considered by the Senate Education Committee and then deferred pending the Curriculum Transformation Programme. Consequently, the timeliness with which any appropriate measures are put in place to address institutional problems is slow. Staff at all levels and students also expressed the view that the pace of change, prior to the pandemic, was slow. This rate of implementing change is occasionally bypassed and extremely effective initiatives are implemented, for example, the necessary changes that were made to the educational delivery in response to COVID-19 through the Adaptation and Renewal Team (ART). The ART engaged staff through open fora and gave them the opportunity to inform key decision-making processes. The ELIR team heard that communication from the ART to key staff in schools was, in general, managed very well and much of the learning and teaching response to the pandemic was effectively devolved to schools or colleges. Staff involved in supporting the work of the ART commented on the effectiveness of the process by which change was implemented with speed and efficacy. The team took the view that the University may wish to reflect on what lessons it could learn from the noteworthy efficacy of the ART in implementing speedy and effective change. It is recommended that the University develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "]
[3369,"EDI_103","-","Demographics","Numbers","University of Edinburgh","103 The University has grown in student numbers since the last ELIR, in particular in 2020-21, due to the unpredictable consequences of the pandemic on undergraduate entrants and the expansion of international PGT students (paragraphs 5-7). Recruitment activity is largely devolved to college and school admissions teams. This decentralisation of decision-making represents a challenge for the Senior Management Team in the leadership of the central coordination and strategic management of the size and structure of the student population."]
[3370,"EDI_104","-","Student_Support","Academic","University of Edinburgh","104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."]
[3371,"EDI_104","-","Student_Support","Welfare","University of Edinburgh","104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."]
[3372,"EDI_104","-","Assessment","Feedback","University of Edinburgh","104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."]
[3373,"EDI_105","Recommendation","Governance","Practice","University of Edinburgh","105 The Senior Management Team of the University acknowledged that there was a slow response to student growth resulting in adverse effects on the student experience. Student growth in 2020-21 was largely due to the pandemic increasing the number of students meeting conditional offers, however, over a longer period, growth has been due to the lack of institutional oversight of college recruitment practices. This unplanned growth has resulted in the need for the utilisation of additional PGR students and hourly-paid staff to provide teaching. The ELIR team noted that the IAD had provided helpful work to create virtual communities of practice for teaching staff. In respect of student numbers, counselling services and students reported a significant increase in demand for provision, mitigated in part by additional investment in mental health services (see paragraph 43). It is recommended that the University implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."]
[3374,"EDI_106","-","Enhancement","Themes","University of Edinburgh","106 The national Enhancement Themes are a key external reference point for the University and staff have had a sustained engagement over the last five years with recent Themes. Work on the Enhancement Themes is coordinated by an institutional team led by the Assistant Principal Academic Standards and Quality Assurance; this team retains oversight of all Theme-related work. The RA describes a significant amount of internal work in line with the Themes and the external engagement in both Student Transitions (2014-17) and Evidence for Enhancement (2017-20) Themes. In addition, staff have engaged with QAA Scotland Focus On projects, notably the Postgraduate Research Student Experience, Assessment and Feedback, Graduate Skills, and Technology Enhanced Learning."]
[3375,"EDI_107","-","Enhancement","Themes","University of Edinburgh","107 Across the institution more widely, there are tangible improvements that have arisen because of the institutional engagement with the Enhancement Themes even though the origin of these innovations is not widely recognised. For example, in its Reflective Analysis the University outlines several recent projects to increase staff and student interaction with, and confidence in using, data and institutional evidence sources and work has occurred to enhance existing student data dashboards for staff and to extend access to Annual Student Survey analysis to student representatives. At school and college level, while not necessarily linking the innovation to the Enhancement Theme, staff recognised that they are provided with more data to support work on employability, retention and widening access. Further development is required to improve reflection and engagement with the data on the University's new interactive data visualisation tool in some schools and staff in key roles identified that training will be needed to be able to engage effectively with this new resource."]
[3376,"EDI_108","-","Teaching_Learning","Good practice","University of Edinburgh","108 The University of Edinburgh has an effective approach to identifying and sharing good practice. The institution identifies good practice through the themes that arise from the Internal Periodic Reviews (IPR) in an annual report to the Senate Quality Assurance Committee (SQAC) and in school Annual Quality Reports. Areas of good practice are then disseminated under the leadership of Academic Services and the Institute for Academic Development (IAD) through mechanisms such as the Teaching Matters Blog, Learning and Teaching Conference, and, less formally, through the various staff and role networks that permeate the institution. Academic staff at the University of Edinburgh reported that they had abundant opportunity to share good practice. "]
[3377,"EDI_109","-","Teaching_Learning","Good practice","University of Edinburgh","109 The IAD has been organising a Learning and Teaching Conference since 2018; it is one of the main mechanisms by which members of the University share good practice. The conference was expanded in 2019 with 300 attendees. There was positive feedback from attendees and the ELIR team learned that the Learning and Teaching Conference is viewed by staff as an excellent way of sharing good practice. The move to delivering this conference online in 2020, allowed the University to increase event capacity, open the first day to attendees from outside the University and better meet institutional demand. The IAD has reflected upon this success and plans a conference in 2021 aligned to the core objectives of the Curriculum Transformation Programme. Increasing engagement in this event online may help to reflect the University's approach to enhancing engagement with pedagogical innovation."]
[3378,"EDI_110","-","Teaching_Learning","Good practice","University of Edinburgh","110 In addition to the Learning and Teaching Conference, the IAD publishes a very good 'Teaching Matters' blog which is regularly updated with examples of innovative practice across the institution and constitutes an impressive set of resources for academic staff interested in enhancing their teaching provision. Themes for the blog are derived from good practice identified in school and college reports and quality processes. The University also actively seeks contributions from students to this blog, with such outputs often noted as being highly popular on the podcast. Teaching Matters is now being developed as part of the schools' web pages to provide local ownership of the developments. Not all staff regularly use Teaching Matters as a source of information and good practice, and the institution is encouraged to consider how enhancement of the culture of recognition of teaching excellence might generate further engagement with this excellent resource."]
[3379,"EDI_111","-","Teaching_Learning","Good practice","University of Edinburgh","111 A number of networks exist where members of staff with similar roles are able to share experiences and good practice including: the Directors of Quality Network; the Directors of Teaching Network; college networks; and a recently-developed COVID-19 Welfare and Support Forum, led by the Director of Student Wellbeing. In addition, staff valued institutional networks aligned to members of Boards of Studies and the informal 'hangout' networks or fora supported by the IAD where staff are able to have more informal conversations across schools and colleges. These various formal and informal opportunities are particularly appreciated by academic and professional staff who are able to take the opportunity to share and network across the institution. The new Leaders' Forum, which brings together senior leaders of the University, has served as a valuable communication mechanism during the COVID-19 pandemic but, because of its size, it is not as widely appreciated by staff as a networking opportunity or an opportunity to share good practice."]
[{"$f":"IF(B3382<>\"\",ROW(A3382)-2,\"\")","v":3380},"EDI_111","-","Staff_Support","Professional development","University of Edinburgh","111 A number of networks exist where members of staff with similar roles are able to share experiences and good practice including: the Directors of Quality Network; the Directors of Teaching Network; college networks; and a recently-developed COVID-19 Welfare and Support Forum, led by the Director of Student Wellbeing. In addition, staff valued institutional networks aligned to members of Boards of Studies and the informal 'hangout' networks or fora supported by the IAD where staff are able to have more informal conversations across schools and colleges. These various formal and informal opportunities are particularly appreciated by academic and professional staff who are able to take the opportunity to share and network across the institution. The new Leaders' Forum, which brings together senior leaders of the University, has served as a valuable communication mechanism during the COVID-19 pandemic but, because of its size, it is not as widely appreciated by staff as a networking opportunity or an opportunity to share good practice."]
[3381,"EDI_112","Commendation","Teaching_Learning","Good practice","University of Edinburgh","112 The University has effective mechanisms in place for the dissemination and sharing of good practice and the ELIR team recognised the contribution to this of the commendable work of the IAD, which they viewed as pivotal to the success of this activity. As a result, the IAD is commended for providing responsive, reflective and proactive university-level support for teaching, learning and researcher development valued by staff and students. The IAD provides significant opportunities for supporting and sharing best practice and the University is encouraged to consider how to further develop the department's reach across the institution."]
[3382,"EDI_113","-","Staff_Support","Policy","University of Edinburgh","113 Overall, the institution has effective arrangements in place to both engage and support staff in enhancing learning and teaching practice. However, there are areas such as recognition of teaching and access to development opportunities that would benefit from further attention. The Institute for Academic Development (IAD) is central to the provision of staff development in learning and teaching, and the institution is encouraged to continue with the implementation of measures to recognise learning and teaching in the annual review, promotions, and allocation of workload so that engagement with the development can be increased across the institution. "]
[3383,"EDI_114","-","Staff_Support","Policy","University of Edinburgh","114 When new staff arrive at the institution, they are typically welcomed by their school and introduced to fellow academic and professional staff. In addition, the Senior Management Team of the institution welcome new academics at regular events. The ELIR team heard, however, that staff would value more detailed information on assessment expectations and academic policy matters and that the lack of university-wide induction has consequences in terms of variable understanding on these important matters at school level. The University's Reflective Analysis states that staff support and development have been a significant focus of attention and that the University is working on reward and recognition, staff development for teaching, and parity of esteem between research and teaching. Senior staff reported improvement in the recognition of teaching demonstrated by a claimed increased uptake in teaching-related roles and staff promotions in education focused roles. The University established a Teaching and Academic Careers Task Group in 2018 and set out principles (Phase 1) to support the recognition of excellence in teaching. In August 2019, the group embarked on Phase 2 of the work which includes a review of academic promotions; a review of support/expectation for professional development in teaching; and a review of how teaching excellence is evidenced. This work has resulted in formal revision to promotion pathways and the publication of a set of 'Exemplars of Excellence' to better highlight opportunities for advancement to those primarily engaged in teaching."]
[3384,"EDI_115","-","Staff_Support","Professional development","University of Edinburgh","115 The University has a process of annual review in which over 90% of staff participate. The Annual Review Process (AR) has been developed to contribute to the University's strategies and covers teaching, research and knowledge exchange, and has been designed to place a stronger emphasis on teaching performance. However, there is still scope for variation across colleges and schools in the implementation of the AR. Some staff reported being discouraged from focusing on teaching in their AR as this would result in a barrier to career progression. Staff believe that teaching and leadership is still under-valued compared with research performance and there remains a concern that poor performance in teaching is not consistently measured in schools."]
[3385,"EDI_116","-","Staff_Support","Professional development","University of Edinburgh","116 During the ELIR, staff indicated that, despite the leadership of senior management to improve the recognition of teaching excellence, in practice, the emphasis on research in the promotions process remains. Staff in schools believe that teaching and leadership are not valued as highly as research and the perception was that it is very rare for the University to promote to professor on teaching or leadership performance. Staff expressed the view that excellent research is rewarded through promotion while excellence in good teaching and leadership is not so highly valued."]
[3386,"EDI_117","-","Staff_Support","Professional development","University of Edinburgh","117 The institution currently has various role titles for academic staff; for example, Teaching Fellow and Senior Teaching Fellow, as well as the traditional Lecturer, Senior Lecturer and Professor titles; in some cases, these titles provide distinction between education-focused academics and academics that have both teaching and research in their roles. Before the pandemic, schools were developing 'Professional Development of Teaching Strategies' to express the institutional commitment to increase the proportion of staff with a teaching qualification. This work is now planned for the latter half of 2021-22 and it is expected that the Curriculum Transformation Programme will provide further opportunities to reinforce this approach. "]
[3387,"EDI_118","Recommendation","Staff_Support","Professional development","University of Edinburgh","118 The ELIR team recommends that the institution progresses with work to improve the recognition of teaching excellence across all aspects of the University. In particular, the University should ensure that recognition for teaching is embedded in annual review processes, that clarity of roles and titles is established, and that a clear progression pathway providing parity of recognition for education-focused academics is developed. In addition, the institution should ensure that it has the data available to be able to evidence and evaluate the progress made in all of these areas. "]
[3388,"EDI_119","-","Staff_Support","Professional development","University of Edinburgh","119 The Institute for Academic Development is particularly effective in offering a Continuous Professional Development (CPD) framework through which staff and PGRs who teach are provided with access to teaching and learning development. The framework is well understood by staff and the different scales of engagement provide staff with a choice of a wide range of programmes to develop staff expertise in teaching and learning. The CPD framework is accredited by Advance HE with alignment to the UK Professional Standards Framework through three routes: Introduction to Academic Practice; Postgraduate Certificate in Academic Practice; and the Edinburgh Teaching Award, and all this provision is very positively received by academic staff."]
[3389,"EDI_120","Recommendation","Staff_Support","Professional development","University of Edinburgh","120 There is evidence of the IAD evaluating and analysing the participation of staff in these programmes and, recently, engagement has plateaued. The Senate Learning and Teaching Committee has considered the relatively low proportion of teaching staff with Higher Education Academy Fellowship or a teaching qualification or equivalent, and debated the benefits of requiring all teaching staff to hold such a qualification. The University notes that the capacity for these programmes in the IAD is frequently reached. In addition, the IAD is aware that there are institutional barriers to engagement with the framework and similar concerns were raised by staff; these barriers include lack of time due to pressures on workload and underrepresentation in school-level workload allocation models. The ELIR team was pleased to hear that the University will continue to support the IAD in increasing engagement with the CPD framework and recommend that the University takes action to remove barriers which exist that prevent some academic staff from fully engaging with its existing suite of development opportunities for the professionalisation of teaching."]
[3390,"EDI_121","-","Teaching_Learning","Strategy","University of Edinburgh","121 Overall, over the last five years, the University has an effective strategic approach to the enhancement of teaching and learning. However, currently the University is between teaching and learning strategies pending the outcome of the Curriculum Transformation Programme. "]
[3391,"EDI_122","Recommendation","Teaching_Learning","Strategy","University of Edinburgh","122 It is recommended that the University continue to develop its strategic approach to the enhancement of learning and teaching and, in view of the current transition between the Learning and Teaching Strategy 2017 and future plans, the University should provide institutional oversight, and ensure clarity for staff, on the strategic direction underpinning current learning and teaching developments."]
[3392,"EDI_123","Recommendation","Governance","Practice","University of Edinburgh","123 The decentralised nature of the schools and colleges at the University of Edinburgh leads to considerable variability in the extent to which many university policies and strategic approaches are implemented in schools. Recognising the decentralised nature of university structures, the ELIR team recommends that the institution should establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability. The institution should ensure that mechanisms are put in place to adequately evaluate the consistency of implementation of strategic objectives across the institution and act when schools deviate from institutional expectations. "]
[3393,"EDI_124","-","Governance","Practice","University of Edinburgh","124 The University has some long-standing concerns which have been highlighted by previous ELIR reviews, are evident in student feedback, and noted in Internal Periodic Review common themes. Many projects which have set out to address these concerns over the last five to 10 years have not delivered substantial change; more recent projects were paused due to the pandemic and, additionally, most are now awaiting the outcome of the Curriculum Transformation Programme. In the meantime, the student experience could benefit from the timely implementation of some of the recommendations of working groups to address the long-term issues which are detrimentally affecting the student experience. The University is asked to develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "]
[3394,"EDI_125","-","Governance","Practice","University of Edinburgh","125 The University has grown in student numbers, particularly at postgraduate taught level, since the last ELIR review, and at undergraduate level in 2020-21 due to the unpredictable consequences of the pandemic. The review demonstrated that the University needs to put in place mechanisms by which it can exercise control on student recruitment and, alongside this, manage the staff and space resources needed to support the size and structure of the student population. The University is asked to implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."]
[3395,"EDI_126","Recommendation","Staff_Support","Professional development","University of Edinburgh","126 The Senior Management Team has ambitions to improve the recognition and value placed upon excellent teaching and is encouraged to continue progress to ensure that the development and careers of education-focused staff are supported at all levels of the institution. It is recommended that the University continues to further consider the promotion of academic staff based on teaching by progressing with work to improve the recognition of teaching excellence across all aspects of the University. In particular, the University should ensure that recognition for teaching is embedded in annual review processes, that clarity of roles and titles is established, and that a clear progression pathway providing parity of recognition for education-focused academics is developed. In addition, the institution should ensure that it has the data available to be able to evidence and evaluate the progress made in all of these areas. "]
[3396,"EDI_127","Recommendation","Staff_Support","Professional development","University of Edinburgh","127 The University is also recommended to take action to remove barriers which exist that prevent some academic staff from fully engaging with its existing suite of development opportunities for the professionalisation of teaching."]
[3397,"EDI_128","Commendation","Teaching_Learning","Good practice","University of Edinburgh","128 The institution has very good mechanisms for identifying and sharing good practice. The quality assurance processes in the institution serve as a mechanism for the identification of good practice and the Institute for Academic Development, alongside Academic Services, is core to the process of dissemination through formal and informal institutional networks, the Teaching Matters blog and the annual Learning and Teaching Conference. The Institute for Academic Development is commended for providing responsive, reflective and proactive university-level support for teaching, learning and researcher development, and is valued by staff and students. It provides significant opportunities for supporting and sharing best practice and the University is encouraged to consider how to further develop the department's reach across the institution."]
[3398,"EDI_129","-","Quality_Processes","Framework","University of Edinburgh","129 The University has effective arrangements for managing the quality and securing the academic standards of its awards. The University has further built on the processes that were confirmed as effective in the previous ELIRs (2015 and 2011) and has mapped its core processes against the Quality Code for Higher Education (the Quality Code). The University's policies, procedures and regulations, along with additional guidance, are comprehensive and accessible via the main Academic Services website."]
[3399,"EDI_130","-","Quality_Processes","Framework","University of Edinburgh","130 Senate is the overarching academic body with responsibility for approving the award of degrees and for academic standards and quality. In practice, Senate delegates responsibility for oversight of quality and standards to two key committees: Senate Quality Assurance Committee (SQAC) and Academic Policy and Regulations Committee (APRC). SQAC is chaired by the Assistant Principal Academic Standards and Quality Assurance and has oversight of the quality assurance framework, which includes academic programmes and student support services, and is responsible to Senate for quality and standards. Academic Policy and Regulations Committee (APRC) is chaired by the Assistant Principal Academic Support and has oversight of the academic regulatory framework including assessment. Membership of both committees includes student representation and SQAC also has an external representative from another Scottish University."]
[3400,"EDI_131","-","Quality_Processes","Framework","University of Edinburgh","131 Significant responsibility for operational management of quality and standards is devolved to the three colleges and their constituent schools. These are said to operate 'within University-wide regulations and policies, ensuring consistency in principles but allowing some degree of flexibility in practice'. Operational oversight of the quality processes at school level is discharged by Conveners of Boards of Studies and Boards of Examiners supported by Directors of Quality and the Directors of Teaching. The team noted that institutional oversight of the core quality processes is assured through the reporting lines to the College Quality Committees and SQAC that include sign-off of action points. In conjunction with the mapping against external reference points and incorporation of externality in the processes of programme approval, periodic review and assessment, this enabled the ELIR team to conclude that academic quality and standards are effectively maintained and assured."]
[3401,"EDI_132","-","Quality_Processes","Programme Approval","University of Edinburgh","132 Responsibility for programme approval and programme modification is devolved to the colleges and their constituent schools. Each school has at least one Board of Studies which considers proposals for new programmes as well as amendments to existing programmes and proposals for closure. Membership of the Boards includes student representation and a member of academic staff from another Board of Studies. There is an expectation that students 'must be proactively involved at the earliest practicable point in programme and course design'. The ELIR team heard from staff that achievement of this aim varied and, in some cases, was only through the approval process in the Boards of Studies which have student membership. Overall, the team was able to confirm that there was student engagement in the process but that the lack of consistency was not serving students well when viewed as a whole across the University. There is also a requirement for the involvement of individuals external to the University in the approval process. Programme approval documentation reviewed by the team enabled confirmation of consideration of the proposals by external academics from other universities as part of the approvals process, as well as the inclusion of membership from other schools on the Boards of Studies. The team was also informed that the schools reached out to employers for advice - for example, through industrial advisory boards, as well as engagement with professional, statutory and regulatory bodies (PSRBs) as appropriate."]
[3402,"EDI_133","-","Quality_Processes","Programme Approval","University of Edinburgh","133 The Boards of Studies are required to confirm that the new programme aligns with institutional strategy, is academically rigorous, aligns with the Scottish Credit and Qualifications Framework and takes account of Subject Benchmark Statements and PSRB requirements. The team's review of submitted approvals documentation enabled confirmation that these considerations had been taken into account. The process for approval of new programmes also requires the development of a business case, demonstrating the potential sustainability of the proposed programme. Proposals for courses and programmes that do not comply with the academic year structure, those that do not comply with the Curriculum Framework and/or which have wider implications, must be approved by APRC."]
[3403,"EDI_134","-","Quality_Processes","Framework","University of Edinburgh","134 The University has recently developed training for the convenors and administrators of the Boards of Studies along with establishment of a network for sharing of good practice. Staff that met with the ELIR team reflected positively on the networking, in particular the opportunity for sharing practice between academic and professional services staff, and the team agreed that this was a good enhancement opportunity."]
[3404,"EDI_135","-","Quality_Processes","Annual Monitoring","University of Edinburgh","135 The University has in place an overarching framework for the annual monitoring of programmes. Annual monitoring is undertaken for all credit-bearing provision and non-credit bearing MOOCs following a standardised process, though the schools are permitted flexibility in determining the best way to conduct their annual programme monitoring (albeit using a standard template). Following review of the quality processes in 2015-16, the University has moved from reporting at course level to programme level, in line with the change to the student representation model (paragraphs 16-23). It also brought the reporting schedule forward to enable the outcomes to feed into school planning for the coming academic year. A further enhancement is that school Annual Monitoring Reports (AMRs) are now considered by SQAC, rather than only at college-level, to strengthen institutional oversight, to enable the tracking of action plans and to identify common themes. The ELIR team noted that SQAC considers the reports in detail and that it identifies areas of good practice and sets out recommendations for enhancement as well as reporting on progress from previous action plans. Examples of areas of good practice identified from the monitoring reports is featured on the Academic Services website and communicated across the University through the Teaching Matters blog. The team recognised the value of the identification of good practice and the routes for dissemination, though it noted that not all staff accessed the Teaching Matters blog (paragraph 110)."]
[3405,"EDI_136","-","Quality_Processes","Annual Monitoring","University of Edinburgh","136 Schools are provided with guidance regarding the sources of data available to inform the drafting of the AMRs and to inform programme reports. The reports viewed by the ELIR team were succinct, comprising commentary on progress on previous action points, what has worked well in the previous academic year, any new developments, and what areas require attention along with associated action plans. The reports varied in the levels of detail, being focused on reporting by exception, and in the evidential use of metrics to underpin the commentary. However, the team noted that they addressed all the key indicators. The team would encourage the University to consider what opportunities exist to identify and promote best practice across the University, in effective engagement with the annual monitoring and review process. "]
[3406,"EDI_137","-","Quality_Processes","Annual Monitoring","University of Edinburgh","137 The school AMRs are also considered by the respective College Quality Committees with an Annual Quality Report being compiled for SQAC by the College Dean of Quality which identifies common themes arising from the reports. As with the process for the schools' reports, the University has recently revised the timelines for the colleges' reports to bring the reporting lines forward to enable more effective input into the planning cycle."]
[3407,"EDI_138","-","Quality_Processes","Annual Monitoring","University of Edinburgh","138 In response to the challenges posed by the COVID-19 pandemic, SQAC agreed to suspend the normal reporting processes in 2020-21 and has introduced an interim process focusing on the learning from the pandemic as well as the updates on the previous year's action plans. The team considered that this was a pragmatic approach and one that would enable effective learning from the changes that had been put in place."]
[3408,"EDI_138","-","Covid_19","Quality processes","University of Edinburgh","138 In response to the challenges posed by the COVID-19 pandemic, SQAC agreed to suspend the normal reporting processes in 2020-21 and has introduced an interim process focusing on the learning from the pandemic as well as the updates on the previous year's action plans. The team considered that this was a pragmatic approach and one that would enable effective learning from the changes that had been put in place."]
[3409,"EDI_139","-","Quality_Processes","Annual Monitoring","University of Edinburgh","139 Alongside the annual monitoring procedures for academic departments, the University also operates a Student Support Services Annual Review (SSAR) for student-facing support services. The reports provided to the ELIR team indicated that this is largely a reflective exercise on the effectiveness of service provision and implementation of change. The annual reports are considered by a sub-group of SQAC chaired by the Assistant Principal Academic Standards and Quality Assurance and which includes external membership. Findings from the SSAR process are used to influence the selection of topics for periodic thematic review at a later date. The process contributes to the effective evaluation and evolution of themes involving multiple services and periodic review of services to date have included Support for Disabled Students, Mental Health Services, Support for Mature Students and Student Parents and Carers; and BAME Students' Experiences of Support at the University. Features of good practice have been identified, reported to Senate and shared via the Teaching Matters blogs. The ELIR team consider this approach is effective in enabling oversight of all the student support functions."]
[3410,"EDI_140","-","Quality_Processes","Internal Review","University of Edinburgh","140 Internal Periodic Review (IPR) enables more in-depth investigation of the quality of academic provision on a five to six-year cycle. The University has reflected on the process since the last ELIR and has introduced several effective enhancements in response to reviews of the quality framework. These enhancements include streamlining the documentation, managing the schedule to enable more time for discussion of subject-specific aspects and improving oversight of standards and assessment."]
[3411,"EDI_141","-","Quality_Processes","Internal Review","University of Edinburgh","141 IPRs are managed according to a common framework aligned to the expectations of the Quality Code and the SFC. The remit for the reviews includes undergraduate, PGT and PGR as well as collaborative credit-bearing programmes and non-credit-bearing MOOCs, and is focused around three main areas - strategic overview, enhancing the student experience and assurance, and enhancement of provision. Individual IPRs are programme-focused and can be organised to cover different levels of provision - for example, focusing only on undergraduate provision or PGT provision. Given the scale of provision in some schools, this approach appears effective in enabling sufficient granularity in the individual review exercises. The team further noted that the rolling institutional schedule ensures all aspects of provision are covered over the five to six-year cycle period."]
[3412,"EDI_142","Commendation","Quality_Processes","Internal Review","University of Edinburgh","142 The review panels include at least two external members from other universities as well as external members from related industries where appropriate, to enable greater flexibility and depth of coverage, alongside academic membership from outside the college. The review panels also include student members, who are trained by the Students' Association and Academic Services; students met by the team reported positively on their training and on their ability to participate effectively in the reviews, these positive views also being endorsed by the academic staff who commented on the quality of the students' contributions to the process. The team also heard that there is a competitive recruitment process, with interviews, for participation in IPRs. Staff participating in the panel or as members of the school undergoing review are also trained. The University is commended for the way it operates a highly-professional approach to supporting the recruitment, selection and preparation of students to contribute to the institution's IPR process. The centrally-delivered training received by students involved in these opportunities is recognised by both staff and students as being fundamental in enabling students to contribute meaningfully within the review (paragraph 18)."]
[3413,"EDI_143","-","Quality_Processes","Internal Review","University of Edinburgh","143 Following publication of its IPR, the school is required to produce both 14-week and one-year responses which set out how any recommendations are being addressed along with the timelines for action. SQAC receives the review reports and summary reports on good practice and areas of development which are shared on the web pages and examples shared through the Teaching Matters blog. SQAC also receives the follow-up reports detailing the progress against the actions. The review reports viewed by the ELIR team were detailed and included areas for commendation as well as recommendations for enhancements. The team was also able to confirm the follow-up reporting and sign-off of action points and concluded that the IPR process is effective and meets its objectives. "]
[3414,"EDI_144","-","Assessment","Exam boards","University of Edinburgh","144 Management of assessment is overseen by the Academic Policy Regulations Committee (APRC) and governed by a comprehensive set of regulations which is updated annually. The Boards of Examiners have a specific handbook guiding their operation which is also supported by trained experts on regulations at school, college and university levels. Pedagogic support for assessment design and delivery is provided by the Institute for Academic Development (IAD)."]
[3415,"EDI_145","Recommendation","Assessment","Practice","University of Edinburgh","145 The report of the 2015 ELIR noted that: 'There would be value in the University reviewing the information provided to students about marking schemes...', and, 'there would be benefit in the University reviewing the information provided to students on the grade descriptors for the common marking schemes in use and to consider this as part of the wider area for development around implementing feedback policy and practice in a clear and consistent manner across the University'. During the ELIR, students and staff who met the team indicated that there was still variation in understanding of the marking schemes and in assessment experience and academic staff were not aware of the discussions around the development of a common marking scheme. The University reported that it has '..reflected on options to rationalise our common marking schemes' and a paper was presented to the Learning and Teaching Committee (LTC) in 2018, noting that there were five common marking schemes in operation and setting out a series of proposals on the basis of which LTC recommended that further scoping work should be undertaken. A following meeting of LTC in May 2019 noted that only some of the scoping work had been taken forward and it was proposed that these discussions should be deferred to form part of the wider Curriculum Transformation Programme. The University should progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across the schools (see paragraph 86)."]
[3416,"EDI_146","-","Assessment","Practice","University of Edinburgh","146 Each school is currently responsible for having one or more Special Circumstances Committees (SCCs) which agree the impact of special circumstance applications that have been validated by the Extensions and Special Circumstances Services (ESC). These outcomes are binding and ratified by the Board of Examiners. The University recognised that its previous processes were inconsistent and not transparent. As part of the Service Excellence Programme (SEP) (paragraphs 97, 99) the University has redesigned the process for handling requests for extensions and special circumstances applications to establish a single process with decision-making by a dedicated central team for full delivery in 2020-21. Students were engaged in the planning and their feedback regarding the new process was very positive. In particular, the new process also includes institutional recording of the numbers of applications, to enable greater institutional oversight, as well as providing visibility for personal tutors and student support staff of their students' cases."]
[3417,"EDI_147","-","Assessment","Practice","University of Edinburgh","147 Academic misconduct is recognised as being of significant concern. There is detailed information for students provided by the Institute for Academic Development on referencing and good academic practice. Students that met with the ELIR team all affirmed that they had received guidance on referencing and good academic practice and were aware of the regulations with regards to plagiarism. The University has a network of trained School and College Academic Misconduct Officers with responsibility for investigating allegations of academic misconduct."]
[3418,"EDI_148","-","Covid_19","Assessment","University of Edinburgh","148 In response to the pandemic, the University has developed extensive guidance on the management of assessment and the options available to Boards of Examiners and on alternative ways of designing and delivering assessment which have been produced by IAD to support the schools. The team noted that the University had undertaken a detailed evaluation of the impact of the 'No Detriment' Policy which concluded that the changes introduced were in line with those adopted by comparator universities. The review also included feedback from external examiners, the majority of whom specifically confirmed that the policy was appropriate and had been consistently applied."]
[3419,"EDI_149","-","Appeals_Complaints","Policy","University of Edinburgh","149 The procedure for lodging an appeal or complaint and the associated guidance as to the grounds on which they will be considered and how to obtain support are detailed on the Academic Services website. Appeals are considered by the University's Student Appeal Committee, which reports annually to SQAC regarding the number and nature of appeals and identifying any emerging issues. The grounds for appeal comprise either substantial information which, for good reason, was not available to the examiners at the time of the original decision, or evidence of procedural irregularity. Appeals against academic judgement are not considered as valid grounds."]
[3420,"EDI_150","-","Appeals_Complaints","Regulations","University of Edinburgh","150 A review of the Student Appeal Regulations was undertaken in 2019-20 and APRC approved enhancements, including simplifying the process, in particular by clarifying the grounds for appeal and the evidential requirements and the provision of more guidance for staff and students. As a result, in 2020, the University revised its regulations with regard to the handling of appeals in partnership with the Students' Association. This coincided with a mapping against the (new) Quality Code to ensure continued adherence. The team considered that the review process was rigorous, with detailed mapping and the inclusion of additional reporting processes through to the Appeals Committee. The revised guidance is clear and comprehensive. The University also provides detailed guidance for complainants, setting out the grounds for complaint and sources of support for complainants. A new Complaints Handling Procedure was implemented in October 2020 in line with Scottish Public Sector Ombudsman requirements."]
[3421,"EDI_151","-","Appeals_Complaints","Practice","University of Edinburgh","151 SQAC has also developed processes to enable oversight of the numbers of complaints and appeals, which have risen over recent academic years but remain relatively low. This enables identification of any themes to enable learning."]
[3422,"EDI_152","-","Quality_Processes","External examining","University of Edinburgh","152 The University makes effective use of external examiners in assuring the academic standards of its programmes. The University appoints an external examiner to each course as well as to each programme leading to an award. The External Examiners for Taught Programmes Policy was reviewed in 2018-19, ensuring ongoing consistency with the Quality Code. Nominations for external examiners are made by the schools with approval of appointment being delegated to the college. The team considered that the support for external examiners was effective in that they are provided with a detailed handbook and online guidance with schools taking responsibility for providing the disciplinary induction for their external examiners. "]
[3423,"EDI_153","-","Quality_Processes","External examining","University of Edinburgh","153 The University operates an online reporting system with an overview of themes arising from the reports being considered annually by SQAC, enabling identification of any emerging themes. The most recent overviews viewed by the ELIR team showed detailed evaluation of the range of external examiners' reports with identification of areas of good practice as well as thematic issues. Schools are required to respond to the external examiners' reports with oversight by the College Quality Committee. Consideration of the feedback from the examiners is included in annual programme monitoring, AMRs and in the college Annual Quality Reports with identified actions, and follow-up on those actions reported on in the subsequent report. External examiners were specifically consulted regarding the proposed changes to arrangements of assessment in response to COVID-19."]
[3424,"EDI_154","-","Quality_Processes","External examining","University of Edinburgh","154 There is an expectation that the external examiners' reports and associated responses will be discussed with students through the SSLCs but the sets of minutes viewed by the team did not include any reference to external examiners' reports and the student representatives met by the team were not aware of having discussed or seen the reports. Although the reports are made available to students, including through consideration at quality committees, the University is encouraged to ensure that the external examiners' reports are consistently shared with the students and discussed at the SSLCs as set out in its policies (paragraphs 17,19)."]
[3425,"EDI_155","-","Quality_Processes","Externality","University of Edinburgh","155 The University makes effective use of external reference points in underpinning its quality processes. In 2019, SQAC set out a paper on the changes to the Quality Code which was considered by the Learning and Teaching Committee. Subsequently, SQAC approved a detailed mapping exercise against the Quality Code which is published on the Academic Services website. Based on this exercise, the University was able to confirm alignment of its policies and regulations to the Expectations of the Quality Code but also identification of two areas for development - work-based learning and partnerships. These have been subsequently developed and mapped."]
[3426,"EDI_156","-","Quality_Processes","Externality","University of Edinburgh","156 The University engages effectively with the requirements of the Scottish Credit and Qualifications Frameworks (SCQF) ensuring alignment of new programmes with the Framework and with the relevant Subject Benchmark Statements through the approvals processes. Alignment is also confirmed for existing programmes through the IPRs. The RA also notes that the University benefits from external engagement through the QAA Enhancement Themes and also benchmarking across national and international networks."]
[3427,"EDI_157","-","Enhancement","Strategy","University of Edinburgh","157 The 2015 ELIR identified four main areas for development: the postgraduate research student experience; the Personal Tutor System; student representation at school and college levels; and assessment and feedback. In its Reflective Analysis and the Additional Information Set, the University provided a commentary on the detailed sets of actions taken to address the recommendations."]
[3428,"EDI_158","-","Postgraduate_Research","Student Experience","University of Edinburgh","158 The University has taken significant steps towards improving the experience of PGR students, in particular through review of the Code of Practice for Supervisors and Research Students and enhanced training for supervisors through the work of the Excellence in Doctoral Education and Career Development programme and mandatory training coordinated by IAD, which was recognised and welcomed by staff. Further guidance has also been made available for PGR students by IAD (paragraphs 63-68). "]
[3429,"EDI_159","-","Student_Support","Academic","University of Edinburgh","159 The operation of the Personal Tutor System is a recurring issue, having been identified as requiring improvement in the previous two ELIRs. In the RA, the University further recognises that, since the last ELIR in 2015, 'There has been a steady decline in student satisfaction with our PT system'. The University has worked to address the operation of the system through improved guidance for staff and students. In 2018-19, it initiated a fundamental review of student support across the University which included the PT system. Proposals were approved in principle in late 2019, but are currently paused as a result of COVID-19 with current plans not being scheduled for implementation until 2023-24. The team reflected on the slow pace of change in improving the support, recognising the challenges associated with undertaking extensive consultations and addressing the variability of across the schools (paragraphs 97-102). "]
[3430,"EDI_160","-","Student_Engagement","Representation","University of Edinburgh","160 Significant work has been undertaken to enhance the systems of student representation which has involved close cooperation with the Students' Association including the move from course to programme-level representation which has enabled more effective training and consideration of feedback from students through the committee structures. Students are now involved across all decision-making structures. The team particularly noted the positive contribution to the Adaptation and Renewal Team and enhancement of student representation in the IPR process (paragraph 142). "]
[3431,"EDI_161","-","Assessment","Feedback","University of Edinburgh","161 The Additional Information Set identifies a large number of actions put in place to address the issues identified regarding assessment and feedback but the RA recognises that this is still challenging in terms of the NSS and the team noted that there remain significant challenges in addressing consistency over feedback provision. SQAC approved changes to annual monitoring to monitor feedback turnround times and the University has a 15-day policy. However, staff met by the team indicated that the current policy was not always workable, and students also reported that some feedback took significantly longer, and they were not informed as to when to expect the feedback. The team further noted that there are still areas where there is work to be done regarding assessment - for example, the establishment of a common marking scheme, which is now to be subsumed within the forthcoming Curriculum Transformation Programme (paragraphs 94-96). Again, the team noted the relatively slow pace of change and the long schedule for implementation of improvements (paragraphs 97-102)."]
[3432,"EDI_162","-","Quality_Processes","Use of data","University of Edinburgh","162 The University has an effective approach to the use of data to inform its quality assurance and decision-making processes. The 2015 ELIR team encouraged the University to develop the staff-facing 'Dashboard' project. The 2021 ELIR team noted that the recent adoption of an interactive data visualisation tool has facilitated the improved provision of data with data dashboards being launched in 2019. The AMR and IPR processes are underpinned by the data dashboards and the data provision is aligned with the expectations of SFC and the Quality Code. Access to data dashboards has also been enabled for student representatives to facilitate the work of SSLCs. During the ELIR, staff who met with the team recognised and appreciated the additional information being provided through the data management tool, though its full functionality was still in development. Some staff expressed the view that they would value more training in interrogation of the data particularly in identifying differences in student attainment, and the University is encouraged to provide more training for staff in the analysis of the data and in identifying emerging themes within their schools, in particular in relation to attainment gaps (paragraphs 30, 34). "]
[3433,"EDI_163","-","Quality_Processes","Use of data","University of Edinburgh","163 Data provision and analysis at institutional level are supported by the Student Analytics, Insights and Modelling Team which manages the external student experience surveys, such as the National Student Survey (NSS), which are benchmarked against the Higher Education Statistics Agency data sets, and the internal Course Enhancement Questionnaires. In the previous ELIR report, the University was encouraged to engage in further analyses of NSS free text comments. The University initially engaged an external agency in a pilot exercise to analyse the qualitative data for production of the school reports. Following this pilot, these data have now been incorporated for all schools via an interactive data visualisation tool which the team observed had been used to inform production of the AMRs and the identification of areas for development. "]
[3434,"EDI_164","-","Quality_Processes","Use of data","University of Edinburgh","164 SQAC reviews degree-classification outcomes annually with benchmarking against the mission group and a detailed evaluation was undertaken in respect of the 'No Detriment' Policy, introduced in response to COVID-19. SQAC notes if there are any schools where the proportions of good honours awarded are significantly out of line with the rest of the University or the sector and the Schools are required to comment on these in their AMRs. In this context, the University is at the very early stages of working towards developing a single algorithm for assessing borderline classification cases, but this work has been delayed due to the pandemic and academic staff who met the team were not yet aware of this project."]
[3435,"EDI_165","-","Quality_Processes","Framework","University of Edinburgh","165 The University has effective arrangements for securing academic standards. The quality frameworks are aligned to the external reference points, in particular through explicit mapping against the Quality Code and the Scottish Credit and Qualifications Framework. The University makes effective use of external input through consideration of feedback from external examiners and external participation in programme approval and IPR. In particular, the ELIR team noted the requirement for the presence of at least two externals for each IPR. There is also effective participation by the student body with the majority of the quality processes, though the University is encouraged to ensure that external examiner reports and the associated responses are consistently discussed at SSLC meetings. The institutional policies are comprehensive and accessible, and are reviewed and updated on a regular basis; the University recognises those areas where further developments are required."]
[3436,"EDI_166","-","Quality_Processes","Framework","University of Edinburgh","166 Although the ELIR identified some areas that would benefit from more effective institutional oversight, the ELIR team found that the core quality processes were operating effectively, and oversight is assured through the reporting lines to the College Quality Committees and SQAC."]
[3437,"EDI_167","-","Quality_Processes","Framework","University of Edinburgh","167 Overall, the University has an effective approach to self-evaluation which is informed by reference to internal and external sources of data and feedback. The Reflective Analysis provided for the review was detailed and reflective in the insights provided to the team regarding the University's provision and its recognition of the areas where development and enhancement are still required. "]
[3438,"EDI_168","-","Quality_Processes","Framework","University of Edinburgh","168 The internal approval, monitoring and review processes are effective, with oversight being maintained by SQAC which also oversees the implementation of the action plans. External and student engagement with these processes enables the University to reflect on the perspectives of different stakeholders and it is open to regular review of the associated policies. The inclusion of Student Support Services within the cycle of internal reviews has enabled cross-cutting self-evaluation with the identification of emerging themes and good practice across the different services and development of associated actions. The University's adoption of a interactive data visualisation tool with data dashboards has led to improved data provision for both staff and students to inform the quality processes and identification of areas for action, though it is noted that this is an area with capacity for further development, in particular regarding the provision of training and enhancement of interrogation of the data sets."]
[3439,"EDI_169","Commendation","Student_Engagement","Quality processes","University of Edinburgh","169 The University is commended for the way it operates a highly-professional approach to supporting the recruitment, selection and preparation of students to contribute to the institution's IPR process."]
[3440,"EDI_170","-","Collaborative_Partnerships","Oversight","University of Edinburgh","170 The University has an effective approach to managing its collaborative provision, including its arrangements for securing academic standards and enhancing the student learning experience. At the time of the ELIR visit, the Global Engagement Plan (2017-20) had expired and not been replaced with a specific strategy. However, the overarching global ambition is followed through in 'Strategy 2030' in which global impact is defined as core in terms of research and education. The RA sets out seven guiding principles that underpin the strategic approach to partnerships, including that they must align with the University's strategic vision, purpose and values, must meet the University's quality assurance standards and comply with the Quality Code, and must deliver a comparable quality of student learning experience. "]
[3441,"EDI_171","-","Collaborative_Partnerships","Oversight","University of Edinburgh","171 At the time of the ELIR, the University managed 55 international collaborative partnerships, predominantly in Europe and China. There is a much smaller grouping of seven local partnerships, which are all at postgraduate level aside from the individual collaborative relationship with Scotland's Rural College (SRUC) (see paragraph 178). At the time of the review, there were approximately 700 students on joint taught programmes and 53 on collaborative PhD programmes. The University also operates some credit-bearing and non-credit bearing online programmes delivered in partnership with online platform providers. As well as maintaining and developing its international partnerships, the University plans to further develop its regional collaborations - for example, through creation of more articulation pathways. These are aimed at facilitating greater flexibility for student pathways and associated widening participation routes."]
[3442,"EDI_171","-","Collaborative_Partnerships","International","University of Edinburgh","171 At the time of the ELIR, the University managed 55 international collaborative partnerships, predominantly in Europe and China. There is a much smaller grouping of seven local partnerships, which are all at postgraduate level aside from the individual collaborative relationship with Scotland's Rural College (SRUC) (see paragraph 178). At the time of the review, there were approximately 700 students on joint taught programmes and 53 on collaborative PhD programmes. The University also operates some credit-bearing and non-credit bearing online programmes delivered in partnership with online platform providers. As well as maintaining and developing its international partnerships, the University plans to further develop its regional collaborations - for example, through creation of more articulation pathways. These are aimed at facilitating greater flexibility for student pathways and associated widening participation routes."]
[3443,"EDI_172","-","Collaborative_Partnerships","International","University of Edinburgh","172 A major strategic development since the last ELIR, has been the establishment of the Zhejiang University-University of Edinburgh Institute. This partnership delivers dual degree programmes at undergraduate and postgraduate levels in the fields of biomedical sciences and biomedical informatics. All the teaching is delivered in English at the Zhejiang International Campus and is supported by 'flying faculty' from Edinburgh. As part of the establishment of this partnership, the University developed a formal policy on dual, double and multiple awards. Further recent international strategic developments include the engagement with the Una Europa alliance aimed at developing long-term cooperation across a group of research-intensive universities, with a particular focus on establishing a framework for joint PhD programmes."]
[{"$f":"IF(B3446<>\"\",ROW(A3446)-2,\"\")","v":3444},"EDI_173","-","Collaborative_Partnerships","Oversight","University of Edinburgh","173 Since the 2015 ELIR, the University has mapped its partnerships processes against the Quality Code and has undertaken internal audits of its collaborative provision. The most recent audit was in 2017 which noted the enhanced guidance in place to support effective scrutiny of proposed collaborations. A key recommendation from the audit was to enhance the liaison between schools, colleges and professional services staff regarding collaborations which has been enacted through the development of additional guidance and the establishment of the Virtual Collaborations Group to support schools in the development of new collaborations. This Group is a pan-university grouping of staff from Academic Services, Governance and Strategic Planning (GaSP), Edinburgh Global and Legal Services, enabling full breadth of support for the proposals. There was also recognition of the need for greater clarity around approval arrangements - sign-off by the Principal or the Vice-Principal International is now required to approve any international collaboration or new Memoranda of Understanding (MoU) as well as any international student education and learning agreements. This requirement has been incorporated in the 2020 revision of the Delegated Authority Schedule."]
[3445,"EDI_174","-","Collaborative_Partnerships","International","University of Edinburgh","174 Development and delivery of international collaborations are supported by the Global Partnerships team in Edinburgh Global. Oversight of existing international collaborations is maintained by the International Ventures Group (IVG), which is chaired by the Vice-Principal International and which reports to the University Executive on the status of the portfolio. IVG also has a particular role in advising on the establishment and governance of complex collaborations and in leading on their consideration by the University Executive."]
[3446,"EDI_174","-","Collaborative_Partnerships","Oversight","University of Edinburgh","174 Development and delivery of international collaborations are supported by the Global Partnerships team in Edinburgh Global. Oversight of existing international collaborations is maintained by the International Ventures Group (IVG), which is chaired by the Vice-Principal International and which reports to the University Executive on the status of the portfolio. IVG also has a particular role in advising on the establishment and governance of complex collaborations and in leading on their consideration by the University Executive."]
[3447,"EDI_175","-","Collaborative_Partnerships","Oversight","University of Edinburgh","175 Schools retain considerable autonomy in the development of new collaborative programmes. Where the proposal is for a collaboration with a new partner, the school is responsible for undertaking the required initial due diligence for developing a Memorandum of Understanding (MoU). Development of the MoU is informed by the guiding principles set out in the global partnerships' toolkit. Proposing schools complete a Partnership Proposal Form which includes sign-off by the Global Partnerships team at Edinburgh Global. Final sign-off of new MoUs, to confirm University oversight, is undertaken by the Principal or Vice-Principal International. Schools are subsequently also responsible for the academic due diligence processes and approval for standard partnerships can be undertaken at college level with oversight in each college by the College Quality Committee supported by the College's International Dean. Approval at college level leads to the development of a Memorandum of Agreement (MoA). Final university oversight is provided by sign-off of the MoA with review by GaSP."]
[3448,"EDI_176","-","Collaborative_Partnerships","Oversight","University of Edinburgh","176 Day-to-day management of academic collaborations is delegated to the individual schools. Boards of Studies are responsible for ensuring that the academic proposals are appropriate and that the programmes are subject to the standard quality assurance procedures and regulations including the processes of AMR and IPR. In the case of the Zhejiang collaboration, operation of the partnership was reviewed in detail, including a site visit, as part of the IPR for Biomedical Sciences."]
[3449,"EDI_177","-","Collaborative_Partnerships","Student experience","University of Edinburgh","177 As part of the approval process, confirmation is required that students will have an equivalent learning experience to those on Edinburgh-delivered programmes, including engagement with effective student feedback processes and student representative systems comparable with those operated by the University. Student feedback is collected from students on collaborative programmes and forms part of the information set for AMRs, and, for those studying internationally, is reported through Study and Work Away's Annual Review reports to SQAC. In the case of the Zhejiang partnership, this required the establishment of a student representative system, operation of which was confirmed through the Biomedical Sciences IPR in 2017-18."]
[3450,"EDI_178","-","Collaborative_Partnerships","Oversight","University of Edinburgh","178 The University manages a number of regional collaborations, in particular the doctoral training programmes which are managed at college level and reflect the strategic importance to the University of PGR training across all disciplines. The University has a long-standing single accreditation agreement with Scotland's Rural College. Oversight of the partnership is managed by the Accreditation Committee that reports to SQAC and there is academic representation on the revalidation panels. The College is also required to produce an annual report, with external examiner reports, for consideration by the Accreditation Committee. SRUC underwent its own ELIR 4 in 2019 and has set out action plans for addressing the recommendations. The University also provides Third Party Credit Rating whereby schools can allocate credit to programmes delivered by a non-academic organisation. The University's policy sets out the approaches whereby schools can develop such arrangements based on alignment with the discipline areas and a clear rationale for the partnership. "]
[3451,"EDI_179","-","Collaborative_Partnerships","Oversight","University of Edinburgh","179 As part of its exercise in mapping policies against the Quality Code, the University developed the Work-based and Placement Learning Policy which covers placement provision on university programmes, with mapping against the Quality Code and also the development of graduate apprenticeships. The latter is currently of small scale, with two programmes currently approved, one at undergraduate and one at PGT level. This has, though, been identified as an emerging area of activity. In both cases, School Boards of Studies are responsible for approving the partnership arrangements. As additional support for the development of apprenticeships, the University has established a seconded post as Subject Matter Expert on Graduate Attributes."]
[3452,"EDI_180","-","Collaborative_Partnerships","Oversight","University of Edinburgh","180 Partnerships in relation to online delivery are predominantly in the area of non-credit bearing MOOCs and the development of a MicroMasters programme, which is a new initiative representing 30 SCQF credits at postgraduate level delivered in partnership with a platform provider with quality assurance oversight by the University. The RA states that the University currently delivers one such MicroMasters programme but is developing a range of them. "]
[3453,"EDI_181","-","Collaborative_Partnerships","Oversight","University of Edinburgh","181 The 2015 ELIR report confirmed the institutional focus on academic standards and governance in relation to its management of its collaborative provision, and the team was able to conclude that the University has maintained and enhanced its effective approach to the management of its collaborative provision. The University has mapped its processes for collaborative partnerships against the Quality Code and has reviewed and enhanced those processes since the last ELIR. In particular, there has been the introduction of a more centralised, rigorous process of approval for new international collaborations with involvement of the Executive Group and sign-off by the Principal or Vice-Principal International. These are supported by the teams in Edinburgh Global that bring together academic and professional services staff through the establishment of the Virtual Collaborations Group. "]
[3454,"EDI_182","-","Collaborative_Partnerships","Oversight","University of Edinburgh","182 Both international and UK-based collaborations are subject to the University's established processes of monitoring and review with oversight through the quality committee structures at college and institutional levels. In the case of the collaboration with Zhejiang, this included an onsite visit as part of the IPR enabling detailed scrutiny. In Zhejiang, the University was also proactive in developing specific quality assurance processes for the dual awards and also in ensuring that a system of student representation was put in place. While there is no specific institutional strategy in place at present, the University does plan to develop its UK-based and international collaborations and has in place effective systems for assuring the quality of its provision."]
[{"$f":"IF(B3457<>\"\",ROW(A3457)-2,\"\")","v":3455},"EDI_182","-","Collaborative_Partnerships","International","University of Edinburgh","182 Both international and UK-based collaborations are subject to the University's established processes of monitoring and review with oversight through the quality committee structures at college and institutional levels. In the case of the collaboration with Zhejiang, this included an onsite visit as part of the IPR enabling detailed scrutiny. In Zhejiang, the University was also proactive in developing specific quality assurance processes for the dual awards and also in ensuring that a system of student representation was put in place. While there is no specific institutional strategy in place at present, the University does plan to develop its UK-based and international collaborations and has in place effective systems for assuring the quality of its provision."]
[3456,"ATU_2       ","-","Governance","Strategy","Abertay University","2        The University is constituted under the Abertay University (Scotland) Order of Council 2019. This order replaced prior constitutional documents from the creation of the University in 1994 and revisions to the configuration of Court and Senate to reflect changes to staff and student governors, and elected members of Court and Senate (paragraph 162). Following recommendations in ELIR 2016, the University has undertaken a review of academic governance and governing committees and implemented a revised committee structure and process from 2019."]
[{"$f":"IF(B3459<>\"\",ROW(A3459)-2,\"\")","v":3457},"ATU_3       ","-","Governance","Strategy","Abertay University","3        Since the last ELIR, the University has engaged in extensive consultation and engagement with students, staff and governors on the development of a new strategic plan which was launched in February 2020. Abertay's Strategic Plan 2020-25 sets out ambitions, activities and key performance indicators."]
[3458,"ATU_4       ","-","Governance","Strategy","Abertay University","4        The core purpose for Abertay remains broadly consistent with the previous strategy (2015-20): ‘To offer transformational opportunities to everyone who has the ability to benefit from Abertay's approach to university education. To inspire and enable our students, staff and graduates to achieve their full potential and to have a positive impact on the world around us. To prepare students for the world of work and a life of learning'."]
[3459,"ATU_5       ","-","Governance","Strategy","Abertay University","5        The Strategic Plan 2020-25 outlines two significant thematic changes: a commitment to build on the University's expertise in computer games, cyber security and computer science through targeted digital transformation; and a focus on academic collaboration, particularly internationally."]
[3460,"ATU_6       ","-","Governance","Structure","Abertay University","6        The University undertook a review of academic and professional services structures in 2019. The University is structured into: three academic schools: Business, Law and Social Sciences (BLS); Applied Sciences (SAS); Design and Informatics (SDI): each academic school also has a number of divisions;  two academic units: Graduate School; Abertay Learning Enhancement (AbLE) Academy; six professional services units: Strategic Planning; Finance, Infrastructure and Corporate Services; External and Corporate Relations; People Services; Governance; Student and Academic Services."]
[3461,"ATU_7       ","-","Governance","Structure","Abertay University","7        The University is led by a small Executive Team comprising the Principal and      Vice-Chancellor, Deputy Principal and Deputy Vice-Chancellor, Vice-Principal (Strategy and Planning) and the University Secretary. Academic School Deans are supported by Heads of Divisions and each school has a Head of Teaching, Quality and Learning Enhancement (TQL). Each Head of TQL has responsibility for quality and strategic pedagogical development in their school (paragraphs 131 and 132)."]
[3462,"ATU_8       ","-","Governance","Structure","Abertay University","8        The AbLE Academy replaced the University's Teaching and Learning Enhancement unit and is led by the Dean of Teaching and Learning. The 2019 restructure saw this area transition from being a professional services unit to an academic unit with institutional responsibility for the leadership of teaching and learning. The school TQLs also have a role with the AbLE Academy providing leadership for thematic priorities across the institution (paragraphs 129 and 130)."]
[3463,"ATU_9       ","-","Governance","Strategy","Abertay University","9        The University has an active Students' Association and a developing partnership exists between both organisations. The Students' Association has undergone significant governance and operation changes since the 2016 ELIR, and the commitment to partnership and constructive engagement with the University is reflected through the re-establishment of a Student Partnership Agreement for 2021 (paragraph 35)."]
[3464,"ATU_9       ","-","Student_Engagement","Policy","Abertay University","9        The University has an active Students' Association and a developing partnership exists between both organisations. The Students' Association has undergone significant governance and operation changes since the 2016 ELIR, and the commitment to partnership and constructive engagement with the University is reflected through the re-establishment of a Student Partnership Agreement for 2021 (paragraph 35)."]
[3465,"ATU_10    ","-","Demographics","Numbers","Abertay University","10     The undergraduate population of 4,576 (headcount), accounts for 93% of the University's student population, and is composed of a majority of Scottish-domicile students who have represented 77-79% of the total population from 2016 to 2021. Over 30% of students admitted to the University do so with 'advanced standing' from further education (FE) colleges into stages 2 or 3 of its degree programmes."]
[3466,"ATU_11    ","-","Demographics","Numbers","Abertay University","11     The University's postgraduate taught (PGT) student population has grown slightly from 2016 to 2021 (10%) - from 312 to 343 (headcount), with growth predominantly in the international population (from 8% of the population to 17%). This reflects a strategic drive from the University to broaden the recruitment base and increase the diversity of the student population."]
[3467,"ATU_12    ","-","Demographics","Numbers","Abertay University","12     The postgraduate research community remains small, and while there was growth in intake during 2016-21, peaking at 30 postgraduate research (PGR) students in 2017-18, the PGR population has reduced slightly from 127 to 118 over this period. The small decrease has largely been from a reduction in the Scottish PGR population."]
[3468,"ATU_12    ","-","Postgraduate_Research","Student Experience","Abertay University","12     The postgraduate research community remains small, and while there was growth in intake during 2016-21, peaking at 30 postgraduate research (PGR) students in 2017-18, the PGR population has reduced slightly from 127 to 118 over this period. The small decrease has largely been from a reduction in the Scottish PGR population."]
[3469,"ATU_13    ","-","Demographics","Trends","Abertay University","13     During the period 2016-21, the number of students studying with the University's collaborative partners has significantly reduced, from 2092 in 2016-17 to 190 in 2020-21. This is a direct result of the University's decision to terminate its partnership with the Systematic Educational Group International (SEGi), Malaysia (paragraph 210). The University's Strategic Plan outlines the intention to grow international partnerships and, during 2021, the University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing from September 2021 (paragraph 208)."]
[3470,"ATU_13    ","-","Collaborative_Partnerships","International","Abertay University","13     During the period 2016-21, the number of students studying with the University's collaborative partners has significantly reduced, from 2092 in 2016-17 to 190 in 2020-21. This is a direct result of the University's decision to terminate its partnership with the Systematic Educational Group International (SEGi), Malaysia (paragraph 210). The University's Strategic Plan outlines the intention to grow international partnerships and, during 2021, the University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing from September 2021 (paragraph 208)."]
[3471,"ATU_14    ","-","Demographics","Numbers","Abertay University","14     The University has a strong commitment to widening access and in 2020-21, 16.2% of its Scottish-domicile undergraduate entrants were from Scottish Index of Multiple Deprivation (SIMD) 20 postcodes, with 33% of entrants from SIMD40 (MD-40)."]
[3472,"ATU_14    ","-","Admissions","Widening participation","Abertay University","14     The University has a strong commitment to widening access and in 2020-21, 16.2% of its Scottish-domicile undergraduate entrants were from Scottish Index of Multiple Deprivation (SIMD) 20 postcodes, with 33% of entrants from SIMD40 (MD-40)."]
[3473,"ATU_15    ","-","Admissions","Widening participation","Abertay University","15     The University operates a comprehensive and clear, contextualised admissions approach, with 16-19% of its student intake eligible for a contextual offer (paragraphs 57 and 58). The University deploys this approach to reflect the breadth of diversity and the range of elements which can impact an applicant's opportunity to secure grades. The University notes in its Reflective Analysis (RA) that from its analysis of its admissions information, less than half of students eligible for a contextual offer are from SIMD20 backgrounds."]
[3474,"ATU_16    ","-","Student_Support","Progression","Abertay University","16     The University identified in the RA that student retention is a strategic priority and presented data demonstrating a gradual decline in student retention across almost all categories (Scottish-domiciled, SIMD, gender, age, ethnicity, disability) between 2014      and 2020. Based on the most recently published data (2019-20), the University's non-progression performance was significantly above the Higher Education Statistics Agency (HESA) Performance Indicator Benchmark for retention. 14.7% of undergraduate entrants to the University were no longer in higher education one year after joining against    a benchmark of 9.4%, with the University fully recognising this (paragraphs 68-73)."]
[3475,"ATU_16    ","-","Demographics","Numbers","Abertay University","16     The University identified in the RA that student retention is a strategic priority and presented data demonstrating a gradual decline in student retention across almost all categories (Scottish-domiciled, SIMD, gender, age, ethnicity, disability) between 2014      and 2020. Based on the most recently published data (2019-20), the University's non-progression performance was significantly above the Higher Education Statistics Agency (HESA) Performance Indicator Benchmark for retention. 14.7% of undergraduate entrants to the University were no longer in higher education one year after joining against    a benchmark of 9.4%, with the University fully recognising this (paragraphs 68-73)."]
[3476,"ATU_17    ","-","Equality_Diversity","Practice","Abertay University","17     At institutional level, the University's student population is broadly gender-balanced with 48% female:52% male in 2020-21. This figure has remained broadly consistent since 2016. However, the University recognises that the gender balance within seven of its academic subject areas are subject to significant imbalances, with intakes of more than 75% for one gender. The University holds a Bronze Athena SWAN award and three schools have or are submitting applications for departmental-level recognition."]
[3477,"ATU_18    ","-","ELIR_Approach","Operation","Abertay University","18     The ELIR team was able to confirm that the University took a collegiate and consultative approach to preparing for this ELIR. The Reflective Analysis (RA) confirmed that a steering group was established to lead and manage the University's preparations. The ELIR team learned that this steering group had broad representation and engagement across the staff and student community. A range of mechanisms were used as part of its participative approach including: large-scale events involving staff and students; discussions at key university committees; and the use of a range of online methods to support staff and student feedback - which was important to offer with ELIR preparations being undertaken during the pandemic. Staff and students who met the ELIR team reflected positively on the opportunities for engagement in the development of the RA and went on to outline effective use of students as AbLE consultants to inform the development of the RA (paragraphs 25, 36 and 129)."]
[3478,"ATU_19    ","-","ELIR_Approach","Themes","Abertay University","19     In identifying its contextualised themes for the ELIR, the University chose to align these with its Strategic Plan 2020-25 and the Learning Enhancement Strategy 2020-25.        It also engaged in discussions around the possible themes with student representatives at the Students' Association Representative Council (SRC), with the ELIR Steering Group supporting the SRC to develop an ELIR survey, which was run by the Students' Association to seek the views of the broader student population (paragraphs 25 and 27-29)"]
[3479,"ATU_20    ","-","ELIR_Approach","Themes","Abertay University","20     The University identified four contextualised themes for the review: student experience; skills to succeed; digital technology; access to education."]
[3480,"ATU_21    ","-","ELIR_Approach","Themes","Abertay University","21     The ELIR team is content that the approach adopted by the University to setting the contextualised themes was robust and appropriate, effectively balancing quantitative and qualitative information. The ELIR team was able to confirm that the contextualised themes identified by the University effectively represent the challenges that it currently faces.  "]
[3481,"ATU_22    ","-","ELIR_Approach","Operation","Abertay University","22     The 2016 ELIR identified five areas for development. The ELIR team was able to confirm that the University has responded to and made progress across all of the recommendations arising from ELIR 3. In response to ELIR 3, the University developed a detailed action plan with named responsibilities and regular progress updates, which was monitored by the ELIR Steering Group, with updates being provided to the Teaching and Learning Committee and the University Senate. The Reflective Analysis (RA) provides a comprehensive analysis of the progress and action taken with the recommendations since 2016 (paragraphs 189-194)."]
[3482,"ATU_23    ","-","ELIR_Approach","Operation","Abertay University","23     The ELIR team concluded that the approach taken by the University, and progress made, reflects an effective approach to responding to the ELIR 3 recommendations and supported ongoing enhancement."]
[3483,"ATU_24    ","-","ELIR_Approach","Student engagement","Abertay University","24     Students were effectively engaged in the preparations for this ELIR including as members of the ELIR steering group and through a number of students being involved in the RA writing groups that were established - which ensured a strong, student-focused approach during the drafting process. Students' views were also sought through the University's committee structures."]
[3484,"ATU_25    ","-","ELIR_Approach","Student engagement","Abertay University","25     The ELIR team noted the innovative use of the AbLE Academy student consultants (paragraphs 36 and 129) to support the development of the University's RA, in particular the effective role they played in leading the development and delivery of a student survey to canvas opinions from the broader student community, to inform the development of the RA. These survey results helped inform the development of the RA and selection of the University's contextualised themes. It is the ELIR team's view that the University's approach to engaging its students in the ELIR development and preparation process has played an important role in supporting the developing partnership between the University and the Students' Association (paragraphs 27-33)."]
[3485,"ATU_26    ","-","Student_Engagement","Policy","Abertay University","26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."]
[3486,"ATU_26    ","-","Student_Engagement","Representation","Abertay University","26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."]
[3487,"ATU_26    ","-","Student_Engagement","Feedback","Abertay University","26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."]
[3488,"ATU_27    ","-","Student_Engagement","Representation","Abertay University","27     Students (both undergraduate and postgraduate taught) are primarily represented through the Students' Association's Academic Representative System and Students' Representative Council (SRC) (newly structured in session 2020-21), which provides formal representation at a class, divisional and institutional level. Students who met with the ELIR team demonstrated a strong understanding of how this system works and its positioning in relation to other student feedback mechanisms."]
[3489,"ATU_28    ","-","Student_Engagement","Representation","Abertay University","28     The University and Students' Association share responsibility for the recruitment of student representatives. Student representatives have the opportunity to attend formal training delivered by Student Partnerships in Quality Scotland (sparqs). Students who had attended this training stated that it had been helpful in preparing them to undertake their role. The ELIR team also learned that student representatives who participate in roles such as Institution-led Review (ILR) panel members, or are members of university committees, are also provided with specific induction training delivered by the University."]
[3490,"ATU_29    ","-","Student_Engagement","Representation","Abertay University","29     The ELIR team learned that, since the 2016 ELIR, several changes have been made to the representative system, including changes to the Students' Representative Council (SRC) which has reduced the size of its membership with class representatives    now reporting through division representatives. Division representatives also now attend University Academic School Committees with the University viewing these committees as a 'key link between students and academic staff' (paragraph 160). These changes aim to provide greater clarity on partnership working between students and staff. The University and Students' Association recognise that these new arrangements are still to be fully embedded, with student engagement with these systems having been lower than expected, particularly at divisional level. The ELIR team understand that the University and Students' Association intend to implement a refreshed approach to recruitment and training of student representatives during the 2021-22 academic year."]
[3491,"ATU_30    ","-","Student_Engagement","Representation","Abertay University","30     At school and division level, feedback from student representatives is primarily considered through Student Voice Fora, which are co-chaired by the School Head of Teaching, Quality and Learning Enhancement (TQLs) (paragraphs 131 and 132) and a nominated class representative, with meeting agendas jointly set. These meetings are held once per term and provide the opportunity to bring together students, their representatives, and members of staff, including heads of division and programme and module leaders. The University recognised that while staff and student representative attendance was often strong in these fora, more could be done to strengthen the engagement of the wider student population."]
[3492,"ATU_31    ","-","Student_Engagement","Representation","Abertay University","31     This view was also echoed by students who met the ELIR team, who noted that while these fora could be effective, there was often inconsistencies in their operation between divisions and schools. As a result, there was often an overreliance on individual members of staff to act in response to student feedback and, consequently, more informal methods of engagement between staff and student representatives were viewed as a popular alternative. While the ELIR team recognise informal engagement between staff and student representatives can often result in the timely resolution of issues, the team would encourage the University to explore with staff and students how good practice associated with the convening and operation of Student Voice Fora could be identified and shared across the institution to develop a more consistent approach, which ensures actions are suitably distributed.  "]
[3493,"ATU_32    ","-","Student_Engagement","Representation","Abertay University","32     Postgraduate research students are represented by school-based reps who interface with the University's Graduate School (paragraphs 94-99). Students confirmed to the ELIR team that these systems worked effectively and were confident that raising issues with their student representatives results in appropriate and timely resolution by staff."]
[3494,"ATU_32    ","-","Postgraduate_Research","Representation","Abertay University","32     Postgraduate research students are represented by school-based reps who interface with the University's Graduate School (paragraphs 94-99). Students confirmed to the ELIR team that these systems worked effectively and were confident that raising issues with their student representatives results in appropriate and timely resolution by staff."]
[3495,"ATU_33    ","-","Student_Engagement","Representation","Abertay University","33     The ELIR team was able to confirm that students studying with the University's collaborative partners have access to opportunities to provide feedback on their studies.  The ELIR team noted that the individual mechanisms used were often bespoke to each partnership rather than there being a university-wide expectation (paragraph 218). Similarly, the communication of issues identified through the student feedback mechanisms employed by the University's partnerships, relied on the ongoing engagement between its Link Tutors and the partner institution (paragraph 216). While this approach did not seem to present any current challenges to ensuring appropriate student representation, the ELIR team believe there would be value in the University considering how these arrangements could be enhanced as it proceeds with its plans to expand its collaborative provision (paragraphs 207 and 208)."]
[3496,"ATU_33    ","-","Collaborative_Partnerships","Student experience","Abertay University","33     The ELIR team was able to confirm that students studying with the University's collaborative partners have access to opportunities to provide feedback on their studies.  The ELIR team noted that the individual mechanisms used were often bespoke to each partnership rather than there being a university-wide expectation (paragraph 218). Similarly, the communication of issues identified through the student feedback mechanisms employed by the University's partnerships, relied on the ongoing engagement between its Link Tutors and the partner institution (paragraph 216). While this approach did not seem to present any current challenges to ensuring appropriate student representation, the ELIR team believe there would be value in the University considering how these arrangements could be enhanced as it proceeds with its plans to expand its collaborative provision (paragraphs 207 and 208)."]
[3497,"ATU_34    ","-","Student_Engagement","Policy","Abertay University","34     The University and Students' Association recognised that the past relationship between both organisations had often been difficult. It was noted, however, that significant progress has been made since the 2016 ELIR to transition the relationship into being more stable and productive. Regular formalised meetings between Students' Association Officers and the University Executive have been introduced, to supplement existing informal meetings, to support stronger communication between both organisations. The ELIR team recognised that these formal meetings have only taken place since the start of this academic session (2021-22), and as such it is too early for the University and Students' Association to evaluate their impact. The ELIR team view the measures being taken to strengthen the partnership between both organisations as a positive step in the right direction."]
[3498,"ATU_35    ","-","Student_Engagement","Representation","Abertay University","35     The University and Students' Association adopted a new Student Partnership Agreement (SPA) in April 2021 which outlines their immediate, shared strategic priorities. This agreement was developed in specific response to the COVID-19 pandemic and, as such, focuses on ensuring clear partnership working, maintenance of effective student representation during the pandemic and future planning informed by experiences of lockdown engagement activities. The ELIR team heard from both senior staff and sabbatical officers that this SPA was proving effective and has informed work to create a new       longer-term SPA, which is expected to be approved in January 2022. The ELIR team understands the overarching themes for the new SPA centre around building student communities and implementing further reforms to the Student Representative System."]
[3499,"ATU_36    ","-","Student_Engagement","Representation","Abertay University","36     The ELIR team learned of a range of opportunities on offer for student partnership working in the University's enhancement work including the requirement for student membership of the Abertay Learning Enhancement Fund (ATLEF) projects (paragraph 135) and a number of student-led ATLEF projects (paragraph 136). The ELIR team also heard about Student AbLE Consultants (paragraphs 103 and 129) working with staff on enhancement projects and reviews. Examples of successful enhancement projects include students leading on the further development of university guidance on blended learning to ensure this guidance is more engaging and accessible for students, partnership projects with the Students' Association exploring student engagement spaces, and the development of a Students' Association-led micro-credential qualification called 'Welcome to the CommuniTay' (paragraph 76). Student representatives and staff who met with the ELIR team, recognised and valued these partnership opportunities and their positive contributions to the University's enhancement activities. However, student representatives did indicate that there was limited awareness from the wider student body of these activities and how to participate."]
[3500,"ATU_37    ","-","Student_Engagement","Representation","Abertay University","37     The ELIR team also noted the recent establishment (session 2021-22) of a 'Student as Partners Management Board' co-chaired by the Students' Association President and the Dean of Learning and Teaching which, at the time of this ELIR, had met once. The Board has been established to enhance 'the partnership approach being developed between Abertay Students' Association and the University and enable the student voice to permeate all levels of the University's quality and developmental processes'. The ethos of the Board is based on co-creation across the University. "]
[3501,"ATU_38    ","Commendation","Student_Engagement","Representation","Abertay University","38     The ELIR team commends the University for establishing a strong culture of partnership working with its student body which ensures effective student representation and engagement in the range of institutional enhancement projects currently underway. The introduction of the student AbLE consultant role in particular has further embedded student partnership into enhancement activity."]
[3502,"ATU_39    ","-","Student_Engagement","Feedback","Abertay University","39     The University uses a range of structured and less formal approaches for gathering student views to enable it to listen to and respond to the student voice. Examples include participation in the National Student Survey (NSS), an annual internal survey for postgraduate research students and the use of an internal university-wide module evaluation survey."]
[3503,"ATU_40    ","-","Student_Engagement","Feedback","Abertay University","40     The ELIR team noted that currently the University does not routinely survey the experience of its postgraduate taught and collaborative student populations beyond asking them to complete module evaluations. Given the University's ambitions to grow these student cohorts, the ELIR team encourages it to reflect on its approaches to gathering feedback to better understand how students have experienced their entire programme and the wider opportunities available to them."]
[3504,"ATU_41    ","-","Student_Engagement","Feedback","Abertay University","41     Module evaluation surveys take place in week 10 of each semester across all taught provision. Module leaders are responsible for reviewing the feedback collected through these surveys, identifying areas of good practice or further improvement in relation to course delivery and informing students of any resulting changes."]
[3505,"ATU_42    ","-","Student_Engagement","Feedback","Abertay University","42     Institutional oversight of student surveys is provided by the University's Teaching and Learning Committee, which is responsible for monitoring and evaluating the results of, and school responses to, both the NSS and module evaluations. The Senior Management Team (SMT) and the University Senate receive an annual report highlighting key themes emerging from the NSS, which assists the University in prioritising enhancements in response to this survey feedback. Analysis of programme-level student survey data is undertaken as part of the University's approach to annual programme monitoring (paragraph 178)."]
[3506,"ATU_43    ","-","Student_Engagement","Feedback","Abertay University","43     In response to the COVID-19 pandemic, the University began to utilise short Pulse Surveys as a means of quickly identifying key concerns among the student population in relation to its pandemic response. There is evidence to suggest that the findings from these Pulse Surveys played a critical role in influencing how the University adapted its response - for example, arranging additional time for student-to-student discussions to strengthen the sense of student community online. Students who met with the ELIR team had only limited awareness of the Pulse Surveys or how they had been used during the recent pandemic. Noting the insight these surveys had provided the University in helping refine its response to COVID-19, the ELIR team view the introduction of Pulse Surveys as a positive development and would encourage the institution to consider how student awareness of these surveys, and the actions resulting from them, could be further enhanced."]
[3507,"ATU_43    ","-","Covid_19","Student engagement","Abertay University","43     In response to the COVID-19 pandemic, the University began to utilise short Pulse Surveys as a means of quickly identifying key concerns among the student population in relation to its pandemic response. There is evidence to suggest that the findings from these Pulse Surveys played a critical role in influencing how the University adapted its response - for example, arranging additional time for student-to-student discussions to strengthen the sense of student community online. Students who met with the ELIR team had only limited awareness of the Pulse Surveys or how they had been used during the recent pandemic. Noting the insight these surveys had provided the University in helping refine its response to COVID-19, the ELIR team view the introduction of Pulse Surveys as a positive development and would encourage the institution to consider how student awareness of these surveys, and the actions resulting from them, could be further enhanced."]
[3508,"ATU_44    ","-","Student_Engagement","Feedback","Abertay University","44     Across all the University's mechanisms for gathering student feedback, there is evidence of a commitment from staff to ensure students are subsequently informed of how their feedback has been used to influence change. For example, the University requires Module Leaders to ensure students are advised of how feedback provided in module evaluations will be used to enhance delivery in future years."]
[3509,"ATU_45    ","-","Student_Engagement","Feedback","Abertay University","45     The ELIR team noted the extent to which students across all constituencies indicated that they were routinely kept informed of the actions stemming from their feedback and could provide examples of how this worked in practice."]
[3510,"ATU_46    ","-","Equality_Diversity","Policy","Abertay University","46     Overall, the University has an effective approach to recognising and responding to equality and diversity among its students, and has a successful long-standing ambition to widening access to study. The University has appropriate mechanisms in place to support it to proactively monitor the changing characteristics of its student population and the ELIR team saw evidence that it takes appropriate steps to ensure it can continue to deliver an inclusive and accessible learning community for all."]
[3511,"ATU_47    ","-","Equality_Diversity","Policy","Abertay University","47     The University embeds its priorities with respect to equality, diversity and inclusion (EDI) across its core operational strategies with performance against these priorities reported holistically within the institution's biennial equality and diversity mainstreaming report. While institutional responsibility for equality and diversity sits formally with the Principal and Senior Management Team, there is a strong commitment across the University to ensuring this work is progressed in partnership with both staff and student involvement."]
[3512,"ATU_48    ","-","Equality_Diversity","Practice","Abertay University","48     This partnership approach is largely achieved through the University's 'Lead Voices' Programme, which enables staff and student volunteers to act as advocates for individuals or groups with particular protected characteristics. The University provides introductory training and ongoing support for those individuals taking on the 'Lead Voice' role, with regular opportunities also available for 'Lead Voices' to work collectively on shared issues. The ELIR team noted that, following the Programme's launch in 2016-17, its achievements have included influencing several changes across the University including the development of an annual Diversity Week and the introduction of a new Pregnancy and Maternity Policy for staff and protocol for students."]
[3513,"ATU_49    ","-","Equality_Diversity","Practice","Abertay University","49     The University recognises that while staff engagement with the 'Lead Voices' Programme has been strong, more work is required to increase student engagement with, and recruitment to, the 'Lead Voice' role. This requirement was also confirmed during the Review Visit, with students who met the ELIR team demonstrating little awareness of the 'Lead Voices' programme, or of the contribution any resulting changes have made towards creating a more inclusive university community. The ELIR team understands that work was being progressed with the Students' Association, to enhance recruitment including raising awareness of the Student Lead Voice roles among the wider student population. The ELIR team view these plans positively and would also encourage the University to consider how it can develop a systematic approach to evaluating the programme's longer-term impact."]
[3514,"ATU_50    ","Commendation","Equality_Diversity","Practice","Abertay University","50     The ELIR team commends the University for its reflective approach to proactively supporting and embedding equality and diversity in its enhancement activities. This is evidenced by a wide range of initiatives and developments to support equality, diversity and inclusion, including the University's 'Lead Voices' initiative (paragraph 48 and 49) and its inclusive employability support for students with autism (paragraphs 53), which demonstrates an ongoing commitment to building an inclusive and accessible learning community and environment for all."]
[3515,"ATU_51    ","-","Equality_Diversity","Practice","Abertay University","51     The University is able to monitor and identify changes in its student population and there is evidence to suggest that where significant trends are observed, it takes appropriate steps to ensure it can continue delivering an inclusive and quality student learning experience for all. For example, having witnessed a 56% increase in the number of students declaring a disability between the 2015-16 and 2020-21 academic years, with a notable increase in declared mental health conditions, the University undertook a review of its Student Mental Health Policy and has since invested in further expanding the capacity and availability of counselling support available to students throughout the COVID-19 pandemic."]
[3516,"ATU_52    ","-","Equality_Diversity","Practice","Abertay University","52     The University has engaged with and achieved several independent charter mark processes including the Race Equality Charter, Athena SWAN and Scotland's Mental Health (SAMH) Charter for Physical Activity and Sport, in order to assure itself of the effectiveness of its support, as well as utilising these processes as reflective opportunities to learn and enhance its approach to EDI. Recent work on its renewal application for the Race Equality Charter has also been used to support understanding of key issues with retention (paragraphs 68-73)."]
[3517,"ATU_53    ","-","Equality_Diversity","Practice","Abertay University","53     The University also undertakes to adapt the delivery of its core services to better meet the individual needs of particular students and communities. Specific examples include launching a tailored employability programme in August 2020 for students with autism, to better support students in transitioning from university into graduate employment (paragraph 53) and the production of a series of guides to assist disabled people and their carers in assessing the accessibility of key campus spaces. The University noted in its RA that these guides afford these individuals 'greater independence and agency when planning visits to the campus'. The ELIR team also learned that work had been undertaken to use functionality available as part of the University's virtual learning environment (VLE) to support staff in ensuring the accessibility of their online learning content."]
[3518,"ATU_53    ","-","Student_Development","Professional Development","Abertay University","53     The University also undertakes to adapt the delivery of its core services to better meet the individual needs of particular students and communities. Specific examples include launching a tailored employability programme in August 2020 for students with autism, to better support students in transitioning from university into graduate employment (paragraph 53) and the production of a series of guides to assist disabled people and their carers in assessing the accessibility of key campus spaces. The University noted in its RA that these guides afford these individuals 'greater independence and agency when planning visits to the campus'. The ELIR team also learned that work had been undertaken to use functionality available as part of the University's virtual learning environment (VLE) to support staff in ensuring the accessibility of their online learning content."]
[3519,"ATU_54    ","-","Equality_Diversity","Practice","Abertay University","54     The ELIR team viewed these developments as positive examples, illustrative of the University's approach to ensuring an accessible and inclusive learning environment for all its students. The ELIR team did note, however, that the impact of these enhancements in improving the student experience is not routinely and systematically evaluated by the University. The ELIR team would encourage it to reflect on the benefits to be realised from developing an evaluation approach which supports it to both quantify and also communicate the impact of these service enhancements."]
[3520,"ATU_55    ","-","Admissions","Widening participation","Abertay University","55     Widening access to, and participation in, higher education has been a long-term strategic ambition of the University. This ongoing commitment is reiterated and strengthened in the new Strategic Plan 2020-25, which commits the University to further expand upon its performance in widening access, by 'offering transformational educational opportunities to those who have the ability to benefit from Abertay's approach to education'. Widening access was a contextual theme for this ELIR (paragraph 20). The RA confirms that the University anticipates this ambition will be achieved by further expanding the number and variety of routes through which students can obtain an Abertay degree."]
[{"$f":"IF(B3523<>\"\",ROW(A3523)-2,\"\")","v":3521},"ATU_56    ","-","Admissions","Widening participation","Abertay University","56     The ELIR team is able to confirm that significant support is provided by the University to students joining from widening access backgrounds, including a dedicated Widening Access and College Recruitment Officer who is responsible for leading engagement with external community learning teams and working with prospective students from disadvantaged backgrounds. The ELIR team also learned about work undertaken with specialist partners to support prospective students from specific backgrounds in considering the value of undertaking university study. For example, a partnership with a local charity provided specific mentorship, induction-support, and scholarships for care-experienced students. Students who met with the ELIR team were clearly very familiar with the University's support for widening access, with a number commenting that the extent of its engagement with the local community had been a defining factor in their opting to study there (paragraph 113)."]
[3522,"ATU_57    ","-","Admissions","Widening participation","Abertay University","57     The University has employed a Contextual Admissions Policy since 2014, under which the institution can lower the entry requirements for a particular course where the applicant meets one or more set criteria that are indicative of prior educational disadvantage. The ELIR team learned that since the policy's introduction, an increasing percentage of the University's undergraduate intake has been eligible for a contextual offer (2020-21: 19%; 2016-17: 16%) and around 30% of the eligible intake has required an offer to be made under this policy each year."]
[3523,"ATU_58    ","-","Admissions","Widening participation","Abertay University","58     In the 2020-21 academic year, 16.2% of Scottish-domiciled undergraduate entrants to the University were recruited from the 20% most deprived (SIMD20) postcodes. This figure meets the cross-sector target of 16%, as set out by the Commission on Widening Access, but falls short of the target the University set in their Outcome Agreement with the Scottish Funding Council. Staff discussed with the ELIR team during the review, that the broader definition of deprivation and disadvantage, adopted within the University's Contextual Admissions Policy, had enabled it to identify individuals experiencing prior educational disadvantage more widely, irrespective of postcode. The ELIR team learned that through evaluation of recruitment data, the University intends to make further refinements to its Contextual Admissions Policy in the coming academic year that would allow it to leverage planned enhancements to Universities and Colleges Admission Service (UCAS) data to identify students eligible for a contextualised offer in a more granular way."]
[3524,"ATU_59    ","-","Admissions","Widening participation","Abertay University","59     The RA confirms that currently, 30% of entrants progress with advanced entry into programmes of study with the University through a formal articulation path. Formal partnership agreements are in place with both Dundee and Angus College and Fife College that enable any student who secures a pass in select Higher National Diploma (HND) courses to be automatically accepted for further study. At present, 60% of articulating students progress into Abertay from these partners. A specific induction programme, known as the Abertay College Transition (ACT) programme is offered by the University to support articulating students from these partners to make the transition successfully from college to university study. Feedback from the very small numbers of students with direct experience of this programme was broadly positive, with the ELIR team believing there would be benefits to the University in working with its two main college partners to ensure information on the ACT programme is more widely communicated to students."]
[3525,"ATU_60    ","-","Admissions","Widening participation","Abertay University","60     The ELIR team was also able to confirm that appropriate arrangements are in place to support students from widening access backgrounds beyond their initial induction. For example, the University provides tailored assistance to estranged students, which enables students within this group to access a bursary, peer-based mentoring, and accommodation should a student find themselves homeless or unable to secure external accommodation. The University has also recently reviewed its 'Students with Caring Responsibilities' protocol to provide greater clarity to students on the advice, guidance and support available during their studies, using the staff and student 'Lead Voices' programme to deliver this (paragraphs 48 and 49)."]
[3526,"ATU_61    ","-","Student_Support","Academic","Abertay University","61     The University has an effective and student-centred approach to supporting students, with a comprehensive range of services and activities available to them throughout their studies.  "]
[3527,"ATU_62    ","-","Student_Support","Induction","Abertay University","62     All students are supported in their transition to the University with access to Abertay's general induction programme, which provides information on the various     student-facing services and systems offered. Students who articulate from the University's college partners also have the option of enrolling on the online Abertay College Transition (ACT) Programme', which provides a bespoke induction offering for students commencing their study with advanced entry (paragraph 59). Students spoke positively about their induction experience at the University, particularly its welcoming approach and focus on encouraging student feedback from the very start of their studies. Students also valued the opportunity that the induction process had provided to find out more about key university services, such as the Library and the VLE."]
[3528,"ATU_63    ","-","Student_Support","Induction","Abertay University","63     Staff discussed with the ELIR team, work that is currently being progressed as part of the programme of activities it is undertaking linked to the QAA 'Resilient Learning Communities' Enhancement Theme to establish an enhanced induction programme for students, which will make use of micro-credentials. This programme will include a compulsory online module 'Being Successful at Abertay' which will complement existing induction arrangements and further assist students in preparing to make the transition to university study. The ELIR team learned that this new approach would take a longitudinal view of induction, utilising diagnostic testing at an early stage in the process to recommend personalised development opportunities that were more aligned with a student's individual development needs. At the time of the ELIR, the phased introduction of the micro-credentials programme had just started. Students participating in the 'Being Successful at Abertay' module within the programme spoke positively about their experience, noting that the module had helped them to have a better understanding of what was expected academically, as well as to identify their personal ambitions for university study."]
[3529,"ATU_64    ","-","Student_Support","Academic","Abertay University","64     Students are able to access a wide and comprehensive range of support services through the University's Support Enquiry Zone (SEZ) which is the 'student-facing' part of its centralised support services, and is led by the Student and Academic Services Directorate. Students spoke very highly of the quality of support available through the SEZ, noting that staff here were often their first point of contact and were effective in supporting them to resolve challenges when needed."]
[3530,"ATU_65    ","-","Student_Support","Welfare","Abertay University","65     In response to a significant increase in demand for their counselling and mental health services, the University has taken steps to increase both the capacity and availability of these services to students, investing in a qualified mental health nurse and an externally sourced out-of-hours helpline for students (paragraph 51)."]
[3531,"ATU_66    ","-","Student_Support","Academic","Abertay University","66     Students noted that while the support services offered through SEZ were of a high quality, there was variability in the awareness of academic staff of the services offered. Since the last ELIR, the University has taken steps to establish greater consistency in the advice and signposting provided to students by academic staff, primarily through the introduction of the School Academic Advisor (SAA). The SAA is a part-time (0.5 FTE) academic post, who is a member of each school's teaching team, with the post holder responsible for providing support to the student community, providing pastoral support for students, and acting as a key link between academic and programme staff and the University's centralised support services. In discussion with current SAA role holders, the ELIR team learned that as part of the University's response to tackling its issues with retention, it had recently established a Student Success Officer role (SSO), with these role holders specifically identifying and supporting students at risk of withdrawing (paragraphs   68-73)."]
[3532,"ATU_67    ","-","Student_Support","Academic","Abertay University","67     In the RA, the University views the SAA role as a valuable addition within the wider support environment, ensuring students are provided with consistent advice about centralised student support services. However, students indicated to the ELIR team that the role of the SAA was often unclear to them. While accepting that the establishment of the SAA role was recent, staff with responsibility for quality and enhancement activities commented positively on the collaborative relationships that are building between the SAA, TQL and SSO roles. The ELIR team view the creation of the SAA role as a positive addition to the University's student support environment and plans to tackle retention and encourage it to consider how the responsibilities of, and support provided by, these role holders can be clarified and better communicated to students."]
[3533,"ATU_68    ","-","Student_Support","Progression","Abertay University","68     The University fully and openly discussed with the ELIR team that it continues to recognise and experience a considerable challenge in relation to student retention. The most recent figures (2019-20) show that 86.1% of all new entrants returned to study in Year 2, which represents a material decrease from the 88.1% recorded in the 2016-17 academic year. The University's performance within the UK-wide Performance Indicators (UKPIs) confirms its retention rate to be significantly below the benchmark. Notably, retention rates across specific demographics, such as SIMD20, male, mature, and disabled students, are also below the University's average and have been demonstrating a negative trajectory over the past four reporting years."]
[3534,"ATU_69    ","-","Student_Support","Progression","Abertay University","69     The University primarily uses data from a learning analytics (LA) tool (known as the Study Goals app) to identify where students have disengaged and are at risk of non-continuation. Introduced in 2018-19, this tool draws on student attendance data, engagement with the Virtual Learning Environment (VLE), and assessment profiles to provide a consolidated picture of a student's overall engagement with their studies. This information is used to target support for students deemed to have disengaged with their studies and is used effectively as a proactive trigger for interventions from both the SSO and SAA (paragraphs 66-67 and 70). However, in discussions with students and reviewing information within the Advanced Information Set (AIS), the ELIR team learned of concerns over the accuracy of the attendance monitoring data in the LA tool. Given that improving student retention is a priority for the University, the ELIR team believes it would be beneficial to evaluate the effectiveness of this tool in monitoring attendance and to consider how it can be enhanced to further support the identification of students at risk of disengaging from their studies."]
[3535,"ATU_70    ","-","Student_Support","Progression","Abertay University","70     The ELIR team and staff discussed the newly-created SSO role, which has been established this session to improve the University's approaches to identifying students at risk of withdrawing from their studies. The SSOs are drawing upon and analysing the LA data to identify students at risk of withdrawing and are offering targeted interventions to support students to continue with their studies. While this approach has only recently been introduced, initial signs are positive with the ELIR team hearing that the SSOs were already achieving positive results and were able to anecdotally evidence the early impact of their role on student retention. The SAAs who met the ELIR team confirmed that they are already working closely with the new SSOs and colleagues in Student Services to appropriately support students."]
[3536,"ATU_71    ","-","Student_Support","Progression","Abertay University","71     The ELIR team understands that the diagnostic testing of new students,    introduced from the start of session 2021-22, which is being implemented as part of the    new micro-credentials-based induction programme (paragraphs 63 and 76), will support the provision of enhanced analytics for programme leaders, including cohort strength profiles which consider cohort outcomes and will be used, where necessary, to support further study skills interventions. The recent introduction of the Student Support Officer role, along with the targeted data-driven approach to identifying and supporting students at risk of withdrawal, was viewed as a positive development by the ELIR team. Notwithstanding the weaknesses in the data accuracy (paragraph 69), the ELIR team view the University's approach to using learner analytics information to identify and connect with students who  are not engaging with their studies as a timely development. The use of this information, combined with the recent introduction of the Student Support Officer role, is viewed positively by the ELIR team as an opportunity to developing greater institutional understanding of the reasons behind student withdrawals."]
[3537,"ATU_72    ","-","Student_Support","Progression","Abertay University","72     During the Review Visit, the ELIR team learned that a summative analysis of retention trends that had been considered by the University's Court in November 2021, identified specific challenges in relation to assessment, admissions, students' sense of belonging and the reporting of student numbers to the Higher Education Statistics Agency (HESA). The ELIR team heard that further analysis would be undertaken on these themes as a priority, with a view to collating a formal plan to improve retention that would be led     by the Deputy Principal and Deputy Vice-Chancellor. The ELIR team noted that routine reporting of progress against this plan would be shared with both the University Court and Senate."]
[3538,"ATU_73    ","Recommendation","Student_Support","Progression","Abertay University","73     The ELIR team recommends that the University builds on its emerging plans aimed at improving student retention, by developing an evidence-based institutional approach to identify, implement and regularly evaluate the impact and effectiveness of interventions on its retention performance."]
[3539,"ATU_74    ","-","Student_Support","Progression","Abertay University","74     Alongside its targeted interventions for at-risk students (paragraph 70), the University is committed to improving student retention through creating a strong sense of belonging and community among its students. It currently offers a range of approaches to support this ambition. For example, Student and Academic Services operate a peer-based mentoring programme that allocates all incoming first-year students a peer mentor. Formal training is provided by the University to prepare mentors, who are 'experienced' students,    to undertake this role. The RA states that student engagement with this scheme among     first-year entrants currently sits at around 10%.  "]
[3540,"ATU_75    ","-","Student_Support","Academic","Abertay University","75     The University Peer Mentoring scheme is complemented by several peer-assisted learning schemes run at a divisional level which provide opportunities for student skills development and socialisation. Examples include a peer-assisted learning programme that enables Psychology and Counselling students to refine their skills and build mentor and mentee relationships between year cohorts, and a programme within the Division of Law which actively involves the University's LLB graduates in mentoring students studying for their Law Diplomas, enabling students to access a large network of current and future professionals within their discipline."]
[3541,"ATU_76    ","-","Student_Support","Welfare","Abertay University","76     Students can also access a wide range of student-led societies that serve a broad spectrum of student interests and hobbies, allowing students to engage with the wider student community, develop transferable skills and build networks with local employers.     As part of the University's new micro-credentials' initiative the Students' Association have designed and delivered a 'Welcome to the CommuniTay' module which gives new students   a greater understanding of the society and sports activities on offer. The ELIR team understands that the University intends to evaluate the impact of this new module, as part    of the wider monitoring of the micro-credentials programme (paragraph 63)."]
[3542,"ATU_77    ","-","Student_Support","Welfare","Abertay University","77     In response to the COVID-19 pandemic, the University was effective in developing its VLE and existing online communication platform to create dedicated spaces at programme and 'stage-level' which support the establishment of either staff and student, or student-only communities allowing staff and students to interact. In 2020, to support greater online socialisation, 50 student mentors were recruited by the University to act as 'online community volunteers'. The ELIR team learned that, at the time of this review, the University is evaluating the impact of this initiative.  "]
[3543,"ATU_78    ","-","Student_Support","Welfare","Abertay University","78     A recommendation from the 2016 ELIR asked the University to review its approach to communicating with students, particularly in relation to informing them of changes to institutional policy and regulations. The ELIR team view the University's response positively, learning that it has developed and launched a new 'MyAbertay' intranet portal that enables the University to effectively communicate important announcements and changes to students. The current COVID-19 pandemic has presented an increased and ongoing need for clear and consistent communication to students. Students confirmed to the ELIR team, that the University's approach to communication throughout the pandemic has been broadly positive, with its regular student newsletters and the MyAbertay app viewed as most beneficial."]
[3544,"ATU_79    ","-","Assessment","Practice","Abertay University","79     The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback (paragraph 166). The University has continued      to utilise its online approach to support management of assessment for coursework submission, examinations and providing students with marks and feedback. In response     to COVID-19, the University introduced a range of measures to ensure fair assessment (paragraph 167) which students viewed favourably. "]
[3545,"ATU_79    ","-","Covid_19","Assessment","Abertay University","79     The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback (paragraph 166). The University has continued      to utilise its online approach to support management of assessment for coursework submission, examinations and providing students with marks and feedback. In response     to COVID-19, the University introduced a range of measures to ensure fair assessment (paragraph 167) which students viewed favourably. "]
[3546,"ATU_80    ","Recommendation","Assessment","Feedback","Abertay University","80     The University is committed to continuing to work on enhancing the quality and consistency of assessment feedback to its students. Through information from both its annual monitoring and Institution-Led Quality Review processes it is fully aware of concerns raised by students around the consistency in the quality of the feedback they receive on   their assessments. This position was also confirmed by students who met the ELIR team.   In conversations with staff, the ELIR team learned the matter is currently being discussed across the institution and a planned response was in the initial phases of development at the time of this review. The University believes this response will provide greater consistency in student feedback, achieved through the sharing of good practice and increased use of standardised feedback documentation and templates. The ELIR team recommend that the University should continue to work with staff and students (across all modes of study), to address the improvements that students would like to see around consistency in the quality of the assessment feedback they receive, ensuring the impact of changes in feedback practice can be appropriately evaluated"]
[3547,"ATU_81    ","-","Teaching_Learning","Employability","Abertay University","81     The University's participation in the most recent Graduate Outcomes Survey identified that 59% of its graduates from the 2017-18 academic year were employed in graduate-level occupations 15 months after completing their studies. The University recognises that this figure is significantly below the Scottish sector average of 71% for modern universities. It has identified this as a key area for strategic development within its Employability Strategy, which sets out the University's intention to increase the proportion of graduates within graduate-level occupations to 75% by 2025. The ELIR team encourage the University to reflect upon and evaluate the effectiveness of their current approach which, in the view of the team, indicates a disconnect between the extensive suite of employability activity on offer to students and the impact of this activity in driving progress towards the desired graduate outcome metrics."]
[3548,"ATU_82    ","-","Student_Development","Graduate Attributes","Abertay University","82     To achieve its targets for graduate-level employment, the University intends to     fully embed its 'Abertay Attributes' within the curriculum and across the range of extra and co-curricular activities offered to ensure all students are 'provided with equal access to employability support and development'. The University reviewed its 'Abertay Attributes' in 2019-20, affirming the continued relevance of the 'Intellectual', 'Personal', 'Professional' and 'Active Citizen' dimensions while adding a further 'Digital' dimension to better align with the focus of the University's Strategic Plan (paragraphs 3-5)."]
[3549,"ATU_83    ","-","Student_Development","Graduate Attributes","Abertay University","83     Currently, the University's quality assurance processes, including documentation supporting programme and module design, require staff to demonstrate how course delivery will support students in developing competency across each of the attributes. Staff spoke positively about embedding the 'Abertay Attributes' within the curriculum, viewing this as helpful in module and programme development and supporting students to identify key skills and capability for future employment."]
[3550,"ATU_84    ","-","Student_Development","Graduate Attributes","Abertay University","84     Students who met with the ELIR team demonstrated a more limited understanding of the purpose and focus of the University's current 'Abertay Attributes'. However, through the examples they shared with the ELIR team, they effectively demonstrated that there is     a strong alignment between the skills developed completing course assessments and the Abertay Attributes. The University recognises that more work is needed to increase student understanding and awareness of the attributes. To support this an AbLE Academy Student Consultant was engaged to ensure the language used to describe the attributes was more accessible to students (paragraphs 36 and 129). The ELIR team also learned that the University intends to provide the opportunity for students to self-assess their development against the 'Abertay Attributes' as part of its new longitudinal micro-credentials induction programme (paragraph 63)."]
[3551,"ATU_85    ","-","Teaching_Learning","Employability","Abertay University","85     The ELIR team heard about the extensive range of employability-focused activity currently delivered through the curriculum, including a range of live projects with industry partners. The ELIR team found there to be a good range of co-curricular based activity that enables students to enhance their transferable skills, including the Ethical Hacking Society's guest lecture series and the student-run 'Securi-Tay' Conference. The University also recognises student participation in extracurricular activities through the awarding of a series of skills and community-based digital badges that are added to a student's Higher Education Achievement Record (HEAR)."]
[3552,"ATU_86    ","-","Teaching_Learning","Employability","Abertay University","86     The University recognises the value of formal work experience in supporting the professional and personal development of its students, with an ambition to introduce a formal element of work-based, work-related or enterprise learning across all its programmes by 2022-23. Students stated that while these opportunities were valuable, currently access to them was inconsistent, with insufficient opportunities to access formal placements. Academic staff indicated to the ELIR team that support was provided by the Careers and Partnerships Offices to help them to identify suitable placement providers. However, staff recognised that current practice around placement organisation and management could be inconsistent. Given the University's ambition, the ELIR team encourages it to reflect on the current staff resource available to support this activity and continue to work to ensure that the organisation and management of formal placements provides parity of experience for all students.   "]
[3553,"ATU_87    ","-","Teaching_Learning","Employability","Abertay University","87     The ELIR team noted significant evidence of wide-ranging and strong partnership working between the University, employers and the local community. Examples include the delivery of professional practice projects within the School of Design and Informatics and 'Practice-based Innovation' modules within the School of Business, Law and Social Science. In both cases, students are given the opportunity to plan, produce and present an interactive media project to an external client, supporting the application of their subject knowledge and the development of professional consultancy skills. Students spoke extremely positively about the opportunities available to them within their programmes to engage with their professions and highly valued the skills and experience this brought to their personal and professional development. Staff spoke positively about the strength of partnership working with industry, viewing it as being key to curriculum development, extending and embedding learning from placement activities in the curriculum, and informing authentic approaches to assessment."]
[3554,"ATU_87    ","-","Student_Development","Professional Development","Abertay University","87     The ELIR team noted significant evidence of wide-ranging and strong partnership working between the University, employers and the local community. Examples include the delivery of professional practice projects within the School of Design and Informatics and 'Practice-based Innovation' modules within the School of Business, Law and Social Science. In both cases, students are given the opportunity to plan, produce and present an interactive media project to an external client, supporting the application of their subject knowledge and the development of professional consultancy skills. Students spoke extremely positively about the opportunities available to them within their programmes to engage with their professions and highly valued the skills and experience this brought to their personal and professional development. Staff spoke positively about the strength of partnership working with industry, viewing it as being key to curriculum development, extending and embedding learning from placement activities in the curriculum, and informing authentic approaches to assessment."]
[3555,"ATU_88    ","-","Teaching_Learning","Employability","Abertay University","88     The University also provides support for students who may wish to explore starting their own business. The University's Bell Street Ventures (BSV) provides dedicated support to students and graduates at all levels to develop their business ideas, including producing business plans, financial forecasting, and working through legal issues and funding options. The ELIR team learned that a number of student ventures have been successfully launched with the support of BSV and that these enterprises are currently having a positive impact across several sectors, including Healthcare, Design and the Voluntary Sector."]
[3556,"ATU_89    ","Commendation","Teaching_Learning","Employability","Abertay University","89     The ELIR team commends the University's commitment to preparing students for employment, which has resulted in well-established links with employers, positive impacts on curriculum development and systematically integrates work-based and work-related learning across programmes. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "]
[3557,"ATU_89    ","Commendation","Student_Development","Professional Development","Abertay University","89     The ELIR team commends the University's commitment to preparing students for employment, which has resulted in well-established links with employers, positive impacts on curriculum development and systematically integrates work-based and work-related learning across programmes. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "]
[3558,"ATU_90    ","-","Demographics","Numbers","Abertay University","90     The University has an effective approach to managing and enhancing the postgraduate student experience which is consistent with sector expectations. At the time    of the ELIR, the University had around 343 postgraduate taught and 118 postgraduate research students, setting out a strategic ambition to grow postgraduate taught numbers as part of its Learning Enhancement Strategy 2020-25 (paragraphs 120-122)."]
[3559,"ATU_91    ","-","Governance","Structure","Abertay University","91     Oversight of the postgraduate taught (PGT) student experience is managed by each of the academic schools, with institutional oversight of postgraduate programmes and the student experience monitored through its quality assurance processes, such as annual monitoring and ILR. "]
[3560,"ATU_92    ","-","Student_Engagement","Representation","Abertay University","92     Student support, representation and feedback mechanisms mirror those of undergraduate students (paragraphs 64-67, 27-33 and 39-45), with PGT students benefitting from the additional support offered by the Graduate School (paragraphs 94-99). Students are clear as to who their student representatives are, how their feedback is gathered and used to enhance their experience, and were able to provide a number of examples of how their feedback had brought about change. PGT students viewed module evaluation surveys, as being a particularly effective means of capturing and responding to their feedback. "]
[3561,"ATU_93    ","-","Student_Support","Academic","Abertay University","93     While PGT students recognise they had opportunities to engage with the Graduate School through events and access to both space and facilities, they commented that they do not feel a strong sense of belonging and connection with the wider university postgraduate and research community. Staff acknowledged this change in student perception, with many believing this is an unfortunate consequence of the ongoing pandemic and a move to online delivery and remote access for these students. The ELIR team heard that plans were under development at the time of the review to specifically address these concerns. The ELIR team would encourage the University to progress with this work in order to ensure that, regardless of location of study, all PGT students have appropriate opportunities to engage in the activities offered by the Graduate School and feel part of the wider university research community."]
[3562,"ATU_94    ","-","Postgraduate_Research","Student Experience","Abertay University","94     The Graduate School plays a key role in the development and support for postgraduate research (PGR) students. The School is physically located within the university campus in Dundee, offering dedicated flexible study and social spaces to the research community, including open plan desks, computer facilities equipped with specialist software, meeting spaces, seminar rooms, and social spaces. All postgraduate students (research and taught) have access to hot-desk study space, with research students able to request a permanent space as determined by their study needs. "]
[3563,"ATU_95    ","-","Postgraduate_Research","Support","Abertay University","95     Since the 2016 ELIR, there has been continued investment in staffing and resources of the Graduate School, enhancing support for research design, statistics and grant writing, as well as investing in key software to support tracking of personal and professional development for PGR students. PGR students spoke enthusiastically about their experiences of the Graduate School, particularly valuing the benefits that come from co-locating students which they view as supporting a meaningful research community and fostering opportunities for peer learning and sharing. The ELIR team noted this feedback is consistent with information provided by the University in the AIS. "]
[3564,"ATU_96    ","-","Postgraduate_Research","Monitoring","Abertay University","96     Oversight of the PGR student experience is managed by Graduate School staff. Monitoring of PGR student progress is undertaken through, at least, monthly supervisory meetings with outcomes, actions and development needs recorded within a digital portfolio for each student. Decisions on progression are made through an Annual Progress Review process. As part of this process, students are required to complete an annual progress report and presentation to a Review Panel which makes recommendations on progression. There is also a Personal Development Planning process which supports PGR students to consider their professional development needs, their training needs to support progression, and to develop wider research and employability skills for their future career. PGR students articulated that they were broadly happy with the supervision and progress review activities offered by the Graduate School, with this position consistent with the outcomes of the University's Institution-led Review considering the PGR student experience. "]
[3565,"ATU_96    ","-","Postgraduate_Research","Student Experience","Abertay University","96     Oversight of the PGR student experience is managed by Graduate School staff. Monitoring of PGR student progress is undertaken through, at least, monthly supervisory meetings with outcomes, actions and development needs recorded within a digital portfolio for each student. Decisions on progression are made through an Annual Progress Review process. As part of this process, students are required to complete an annual progress report and presentation to a Review Panel which makes recommendations on progression. There is also a Personal Development Planning process which supports PGR students to consider their professional development needs, their training needs to support progression, and to develop wider research and employability skills for their future career. PGR students articulated that they were broadly happy with the supervision and progress review activities offered by the Graduate School, with this position consistent with the outcomes of the University's Institution-led Review considering the PGR student experience. "]
[3566,"ATU_97    ","-","Postgraduate_Research","Representation","Abertay University","97     PGR students are represented by school-based Research Degree Representatives who are members of the University's Research and Knowledge Exchange Committee (paragraph 159). Students can also provide feedback on their experience through the annual Research Student Survey and through the Graduate School Forum which meets at least once per term. PGR students confirmed there were sufficient opportunities to provide feedback on their learning experience and that their feedback was valued and responded   to by staff at the University."]
[3567,"ATU_98    ","-","Postgraduate_Research","Support","Abertay University","98     Following the introduction of national lockdown restrictions in spring 2020, the University introduced a 'Policy for supporting PGR students during COVID-19' to ensure appropriate support for PGRs who had been significantly impacted by the pandemic. The policy introduced a range of measures including extensions and suspension of studies, financial support and hardship, mitigating circumstances, access to facilities and development opportunities, annual monitoring and completion. Students welcomed the support they had experienced during lockdown, including the increased supervision available and the responsive approach from the University to support on-campus access for students struggling to work and undertake their research at home."]
[3568,"ATU_98    ","-","Covid_19","Student support","Abertay University","98     Following the introduction of national lockdown restrictions in spring 2020, the University introduced a 'Policy for supporting PGR students during COVID-19' to ensure appropriate support for PGRs who had been significantly impacted by the pandemic. The policy introduced a range of measures including extensions and suspension of studies, financial support and hardship, mitigating circumstances, access to facilities and development opportunities, annual monitoring and completion. Students welcomed the support they had experienced during lockdown, including the increased supervision available and the responsive approach from the University to support on-campus access for students struggling to work and undertake their research at home."]
[3569,"ATU_99    ","-","Postgraduate_Research","Student Experience","Abertay University","99     The Graduate School offers a wide range and comprehensive suite of development opportunities through its annual Research Development Programme which includes regular seminars, workshops, retreats, training courses and offers a bespoke Leadership in Higher Education Programme delivered by Advance HE. PGR students present annually at the Graduate School Conference, sharing outcomes from their research with peers, supervisors and the wider university community. Students view this conference as an important opportunity to hear about the research work of others, make connections to support peer learning and sharing of experiences and expertise."]
[3570,"ATU_100 ","-","Postgraduate_Research","Support","Abertay University","100  PGR students spoke positively about the University's proactive approach to encouraging them to seek and actively engage with both external and internal continuing professional development opportunities. Both staff and PGR students valued the wide range of support and training available to them, the networks fostered through the monthly student and staff research seminar series, and funding opportunities to support engagement at external conferences and training. "]
[3571,"ATU_101 ","-","Postgraduate_Research","Support","Abertay University","101  The University operates a robust policy and appropriate support for postgraduate students who teach. All postgraduate research (PGR) students who wish to teach are required by the University to complete its mandatory 'Preparing to Teach' programme, delivered by the AbLE Academy (paragraphs 129 and 130). This programme is currently offered twice per year, with the University recognising that the timing of PGR student enrolments and the start dates of this programme can be an issue for some students. Changes to the University's Postgraduate Certificate in Academic Practice (PGCAP) mean PGR students will no longer be able to access this postgraduate certificate (paragraph 148). The ELIR team understands that the AbLE Academy plans to develop an alternative programme for these students, which will be submitted for accreditation with Advance HE, allowing future students to gain recognition as an Associate Fellow."]
[3572,"ATU_102 ","-","Postgraduate_Research","Support","Abertay University","102  Students confirmed that they are supported to undertake teaching as part of their PGR experience and had, in the past, valued the opportunity to engage with the PGCAP programme. Some PGR students confirmed that they were not always clear about how teaching opportunities are advertised to students, believing there would be benefits to both the University and PGR students if the University developed a protocol for recruitment to teaching opportunities."]
[3573,"ATU_103 ","-","Postgraduate_Research","Support","Abertay University","103  A number of PGR students who met the ELIR team also had the opportunity to become Student AbLE Consultants, valuing the opportunities this role provides to contribute to enhancement and learning and teaching research projects (paragraphs 36, 38, 84, 112 and 129)."]
[3574,"ATU_104 ","-","Learning_Resources","Strategy","Abertay University","104  The University has effective arrangements in place for reviewing and enhancing the quality of the learning environment. Since the 2016 ELIR, the University has continued to review its approach to learning and teaching, developing what it describes as a 'sticky campus' in which staff and students have access to, and use of, campus-based facilities and digital technologies, with a focus on informal learning and technology-enhanced spaces."]
[3575,"ATU_105 ","-","Learning_Resources","Library","Abertay University","105  The University has also made significant investments in both its physical campus, as well as its digital infrastructure to support learning and teaching. Key investments have included a major refurbishment of the library which created diverse spaces to support independent, social and group study; the creation of a Collaborative Learning Suite - a technology-enriched learning environment designed to support active and collaborative learning; and a number of school-based facilities including new laboratories and technology enhanced learning spaces."]
[3576,"ATU_106 ","-","Learning_Resources","IT","Abertay University","106  The University has set out in its Learning Enhancement Strategy (paragraphs      120-122) and Digital Strategy (paragraph 125) - a commitment to 'using digital technologies to provide accessible, inclusive, engaging and inspirational teaching and learning'. Achieving this means the University has committed to a significant financial investment over the next five years to deliver digital transformation across all areas of its activities. Implementation of the University's Digital Strategy is being coordinated by the recently-appointed Head of Transformation who has led a range of consultation activities with staff and students to inform the implementation plan and a range of strategic projects to enhance systems, infrastructure and process (paragraph 125). The ELIR team learned that key priorities    within the digital transformation project include enhancing data access and data-driven decision-making, supporting systems integration, and continued development of staff digital skills and competencies. Monitoring, review and evaluation of the work will be progressed by a Programme Board in early spring 2022 with key targets and outcomes to be set, and will be reported to the Senior Management Team."]
[3577,"ATU_107 ","-","Learning_Resources","IT","Abertay University","107  A review of the University's virtual learning environment (VLE), completed in 2018, resulted in the procurement of a new VLE. Staff and students were actively consulted as part of the procurement process, with staff and the Technology Enhanced Learning Support (TELS) team working collaboratively on the transition of teaching materials on to the new VLE. In response to student feedback during the procurement phase, the consistent use of a standard template for teaching content has helped with student engagement. The new VLE received positive feedback from staff and students. The ELIR team also heard from staff that the VLE has improved consistency of use and is supporting the University to capture learning analytics data linked to student retention, helping to identify students at risk of disengaging from their studies (paragraph 69). "]
[3578,"ATU_108 ","-","Learning_Resources","IT","Abertay University","108  The new VLE is also viewed by the University as being particularly effective in supporting the rapid pivot to online and blended learning approaches that was required as part of its response to the COVID-19 pandemic. In meetings with the ELIR team students fed back positively regarding the University's use of technology during the pandemic, particularly valuing the use of lecture capture to support their studies. Students stated that they would welcome the long-term adoption of lecture capture to support the delivery of curriculum content. Staff also recognised the advantages of lecture capture as an effective tool for supporting online and remote teaching. The ELIR team was informed during the review that, in response to student feedback, the University was working on procuring a new content capture system which would better integrate with the VLE."]
[3579,"ATU_108 ","-","Covid_19","Online learning","Abertay University","108  The new VLE is also viewed by the University as being particularly effective in supporting the rapid pivot to online and blended learning approaches that was required as part of its response to the COVID-19 pandemic. In meetings with the ELIR team students fed back positively regarding the University's use of technology during the pandemic, particularly valuing the use of lecture capture to support their studies. Students stated that they would welcome the long-term adoption of lecture capture to support the delivery of curriculum content. Staff also recognised the advantages of lecture capture as an effective tool for supporting online and remote teaching. The ELIR team was informed during the review that, in response to student feedback, the University was working on procuring a new content capture system which would better integrate with the VLE."]
[3580,"ATU_109 ","-","Learning_Resources","IT","Abertay University","109  In response to the COVID-19 pandemic and the rapid shift to online learning, the TELS team and the AbLE Academy produced a series of written guidance, templates and online resources and offered training to staff in the use of key technologies. Workshops were also developed, delivered and tailored to meet the needs of academic staff in each of the divisions. Further support was also provided by the TELS team for students in session   2020-21 through the introduction of the 'Learning how to learn online' module. Work has continued into 2021-22 to support staff and students to move to blended learning, including developing a series of blended learning principles, a student guide to blended learning produced in collaboration with the Students' Association, and support materials available through the VLE for staff and students."]
[3581,"ATU_109 ","-","Covid_19","Online learning","Abertay University","109  In response to the COVID-19 pandemic and the rapid shift to online learning, the TELS team and the AbLE Academy produced a series of written guidance, templates and online resources and offered training to staff in the use of key technologies. Workshops were also developed, delivered and tailored to meet the needs of academic staff in each of the divisions. Further support was also provided by the TELS team for students in session   2020-21 through the introduction of the 'Learning how to learn online' module. Work has continued into 2021-22 to support staff and students to move to blended learning, including developing a series of blended learning principles, a student guide to blended learning produced in collaboration with the Students' Association, and support materials available through the VLE for staff and students."]
[3582,"ATU_110 ","-","Learning_Resources","IT","Abertay University","110  Students confirmed that, during the pandemic (which remained ongoing during this ELIR), they had been supported to engage effectively with online learning and teaching, and affirmed the work of the TELS team and the AbLE Academy. Students also spoke positively about being able to remotely access learning resources and materials through the library. "]
[3583,"ATU_111 ","-","Student_Support","Academic","Abertay University","111  The University has an effective approach to enhancing the student learning experience. This is evidenced in a range of ways, including arrangements to support the engagement and representation of students and its approaches to routinely gathering, analysing and responding to student feedback, which allow students to be clear that their feedback is valued and acted upon. Making greater use of learning analytic information and the recent introduction of the Student Support Officer role is a positive development towards a better institutional understanding of the reasons behind student withdrawals. "]
[3584,"ATU_112 ","Commendation","Student_Engagement","Representation","Abertay University","112  The University is commended for establishing a strong culture of partnership working with its student body which ensures effective student representation and engagement in the range of institutional enhancement projects currently underway. The introduction of the student AbLE consultant role in particular has further embedded student partnership into enhancement activity."]
[{"$f":"IF(B3587<>\"\",ROW(A3587)-2,\"\")","v":3585},"ATU_113 ","Commendation","Admissions","Widening participation","Abertay University","113  The University has a successful long-term and ongoing ambition to widening access to study. The University has appropriate mechanisms in place to support it to proactively monitor the changing characteristics of its student population. The University is commended for its reflective approach to proactively support and embed equality and diversity in its enhancement activities. This is evidenced by a wide range of initiatives and developments to support equality, diversity and inclusion, including the University's 'Lead Voices' initiative and its inclusive employability support for students with autism, which demonstrates an ongoing commitment to building an inclusive and accessible learning community and environment for all."]
[3586,"ATU_114 ","Commendation","Teaching_Learning","Employability","Abertay University","114  The University has an effective and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities to support students during their learning experience. The University's commitment to preparing students for employment - which has resulted in well-established links with employers, positive impacts on curriculum development, and systematically integrates work-based and work-related learning across programmes - is commended. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "]
[3587,"ATU_114 ","Commendation","Student_Development","Professional Development","Abertay University","114  The University has an effective and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities to support students during their learning experience. The University's commitment to preparing students for employment - which has resulted in well-established links with employers, positive impacts on curriculum development, and systematically integrates work-based and work-related learning across programmes - is commended. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "]
[3588,"ATU_115 ","-","Postgraduate_Research","Student Experience","Abertay University","115  The University has effective arrangements in place to manage and enhance the postgraduate student experience. All postgraduate students receive support from the University's Graduate School which provides access to campus-based facilities and resources, as well as offering a wide range of development activities and events to support the research community. Both academic staff and postgraduate research students value the role of the Graduate School in fostering a research community and supporting research development, however, given feedback from its postgraduate taught students, the ELIR team encourages the University to work to ensure that, regardless of location of study, this student group has appropriate opportunities to engage in the activities offered by the Graduate School and feel part of the wider university research community."]
[3589,"ATU_116 ","-","Learning_Resources","Strategy","Abertay University","116  The University has effective arrangements in place for managing and enhancing the quality of the learning environment, evidenced by the significant investments in both its physical campus, as well as its digital infrastructure to support learning and teaching since the last ELIR. The University has made effective use of its new VLE, coupled with significant development of staff skills training and pedagogical approaches to support staff and students with the transition to a more blended approach to the delivery of teaching and learning.  "]
[3590,"ATU_117 ","-","Student_Support","Progression","Abertay University","117  The University is asked to build on its emerging plans aimed at improving student retention, by developing an evidence-based institutional approach to identify, implement and regularly evaluate the impact and effectiveness of interventions on its retention performance."]
[3591,"ATU_118 ","-","Assessment","Feedback","Abertay University","118  In response to student feedback and information contained within its quality assurance processes, the University is asked to continue to work with staff and students (across all modes of study), to address the improvements that students would like to see around consistency in the quality of the assessment feedback they receive, ensuring the impact of changes in feedback practice can be appropriately evaluated."]
[3592,"ATU_119 ","-","Enhancement","Strategy","Abertay University","119  Overall, the University employs an effective approach to enhancing learning and teaching and the wider student experience managed through its Learning Enhancement Strategy, governance and committee structures, and supported by the schools and the Abertay Learning Enhancement Academy (AbLE). This is evidenced by the range of opportunities provided to staff to enhance their pedagogic practices and to share best practice both centrally and within their schools. The ELIR team heard that staff are          well-supported and have a clear understanding of the range of support available to them."]
[3593,"ATU_120 ","-","Enhancement","Strategy","Abertay University","120  The Learning Enhancement Strategy (LES) (2020-25) is one of four core strategies underpinning the University Strategic Plan (paragraphs 3-5) and was produced following a broad range of consultation events held in 2019 involving senior management, the academic schools, professional services staff and students. Staff and students also had appropriate opportunities to comment on the LES through university committees and through Students' Association structures. Staff and students confirmed to the ELIR team that they had been given a number of opportunities to contribute to the development of the LES, with staff explaining how they had done so, by participating in workshops, focus groups, leadership forums and divisional meetings. "]
[3594,"ATU_121 ","-","Enhancement","Strategy","Abertay University","121  The Deputy Principal and Deputy Vice-Chancellor has responsibility for the delivery of the LES, which incorporates five key strategic priority areas: Teaching Excellence; The Student Journey; Digital Education (which is also covered within the University's Digital Strategy); Academic Partnerships; and Pedagogic Research. Three of these five strategic priorities - Digital Education, Partnerships and The Student Journey - are led by a School Head of Teaching, Quality and Learning Enhancement (TQL) (paragraphs 131 and 132). The remaining two priorities - Teaching Excellence and Pedagogic Research - are led by AbLE's Quality Enhancement Manager and the Dean of SAS, respectively."]
[3595,"ATU_121 ","-","Enhancement","Themes","Abertay University","121  The Deputy Principal and Deputy Vice-Chancellor has responsibility for the delivery of the LES, which incorporates five key strategic priority areas: Teaching Excellence; The Student Journey; Digital Education (which is also covered within the University's Digital Strategy); Academic Partnerships; and Pedagogic Research. Three of these five strategic priorities - Digital Education, Partnerships and The Student Journey - are led by a School Head of Teaching, Quality and Learning Enhancement (TQL) (paragraphs 131 and 132). The remaining two priorities - Teaching Excellence and Pedagogic Research - are led by AbLE's Quality Enhancement Manager and the Dean of SAS, respectively."]
[3596,"ATU_122 ","-","Enhancement","Strategy","Abertay University","122  The ELIR team notes that the ambitions set out in the LES include pedagogic research as a priority area and that pedagogic research also features in the Research and Knowledge Exchange Strategy, with 'Effective Learning and Pedagogy' being one of six areas of pooled excellence that cut across organisational structures to address key research challenges. At the time of this ELIR, approximately 25% of staff are undertaking pedagogic research. The ELIR team understands that the University has recently established a leadership group of academics with expertise in pedagogic research to lead on developing an approach and programme of work to support the University's ambitions to raise the quality of its pedagogic outputs. The ELIR team view this as a positive development in supporting the University to successfully deliver both the Learning Enhancement and Research and Knowledge Exchange strategies. "]
[3597,"ATU_123 ","-","Enhancement","Strategy","Abertay University","123  While the LES was approved by TLC and University Senate in January 2020, the ELIR team understands that the 'illustrative indicators of success' for this strategy have continued to be subject to discussion and revised. Senior staff and academic staff confirmed to the ELIR team that the 'indicators of success' for LES are still in development and these are 'intentionally developing over time'."]
[3598,"ATU_124 ","-","Enhancement","Practice","Abertay University","124  While the ELIR team accept that it is entirely appropriate for the University to revisit the 'success indicators', especially given the impact of the ongoing COVID-19 pandemic, it was clear from meetings with a range of staff, that there is a lack of understanding beyond senior colleagues of the focus or priorities of the LES or how progress is being monitored and evaluated. The ELIR team, therefore, encourage the University to reflect on its current approach to the dissemination, monitoring and evaluation of the LES, believing there are benefits to the University from ensuring greater staff awareness of the strategy and its indicators of success, with more regular reporting on progress at university and school-level committees, supporting it to systematically track progress of the Strategy's implementation (paragraph 157)."]
[3599,"ATU_125 ","-","Enhancement","Strategy","Abertay University","125  The Deputy Principal and Deputy Vice-Chancellor is also responsible for the delivery of the University's Digital Strategy. A recent update to the LES indicates that a number of actions within the Digital Education priority area of this strategy will actually be developed within the University's Digital Strategy. The implementation of the Digital Strategy is being taken forward by the Head of Transformation (paragraph 106). "]
[3600,"ATU_126 ","-","Enhancement","Practice","Abertay University","126  Given the importance that the University currently places on digital learning, reflected as a theme within its strategies, and the investment identified for the digital transformation project (see paragraph 106), the ELIR team believes there would be benefit in the University ensuring that the senior colleagues leading on the delivery of both strategies and the digital transformation project, work closely together, in order to ensure consistency across strategies and allow the University to achieve the maximum impact from this work. The ELIR team also believe there would be benefits to the University in clarifying, for both staff and students, how its digital ambitions will be delivered across both the Learning Enhancement Strategy and the Digital Strategy, confirming which staff roles are responsible for delivery in each identified priority area and ensuring that progress across these work areas is effectively coordinated, monitored and reported upon (paragraph 157)."]
[3601,"ATU_127 ","-","Enhancement","Practice","Abertay University","127  The ELIR team understands that the LES also refers to the expectation that 'subject areas will develop additional subject-specific indicators'. In meetings with staff, the ELIR team learned that KPIs are incorporated into annual operational plans, with Teaching and Learning annual reports also produced at school, division and programme level (paragraph 178). In reading a sample of these reports, the ELIR team's view is that currently the format of these reports does not readily map to the key areas of the LES and, as a result, very few school reports seemed to comment on their contribution to the delivery of the LES."]
[3602,"ATU_128 ","Recommendation","Enhancement","Strategy","Abertay University","128  Overall, the ELIR team concluded that the University employs a broadly effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread consultation with staff and students during the formulation of the University Strategy and its underpinning strategies, including the LES (2020-25). The ELIR team recommends that the University should undertake work to ensure that among all staff there is a clear understanding and ownership of these strategies, and how they inform institutional priorities and actions. In support of this, the University is asked to enable effective and systematic implementation, supported by appropriate monitoring and evaluation of impact to ensure the achievement of strategic goals. "]
[3603,"ATU_129 ","-","Enhancement","Practice","Abertay University","129  The Abertay Learning Enhancement (AbLE) Academy, led by the Dean of Teaching and Learning has oversight of the implementation of the Learning Enhancement Strategy (LES) and provides strategic and operational leadership for teaching and learning across  the University. AbLE also offers a range of development opportunities for staff, including leading on the delivery of the Postgraduate Certificate in Academic Practice (PGCAP), the University's 'Going for Gold' scheme, a seminar series and a biennial conference. AbLE also supports a number of student consultants who work with staff on the delivery of a range of enhancement projects (paragraph 36)."]
[3604,"ATU_130 ","-","Enhancement","Practice","Abertay University","130   The ELIR team understands that AbLE and TELS work collaboratively through mechanisms such as a digital forum, chaired by the TQL lead for Digital Learning. This collaborative working has resulted in a number of positive developments including the production of a set of principles for blended learning and support materials provided through the VLE (paragraphs 108 and 109). Academic staff commented very favourably about the work undertaken by both AbLE and TELS, confirming that these units work well together. The ELIR team view these structural changes positively and while it is too early to determine the impact, the University is encouraged to evaluate the effectiveness of this change, especially in light of the increased demand for support for online teaching and learning."]
[3605,"ATU_131 ","-","Teaching_Learning","Strategy","Abertay University","131  The three-school based Heads of Teaching Quality and Learning Enhancement (TQLs) provide a direct link between the AbLE Academy and the academic schools, and have lead responsibility for ensuring colleagues are kept informed of changes to university policies and regulations (paragraph 8). These university-wide roles support the delivery of three of the University's thematic priorities of Digital Education, Partnerships and The Student Journey. The TQLs report to the Dean of Teaching and Learning in AbLE on these thematic priorities and the appropriate Dean of School for their contribution to their academic area."]
[3606,"ATU_132 ","-","Teaching_Learning","Good practice","Abertay University","132  In discussions with the ELIR team, staff viewed their Head of TQL as an important and effective point of contact for advice on regulation within each school and also provided support and information on good practice in assessment. The three Heads of TQL also explained that they work collaboratively, which helps them to identify good practice from across the wider university for dissemination within their schools. While these Head of TQL roles are very new, the ELIR team view their appointments as a very positive development in supporting the dissemination and sharing of practice across the University, encouraging it to ensure progress with plans to evaluate the impact and effectiveness of the roles once established."]
[3607,"ATU_133 ","-","Enhancement","Themes","Abertay University","133  The QAA national Enhancement Themes are an important external reference point for the University and make a demonstrable contribution to its policy and practice for enhancing teaching and learning. Engagement with the Enhancement Themes is broadly in line with sector expectations, with the University actively contributing to the Themes since their introduction, including both staff and students contributing to sector events such as the QAA Enhancement Conferences."]
[3608,"ATU_134 ","-","Enhancement","Themes","Abertay University","134  The University's participation in the current Enhancement Theme ('Resilient Learning Communities') is led by the Dean for Teaching and Learning, supported by the Enhancement Themes Steering Group formed in February 2021. The continued use of a cross-disciplinary institutional team, which draws on the expertise of academic and professional services staff and has appropriate student representation, continues to be the core of Abertay's approach to the internal management of its Theme activities. The Dean for Learning and Teaching reports on progress with the University's Enhancement Theme plans to TLC. "]
[3609,"ATU_135 ","-","Enhancement","Themes","Abertay University","135  In previous years, the budget received for participating in the Enhancement Themes has been augmented by university funding to support pedagogical projects aligned with the Themes, known as the Abertay Teaching and Learning Enhancement Fund (ATLEF). The ELIR team understands that, at the time of this review, this funding is currently under development as part of the replacement for the AbLE Associates scheme. The ENABLE fund will, in future, support projects within the University using its Enhancement Themes' budget."]
[3610,"ATU_136 ","-","Enhancement","Practice","Abertay University","136  The RA outlines a number of initiatives that have arisen as a result of Theme work. The Student Transitions Theme (2014-17) linked into the University's strong widening participation ethos and saw the institution support five student-led ATLEF projects on a range of topics (paragraph 36). During the final year of this Theme, 10 staff-led projects played an active role in the development of institutional policy and practice - for example,     a project considering the accessibility of the University's online teaching and learning environment was considered during the work to procure its new VLE (paragraphs 107-109). "]
[3611,"ATU_136 ","-","Enhancement","Themes","Abertay University","136  The RA outlines a number of initiatives that have arisen as a result of Theme work. The Student Transitions Theme (2014-17) linked into the University's strong widening participation ethos and saw the institution support five student-led ATLEF projects on a range of topics (paragraph 36). During the final year of this Theme, 10 staff-led projects played an active role in the development of institutional policy and practice - for example,     a project considering the accessibility of the University's online teaching and learning environment was considered during the work to procure its new VLE (paragraphs 107-109). "]
[3612,"ATU_137 ","-","Enhancement","Themes","Abertay University","137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."]
[3613,"ATU_137 ","-","Quality_Processes","Use of data","Abertay University","137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."]
[3614,"ATU_137 ","-","Quality_Processes","Annual Monitoring","Abertay University","137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."]
[3615,"ATU_138 ","-","Enhancement","Themes","Abertay University","138  In the current Theme ('Resilient Learning Communities'), the University is leading the Personalised Approaches to Resilience and Community (PARC) collaborative cluster, with plans to focus on its retention activities (paragraphs 68-73), and the development of a suite of micro-credentials to support student transitions (paragraphs 63, 71, 76).  "]
[3616,"ATU_138 ","-","Student_Support","Progression","Abertay University","138  In the current Theme ('Resilient Learning Communities'), the University is leading the Personalised Approaches to Resilience and Community (PARC) collaborative cluster, with plans to focus on its retention activities (paragraphs 68-73), and the development of a suite of micro-credentials to support student transitions (paragraphs 63, 71, 76).  "]
[3617,"ATU_139 ","-","Enhancement","Practice","Abertay University","139  The University recognises in the RA that more needs to be done to increase the visibility of the Enhancement Themes across the institution, noting the linkage between Theme activity and the origin of outputs and resources is not apparent beyond members of the senior team. The ELIR team also supports the University's position, with the majority of the wider staff body who met the team largely unaware of outcomes, resources or activities that had taken place as part of the University's current or previous Themes work. The ELIR team encourages the University to further develop its plans, through its Enhancement Themes Steering Group, to improve staff awareness and participation in Themes-related projects and consider how this work can more explicitly be linked to supporting the delivery of university strategies and plans. "]
[3618,"ATU_140 ","-","Teaching_Learning","Good practice","Abertay University","140  The University has an effective and systematic approach for identifying and sharing good practice, using a range of formal and informal mechanisms, which are provided both centrally and locally, with the AbLE Academy (paragraphs 129 and 130) playing an important role in supporting the sharing and dissemination of practice linked to enhancing teaching and learning. "]
[3619,"ATU_141 ","-","Teaching_Learning","Good practice","Abertay University","141  The University's biennial Learning and Teaching Conference provides opportunities for staff to share their practice and engage in productive discussions around learning and teaching. These conferences are complemented by smaller thematic seminars run monthly (since 2013) by the AbLE Academy. Staff play an active role in deciding the focus of each seminar, ensuring these sessions reflect current issues and remain relevant to their intended audience. Staff confirmed that they had found engagement with the workshops and seminars delivered by the AbLE Academy and TELS teams to be particularly beneficial during the move to online learning, seeing these as an important opportunity to share best practice and learn new digital skills with colleagues. This activity has also resulted in the production of a range of high-quality online resources that have helped staff feel more confident in their approach to online delivery (paragraph 109). "]
[3620,"ATU_142 ","-","Teaching_Learning","Good practice","Abertay University","142  There are also a number of opportunities for staff to present their pedagogic practice and research, including as part of the Postgraduate Certificate in Academic Practice (PGCAP) (paragraph 148) where colleagues are expected to present their work to the wider academic community either by contributing to one of the University's internal seminars/workshops or by participation in QAA's Enhancement Conferences. Schools and divisions also hold meetings to discuss good practice linked to learning and teaching with school annual away days, having this as a core item within their broader agendas. Staff who met the ELIR team spoke positively about the range of development activities available to them. "]
[3621,"ATU_142 ","-","Staff_Support","Professional development","Abertay University","142  There are also a number of opportunities for staff to present their pedagogic practice and research, including as part of the Postgraduate Certificate in Academic Practice (PGCAP) (paragraph 148) where colleagues are expected to present their work to the wider academic community either by contributing to one of the University's internal seminars/workshops or by participation in QAA's Enhancement Conferences. Schools and divisions also hold meetings to discuss good practice linked to learning and teaching with school annual away days, having this as a core item within their broader agendas. Staff who met the ELIR team spoke positively about the range of development activities available to them. "]
[3622,"ATU_143 ","-","Teaching_Learning","Good practice","Abertay University","143  The identification and sharing of good practice is also embedded within the University's committee structures and key quality assurance processes including programme approval, Institution-led Review (ILR) and annual monitoring (paragraphs 169-173 and    174-178). Although a standard template is used for annual reports, the ELIR team's view, based on the sample provided, is that there is variability across the schools, divisions and professional services on the reporting of good practice. The Academic Quality and Standards Committee (AQSC) also plays an important role in identifying and sharing practice at university level (paragraph 160). All ILR and programme approval panel and committee members are expected to disseminate the examples of practice they learn about within their schools, divisions and professional service areas, with the ELIR team broadly content that this is indeed the case. In the academic schools, the School Academic Committee plays an important role in the sharing of ideas and practice. "]
[3623,"ATU_144 ","-","Staff_Support","Professional development","Abertay University","144  The University has a comprehensive range of effective mechanisms (both formal and informal) for engaging, developing and supporting staff that are responsive to the needs of staff and aligned to the University's strategic direction - creating a supportive community for staff who feel engaged. The AbLE Academy, the TELS team and the Graduate School work collaboratively to provide a comprehensive range of staff development activities for those involved in learning, teaching and research. These include the University's Postgraduate Certificate in Academic Practice (PGCAP); a biennial teaching and learning conference; a workshop and seminar series; its 'Going for Gold programme; development for postgraduates who teach; and support for research supervisors."]
[3624,"ATU_145 ","-","Staff_Support","Professional development","Abertay University","145  Staff spoke very positively about their engagement with the range of activities available. Development for programme leaders is also provided by the AbLE Academy, with staff who had participated in this programme confirming that they had found it supportive and effective in developing them in the programme leader role."]
[3625,"ATU_146 ","-","Staff_Support","Professional development","Abertay University","146  The People Services directorate coordinates induction for new staff, support for career progression and promotion, a staff review scheme and aspects of staff development such as leadership and managing staff. Newly-appointed staff spoke favourably about their experience of induction into the University, finding the online mandatory training to be of particular value."]
[3626,"ATU_147 ","-","Staff_Support","Professional development","Abertay University","147  The University set a target to have 100% of all staff involved in teaching and learning having some type of professional recognition by the end of 2020. Staff can achieve this by completing the University's 'Going for Gold' programme or the Postgraduate Certificate in Academic Practice (PGCAP). At the time of the current ELIR around 75% of academic staff have Fellowship with Advance HE. Influenced by the ongoing pandemic and recognising the impact of staff turnover, the University recognises its original target as unrealistic. The current Learning Enhancement Strategy (paragraphs 120-22) sets an indicator of success specifically relating to new staff, with the expectation that 'staff appointed for teaching and supporting student learning (including relevant professional services staff) gain appropriate national professional recognition within two years of joining the University."]
[3627,"ATU_148 ","-","Staff_Support","Professional development","Abertay University","148  At the 2016 ELIR, the University had in place a mature Postgraduate Certificate in Higher Education Teaching (PGCert HET) which was, at that time, accredited by the Higher Education Academy (HEA). In 2018, as part of a successful reaccreditation by HEA, the University revised the PGCert HET, with the scope of the new programme (the Postgraduate Certificate in Academic Practice (PGCAP)) embracing 'both teaching and research'. As a result of a number of operational challenges and feedback that the programme did not meet the needs of either its students or their managers, at the time of this ELIR, the PGCAP is subject to further redevelopment which returns its focus to teaching and learning. The appointment of a new Head of Researcher Development means the Graduate School will be able to widen the University's capacity to support early career researcher development separately (paragraphs 99-101)."]
[3628,"ATU_149 ","-","Staff_Support","Professional development","Abertay University","149  The support provided by the AbLE Academy and TELS was viewed by staff as being particularly important in enabling colleagues to swiftly and successfully transition their teaching and learning online at the start of the COVID-19 pandemic (paragraphs 79, 108-110, 130 and 141). Staff spoke about the value of the development events offered, the production of a suite of supporting resources delivered at this time and that their feedback was used to enhance future sessions. Further support for staff was also provided at division level. The RA states that the University's Audit and Risk Committee commissioned an independent audit of its approach for blended delivery, the outcome of which was positive (paragraph 167)."]
[3629,"ATU_150 ","-","Staff_Support","Professional development","Abertay University","150  The ELIR team understands that in response to the pandemic, a short life working group which was formed initially to guide staff through the early stages of online delivery, has become the University's Learning Technologies Development Forum, chaired by the TQL SAS who has the strategic role for Digital Education. The ELIR team remains unclear about the role of this forum in supporting the delivery of the digital theme within the Learning Enhancement Strategy and the Digital Strategy, and the digital transformation project (paragraphs 106 and 125)."]
[3630,"ATU_150 ","-","Covid_19","Staff support","Abertay University","150  The ELIR team understands that in response to the pandemic, a short life working group which was formed initially to guide staff through the early stages of online delivery, has become the University's Learning Technologies Development Forum, chaired by the TQL SAS who has the strategic role for Digital Education. The ELIR team remains unclear about the role of this forum in supporting the delivery of the digital theme within the Learning Enhancement Strategy and the Digital Strategy, and the digital transformation project (paragraphs 106 and 125)."]
[3631,"ATU_151 ","-","Staff_Support","Professional development","Abertay University","151  The University has an academic promotion policy, and a set of role profiles which set out responsibilities at the various grades. Workshops led by People Services and the Deans of school support staff with the promotions process, with staff commenting positively on the support available. Promotions take place annually and the University's grade structure is underpinned by the Higher Education Role Analysis (HERA) system. The University also operates a review scheme for staff, with colleagues articulating how the mandatory Annual Development Discussions with their line manager helps to prepare them for career progression, outlining examples of how these conversations aided them to identify and access appropriate career development opportunities. "]
[3632,"ATU_152 ","-","Staff_Support","Professional development","Abertay University","152  The University participates in the Aurora leadership development programme for women both as mentors and mentees. Mentoring opportunities are also available, for early career academics, through the Teaching, Research and Academic Mentorship Scheme (TRAMS) which is a partnership involving a number of other UK institutions. Academic staff spoke very positively about their involvement in this scheme and explained how discussions on progression and promotion have been particularly beneficial to them."]
[3633,"ATU_153 ","Commendation","Staff_Support","Professional development","Abertay University","153  The ELIR team commends the University, through the activities delivered by the AbLE Academy, the TELS team and the Graduate School, for providing a comprehensive range of staff development and support opportunities, both formal and informal, to those involved in learning, teaching and research. These development opportunities are responsive to the needs of staff and the University's strategic direction and contribute to a supportive culture."]
[3634,"ATU_154 ","-","Enhancement","Strategy","Abertay University","154  Overall, the University employs an effective approach to enhancing learning and teaching and the wider student experience managed through its Learning Enhancement Strategy, governance and committee structures, and supported by the schools and the Abertay Learning Enhancement Academy (AbLE)."]
[3635,"ATU_155 ","-","Teaching_Learning","Good practice","Abertay University","155  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes also support this. The recent appointment of the School Heads of Teaching Quality and Learning Enhancement (TQLs) is seen as a positive development to further enhance the identification and sharing of good practice across the University."]
[3636,"ATU_156 ","Commendation","Staff_Support","Professional development","Abertay University","156  The University, through the activities delivered by the Abertay Learning Enhancement (AbLE) Academy, the Technology Enhanced Learning Support team and the Graduate School, is commended for providing a comprehensive range of staff development and support opportunities, both formal and informal, to those involved in learning, teaching and research. These development opportunities are responsive to the needs of staff and the University's strategic direction and contribute to a supportive culture."]
[3637,"ATU_157 ","-","Enhancement","Strategy","Abertay University","157  The University employs a broadly effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread consultation with staff and students during the formulation of the University's Strategic Plan and its underpinning strategies, including the Learning Enhancement Strategy (2020-25). The University is required to undertake work to ensure that among all staff there is a clear understanding and ownership of these strategies, and how they inform institutional priorities and actions. In support of this, the University is asked to enable effective and systematic implementation, supported by appropriate monitoring and evaluation of impact to ensure the achievement of strategic goals."]
[3638,"ATU_158 ","-","Quality_Processes","Framework","Abertay University","158  The University has effective arrangements for managing the quality and securing the academic standards of its awards. Procedures are clear, comprehensive and applied consistently across the University. The ELIR team was able to confirm that the university policies and procedures meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and the Scottish Funding Council (SFC) guidance to higher education institutions on quality (2017-22). The University has mapped its policies and processes to the Quality Code and is aware of areas for further development. Abertay's Academic Governance Framework aims to ensure that the quality and standards of its provision are monitored and enhanced to improve the overall experience of students. "]
[3639,"ATU_159 ","-","Governance","Structure","Abertay University","159  The University Court is the University's governing body. Chaired by the University Principal and Vice-Chancellor, the Senate is the senior academic body of the University with responsibilities for teaching and learning activities, awards and credit-bearing provision, along with providing the strategic overview of the taught academic portfolio, quality assurance and enhancement. Senate has two sub-committees to which it delegates aspects of its responsibility. These are the Teaching and Learning Committee (TLC) and the Research and Knowledge Exchange Committee (RKEC). RKEC has responsibility for regulatory processes and compliance, and policies for research degrees. A number of boards/panels including assessment boards report directly to the Senate.  "]
[3640,"ATU_160 ","-","Quality_Processes","Framework","Abertay University","160  The TLC has two sub-committees - Academic Quality and Standards (AQSC) and the recently-established Partnerships (PC) (paragraph 163 and 213). School Academic Committees (SACs) for the three academic schools also report to the TLC, and work in partnership with the AQSC to ensure that quality and standards are upheld and enhanced. Each of the SACs have responsibility for the strategic direction of enhancement and dissemination of best practice in the schools and receive matters from school Student Voice Fora (paragraphs 30 and 31). Short Life Working Groups (SLWGs) report and make recommendations on specific issues remitted to them by Senate and other committees. The ELIR team is content that the Academic Governance Framework (paragraph 163) sets out appropriate terms of reference and membership of relevant committees, with their minutes demonstrating they meet their remits."]
[3641,"ATU_161 ","-","Quality_Processes","Framework","Abertay University","161  Executive responsibility for managing and enhancing quality and assuring standards rests with the Deputy Principal and Deputy Vice-Chancellor, assisted by the Dean for Teaching and Learning and the Dean of Research of the Graduate School. The Graduate School has operational responsibility for research degree provision (paragraphs 94-99) and AbLE provides support for quality enhancement (paragraph 129-130). The ELIR team was able to confirm from meetings with staff that there is a sound understanding of the various roles and structures in place to support the assurance and enhancement of teaching quality and standards at school and institutional levels."]
[3642,"ATU_162 ","-","Governance","Structure","Abertay University","162  The ELIR team noted that, since the 2016 review, changes to the University's governance arrangements have been introduced, including updating the constitution of the University Court by Order of Council in 2019; changes to the membership of Court; and the reconfiguration of the Senate, including revised arrangements for delegation to Senate committees."]
[3643,"ATU_163 ","-","Governance","Structure","Abertay University","163  The ELIR team also noted that the University reviewed and revised its Academic Governance Framework in 2018-19, with the aim of improving the quality and efficiency of academic processes. Its new framework replaces two previous governance frameworks - one for teaching and learning, and one for research. The University planned to review this new framework after one full academic session, but this has been postponed for a year due to the ongoing impact of the pandemic. The newest version of the governance framework was approved by Senate in June 2021 in order to approve the establishment of a new Partnerships sub-committee of the TLC with oversight of aspects of the University's collaborative provision (paragraph 213). The ELIR team is content that the current academic governance framework is clear, and enables a consistent approach to the enhancement of quality and academic standards within the schools.  "]
[3644,"ATU_164 ","-","Quality_Processes","Framework","Abertay University","164  In the RA, the University describes its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards as a multi-faceted one which includes a number of elements: Institution-led Review (ILR); annual monitoring and reporting; periodic programme approval, and monitoring and review; strategic planning; academic regulations and the management of assessment; and the use of external reference points. Taken together the quality assurance processes provide a framework for securing academic quality and standards."]
[3645,"ATU_165 ","-","Quality_Processes","Framework","Abertay University","165  The University maintains three sets of regulations covering its undergraduate, taught and research postgraduate programmes, setting out its requirements and expectations for students, with these supplemented by programme-specific requirements and other policies and guidance where appropriate. The University's academic regulations were revised in 2015-16 and are reviewed annually before being submitted for approval by TLC and the Senate."]
[3646,"ATU_166 ","-","Quality_Processes","Framework","Abertay University","166  The University expects module and programme-level assessment policies, practices and procedures to align with a common set of agreed principles, standards and expectations which, on the whole, were well understood by students and staff the ELIR team met and reflected in documentation reviewed by the team (paragraph 79). The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback. The Assessment Principles outline that assessment should be designed to improve student learning, recognise and reward achievement, be progressive, inclusive, authentic and support student transition. The University monitors adherence to its Assessment Principles through the AQSC (paragraph 160)."]
[3647,"ATU_167 ","-","Covid_19","Assessment","Abertay University","167  The management of assessment of students was affected by the COVID-19 pandemic, with the University developing policies, including a COVID-19 Fair Assessment Policy, to ensure students were not unduly disadvantaged. In order to assure itself that academic standards were not compromised as a result of these measures, two reviews were commissioned - one by the University's auditors and the other by its Audit and Risk committee (paragraph 149). These reviews provided substantial assurance to the University that the measures taken were effective and that controls were satisfactory. There was only one recommendation relating to ongoing review of the academic governance framework. The ELIR team's view is that the University's regulatory framework is appropriate, and the changes made to policies to ameliorate the impact of the pandemic on students are in line with measures taken by the wider sector. Arrangements for the assessment of doctoral degrees are overseen by the Graduate School and conform with sector expectations (paragraph 96)."]
[3648,"ATU_168 ","Recommendation","Assessment","Practice","Abertay University","168  The ELIR team noted that a paper produced for the University Senate and Court related to student retention, referred to the use of 'scaling' as a means of adjusting module marks to compensate for weaknesses in the conduct of assessment, with 'scaling' referred to in the paper as 'being uncommon'. The paper goes on to outline that the use of 'scaling' is one of a number of actions potentially used by the University to improve retention. In meetings with staff, it was confirmed that the University currently does not have processes, regulations, guidance, or protocols referring to 'scaling' or marks adjustment which would ensure a consistent institutional approach capable of central oversight. The ELIR team recommends that the University introduces an appropriate and consistent policy for the scaling of marks before the start of the 2022-23 academic year. This policy should be communicated to staff, students, external examiners and collaborative partners."]
[{"$f":"IF(B3651<>\"\",ROW(A3651)-2,\"\")","v":3649},"ATU_169 ","-","Quality_Processes","Programme Approval","Abertay University","169  The University's policies relating to the development, approval, and modification of programmes and associated modules are aligned to sector expectations, taking account of the Scottish Credit and Qualifications Framework (SCQF), relevant Subject Benchmark Statements, and relevant qualifications and professional accreditation requirements. Institutional guidance is comprehensive and aims to promote a consistent approach."]
[3650,"ATU_170 ","-","Quality_Processes","Programme Approval","Abertay University","170  The University's approach to programme approval has been revised in response to the 2016 ELIR. This review indicated the need for the University to 'tighten arrangements for securing the accuracy and clarity of reporting at institutional level including in centrally-produced programme review documentation', necessitating a review of the programme approval processes. Additionally, the review of the University's Academic Governance Framework (paragraph 163) resulted in the creation of the AQSC, where one of its roles involves the centralisation of programme and module approval, removing the power of the academic schools to approve their own academic provision."]
[3651,"ATU_171 ","-","Quality_Processes","Programme Approval","Abertay University","171  The resultant programme development and approval processes are documented in the University's Programme Approval and Change Management Handbook, with other associated guidance. This documentation confirms the arrangements for approval at various stages of the process before final approval by the Senate, and specifies matters to be taken into account in the developmental work and the full process. New programme proposals commence at the school level and the ELIR team was able to confirm, from the sample of documents provided, that there are appropriate separations between considerations of the business case and academic requirements."]
[3652,"ATU_172 ","-","Quality_Processes","Programme Approval","Abertay University","172  Programme approval advisory panels and programme change approval panels scrutinise proposals and make recommendations to the AQSC and the TLC. Membership of the panels is appropriate, including external representation and representation from accrediting bodies where relevant. The University's approach to student representation on approval panels has developed from observer status to full membership with effect from the 2021-22 academic year, thus meeting the expectations of the Quality Code."]
[3653,"ATU_173 ","-","Quality_Processes","Programme Approval","Abertay University","173  Procedures for amendments to existing provision and for module approval, elective changes, programme and module cessation, requirements for joint/combined programmes, and creation of the definitive record are clearly set out. Normally, the University's programmes and modules are approved without a time limit, but programmes are usually    reapproved in accordance with the procedures and timelines set out in the University's ILR process. Staff demonstrated a good understanding of the programme and module approval processes. Due to the pandemic, the University implemented reviews and changes to modules in an agile but robust manner to enable student success with effective quality controls in place. The University provides supportive training for staff and students involved in the relevant processes. Documentation scrutinised by the ELIR team, including programme and module approval documents, enabled it to confirm that institutional sector expectations are being adhered to."]
[3654,"ATU_174 ","-","Quality_Processes","Internal Review","Abertay University","174  The University's Institution-led Review (ILR) process is a systematic and consistent approach to reviewing all credit-bearing provision. The 2016 ELIR recommended that the University implement a 'detailed and self-reflective scrutiny of all provision at the subject level with ample opportunity for engagement by external subject specialists'. The ELIR team was able to confirm that, following a review of its processes, the University's revised arrangements appropriately address this recommendation and a forward schedule of ILR activity is in place."]
[3655,"ATU_175 ","-","Quality_Processes","Internal Review","Abertay University","175  The examples of ILR documentation provided in the University's AIS and reviewed by the ELIR team, were consistent with the University's ILR guidelines, demonstrating the use of appropriate external expertise and student representation. The ILR process is also supported by information and data sets provided by the University's Strategy and Planning Team for each academic area being reviewed."]
[3656,"ATU_176 ","-","Quality_Processes","Internal Review","Abertay University","176  Discussions with a range of staff groups confirmed that the ILR process was now seen as central to the University's quality and enhancement processes. Student reflection on their involvement in ILR was also positive with student representatives commenting positively on the training provided by the University prior to participation in the ILR process (paragraph 28)."]
[3657,"ATU_177 ","-","Quality_Processes","Internal Review","Abertay University","177  ILR reports and their related action plans are reviewed initially by AQSC and TLC prior to being reported to Senate. Following TLC approval, the ILR action plans are monitored and overseen annually at the respective School Academic Committee (SAC) (paragraph 160). Completion of the actions is reported to TLC. In cases where the ILR results in a 'limited effectiveness' or 'not effective' outcome for an academic area, TLC and University Senate may mandate additional progress reporting to the relevant SAC and TLC."]
[3658,"ATU_178 ","-","Quality_Processes","Annual Monitoring","Abertay University","178  In a development resulting from the 2016 ELIR recommendations, the University's annual monitoring process now encompasses school, division and programme-level reporting. Programme and division annual reports are reviewed and approved at SAC, with any actions being monitored by this committee. School Annual Reports are also considered at the relevant SAC, prior to submission and formal approval at AQSC, which also progresses recommendations. AQSC also reviews the annual reports produced by the University's professional service areas. In terms of the PGR student experience, the Research and Knowledge Exchange Committee approve the Research Degrees Annual Report. Oversight by TLC ensures that key themes and issues arising from school annual reports are noted and disseminated at institutional, school, Students' Association and professional service levels."]
[3659,"ATU_179 ","-","Quality_Processes","Internal Review","Abertay University","179  The review and reporting process for the University's student-facing professional services is currently based on services' annual reports and plans which focus on teaching and learning, and the broader student experience. The University acknowledges that its current arrangements require a review in order to ensure they align with SFC guidelines and expectations, the ELIR team agree with the University's position."]
[3660,"ATU_180 ","Recommendation","Quality_Processes","Internal Review","Abertay University","180  The ELIR team understands that a comprehensive review of all the University's student-facing professional services is planned for April 2022. The ELIR team noted that the University intends to undertake this review based on the current academic ILR guidelines which had been amended to establish the 'Institution-Led Review 2020-24 Handbook: Support Services', to ensure a systematic approach to the 2021-22 Professional Services review. The ELIR panel welcome this development and asks the University to continue with its plans to revise and implement a process for reviewing student-facing professional services to ensure a continuous, systematic review of services from academic year 2022-23. The ELIR team, therefore, recommends that the University ensures that the new processes link effectively to the existing institution-led review process for academic areas, allowing for institutional oversight, fully engages students, and incorporates appropriate externality."]
[3661,"ATU_181 ","-","Quality_Processes","Externality","Abertay University","181  The University effectively uses a range of external reference points in the setting, management and enhancement of its academic standards and quality processes. These are embedded in core quality and enhancement processes."]
[3662,"ATU_182 ","-","Quality_Processes","Externality","Abertay University","182  The University aligns its policies and processes to the Quality Code. Following the introduction of the revised Quality Code, the University mapped its approach, policies and processes to ensure it complies with the Expectations and Core practices. As a result, it is aware of areas which are fully aligned, those where development is required and what action is being taken. The ELIR team was able to confirm that relevant sections of the Quality Code are referenced in policy and procedure documents."]
[3663,"ATU_183 ","-","Quality_Processes","Externality","Abertay University","183  Programmes and their constituent modules are mapped to the relevant level of the Scottish Credit and Qualifications Framework (SCQF), and this is checked as part of the University's approval and reapproval processes. The University regards Subject Benchmark Statements as key reference points in the development of programmes and modules, and the ELIR team was able to confirm that, along with SCQF levels and reference to relevant professional, statutory and regulatory body (PSRB) accrediting requirements, these are referred to in programme specifications."]
[3664,"ATU_184 ","-","Quality_Processes","Externality","Abertay University","184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."]
[3665,"ATU_184 ","-","PSRBs","Programme approval","Abertay University","184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."]
[3666,"ATU_184 ","-","PSRBs","Programme development","Abertay University","184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."]
[3667,"ATU_185 ","-","Quality_Processes","External examining","Abertay University","185  The University regards external examining as an important component in securing academic standards and assuring itself of the quality of its provision. External examiners play a key role in ensuring the rigour and integrity of the University's assessment process and help identify good practice and areas for enhancement. The University has clear policies and procedures which outline the criteria for appointment, which the ELIR team can confirm broadly meet with sector norms. Arrangements for the appointment of external examiners for research degrees are overseen by the Graduate School and the Dean for Research, and these broadly conform to sector expectations."]
[3668,"ATU_186 ","-","Quality_Processes","External examining","Abertay University","186  The induction of external examiners is facilitated at school level with some central support provided by Student and Academic Services (SAS). The ELIR team would encourage the University to consider taking steps to assure itself that a consistent approach to the induction of external examiners is applied across the institution."]
[3669,"ATU_187 ","-","Quality_Processes","External examining","Abertay University","187  External examiners are required to submit an annual report which is scrutinised at school and programme levels, with areas of concern addressed through action plans and annual monitoring processes (paragraph 178). External examiners receive a response to their reports from programme teams. Central monitoring of external examiner reports results in the preparation of a university overview report providing thematic analyses and identifying key features emerging from the external examining process which is considered by the TLC."]
[3670,"ATU_188 ","-","Quality_Processes","External examining","Abertay University","188  The ELIR team was able to confirm that all staff and students have access to external examiner reports, with responses to these reports available in programme, division and school annual reports. However, students who met the ELIR team had no understanding of the role external examiners play in assuring the quality and standards of their awards, or of how they can access external examiner reports for their programmes. The ELIR team would therefore encourage the University to further reflect on how it can make external examiner reports more accessible to students and more effectively communicate the role that its external examiners fulfil in securing the quality and integrity of the University's awards."]
[3671,"ATU_189 ","-","Enhancement","Themes","Abertay University","189  The 2016 ELIR identified nine areas of positive practice and five areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these development areas and has worked to address them all. The majority of the areas of positive practice remain strengths for the University and it has undertaken activity to further develop its practice. The University's ELIR Steering Group coordinated the delivery of the action plan that was developed to address the 2016 ELIR recommendations, with its work being monitored by the Teaching and Learning Committee and reported to Senate. Through its meetings with staff and students it is evident to the ELIR team that a range of staff, from the academic schools and professional services, along with a range of students, have been actively involved in the follow-up actions from the previous ELIR."]
[3672,"ATU_190 ","-","Governance","Practice","Abertay University","190  Following ELIR 2016, the University has evolved and formalised its approach to evaluating institutional change. In November 2020, the University approved a formal project governance framework and policy to assist in project implementation and review. A central project register is maintained by the Projects and Business Change Team and is routinely reported to committees. The ELIR team identified examples where this revised approach had been effectively implemented, including the withdrawal of accelerated degree programmes, and the investment and redevelopment of the library and physical teaching spaces (paragraph 105). The ELIR team consider, however, that there is still scope for the University to adopt a more consistent approach to evaluating institutional change in order to ensure effective and systematic implementation and evaluation (paragraph 157)."]
[3673,"ATU_191 ","-","Quality_Processes","Internal Review","Abertay University","191  The University successfully implemented the institution-wide review of all taught provision that was planned for 2017-18. The ELIR team was able to confirm that the detailed process documentation developed, and the implementation of the revised Institution-led review (ILR) process for the schools and divisions aligns with Scottish Funding Council and QAA expectations. The AbLE Academy also produced a thematic analysis of the key themes arising from these ILRs. The action plans arising from this review activity were ultimately approved by the University Senate, with TLC continuing to monitor the implementation of these plans. Importantly, a systematic rolling cycle for future ILRs is now in place (paragraphs 174-177)."]
[3674,"ATU_192 ","-","Governance","Practice","Abertay University","192  The University was asked to tighten arrangements for securing the accuracy and clarity of reporting at institutional level. The AIS and RA indicate that appropriate progress has been made with this recommendation, with the University reporting that committee decisions are affirmed through the Chair's approval and circulation of minutes and actions, which encompasses, for example, changes to modules and programmes, and annual reporting. The ELIR team reviewed a range of committee minutes and outputs from quality processes which were included in the AIS - for example, action tracking from annual reports at programme, division and school level, and, despite inconsistency in format and style, were able to identify the effective tracking and reporting of institutional decisions."]
[3675,"ATU_193 ","-","Student_Support","Academic","Abertay University","193  The 2016 ELIR highlighted that students found it difficult to successfully navigate the University's multi-channel approach to student communication, with important information being lost. The University has outlined clear action taken to improve communication with students including: the launch of a new student-facing intranet (MyAbertay) (paragraph 78) and the virtual learning environment (VLE) (MyLearningSpace) (paragraphs 107); regular community newsletters and improved communications with students through the Students' Association; and a reinvigorated student partnership agreement from 2020-21 (paragraph 35). Students reflected positively on the improved approach to communications from the University, recognising particularly that during the COVID-19 pandemic this has necessitated and allowed regular, clear communications in changing and unsettling times."]
[3676,"ATU_194 ","-","Assessment","Feedback","Abertay University","194  The previous ELIR had identified Feedback Week (introduced in 2014-15) as an approach which had potential for supporting student attainment and had encouraged the University to continue with its plans to review the purpose and focus of this approach. The RA provides evidence of the University progressively evaluating the overarching purpose and shape of feedback week, gradually adopting a more decentralised model that enables staff to exert flexibility in exactly when and how feedback and feedforward activities for students are delivered in their provision."]
[3677,"ATU_195 ","-","Quality_Processes","Use of data","Abertay University","195  Overall, the University has an effective approach to using data to inform its decision-making and support its evaluative processes linked to learning and teaching. The University's current Strategic Plan (2020-25) is supported by a published set of 15 KPIs, with a summary of progress against these reported annually to the University Court and routinely within the institution. Each of the University's supporting strategies have an underpinning set of indicators, with these being agreed for the Research and Knowledge Exchange (RKE), Learning Enhancement Strategy (LES) and Employability Strategy. The Strategic Plan provides a framework for the University's annual operational planning process which ensures the alignment of school and service area plans to its strategic objectives."]
[3678,"ATU_196 ","-","Quality_Processes","Use of data","Abertay University","196  The RA outlined a series of core activities which utilised data in decision-making and evaluation, highlighting student number planning, portfolio review, Outcome Agreement and key performance indicators. The Strategic Planning Office has a central function in preparing and sharing data and analysis, and it was evident that data informed a comprehensive suite of key university processes."]
[3679,"ATU_197 ","-","Quality_Processes","Use of data","Abertay University","197  A range of data is considered in the University's key quality processes - primarily Institution-led Review (ILR), annual monitoring, and programme approval, and periodic programme review. It was evident from the sample of quality reports reviewed by the ELIR team, including annual monitoring reports, that academic schools were able to access a range of data to support their evaluation; however, there were considerable variations in the level and quantity of data presented through these reports and the effectiveness of the analysis."]
[3680,"ATU_198 ","-","Quality_Processes","Use of data","Abertay University","198  While it was evident that data was available and informed core quality processes, and that the Strategic Planning Office appears to be responsive in providing data for analysis at school, division and programme level, it was not clear to the ELIR team that consistent, comparable data was routinely available to all relevant staff without request. The ELIR team believes there would be benefit to the University of building on the outcomes of the recent Enhancement Theme ('Evidence for Enhancement') to further develop the ethos of          data-informed and evidence-led enhancement throughout the institution."]
[3681,"ATU_198 ","-","Enhancement","Themes","Abertay University","198  While it was evident that data was available and informed core quality processes, and that the Strategic Planning Office appears to be responsive in providing data for analysis at school, division and programme level, it was not clear to the ELIR team that consistent, comparable data was routinely available to all relevant staff without request. The ELIR team believes there would be benefit to the University of building on the outcomes of the recent Enhancement Theme ('Evidence for Enhancement') to further develop the ethos of          data-informed and evidence-led enhancement throughout the institution."]
[3682,"ATU_199 ","-","Quality_Processes","Use of data","Abertay University","199  The University makes effective use of its well-established approaches to seek feedback from staff and students including module evaluations, Student Voice Fora, its internal survey for PGR students, NSS and staff engagement surveys. In meetings with staff, the ELIR team noted that staff engagement surveys have enabled colleagues to reflect and comment on institutional priorities, with their feedback taken onboard in strategic developments linked to learning and teaching, estates development, and staff support and development. During the COVID-19 pandemic, the University strengthened its approach through the introduction of  'Pulse Surveys' which allow it to gather more 'real-time' information on matters of current concern (paragraph 43)."]
[3683,"ATU_199 ","-","Covid_19","Student engagement","Abertay University","199  The University makes effective use of its well-established approaches to seek feedback from staff and students including module evaluations, Student Voice Fora, its internal survey for PGR students, NSS and staff engagement surveys. In meetings with staff, the ELIR team noted that staff engagement surveys have enabled colleagues to reflect and comment on institutional priorities, with their feedback taken onboard in strategic developments linked to learning and teaching, estates development, and staff support and development. During the COVID-19 pandemic, the University strengthened its approach through the introduction of  'Pulse Surveys' which allow it to gather more 'real-time' information on matters of current concern (paragraph 43)."]
[3684,"ATU_200 ","-","Quality_Processes","Use of data","Abertay University","200  The ELIR team also observed that a wide range of platforms and sources were being utilised to collect and share data, particularly relating to student engagement. Staff commented that, for the future, they would appreciate greater integration of the data and presentation of this in an analytical, role-related and user-facing manner. In turn, this would support a more consistent application and use of this data to inform decisions, actions and planning."]
[3685,"ATU_201 ","-","Quality_Processes","Framework","Abertay University","201  The University has an effective approach to securing academic standards. Its Academic Governance Framework enables sound oversight of quality and standards, and its policies are comprehensive, clear, and well understood by staff and students. Its regulatory framework is appropriate, and its processes are structured and administered effectively. The University's quality arrangements are aligned to the Quality Code and other key reference points and it is aware, through its mapping to the Quality Code, of areas where enhancements can be made. There is appropriate student engagement in quality and  review processes. The University makes systematic use of its external examiners and other external stakeholders in approval and review mechanisms."]
[3686,"ATU_202 ","Recommendation","Assessment","Practice","Abertay University","202  It is recommended that the University introduces an appropriate and consistent policy for the scaling of marks before the commencement of the 2022-23 academic year. This policy should be communicated to staff, students, external examiners and collaborative partners."]
[3687,"ATU_203 ","-","Quality_Processes","Internal Review","Abertay University","203  The University should continue with its plans to revise and implement a process for reviewing student-facing professional services to ensure a continuous systematic review of services from academic year 2022-23. The University should ensure that the new processes link effectively to the existing Institution-led Review process for academic areas, allowing for institutional oversight, fully engages students, and incorporates appropriate externality."]
[3688,"ATU_204 ","-","Quality_Processes","Framework","Abertay University","204   Overall, the University has an effective approach to self-evaluation, through       self-reflection including its use of data to inform decision-making and reporting."]
[3689,"ATU_205 ","-","Quality_Processes","Use of data","Abertay University","205  The University ensures that appropriate information and data sources are available to inform reflection, planning and action at module, programme, division, school, service and institutional levels.  "]
[3690,"ATU_206 ","-","Quality_Processes","Use of data","Abertay University","206   The University has an ongoing commitment to continuing to ensure that enhanced data and evidence sets, and analysis of this information is provided to staff so they can use this to further inform their practice. This data supports evidence-informed decision-making to enhance learning, teaching and the wider student experience."]
[3691,"ATU_207 ","-","Collaborative_Partnerships","Oversight","Abertay University","207  The University's strategic approach to collaborative activity is articulated in broad terms in its Strategic Plan (2020-25) in which it describes the focus on academic collaboration as a major change from its previous strategy. Its Learning Enhancement Strategy (LES) provides further information on its objective to 'enhance partnerships and modes of delivery to provide a more flexible offer, particularly for postgraduate taught provision and international students' (paragraphs 120-122). The LES also identifies the University's ambition to develop five new online qualifications by 2025, growing income    from online and franchise provision.  "]
[3692,"ATU_208 ","-","Collaborative_Partnerships","International","Abertay University","208  The ELIR team understands that the University views its partnership activity as part of its broader mission to provide a range of routes into an Abertay degree, working with partners to deliver programmes beyond its Dundee campus. The University confirmed that it has commenced on a growth strategy, to increase collaborative provision which it describes as 'measured and building on its strengths'. The Strategic Plan also confirms the University's continuing commitment to working with college partners as part of its approach to widening access to ensure that one-third of its student intake come directly from the college sector (paragraphs 55-60). The University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing in September 2021. The University also outlined its intention to grow the PGT student population predominantly through partnership development."]
[3693,"ATU_208 ","-","Collaborative_Partnerships","Oversight","Abertay University","208  The ELIR team understands that the University views its partnership activity as part of its broader mission to provide a range of routes into an Abertay degree, working with partners to deliver programmes beyond its Dundee campus. The University confirmed that it has commenced on a growth strategy, to increase collaborative provision which it describes as 'measured and building on its strengths'. The Strategic Plan also confirms the University's continuing commitment to working with college partners as part of its approach to widening access to ensure that one-third of its student intake come directly from the college sector (paragraphs 55-60). The University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing in September 2021. The University also outlined its intention to grow the PGT student population predominantly through partnership development."]
[3694,"ATU_209 ","-","Collaborative_Partnerships","Student experience","Abertay University","209  The University has also confirmed its intention to develop online and blended qualifications, some of which will be delivered in partnership, in accordance with the ambitions set out in its Learning Enhancement Strategy and Digital Strategy. The ELIR team heard that the University is currently seeking to procure a partner to help progress the development of online programmes. The University confirmed it will retain responsibility for the quality and standards of all teaching, assessment and quality processes associated with any provision approved to be run by this partner. The University also confirmed it is not currently funded to deliver graduate apprenticeships; however, it will consider them in future if the opportunity arises and is at a very early stage of exploring collaborative research degree provision. "]
[3695,"ATU_209 ","-","Teaching_Learning","Online learning","Abertay University","209  The University has also confirmed its intention to develop online and blended qualifications, some of which will be delivered in partnership, in accordance with the ambitions set out in its Learning Enhancement Strategy and Digital Strategy. The ELIR team heard that the University is currently seeking to procure a partner to help progress the development of online programmes. The University confirmed it will retain responsibility for the quality and standards of all teaching, assessment and quality processes associated with any provision approved to be run by this partner. The University also confirmed it is not currently funded to deliver graduate apprenticeships; however, it will consider them in future if the opportunity arises and is at a very early stage of exploring collaborative research degree provision. "]
[3696,"ATU_210 ","-","Collaborative_Partnerships","Oversight","Abertay University","210  Currently, the University has a small portfolio of collaborative partnerships. At the time of the 2016 ELIR, the University had recently rationalised its franchise provision. Since then, it has continued to support articulation, franchise and validation arrangements with two further education colleges. While it has retained partnership arrangements with two overseas institutions and has developed a further two new partnerships, it has terminated its longstanding and substantial relationship with SEGi University in Malaysia due to a material breach of quality assurance procedures on the part of its partner, which was identified through the University's quality assurance arrangements. The ELIR team was able to confirm, through consideration of information supplied in the AIS, that the termination of this partnership was a considered, and effectively managed process. The University and SEGi worked closely to ensure academic standards were maintained and appropriate arrangements put in place to support the students impacted by this decision. The ELIR team was able to confirm that appropriate 'teach-out' arrangements for students were developed, implemented, and delivered in a satisfactory way. The University had maintained a working relationship with this partner, had ensured the continued application of its regulations and processes, and worked to ensure that the interests of students were protected. "]
[3697,"ATU_210 ","-","Collaborative_Partnerships","Student experience","Abertay University","210  Currently, the University has a small portfolio of collaborative partnerships. At the time of the 2016 ELIR, the University had recently rationalised its franchise provision. Since then, it has continued to support articulation, franchise and validation arrangements with two further education colleges. While it has retained partnership arrangements with two overseas institutions and has developed a further two new partnerships, it has terminated its longstanding and substantial relationship with SEGi University in Malaysia due to a material breach of quality assurance procedures on the part of its partner, which was identified through the University's quality assurance arrangements. The ELIR team was able to confirm, through consideration of information supplied in the AIS, that the termination of this partnership was a considered, and effectively managed process. The University and SEGi worked closely to ensure academic standards were maintained and appropriate arrangements put in place to support the students impacted by this decision. The ELIR team was able to confirm that appropriate 'teach-out' arrangements for students were developed, implemented, and delivered in a satisfactory way. The University had maintained a working relationship with this partner, had ensured the continued application of its regulations and processes, and worked to ensure that the interests of students were protected. "]
[3698,"ATU_211","-","Collaborative_Partnerships","Oversight","Abertay University","211 To support its strategy to grow its collaborative provision, the University has revised its processes for the approval and management of partnerships, which were approved in May 2021. The ELIR team's view is that these processes are effective and are also mapped against the Quality Code, and the University is aware of an area where it needs to develop its approach to mapping validation provision against the Scottish Credit and Qualifications Framework. The processes for the approval of a partnership and of the programmes to be delivered, run in tandem in a staged process."]
[3699,"ATU_212 ","-","Collaborative_Partnerships","Oversight","Abertay University","212  The University has developed a Partnerships Handbook, Guidance for Partnership Approval panel reviewers and a Procedures Manual detailing the expectations and arrangements for the management and delivery of provision. In each Procedures Manual, programme teams are expected to qualify arrangements to cover the totality of the student journey including the admission and induction of students, the setting and moderation of assessment, assessment marking and student feedback, link tutor arrangements, regulatory matters and arrangements for capturing student voice. All students have access to a programme handbook which contains information relevant to their programme of study. The ELIR team's view is that these processes are comprehensive and enable the business case and quality arrangements to be thoroughly explored before approval. The ELIR team was able to confirm that approvals were conducted in accordance with the University's expectations. "]
[3700,"ATU_212 ","-","Collaborative_Partnerships","Staff support","Abertay University","212  The University has developed a Partnerships Handbook, Guidance for Partnership Approval panel reviewers and a Procedures Manual detailing the expectations and arrangements for the management and delivery of provision. In each Procedures Manual, programme teams are expected to qualify arrangements to cover the totality of the student journey including the admission and induction of students, the setting and moderation of assessment, assessment marking and student feedback, link tutor arrangements, regulatory matters and arrangements for capturing student voice. All students have access to a programme handbook which contains information relevant to their programme of study. The ELIR team's view is that these processes are comprehensive and enable the business case and quality arrangements to be thoroughly explored before approval. The ELIR team was able to confirm that approvals were conducted in accordance with the University's expectations. "]
[3701,"ATU_213 ","-","Collaborative_Partnerships","Oversight","Abertay University","213  In addition, the University has recently amended its Academic Governance Framework to create a Partnerships Committee which is a sub-committee of TLC (paragraph 163). This Committee provides oversight of teaching-related partnerships, reviews the effectiveness of partnership documentation (including forms, guidance, procedures and processes which are reviewed annually), manages quality assurance visits reporting to TLC or the AQSC as appropriate, and produces an annual report to TLC. The Partnership Committee also maintains and monitors the University's register of collaborative partners "]
[3702,"ATU_213 ","-","Governance","Structure","Abertay University","213  In addition, the University has recently amended its Academic Governance Framework to create a Partnerships Committee which is a sub-committee of TLC (paragraph 163). This Committee provides oversight of teaching-related partnerships, reviews the effectiveness of partnership documentation (including forms, guidance, procedures and processes which are reviewed annually), manages quality assurance visits reporting to TLC or the AQSC as appropriate, and produces an annual report to TLC. The Partnership Committee also maintains and monitors the University's register of collaborative partners "]
[3703,"ATU_214 ","-","Collaborative_Partnerships","Oversight","Abertay University","214  Although the Partnership Committee had only met on three occasions at the time of this review, the ELIR team was able to confirm that the committee is meeting its terms of reference and has the potential to be able to assure and provide appropriate oversight of the quality of partnership provision. The ELIR team encourages the University to keep under review the remit and function of the Partnership Committee as it pursues its strategic partnership aims and as the Committee settles into and develops its expertise in relation to its remit. "]
[3704,"ATU_215 ","-","Collaborative_Partnerships","Student experience","Abertay University","215  In 2020-21, 380 students were studying with the University's collaborative partnerships and programmes. Students indicated that they highly valued the flexible study options offered through studying a collaborative degree with the University, as well as its extensive connections to industry. The ELIR team noted that these observations were consistent with students studying in Dundee, further emphasising the University's reputation for strong industry engagement within its provision (paragraph 85-89)."]
[3705,"ATU_216 ","-","Collaborative_Partnerships","Staff support","Abertay University","216  The ELIR team noted the key role played by the University's Link Tutors which is core to the success of partnership activity. These staff oversee and support the academic programme delivery, planning and assessment, including Board of Examiners which are convened by Abertay University. Staff and students confirmed the importance of Link Tutors in facilitating student support and successful transition to studying with the University and went on to explain how these tutors are instrumental in helping create a comparable learning and teaching experience for students studying with partner institutions, both locally and internationally. The ELIR team also learned that academic staff in partner institutions have full access to all of the University's academic development opportunities (paragraphs       144-153). The ELIR team understands that staff have engaged with workshops linked to their particular school/division but, as of yet, there was no evidence of staff from partner institutions engaging with the University's PGCAP (paragraph 148)."]
[3706,"ATU_217 ","-","Collaborative_Partnerships","Student experience","Abertay University","217  The University produces a bespoke student-facing Partnership Programme Handbook for each of its collaborative programmes which provides students with information on the structure of their programme, and specific information on arrangements for assessment, student support and gathering of their feedback. "]
[3707,"ATU_218 ","-","Collaborative_Partnerships","Student experience","Abertay University","218  Students studying across the range of the University's collaborative partners confirmed that they had a range of opportunities to provide feedback on their learning experience. In the majority of cases, this involved either completing formalised surveys operated by the University's partners and/or providing feedback directly to staff. The ELIR team remains unclear as to the extent to which the surveys completed by collaborative students reflect the University's standardised approach to module evaluation for its   Dundee-based provision. Staff with responsibility for supporting collaborative partnerships did, however, indicate that there are specific opportunities for Abertay staff to meet with students studying at collaborative partners to listen and respond to feedback, with this playing an important role in enhancing the student experience. The ELIR team believes there would be benefit in the University reviewing its existing arrangements for gathering student feedback across its partners in order to ensure greater consistency of approach and support the University to have greater institutional oversight of the student experience to support enhancement.  "]
[3708,"ATU_218 ","-","Collaborative_Partnerships","Staff support","Abertay University","218  Students studying across the range of the University's collaborative partners confirmed that they had a range of opportunities to provide feedback on their learning experience. In the majority of cases, this involved either completing formalised surveys operated by the University's partners and/or providing feedback directly to staff. The ELIR team remains unclear as to the extent to which the surveys completed by collaborative students reflect the University's standardised approach to module evaluation for its   Dundee-based provision. Staff with responsibility for supporting collaborative partnerships did, however, indicate that there are specific opportunities for Abertay staff to meet with students studying at collaborative partners to listen and respond to feedback, with this playing an important role in enhancing the student experience. The ELIR team believes there would be benefit in the University reviewing its existing arrangements for gathering student feedback across its partners in order to ensure greater consistency of approach and support the University to have greater institutional oversight of the student experience to support enhancement.  "]
[3709,"ATU_219 ","-","Collaborative_Partnerships","Student experience","Abertay University","219  Overall, students studying with collaborative partners were broadly positive about their learning experience, confirming they both identified as, and valued being, Abertay University students. The University has been actively trying to establish a stronger sense of community between students studying with collaborative partners and those based in Dundee. Examples include opportunities for shared teaching and collaborative working between students at Abertay and Fife College as part of a shared employability module."]
[3710,"ATU_220","-","Collaborative_Partnerships","Oversight","Abertay University","220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "]
[3711,"ATU_220","-","Collaborative_Partnerships","Staff support","Abertay University","220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "]
[3712,"ATU_220","-","Collaborative_Partnerships","Student experience","Abertay University","220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "]
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[{"$f":"IF('> FILTER <'!B3<>\"\",ROW(OFFSET(A2,-1,0)),\"\")","v":1},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3)),A2,\"\")","v":1},{"$f":"IFERROR(SMALL(Helper2_1,A2),\"\")","v":1},null,{"$f":"ROW(OFFSET(E2,-1,0))","v":1},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3)),$A2,\"\")","v":1},{"$f":"IFERROR(SMALL(Helper2_2,A2),\"\")","v":1},{"$f":"COUNTIF(Helper3_1,\"=\"&G2)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2)=1, G2, \"\")","v":1},{"$f":"IFERROR(SMALL(Index_2,A2),\"\")","v":1},{"$f":"IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:J2)),\"\")","v":"ENU_2"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:K2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:L2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:M2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:N2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:O2)),\"\")","v":"2 The University has a total student population of around 20,000 students (headcount) from 140 countries studying at one of the University's three campuses in Edinburgh, online or through a transnational education partnership. The University has established collaborative partnerships in a variety of international locations including Hong Kong and Singapore, as well as a number of newer partnerships in countries including Myanmar, Mauritius and Vietnam."},{"$f":"COUNT($J:$J)+1","v":3714},"",{"$f":"COUNT('> FILTER <'!$A:$A)+1","v":3714}]
[{"$f":"IF('> FILTER <'!B4<>\"\",ROW(OFFSET(A3,-1,0)),\"\")","v":2},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G4)),A3,\"\")","v":2},{"$f":"IFERROR(SMALL(Helper2_1,A3),\"\")","v":2},null,{"$f":"ROW(OFFSET(E3,-1,0))","v":2},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G4)),$A3,\"\")","v":2},{"$f":"IFERROR(SMALL(Helper2_2,A3),\"\")","v":2},{"$f":"COUNTIF(Helper3_1,\"=\"&G3)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3)=1, G3, \"\")","v":2},{"$f":"IFERROR(SMALL(Index_2,A3),\"\")","v":2},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:J3)),\"\")","v":"ENU_3"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:K3)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:L3)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:M3)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:N3)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:O3)),\"\")","v":"3 In 2015, the University restructured its former three faculties into six academic schools (Applied Sciences; Arts and Creative Industries; Business; Computing; Health and Social Care; Engineering and the Built Environment) as part of a commitment to devolve more responsibility to schools, increase decision-making at the school level and strengthen academic culture."}]
[{"$f":"IF('> FILTER <'!B5<>\"\",ROW(OFFSET(A4,-1,0)),\"\")","v":3},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G5)),A4,\"\")","v":3},{"$f":"IFERROR(SMALL(Helper2_1,A4),\"\")","v":3},null,{"$f":"ROW(OFFSET(E4,-1,0))","v":3},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G5)),$A4,\"\")","v":3},{"$f":"IFERROR(SMALL(Helper2_2,A4),\"\")","v":3},{"$f":"COUNTIF(Helper3_1,\"=\"&G4)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G4)=1, G4, \"\")","v":3},{"$f":"IFERROR(SMALL(Index_2,A4),\"\")","v":3},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:J4)),\"\")","v":"ENU_4"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:K4)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:L4)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:M4)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:N4)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:O4)),\"\")","v":"4 At the time of the current ELIR, the University was coming to the end of its 2020 Strategic Plan (Strategy 2020) which was launched in 2014 with key objectives that included: growing the academic reputation of the institution; delivering an excellent, personalised student experience; building innovation, enterprise and citizenship; and internationalising its provision. Building the research base to enhance teaching was also a key priority identified by the University. Strategy 2020 was underpinned by five thematic strategies: Academic Strategy 2020, Estate Strategy 2025, Innovation and Enterprise Strategy, International Strategy, and the Student Experience Strategy, which supported its values of being recognised as a University that is professional, ambitious, innovative and inclusive."},null,""]
[{"$f":"IF('> FILTER <'!B6<>\"\",ROW(OFFSET(A5,-1,0)),\"\")","v":4},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G6)),A5,\"\")","v":4},{"$f":"IFERROR(SMALL(Helper2_1,A5),\"\")","v":4},null,4,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G6)),$A5,\"\")","v":4},{"$f":"IFERROR(SMALL(Helper2_2,A5),\"\")","v":4},{"$f":"COUNTIF(Helper3_1,\"=\"&G5)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G5)=1, G5, \"\")","v":4},{"$f":"IFERROR(SMALL(Index_2,A5),\"\")","v":4},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:J5)),\"\")","v":"ENU_5"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:K5)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:L5)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:M5)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:N5)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:O5)),\"\")","v":"5 At the time of the current ELIR, the University was developing a new Strategy with the working title 'Shaping our Future'. Senior staff indicated that it is intended to build on the foundations of Strategy 2020 rather than providing a change in institutional focus. The draft strategy has three strategic 'pillars': Creating Knowledge, Enhancing Networks and Inspiring Careers. The University has described the new strategy as having a clear aim to enhance the student experience and position the University as the leading institution in South East Scotland for widening participation. The new strategy is being developed through extensive consultation with staff and students who have had a range of formal and informal opportunities to contribute to its development."}]
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[{"$f":"IF('> FILTER <'!B11<>\"\",ROW(OFFSET(A10,-1,0)),\"\")","v":9},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G11)),A10,\"\")","v":9},{"$f":"IFERROR(SMALL(Helper2_1,A10),\"\")","v":9},null,9,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G11)),$A10,\"\")","v":9},{"$f":"IFERROR(SMALL(Helper2_2,A10),\"\")","v":9},{"$f":"COUNTIF(Helper3_1,\"=\"&G10)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G10)=1, G10, \"\")","v":9},{"$f":"IFERROR(SMALL(Index_2,A10),\"\")","v":9},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:J10)),\"\")","v":"ENU_9"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:K10)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:L10)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:M10)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:N10)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:O10)),\"\")","v":"9 Since the time of the 2015 ELIR, student numbers studying in the UK have remained relatively steady at around 14,000; albeit with a small decline in overall UK student numbers from 9% in 2015-16 to just over 6% in 2018-19."}]
[{"$f":"IF('> FILTER <'!B12<>\"\",ROW(OFFSET(A11,-1,0)),\"\")","v":10},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G12)),A11,\"\")","v":10},{"$f":"IFERROR(SMALL(Helper2_1,A11),\"\")","v":10},null,10,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G12)),$A11,\"\")","v":10},{"$f":"IFERROR(SMALL(Helper2_2,A11),\"\")","v":10},{"$f":"COUNTIF(Helper3_1,\"=\"&G11)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G11)=1, G11, \"\")","v":10},{"$f":"IFERROR(SMALL(Index_2,A11),\"\")","v":10},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:J11)),\"\")","v":"ENU_10"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:K11)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:L11)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:M11)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:N11)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:O11)),\"\")","v":"10 22% of the University's students study with transnational education (TNE) partners, although TNE student numbers have declined from 5,272 in 2014-15 to 4,339 in 2017-18. The decline noted is largely due to deliberate steps taken by the University to cease a number of TNE partnerships which no longer align with its strategic ambitions (paragraph 155). The University is continuing to develop remaining and new strategic collaborations and has 54 collaborative degrees with partners in the UK and overseas (paragraph 153)."}]
[{"$f":"IF('> FILTER <'!B13<>\"\",ROW(OFFSET(A12,-1,0)),\"\")","v":11},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G13)),A12,\"\")","v":11},{"$f":"IFERROR(SMALL(Helper2_1,A12),\"\")","v":11},null,11,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G13)),$A12,\"\")","v":11},{"$f":"IFERROR(SMALL(Helper2_2,A12),\"\")","v":11},{"$f":"COUNTIF(Helper3_1,\"=\"&G12)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G12)=1, G12, \"\")","v":11},{"$f":"IFERROR(SMALL(Index_2,A12),\"\")","v":11},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:J12)),\"\")","v":"ENU_11"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:K12)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:L12)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:M12)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:N12)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:O12)),\"\")","v":"11 The University's on-campus international student profile has remained relatively stable despite growth in PGT student numbers from 3,408 in 2014-15 to 4,326 in 2017-18. 26% of PGT students are international, and a further 17% are from the European Union (EU). EU and international student numbers studying on UK-based undergraduate (UG) programmes have remained relatively stable at around 6% and 13% of the total student body respectively."}]
[{"$f":"IF('> FILTER <'!B14<>\"\",ROW(OFFSET(A13,-1,0)),\"\")","v":12},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G14)),A13,\"\")","v":12},{"$f":"IFERROR(SMALL(Helper2_1,A13),\"\")","v":12},null,12,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G14)),$A13,\"\")","v":12},{"$f":"IFERROR(SMALL(Helper2_2,A13),\"\")","v":12},{"$f":"COUNTIF(Helper3_1,\"=\"&G13)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G13)=1, G13, \"\")","v":12},{"$f":"IFERROR(SMALL(Index_2,A13),\"\")","v":12},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:J13)),\"\")","v":"ENU_12"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:K13)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:L13)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:M13)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:N13)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:O13)),\"\")","v":"12 The University is committed to diversifying its provision with part-time and online delivery being key areas of strategic focus. The overall part-time profile has remained stable with around a third of all students studying part-time (30% of UG, 65% of PGT and 50% of PGR students) but this varies significantly between schools. The School of Health and Social Care continues to have the highest proportion of postgraduate students studying part-time at 97.6% in 2016-17. The University anticipates that full-time student numbers in this school will grow due to the introduction of a new full-time Allied Health Professional programme in 2018-19."}]
[{"$f":"IF('> FILTER <'!B15<>\"\",ROW(OFFSET(A14,-1,0)),\"\")","v":13},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G15)),A14,\"\")","v":13},{"$f":"IFERROR(SMALL(Helper2_1,A14),\"\")","v":13},null,13,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G15)),$A14,\"\")","v":13},{"$f":"IFERROR(SMALL(Helper2_2,A14),\"\")","v":13},{"$f":"COUNTIF(Helper3_1,\"=\"&G14)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G14)=1, G14, \"\")","v":13},{"$f":"IFERROR(SMALL(Index_2,A14),\"\")","v":13},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:J14)),\"\")","v":"ENU_13"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:K14)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:L14)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:M14)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:N14)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:O14)),\"\")","v":"13 Since the 2015 ELIR, the University has also had a strategic focus on growing online provision. The number of online students has doubled from 717 in 2014-15 to 1,496 in 2017-18. It is anticipated"}]
[{"$f":"IF('> FILTER <'!B16<>\"\",ROW(OFFSET(A15,-1,0)),\"\")","v":14},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G16)),A15,\"\")","v":14},{"$f":"IFERROR(SMALL(Helper2_1,A15),\"\")","v":14},null,14,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G16)),$A15,\"\")","v":14},{"$f":"IFERROR(SMALL(Helper2_2,A15),\"\")","v":14},{"$f":"COUNTIF(Helper3_1,\"=\"&G15)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G15)=1, G15, \"\")","v":14},{"$f":"IFERROR(SMALL(Index_2,A15),\"\")","v":14},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:J15)),\"\")","v":"ENU_14"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:K15)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:L15)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:M15)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:N15)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:O15)),\"\")","v":"14 The University notes an overall gender imbalance in the undergraduate home population where 58% of students are female. This imbalance is significant in particular academic schools, for example, 16.3% of students in the School of Engineering and Built Environment are female compared to 91% of students in the School of Health and Social Care. The University is taking positive steps to address the imbalance (paragraph 52)."}]
[{"$f":"IF('> FILTER <'!B17<>\"\",ROW(OFFSET(A16,-1,0)),\"\")","v":15},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G17)),A16,\"\")","v":15},{"$f":"IFERROR(SMALL(Helper2_1,A16),\"\")","v":15},null,15,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G17)),$A16,\"\")","v":15},{"$f":"IFERROR(SMALL(Helper2_2,A16),\"\")","v":15},{"$f":"COUNTIF(Helper3_1,\"=\"&G16)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G16)=1, G16, \"\")","v":15},{"$f":"IFERROR(SMALL(Index_2,A16),\"\")","v":15},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:J16)),\"\")","v":"ENU_15"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:K16)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:L16)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:M16)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:N16)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:O16)),\"\")","v":"15 Due to the University's strategic commitment to widening participation, approximately a third (28%) of Scottish domiciled undergraduate students enter through articulation and college partnership agreements. 74% enter with advanced standing compared to the sector average of 47% (paragraph 57)."}]
[{"$f":"IF('> FILTER <'!B18<>\"\",ROW(OFFSET(A17,-1,0)),\"\")","v":16},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G18)),A17,\"\")","v":16},{"$f":"IFERROR(SMALL(Helper2_1,A17),\"\")","v":16},null,16,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G18)),$A17,\"\")","v":16},{"$f":"IFERROR(SMALL(Helper2_2,A17),\"\")","v":16},{"$f":"COUNTIF(Helper3_1,\"=\"&G17)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G17)=1, G17, \"\")","v":16},{"$f":"IFERROR(SMALL(Index_2,A17),\"\")","v":16},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:J17)),\"\")","v":"ENU_16"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:K17)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:L17)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:M17)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:N17)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:O17)),\"\")","v":"16 In 2017-18, 10.6% of full-time, first-degree students entered the University from the most deprived areas in Scotland (MD20 postcodes) based on the Scottish Index of Multiple Deprivation (SIMD categories). In 2018-19, this figure increased to 12.8%. The introduction of a contextualised admissions policy over this ELIR cycle has seen a 15% increase in the number of offers made to widening access students and a 34% increase in acceptances."}]
[{"$f":"IF('> FILTER <'!B19<>\"\",ROW(OFFSET(A18,-1,0)),\"\")","v":17},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G19)),A18,\"\")","v":17},{"$f":"IFERROR(SMALL(Helper2_1,A18),\"\")","v":17},null,17,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G19)),$A18,\"\")","v":17},{"$f":"IFERROR(SMALL(Helper2_2,A18),\"\")","v":17},{"$f":"COUNTIF(Helper3_1,\"=\"&G18)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G18)=1, G18, \"\")","v":17},{"$f":"IFERROR(SMALL(Index_2,A18),\"\")","v":17},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:J18)),\"\")","v":"ENU_17"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:K18)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:L18)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:M18)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:N18)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:O18)),\"\")","v":"17 The University has effective measures in place to manage its student population and monitor recruitment, progression and retention of all student groups (paragraph 149)."}]
[{"$f":"IF('> FILTER <'!B20<>\"\",ROW(OFFSET(A19,-1,0)),\"\")","v":18},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G20)),A19,\"\")","v":18},{"$f":"IFERROR(SMALL(Helper2_1,A19),\"\")","v":18},null,18,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G20)),$A19,\"\")","v":18},{"$f":"IFERROR(SMALL(Helper2_2,A19),\"\")","v":18},{"$f":"COUNTIF(Helper3_1,\"=\"&G19)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G19)=1, G19, \"\")","v":18},{"$f":"IFERROR(SMALL(Index_2,A19),\"\")","v":18},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:J19)),\"\")","v":"ENU_18"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:K19)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:L19)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:M19)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:N19)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:O19)),\"\")","v":"18 The University has aligned the refresh of its University strategy with ELIR consultations and preparations, taking what is describes as a 'stepping back' approach to reflect on the institution's development since the 2015 ELIR. An ELIR steering group was established with a clear focus on using institutional data to prepare the Reflective Analysis (RA) and Advance Information Set (AIS). To support this, a bespoke dashboard was developed using the University's information management system. Staff leading the new strategy development were also members of the ELIR Steering Group, to ensure a cohesive approach and maximise the learning gained from the institution's self-evaluation of its current data."}]
[{"$f":"IF('> FILTER <'!B21<>\"\",ROW(OFFSET(A20,-1,0)),\"\")","v":19},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G21)),A20,\"\")","v":19},{"$f":"IFERROR(SMALL(Helper2_1,A20),\"\")","v":19},null,19,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G21)),$A20,\"\")","v":19},{"$f":"IFERROR(SMALL(Helper2_2,A20),\"\")","v":19},{"$f":"COUNTIF(Helper3_1,\"=\"&G20)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G20)=1, G20, \"\")","v":19},{"$f":"IFERROR(SMALL(Index_2,A20),\"\")","v":19},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:J20)),\"\")","v":"ENU_19"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:K20)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:L20)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:M20)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:N20)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:O20)),\"\")","v":"19 During the current ELIR, senior staff indicated that engaging staff, students and other stakeholders was a key factor in the University's preparations. A range of formal and informal channels was used to encourage staff engagement. These channels included: Campus Conversations - open all-staff meetings hosted by the Principal and other senior leaders to provide an update on University matters and an opportunity for staff to ask questions on the implementation of strategy; workshops; suggestion boxes and online comment collection. Over 500 staff members engaged in the preparation with 1,900 unique comments received. During the ELIR visit, Edinburgh-based staff clearly described their engagement in these opportunities as well as their involvement in reviewing the RA and discussing ELIR at various stages through the formal committee structures. TNE staff and students were aware of ELIR but reported to the ELIR team that they did not contribute to the development of ELIR or the RA."}]
[{"$f":"IF('> FILTER <'!B22<>\"\",ROW(OFFSET(A21,-1,0)),\"\")","v":20},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G22)),A21,\"\")","v":20},{"$f":"IFERROR(SMALL(Helper2_1,A21),\"\")","v":20},null,20,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G22)),$A21,\"\")","v":20},{"$f":"IFERROR(SMALL(Helper2_2,A21),\"\")","v":20},{"$f":"COUNTIF(Helper3_1,\"=\"&G21)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G21)=1, G21, \"\")","v":20},{"$f":"IFERROR(SMALL(Index_2,A21),\"\")","v":20},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:J21)),\"\")","v":"ENU_20"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:K21)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:L21)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:M21)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:N21)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:O21)),\"\")","v":"20 The University's contextualised themes were informed by its student population (profile and numbers), developments since ELIR 3, areas of strength and strategic priorities. A word cloud developed from staff feedback also informed thinking, and the keywords that staff highlighted - 'Applied, International, Inclusive, Innovative and Practice' - were reflected in the development of the final contextualisation (paragraph 21)."}]
[{"$f":"IF('> FILTER <'!B23<>\"\",ROW(OFFSET(A22,-1,0)),\"\")","v":21},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G23)),A22,\"\")","v":21},{"$f":"IFERROR(SMALL(Helper2_1,A22),\"\")","v":21},null,{"$f":"ROW(OFFSET(E22,-1,0))","v":21},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G23)),$A22,\"\")","v":21},{"$f":"IFERROR(SMALL(Helper2_2,A22),\"\")","v":21},{"$f":"COUNTIF(Helper3_1,\"=\"&G22)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G22)=1, G22, \"\")","v":21},{"$f":"IFERROR(SMALL(Index_2,A22),\"\")","v":21},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:J22)),\"\")","v":"ENU_20"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:K22)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:L22)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:M22)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:N22)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:O22)),\"\")","v":"20 The University's contextualised themes were informed by its student population (profile and numbers), developments since ELIR 3, areas of strength and strategic priorities. A word cloud developed from staff feedback also informed thinking, and the keywords that staff highlighted - 'Applied, International, Inclusive, Innovative and Practice' - were reflected in the development of the final contextualisation (paragraph 21)."}]
[{"$f":"IF('> FILTER <'!B24<>\"\",ROW(OFFSET(A23,-1,0)),\"\")","v":22},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G24)),A23,\"\")","v":22},{"$f":"IFERROR(SMALL(Helper2_1,A23),\"\")","v":22},null,22,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G24)),$A23,\"\")","v":22},{"$f":"IFERROR(SMALL(Helper2_2,A23),\"\")","v":22},{"$f":"COUNTIF(Helper3_1,\"=\"&G23)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G23)=1, G23, \"\")","v":22},{"$f":"IFERROR(SMALL(Index_2,A23),\"\")","v":22},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:J23)),\"\")","v":"ENU_21"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:K23)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:L23)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:M23)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:N23)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:O23)),\"\")","v":"21 The University identified five areas of contextual focus for the ELIR: widening access, the direct entrant student experience, employability - students are ready to succeed and thrive in the professional world, quality of student experience for students not on the Edinburgh campus, student engagement in quality."}]
[{"$f":"IF('> FILTER <'!B25<>\"\",ROW(OFFSET(A24,-1,0)),\"\")","v":23},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G25)),A24,\"\")","v":23},{"$f":"IFERROR(SMALL(Helper2_1,A24),\"\")","v":23},null,23,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G25)),$A24,\"\")","v":23},{"$f":"IFERROR(SMALL(Helper2_2,A24),\"\")","v":23},{"$f":"COUNTIF(Helper3_1,\"=\"&G24)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G24)=1, G24, \"\")","v":23},{"$f":"IFERROR(SMALL(Index_2,A24),\"\")","v":23},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:J24)),\"\")","v":"ENU_22"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:K24)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:L24)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:M24)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:N24)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:O24)),\"\")","v":"22 Overall, the ELIR team considered that the University had adopted an effective approach to preparing for ELIR with the RA providing a reflective, balanced self-evaluation of the University's approaches and impact in relation to the student experience, quality and standards, and learning and teaching. The topics and evidence chosen were good reflections of the strengths and challenges experienced by the University, and internal and external data were used effectively to inform the ELIR."}]
[{"$f":"IF('> FILTER <'!B26<>\"\",ROW(OFFSET(A25,-1,0)),\"\")","v":24},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G26)),A25,\"\")","v":24},{"$f":"IFERROR(SMALL(Helper2_1,A25),\"\")","v":24},null,24,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G26)),$A25,\"\")","v":24},{"$f":"IFERROR(SMALL(Helper2_2,A25),\"\")","v":24},{"$f":"COUNTIF(Helper3_1,\"=\"&G25)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G25)=1, G25, \"\")","v":24},{"$f":"IFERROR(SMALL(Index_2,A25),\"\")","v":24},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:J25)),\"\")","v":"ENU_22"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:K25)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:L25)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:M25)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:N25)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:O25)),\"\")","v":"22 Overall, the ELIR team considered that the University had adopted an effective approach to preparing for ELIR with the RA providing a reflective, balanced self-evaluation of the University's approaches and impact in relation to the student experience, quality and standards, and learning and teaching. The topics and evidence chosen were good reflections of the strengths and challenges experienced by the University, and internal and external data were used effectively to inform the ELIR."}]
[{"$f":"IF('> FILTER <'!B27<>\"\",ROW(OFFSET(A26,-1,0)),\"\")","v":25},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G27)),A26,\"\")","v":25},{"$f":"IFERROR(SMALL(Helper2_1,A26),\"\")","v":25},null,25,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G27)),$A26,\"\")","v":25},{"$f":"IFERROR(SMALL(Helper2_2,A26),\"\")","v":25},{"$f":"COUNTIF(Helper3_1,\"=\"&G26)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G26)=1, G26, \"\")","v":25},{"$f":"IFERROR(SMALL(Index_2,A26),\"\")","v":25},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:J26)),\"\")","v":"ENU_23"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:K26)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:L26)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:M26)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:N26)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:O26)),\"\")","v":"23 ELIR 3 identified four areas of development for the University which included: progressing with the establishment of new frameworks for TNE, assuring oversight of the PGR student experience, including arrangements for monitoring and enhancing the student experience, ensuring capacity among academic staff to provide effective supervisory support, extending opportunities for research students to gain teaching experience, and ensuring that students are trained and supported to fulfil this role, consistency in academic use of the virtual learning environment (VLE), assuring quality during significant change."}]
[{"$f":"IF('> FILTER <'!B28<>\"\",ROW(OFFSET(A27,-1,0)),\"\")","v":26},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G28)),A27,\"\")","v":26},{"$f":"IFERROR(SMALL(Helper2_1,A27),\"\")","v":26},null,26,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G28)),$A27,\"\")","v":26},{"$f":"IFERROR(SMALL(Helper2_2,A27),\"\")","v":26},{"$f":"COUNTIF(Helper3_1,\"=\"&G27)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G27)=1, G27, \"\")","v":26},{"$f":"IFERROR(SMALL(Index_2,A27),\"\")","v":26},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:J27)),\"\")","v":"ENU_24"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:K27)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:L27)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:M27)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:N27)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:O27)),\"\")","v":"24 The University has taken a structured and systematic approach to responding to the recommendations from ELIR 3. Progress with ELIR outcomes has been overseen by the University Leadership Team (ULT) and Academic Board with the University's Learning Teaching and Assessment Committee and Student Experience Committees monitoring progress with the University's ELIR action plan and evaluating the impact of resulting activity."}]
[{"$f":"IF('> FILTER <'!B29<>\"\",ROW(OFFSET(A28,-1,0)),\"\")","v":27},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G29)),A28,\"\")","v":27},{"$f":"IFERROR(SMALL(Helper2_1,A28),\"\")","v":27},null,27,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G29)),$A28,\"\")","v":27},{"$f":"IFERROR(SMALL(Helper2_2,A28),\"\")","v":27},{"$f":"COUNTIF(Helper3_1,\"=\"&G28)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G28)=1, G28, \"\")","v":27},{"$f":"IFERROR(SMALL(Index_2,A28),\"\")","v":27},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:J28)),\"\")","v":"ENU_25"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:K28)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:L28)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:M28)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:N28)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:O28)),\"\")","v":"25 The University aimed to engage with students in ELIR through a variety of channels that included the use of pop-up temporary information stalls, student newsletters, the running of ELIR information activities alongside their National Student Survey (NSS) campaign, and the Student Snapshot campaign where students were asked to submit a photograph that reflected their own personal student experience regardless of location or mode of study. All student programme representatives were invited to take part in discussions regarding the Snapshot campaign and Edinburgh Napier Students' Association (ENSA) promoted it through Student Council. Contributions were received from all schools and included submissions from TNE students, but University staff expressed the view that overall levels of engagement were disappointing, albeit the Snapshot images received were of high-quality and added colour and personality to the RA."}]
[{"$f":"IF('> FILTER <'!B30<>\"\",ROW(OFFSET(A29,-1,0)),\"\")","v":28},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G30)),A29,\"\")","v":28},{"$f":"IFERROR(SMALL(Helper2_1,A29),\"\")","v":28},null,28,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G30)),$A29,\"\")","v":28},{"$f":"IFERROR(SMALL(Helper2_2,A29),\"\")","v":28},{"$f":"COUNTIF(Helper3_1,\"=\"&G29)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G29)=1, G29, \"\")","v":28},{"$f":"IFERROR(SMALL(Index_2,A29),\"\")","v":28},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:J29)),\"\")","v":"ENU_26"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:K29)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:L29)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:M29)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:N29)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:O29)),\"\")","v":"26 The former ENSA Vice-President Representatives and Volunteers was involved in ELIR preparations and contributed as a member of the ELIR Steering Group before her departure in spring 2019, but current ENSA sabbaticals reported having had little direct involvement. However, early drafts of the RA were shared with staff and student representatives through key university committees such as the Learning, Teaching Assessment and Student Experience Committee (LTASEC) and Academic Board where sabbatical officers were members."}]
[{"$f":"IF('> FILTER <'!B31<>\"\",ROW(OFFSET(A30,-1,0)),\"\")","v":29},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G31)),A30,\"\")","v":29},{"$f":"IFERROR(SMALL(Helper2_1,A30),\"\")","v":29},null,29,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G31)),$A30,\"\")","v":29},{"$f":"IFERROR(SMALL(Helper2_2,A30),\"\")","v":29},{"$f":"COUNTIF(Helper3_1,\"=\"&G30)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G30)=1, G30, \"\")","v":29},{"$f":"IFERROR(SMALL(Index_2,A30),\"\")","v":29},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:J30)),\"\")","v":"ENU_26"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:K30)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:L30)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:M30)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:N30)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:O30)),\"\")","v":"26 The former ENSA Vice-President Representatives and Volunteers was involved in ELIR preparations and contributed as a member of the ELIR Steering Group before her departure in spring 2019, but current ENSA sabbaticals reported having had little direct involvement. However, early drafts of the RA were shared with staff and student representatives through key university committees such as the Learning, Teaching Assessment and Student Experience Committee (LTASEC) and Academic Board where sabbatical officers were members."}]
[{"$f":"IF('> FILTER <'!B32<>\"\",ROW(OFFSET(A31,-1,0)),\"\")","v":30},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G32)),A31,\"\")","v":30},{"$f":"IFERROR(SMALL(Helper2_1,A31),\"\")","v":30},null,30,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G32)),$A31,\"\")","v":30},{"$f":"IFERROR(SMALL(Helper2_2,A31),\"\")","v":30},{"$f":"COUNTIF(Helper3_1,\"=\"&G31)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G31)=1, G31, \"\")","v":30},{"$f":"IFERROR(SMALL(Index_2,A31),\"\")","v":30},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:J31)),\"\")","v":"ENU_27"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:K31)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:L31)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:M31)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:N31)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:O31)),\"\")","v":"27 Given the University's commitment to widening participation and transnational education, deliberate steps were taken to seek the voices of these student groups. The University's Widening Participation Ambassadors (paragraph 51), widening participation staff leads and widening participation students contributed specifically to the ELIR preparations by sharing information about the process and encouraging other students to participate in the Snapshot campaign, and by contributing to a case study for the RA on ESTABLISH - the student-led transition programme that is run for widening participation students and supported by the University's widening participation team (see also paragraph 59)."}]
[{"$f":"IF('> FILTER <'!B33<>\"\",ROW(OFFSET(A32,-1,0)),\"\")","v":31},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G33)),A32,\"\")","v":31},{"$f":"IFERROR(SMALL(Helper2_1,A32),\"\")","v":31},null,31,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G33)),$A32,\"\")","v":31},{"$f":"IFERROR(SMALL(Helper2_2,A32),\"\")","v":31},{"$f":"COUNTIF(Helper3_1,\"=\"&G32)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G32)=1, G32, \"\")","v":31},{"$f":"IFERROR(SMALL(Index_2,A32),\"\")","v":31},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:J32)),\"\")","v":"ENU_28"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:K32)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:L32)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:M32)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:N32)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:O32)),\"\")","v":"28 Despite an inclusive approach being taken, students had limited awareness of the RA. In discussions during the ELIR visits, the ELIR team heard from students that they only engaged with the RA and ELIR the week prior to the review meetings, although ENSA had included ELIR as an item for discussion at their Student Council meeting in February 2019."}]
[{"$f":"IF('> FILTER <'!B34<>\"\",ROW(OFFSET(A33,-1,0)),\"\")","v":32},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G34)),A33,\"\")","v":32},{"$f":"IFERROR(SMALL(Helper2_1,A33),\"\")","v":32},null,32,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G34)),$A33,\"\")","v":32},{"$f":"IFERROR(SMALL(Helper2_2,A33),\"\")","v":32},{"$f":"COUNTIF(Helper3_1,\"=\"&G33)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G33)=1, G33, \"\")","v":32},{"$f":"IFERROR(SMALL(Index_2,A33),\"\")","v":32},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:J33)),\"\")","v":"ENU_28"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:K33)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:L33)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:M33)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:N33)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:O33)),\"\")","v":"28 Despite an inclusive approach being taken, students had limited awareness of the RA. In discussions during the ELIR visits, the ELIR team heard from students that they only engaged with the RA and ELIR the week prior to the review meetings, although ENSA had included ELIR as an item for discussion at their Student Council meeting in February 2019."}]
[{"$f":"IF('> FILTER <'!B35<>\"\",ROW(OFFSET(A34,-1,0)),\"\")","v":33},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G35)),A34,\"\")","v":33},{"$f":"IFERROR(SMALL(Helper2_1,A34),\"\")","v":33},null,33,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G35)),$A34,\"\")","v":33},{"$f":"IFERROR(SMALL(Helper2_2,A34),\"\")","v":33},{"$f":"COUNTIF(Helper3_1,\"=\"&G34)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G34)=1, G34, \"\")","v":33},{"$f":"IFERROR(SMALL(Index_2,A34),\"\")","v":33},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:J34)),\"\")","v":"ENU_29"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:K34)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:L34)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:M34)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:N34)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:O34)),\"\")","v":"29 The ELIR team found that the University's approach to engaging students in ELIR was not wholly effective, but this had been impacted by an ongoing legal dispute between the University and ENSA. It was evident that this had a significant impact on partnership working between the two organisations."}]
[{"$f":"IF('> FILTER <'!B36<>\"\",ROW(OFFSET(A35,-1,0)),\"\")","v":34},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G36)),A35,\"\")","v":34},{"$f":"IFERROR(SMALL(Helper2_1,A35),\"\")","v":34},null,34,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G36)),$A35,\"\")","v":34},{"$f":"IFERROR(SMALL(Helper2_2,A35),\"\")","v":34},{"$f":"COUNTIF(Helper3_1,\"=\"&G35)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G35)=1, G35, \"\")","v":34},{"$f":"IFERROR(SMALL(Index_2,A35),\"\")","v":34},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:J35)),\"\")","v":"ENU_30"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:K35)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:L35)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:M35)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:N35)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:O35)),\"\")","v":"30 The commitment of the University to enhancing the student experience is outlined in the annual Student Charter for Taught Programmes. The charter also sets the expectations of students' participation in their learning experience, student representation and in promoting an open and inclusive university community."}]
[{"$f":"IF('> FILTER <'!B37<>\"\",ROW(OFFSET(A36,-1,0)),\"\")","v":35},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G37)),A36,\"\")","v":35},{"$f":"IFERROR(SMALL(Helper2_1,A36),\"\")","v":35},null,35,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G37)),$A36,\"\")","v":35},{"$f":"IFERROR(SMALL(Helper2_2,A36),\"\")","v":35},{"$f":"COUNTIF(Helper3_1,\"=\"&G36)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G36)=1, G36, \"\")","v":35},{"$f":"IFERROR(SMALL(Index_2,A36),\"\")","v":35},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:J36)),\"\")","v":"ENU_31"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:K36)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:L36)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:M36)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:N36)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:O36)),\"\")","v":"31 At the time of the current ELIR, the effectiveness of the University's arrangements for student representation were limited by the legal dispute between the University and Edinburgh Napier Students' Association (ENSA). The University is aware that further enhancement could be achieved by establishing a more effective partnership."}]
[{"$f":"IF('> FILTER <'!B38<>\"\",ROW(OFFSET(A37,-1,0)),\"\")","v":36},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G38)),A37,\"\")","v":36},{"$f":"IFERROR(SMALL(Helper2_1,A37),\"\")","v":36},null,36,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G38)),$A37,\"\")","v":36},{"$f":"IFERROR(SMALL(Helper2_2,A37),\"\")","v":36},{"$f":"COUNTIF(Helper3_1,\"=\"&G37)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G37)=1, G37, \"\")","v":36},{"$f":"IFERROR(SMALL(Index_2,A37),\"\")","v":36},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:J37)),\"\")","v":"ENU_32"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:K37)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:L37)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:M37)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:N37)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:O37)),\"\")","v":"32 The student representation system is managed by ENSA. ENSA lead on recruitment, training and support for student representatives throughout their time in the role. The University has supported these activities by revising the Student-Staff Liaison Committee (SSLC) guidance to promote student engagement with quality processes."}]
[{"$f":"IF('> FILTER <'!B39<>\"\",ROW(OFFSET(A38,-1,0)),\"\")","v":37},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G39)),A38,\"\")","v":37},{"$f":"IFERROR(SMALL(Helper2_1,A38),\"\")","v":37},null,37,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G39)),$A38,\"\")","v":37},{"$f":"IFERROR(SMALL(Helper2_2,A38),\"\")","v":37},{"$f":"COUNTIF(Helper3_1,\"=\"&G38)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G38)=1, G38, \"\")","v":37},{"$f":"IFERROR(SMALL(Index_2,A38),\"\")","v":37},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:J38)),\"\")","v":"ENU_33"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:K38)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:L38)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:M38)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:N38)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:O38)),\"\")","v":"33 ENSA operate a three-tier student representation system which includes three full-time sabbatical officers, six campus officers (two per campus), and around 350 programme representatives. In addition, there are two part-time positions - Activities Officer and Equality and Diversity Officer - which form the ENSA Executive Committee along with the sabbatical and campus officers."}]
[{"$f":"IF('> FILTER <'!B40<>\"\",ROW(OFFSET(A39,-1,0)),\"\")","v":38},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G40)),A39,\"\")","v":38},{"$f":"IFERROR(SMALL(Helper2_1,A39),\"\")","v":38},null,38,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G40)),$A39,\"\")","v":38},{"$f":"IFERROR(SMALL(Helper2_2,A39),\"\")","v":38},{"$f":"COUNTIF(Helper3_1,\"=\"&G39)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G39)=1, G39, \"\")","v":38},{"$f":"IFERROR(SMALL(Index_2,A39),\"\")","v":38},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:J39)),\"\")","v":"ENU_34"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:K39)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:L39)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:M39)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:N39)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:O39)),\"\")","v":"34 Programme representative positions are allocated based on the number of students enrolled on a programme and those with small cohorts are clustered together. Guidance provided by ENSA encourages programme leaders to recruit programme representatives through elections at the beginning of the academic year. However, the majority of students who met the ELIR team said that these positions were often undertaken by students who had volunteered rather than having been elected, with these individuals often undertaking the position until they graduate. The team would therefore encourage the University to monitor the recruitment of programme representatives to ensure that candidates are routinely and regularly sought, and elected representatives are actively engaging in their roles."}]
[{"$f":"IF('> FILTER <'!B41<>\"\",ROW(OFFSET(A40,-1,0)),\"\")","v":39},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G41)),A40,\"\")","v":39},{"$f":"IFERROR(SMALL(Helper2_1,A40),\"\")","v":39},null,39,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G41)),$A40,\"\")","v":39},{"$f":"IFERROR(SMALL(Helper2_2,A40),\"\")","v":39},{"$f":"COUNTIF(Helper3_1,\"=\"&G40)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G40)=1, G40, \"\")","v":39},{"$f":"IFERROR(SMALL(Index_2,A40),\"\")","v":39},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:J40)),\"\")","v":"ENU_35"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:K40)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:L40)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:M40)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:N40)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:O40)),\"\")","v":"35 The role description and responsibilities of programme representatives are outlined in the ENSA's 'Wee Rep Guide' - described as a pocket-sized guide to being an effective programme representative. Until 2018-19, a three-hour training session for programme representatives was delivered at an external venue (most recently, Murrayfield Stadium), organised by ENSA with university staff invited to contribute. In 2019-20, this was replaced by a one-hour online module developed by ENSA, which had been completed by 344 student representatives. Additionally, programme-specific training has been delivered in-person by academic departments within the University in collaboration with Student Partnerships in Quality Scotland (sparqs). The ELIR team would encourage a collaborative and institution-wide approach to developing these initiatives in order to enhance the training provided and to ensure that, taken together, the training covers all the necessary information and support needed by students to undertake representative roles effectively."}]
[{"$f":"IF('> FILTER <'!B42<>\"\",ROW(OFFSET(A41,-1,0)),\"\")","v":40},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G42)),A41,\"\")","v":40},{"$f":"IFERROR(SMALL(Helper2_1,A41),\"\")","v":40},null,40,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G42)),$A41,\"\")","v":40},{"$f":"IFERROR(SMALL(Helper2_2,A41),\"\")","v":40},{"$f":"COUNTIF(Helper3_1,\"=\"&G41)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G41)=1, G41, \"\")","v":40},{"$f":"IFERROR(SMALL(Index_2,A41),\"\")","v":40},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:J41)),\"\")","v":"ENU_36"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:K41)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:L41)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:M41)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:N41)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:O41)),\"\")","v":"36 Programme representatives have membership of Student-Staff Liaison Committees (SSLC) (paragraphs 32, 45, 46, 47 and 160) and the opportunity to participate in Programme Approval Boards (PABs) and Institutional-led Reviews (ILRs) to incorporate the student voice into the learning experience. It was evident from discussions with staff and students that students were aware of, and involved in SSLCs, although some student representatives commented that it was challenging to gather feedback from the student cohort. While guidance on the operation of PABs and ILRs has also been refined recently by the University, the ELIR team found that there was limited engagement and understanding of these activities among students. The guidance outlines mechanisms available to support the students in these processes, but this does not include formalised training for students. The team learned from students that limited understanding of these processes and absence of formal support for preparation were barriers to their engagement. There would be benefit in the University reflecting on the support and training it provides for students engaging in these processes."}]
[{"$f":"IF('> FILTER <'!B43<>\"\",ROW(OFFSET(A42,-1,0)),\"\")","v":41},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G43)),A42,\"\")","v":41},{"$f":"IFERROR(SMALL(Helper2_1,A42),\"\")","v":41},null,41,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G43)),$A42,\"\")","v":41},{"$f":"IFERROR(SMALL(Helper2_2,A42),\"\")","v":41},{"$f":"COUNTIF(Helper3_1,\"=\"&G42)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G42)=1, G42, \"\")","v":41},{"$f":"IFERROR(SMALL(Index_2,A42),\"\")","v":41},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:J42)),\"\")","v":"ENU_36"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:K42)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:L42)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:M42)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:N42)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:O42)),\"\")","v":"36 Programme representatives have membership of Student-Staff Liaison Committees (SSLC) (paragraphs 32, 45, 46, 47 and 160) and the opportunity to participate in Programme Approval Boards (PABs) and Institutional-led Reviews (ILRs) to incorporate the student voice into the learning experience. It was evident from discussions with staff and students that students were aware of, and involved in SSLCs, although some student representatives commented that it was challenging to gather feedback from the student cohort. While guidance on the operation of PABs and ILRs has also been refined recently by the University, the ELIR team found that there was limited engagement and understanding of these activities among students. The guidance outlines mechanisms available to support the students in these processes, but this does not include formalised training for students. The team learned from students that limited understanding of these processes and absence of formal support for preparation were barriers to their engagement. There would be benefit in the University reflecting on the support and training it provides for students engaging in these processes."}]
[{"$f":"IF('> FILTER <'!B44<>\"\",ROW(OFFSET(A43,-1,0)),\"\")","v":42},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G44)),A43,\"\")","v":42},{"$f":"IFERROR(SMALL(Helper2_1,A43),\"\")","v":42},null,42,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G44)),$A43,\"\")","v":42},{"$f":"IFERROR(SMALL(Helper2_2,A43),\"\")","v":42},{"$f":"COUNTIF(Helper3_1,\"=\"&G43)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G43)=1, G43, \"\")","v":42},{"$f":"IFERROR(SMALL(Index_2,A43),\"\")","v":42},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:J43)),\"\")","v":"ENU_37"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:K43)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:L43)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:M43)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:N43)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:O43)),\"\")","v":"37 Following the University's organisational restructure, school-level Learning, Teaching and Assessment Committees were established. There is scope for two student representatives on each of these committees, who are intended to be nominated by ENSA. However, the ELIR team learned that students, often programme representatives, were being selected by school staff to attend these committees. ENSA sabbaticals indicated that they were not aware of students sitting on these committees and so had not made any nominations. It seemed to the team that there would be considerable value in formalising representation at school-level, establishing effective, transparent and democratic recruitment processes to support this, and providing additional training and support in consultation with ENSA in order to improve student engagement with these committees. The team considered that implementing these changes could potentially reduce the workload of programme level representatives, enabling them to engage more readily with SSLCs, PABs and ILRs."}]
[{"$f":"IF('> FILTER <'!B45<>\"\",ROW(OFFSET(A44,-1,0)),\"\")","v":43},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G45)),A44,\"\")","v":43},{"$f":"IFERROR(SMALL(Helper2_1,A44),\"\")","v":43},null,43,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G45)),$A44,\"\")","v":43},{"$f":"IFERROR(SMALL(Helper2_2,A44),\"\")","v":43},{"$f":"COUNTIF(Helper3_1,\"=\"&G44)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G44)=1, G44, \"\")","v":43},{"$f":"IFERROR(SMALL(Index_2,A44),\"\")","v":43},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:J44)),\"\")","v":"ENU_38"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:K44)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:L44)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:M44)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:N44)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:O44)),\"\")","v":"38 Campus officers primarily represent students on non-academic matters, including campus services and facilities, and have the opportunity to engage with general ENSA campaigns and activities. They liaise with university staff and the ENSA Executive Committee to agree on action and outcomes resulting from student feedback."}]
[{"$f":"IF('> FILTER <'!B46<>\"\",ROW(OFFSET(A45,-1,0)),\"\")","v":44},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G46)),A45,\"\")","v":44},{"$f":"IFERROR(SMALL(Helper2_1,A45),\"\")","v":44},null,44,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G46)),$A45,\"\")","v":44},{"$f":"IFERROR(SMALL(Helper2_2,A45),\"\")","v":44},{"$f":"COUNTIF(Helper3_1,\"=\"&G45)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G45)=1, G45, \"\")","v":44},{"$f":"IFERROR(SMALL(Index_2,A45),\"\")","v":44},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:J45)),\"\")","v":"ENU_39"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:K45)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:L45)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:M45)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:N45)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:O45)),\"\")","v":"39 Postgraduate representatives are in place for both postgraduate taught and research students and there has been recent investment in strengthening these roles. The positions permit membership to programme, school and university-level committees, including the Research and Innovation, and Learning, Teaching, Assessment and Student Experience Committees. During the ELIR, postgraduate students confidently demonstrated that they knew who their representatives were and how to contact them, highlighting email as a key mechanism for doing so. Postgraduate research student representatives also expressed the view that the Research Degree Committee was a useful forum to discuss matters."}]
[{"$f":"IF('> FILTER <'!B47<>\"\",ROW(OFFSET(A46,-1,0)),\"\")","v":45},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G47)),A46,\"\")","v":45},{"$f":"IFERROR(SMALL(Helper2_1,A46),\"\")","v":45},null,45,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G47)),$A46,\"\")","v":45},{"$f":"IFERROR(SMALL(Helper2_2,A46),\"\")","v":45},{"$f":"COUNTIF(Helper3_1,\"=\"&G46)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G46)=1, G46, \"\")","v":45},{"$f":"IFERROR(SMALL(Index_2,A46),\"\")","v":45},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:J46)),\"\")","v":"ENU_39"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:K46)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:L46)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:M46)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:N46)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:O46)),\"\")","v":"39 Postgraduate representatives are in place for both postgraduate taught and research students and there has been recent investment in strengthening these roles. The positions permit membership to programme, school and university-level committees, including the Research and Innovation, and Learning, Teaching, Assessment and Student Experience Committees. During the ELIR, postgraduate students confidently demonstrated that they knew who their representatives were and how to contact them, highlighting email as a key mechanism for doing so. Postgraduate research student representatives also expressed the view that the Research Degree Committee was a useful forum to discuss matters."}]
[{"$f":"IF('> FILTER <'!B48<>\"\",ROW(OFFSET(A47,-1,0)),\"\")","v":46},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G48)),A47,\"\")","v":46},{"$f":"IFERROR(SMALL(Helper2_1,A47),\"\")","v":46},null,46,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G48)),$A47,\"\")","v":46},{"$f":"IFERROR(SMALL(Helper2_2,A47),\"\")","v":46},{"$f":"COUNTIF(Helper3_1,\"=\"&G47)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G47)=1, G47, \"\")","v":46},{"$f":"IFERROR(SMALL(Index_2,A47),\"\")","v":46},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:J47)),\"\")","v":"ENU_40"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:K47)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:L47)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:M47)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:N47)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:O47)),\"\")","v":"40 The representative structure is open to all students at all modes of study with the majority of these positions being undertaken by on-campus students who are either self-selecting or recruited in-person. The ELIR team learned that some online programmes were recruiting representatives but found limited evidence to suggest this was a formalised process. The team would recommend the University ensures that current recruitment processes are accessible to students at all modes of study to enhance the quality of the student experience for students not studying at one of the Edinburgh campuses. In particular, and in light of the growth in online student numbers, there would be considerable value in reviewing the institutional-wide approach to online representation, training and support to ensure all students are provided with equal opportunities to engage in their learning experience (paragraph 92)."}]
[{"$f":"IF('> FILTER <'!B49<>\"\",ROW(OFFSET(A48,-1,0)),\"\")","v":47},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G49)),A48,\"\")","v":47},{"$f":"IFERROR(SMALL(Helper2_1,A48),\"\")","v":47},null,47,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G49)),$A48,\"\")","v":47},{"$f":"IFERROR(SMALL(Helper2_2,A48),\"\")","v":47},{"$f":"COUNTIF(Helper3_1,\"=\"&G48)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G48)=1, G48, \"\")","v":47},{"$f":"IFERROR(SMALL(Index_2,A48),\"\")","v":47},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:J48)),\"\")","v":"ENU_41"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:K48)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:L48)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:M48)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:N48)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:O48)),\"\")","v":"41 The student voice is gathered and responded to using a range of methods: University strategies and committees, student representatives, national surveys (including the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), and Postgraduate Research Experience Survey (PRES)), modular feedback and Student Closeness Groups (paragraph 44)."}]
[{"$f":"IF('> FILTER <'!B50<>\"\",ROW(OFFSET(A49,-1,0)),\"\")","v":48},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G50)),A49,\"\")","v":48},{"$f":"IFERROR(SMALL(Helper2_1,A49),\"\")","v":48},null,48,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G50)),$A49,\"\")","v":48},{"$f":"IFERROR(SMALL(Helper2_2,A49),\"\")","v":48},{"$f":"COUNTIF(Helper3_1,\"=\"&G49)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G49)=1, G49, \"\")","v":48},{"$f":"IFERROR(SMALL(Index_2,A49),\"\")","v":48},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:J49)),\"\")","v":"ENU_42"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:K49)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:L49)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:M49)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:N49)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:O49)),\"\")","v":"42 The Student Experience Strategy (SES) is a thematic strategy of Strategy 2020 and focuses on the student experience outwith formal teaching and assessment. There are three key sections within the SES that outline the University's approach. These include: 'Valuing our Students' which outlines the University's broad aspirations around the experience it delivers; 'Opportunities' which highlights the aim to encourage all students to seek opportunities to develop personally and professionally during their studies; and 'Facilities and Services' which details its commitment to provide all students with access to high-quality facilities and services. The ELIR team noted that key measures of success and timelines for their completion are transparent and outlined in the SES 'route map' - a visual action plan that supports the strategy, and which is underpinned by relevant KPI's."}]
[{"$f":"IF('> FILTER <'!B51<>\"\",ROW(OFFSET(A50,-1,0)),\"\")","v":49},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G51)),A50,\"\")","v":49},{"$f":"IFERROR(SMALL(Helper2_1,A50),\"\")","v":49},null,49,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G51)),$A50,\"\")","v":49},{"$f":"IFERROR(SMALL(Helper2_2,A50),\"\")","v":49},{"$f":"COUNTIF(Helper3_1,\"=\"&G50)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G50)=1, G50, \"\")","v":49},{"$f":"IFERROR(SMALL(Index_2,A50),\"\")","v":49},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:J50)),\"\")","v":"ENU_43"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:K50)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:L50)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:M50)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:N50)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:O50)),\"\")","v":"43 The Learning, Teaching, Assessment and Student Experience Committee (LTASEC) was established in September 2019 by merging two former committees: the Learning, Teaching and Assessment Committee and the Student Experience Committee. Prior to the formal merger, the committees met together to evaluate the benefits of merging. A working group was established to review duplication of business between the committees and the merger was approved in June 2019. Student membership of LTASEC comprises two Sabbatical Officers and two campus representatives, all nominated by ENSA. During the ELIR visits, staff indicated that the merger was effective in reducing the duplication of business. However, some staff and students expressed the view that there could be challenges in ensuring that some business relating to the wider student experience continues to be heard when learning, teaching and assessment matters take priority on the agenda of the committee. The ELIR team would encourage the University to continue monitoring the effectiveness of the merger, ensuring all issues pertaining to both learning, teaching and assessment, and the student experience are directed to the most suitable platform (paragraph 93)."}]
[{"$f":"IF('> FILTER <'!B52<>\"\",ROW(OFFSET(A51,-1,0)),\"\")","v":50},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G52)),A51,\"\")","v":50},{"$f":"IFERROR(SMALL(Helper2_1,A51),\"\")","v":50},null,50,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G52)),$A51,\"\")","v":50},{"$f":"IFERROR(SMALL(Helper2_2,A51),\"\")","v":50},{"$f":"COUNTIF(Helper3_1,\"=\"&G51)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G51)=1, G51, \"\")","v":50},{"$f":"IFERROR(SMALL(Index_2,A51),\"\")","v":50},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:J51)),\"\")","v":"ENU_44"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:K51)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:L51)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:M51)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:N51)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:O51)),\"\")","v":"44 Student Closeness Groups are informal consultation forums designed to gather feedback on the student experience and to measure the impact of university initiatives. They are conducted twice a year and have been in operation since 2011. The agenda is determined through an open call for ideas from staff across the University and recent topics have included student survey fatigue, services offered by the library and the Personal Development Tutoring (PDT) system. Reports from the groups are distributed to staff who requested consideration of the topics discussed and these are used to inform ongoing work and activity, particularly in professional services areas who do not have access to school forums, such as SSLCs, that would allow them to seek student feedback. The ELIR team recognised the range of initiatives across the University to gather feedback on the student experience. To further engagement with these activities and with wider quality assurance processes, the University has been using its Student Ambassadors more widely and is at an early stage of considering how this body of students might be able to contribute further to quality assurance and enhancement activity. An example of this is the introduction of the role of Widening Participation Student Ambassador which, although in early stages of operation, has been viewed positively by the majority of staff and students (paragraph 91)."}]
[{"$f":"IF('> FILTER <'!B53<>\"\",ROW(OFFSET(A52,-1,0)),\"\")","v":51},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G53)),A52,\"\")","v":51},{"$f":"IFERROR(SMALL(Helper2_1,A52),\"\")","v":51},null,51,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G53)),$A52,\"\")","v":51},{"$f":"IFERROR(SMALL(Helper2_2,A52),\"\")","v":51},{"$f":"COUNTIF(Helper3_1,\"=\"&G52)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G52)=1, G52, \"\")","v":51},{"$f":"IFERROR(SMALL(Index_2,A52),\"\")","v":51},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:J52)),\"\")","v":"ENU_45"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:K52)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:L52)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:M52)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:N52)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:O52)),\"\")","v":"45 The University has revised its SSLC guidance to develop a consistent approach in gathering and responding to the student voice. While this was in its early stages of implementation at the time of the current ELIR, the ELIR team recognised the University's intention to progress towards a more consistent institutional application of the guidance, which includes the distribution of SSLC minutes through the VLE. Furthermore, students and staff collaborate to produce SSLC action plans which assign actions to specific stakeholders. The team viewed this as a positive step which points towards further commitment on the part of the University to create an atmosphere of transparency between staff and students in responding to the student voice."}]
[{"$f":"IF('> FILTER <'!B54<>\"\",ROW(OFFSET(A53,-1,0)),\"\")","v":52},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G54)),A53,\"\")","v":52},{"$f":"IFERROR(SMALL(Helper2_1,A53),\"\")","v":52},null,52,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G54)),$A53,\"\")","v":52},{"$f":"IFERROR(SMALL(Helper2_2,A53),\"\")","v":52},{"$f":"COUNTIF(Helper3_1,\"=\"&G53)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G53)=1, G53, \"\")","v":52},{"$f":"IFERROR(SMALL(Index_2,A53),\"\")","v":52},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:J53)),\"\")","v":"ENU_46"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:K53)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:L53)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:M53)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:N53)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:O53)),\"\")","v":"46 At the beginning of each module, academic programme leaders outline to students the ways in which they will gather student feedback and take action on it, how the representative system works, how module surveys operate, the purpose of SSLCs and action taken as a result of recent student feedback. This is done with the deliberate intention of informing the next cohort of students of the decisions and actions taken as a result of feedback from their predecessors. This approach is understood to further student engagement as student feedback is being responded to and actions resulting from it are realised and shared. The ELIR team heard from students that they could see the positive impacts of their feedback, including changes to modules, programmes and developments with the PDT system."}]
[{"$f":"IF('> FILTER <'!B55<>\"\",ROW(OFFSET(A54,-1,0)),\"\")","v":53},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G55)),A54,\"\")","v":53},{"$f":"IFERROR(SMALL(Helper2_1,A54),\"\")","v":53},null,53,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G55)),$A54,\"\")","v":53},{"$f":"IFERROR(SMALL(Helper2_2,A54),\"\")","v":53},{"$f":"COUNTIF(Helper3_1,\"=\"&G54)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G54)=1, G54, \"\")","v":53},{"$f":"IFERROR(SMALL(Index_2,A54),\"\")","v":53},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:J54)),\"\")","v":"ENU_47"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:K54)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:L54)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:M54)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:N54)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:O54)),\"\")","v":"47 A programme representative forum is run by ENSA twice a year, per campus, to gather and discuss any matters that fall outwith a student's programme of study, although it was highlighted by student representatives who met the ELIR team that there was limited engagement with this activity. Student feedback from SSLC meetings is discussed at Programme Board and a summary of the discussions are included in Annual Monitoring Reports. The team heard it was the responsibility of the programme leader to raise the feedback at school-level for further discussion. The team agreed that there would be considerable value in the University reviewing the effectiveness of its formal mechanisms in disseminating student feedback to the relevant forums and ensuring linkages between programme, school and university levels (paragraph 93)."}]
[{"$f":"IF('> FILTER <'!B56<>\"\",ROW(OFFSET(A55,-1,0)),\"\")","v":54},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G56)),A55,\"\")","v":54},{"$f":"IFERROR(SMALL(Helper2_1,A55),\"\")","v":54},null,54,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G56)),$A55,\"\")","v":54},{"$f":"IFERROR(SMALL(Helper2_2,A55),\"\")","v":54},{"$f":"COUNTIF(Helper3_1,\"=\"&G55)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G55)=1, G55, \"\")","v":54},{"$f":"IFERROR(SMALL(Index_2,A55),\"\")","v":54},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:J55)),\"\")","v":"ENU_48"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:K55)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:L55)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:M55)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:N55)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:O55)),\"\")","v":"48 School Action Plan templates were developed as a result of an internal review undertaken by an external consultant commissioned to look at the University's response to its NSS results. The templates enable a consistent form of reporting on action across the institution. As a result, the newly-established Student Surveys Group is able to review all School Action Plans to understand where areas for development remain or where good practice exists that could be shared more widely. The ELIR team viewed this as an effective process for maintaining institutional oversight of the student experience and to developing actions accordingly. However, the team would encourage the University to consider the student membership"}]
[{"$f":"IF('> FILTER <'!B57<>\"\",ROW(OFFSET(A56,-1,0)),\"\")","v":55},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G57)),A56,\"\")","v":55},{"$f":"IFERROR(SMALL(Helper2_1,A56),\"\")","v":55},null,55,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G57)),$A56,\"\")","v":55},{"$f":"IFERROR(SMALL(Helper2_2,A56),\"\")","v":55},{"$f":"COUNTIF(Helper3_1,\"=\"&G56)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G56)=1, G56, \"\")","v":55},{"$f":"IFERROR(SMALL(Index_2,A56),\"\")","v":55},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:J56)),\"\")","v":"ENU_49"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:K56)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:L56)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:M56)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:N56)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:O56)),\"\")","v":"49 The University has a range of effective initiatives aimed at supporting equality and diversity in the student population. Inclusion is one of the University's four values (see paragraph 4) and it has developed an Inclusion Strategy through its Inclusion Committee. In addition, the University has an Inclusion Statement which outlines its commitment to widening access to higher education. This statement includes protected and additional characteristics recognised by the University and it is used to underpin a range of successful initiatives, such as ESTABLISH and Countdown to Zero (paragraph 59 and 57). The University received an Institutional Bronze Athena Swan award in 2015 and aspires to obtain recognition for all schools."}]
[{"$f":"IF('> FILTER <'!B58<>\"\",ROW(OFFSET(A57,-1,0)),\"\")","v":56},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G58)),A57,\"\")","v":56},{"$f":"IFERROR(SMALL(Helper2_1,A57),\"\")","v":56},null,56,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G58)),$A57,\"\")","v":56},{"$f":"IFERROR(SMALL(Helper2_2,A57),\"\")","v":56},{"$f":"COUNTIF(Helper3_1,\"=\"&G57)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G57)=1, G57, \"\")","v":56},{"$f":"IFERROR(SMALL(Index_2,A57),\"\")","v":56},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:J57)),\"\")","v":"ENU_50"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:K57)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:L57)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:M57)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:N57)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:O57)),\"\")","v":"50 The Equality and Diversity Officer was the strategic lead for equality and diversity across the institution. The postholder retired in summer 2019 and activity is now overseen by the Senior Vice-Principal and Deputy Vice-Chancellor, Vice-Principal Learning and Teaching and the Human Resources department."}]
[{"$f":"IF('> FILTER <'!B59<>\"\",ROW(OFFSET(A58,-1,0)),\"\")","v":57},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G59)),A58,\"\")","v":57},{"$f":"IFERROR(SMALL(Helper2_1,A58),\"\")","v":57},null,57,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G59)),$A58,\"\")","v":57},{"$f":"IFERROR(SMALL(Helper2_2,A58),\"\")","v":57},{"$f":"COUNTIF(Helper3_1,\"=\"&G58)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G58)=1, G58, \"\")","v":57},{"$f":"IFERROR(SMALL(Index_2,A58),\"\")","v":57},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:J58)),\"\")","v":"ENU_51"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:K58)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:L58)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:M58)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:N58)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:O58)),\"\")","v":"51 The Student Ambassador Scheme provides paid opportunities for student ambassadors to support the student population through a variety of events and initiatives. The role enables students to develop their interpersonal skills and gain work-based learning experiences, while supporting the University's strategic objectives. The ELIR team heard of the role being popular among students with competition to be recruited and ambassadors feeling proud of their contribution to the student experience. The scheme has since been developed to align with Strategy 2020 and now includes an additional focus on underrepresented groups with the introduction of new roles including Widening Participation Ambassador. The team recognised that these positions have increased engagement with the wider student community, open days and schemes such as ESTABLISH (paragraph 59). Senior staff told the team that there is an appetite within the University to expand these roles into other departments, including international and careers areas."}]
[{"$f":"IF('> FILTER <'!B60<>\"\",ROW(OFFSET(A59,-1,0)),\"\")","v":58},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G60)),A59,\"\")","v":58},{"$f":"IFERROR(SMALL(Helper2_1,A59),\"\")","v":58},null,58,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G60)),$A59,\"\")","v":58},{"$f":"IFERROR(SMALL(Helper2_2,A59),\"\")","v":58},{"$f":"COUNTIF(Helper3_1,\"=\"&G59)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G59)=1, G59, \"\")","v":58},{"$f":"IFERROR(SMALL(Index_2,A59),\"\")","v":58},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:J59)),\"\")","v":"ENU_51"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:K59)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:L59)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:M59)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:N59)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:O59)),\"\")","v":"51 The Student Ambassador Scheme provides paid opportunities for student ambassadors to support the student population through a variety of events and initiatives. The role enables students to develop their interpersonal skills and gain work-based learning experiences, while supporting the University's strategic objectives. The ELIR team heard of the role being popular among students with competition to be recruited and ambassadors feeling proud of their contribution to the student experience. The scheme has since been developed to align with Strategy 2020 and now includes an additional focus on underrepresented groups with the introduction of new roles including Widening Participation Ambassador. The team recognised that these positions have increased engagement with the wider student community, open days and schemes such as ESTABLISH (paragraph 59). Senior staff told the team that there is an appetite within the University to expand these roles into other departments, including international and careers areas."}]
[{"$f":"IF('> FILTER <'!B61<>\"\",ROW(OFFSET(A60,-1,0)),\"\")","v":59},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G61)),A60,\"\")","v":59},{"$f":"IFERROR(SMALL(Helper2_1,A60),\"\")","v":59},null,59,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G61)),$A60,\"\")","v":59},{"$f":"IFERROR(SMALL(Helper2_2,A60),\"\")","v":59},{"$f":"COUNTIF(Helper3_1,\"=\"&G60)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G60)=1, G60, \"\")","v":59},{"$f":"IFERROR(SMALL(Index_2,A60),\"\")","v":59},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:J60)),\"\")","v":"ENU_52"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:K60)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:L60)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:M60)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:N60)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:O60)),\"\")","v":"52 In 2017-18, the University started work towards mainstreaming inclusion with the establishment of the 'I'm In' project, intended to support schools and professional services in embedding inclusive approaches to learning, teaching and student support. The University is progressing work in a number of priority areas including diversity in the curriculum and gender-balance which includes: the 'Men into Nursing' campaign; the hosting of EQUATE Scotland - to encourage women into STEM and the built environment; and the appointment of three 'Women into STEM' champions. There are also developments being made into the recognition of the University's non-binary community and the production of supporting guidelines. Information and events on these activities are shared via the VLE to promote awareness across the University."}]
[{"$f":"IF('> FILTER <'!B62<>\"\",ROW(OFFSET(A61,-1,0)),\"\")","v":60},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G62)),A61,\"\")","v":60},{"$f":"IFERROR(SMALL(Helper2_1,A61),\"\")","v":60},null,60,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G62)),$A61,\"\")","v":60},{"$f":"IFERROR(SMALL(Helper2_2,A61),\"\")","v":60},{"$f":"COUNTIF(Helper3_1,\"=\"&G61)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G61)=1, G61, \"\")","v":60},{"$f":"IFERROR(SMALL(Index_2,A61),\"\")","v":60},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:J61)),\"\")","v":"ENU_53"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:K61)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:L61)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:M61)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:N61)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:O61)),\"\")","v":"53 International students are provided with a pre-arrival induction called SPICE and have the opportunity to become part of a Family Friendship scheme. Student ambassadors are also engaged with the 'Uni Buddy' scheme which provides peer-to-peer support and advice to international students to help make an informed decision about their enrolment. The dates of inductions for international students have been revised recently to enable them to attend both school and university-wide induction events. The ELIR team heard from staff during the review visit that this has had a positive impact on their transition experience."}]
[{"$f":"IF('> FILTER <'!B63<>\"\",ROW(OFFSET(A62,-1,0)),\"\")","v":61},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G63)),A62,\"\")","v":61},{"$f":"IFERROR(SMALL(Helper2_1,A62),\"\")","v":61},null,61,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G63)),$A62,\"\")","v":61},{"$f":"IFERROR(SMALL(Helper2_2,A62),\"\")","v":61},{"$f":"COUNTIF(Helper3_1,\"=\"&G62)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G62)=1, G62, \"\")","v":61},{"$f":"IFERROR(SMALL(Index_2,A62),\"\")","v":61},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:J62)),\"\")","v":"ENU_54"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:K62)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:L62)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:M62)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:N62)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:O62)),\"\")","v":"54 The University has a Disability Policy to support staff and students with disabilities, long-term health conditions and specific learning difficulties. In addition, a Disabled Student Engagement Worker was appointed in 2018 to liaise with students with disabilities and ensure their voice is heard within the University. The ELIR team learned that the Disability Engagement Worker is currently collaborating with external organisations to enhance support and arrangements for students with autism which is positive."}]
[{"$f":"IF('> FILTER <'!B64<>\"\",ROW(OFFSET(A63,-1,0)),\"\")","v":62},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G64)),A63,\"\")","v":62},{"$f":"IFERROR(SMALL(Helper2_1,A63),\"\")","v":62},null,62,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G64)),$A63,\"\")","v":62},{"$f":"IFERROR(SMALL(Helper2_2,A63),\"\")","v":62},{"$f":"COUNTIF(Helper3_1,\"=\"&G63)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G63)=1, G63, \"\")","v":62},{"$f":"IFERROR(SMALL(Index_2,A63),\"\")","v":62},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:J63)),\"\")","v":"ENU_55"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:K63)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:L63)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:M63)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:N63)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:O63)),\"\")","v":"55 Although the Student Council is the ENSA's student engagement forum, a new forum - ENSA 50 - was introduced in 2019-20 by the Students' Association with the aim of increasing engagement from underrepresented groups. The new forum, which sits outside of ENSA's formal constitution, includes dedicated membership positions for 50 students from a range of backgrounds, covering all schools and including direct entrants, EU and international, and postgraduate taught students. Enhancing the wider student experience, both including and extending beyond academic matters, is the main priority for the group and the first meeting was attended by 47 out of a possible 50 members. Feedback from ENSA 50 was reported to the University by sabbatical officers and has generated discussions at LTASEC. Students who met with the ELIR team and who had attended ENSA 50 were positive about its potential. However, the team noted that the initiative was too early in its development to assess its effectiveness and impact. There would be value in the University continuing to monitor the implementation of the forum and consider the extent to which outcomes relate to formal arrangements in place for student representation."}]
[{"$f":"IF('> FILTER <'!B65<>\"\",ROW(OFFSET(A64,-1,0)),\"\")","v":63},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G65)),A64,\"\")","v":63},{"$f":"IFERROR(SMALL(Helper2_1,A64),\"\")","v":63},null,63,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G65)),$A64,\"\")","v":63},{"$f":"IFERROR(SMALL(Helper2_2,A64),\"\")","v":63},{"$f":"COUNTIF(Helper3_1,\"=\"&G64)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G64)=1, G64, \"\")","v":63},{"$f":"IFERROR(SMALL(Index_2,A64),\"\")","v":63},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:J64)),\"\")","v":"ENU_56"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:K64)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:L64)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:M64)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:N64)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:O64)),\"\")","v":"56 The University recruits a broad portfolio of students, with particular emphasis on increasing the proportions of widening participation and online learners. To support student recruitment, the University has developed a contextualised admissions policy in support of its aim that all applicants who have the potential to succeed are given the opportunity. The system helps the University to make informed decisions on applications by considering the contextual information available alongside their academic achievements, including SIMD data. The University also has a strong track record in enabling students with Higher National qualifications to enter with advanced standing and it intends to continue and strengthen this activity further by expanding the number and type of qualifications it recognises. The ELIR team learned that support services have also been enhanced in parallel with the development of the contextualised admissions process, in order to enhance the student experience and build upon successful retention figures already achieved (paragraph 60)."}]
[{"$f":"IF('> FILTER <'!B66<>\"\",ROW(OFFSET(A65,-1,0)),\"\")","v":64},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G66)),A65,\"\")","v":64},{"$f":"IFERROR(SMALL(Helper2_1,A65),\"\")","v":64},null,64,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G66)),$A65,\"\")","v":64},{"$f":"IFERROR(SMALL(Helper2_2,A65),\"\")","v":64},{"$f":"COUNTIF(Helper3_1,\"=\"&G65)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G65)=1, G65, \"\")","v":64},{"$f":"IFERROR(SMALL(Index_2,A65),\"\")","v":64},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:J65)),\"\")","v":"ENU_57"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:K65)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:L65)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:M65)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:N65)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:O65)),\"\")","v":"57 The University's Associate Student Scheme, funded by the Scottish Funding Council (SFC), provides 100 funded places for Scottish 2+2 further education (FE) applicants, who have dual matriculation status. This allows associate students to become familiar with university facilities and processes before they begin their studies and enables a more fluent transition into higher education. The Countdown to Zero project complements these opportunities by providing associate students with transitional support including face-to-face workshops and a four-week online module which ran for the first time in 2017. The University identified that students entering directly to Year 2, 3 and 4, coming from college, often struggled with the transition - technologically and emotionally, as well as academically. Each week, the course addresses concerns common to new students (including joining the community and orientation, matriculation, module choice and timetables) by using videos, information and quizzes to guide students. In early autumn 2017, a survey identified that the course had made a significant difference in allaying the fears of the incoming students. The ELIR team viewed this as a positive contribution to the University's work to widen participation (paragraph 91)."}]
[{"$f":"IF('> FILTER <'!B67<>\"\",ROW(OFFSET(A66,-1,0)),\"\")","v":65},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G67)),A66,\"\")","v":65},{"$f":"IFERROR(SMALL(Helper2_1,A66),\"\")","v":65},null,65,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G67)),$A66,\"\")","v":65},{"$f":"IFERROR(SMALL(Helper2_2,A66),\"\")","v":65},{"$f":"COUNTIF(Helper3_1,\"=\"&G66)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G66)=1, G66, \"\")","v":65},{"$f":"IFERROR(SMALL(Index_2,A66),\"\")","v":65},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:J66)),\"\")","v":"ENU_58"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:K66)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:L66)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:M66)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:N66)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:O66)),\"\")","v":"58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."}]
[{"$f":"IF('> FILTER <'!B68<>\"\",ROW(OFFSET(A67,-1,0)),\"\")","v":66},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G68)),A67,\"\")","v":66},{"$f":"IFERROR(SMALL(Helper2_1,A67),\"\")","v":66},null,66,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G68)),$A67,\"\")","v":66},{"$f":"IFERROR(SMALL(Helper2_2,A67),\"\")","v":66},{"$f":"COUNTIF(Helper3_1,\"=\"&G67)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G67)=1, G67, \"\")","v":66},{"$f":"IFERROR(SMALL(Index_2,A67),\"\")","v":66},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:J67)),\"\")","v":"ENU_58"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:K67)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:L67)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:M67)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:N67)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:O67)),\"\")","v":"58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."}]
[{"$f":"IF('> FILTER <'!B69<>\"\",ROW(OFFSET(A68,-1,0)),\"\")","v":67},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G69)),A68,\"\")","v":67},{"$f":"IFERROR(SMALL(Helper2_1,A68),\"\")","v":67},null,67,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G69)),$A68,\"\")","v":67},{"$f":"IFERROR(SMALL(Helper2_2,A68),\"\")","v":67},{"$f":"COUNTIF(Helper3_1,\"=\"&G68)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G68)=1, G68, \"\")","v":67},{"$f":"IFERROR(SMALL(Index_2,A68),\"\")","v":67},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:J68)),\"\")","v":"ENU_58"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:K68)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:L68)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:M68)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:N68)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:O68)),\"\")","v":"58 Staff deliver guest lectures to colleges and engage with associate students on campus, demonstrating a proactive approach to supporting student transitions. During the review visits, the ELIR team met staff and students who expressed the view that the University is sector-leading in its support for direct entrants, promoting inclusivity in everyday practice through a range of activity. Staff highlighted work being undertaken on understanding the impact of language and behaviour on direct entry students that might emphasise the difference between them and other students in the cohort. Particular examples given by staff were the need to mitigate circumstances where students could be segregated depending on their point of entry and not using phrases such as 'you'll know this from last year' and similar terminology. This work on behaviours and language was viewed positively by the team in supporting widening access (paragraph 91)."}]
[{"$f":"IF('> FILTER <'!B70<>\"\",ROW(OFFSET(A69,-1,0)),\"\")","v":68},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G70)),A69,\"\")","v":68},{"$f":"IFERROR(SMALL(Helper2_1,A69),\"\")","v":68},null,68,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G70)),$A69,\"\")","v":68},{"$f":"IFERROR(SMALL(Helper2_2,A69),\"\")","v":68},{"$f":"COUNTIF(Helper3_1,\"=\"&G69)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G69)=1, G69, \"\")","v":68},{"$f":"IFERROR(SMALL(Index_2,A69),\"\")","v":68},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:J69)),\"\")","v":"ENU_59"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:K69)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:L69)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:M69)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:N69)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:O69)),\"\")","v":"59 The ELIR team found evidence of a range of initiatives to support students transitioning from non-traditional routes and widening participation backgrounds. A notable example is ESTABLISH, a fully student-led programme, supported by the Widening Participation team to support students during their application and transition into the University and throughout their learning journey. The aim of the programme is to foster a sense of belonging and develop a community for students before they even visit the campus, by encouraging community and conversation through a social media group. All students who have a widening participation characteristic/flag and an unconditional offer are invited to join the group. Currently-enrolled widening participation students answer questions from these applicants, support with the matriculation process for new students, and run events throughout the summer to provide familiarity with the university campus before the academic year begins. There are plans to continue developing the programme to incorporate a 'year-long induction'. The team learned from widening participation student ambassadors that the ESTABLISH programme also provides them with valuable opportunities to develop interpersonal skills."}]
[{"$f":"IF('> FILTER <'!B71<>\"\",ROW(OFFSET(A70,-1,0)),\"\")","v":69},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G71)),A70,\"\")","v":69},{"$f":"IFERROR(SMALL(Helper2_1,A70),\"\")","v":69},null,69,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G71)),$A70,\"\")","v":69},{"$f":"IFERROR(SMALL(Helper2_2,A70),\"\")","v":69},{"$f":"COUNTIF(Helper3_1,\"=\"&G70)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G70)=1, G70, \"\")","v":69},{"$f":"IFERROR(SMALL(Index_2,A70),\"\")","v":69},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:J70)),\"\")","v":"ENU_59"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:K70)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:L70)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:M70)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:N70)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:O70)),\"\")","v":"59 The ELIR team found evidence of a range of initiatives to support students transitioning from non-traditional routes and widening participation backgrounds. A notable example is ESTABLISH, a fully student-led programme, supported by the Widening Participation team to support students during their application and transition into the University and throughout their learning journey. The aim of the programme is to foster a sense of belonging and develop a community for students before they even visit the campus, by encouraging community and conversation through a social media group. All students who have a widening participation characteristic/flag and an unconditional offer are invited to join the group. Currently-enrolled widening participation students answer questions from these applicants, support with the matriculation process for new students, and run events throughout the summer to provide familiarity with the university campus before the academic year begins. There are plans to continue developing the programme to incorporate a 'year-long induction'. The team learned from widening participation student ambassadors that the ESTABLISH programme also provides them with valuable opportunities to develop interpersonal skills."}]
[{"$f":"IF('> FILTER <'!B72<>\"\",ROW(OFFSET(A71,-1,0)),\"\")","v":70},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G72)),A71,\"\")","v":70},{"$f":"IFERROR(SMALL(Helper2_1,A71),\"\")","v":70},null,70,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G72)),$A71,\"\")","v":70},{"$f":"IFERROR(SMALL(Helper2_2,A71),\"\")","v":70},{"$f":"COUNTIF(Helper3_1,\"=\"&G71)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G71)=1, G71, \"\")","v":70},{"$f":"IFERROR(SMALL(Index_2,A71),\"\")","v":70},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:J71)),\"\")","v":"ENU_60"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:K71)),\"\")","v":"Area for development"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:L71)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:M71)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:N71)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:O71)),\"\")","v":"60 To further the support for widening participation students, there are dedicated Widening Participation Support Officers within the Widening Participation team who are the main point of contact for students. Postholders proactively engage with students to offer support at challenging times throughout the semester and monitor student outcomes to improve retention. In addition, the University recruited a Student Retention and Success Officer who joined the Wellbeing team in June 2019. This role provides a central point of contact for students who wish to withdraw from the institution, both providing support to students and helping the University to gain better insight into the retention of students from a widening participation background. The information gathered is then incorporated into the retention strategy. The University indicated to the ELIR team that this is an area for development that they want to address (RA 2.6.6) and are actively engaged in, for example, the Widening Participation team are currently working with Planning and Business Intelligence to explore how learning analytics might enable more effective, consistent and timely interventions. The University is paying particular attention to making data on retention more accessible - both to the Widening Participation team and academic staff more generally."}]
[{"$f":"IF('> FILTER <'!B73<>\"\",ROW(OFFSET(A72,-1,0)),\"\")","v":71},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G73)),A72,\"\")","v":71},{"$f":"IFERROR(SMALL(Helper2_1,A72),\"\")","v":71},null,71,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G73)),$A72,\"\")","v":71},{"$f":"IFERROR(SMALL(Helper2_2,A72),\"\")","v":71},{"$f":"COUNTIF(Helper3_1,\"=\"&G72)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G72)=1, G72, \"\")","v":71},{"$f":"IFERROR(SMALL(Index_2,A72),\"\")","v":71},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:J72)),\"\")","v":"ENU_61"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:K72)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:L72)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:M72)),\"\")","v":"widening participation"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:N72)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:O72)),\"\")","v":"61 The team considered that support for students entering from direct entry and widening participation routes was effectively embedded into institutional culture and the University is commended for its effective approaches to both support and retention."}]
[{"$f":"IF('> FILTER <'!B74<>\"\",ROW(OFFSET(A73,-1,0)),\"\")","v":72},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G74)),A73,\"\")","v":72},{"$f":"IFERROR(SMALL(Helper2_1,A73),\"\")","v":72},null,72,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G74)),$A73,\"\")","v":72},{"$f":"IFERROR(SMALL(Helper2_2,A73),\"\")","v":72},{"$f":"COUNTIF(Helper3_1,\"=\"&G73)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G73)=1, G73, \"\")","v":72},{"$f":"IFERROR(SMALL(Index_2,A73),\"\")","v":72},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:J73)),\"\")","v":"ENU_62"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:K73)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:L73)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:M73)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:N73)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:O73)),\"\")","v":"62 The University has a strategic objective to increase the provision for online learning (paragraph 12). To support this growth, guidance has been developed to establish minimum standards for VLE use at module level. Online students who met the ELIR team talked positively about their experience of the VLE and an induction module to introduce them to their programme and the University services which are available to them. The team also learned of developments within the Student Futures, Library Services, Wellbeing and Academic Skills teams to digitalise their support, making their services accessible to online learners in multiple time zones. While the current mechanisms are effective in ensuring that individual students receive support, the University has recognised the requirement to continue developing systematic student representation and support for online learners and is considering undertaking a Thematic Review to scope this work. The team would recommend that this area is prioritised in the expansion strategy to ensure support is sustainable and to maintain a positive student experience for online learners as student numbers grow."}]
[{"$f":"IF('> FILTER <'!B75<>\"\",ROW(OFFSET(A74,-1,0)),\"\")","v":73},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G75)),A74,\"\")","v":73},{"$f":"IFERROR(SMALL(Helper2_1,A74),\"\")","v":73},null,73,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G75)),$A74,\"\")","v":73},{"$f":"IFERROR(SMALL(Helper2_2,A74),\"\")","v":73},{"$f":"COUNTIF(Helper3_1,\"=\"&G74)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G74)=1, G74, \"\")","v":73},{"$f":"IFERROR(SMALL(Index_2,A74),\"\")","v":73},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:J74)),\"\")","v":"ENU_63"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:K74)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:L74)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:M74)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:N74)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:O74)),\"\")","v":"63 Most students who met the ELIR team considered there was a wide range of student support in place and that current structures were flexible enough to accommodate the needs of individual students. Support for employability and work-related learning was identified as being particularly effective."}]
[{"$f":"IF('> FILTER <'!B76<>\"\",ROW(OFFSET(A75,-1,0)),\"\")","v":74},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G76)),A75,\"\")","v":74},{"$f":"IFERROR(SMALL(Helper2_1,A75),\"\")","v":74},null,74,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G76)),$A75,\"\")","v":74},{"$f":"IFERROR(SMALL(Helper2_2,A75),\"\")","v":74},{"$f":"COUNTIF(Helper3_1,\"=\"&G75)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G75)=1, G75, \"\")","v":74},{"$f":"IFERROR(SMALL(Index_2,A75),\"\")","v":74},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:J75)),\"\")","v":"ENU_64"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:K75)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:L75)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:M75)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:N75)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:O75)),\"\")","v":"64 The university-wide Personal Development Tutor (PDT) scheme provides support to undergraduate and taught postgraduate students during their studies. All programme leaders are automatically enrolled as PDTs with guidance recommending a ratio of one tutor to a maximum of 30 students. The ELIR team learned of several instances where this was exceeded and often a programme leader would be responsible for a full cohort of students including TNE students, graduate apprentices and online learners. The University has recognised that there is varied experience with the PDT system across programmes and campuses. As a result, work was undertaken in 2017-18 to review the operation of the system and provide recommendations. The University has introduced the role of Lead PDT in each school and developed resources that they regard as being valuable in supporting tutors to fulfil their roles and to provide a consistent service. Staff welcomed the resulting PDT Toolkit which offers guidance on the principles behind the PDT scheme and examples of good practice from across the Schools. Students who met the team indicated that they felt well supported and often had one point of contact on which they could rely. While this model is effective for small cohorts, the University is encouraged to continue developing the PDT system to maintain this level of support for larger cohorts (see paragraph 94)."}]
[{"$f":"IF('> FILTER <'!B77<>\"\",ROW(OFFSET(A76,-1,0)),\"\")","v":75},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G77)),A76,\"\")","v":75},{"$f":"IFERROR(SMALL(Helper2_1,A76),\"\")","v":75},null,75,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G77)),$A76,\"\")","v":75},{"$f":"IFERROR(SMALL(Helper2_2,A76),\"\")","v":75},{"$f":"COUNTIF(Helper3_1,\"=\"&G76)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G76)=1, G76, \"\")","v":75},{"$f":"IFERROR(SMALL(Index_2,A76),\"\")","v":75},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:J76)),\"\")","v":"ENU_64"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:K76)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:L76)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:M76)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:N76)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:O76)),\"\")","v":"64 The university-wide Personal Development Tutor (PDT) scheme provides support to undergraduate and taught postgraduate students during their studies. All programme leaders are automatically enrolled as PDTs with guidance recommending a ratio of one tutor to a maximum of 30 students. The ELIR team learned of several instances where this was exceeded and often a programme leader would be responsible for a full cohort of students including TNE students, graduate apprentices and online learners. The University has recognised that there is varied experience with the PDT system across programmes and campuses. As a result, work was undertaken in 2017-18 to review the operation of the system and provide recommendations. The University has introduced the role of Lead PDT in each school and developed resources that they regard as being valuable in supporting tutors to fulfil their roles and to provide a consistent service. Staff welcomed the resulting PDT Toolkit which offers guidance on the principles behind the PDT scheme and examples of good practice from across the Schools. Students who met the team indicated that they felt well supported and often had one point of contact on which they could rely. While this model is effective for small cohorts, the University is encouraged to continue developing the PDT system to maintain this level of support for larger cohorts (see paragraph 94)."}]
[{"$f":"IF('> FILTER <'!B78<>\"\",ROW(OFFSET(A77,-1,0)),\"\")","v":76},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G78)),A77,\"\")","v":76},{"$f":"IFERROR(SMALL(Helper2_1,A77),\"\")","v":76},null,76,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G78)),$A77,\"\")","v":76},{"$f":"IFERROR(SMALL(Helper2_2,A77),\"\")","v":76},{"$f":"COUNTIF(Helper3_1,\"=\"&G77)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G77)=1, G77, \"\")","v":76},{"$f":"IFERROR(SMALL(Index_2,A77),\"\")","v":76},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:J77)),\"\")","v":"ENU_65"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:K77)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:L77)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:M77)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:N77)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:O77)),\"\")","v":"65 In 2015-16, the University approved a number of key principles intended to deliver a Programme-Focused Approach to Assessment and Feedback (PFAAF) and established a university-wide project to support the delivery of these principles. The University described the intention of the principles as being to place emphasis on formative assessment that generates high-quality feedback, reduce summative assessment and establish well-defined links between formative and summative assessments so that using feedforward is possible. The PFAAF project led to a number of enhancements taking place including greater information being included within module descriptors on formative assessment approaches, how feedback is provided to students, and the development of assessment and feedback guidelines with additional resources produced to support staff in developing provision (with links embedded within appropriate sections of the Quality Framework) (paragraph 120 and 126-129)."}]
[{"$f":"IF('> FILTER <'!B79<>\"\",ROW(OFFSET(A78,-1,0)),\"\")","v":77},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G79)),A78,\"\")","v":77},{"$f":"IFERROR(SMALL(Helper2_1,A78),\"\")","v":77},null,77,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G79)),$A78,\"\")","v":77},{"$f":"IFERROR(SMALL(Helper2_2,A78),\"\")","v":77},{"$f":"COUNTIF(Helper3_1,\"=\"&G78)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G78)=1, G78, \"\")","v":77},{"$f":"IFERROR(SMALL(Index_2,A78),\"\")","v":77},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:J78)),\"\")","v":"ENU_66"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:K78)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:L78)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:M78)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:N78)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:O78)),\"\")","v":"66 Students who met the ELIR team reported that they were aware, via their module VLE sites, of the broad assessment requirements and assessment deadlines at the beginning of each module. Most written assignments are submitted and assessed online, except for those programmes requiring large size paper submissions, and are returned to students with grades and feedback within three working weeks. Students studying both in Edinburgh and through TNE arrangements confirmed that they were aware of the grade descriptors, that they knew where to find information about assessment regulations and marking scales and that detailed marking criteria were supplied with each assessment. They reported that feedback was usually helpful and received within the target three-week turnaround period. Students also clearly indicated that staff were available in person or online for further guidance if required."}]
[{"$f":"IF('> FILTER <'!B80<>\"\",ROW(OFFSET(A79,-1,0)),\"\")","v":78},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G80)),A79,\"\")","v":78},{"$f":"IFERROR(SMALL(Helper2_1,A79),\"\")","v":78},null,78,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G80)),$A79,\"\")","v":78},{"$f":"IFERROR(SMALL(Helper2_2,A79),\"\")","v":78},{"$f":"COUNTIF(Helper3_1,\"=\"&G79)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G79)=1, G79, \"\")","v":78},{"$f":"IFERROR(SMALL(Index_2,A79),\"\")","v":78},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:J79)),\"\")","v":"ENU_66"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:K79)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:L79)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:M79)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:N79)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:O79)),\"\")","v":"66 Students who met the ELIR team reported that they were aware, via their module VLE sites, of the broad assessment requirements and assessment deadlines at the beginning of each module. Most written assignments are submitted and assessed online, except for those programmes requiring large size paper submissions, and are returned to students with grades and feedback within three working weeks. Students studying both in Edinburgh and through TNE arrangements confirmed that they were aware of the grade descriptors, that they knew where to find information about assessment regulations and marking scales and that detailed marking criteria were supplied with each assessment. They reported that feedback was usually helpful and received within the target three-week turnaround period. Students also clearly indicated that staff were available in person or online for further guidance if required."}]
[{"$f":"IF('> FILTER <'!B81<>\"\",ROW(OFFSET(A80,-1,0)),\"\")","v":79},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G81)),A80,\"\")","v":79},{"$f":"IFERROR(SMALL(Helper2_1,A80),\"\")","v":79},null,79,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G81)),$A80,\"\")","v":79},{"$f":"IFERROR(SMALL(Helper2_2,A80),\"\")","v":79},{"$f":"COUNTIF(Helper3_1,\"=\"&G80)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G80)=1, G80, \"\")","v":79},{"$f":"IFERROR(SMALL(Index_2,A80),\"\")","v":79},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:J80)),\"\")","v":"ENU_67"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:K80)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:L80)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:M80)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:N80)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:O80)),\"\")","v":"67 The Destination of Leavers from Higher Education (DLHE) survey results from 2014-15 to 2016-17 for five of the six schools have consistently shown over 68% (and in many cases consistent scores of over 85%) of undergraduates in managerial and professional roles. Although returns for students graduating from the School of Applied Sciences show over 95% in employment or further study, the numbers in the professional and managerial categories reached only 66% by 2016-17, in part because of a trend in some programmes of higher numbers of students proceeding to further study and also because DLHE does not classify all the careers resulting from the School's programmes within its 'professional' category. For example, the BA (Hons) Veterinary Nursing programme regularly achieves 100% employment of its graduates, but only 13% are recorded as being in professional or managerial roles. Nevertheless, the School is taking positive action to enhance careers support and external liaison panels for all its programmes."}]
[{"$f":"IF('> FILTER <'!B82<>\"\",ROW(OFFSET(A81,-1,0)),\"\")","v":80},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G82)),A81,\"\")","v":80},{"$f":"IFERROR(SMALL(Helper2_1,A81),\"\")","v":80},null,80,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G82)),$A81,\"\")","v":80},{"$f":"IFERROR(SMALL(Helper2_2,A81),\"\")","v":80},{"$f":"COUNTIF(Helper3_1,\"=\"&G81)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G81)=1, G81, \"\")","v":80},{"$f":"IFERROR(SMALL(Index_2,A81),\"\")","v":80},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:J81)),\"\")","v":"ENU_68"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:K81)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:L81)),\"\")","v":"ExternalEngagement_Research"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:M81)),\"\")","v":"Employers"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:N81)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:O81)),\"\")","v":"68 Outcomes from the University's Institution-led Reviews (ILRs) regularly identify employer engagement as positive. For example, review panels commended the BA Hons Television and BA Hons Photography programmes on their effective relationships with industry, LLB programmes on their close links with professional practice and the School of Health and Social Care's strong and positive relationships with industry partners. Employers are often directly involved in programme design and guest lecturing, and as members of Advisory Boards."}]
[{"$f":"IF('> FILTER <'!B83<>\"\",ROW(OFFSET(A82,-1,0)),\"\")","v":81},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G83)),A82,\"\")","v":81},{"$f":"IFERROR(SMALL(Helper2_1,A82),\"\")","v":81},null,81,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G83)),$A82,\"\")","v":81},{"$f":"IFERROR(SMALL(Helper2_2,A82),\"\")","v":81},{"$f":"COUNTIF(Helper3_1,\"=\"&G82)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G82)=1, G82, \"\")","v":81},{"$f":"IFERROR(SMALL(Index_2,A82),\"\")","v":81},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:J82)),\"\")","v":"ENU_69"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:K82)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:L82)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:M82)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:N82)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:O82)),\"\")","v":"69 The University outlines in the RA as part of its context that it has an applied and professional focus, aiming to develop students 'ready to succeed and thrive in the professional world' and be the first-choice destination in Edinburgh for students seeking to undertake applied learning. From a baseline of 66% in 2013-14, the number of programmes with a built-in work-related learning (WRL) experience had risen to 87% in 2017-18, and the University is working towards a 100% target. The University defines WRL as at least one experience that could range from a 20-credit module with time spent in industry to a 12-month industrial placement. The University's approach to employability and WRL includes ensuring programmes are reviewed regularly to confirm they meet current industry needs, working closely with employers, widely embedding placement opportunities within programmes, developing students' work-related skills within the curriculum, supporting innovation and enterprise initiatives additional to the curriculum, and supporting students in seeking career opportunities."}]
[{"$f":"IF('> FILTER <'!B84<>\"\",ROW(OFFSET(A83,-1,0)),\"\")","v":82},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G84)),A83,\"\")","v":82},{"$f":"IFERROR(SMALL(Helper2_1,A83),\"\")","v":82},null,82,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G84)),$A83,\"\")","v":82},{"$f":"IFERROR(SMALL(Helper2_2,A83),\"\")","v":82},{"$f":"COUNTIF(Helper3_1,\"=\"&G83)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G83)=1, G83, \"\")","v":82},{"$f":"IFERROR(SMALL(Index_2,A83),\"\")","v":82},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:J83)),\"\")","v":"ENU_69"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:K83)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:L83)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:M83)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:N83)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:O83)),\"\")","v":"69 The University outlines in the RA as part of its context that it has an applied and professional focus, aiming to develop students 'ready to succeed and thrive in the professional world' and be the first-choice destination in Edinburgh for students seeking to undertake applied learning. From a baseline of 66% in 2013-14, the number of programmes with a built-in work-related learning (WRL) experience had risen to 87% in 2017-18, and the University is working towards a 100% target. The University defines WRL as at least one experience that could range from a 20-credit module with time spent in industry to a 12-month industrial placement. The University's approach to employability and WRL includes ensuring programmes are reviewed regularly to confirm they meet current industry needs, working closely with employers, widely embedding placement opportunities within programmes, developing students' work-related skills within the curriculum, supporting innovation and enterprise initiatives additional to the curriculum, and supporting students in seeking career opportunities."}]
[{"$f":"IF('> FILTER <'!B85<>\"\",ROW(OFFSET(A84,-1,0)),\"\")","v":83},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G85)),A84,\"\")","v":83},{"$f":"IFERROR(SMALL(Helper2_1,A84),\"\")","v":83},null,83,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G85)),$A84,\"\")","v":83},{"$f":"IFERROR(SMALL(Helper2_2,A84),\"\")","v":83},{"$f":"COUNTIF(Helper3_1,\"=\"&G84)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G84)=1, G84, \"\")","v":83},{"$f":"IFERROR(SMALL(Index_2,A84),\"\")","v":83},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:J84)),\"\")","v":"ENU_70"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:K84)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:L84)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:M84)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:N84)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:O84)),\"\")","v":"70 Schools are encouraged to develop students' work-related skills within the classroom. The ELIR team heard about a range of examples of good practice including: industry-focused group projects in the School of Computing, often based on live projects from business; interdisciplinary team projects involving private and public external agencies in the School of Arts and Creative Industries and the Edinburgh Napier Law Clinic run entirely by students to provide free legal advice for the local community. University-wide opportunities are available through initiatives such as the Get on Board project which enables students to gain board-level experience in local charities, voluntary sector organisations and public bodies."}]
[{"$f":"IF('> FILTER <'!B86<>\"\",ROW(OFFSET(A85,-1,0)),\"\")","v":84},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G86)),A85,\"\")","v":84},{"$f":"IFERROR(SMALL(Helper2_1,A85),\"\")","v":84},null,84,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G86)),$A85,\"\")","v":84},{"$f":"IFERROR(SMALL(Helper2_2,A85),\"\")","v":84},{"$f":"COUNTIF(Helper3_1,\"=\"&G85)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G85)=1, G85, \"\")","v":84},{"$f":"IFERROR(SMALL(Index_2,A85),\"\")","v":84},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:J85)),\"\")","v":"ENU_70"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:K85)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:L85)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:M85)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:N85)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:O85)),\"\")","v":"70 Schools are encouraged to develop students' work-related skills within the classroom. The ELIR team heard about a range of examples of good practice including: industry-focused group projects in the School of Computing, often based on live projects from business; interdisciplinary team projects involving private and public external agencies in the School of Arts and Creative Industries and the Edinburgh Napier Law Clinic run entirely by students to provide free legal advice for the local community. University-wide opportunities are available through initiatives such as the Get on Board project which enables students to gain board-level experience in local charities, voluntary sector organisations and public bodies."}]
[{"$f":"IF('> FILTER <'!B87<>\"\",ROW(OFFSET(A86,-1,0)),\"\")","v":85},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G87)),A86,\"\")","v":85},{"$f":"IFERROR(SMALL(Helper2_1,A86),\"\")","v":85},null,{"$f":"ROW(OFFSET(E86,-1,0))","v":85},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G87)),$A86,\"\")","v":85},{"$f":"IFERROR(SMALL(Helper2_2,A86),\"\")","v":85},{"$f":"COUNTIF(Helper3_1,\"=\"&G86)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G86)=1, G86, \"\")","v":85},{"$f":"IFERROR(SMALL(Index_2,A86),\"\")","v":85},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:J86)),\"\")","v":"ENU_71"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:K86)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:L86)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:M86)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:N86)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:O86)),\"\")","v":"71 It is the University's intention to offer placement opportunities on as many programmes as possible. All schools offer placement opportunities on some of their programmes, and opportunities include a wide range of formal and informal, compulsory and optional, and long and short-term placement opportunities in the UK and overseas. For example, year-long placements are offered in the Edinburgh Napier Business School (ENBS) BSc (Hons) Business Studies programme and in the School of Computing, and a variety of short-term optional module placements can be found in the School of Applied Sciences (SAS). In addition, there are some notable examples of placements that support both the student and the partner, for example, the link between the English Department and the Scottish Prison Service whereby undergraduates may provide tuition in basic literacy, creative writing and English language during a six-week placement and the School of Engineering and the Built Environment's placement in its BEng(Hons) Civil and Transportation Engineering programme which offers authentic hands-on experience working for a week on the Bo'ness and Kinneil Railway."}]
[{"$f":"IF('> FILTER <'!B88<>\"\",ROW(OFFSET(A87,-1,0)),\"\")","v":86},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G88)),A87,\"\")","v":86},{"$f":"IFERROR(SMALL(Helper2_1,A87),\"\")","v":86},null,86,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G88)),$A87,\"\")","v":86},{"$f":"IFERROR(SMALL(Helper2_2,A87),\"\")","v":86},{"$f":"COUNTIF(Helper3_1,\"=\"&G87)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G87)=1, G87, \"\")","v":86},{"$f":"IFERROR(SMALL(Index_2,A87),\"\")","v":86},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:J87)),\"\")","v":"ENU_72"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:K87)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:L87)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:M87)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:N87)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:O87)),\"\")","v":"72 While students are supported by academic staff and placement offices within schools, particularly in identifying and obtaining high-quality placement opportunities, the institution-wide Student Futures team has recently assumed coordination and oversight of the University's placement activity. At the time of the ELIR, defining the roles and responsibilities of each set of staff was in development, although statutory placements for programmes in the School of Health and Social Care (SHSC) remained exclusively the responsibility of that School, particularly due to the School's recently established 'In Place' system which allows students to manage their placement experience online. In Place enables students to view details of their placement, obtain further information during the placement period, submit expenses, and receive regular placement information from the placement setting. The ELIR team considered this initiative to have enhanced the placement support available to SHSC students."}]
[{"$f":"IF('> FILTER <'!B89<>\"\",ROW(OFFSET(A88,-1,0)),\"\")","v":87},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G89)),A88,\"\")","v":87},{"$f":"IFERROR(SMALL(Helper2_1,A88),\"\")","v":87},null,87,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G89)),$A88,\"\")","v":87},{"$f":"IFERROR(SMALL(Helper2_2,A88),\"\")","v":87},{"$f":"COUNTIF(Helper3_1,\"=\"&G88)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G88)=1, G88, \"\")","v":87},{"$f":"IFERROR(SMALL(Index_2,A88),\"\")","v":87},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:J88)),\"\")","v":"ENU_73"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:K88)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:L88)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:M88)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:N88)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:O88)),\"\")","v":"73 Academic staff are responsible for the ultimate approval of placements and for monitoring student progress (particularly on year-long compulsory placements), ensuring that they meet the objectives of each programme. In the School of Computing, for example, the Placements Office comprises a placement administrator, a work-based module leader and a team of visiting academic tutors. Placement Learning Agreements are in place which clearly articulate the responsibilities of the placement supervisor and the student, while employers are required to monitor student attendance and complete a placement Health and Safety and Safeguarding checklist and data protection statement. As many of the placement opportunities are optional, student placement stories are presented on the student portal to encourage uptake, particularly from those with widening participation backgrounds. An institutional Student Mobility team also assists direct-entry students from colleges in awareness-raising of mobility opportunities."}]
[{"$f":"IF('> FILTER <'!B90<>\"\",ROW(OFFSET(A89,-1,0)),\"\")","v":88},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G90)),A89,\"\")","v":88},{"$f":"IFERROR(SMALL(Helper2_1,A89),\"\")","v":88},null,88,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G90)),$A89,\"\")","v":88},{"$f":"IFERROR(SMALL(Helper2_2,A89),\"\")","v":88},{"$f":"COUNTIF(Helper3_1,\"=\"&G89)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G89)=1, G89, \"\")","v":88},{"$f":"IFERROR(SMALL(Index_2,A89),\"\")","v":88},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:J89)),\"\")","v":"ENU_74"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:K89)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:L89)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:M89)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:N89)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:O89)),\"\")","v":"74 Students who met the ELIR team generally welcomed the placement opportunities available and considered that they enhanced their employability skills, some reporting that their placements had led directly to employment offers. They found the placement experience positive and commented on the high quality of support received from both academic and placement office staff, both in seeking placements and in supporting them during the experience. Some students also commented that they found work-shadowing opportunities and short-term placements to be particularly beneficial in gaining short-term experience of a relevant working environment and that these too sometimes led to job offers."}]
[{"$f":"IF('> FILTER <'!B91<>\"\",ROW(OFFSET(A90,-1,0)),\"\")","v":89},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G91)),A90,\"\")","v":89},{"$f":"IFERROR(SMALL(Helper2_1,A90),\"\")","v":89},null,89,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G91)),$A90,\"\")","v":89},{"$f":"IFERROR(SMALL(Helper2_2,A90),\"\")","v":89},{"$f":"COUNTIF(Helper3_1,\"=\"&G90)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G90)=1, G90, \"\")","v":89},{"$f":"IFERROR(SMALL(Index_2,A90),\"\")","v":89},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:J90)),\"\")","v":"ENU_75"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:K90)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:L90)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:M90)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:N90)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:O90)),\"\")","v":"75 The University includes study overseas within its range of placement opportunities and almost 450 students engaged in a variety of exchanges and intern/partnerships overseas in 2017-18 - an increase of 20% since the previous year. Students who met the ELIR team found the international placements, whether in full-time employment or linked with a period in an overseas university, especially helpful in developing employability skills and more general life skills, and they indicated that they appreciated the support they had received in sourcing and establishing these and in maintaining contact with the University during their time abroad. However, some students noted that some placement agreements were late, and not all students appeared clear on the criteria for paid and non-paid placements. Voluntary placements are available to full-time students on TNE programmes, although there was limited take-up of these opportunities with students reporting a number of barriers to their participation including being part-time and in other employment, being too young to qualify for the opportunity or being unsure whether placements were available to them. The team would encourage the University to continue monitoring its support to students on the range of placements on offer, building on positive progress made to date."}]
[{"$f":"IF('> FILTER <'!B92<>\"\",ROW(OFFSET(A91,-1,0)),\"\")","v":90},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G92)),A91,\"\")","v":90},{"$f":"IFERROR(SMALL(Helper2_1,A91),\"\")","v":90},null,90,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G92)),$A91,\"\")","v":90},{"$f":"IFERROR(SMALL(Helper2_2,A91),\"\")","v":90},{"$f":"COUNTIF(Helper3_1,\"=\"&G91)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G91)=1, G91, \"\")","v":90},{"$f":"IFERROR(SMALL(Index_2,A91),\"\")","v":90},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:J91)),\"\")","v":"ENU_76"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:K91)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:L91)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:M91)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:N91)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:O91)),\"\")","v":"76 The University offers enterprise and entrepreneurial development opportunities through the Bright Red Triangle (BRT) which it describes as a one-stop shop for innovation and enterprise activities, which provides students, graduates and staff with the experience and skills necessary to have a social or commercial impact. The BRT currently has six live projects, having completed 75 projects involving some 3000 students since it opened in 2004. It currently supports between 200 and 300 students per year, with around 50 start-up companies developed annually through its incubator support. BRT aims to provide an encouraging place for students to develop enterprise skills or start a business and to become confidently engaged in community projects. Students who met the ELIR team confirmed their awareness of opportunities provided by BRT which are available at each of the University's campuses. Those students and staff who had direct involvement with BRT were highly enthusiastic and supportive of the initiative, reporting that it provided a safe place for students to develop entrepreneurial and business development skills."}]
[{"$f":"IF('> FILTER <'!B93<>\"\",ROW(OFFSET(A92,-1,0)),\"\")","v":91},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G93)),A92,\"\")","v":91},{"$f":"IFERROR(SMALL(Helper2_1,A92),\"\")","v":91},null,91,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G93)),$A92,\"\")","v":91},{"$f":"IFERROR(SMALL(Helper2_2,A92),\"\")","v":91},{"$f":"COUNTIF(Helper3_1,\"=\"&G92)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G92)=1, G92, \"\")","v":91},{"$f":"IFERROR(SMALL(Index_2,A92),\"\")","v":91},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:J92)),\"\")","v":"ENU_76"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:K92)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:L92)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:M92)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:N92)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:O92)),\"\")","v":"76 The University offers enterprise and entrepreneurial development opportunities through the Bright Red Triangle (BRT) which it describes as a one-stop shop for innovation and enterprise activities, which provides students, graduates and staff with the experience and skills necessary to have a social or commercial impact. The BRT currently has six live projects, having completed 75 projects involving some 3000 students since it opened in 2004. It currently supports between 200 and 300 students per year, with around 50 start-up companies developed annually through its incubator support. BRT aims to provide an encouraging place for students to develop enterprise skills or start a business and to become confidently engaged in community projects. Students who met the ELIR team confirmed their awareness of opportunities provided by BRT which are available at each of the University's campuses. Those students and staff who had direct involvement with BRT were highly enthusiastic and supportive of the initiative, reporting that it provided a safe place for students to develop entrepreneurial and business development skills."}]
[{"$f":"IF('> FILTER <'!B94<>\"\",ROW(OFFSET(A93,-1,0)),\"\")","v":92},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G94)),A93,\"\")","v":92},{"$f":"IFERROR(SMALL(Helper2_1,A93),\"\")","v":92},null,92,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G94)),$A93,\"\")","v":92},{"$f":"IFERROR(SMALL(Helper2_2,A93),\"\")","v":92},{"$f":"COUNTIF(Helper3_1,\"=\"&G93)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G93)=1, G93, \"\")","v":92},{"$f":"IFERROR(SMALL(Index_2,A93),\"\")","v":92},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:J93)),\"\")","v":"ENU_77"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:K93)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:L93)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:M93)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:N93)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:O93)),\"\")","v":"77 The University has expanded its provision in the last two years to include Graduate Apprenticeships (RA 1.3.5, RA 2.3.14). Three new programmes were approved in 2018-19 and scheduled for delivery in 2019-20 which the University anticipates will increase its intake by over 250 students (RA 5.1.11). Support for employers is provided through the University's MyFuture website, where 1300 employers have registered (RA 5.1.11). MyFuture was originally developed for on-campus students to support movement into graduate employment but has been refocused to include information for employers on topics including employer mentoring, work-based learning and industry liaison (RA 5.1.11)."}]
[{"$f":"IF('> FILTER <'!B95<>\"\",ROW(OFFSET(A94,-1,0)),\"\")","v":93},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G95)),A94,\"\")","v":93},{"$f":"IFERROR(SMALL(Helper2_1,A94),\"\")","v":93},null,93,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G95)),$A94,\"\")","v":93},{"$f":"IFERROR(SMALL(Helper2_2,A94),\"\")","v":93},{"$f":"COUNTIF(Helper3_1,\"=\"&G94)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G94)=1, G94, \"\")","v":93},{"$f":"IFERROR(SMALL(Index_2,A94),\"\")","v":93},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:J94)),\"\")","v":"ENU_78"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:K94)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:L94)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:M94)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:N94)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:O94)),\"\")","v":"78 Overall, the ELIR team considered that the University has effective arrangements for managing and enhancing the postgraduate student experience."}]
[{"$f":"IF('> FILTER <'!B96<>\"\",ROW(OFFSET(A95,-1,0)),\"\")","v":94},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G96)),A95,\"\")","v":94},{"$f":"IFERROR(SMALL(Helper2_1,A95),\"\")","v":94},null,94,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G96)),$A95,\"\")","v":94},{"$f":"IFERROR(SMALL(Helper2_2,A95),\"\")","v":94},{"$f":"COUNTIF(Helper3_1,\"=\"&G95)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G95)=1, G95, \"\")","v":94},{"$f":"IFERROR(SMALL(Index_2,A95),\"\")","v":94},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:J95)),\"\")","v":"ENU_78"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:K95)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:L95)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:M95)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:N95)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:O95)),\"\")","v":"78 Overall, the ELIR team considered that the University has effective arrangements for managing and enhancing the postgraduate student experience."}]
[{"$f":"IF('> FILTER <'!B97<>\"\",ROW(OFFSET(A96,-1,0)),\"\")","v":95},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G97)),A96,\"\")","v":95},{"$f":"IFERROR(SMALL(Helper2_1,A96),\"\")","v":95},null,95,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G97)),$A96,\"\")","v":95},{"$f":"IFERROR(SMALL(Helper2_2,A96),\"\")","v":95},{"$f":"COUNTIF(Helper3_1,\"=\"&G96)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G96)=1, G96, \"\")","v":95},{"$f":"IFERROR(SMALL(Index_2,A96),\"\")","v":95},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:J96)),\"\")","v":"ENU_79"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:K96)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:L96)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:M96)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:N96)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:O96)),\"\")","v":"79 The University's research student population is relatively small with 263 students enrolled in 2019, from a peak of 308 in 2015-16. This peak followed a period of enhanced investment intended to grow the postgraduate research student community, including offering 50 university-funded PhD opportunities. As part of enhancing the University's research culture, and with the recently-appointed Vice-Principal (Research and Innovation), the University is exploring opportunities to grow its PGR numbers."}]
[{"$f":"IF('> FILTER <'!B98<>\"\",ROW(OFFSET(A97,-1,0)),\"\")","v":96},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G98)),A97,\"\")","v":96},{"$f":"IFERROR(SMALL(Helper2_1,A97),\"\")","v":96},null,96,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G98)),$A97,\"\")","v":96},{"$f":"IFERROR(SMALL(Helper2_2,A97),\"\")","v":96},{"$f":"COUNTIF(Helper3_1,\"=\"&G97)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G97)=1, G97, \"\")","v":96},{"$f":"IFERROR(SMALL(Index_2,A97),\"\")","v":96},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:J97)),\"\")","v":"ENU_79"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:K97)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:L97)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:M97)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:N97)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:O97)),\"\")","v":"79 The University's research student population is relatively small with 263 students enrolled in 2019, from a peak of 308 in 2015-16. This peak followed a period of enhanced investment intended to grow the postgraduate research student community, including offering 50 university-funded PhD opportunities. As part of enhancing the University's research culture, and with the recently-appointed Vice-Principal (Research and Innovation), the University is exploring opportunities to grow its PGR numbers."}]
[{"$f":"IF('> FILTER <'!B99<>\"\",ROW(OFFSET(A98,-1,0)),\"\")","v":97},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G99)),A98,\"\")","v":97},{"$f":"IFERROR(SMALL(Helper2_1,A98),\"\")","v":97},null,97,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G99)),$A98,\"\")","v":97},{"$f":"IFERROR(SMALL(Helper2_2,A98),\"\")","v":97},{"$f":"COUNTIF(Helper3_1,\"=\"&G98)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G98)=1, G98, \"\")","v":97},{"$f":"IFERROR(SMALL(Index_2,A98),\"\")","v":97},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:J98)),\"\")","v":"ENU_80"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:K98)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:L98)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:M98)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:N98)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:O98)),\"\")","v":"80 The University has recently been considering the PGR student journey and, as a result, has made the change to offering two, rather than many, entry points per year for PGRs (October and March) to promote the student experience and foster a sense of belonging and community. In addition, conversations are taking place at school level to review supervisory capacity and research space. PGR students who met the ELIR team had experienced a range of induction practice which ranged from minimal support to effective joint support from their supervisor and the Research and Innovation Office (RIO). The RIO provides training and development courses for research students and early career academics on a range of topics including: thesis writing; building positive relationships with research supervisors and the supervisory team; project managing the PhD; the viva experience; and stress management. However, attendance is not compulsory. Students expressed the view that the introduction of the two admission points provided an opportunity for a planned induction and training programme run on an institution-wide basis which would complement specific school induction activity. The team also heard that PGR students felt a general lack of a research culture within the University, although they were positive about the opportunity to participate in the RIO's annual research conferences for research staff and students, and some were aware of an emerging research culture within their schools."}]
[{"$f":"IF('> FILTER <'!B100<>\"\",ROW(OFFSET(A99,-1,0)),\"\")","v":98},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G100)),A99,\"\")","v":98},{"$f":"IFERROR(SMALL(Helper2_1,A99),\"\")","v":98},null,98,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G100)),$A99,\"\")","v":98},{"$f":"IFERROR(SMALL(Helper2_2,A99),\"\")","v":98},{"$f":"COUNTIF(Helper3_1,\"=\"&G99)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G99)=1, G99, \"\")","v":98},{"$f":"IFERROR(SMALL(Index_2,A99),\"\")","v":98},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:J99)),\"\")","v":"ENU_81"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:K99)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:L99)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:M99)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:N99)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:O99)),\"\")","v":"81 Monitoring and institutional oversight of the postgraduate research experience is undertaken through the University's Research and Innovation Committee chaired by the Vice-Principal Research. Oversight has been improved by the establishment of Research Degree Leaders (RDLs) in each school, who are responsible for all research degree matters within their schools, including the production of, and monitoring of progress towards, action plans responding to issues arising from the Postgraduate Research Experience Survey (PRES). They are all members of the University's Research Degrees Committee. During the review visits, postgraduate students reported that the RDLs are their first points of contact for any general concerns and budgetary matters and found the RDLs to be supportive. The RDLs chair the School Research Degrees Committees, and report to the University's Research Degrees Committee (RDC) on school matters. The RDC meets 10 times annually, with five of these meetings devoted to considering PGR progress and chaired by an external member, and the other five focusing on strategic and policy matters. The RDLs have contributed to a greater cohesiveness within schools of support for and monitoring the progress of PGR students, and together provide an effective forum for the identification and sharing of good practice in the support of PGR students."}]
[{"$f":"IF('> FILTER <'!B101<>\"\",ROW(OFFSET(A100,-1,0)),\"\")","v":99},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G101)),A100,\"\")","v":99},{"$f":"IFERROR(SMALL(Helper2_1,A100),\"\")","v":99},null,99,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G101)),$A100,\"\")","v":99},{"$f":"IFERROR(SMALL(Helper2_2,A100),\"\")","v":99},{"$f":"COUNTIF(Helper3_1,\"=\"&G100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G100)=1, G100, \"\")","v":99},{"$f":"IFERROR(SMALL(Index_2,A100),\"\")","v":99},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:J100)),\"\")","v":"ENU_82"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:K100)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:L100)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:M100)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:N100)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:O100)),\"\")","v":"82 Since the 2015 ELIR, the University has significantly strengthened its arrangements for monitoring individual PGR student's progress towards completion of their research degree. PGR students who met the ELIR team discussed their supervision contract/agreement (recently introduced by the University in October 2018), where students and supervisors agree their roles and responsibilities, determine the frequency of supervisory meetings and the level of preparation required for these meetings to work effectively. Students also spoke positively about regular academic progress review meetings held on a biannual basis, involving an independent chair, where students can raise concerns about any issues, including concerns about their contract or supervisory arrangements. The ELIR team viewed these meetings as a particularly positive development."}]
[{"$f":"IF('> FILTER <'!B102<>\"\",ROW(OFFSET(A101,-1,0)),\"\")","v":100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G102)),A101,\"\")","v":100},{"$f":"IFERROR(SMALL(Helper2_1,A101),\"\")","v":100},null,100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G102)),$A101,\"\")","v":100},{"$f":"IFERROR(SMALL(Helper2_2,A101),\"\")","v":100},{"$f":"COUNTIF(Helper3_1,\"=\"&G101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G101)=1, G101, \"\")","v":100},{"$f":"IFERROR(SMALL(Index_2,A101),\"\")","v":100},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:J101)),\"\")","v":"ENU_83"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:K101)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:L101)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:M101)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:N101)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:O101)),\"\")","v":"83 The Research Degrees Framework requires all students who teach to have successfully completed the 'Teaching at University' course run by the Department of Learning and Teaching Enhancement (DLTE). However, completion of the course has only recently been made mandatory and not all students currently active in teaching and assessment had participated. The course prepares students for the teaching experience and those who have successfully completed the University's ENroute programme are supported to apply for Associate Fellowship of the Higher Education Academy. PGR students who met the ELIR team reported mixed enthusiasm from staff in encouraging students to teach, with only 34 of the 263 PGR students currently teaching. Only 44% of students currently teaching have participated in the training programme. Those teaching reported receiving guidance on assessing students and confirmed their proposed assessment outcomes were moderated by staff, and the risk to academic standards is, therefore, low. The University is asked to ensure that all postgraduate research students (current and future) who teach complete the mandatory course prior to commencing or continuing teaching (paragraph 96)."}]
[{"$f":"IF('> FILTER <'!B103<>\"\",ROW(OFFSET(A102,-1,0)),\"\")","v":101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G103)),A102,\"\")","v":101},{"$f":"IFERROR(SMALL(Helper2_1,A102),\"\")","v":101},null,101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G103)),$A102,\"\")","v":101},{"$f":"IFERROR(SMALL(Helper2_2,A102),\"\")","v":101},{"$f":"COUNTIF(Helper3_1,\"=\"&G102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G102)=1, G102, \"\")","v":101},{"$f":"IFERROR(SMALL(Index_2,A102),\"\")","v":101},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:J102)),\"\")","v":"ENU_84"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:K102)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:L102)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:M102)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:N102)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:O102)),\"\")","v":"84 While results from the annual Postgraduate Research Experience (PRES) survey since the 2015 ELIR have shown an increasing proportion of responses scoring in the upper quartile of results, the 2019 survey showed a decline in overall satisfaction at 78% compared to 82% in 2018. The lowest satisfaction score of 45% related to research ambience with the largest decline (22%) in the provision of a good seminar programme. While response rates to PRES are low (31% in 2019), the University is responding to outcomes constructively in line with its strategic objectives. A notable example is the new requirement for each supervisor and PGR student to commit to a supervision agreement in response to low scores relating to contact with the supervisor and an understanding of the responsibilities of a research student. The ELIR team viewed the supervision agreement as a positive response to the survey results."}]
[{"$f":"IF('> FILTER <'!B104<>\"\",ROW(OFFSET(A103,-1,0)),\"\")","v":102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G104)),A103,\"\")","v":102},{"$f":"IFERROR(SMALL(Helper2_1,A103),\"\")","v":102},null,102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G104)),$A103,\"\")","v":102},{"$f":"IFERROR(SMALL(Helper2_2,A103),\"\")","v":102},{"$f":"COUNTIF(Helper3_1,\"=\"&G103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G103)=1, G103, \"\")","v":102},{"$f":"IFERROR(SMALL(Index_2,A103),\"\")","v":102},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:J103)),\"\")","v":"ENU_85"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:K103)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:L103)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:M103)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:N103)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:O103)),\"\")","v":"85 Since the 2015 ELIR, PGT numbers have increased steadily from 3,408 in 2014-15 to 4,326 in 2017-18, totalling 22% of the total student population. In response to the University's strategic aim of supporting 'innovation, enterprise and citizenship', the University seeks to ensure that its programmes for PGT students continue to be professionally and industry-focused, incorporating applied skills from industry and often live projects (paragraphs 70). Placement opportunities are available on some master's programmes, and the University has recently agreed guidance for the approval of Extended Master's programmes (exceeding 180 credits)."}]
[{"$f":"IF('> FILTER <'!B105<>\"\",ROW(OFFSET(A104,-1,0)),\"\")","v":103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G105)),A104,\"\")","v":103},{"$f":"IFERROR(SMALL(Helper2_1,A104),\"\")","v":103},null,103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G105)),$A104,\"\")","v":103},{"$f":"IFERROR(SMALL(Helper2_2,A104),\"\")","v":103},{"$f":"COUNTIF(Helper3_1,\"=\"&G104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G104)=1, G104, \"\")","v":103},{"$f":"IFERROR(SMALL(Index_2,A104),\"\")","v":103},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:J104)),\"\")","v":"ENU_85"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:K104)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:L104)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:M104)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:N104)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:O104)),\"\")","v":"85 Since the 2015 ELIR, PGT numbers have increased steadily from 3,408 in 2014-15 to 4,326 in 2017-18, totalling 22% of the total student population. In response to the University's strategic aim of supporting 'innovation, enterprise and citizenship', the University seeks to ensure that its programmes for PGT students continue to be professionally and industry-focused, incorporating applied skills from industry and often live projects (paragraphs 70). Placement opportunities are available on some master's programmes, and the University has recently agreed guidance for the approval of Extended Master's programmes (exceeding 180 credits)."}]
[{"$f":"IF('> FILTER <'!B106<>\"\",ROW(OFFSET(A105,-1,0)),\"\")","v":104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G106)),A105,\"\")","v":104},{"$f":"IFERROR(SMALL(Helper2_1,A105),\"\")","v":104},null,104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G106)),$A105,\"\")","v":104},{"$f":"IFERROR(SMALL(Helper2_2,A105),\"\")","v":104},{"$f":"COUNTIF(Helper3_1,\"=\"&G105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G105)=1, G105, \"\")","v":104},{"$f":"IFERROR(SMALL(Index_2,A105),\"\")","v":104},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:J105)),\"\")","v":"ENU_86"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:K105)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:L105)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:M105)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:N105)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:O105)),\"\")","v":"86 For PGT student assessments, the University recently changed from a 16-point grading scale to a percentage scale in response to feedback from external examiners and a subsequent survey of staff which revealed that students found the 16-point scale difficult to understand. An implementation group has been established by the Quality and Standards Committee (QSC) to support the planned introduction of the new marking scale in 2020-21 and this was viewed positively by staff who met the ELIR team."}]
[{"$f":"IF('> FILTER <'!B107<>\"\",ROW(OFFSET(A106,-1,0)),\"\")","v":105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G107)),A106,\"\")","v":105},{"$f":"IFERROR(SMALL(Helper2_1,A106),\"\")","v":105},null,105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G107)),$A106,\"\")","v":105},{"$f":"IFERROR(SMALL(Helper2_2,A106),\"\")","v":105},{"$f":"COUNTIF(Helper3_1,\"=\"&G106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G106)=1, G106, \"\")","v":105},{"$f":"IFERROR(SMALL(Index_2,A106),\"\")","v":105},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:J106)),\"\")","v":"ENU_87"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:K106)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:L106)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:M106)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:N106)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:O106)),\"\")","v":"87 The University's 2015-2025 Estates Strategy states a commitment to creating a learning environment that is 'fluid, adaptable and rich in technology', and seeks to improve spaces for learning and teaching and student-staff interactions, enhance postgraduate and research facilities and create environments that stimulate enterprise. Recent examples of the development of specialist teaching and research centres include: the Simulation and Clinical Skills Centre in the School of Health and Social Care; industry-standard facilities and equipment in the School of Applied Sciences and Art and Creative Industries; and the new Software Engineering and Games Lab within the School of Computing - the last being an element of the decision to locate the complete portfolio of that School to the Merchiston Campus. The University is also experimenting with classroom redesign and has converted three standard classrooms at its Craiglockhart Campus into flexible learning spaces. Designed as a pilot, an evaluation of the work was presented to the 2018 Learning and Teaching Conference as a basis for influencing the strategic development of further learning spaces, and this has been followed by discussions between the Estates team and DLTE. Staff who met the ELIR team reported mixed views on the effectiveness of the flexible learning spaces and considered that the project would benefit from greater involvement from teaching staff. The Estates Strategy is currently undergoing a mid-term review with the priority focused on the use of space to shape pedagogies and student learning in a more collaborative and interdisciplinary way, with the Director of Property and Estates working collaboratively with an ENSA Sabbatical Officer on this. Staff and students reported on the variability of campus environments, noting positively the generally high quality of computer laboratories, the wide variety of spaces available and the potential benefits of flexible spaces, but that research space was not always used effectively, and there was a shortage of quiet learning spaces at the Craiglockhart Campus."}]
[{"$f":"IF('> FILTER <'!B108<>\"\",ROW(OFFSET(A107,-1,0)),\"\")","v":106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G108)),A107,\"\")","v":106},{"$f":"IFERROR(SMALL(Helper2_1,A107),\"\")","v":106},null,106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G108)),$A107,\"\")","v":106},{"$f":"IFERROR(SMALL(Helper2_2,A107),\"\")","v":106},{"$f":"COUNTIF(Helper3_1,\"=\"&G107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G107)=1, G107, \"\")","v":106},{"$f":"IFERROR(SMALL(Index_2,A107),\"\")","v":106},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:J107)),\"\")","v":"ENU_88"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:K107)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:L107)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:M107)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:N107)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:O107)),\"\")","v":"88 The University's Information Services department was reaccredited with the Customer Service Excellence standard in 2018, receiving a 'Compliance Plus' award. This award recognised, in particular, the University's efforts to identify hard-to-reach and disadvantaged groups and individuals, the way it had developed its services in response to their specific needs, and the positive changes made to services as a result of analysing customer experience. Information Services has consistently received high NSS ratings, and students were complimentary on the quality and ease of access to learning information, both in hard copy and online. TNE students were satisfied with their access to learning materials and, together with online students, are able to access learning materials wherever they study, using the Virtual Desktop Service and the AppsAnywhere tool that enables them to access the same software applications and materials as those studying on the Edinburgh campuses. Additionally, a dedicated Global Online team provides support for programmes in creating and delivering content exclusively for online learning."}]
[{"$f":"IF('> FILTER <'!B109<>\"\",ROW(OFFSET(A108,-1,0)),\"\")","v":107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G109)),A108,\"\")","v":107},{"$f":"IFERROR(SMALL(Helper2_1,A108),\"\")","v":107},null,107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G109)),$A108,\"\")","v":107},{"$f":"IFERROR(SMALL(Helper2_2,A108),\"\")","v":107},{"$f":"COUNTIF(Helper3_1,\"=\"&G108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G108)=1, G108, \"\")","v":107},{"$f":"IFERROR(SMALL(Index_2,A108),\"\")","v":107},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:J108)),\"\")","v":"ENU_89"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:K108)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:L108)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:M108)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:N108)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:O108)),\"\")","v":"89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."}]
[{"$f":"IF('> FILTER <'!B110<>\"\",ROW(OFFSET(A109,-1,0)),\"\")","v":108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G110)),A109,\"\")","v":108},{"$f":"IFERROR(SMALL(Helper2_1,A109),\"\")","v":108},null,108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G110)),$A109,\"\")","v":108},{"$f":"IFERROR(SMALL(Helper2_2,A109),\"\")","v":108},{"$f":"COUNTIF(Helper3_1,\"=\"&G109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G109)=1, G109, \"\")","v":108},{"$f":"IFERROR(SMALL(Index_2,A109),\"\")","v":108},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:J109)),\"\")","v":"ENU_89"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:K109)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:L109)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:M109)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:N109)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:O109)),\"\")","v":"89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."}]
[{"$f":"IF('> FILTER <'!B111<>\"\",ROW(OFFSET(A110,-1,0)),\"\")","v":109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G111)),A110,\"\")","v":109},{"$f":"IFERROR(SMALL(Helper2_1,A110),\"\")","v":109},null,109,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G111)),$A110,\"\")","v":109},{"$f":"IFERROR(SMALL(Helper2_2,A110),\"\")","v":109},{"$f":"COUNTIF(Helper3_1,\"=\"&G110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G110)=1, G110, \"\")","v":109},{"$f":"IFERROR(SMALL(Index_2,A110),\"\")","v":109},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:J110)),\"\")","v":"ENU_89"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:K110)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:L110)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:M110)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:N110)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:O110)),\"\")","v":"89 Since the 2015 ELIR, the University has developed guidelines on minimum requirements for the information to be included on the VLE. These were introduced in 2016 and were updated in 2018-19 to include the requirement for library reading list upload and guidelines for structuring assessments. Staffing in the learning technology team has been increased to support academics in incorporating technology into their teaching and an online technology hub has been created to facilitate this work, in particular to support the online submission and marking of assessments. The hub includes the minimum VLE content standards for each module which staff welcomed. The University is also currently trialling lecture capture via brand software and has written a draft Classroom Recording policy. This initiative elicited a range of responses from students and staff, many supportive but with some raising concerns about intellectual property issues and, from some students, concerns about recording dialogue within lectures. The University reported the results of a survey indicating broad support from students to continue with the recording projects."}]
[{"$f":"IF('> FILTER <'!B112<>\"\",ROW(OFFSET(A111,-1,0)),\"\")","v":110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G112)),A111,\"\")","v":110},{"$f":"IFERROR(SMALL(Helper2_1,A111),\"\")","v":110},null,110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G112)),$A111,\"\")","v":110},{"$f":"IFERROR(SMALL(Helper2_2,A111),\"\")","v":110},{"$f":"COUNTIF(Helper3_1,\"=\"&G111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G111)=1, G111, \"\")","v":110},{"$f":"IFERROR(SMALL(Index_2,A111),\"\")","v":110},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:J111)),\"\")","v":"ENU_91"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:K111)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:L111)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:M111)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:N111)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:O111)),\"\")","v":"91 Overall the University has an effective approach to enhancing the student learning experience. In particular, the sustained, strategic, systematic and evidence-based approach to widening participation and direct entry is having a continued positive impact on the number of widening participation students admitted to and progressing through the University. Effective interventions are evident at all stages of the learner journey from pre-admission through contextualised admissions arrangements to induction, transition and on-campus support. These include the student-led and university-supported peer network of students from a widening participation background (ESTABLISH), the Countdown to Zero induction programme, and introduction of dedicated widening participation student ambassadors. There is strong evidence to commend the clear partnership working between academic and professional services staff at the University, with academic and professional support services staff working effectively at school and institutional levels to deliver the University's strategic priorities. Examples of effective partnership working are evident in the delivery of a high-quality online learning environment and collaborative working between the academic staff and professional services colleagues working on widening participation, placements, quality and planning."}]
[{"$f":"IF('> FILTER <'!B113<>\"\",ROW(OFFSET(A112,-1,0)),\"\")","v":111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G113)),A112,\"\")","v":111},{"$f":"IFERROR(SMALL(Helper2_1,A112),\"\")","v":111},null,111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G113)),$A112,\"\")","v":111},{"$f":"IFERROR(SMALL(Helper2_2,A112),\"\")","v":111},{"$f":"COUNTIF(Helper3_1,\"=\"&G112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G112)=1, G112, \"\")","v":111},{"$f":"IFERROR(SMALL(Index_2,A112),\"\")","v":111},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:J112)),\"\")","v":"ENU_92"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:K112)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:L112)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:M112)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:N112)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:O112)),\"\")","v":"92 Since the 2015 ELIR, progress with maintaining and enhancing the University's arrangements for student representation has been limited by the relationship between the University and ENSA (paragraph 31) and further enhancement could be achieved by establishing a more effective partnership. There would be considerable value in ensuring that there are clear representative structures in place at all levels and, in particular at school level, for all modes of delivery including online learning. The University is asked to make certain that there are effective arrangements in place for the recruitment, training and support for all students undertaking a representative role, including and beyond programme level, for a variety of activities, including school and institutional-level committees, approval boards and institution-led reviews."}]
[{"$f":"IF('> FILTER <'!B114<>\"\",ROW(OFFSET(A113,-1,0)),\"\")","v":112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G114)),A113,\"\")","v":112},{"$f":"IFERROR(SMALL(Helper2_1,A113),\"\")","v":112},null,112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G114)),$A113,\"\")","v":112},{"$f":"IFERROR(SMALL(Helper2_2,A113),\"\")","v":112},{"$f":"COUNTIF(Helper3_1,\"=\"&G113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G113)=1, G113, \"\")","v":112},{"$f":"IFERROR(SMALL(Index_2,A113),\"\")","v":112},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:J113)),\"\")","v":"ENU_93"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:K113)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:L113)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:M113)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:N113)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:O113)),\"\")","v":"93 The University has worked to develop mechanisms to enhance student engagement and respond to the student voice and is encouraged to continue making progress in this area. The University is asked to routinely monitor the effectiveness of the arrangements in place to respond to the student voice, including specifically, the consistent operation of student-staff liaison committees and effectiveness of the merger of the Learning, Teaching and Assessment Committee with the Student Experience Committee. It is also asked to ensure that students are supported to raise matters at relevant levels of the governance structure and that appropriate action is taken as a result with outcomes disseminated to the student body."}]
[{"$f":"IF('> FILTER <'!B115<>\"\",ROW(OFFSET(A114,-1,0)),\"\")","v":113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G115)),A114,\"\")","v":113},{"$f":"IFERROR(SMALL(Helper2_1,A114),\"\")","v":113},null,113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G115)),$A114,\"\")","v":113},{"$f":"IFERROR(SMALL(Helper2_2,A114),\"\")","v":113},{"$f":"COUNTIF(Helper3_1,\"=\"&G114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G114)=1, G114, \"\")","v":113},{"$f":"IFERROR(SMALL(Index_2,A114),\"\")","v":113},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:J114)),\"\")","v":"ENU_94"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:K114)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:L114)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:M114)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:N114)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:O114)),\"\")","v":"94 In the context of the University's growth agenda, it is asked to ensure there is a systematic and embedded approach to supporting all groups of students and that it continues to develop support mechanisms for online learners, graduate apprentices, transnational education students and other groups studying off campus to ensure accessibility of services, sustainability and a positive student and staff experience. In particular, the University is asked to carefully monitor the personal development tutor staff/student ratios as student numbers grow."}]
[{"$f":"IF('> FILTER <'!B116<>\"\",ROW(OFFSET(A115,-1,0)),\"\")","v":114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G116)),A115,\"\")","v":114},{"$f":"IFERROR(SMALL(Helper2_1,A115),\"\")","v":114},null,114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G116)),$A115,\"\")","v":114},{"$f":"IFERROR(SMALL(Helper2_2,A115),\"\")","v":114},{"$f":"COUNTIF(Helper3_1,\"=\"&G115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G115)=1, G115, \"\")","v":114},{"$f":"IFERROR(SMALL(Index_2,A115),\"\")","v":114},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:J115)),\"\")","v":"ENU_95"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:K115)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:L115)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:M115)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:N115)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:O115)),\"\")","v":"95 The University's commitment to the provision of professional and work-related programmes is demonstrated through a wide range of employment-related curricula, work-related experiences, employment-seeking opportunities, and interactions with external communities. The University is commended for its commitment to meeting its strategic objective of ensuring that all students are prepared to succeed and thrive in the professional world through offering a range of programme-led, work-related activities, placement learning opportunities and entrepreneurial skills development through its Bright Red Triangle service - a one-stop shop for extracurricular innovation and enterprise activities."}]
[{"$f":"IF('> FILTER <'!B117<>\"\",ROW(OFFSET(A116,-1,0)),\"\")","v":115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G117)),A116,\"\")","v":115},{"$f":"IFERROR(SMALL(Helper2_1,A116),\"\")","v":115},null,115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G117)),$A116,\"\")","v":115},{"$f":"IFERROR(SMALL(Helper2_2,A116),\"\")","v":115},{"$f":"COUNTIF(Helper3_1,\"=\"&G116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G116)=1, G116, \"\")","v":115},{"$f":"IFERROR(SMALL(Index_2,A116),\"\")","v":115},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:J116)),\"\")","v":"ENU_95"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:K116)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:L116)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:M116)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:N116)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:O116)),\"\")","v":"95 The University's commitment to the provision of professional and work-related programmes is demonstrated through a wide range of employment-related curricula, work-related experiences, employment-seeking opportunities, and interactions with external communities. The University is commended for its commitment to meeting its strategic objective of ensuring that all students are prepared to succeed and thrive in the professional world through offering a range of programme-led, work-related activities, placement learning opportunities and entrepreneurial skills development through its Bright Red Triangle service - a one-stop shop for extracurricular innovation and enterprise activities."}]
[{"$f":"IF('> FILTER <'!B118<>\"\",ROW(OFFSET(A117,-1,0)),\"\")","v":116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G118)),A117,\"\")","v":116},{"$f":"IFERROR(SMALL(Helper2_1,A117),\"\")","v":116},null,116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G118)),$A117,\"\")","v":116},{"$f":"IFERROR(SMALL(Helper2_2,A117),\"\")","v":116},{"$f":"COUNTIF(Helper3_1,\"=\"&G117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G117)=1, G117, \"\")","v":116},{"$f":"IFERROR(SMALL(Index_2,A117),\"\")","v":116},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:J117)),\"\")","v":"ENU_96"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:K117)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:L117)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:M117)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:N117)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:O117)),\"\")","v":"96 In relation to the postgraduate student experience, the University's arrangements for managing and enhancing the experience are effective and there is evidence of the institution having a proactive approach to addressing issues, enhancing practice and establishing a stronger research culture and community in line with its strategic objectives. In addition, the University has developed a robust approach to overseeing individual postgraduate research student academic progress with the introduction of regular review meetings every six months including an independent panel chair. To continue progress in this area, the University is asked to introduce a structured and longitudinal institution-wide induction, to include appropriate training and development. The University is also asked to ensure that all postgraduate research students (current and future) who teach, complete the mandatory course prior to commencing teaching."}]
[{"$f":"IF('> FILTER <'!B119<>\"\",ROW(OFFSET(A118,-1,0)),\"\")","v":117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G119)),A118,\"\")","v":117},{"$f":"IFERROR(SMALL(Helper2_1,A118),\"\")","v":117},null,117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G119)),$A118,\"\")","v":117},{"$f":"IFERROR(SMALL(Helper2_2,A118),\"\")","v":117},{"$f":"COUNTIF(Helper3_1,\"=\"&G118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G118)=1, G118, \"\")","v":117},{"$f":"IFERROR(SMALL(Index_2,A118),\"\")","v":117},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:J118)),\"\")","v":"ENU_96"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:K118)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:L118)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:M118)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:N118)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:O118)),\"\")","v":"96 In relation to the postgraduate student experience, the University's arrangements for managing and enhancing the experience are effective and there is evidence of the institution having a proactive approach to addressing issues, enhancing practice and establishing a stronger research culture and community in line with its strategic objectives. In addition, the University has developed a robust approach to overseeing individual postgraduate research student academic progress with the introduction of regular review meetings every six months including an independent panel chair. To continue progress in this area, the University is asked to introduce a structured and longitudinal institution-wide induction, to include appropriate training and development. The University is also asked to ensure that all postgraduate research students (current and future) who teach, complete the mandatory course prior to commencing teaching."}]
[{"$f":"IF('> FILTER <'!B120<>\"\",ROW(OFFSET(A119,-1,0)),\"\")","v":118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G120)),A119,\"\")","v":118},{"$f":"IFERROR(SMALL(Helper2_1,A119),\"\")","v":118},null,118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G120)),$A119,\"\")","v":118},{"$f":"IFERROR(SMALL(Helper2_2,A119),\"\")","v":118},{"$f":"COUNTIF(Helper3_1,\"=\"&G119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G119)=1, G119, \"\")","v":118},{"$f":"IFERROR(SMALL(Index_2,A119),\"\")","v":118},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:J119)),\"\")","v":"ENU_97"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:K119)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:L119)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:M119)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:N119)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:O119)),\"\")","v":"97 The University has an effective approach to enhancing learning and teaching and the wider student experience."}]
[{"$f":"IF('> FILTER <'!B121<>\"\",ROW(OFFSET(A120,-1,0)),\"\")","v":119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G121)),A120,\"\")","v":119},{"$f":"IFERROR(SMALL(Helper2_1,A120),\"\")","v":119},null,119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G121)),$A120,\"\")","v":119},{"$f":"IFERROR(SMALL(Helper2_2,A120),\"\")","v":119},{"$f":"COUNTIF(Helper3_1,\"=\"&G120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G120)=1, G120, \"\")","v":119},{"$f":"IFERROR(SMALL(Index_2,A120),\"\")","v":119},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:J120)),\"\")","v":"ENU_98"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:K120)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:L120)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:M120)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:N120)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:O120)),\"\")","v":"98 The University is currently consulting on a new Strategy which was still in draft form at the time of the current ELIR (paragraph 5). Progress against strategic objectives is monitored through school and department plans, budget setting activity, regular review by the University Leadership Team (ULT) and Academic Board and School. The University senior team have engaged widely to update staff on progress and to reflect on the aims outlined in Strategy 2020 to inform the University's future direction."}]
[{"$f":"IF('> FILTER <'!B122<>\"\",ROW(OFFSET(A121,-1,0)),\"\")","v":120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G122)),A121,\"\")","v":120},{"$f":"IFERROR(SMALL(Helper2_1,A121),\"\")","v":120},null,120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G122)),$A121,\"\")","v":120},{"$f":"IFERROR(SMALL(Helper2_2,A121),\"\")","v":120},{"$f":"COUNTIF(Helper3_1,\"=\"&G121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G121)=1, G121, \"\")","v":120},{"$f":"IFERROR(SMALL(Index_2,A121),\"\")","v":120},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:J121)),\"\")","v":"ENU_99"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:K121)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:L121)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:M121)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:N121)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:O121)),\"\")","v":"99 The University's approach to realising its vision in relation to the enhancement of learning and teaching is articulated clearly through its Academic and Student Experience Strategies (paragraphs 4, 42 and 99) which are well established. The restructuring of the faculties into schools (paragraph 3) has enhanced the delivery of strategy and practice by increasing accountability at school-level and providing greater integration and partnership working between professional services teams and schools, resulting in a more distributed leadership model which has been welcomed by staff. Strategy implementation is articulated and delivered through school annual plans. A considerable programme of work has been undertaken since the 2015 ELIR to deliver the Academic Strategy overseen by the Academic Board and its sub-committees."}]
[{"$f":"IF('> FILTER <'!B123<>\"\",ROW(OFFSET(A122,-1,0)),\"\")","v":121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G123)),A122,\"\")","v":121},{"$f":"IFERROR(SMALL(Helper2_1,A122),\"\")","v":121},null,121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G123)),$A122,\"\")","v":121},{"$f":"IFERROR(SMALL(Helper2_2,A122),\"\")","v":121},{"$f":"COUNTIF(Helper3_1,\"=\"&G122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G122)=1, G122, \"\")","v":121},{"$f":"IFERROR(SMALL(Index_2,A122),\"\")","v":121},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:J122)),\"\")","v":"ENU_100"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:K122)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:L122)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:M122)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:N122)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:O122)),\"\")","v":"100 The University's Department of Learning and Teaching Enhancement (DLTE) leads strategic initiatives in partnership with schools and professional services, to enhance the quality of learning and teaching. The University has also deliberately located the Quality and Standards team within DLTE to strengthen the relationship between baseline quality assurance processes and enhancement activities. The ELIR team heard how close working between the University Leadership Team (ULT), the Vice-Principal Learning and Teaching, school heads of learning and teaching, and the Director of DLTE was helping to coordinate institution-wide enhancement activity and improve research teaching linkages."}]
[{"$f":"IF('> FILTER <'!B124<>\"\",ROW(OFFSET(A123,-1,0)),\"\")","v":122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G124)),A123,\"\")","v":122},{"$f":"IFERROR(SMALL(Helper2_1,A123),\"\")","v":122},null,122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G124)),$A123,\"\")","v":122},{"$f":"IFERROR(SMALL(Helper2_2,A123),\"\")","v":122},{"$f":"COUNTIF(Helper3_1,\"=\"&G123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G123)=1, G123, \"\")","v":122},{"$f":"IFERROR(SMALL(Index_2,A123),\"\")","v":122},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:J123)),\"\")","v":"ENU_101"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:K123)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:L123)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:M123)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:N123)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:O123)),\"\")","v":"101 School learning and teaching committees are the main forum discussion about enhancement. The combined University Learning, Teaching, Assessment and Student Experience Committee (LTASEC) (paragraph 43) has responsibility for activities undertaken to enhance learning, teaching and assessment including annual monitoring. LTASEC reports directly to the Academic Board. In addition to committee consideration, annual monitoring reports are reviewed by the Quality and Standards team and collated reports of issues and good practice are disseminated to schools and via the DLTE newsletter and annual learning and teaching conference."}]
[{"$f":"IF('> FILTER <'!B125<>\"\",ROW(OFFSET(A124,-1,0)),\"\")","v":123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G125)),A124,\"\")","v":123},{"$f":"IFERROR(SMALL(Helper2_1,A124),\"\")","v":123},null,123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G125)),$A124,\"\")","v":123},{"$f":"IFERROR(SMALL(Helper2_2,A124),\"\")","v":123},{"$f":"COUNTIF(Helper3_1,\"=\"&G124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G124)=1, G124, \"\")","v":123},{"$f":"IFERROR(SMALL(Index_2,A124),\"\")","v":123},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:J124)),\"\")","v":"ENU_101"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:K124)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:L124)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:M124)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:N124)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:O124)),\"\")","v":"101 School learning and teaching committees are the main forum discussion about enhancement. The combined University Learning, Teaching, Assessment and Student Experience Committee (LTASEC) (paragraph 43) has responsibility for activities undertaken to enhance learning, teaching and assessment including annual monitoring. LTASEC reports directly to the Academic Board. In addition to committee consideration, annual monitoring reports are reviewed by the Quality and Standards team and collated reports of issues and good practice are disseminated to schools and via the DLTE newsletter and annual learning and teaching conference."}]
[{"$f":"IF('> FILTER <'!B126<>\"\",ROW(OFFSET(A125,-1,0)),\"\")","v":124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G126)),A125,\"\")","v":124},{"$f":"IFERROR(SMALL(Helper2_1,A125),\"\")","v":124},null,124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G126)),$A125,\"\")","v":124},{"$f":"IFERROR(SMALL(Helper2_2,A125),\"\")","v":124},{"$f":"COUNTIF(Helper3_1,\"=\"&G125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G125)=1, G125, \"\")","v":124},{"$f":"IFERROR(SMALL(Index_2,A125),\"\")","v":124},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:J125)),\"\")","v":"ENU_102"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:K125)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:L125)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:M125)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:N125)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:O125)),\"\")","v":"102 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development. The University's institutional strategy has enhancement as a central focus and Theme work has, in many cases, aligned with institutional work already underway or planned. University engagement with the Themes extends from senior university staff leading strands of work (at the time of the ELIR, the Vice-Principal Learning and Teaching was the chair of the current 'Evidence for Enhancement' Theme) to school staff engaging with the University's institutional plan and Theme collaborative clusters."}]
[{"$f":"IF('> FILTER <'!B127<>\"\",ROW(OFFSET(A126,-1,0)),\"\")","v":125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G127)),A126,\"\")","v":125},{"$f":"IFERROR(SMALL(Helper2_1,A126),\"\")","v":125},null,125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G127)),$A126,\"\")","v":125},{"$f":"IFERROR(SMALL(Helper2_2,A126),\"\")","v":125},{"$f":"COUNTIF(Helper3_1,\"=\"&G126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G126)=1, G126, \"\")","v":125},{"$f":"IFERROR(SMALL(Index_2,A126),\"\")","v":125},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:J126)),\"\")","v":"ENU_102"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:K126)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:L126)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:M126)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:N126)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:O126)),\"\")","v":"102 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development. The University's institutional strategy has enhancement as a central focus and Theme work has, in many cases, aligned with institutional work already underway or planned. University engagement with the Themes extends from senior university staff leading strands of work (at the time of the ELIR, the Vice-Principal Learning and Teaching was the chair of the current 'Evidence for Enhancement' Theme) to school staff engaging with the University's institutional plan and Theme collaborative clusters."}]
[{"$f":"IF('> FILTER <'!B128<>\"\",ROW(OFFSET(A127,-1,0)),\"\")","v":126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G128)),A127,\"\")","v":126},{"$f":"IFERROR(SMALL(Helper2_1,A127),\"\")","v":126},null,126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G128)),$A127,\"\")","v":126},{"$f":"IFERROR(SMALL(Helper2_2,A127),\"\")","v":126},{"$f":"COUNTIF(Helper3_1,\"=\"&G127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G127)=1, G127, \"\")","v":126},{"$f":"IFERROR(SMALL(Index_2,A127),\"\")","v":126},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:J127)),\"\")","v":"ENU_103"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:K127)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:L127)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:M127)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:N127)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:O127)),\"\")","v":"103 The University's approach to aligning Themes activity with institutional strategy has evolved since the launch of the previous Enhancement Theme - Student Transitions - in 2014. Earlier Theme working groups (for example, for the Developing and Supporting the Curriculum Theme) had comprised mainly senior colleagues with very little engagement from practitioners. The refreshed model, which was established during the Student Transitions Theme, involved recruiting staff from across the University to the Theme institutional team, some of whom used the experience to inform their submissions for Fellowship of the Higher Education Academy. Staff engage with the Enhancement Themes through a range of mechanisms, including using Theme funding to encourage staff and students to develop mini projects aligned to Themes. Key areas of the Transitions Theme - in particular, student belonging and community - have been priorities for the University, helping to ensure that the needs of the diverse student population are considered."}]
[{"$f":"IF('> FILTER <'!B129<>\"\",ROW(OFFSET(A128,-1,0)),\"\")","v":127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G129)),A128,\"\")","v":127},{"$f":"IFERROR(SMALL(Helper2_1,A128),\"\")","v":127},null,127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G129)),$A128,\"\")","v":127},{"$f":"IFERROR(SMALL(Helper2_2,A128),\"\")","v":127},{"$f":"COUNTIF(Helper3_1,\"=\"&G128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G128)=1, G128, \"\")","v":127},{"$f":"IFERROR(SMALL(Index_2,A128),\"\")","v":127},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:J128)),\"\")","v":"ENU_103"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:K128)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:L128)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:M128)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:N128)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:O128)),\"\")","v":"103 The University's approach to aligning Themes activity with institutional strategy has evolved since the launch of the previous Enhancement Theme - Student Transitions - in 2014. Earlier Theme working groups (for example, for the Developing and Supporting the Curriculum Theme) had comprised mainly senior colleagues with very little engagement from practitioners. The refreshed model, which was established during the Student Transitions Theme, involved recruiting staff from across the University to the Theme institutional team, some of whom used the experience to inform their submissions for Fellowship of the Higher Education Academy. Staff engage with the Enhancement Themes through a range of mechanisms, including using Theme funding to encourage staff and students to develop mini projects aligned to Themes. Key areas of the Transitions Theme - in particular, student belonging and community - have been priorities for the University, helping to ensure that the needs of the diverse student population are considered."}]
[{"$f":"IF('> FILTER <'!B130<>\"\",ROW(OFFSET(A129,-1,0)),\"\")","v":128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G130)),A129,\"\")","v":128},{"$f":"IFERROR(SMALL(Helper2_1,A129),\"\")","v":128},null,128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G130)),$A129,\"\")","v":128},{"$f":"IFERROR(SMALL(Helper2_2,A129),\"\")","v":128},{"$f":"COUNTIF(Helper3_1,\"=\"&G129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G129)=1, G129, \"\")","v":128},{"$f":"IFERROR(SMALL(Index_2,A129),\"\")","v":128},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:J129)),\"\")","v":"ENU_104"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:K129)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:L129)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:M129)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:N129)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:O129)),\"\")","v":"104 Overall the ELIR team considered that the University has a proactive approach to engaging staff and students at all levels with sector work on the Enhancement Themes. The team heard examples of the University learning from this Theme and using it to inform strategy and practice, in particular in the areas of community and belonging, and programme leader development - where the University has led on collaborative cluster work and produced a Programme Leader Operational Checklist for staff new to the role which outlines the tasks and responsibilities involved in the role. The checklist is currently being used both in the University and the wider sector."}]
[{"$f":"IF('> FILTER <'!B131<>\"\",ROW(OFFSET(A130,-1,0)),\"\")","v":129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G131)),A130,\"\")","v":129},{"$f":"IFERROR(SMALL(Helper2_1,A130),\"\")","v":129},null,129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G131)),$A130,\"\")","v":129},{"$f":"IFERROR(SMALL(Helper2_2,A130),\"\")","v":129},{"$f":"COUNTIF(Helper3_1,\"=\"&G130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G130)=1, G130, \"\")","v":129},{"$f":"IFERROR(SMALL(Index_2,A130),\"\")","v":129},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:J130)),\"\")","v":"ENU_104"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:K130)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:L130)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:M130)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:N130)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:O130)),\"\")","v":"104 Overall the ELIR team considered that the University has a proactive approach to engaging staff and students at all levels with sector work on the Enhancement Themes. The team heard examples of the University learning from this Theme and using it to inform strategy and practice, in particular in the areas of community and belonging, and programme leader development - where the University has led on collaborative cluster work and produced a Programme Leader Operational Checklist for staff new to the role which outlines the tasks and responsibilities involved in the role. The checklist is currently being used both in the University and the wider sector."}]
[{"$f":"IF('> FILTER <'!B132<>\"\",ROW(OFFSET(A131,-1,0)),\"\")","v":130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G132)),A131,\"\")","v":130},{"$f":"IFERROR(SMALL(Helper2_1,A131),\"\")","v":130},null,130,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G132)),$A131,\"\")","v":130},{"$f":"IFERROR(SMALL(Helper2_2,A131),\"\")","v":130},{"$f":"COUNTIF(Helper3_1,\"=\"&G131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G131)=1, G131, \"\")","v":130},{"$f":"IFERROR(SMALL(Index_2,A131),\"\")","v":130},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:J131)),\"\")","v":"ENU_105"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:K131)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:L131)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:M131)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:N131)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:O131)),\"\")","v":"105 The University continues to develop its approach to delivering and disseminating work related to the Enhancement Themes. The DLTE, under the leadership of the Vice-Principal Learning and Teaching, works in partnership with schools to oversee Enhancement Theme activity with the aim of increasing engagement further. During the ELIR, senior staff told the ELIR team about their commitment to the Theme and the developing strategic approach but acknowledged variations in engagement with the Theme across the University which they will continue to address."}]
[{"$f":"IF('> FILTER <'!B133<>\"\",ROW(OFFSET(A132,-1,0)),\"\")","v":131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G133)),A132,\"\")","v":131},{"$f":"IFERROR(SMALL(Helper2_1,A132),\"\")","v":131},null,131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G133)),$A132,\"\")","v":131},{"$f":"IFERROR(SMALL(Helper2_2,A132),\"\")","v":131},{"$f":"COUNTIF(Helper3_1,\"=\"&G132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G132)=1, G132, \"\")","v":131},{"$f":"IFERROR(SMALL(Index_2,A132),\"\")","v":131},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:J132)),\"\")","v":"ENU_105"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:K132)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:L132)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:M132)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:N132)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:O132)),\"\")","v":"105 The University continues to develop its approach to delivering and disseminating work related to the Enhancement Themes. The DLTE, under the leadership of the Vice-Principal Learning and Teaching, works in partnership with schools to oversee Enhancement Theme activity with the aim of increasing engagement further. During the ELIR, senior staff told the ELIR team about their commitment to the Theme and the developing strategic approach but acknowledged variations in engagement with the Theme across the University which they will continue to address."}]
[{"$f":"IF('> FILTER <'!B134<>\"\",ROW(OFFSET(A133,-1,0)),\"\")","v":132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G134)),A133,\"\")","v":132},{"$f":"IFERROR(SMALL(Helper2_1,A133),\"\")","v":132},null,132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G134)),$A133,\"\")","v":132},{"$f":"IFERROR(SMALL(Helper2_2,A133),\"\")","v":132},{"$f":"COUNTIF(Helper3_1,\"=\"&G133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G133)=1, G133, \"\")","v":132},{"$f":"IFERROR(SMALL(Index_2,A133),\"\")","v":132},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:J133)),\"\")","v":"ENU_106"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:K133)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:L133)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:M133)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:N133)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:O133)),\"\")","v":"106 The University identifies and shares good practice effectively through a variety of methods including: analysing and disseminating the outcomes of programme monitoring and review activities, as specified in the University's Quality Framework; holding learning and teaching conferences; promoting peer review; using feedback from informal student/staff groups to inform practice; nominating staff for student-led teaching awards; disseminating good practice from external bodies; and ensuring that the effectiveness of the leadership of learning and teaching at school level is reviewed regularly. Staff who met the ELIR team were aware of both formal and informal methods of sharing good practice and were positive about the range of opportunities available."}]
[{"$f":"IF('> FILTER <'!B135<>\"\",ROW(OFFSET(A134,-1,0)),\"\")","v":133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G135)),A134,\"\")","v":133},{"$f":"IFERROR(SMALL(Helper2_1,A134),\"\")","v":133},null,133,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G135)),$A134,\"\")","v":133},{"$f":"IFERROR(SMALL(Helper2_2,A134),\"\")","v":133},{"$f":"COUNTIF(Helper3_1,\"=\"&G134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G134)=1, G134, \"\")","v":133},{"$f":"IFERROR(SMALL(Index_2,A134),\"\")","v":133},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:J134)),\"\")","v":"ENU_106"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:K134)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:L134)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:M134)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:N134)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:O134)),\"\")","v":"106 The University identifies and shares good practice effectively through a variety of methods including: analysing and disseminating the outcomes of programme monitoring and review activities, as specified in the University's Quality Framework; holding learning and teaching conferences; promoting peer review; using feedback from informal student/staff groups to inform practice; nominating staff for student-led teaching awards; disseminating good practice from external bodies; and ensuring that the effectiveness of the leadership of learning and teaching at school level is reviewed regularly. Staff who met the ELIR team were aware of both formal and informal methods of sharing good practice and were positive about the range of opportunities available."}]
[{"$f":"IF('> FILTER <'!B136<>\"\",ROW(OFFSET(A135,-1,0)),\"\")","v":134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G136)),A135,\"\")","v":134},{"$f":"IFERROR(SMALL(Helper2_1,A135),\"\")","v":134},null,134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G136)),$A135,\"\")","v":134},{"$f":"IFERROR(SMALL(Helper2_2,A135),\"\")","v":134},{"$f":"COUNTIF(Helper3_1,\"=\"&G135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G135)=1, G135, \"\")","v":134},{"$f":"IFERROR(SMALL(Index_2,A135),\"\")","v":134},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:J135)),\"\")","v":"ENU_107"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:K135)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:L135)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:M135)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:N135)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:O135)),\"\")","v":"107 Following the appointment of the Vice-Principal Learning and Teaching (VPLT), changes have been made to the leadership of learning and teaching at school level. Reporting directly to the Dean, each school has a School Head of Learning and Teaching with responsibility for the oversight of learning and teaching, quality and the student experience. They chair their School Learning, Teaching and Assessment Committees and are members of LTASEC. They meet informally as a group and frequently either individually or together, with the recently appointed Head of DLTE. Together with the Head of DLTE, they meet monthly with the VPLT to engage in 'challenge discussions' about key aspects of the delivery of learning and teaching. In addition, these heads are senior single points of contact in each school with oversight of the preparation of the school-level reports and are in a position to alert teaching colleagues to the good practice identified and highlight good practice within their school reports at the university committees. Teaching staff reported that the new arrangements appeared to be operating smoothly and that the heads of learning and teaching engaged effectively with staff."}]
[{"$f":"IF('> FILTER <'!B137<>\"\",ROW(OFFSET(A136,-1,0)),\"\")","v":135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G137)),A136,\"\")","v":135},{"$f":"IFERROR(SMALL(Helper2_1,A136),\"\")","v":135},null,135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G137)),$A136,\"\")","v":135},{"$f":"IFERROR(SMALL(Helper2_2,A136),\"\")","v":135},{"$f":"COUNTIF(Helper3_1,\"=\"&G136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G136)=1, G136, \"\")","v":135},{"$f":"IFERROR(SMALL(Index_2,A136),\"\")","v":135},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:J136)),\"\")","v":"ENU_108"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:K136)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:L136)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:M136)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:N136)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:O136)),\"\")","v":"108 The annual Learning and Teaching/Teaching Fellows Conference aims to raise awareness of University learning and teaching priorities and showcase effective approaches to addressing these. The University is considering increasing the capacity for future conferences and inviting external delegates to secure a wider audience and network. In 2019, the conference was scheduled in the same week as the University's Research and Innovation conference, aiming to secure better alignment of the University's teaching and research activities. Staff who met the ELIR team endorsed the value of these conferences and indicated that they had applied some of the good practice disseminated to their teaching practice."}]
[{"$f":"IF('> FILTER <'!B138<>\"\",ROW(OFFSET(A137,-1,0)),\"\")","v":136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G138)),A137,\"\")","v":136},{"$f":"IFERROR(SMALL(Helper2_1,A137),\"\")","v":136},null,136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G138)),$A137,\"\")","v":136},{"$f":"IFERROR(SMALL(Helper2_2,A137),\"\")","v":136},{"$f":"COUNTIF(Helper3_1,\"=\"&G137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G137)=1, G137, \"\")","v":136},{"$f":"IFERROR(SMALL(Index_2,A137),\"\")","v":136},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:J137)),\"\")","v":"ENU_109"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:K137)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:L137)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:M137)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:N137)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:O137)),\"\")","v":"109 While local peer review schemes have operated in the University for some years, DLTE has established a new university-wide peer review scheme aimed at promoting collaborative working and reflection on practice. The scheme, which is intended to operate on a cross-school basis, is underpinned by principles emphasising its confidentiality, partnership ethos and intention to be mutually beneficial to all partners involved. The University has decided that participation should, for the time being, be voluntary and 110 staff are already participating. It is envisaged that participation in the scheme would contribute to the discussions on personal and professional development for staff and inform performance and development review conversations."}]
[{"$f":"IF('> FILTER <'!B139<>\"\",ROW(OFFSET(A138,-1,0)),\"\")","v":137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G139)),A138,\"\")","v":137},{"$f":"IFERROR(SMALL(Helper2_1,A138),\"\")","v":137},null,137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G139)),$A138,\"\")","v":137},{"$f":"IFERROR(SMALL(Helper2_2,A138),\"\")","v":137},{"$f":"COUNTIF(Helper3_1,\"=\"&G138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G138)=1, G138, \"\")","v":137},{"$f":"IFERROR(SMALL(Index_2,A138),\"\")","v":137},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:J138)),\"\")","v":"ENU_110"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:K138)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:L138)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:M138)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:N138)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:O138)),\"\")","v":"110 The University also operates a 'Students as Colleagues' programme, whereby a student works closely with an academic from a different discipline to give the member of staff feedback on their practice with the intention of fostering a supportive relationship that enables academics to learn about current students' perspectives of learning and teaching issues. It also provides the student with experience of key employability skills such as performance review, collecting and evaluating evidence, offering constructive feedback and working with others. This initiative, which has been disseminated outside the University and has resulted in three peer-reviewed papers, has also been of assistance in supporting staff submitting applications for Fellowship of the Higher Education Academy. Teaching and professional service staff who met the ELIR team welcomed this initiative, and those currently engaged in it spoke positively of their experiences. 'Students as Colleagues' was considered by the ELIR team to make a positive contribution to staff development (paragraph 124)."}]
[{"$f":"IF('> FILTER <'!B140<>\"\",ROW(OFFSET(A139,-1,0)),\"\")","v":138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G140)),A139,\"\")","v":138},{"$f":"IFERROR(SMALL(Helper2_1,A139),\"\")","v":138},null,138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G140)),$A139,\"\")","v":138},{"$f":"IFERROR(SMALL(Helper2_2,A139),\"\")","v":138},{"$f":"COUNTIF(Helper3_1,\"=\"&G139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G139)=1, G139, \"\")","v":138},{"$f":"IFERROR(SMALL(Index_2,A139),\"\")","v":138},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:J139)),\"\")","v":"ENU_110"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:K139)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:L139)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:M139)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:N139)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:O139)),\"\")","v":"110 The University also operates a 'Students as Colleagues' programme, whereby a student works closely with an academic from a different discipline to give the member of staff feedback on their practice with the intention of fostering a supportive relationship that enables academics to learn about current students' perspectives of learning and teaching issues. It also provides the student with experience of key employability skills such as performance review, collecting and evaluating evidence, offering constructive feedback and working with others. This initiative, which has been disseminated outside the University and has resulted in three peer-reviewed papers, has also been of assistance in supporting staff submitting applications for Fellowship of the Higher Education Academy. Teaching and professional service staff who met the ELIR team welcomed this initiative, and those currently engaged in it spoke positively of their experiences. 'Students as Colleagues' was considered by the ELIR team to make a positive contribution to staff development (paragraph 124)."}]
[{"$f":"IF('> FILTER <'!B141<>\"\",ROW(OFFSET(A140,-1,0)),\"\")","v":139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G141)),A140,\"\")","v":139},{"$f":"IFERROR(SMALL(Helper2_1,A140),\"\")","v":139},null,139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G141)),$A140,\"\")","v":139},{"$f":"IFERROR(SMALL(Helper2_2,A140),\"\")","v":139},{"$f":"COUNTIF(Helper3_1,\"=\"&G140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G140)=1, G140, \"\")","v":139},{"$f":"IFERROR(SMALL(Index_2,A140),\"\")","v":139},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:J140)),\"\")","v":"ENU_111"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:K140)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:L140)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:M140)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:N140)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:O140)),\"\")","v":"111 While there are often informal forums within schools and professional services departments which discuss and share good practice, many of the above initiatives are led and coordinated by DLTE. DLTE has recently launched a learning and teaching monthly newsletter that includes an item on learning and teaching practice of the month as well as what the University describes as 'University regulation of the month'. The positive practice noted in the 2015 ELIR of maintaining an active learning, teaching and assessment resource bank has been abandoned following a review by DLTE which found that it was largely text based, rarely consulted by staff and incompatible with current technological developments. DLTE is currently exploring ideas for the development of a more effective resource bank with School Heads of Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B142<>\"\",ROW(OFFSET(A141,-1,0)),\"\")","v":140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G142)),A141,\"\")","v":140},{"$f":"IFERROR(SMALL(Helper2_1,A141),\"\")","v":140},null,140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G142)),$A141,\"\")","v":140},{"$f":"IFERROR(SMALL(Helper2_2,A141),\"\")","v":140},{"$f":"COUNTIF(Helper3_1,\"=\"&G141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G141)=1, G141, \"\")","v":140},{"$f":"IFERROR(SMALL(Index_2,A141),\"\")","v":140},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:J141)),\"\")","v":"ENU_112"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:K141)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:L141)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:M141)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:N141)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:O141)),\"\")","v":"112 Other initiatives to share and disseminate good practice include the University 'Above and Beyond' awards where all staff can be nominated by colleagues and recognised for their contribution across eight categories (Professionalism, Ambition, Innovation, Inclusivity, Partnership, Student Experience, Leadership and Enterprise). The Student-led Teaching Awards, managed and overseen by ENSA, are another example of an award scheme facilitating the recognition and sharing of good practice. Additionally, examples of good practice have been disseminated to all staff through 'The Bones', the University's staff newsletter."}]
[{"$f":"IF('> FILTER <'!B143<>\"\",ROW(OFFSET(A142,-1,0)),\"\")","v":141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G143)),A142,\"\")","v":141},{"$f":"IFERROR(SMALL(Helper2_1,A142),\"\")","v":141},null,141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G143)),$A142,\"\")","v":141},{"$f":"IFERROR(SMALL(Helper2_2,A142),\"\")","v":141},{"$f":"COUNTIF(Helper3_1,\"=\"&G142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G142)=1, G142, \"\")","v":141},{"$f":"IFERROR(SMALL(Index_2,A142),\"\")","v":141},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:J142)),\"\")","v":"ENU_113"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:K142)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:L142)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:M142)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:N142)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:O142)),\"\")","v":"113 The University's Quality Framework (QF) also requires good practice to be identified from annual monitoring and institution-led review (ILR) processes with outcomes highlighted in school reports and discussed within programme boards of study. However, the University acknowledges that not all the good practice initially identified is captured in the school reports, and that staff engagement with these is often limited. The dissemination of good practice through formal quality processes continues to be a work-in-progress, with the University's current review of the ILR process potentially leading to the introduction of a series of Thematic Reviews which are likely to identify good practice areas more clearly (paragraph 150)."}]
[{"$f":"IF('> FILTER <'!B144<>\"\",ROW(OFFSET(A143,-1,0)),\"\")","v":142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G144)),A143,\"\")","v":142},{"$f":"IFERROR(SMALL(Helper2_1,A143),\"\")","v":142},null,142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G144)),$A143,\"\")","v":142},{"$f":"IFERROR(SMALL(Helper2_2,A143),\"\")","v":142},{"$f":"COUNTIF(Helper3_1,\"=\"&G143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G143)=1, G143, \"\")","v":142},{"$f":"IFERROR(SMALL(Index_2,A143),\"\")","v":142},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:J143)),\"\")","v":"ENU_114"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:K143)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:L143)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:M143)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:N143)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:O143)),\"\")","v":"114 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practices and support for student learning."}]
[{"$f":"IF('> FILTER <'!B145<>\"\",ROW(OFFSET(A144,-1,0)),\"\")","v":143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G145)),A144,\"\")","v":143},{"$f":"IFERROR(SMALL(Helper2_1,A144),\"\")","v":143},null,143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G145)),$A144,\"\")","v":143},{"$f":"IFERROR(SMALL(Helper2_2,A144),\"\")","v":143},{"$f":"COUNTIF(Helper3_1,\"=\"&G144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G144)=1, G144, \"\")","v":143},{"$f":"IFERROR(SMALL(Index_2,A144),\"\")","v":143},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:J144)),\"\")","v":"ENU_115"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:K144)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:L144)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:M144)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:N144)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:O144)),\"\")","v":"115 Strategy 2020 is underpinned by a set of staff development arrangements that the RA stated were designed to help staff feel 'proud, challenged and supported' and the University provides a range of opportunities developed and provided by the DLTE, the Learning and Development section of the Human Resources and Development department, and the recently established School Faculty Learning Communities (FLCs) which include both academic and professional services staff (paragraph 121). On appointment, academic staff are aligned to one of four pathways (learning and teaching, research, professional practice or enterprise) and staff promoted within these pathways are expected to be at the leading edge of their discipline and to contribute and influence their field externally."}]
[{"$f":"IF('> FILTER <'!B146<>\"\",ROW(OFFSET(A145,-1,0)),\"\")","v":144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G146)),A145,\"\")","v":144},{"$f":"IFERROR(SMALL(Helper2_1,A145),\"\")","v":144},null,144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G146)),$A145,\"\")","v":144},{"$f":"IFERROR(SMALL(Helper2_2,A145),\"\")","v":144},{"$f":"COUNTIF(Helper3_1,\"=\"&G145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G145)=1, G145, \"\")","v":144},{"$f":"IFERROR(SMALL(Index_2,A145),\"\")","v":144},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:J145)),\"\")","v":"ENU_116"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:K145)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:L145)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:M145)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:N145)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:O145)),\"\")","v":"116 Until 2016-17, academic induction consisted of an optional two-day learning and teaching event with a second event following six months later. However, the programme became unsustainable due to its optional status and lack of monitoring. New compulsory induction workshops were developed jointly by Human Resources and DLTE and were piloted in July 2019; these were well received, in particular as they provide new staff with the early opportunity to network with colleagues from across the institution. The intention is to offer the new induction programme once each trimester, and additionally if required. The induction sessions are complemented by an online resource pack for new teaching staff - 'In at the Deep End' - building on work commissioned from an external consultant."}]
[{"$f":"IF('> FILTER <'!B147<>\"\",ROW(OFFSET(A146,-1,0)),\"\")","v":145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G147)),A146,\"\")","v":145},{"$f":"IFERROR(SMALL(Helper2_1,A146),\"\")","v":145},null,145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G147)),$A146,\"\")","v":145},{"$f":"IFERROR(SMALL(Helper2_2,A146),\"\")","v":145},{"$f":"COUNTIF(Helper3_1,\"=\"&G146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G146)=1, G146, \"\")","v":145},{"$f":"IFERROR(SMALL(Index_2,A146),\"\")","v":145},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:J146)),\"\")","v":"ENU_117"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:K146)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:L146)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:M146)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:N146)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:O146)),\"\")","v":"117 The University's Professional Development Review (PDR) process, 'myContribution', enables reviewers (usually line managers) and reviewees to agree, track and measure their objectives, personal development and continuous professional development on an annual basis. The system focuses on review, development and career progression in line with staff contracts and job descriptions and includes a mid-year review progress review. While staff who met the ELIR team understood the principles of linking personal progress to the objectives of the University and were largely positive about the need to set and review agreed personal targets, there was some concern that the targets appeared to relate exclusively to personal rather than team objectives, and that expected levels of achievement for individual targets were sometimes unclear. In addition, staff at all levels within the University were in agreement that software underpinning the PDR submissions was not fit-for-purpose, causing delays, incomplete information and frustration. Senior staff are aware of these problems and, at the time of the current ELIR, the Director of Finance and Operations was reviewing the software issues to ensure that the benefits of myContribution could be more effectively realised. Professional services staff who met the team were positive about support for PDR, citing good guidance and university investment in developing the workforce, with myContribution being used to support this. In particular, the team learned it had been particularly beneficial for some technical staff as a route to gaining Fellowship of the Higher Education Academy. Staff commented that, while the software is dated, it is up to line managers to make the PDR process work within their own context."}]
[{"$f":"IF('> FILTER <'!B148<>\"\",ROW(OFFSET(A147,-1,0)),\"\")","v":146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G148)),A147,\"\")","v":146},{"$f":"IFERROR(SMALL(Helper2_1,A147),\"\")","v":146},null,146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G148)),$A147,\"\")","v":146},{"$f":"IFERROR(SMALL(Helper2_2,A147),\"\")","v":146},{"$f":"COUNTIF(Helper3_1,\"=\"&G147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G147)=1, G147, \"\")","v":146},{"$f":"IFERROR(SMALL(Index_2,A147),\"\")","v":146},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:J147)),\"\")","v":"ENU_118"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:K147)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:L147)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:M147)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:N147)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:O147)),\"\")","v":"118 The University's Staff and Educational Development Association (SEDA) accredited Postgraduate Certificate in Learning, Teaching and Assessment Practice in Higher Education, is delivered by DLTE staff with contributions from student-facing professional services. The course recruits twice per year and is compulsory for staff new to university teaching; successful completion of the programme renders staff eligible for Fellowship of the Higher Education Academy. Staff also spoke positively about ENroute, the University's Fellowship Scheme, designed for individuals who seek to have their practice recognised against the UK Professional Standards Framework's four descriptor categories. ENroute gained Advance HE reaccreditation in 2017, having received initial accreditation in 2013. The University acknowledges that its stretching target of having 100% Fellowship among academic staff by September 2020 is no longer realistic nor achievable, but is committed to supporting as many staff as possible towards Fellowship. Senior staff told the ELIR team that this target for professional recognition had significantly raised the profile of learning and teaching within the University among academic and professional services colleagues and had led to a greater sense of community. Since 2015-16, the University has produced an ENroute yearbook which celebrates and disseminates examples of good practice identified within the applications made for fellowship."}]
[{"$f":"IF('> FILTER <'!B149<>\"\",ROW(OFFSET(A148,-1,0)),\"\")","v":147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G149)),A148,\"\")","v":147},{"$f":"IFERROR(SMALL(Helper2_1,A148),\"\")","v":147},null,147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G149)),$A148,\"\")","v":147},{"$f":"IFERROR(SMALL(Helper2_2,A148),\"\")","v":147},{"$f":"COUNTIF(Helper3_1,\"=\"&G148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G148)=1, G148, \"\")","v":147},{"$f":"IFERROR(SMALL(Index_2,A148),\"\")","v":147},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:J148)),\"\")","v":"ENU_119"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:K148)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:L148)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:M148)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:N148)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:O148)),\"\")","v":"119 The ELIR team also learned about a variety of activity to support specific subsets of staff. The Programme Leader Operational Checklist, and accompanying VLE site, was developed by DLTE in consultation with Programme Leaders and LTASEC in mid-2018 as part of an Enhancement Theme collaborative cluster. The checklist will be reviewed annually and has been well received by both new and existing programme leaders. Research supervision training, mandatory for staff new to research degree supervision, is offered twice a year by the Research and Innovation Office (RIO) as a three-day course. Experienced supervisors are encouraged to attend on the third day to support the exchange of good practice and share their supervisory experiences. Staff also reported helpful informal research supervision networks within some of the schools. The University recognises the need to develop leaders who can successfully deliver strategic objectives by motivating and supporting others to realise their full potential. In response, it has developed the Inspiring Leadership Programme, designed specifically for senior leaders (academic or professional services at grades 7 to 10), who either lead or influence university strategy or who are responsible for leading others, leading projects or leading research or programmes. The programme consists of three workshops, each of which is two full days in length. The content is closely aligned to the University's values and leadership behaviours and is designed to support attendees' knowledge and understanding of how to role model these across the University. The range of development opportunities available to academic and support staff was considered positively by the ELIR team (paragraph 124)."}]
[{"$f":"IF('> FILTER <'!B150<>\"\",ROW(OFFSET(A149,-1,0)),\"\")","v":148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G150)),A149,\"\")","v":148},{"$f":"IFERROR(SMALL(Helper2_1,A149),\"\")","v":148},null,148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G150)),$A149,\"\")","v":148},{"$f":"IFERROR(SMALL(Helper2_2,A149),\"\")","v":148},{"$f":"COUNTIF(Helper3_1,\"=\"&G149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G149)=1, G149, \"\")","v":148},{"$f":"IFERROR(SMALL(Index_2,A149),\"\")","v":148},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:J149)),\"\")","v":"ENU_120"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:K149)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:L149)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:M149)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:N149)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:O149)),\"\")","v":"120 An institution-wide project was undertaken by the University in 2015 and 2017 to deliver a Programme-Focused Approach to Assessment and Feedback (PFAAF) (paragraph 65). This led to the production of the University's Assessment and Feedback Design Guidelines, supplemented initially by a series of related school assessment workshops led by an external expert. These workshops and collaborative cross-institutional activity led to the production of paper and online practical Quick Guides to support staff in their assessment practices. The Guidelines include detailed annexes on marking schemes, grade criteria and moderation."}]
[{"$f":"IF('> FILTER <'!B151<>\"\",ROW(OFFSET(A150,-1,0)),\"\")","v":149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G151)),A150,\"\")","v":149},{"$f":"IFERROR(SMALL(Helper2_1,A150),\"\")","v":149},null,{"$f":"ROW(OFFSET(E150,-1,0))","v":149},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G151)),$A150,\"\")","v":149},{"$f":"IFERROR(SMALL(Helper2_2,A150),\"\")","v":149},{"$f":"COUNTIF(Helper3_1,\"=\"&G150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G150)=1, G150, \"\")","v":149},{"$f":"IFERROR(SMALL(Index_2,A150),\"\")","v":149},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:J150)),\"\")","v":"ENU_121"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:K150)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:L150)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:M150)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:N150)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:O150)),\"\")","v":"121 The University has recently introduced pilot Faculty Learning Communities (FLCs) to bring together and support academic staff and professional support staff, the first of which was established in the School of Applied Sciences and facilitated by DLTE and RIO. While the theme of this FLC was 'Supporting One Another in the University', a second recently established FLC is focused on consolidating pedagogic research knowledge. The pilot FLCs were welcomed by both academic and professional services staff who met the ELIR team. More generally, the University has established links with FLCs at other universities in Scotland with the intention of a creating a Scotland-wide collaboration."}]
[{"$f":"IF('> FILTER <'!B152<>\"\",ROW(OFFSET(A151,-1,0)),\"\")","v":150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G152)),A151,\"\")","v":150},{"$f":"IFERROR(SMALL(Helper2_1,A151),\"\")","v":150},null,150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G152)),$A151,\"\")","v":150},{"$f":"IFERROR(SMALL(Helper2_2,A151),\"\")","v":150},{"$f":"COUNTIF(Helper3_1,\"=\"&G151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G151)=1, G151, \"\")","v":150},{"$f":"IFERROR(SMALL(Index_2,A151),\"\")","v":150},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:J151)),\"\")","v":"ENU_122"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:K151)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:L151)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:M151)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:N151)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:O151)),\"\")","v":"122 The University has an effective approach to enhancing learning and teaching and the wider student experience through its range of strategies and committee structures, the operation of which are regularly reviewed to ensure their continuing effectiveness, demonstrated in the recent merger of the Learning, Teaching and Assessment and Student Experience Committees. Responsibility for progressing enhancement activity has been devolved to academic schools, supported by new structures for the management of learning and teaching at institutional and school level and these changes were viewed positively by staff and students."}]
[{"$f":"IF('> FILTER <'!B153<>\"\",ROW(OFFSET(A152,-1,0)),\"\")","v":151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G153)),A152,\"\")","v":151},{"$f":"IFERROR(SMALL(Helper2_1,A152),\"\")","v":151},null,151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G153)),$A152,\"\")","v":151},{"$f":"IFERROR(SMALL(Helper2_2,A152),\"\")","v":151},{"$f":"COUNTIF(Helper3_1,\"=\"&G152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G152)=1, G152, \"\")","v":151},{"$f":"IFERROR(SMALL(Index_2,A152),\"\")","v":151},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:J152)),\"\")","v":"ENU_123"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:K152)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:L152)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:M152)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:N152)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:O152)),\"\")","v":"123 Since the 2015 ELIR, the University has strengthened its structures for the support of learning and teaching and research-teaching linkages through the appointment of new Vice-Principals for Learning and Teaching, and Research and Innovation and the introduction of new school leadership roles. This includes the establishment of the school heads of learning and teaching, who are members of school leadership teams and participate in weekly discussions with the University Vice-Principal for Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B154<>\"\",ROW(OFFSET(A153,-1,0)),\"\")","v":152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G154)),A153,\"\")","v":152},{"$f":"IFERROR(SMALL(Helper2_1,A153),\"\")","v":152},null,152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G154)),$A153,\"\")","v":152},{"$f":"IFERROR(SMALL(Helper2_2,A153),\"\")","v":152},{"$f":"COUNTIF(Helper3_1,\"=\"&G153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G153)=1, G153, \"\")","v":152},{"$f":"IFERROR(SMALL(Index_2,A153),\"\")","v":152},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:J153)),\"\")","v":"ENU_123"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:K153)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:L153)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:M153)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:N153)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:O153)),\"\")","v":"123 Since the 2015 ELIR, the University has strengthened its structures for the support of learning and teaching and research-teaching linkages through the appointment of new Vice-Principals for Learning and Teaching, and Research and Innovation and the introduction of new school leadership roles. This includes the establishment of the school heads of learning and teaching, who are members of school leadership teams and participate in weekly discussions with the University Vice-Principal for Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B155<>\"\",ROW(OFFSET(A154,-1,0)),\"\")","v":153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G155)),A154,\"\")","v":153},{"$f":"IFERROR(SMALL(Helper2_1,A154),\"\")","v":153},null,153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G155)),$A154,\"\")","v":153},{"$f":"IFERROR(SMALL(Helper2_2,A154),\"\")","v":153},{"$f":"COUNTIF(Helper3_1,\"=\"&G154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G154)=1, G154, \"\")","v":153},{"$f":"IFERROR(SMALL(Index_2,A154),\"\")","v":153},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:J154)),\"\")","v":"ENU_124"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:K154)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:L154)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:M154)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:N154)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:O154)),\"\")","v":"124 The University provides a wide range of opportunities, both formally and informally, to support the continuing professional development of staff and sharing good practice in learning and teaching. These include ENroute, the University's Professional Recognition Framework for staff involved in teaching and supporting learning provided by the Department of Learning and Teaching Enhancement, the Inspiring Leadership programme for senior leaders involved in leading or influencing university strategy, and the Students as Colleagues initiative where students are trained as voluntary professional 'reviewers' of teaching practice and are paired with a staff member from a different discipline."}]
[{"$f":"IF('> FILTER <'!B156<>\"\",ROW(OFFSET(A155,-1,0)),\"\")","v":154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G156)),A155,\"\")","v":154},{"$f":"IFERROR(SMALL(Helper2_1,A155),\"\")","v":154},null,154,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G156)),$A155,\"\")","v":154},{"$f":"IFERROR(SMALL(Helper2_2,A155),\"\")","v":154},{"$f":"COUNTIF(Helper3_1,\"=\"&G155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G155)=1, G155, \"\")","v":154},{"$f":"IFERROR(SMALL(Index_2,A155),\"\")","v":154},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:J155)),\"\")","v":"ENU_125"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:K155)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:L155)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:M155)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:N155)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:O155)),\"\")","v":"125 The University has effective structures and processes in place for the management of quality processes and maintenance of academic standards that meet sector expectations."}]
[{"$f":"IF('> FILTER <'!B157<>\"\",ROW(OFFSET(A156,-1,0)),\"\")","v":155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G157)),A156,\"\")","v":155},{"$f":"IFERROR(SMALL(Helper2_1,A156),\"\")","v":155},null,155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G157)),$A156,\"\")","v":155},{"$f":"IFERROR(SMALL(Helper2_2,A156),\"\")","v":155},{"$f":"COUNTIF(Helper3_1,\"=\"&G156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G156)=1, G156, \"\")","v":155},{"$f":"IFERROR(SMALL(Index_2,A156),\"\")","v":155},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:J156)),\"\")","v":"ENU_126"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:K156)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:L156)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:M156)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:N156)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:O156)),\"\")","v":"126 The principles of the University's approach to managing academic standards and quality assurance are set out in the University's Quality Framework for taught provision, and in a separate Research Degrees Framework for research degree programmes. The Quality Framework outlines arrangements for the design, development, delivery, monitoring and review of programmes. It is supported by the Academic Regulations, Programme Design Guidelines and an Assessment Handbook and underpinned by the Academic Board and its sub-committees. The Quality Framework has been mapped to the 2013-18 UK Quality Code for Higher Education and the University is currently mapping to the 2019 Quality Code."}]
[{"$f":"IF('> FILTER <'!B158<>\"\",ROW(OFFSET(A157,-1,0)),\"\")","v":156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G158)),A157,\"\")","v":156},{"$f":"IFERROR(SMALL(Helper2_1,A157),\"\")","v":156},null,156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G158)),$A157,\"\")","v":156},{"$f":"IFERROR(SMALL(Helper2_2,A157),\"\")","v":156},{"$f":"COUNTIF(Helper3_1,\"=\"&G157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G157)=1, G157, \"\")","v":156},{"$f":"IFERROR(SMALL(Index_2,A157),\"\")","v":156},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:J157)),\"\")","v":"ENU_127"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:K157)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:L157)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:M157)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:N157)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:O157)),\"\")","v":"127 Academic Board and its sub-committees (the combined Learning, Teaching, Assessment and Student Experience Committee; Academic Conduct Committee; and Research and Innovation Committee) and their sub-committees (including Quality and Standards Committee, and Collaborative Provision Committee), oversee academic standards and quality."}]
[{"$f":"IF('> FILTER <'!B159<>\"\",ROW(OFFSET(A158,-1,0)),\"\")","v":157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G159)),A158,\"\")","v":157},{"$f":"IFERROR(SMALL(Helper2_1,A158),\"\")","v":157},null,157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G159)),$A158,\"\")","v":157},{"$f":"IFERROR(SMALL(Helper2_2,A158),\"\")","v":157},{"$f":"COUNTIF(Helper3_1,\"=\"&G158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G158)=1, G158, \"\")","v":157},{"$f":"IFERROR(SMALL(Index_2,A158),\"\")","v":157},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:J158)),\"\")","v":"ENU_128"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:K158)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:L158)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:M158)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:N158)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:O158)),\"\")","v":"128 The Quality Framework is implemented under arrangements which are devolved to schools. Following the 2015 university restructure, there were 18 School Academic Leads for learning and teaching and quality matters. The Vice-Principal for Learning and Teaching has recently undertaken a review of these roles. Each school's Learning, Teaching and Assessment Committee is responsible for quality oversight, however, all schools have formed a Quality Sub-Committee to fulfil the operational aspects of this function and the School Academic Leads for quality play an important role in ensuring consistency across the institution. In order to facilitate effective working relationships between the schools and the central quality staff, School Academic Leads for Quality have a link contact within the Quality and Standards team in the DLTE."}]
[{"$f":"IF('> FILTER <'!B160<>\"\",ROW(OFFSET(A159,-1,0)),\"\")","v":158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G160)),A159,\"\")","v":158},{"$f":"IFERROR(SMALL(Helper2_1,A159),\"\")","v":158},null,158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G160)),$A159,\"\")","v":158},{"$f":"IFERROR(SMALL(Helper2_2,A159),\"\")","v":158},{"$f":"COUNTIF(Helper3_1,\"=\"&G159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G159)=1, G159, \"\")","v":158},{"$f":"IFERROR(SMALL(Index_2,A159),\"\")","v":158},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:J159)),\"\")","v":"ENU_129"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:K159)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:L159)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:M159)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:N159)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:O159)),\"\")","v":"129 To support devolved quality arrangements, the University has developed a range of guidance for staff on implementing quality procedures, policy and regulations including a staff toolkit to support Programme Design Guidelines - a Global Online Essentials resource to support programme leaders which includes links to the regulations, description of roles and responsibilities of module leaders, online tutors, the University's Global Online Support Team and research supervisors, and recent Assessment and Feedback Guidelines to support staff in the management of assessment practice (paragraph 65). In addition, the University has introduced an online course to help staff understand the regulations which form part of the mandatory training for committee convenors and clerks. The devolution of responsibility for quality assurance and enhancement to schools has been viewed positively by teaching staff who reported finding the processes more accessible and enhancements much easier to implement, with the online module change system being identified as particularly effective."}]
[{"$f":"IF('> FILTER <'!B161<>\"\",ROW(OFFSET(A160,-1,0)),\"\")","v":159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G161)),A160,\"\")","v":159},{"$f":"IFERROR(SMALL(Helper2_1,A160),\"\")","v":159},null,159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G161)),$A160,\"\")","v":159},{"$f":"IFERROR(SMALL(Helper2_2,A160),\"\")","v":159},{"$f":"COUNTIF(Helper3_1,\"=\"&G160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G160)=1, G160, \"\")","v":159},{"$f":"IFERROR(SMALL(Index_2,A160),\"\")","v":159},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:J160)),\"\")","v":"ENU_130"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:K160)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:L160)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:M160)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:N160)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:O160)),\"\")","v":"130 Senior staff told the ELIR team that the University has begun a strategic project to examine the way in which academic programmes are managed across the institution. Although in early stages of implementation, the intention of the Curriculum Management Project is to build a system that will enhance the University's ability to design new programmes, refresh and reinvigorate existing programmes, and to support both students and staff during programme implementation. The project will run from May 2019 until 2021."}]
[{"$f":"IF('> FILTER <'!B162<>\"\",ROW(OFFSET(A161,-1,0)),\"\")","v":160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G162)),A161,\"\")","v":160},{"$f":"IFERROR(SMALL(Helper2_1,A161),\"\")","v":160},null,160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G162)),$A161,\"\")","v":160},{"$f":"IFERROR(SMALL(Helper2_2,A161),\"\")","v":160},{"$f":"COUNTIF(Helper3_1,\"=\"&G161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G161)=1, G161, \"\")","v":160},{"$f":"IFERROR(SMALL(Index_2,A161),\"\")","v":160},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:J161)),\"\")","v":"ENU_131"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:K161)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:L161)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:M161)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:N161)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:O161)),\"\")","v":"131 The 2015 ELIR identified the need to continue to evaluate the effectiveness of the Quality Framework (QF). The ELIR team noted that the University has responded constructively to this by continuing to undertake an annual review of the effectiveness of both the QF and introducing an annual review of the Research Degrees Framework. The resulting annual summary of operation of the Quality Framework is a comprehensive and action-oriented report. The example report provided to the ELIR team outlined a number of changes related to content and quality of documentation, deadlines, panel composition for ILR and panel training as a result of the review which were enhancing quality processes."}]
[{"$f":"IF('> FILTER <'!B163<>\"\",ROW(OFFSET(A162,-1,0)),\"\")","v":161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G163)),A162,\"\")","v":161},{"$f":"IFERROR(SMALL(Helper2_1,A162),\"\")","v":161},null,161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G163)),$A162,\"\")","v":161},{"$f":"IFERROR(SMALL(Helper2_2,A162),\"\")","v":161},{"$f":"COUNTIF(Helper3_1,\"=\"&G162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G162)=1, G162, \"\")","v":161},{"$f":"IFERROR(SMALL(Index_2,A162),\"\")","v":161},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:J162)),\"\")","v":"ENU_132"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:K162)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:L162)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:M162)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:N162)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:O162)),\"\")","v":"132 The University's approach to annual monitoring includes a formal reflective evaluation of each taught credit-bearing module at the end of each trimester, undertaken by programme leaders. Annual monitoring covers student, teaching team and external feedback on provision; student achievement data; and identification of good practice and areas for development. At the end of each academic session, schools conduct a formal reflective evaluation of all their taught awards, credit-bearing provision and component modules which results in the school annual summary report that is considered by the University Quality and Standards Committee. Following discussion at the Committee, a university-level report is produced which informs the University's annual report to the Scottish Funding Council. To assist staff in the completion of these reports, the Quality Framework webpages provide template forms, and performance data dashboards are available from the University's business management information system. The process also involves consideration of external data sources (Scottish Credit and Qualifications Framework, QAA Subject Benchmark Statements) and feedback from external examiners. Thematic reports drawn from the outcomes of school annual monitoring are prepared by the DLTE and published in 'The Bones', the University's staff newsletter."}]
[{"$f":"IF('> FILTER <'!B164<>\"\",ROW(OFFSET(A163,-1,0)),\"\")","v":162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G164)),A163,\"\")","v":162},{"$f":"IFERROR(SMALL(Helper2_1,A163),\"\")","v":162},null,162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G164)),$A163,\"\")","v":162},{"$f":"IFERROR(SMALL(Helper2_2,A163),\"\")","v":162},{"$f":"COUNTIF(Helper3_1,\"=\"&G163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G163)=1, G163, \"\")","v":162},{"$f":"IFERROR(SMALL(Index_2,A163),\"\")","v":162},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:J163)),\"\")","v":"ENU_133"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:K163)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:L163)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:M163)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:N163)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:O163)),\"\")","v":"133 The University's Programme Review methodology was revised in 2018-19 as part of the review of the QF. As the name suggests, Programme Review considers individual programmes or a suite of programmes. It was supplemented by a process called School Review. Neither of these review processes required submission of a response from the area reviewed, other than providing evidence to the review convenor that recommendations and conditions had been addressed. The new methodology, called institution-led review (ILR), was approved by the Quality and Standards Committee in April 2019 and was being implemented from the start of the 2019-20 academic session. Changes include broadening the pool of staff for review panels, an increased focus on enhancement and the introduction of the flexibility to review suites of programmes together or individual programmes as required. The new ILR methodology emphasises the capacity for introducing conditions and time-limited recommendations, together with an increased focus on clarifying who is responsible for responding to a recommendation. 12 months after the review there will be a meeting with QSC members to monitor progress against recommendations and further development of areas that were commended. Although the changes are relatively minor, staff expect them to have a major impact on the richness of the information the method produces."}]
[{"$f":"IF('> FILTER <'!B165<>\"\",ROW(OFFSET(A164,-1,0)),\"\")","v":163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G165)),A164,\"\")","v":163},{"$f":"IFERROR(SMALL(Helper2_1,A164),\"\")","v":163},null,163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G165)),$A164,\"\")","v":163},{"$f":"IFERROR(SMALL(Helper2_2,A164),\"\")","v":163},{"$f":"COUNTIF(Helper3_1,\"=\"&G164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G164)=1, G164, \"\")","v":163},{"$f":"IFERROR(SMALL(Index_2,A164),\"\")","v":163},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:J164)),\"\")","v":"ENU_134"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:K164)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:L164)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:M164)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:N164)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:O164)),\"\")","v":"134 During the ELIR, the University recognised the Scottish Funding Council's requirement to have a method of systematically reviewing professional services and the need for a more holistic approach to reviewing the postgraduate student experience, as well as stating its intention to progress with further revisions to its ILR process. At the time of the current ELIR, neither PGR provision at the institutional level nor the contribution of professional services to the quality culture of the University were being systematically reviewed. Although the ELIR team found evidence of effective approaches to monitoring individual postgraduate student progress (paragraph 82) and strategy and policy, through the Research Degrees Committee (paragraph 81), no broader review of arrangements for reviewing the postgraduate student experience had been established. During the ELIR, the University provided examples of thematic review reports that had been undertaken prior to the 2019-20 changes, but these focused on the review of procedures and regulations at school-level, for example, examining the double-counting of credit, rather than the effectiveness of professional services supporting teaching and learning and the student experience at the University. The University is asked to progress with its intentions to extend its approach to reviewing these areas (paragraph 150)."}]
[{"$f":"IF('> FILTER <'!B166<>\"\",ROW(OFFSET(A165,-1,0)),\"\")","v":164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G166)),A165,\"\")","v":164},{"$f":"IFERROR(SMALL(Helper2_1,A165),\"\")","v":164},null,164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G166)),$A165,\"\")","v":164},{"$f":"IFERROR(SMALL(Helper2_2,A165),\"\")","v":164},{"$f":"COUNTIF(Helper3_1,\"=\"&G165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G165)=1, G165, \"\")","v":164},{"$f":"IFERROR(SMALL(Index_2,A165),\"\")","v":164},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:J165)),\"\")","v":"ENU_135"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:K165)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:L165)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:M165)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:N165)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:O165)),\"\")","v":"135 Overall the University has an effective approach to using external reference points."}]
[{"$f":"IF('> FILTER <'!B167<>\"\",ROW(OFFSET(A166,-1,0)),\"\")","v":165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G167)),A166,\"\")","v":165},{"$f":"IFERROR(SMALL(Helper2_1,A166),\"\")","v":165},null,165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G167)),$A166,\"\")","v":165},{"$f":"IFERROR(SMALL(Helper2_2,A166),\"\")","v":165},{"$f":"COUNTIF(Helper3_1,\"=\"&G166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G166)=1, G166, \"\")","v":165},{"$f":"IFERROR(SMALL(Index_2,A166),\"\")","v":165},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:J166)),\"\")","v":"ENU_136"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:K166)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:L166)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:M166)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:N166)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:O166)),\"\")","v":"136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."}]
[{"$f":"IF('> FILTER <'!B168<>\"\",ROW(OFFSET(A167,-1,0)),\"\")","v":166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G168)),A167,\"\")","v":166},{"$f":"IFERROR(SMALL(Helper2_1,A167),\"\")","v":166},null,166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G168)),$A167,\"\")","v":166},{"$f":"IFERROR(SMALL(Helper2_2,A167),\"\")","v":166},{"$f":"COUNTIF(Helper3_1,\"=\"&G167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G167)=1, G167, \"\")","v":166},{"$f":"IFERROR(SMALL(Index_2,A167),\"\")","v":166},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:J167)),\"\")","v":"ENU_136"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:K167)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:L167)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:M167)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:N167)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:O167)),\"\")","v":"136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."}]
[{"$f":"IF('> FILTER <'!B169<>\"\",ROW(OFFSET(A168,-1,0)),\"\")","v":167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G169)),A168,\"\")","v":167},{"$f":"IFERROR(SMALL(Helper2_1,A168),\"\")","v":167},null,167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G169)),$A168,\"\")","v":167},{"$f":"IFERROR(SMALL(Helper2_2,A168),\"\")","v":167},{"$f":"COUNTIF(Helper3_1,\"=\"&G168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G168)=1, G168, \"\")","v":167},{"$f":"IFERROR(SMALL(Index_2,A168),\"\")","v":167},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:J168)),\"\")","v":"ENU_136"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:K168)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:L168)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:M168)),\"\")","v":"Programme development"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:N168)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:O168)),\"\")","v":"136 The Academic Regulations state that the approval process for taught provision involves both internal and external peer review. Currently, the University makes use of a range of external stakeholders to inform programme development including external examiners, employers, programme advisory boards and works with over 30 professional bodies to achieve Professional, Statutory and Regulatory Body (PSRB) accreditation of academic programmes."}]
[{"$f":"IF('> FILTER <'!B170<>\"\",ROW(OFFSET(A169,-1,0)),\"\")","v":168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G170)),A169,\"\")","v":168},{"$f":"IFERROR(SMALL(Helper2_1,A169),\"\")","v":168},null,168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G170)),$A169,\"\")","v":168},{"$f":"IFERROR(SMALL(Helper2_2,A169),\"\")","v":168},{"$f":"COUNTIF(Helper3_1,\"=\"&G169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G169)=1, G169, \"\")","v":168},{"$f":"IFERROR(SMALL(Index_2,A169),\"\")","v":168},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:J169)),\"\")","v":"ENU_137"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:K169)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:L169)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:M169)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:N169)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:O169)),\"\")","v":"137 The University considers that its external examiners play an important role in ensuring comparability of academic standards (paragraph 165-166). Schools are responsible for selecting and nominating external examiners, and their appointments are confirmed by the Quality and Standards team. The Quality and Standards team prepare a thematic summary of external examiner reports each November, and good practice emerging from these reports is published in the DLTE newsletter. The Quality and Standards team also respond to external examiners whenever an institution-level response is required. Information about the role of external examiners is included in programme handbooks to help students understand their role and purpose. Students who met with the ELIR team had heard of external examiners but were neither aware of the existence of their reports, nor where to find them. The University had previously published redacted external examiner reports on the Quality and Standards webpages, but this stopped when responsibility for the operational management of the external examiner process was devolved to the School Support Service. External examiner reports are now shared at Programme Boards of Studies, where student representatives are present, but they are not widely distributed or made available to the wider student body. The University is asked to make external examiner reports accessible to all students (paragraph 151)."}]
[{"$f":"IF('> FILTER <'!B171<>\"\",ROW(OFFSET(A170,-1,0)),\"\")","v":169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G171)),A170,\"\")","v":169},{"$f":"IFERROR(SMALL(Helper2_1,A170),\"\")","v":169},null,169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G171)),$A170,\"\")","v":169},{"$f":"IFERROR(SMALL(Helper2_2,A170),\"\")","v":169},{"$f":"COUNTIF(Helper3_1,\"=\"&G170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G170)=1, G170, \"\")","v":169},{"$f":"IFERROR(SMALL(Index_2,A170),\"\")","v":169},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:J170)),\"\")","v":"ENU_138"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:K170)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:L170)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:M170)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:N170)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:O170)),\"\")","v":"138 Noting that there had been an increase in the proportion of first and upper second-class degrees awarded by the University, a working group has been commissioned by the Quality and Standards Committee to undertake a review during the 2019-20 academic session. This work has been subsumed into Quality and Standards Committee business. As a result, the Committee had recently agreed to revise university regulations from 2020-21, so that the use of discretion to consider students for a higher honours degree classification, where their grades are close to an honours classification boundary, is no longer possible. The Committee has also discussed proposals to review the degree classification regulations (algorithm) as part of future work."}]
[{"$f":"IF('> FILTER <'!B172<>\"\",ROW(OFFSET(A171,-1,0)),\"\")","v":170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G172)),A171,\"\")","v":170},{"$f":"IFERROR(SMALL(Helper2_1,A171),\"\")","v":170},null,170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G172)),$A171,\"\")","v":170},{"$f":"IFERROR(SMALL(Helper2_2,A171),\"\")","v":170},{"$f":"COUNTIF(Helper3_1,\"=\"&G171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G171)=1, G171, \"\")","v":170},{"$f":"IFERROR(SMALL(Index_2,A171),\"\")","v":170},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:J171)),\"\")","v":"ENU_139"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:K171)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:L171)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:M171)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:N171)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:O171)),\"\")","v":"139 The 2015 ELIR identified four areas for development: new frameworks for transnational education; the postgraduate research student experience; use of the virtual learning environment; and assurance of quality during a period of significant change - and the University has taken steps to address these outcomes."}]
[{"$f":"IF('> FILTER <'!B173<>\"\",ROW(OFFSET(A172,-1,0)),\"\")","v":171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G173)),A172,\"\")","v":171},{"$f":"IFERROR(SMALL(Helper2_1,A172),\"\")","v":171},null,171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G173)),$A172,\"\")","v":171},{"$f":"IFERROR(SMALL(Helper2_2,A172),\"\")","v":171},{"$f":"COUNTIF(Helper3_1,\"=\"&G172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G172)=1, G172, \"\")","v":171},{"$f":"IFERROR(SMALL(Index_2,A172),\"\")","v":171},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:J172)),\"\")","v":"ENU_140"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:K172)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:L172)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:M172)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:N172)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:O172)),\"\")","v":"140 The proposals to develop different approaches to delivering TNE provision have not progressed as quickly as anticipated at the 2015 ELIR. As a result, the University's approach to TNE provision is largely unchanged (paragraph 153 and 156)."}]
[{"$f":"IF('> FILTER <'!B174<>\"\",ROW(OFFSET(A173,-1,0)),\"\")","v":172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G174)),A173,\"\")","v":172},{"$f":"IFERROR(SMALL(Helper2_1,A173),\"\")","v":172},null,172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G174)),$A173,\"\")","v":172},{"$f":"IFERROR(SMALL(Helper2_2,A173),\"\")","v":172},{"$f":"COUNTIF(Helper3_1,\"=\"&G173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G173)=1, G173, \"\")","v":172},{"$f":"IFERROR(SMALL(Index_2,A173),\"\")","v":172},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:J173)),\"\")","v":"ENU_141"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:K173)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:L173)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:M173)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:N173)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:O173)),\"\")","v":"141 In 2015, the University was asked to reflect on the ways in which it maintains oversight of the holistic research student experience, including arrangements for monitoring and enhancing the research student experience as well as ensuring there is enough capacity among academic staff to provide effective supervisory support for the planned increase in numbers. Linked to the University's efforts to establish a research culture and a research student community, the institution was encouraged to extend opportunities for research students to gain teaching experience, ensuring that students are trained and supported to fulfil this role. Since the 2015 ELIR, oversight of the research student experience has been improved by the establishment of Research Degree Leaders (RDLs) in each school (paragraph 81). Progress has been made with extending the opportunities for research students to gain teaching experience, but the provision and monitoring of the uptake of training for this role remains inconsistent (paragraph 83 and 96), the extent to which longitudinal cross-institutional induction could impact positively on the development of a research community could be explored further (paragraph 96) and the totality of the postgraduate research student experience systematically reviewed (paragraph 80 and 96) in order to enhance the PGR student experience further."}]
[{"$f":"IF('> FILTER <'!B175<>\"\",ROW(OFFSET(A174,-1,0)),\"\")","v":173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G175)),A174,\"\")","v":173},{"$f":"IFERROR(SMALL(Helper2_1,A174),\"\")","v":173},null,173,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G175)),$A174,\"\")","v":173},{"$f":"IFERROR(SMALL(Helper2_2,A174),\"\")","v":173},{"$f":"COUNTIF(Helper3_1,\"=\"&G174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G174)=1, G174, \"\")","v":173},{"$f":"IFERROR(SMALL(Index_2,A174),\"\")","v":173},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:J174)),\"\")","v":"ENU_142"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:K174)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:L174)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:M174)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:N174)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:O174)),\"\")","v":"142 The University was asked to consider building on the positive work carried out at the programme level to provide a comparable student experience of module delivery, develop clear guidelines on threshold requirements for the information to be included on the virtual learning environment at the module level and this work has been progressing (paragraph 89)."}]
[{"$f":"IF('> FILTER <'!B176<>\"\",ROW(OFFSET(A175,-1,0)),\"\")","v":174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G176)),A175,\"\")","v":174},{"$f":"IFERROR(SMALL(Helper2_1,A175),\"\")","v":174},null,174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G176)),$A175,\"\")","v":174},{"$f":"IFERROR(SMALL(Helper2_2,A175),\"\")","v":174},{"$f":"COUNTIF(Helper3_1,\"=\"&G175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G175)=1, G175, \"\")","v":174},{"$f":"IFERROR(SMALL(Index_2,A175),\"\")","v":174},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:J175)),\"\")","v":"ENU_143"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:K175)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:L175)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:M175)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:N175)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:O175)),\"\")","v":"143 The University was also asked to consider its approach to assuring quality during significant change and to continue to evaluate the effectiveness of the existing quality framework during the 2015 organisational restructure, particularly as responsibilities were delegated to schools when the faculties were disestablished. The University has undertaken significant work in this area, demonstrated in its approach to the annual review of the quality framework (paragraph 131) and new structures for managing quality processes at school level (paragraphs 99, 107 and 123)."}]
[{"$f":"IF('> FILTER <'!B177<>\"\",ROW(OFFSET(A176,-1,0)),\"\")","v":175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G177)),A176,\"\")","v":175},{"$f":"IFERROR(SMALL(Helper2_1,A176),\"\")","v":175},null,175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G177)),$A176,\"\")","v":175},{"$f":"IFERROR(SMALL(Helper2_2,A176),\"\")","v":175},{"$f":"COUNTIF(Helper3_1,\"=\"&G176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G176)=1, G176, \"\")","v":175},{"$f":"IFERROR(SMALL(Index_2,A176),\"\")","v":175},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:J176)),\"\")","v":"ENU_144"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:K176)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:L176)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:M176)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:N176)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:O176)),\"\")","v":"144 Enhancing the quality and use of data has been a priority for the University. Since the 2015 ELIR, the University has significantly developed its capacity to visualise and analyse trends in the student population, particularly through enhancement of its business management information system and dashboard. The dashboard receives data from a wide range of sources, including student records and performance data, surveys, benchmarking, academic quality processes, research and innovation, financial reporting, workforce analysis and information from the Higher Education Statistics Agency and the Universities and Colleges Admissions Service. The data are quality checked by the Planning and Business Intelligence team, combined and presented though a number of customisable dashboards."}]
[{"$f":"IF('> FILTER <'!B178<>\"\",ROW(OFFSET(A177,-1,0)),\"\")","v":176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G178)),A177,\"\")","v":176},{"$f":"IFERROR(SMALL(Helper2_1,A177),\"\")","v":176},null,176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G178)),$A177,\"\")","v":176},{"$f":"IFERROR(SMALL(Helper2_2,A177),\"\")","v":176},{"$f":"COUNTIF(Helper3_1,\"=\"&G177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G177)=1, G177, \"\")","v":176},{"$f":"IFERROR(SMALL(Index_2,A177),\"\")","v":176},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:J177)),\"\")","v":"ENU_145"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:K177)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:L177)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:M177)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:N177)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:O177)),\"\")","v":"145 The University described its information management system dashboard as 'the single source of truth' and its use has been integrated into a number of existing processes to enhance effectiveness, including the annual planning and budgeting cycle and quality assurance processes. For example, the AMR and ILR processes each require the analysis and consideration of student progression, retention and achievement data, including employability data. The dashboards allow student performance to be compared horizontally across modules, and longitudinally against historic data. Performance data may also be presented as a function of a number of student characteristics, such as widening participation students who reported having a disability. Data can be displayed at programme, subject group, school or university level, allowing individual teachers, module and programme leaders and committees to access the information in the form that is most useful for each level of the institution. The system was designed to be intuitive and accessible from the outset and, as a result, little user training is required. Academic and professional services staff who the ELIR team met, spoke very positively about the system and the responsiveness of staff in the Planning department to staff requests for customised reports, including to support the evaluation of the contextualised admissions process. In 2018-19, 475 individual academic staff engaged with the system, around 250 per month, and 7,950 reports were run by users, which the University considers indicates positive and continued engagement from staff."}]
[{"$f":"IF('> FILTER <'!B179<>\"\",ROW(OFFSET(A178,-1,0)),\"\")","v":177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G179)),A178,\"\")","v":177},{"$f":"IFERROR(SMALL(Helper2_1,A178),\"\")","v":177},null,177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G179)),$A178,\"\")","v":177},{"$f":"IFERROR(SMALL(Helper2_2,A178),\"\")","v":177},{"$f":"COUNTIF(Helper3_1,\"=\"&G178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G178)=1, G178, \"\")","v":177},{"$f":"IFERROR(SMALL(Index_2,A178),\"\")","v":177},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:J178)),\"\")","v":"ENU_146"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:K178)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:L178)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:M178)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:N178)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:O178)),\"\")","v":"146 Performance data from the NSS, PTES and module evaluations are used to produce School Student Experience Reports which identify common themes and issues from each school. The reports are received by a new committee which meets monthly, the Student Surveys Group. It is chaired by the Vice-Principal Learning and Teaching and has representation from each of the schools."}]
[{"$f":"IF('> FILTER <'!B180<>\"\",ROW(OFFSET(A179,-1,0)),\"\")","v":178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G180)),A179,\"\")","v":178},{"$f":"IFERROR(SMALL(Helper2_1,A179),\"\")","v":178},null,178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G180)),$A179,\"\")","v":178},{"$f":"IFERROR(SMALL(Helper2_2,A179),\"\")","v":178},{"$f":"COUNTIF(Helper3_1,\"=\"&G179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G179)=1, G179, \"\")","v":178},{"$f":"IFERROR(SMALL(Index_2,A179),\"\")","v":178},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:J179)),\"\")","v":"ENU_147"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:K179)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:L179)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:M179)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:N179)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:O179)),\"\")","v":"147 The ELIR team viewed the impact of the accessible provision of data to all staff (which includes student performance, survey, widening access and employability data) as a very positive step that is facilitating evidence-based enhancement, for example in the areas of widening participation and admissions."}]
[{"$f":"IF('> FILTER <'!B181<>\"\",ROW(OFFSET(A180,-1,0)),\"\")","v":179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G181)),A180,\"\")","v":179},{"$f":"IFERROR(SMALL(Helper2_1,A180),\"\")","v":179},null,179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G181)),$A180,\"\")","v":179},{"$f":"IFERROR(SMALL(Helper2_2,A180),\"\")","v":179},{"$f":"COUNTIF(Helper3_1,\"=\"&G180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G180)=1, G180, \"\")","v":179},{"$f":"IFERROR(SMALL(Index_2,A180),\"\")","v":179},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:J180)),\"\")","v":"ENU_148"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:K180)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:L180)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:M180)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:N180)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:O180)),\"\")","v":"148 The University's arrangements for securing academic standards are appropriate, effective and in line with the expectations of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B182<>\"\",ROW(OFFSET(A181,-1,0)),\"\")","v":180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G182)),A181,\"\")","v":180},{"$f":"IFERROR(SMALL(Helper2_1,A181),\"\")","v":180},null,180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G182)),$A181,\"\")","v":180},{"$f":"IFERROR(SMALL(Helper2_2,A181),\"\")","v":180},{"$f":"COUNTIF(Helper3_1,\"=\"&G181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G181)=1, G181, \"\")","v":180},{"$f":"IFERROR(SMALL(Index_2,A181),\"\")","v":180},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:J181)),\"\")","v":"ENU_149"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:K181)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:L181)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:M181)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:N181)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:O181)),\"\")","v":"149 The University has an effective approach to self-evaluation and a proactive approach to developing its approach to the use of data to inform decision-making. The University is commended for growing its institutional capacity to provide data to staff in an accessible format to support the delivery of strategic and operational priorities including admissions and widening participation. Staff are beginning to routinely use data for a wide range of purposes, including to inform action planning and annual monitoring."}]
[{"$f":"IF('> FILTER <'!B183<>\"\",ROW(OFFSET(A182,-1,0)),\"\")","v":181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G183)),A182,\"\")","v":181},{"$f":"IFERROR(SMALL(Helper2_1,A182),\"\")","v":181},null,181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G183)),$A182,\"\")","v":181},{"$f":"IFERROR(SMALL(Helper2_2,A182),\"\")","v":181},{"$f":"COUNTIF(Helper3_1,\"=\"&G182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G182)=1, G182, \"\")","v":181},{"$f":"IFERROR(SMALL(Index_2,A182),\"\")","v":181},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:J182)),\"\")","v":"ENU_150"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:K182)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:L182)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:M182)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:N182)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:O182)),\"\")","v":"150 The University has made progress in reviewing the operation of its institution-led review processes. In order to strengthen its approach further, and adhere to Scottish Funding Council guidelines on quality, with regard to the review of postgraduate research student provision and the contribution of professional services to the quality culture of the institution, the University is asked to ensure that the current institutional approach to reviewing postgraduate study considers more fully the wider student learning experience beyond student progression. There would also be benefit in the University ensuring it includes an appropriate level of externality and considering the extent to which the method will continue to be fit-for-purpose as postgraduate research student numbers grow. In addition, the University is asked to establish a systematic and timely mechanism for reviewing the contribution of the professional support services to the quality of the student experience."}]
[{"$f":"IF('> FILTER <'!B184<>\"\",ROW(OFFSET(A183,-1,0)),\"\")","v":182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G184)),A183,\"\")","v":182},{"$f":"IFERROR(SMALL(Helper2_1,A183),\"\")","v":182},null,182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G184)),$A183,\"\")","v":182},{"$f":"IFERROR(SMALL(Helper2_2,A183),\"\")","v":182},{"$f":"COUNTIF(Helper3_1,\"=\"&G183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G183)=1, G183, \"\")","v":182},{"$f":"IFERROR(SMALL(Index_2,A183),\"\")","v":182},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:J183)),\"\")","v":"ENU_150"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:K183)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:L183)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:M183)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:N183)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:O183)),\"\")","v":"150 The University has made progress in reviewing the operation of its institution-led review processes. In order to strengthen its approach further, and adhere to Scottish Funding Council guidelines on quality, with regard to the review of postgraduate research student provision and the contribution of professional services to the quality culture of the institution, the University is asked to ensure that the current institutional approach to reviewing postgraduate study considers more fully the wider student learning experience beyond student progression. There would also be benefit in the University ensuring it includes an appropriate level of externality and considering the extent to which the method will continue to be fit-for-purpose as postgraduate research student numbers grow. In addition, the University is asked to establish a systematic and timely mechanism for reviewing the contribution of the professional support services to the quality of the student experience."}]
[{"$f":"IF('> FILTER <'!B185<>\"\",ROW(OFFSET(A184,-1,0)),\"\")","v":183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G185)),A184,\"\")","v":183},{"$f":"IFERROR(SMALL(Helper2_1,A184),\"\")","v":183},null,183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G185)),$A184,\"\")","v":183},{"$f":"IFERROR(SMALL(Helper2_2,A184),\"\")","v":183},{"$f":"COUNTIF(Helper3_1,\"=\"&G184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G184)=1, G184, \"\")","v":183},{"$f":"IFERROR(SMALL(Index_2,A184),\"\")","v":183},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:J184)),\"\")","v":"ENU_151"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:K184)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:L184)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:M184)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:N184)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:O184)),\"\")","v":"151 In order to strengthen the University's approach to student engagement in quality processes, the University should make external examiners' reports accessible to all students in order to give them the opportunity to engage in discussion and consideration of this element of the assessment process."}]
[{"$f":"IF('> FILTER <'!B186<>\"\",ROW(OFFSET(A185,-1,0)),\"\")","v":184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G186)),A185,\"\")","v":184},{"$f":"IFERROR(SMALL(Helper2_1,A185),\"\")","v":184},null,184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G186)),$A185,\"\")","v":184},{"$f":"IFERROR(SMALL(Helper2_2,A185),\"\")","v":184},{"$f":"COUNTIF(Helper3_1,\"=\"&G185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G185)=1, G185, \"\")","v":184},{"$f":"IFERROR(SMALL(Index_2,A185),\"\")","v":184},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:J185)),\"\")","v":"ENU_152"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:K185)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:L185)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:M185)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:N185)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:O185)),\"\")","v":"152 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B187<>\"\",ROW(OFFSET(A186,-1,0)),\"\")","v":185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G187)),A186,\"\")","v":185},{"$f":"IFERROR(SMALL(Helper2_1,A186),\"\")","v":185},null,185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G187)),$A186,\"\")","v":185},{"$f":"IFERROR(SMALL(Helper2_2,A186),\"\")","v":185},{"$f":"COUNTIF(Helper3_1,\"=\"&G186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G186)=1, G186, \"\")","v":185},{"$f":"IFERROR(SMALL(Index_2,A186),\"\")","v":185},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:J186)),\"\")","v":"ENU_153"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:K186)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:L186)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:M186)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:N186)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:O186)),\"\")","v":"153 The University has a wide range of partnerships that include transnational education provision with 58 overseas partners including 54 collaborative degrees, the majority of which are delivered in partnership with the Business School. The portfolio of partnerships includes the delivery of online modules and the development of a joint-college venture in China. The University has recently participated in two QAA reviews of transnational education - one in the Republic of Ireland in 2017 and one in Hong Kong (Special Administrative Zone) in 2018, which featured the University's partnership with CityU Scope in Hong Kong."}]
[{"$f":"IF('> FILTER <'!B188<>\"\",ROW(OFFSET(A187,-1,0)),\"\")","v":186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G188)),A187,\"\")","v":186},{"$f":"IFERROR(SMALL(Helper2_1,A187),\"\")","v":186},null,186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G188)),$A187,\"\")","v":186},{"$f":"IFERROR(SMALL(Helper2_2,A187),\"\")","v":186},{"$f":"COUNTIF(Helper3_1,\"=\"&G187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G187)=1, G187, \"\")","v":186},{"$f":"IFERROR(SMALL(Index_2,A187),\"\")","v":186},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:J187)),\"\")","v":"ENU_154"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:K187)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:L187)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:M187)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:N187)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:O187)),\"\")","v":"154 The University has an Online and Transnational Education Strategy 2020, which describes the key role that transnational education (TNE) plays within the University. The post of institutional lead for international partnerships has recently been changed from Assistant Principal to Vice-Principal in recognition of the growing importance of leadership in this area of the University's provision. There is a Collaborative Provision Committee (CPC) and an Online and TNE Strategy Steering Group (OTNESSG), which reports to University Leadership Team, while OTNESSG is a strategic executive group. The establishment of OTNESSG was instrumental in ensuring that equality and diversity are considered at a very early stage in the approval of a new partner. Together, these committees ensure that the University has effective oversight of strategic and operational aspects of collaborative provision."}]
[{"$f":"IF('> FILTER <'!B189<>\"\",ROW(OFFSET(A188,-1,0)),\"\")","v":187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G189)),A188,\"\")","v":187},{"$f":"IFERROR(SMALL(Helper2_1,A188),\"\")","v":187},null,187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G189)),$A188,\"\")","v":187},{"$f":"IFERROR(SMALL(Helper2_2,A188),\"\")","v":187},{"$f":"COUNTIF(Helper3_1,\"=\"&G188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G188)=1, G188, \"\")","v":187},{"$f":"IFERROR(SMALL(Index_2,A188),\"\")","v":187},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:J188)),\"\")","v":"ENU_155"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:K188)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:L188)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:M188)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:N188)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:O188)),\"\")","v":"155 At the time of the current ELIR, around 22% of the University's students were studying on TNE programmes. While the University strategy outlines the aim to grow TNE and develop new models of delivery including Global Online, Global Online Blended, Partner-Supported and International Centre models, the number of TNE students has declined (paragraph 10). This decline is in part a result of the University's decision to rationalise its portfolio, a move which it views as a sign of maturity in its partnership arrangements. The University has gone through a period of partner review, both questioning the value of some of its existing partnerships at the same time as aiming to build stronger partnerships in some areas. So far, this has resulted in withdrawal from some partnerships, including all of those in India and Thailand, and an increased focus on others in new territories such as Myanmar, Mauritius and Vietnam."}]
[{"$f":"IF('> FILTER <'!B190<>\"\",ROW(OFFSET(A189,-1,0)),\"\")","v":188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G190)),A189,\"\")","v":188},{"$f":"IFERROR(SMALL(Helper2_1,A189),\"\")","v":188},null,188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G190)),$A189,\"\")","v":188},{"$f":"IFERROR(SMALL(Helper2_2,A189),\"\")","v":188},{"$f":"COUNTIF(Helper3_1,\"=\"&G189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G189)=1, G189, \"\")","v":188},{"$f":"IFERROR(SMALL(Index_2,A189),\"\")","v":188},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:J189)),\"\")","v":"ENU_156"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:K189)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:L189)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:M189)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:N189)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:O189)),\"\")","v":"156 The University operates a flying-faculty model with high contact-teaching and frequent meetings between Edinburgh campus and partner staff. In this model, no partner staff are involved in the teaching, though they do provide student tutorial support in some partnerships. There is generally a close, supportive relationship between the flying faculty and the partner staff. However, recognising that this model is not sustainable with an expansion in TNE provision, the University has started to move towards increasing franchised provision in some areas. The approach has been to handover responsibility for teaching delivery and assessment only once partners have demonstrated a good track record. The University continues moderation of assessments on a sampling basis for all locally-assessed work."}]
[{"$f":"IF('> FILTER <'!B191<>\"\",ROW(OFFSET(A190,-1,0)),\"\")","v":189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G191)),A190,\"\")","v":189},{"$f":"IFERROR(SMALL(Helper2_1,A190),\"\")","v":189},null,189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G191)),$A190,\"\")","v":189},{"$f":"IFERROR(SMALL(Helper2_2,A190),\"\")","v":189},{"$f":"COUNTIF(Helper3_1,\"=\"&G190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G190)=1, G190, \"\")","v":189},{"$f":"IFERROR(SMALL(Index_2,A190),\"\")","v":189},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:J190)),\"\")","v":"ENU_157"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:K190)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:L190)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:M190)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:N190)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:O190)),\"\")","v":"157 There is a rapid turnover of local staff in some markets. This is often compensated by increased engagement by the University's flying faculty. A required level of English proficiency is not specified for staff employed by the partner institutions, but the University retains control over suitability of staff appointments under the terms of its collaborative agreements."}]
[{"$f":"IF('> FILTER <'!B192<>\"\",ROW(OFFSET(A191,-1,0)),\"\")","v":190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G192)),A191,\"\")","v":190},{"$f":"IFERROR(SMALL(Helper2_1,A191),\"\")","v":190},null,190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G192)),$A191,\"\")","v":190},{"$f":"IFERROR(SMALL(Helper2_2,A191),\"\")","v":190},{"$f":"COUNTIF(Helper3_1,\"=\"&G191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G191)=1, G191, \"\")","v":190},{"$f":"IFERROR(SMALL(Index_2,A191),\"\")","v":190},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:J191)),\"\")","v":"ENU_158"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:K191)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:L191)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:M191)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:N191)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:O191)),\"\")","v":"158 The University's staff development framework does not currently extend to staff at collaborative partners. However, the University stated that it wants to ensure that overseas tutors working on TNE programmes receive adequate support. Induction arrangements follow those set down in the collaborative agreement, followed by ongoing dialogue with Edinburgh-based flying faculty, particularly where the turnover of partner staff is low. TNE staff who met with the ELIR team confirmed that they received support from the University prior to teaching, that they were offered opportunities to discuss course materials and guidance notes with Edinburgh based staff and that CPD online workshops were available. Academic skills modules, including academic English, are currently being developed by DLTE in partnership with collaborative partners in China."}]
[{"$f":"IF('> FILTER <'!B193<>\"\",ROW(OFFSET(A192,-1,0)),\"\")","v":191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G193)),A192,\"\")","v":191},{"$f":"IFERROR(SMALL(Helper2_1,A192),\"\")","v":191},null,191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G193)),$A192,\"\")","v":191},{"$f":"IFERROR(SMALL(Helper2_2,A192),\"\")","v":191},{"$f":"COUNTIF(Helper3_1,\"=\"&G192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G192)=1, G192, \"\")","v":191},{"$f":"IFERROR(SMALL(Index_2,A192),\"\")","v":191},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:J192)),\"\")","v":"ENU_158"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:K192)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:L192)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:M192)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:N192)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:O192)),\"\")","v":"158 The University's staff development framework does not currently extend to staff at collaborative partners. However, the University stated that it wants to ensure that overseas tutors working on TNE programmes receive adequate support. Induction arrangements follow those set down in the collaborative agreement, followed by ongoing dialogue with Edinburgh-based flying faculty, particularly where the turnover of partner staff is low. TNE staff who met with the ELIR team confirmed that they received support from the University prior to teaching, that they were offered opportunities to discuss course materials and guidance notes with Edinburgh based staff and that CPD online workshops were available. Academic skills modules, including academic English, are currently being developed by DLTE in partnership with collaborative partners in China."}]
[{"$f":"IF('> FILTER <'!B194<>\"\",ROW(OFFSET(A193,-1,0)),\"\")","v":192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G194)),A193,\"\")","v":192},{"$f":"IFERROR(SMALL(Helper2_1,A193),\"\")","v":192},null,192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G194)),$A193,\"\")","v":192},{"$f":"IFERROR(SMALL(Helper2_2,A193),\"\")","v":192},{"$f":"COUNTIF(Helper3_1,\"=\"&G193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G193)=1, G193, \"\")","v":192},{"$f":"IFERROR(SMALL(Index_2,A193),\"\")","v":192},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:J193)),\"\")","v":"ENU_159"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:K193)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:L193)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:M193)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:N193)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:O193)),\"\")","v":"159 The International Programmes team based in Edinburgh support academic colleagues in the development and delivery of TNE programmes. They are in regular contact with partners and support and administer the programmes on behalf of the University. All TNE programmes are taught and assessed in English and admissions criteria for collaborative programmes are set by the University and detailed in the Programme Specification. These include the required standard of English language. This requirement is monitored during the first-year review of the student's programme and a majority of students entering TNE programmes enter from programmes also taught in English. Despite this, there have been concerns raised about the English language proficiency of some TNE students through routine quality processes, and staff from partner institutions who met the ELIR team identified that this was the main challenge they faced. These staff expressed the view that up to a third of students on one programme struggled to understand the syllabus and that poor English impacted on assessment performance and resulting grades. The University is asked to review, within the current academic year, the English language entry criteria and proficiency of students on all transnational education programmes to ensure future student intakes have adequate language proficiency on entry and provide language support for existing students where required (paragraph 168)."}]
[{"$f":"IF('> FILTER <'!B195<>\"\",ROW(OFFSET(A194,-1,0)),\"\")","v":193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G195)),A194,\"\")","v":193},{"$f":"IFERROR(SMALL(Helper2_1,A194),\"\")","v":193},null,193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G195)),$A194,\"\")","v":193},{"$f":"IFERROR(SMALL(Helper2_2,A194),\"\")","v":193},{"$f":"COUNTIF(Helper3_1,\"=\"&G194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G194)=1, G194, \"\")","v":193},{"$f":"IFERROR(SMALL(Index_2,A194),\"\")","v":193},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:J194)),\"\")","v":"ENU_160"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:K194)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:L194)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:M194)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:N194)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:O194)),\"\")","v":"160 TNE students are able to provide feedback on their learning experience through SSLCs (typically held three times per year, reflecting practice in the Edinburgh campuses), through class representatives, student surveys and directly to their teachers. In addition, all TNE students have a PDT. This role is typically fulfilled by the local programme leader but, in the School of Health and Social Care, the PDT role for TNE students is shared among the teaching team. TNE students also participate in module evaluation surveys, the results of which are reported to the University. Focus groups are held to discuss matters arising through module evaluation. TNE students spoke very highly of the support from their tutors and tutors' responsiveness. Student representatives are appointed at collaborative partners. However, since TNE students are not considered to be eligible for membership of ENSA, they do not have access to the training and support provided by the Students' Association. There would be benefit in the University considering how current training for student representatives could be made available to support student representatives studying with collaborative partners."}]
[{"$f":"IF('> FILTER <'!B196<>\"\",ROW(OFFSET(A195,-1,0)),\"\")","v":194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G196)),A195,\"\")","v":194},{"$f":"IFERROR(SMALL(Helper2_1,A195),\"\")","v":194},null,194,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G196)),$A195,\"\")","v":194},{"$f":"IFERROR(SMALL(Helper2_2,A195),\"\")","v":194},{"$f":"COUNTIF(Helper3_1,\"=\"&G195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G195)=1, G195, \"\")","v":194},{"$f":"IFERROR(SMALL(Index_2,A195),\"\")","v":194},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:J195)),\"\")","v":"ENU_161"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:K195)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:L195)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:M195)),\"\")","v":"Management"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:N195)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:O195)),\"\")","v":"161 The University has eight collaborative provision arrangements with UK further education (FE) institutions and, following a strong Government interest in promoting articulation and improving the efficiency of the learner journey, the University has become a main provider of direct entry higher education in the region. In addition, there are also articulation arrangements with overseas institutions, mostly in the Business School. The University recognises that effective student transitions require careful management. Transition into university programmes is supported by an FE Articulation Tutor and a range of activity is offered to support direct entry students (paragraph 57-58) including the introduction a new skills-based module that has been introduced as an option across the Business School and is compulsory within the BA Business Studies programme."}]
[{"$f":"IF('> FILTER <'!B197<>\"\",ROW(OFFSET(A196,-1,0)),\"\")","v":195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G197)),A196,\"\")","v":195},{"$f":"IFERROR(SMALL(Helper2_1,A196),\"\")","v":195},null,195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G197)),$A196,\"\")","v":195},{"$f":"IFERROR(SMALL(Helper2_2,A196),\"\")","v":195},{"$f":"COUNTIF(Helper3_1,\"=\"&G196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G196)=1, G196, \"\")","v":195},{"$f":"IFERROR(SMALL(Index_2,A196),\"\")","v":195},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:J196)),\"\")","v":"ENU_162"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:K196)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:L196)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:M196)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:N196)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:O196)),\"\")","v":"162 The University's Quality Framework outlines arrangements for collaborative provision, including approval of partners and additional monitoring and review requirements. The Collaborative Agreement covering each of the University's TNE partnerships clearly states that the final responsibility and accountability for the academic standards and quality assurance of the delivery rests with the University."}]
[{"$f":"IF('> FILTER <'!B198<>\"\",ROW(OFFSET(A197,-1,0)),\"\")","v":196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G198)),A197,\"\")","v":196},{"$f":"IFERROR(SMALL(Helper2_1,A197),\"\")","v":196},null,196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G198)),$A197,\"\")","v":196},{"$f":"IFERROR(SMALL(Helper2_2,A197),\"\")","v":196},{"$f":"COUNTIF(Helper3_1,\"=\"&G197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G197)=1, G197, \"\")","v":196},{"$f":"IFERROR(SMALL(Index_2,A197),\"\")","v":196},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:J197)),\"\")","v":"ENU_163"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:K197)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:L197)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:M197)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:N197)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:O197)),\"\")","v":"163 The University's annual monitoring processes cover collaborative provision in the same way as other programmes and there is space in the Annual Monitoring Report template to record how partners were involved in preparing the report. The emphasis in the process is on evaluation of the effectiveness of the management of provision delivered in partnership, reflection on the effectiveness of school mechanisms for sharing good practice, and identification of opportunities for enhancing the learning experience of students and the ELIR team viewed this positively."}]
[{"$f":"IF('> FILTER <'!B199<>\"\",ROW(OFFSET(A198,-1,0)),\"\")","v":197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G199)),A198,\"\")","v":197},{"$f":"IFERROR(SMALL(Helper2_1,A198),\"\")","v":197},null,197,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G199)),$A198,\"\")","v":197},{"$f":"IFERROR(SMALL(Helper2_2,A198),\"\")","v":197},{"$f":"COUNTIF(Helper3_1,\"=\"&G198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G198)=1, G198, \"\")","v":197},{"$f":"IFERROR(SMALL(Index_2,A198),\"\")","v":197},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:J198)),\"\")","v":"ENU_163"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:K198)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:L198)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:M198)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:N198)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:O198)),\"\")","v":"163 The University's annual monitoring processes cover collaborative provision in the same way as other programmes and there is space in the Annual Monitoring Report template to record how partners were involved in preparing the report. The emphasis in the process is on evaluation of the effectiveness of the management of provision delivered in partnership, reflection on the effectiveness of school mechanisms for sharing good practice, and identification of opportunities for enhancing the learning experience of students and the ELIR team viewed this positively."}]
[{"$f":"IF('> FILTER <'!B200<>\"\",ROW(OFFSET(A199,-1,0)),\"\")","v":198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G200)),A199,\"\")","v":198},{"$f":"IFERROR(SMALL(Helper2_1,A199),\"\")","v":198},null,198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G200)),$A199,\"\")","v":198},{"$f":"IFERROR(SMALL(Helper2_2,A199),\"\")","v":198},{"$f":"COUNTIF(Helper3_1,\"=\"&G199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G199)=1, G199, \"\")","v":198},{"$f":"IFERROR(SMALL(Index_2,A199),\"\")","v":198},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:J199)),\"\")","v":"ENU_164"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:K199)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:L199)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:M199)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:N199)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:O199)),\"\")","v":"164 Collaborative programmes are reviewed in the ILR process in exactly the same way as other programmes, with the exception that there is an additional First Year Review, resulting in a report that goes to CPC. Since each collaboratively delivered programme has a different code to the same programme delivered at Edinburgh, the University is able to compare student performance across the different locations of delivery."}]
[{"$f":"IF('> FILTER <'!B201<>\"\",ROW(OFFSET(A200,-1,0)),\"\")","v":199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G201)),A200,\"\")","v":199},{"$f":"IFERROR(SMALL(Helper2_1,A200),\"\")","v":199},null,199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G201)),$A200,\"\")","v":199},{"$f":"IFERROR(SMALL(Helper2_2,A200),\"\")","v":199},{"$f":"COUNTIF(Helper3_1,\"=\"&G200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G200)=1, G200, \"\")","v":199},{"$f":"IFERROR(SMALL(Index_2,A200),\"\")","v":199},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:J200)),\"\")","v":"ENU_164"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:K200)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:L200)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:M200)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:N200)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:O200)),\"\")","v":"164 Collaborative programmes are reviewed in the ILR process in exactly the same way as other programmes, with the exception that there is an additional First Year Review, resulting in a report that goes to CPC. Since each collaboratively delivered programme has a different code to the same programme delivered at Edinburgh, the University is able to compare student performance across the different locations of delivery."}]
[{"$f":"IF('> FILTER <'!B202<>\"\",ROW(OFFSET(A201,-1,0)),\"\")","v":200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G202)),A201,\"\")","v":200},{"$f":"IFERROR(SMALL(Helper2_1,A201),\"\")","v":200},null,200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G202)),$A201,\"\")","v":200},{"$f":"IFERROR(SMALL(Helper2_2,A201),\"\")","v":200},{"$f":"COUNTIF(Helper3_1,\"=\"&G201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G201)=1, G201, \"\")","v":200},{"$f":"IFERROR(SMALL(Index_2,A201),\"\")","v":200},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:J201)),\"\")","v":"ENU_165"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:K201)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:L201)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:M201)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:N201)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:O201)),\"\")","v":"165 The appointment of external examiners for collaborative programmes is the responsibility of the University. This is clearly stated in each collaborative agreement. External examiners are generally appointed to cover delivery on the Edinburgh campuses and the TNE programme. Exceptions to this are, in the Business School, the BA (Hons) Marketing delivered with CityU SCOPE in Hong Kong, and the MSc Marketing delivered in partnership with HKU SPACE, also in Hong Kong, which currently have an examiner who only reviews the TNE programmes. However, at the time of the current ELIR, the external examiner responsibilities had been amended to ensure that each external examiner has coverage of both the TNE and home modules/programmes. In the School of Applied Sciences, the BA Social Sciences programme in partnership with HKU SPACE has an external examiner who is only responsible for reviewing the TNE provision, but the ELIR team learned that this would be reviewed when the current external examiner completes their term this year."}]
[{"$f":"IF('> FILTER <'!B203<>\"\",ROW(OFFSET(A202,-1,0)),\"\")","v":201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G203)),A202,\"\")","v":201},{"$f":"IFERROR(SMALL(Helper2_1,A202),\"\")","v":201},null,201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G203)),$A202,\"\")","v":201},{"$f":"IFERROR(SMALL(Helper2_2,A202),\"\")","v":201},{"$f":"COUNTIF(Helper3_1,\"=\"&G202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G202)=1, G202, \"\")","v":201},{"$f":"IFERROR(SMALL(Index_2,A202),\"\")","v":201},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:J202)),\"\")","v":"ENU_165"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:K202)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:L202)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:M202)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:N202)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:O202)),\"\")","v":"165 The appointment of external examiners for collaborative programmes is the responsibility of the University. This is clearly stated in each collaborative agreement. External examiners are generally appointed to cover delivery on the Edinburgh campuses and the TNE programme. Exceptions to this are, in the Business School, the BA (Hons) Marketing delivered with CityU SCOPE in Hong Kong, and the MSc Marketing delivered in partnership with HKU SPACE, also in Hong Kong, which currently have an examiner who only reviews the TNE programmes. However, at the time of the current ELIR, the external examiner responsibilities had been amended to ensure that each external examiner has coverage of both the TNE and home modules/programmes. In the School of Applied Sciences, the BA Social Sciences programme in partnership with HKU SPACE has an external examiner who is only responsible for reviewing the TNE provision, but the ELIR team learned that this would be reviewed when the current external examiner completes their term this year."}]
[{"$f":"IF('> FILTER <'!B204<>\"\",ROW(OFFSET(A203,-1,0)),\"\")","v":202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G204)),A203,\"\")","v":202},{"$f":"IFERROR(SMALL(Helper2_1,A203),\"\")","v":202},null,202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G204)),$A203,\"\")","v":202},{"$f":"IFERROR(SMALL(Helper2_2,A203),\"\")","v":202},{"$f":"COUNTIF(Helper3_1,\"=\"&G203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G203)=1, G203, \"\")","v":202},{"$f":"IFERROR(SMALL(Index_2,A203),\"\")","v":202},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:J203)),\"\")","v":"ENU_166"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:K203)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:L203)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:M203)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:N203)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:O203)),\"\")","v":"166 External examiners report that academic standards are comparable between the international and UK cohorts of programmes. The University considers that the use of common teaching teams and common external examiners have been an important factor in securing this."}]
[{"$f":"IF('> FILTER <'!B205<>\"\",ROW(OFFSET(A204,-1,0)),\"\")","v":203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G205)),A204,\"\")","v":203},{"$f":"IFERROR(SMALL(Helper2_1,A204),\"\")","v":203},null,203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G205)),$A204,\"\")","v":203},{"$f":"IFERROR(SMALL(Helper2_2,A204),\"\")","v":203},{"$f":"COUNTIF(Helper3_1,\"=\"&G204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G204)=1, G204, \"\")","v":203},{"$f":"IFERROR(SMALL(Index_2,A204),\"\")","v":203},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:J204)),\"\")","v":"ENU_166"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:K204)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:L204)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:M204)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:N204)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:O204)),\"\")","v":"166 External examiners report that academic standards are comparable between the international and UK cohorts of programmes. The University considers that the use of common teaching teams and common external examiners have been an important factor in securing this."}]
[{"$f":"IF('> FILTER <'!B206<>\"\",ROW(OFFSET(A205,-1,0)),\"\")","v":204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G206)),A205,\"\")","v":204},{"$f":"IFERROR(SMALL(Helper2_1,A205),\"\")","v":204},null,204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G206)),$A205,\"\")","v":204},{"$f":"IFERROR(SMALL(Helper2_2,A205),\"\")","v":204},{"$f":"COUNTIF(Helper3_1,\"=\"&G205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G205)=1, G205, \"\")","v":204},{"$f":"IFERROR(SMALL(Index_2,A205),\"\")","v":204},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:J205)),\"\")","v":"ENU_167"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:K205)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:L205)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:M205)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:N205)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:O205)),\"\")","v":"167 The University has an effective approach to managing collaborative provision including arrangements for securing academic standards and enhancing the student learning experience. There is clear evidence that careful consideration has been given to managing the risks and opportunities. The University has well-established processes for the approval of partners and programmes."}]
[{"$f":"IF('> FILTER <'!B207<>\"\",ROW(OFFSET(A206,-1,0)),\"\")","v":205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G207)),A206,\"\")","v":205},{"$f":"IFERROR(SMALL(Helper2_1,A206),\"\")","v":205},null,205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G207)),$A206,\"\")","v":205},{"$f":"IFERROR(SMALL(Helper2_2,A206),\"\")","v":205},{"$f":"COUNTIF(Helper3_1,\"=\"&G206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G206)=1, G206, \"\")","v":205},{"$f":"IFERROR(SMALL(Index_2,A206),\"\")","v":205},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:J206)),\"\")","v":"ENU_168"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:K206)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:L206)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:M206)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:N206)),\"\")","v":"Edinburgh Napier University"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:O206)),\"\")","v":"168 The University is asked to review, within the current academic year, the English language entry criteria and proficiency of students on all TNE programmes to ensure future student intakes have adequate language proficiency on entry and provide language support for existing students where required."}]
[{"$f":"IF('> FILTER <'!B208<>\"\",ROW(OFFSET(A207,-1,0)),\"\")","v":206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G208)),A207,\"\")","v":206},{"$f":"IFERROR(SMALL(Helper2_1,A207),\"\")","v":206},null,206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G208)),$A207,\"\")","v":206},{"$f":"IFERROR(SMALL(Helper2_2,A207),\"\")","v":206},{"$f":"COUNTIF(Helper3_1,\"=\"&G207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G207)=1, G207, \"\")","v":206},{"$f":"IFERROR(SMALL(Index_2,A207),\"\")","v":206},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:J207)),\"\")","v":"QMU_2"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:K207)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:L207)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:M207)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:N207)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:O207)),\"\")","v":"2 The University's current strategic focus is in the areas of health and rehabilitation, sustainable business (including hospitality, food and drink), and culture and creativity. At the time of the current ELIR, it had recently been awarded places by the Scottish Government to deliver Professional Graduate Diplomas in Secondary Education (Home Economics) and a new four-year BA (Hons) Education Studies (Primary) degree, with programmes commencing in September 2019. At the time of the current ELIR, the University had embarked on a substantial Portfolio Sustainability Review exercise which was not complete by the end of the ELIR. The ELIR team was able to discuss the Review and its implications with staff and students (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B209<>\"\",ROW(OFFSET(A208,-1,0)),\"\")","v":207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G209)),A208,\"\")","v":207},{"$f":"IFERROR(SMALL(Helper2_1,A208),\"\")","v":207},null,207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G209)),$A208,\"\")","v":207},{"$f":"IFERROR(SMALL(Helper2_2,A208),\"\")","v":207},{"$f":"COUNTIF(Helper3_1,\"=\"&G208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G208)=1, G208, \"\")","v":207},{"$f":"IFERROR(SMALL(Index_2,A208),\"\")","v":207},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:J208)),\"\")","v":"QMU_3"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:K208)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:L208)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:M208)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:N208)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:O208)),\"\")","v":"3 The University's vision is to be a 'University of ideas and influence'. Its Strategic Plan (QM150) was launched in 2015 and contains nine objectives which emphasise the importance of social inclusion, building a broad community of learners without borders or barriers, and enabling all learners to fulfil their potential regardless of background. QM150 places specific emphasis on entrepreneurialism and achieving a personalised and student-centred experience. It was clear from meetings with staff and students that these core values are central to the delivery of QM150 and its supporting strategies."}]
[{"$f":"IF('> FILTER <'!B210<>\"\",ROW(OFFSET(A209,-1,0)),\"\")","v":208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G210)),A209,\"\")","v":208},{"$f":"IFERROR(SMALL(Helper2_1,A209),\"\")","v":208},null,208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G210)),$A209,\"\")","v":208},{"$f":"IFERROR(SMALL(Helper2_2,A209),\"\")","v":208},{"$f":"COUNTIF(Helper3_1,\"=\"&G209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G209)=1, G209, \"\")","v":208},{"$f":"IFERROR(SMALL(Index_2,A209),\"\")","v":208},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:J209)),\"\")","v":"QMU_4"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:K209)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:L209)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:M209)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:N209)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:O209)),\"\")","v":"4 QM150 is delivered through three sub-strategies: Student Experience, Research and Knowledge Exchange, and Internationalisation, and a set of operational plans. These strategies and plans are overseen by the Student Experience Committee (SEC) and the Research Strategy Committee. The University Court has overall responsibility for setting strategic priorities and reviewing progress. The Student Experience Strategy (SES), in particular, is an important component of the University's strategic framework for delivering QM150 and articulating the values and ethos of the institution in a manner which guides the development of learning, teaching, academic quality and the student experience (paragraphs 89-94). During the ELIR visit, the SES was identified as a key reference point by staff."}]
[{"$f":"IF('> FILTER <'!B211<>\"\",ROW(OFFSET(A210,-1,0)),\"\")","v":209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G211)),A210,\"\")","v":209},{"$f":"IFERROR(SMALL(Helper2_1,A210),\"\")","v":209},null,209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G211)),$A210,\"\")","v":209},{"$f":"IFERROR(SMALL(Helper2_2,A210),\"\")","v":209},{"$f":"COUNTIF(Helper3_1,\"=\"&G210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G210)=1, G210, \"\")","v":209},{"$f":"IFERROR(SMALL(Index_2,A210),\"\")","v":209},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:J210)),\"\")","v":"QMU_5"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:K210)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:L210)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:M210)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:N210)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:O210)),\"\")","v":"5 There is substantive evidence of a well-structured approach to developing the vision, mission and strategy, along with integrating and overseeing its implementation and progress towards identified goals. The University's approach to strategy development has been carefully taken forward to ensure widespread involvement, consultation and engagement with students and staff. With the SES in particular, it is clear that the University has developed a strategy which is iterative, dynamic and embedded in the student experience. The way in which the University has engaged in a partnership with its student body to continue developing its strategic approach is particularly positive."}]
[{"$f":"IF('> FILTER <'!B212<>\"\",ROW(OFFSET(A211,-1,0)),\"\")","v":210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G212)),A211,\"\")","v":210},{"$f":"IFERROR(SMALL(Helper2_1,A211),\"\")","v":210},null,210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G212)),$A211,\"\")","v":210},{"$f":"IFERROR(SMALL(Helper2_2,A211),\"\")","v":210},{"$f":"COUNTIF(Helper3_1,\"=\"&G211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G211)=1, G211, \"\")","v":210},{"$f":"IFERROR(SMALL(Index_2,A211),\"\")","v":210},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:J211)),\"\")","v":"QMU_6"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:K211)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:L211)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:M211)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:N211)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:O211)),\"\")","v":"6 The University's academic portfolio is managed and delivered by two schools: the School of Health Sciences, and the School of Arts, Social Sciences and Management. Each school contains a number of divisions (there are three within the School of Arts, Social Sciences and Management and four within the School of Health Sciences, which also includes the Institute for Global Health and Development). The schools are supported by a cross-disciplinary Graduate School which has responsibility for postgraduate research (PGR) students and a range of professional student and staff support services."}]
[{"$f":"IF('> FILTER <'!B213<>\"\",ROW(OFFSET(A212,-1,0)),\"\")","v":211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G213)),A212,\"\")","v":211},{"$f":"IFERROR(SMALL(Helper2_1,A212),\"\")","v":211},null,211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G213)),$A212,\"\")","v":211},{"$f":"IFERROR(SMALL(Helper2_2,A212),\"\")","v":211},{"$f":"COUNTIF(Helper3_1,\"=\"&G212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G212)=1, G212, \"\")","v":211},{"$f":"IFERROR(SMALL(Index_2,A212),\"\")","v":211},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:J212)),\"\")","v":"QMU_7"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:K212)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:L212)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:M212)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:N212)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:O212)),\"\")","v":"7 Based on 2016-17 figures, the University has a student population of 5,874 full-time equivalent (FTE), with 3,755 (FTE) students based on campus and 2,119 (FTE) students studying with collaborative partners. This represents a 10 per cent increase in student numbers since the 2013 ELIR, which is principally due to an increase in the number of students studying with the University's collaborative partners. In 2016-17, around 25 percent of the students based on the home campus were studying part-time. The overall retention rate (for all programmes and modes of study) is 93.3 per cent and has remained relatively constant since the 2013 ELIR."}]
[{"$f":"IF('> FILTER <'!B214<>\"\",ROW(OFFSET(A213,-1,0)),\"\")","v":212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G214)),A213,\"\")","v":212},{"$f":"IFERROR(SMALL(Helper2_1,A213),\"\")","v":212},null,212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G214)),$A213,\"\")","v":212},{"$f":"IFERROR(SMALL(Helper2_2,A213),\"\")","v":212},{"$f":"COUNTIF(Helper3_1,\"=\"&G213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G213)=1, G213, \"\")","v":212},{"$f":"IFERROR(SMALL(Index_2,A213),\"\")","v":212},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:J213)),\"\")","v":"QMU_7"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:K213)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:L213)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:M213)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:N213)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:O213)),\"\")","v":"7 Based on 2016-17 figures, the University has a student population of 5,874 full-time equivalent (FTE), with 3,755 (FTE) students based on campus and 2,119 (FTE) students studying with collaborative partners. This represents a 10 per cent increase in student numbers since the 2013 ELIR, which is principally due to an increase in the number of students studying with the University's collaborative partners. In 2016-17, around 25 percent of the students based on the home campus were studying part-time. The overall retention rate (for all programmes and modes of study) is 93.3 per cent and has remained relatively constant since the 2013 ELIR."}]
[{"$f":"IF('> FILTER <'!B215<>\"\",ROW(OFFSET(A214,-1,0)),\"\")","v":213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G215)),A214,\"\")","v":213},{"$f":"IFERROR(SMALL(Helper2_1,A214),\"\")","v":213},null,{"$f":"ROW(OFFSET(E214,-1,0))","v":213},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G215)),$A214,\"\")","v":213},{"$f":"IFERROR(SMALL(Helper2_2,A214),\"\")","v":213},{"$f":"COUNTIF(Helper3_1,\"=\"&G214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G214)=1, G214, \"\")","v":213},{"$f":"IFERROR(SMALL(Index_2,A214),\"\")","v":213},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:J214)),\"\")","v":"QMU_8"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:K214)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:L214)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:M214)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:N214)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:O214)),\"\")","v":"8 The number of students studying in Edinburgh has remained relatively constant since the 2013 ELIR and the University confirmed it does not currently plan to increase its on-campus numbers. The University does continue to actively seek new articulation agreements with colleges - 21 per cent of the University's undergraduate entrants join with advanced standing through existing articulation agreements with partner colleges."}]
[{"$f":"IF('> FILTER <'!B216<>\"\",ROW(OFFSET(A215,-1,0)),\"\")","v":214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G216)),A215,\"\")","v":214},{"$f":"IFERROR(SMALL(Helper2_1,A215),\"\")","v":214},null,214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G216)),$A215,\"\")","v":214},{"$f":"IFERROR(SMALL(Helper2_2,A215),\"\")","v":214},{"$f":"COUNTIF(Helper3_1,\"=\"&G215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G215)=1, G215, \"\")","v":214},{"$f":"IFERROR(SMALL(Index_2,A215),\"\")","v":214},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:J215)),\"\")","v":"QMU_8"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:K215)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:L215)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:M215)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:N215)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:O215)),\"\")","v":"8 The number of students studying in Edinburgh has remained relatively constant since the 2013 ELIR and the University confirmed it does not currently plan to increase its on-campus numbers. The University does continue to actively seek new articulation agreements with colleges - 21 per cent of the University's undergraduate entrants join with advanced standing through existing articulation agreements with partner colleges."}]
[{"$f":"IF('> FILTER <'!B217<>\"\",ROW(OFFSET(A216,-1,0)),\"\")","v":215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G217)),A216,\"\")","v":215},{"$f":"IFERROR(SMALL(Helper2_1,A216),\"\")","v":215},null,215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G217)),$A216,\"\")","v":215},{"$f":"IFERROR(SMALL(Helper2_2,A216),\"\")","v":215},{"$f":"COUNTIF(Helper3_1,\"=\"&G216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G216)=1, G216, \"\")","v":215},{"$f":"IFERROR(SMALL(Index_2,A216),\"\")","v":215},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:J216)),\"\")","v":"QMU_9"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:K216)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:L216)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:M216)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:N216)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:O216)),\"\")","v":"9 36 per cent of the University's students now study with its collaborative partners. The majority of the growth has been achieved through transnational education (TNE) partnerships, reflecting the ambitions set out in the University Strategic Plan (QM150) for carefully managed growth and expansion in overseas markets with a small number of select partners (paragraph 149). The University intends to continue this measured approach to the expansion of its collaborative partnerships."}]
[{"$f":"IF('> FILTER <'!B218<>\"\",ROW(OFFSET(A217,-1,0)),\"\")","v":216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G218)),A217,\"\")","v":216},{"$f":"IFERROR(SMALL(Helper2_1,A217),\"\")","v":216},null,216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G218)),$A217,\"\")","v":216},{"$f":"IFERROR(SMALL(Helper2_2,A217),\"\")","v":216},{"$f":"COUNTIF(Helper3_1,\"=\"&G217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G217)=1, G217, \"\")","v":216},{"$f":"IFERROR(SMALL(Index_2,A217),\"\")","v":216},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:J217)),\"\")","v":"QMU_9"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:K217)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:L217)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:M217)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:N217)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:O217)),\"\")","v":"9 36 per cent of the University's students now study with its collaborative partners. The majority of the growth has been achieved through transnational education (TNE) partnerships, reflecting the ambitions set out in the University Strategic Plan (QM150) for carefully managed growth and expansion in overseas markets with a small number of select partners (paragraph 149). The University intends to continue this measured approach to the expansion of its collaborative partnerships."}]
[{"$f":"IF('> FILTER <'!B219<>\"\",ROW(OFFSET(A218,-1,0)),\"\")","v":217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G219)),A218,\"\")","v":217},{"$f":"IFERROR(SMALL(Helper2_1,A218),\"\")","v":217},null,217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G219)),$A218,\"\")","v":217},{"$f":"IFERROR(SMALL(Helper2_2,A218),\"\")","v":217},{"$f":"COUNTIF(Helper3_1,\"=\"&G218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G218)=1, G218, \"\")","v":217},{"$f":"IFERROR(SMALL(Index_2,A218),\"\")","v":217},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:J218)),\"\")","v":"QMU_10"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:K218)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:L218)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:M218)),\"\")","v":"Composition"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:N218)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:O218)),\"\")","v":"10 The University recognises a gender imbalance in its student population (76 per cent female), which in part reflects the nature of its specific subject provision including nursing and psychology. The University is currently involved in a number of initiatives to actively address this (paragraph 39)."}]
[{"$f":"IF('> FILTER <'!B220<>\"\",ROW(OFFSET(A219,-1,0)),\"\")","v":218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G220)),A219,\"\")","v":218},{"$f":"IFERROR(SMALL(Helper2_1,A219),\"\")","v":218},null,218,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G220)),$A219,\"\")","v":218},{"$f":"IFERROR(SMALL(Helper2_2,A219),\"\")","v":218},{"$f":"COUNTIF(Helper3_1,\"=\"&G219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G219)=1, G219, \"\")","v":218},{"$f":"IFERROR(SMALL(Index_2,A219),\"\")","v":218},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:J219)),\"\")","v":"QMU_11"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:K219)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:L219)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:M219)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:N219)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:O219)),\"\")","v":"11 The University has effective mechanisms in place to manage its student population and ensure changes and trends are routinely analysed and reflected upon, along with the shifts in market demand and the currency of current provision. This data, along with the outcomes of the recent Portfolio Sustainability Review and the focus provided by QM150 are informing proposed changes to the overall academic portfolio (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B221<>\"\",ROW(OFFSET(A220,-1,0)),\"\")","v":219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G221)),A220,\"\")","v":219},{"$f":"IFERROR(SMALL(Helper2_1,A220),\"\")","v":219},null,219,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G221)),$A220,\"\")","v":219},{"$f":"IFERROR(SMALL(Helper2_2,A220),\"\")","v":219},{"$f":"COUNTIF(Helper3_1,\"=\"&G220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G220)=1, G220, \"\")","v":219},{"$f":"IFERROR(SMALL(Index_2,A220),\"\")","v":219},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:J220)),\"\")","v":"QMU_11"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:K220)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:L220)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:M220)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:N220)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:O220)),\"\")","v":"11 The University has effective mechanisms in place to manage its student population and ensure changes and trends are routinely analysed and reflected upon, along with the shifts in market demand and the currency of current provision. This data, along with the outcomes of the recent Portfolio Sustainability Review and the focus provided by QM150 are informing proposed changes to the overall academic portfolio (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B222<>\"\",ROW(OFFSET(A221,-1,0)),\"\")","v":220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G222)),A221,\"\")","v":220},{"$f":"IFERROR(SMALL(Helper2_1,A221),\"\")","v":220},null,220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G222)),$A221,\"\")","v":220},{"$f":"IFERROR(SMALL(Helper2_2,A221),\"\")","v":220},{"$f":"COUNTIF(Helper3_1,\"=\"&G221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G221)=1, G221, \"\")","v":220},{"$f":"IFERROR(SMALL(Index_2,A221),\"\")","v":220},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:J221)),\"\")","v":"QMU_13"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:K221)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:L221)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:M221)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:N221)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:O221)),\"\")","v":"13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."}]
[{"$f":"IF('> FILTER <'!B223<>\"\",ROW(OFFSET(A222,-1,0)),\"\")","v":221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G223)),A222,\"\")","v":221},{"$f":"IFERROR(SMALL(Helper2_1,A222),\"\")","v":221},null,221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G223)),$A222,\"\")","v":221},{"$f":"IFERROR(SMALL(Helper2_2,A222),\"\")","v":221},{"$f":"COUNTIF(Helper3_1,\"=\"&G222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G222)=1, G222, \"\")","v":221},{"$f":"IFERROR(SMALL(Index_2,A222),\"\")","v":221},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:J222)),\"\")","v":"QMU_13"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:K222)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:L222)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:M222)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:N222)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:O222)),\"\")","v":"13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."}]
[{"$f":"IF('> FILTER <'!B224<>\"\",ROW(OFFSET(A223,-1,0)),\"\")","v":222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G224)),A223,\"\")","v":222},{"$f":"IFERROR(SMALL(Helper2_1,A223),\"\")","v":222},null,222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G224)),$A223,\"\")","v":222},{"$f":"IFERROR(SMALL(Helper2_2,A223),\"\")","v":222},{"$f":"COUNTIF(Helper3_1,\"=\"&G223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G223)=1, G223, \"\")","v":222},{"$f":"IFERROR(SMALL(Index_2,A223),\"\")","v":222},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:J223)),\"\")","v":"QMU_13"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:K223)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:L223)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:M223)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:N223)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:O223)),\"\")","v":"13 The University identified a set of contextualised themes which were informed by previous ELIR outcomes, institutional strategy, Scottish Funding Council (SFC) Outcome Agreements, analysis of a range of internal and external data, and student voice. The University Senate, Student Experience Committee and school academic boards provided feedback on the themes. Staff and students were consulted and given a range of opportunities, including focus groups and a questionnaire, to further shape the themes."}]
[{"$f":"IF('> FILTER <'!B225<>\"\",ROW(OFFSET(A224,-1,0)),\"\")","v":223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G225)),A224,\"\")","v":223},{"$f":"IFERROR(SMALL(Helper2_1,A224),\"\")","v":223},null,223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G225)),$A224,\"\")","v":223},{"$f":"IFERROR(SMALL(Helper2_2,A224),\"\")","v":223},{"$f":"COUNTIF(Helper3_1,\"=\"&G224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G224)=1, G224, \"\")","v":223},{"$f":"IFERROR(SMALL(Index_2,A224),\"\")","v":223},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:J224)),\"\")","v":"QMU_14"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:K224)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:L224)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:M224)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:N224)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:O224)),\"\")","v":"14 For this ELIR, the University chose to focus on the following themes: Student Experience Strategy (SES), Employability, enterprise and entrepreneurship, The Graduate School, Using evidence to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B226<>\"\",ROW(OFFSET(A225,-1,0)),\"\")","v":224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G226)),A225,\"\")","v":224},{"$f":"IFERROR(SMALL(Helper2_1,A225),\"\")","v":224},null,224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G226)),$A225,\"\")","v":224},{"$f":"IFERROR(SMALL(Helper2_2,A225),\"\")","v":224},{"$f":"COUNTIF(Helper3_1,\"=\"&G225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G225)=1, G225, \"\")","v":224},{"$f":"IFERROR(SMALL(Index_2,A225),\"\")","v":224},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:J225)),\"\")","v":"QMU_15"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:K225)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:L225)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:M225)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:N225)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:O225)),\"\")","v":"15 From the review documentation and discussions with staff and students, the ELIR team was able to confirm these themes reflect the University's current strategic priorities. In addition to the initial themes identified, the ELIR team and the University agreed that the recent Portfolio Sustainability Review and the implementation of its recommendations would be included as a focus for the current ELIR."}]
[{"$f":"IF('> FILTER <'!B227<>\"\",ROW(OFFSET(A226,-1,0)),\"\")","v":225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G227)),A226,\"\")","v":225},{"$f":"IFERROR(SMALL(Helper2_1,A226),\"\")","v":225},null,225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G227)),$A226,\"\")","v":225},{"$f":"IFERROR(SMALL(Helper2_2,A226),\"\")","v":225},{"$f":"COUNTIF(Helper3_1,\"=\"&G226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G226)=1, G226, \"\")","v":225},{"$f":"IFERROR(SMALL(Index_2,A226),\"\")","v":225},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:J226)),\"\")","v":"QMU_17"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:K226)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:L226)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:M226)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:N226)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:O226)),\"\")","v":"17 The Student Experience Committee had responsibility and oversight at University level for ensuring that appropriate actions were taken in response to the previous ELIR, with progress and impact also discussed at the University Senate and Court in the context of the related KPIs."}]
[{"$f":"IF('> FILTER <'!B228<>\"\",ROW(OFFSET(A227,-1,0)),\"\")","v":226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G228)),A227,\"\")","v":226},{"$f":"IFERROR(SMALL(Helper2_1,A227),\"\")","v":226},null,226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G228)),$A227,\"\")","v":226},{"$f":"IFERROR(SMALL(Helper2_2,A227),\"\")","v":226},{"$f":"COUNTIF(Helper3_1,\"=\"&G227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G227)=1, G227, \"\")","v":226},{"$f":"IFERROR(SMALL(Index_2,A227),\"\")","v":226},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:J227)),\"\")","v":"QMU_18"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:K227)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:L227)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:M227)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:N227)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:O227)),\"\")","v":"18 It is evident that the University applied a structured and systematic approach to responding to the recommendations from the 2013 ELIR. Updates were provided for each action, outlining the impact along with any further development and enhancement work being undertaken (paragraph 135)."}]
[{"$f":"IF('> FILTER <'!B229<>\"\",ROW(OFFSET(A228,-1,0)),\"\")","v":227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G229)),A228,\"\")","v":227},{"$f":"IFERROR(SMALL(Helper2_1,A228),\"\")","v":227},null,227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G229)),$A228,\"\")","v":227},{"$f":"IFERROR(SMALL(Helper2_2,A228),\"\")","v":227},{"$f":"COUNTIF(Helper3_1,\"=\"&G228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G228)=1, G228, \"\")","v":227},{"$f":"IFERROR(SMALL(Index_2,A228),\"\")","v":227},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:J228)),\"\")","v":"QMU_19"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:K228)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:L228)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:M228)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:N228)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:O228)),\"\")","v":"19 A range of mechanisms were used by the University to engage students, including having students as members of the University's ELIR Steering Group and holding student consultation groups."}]
[{"$f":"IF('> FILTER <'!B230<>\"\",ROW(OFFSET(A229,-1,0)),\"\")","v":228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G230)),A229,\"\")","v":228},{"$f":"IFERROR(SMALL(Helper2_1,A229),\"\")","v":228},null,228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G230)),$A229,\"\")","v":228},{"$f":"IFERROR(SMALL(Helper2_2,A229),\"\")","v":228},{"$f":"COUNTIF(Helper3_1,\"=\"&G229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G229)=1, G229, \"\")","v":228},{"$f":"IFERROR(SMALL(Index_2,A229),\"\")","v":228},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:J229)),\"\")","v":"QMU_20"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:K229)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:L229)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:M229)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:N229)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:O229)),\"\")","v":"20 Early drafts of the RA were shared with students and staff through institutional committees. In addition, the University produced a summary of key points for students, to support the engagement of all students in the institutional self-evaluation process, regardless of their level of prior knowledge or involvement in quality processes."}]
[{"$f":"IF('> FILTER <'!B231<>\"\",ROW(OFFSET(A230,-1,0)),\"\")","v":229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G231)),A230,\"\")","v":229},{"$f":"IFERROR(SMALL(Helper2_1,A230),\"\")","v":229},null,229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G231)),$A230,\"\")","v":229},{"$f":"IFERROR(SMALL(Helper2_2,A230),\"\")","v":229},{"$f":"COUNTIF(Helper3_1,\"=\"&G230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G230)=1, G230, \"\")","v":229},{"$f":"IFERROR(SMALL(Index_2,A230),\"\")","v":229},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:J230)),\"\")","v":"QMU_20"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:K230)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:L230)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:M230)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:N230)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:O230)),\"\")","v":"20 Early drafts of the RA were shared with students and staff through institutional committees. In addition, the University produced a summary of key points for students, to support the engagement of all students in the institutional self-evaluation process, regardless of their level of prior knowledge or involvement in quality processes."}]
[{"$f":"IF('> FILTER <'!B232<>\"\",ROW(OFFSET(A231,-1,0)),\"\")","v":230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G232)),A231,\"\")","v":230},{"$f":"IFERROR(SMALL(Helper2_1,A231),\"\")","v":230},null,230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G232)),$A231,\"\")","v":230},{"$f":"IFERROR(SMALL(Helper2_2,A231),\"\")","v":230},{"$f":"COUNTIF(Helper3_1,\"=\"&G231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G231)=1, G231, \"\")","v":230},{"$f":"IFERROR(SMALL(Index_2,A231),\"\")","v":230},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:J231)),\"\")","v":"QMU_21"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:K231)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:L231)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:M231)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:N231)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:O231)),\"\")","v":"21 Inclusion of a permanent member of the Students' Union staff within the ELIR Steering Group is recognised by the ELIR team as good practice, supporting the continuity of student involvement throughout the full timeline of the ELIR process which spans more than one academic session."}]
[{"$f":"IF('> FILTER <'!B233<>\"\",ROW(OFFSET(A232,-1,0)),\"\")","v":231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G233)),A232,\"\")","v":231},{"$f":"IFERROR(SMALL(Helper2_1,A232),\"\")","v":231},null,231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G233)),$A232,\"\")","v":231},{"$f":"IFERROR(SMALL(Helper2_2,A232),\"\")","v":231},{"$f":"COUNTIF(Helper3_1,\"=\"&G232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G232)=1, G232, \"\")","v":231},{"$f":"IFERROR(SMALL(Index_2,A232),\"\")","v":231},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:J232)),\"\")","v":"QMU_22"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:K232)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:L232)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:M232)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:N232)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:O232)),\"\")","v":"22 The University's approach to engaging students represents good practice, especially the range of approaches adopted to support the inclusion and proactive involvement of a broad range of students in the ELIR preparation and the involvement of the Students' Union Academic Council. The ELIR team considered this reflected the University's wider approach to partnership working with its students."}]
[{"$f":"IF('> FILTER <'!B234<>\"\",ROW(OFFSET(A233,-1,0)),\"\")","v":232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G234)),A233,\"\")","v":232},{"$f":"IFERROR(SMALL(Helper2_1,A233),\"\")","v":232},null,232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G234)),$A233,\"\")","v":232},{"$f":"IFERROR(SMALL(Helper2_2,A233),\"\")","v":232},{"$f":"COUNTIF(Helper3_1,\"=\"&G233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G233)=1, G233, \"\")","v":232},{"$f":"IFERROR(SMALL(Index_2,A233),\"\")","v":232},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:J233)),\"\")","v":"QMU_22"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:K233)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:L233)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:M233)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:N233)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:O233)),\"\")","v":"22 The University's approach to engaging students represents good practice, especially the range of approaches adopted to support the inclusion and proactive involvement of a broad range of students in the ELIR preparation and the involvement of the Students' Union Academic Council. The ELIR team considered this reflected the University's wider approach to partnership working with its students."}]
[{"$f":"IF('> FILTER <'!B235<>\"\",ROW(OFFSET(A234,-1,0)),\"\")","v":233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G235)),A234,\"\")","v":233},{"$f":"IFERROR(SMALL(Helper2_1,A234),\"\")","v":233},null,233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G235)),$A234,\"\")","v":233},{"$f":"IFERROR(SMALL(Helper2_2,A234),\"\")","v":233},{"$f":"COUNTIF(Helper3_1,\"=\"&G234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G234)=1, G234, \"\")","v":233},{"$f":"IFERROR(SMALL(Index_2,A234),\"\")","v":233},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:J234)),\"\")","v":"QMU_23"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:K234)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:L234)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:M234)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:N234)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:O234)),\"\")","v":"23 The University has effective arrangements in place to support the engagement and representation of students. This is evidenced by a strong ethos of student partnership and a positive working relationship between the University and the Students' Union, underpinned by a joint commitment in both the Student Partnership Agreement (SPA) and Student Experience Strategy (SES) to extend the engagement of students even further."}]
[{"$f":"IF('> FILTER <'!B236<>\"\",ROW(OFFSET(A235,-1,0)),\"\")","v":234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G236)),A235,\"\")","v":234},{"$f":"IFERROR(SMALL(Helper2_1,A235),\"\")","v":234},null,234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G236)),$A235,\"\")","v":234},{"$f":"IFERROR(SMALL(Helper2_2,A235),\"\")","v":234},{"$f":"COUNTIF(Helper3_1,\"=\"&G235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G235)=1, G235, \"\")","v":234},{"$f":"IFERROR(SMALL(Index_2,A235),\"\")","v":234},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:J235)),\"\")","v":"QMU_24"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:K235)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:L235)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:M235)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:N235)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:O235)),\"\")","v":"24 The ELIR team learned that the University and Students' Union have recently revised their SPA, to ensure greater alignment between the activities and priorities identified within the SPA and those within the SES. The Students' Union and University are currently discussing whether a separate SPA would be required in the future given the comprehensive nature of the SES."}]
[{"$f":"IF('> FILTER <'!B237<>\"\",ROW(OFFSET(A236,-1,0)),\"\")","v":235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G237)),A236,\"\")","v":235},{"$f":"IFERROR(SMALL(Helper2_1,A236),\"\")","v":235},null,235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G237)),$A236,\"\")","v":235},{"$f":"IFERROR(SMALL(Helper2_2,A236),\"\")","v":235},{"$f":"COUNTIF(Helper3_1,\"=\"&G236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G236)=1, G236, \"\")","v":235},{"$f":"IFERROR(SMALL(Index_2,A236),\"\")","v":235},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:J236)),\"\")","v":"QMU_25"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:K236)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:L236)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:M236)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:N236)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:O236)),\"\")","v":"25 Appropriate arrangements, consistent with sector expectations, are in place to support the engagement of students at all levels of University decision-making. Students are engaged through the Class Representative System, where student representatives work in partnership with academic staff to enhance the delivery and design of individual modules. The students who met the ELIR team were aware of who their class representatives were and provided clear examples of how student feedback is valued and acted upon to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B238<>\"\",ROW(OFFSET(A237,-1,0)),\"\")","v":236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G238)),A237,\"\")","v":236},{"$f":"IFERROR(SMALL(Helper2_1,A237),\"\")","v":236},null,236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G238)),$A237,\"\")","v":236},{"$f":"IFERROR(SMALL(Helper2_2,A237),\"\")","v":236},{"$f":"COUNTIF(Helper3_1,\"=\"&G237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G237)=1, G237, \"\")","v":236},{"$f":"IFERROR(SMALL(Index_2,A237),\"\")","v":236},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:J237)),\"\")","v":"QMU_26"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:K237)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:L237)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:M237)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:N237)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:O237)),\"\")","v":"26 Each programme has a committee which includes two students from each year of the programme. Programme committees are responsible for monitoring and evaluating programme design and delivery, and ensuring there are appropriate mechanisms for student feedback. Each committee also considers quality assurance, academic standards and enhancement matters including: considering and monitoring actions arising from student-staff consultative committees, reviewing external examiner reports, engaging with programme amendments, and monitoring the progress of programme and school action plans relating to National Student Survey (NSS) outcomes."}]
[{"$f":"IF('> FILTER <'!B239<>\"\",ROW(OFFSET(A238,-1,0)),\"\")","v":237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G239)),A238,\"\")","v":237},{"$f":"IFERROR(SMALL(Helper2_1,A238),\"\")","v":237},null,237,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G239)),$A238,\"\")","v":237},{"$f":"IFERROR(SMALL(Helper2_2,A238),\"\")","v":237},{"$f":"COUNTIF(Helper3_1,\"=\"&G238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G238)=1, G238, \"\")","v":237},{"$f":"IFERROR(SMALL(Index_2,A238),\"\")","v":237},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:J238)),\"\")","v":"QMU_27"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:K238)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:L238)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:M238)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:N238)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:O238)),\"\")","v":"27 The Students' Union is responsible for the recruitment and training of student representatives. The role of Student Representative Assistant (SRA) has been created to support class representative training. The University and the Students' Union offer joint training for class representatives. This training is evaluated on an annual basis by both the University and the Students' Union with the evaluation outcomes demonstrating that student representatives find the training useful in preparing them to undertake their role."}]
[{"$f":"IF('> FILTER <'!B240<>\"\",ROW(OFFSET(A239,-1,0)),\"\")","v":238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G240)),A239,\"\")","v":238},{"$f":"IFERROR(SMALL(Helper2_1,A239),\"\")","v":238},null,238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G240)),$A239,\"\")","v":238},{"$f":"IFERROR(SMALL(Helper2_2,A239),\"\")","v":238},{"$f":"COUNTIF(Helper3_1,\"=\"&G239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G239)=1, G239, \"\")","v":238},{"$f":"IFERROR(SMALL(Index_2,A239),\"\")","v":238},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:J239)),\"\")","v":"QMU_28"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:K239)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:L239)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:M239)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:N239)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:O239)),\"\")","v":"28 Doctoral candidates are represented separately through the Doctoral Candidates' Association (DCA) (paragraph 76)."}]
[{"$f":"IF('> FILTER <'!B241<>\"\",ROW(OFFSET(A240,-1,0)),\"\")","v":239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G241)),A240,\"\")","v":239},{"$f":"IFERROR(SMALL(Helper2_1,A240),\"\")","v":239},null,239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G241)),$A240,\"\")","v":239},{"$f":"IFERROR(SMALL(Helper2_2,A240),\"\")","v":239},{"$f":"COUNTIF(Helper3_1,\"=\"&G240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G240)=1, G240, \"\")","v":239},{"$f":"IFERROR(SMALL(Index_2,A240),\"\")","v":239},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:J240)),\"\")","v":"QMU_28"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:K240)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:L240)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:M240)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:N240)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:O240)),\"\")","v":"28 Doctoral candidates are represented separately through the Doctoral Candidates' Association (DCA) (paragraph 76)."}]
[{"$f":"IF('> FILTER <'!B242<>\"\",ROW(OFFSET(A241,-1,0)),\"\")","v":240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G242)),A241,\"\")","v":240},{"$f":"IFERROR(SMALL(Helper2_1,A241),\"\")","v":240},null,240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G242)),$A241,\"\")","v":240},{"$f":"IFERROR(SMALL(Helper2_2,A241),\"\")","v":240},{"$f":"COUNTIF(Helper3_1,\"=\"&G241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G241)=1, G241, \"\")","v":240},{"$f":"IFERROR(SMALL(Index_2,A241),\"\")","v":240},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:J241)),\"\")","v":"QMU_29"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:K241)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:L241)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:M241)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:N241)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:O241)),\"\")","v":"29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."}]
[{"$f":"IF('> FILTER <'!B243<>\"\",ROW(OFFSET(A242,-1,0)),\"\")","v":241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G243)),A242,\"\")","v":241},{"$f":"IFERROR(SMALL(Helper2_1,A242),\"\")","v":241},null,241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G243)),$A242,\"\")","v":241},{"$f":"IFERROR(SMALL(Helper2_2,A242),\"\")","v":241},{"$f":"COUNTIF(Helper3_1,\"=\"&G242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G242)=1, G242, \"\")","v":241},{"$f":"IFERROR(SMALL(Index_2,A242),\"\")","v":241},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:J242)),\"\")","v":"QMU_29"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:K242)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:L242)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:M242)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:N242)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:O242)),\"\")","v":"29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."}]
[{"$f":"IF('> FILTER <'!B244<>\"\",ROW(OFFSET(A243,-1,0)),\"\")","v":242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G244)),A243,\"\")","v":242},{"$f":"IFERROR(SMALL(Helper2_1,A243),\"\")","v":242},null,242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G244)),$A243,\"\")","v":242},{"$f":"IFERROR(SMALL(Helper2_2,A243),\"\")","v":242},{"$f":"COUNTIF(Helper3_1,\"=\"&G243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G243)=1, G243, \"\")","v":242},{"$f":"IFERROR(SMALL(Index_2,A243),\"\")","v":242},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:J243)),\"\")","v":"QMU_29"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:K243)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:L243)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:M243)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:N243)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:O243)),\"\")","v":"29 Students studying on programmes delivered with collaborative partners, typically are represented through the partner organisation's representative systems. The University also administers an annual student survey, the Partner Organisation Student Survey (POSS), to gain independent feedback from students at each partner (paragraphs 33 and 163). While the Students' Union has no formal role in representing students studying with collaborative partners, students can access information related to academic processes through the Union's website, supporting these students to make academic appeals and complaints should this become necessary (paragraph 163)."}]
[{"$f":"IF('> FILTER <'!B245<>\"\",ROW(OFFSET(A244,-1,0)),\"\")","v":243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G245)),A244,\"\")","v":243},{"$f":"IFERROR(SMALL(Helper2_1,A244),\"\")","v":243},null,243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G245)),$A244,\"\")","v":243},{"$f":"IFERROR(SMALL(Helper2_2,A244),\"\")","v":243},{"$f":"COUNTIF(Helper3_1,\"=\"&G244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G244)=1, G244, \"\")","v":243},{"$f":"IFERROR(SMALL(Index_2,A244),\"\")","v":243},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:J244)),\"\")","v":"QMU_30"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:K244)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:L244)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:M244)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:N244)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:O244)),\"\")","v":"30 The University acknowledged that it has encountered difficulties in ensuring sufficient formal representation of students studying part-time or at a distance, noting these student groups prefer to provide feedback on an informal and ongoing basis directly to academic staff. The ELIR team recognised the challenges associated with ensuring the engagement of all student groups. Noting the size of the University's part-time and distance learning student population, there would be benefit in the University and Students' Union exploring how the representative system could be adapted to engage all students."}]
[{"$f":"IF('> FILTER <'!B246<>\"\",ROW(OFFSET(A245,-1,0)),\"\")","v":244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G246)),A245,\"\")","v":244},{"$f":"IFERROR(SMALL(Helper2_1,A245),\"\")","v":244},null,244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G246)),$A245,\"\")","v":244},{"$f":"IFERROR(SMALL(Helper2_2,A245),\"\")","v":244},{"$f":"COUNTIF(Helper3_1,\"=\"&G245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G245)=1, G245, \"\")","v":244},{"$f":"IFERROR(SMALL(Index_2,A245),\"\")","v":244},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:J245)),\"\")","v":"QMU_31"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:K245)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:L245)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:M245)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:N245)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:O245)),\"\")","v":"31 The University provides opportunities for students to engage in its quality assurance and enhancement activities, for example by participating as panel members during validation or review events. Before joining an event, students are provided with specific training by the Students' Union and the Division of Governance and Quality Enhancement (DGQE) to ensure they can engage fully with the review process. Student representatives who met the ELIR team valued the training made available to them, highlighting how the support arrangements helped prepare them to undertake their role. The University recognises that while student engagement is strong in some aspects of its quality assurance processes, in particular validation and review panels, it has identified that there is scope to further develop engagement in the future, particularly in relation to annual monitoring, and consideration of external examiner and module evaluation reports. The ELIR team considered these would be positive enhancements."}]
[{"$f":"IF('> FILTER <'!B247<>\"\",ROW(OFFSET(A246,-1,0)),\"\")","v":245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G247)),A246,\"\")","v":245},{"$f":"IFERROR(SMALL(Helper2_1,A246),\"\")","v":245},null,245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G247)),$A246,\"\")","v":245},{"$f":"IFERROR(SMALL(Helper2_2,A246),\"\")","v":245},{"$f":"COUNTIF(Helper3_1,\"=\"&G246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G246)=1, G246, \"\")","v":245},{"$f":"IFERROR(SMALL(Index_2,A246),\"\")","v":245},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:J246)),\"\")","v":"QMU_32"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:K246)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:L246)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:M246)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:N246)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:O246)),\"\")","v":"32 The scope and analysis of student surveys was identified as a development point in the 2013 ELIR report (paragraph 135). In response, the University made a number of proposals to the Student Experience Committee aimed at enhancing the coordination and management of student surveys, as well as improving upon the subsequent response and feedback on actions to students. Evidence from the current ELIR demonstrated a strong institutional culture of engagement with student survey results, with staff actively considering these as part of the University's Annual Monitoring Reporting process."}]
[{"$f":"IF('> FILTER <'!B248<>\"\",ROW(OFFSET(A247,-1,0)),\"\")","v":246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G248)),A247,\"\")","v":246},{"$f":"IFERROR(SMALL(Helper2_1,A247),\"\")","v":246},null,246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G248)),$A247,\"\")","v":246},{"$f":"IFERROR(SMALL(Helper2_2,A247),\"\")","v":246},{"$f":"COUNTIF(Helper3_1,\"=\"&G247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G247)=1, G247, \"\")","v":246},{"$f":"IFERROR(SMALL(Index_2,A247),\"\")","v":246},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:J247)),\"\")","v":"QMU_33"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:K247)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:L247)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:M247)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:N247)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:O247)),\"\")","v":"33 The University participates in external student surveys, including the NSS and Postgraduate Research Experience Survey (PRES). It offers its own internal survey (QMU Student Survey, QSS) for students who are not eligible to participate in these national surveys and it has the POSS for students studying on collaborative programmes. The results of these surveys are considered at programme, school and institutional level with annual action plans collated to ensure progress is made against the key areas for development. In addition, professional service departments use a range of internal and external surveys to support evaluation activities and enhancements to the student experience. Monitoring and oversight of these plans is carried out by programme committees, school academic boards and the Student Experience Committee. The University's NSS Working Group retains responsibility for considering institution-wide trends arising from survey results and identifies appropriate enhancements to address any areas of concern."}]
[{"$f":"IF('> FILTER <'!B249<>\"\",ROW(OFFSET(A248,-1,0)),\"\")","v":247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G249)),A248,\"\")","v":247},{"$f":"IFERROR(SMALL(Helper2_1,A248),\"\")","v":247},null,247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G249)),$A248,\"\")","v":247},{"$f":"IFERROR(SMALL(Helper2_2,A248),\"\")","v":247},{"$f":"COUNTIF(Helper3_1,\"=\"&G248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G248)=1, G248, \"\")","v":247},{"$f":"IFERROR(SMALL(Index_2,A248),\"\")","v":247},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:J248)),\"\")","v":"QMU_34"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:K248)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:L248)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:M248)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:N248)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:O248)),\"\")","v":"34 The University's website and the recent introduction of a Student Surveys Hub allow consistent information to be presented on survey outcomes and actions, and contributes towards encouraging greater student awareness of the surveys. The ELIR team encourages the University to explore how the full potential of the Student Surveys Hub could be realised, particularly in relation to informing students of how their feedback has been used to influence change."}]
[{"$f":"IF('> FILTER <'!B250<>\"\",ROW(OFFSET(A249,-1,0)),\"\")","v":248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G250)),A249,\"\")","v":248},{"$f":"IFERROR(SMALL(Helper2_1,A249),\"\")","v":248},null,248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G250)),$A249,\"\")","v":248},{"$f":"IFERROR(SMALL(Helper2_2,A249),\"\")","v":248},{"$f":"COUNTIF(Helper3_1,\"=\"&G249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G249)=1, G249, \"\")","v":248},{"$f":"IFERROR(SMALL(Index_2,A249),\"\")","v":248},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:J249)),\"\")","v":"QMU_35"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:K249)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:L249)),\"\")","v":"StudentEngagement"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:M249)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:N249)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:O249)),\"\")","v":"35 In many cases, response rates to student surveys remain below the University's desired level. This is being actively addressed through a range of activities including exploring the move to a single survey season and reducing the numbers of surveys students are asked to complete through targeting specific year groups. The ELIR team considered these were positive ways of encouraging higher response rates."}]
[{"$f":"IF('> FILTER <'!B251<>\"\",ROW(OFFSET(A250,-1,0)),\"\")","v":249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G251)),A250,\"\")","v":249},{"$f":"IFERROR(SMALL(Helper2_1,A250),\"\")","v":249},null,249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G251)),$A250,\"\")","v":249},{"$f":"IFERROR(SMALL(Helper2_2,A250),\"\")","v":249},{"$f":"COUNTIF(Helper3_1,\"=\"&G250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G250)=1, G250, \"\")","v":249},{"$f":"IFERROR(SMALL(Index_2,A250),\"\")","v":249},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:J250)),\"\")","v":"QMU_36"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:K250)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:L250)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:M250)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:N250)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:O250)),\"\")","v":"36 The University has effective arrangements in place to promote and respond to equality and diversity within the student experience. This is evidenced by its strong commitment to ensuring an inclusive and supportive learning environment, through the development of appropriate policy and practice, and in curriculum design."}]
[{"$f":"IF('> FILTER <'!B252<>\"\",ROW(OFFSET(A251,-1,0)),\"\")","v":250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G252)),A251,\"\")","v":250},{"$f":"IFERROR(SMALL(Helper2_1,A251),\"\")","v":250},null,250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G252)),$A251,\"\")","v":250},{"$f":"IFERROR(SMALL(Helper2_2,A251),\"\")","v":250},{"$f":"COUNTIF(Helper3_1,\"=\"&G251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G251)=1, G251, \"\")","v":250},{"$f":"IFERROR(SMALL(Index_2,A251),\"\")","v":250},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:J251)),\"\")","v":"QMU_37"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:K251)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:L251)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:M251)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:N251)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:O251)),\"\")","v":"37 The University's commitment to social justice and equality and diversity is identified in its Strategic Plan (QM150), and is also expressed in its Student Experience Strategy, the SFC Outcome Agreement, the Equality Policy and its equality outcomes."}]
[{"$f":"IF('> FILTER <'!B253<>\"\",ROW(OFFSET(A252,-1,0)),\"\")","v":251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G253)),A252,\"\")","v":251},{"$f":"IFERROR(SMALL(Helper2_1,A252),\"\")","v":251},null,251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G253)),$A252,\"\")","v":251},{"$f":"IFERROR(SMALL(Helper2_2,A252),\"\")","v":251},{"$f":"COUNTIF(Helper3_1,\"=\"&G252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G252)=1, G252, \"\")","v":251},{"$f":"IFERROR(SMALL(Index_2,A252),\"\")","v":251},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:J252)),\"\")","v":"QMU_38"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:K252)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:L252)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:M252)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:N252)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:O252)),\"\")","v":"38 The Equality and Diversity Committee (EDC) is responsible for overseeing the development and promotion of strategy and policy in this area and monitors student admissions, progression, completion and attainment by protected characteristic. There is evidence of appropriate staff engagement with this work and of EDC making effective use of the enhanced monitoring information and evidence available to inform decision-making (paragraph 140). Monitoring and collection of students' protected characteristic data has improved since the 2013 ELIR through incorporating data collection annually as part of enrolment."}]
[{"$f":"IF('> FILTER <'!B254<>\"\",ROW(OFFSET(A253,-1,0)),\"\")","v":252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G254)),A253,\"\")","v":252},{"$f":"IFERROR(SMALL(Helper2_1,A253),\"\")","v":252},null,252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G254)),$A253,\"\")","v":252},{"$f":"IFERROR(SMALL(Helper2_2,A253),\"\")","v":252},{"$f":"COUNTIF(Helper3_1,\"=\"&G253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G253)=1, G253, \"\")","v":252},{"$f":"IFERROR(SMALL(Index_2,A253),\"\")","v":252},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:J253)),\"\")","v":"QMU_39"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:K253)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:L253)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:M253)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:N253)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:O253)),\"\")","v":"39 The University recognises it has a significant gender imbalance in its student population, with a ratio of 3:1 in favour of self-identifying women students. The subject areas of nursing and psychology have been identified particularly as having a severe gender imbalance within the University under the definition adopted by the SFC. In line with SFC expectations, the University is working to narrow this imbalance to no greater than 60 per cent of either gender. The University has identified challenges in achieving this target, particularly in nursing, given the low level of male applicants across the sector. To help address this, the University successfully secured funding to take part in the Attracting Diversity project with the Equality Challenge Unit. This project aims to identify and mitigate barriers to access for male applicants in order to increase applications, as well as offer and enrolment numbers for mature male and young male applicants to identified programmes with significant gender imbalances."}]
[{"$f":"IF('> FILTER <'!B255<>\"\",ROW(OFFSET(A254,-1,0)),\"\")","v":253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G255)),A254,\"\")","v":253},{"$f":"IFERROR(SMALL(Helper2_1,A254),\"\")","v":253},null,253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G255)),$A254,\"\")","v":253},{"$f":"IFERROR(SMALL(Helper2_2,A254),\"\")","v":253},{"$f":"COUNTIF(Helper3_1,\"=\"&G254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G254)=1, G254, \"\")","v":253},{"$f":"IFERROR(SMALL(Index_2,A254),\"\")","v":253},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:J254)),\"\")","v":"QMU_40"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:K254)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:L254)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:M254)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:N254)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:O254)),\"\")","v":"40 The University requires all programmes to incorporate curricular and learning strategies that 'recognise diversity in the student body', with each programme team required to reflect on this in the Annual Monitoring Reporting (AMR) process. Student demographic data as well as retention, progression and attainment data is used in AMR to support staff reflection on teaching practice and support enhancements in relation to recruitment, student support, and curriculum development. Areas for development emerging from the annual monitoring reports are considered at school and institutional level, ensuring appropriate oversight of actions (paragraphs 126-127). The ELIR team noted how clearly the students it met were able to articulate the ways in which equality and diversity are fostered through curriculum, as well as discussing how their programmes of study supported them to consider their own approach to inclusive practices and approaches."}]
[{"$f":"IF('> FILTER <'!B256<>\"\",ROW(OFFSET(A255,-1,0)),\"\")","v":254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G256)),A255,\"\")","v":254},{"$f":"IFERROR(SMALL(Helper2_1,A255),\"\")","v":254},null,254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G256)),$A255,\"\")","v":254},{"$f":"IFERROR(SMALL(Helper2_2,A255),\"\")","v":254},{"$f":"COUNTIF(Helper3_1,\"=\"&G255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G255)=1, G255, \"\")","v":254},{"$f":"IFERROR(SMALL(Index_2,A255),\"\")","v":254},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:J255)),\"\")","v":"QMU_40"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:K255)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:L255)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:M255)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:N255)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:O255)),\"\")","v":"40 The University requires all programmes to incorporate curricular and learning strategies that 'recognise diversity in the student body', with each programme team required to reflect on this in the Annual Monitoring Reporting (AMR) process. Student demographic data as well as retention, progression and attainment data is used in AMR to support staff reflection on teaching practice and support enhancements in relation to recruitment, student support, and curriculum development. Areas for development emerging from the annual monitoring reports are considered at school and institutional level, ensuring appropriate oversight of actions (paragraphs 126-127). The ELIR team noted how clearly the students it met were able to articulate the ways in which equality and diversity are fostered through curriculum, as well as discussing how their programmes of study supported them to consider their own approach to inclusive practices and approaches."}]
[{"$f":"IF('> FILTER <'!B257<>\"\",ROW(OFFSET(A256,-1,0)),\"\")","v":255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G257)),A256,\"\")","v":255},{"$f":"IFERROR(SMALL(Helper2_1,A256),\"\")","v":255},null,255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G257)),$A256,\"\")","v":255},{"$f":"IFERROR(SMALL(Helper2_2,A256),\"\")","v":255},{"$f":"COUNTIF(Helper3_1,\"=\"&G256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G256)=1, G256, \"\")","v":255},{"$f":"IFERROR(SMALL(Index_2,A256),\"\")","v":255},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:J256)),\"\")","v":"QMU_41"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:K256)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:L256)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:M256)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:N256)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:O256)),\"\")","v":"41 The University's Strategic Plan (QM150) and SFC Outcome Agreement also articulate its commitment to widening access and participation, outlining a desire to 'attract and retain students from a wide range of backgrounds' and support them to achieve successful outcomes as a result of their studies. The University adopts a broad definition of 'under-represented groups' including first generation students, applicants from low progression schools, students from Scottish Index of Multiple Deprivation (SIMD) 20 and 40 backgrounds, articulating students, disabled students, mature students, care leavers, student carers, Black and Minority Ethnic (BME) students and male students applying to programmes with significant gender imbalance (paragraph 39). For each learner category the targets set by the University have been met or are close to being met."}]
[{"$f":"IF('> FILTER <'!B258<>\"\",ROW(OFFSET(A257,-1,0)),\"\")","v":256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G258)),A257,\"\")","v":256},{"$f":"IFERROR(SMALL(Helper2_1,A257),\"\")","v":256},null,256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G258)),$A257,\"\")","v":256},{"$f":"IFERROR(SMALL(Helper2_2,A257),\"\")","v":256},{"$f":"COUNTIF(Helper3_1,\"=\"&G257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G257)=1, G257, \"\")","v":256},{"$f":"IFERROR(SMALL(Index_2,A257),\"\")","v":256},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:J257)),\"\")","v":"QMU_41"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:K257)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:L257)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:M257)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:N257)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:O257)),\"\")","v":"41 The University's Strategic Plan (QM150) and SFC Outcome Agreement also articulate its commitment to widening access and participation, outlining a desire to 'attract and retain students from a wide range of backgrounds' and support them to achieve successful outcomes as a result of their studies. The University adopts a broad definition of 'under-represented groups' including first generation students, applicants from low progression schools, students from Scottish Index of Multiple Deprivation (SIMD) 20 and 40 backgrounds, articulating students, disabled students, mature students, care leavers, student carers, Black and Minority Ethnic (BME) students and male students applying to programmes with significant gender imbalance (paragraph 39). For each learner category the targets set by the University have been met or are close to being met."}]
[{"$f":"IF('> FILTER <'!B259<>\"\",ROW(OFFSET(A258,-1,0)),\"\")","v":257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G259)),A258,\"\")","v":257},{"$f":"IFERROR(SMALL(Helper2_1,A258),\"\")","v":257},null,257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G259)),$A258,\"\")","v":257},{"$f":"IFERROR(SMALL(Helper2_2,A258),\"\")","v":257},{"$f":"COUNTIF(Helper3_1,\"=\"&G258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G258)=1, G258, \"\")","v":257},{"$f":"IFERROR(SMALL(Index_2,A258),\"\")","v":257},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:J258)),\"\")","v":"QMU_42"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:K258)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:L258)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:M258)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:N258)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:O258)),\"\")","v":"42 The University's Outcome Agreement, informed by national and sector-wide indicators, sets out high level KPIs and targets for admissions in relation to identified target student groups. The University operates a Contextualised Admissions Policy which draws upon a wide range of factors that may impact on attainment. The policy was updated in December 2017 and is to be reviewed annually by the Student Experience Committee. Monitoring of applications to enrolment is undertaken through the Admissions Office which tracks SIMD20 and SIMD40 applications, offering weekly reports on acceptance rates allowing enhanced monitoring through the admissions cycle. The University notes challenges in growing entrant rates for these identified groups and in response has established the Admissions Decision Monitoring Group to directly monitor progress in recruitment across the range of applicant demographics."}]
[{"$f":"IF('> FILTER <'!B260<>\"\",ROW(OFFSET(A259,-1,0)),\"\")","v":258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G260)),A259,\"\")","v":258},{"$f":"IFERROR(SMALL(Helper2_1,A259),\"\")","v":258},null,258,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G260)),$A259,\"\")","v":258},{"$f":"IFERROR(SMALL(Helper2_2,A259),\"\")","v":258},{"$f":"COUNTIF(Helper3_1,\"=\"&G259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G259)=1, G259, \"\")","v":258},{"$f":"IFERROR(SMALL(Index_2,A259),\"\")","v":258},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:J259)),\"\")","v":"QMU_42"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:K259)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:L259)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:M259)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:N259)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:O259)),\"\")","v":"42 The University's Outcome Agreement, informed by national and sector-wide indicators, sets out high level KPIs and targets for admissions in relation to identified target student groups. The University operates a Contextualised Admissions Policy which draws upon a wide range of factors that may impact on attainment. The policy was updated in December 2017 and is to be reviewed annually by the Student Experience Committee. Monitoring of applications to enrolment is undertaken through the Admissions Office which tracks SIMD20 and SIMD40 applications, offering weekly reports on acceptance rates allowing enhanced monitoring through the admissions cycle. The University notes challenges in growing entrant rates for these identified groups and in response has established the Admissions Decision Monitoring Group to directly monitor progress in recruitment across the range of applicant demographics."}]
[{"$f":"IF('> FILTER <'!B261<>\"\",ROW(OFFSET(A260,-1,0)),\"\")","v":259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G261)),A260,\"\")","v":259},{"$f":"IFERROR(SMALL(Helper2_1,A260),\"\")","v":259},null,259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G261)),$A260,\"\")","v":259},{"$f":"IFERROR(SMALL(Helper2_2,A260),\"\")","v":259},{"$f":"COUNTIF(Helper3_1,\"=\"&G260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G260)=1, G260, \"\")","v":259},{"$f":"IFERROR(SMALL(Index_2,A260),\"\")","v":259},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:J260)),\"\")","v":"QMU_43"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:K260)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:L260)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:M260)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:N260)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:O260)),\"\")","v":"43 The University's Widening Participation and Student Retention (WISeR) Board oversees and evaluates activities in relation to the Outcome Agreement and the use of SFC widening access and retention funding. Each school has a WISeR Coordinator responsible for embedding best practice approaches to widening participation and retention, as well as engaging staff with the University's widening participation priorities."}]
[{"$f":"IF('> FILTER <'!B262<>\"\",ROW(OFFSET(A261,-1,0)),\"\")","v":260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G262)),A261,\"\")","v":260},{"$f":"IFERROR(SMALL(Helper2_1,A261),\"\")","v":260},null,260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G262)),$A261,\"\")","v":260},{"$f":"IFERROR(SMALL(Helper2_2,A261),\"\")","v":260},{"$f":"COUNTIF(Helper3_1,\"=\"&G261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G261)=1, G261, \"\")","v":260},{"$f":"IFERROR(SMALL(Index_2,A261),\"\")","v":260},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:J261)),\"\")","v":"QMU_44"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:K261)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:L261)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:M261)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:N261)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:O261)),\"\")","v":"44 The University offers a wide range of mechanisms to support widening participation activity, for example direct entry students are supported through a week-long induction programme and associate students participate in a longitudinal induction process which includes visits to the University, taster workshops and advice and guidance information. Mature students are offered a three-day pre-entry course called QMAdvance, along with a peer mentoring scheme. Articulating students are offered support and guidance, targeted induction and ongoing mentoring following matriculation."}]
[{"$f":"IF('> FILTER <'!B263<>\"\",ROW(OFFSET(A262,-1,0)),\"\")","v":261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G263)),A262,\"\")","v":261},{"$f":"IFERROR(SMALL(Helper2_1,A262),\"\")","v":261},null,261,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G263)),$A262,\"\")","v":261},{"$f":"IFERROR(SMALL(Helper2_2,A262),\"\")","v":261},{"$f":"COUNTIF(Helper3_1,\"=\"&G262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G262)=1, G262, \"\")","v":261},{"$f":"IFERROR(SMALL(Index_2,A262),\"\")","v":261},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:J262)),\"\")","v":"QMU_45"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:K262)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:L262)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:M262)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:N262)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:O262)),\"\")","v":"45 Specific support arrangements have also been developed for care leavers including provision of a named contact, proactive identification of support services, and access to additional financial support where available. Working in partnership with Who Cares Scotland, the University has established a corporate parenting policy which guarantees care leavers an accommodation place and advises them of work opportunities within the University. It also has a student carers' policy."}]
[{"$f":"IF('> FILTER <'!B264<>\"\",ROW(OFFSET(A263,-1,0)),\"\")","v":262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G264)),A263,\"\")","v":262},{"$f":"IFERROR(SMALL(Helper2_1,A263),\"\")","v":262},null,262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G264)),$A263,\"\")","v":262},{"$f":"IFERROR(SMALL(Helper2_2,A263),\"\")","v":262},{"$f":"COUNTIF(Helper3_1,\"=\"&G263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G263)=1, G263, \"\")","v":262},{"$f":"IFERROR(SMALL(Index_2,A263),\"\")","v":262},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:J263)),\"\")","v":"QMU_46"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:K263)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:L263)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:M263)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:N263)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:O263)),\"\")","v":"46 Significant steps have been taken by the University to build effective partnerships within the local and wider community. The University supports the Children's University initiative, providing high quality, innovative learning activities and experiences to 3,800 children (aged five to fourteen) and their families within the wider community. This work supports the University in promoting social mobility and raising the aspirations and attainment of participants."}]
[{"$f":"IF('> FILTER <'!B265<>\"\",ROW(OFFSET(A264,-1,0)),\"\")","v":263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G265)),A264,\"\")","v":263},{"$f":"IFERROR(SMALL(Helper2_1,A264),\"\")","v":263},null,263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G265)),$A264,\"\")","v":263},{"$f":"IFERROR(SMALL(Helper2_2,A264),\"\")","v":263},{"$f":"COUNTIF(Helper3_1,\"=\"&G264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G264)=1, G264, \"\")","v":263},{"$f":"IFERROR(SMALL(Index_2,A264),\"\")","v":263},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:J264)),\"\")","v":"QMU_47"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:K264)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:L264)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:M264)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:N264)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:O264)),\"\")","v":"47 The University's holistic and student-centred approach to widening participation represents excellent practice and is commended. Students are supported at each stage of their learner journey and the University's commitment to widening participation and ensuring students succeed is demonstrated through the broad range of outreach activities it has in place."}]
[{"$f":"IF('> FILTER <'!B266<>\"\",ROW(OFFSET(A265,-1,0)),\"\")","v":264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G266)),A265,\"\")","v":264},{"$f":"IFERROR(SMALL(Helper2_1,A265),\"\")","v":264},null,264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G266)),$A265,\"\")","v":264},{"$f":"IFERROR(SMALL(Helper2_2,A265),\"\")","v":264},{"$f":"COUNTIF(Helper3_1,\"=\"&G265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G265)=1, G265, \"\")","v":264},{"$f":"IFERROR(SMALL(Index_2,A265),\"\")","v":264},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:J265)),\"\")","v":"QMU_48"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:K265)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:L265)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:M265)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:N265)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:O265)),\"\")","v":"48 Through its mainstreaming activities, the University has introduced an Inclusive Learning and Teaching Materials Policy to support a planned move away from targeted interventions for specific students to an anticipatory approach to learning and teaching benefiting and supporting the needs of all learners. Each subject area has an appointed Academic Disabled Student Co-ordinator (ADSC) who works in partnership with the Disability Service. ADSCs meet as a network to discuss issues, share practice and propose developments through the Equality and Diversity Committee. The Disability Service is also an approved needs assessment centre supporting students to access Disabled Students' allowance."}]
[{"$f":"IF('> FILTER <'!B267<>\"\",ROW(OFFSET(A266,-1,0)),\"\")","v":265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G267)),A266,\"\")","v":265},{"$f":"IFERROR(SMALL(Helper2_1,A266),\"\")","v":265},null,265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G267)),$A266,\"\")","v":265},{"$f":"IFERROR(SMALL(Helper2_2,A266),\"\")","v":265},{"$f":"COUNTIF(Helper3_1,\"=\"&G266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G266)=1, G266, \"\")","v":265},{"$f":"IFERROR(SMALL(Index_2,A266),\"\")","v":265},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:J266)),\"\")","v":"QMU_48"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:K266)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:L266)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:M266)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:N266)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:O266)),\"\")","v":"48 Through its mainstreaming activities, the University has introduced an Inclusive Learning and Teaching Materials Policy to support a planned move away from targeted interventions for specific students to an anticipatory approach to learning and teaching benefiting and supporting the needs of all learners. Each subject area has an appointed Academic Disabled Student Co-ordinator (ADSC) who works in partnership with the Disability Service. ADSCs meet as a network to discuss issues, share practice and propose developments through the Equality and Diversity Committee. The Disability Service is also an approved needs assessment centre supporting students to access Disabled Students' allowance."}]
[{"$f":"IF('> FILTER <'!B268<>\"\",ROW(OFFSET(A267,-1,0)),\"\")","v":266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G268)),A267,\"\")","v":266},{"$f":"IFERROR(SMALL(Helper2_1,A267),\"\")","v":266},null,266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G268)),$A267,\"\")","v":266},{"$f":"IFERROR(SMALL(Helper2_2,A267),\"\")","v":266},{"$f":"COUNTIF(Helper3_1,\"=\"&G267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G267)=1, G267, \"\")","v":266},{"$f":"IFERROR(SMALL(Index_2,A267),\"\")","v":266},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:J267)),\"\")","v":"QMU_49"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:K267)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:L267)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:M267)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:N267)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:O267)),\"\")","v":"49 The University has an effective, holistic and student-centred approach to supporting students at each stage of their learner journey."}]
[{"$f":"IF('> FILTER <'!B269<>\"\",ROW(OFFSET(A268,-1,0)),\"\")","v":267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G269)),A268,\"\")","v":267},{"$f":"IFERROR(SMALL(Helper2_1,A268),\"\")","v":267},null,267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G269)),$A268,\"\")","v":267},{"$f":"IFERROR(SMALL(Helper2_2,A268),\"\")","v":267},{"$f":"COUNTIF(Helper3_1,\"=\"&G268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G268)=1, G268, \"\")","v":267},{"$f":"IFERROR(SMALL(Index_2,A268),\"\")","v":267},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:J268)),\"\")","v":"QMU_50"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:K268)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:L268)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:M268)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:N268)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:O268)),\"\")","v":"50 The University offers a programme of longitudinal induction to support students in making the transition to University. In most cases, the University embeds longitudinal induction within the academic timetable during the first six weeks of study, ensuring high attendance at induction activities by students. The University works closely with the Students' Union to provide a range of social activities to students throughout this induction period. The University regularly seeks feedback from students on their satisfaction with induction arrangements, running an annual QMU Entrants' Survey (QES). The most recent results identified varying levels of satisfaction with the arrangements. In meetings with the ELIR team students were generally positive about their induction, however few felt they had experienced a longitudinal approach. The team learned that the Student Experience Committee undertook a full review of the induction process in 2016-17 resulting in a number of changes taken forward by the Transitions and Induction Working Group at the end of 2016-17 and into 2017-18."}]
[{"$f":"IF('> FILTER <'!B270<>\"\",ROW(OFFSET(A269,-1,0)),\"\")","v":268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G270)),A269,\"\")","v":268},{"$f":"IFERROR(SMALL(Helper2_1,A269),\"\")","v":268},null,268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G270)),$A269,\"\")","v":268},{"$f":"IFERROR(SMALL(Helper2_2,A269),\"\")","v":268},{"$f":"COUNTIF(Helper3_1,\"=\"&G269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G269)=1, G269, \"\")","v":268},{"$f":"IFERROR(SMALL(Index_2,A269),\"\")","v":268},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:J269)),\"\")","v":"QMU_51"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:K269)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:L269)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:M269)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:N269)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:O269)),\"\")","v":"51 The ELIR team found the induction process was generally well coordinated, however it recommended enhancements in relation to the induction resources provided to staff and students, and greater consistency in the approach to induction across different subject areas. Clearly there would be benefit in the University progressing its intention to implement the outcomes of the review."}]
[{"$f":"IF('> FILTER <'!B271<>\"\",ROW(OFFSET(A270,-1,0)),\"\")","v":269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G271)),A270,\"\")","v":269},{"$f":"IFERROR(SMALL(Helper2_1,A270),\"\")","v":269},null,269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G271)),$A270,\"\")","v":269},{"$f":"IFERROR(SMALL(Helper2_2,A270),\"\")","v":269},{"$f":"COUNTIF(Helper3_1,\"=\"&G270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G270)=1, G270, \"\")","v":269},{"$f":"IFERROR(SMALL(Index_2,A270),\"\")","v":269},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:J270)),\"\")","v":"QMU_52"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:K270)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:L270)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:M270)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:N270)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:O270)),\"\")","v":"52 All students have access to a Personal Academic Tutor (PAT), whose role is to act as a key point of contact for students, supporting their academic development by providing advice on personal and pastoral issues. The University refreshed the PAT system following recommendations in the 2013 ELIR (paragraph 135), however the ELIR team learned that feedback from staff and students continues to show a lack of engagement with the system. It was evident from the team's discussions with students that their experiences of the PAT system are variable. While some students spoke positively about the impact of the PAT role, others indicated they had not met their PAT. The University confirmed that the PAT system is currently undergoing a full review led by the Student Experience Committee. The University should progress its plans to review and revise the PAT system, working with students to agree the minimum, or core, expectations that should be offered to all students irrespective of other variations in approach that might be desirable, for example, to meet particular programme or discipline requirements."}]
[{"$f":"IF('> FILTER <'!B272<>\"\",ROW(OFFSET(A271,-1,0)),\"\")","v":270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G272)),A271,\"\")","v":270},{"$f":"IFERROR(SMALL(Helper2_1,A271),\"\")","v":270},null,270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G272)),$A271,\"\")","v":270},{"$f":"IFERROR(SMALL(Helper2_2,A271),\"\")","v":270},{"$f":"COUNTIF(Helper3_1,\"=\"&G271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G271)=1, G271, \"\")","v":270},{"$f":"IFERROR(SMALL(Index_2,A271),\"\")","v":270},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:J271)),\"\")","v":"QMU_52"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:K271)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:L271)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:M271)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:N271)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:O271)),\"\")","v":"52 All students have access to a Personal Academic Tutor (PAT), whose role is to act as a key point of contact for students, supporting their academic development by providing advice on personal and pastoral issues. The University refreshed the PAT system following recommendations in the 2013 ELIR (paragraph 135), however the ELIR team learned that feedback from staff and students continues to show a lack of engagement with the system. It was evident from the team's discussions with students that their experiences of the PAT system are variable. While some students spoke positively about the impact of the PAT role, others indicated they had not met their PAT. The University confirmed that the PAT system is currently undergoing a full review led by the Student Experience Committee. The University should progress its plans to review and revise the PAT system, working with students to agree the minimum, or core, expectations that should be offered to all students irrespective of other variations in approach that might be desirable, for example, to meet particular programme or discipline requirements."}]
[{"$f":"IF('> FILTER <'!B273<>\"\",ROW(OFFSET(A272,-1,0)),\"\")","v":271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G273)),A272,\"\")","v":271},{"$f":"IFERROR(SMALL(Helper2_1,A272),\"\")","v":271},null,271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G273)),$A272,\"\")","v":271},{"$f":"IFERROR(SMALL(Helper2_2,A272),\"\")","v":271},{"$f":"COUNTIF(Helper3_1,\"=\"&G272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G272)=1, G272, \"\")","v":271},{"$f":"IFERROR(SMALL(Index_2,A272),\"\")","v":271},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:J272)),\"\")","v":"QMU_53"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:K272)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:L272)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:M272)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:N272)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:O272)),\"\")","v":"53 An Electronic Registration of Attendance (ERA) system introduced in 2015-16 aims to enhance support for students deemed to be 'at risk' of leaving. ERA data is used by PATs to explore reasons for student non-attendance, signposting at risk students to University support services or referring students to the 'Stay on Course' Retention Project. Staff and students who met the ELIR team highlighted the data is useful in supporting 'at risk' students. The team learned that the University experienced technical difficulties during the implementation of the system, but the institution is committed to refreshing and relaunching the ERA system in time for session 2018-19."}]
[{"$f":"IF('> FILTER <'!B274<>\"\",ROW(OFFSET(A273,-1,0)),\"\")","v":272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G274)),A273,\"\")","v":272},{"$f":"IFERROR(SMALL(Helper2_1,A273),\"\")","v":272},null,272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G274)),$A273,\"\")","v":272},{"$f":"IFERROR(SMALL(Helper2_2,A273),\"\")","v":272},{"$f":"COUNTIF(Helper3_1,\"=\"&G273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G273)=1, G273, \"\")","v":272},{"$f":"IFERROR(SMALL(Index_2,A273),\"\")","v":272},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:J273)),\"\")","v":"QMU_54"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:K273)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:L273)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:M273)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:N273)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:O273)),\"\")","v":"54 Students have access to a range of centralised student support services including: financial advice, counselling and wellbeing, disability services, international student support, careers and employability, library and information services, as well as academic representation and welfare through the Students' Union. These services, through the delivery of their operating plans, are encouraged to coordinate their activities to provide a seamless and supportive student learning experience, which meets the objectives of the Student Experience Strategy. The University provides a range of information to students through its virtual learning environment (VLE), the Hub, ensuring students studying at distance, or on a collaborative programme, can access the support they require. Students who met the ELIR team indicated they felt well supported and satisfied with the range of services available during their studies."}]
[{"$f":"IF('> FILTER <'!B275<>\"\",ROW(OFFSET(A274,-1,0)),\"\")","v":273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G275)),A274,\"\")","v":273},{"$f":"IFERROR(SMALL(Helper2_1,A274),\"\")","v":273},null,273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G275)),$A274,\"\")","v":273},{"$f":"IFERROR(SMALL(Helper2_2,A274),\"\")","v":273},{"$f":"COUNTIF(Helper3_1,\"=\"&G274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G274)=1, G274, \"\")","v":273},{"$f":"IFERROR(SMALL(Index_2,A274),\"\")","v":273},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:J274)),\"\")","v":"QMU_54"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:K274)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:L274)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:M274)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:N274)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:O274)),\"\")","v":"54 Students have access to a range of centralised student support services including: financial advice, counselling and wellbeing, disability services, international student support, careers and employability, library and information services, as well as academic representation and welfare through the Students' Union. These services, through the delivery of their operating plans, are encouraged to coordinate their activities to provide a seamless and supportive student learning experience, which meets the objectives of the Student Experience Strategy. The University provides a range of information to students through its virtual learning environment (VLE), the Hub, ensuring students studying at distance, or on a collaborative programme, can access the support they require. Students who met the ELIR team indicated they felt well supported and satisfied with the range of services available during their studies."}]
[{"$f":"IF('> FILTER <'!B276<>\"\",ROW(OFFSET(A275,-1,0)),\"\")","v":274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G276)),A275,\"\")","v":274},{"$f":"IFERROR(SMALL(Helper2_1,A275),\"\")","v":274},null,274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G276)),$A275,\"\")","v":274},{"$f":"IFERROR(SMALL(Helper2_2,A275),\"\")","v":274},{"$f":"COUNTIF(Helper3_1,\"=\"&G275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G275)=1, G275, \"\")","v":274},{"$f":"IFERROR(SMALL(Index_2,A275),\"\")","v":274},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:J275)),\"\")","v":"QMU_55"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:K275)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:L275)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:M275)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:N275)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:O275)),\"\")","v":"55 Student mental health and wellbeing is an area of focus for the University and Students' Union. The University has seen a significant increase in the number of students accessing the Counselling and Wellbeing Service, experiencing a 68 per cent growth in student contact between sessions 2012-13 and 2016-17. A new Wellbeing Service has been established to help promote better emotional, mental, and physical wellbeing among students. The University and Students' Union have developed a Student Mental Health and Wellbeing Policy in partnership with a range of external stakeholders, such as the National Union of Students (NUS) and NHS Lothian. Implementation of this policy is overseen by the Student Mental Health and Wellbeing Steering Group and promotes a student-centred, holistic approach to mental health support, with links to other institutional policies such as the Student Attendance Policy. The University and Students' Union intend to undertake an evaluation of the interventions delivered through the Student Mental Health and Wellbeing Policy and the ELIR team learned that development of a new policy is one of the identified actions in the new Student Partnership Agreement."}]
[{"$f":"IF('> FILTER <'!B277<>\"\",ROW(OFFSET(A276,-1,0)),\"\")","v":275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G277)),A276,\"\")","v":275},{"$f":"IFERROR(SMALL(Helper2_1,A276),\"\")","v":275},null,275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G277)),$A276,\"\")","v":275},{"$f":"IFERROR(SMALL(Helper2_2,A276),\"\")","v":275},{"$f":"COUNTIF(Helper3_1,\"=\"&G276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G276)=1, G276, \"\")","v":275},{"$f":"IFERROR(SMALL(Index_2,A276),\"\")","v":275},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:J276)),\"\")","v":"QMU_56"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:K276)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:L276)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:M276)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:N276)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:O276)),\"\")","v":"56 The 2013 ELIR report identified feedback on assessment as an area for development and, in spite of working to address the ELIR outcomes, the University acknowledged that it continues to be an area where students are less satisfied with their experience. In response to the previous ELIR (paragraph 135), the University made improvements to the arrangements for assessment and feedback, including introducing (in 2013-14) a semi-automated tracking system which monitors both the submission and return of assessments to students. As part of this system, staff and students are informed of the expected deadline for the return of feedback. The ELIR team learned implementation of the system has also helped to address issues with assessment scheduling, providing academic staff with a clear indication of when assessments are scheduled across modules and programmes giving them a helpful view of assessment loads within modules."}]
[{"$f":"IF('> FILTER <'!B278<>\"\",ROW(OFFSET(A277,-1,0)),\"\")","v":276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G278)),A277,\"\")","v":276},{"$f":"IFERROR(SMALL(Helper2_1,A277),\"\")","v":276},null,276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G278)),$A277,\"\")","v":276},{"$f":"IFERROR(SMALL(Helper2_2,A277),\"\")","v":276},{"$f":"COUNTIF(Helper3_1,\"=\"&G277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G277)=1, G277, \"\")","v":276},{"$f":"IFERROR(SMALL(Index_2,A277),\"\")","v":276},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:J277)),\"\")","v":"QMU_57"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:K277)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:L277)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:M277)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:N277)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:O277)),\"\")","v":"57 More recently, the University reviewed its timescales for the return of feedback. The ELIR team noted the University has made progress in implementing a revised standard turnaround time of 15 working days for all assessed coursework. While students who met the team were positive about this development, they indicated a desire for greater consistency in the quality of the feedback provided in order to support student learning."}]
[{"$f":"IF('> FILTER <'!B279<>\"\",ROW(OFFSET(A278,-1,0)),\"\")","v":277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G279)),A278,\"\")","v":277},{"$f":"IFERROR(SMALL(Helper2_1,A278),\"\")","v":277},null,{"$f":"ROW(OFFSET(E278,-1,0))","v":277},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G279)),$A278,\"\")","v":277},{"$f":"IFERROR(SMALL(Helper2_2,A278),\"\")","v":277},{"$f":"COUNTIF(Helper3_1,\"=\"&G278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G278)=1, G278, \"\")","v":277},{"$f":"IFERROR(SMALL(Index_2,A278),\"\")","v":277},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:J278)),\"\")","v":"QMU_58"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:K278)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:L278)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:M278)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:N278)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:O278)),\"\")","v":"58 A fully automated Electronic Management of Assessment (EMA) system is currently being piloted in several areas of the University. This system supports electronic submission, marking and feedback, and is viewed by the University as key to enhancing to its assessment and feedback practices. Following a consultation with staff in 2017-18, it is the University's intention to fully implement the system across all of its provision, where feasible, from the start of session 2018-19. Collaborative partners are also expected to adopt EMA (or an equivalent process). Students and staff who met the ELIR team were positive about the introduction of EMA in their subject areas, noting the added value it brings staff and students, for example by offering the potential to provide more personalised feedback. The University recognises this fully online approach to the assessment submission, marking and feedback process presents development needs for some staff, and has plans in place to provide a range of support in advance of full implementation. While recognising these positive developments had not been implemented at the time of the current ELIR visit and therefore their benefits were still to be fully realised, the ELIR team was mindful of the students' desire for greater consistency in the quality of feedback and encourages the University to continue working with students to address the improvements they would like to see in the arrangements for providing feedback on assessment."}]
[{"$f":"IF('> FILTER <'!B280<>\"\",ROW(OFFSET(A279,-1,0)),\"\")","v":278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G280)),A279,\"\")","v":278},{"$f":"IFERROR(SMALL(Helper2_1,A279),\"\")","v":278},null,278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G280)),$A279,\"\")","v":278},{"$f":"IFERROR(SMALL(Helper2_2,A279),\"\")","v":278},{"$f":"COUNTIF(Helper3_1,\"=\"&G279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G279)=1, G279, \"\")","v":278},{"$f":"IFERROR(SMALL(Index_2,A279),\"\")","v":278},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:J279)),\"\")","v":"QMU_59"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:K279)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:L279)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:M279)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:N279)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:O279)),\"\")","v":"59 The University has a set of graduate attributes which express the qualities and characteristic expected of all its graduates. The University is committed to reviewing the current set during 2017-18, with the aim of ensuring their ongoing relevance."}]
[{"$f":"IF('> FILTER <'!B281<>\"\",ROW(OFFSET(A280,-1,0)),\"\")","v":279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G281)),A280,\"\")","v":279},{"$f":"IFERROR(SMALL(Helper2_1,A280),\"\")","v":279},null,279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G281)),$A280,\"\")","v":279},{"$f":"IFERROR(SMALL(Helper2_2,A280),\"\")","v":279},{"$f":"COUNTIF(Helper3_1,\"=\"&G280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G280)=1, G280, \"\")","v":279},{"$f":"IFERROR(SMALL(Index_2,A280),\"\")","v":279},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:J280)),\"\")","v":"QMU_60"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:K280)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:L280)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:M280)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:N280)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:O280)),\"\")","v":"60 A new Employability Strategy was introduced in June 2017 to build on the success of the previous strategy, which saw the University achieve a 98.2 per cent positive destinations rating in the Destination of Leavers of Higher Education (DLHE) survey in 2017. The new strategy aligns with the existing University strategic framework, making appropriate reference to the ambitions of QM150, the Student Experience Strategy, and the Student Partnership Agreement. Key aims of the new strategy include provision of work-based learning opportunities for all programmes by 2025, increased uptake of overseas exchange, increased student engagement in volunteering, the Graduate Attributes review and consideration being given to adopting the Higher Education Achievement Report (HEAR). An implementation group, reporting to the Student Experience Committee, is overseeing progress on the delivery plan and KPIs associated with this strategy. Students who met the ELIR team spoke positively of the University's work to improve employability, noting specifically the extent to which opportunities to support students' personal and professional development were embedded fully into the curriculum. Staff who met the ELIR team were very familiar with the Employability Strategy and discussed using it as a key reference point for curriculum development as well as for programme validation and review (paragraphs 124-125)."}]
[{"$f":"IF('> FILTER <'!B282<>\"\",ROW(OFFSET(A281,-1,0)),\"\")","v":280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G282)),A281,\"\")","v":280},{"$f":"IFERROR(SMALL(Helper2_1,A281),\"\")","v":280},null,280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G282)),$A281,\"\")","v":280},{"$f":"IFERROR(SMALL(Helper2_2,A281),\"\")","v":280},{"$f":"COUNTIF(Helper3_1,\"=\"&G281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G281)=1, G281, \"\")","v":280},{"$f":"IFERROR(SMALL(Index_2,A281),\"\")","v":280},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:J281)),\"\")","v":"QMU_60"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:K281)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:L281)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:M281)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:N281)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:O281)),\"\")","v":"60 A new Employability Strategy was introduced in June 2017 to build on the success of the previous strategy, which saw the University achieve a 98.2 per cent positive destinations rating in the Destination of Leavers of Higher Education (DLHE) survey in 2017. The new strategy aligns with the existing University strategic framework, making appropriate reference to the ambitions of QM150, the Student Experience Strategy, and the Student Partnership Agreement. Key aims of the new strategy include provision of work-based learning opportunities for all programmes by 2025, increased uptake of overseas exchange, increased student engagement in volunteering, the Graduate Attributes review and consideration being given to adopting the Higher Education Achievement Report (HEAR). An implementation group, reporting to the Student Experience Committee, is overseeing progress on the delivery plan and KPIs associated with this strategy. Students who met the ELIR team spoke positively of the University's work to improve employability, noting specifically the extent to which opportunities to support students' personal and professional development were embedded fully into the curriculum. Staff who met the ELIR team were very familiar with the Employability Strategy and discussed using it as a key reference point for curriculum development as well as for programme validation and review (paragraphs 124-125)."}]
[{"$f":"IF('> FILTER <'!B283<>\"\",ROW(OFFSET(A282,-1,0)),\"\")","v":281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G283)),A282,\"\")","v":281},{"$f":"IFERROR(SMALL(Helper2_1,A282),\"\")","v":281},null,281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G283)),$A282,\"\")","v":281},{"$f":"IFERROR(SMALL(Helper2_2,A282),\"\")","v":281},{"$f":"COUNTIF(Helper3_1,\"=\"&G282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G282)=1, G282, \"\")","v":281},{"$f":"IFERROR(SMALL(Index_2,A282),\"\")","v":281},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:J282)),\"\")","v":"QMU_61"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:K282)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:L282)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:M282)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:N282)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:O282)),\"\")","v":"61 The University adopts a student-centred learning approach to programme design and delivery which aims to foster transferable skills and professionally relevant education. The University presented clear and detailed evidence of employability being embedded within academic programmes, and this was supported by staff and students in meetings with the ELIR team. Students discussed experiences of a wide range of mechanisms to support employability including placements, internships, live projects, work-based learning and community engagement projects. They also described using learning and teaching strategies to promote reflection and articulation of their developing personal and professional skills. The extent to which programmes and staff are focused on preparing students for employment represents very positive practice and is commended."}]
[{"$f":"IF('> FILTER <'!B284<>\"\",ROW(OFFSET(A283,-1,0)),\"\")","v":282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G284)),A283,\"\")","v":282},{"$f":"IFERROR(SMALL(Helper2_1,A283),\"\")","v":282},null,282,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G284)),$A283,\"\")","v":282},{"$f":"IFERROR(SMALL(Helper2_2,A283),\"\")","v":282},{"$f":"COUNTIF(Helper3_1,\"=\"&G283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G283)=1, G283, \"\")","v":282},{"$f":"IFERROR(SMALL(Index_2,A283),\"\")","v":282},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:J283)),\"\")","v":"QMU_62"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:K283)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:L283)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:M283)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:N283)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:O283)),\"\")","v":"62 While the University offers a diverse range of opportunities outside the curriculum to support students to develop their understanding of the skills and attributes they require to be successful in their career paths, it recognises that current student engagement with these opportunities is lower than the University would like. The University is aware students often do not prioritise engagement with their personal and professional development until later in their programmes. In response to this, the University is considering developing a system to enable recording and reporting of student involvement with extracurricular activities. The ELIR team viewed this as a positive step with the potential to both support greater student engagement and allow students to better articulate to employers how these activities contribute to their personal and professional development. The University is encouraged to continue reflecting on the ways it can recognise and record students' extracurricular skills and activities."}]
[{"$f":"IF('> FILTER <'!B285<>\"\",ROW(OFFSET(A284,-1,0)),\"\")","v":283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G285)),A284,\"\")","v":283},{"$f":"IFERROR(SMALL(Helper2_1,A284),\"\")","v":283},null,283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G285)),$A284,\"\")","v":283},{"$f":"IFERROR(SMALL(Helper2_2,A284),\"\")","v":283},{"$f":"COUNTIF(Helper3_1,\"=\"&G284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G284)=1, G284, \"\")","v":283},{"$f":"IFERROR(SMALL(Index_2,A284),\"\")","v":283},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:J284)),\"\")","v":"QMU_63"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:K284)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:L284)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:M284)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:N284)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:O284)),\"\")","v":"63 Encouraging greater student involvement within sporting and extracurricular events is a strategic ambition within the Student Experience Strategy. To support this, the University is working to reduce the number of scheduled teaching activities that take place on Wednesday afternoons, with a 50 per cent reduction achieved between 2015-16 and 2016-17. Students who met the ELIR team regarded participation in sporting and extracurricular activities as a priority and the team would support the University's efforts to continue providing space in the academic week so students can participate in the activities offered."}]
[{"$f":"IF('> FILTER <'!B286<>\"\",ROW(OFFSET(A285,-1,0)),\"\")","v":284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G286)),A285,\"\")","v":284},{"$f":"IFERROR(SMALL(Helper2_1,A285),\"\")","v":284},null,284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G286)),$A285,\"\")","v":284},{"$f":"IFERROR(SMALL(Helper2_2,A285),\"\")","v":284},{"$f":"COUNTIF(Helper3_1,\"=\"&G285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G285)=1, G285, \"\")","v":284},{"$f":"IFERROR(SMALL(Index_2,A285),\"\")","v":284},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:J285)),\"\")","v":"QMU_64"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:K285)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:L285)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:M285)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:N285)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:O285)),\"\")","v":"64 The University has established a number of opportunities for students to develop their enterprise skills and engage in entrepreneurial activities, for example through the Business Innovation Zone and by hosting the Business Gateway on campus. Both these services provide students, staff and graduates with access to high quality information, advice and guidance on starting their own business. A recently launched Enterprise Mentoring programme offers students opportunities to be mentored by local business leaders to support them in their entrepreneurial activities."}]
[{"$f":"IF('> FILTER <'!B287<>\"\",ROW(OFFSET(A286,-1,0)),\"\")","v":285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G287)),A286,\"\")","v":285},{"$f":"IFERROR(SMALL(Helper2_1,A286),\"\")","v":285},null,285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G287)),$A286,\"\")","v":285},{"$f":"IFERROR(SMALL(Helper2_2,A286),\"\")","v":285},{"$f":"COUNTIF(Helper3_1,\"=\"&G286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G286)=1, G286, \"\")","v":285},{"$f":"IFERROR(SMALL(Index_2,A286),\"\")","v":285},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:J286)),\"\")","v":"QMU_65"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:K286)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:L286)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:M286)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:N286)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:O286)),\"\")","v":"65 An Entrepreneurship Framework, launched in 2016, aims to support the University in increasing the engagement of students with entrepreneurship opportunities, targeting a 25 per cent increase in the number of graduate start-ups by June 2017. The Framework and action plan identify a number of specific objectives to facilitate achievement of the University's core ambitions for entrepreneurship. The Enterprise and Entrepreneurship Action Group, which involves appropriate involvement from across the University community, including academic schools and the Research and Knowledge Exchange Development Unit, oversees this work. Academic Champions have been appointed to support and encourage greater entrepreneurial activity both within their subject areas and across the University. The University clearly has put in place a wide range of opportunities to help students prepare for their careers after graduation. Students and staff spoke positively about the opportunities available and were aware of the University's ethos of wanting all students to succeed."}]
[{"$f":"IF('> FILTER <'!B288<>\"\",ROW(OFFSET(A287,-1,0)),\"\")","v":286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G288)),A287,\"\")","v":286},{"$f":"IFERROR(SMALL(Helper2_1,A287),\"\")","v":286},null,286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G288)),$A287,\"\")","v":286},{"$f":"IFERROR(SMALL(Helper2_2,A287),\"\")","v":286},{"$f":"COUNTIF(Helper3_1,\"=\"&G287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G287)=1, G287, \"\")","v":286},{"$f":"IFERROR(SMALL(Index_2,A287),\"\")","v":286},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:J287)),\"\")","v":"QMU_66"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:K287)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:L287)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:M287)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:N287)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:O287)),\"\")","v":"66 The University has an effective approach to managing and enhancing the postgraduate student learning experience. This is evidenced by the progress the University has made in establishing clear, consistent procedures and structures for overseeing and delivering the learning experience of research and postgraduate taught (PGT) students."}]
[{"$f":"IF('> FILTER <'!B289<>\"\",ROW(OFFSET(A288,-1,0)),\"\")","v":287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G289)),A288,\"\")","v":287},{"$f":"IFERROR(SMALL(Helper2_1,A288),\"\")","v":287},null,287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G289)),$A288,\"\")","v":287},{"$f":"IFERROR(SMALL(Helper2_2,A288),\"\")","v":287},{"$f":"COUNTIF(Helper3_1,\"=\"&G288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G288)=1, G288, \"\")","v":287},{"$f":"IFERROR(SMALL(Index_2,A288),\"\")","v":287},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:J288)),\"\")","v":"QMU_66"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:K288)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:L288)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:M288)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:N288)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:O288)),\"\")","v":"66 The University has an effective approach to managing and enhancing the postgraduate student learning experience. This is evidenced by the progress the University has made in establishing clear, consistent procedures and structures for overseeing and delivering the learning experience of research and postgraduate taught (PGT) students."}]
[{"$f":"IF('> FILTER <'!B290<>\"\",ROW(OFFSET(A289,-1,0)),\"\")","v":288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G290)),A289,\"\")","v":288},{"$f":"IFERROR(SMALL(Helper2_1,A289),\"\")","v":288},null,288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G290)),$A289,\"\")","v":288},{"$f":"IFERROR(SMALL(Helper2_2,A289),\"\")","v":288},{"$f":"COUNTIF(Helper3_1,\"=\"&G289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G289)=1, G289, \"\")","v":288},{"$f":"IFERROR(SMALL(Index_2,A289),\"\")","v":288},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:J289)),\"\")","v":"QMU_67"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:K289)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:L289)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:M289)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:N289)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:O289)),\"\")","v":"67 The representative structures and the provision of student support for PGT students mirrors that for undergraduate students with the exception of PGT students not being able to apply for certain strands of funding. These funding strands are eligibility for disabled students' allowance and some funding support from the Scottish Government. The University ensures centralised professional services recognise and respond to the differing demands of postgraduate students, for example all services remain open throughout the year and an additional induction programme is offered for students commencing their studies in January."}]
[{"$f":"IF('> FILTER <'!B291<>\"\",ROW(OFFSET(A290,-1,0)),\"\")","v":289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G291)),A290,\"\")","v":289},{"$f":"IFERROR(SMALL(Helper2_1,A290),\"\")","v":289},null,289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G291)),$A290,\"\")","v":289},{"$f":"IFERROR(SMALL(Helper2_2,A290),\"\")","v":289},{"$f":"COUNTIF(Helper3_1,\"=\"&G290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G290)=1, G290, \"\")","v":289},{"$f":"IFERROR(SMALL(Index_2,A290),\"\")","v":289},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:J290)),\"\")","v":"QMU_68"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:K290)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:L290)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:M290)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:N290)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:O290)),\"\")","v":"68 Specific representation for PGT students is available through the Students' Union Postgraduate Officer, however at the time of the current ELIR the role was vacant. The University's experience is that PGT students participate less with formal student representative structures. Students who met the ELIR team were satisfied with the formal structures and confirmed the University view that, where formal representatives were not in place, student issues could be raised through the relevant programme team. Students spoke positively about staff indicating they are approachable, responsive and valued student feedback."}]
[{"$f":"IF('> FILTER <'!B292<>\"\",ROW(OFFSET(A291,-1,0)),\"\")","v":290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G292)),A291,\"\")","v":290},{"$f":"IFERROR(SMALL(Helper2_1,A291),\"\")","v":290},null,290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G292)),$A291,\"\")","v":290},{"$f":"IFERROR(SMALL(Helper2_2,A291),\"\")","v":290},{"$f":"COUNTIF(Helper3_1,\"=\"&G291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G291)=1, G291, \"\")","v":290},{"$f":"IFERROR(SMALL(Index_2,A291),\"\")","v":290},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:J291)),\"\")","v":"QMU_69"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:K291)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:L291)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:M291)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:N291)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:O291)),\"\")","v":"69 PGT student satisfaction is measured annually by the QMU Student Survey (QSS). The University provides programme leaders with a programme-level analysis of these results for reflection and inclusion in the Annual Monitoring Reporting process. Overall satisfaction for PGT students remains broadly comparable to overall satisfaction at undergraduate level. The ELIR team noted the low response rate to the QSS in 2016-17 (16 per cent UG and 19 per cent PGT) and would encourage the University to consider the steps that can be taken to increase this in future years."}]
[{"$f":"IF('> FILTER <'!B293<>\"\",ROW(OFFSET(A292,-1,0)),\"\")","v":291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G293)),A292,\"\")","v":291},{"$f":"IFERROR(SMALL(Helper2_1,A292),\"\")","v":291},null,291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G293)),$A292,\"\")","v":291},{"$f":"IFERROR(SMALL(Helper2_2,A292),\"\")","v":291},{"$f":"COUNTIF(Helper3_1,\"=\"&G292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G292)=1, G292, \"\")","v":291},{"$f":"IFERROR(SMALL(Index_2,A292),\"\")","v":291},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:J292)),\"\")","v":"QMU_70"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:K292)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:L292)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:M292)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:N292)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:O292)),\"\")","v":"70 Fully online and blended induction programmes have been developed to support PGT students who are not based on campus. Some programmes have adopted the use of online discussion forums as means of holding asynchronous student-staff consultative committee meetings and are using online platforms to host synchronous class meetings. The University has also taken steps to ensure those studying at a distance are able to access equivalent support during their studies. Information to students is increasingly been made available online, with significant enhancement to the University's website and increased use of the Virtual Learning Environment (the Hub) to support communication with students studying at a distance. The ELIR team learned that Personal Academic Tutors are making increased use of video technologies, such as Skype, to conduct PAT meetings with students."}]
[{"$f":"IF('> FILTER <'!B294<>\"\",ROW(OFFSET(A293,-1,0)),\"\")","v":292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G294)),A293,\"\")","v":292},{"$f":"IFERROR(SMALL(Helper2_1,A293),\"\")","v":292},null,292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G294)),$A293,\"\")","v":292},{"$f":"IFERROR(SMALL(Helper2_2,A293),\"\")","v":292},{"$f":"COUNTIF(Helper3_1,\"=\"&G293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G293)=1, G293, \"\")","v":292},{"$f":"IFERROR(SMALL(Index_2,A293),\"\")","v":292},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:J293)),\"\")","v":"QMU_71"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:K293)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:L293)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:M293)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:N293)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:O293)),\"\")","v":"71 The Graduate School was reviewed and relaunched in September 2015. It has responsibility for overseeing the journey of all doctoral candidates, working in partnership with the existing schools and research centres. The Graduate School aims to promote an inclusive research environment for doctoral candidates, promoting interdisciplinary research, enabling the sharing of good practice internally and supporting external collaboration."}]
[{"$f":"IF('> FILTER <'!B295<>\"\",ROW(OFFSET(A294,-1,0)),\"\")","v":293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G295)),A294,\"\")","v":293},{"$f":"IFERROR(SMALL(Helper2_1,A294),\"\")","v":293},null,293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G295)),$A294,\"\")","v":293},{"$f":"IFERROR(SMALL(Helper2_2,A294),\"\")","v":293},{"$f":"COUNTIF(Helper3_1,\"=\"&G294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G294)=1, G294, \"\")","v":293},{"$f":"IFERROR(SMALL(Index_2,A294),\"\")","v":293},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:J294)),\"\")","v":"QMU_72"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:K294)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:L294)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:M294)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:N294)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:O294)),\"\")","v":"72 A key objective of the Graduate School is to ensure parity of experience for all doctoral candidates, regardless of their mode, location or programme of study. A staffing team to support the work of the Graduate School has been appointed and admissions processes have been standardised. The progression and review of PhD candidates was formalised within the PGR life cycle providing key points of feedback for students and supervisors. Students are allocated a supervisory team, and supervisors are required to undertake training and a biennial refresher in order to continue with PGR supervision. The development opportunities offered to PGR students and supervisors have also been enhanced through, for example, the introduction of doctoral study weeks. In discussions with the ELIR team, students spoke positively about these study weeks which support them to engage in seminars and research activities with fellow students and staff."}]
[{"$f":"IF('> FILTER <'!B296<>\"\",ROW(OFFSET(A295,-1,0)),\"\")","v":294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G296)),A295,\"\")","v":294},{"$f":"IFERROR(SMALL(Helper2_1,A295),\"\")","v":294},null,294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G296)),$A295,\"\")","v":294},{"$f":"IFERROR(SMALL(Helper2_2,A295),\"\")","v":294},{"$f":"COUNTIF(Helper3_1,\"=\"&G295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G295)=1, G295, \"\")","v":294},{"$f":"IFERROR(SMALL(Index_2,A295),\"\")","v":294},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:J295)),\"\")","v":"QMU_73"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:K295)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:L295)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:M295)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:N295)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:O295)),\"\")","v":"73 Following a review of the Graduate School in 2017, the University noted that student satisfaction with supervision arrangements has increased overall although it continues to be variable. In response, the University plans to review and revise the processes for allocating supervisors and develop a supervisor database which will identify all academics eligible to supervise and include information on existing workloads, research expertise and potential supervision capacity."}]
[{"$f":"IF('> FILTER <'!B297<>\"\",ROW(OFFSET(A296,-1,0)),\"\")","v":295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G297)),A296,\"\")","v":295},{"$f":"IFERROR(SMALL(Helper2_1,A296),\"\")","v":295},null,295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G297)),$A296,\"\")","v":295},{"$f":"IFERROR(SMALL(Helper2_2,A296),\"\")","v":295},{"$f":"COUNTIF(Helper3_1,\"=\"&G296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G296)=1, G296, \"\")","v":295},{"$f":"IFERROR(SMALL(Index_2,A296),\"\")","v":295},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:J296)),\"\")","v":"QMU_74"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:K296)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:L296)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:M296)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:N296)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:O296)),\"\")","v":"74 A Graduate School Strategy, developed in partnership with the Doctoral Candidates' Association, was approved in February 2017. This strategy oversees the development and enhancement of the doctoral student experience until 2020. The Graduate School Academic Board, which reports to the Research Strategy Committee, is responsible for implementing the strategy and monitoring progress against the KPIs set."}]
[{"$f":"IF('> FILTER <'!B298<>\"\",ROW(OFFSET(A297,-1,0)),\"\")","v":296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G298)),A297,\"\")","v":296},{"$f":"IFERROR(SMALL(Helper2_1,A297),\"\")","v":296},null,296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G298)),$A297,\"\")","v":296},{"$f":"IFERROR(SMALL(Helper2_2,A297),\"\")","v":296},{"$f":"COUNTIF(Helper3_1,\"=\"&G297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G297)=1, G297, \"\")","v":296},{"$f":"IFERROR(SMALL(Index_2,A297),\"\")","v":296},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:J297)),\"\")","v":"QMU_75"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:K297)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:L297)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:M297)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:N297)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:O297)),\"\")","v":"75 The University provides a range of opportunities for doctoral candidates to provide feedback on their studies and students participate in the biennial Postgraduate Research Experience Survey (PRES). The Graduate School Academic Board (GSAB) has responsibility for monitoring and improving performance in this survey. The University has seen an increase in its PRES performance since 2013, which could indicate a correlation with the enhancements implemented to the Graduate School having had a positive impact on the doctoral candidate experience."}]
[{"$f":"IF('> FILTER <'!B299<>\"\",ROW(OFFSET(A298,-1,0)),\"\")","v":297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G299)),A298,\"\")","v":297},{"$f":"IFERROR(SMALL(Helper2_1,A298),\"\")","v":297},null,297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G299)),$A298,\"\")","v":297},{"$f":"IFERROR(SMALL(Helper2_2,A298),\"\")","v":297},{"$f":"COUNTIF(Helper3_1,\"=\"&G298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G298)=1, G298, \"\")","v":297},{"$f":"IFERROR(SMALL(Index_2,A298),\"\")","v":297},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:J298)),\"\")","v":"QMU_75"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:K298)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:L298)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:M298)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:N298)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:O298)),\"\")","v":"75 The University provides a range of opportunities for doctoral candidates to provide feedback on their studies and students participate in the biennial Postgraduate Research Experience Survey (PRES). The Graduate School Academic Board (GSAB) has responsibility for monitoring and improving performance in this survey. The University has seen an increase in its PRES performance since 2013, which could indicate a correlation with the enhancements implemented to the Graduate School having had a positive impact on the doctoral candidate experience."}]
[{"$f":"IF('> FILTER <'!B300<>\"\",ROW(OFFSET(A299,-1,0)),\"\")","v":298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G300)),A299,\"\")","v":298},{"$f":"IFERROR(SMALL(Helper2_1,A299),\"\")","v":298},null,298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G300)),$A299,\"\")","v":298},{"$f":"IFERROR(SMALL(Helper2_2,A299),\"\")","v":298},{"$f":"COUNTIF(Helper3_1,\"=\"&G299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G299)=1, G299, \"\")","v":298},{"$f":"IFERROR(SMALL(Index_2,A299),\"\")","v":298},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:J299)),\"\")","v":"QMU_76"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:K299)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:L299)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:M299)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:N299)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:O299)),\"\")","v":"76 The Doctoral Candidates' Association (DCA) also supports students to provide feedback on their studies. Operating independently of the Students' Union, the DCA has four appointed co-chairs who represent the interests of doctoral candidates and are members of the Graduate School Academic Board, Research Strategy Committee and the Student Experience Committee. The DCA also provides a range of social opportunities to support a greater sense of doctoral candidate community. Students who met the ELIR team were satisfied with arrangements for student representation and mechanisms for student feedback, noting that staff valued and responded to student feedback."}]
[{"$f":"IF('> FILTER <'!B301<>\"\",ROW(OFFSET(A300,-1,0)),\"\")","v":299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G301)),A300,\"\")","v":299},{"$f":"IFERROR(SMALL(Helper2_1,A300),\"\")","v":299},null,299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G301)),$A300,\"\")","v":299},{"$f":"IFERROR(SMALL(Helper2_2,A300),\"\")","v":299},{"$f":"COUNTIF(Helper3_1,\"=\"&G300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G300)=1, G300, \"\")","v":299},{"$f":"IFERROR(SMALL(Index_2,A300),\"\")","v":299},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:J300)),\"\")","v":"QMU_77"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:K300)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:L300)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:M300)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:N300)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:O300)),\"\")","v":"77 In session 2016-17, the Researcher Enhancement and Development (READ) programme was developed. This 60 credit, SCQF level 12, doctoral certificate in researcher enhancement and development is a separate qualification from the PhD and recognises students' engagement with activities in support of their doctorate, for example presenting at conferences and running workshops. Students are automatically enrolled on the programme in the first year of their PhD or Professional Doctorate but can choose to opt out with the agreement of their supervisor team and the Head of the Graduate School. Doctoral candidates spoke very positive about the programme and the benefits it brings in developing their employability."}]
[{"$f":"IF('> FILTER <'!B302<>\"\",ROW(OFFSET(A301,-1,0)),\"\")","v":300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G302)),A301,\"\")","v":300},{"$f":"IFERROR(SMALL(Helper2_1,A301),\"\")","v":300},null,300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G302)),$A301,\"\")","v":300},{"$f":"IFERROR(SMALL(Helper2_2,A301),\"\")","v":300},{"$f":"COUNTIF(Helper3_1,\"=\"&G301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G301)=1, G301, \"\")","v":300},{"$f":"IFERROR(SMALL(Index_2,A301),\"\")","v":300},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:J301)),\"\")","v":"QMU_77"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:K301)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:L301)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:M301)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:N301)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:O301)),\"\")","v":"77 In session 2016-17, the Researcher Enhancement and Development (READ) programme was developed. This 60 credit, SCQF level 12, doctoral certificate in researcher enhancement and development is a separate qualification from the PhD and recognises students' engagement with activities in support of their doctorate, for example presenting at conferences and running workshops. Students are automatically enrolled on the programme in the first year of their PhD or Professional Doctorate but can choose to opt out with the agreement of their supervisor team and the Head of the Graduate School. Doctoral candidates spoke very positive about the programme and the benefits it brings in developing their employability."}]
[{"$f":"IF('> FILTER <'!B303<>\"\",ROW(OFFSET(A302,-1,0)),\"\")","v":301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G303)),A302,\"\")","v":301},{"$f":"IFERROR(SMALL(Helper2_1,A302),\"\")","v":301},null,301,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G303)),$A302,\"\")","v":301},{"$f":"IFERROR(SMALL(Helper2_2,A302),\"\")","v":301},{"$f":"COUNTIF(Helper3_1,\"=\"&G302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G302)=1, G302, \"\")","v":301},{"$f":"IFERROR(SMALL(Index_2,A302),\"\")","v":301},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:J302)),\"\")","v":"QMU_78"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:K302)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:L302)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:M302)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:N302)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:O302)),\"\")","v":"78 It was evident through discussions with students and staff that the Graduate School is valued. Increases in satisfaction through PRES indicate enhancements to support the PGR student experience have had measurable impact. Overall, the relaunch of the Graduate School has had a positive impact enabling the University to make significant enhancements to its role and operation since the 2013 ELIR, including strengthening the research environment and attracting positive student feedback."}]
[{"$f":"IF('> FILTER <'!B304<>\"\",ROW(OFFSET(A303,-1,0)),\"\")","v":302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G304)),A303,\"\")","v":302},{"$f":"IFERROR(SMALL(Helper2_1,A303),\"\")","v":302},null,302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G304)),$A303,\"\")","v":302},{"$f":"IFERROR(SMALL(Helper2_2,A303),\"\")","v":302},{"$f":"COUNTIF(Helper3_1,\"=\"&G303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G303)=1, G303, \"\")","v":302},{"$f":"IFERROR(SMALL(Index_2,A303),\"\")","v":302},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:J303)),\"\")","v":"QMU_79"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:K303)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:L303)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:M303)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:N303)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:O303)),\"\")","v":"79 The University has effective arrangements in place for managing the quality of the learning environment. The University's commitment to maintaining a learning environment which supports student success is set out in the Student Experience Strategy (SES). It was evident to the ELIR team from its engagement with staff and students that the University fosters a strong sense of community and belonging."}]
[{"$f":"IF('> FILTER <'!B305<>\"\",ROW(OFFSET(A304,-1,0)),\"\")","v":303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G305)),A304,\"\")","v":303},{"$f":"IFERROR(SMALL(Helper2_1,A304),\"\")","v":303},null,303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G305)),$A304,\"\")","v":303},{"$f":"IFERROR(SMALL(Helper2_2,A304),\"\")","v":303},{"$f":"COUNTIF(Helper3_1,\"=\"&G304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G304)=1, G304, \"\")","v":303},{"$f":"IFERROR(SMALL(Index_2,A304),\"\")","v":303},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:J304)),\"\")","v":"QMU_80"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:K304)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:L304)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:M304)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:N304)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:O304)),\"\")","v":"80 The University has undertaken a major programme of work to enhance its digital infrastructure in response to changes in the technological needs of staff and students. This included upgrades to hardware, software and Wi-Fi and the introduction of reading list software. While students recognised and spoke positively about these developments, they also identified ongoing issues in relation to remote access to software and library resources. Building on the positive developments and recognising ongoing student concerns, the University has developed a Digital Development Road-Map of enhancements scheduled for completion over the next three years, including improvements to remote access and migration to a single sign-in portal to allow access to library resources."}]
[{"$f":"IF('> FILTER <'!B306<>\"\",ROW(OFFSET(A305,-1,0)),\"\")","v":304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G306)),A305,\"\")","v":304},{"$f":"IFERROR(SMALL(Helper2_1,A305),\"\")","v":304},null,304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G306)),$A305,\"\")","v":304},{"$f":"IFERROR(SMALL(Helper2_2,A305),\"\")","v":304},{"$f":"COUNTIF(Helper3_1,\"=\"&G305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G305)=1, G305, \"\")","v":304},{"$f":"IFERROR(SMALL(Index_2,A305),\"\")","v":304},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:J305)),\"\")","v":"QMU_81"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:K305)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:L305)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:M305)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:N305)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:O305)),\"\")","v":"81 Improvements have also been made to the University's Student Records System and Student Portal, providing students with greater access to information about their studies. Again, this was viewed positively by students. Investment in library resources continues with increased availability of space for quiet study and the extension of opening hours for group study spaces. This has led to increased student satisfaction in institutional surveys and sees the library service continue to achieve the Customer Services Excellence (CSE) award."}]
[{"$f":"IF('> FILTER <'!B307<>\"\",ROW(OFFSET(A306,-1,0)),\"\")","v":305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G307)),A306,\"\")","v":305},{"$f":"IFERROR(SMALL(Helper2_1,A306),\"\")","v":305},null,305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G307)),$A306,\"\")","v":305},{"$f":"IFERROR(SMALL(Helper2_2,A306),\"\")","v":305},{"$f":"COUNTIF(Helper3_1,\"=\"&G306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G306)=1, G306, \"\")","v":305},{"$f":"IFERROR(SMALL(Index_2,A306),\"\")","v":305},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:J306)),\"\")","v":"QMU_82"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:K306)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:L306)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:M306)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:N306)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:O306)),\"\")","v":"82 Staff use a range of learning technologies to support the delivery of their teaching. The Virtual Learning Environment, the Hub, hosts all programmes delivered by the University, including a number of programmes delivered in collaboration with external partners. The Technology Enhanced Learning team based in the Centre for Academic Practice (CAP) provides support to both staff and students in relation to the use of learning technologies and work to promote positive approaches and good practice in the use of technology enhanced learning. Overall, students who met the ELIR team were satisfied with the range of technologies used to support their learning but recognised variability in their application and breadth of use. The University recognises there remains variability in how staff use learning technologies to support their pedagogical practice, leading to inconsistency across the University. In response, it has launched an online induction module to support staff and students in using the Hub and has developed templates for use by academic staff to support a consistent user experience."}]
[{"$f":"IF('> FILTER <'!B308<>\"\",ROW(OFFSET(A307,-1,0)),\"\")","v":306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G308)),A307,\"\")","v":306},{"$f":"IFERROR(SMALL(Helper2_1,A307),\"\")","v":306},null,306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G308)),$A307,\"\")","v":306},{"$f":"IFERROR(SMALL(Helper2_2,A307),\"\")","v":306},{"$f":"COUNTIF(Helper3_1,\"=\"&G307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G307)=1, G307, \"\")","v":306},{"$f":"IFERROR(SMALL(Index_2,A307),\"\")","v":306},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:J307)),\"\")","v":"QMU_83"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:K307)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:L307)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:M307)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:N307)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:O307)),\"\")","v":"83 The University notes ongoing challenges in ensuring the physical learning spaces and environment on campus continue to support both current and future demands. In response it has undertaken monitoring of space usage to ensure sufficient capacity of learning spaces for current students, as well as for future increases in student numbers in targeted growth areas. The ELIR team considered this was a prudent response."}]
[{"$f":"IF('> FILTER <'!B309<>\"\",ROW(OFFSET(A308,-1,0)),\"\")","v":307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G309)),A308,\"\")","v":307},{"$f":"IFERROR(SMALL(Helper2_1,A308),\"\")","v":307},null,307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G309)),$A308,\"\")","v":307},{"$f":"IFERROR(SMALL(Helper2_2,A308),\"\")","v":307},{"$f":"COUNTIF(Helper3_1,\"=\"&G308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G308)=1, G308, \"\")","v":307},{"$f":"IFERROR(SMALL(Index_2,A308),\"\")","v":307},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:J308)),\"\")","v":"QMU_84"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:K308)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:L308)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:M308)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:N308)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:O308)),\"\")","v":"84 The University has an effective approach to enhancing the student learning experience. This is evidenced by the existence of clear structures to support the engagement and representation of students across all subject areas. Students are provided with a range of opportunities to provide feedback on their studies and there is clear evidence of the University working in partnership with the Students' Union to respond both positively and proactively to this feedback."}]
[{"$f":"IF('> FILTER <'!B310<>\"\",ROW(OFFSET(A309,-1,0)),\"\")","v":308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G310)),A309,\"\")","v":308},{"$f":"IFERROR(SMALL(Helper2_1,A309),\"\")","v":308},null,308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G310)),$A309,\"\")","v":308},{"$f":"IFERROR(SMALL(Helper2_2,A309),\"\")","v":308},{"$f":"COUNTIF(Helper3_1,\"=\"&G309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G309)=1, G309, \"\")","v":308},{"$f":"IFERROR(SMALL(Index_2,A309),\"\")","v":308},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:J309)),\"\")","v":"QMU_85"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:K309)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:L309)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:M309)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:N309)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:O309)),\"\")","v":"85 There is clear recognition across the University of the diversity of the student population with arrangements in place to support all students to achieve success during their time at University. The University has a holistic and student-centred approach to widening participation which is commended. The University should continue with its plans to review and revise the PAT system, working with students to define the minimum, or core, expectations to be offered to all students irrespective of other variations in implementation across the institution."}]
[{"$f":"IF('> FILTER <'!B311<>\"\",ROW(OFFSET(A310,-1,0)),\"\")","v":309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G311)),A310,\"\")","v":309},{"$f":"IFERROR(SMALL(Helper2_1,A310),\"\")","v":309},null,309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G311)),$A310,\"\")","v":309},{"$f":"IFERROR(SMALL(Helper2_2,A310),\"\")","v":309},{"$f":"COUNTIF(Helper3_1,\"=\"&G310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G310)=1, G310, \"\")","v":309},{"$f":"IFERROR(SMALL(Index_2,A310),\"\")","v":309},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:J310)),\"\")","v":"QMU_86"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:K310)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:L310)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:M310)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:N310)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:O310)),\"\")","v":"86 The University has enhanced its approach to assessment and feedback with the introduction of EMA and a shortened timescale for returning feedback to students. In spite of these positive developments, the University recognises that challenges remain. The University is, therefore, encouraged to continuing working with its students to fully understand and address the improvements they would like to see in the arrangements for providing feedback on assessment."}]
[{"$f":"IF('> FILTER <'!B312<>\"\",ROW(OFFSET(A311,-1,0)),\"\")","v":310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G312)),A311,\"\")","v":310},{"$f":"IFERROR(SMALL(Helper2_1,A311),\"\")","v":310},null,310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G312)),$A311,\"\")","v":310},{"$f":"IFERROR(SMALL(Helper2_2,A311),\"\")","v":310},{"$f":"COUNTIF(Helper3_1,\"=\"&G311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G311)=1, G311, \"\")","v":310},{"$f":"IFERROR(SMALL(Index_2,A311),\"\")","v":310},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:J311)),\"\")","v":"QMU_87"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:K311)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:L311)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:M311)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:N311)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:O311)),\"\")","v":"87 The extent to which staff and programme curricula are focused on preparing students for employment is particularly positive. Given the University's strategic ambition to encourage student engagement in extracurricular activities, the institution is encouraged to reflect on the ways in which students' achievements can be recognised and recorded."}]
[{"$f":"IF('> FILTER <'!B313<>\"\",ROW(OFFSET(A312,-1,0)),\"\")","v":311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G313)),A312,\"\")","v":311},{"$f":"IFERROR(SMALL(Helper2_1,A312),\"\")","v":311},null,311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G313)),$A312,\"\")","v":311},{"$f":"IFERROR(SMALL(Helper2_2,A312),\"\")","v":311},{"$f":"COUNTIF(Helper3_1,\"=\"&G312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G312)=1, G312, \"\")","v":311},{"$f":"IFERROR(SMALL(Index_2,A312),\"\")","v":311},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:J312)),\"\")","v":"QMU_88"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:K312)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:L312)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:M312)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:N312)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:O312)),\"\")","v":"88 The relaunch of the Graduate School and the subsequent enhancements to the PGR student experience have shown measurable positive impact on student satisfaction. Students and staff value the role of the Graduate School in shaping the PGR student experience and in engaging students and staff within a supportive and developing research community."}]
[{"$f":"IF('> FILTER <'!B314<>\"\",ROW(OFFSET(A313,-1,0)),\"\")","v":312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G314)),A313,\"\")","v":312},{"$f":"IFERROR(SMALL(Helper2_1,A313),\"\")","v":312},null,312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G314)),$A313,\"\")","v":312},{"$f":"IFERROR(SMALL(Helper2_2,A313),\"\")","v":312},{"$f":"COUNTIF(Helper3_1,\"=\"&G313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G313)=1, G313, \"\")","v":312},{"$f":"IFERROR(SMALL(Index_2,A313),\"\")","v":312},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:J313)),\"\")","v":"QMU_89"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:K313)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:L313)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:M313)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:N313)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:O313)),\"\")","v":"89 The University has a clear and effective strategic framework for enhancing learning and teaching and the wider student experience. This is evidenced through an inclusive and dynamic partnership approach to engaging students and staff in the development of strategy and a well-embedded, systematic and effective approach to implementing and monitoring strategy at all levels. The University's Strategic Plan (QM150) outlines its high level strategic ambitions to enhance learning, teaching and the student experience. The strategy focuses on three key areas relating to learning and teaching: an excellent student experience; a highly visible and strongly promoted academic portfolio; and a motivated, confident and inspiring staff. The University adopts an iterative approach, so its strategies are dynamic, with strategic objectives embedded within key processes, for example curriculum development and annual monitoring."}]
[{"$f":"IF('> FILTER <'!B315<>\"\",ROW(OFFSET(A314,-1,0)),\"\")","v":313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G315)),A314,\"\")","v":313},{"$f":"IFERROR(SMALL(Helper2_1,A314),\"\")","v":313},null,313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G315)),$A314,\"\")","v":313},{"$f":"IFERROR(SMALL(Helper2_2,A314),\"\")","v":313},{"$f":"COUNTIF(Helper3_1,\"=\"&G314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G314)=1, G314, \"\")","v":313},{"$f":"IFERROR(SMALL(Index_2,A314),\"\")","v":313},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:J314)),\"\")","v":"QMU_90"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:K314)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:L314)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:M314)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:N314)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:O314)),\"\")","v":"90 The Strategic Plan is underpinned by three sub-strategies: the Student Experience Strategy (SES), the Research and Knowledge Exchange Strategy, and the Internationalisation Strategy. The implementation and progress of these strategies is overseen by the Student Experience Committee (SEC) and the Research Strategy Committee both of which report directly to the University Senate. Each strategy has a set of high level outcomes or key performance indicators (KPIs) which are shared with staff and students and reviewed by the appropriate committee. University-level KPIs and strategies are also aligned with the SFC Outcome Agreement. A full review of KPIs is undertaken on a quarterly basis by the Executive Board and the University Court, and subsequently shared with staff through the Intranet. The Strategic Plan and sub-strategies are also supported by a number of enabling strategies covering infrastructure, finance, human resources, marketing, development and widening access and student retention. The University also has discrete strategies outlining ambitions in relation to employability (paragraphs 60-63) and the development of its Graduate School (paragraphs 71-74)."}]
[{"$f":"IF('> FILTER <'!B316<>\"\",ROW(OFFSET(A315,-1,0)),\"\")","v":314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G316)),A315,\"\")","v":314},{"$f":"IFERROR(SMALL(Helper2_1,A315),\"\")","v":314},null,314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G316)),$A315,\"\")","v":314},{"$f":"IFERROR(SMALL(Helper2_2,A315),\"\")","v":314},{"$f":"COUNTIF(Helper3_1,\"=\"&G315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G315)=1, G315, \"\")","v":314},{"$f":"IFERROR(SMALL(Index_2,A315),\"\")","v":314},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:J315)),\"\")","v":"QMU_91"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:K315)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:L315)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:M315)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:N315)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:O315)),\"\")","v":"91 Schools and professional services respond to strategies through the production of annual operational plans which inform the development of divisional-level plans which are reviewed through annual monitoring processes. Examples provided to the ELIR team demonstrate alignment both between strategies and operational plans, and between strategies. In discussions with staff, it was clear to the ELIR team that these strategies inform school and professional services activity."}]
[{"$f":"IF('> FILTER <'!B317<>\"\",ROW(OFFSET(A316,-1,0)),\"\")","v":315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G317)),A316,\"\")","v":315},{"$f":"IFERROR(SMALL(Helper2_1,A316),\"\")","v":315},null,315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G317)),$A316,\"\")","v":315},{"$f":"IFERROR(SMALL(Helper2_2,A316),\"\")","v":315},{"$f":"COUNTIF(Helper3_1,\"=\"&G316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G316)=1, G316, \"\")","v":315},{"$f":"IFERROR(SMALL(Index_2,A316),\"\")","v":315},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:J316)),\"\")","v":"QMU_92"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:K316)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:L316)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:M316)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:N316)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:O316)),\"\")","v":"92 The development and implementation of the Student Experience Strategy (SES) was a contextual theme within the ELIR, with the SES being a key reference point for the University's strategic approach to enhancement. The SES was approved in 2015, updated to reflect the University's view of the student experience as incorporating the academic, co-curricular and extracurricular activities of students. The SES focuses on several priority areas for enhancement including taking a co-creation approach to curriculum development, innovation in learning, teaching and assessment, technology enhanced learning, development of graduate attributes, student mobility and exchange."}]
[{"$f":"IF('> FILTER <'!B318<>\"\",ROW(OFFSET(A317,-1,0)),\"\")","v":316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G318)),A317,\"\")","v":316},{"$f":"IFERROR(SMALL(Helper2_1,A317),\"\")","v":316},null,316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G318)),$A317,\"\")","v":316},{"$f":"IFERROR(SMALL(Helper2_2,A317),\"\")","v":316},{"$f":"COUNTIF(Helper3_1,\"=\"&G317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G317)=1, G317, \"\")","v":316},{"$f":"IFERROR(SMALL(Index_2,A317),\"\")","v":316},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:J317)),\"\")","v":"QMU_93"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:K317)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:L317)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:M317)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:N317)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:O317)),\"\")","v":"93 A key feature of the approach to developing the SES was the engagement of staff and students to ensure awareness and ownership. The Strategy Working Group adopted a consultative and iterative approach to the strategy's development, organising a wide range of dissemination activities to communicate the strategy's scope and ambitions. Staff who met the ELIR team were aware of the SES, viewing it positively as a vehicle to articulate the University's values and ethos for learning, teaching and the student experience and as a mechanism to embed these values within practice across the University. Staff also spoke positively about using it to support curriculum development, and key to this was engaging in co-creation of curricula with students through revalidation and review processes. Students' explicit awareness of the SES was more variable but, in discussions with the team, they were able to describe participating in initiatives and experiences which clearly reflected its aims."}]
[{"$f":"IF('> FILTER <'!B319<>\"\",ROW(OFFSET(A318,-1,0)),\"\")","v":317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G319)),A318,\"\")","v":317},{"$f":"IFERROR(SMALL(Helper2_1,A318),\"\")","v":317},null,317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G319)),$A318,\"\")","v":317},{"$f":"IFERROR(SMALL(Helper2_2,A318),\"\")","v":317},{"$f":"COUNTIF(Helper3_1,\"=\"&G318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G318)=1, G318, \"\")","v":317},{"$f":"IFERROR(SMALL(Index_2,A318),\"\")","v":317},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:J318)),\"\")","v":"QMU_93"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:K318)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:L318)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:M318)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:N318)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:O318)),\"\")","v":"93 A key feature of the approach to developing the SES was the engagement of staff and students to ensure awareness and ownership. The Strategy Working Group adopted a consultative and iterative approach to the strategy's development, organising a wide range of dissemination activities to communicate the strategy's scope and ambitions. Staff who met the ELIR team were aware of the SES, viewing it positively as a vehicle to articulate the University's values and ethos for learning, teaching and the student experience and as a mechanism to embed these values within practice across the University. Staff also spoke positively about using it to support curriculum development, and key to this was engaging in co-creation of curricula with students through revalidation and review processes. Students' explicit awareness of the SES was more variable but, in discussions with the team, they were able to describe participating in initiatives and experiences which clearly reflected its aims."}]
[{"$f":"IF('> FILTER <'!B320<>\"\",ROW(OFFSET(A319,-1,0)),\"\")","v":318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G320)),A319,\"\")","v":318},{"$f":"IFERROR(SMALL(Helper2_1,A319),\"\")","v":318},null,318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G320)),$A319,\"\")","v":318},{"$f":"IFERROR(SMALL(Helper2_2,A319),\"\")","v":318},{"$f":"COUNTIF(Helper3_1,\"=\"&G319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G319)=1, G319, \"\")","v":318},{"$f":"IFERROR(SMALL(Index_2,A319),\"\")","v":318},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:J319)),\"\")","v":"QMU_94"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:K319)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:L319)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:M319)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:N319)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:O319)),\"\")","v":"94 The University's detailed approach to implementing the SES includes an evaluation of its first year, overseen by the SEC. It is evident that the University has developed and implemented a strategy which is dynamic, iterative and embedded in the student experience."}]
[{"$f":"IF('> FILTER <'!B321<>\"\",ROW(OFFSET(A320,-1,0)),\"\")","v":319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G321)),A320,\"\")","v":319},{"$f":"IFERROR(SMALL(Helper2_1,A320),\"\")","v":319},null,319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G321)),$A320,\"\")","v":319},{"$f":"IFERROR(SMALL(Helper2_2,A320),\"\")","v":319},{"$f":"COUNTIF(Helper3_1,\"=\"&G320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G320)=1, G320, \"\")","v":319},{"$f":"IFERROR(SMALL(Index_2,A320),\"\")","v":319},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:J320)),\"\")","v":"QMU_95"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:K320)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:L320)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:M320)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:N320)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:O320)),\"\")","v":"95 The national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching."}]
[{"$f":"IF('> FILTER <'!B322<>\"\",ROW(OFFSET(A321,-1,0)),\"\")","v":320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G322)),A321,\"\")","v":320},{"$f":"IFERROR(SMALL(Helper2_1,A321),\"\")","v":320},null,320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G322)),$A321,\"\")","v":320},{"$f":"IFERROR(SMALL(Helper2_2,A321),\"\")","v":320},{"$f":"COUNTIF(Helper3_1,\"=\"&G321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G321)=1, G321, \"\")","v":320},{"$f":"IFERROR(SMALL(Index_2,A321),\"\")","v":320},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:J321)),\"\")","v":"QMU_96"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:K321)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:L321)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:M321)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:N321)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:O321)),\"\")","v":"96 The University engages staff effectively in the work of the Enhancement Themes using a multifaceted approach which operates at strategy, policy, and practice levels. This approach includes institution-level projects and schemes of work such as Projects for the Enhancement of Teaching and Learning (PETL), the promotion of and contribution to sector events, and the active encouragement and support of staff to engage with and present at the QAA Enhancement Conferences. During the review the ELIR team explored with staff the impact these projects and activities have on policy and practice to support the enhancement of the student experience. It was clear that staff were aware and valued these projects and their positive impact on the student experience, however they were not always clear how these projects directly linked to the work of the Enhancement Theme itself."}]
[{"$f":"IF('> FILTER <'!B323<>\"\",ROW(OFFSET(A322,-1,0)),\"\")","v":321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G323)),A322,\"\")","v":321},{"$f":"IFERROR(SMALL(Helper2_1,A322),\"\")","v":321},null,321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G323)),$A322,\"\")","v":321},{"$f":"IFERROR(SMALL(Helper2_2,A322),\"\")","v":321},{"$f":"COUNTIF(Helper3_1,\"=\"&G322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G322)=1, G322, \"\")","v":321},{"$f":"IFERROR(SMALL(Index_2,A322),\"\")","v":321},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:J322)),\"\")","v":"QMU_96"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:K322)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:L322)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:M322)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:N322)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:O322)),\"\")","v":"96 The University engages staff effectively in the work of the Enhancement Themes using a multifaceted approach which operates at strategy, policy, and practice levels. This approach includes institution-level projects and schemes of work such as Projects for the Enhancement of Teaching and Learning (PETL), the promotion of and contribution to sector events, and the active encouragement and support of staff to engage with and present at the QAA Enhancement Conferences. During the review the ELIR team explored with staff the impact these projects and activities have on policy and practice to support the enhancement of the student experience. It was clear that staff were aware and valued these projects and their positive impact on the student experience, however they were not always clear how these projects directly linked to the work of the Enhancement Theme itself."}]
[{"$f":"IF('> FILTER <'!B324<>\"\",ROW(OFFSET(A323,-1,0)),\"\")","v":322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G324)),A323,\"\")","v":322},{"$f":"IFERROR(SMALL(Helper2_1,A323),\"\")","v":322},null,322,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G324)),$A323,\"\")","v":322},{"$f":"IFERROR(SMALL(Helper2_2,A323),\"\")","v":322},{"$f":"COUNTIF(Helper3_1,\"=\"&G323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G323)=1, G323, \"\")","v":322},{"$f":"IFERROR(SMALL(Index_2,A323),\"\")","v":322},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:J323)),\"\")","v":"QMU_97"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:K323)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:L323)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:M323)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:N323)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:O323)),\"\")","v":"97 PETL projects are identified by the University as being significant in engaging subject-level staff with Themes work, with project outcomes shared at the University's annual conference. Recent PETL outputs include policy and practice development in relation to mental health initiatives to support student wellbeing and retention and induction activities."}]
[{"$f":"IF('> FILTER <'!B325<>\"\",ROW(OFFSET(A324,-1,0)),\"\")","v":323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G325)),A324,\"\")","v":323},{"$f":"IFERROR(SMALL(Helper2_1,A324),\"\")","v":323},null,323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G325)),$A324,\"\")","v":323},{"$f":"IFERROR(SMALL(Helper2_2,A324),\"\")","v":323},{"$f":"COUNTIF(Helper3_1,\"=\"&G324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G324)=1, G324, \"\")","v":323},{"$f":"IFERROR(SMALL(Index_2,A324),\"\")","v":323},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:J324)),\"\")","v":"QMU_97"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:K324)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:L324)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:M324)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:N324)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:O324)),\"\")","v":"97 PETL projects are identified by the University as being significant in engaging subject-level staff with Themes work, with project outcomes shared at the University's annual conference. Recent PETL outputs include policy and practice development in relation to mental health initiatives to support student wellbeing and retention and induction activities."}]
[{"$f":"IF('> FILTER <'!B326<>\"\",ROW(OFFSET(A325,-1,0)),\"\")","v":324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G326)),A325,\"\")","v":324},{"$f":"IFERROR(SMALL(Helper2_1,A325),\"\")","v":324},null,324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G326)),$A325,\"\")","v":324},{"$f":"IFERROR(SMALL(Helper2_2,A325),\"\")","v":324},{"$f":"COUNTIF(Helper3_1,\"=\"&G325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G325)=1, G325, \"\")","v":324},{"$f":"IFERROR(SMALL(Index_2,A325),\"\")","v":324},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:J325)),\"\")","v":"QMU_98"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:K325)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:L325)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:M325)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:N325)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:O325)),\"\")","v":"98 The University also engages actively with other sector activities such as Focus On projects and the national Learning from International Practice project, again using these to support policy and practice developments such as the development of a toolkit to engage students with the challenges of postgraduate study."}]
[{"$f":"IF('> FILTER <'!B327<>\"\",ROW(OFFSET(A326,-1,0)),\"\")","v":325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G327)),A326,\"\")","v":325},{"$f":"IFERROR(SMALL(Helper2_1,A326),\"\")","v":325},null,325,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G327)),$A326,\"\")","v":325},{"$f":"IFERROR(SMALL(Helper2_2,A326),\"\")","v":325},{"$f":"COUNTIF(Helper3_1,\"=\"&G326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G326)=1, G326, \"\")","v":325},{"$f":"IFERROR(SMALL(Index_2,A326),\"\")","v":325},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:J326)),\"\")","v":"QMU_99"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:K326)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:L326)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:M326)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:N326)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:O326)),\"\")","v":"99 Overall, the University takes an effective approach to engaging staff with the Enhancement Themes and other sector work. The multifaceted approach to strategy, policy and practice development enables the University to embed learning from the Enhancement Themes within a range of institutional activities."}]
[{"$f":"IF('> FILTER <'!B328<>\"\",ROW(OFFSET(A327,-1,0)),\"\")","v":326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G328)),A327,\"\")","v":326},{"$f":"IFERROR(SMALL(Helper2_1,A327),\"\")","v":326},null,326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G328)),$A327,\"\")","v":326},{"$f":"IFERROR(SMALL(Helper2_2,A327),\"\")","v":326},{"$f":"COUNTIF(Helper3_1,\"=\"&G327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G327)=1, G327, \"\")","v":326},{"$f":"IFERROR(SMALL(Index_2,A327),\"\")","v":326},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:J327)),\"\")","v":"QMU_99"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:K327)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:L327)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:M327)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:N327)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:O327)),\"\")","v":"99 Overall, the University takes an effective approach to engaging staff with the Enhancement Themes and other sector work. The multifaceted approach to strategy, policy and practice development enables the University to embed learning from the Enhancement Themes within a range of institutional activities."}]
[{"$f":"IF('> FILTER <'!B329<>\"\",ROW(OFFSET(A328,-1,0)),\"\")","v":327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G329)),A328,\"\")","v":327},{"$f":"IFERROR(SMALL(Helper2_1,A328),\"\")","v":327},null,327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G329)),$A328,\"\")","v":327},{"$f":"IFERROR(SMALL(Helper2_2,A328),\"\")","v":327},{"$f":"COUNTIF(Helper3_1,\"=\"&G328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G328)=1, G328, \"\")","v":327},{"$f":"IFERROR(SMALL(Index_2,A328),\"\")","v":327},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:J328)),\"\")","v":"QMU_100"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:K328)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:L328)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:M328)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:N328)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:O328)),\"\")","v":"100 The University has an effective and systematic approach for identifying and sharing good practice using a wide range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. The University identifies a key benefit of its small size as the opportunity for close interdepartmental relationships and effective informal opportunities for sharing. Discussions with staff confirmed this view and it was evident the University's small size contributes to its collegial culture."}]
[{"$f":"IF('> FILTER <'!B330<>\"\",ROW(OFFSET(A329,-1,0)),\"\")","v":328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G330)),A329,\"\")","v":328},{"$f":"IFERROR(SMALL(Helper2_1,A329),\"\")","v":328},null,328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G330)),$A329,\"\")","v":328},{"$f":"IFERROR(SMALL(Helper2_2,A329),\"\")","v":328},{"$f":"COUNTIF(Helper3_1,\"=\"&G329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G329)=1, G329, \"\")","v":328},{"$f":"IFERROR(SMALL(Index_2,A329),\"\")","v":328},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:J329)),\"\")","v":"QMU_101"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:K329)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:L329)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:M329)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:N329)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:O329)),\"\")","v":"101 The Centre for Academic Practice (CAP), guided by the Student Experience Strategy and the requirements of the two schools, has a central role in the identification and sharing of good practice. CAP acts as an agent of change across the University and its collaborative partners, working across both the academic schools and professional services to support, identify and champion good practice."}]
[{"$f":"IF('> FILTER <'!B331<>\"\",ROW(OFFSET(A330,-1,0)),\"\")","v":329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G331)),A330,\"\")","v":329},{"$f":"IFERROR(SMALL(Helper2_1,A330),\"\")","v":329},null,329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G331)),$A330,\"\")","v":329},{"$f":"IFERROR(SMALL(Helper2_2,A330),\"\")","v":329},{"$f":"COUNTIF(Helper3_1,\"=\"&G330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G330)=1, G330, \"\")","v":329},{"$f":"IFERROR(SMALL(Index_2,A330),\"\")","v":329},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:J330)),\"\")","v":"QMU_102"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:K330)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:L330)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:M330)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:N330)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:O330)),\"\")","v":"102 CAP operates a range of formal and informal mechanisms to share practice including an annual staff and student conference, programme leaders' network, regular workshops, newsletters and email updates, a range of guidance documents, and a 'CAP Good Practice Hub' hosting multimedia resources. CAP colleagues also work directly with staff to identify good practice and support them to identify the most appropriate mechanism for sharing their work. Staff within the University recognise CAP as a main point of contact for the development and enhancement of their teaching practice, valuing its role and the various networks which it facilitates."}]
[{"$f":"IF('> FILTER <'!B332<>\"\",ROW(OFFSET(A331,-1,0)),\"\")","v":330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G332)),A331,\"\")","v":330},{"$f":"IFERROR(SMALL(Helper2_1,A331),\"\")","v":330},null,330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G332)),$A331,\"\")","v":330},{"$f":"IFERROR(SMALL(Helper2_2,A331),\"\")","v":330},{"$f":"COUNTIF(Helper3_1,\"=\"&G331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G331)=1, G331, \"\")","v":330},{"$f":"IFERROR(SMALL(Index_2,A331),\"\")","v":330},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:J331)),\"\")","v":"QMU_103"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:K331)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:L331)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:M331)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:N331)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:O331)),\"\")","v":"103 The University's governance arrangements also support the identification and sharing of good practice. Each institutional committee, including school academic boards, has specific responsibility within their remits to identify and share good practice. Programme committees and student-staff consultative committees also have specific responsibilities to highlight good practice, with student members encouraged to identify strengths in their programmes. Where practice is viewed as having benefit to the wider University community this is considered by school academic boards and the Student Experience Committee so that it can inform policy developments. A number of quality assurance processes also require explicit consideration of good practice, for example validation and review, annual monitoring and external examination (paragraphs 124-130)."}]
[{"$f":"IF('> FILTER <'!B333<>\"\",ROW(OFFSET(A332,-1,0)),\"\")","v":331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G333)),A332,\"\")","v":331},{"$f":"IFERROR(SMALL(Helper2_1,A332),\"\")","v":331},null,331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G333)),$A332,\"\")","v":331},{"$f":"IFERROR(SMALL(Helper2_2,A332),\"\")","v":331},{"$f":"COUNTIF(Helper3_1,\"=\"&G332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G332)=1, G332, \"\")","v":331},{"$f":"IFERROR(SMALL(Index_2,A332),\"\")","v":331},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:J332)),\"\")","v":"QMU_104"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:K332)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:L332)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:M332)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:N332)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:O332)),\"\")","v":"104 In addition, professional services play a key role in identifying and sharing good practice with academic schools, as well as within and across the range of services. Examples include the annual WISeR event which showcases project outcomes relating to widening participation, the introduction of reading list software led by the Library, and the introduction of mechanisms for data capture and analysis within Student Support Services."}]
[{"$f":"IF('> FILTER <'!B334<>\"\",ROW(OFFSET(A333,-1,0)),\"\")","v":332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G334)),A333,\"\")","v":332},{"$f":"IFERROR(SMALL(Helper2_1,A333),\"\")","v":332},null,332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G334)),$A333,\"\")","v":332},{"$f":"IFERROR(SMALL(Helper2_2,A333),\"\")","v":332},{"$f":"COUNTIF(Helper3_1,\"=\"&G333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G333)=1, G333, \"\")","v":332},{"$f":"IFERROR(SMALL(Index_2,A333),\"\")","v":332},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:J333)),\"\")","v":"QMU_105"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:K333)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:L333)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:M333)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:N333)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:O333)),\"\")","v":"105 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and scholarly practices, offering a range of formal and informal staff development opportunities."}]
[{"$f":"IF('> FILTER <'!B335<>\"\",ROW(OFFSET(A334,-1,0)),\"\")","v":333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G335)),A334,\"\")","v":333},{"$f":"IFERROR(SMALL(Helper2_1,A334),\"\")","v":333},null,333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G335)),$A334,\"\")","v":333},{"$f":"IFERROR(SMALL(Helper2_2,A334),\"\")","v":333},{"$f":"COUNTIF(Helper3_1,\"=\"&G334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G334)=1, G334, \"\")","v":333},{"$f":"IFERROR(SMALL(Index_2,A334),\"\")","v":333},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:J334)),\"\")","v":"QMU_106"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:K334)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:L334)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:M334)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:N334)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:O334)),\"\")","v":"106 The Centre for Academic Practice (CAP) plays a lead role in the development of academic and teaching related staff, offering a range of development activities which are strategically aligned and responsive to staff needs and feedback (paragraphs 101-102)."}]
[{"$f":"IF('> FILTER <'!B336<>\"\",ROW(OFFSET(A335,-1,0)),\"\")","v":334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G336)),A335,\"\")","v":334},{"$f":"IFERROR(SMALL(Helper2_1,A335),\"\")","v":334},null,334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G336)),$A335,\"\")","v":334},{"$f":"IFERROR(SMALL(Helper2_2,A335),\"\")","v":334},{"$f":"COUNTIF(Helper3_1,\"=\"&G335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G335)=1, G335, \"\")","v":334},{"$f":"IFERROR(SMALL(Index_2,A335),\"\")","v":334},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:J335)),\"\")","v":"QMU_107"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:K335)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:L335)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:M335)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:N335)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:O335)),\"\")","v":"107 In addition to CAP's programme of development for academic staff, the human resources department also provides a range of professional development opportunities for all staff, including leadership and management and equality and diversity training. The professional services areas also provide bespoke CPD provision, for example development opportunities in relation to mental health for Personal Academic Tutors. In addition, schools organise school and/or division-level CPD opportunities based on the needs of each academic subject area."}]
[{"$f":"IF('> FILTER <'!B337<>\"\",ROW(OFFSET(A336,-1,0)),\"\")","v":335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G337)),A336,\"\")","v":335},{"$f":"IFERROR(SMALL(Helper2_1,A336),\"\")","v":335},null,335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G337)),$A336,\"\")","v":335},{"$f":"IFERROR(SMALL(Helper2_2,A336),\"\")","v":335},{"$f":"COUNTIF(Helper3_1,\"=\"&G336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G336)=1, G336, \"\")","v":335},{"$f":"IFERROR(SMALL(Index_2,A336),\"\")","v":335},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:J336)),\"\")","v":"QMU_108"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:K336)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:L336)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:M336)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:N336)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:O336)),\"\")","v":"108 Key to the University's approach to staff development is the developmentally-focused Performance Enhancement Review (PER) process which is used in a coordinated manner to support staff to identify and engage with development activities they require. All staff are expected to participate in the University's PER process which has recently been refreshed to align more closely with the Student Experience Strategy. Staff participation in the process is currently around 63 per cent and is monitored through an online tracking system. The University is committed to further developing the tracking system with the ambition of using it specifically for tracking staff engagement in developmental activities. The ELIR team considered that would be a positive development."}]
[{"$f":"IF('> FILTER <'!B338<>\"\",ROW(OFFSET(A337,-1,0)),\"\")","v":336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G338)),A337,\"\")","v":336},{"$f":"IFERROR(SMALL(Helper2_1,A337),\"\")","v":336},null,336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G338)),$A337,\"\")","v":336},{"$f":"IFERROR(SMALL(Helper2_2,A337),\"\")","v":336},{"$f":"COUNTIF(Helper3_1,\"=\"&G337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G337)=1, G337, \"\")","v":336},{"$f":"IFERROR(SMALL(Index_2,A337),\"\")","v":336},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:J337)),\"\")","v":"QMU_109"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:K337)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:L337)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:M337)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:N337)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:O337)),\"\")","v":"109 CAP provides briefings to line managers to promote awareness of academic development opportunities and the University's promotion criteria have been adjusted to recognise achievements in learning and teaching. Staff spoke very positively about the revised PER process and valued the focus on personal and professional development. As well as identifying individual staff development needs, the outcomes of PERs are analysed centrally and inform future development provision offered by human resources and professional services. Schools and divisions are also expected to identify staff development objectives within their operational plans. These are shared as appropriate with the professional services to help support specific school and division needs."}]
[{"$f":"IF('> FILTER <'!B339<>\"\",ROW(OFFSET(A338,-1,0)),\"\")","v":337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G339)),A338,\"\")","v":337},{"$f":"IFERROR(SMALL(Helper2_1,A338),\"\")","v":337},null,337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G339)),$A338,\"\")","v":337},{"$f":"IFERROR(SMALL(Helper2_2,A338),\"\")","v":337},{"$f":"COUNTIF(Helper3_1,\"=\"&G338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G338)=1, G338, \"\")","v":337},{"$f":"IFERROR(SMALL(Index_2,A338),\"\")","v":337},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:J338)),\"\")","v":"QMU_110"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:K338)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:L338)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:M338)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:N338)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:O338)),\"\")","v":"110 CAP is responsible for managing the University's Higher Education Academy (HEA) accredited QMU CPD Scheme. The Scheme contains routes which lead to three categories of fellowship. At the time of the current ELIR, around 60 per cent of staff held fellowships. The CPD scheme is viewed as a positive, development-focused opportunity by staff, as well as an effective mechanism for sharing practice. Staff who are recognised as Senior and Principal Fellows are also offered the opportunity to become trained CPD advisers within their schools and are encouraged to engage in the University's validation and review processes as a way of sharing practice and developing staff awareness of quality assurance and enhancement (paragraphs 124-125)."}]
[{"$f":"IF('> FILTER <'!B340<>\"\",ROW(OFFSET(A339,-1,0)),\"\")","v":338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G340)),A339,\"\")","v":338},{"$f":"IFERROR(SMALL(Helper2_1,A339),\"\")","v":338},null,338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G340)),$A339,\"\")","v":338},{"$f":"IFERROR(SMALL(Helper2_2,A339),\"\")","v":338},{"$f":"COUNTIF(Helper3_1,\"=\"&G339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G339)=1, G339, \"\")","v":338},{"$f":"IFERROR(SMALL(Index_2,A339),\"\")","v":338},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:J339)),\"\")","v":"QMU_111"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:K339)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:L339)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:M339)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:N339)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:O339)),\"\")","v":"111 New or less experienced teaching staff, depending on an assessment of their training needs, may be expected to complete the postgraduate certificate stage of the MSc in Professional and Higher Education (PHE), with the full programme open to all staff with a teaching-related role. The programme is also available online for collaborative partner staff. Staff who have engaged with the programme viewed it extremely positively in supporting their teaching practice, and highlighted how they had used live good practice examples from the programme within their own practice."}]
[{"$f":"IF('> FILTER <'!B341<>\"\",ROW(OFFSET(A340,-1,0)),\"\")","v":339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G341)),A340,\"\")","v":339},{"$f":"IFERROR(SMALL(Helper2_1,A340),\"\")","v":339},null,339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G341)),$A340,\"\")","v":339},{"$f":"IFERROR(SMALL(Helper2_2,A340),\"\")","v":339},{"$f":"COUNTIF(Helper3_1,\"=\"&G340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G340)=1, G340, \"\")","v":339},{"$f":"IFERROR(SMALL(Index_2,A340),\"\")","v":339},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:J340)),\"\")","v":"QMU_111"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:K340)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:L340)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:M340)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:N340)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:O340)),\"\")","v":"111 New or less experienced teaching staff, depending on an assessment of their training needs, may be expected to complete the postgraduate certificate stage of the MSc in Professional and Higher Education (PHE), with the full programme open to all staff with a teaching-related role. The programme is also available online for collaborative partner staff. Staff who have engaged with the programme viewed it extremely positively in supporting their teaching practice, and highlighted how they had used live good practice examples from the programme within their own practice."}]
[{"$f":"IF('> FILTER <'!B342<>\"\",ROW(OFFSET(A341,-1,0)),\"\")","v":340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G342)),A341,\"\")","v":340},{"$f":"IFERROR(SMALL(Helper2_1,A341),\"\")","v":340},null,340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G342)),$A341,\"\")","v":340},{"$f":"IFERROR(SMALL(Helper2_2,A341),\"\")","v":340},{"$f":"COUNTIF(Helper3_1,\"=\"&G341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G341)=1, G341, \"\")","v":340},{"$f":"IFERROR(SMALL(Index_2,A341),\"\")","v":340},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:J341)),\"\")","v":"QMU_112"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:K341)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:L341)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:M341)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:N341)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:O341)),\"\")","v":"112 All new staff, including doctoral candidates who are engaged in teaching, are encouraged to attend a week-long short course, Facilitating Learning and Teaching, which is designed to familiarise teaching staff with the philosophy and practices that underpin the University's student-centred learning philosophy. Staff and doctoral candidates who had completed this course described it as being effective in supporting them to undertake teaching and learning activities, as well as providing a forum to network with colleagues and engage with good practice."}]
[{"$f":"IF('> FILTER <'!B343<>\"\",ROW(OFFSET(A342,-1,0)),\"\")","v":341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G343)),A342,\"\")","v":341},{"$f":"IFERROR(SMALL(Helper2_1,A342),\"\")","v":341},null,{"$f":"ROW(OFFSET(E342,-1,0))","v":341},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G343)),$A342,\"\")","v":341},{"$f":"IFERROR(SMALL(Helper2_2,A342),\"\")","v":341},{"$f":"COUNTIF(Helper3_1,\"=\"&G342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G342)=1, G342, \"\")","v":341},{"$f":"IFERROR(SMALL(Index_2,A342),\"\")","v":341},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:J342)),\"\")","v":"QMU_113"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:K342)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:L342)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:M342)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:N342)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:O342)),\"\")","v":"113 Doctoral candidates are required to develop a learning contract with their supervisor which details any requirement to undertake teaching duties. Those who agree or are required to engage in teaching as part of this contract are classed as Graduate Teaching Assistants (GTAs). This contract identifies development activities required to support GTAs in their teaching and learning, including completing the week-long short course (paragraph 112). Each contract is then approved by the Graduate School Academic Board, however there is currently no mechanism to record doctoral candidate's participation in the short course. The ELIR team recommends the University considers developing a centralised system for monitoring GTA participation in the course in advance of their undertaking of teaching activities."}]
[{"$f":"IF('> FILTER <'!B344<>\"\",ROW(OFFSET(A343,-1,0)),\"\")","v":342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G344)),A343,\"\")","v":342},{"$f":"IFERROR(SMALL(Helper2_1,A343),\"\")","v":342},null,342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G344)),$A343,\"\")","v":342},{"$f":"IFERROR(SMALL(Helper2_2,A343),\"\")","v":342},{"$f":"COUNTIF(Helper3_1,\"=\"&G343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G343)=1, G343, \"\")","v":342},{"$f":"IFERROR(SMALL(Index_2,A343),\"\")","v":342},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:J343)),\"\")","v":"QMU_113"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:K343)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:L343)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:M343)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:N343)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:O343)),\"\")","v":"113 Doctoral candidates are required to develop a learning contract with their supervisor which details any requirement to undertake teaching duties. Those who agree or are required to engage in teaching as part of this contract are classed as Graduate Teaching Assistants (GTAs). This contract identifies development activities required to support GTAs in their teaching and learning, including completing the week-long short course (paragraph 112). Each contract is then approved by the Graduate School Academic Board, however there is currently no mechanism to record doctoral candidate's participation in the short course. The ELIR team recommends the University considers developing a centralised system for monitoring GTA participation in the course in advance of their undertaking of teaching activities."}]
[{"$f":"IF('> FILTER <'!B345<>\"\",ROW(OFFSET(A344,-1,0)),\"\")","v":343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G345)),A344,\"\")","v":343},{"$f":"IFERROR(SMALL(Helper2_1,A344),\"\")","v":343},null,343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G345)),$A344,\"\")","v":343},{"$f":"IFERROR(SMALL(Helper2_2,A344),\"\")","v":343},{"$f":"COUNTIF(Helper3_1,\"=\"&G344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G344)=1, G344, \"\")","v":343},{"$f":"IFERROR(SMALL(Index_2,A344),\"\")","v":343},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:J344)),\"\")","v":"QMU_114"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:K344)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:L344)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:M344)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:N344)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:O344)),\"\")","v":"114 CAP facilitates a number of peer support networks in line with the University's strategic ambition to develop a 'vibrant staff and student community'. Excellent examples of this are the well-established Programme Leaders Network, and the New to Programme Leadership Network which allow programme leaders to gain a greater understanding of their role and related topics and issues. Staff with experience of these and other networks spoke positively about them, providing specific examples of how their participation had supported them to adopt good practice within their programmes and led to enhancements in fulfilling the programme leader role."}]
[{"$f":"IF('> FILTER <'!B346<>\"\",ROW(OFFSET(A345,-1,0)),\"\")","v":344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G346)),A345,\"\")","v":344},{"$f":"IFERROR(SMALL(Helper2_1,A345),\"\")","v":344},null,344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G346)),$A345,\"\")","v":344},{"$f":"IFERROR(SMALL(Helper2_2,A345),\"\")","v":344},{"$f":"COUNTIF(Helper3_1,\"=\"&G345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G345)=1, G345, \"\")","v":344},{"$f":"IFERROR(SMALL(Index_2,A345),\"\")","v":344},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:J345)),\"\")","v":"QMU_115"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:K345)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:L345)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:M345)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:N345)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:O345)),\"\")","v":"115 The University operates a peer observation policy with an expectation that all academic staff engage in peer observation once each year. The policy has recently been reviewed to refocus on the development of practice. Staff who engage with peer observation are encouraged to discuss outcomes of the process with their line manager, using this to support the identification of development needs. The University recognises uptake and implementation of the policy has been variable. Staff who met the ELIR team viewed the new policy and its approach positively, seeing it as developmentally-focused. The ELIR team would support the University's plans to develop this policy further with the aim of it supporting the identification and sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B347<>\"\",ROW(OFFSET(A346,-1,0)),\"\")","v":345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G347)),A346,\"\")","v":345},{"$f":"IFERROR(SMALL(Helper2_1,A346),\"\")","v":345},null,345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G347)),$A346,\"\")","v":345},{"$f":"IFERROR(SMALL(Helper2_2,A346),\"\")","v":345},{"$f":"COUNTIF(Helper3_1,\"=\"&G346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G346)=1, G346, \"\")","v":345},{"$f":"IFERROR(SMALL(Index_2,A346),\"\")","v":345},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:J346)),\"\")","v":"QMU_116"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:K346)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:L346)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:M346)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:N346)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:O346)),\"\")","v":"116 Staff are also supported to engage in scholarship of learning and teaching (SoTL) through engagement with the MSc in Professional and Higher Education and/or doctoral studies. A range of research-based activities were presented to the ELIR team indicating a significant proportion of the academic community publish on SoTL-related topics, as well as using SoTL activities to inform practice. In addition, programme validation and review processes require explicit consideration of staff engagement with SoTL and how research informs teaching (paragraph 124-125). The ELIR team regarded this as positive practice."}]
[{"$f":"IF('> FILTER <'!B348<>\"\",ROW(OFFSET(A347,-1,0)),\"\")","v":346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G348)),A347,\"\")","v":346},{"$f":"IFERROR(SMALL(Helper2_1,A347),\"\")","v":346},null,346,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G348)),$A347,\"\")","v":346},{"$f":"IFERROR(SMALL(Helper2_2,A347),\"\")","v":346},{"$f":"COUNTIF(Helper3_1,\"=\"&G347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G347)=1, G347, \"\")","v":346},{"$f":"IFERROR(SMALL(Index_2,A347),\"\")","v":346},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:J347)),\"\")","v":"QMU_117"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:K347)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:L347)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:M347)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:N347)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:O347)),\"\")","v":"117 The University has a clear strategic framework which sets out its strategic ambitions and direction. Strategies are well embedded within school and division operational plans and are monitored effectively by University and school committees, as well as through annual monitoring which captures curricular-level enhancement."}]
[{"$f":"IF('> FILTER <'!B349<>\"\",ROW(OFFSET(A348,-1,0)),\"\")","v":347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G349)),A348,\"\")","v":347},{"$f":"IFERROR(SMALL(Helper2_1,A348),\"\")","v":347},null,347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G349)),$A348,\"\")","v":347},{"$f":"IFERROR(SMALL(Helper2_2,A348),\"\")","v":347},{"$f":"COUNTIF(Helper3_1,\"=\"&G348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G348)=1, G348, \"\")","v":347},{"$f":"IFERROR(SMALL(Index_2,A348),\"\")","v":347},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:J348)),\"\")","v":"QMU_118"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:K348)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:L348)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:M348)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:N348)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:O348)),\"\")","v":"118 The Student Experience Strategy (SES) outlines the University's strategic approach to the enhancement of learning, teaching and the student experience and clearly articulates its ethos and values and its approach to enhancement. The approach used to develop the SES, which successfully engaged staff and students through a co-creation approach, was viewed by the ELIR team as positive and highly effective"}]
[{"$f":"IF('> FILTER <'!B350<>\"\",ROW(OFFSET(A349,-1,0)),\"\")","v":348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G350)),A349,\"\")","v":348},{"$f":"IFERROR(SMALL(Helper2_1,A349),\"\")","v":348},null,348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G350)),$A349,\"\")","v":348},{"$f":"IFERROR(SMALL(Helper2_2,A349),\"\")","v":348},{"$f":"COUNTIF(Helper3_1,\"=\"&G349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G349)=1, G349, \"\")","v":348},{"$f":"IFERROR(SMALL(Index_2,A349),\"\")","v":348},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:J349)),\"\")","v":"QMU_119"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:K349)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:L349)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:M349)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:N349)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:O349)),\"\")","v":"119 The University has successfully embedded Enhancement Theme activity, enabling Theme priorities to be realised in a wide range of institutional policy and practice."}]
[{"$f":"IF('> FILTER <'!B351<>\"\",ROW(OFFSET(A350,-1,0)),\"\")","v":349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G351)),A350,\"\")","v":349},{"$f":"IFERROR(SMALL(Helper2_1,A350),\"\")","v":349},null,349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G351)),$A350,\"\")","v":349},{"$f":"IFERROR(SMALL(Helper2_2,A350),\"\")","v":349},{"$f":"COUNTIF(Helper3_1,\"=\"&G350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G350)=1, G350, \"\")","v":349},{"$f":"IFERROR(SMALL(Index_2,A350),\"\")","v":349},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:J350)),\"\")","v":"QMU_120"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:K350)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:L350)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:M350)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:N350)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:O350)),\"\")","v":"120 The University has an effective approach to identifying and sharing good practice using a range of formal and informal mechanisms. The CAP provides a leadership role in the enhancement of learning and teaching policy and practice, providing a wide range of staff development opportunities which are responsive to the needs of staff and the University's strategic direction. The University has enhanced its support for GTAs and is encouraged to develop a central system for monitoring their attendance on the Facilitating Learning and Teaching short course."}]
[{"$f":"IF('> FILTER <'!B352<>\"\",ROW(OFFSET(A351,-1,0)),\"\")","v":350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G352)),A351,\"\")","v":350},{"$f":"IFERROR(SMALL(Helper2_1,A351),\"\")","v":350},null,350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G352)),$A351,\"\")","v":350},{"$f":"IFERROR(SMALL(Helper2_2,A351),\"\")","v":350},{"$f":"COUNTIF(Helper3_1,\"=\"&G351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G351)=1, G351, \"\")","v":350},{"$f":"IFERROR(SMALL(Index_2,A351),\"\")","v":350},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:J351)),\"\")","v":"QMU_121"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:K351)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:L351)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:M351)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:N351)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:O351)),\"\")","v":"121 The University has effective arrangements in place for managing quality and securing academic standards which meet the expectations set out in the UK Quality Code and the Scottish Funding Council (SFC) guidance to institutions on quality."}]
[{"$f":"IF('> FILTER <'!B353<>\"\",ROW(OFFSET(A352,-1,0)),\"\")","v":351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G353)),A352,\"\")","v":351},{"$f":"IFERROR(SMALL(Helper2_1,A352),\"\")","v":351},null,351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G353)),$A352,\"\")","v":351},{"$f":"IFERROR(SMALL(Helper2_2,A352),\"\")","v":351},{"$f":"COUNTIF(Helper3_1,\"=\"&G352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G352)=1, G352, \"\")","v":351},{"$f":"IFERROR(SMALL(Index_2,A352),\"\")","v":351},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:J352)),\"\")","v":"QMU_122"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:K352)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:L352)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:M352)),\"\")","v":"Accessibility"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:N352)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:O352)),\"\")","v":"122 Students are made aware of regulations, policies and procedures through the University's 'Essential Information' publication, which contains comprehensive details on a range of key information for students. In discussions with the ELIR team, students reported valuing the 'Essential Information' publication along with programme specific information contained in their programme handbooks. The ELIR team considered students have appropriate access to general University information linked to regulations, policies and procedures and any programme-specific requirements."}]
[{"$f":"IF('> FILTER <'!B354<>\"\",ROW(OFFSET(A353,-1,0)),\"\")","v":352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G354)),A353,\"\")","v":352},{"$f":"IFERROR(SMALL(Helper2_1,A353),\"\")","v":352},null,352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G354)),$A353,\"\")","v":352},{"$f":"IFERROR(SMALL(Helper2_2,A353),\"\")","v":352},{"$f":"COUNTIF(Helper3_1,\"=\"&G353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G353)=1, G353, \"\")","v":352},{"$f":"IFERROR(SMALL(Index_2,A353),\"\")","v":352},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:J353)),\"\")","v":"QMU_123"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:K353)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:L353)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:M353)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:N353)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:O353)),\"\")","v":"123 The University recognises that, following the Portfolio Sustainability Review, changes will be required to its quality framework, in particular to support the review recommendation to introduce 20 credit modules across the University. These changes will be introduced in most programmes as they reach their next scheduled periodic review. Any remaining programmes will be required to undergo a separate review process proportionate to the impact of the change on the student experience conducted in accordance with the University's regulations on programme modification. The University confirmed to the ELIR team that, by September 2020, all programmes will be aligned to the revised credit framework. At the time of the current ELIR, a working group of the Student Experience Committee was undertaking a review of the assessment regulations, considering the implications of the Portfolio Sustainability Review recommendations in terms of revisions to the University's quality framework, and whether the move to 20 credit modules would require amendments to assessment regulations. The ELIR team confirmed that the actions identified by the University are appropriate to ensure the careful consideration of individual student requirements as a consequence of any regulatory and structural changes resulting from the Portfolio Sustainability Review."}]
[{"$f":"IF('> FILTER <'!B355<>\"\",ROW(OFFSET(A354,-1,0)),\"\")","v":353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G355)),A354,\"\")","v":353},{"$f":"IFERROR(SMALL(Helper2_1,A354),\"\")","v":353},null,353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G355)),$A354,\"\")","v":353},{"$f":"IFERROR(SMALL(Helper2_2,A354),\"\")","v":353},{"$f":"COUNTIF(Helper3_1,\"=\"&G354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G354)=1, G354, \"\")","v":353},{"$f":"IFERROR(SMALL(Index_2,A354),\"\")","v":353},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:J354)),\"\")","v":"QMU_123"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:K354)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:L354)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:M354)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:N354)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:O354)),\"\")","v":"123 The University recognises that, following the Portfolio Sustainability Review, changes will be required to its quality framework, in particular to support the review recommendation to introduce 20 credit modules across the University. These changes will be introduced in most programmes as they reach their next scheduled periodic review. Any remaining programmes will be required to undergo a separate review process proportionate to the impact of the change on the student experience conducted in accordance with the University's regulations on programme modification. The University confirmed to the ELIR team that, by September 2020, all programmes will be aligned to the revised credit framework. At the time of the current ELIR, a working group of the Student Experience Committee was undertaking a review of the assessment regulations, considering the implications of the Portfolio Sustainability Review recommendations in terms of revisions to the University's quality framework, and whether the move to 20 credit modules would require amendments to assessment regulations. The ELIR team confirmed that the actions identified by the University are appropriate to ensure the careful consideration of individual student requirements as a consequence of any regulatory and structural changes resulting from the Portfolio Sustainability Review."}]
[{"$f":"IF('> FILTER <'!B356<>\"\",ROW(OFFSET(A355,-1,0)),\"\")","v":354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G356)),A355,\"\")","v":354},{"$f":"IFERROR(SMALL(Helper2_1,A355),\"\")","v":354},null,354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G356)),$A355,\"\")","v":354},{"$f":"IFERROR(SMALL(Helper2_2,A355),\"\")","v":354},{"$f":"COUNTIF(Helper3_1,\"=\"&G355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G355)=1, G355, \"\")","v":354},{"$f":"IFERROR(SMALL(Index_2,A355),\"\")","v":354},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:J355)),\"\")","v":"QMU_124"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:K355)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:L355)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:M355)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:N355)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:O355)),\"\")","v":"124 The University's policies and procedures for programme development, approval and review are aligned with sector expectations. Appropriate mechanisms are in place to review them regularly, with the most recent review having taken place in 2016-17. A number of enhancements followed this review including the introduction of standard datasets. A separate review took place of the process for overseas validation and review events, leading to changes in panel composition and agendas, the involvement of a student reviewer, and improved background information for panel members. Both reviews provided effectiveness and efficiency improvements to the processes, and better support to programme teams and partners."}]
[{"$f":"IF('> FILTER <'!B357<>\"\",ROW(OFFSET(A356,-1,0)),\"\")","v":355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G357)),A356,\"\")","v":355},{"$f":"IFERROR(SMALL(Helper2_1,A356),\"\")","v":355},null,355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G357)),$A356,\"\")","v":355},{"$f":"IFERROR(SMALL(Helper2_2,A356),\"\")","v":355},{"$f":"COUNTIF(Helper3_1,\"=\"&G356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G356)=1, G356, \"\")","v":355},{"$f":"IFERROR(SMALL(Index_2,A356),\"\")","v":355},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:J356)),\"\")","v":"QMU_125"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:K356)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:L356)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:M356)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:N356)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:O356)),\"\")","v":"125 The Division of Governance and Quality Enhancement (GQE) website provides detailed guidance to panel members and others engaged in validation and review. The University offers training and support to staff who have less experience of being validation or review panel members. The Students' Union and Division of GQE also provide full-day training for student panel members. The student training is compulsory and evaluated, with results being used to further enhance practice in the next academic session. The ELIR team would encourage the University to continue with this partnership approach to the development of students engaged in validation and review activities."}]
[{"$f":"IF('> FILTER <'!B358<>\"\",ROW(OFFSET(A357,-1,0)),\"\")","v":356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G358)),A357,\"\")","v":356},{"$f":"IFERROR(SMALL(Helper2_1,A357),\"\")","v":356},null,356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G358)),$A357,\"\")","v":356},{"$f":"IFERROR(SMALL(Helper2_2,A357),\"\")","v":356},{"$f":"COUNTIF(Helper3_1,\"=\"&G357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G357)=1, G357, \"\")","v":356},{"$f":"IFERROR(SMALL(Index_2,A357),\"\")","v":356},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:J357)),\"\")","v":"QMU_126"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:K357)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:L357)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:M357)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:N357)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:O357)),\"\")","v":"126 Annual monitoring takes place at programme-level, with the academic schools then required to produce a composite school report which draws on all the programme annual reports in the academic area and a range of other information, for example from validation and review activity, professional body accreditation and KPIs. School reports are discussed at the appropriate school academic board and the University Student Experience Committee, with any matters arising used to inform the operational plans of schools, divisions and professional services. Matters arising from the reports can also be referred elsewhere within the University for consideration. This reporting can result in changes to University policy, for example, work within one school resulted in changes to the University-level Recognition of Prior Learning (RPL) process."}]
[{"$f":"IF('> FILTER <'!B359<>\"\",ROW(OFFSET(A358,-1,0)),\"\")","v":357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G359)),A358,\"\")","v":357},{"$f":"IFERROR(SMALL(Helper2_1,A358),\"\")","v":357},null,357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G359)),$A358,\"\")","v":357},{"$f":"IFERROR(SMALL(Helper2_2,A358),\"\")","v":357},{"$f":"COUNTIF(Helper3_1,\"=\"&G358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G358)=1, G358, \"\")","v":357},{"$f":"IFERROR(SMALL(Index_2,A358),\"\")","v":357},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:J358)),\"\")","v":"QMU_127"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:K358)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:L358)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:M358)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:N358)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:O358)),\"\")","v":"127 During the 2013 ELIR, the University was asked to clarify the purpose and benefits of a proposed online continuous monitoring system which would have complemented the Annual Monitoring Reporting process at that time (paragraph 135). The University decided not to proceed with the continuous monitoring system, opting instead to develop and implement a two-stage annual monitoring process across its taught provision, which was first introduced for all reporting in 2017-18. Staff were very supportive of this new approach to annual monitoring, viewing it as more agile and responsive to student feedback, as well as supporting the introduction of programme amendments in a timely manner. Staff also considered themselves to be well supported to interpret the more comprehensive datasets available to them as part of the annual monitoring process (paragraph 139). It was evident to the ELIR team that the revised annual monitoring system is a very positive development. The process makes effective use a range of data to enable programme teams to implement enhancements to programmes in time for the start of the next academic year."}]
[{"$f":"IF('> FILTER <'!B360<>\"\",ROW(OFFSET(A359,-1,0)),\"\")","v":358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G360)),A359,\"\")","v":358},{"$f":"IFERROR(SMALL(Helper2_1,A359),\"\")","v":358},null,358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G360)),$A359,\"\")","v":358},{"$f":"IFERROR(SMALL(Helper2_2,A359),\"\")","v":358},{"$f":"COUNTIF(Helper3_1,\"=\"&G359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G359)=1, G359, \"\")","v":358},{"$f":"IFERROR(SMALL(Index_2,A359),\"\")","v":358},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:J359)),\"\")","v":"QMU_128"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:K359)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:L359)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:M359)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:N359)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:O359)),\"\")","v":"128 The University makes extensive use of external examiners in both its taught and research degrees, with an examiner appointed for each named award, including those awards delivered by collaborative partners. External examiners submit their annual report using a standard template, with programme leaders required to respond to these reports. Communication with external examiners is typically managed through GQE, who track progress with report and response submission, resulting in high completion rates."}]
[{"$f":"IF('> FILTER <'!B361<>\"\",ROW(OFFSET(A360,-1,0)),\"\")","v":359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G361)),A360,\"\")","v":359},{"$f":"IFERROR(SMALL(Helper2_1,A360),\"\")","v":359},null,359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G361)),$A360,\"\")","v":359},{"$f":"IFERROR(SMALL(Helper2_2,A360),\"\")","v":359},{"$f":"COUNTIF(Helper3_1,\"=\"&G360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G360)=1, G360, \"\")","v":359},{"$f":"IFERROR(SMALL(Index_2,A360),\"\")","v":359},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:J360)),\"\")","v":"QMU_129"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:K360)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:L360)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:M360)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:N360)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:O360)),\"\")","v":"129 Annually, the University undertakes a thorough review of all external examiner reports received in the previous academic session, producing a summary which highlights common or recurring themes, positive practice and areas for development. The summary is circulated via email to all staff and students and is sent separately to all external examiners. The University considers this summary to be useful for its academic staff, as it highlights good practice that might translate well across programmes and includes suggestions for development that could be of interest to the wider University community."}]
[{"$f":"IF('> FILTER <'!B362<>\"\",ROW(OFFSET(A361,-1,0)),\"\")","v":360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G362)),A361,\"\")","v":360},{"$f":"IFERROR(SMALL(Helper2_1,A361),\"\")","v":360},null,360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G362)),$A361,\"\")","v":360},{"$f":"IFERROR(SMALL(Helper2_2,A361),\"\")","v":360},{"$f":"COUNTIF(Helper3_1,\"=\"&G361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G361)=1, G361, \"\")","v":360},{"$f":"IFERROR(SMALL(Index_2,A361),\"\")","v":360},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:J361)),\"\")","v":"QMU_130"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:K361)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:L361)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:M361)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:N361)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:O361)),\"\")","v":"130 GQE provides a range of guidance for programme leaders, students and external examiners on the University's external examiner system. Students who met the ELIR team were aware of this guidance and had a good understanding of the external examining system and the function of external examiner reports. The team also heard that the wider student population do not typically recognise that they have access to external examiner reports, but student representatives confirmed seeing and discussing these reports at student-staff consultative committees."}]
[{"$f":"IF('> FILTER <'!B363<>\"\",ROW(OFFSET(A362,-1,0)),\"\")","v":361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G363)),A362,\"\")","v":361},{"$f":"IFERROR(SMALL(Helper2_1,A362),\"\")","v":361},null,361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G363)),$A362,\"\")","v":361},{"$f":"IFERROR(SMALL(Helper2_2,A362),\"\")","v":361},{"$f":"COUNTIF(Helper3_1,\"=\"&G362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G362)=1, G362, \"\")","v":361},{"$f":"IFERROR(SMALL(Index_2,A362),\"\")","v":361},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:J362)),\"\")","v":"QMU_131"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:K362)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:L362)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:M362)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:N362)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:O362)),\"\")","v":"131 The University reviewed its undergraduate and taught postgraduate grade descriptors in 2014-15, leading to the introduction of an A* grade to encourage markers to recognise outstanding student performance at 80 per cent and above. This followed a review of the University's standard referencing system, allowing better integration with reference management software to support students in gaining confidence in citing and managing references within their academic work. Students who met the ELIR team were aware of the revised descriptors, and welcomed the introduction of an A* grade, but raised issues with its reporting on the student portal which currently does not indicate when the A* grade has been awarded. There would be benefit in the University reflecting on how the student portal could be enhanced to record A* grade information."}]
[{"$f":"IF('> FILTER <'!B364<>\"\",ROW(OFFSET(A363,-1,0)),\"\")","v":362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G364)),A363,\"\")","v":362},{"$f":"IFERROR(SMALL(Helper2_1,A363),\"\")","v":362},null,362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G364)),$A363,\"\")","v":362},{"$f":"IFERROR(SMALL(Helper2_2,A363),\"\")","v":362},{"$f":"COUNTIF(Helper3_1,\"=\"&G363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G363)=1, G363, \"\")","v":362},{"$f":"IFERROR(SMALL(Index_2,A363),\"\")","v":362},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:J363)),\"\")","v":"QMU_132"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:K363)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:L363)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:M363)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:N363)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:O363)),\"\")","v":"132 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the Quality Code and other external reference points, and is regularly reviewed."}]
[{"$f":"IF('> FILTER <'!B365<>\"\",ROW(OFFSET(A364,-1,0)),\"\")","v":363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G365)),A364,\"\")","v":363},{"$f":"IFERROR(SMALL(Helper2_1,A364),\"\")","v":363},null,363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G365)),$A364,\"\")","v":363},{"$f":"IFERROR(SMALL(Helper2_2,A364),\"\")","v":363},{"$f":"COUNTIF(Helper3_1,\"=\"&G364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G364)=1, G364, \"\")","v":363},{"$f":"IFERROR(SMALL(Index_2,A364),\"\")","v":363},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:J364)),\"\")","v":"QMU_132"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:K364)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:L364)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:M364)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:N364)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:O364)),\"\")","v":"132 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the Quality Code and other external reference points, and is regularly reviewed."}]
[{"$f":"IF('> FILTER <'!B366<>\"\",ROW(OFFSET(A365,-1,0)),\"\")","v":364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G366)),A365,\"\")","v":364},{"$f":"IFERROR(SMALL(Helper2_1,A365),\"\")","v":364},null,364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G366)),$A365,\"\")","v":364},{"$f":"IFERROR(SMALL(Helper2_2,A365),\"\")","v":364},{"$f":"COUNTIF(Helper3_1,\"=\"&G365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G365)=1, G365, \"\")","v":364},{"$f":"IFERROR(SMALL(Index_2,A365),\"\")","v":364},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:J365)),\"\")","v":"QMU_133"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:K365)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:L365)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:M365)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:N365)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:O365)),\"\")","v":"133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."}]
[{"$f":"IF('> FILTER <'!B367<>\"\",ROW(OFFSET(A366,-1,0)),\"\")","v":365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G367)),A366,\"\")","v":365},{"$f":"IFERROR(SMALL(Helper2_1,A366),\"\")","v":365},null,365,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G367)),$A366,\"\")","v":365},{"$f":"IFERROR(SMALL(Helper2_2,A366),\"\")","v":365},{"$f":"COUNTIF(Helper3_1,\"=\"&G366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G366)=1, G366, \"\")","v":365},{"$f":"IFERROR(SMALL(Index_2,A366),\"\")","v":365},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:J366)),\"\")","v":"QMU_133"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:K366)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:L366)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:M366)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:N366)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:O366)),\"\")","v":"133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."}]
[{"$f":"IF('> FILTER <'!B368<>\"\",ROW(OFFSET(A367,-1,0)),\"\")","v":366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G368)),A367,\"\")","v":366},{"$f":"IFERROR(SMALL(Helper2_1,A367),\"\")","v":366},null,366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G368)),$A367,\"\")","v":366},{"$f":"IFERROR(SMALL(Helper2_2,A367),\"\")","v":366},{"$f":"COUNTIF(Helper3_1,\"=\"&G367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G367)=1, G367, \"\")","v":366},{"$f":"IFERROR(SMALL(Index_2,A367),\"\")","v":366},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:J367)),\"\")","v":"QMU_133"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:K367)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:L367)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:M367)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:N367)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:O367)),\"\")","v":"133 The University makes effective use of a range of external stakeholders to inform programme development, including employers, recent alumni and industry bodies as well as the expectations of professional, statutory and regulatory bodies (PSRBs). At validation and revalidation, programme documents demonstrate comprehensive and effective use of external reference points. All programmes are designed to align with the requirements of the Scottish Credit and Qualifications Framework (SCQF). External members of validation and review panels play a key role in confirming the appropriate use of external reference points for all academic provision leading to a taught award of the University, so ensuring an independent view of academic standards setting."}]
[{"$f":"IF('> FILTER <'!B369<>\"\",ROW(OFFSET(A368,-1,0)),\"\")","v":367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G369)),A368,\"\")","v":367},{"$f":"IFERROR(SMALL(Helper2_1,A368),\"\")","v":367},null,367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G369)),$A368,\"\")","v":367},{"$f":"IFERROR(SMALL(Helper2_2,A368),\"\")","v":367},{"$f":"COUNTIF(Helper3_1,\"=\"&G368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G368)=1, G368, \"\")","v":367},{"$f":"IFERROR(SMALL(Index_2,A368),\"\")","v":367},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:J368)),\"\")","v":"QMU_134"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:K368)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:L368)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:M368)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:N368)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:O368)),\"\")","v":"134 As part of their annual reporting, external examiners are required to confirm programmes continue to meet the expectations of relevant Subject Benchmark Statements and PSRBs, and that student achievement is appropriate to the level of study."}]
[{"$f":"IF('> FILTER <'!B370<>\"\",ROW(OFFSET(A369,-1,0)),\"\")","v":368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G370)),A369,\"\")","v":368},{"$f":"IFERROR(SMALL(Helper2_1,A369),\"\")","v":368},null,368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G370)),$A369,\"\")","v":368},{"$f":"IFERROR(SMALL(Helper2_2,A369),\"\")","v":368},{"$f":"COUNTIF(Helper3_1,\"=\"&G369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G369)=1, G369, \"\")","v":368},{"$f":"IFERROR(SMALL(Index_2,A369),\"\")","v":368},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:J369)),\"\")","v":"QMU_135"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:K369)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:L369)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:M369)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:N369)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:O369)),\"\")","v":"135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."}]
[{"$f":"IF('> FILTER <'!B371<>\"\",ROW(OFFSET(A370,-1,0)),\"\")","v":369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G371)),A370,\"\")","v":369},{"$f":"IFERROR(SMALL(Helper2_1,A370),\"\")","v":369},null,369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G371)),$A370,\"\")","v":369},{"$f":"IFERROR(SMALL(Helper2_2,A370),\"\")","v":369},{"$f":"COUNTIF(Helper3_1,\"=\"&G370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G370)=1, G370, \"\")","v":369},{"$f":"IFERROR(SMALL(Index_2,A370),\"\")","v":369},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:J370)),\"\")","v":"QMU_135"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:K370)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:L370)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:M370)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:N370)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:O370)),\"\")","v":"135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."}]
[{"$f":"IF('> FILTER <'!B372<>\"\",ROW(OFFSET(A371,-1,0)),\"\")","v":370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G372)),A371,\"\")","v":370},{"$f":"IFERROR(SMALL(Helper2_1,A371),\"\")","v":370},null,370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G372)),$A371,\"\")","v":370},{"$f":"IFERROR(SMALL(Helper2_2,A371),\"\")","v":370},{"$f":"COUNTIF(Helper3_1,\"=\"&G371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G371)=1, G371, \"\")","v":370},{"$f":"IFERROR(SMALL(Index_2,A371),\"\")","v":370},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:J371)),\"\")","v":"QMU_135"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:K371)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:L371)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:M371)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:N371)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:O371)),\"\")","v":"135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."}]
[{"$f":"IF('> FILTER <'!B373<>\"\",ROW(OFFSET(A372,-1,0)),\"\")","v":371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G373)),A372,\"\")","v":371},{"$f":"IFERROR(SMALL(Helper2_1,A372),\"\")","v":371},null,371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G373)),$A372,\"\")","v":371},{"$f":"IFERROR(SMALL(Helper2_2,A372),\"\")","v":371},{"$f":"COUNTIF(Helper3_1,\"=\"&G372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G372)=1, G372, \"\")","v":371},{"$f":"IFERROR(SMALL(Index_2,A372),\"\")","v":371},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:J372)),\"\")","v":"QMU_135"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:K372)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:L372)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:M372)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:N372)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:O372)),\"\")","v":"135 The University has been responsive to the outcomes of its 2013 ELIR, adopting a systematic approach to managing and recording actions, tracking ongoing enhancements and evaluating their impact. In a number of areas, the University is continuing to develop its policy and practice: student surveys (paragraphs 32-35); assessment feedback (paragraphs 56-58 and 131); and the personal tutor system (paragraph 52)."}]
[{"$f":"IF('> FILTER <'!B374<>\"\",ROW(OFFSET(A373,-1,0)),\"\")","v":372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G374)),A373,\"\")","v":372},{"$f":"IFERROR(SMALL(Helper2_1,A373),\"\")","v":372},null,372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G374)),$A373,\"\")","v":372},{"$f":"IFERROR(SMALL(Helper2_2,A373),\"\")","v":372},{"$f":"COUNTIF(Helper3_1,\"=\"&G373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G373)=1, G373, \"\")","v":372},{"$f":"IFERROR(SMALL(Index_2,A373),\"\")","v":372},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:J373)),\"\")","v":"QMU_136"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:K373)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:L373)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:M373)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:N373)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:O373)),\"\")","v":"136 The University has an effective approach to using data to inform its decision-making. It uses this data to support the development of strategy and inform enhancements to the student experience. The University identified the use of evidence to enhance the student experience as a key focus of the current ELIR. It was clear to the ELIR team from the documentation and discussions with staff that significant progress has been made to enhance the University's systems for capturing, collating and analysing both qualitative and quantitative data to inform decision-making."}]
[{"$f":"IF('> FILTER <'!B375<>\"\",ROW(OFFSET(A374,-1,0)),\"\")","v":373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G375)),A374,\"\")","v":373},{"$f":"IFERROR(SMALL(Helper2_1,A374),\"\")","v":373},null,373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G375)),$A374,\"\")","v":373},{"$f":"IFERROR(SMALL(Helper2_2,A374),\"\")","v":373},{"$f":"COUNTIF(Helper3_1,\"=\"&G374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G374)=1, G374, \"\")","v":373},{"$f":"IFERROR(SMALL(Index_2,A374),\"\")","v":373},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:J374)),\"\")","v":"QMU_137"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:K374)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:L374)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:M374)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:N374)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:O374)),\"\")","v":"137 Information contained in the Advance Information Set (AIS) demonstrated how the University identifies issues, develops actions/responses and monitors the progress made. The increased collation, analysis and use of data to inform and support decisions will make it easier for the University to evaluate the impact of actions taken."}]
[{"$f":"IF('> FILTER <'!B376<>\"\",ROW(OFFSET(A375,-1,0)),\"\")","v":374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G376)),A375,\"\")","v":374},{"$f":"IFERROR(SMALL(Helper2_1,A375),\"\")","v":374},null,374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G376)),$A375,\"\")","v":374},{"$f":"IFERROR(SMALL(Helper2_2,A375),\"\")","v":374},{"$f":"COUNTIF(Helper3_1,\"=\"&G375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G375)=1, G375, \"\")","v":374},{"$f":"IFERROR(SMALL(Index_2,A375),\"\")","v":374},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:J375)),\"\")","v":"QMU_138"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:K375)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:L375)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:M375)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:N375)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:O375)),\"\")","v":"138 Since the 2013 ELIR, there has been a significant growth in the volume of data gathered both internally and externally, with the University taking steps to improve its capabilities for using data from multiple sources including: data captured via online systems such as the Electronic Registration of Attendance (ERA) and the Hub/ePortfolio; and data generated internally and externally to inform the Portfolio Sustainability Review, Teaching Excellence Framework (TEF) and Longitudinal Educational Outcomes (LEO) data. In addition, the University makes use of student demographic data, as well as retention, progression and attainment data to support staff reflection on teaching practice, programme development and enhancements to areas such as student recruitment, support and curriculum development (paragraphs 42-43). Another important source of data is external and internal student survey data which the University actively uses to inform enhancement activity (paragraph 32-35)."}]
[{"$f":"IF('> FILTER <'!B377<>\"\",ROW(OFFSET(A376,-1,0)),\"\")","v":375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G377)),A376,\"\")","v":375},{"$f":"IFERROR(SMALL(Helper2_1,A376),\"\")","v":375},null,375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G377)),$A376,\"\")","v":375},{"$f":"IFERROR(SMALL(Helper2_2,A376),\"\")","v":375},{"$f":"COUNTIF(Helper3_1,\"=\"&G376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G376)=1, G376, \"\")","v":375},{"$f":"IFERROR(SMALL(Index_2,A376),\"\")","v":375},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:J376)),\"\")","v":"QMU_139"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:K376)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:L376)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:M376)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:N376)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:O376)),\"\")","v":"139 The new two-stage Annual Monitoring Reporting (AMR) process uses both qualitative and quantitative data to inform and evidence the changes required, with the facility to make timely changes which can enhance the student experience for the start of the new academic session (paragraphs 126-127)."}]
[{"$f":"IF('> FILTER <'!B378<>\"\",ROW(OFFSET(A377,-1,0)),\"\")","v":376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G378)),A377,\"\")","v":376},{"$f":"IFERROR(SMALL(Helper2_1,A377),\"\")","v":376},null,376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G378)),$A377,\"\")","v":376},{"$f":"IFERROR(SMALL(Helper2_2,A377),\"\")","v":376},{"$f":"COUNTIF(Helper3_1,\"=\"&G377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G377)=1, G377, \"\")","v":376},{"$f":"IFERROR(SMALL(Index_2,A377),\"\")","v":376},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:J377)),\"\")","v":"QMU_139"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:K377)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:L377)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:M377)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:N377)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:O377)),\"\")","v":"139 The new two-stage Annual Monitoring Reporting (AMR) process uses both qualitative and quantitative data to inform and evidence the changes required, with the facility to make timely changes which can enhance the student experience for the start of the new academic session (paragraphs 126-127)."}]
[{"$f":"IF('> FILTER <'!B379<>\"\",ROW(OFFSET(A378,-1,0)),\"\")","v":377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G379)),A378,\"\")","v":377},{"$f":"IFERROR(SMALL(Helper2_1,A378),\"\")","v":377},null,377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G379)),$A378,\"\")","v":377},{"$f":"IFERROR(SMALL(Helper2_2,A378),\"\")","v":377},{"$f":"COUNTIF(Helper3_1,\"=\"&G378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G378)=1, G378, \"\")","v":377},{"$f":"IFERROR(SMALL(Index_2,A378),\"\")","v":377},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:J378)),\"\")","v":"QMU_140"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:K378)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:L378)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:M378)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:N378)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:O378)),\"\")","v":"140 An ongoing aim of the University's Enhancement Theme work is to improve how staff and students use the range of evidence available. A specific focus for the University is Access, Inclusion and Retention (AIR), with objectives linked directly to the Student Experience Strategy. A new staff portal has been developed to enable programme teams to access, analyse and reflect on student data and staff are encouraged to use this proactively to identify as early as possible issues related to student retention and attainment and students at risk."}]
[{"$f":"IF('> FILTER <'!B380<>\"\",ROW(OFFSET(A379,-1,0)),\"\")","v":378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G380)),A379,\"\")","v":378},{"$f":"IFERROR(SMALL(Helper2_1,A379),\"\")","v":378},null,378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G380)),$A379,\"\")","v":378},{"$f":"IFERROR(SMALL(Helper2_2,A379),\"\")","v":378},{"$f":"COUNTIF(Helper3_1,\"=\"&G379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G379)=1, G379, \"\")","v":378},{"$f":"IFERROR(SMALL(Index_2,A379),\"\")","v":378},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:J379)),\"\")","v":"QMU_140"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:K379)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:L379)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:M379)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:N379)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:O379)),\"\")","v":"140 An ongoing aim of the University's Enhancement Theme work is to improve how staff and students use the range of evidence available. A specific focus for the University is Access, Inclusion and Retention (AIR), with objectives linked directly to the Student Experience Strategy. A new staff portal has been developed to enable programme teams to access, analyse and reflect on student data and staff are encouraged to use this proactively to identify as early as possible issues related to student retention and attainment and students at risk."}]
[{"$f":"IF('> FILTER <'!B381<>\"\",ROW(OFFSET(A380,-1,0)),\"\")","v":379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G381)),A380,\"\")","v":379},{"$f":"IFERROR(SMALL(Helper2_1,A380),\"\")","v":379},null,379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G381)),$A380,\"\")","v":379},{"$f":"IFERROR(SMALL(Helper2_2,A380),\"\")","v":379},{"$f":"COUNTIF(Helper3_1,\"=\"&G380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G380)=1, G380, \"\")","v":379},{"$f":"IFERROR(SMALL(Index_2,A380),\"\")","v":379},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:J380)),\"\")","v":"QMU_141"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:K380)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:L380)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:M380)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:N380)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:O380)),\"\")","v":"141 In addition to the formal data gathered, staff continue to recognise the value of informal evidence sources, such as the feedback provided by students directly. The small scale of the University enables frequent dialogue between students and their tutors and it is clear that this is highly valued by staff and students. The ELIR team considered there would be value in the University reflecting on how such information could be captured more systematically and used as part of its wider evidence-base to support decision-making."}]
[{"$f":"IF('> FILTER <'!B382<>\"\",ROW(OFFSET(A381,-1,0)),\"\")","v":380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G382)),A381,\"\")","v":380},{"$f":"IFERROR(SMALL(Helper2_1,A381),\"\")","v":380},null,380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G382)),$A381,\"\")","v":380},{"$f":"IFERROR(SMALL(Helper2_2,A381),\"\")","v":380},{"$f":"COUNTIF(Helper3_1,\"=\"&G381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G381)=1, G381, \"\")","v":380},{"$f":"IFERROR(SMALL(Index_2,A381),\"\")","v":380},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:J381)),\"\")","v":"QMU_142"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:K381)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:L381)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:M381)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:N381)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:O381)),\"\")","v":"142 It is clear that the University recognises the potential benefits that accrue from evidence-informed decision-making, taking steps to develop the infrastructure necessary to support this. The ELIR team learned that students experience variation in the ways institutional practices are implemented. The team recognises that some variation will be intentional to reflect specific programme or discipline requirements while other variations could benefit from being addressed, for example if institutional policy were experienced differently by students studying in different parts of the University. As the University continues to make more data available at the subject level, it is encouraged to support staff in using that evidence to understand and reflect on the extent to which there is potential variation in the student experience across disciplines."}]
[{"$f":"IF('> FILTER <'!B383<>\"\",ROW(OFFSET(A382,-1,0)),\"\")","v":381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G383)),A382,\"\")","v":381},{"$f":"IFERROR(SMALL(Helper2_1,A382),\"\")","v":381},null,381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G383)),$A382,\"\")","v":381},{"$f":"IFERROR(SMALL(Helper2_2,A382),\"\")","v":381},{"$f":"COUNTIF(Helper3_1,\"=\"&G382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G382)=1, G382, \"\")","v":381},{"$f":"IFERROR(SMALL(Index_2,A382),\"\")","v":381},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:J382)),\"\")","v":"QMU_143"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:K382)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:L382)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:M382)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:N382)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:O382)),\"\")","v":"143 The University is aware of the cultural challenges involved in moving to a different approach to the way data is used to inform changes in policy and practice. In discussions with the ELIR team, staff indicated that they recognise and appreciate the rationale for change and the developments being put in place to improve the use of data across the institution. The University confirmed that the necessary planning and resources are in place to continue implementing its systematic approach to data-informed decision-making."}]
[{"$f":"IF('> FILTER <'!B384<>\"\",ROW(OFFSET(A383,-1,0)),\"\")","v":382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G384)),A383,\"\")","v":382},{"$f":"IFERROR(SMALL(Helper2_1,A383),\"\")","v":382},null,382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G384)),$A383,\"\")","v":382},{"$f":"IFERROR(SMALL(Helper2_2,A383),\"\")","v":382},{"$f":"COUNTIF(Helper3_1,\"=\"&G383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G383)=1, G383, \"\")","v":382},{"$f":"IFERROR(SMALL(Index_2,A383),\"\")","v":382},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:J383)),\"\")","v":"QMU_144"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:K383)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:L383)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:M383)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:N383)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:O383)),\"\")","v":"144 The University has an effective approach to securing academic standards. A comprehensive range of policies, regulations and structured processes are in place, which are shared effectively with staff and students, and available publicly on the University's website. The University's quality framework is reviewed regularly and is aligned and referenced to the Quality Code and other external reference points. The review of assessment regulations, underway during the current ELIR, will ensure the University is responsive to the outcomes and forward implications of the recommendations arising from its Portfolio Sustainability Review."}]
[{"$f":"IF('> FILTER <'!B385<>\"\",ROW(OFFSET(A384,-1,0)),\"\")","v":383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G385)),A384,\"\")","v":383},{"$f":"IFERROR(SMALL(Helper2_1,A384),\"\")","v":383},null,383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G385)),$A384,\"\")","v":383},{"$f":"IFERROR(SMALL(Helper2_2,A384),\"\")","v":383},{"$f":"COUNTIF(Helper3_1,\"=\"&G384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G384)=1, G384, \"\")","v":383},{"$f":"IFERROR(SMALL(Index_2,A384),\"\")","v":383},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:J384)),\"\")","v":"QMU_145"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:K384)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:L384)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:M384)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:N384)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:O384)),\"\")","v":"145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."}]
[{"$f":"IF('> FILTER <'!B386<>\"\",ROW(OFFSET(A385,-1,0)),\"\")","v":384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G386)),A385,\"\")","v":384},{"$f":"IFERROR(SMALL(Helper2_1,A385),\"\")","v":384},null,384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G386)),$A385,\"\")","v":384},{"$f":"IFERROR(SMALL(Helper2_2,A385),\"\")","v":384},{"$f":"COUNTIF(Helper3_1,\"=\"&G385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G385)=1, G385, \"\")","v":384},{"$f":"IFERROR(SMALL(Index_2,A385),\"\")","v":384},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:J385)),\"\")","v":"QMU_145"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:K385)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:L385)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:M385)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:N385)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:O385)),\"\")","v":"145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."}]
[{"$f":"IF('> FILTER <'!B387<>\"\",ROW(OFFSET(A386,-1,0)),\"\")","v":385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G387)),A386,\"\")","v":385},{"$f":"IFERROR(SMALL(Helper2_1,A386),\"\")","v":385},null,385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G387)),$A386,\"\")","v":385},{"$f":"IFERROR(SMALL(Helper2_2,A386),\"\")","v":385},{"$f":"COUNTIF(Helper3_1,\"=\"&G386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G386)=1, G386, \"\")","v":385},{"$f":"IFERROR(SMALL(Index_2,A386),\"\")","v":385},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:J386)),\"\")","v":"QMU_145"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:K386)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:L386)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:M386)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:N386)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:O386)),\"\")","v":"145 The University has effective measures, structures and systems in place to enable students and staff to develop, implement, evaluate and monitor actions to enhance the student experience. Significant resource has been invested to systematically capture, collate and analyse both internal and external data to enable informed and evidenced-based decision-making and the University is at a stage to capitalise on this strategically. Systems now in place enable good practice to be readily identified and shared and, where appropriate, enable the University to implement more consistent approaches to the benefit of students."}]
[{"$f":"IF('> FILTER <'!B388<>\"\",ROW(OFFSET(A387,-1,0)),\"\")","v":386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G388)),A387,\"\")","v":386},{"$f":"IFERROR(SMALL(Helper2_1,A387),\"\")","v":386},null,386,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G388)),$A387,\"\")","v":386},{"$f":"IFERROR(SMALL(Helper2_2,A387),\"\")","v":386},{"$f":"COUNTIF(Helper3_1,\"=\"&G387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G387)=1, G387, \"\")","v":386},{"$f":"IFERROR(SMALL(Index_2,A387),\"\")","v":386},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:J387)),\"\")","v":"QMU_146"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:K387)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:L387)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:M387)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:N387)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:O387)),\"\")","v":"146 The University has effective arrangements in place for the approval, monitoring and periodic review of its programmes, with this activity making extensive use of external and professional reference points. The University's partnership with the Students' Union to offer training to new student panel members and the systematic approach used to evaluate and improve this training following delivery is commended."}]
[{"$f":"IF('> FILTER <'!B389<>\"\",ROW(OFFSET(A388,-1,0)),\"\")","v":387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G389)),A388,\"\")","v":387},{"$f":"IFERROR(SMALL(Helper2_1,A388),\"\")","v":387},null,387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G389)),$A388,\"\")","v":387},{"$f":"IFERROR(SMALL(Helper2_2,A388),\"\")","v":387},{"$f":"COUNTIF(Helper3_1,\"=\"&G388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G388)=1, G388, \"\")","v":387},{"$f":"IFERROR(SMALL(Index_2,A388),\"\")","v":387},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:J388)),\"\")","v":"QMU_146"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:K388)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:L388)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:M388)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:N388)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:O388)),\"\")","v":"146 The University has effective arrangements in place for the approval, monitoring and periodic review of its programmes, with this activity making extensive use of external and professional reference points. The University's partnership with the Students' Union to offer training to new student panel members and the systematic approach used to evaluate and improve this training following delivery is commended."}]
[{"$f":"IF('> FILTER <'!B390<>\"\",ROW(OFFSET(A389,-1,0)),\"\")","v":388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G390)),A389,\"\")","v":388},{"$f":"IFERROR(SMALL(Helper2_1,A389),\"\")","v":388},null,388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G390)),$A389,\"\")","v":388},{"$f":"IFERROR(SMALL(Helper2_2,A389),\"\")","v":388},{"$f":"COUNTIF(Helper3_1,\"=\"&G389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G389)=1, G389, \"\")","v":388},{"$f":"IFERROR(SMALL(Index_2,A389),\"\")","v":388},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:J389)),\"\")","v":"QMU_147"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:K389)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:L389)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:M389)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:N389)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:O389)),\"\")","v":"147 The University's annual monitoring arrangements include engagement with a comprehensive dataset and support programme teams to enhance their programmes in time for the start of the next academic session."}]
[{"$f":"IF('> FILTER <'!B391<>\"\",ROW(OFFSET(A390,-1,0)),\"\")","v":389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G391)),A390,\"\")","v":389},{"$f":"IFERROR(SMALL(Helper2_1,A390),\"\")","v":389},null,389,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G391)),$A390,\"\")","v":389},{"$f":"IFERROR(SMALL(Helper2_2,A390),\"\")","v":389},{"$f":"COUNTIF(Helper3_1,\"=\"&G390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G390)=1, G390, \"\")","v":389},{"$f":"IFERROR(SMALL(Index_2,A390),\"\")","v":389},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:J390)),\"\")","v":"QMU_148"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:K390)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:L390)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:M390)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:N390)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:O390)),\"\")","v":"148 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B392<>\"\",ROW(OFFSET(A391,-1,0)),\"\")","v":390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G392)),A391,\"\")","v":390},{"$f":"IFERROR(SMALL(Helper2_1,A391),\"\")","v":390},null,390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G392)),$A391,\"\")","v":390},{"$f":"IFERROR(SMALL(Helper2_2,A391),\"\")","v":390},{"$f":"COUNTIF(Helper3_1,\"=\"&G391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G391)=1, G391, \"\")","v":390},{"$f":"IFERROR(SMALL(Index_2,A391),\"\")","v":390},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:J391)),\"\")","v":"QMU_149"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:K391)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:L391)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:M391)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:N391)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:O391)),\"\")","v":"149 Collaborative provision forms an important part of the University's strategy for an increased international reach, with students on collaborative programmes accounting for over one third of its total student numbers. Although the number of collaborative partners has been stable over the past five years, overall student numbers have grown since the 2013 ELIR due to the University's policy of consolidating provision with established partners. This expansion has primarily been focused on provision with one particular partner, Metropolitan College (MC) in Greece."}]
[{"$f":"IF('> FILTER <'!B393<>\"\",ROW(OFFSET(A392,-1,0)),\"\")","v":391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G393)),A392,\"\")","v":391},{"$f":"IFERROR(SMALL(Helper2_1,A392),\"\")","v":391},null,391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G393)),$A392,\"\")","v":391},{"$f":"IFERROR(SMALL(Helper2_2,A392),\"\")","v":391},{"$f":"COUNTIF(Helper3_1,\"=\"&G392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G392)=1, G392, \"\")","v":391},{"$f":"IFERROR(SMALL(Index_2,A392),\"\")","v":391},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:J392)),\"\")","v":"QMU_150"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:K392)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:L392)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:M392)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:N392)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:O392)),\"\")","v":"150 By 2025, the University aims to be operating a broader range of good quality international partnerships in at least eight different countries, including having at least one partnership in each of its divisions, with collaborative students continuing to account for one third of its overall student population. To support the planned increase in partners, the University has provided additional staff posts in Governance and Quality Enhancement (GQE), the School Office, and additional posts within the schools. The University regularly reviews the effectiveness of its partnerships and this has led to a small number of partnerships being discontinued."}]
[{"$f":"IF('> FILTER <'!B394<>\"\",ROW(OFFSET(A393,-1,0)),\"\")","v":392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G394)),A393,\"\")","v":392},{"$f":"IFERROR(SMALL(Helper2_1,A393),\"\")","v":392},null,392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G394)),$A393,\"\")","v":392},{"$f":"IFERROR(SMALL(Helper2_2,A393),\"\")","v":392},{"$f":"COUNTIF(Helper3_1,\"=\"&G393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G393)=1, G393, \"\")","v":392},{"$f":"IFERROR(SMALL(Index_2,A393),\"\")","v":392},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:J393)),\"\")","v":"QMU_151"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:K393)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:L393)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:M393)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:N393)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:O393)),\"\")","v":"151 The Student Experience Strategy (SES) provides a framework for delivering an excellent student experience to all of the University's students, including those studying with collaborative partners in the UK and overseas. All partners are expected to engage with the SES with support from their Academic Link Person (ALP), through discussions at Joint Boards of Studies and through consideration of aspects of the strategy in programme redevelopment in advance of revalidation. The University is clear in its expectations that all collaborative partners must implement the SES and fully engage with the University's ethos, but also recognises the pace of implementation will vary for each partner."}]
[{"$f":"IF('> FILTER <'!B395<>\"\",ROW(OFFSET(A394,-1,0)),\"\")","v":393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G395)),A394,\"\")","v":393},{"$f":"IFERROR(SMALL(Helper2_1,A394),\"\")","v":393},null,393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G395)),$A394,\"\")","v":393},{"$f":"IFERROR(SMALL(Helper2_2,A394),\"\")","v":393},{"$f":"COUNTIF(Helper3_1,\"=\"&G394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G394)=1, G394, \"\")","v":393},{"$f":"IFERROR(SMALL(Index_2,A394),\"\")","v":393},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:J394)),\"\")","v":"QMU_151"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:K394)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:L394)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:M394)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:N394)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:O394)),\"\")","v":"151 The Student Experience Strategy (SES) provides a framework for delivering an excellent student experience to all of the University's students, including those studying with collaborative partners in the UK and overseas. All partners are expected to engage with the SES with support from their Academic Link Person (ALP), through discussions at Joint Boards of Studies and through consideration of aspects of the strategy in programme redevelopment in advance of revalidation. The University is clear in its expectations that all collaborative partners must implement the SES and fully engage with the University's ethos, but also recognises the pace of implementation will vary for each partner."}]
[{"$f":"IF('> FILTER <'!B396<>\"\",ROW(OFFSET(A395,-1,0)),\"\")","v":394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G396)),A395,\"\")","v":394},{"$f":"IFERROR(SMALL(Helper2_1,A395),\"\")","v":394},null,394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G396)),$A395,\"\")","v":394},{"$f":"IFERROR(SMALL(Helper2_2,A395),\"\")","v":394},{"$f":"COUNTIF(Helper3_1,\"=\"&G395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G395)=1, G395, \"\")","v":394},{"$f":"IFERROR(SMALL(Index_2,A395),\"\")","v":394},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:J395)),\"\")","v":"QMU_152"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:K395)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:L395)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:M395)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:N395)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:O395)),\"\")","v":"152 The University operates a predominantly traditional model of franchised and validated programmes, delivered and assessed by collaborative partners, with the University being responsible for quality assurance and academic guidance through school academic boards (SABs). It also offers joint degrees with other degree-awarding bodies in the UK and Europe with the University contributing to the teaching in all cases, and a double degree with the British University in Egypt (BUE). The University's quality assurance framework indicates that it expects to teach on the double degrees it validates, as well as host students at the University for part of their studies. The University's Collaborations Manual suggests this is not a requirement and the ELIR team learned the University does not take part in programme delivery on its double award at BUE, or host its students. There would be benefit in the University aligning its documentation and ensuring practice reflects the institution's intentions."}]
[{"$f":"IF('> FILTER <'!B397<>\"\",ROW(OFFSET(A396,-1,0)),\"\")","v":395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G397)),A396,\"\")","v":395},{"$f":"IFERROR(SMALL(Helper2_1,A396),\"\")","v":395},null,395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G397)),$A396,\"\")","v":395},{"$f":"IFERROR(SMALL(Helper2_2,A396),\"\")","v":395},{"$f":"COUNTIF(Helper3_1,\"=\"&G396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G396)=1, G396, \"\")","v":395},{"$f":"IFERROR(SMALL(Index_2,A396),\"\")","v":395},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:J396)),\"\")","v":"QMU_152"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:K396)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:L396)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:M396)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:N396)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:O396)),\"\")","v":"152 The University operates a predominantly traditional model of franchised and validated programmes, delivered and assessed by collaborative partners, with the University being responsible for quality assurance and academic guidance through school academic boards (SABs). It also offers joint degrees with other degree-awarding bodies in the UK and Europe with the University contributing to the teaching in all cases, and a double degree with the British University in Egypt (BUE). The University's quality assurance framework indicates that it expects to teach on the double degrees it validates, as well as host students at the University for part of their studies. The University's Collaborations Manual suggests this is not a requirement and the ELIR team learned the University does not take part in programme delivery on its double award at BUE, or host its students. There would be benefit in the University aligning its documentation and ensuring practice reflects the institution's intentions."}]
[{"$f":"IF('> FILTER <'!B398<>\"\",ROW(OFFSET(A397,-1,0)),\"\")","v":396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G398)),A397,\"\")","v":396},{"$f":"IFERROR(SMALL(Helper2_1,A397),\"\")","v":396},null,396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G398)),$A397,\"\")","v":396},{"$f":"IFERROR(SMALL(Helper2_2,A397),\"\")","v":396},{"$f":"COUNTIF(Helper3_1,\"=\"&G397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G397)=1, G397, \"\")","v":396},{"$f":"IFERROR(SMALL(Index_2,A397),\"\")","v":396},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:J397)),\"\")","v":"QMU_153"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:K397)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:L397)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:M397)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:N397)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:O397)),\"\")","v":"153 At an operational level, central oversight, guidance and support of collaborative activity is managed through the Collaborations Operations Group (COG) which is a sub-committee of SEC, the Division of Governance and Quality Enhancement (GQE) and the School Office. COG plays an active role in supporting collaborative activity including: sharing good practice; considering operational issues; maintaining a range of useful guidance to partners; supporting ALPs and other staff who undertake moderation of assessment; and holding regular enhancement-focused meetings."}]
[{"$f":"IF('> FILTER <'!B399<>\"\",ROW(OFFSET(A398,-1,0)),\"\")","v":397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G399)),A398,\"\")","v":397},{"$f":"IFERROR(SMALL(Helper2_1,A398),\"\")","v":397},null,397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G399)),$A398,\"\")","v":397},{"$f":"IFERROR(SMALL(Helper2_2,A398),\"\")","v":397},{"$f":"COUNTIF(Helper3_1,\"=\"&G398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G398)=1, G398, \"\")","v":397},{"$f":"IFERROR(SMALL(Index_2,A398),\"\")","v":397},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:J398)),\"\")","v":"QMU_154"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:K398)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:L398)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:M398)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:N398)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:O398)),\"\")","v":"154 The Centre for Academic Practice (CAP) provides a regular programme of workshops to partners on a range of learning, teaching, assessment and learning technology matters, and its Postgraduate Certificate in Professional and Higher Education is available online to all collaborative partner staff. Partners' staff valued the development opportunities available, and those registered on the postgraduate certificate welcomed the opportunity to undertake this programme."}]
[{"$f":"IF('> FILTER <'!B400<>\"\",ROW(OFFSET(A399,-1,0)),\"\")","v":398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G400)),A399,\"\")","v":398},{"$f":"IFERROR(SMALL(Helper2_1,A399),\"\")","v":398},null,398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G400)),$A399,\"\")","v":398},{"$f":"IFERROR(SMALL(Helper2_2,A399),\"\")","v":398},{"$f":"COUNTIF(Helper3_1,\"=\"&G399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G399)=1, G399, \"\")","v":398},{"$f":"IFERROR(SMALL(Index_2,A399),\"\")","v":398},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:J399)),\"\")","v":"QMU_155"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:K399)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:L399)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:M399)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:N399)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:O399)),\"\")","v":"155 The role of the ALP is fundamental to the initial development, management, support and oversight of the University's academic partnerships. Appointed by the school deans to each academic partnership, ALPs are all members of COG and work with both the partner and GQE. In addition to maintaining regular communication with the programme leader, ALPs visit the collaborative partner for exam boards, to deliver staff development, and most importantly to chair Joint Boards of Study. ALPs are well supported to fulfil their role through informal peer mentoring, through membership of and support from COG, and have access to a suite of written guidance. ALPs play a key role in ensuring collaborative partners and their students feel part of the University's community and understand its culture. In discussions with the ELIR team, ALPs reported they consider the written guidance, along with the range of support provided by CAP and GQE to be particularly useful. Based on the evidence presented during the review, the ELIR team considered the ALP role to be particularly effective in guiding partners and assuring academic quality and the student experience."}]
[{"$f":"IF('> FILTER <'!B401<>\"\",ROW(OFFSET(A400,-1,0)),\"\")","v":399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G401)),A400,\"\")","v":399},{"$f":"IFERROR(SMALL(Helper2_1,A400),\"\")","v":399},null,399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G401)),$A400,\"\")","v":399},{"$f":"IFERROR(SMALL(Helper2_2,A400),\"\")","v":399},{"$f":"COUNTIF(Helper3_1,\"=\"&G400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G400)=1, G400, \"\")","v":399},{"$f":"IFERROR(SMALL(Index_2,A400),\"\")","v":399},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:J400)),\"\")","v":"QMU_156"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:K400)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:L400)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:M400)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:N400)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:O400)),\"\")","v":"156 The University's current assessment policies and processes allow it to assure itself that all awards made under a collaborative arrangement are of an equivalent academic standard to those made for programmes delivered solely by the University. This is achieved primarily through its thorough processes for moderation and its external examiner system. Assessment moderation is normally conducted by University staff but for some well-established programmes with a strong academic track record, policies and processes indicate moderation may be delegated to the partner organisation as part of a risk-based approach to the management of collaborations. The ELIR team understood from the University that delegated responsibility is rare and this model is also unlikely to lead to the devolution of internal moderation for international programmes because of their higher perceived level of risk. The team also noted that moderation of marked student work at collaborative partners means those students receive feedback on their assessed work in around 25 days, which is a longer turnaround time than for students on the home campus. As the University progresses its implementation of EMA, there could be value in reflecting on the different turnaround times."}]
[{"$f":"IF('> FILTER <'!B402<>\"\",ROW(OFFSET(A401,-1,0)),\"\")","v":400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G402)),A401,\"\")","v":400},{"$f":"IFERROR(SMALL(Helper2_1,A401),\"\")","v":400},null,400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G402)),$A401,\"\")","v":400},{"$f":"IFERROR(SMALL(Helper2_2,A401),\"\")","v":400},{"$f":"COUNTIF(Helper3_1,\"=\"&G401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G401)=1, G401, \"\")","v":400},{"$f":"IFERROR(SMALL(Index_2,A401),\"\")","v":400},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:J401)),\"\")","v":"QMU_156"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:K401)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:L401)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:M401)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:N401)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:O401)),\"\")","v":"156 The University's current assessment policies and processes allow it to assure itself that all awards made under a collaborative arrangement are of an equivalent academic standard to those made for programmes delivered solely by the University. This is achieved primarily through its thorough processes for moderation and its external examiner system. Assessment moderation is normally conducted by University staff but for some well-established programmes with a strong academic track record, policies and processes indicate moderation may be delegated to the partner organisation as part of a risk-based approach to the management of collaborations. The ELIR team understood from the University that delegated responsibility is rare and this model is also unlikely to lead to the devolution of internal moderation for international programmes because of their higher perceived level of risk. The team also noted that moderation of marked student work at collaborative partners means those students receive feedback on their assessed work in around 25 days, which is a longer turnaround time than for students on the home campus. As the University progresses its implementation of EMA, there could be value in reflecting on the different turnaround times."}]
[{"$f":"IF('> FILTER <'!B403<>\"\",ROW(OFFSET(A402,-1,0)),\"\")","v":401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G403)),A402,\"\")","v":401},{"$f":"IFERROR(SMALL(Helper2_1,A402),\"\")","v":401},null,401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G403)),$A402,\"\")","v":401},{"$f":"IFERROR(SMALL(Helper2_2,A402),\"\")","v":401},{"$f":"COUNTIF(Helper3_1,\"=\"&G402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G402)=1, G402, \"\")","v":401},{"$f":"IFERROR(SMALL(Index_2,A402),\"\")","v":401},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:J402)),\"\")","v":"QMU_157"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:K402)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:L402)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:M402)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:N402)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:O402)),\"\")","v":"157 The University's partnership with Metropolitan College (MC) in Greece is its largest and most complex, with over 1,700 students registered on programmes managed by most of its academic Divisions. The MC partnership was subject to a QAA Transnational Education (TNE) Review in November 2015, which commended the cross-school approach of the Academic Link Person Forum (since rebranded as the Greek Partnership Forum) and the attention paid by the University to the student voice. The two review recommendations, regarding the requirement for a cyclical review of the partnership and the need to approve a policy for delivery in a language other than English, have been implemented and are being monitored by the University."}]
[{"$f":"IF('> FILTER <'!B404<>\"\",ROW(OFFSET(A403,-1,0)),\"\")","v":402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G404)),A403,\"\")","v":402},{"$f":"IFERROR(SMALL(Helper2_1,A403),\"\")","v":402},null,402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G404)),$A403,\"\")","v":402},{"$f":"IFERROR(SMALL(Helper2_2,A403),\"\")","v":402},{"$f":"COUNTIF(Helper3_1,\"=\"&G403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G403)=1, G403, \"\")","v":402},{"$f":"IFERROR(SMALL(Index_2,A403),\"\")","v":402},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:J403)),\"\")","v":"QMU_158"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:K403)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:L403)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:M403)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:N403)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:O403)),\"\")","v":"158 In responding to the TNE review, the University revised its policy for delivery in a language other than English, placing robust requirements on the preconditions for such delivery. The University recognises the challenges involved in procuring and retaining bilingual internal staff and external examiners associated with the revised policy, but does not currently consider this to be problematic. It has contingency plans in place to use an approved translation agency if challenges arise. The University's decision to monitor this policy through both its Portfolio Development Group (PDG) and COG is considered prudent by the ELIR team given the potential challenges identified."}]
[{"$f":"IF('> FILTER <'!B405<>\"\",ROW(OFFSET(A404,-1,0)),\"\")","v":403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G405)),A404,\"\")","v":403},{"$f":"IFERROR(SMALL(Helper2_1,A404),\"\")","v":403},null,403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G405)),$A404,\"\")","v":403},{"$f":"IFERROR(SMALL(Helper2_2,A404),\"\")","v":403},{"$f":"COUNTIF(Helper3_1,\"=\"&G404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G404)=1, G404, \"\")","v":403},{"$f":"IFERROR(SMALL(Index_2,A404),\"\")","v":403},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:J404)),\"\")","v":"QMU_159"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:K404)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:L404)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:M404)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:N404)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:O404)),\"\")","v":"159 One of the University's preconditions for partner delivery in a language other than English is that there is sufficient breadth of academic literature in the language of instruction available at the partner. The ELIR team learned that the University has agreed to the delivery and assessment of identified programmes at MC in the Greek language, despite recognising the limited academic literature in that host language. To support this decision, MC has been required to develop English language modules to ensure students have a minimum level of English language skills. MC aims to develop a minimum level of fluency in English to enable students to access the English language resources available at the College, and the University considers that the language modules instil confidence in students who already have some proficiency in English. Students at MC who spoke with the ELIR team appreciated the English language support in place and considered these skills are likely to enhance their employability."}]
[{"$f":"IF('> FILTER <'!B406<>\"\",ROW(OFFSET(A405,-1,0)),\"\")","v":404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G406)),A405,\"\")","v":404},{"$f":"IFERROR(SMALL(Helper2_1,A405),\"\")","v":404},null,404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G406)),$A405,\"\")","v":404},{"$f":"IFERROR(SMALL(Helper2_2,A405),\"\")","v":404},{"$f":"COUNTIF(Helper3_1,\"=\"&G405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G405)=1, G405, \"\")","v":404},{"$f":"IFERROR(SMALL(Index_2,A405),\"\")","v":404},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:J405)),\"\")","v":"QMU_160"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:K405)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:L405)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:M405)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:N405)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:O405)),\"\")","v":"160 While an English language requirement is specified for students on entry to health programmes delivered in Greek, there is no English language requirement for other MC programmes. The ELIR team considered it unlikely that a student without prior English language capability could develop the level of English language necessary to make effective use of academic literature in English. It is therefore recommended that, where programmes are delivered in Greek, the University ensures students are able to make effective use of academic literature throughout their programme of study, for example by revisiting the English language entry requirements or increasing the availability of learning resources in Greek."}]
[{"$f":"IF('> FILTER <'!B407<>\"\",ROW(OFFSET(A406,-1,0)),\"\")","v":405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G407)),A406,\"\")","v":405},{"$f":"IFERROR(SMALL(Helper2_1,A406),\"\")","v":405},null,{"$f":"ROW(OFFSET(E406,-1,0))","v":405},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G407)),$A406,\"\")","v":405},{"$f":"IFERROR(SMALL(Helper2_2,A406),\"\")","v":405},{"$f":"COUNTIF(Helper3_1,\"=\"&G406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G406)=1, G406, \"\")","v":405},{"$f":"IFERROR(SMALL(Index_2,A406),\"\")","v":405},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:J406)),\"\")","v":"QMU_161"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:K406)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:L406)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:M406)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:N406)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:O406)),\"\")","v":"161 The University considers and approves collaborative partners' support mechanisms at programme validation and revalidation. Partners are expected to provide a level of student support which is equivalent, but not identical, to that at the University. The University provides additional support through Academic Link Persons (ALPs) (paragraph 155), access to electronic library resources and use of its Virtual Learning Environment, the Hub. The University recognises students' use of these resources is variable, and the continuing need to encourage both partners and students to take greater advantage of them. Those students who met the ELIR team, although aware of the available University support mechanisms, stated they often preferred to access support and guidance through their module tutors, programme leaders and/or supervisors."}]
[{"$f":"IF('> FILTER <'!B408<>\"\",ROW(OFFSET(A407,-1,0)),\"\")","v":406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G408)),A407,\"\")","v":406},{"$f":"IFERROR(SMALL(Helper2_1,A407),\"\")","v":406},null,406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G408)),$A407,\"\")","v":406},{"$f":"IFERROR(SMALL(Helper2_2,A407),\"\")","v":406},{"$f":"COUNTIF(Helper3_1,\"=\"&G407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G407)=1, G407, \"\")","v":406},{"$f":"IFERROR(SMALL(Index_2,A407),\"\")","v":406},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:J407)),\"\")","v":"QMU_162"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:K407)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:L407)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:M407)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:N407)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:O407)),\"\")","v":"162 While there are no formal links between the Students' Union and students studying on collaborative programmes, students are able to access independent academic representation, guidance, and information on issues such as submitting an academic appeal, complaint or statement of extenuating circumstances through the Students' Union's website (paragraph 29)."}]
[{"$f":"IF('> FILTER <'!B409<>\"\",ROW(OFFSET(A408,-1,0)),\"\")","v":407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G409)),A408,\"\")","v":407},{"$f":"IFERROR(SMALL(Helper2_1,A408),\"\")","v":407},null,407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G409)),$A408,\"\")","v":407},{"$f":"IFERROR(SMALL(Helper2_2,A408),\"\")","v":407},{"$f":"COUNTIF(Helper3_1,\"=\"&G408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G408)=1, G408, \"\")","v":407},{"$f":"IFERROR(SMALL(Index_2,A408),\"\")","v":407},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:J408)),\"\")","v":"QMU_162"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:K408)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:L408)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:M408)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:N408)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:O408)),\"\")","v":"162 While there are no formal links between the Students' Union and students studying on collaborative programmes, students are able to access independent academic representation, guidance, and information on issues such as submitting an academic appeal, complaint or statement of extenuating circumstances through the Students' Union's website (paragraph 29)."}]
[{"$f":"IF('> FILTER <'!B410<>\"\",ROW(OFFSET(A409,-1,0)),\"\")","v":408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G410)),A409,\"\")","v":408},{"$f":"IFERROR(SMALL(Helper2_1,A409),\"\")","v":408},null,408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G410)),$A409,\"\")","v":408},{"$f":"IFERROR(SMALL(Helper2_2,A409),\"\")","v":408},{"$f":"COUNTIF(Helper3_1,\"=\"&G409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G409)=1, G409, \"\")","v":408},{"$f":"IFERROR(SMALL(Index_2,A409),\"\")","v":408},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:J409)),\"\")","v":"QMU_163"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:K409)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:L409)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:M409)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:N409)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:O409)),\"\")","v":"163 Partners are also required to demonstrate appropriate student feedback arrangements are in place at programme validation and revalidation, with this feedback considered as part of annual programme monitoring, at Joint Board of Studies and through the University's annual risk assessment process. Students have the opportunity to meet informally with ALPs during their partner visits, and the University also conducts an annual Partner Organisations' Student Survey (POSS) across all partnerships, with the results considered and actioned through COG (paragraphs 29 and 33). The information generated provides University oversight of the student experience across and between partnerships, and allows the institution to compare the experiences of collaborative students with those studying on-campus. The system supports the identification of recurring issues across collaborative partners allowing the University to take forward enhancements, and is an important way of sharing good practice. It is evident that the University uses its POSS systematically as a tool to gather independent feedback from students studying with each of its collaborative partners."}]
[{"$f":"IF('> FILTER <'!B411<>\"\",ROW(OFFSET(A410,-1,0)),\"\")","v":409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G411)),A410,\"\")","v":409},{"$f":"IFERROR(SMALL(Helper2_1,A410),\"\")","v":409},null,409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G411)),$A410,\"\")","v":409},{"$f":"IFERROR(SMALL(Helper2_2,A410),\"\")","v":409},{"$f":"COUNTIF(Helper3_1,\"=\"&G410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G410)=1, G410, \"\")","v":409},{"$f":"IFERROR(SMALL(Index_2,A410),\"\")","v":409},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:J410)),\"\")","v":"QMU_164"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:K410)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:L410)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:M410)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:N410)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:O410)),\"\")","v":"164 In addition to partner-operated programme committees, the University operates Joint Boards of Studies with its partners, providing a holistic overview of programme operation and a regular forum to consider the teaching and learning experience of students as well as providing an opportunity to foster a shared sense of community. The Joint Boards of Study are recognised by staff and students as a valued mechanism for building community identity. They also serve as an important means to inform the academic schools and professional services of the developing needs of its partners."}]
[{"$f":"IF('> FILTER <'!B412<>\"\",ROW(OFFSET(A411,-1,0)),\"\")","v":410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G412)),A411,\"\")","v":410},{"$f":"IFERROR(SMALL(Helper2_1,A411),\"\")","v":410},null,410,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G412)),$A411,\"\")","v":410},{"$f":"IFERROR(SMALL(Helper2_2,A411),\"\")","v":410},{"$f":"COUNTIF(Helper3_1,\"=\"&G411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G411)=1, G411, \"\")","v":410},{"$f":"IFERROR(SMALL(Index_2,A411),\"\")","v":410},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:J411)),\"\")","v":"QMU_165"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:K411)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:L411)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:M411)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:N411)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:O411)),\"\")","v":"165 Module evaluation is regularly undertaken by collaborative partners, however the results of these evaluations are not systematically shared with the University. The University is currently taking steps to address this inconsistency, with ALPs being asked to raise and discuss this with their respective partners. Furthermore, the University acknowledged difficulties in promoting a culture of enhancement in some partnerships, and the COG is considering how partner engagement can be improved. Currently, this is mainly fostered through the work of ALPs, through Joint Boards of Studies and as part of programme validation and review processes. The ELIR team would encourage the University to continue progressing both of these areas."}]
[{"$f":"IF('> FILTER <'!B413<>\"\",ROW(OFFSET(A412,-1,0)),\"\")","v":411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G413)),A412,\"\")","v":411},{"$f":"IFERROR(SMALL(Helper2_1,A412),\"\")","v":411},null,411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G413)),$A412,\"\")","v":411},{"$f":"IFERROR(SMALL(Helper2_2,A412),\"\")","v":411},{"$f":"COUNTIF(Helper3_1,\"=\"&G412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G412)=1, G412, \"\")","v":411},{"$f":"IFERROR(SMALL(Index_2,A412),\"\")","v":411},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:J412)),\"\")","v":"QMU_166"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:K412)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:L412)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:M412)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:N412)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:O412)),\"\")","v":"166 Collaborative programme annual monitoring involves completion of an annual monitoring report (using an adapted version of the report used for University-delivered programmes), which is approved by the relevant Joint Board of Study, and a comprehensive annual risk assessment, which focuses on potential risks to academic standards, quality, staff and student experience, programme management, and other non-academic matters. Resulting actions from annual monitoring are agreed with Heads of Division, and ALPs are responsible for progressing these. The University's Portfolio Development Group also reviews the risks associated with each partnership, as part of the programme annual risk assessment process. Where the results of the annual risk assessment vary significantly between years, the Portfolio Development Group can request that a Partner Review is undertaken."}]
[{"$f":"IF('> FILTER <'!B414<>\"\",ROW(OFFSET(A413,-1,0)),\"\")","v":412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G414)),A413,\"\")","v":412},{"$f":"IFERROR(SMALL(Helper2_1,A413),\"\")","v":412},null,412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G414)),$A413,\"\")","v":412},{"$f":"IFERROR(SMALL(Helper2_2,A413),\"\")","v":412},{"$f":"COUNTIF(Helper3_1,\"=\"&G413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G413)=1, G413, \"\")","v":412},{"$f":"IFERROR(SMALL(Index_2,A413),\"\")","v":412},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:J413)),\"\")","v":"QMU_167"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:K413)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:L413)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:M413)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:N413)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:O413)),\"\")","v":"167 The University has set out its expectations that all collaborative partners must adopt the new two-stage annual monitoring process it has developed (paragraph 126-127). The University acknowledges that the current annual monitoring dataset used for collaborative programmes requires some further development to improve the consistency of data sources used. The ELIR team would encourage the University to continue to work with its partners on this, recognising that the timescales associated with implementing this new approach to annual monitoring across its collaborative provision may require some flexibility."}]
[{"$f":"IF('> FILTER <'!B415<>\"\",ROW(OFFSET(A414,-1,0)),\"\")","v":413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G415)),A414,\"\")","v":413},{"$f":"IFERROR(SMALL(Helper2_1,A414),\"\")","v":413},null,413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G415)),$A414,\"\")","v":413},{"$f":"IFERROR(SMALL(Helper2_2,A414),\"\")","v":413},{"$f":"COUNTIF(Helper3_1,\"=\"&G414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G414)=1, G414, \"\")","v":413},{"$f":"IFERROR(SMALL(Index_2,A414),\"\")","v":413},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:J414)),\"\")","v":"QMU_168"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:K414)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:L414)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:M414)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:N414)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:O414)),\"\")","v":"168 In March 2014, the University approved a process for conducting quinquennial due diligence of its partnerships, in response to the acknowledged need to periodically review its collaborative partnerships separately from its periodic review of academic programmes and irrespective of risk. In addition to a range of financial, legal and governance matters, it was intended that this periodic due diligence would include University academic matters such as policies on appeals, complaints and extenuating circumstances, physical resources, staffing arrangements and student support arrangements. However, the ELIR team learned that current due diligence checks focus only on financial, legal and governance matters."}]
[{"$f":"IF('> FILTER <'!B416<>\"\",ROW(OFFSET(A415,-1,0)),\"\")","v":414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G416)),A415,\"\")","v":414},{"$f":"IFERROR(SMALL(Helper2_1,A415),\"\")","v":414},null,414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G416)),$A415,\"\")","v":414},{"$f":"IFERROR(SMALL(Helper2_2,A415),\"\")","v":414},{"$f":"COUNTIF(Helper3_1,\"=\"&G415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G415)=1, G415, \"\")","v":414},{"$f":"IFERROR(SMALL(Index_2,A415),\"\")","v":414},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:J415)),\"\")","v":"QMU_169"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:K415)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:L415)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:M415)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:N415)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:O415)),\"\")","v":"169 In response to the QAA TNE review of MC (paragraphs 157-160), a full periodic review of this partnership was undertaken in 2017, with the outcomes being monitored by the Portfolio Development Group. MC is currently the only academic partnership to have undergone such a review, as the University considered the process is too resource intensive. Instead, it captures information on partners through the annual risk assessment process, which the ELIR team considers is effective and robust and, as noted earlier (paragraph 166), could lead to the University undertaking a full partnership review."}]
[{"$f":"IF('> FILTER <'!B417<>\"\",ROW(OFFSET(A416,-1,0)),\"\")","v":415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G417)),A416,\"\")","v":415},{"$f":"IFERROR(SMALL(Helper2_1,A416),\"\")","v":415},null,415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G417)),$A416,\"\")","v":415},{"$f":"IFERROR(SMALL(Helper2_2,A416),\"\")","v":415},{"$f":"COUNTIF(Helper3_1,\"=\"&G416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G416)=1, G416, \"\")","v":415},{"$f":"IFERROR(SMALL(Index_2,A416),\"\")","v":415},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:J416)),\"\")","v":"QMU_170"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:K416)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:L416)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:M416)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:N416)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:O416)),\"\")","v":"170 While the ELIR team understands the University's decision on full periodic partnership review, the current position means it is not fully assessing the academic risks of each partnership on a periodic basis. The University is strongly encouraged to extend the use of periodic review across all collaborative partners, recognising proportionality in the approach. This would ensure the quality of the student learning experience is included as a part of the University's ongoing approach to due diligence."}]
[{"$f":"IF('> FILTER <'!B418<>\"\",ROW(OFFSET(A417,-1,0)),\"\")","v":416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G418)),A417,\"\")","v":416},{"$f":"IFERROR(SMALL(Helper2_1,A417),\"\")","v":416},null,416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G418)),$A417,\"\")","v":416},{"$f":"IFERROR(SMALL(Helper2_2,A417),\"\")","v":416},{"$f":"COUNTIF(Helper3_1,\"=\"&G417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G417)=1, G417, \"\")","v":416},{"$f":"IFERROR(SMALL(Index_2,A417),\"\")","v":416},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:J417)),\"\")","v":"QMU_171"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:K417)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:L417)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:M417)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:N417)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:O417)),\"\")","v":"171 The University's approach to managing its collaborative provision is appropriate for the current scale of the provision. It has an effective set of arrangements that meet sector expectations and are underpinned by robust policies and procedures, in particular programme approval, annual monitoring and review, and thorough processes for the quality assurance of assessment. Partnerships are well supported through ALPs, the operation of Joint Boards of Study, a range of useful guidance and extensive development opportunities. The University is strongly encouraged to extend the use of periodic review across all collaborative partners, recognising proportionality in the approach adopted."}]
[{"$f":"IF('> FILTER <'!B419<>\"\",ROW(OFFSET(A418,-1,0)),\"\")","v":417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G419)),A418,\"\")","v":417},{"$f":"IFERROR(SMALL(Helper2_1,A418),\"\")","v":417},null,417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G419)),$A418,\"\")","v":417},{"$f":"IFERROR(SMALL(Helper2_2,A418),\"\")","v":417},{"$f":"COUNTIF(Helper3_1,\"=\"&G418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G418)=1, G418, \"\")","v":417},{"$f":"IFERROR(SMALL(Index_2,A418),\"\")","v":417},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:J418)),\"\")","v":"QMU_172"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:K418)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:L418)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:M418)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:N418)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:O418)),\"\")","v":"172 The University is also encouraged to consider monitoring its policy for the delivery and assessment of programmes at MC in Greek given the potential challenges identified. With limited academic literature in the host language, the University needs to ensure that students studying programmes in Greek are provided with clear information on English language prerequisites on entry to ensure they are able to make effective use of academic literature throughout their programme of study."}]
[{"$f":"IF('> FILTER <'!B420<>\"\",ROW(OFFSET(A419,-1,0)),\"\")","v":418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G420)),A419,\"\")","v":418},{"$f":"IFERROR(SMALL(Helper2_1,A419),\"\")","v":418},null,418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G420)),$A419,\"\")","v":418},{"$f":"IFERROR(SMALL(Helper2_2,A419),\"\")","v":418},{"$f":"COUNTIF(Helper3_1,\"=\"&G419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G419)=1, G419, \"\")","v":418},{"$f":"IFERROR(SMALL(Index_2,A419),\"\")","v":418},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:J419)),\"\")","v":"QMU_173"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:K419)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:L419)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:M419)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:N419)),\"\")","v":"Queen Margaret University"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:O419)),\"\")","v":"173 The ELIR team noted the positive work to gather independent feedback from students studying at each of its collaborative partners through the annual Partner Organisations' Student Survey, which is to be commended. The ALP and Joint Boards of Study also make a very positive contribution to the effective management of each partnership and support the enhancement of the student learning experience"}]
[{"$f":"IF('> FILTER <'!B421<>\"\",ROW(OFFSET(A420,-1,0)),\"\")","v":419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G421)),A420,\"\")","v":419},{"$f":"IFERROR(SMALL(Helper2_1,A420),\"\")","v":419},null,419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G421)),$A420,\"\")","v":419},{"$f":"IFERROR(SMALL(Helper2_2,A420),\"\")","v":419},{"$f":"COUNTIF(Helper3_1,\"=\"&G420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G420)=1, G420, \"\")","v":419},{"$f":"IFERROR(SMALL(Index_2,A420),\"\")","v":419},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:J420)),\"\")","v":"DUN_2"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:K420)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:L420)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:M420)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:N420)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:O420)),\"\")","v":"2 The University’s current five-year strategy (to 2022) is part of its 25-year vision to be recognised as Scotland’s leading university and focuses on the theme of transformation. The Strategy to 2022 has four interdisciplinary themes: understanding and improving health and wellbeing; life enhancing creativity and design; innovating technological solutions to tomorrow’s problems; and promoting social change to enhance diversity, justice and socio-economic prosperity. The Strategy has eight strands: embed interdisciplinary research and teaching; grow and diversify our student community; deliver sustainable ambition; embrace ‘One Dundee’ approach; enhance University performance and reputation; enable our people to flourish; advance our values; and intensify our impact locally and globally. Each strand is supported by specific action areas. "}]
[{"$f":"IF('> FILTER <'!B422<>\"\",ROW(OFFSET(A421,-1,0)),\"\")","v":420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G422)),A421,\"\")","v":420},{"$f":"IFERROR(SMALL(Helper2_1,A421),\"\")","v":420},null,420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G422)),$A421,\"\")","v":420},{"$f":"IFERROR(SMALL(Helper2_2,A421),\"\")","v":420},{"$f":"COUNTIF(Helper3_1,\"=\"&G421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G421)=1, G421, \"\")","v":420},{"$f":"IFERROR(SMALL(Index_2,A421),\"\")","v":420},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:J421)),\"\")","v":"DUN_3"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:K421)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:L421)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:M421)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:N421)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:O421)),\"\")","v":"3 In 2015, the University engaged in a programme of restructuring moving from four colleges to nine schools. Schools are led by deans and, linked to the restructuring, associate dean posts were established in all schools covering four areas: learning and teaching; quality and academic standards; international; and research. "}]
[{"$f":"IF('> FILTER <'!B423<>\"\",ROW(OFFSET(A422,-1,0)),\"\")","v":421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G423)),A422,\"\")","v":421},{"$f":"IFERROR(SMALL(Helper2_1,A422),\"\")","v":421},null,421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G423)),$A422,\"\")","v":421},{"$f":"IFERROR(SMALL(Helper2_2,A422),\"\")","v":421},{"$f":"COUNTIF(Helper3_1,\"=\"&G422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G422)=1, G422, \"\")","v":421},{"$f":"IFERROR(SMALL(Index_2,A422),\"\")","v":421},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:J422)),\"\")","v":"DUN_4"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:K422)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:L422)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:M422)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:N422)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:O422)),\"\")","v":"4 In 2016-17, the University had a total of 15,390 students (all numbers are given here as full person equivalents) with 11,800 students studying at one of the three campuses, the vast majority at the City Campus in Dundee with others at the Medical School in Ninewells Hospital on the outskirts of Dundee and a proportion of Nursing students based in Kirkcaldy. Some 3,600 students were studying by distance learning in 2016-17. The student population comprises 10,590 undergraduates, 4,210 taught postgraduate and 590 postgraduate research students. "}]
[{"$f":"IF('> FILTER <'!B424<>\"\",ROW(OFFSET(A423,-1,0)),\"\")","v":422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G424)),A423,\"\")","v":422},{"$f":"IFERROR(SMALL(Helper2_1,A423),\"\")","v":422},null,422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G424)),$A423,\"\")","v":422},{"$f":"IFERROR(SMALL(Helper2_2,A423),\"\")","v":422},{"$f":"COUNTIF(Helper3_1,\"=\"&G423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G423)=1, G423, \"\")","v":422},{"$f":"IFERROR(SMALL(Index_2,A423),\"\")","v":422},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:J423)),\"\")","v":"DUN_5"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:K423)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:L423)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:M423)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:N423)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:O423)),\"\")","v":"5 The proportion of students from Scotland has risen steadily each year from 58.9 per cent of the overall population in 2012-13 to 66 per cent in 2016-17 with a consequent drop in the proportion of students from the rest of the UK, EU and overseas. The University’s ambition is to grow the number of overseas students. The proportion of widening access students has increased overall during the past four years. In 2016-17, 36.5 per cent of the student population came from SIMD 40, of whom 15.9 per cent came from SIMD 20. "}]
[{"$f":"IF('> FILTER <'!B425<>\"\",ROW(OFFSET(A424,-1,0)),\"\")","v":423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G425)),A424,\"\")","v":423},{"$f":"IFERROR(SMALL(Helper2_1,A424),\"\")","v":423},null,423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G425)),$A424,\"\")","v":423},{"$f":"IFERROR(SMALL(Helper2_2,A424),\"\")","v":423},{"$f":"COUNTIF(Helper3_1,\"=\"&G424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G424)=1, G424, \"\")","v":423},{"$f":"IFERROR(SMALL(Index_2,A424),\"\")","v":423},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:J424)),\"\")","v":"DUN_6"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:K424)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:L424)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:M424)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:N424)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:O424)),\"\")","v":"6 The University identified student retention as a high priority area. In the last four years, the overall trend has been of improvement in student retention from 92.9 per cent in 2013-14 to 93.9 per cent in 2017-18. However, the University recognises that this total figure masks a complex picture which includes a decrease in retention for Scottish domiciled students in the year 1 to year 2 transition from 92 per cent in 2013-14 to 91.1 per cent in 2017-18. The drop in retention among those students from SIMD40 has been greater, from 90.7 per cent in 2013-14 to 85.9 per cent in 2017-18. The University has been working to address this (paragraph 38). "}]
[{"$f":"IF('> FILTER <'!B426<>\"\",ROW(OFFSET(A425,-1,0)),\"\")","v":424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G426)),A425,\"\")","v":424},{"$f":"IFERROR(SMALL(Helper2_1,A425),\"\")","v":424},null,424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G426)),$A425,\"\")","v":424},{"$f":"IFERROR(SMALL(Helper2_2,A425),\"\")","v":424},{"$f":"COUNTIF(Helper3_1,\"=\"&G425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G425)=1, G425, \"\")","v":424},{"$f":"IFERROR(SMALL(Index_2,A425),\"\")","v":424},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:J425)),\"\")","v":"DUN_7"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:K425)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:L425)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:M425)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:N425)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:O425)),\"\")","v":"7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "}]
[{"$f":"IF('> FILTER <'!B427<>\"\",ROW(OFFSET(A426,-1,0)),\"\")","v":425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G427)),A426,\"\")","v":425},{"$f":"IFERROR(SMALL(Helper2_1,A426),\"\")","v":425},null,425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G427)),$A426,\"\")","v":425},{"$f":"IFERROR(SMALL(Helper2_2,A426),\"\")","v":425},{"$f":"COUNTIF(Helper3_1,\"=\"&G426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G426)=1, G426, \"\")","v":425},{"$f":"IFERROR(SMALL(Index_2,A426),\"\")","v":425},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:J426)),\"\")","v":"DUN_7"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:K426)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:L426)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:M426)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:N426)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:O426)),\"\")","v":"7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "}]
[{"$f":"IF('> FILTER <'!B428<>\"\",ROW(OFFSET(A427,-1,0)),\"\")","v":426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G428)),A427,\"\")","v":426},{"$f":"IFERROR(SMALL(Helper2_1,A427),\"\")","v":426},null,426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G428)),$A427,\"\")","v":426},{"$f":"IFERROR(SMALL(Helper2_2,A427),\"\")","v":426},{"$f":"COUNTIF(Helper3_1,\"=\"&G427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G427)=1, G427, \"\")","v":426},{"$f":"IFERROR(SMALL(Index_2,A427),\"\")","v":426},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:J427)),\"\")","v":"DUN_7"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:K427)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:L427)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:M427)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:N427)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:O427)),\"\")","v":"7 The University indicated that it had engaged with this ELIR with the aim of promoting the further development of its strategic approach to enhancement of all aspects of the student experience. The University established an ELIR Steering Group to guide the drafting of the Reflective Analysis and preparations for ELIR, and also formed an ELIR Working Group with a wider membership to act as a consultative group. Both groups had student membership including Dundee University Students’ Association (DUSA) sabbatical officers. In order to consult with wider groups of staff and students, the University held four workshops in the year before the ELIR visit. The initial two workshops identified areas of good practice and areas for development with DUSA developing and organising the student workshop. The second two workshops focused on the detailed development of the Reflective Analysis (RA) and engaged staff and students together. "}]
[{"$f":"IF('> FILTER <'!B429<>\"\",ROW(OFFSET(A428,-1,0)),\"\")","v":427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G429)),A428,\"\")","v":427},{"$f":"IFERROR(SMALL(Helper2_1,A428),\"\")","v":427},null,427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G429)),$A428,\"\")","v":427},{"$f":"IFERROR(SMALL(Helper2_2,A428),\"\")","v":427},{"$f":"COUNTIF(Helper3_1,\"=\"&G428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G428)=1, G428, \"\")","v":427},{"$f":"IFERROR(SMALL(Index_2,A428),\"\")","v":427},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:J428)),\"\")","v":"DUN_8"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:K428)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:L428)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:M428)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:N428)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:O428)),\"\")","v":"8 Three contextualised themes were identified which emerged from discussion at the workshops and were explored further by the ELIR Steering Group and the University Quality and Academic Standards Committee: Student engagement, Internationalisation, One Dundee."}]
[{"$f":"IF('> FILTER <'!B430<>\"\",ROW(OFFSET(A429,-1,0)),\"\")","v":428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G430)),A429,\"\")","v":428},{"$f":"IFERROR(SMALL(Helper2_1,A429),\"\")","v":428},null,428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G430)),$A429,\"\")","v":428},{"$f":"IFERROR(SMALL(Helper2_2,A429),\"\")","v":428},{"$f":"COUNTIF(Helper3_1,\"=\"&G429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G429)=1, G429, \"\")","v":428},{"$f":"IFERROR(SMALL(Index_2,A429),\"\")","v":428},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:J429)),\"\")","v":"DUN_9"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:K429)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:L429)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:M429)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:N429)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:O429)),\"\")","v":"9 From the review documentation and discussions with staff and students, it was clear to the ELIR team that these themes reflect the University’s current strategic priorities. "}]
[{"$f":"IF('> FILTER <'!B431<>\"\",ROW(OFFSET(A430,-1,0)),\"\")","v":429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G431)),A430,\"\")","v":429},{"$f":"IFERROR(SMALL(Helper2_1,A430),\"\")","v":429},null,429,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G431)),$A430,\"\")","v":429},{"$f":"IFERROR(SMALL(Helper2_2,A430),\"\")","v":429},{"$f":"COUNTIF(Helper3_1,\"=\"&G430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G430)=1, G430, \"\")","v":429},{"$f":"IFERROR(SMALL(Index_2,A430),\"\")","v":429},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:J430)),\"\")","v":"DUN_10"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:K430)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:L430)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:M430)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:N430)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:O430)),\"\")","v":"10 Overall the ELIR team considered the RA was a comprehensive self-evaluation of the University’s activity to assure standards and quality and enhance the student experience. The RA made extensive use of quantitative evidence to support the areas of good practice identified and to illustrate the areas where the University intends to develop its policy and practice. "}]
[{"$f":"IF('> FILTER <'!B432<>\"\",ROW(OFFSET(A431,-1,0)),\"\")","v":430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G432)),A431,\"\")","v":430},{"$f":"IFERROR(SMALL(Helper2_1,A431),\"\")","v":430},null,430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G432)),$A431,\"\")","v":430},{"$f":"IFERROR(SMALL(Helper2_2,A431),\"\")","v":430},{"$f":"COUNTIF(Helper3_1,\"=\"&G431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G431)=1, G431, \"\")","v":430},{"$f":"IFERROR(SMALL(Index_2,A431),\"\")","v":430},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:J431)),\"\")","v":"DUN_11"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:K431)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:L431)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:M431)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:N431)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:O431)),\"\")","v":"11 The University has taken action to address each of the three recommendations identified in the 2013 ELIR report. In particular, the substantial institutional restructuring programme that took place in 2015 resulted in a commitment to a ‘One Dundee’ approach which aligns closely with the recommendation from the previous ELIR relating to reducing variability in policy and practice affecting the student experience. The University has made considerable progress with the support it provides for postgraduates who teach (paragraph 54). In relation to recognition of prior learning (RPL), the University revised its policy and guidance on RPL in 2014 but recognises it still has further development activity to undertake, for example to ensure the information on its website is clear for prospective students. "}]
[{"$f":"IF('> FILTER <'!B433<>\"\",ROW(OFFSET(A432,-1,0)),\"\")","v":431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G433)),A432,\"\")","v":431},{"$f":"IFERROR(SMALL(Helper2_1,A432),\"\")","v":431},null,431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G433)),$A432,\"\")","v":431},{"$f":"IFERROR(SMALL(Helper2_2,A432),\"\")","v":431},{"$f":"COUNTIF(Helper3_1,\"=\"&G432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G432)=1, G432, \"\")","v":431},{"$f":"IFERROR(SMALL(Index_2,A432),\"\")","v":431},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:J432)),\"\")","v":"DUN_12"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:K432)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:L432)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:M432)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:N432)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:O432)),\"\")","v":"12 There was extensive DUSA engagement including as members of the ELIR Steering and Working Groups. Of the four ELIR workshops held, one was designed and led by DUSA solely for students. DUSA sabbatical officers - and University staff - took explicit steps to engage the wider student body, for example the DUSA Vice-President Representation shared a working draft of the RA with the School Presidents’ Forum which resulted in revised drafts of section 2 in particular and DUSA also provided a mini case study on Open Badges which was included with the RA. Taken as a whole, the ELIR team considered these activities constitute a wide-ranging and comprehensive set of opportunities for students, and not only sabbatical officers, to engage with and influence the ELIR. "}]
[{"$f":"IF('> FILTER <'!B434<>\"\",ROW(OFFSET(A433,-1,0)),\"\")","v":432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G434)),A433,\"\")","v":432},{"$f":"IFERROR(SMALL(Helper2_1,A433),\"\")","v":432},null,432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G434)),$A433,\"\")","v":432},{"$f":"IFERROR(SMALL(Helper2_2,A433),\"\")","v":432},{"$f":"COUNTIF(Helper3_1,\"=\"&G433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G433)=1, G433, \"\")","v":432},{"$f":"IFERROR(SMALL(Index_2,A433),\"\")","v":432},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:J433)),\"\")","v":"DUN_13"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:K433)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:L433)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:M433)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:N433)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:O433)),\"\")","v":"13 The University takes a partnership approach to enhancement and works in close collaboration with Dundee University Students’ Association (DUSA) to ensure that the student view is at the centre of decision-making and strategy relating to enhancement of the student experience. "}]
[{"$f":"IF('> FILTER <'!B435<>\"\",ROW(OFFSET(A434,-1,0)),\"\")","v":433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G435)),A434,\"\")","v":433},{"$f":"IFERROR(SMALL(Helper2_1,A434),\"\")","v":433},null,433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G435)),$A434,\"\")","v":433},{"$f":"IFERROR(SMALL(Helper2_2,A434),\"\")","v":433},{"$f":"COUNTIF(Helper3_1,\"=\"&G434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G434)=1, G434, \"\")","v":433},{"$f":"IFERROR(SMALL(Index_2,A434),\"\")","v":433},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:J434)),\"\")","v":"DUN_14"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:K434)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:L434)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:M434)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:N434)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:O434)),\"\")","v":"14 The University demonstrates a productive working partnership with DUSA and it was evident that students were actively engaged in the preparation for the ELIR (paragraph 12). Throughout the review, the ELIR team heard many examples of collaborative activity between the University and DUSA, for example joint work to revise the support for academic advisers, actions to enhance the student voice and the joint development of a University-wide module evaluation survey. "}]
[{"$f":"IF('> FILTER <'!B436<>\"\",ROW(OFFSET(A435,-1,0)),\"\")","v":434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G436)),A435,\"\")","v":434},{"$f":"IFERROR(SMALL(Helper2_1,A435),\"\")","v":434},null,434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G436)),$A435,\"\")","v":434},{"$f":"IFERROR(SMALL(Helper2_2,A435),\"\")","v":434},{"$f":"COUNTIF(Helper3_1,\"=\"&G435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G435)=1, G435, \"\")","v":434},{"$f":"IFERROR(SMALL(Index_2,A435),\"\")","v":434},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:J435)),\"\")","v":"DUN_15"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:K435)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:L435)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:M435)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:N435)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:O435)),\"\")","v":"15 The University and DUSA work together to develop an annual Student Partnership Agreement (SPA) which aims to further enhance the student experience and its impact is monitored through a set of mutually-agreed KPIs. The University and DUSA have had SPAs in place since 2013 and the latest SPA sets out the ambition to introduce school-level Student Partnership Action Plans (SPAPs). The ELIR team learned that SPAPs, which had already been introduced in some areas, were developed in collaboration between the relevant associate dean (learning and teaching) and the school president. They are aligned with the institution-level SPA and contain a series of school-specific actions. The ELIR team considered these to be a very positive development. "}]
[{"$f":"IF('> FILTER <'!B437<>\"\",ROW(OFFSET(A436,-1,0)),\"\")","v":435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G437)),A436,\"\")","v":435},{"$f":"IFERROR(SMALL(Helper2_1,A436),\"\")","v":435},null,435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G437)),$A436,\"\")","v":435},{"$f":"IFERROR(SMALL(Helper2_2,A436),\"\")","v":435},{"$f":"COUNTIF(Helper3_1,\"=\"&G436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G436)=1, G436, \"\")","v":435},{"$f":"IFERROR(SMALL(Index_2,A436),\"\")","v":435},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:J436)),\"\")","v":"DUN_16"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:K436)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:L436)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:M436)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:N436)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:O436)),\"\")","v":"16 As a result of the close partnership approach, the student representative structure is jointly owned by the University and DUSA, with both organisations able to develop and assign representative roles. This is set out in the Joint Agreement on Student Representation. The RA confirmed that the representative structure had been designed to ensure that students are involved at every level of decision-making within the University. "}]
[{"$f":"IF('> FILTER <'!B438<>\"\",ROW(OFFSET(A437,-1,0)),\"\")","v":436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G438)),A437,\"\")","v":436},{"$f":"IFERROR(SMALL(Helper2_1,A437),\"\")","v":436},null,436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G438)),$A437,\"\")","v":436},{"$f":"IFERROR(SMALL(Helper2_2,A437),\"\")","v":436},{"$f":"COUNTIF(Helper3_1,\"=\"&G437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G437)=1, G437, \"\")","v":436},{"$f":"IFERROR(SMALL(Index_2,A437),\"\")","v":436},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:J437)),\"\")","v":"DUN_17"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:K437)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:L437)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:M437)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:N437)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:O437)),\"\")","v":"17 The University restructure from four colleges to nine schools provided more opportunities for students to become representatives with, for example, the introduction of school president roles. School presidents are supported by vice-presidents for each of the subject disciplines and/or other significant student groups (such as distance learning or postgraduate students) within a school. Students and staff who met the ELIR team confirmed that these roles have been well received as a whole and emphasised that there had been increasing uptake and engagement with the annual student representative elections. The team also learned that student representatives can gain recognition for their roles through a suite of arrangements including open badges, the Dundee Plus award and leadership programmes. These are all positive opportunities for recognising the learning and skills associated with representation. "}]
[{"$f":"IF('> FILTER <'!B439<>\"\",ROW(OFFSET(A438,-1,0)),\"\")","v":437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G439)),A438,\"\")","v":437},{"$f":"IFERROR(SMALL(Helper2_1,A438),\"\")","v":437},null,437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G439)),$A438,\"\")","v":437},{"$f":"IFERROR(SMALL(Helper2_2,A438),\"\")","v":437},{"$f":"COUNTIF(Helper3_1,\"=\"&G438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G438)=1, G438, \"\")","v":437},{"$f":"IFERROR(SMALL(Index_2,A438),\"\")","v":437},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:J438)),\"\")","v":"DUN_18"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:K438)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:L438)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:M438)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:N438)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:O438)),\"\")","v":"18 During 2017-18, the University piloted the use of student voice support officers to promote and embed representation. At the end of that year DUSA provided the Learning and Teaching Committee with an evaluation of the pilot which had operated in three schools. Following some adjustments identified in the evaluation relating to the clarity and breadth of the role, DUSA appointed five student voice support officers for 2018-19 with support, including financial investment, from the University. The University intends for these roles to strengthen the link between DUSA and the school representatives, which they clearly have the potential to do, but acknowledged their introduction was very new. The University is encouraged to continue evaluating the impact of this new role. "}]
[{"$f":"IF('> FILTER <'!B440<>\"\",ROW(OFFSET(A439,-1,0)),\"\")","v":438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G440)),A439,\"\")","v":438},{"$f":"IFERROR(SMALL(Helper2_1,A439),\"\")","v":438},null,438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G440)),$A439,\"\")","v":438},{"$f":"IFERROR(SMALL(Helper2_2,A439),\"\")","v":438},{"$f":"COUNTIF(Helper3_1,\"=\"&G439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G439)=1, G439, \"\")","v":438},{"$f":"IFERROR(SMALL(Index_2,A439),\"\")","v":438},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:J439)),\"\")","v":"DUN_19"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:K439)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:L439)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:M439)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:N439)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:O439)),\"\")","v":"19 The University and DUSA acknowledged that, while arrangements for the majority of undergraduate students were very positive, representation and engagement among postgraduates and students studying online would benefit from improvement. The ELIR team learned that, due to the timing of the elections, the school president and vice-president positions are not currently accessible for taught postgraduate students which limits their opportunities for representation at school level. However, postgraduate taught and research students do have the opportunity to nominate themselves for the University-wide elected PGT and PGR representative positions. These provide a good opportunity to have their views discussed at the Student Representative Council and University-level meetings. "}]
[{"$f":"IF('> FILTER <'!B441<>\"\",ROW(OFFSET(A440,-1,0)),\"\")","v":439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G441)),A440,\"\")","v":439},{"$f":"IFERROR(SMALL(Helper2_1,A440),\"\")","v":439},null,439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G441)),$A440,\"\")","v":439},{"$f":"IFERROR(SMALL(Helper2_2,A440),\"\")","v":439},{"$f":"COUNTIF(Helper3_1,\"=\"&G440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G440)=1, G440, \"\")","v":439},{"$f":"IFERROR(SMALL(Index_2,A440),\"\")","v":439},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:J440)),\"\")","v":"DUN_20"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:K440)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:L440)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:M440)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:N440)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:O440)),\"\")","v":"20 Postgraduate research student representatives are assigned at subject-level and the ELIR team considered there was a high level of engagement by PGR students. Students who met the team indicated that they had seen evidence of the impact of their representatives’ engagement, for example bringing about improvements in the use of technology for learning and teaching. The team learned there was less engagement among taught postgraduates with fewer students taking up the available class representative roles. This meant those students who were representatives considered they had greater responsibility as well as greater demands on their time to attend meetings and otherwise represent their peers. The University is encouraged to continue promoting the benefits of engagement and representation among the PGT student community. "}]
[{"$f":"IF('> FILTER <'!B442<>\"\",ROW(OFFSET(A441,-1,0)),\"\")","v":440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G442)),A441,\"\")","v":440},{"$f":"IFERROR(SMALL(Helper2_1,A441),\"\")","v":440},null,440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G442)),$A441,\"\")","v":440},{"$f":"IFERROR(SMALL(Helper2_2,A441),\"\")","v":440},{"$f":"COUNTIF(Helper3_1,\"=\"&G441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G441)=1, G441, \"\")","v":440},{"$f":"IFERROR(SMALL(Index_2,A441),\"\")","v":440},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:J441)),\"\")","v":"DUN_20"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:K441)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:L441)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:M441)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:N441)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:O441)),\"\")","v":"20 Postgraduate research student representatives are assigned at subject-level and the ELIR team considered there was a high level of engagement by PGR students. Students who met the team indicated that they had seen evidence of the impact of their representatives’ engagement, for example bringing about improvements in the use of technology for learning and teaching. The team learned there was less engagement among taught postgraduates with fewer students taking up the available class representative roles. This meant those students who were representatives considered they had greater responsibility as well as greater demands on their time to attend meetings and otherwise represent their peers. The University is encouraged to continue promoting the benefits of engagement and representation among the PGT student community. "}]
[{"$f":"IF('> FILTER <'!B443<>\"\",ROW(OFFSET(A442,-1,0)),\"\")","v":441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G443)),A442,\"\")","v":441},{"$f":"IFERROR(SMALL(Helper2_1,A442),\"\")","v":441},null,441,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G443)),$A442,\"\")","v":441},{"$f":"IFERROR(SMALL(Helper2_2,A442),\"\")","v":441},{"$f":"COUNTIF(Helper3_1,\"=\"&G442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G442)=1, G442, \"\")","v":441},{"$f":"IFERROR(SMALL(Index_2,A442),\"\")","v":441},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:J442)),\"\")","v":"DUN_21"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:K442)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:L442)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:M442)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:N442)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:O442)),\"\")","v":"21 The ELIR team learned about steps the University had taken to introduce representative roles for students in a range of modes of delivery and entry routes. In the School of Science and Engineering, a Vice-President of Graduate Apprentices role has been introduced and module leaders have assigned class representatives for students articulating into the University through the 3+1+1 route. A Vice-President Distance Learning role has been introduced in some schools, for example Nursing and Health Sciences. The introduction of these roles is a positive step to ensure students from a variety of routes have representative opportunities. In relation to students studying online, the ELIR team heard there was varied awareness of the school and class representative positions (see paragraph 32). Given that many of these positions are new, the University is encouraged to continue promoting them and consider evaluating their relative effectiveness in supporting student engagement among the different student groups. "}]
[{"$f":"IF('> FILTER <'!B444<>\"\",ROW(OFFSET(A443,-1,0)),\"\")","v":442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G444)),A443,\"\")","v":442},{"$f":"IFERROR(SMALL(Helper2_1,A443),\"\")","v":442},null,442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G444)),$A443,\"\")","v":442},{"$f":"IFERROR(SMALL(Helper2_2,A443),\"\")","v":442},{"$f":"COUNTIF(Helper3_1,\"=\"&G443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G443)=1, G443, \"\")","v":442},{"$f":"IFERROR(SMALL(Index_2,A443),\"\")","v":442},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:J443)),\"\")","v":"DUN_22"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:K443)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:L443)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:M443)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:N443)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:O443)),\"\")","v":"22 The University uses a wide variety of structured and less formal approaches for gathering student views to ensure it is able to listen and respond to the student voice. Examples include student-staff liaison committees (SSLCs), participation in the National Student Survey (NSS), holding representative drop-in sessions, and running consultations and surveys throughout the semester. The University worked in collaboration with DUSA to develop a consistent institution-wide module evaluation questionnaire. At the time of the ELIR, the questions that would be posed in the survey had been developed with DUSA and agreed by the University Learning and Teaching Committee with the intention of the survey being implemented in 2019-20. The use of a consistent set of module evaluation questions across the institution will enable the University to have more consistent and comparable information to enhance its oversight of provision. "}]
[{"$f":"IF('> FILTER <'!B445<>\"\",ROW(OFFSET(A444,-1,0)),\"\")","v":443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G445)),A444,\"\")","v":443},{"$f":"IFERROR(SMALL(Helper2_1,A444),\"\")","v":443},null,443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G445)),$A444,\"\")","v":443},{"$f":"IFERROR(SMALL(Helper2_2,A444),\"\")","v":443},{"$f":"COUNTIF(Helper3_1,\"=\"&G444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G444)=1, G444, \"\")","v":443},{"$f":"IFERROR(SMALL(Index_2,A444),\"\")","v":443},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:J444)),\"\")","v":"DUN_23"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:K444)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:L444)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:M444)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:N444)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:O444)),\"\")","v":"23 DUSA has also introduced ‘SRC Online’ which is a facility for students to provide feedback directly on their experience. Feedback may be anonymous, and the facility is accessible for students on and off-campus, regardless of their mode of study. The ELIR team considered the University is responsive to student views, for example feedback from SRC led to a joint DUSA-University short-life working group to review policy regarding Honours-year resits (paragraph 58). "}]
[{"$f":"IF('> FILTER <'!B446<>\"\",ROW(OFFSET(A445,-1,0)),\"\")","v":444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G446)),A445,\"\")","v":444},{"$f":"IFERROR(SMALL(Helper2_1,A445),\"\")","v":444},null,444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G446)),$A445,\"\")","v":444},{"$f":"IFERROR(SMALL(Helper2_2,A445),\"\")","v":444},{"$f":"COUNTIF(Helper3_1,\"=\"&G445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G445)=1, G445, \"\")","v":444},{"$f":"IFERROR(SMALL(Index_2,A445),\"\")","v":444},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:J445)),\"\")","v":"DUN_24"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:K445)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:L445)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:M445)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:N445)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:O445)),\"\")","v":"24 The Vice-Principal (Learning and Teaching) and the Strategic Planning team produce an annual analysis of the NSS results which is shared with schools, directorates and the Learning and Teaching Committee. The Vice-Principal (Learning and Teaching) considers all of the accompanying qualitative comments from the NSS and discusses potential actions with schools and DUSA Presidents. The University hosts an annual NSS forum which provides an opportunity to consider the results and disseminate good practice. Staff discuss the feedback with students and generate actions in a range of forums including SSLCs and the School Presidents’ Forum. "}]
[{"$f":"IF('> FILTER <'!B447<>\"\",ROW(OFFSET(A446,-1,0)),\"\")","v":445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G447)),A446,\"\")","v":445},{"$f":"IFERROR(SMALL(Helper2_1,A446),\"\")","v":445},null,445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G447)),$A446,\"\")","v":445},{"$f":"IFERROR(SMALL(Helper2_2,A446),\"\")","v":445},{"$f":"COUNTIF(Helper3_1,\"=\"&G446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G446)=1, G446, \"\")","v":445},{"$f":"IFERROR(SMALL(Index_2,A446),\"\")","v":445},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:J446)),\"\")","v":"DUN_25"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:K446)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:L446)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:M446)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:N446)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:O446)),\"\")","v":"25 A key aim of the University Strategy to 2022 is to ‘substantially grow and diversify’ the student body. Overall, the University has an effective approach to recognising and responding to equality and diversity among its students and has had notable success in widening access to study. In support of its strategic ambition, the University is continuing to develop the availability of the qualitative and quantitative information which is needed to monitor the student experience in relation to the changing demographics and diversity of its student population. "}]
[{"$f":"IF('> FILTER <'!B448<>\"\",ROW(OFFSET(A447,-1,0)),\"\")","v":446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G448)),A447,\"\")","v":446},{"$f":"IFERROR(SMALL(Helper2_1,A447),\"\")","v":446},null,446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G448)),$A447,\"\")","v":446},{"$f":"IFERROR(SMALL(Helper2_2,A447),\"\")","v":446},{"$f":"COUNTIF(Helper3_1,\"=\"&G447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G447)=1, G447, \"\")","v":446},{"$f":"IFERROR(SMALL(Index_2,A447),\"\")","v":446},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:J447)),\"\")","v":"DUN_26"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:K447)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:L447)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:M447)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:N447)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:O447)),\"\")","v":"26 Equality and diversity are embedded within curriculum review and development. Online equality and diversity training was introduced for all staff in 2009 and includes diversity in the workplace, disability, stress in the workplace and a manager’s guide to stress. The ELIR team learned that the University’s data dashboard service was being developed to provide information with respect to specific student groups including the BME student population. The intention is to identify any attainment gaps and/or specific needs. Among a range of measures, DUSA and the University have agreed a joint zero-tolerance policy against sexual harassment and bullying which students are invited to sign up to at the beginning of the academic year. "}]
[{"$f":"IF('> FILTER <'!B449<>\"\",ROW(OFFSET(A448,-1,0)),\"\")","v":447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G449)),A448,\"\")","v":447},{"$f":"IFERROR(SMALL(Helper2_1,A448),\"\")","v":447},null,447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G449)),$A448,\"\")","v":447},{"$f":"IFERROR(SMALL(Helper2_2,A448),\"\")","v":447},{"$f":"COUNTIF(Helper3_1,\"=\"&G448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G448)=1, G448, \"\")","v":447},{"$f":"IFERROR(SMALL(Index_2,A448),\"\")","v":447},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:J448)),\"\")","v":"DUN_27"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:K448)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:L448)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:M448)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:N448)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:O448)),\"\")","v":"27 The University has a detailed Gender Action Plan to address issues of gender imbalance across the University and in subjects with significant gender imbalances. The ELIR team heard about innovative actions, for example a project involving running stalls in shopping centres staffed by male nurses in an effort to recruit more male students into the School of Nursing and Health Sciences. "}]
[{"$f":"IF('> FILTER <'!B450<>\"\",ROW(OFFSET(A449,-1,0)),\"\")","v":448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G450)),A449,\"\")","v":448},{"$f":"IFERROR(SMALL(Helper2_1,A449),\"\")","v":448},null,448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G450)),$A449,\"\")","v":448},{"$f":"IFERROR(SMALL(Helper2_2,A449),\"\")","v":448},{"$f":"COUNTIF(Helper3_1,\"=\"&G449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G449)=1, G449, \"\")","v":448},{"$f":"IFERROR(SMALL(Index_2,A449),\"\")","v":448},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:J449)),\"\")","v":"DUN_28"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:K449)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:L449)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:M449)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:N449)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:O449)),\"\")","v":"28 The University highlighted that there had recently been a large expansion in the number of undergraduate students coming from SIMD20 and SIMD40 linked to the wide range of highly laudable initiatives the institution has put in place including: a contextualised admissions policy; the Reach Tayside and ACES Tayside projects; the Discovering Degrees for Schools programme; the Dundee University Access to Learning (DUAL) Summer Schools providing free accommodation and food for those living more than 40 miles from the city; and articulation programmes with local further education colleges. The University intends that its work to increase the availability of qualitative and quantitative data should enable staff leading these initiatives to evaluate the relative effectiveness of the steps they are taking to recruit and retain students from a range of backgrounds (paragraph 114). "}]
[{"$f":"IF('> FILTER <'!B451<>\"\",ROW(OFFSET(A450,-1,0)),\"\")","v":449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G451)),A450,\"\")","v":449},{"$f":"IFERROR(SMALL(Helper2_1,A450),\"\")","v":449},null,449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G451)),$A450,\"\")","v":449},{"$f":"IFERROR(SMALL(Helper2_2,A450),\"\")","v":449},{"$f":"COUNTIF(Helper3_1,\"=\"&G450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G450)=1, G450, \"\")","v":449},{"$f":"IFERROR(SMALL(Index_2,A450),\"\")","v":449},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:J450)),\"\")","v":"DUN_29"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:K450)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:L450)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:M450)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:N450)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:O450)),\"\")","v":"29 In 2016-17, 14.5 per cent of the University’s student population came from outside of the UK. The Vice-Principal (International) provides senior leadership for the international student experience and has introduced a number of positive initiatives to welcome and support the international student body. The ELIR team heard that international students are routinely contacted by telephone or email or are invited to attend an ‘in country’ pre-departure session to prepare them for arrival. In 2016-17, the University conducted a review of the Global Student Experience which recommended a steering group should be established to take oversight of the welcome for international students. It also recommended identifying a dedicated physical space for international students. This resulted in The Global Room which provides an informal social space for students. In addition, the Student Services Directorate provides welcome events and support for on-campus international students. "}]
[{"$f":"IF('> FILTER <'!B452<>\"\",ROW(OFFSET(A451,-1,0)),\"\")","v":450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G452)),A451,\"\")","v":450},{"$f":"IFERROR(SMALL(Helper2_1,A451),\"\")","v":450},null,450,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G452)),$A451,\"\")","v":450},{"$f":"IFERROR(SMALL(Helper2_2,A451),\"\")","v":450},{"$f":"COUNTIF(Helper3_1,\"=\"&G451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G451)=1, G451, \"\")","v":450},{"$f":"IFERROR(SMALL(Index_2,A451),\"\")","v":450},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:J451)),\"\")","v":"DUN_30"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:K451)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:L451)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:M451)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:N451)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:O451)),\"\")","v":"30 In 2016-17, the University had 3,600 distance learning students and has a strategic goal to expand this cohort. The RA highlighted that, because the NSS predominantly reflects the views of full-time, on-campus students, the University has less understanding of distance learning students’ satisfaction, the majority of whom are postgraduate, than it does of other student groups. The University’s internal audit of the student experience conducted in 2017 was specifically aimed at the experience of distance learning students. It resulted in a range of recommendations including to work in partnership with DUSA to improve the number of distance learning student representatives. A working group, chaired by the DUSA President, was convened during the summer of 2017 to address this recommendation. One of the actions DUSA and the University took in response was to develop a questionnaire for distance learners about their experience of representation. At the time of the current ELIR, the working group was developing a series of recommendations to the Learning and Teaching Committee based on the survey outcomes. These were likely to include sharing good practice and making use of a toolkit developed by Student Partnerships in Quality Scotland (sparqs) aimed at promoting distance learning students’ representation and engagement. "}]
[{"$f":"IF('> FILTER <'!B453<>\"\",ROW(OFFSET(A452,-1,0)),\"\")","v":451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G453)),A452,\"\")","v":451},{"$f":"IFERROR(SMALL(Helper2_1,A452),\"\")","v":451},null,451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G453)),$A452,\"\")","v":451},{"$f":"IFERROR(SMALL(Helper2_2,A452),\"\")","v":451},{"$f":"COUNTIF(Helper3_1,\"=\"&G452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G452)=1, G452, \"\")","v":451},{"$f":"IFERROR(SMALL(Index_2,A452),\"\")","v":451},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:J452)),\"\")","v":"DUN_31"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:K452)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:L452)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:M452)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:N452)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:O452)),\"\")","v":"31 The University has a Distance Learning Forum which meets eight times a year (four times on campus and four times online) to showcase, share and develop good practice. Membership of the Forum includes academic and professional services staff along with student representatives. At the time of the ELIR, the University had recently appointed an Academic Lead for Distance Learning to act as a champion for distance learning provision and students, and to work in partnership with DUSA to strengthen the student voice. "}]
[{"$f":"IF('> FILTER <'!B454<>\"\",ROW(OFFSET(A453,-1,0)),\"\")","v":452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G454)),A453,\"\")","v":452},{"$f":"IFERROR(SMALL(Helper2_1,A453),\"\")","v":452},null,452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G454)),$A453,\"\")","v":452},{"$f":"IFERROR(SMALL(Helper2_2,A453),\"\")","v":452},{"$f":"COUNTIF(Helper3_1,\"=\"&G453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G453)=1, G453, \"\")","v":452},{"$f":"IFERROR(SMALL(Index_2,A453),\"\")","v":452},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:J453)),\"\")","v":"DUN_32"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:K453)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:L453)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:M453)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:N453)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:O453)),\"\")","v":"32 While these developments are positive, staff who met the ELIR team acknowledged that the distance learning student experience is variable across the University and indicated that there would be benefit in taking action to support programme teams to provide greater consistency. The University is therefore encouraged to continue progressing its work aimed at improving the distance learning experience. In particular there would be considerable benefit in in the University providing guidance to programme teams on the good practice expected for distance learning programmes covering online materials and VLE use as well as student support and representation (paragraphs 57 and 60). "}]
[{"$f":"IF('> FILTER <'!B455<>\"\",ROW(OFFSET(A454,-1,0)),\"\")","v":453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G455)),A454,\"\")","v":453},{"$f":"IFERROR(SMALL(Helper2_1,A454),\"\")","v":453},null,453,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G455)),$A454,\"\")","v":453},{"$f":"IFERROR(SMALL(Helper2_2,A454),\"\")","v":453},{"$f":"COUNTIF(Helper3_1,\"=\"&G454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G454)=1, G454, \"\")","v":453},{"$f":"IFERROR(SMALL(Index_2,A454),\"\")","v":453},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:J454)),\"\")","v":"DUN_33"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:K454)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:L454)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:M454)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:N454)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:O454)),\"\")","v":"33 In 2016-17, 11 per cent of the student population were disabled, representing an increase of 20 per cent on the previous year. In general, students are highly satisfied with the support services provided. The Disability Services Annual Report demonstrates clear reflection on the services provided and includes detailed evidence to support their efficacy and level of use. The ELIR team learned of some innovative positive practices to support disabled students, such as the alternative formats service and Honorary Graduate’s Award for Inclusive Practice run by the Academic Skills Centre. In addition, the University offers a transitions course for students with Autism Spectrum Disorder or Anxiety Disorders which includes a welcome from Disability Services, a talk on what to expect at University and an introduction to sources of support on campus. "}]
[{"$f":"IF('> FILTER <'!B456<>\"\",ROW(OFFSET(A455,-1,0)),\"\")","v":454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G456)),A455,\"\")","v":454},{"$f":"IFERROR(SMALL(Helper2_1,A455),\"\")","v":454},null,454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G456)),$A455,\"\")","v":454},{"$f":"IFERROR(SMALL(Helper2_2,A455),\"\")","v":454},{"$f":"COUNTIF(Helper3_1,\"=\"&G455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G455)=1, G455, \"\")","v":454},{"$f":"IFERROR(SMALL(Index_2,A455),\"\")","v":454},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:J455)),\"\")","v":"DUN_33"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:K455)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:L455)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:M455)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:N455)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:O455)),\"\")","v":"33 In 2016-17, 11 per cent of the student population were disabled, representing an increase of 20 per cent on the previous year. In general, students are highly satisfied with the support services provided. The Disability Services Annual Report demonstrates clear reflection on the services provided and includes detailed evidence to support their efficacy and level of use. The ELIR team learned of some innovative positive practices to support disabled students, such as the alternative formats service and Honorary Graduate’s Award for Inclusive Practice run by the Academic Skills Centre. In addition, the University offers a transitions course for students with Autism Spectrum Disorder or Anxiety Disorders which includes a welcome from Disability Services, a talk on what to expect at University and an introduction to sources of support on campus. "}]
[{"$f":"IF('> FILTER <'!B457<>\"\",ROW(OFFSET(A456,-1,0)),\"\")","v":455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G457)),A456,\"\")","v":455},{"$f":"IFERROR(SMALL(Helper2_1,A456),\"\")","v":455},null,455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G457)),$A456,\"\")","v":455},{"$f":"IFERROR(SMALL(Helper2_2,A456),\"\")","v":455},{"$f":"COUNTIF(Helper3_1,\"=\"&G456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G456)=1, G456, \"\")","v":455},{"$f":"IFERROR(SMALL(Index_2,A456),\"\")","v":455},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:J456)),\"\")","v":"DUN_34"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:K456)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:L456)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:M456)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:N456)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:O456)),\"\")","v":"34 Overall, the University has effective arrangements for supporting students at each stage of the learner journey. It has recently developed improved processes to produce quantitative evidence to understand the progression of its students through their degree programmes and to help understand the efficacy of learning and teaching at each stage. There are induction programmes and ongoing support providing students with the study and life skills they need to be able to engage effectively with their studies and graduate with attributes that lead to successful employment opportunities. "}]
[{"$f":"IF('> FILTER <'!B458<>\"\",ROW(OFFSET(A457,-1,0)),\"\")","v":456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G458)),A457,\"\")","v":456},{"$f":"IFERROR(SMALL(Helper2_1,A457),\"\")","v":456},null,456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G458)),$A457,\"\")","v":456},{"$f":"IFERROR(SMALL(Helper2_2,A457),\"\")","v":456},{"$f":"COUNTIF(Helper3_1,\"=\"&G457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G457)=1, G457, \"\")","v":456},{"$f":"IFERROR(SMALL(Index_2,A457),\"\")","v":456},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:J457)),\"\")","v":"DUN_34"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:K457)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:L457)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:M457)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:N457)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:O457)),\"\")","v":"34 Overall, the University has effective arrangements for supporting students at each stage of the learner journey. It has recently developed improved processes to produce quantitative evidence to understand the progression of its students through their degree programmes and to help understand the efficacy of learning and teaching at each stage. There are induction programmes and ongoing support providing students with the study and life skills they need to be able to engage effectively with their studies and graduate with attributes that lead to successful employment opportunities. "}]
[{"$f":"IF('> FILTER <'!B459<>\"\",ROW(OFFSET(A458,-1,0)),\"\")","v":457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G459)),A458,\"\")","v":457},{"$f":"IFERROR(SMALL(Helper2_1,A458),\"\")","v":457},null,457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G459)),$A458,\"\")","v":457},{"$f":"IFERROR(SMALL(Helper2_2,A458),\"\")","v":457},{"$f":"COUNTIF(Helper3_1,\"=\"&G458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G458)=1, G458, \"\")","v":457},{"$f":"IFERROR(SMALL(Index_2,A458),\"\")","v":457},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:J458)),\"\")","v":"DUN_35"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:K458)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:L458)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:M458)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:N458)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:O458)),\"\")","v":"35 There is a Welcome Programme for undergraduate students which is coordinated by the Student Services directorate. The Library & Learning Centre and Student Services, through its Academic Skills Centre, provide a series of academic skills workshops as well as resources for students signposting them to key information to help with study and wellbeing - LIVE Smart and LEARN Smart. There is also a supportive Welcome booklet providing practical and academic advice on preparation for study with additional helpful information provided on the Welcome pages on the University’s website. "}]
[{"$f":"IF('> FILTER <'!B460<>\"\",ROW(OFFSET(A459,-1,0)),\"\")","v":458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G460)),A459,\"\")","v":458},{"$f":"IFERROR(SMALL(Helper2_1,A459),\"\")","v":458},null,458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G460)),$A459,\"\")","v":458},{"$f":"IFERROR(SMALL(Helper2_2,A459),\"\")","v":458},{"$f":"COUNTIF(Helper3_1,\"=\"&G459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G459)=1, G459, \"\")","v":458},{"$f":"IFERROR(SMALL(Index_2,A459),\"\")","v":458},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:J459)),\"\")","v":"DUN_36"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:K459)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:L459)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:M459)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:N459)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:O459)),\"\")","v":"36 The University welcomes students to the institution from an increasingly diverse variety of routes such as through articulation from further education colleges and International College Dundee, graduate apprenticeships and international students joining the final or penultimate year of undergraduate study. The ELIR team heard about a wealth of impressive welcome activities targeted at specific student groups, for example the international student welcome (paragraph 29) and the induction arrangements for students entering from International College Dundee. However, the team also heard about students who were entering later years of programmes through articulation routes who had experienced a lack of induction support. Currently, the University does not have a mechanism for taking oversight of the wide variety of entry routes and initiatives it offers, for example to share good practice or consider which are the most effective (paragraphs 37 and 61). "}]
[{"$f":"IF('> FILTER <'!B461<>\"\",ROW(OFFSET(A460,-1,0)),\"\")","v":459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G461)),A460,\"\")","v":459},{"$f":"IFERROR(SMALL(Helper2_1,A460),\"\")","v":459},null,459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G461)),$A460,\"\")","v":459},{"$f":"IFERROR(SMALL(Helper2_2,A460),\"\")","v":459},{"$f":"COUNTIF(Helper3_1,\"=\"&G460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G460)=1, G460, \"\")","v":459},{"$f":"IFERROR(SMALL(Index_2,A460),\"\")","v":459},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:J460)),\"\")","v":"DUN_36"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:K460)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:L460)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:M460)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:N460)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:O460)),\"\")","v":"36 The University welcomes students to the institution from an increasingly diverse variety of routes such as through articulation from further education colleges and International College Dundee, graduate apprenticeships and international students joining the final or penultimate year of undergraduate study. The ELIR team heard about a wealth of impressive welcome activities targeted at specific student groups, for example the international student welcome (paragraph 29) and the induction arrangements for students entering from International College Dundee. However, the team also heard about students who were entering later years of programmes through articulation routes who had experienced a lack of induction support. Currently, the University does not have a mechanism for taking oversight of the wide variety of entry routes and initiatives it offers, for example to share good practice or consider which are the most effective (paragraphs 37 and 61). "}]
[{"$f":"IF('> FILTER <'!B462<>\"\",ROW(OFFSET(A461,-1,0)),\"\")","v":460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G462)),A461,\"\")","v":460},{"$f":"IFERROR(SMALL(Helper2_1,A461),\"\")","v":460},null,460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G462)),$A461,\"\")","v":460},{"$f":"IFERROR(SMALL(Helper2_2,A461),\"\")","v":460},{"$f":"COUNTIF(Helper3_1,\"=\"&G461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G461)=1, G461, \"\")","v":460},{"$f":"IFERROR(SMALL(Index_2,A461),\"\")","v":460},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:J461)),\"\")","v":"DUN_37"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:K461)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:L461)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:M461)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:N461)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:O461)),\"\")","v":"37 The University has partnerships with local colleges, such as Dundee & Angus College and Fife College which provide mechanisms for students to transition into the University. The ELIR team heard from students and staff that, due to challenges in matching the curriculum, students entering from colleges into later years of study at the University were less likely to succeed than if they entered the University into first year. In an effort to address this, the University has developed a ‘STEP UP’ (Student Transition Enhancement Programme for University Progression) module which is designed to help articulating students in the humanities and social sciences, and another ‘STEP UP’ module designed for business management students. These modules are delivered by the Academic Skills Centre and the University indicated they are available in the disciplines with the greatest numbers of articulating students. There would be benefit in the University considering how it supports those students articulating into other discipline areas. A Transitions Officer, located within the Academic Skills Centre, acts as an academic adviser to articulating students. The University has a range of positive practice in this area which is likely to benefit from the increased availability of detailed data to support evaluation of which approaches are most effective (paragraph 61). "}]
[{"$f":"IF('> FILTER <'!B463<>\"\",ROW(OFFSET(A462,-1,0)),\"\")","v":461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G463)),A462,\"\")","v":461},{"$f":"IFERROR(SMALL(Helper2_1,A462),\"\")","v":461},null,461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G463)),$A462,\"\")","v":461},{"$f":"IFERROR(SMALL(Helper2_2,A462),\"\")","v":461},{"$f":"COUNTIF(Helper3_1,\"=\"&G462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G462)=1, G462, \"\")","v":461},{"$f":"IFERROR(SMALL(Index_2,A462),\"\")","v":461},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:J462)),\"\")","v":"DUN_37"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:K462)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:L462)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:M462)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:N462)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:O462)),\"\")","v":"37 The University has partnerships with local colleges, such as Dundee & Angus College and Fife College which provide mechanisms for students to transition into the University. The ELIR team heard from students and staff that, due to challenges in matching the curriculum, students entering from colleges into later years of study at the University were less likely to succeed than if they entered the University into first year. In an effort to address this, the University has developed a ‘STEP UP’ (Student Transition Enhancement Programme for University Progression) module which is designed to help articulating students in the humanities and social sciences, and another ‘STEP UP’ module designed for business management students. These modules are delivered by the Academic Skills Centre and the University indicated they are available in the disciplines with the greatest numbers of articulating students. There would be benefit in the University considering how it supports those students articulating into other discipline areas. A Transitions Officer, located within the Academic Skills Centre, acts as an academic adviser to articulating students. The University has a range of positive practice in this area which is likely to benefit from the increased availability of detailed data to support evaluation of which approaches are most effective (paragraph 61). "}]
[{"$f":"IF('> FILTER <'!B464<>\"\",ROW(OFFSET(A463,-1,0)),\"\")","v":462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G464)),A463,\"\")","v":462},{"$f":"IFERROR(SMALL(Helper2_1,A463),\"\")","v":462},null,462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G464)),$A463,\"\")","v":462},{"$f":"IFERROR(SMALL(Helper2_2,A463),\"\")","v":462},{"$f":"COUNTIF(Helper3_1,\"=\"&G463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G463)=1, G463, \"\")","v":462},{"$f":"IFERROR(SMALL(Index_2,A463),\"\")","v":462},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:J463)),\"\")","v":"DUN_38"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:K463)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:L463)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:M463)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:N463)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:O463)),\"\")","v":"38 Student retention is a high priority for the University with oversight provided by the Retention and Progression Committee. The University held a Retention and Progression Summit and has also begun to use a business analytics service with data visualisation. The University has used this improved data to identify the points at which students leave their studies, for example noting that some non-continuation takes place at the end of second and third year, as well as the more-expected end of first year. This, in turn, has enabled the University to target supportive actions for specific groups, such as care experienced students. The improved data has also identified that some students leave programmes for positive reasons, such as choosing to remain with placement employers rather than returning to University to complete their degree. "}]
[{"$f":"IF('> FILTER <'!B465<>\"\",ROW(OFFSET(A464,-1,0)),\"\")","v":463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G465)),A464,\"\")","v":463},{"$f":"IFERROR(SMALL(Helper2_1,A464),\"\")","v":463},null,463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G465)),$A464,\"\")","v":463},{"$f":"IFERROR(SMALL(Helper2_2,A464),\"\")","v":463},{"$f":"COUNTIF(Helper3_1,\"=\"&G464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G464)=1, G464, \"\")","v":463},{"$f":"IFERROR(SMALL(Index_2,A464),\"\")","v":463},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:J464)),\"\")","v":"DUN_39"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:K464)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:L464)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:M464)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:N464)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:O464)),\"\")","v":"39 Students who are identified as being at risk of leaving their programme are referred to ‘Stay on Course’, a University-wide initiative which is aimed at supporting students to remain engaged by encouraging them to be referred for support and advice. The service is based in the Enquiry Centre and students can self-refer or be referred by staff. Referrals are made on a range of issues including non-attendance. The ELIR team was given an example of a student who might have to withdraw for a maternity period. Use of the very positive service has increased, demonstrating that it is meeting a need and having an impact. "}]
[{"$f":"IF('> FILTER <'!B466<>\"\",ROW(OFFSET(A465,-1,0)),\"\")","v":464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G466)),A465,\"\")","v":464},{"$f":"IFERROR(SMALL(Helper2_1,A465),\"\")","v":464},null,464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G466)),$A465,\"\")","v":464},{"$f":"IFERROR(SMALL(Helper2_2,A465),\"\")","v":464},{"$f":"COUNTIF(Helper3_1,\"=\"&G465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G465)=1, G465, \"\")","v":464},{"$f":"IFERROR(SMALL(Index_2,A465),\"\")","v":464},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:J465)),\"\")","v":"DUN_40"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:K465)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:L465)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:M465)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:N465)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:O465)),\"\")","v":"40 There has been an ongoing commitment between the University and DUSA to review the role of the academic adviser. The ELIR team learned that there has been considerable variation in how academic advisers are used across the University. Some students are advised in groups rather than individually, some have their module coordinator as an academic adviser and some have no adviser at all. The team heard that DUSA had worked with the University to produce a handbook and to develop training for academic advisers. The training is provided by OPD but is still at an early stage of development. Not all academic advisers have participated in the training. The team learned that some schools provide support for academic advisers through a senior academic adviser role and that such senior advisers had recently been appointed in all schools. There would be benefit in the University continuing to work with DUSA to bring greater consistency to the operation of the academic adviser role. "}]
[{"$f":"IF('> FILTER <'!B467<>\"\",ROW(OFFSET(A466,-1,0)),\"\")","v":465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G467)),A466,\"\")","v":465},{"$f":"IFERROR(SMALL(Helper2_1,A466),\"\")","v":465},null,465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G467)),$A466,\"\")","v":465},{"$f":"IFERROR(SMALL(Helper2_2,A466),\"\")","v":465},{"$f":"COUNTIF(Helper3_1,\"=\"&G466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G466)=1, G466, \"\")","v":465},{"$f":"IFERROR(SMALL(Index_2,A466),\"\")","v":465},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:J466)),\"\")","v":"DUN_40"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:K466)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:L466)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:M466)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:N466)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:O466)),\"\")","v":"40 There has been an ongoing commitment between the University and DUSA to review the role of the academic adviser. The ELIR team learned that there has been considerable variation in how academic advisers are used across the University. Some students are advised in groups rather than individually, some have their module coordinator as an academic adviser and some have no adviser at all. The team heard that DUSA had worked with the University to produce a handbook and to develop training for academic advisers. The training is provided by OPD but is still at an early stage of development. Not all academic advisers have participated in the training. The team learned that some schools provide support for academic advisers through a senior academic adviser role and that such senior advisers had recently been appointed in all schools. There would be benefit in the University continuing to work with DUSA to bring greater consistency to the operation of the academic adviser role. "}]
[{"$f":"IF('> FILTER <'!B468<>\"\",ROW(OFFSET(A467,-1,0)),\"\")","v":466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G468)),A467,\"\")","v":466},{"$f":"IFERROR(SMALL(Helper2_1,A467),\"\")","v":466},null,466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G468)),$A467,\"\")","v":466},{"$f":"IFERROR(SMALL(Helper2_2,A467),\"\")","v":466},{"$f":"COUNTIF(Helper3_1,\"=\"&G467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G467)=1, G467, \"\")","v":466},{"$f":"IFERROR(SMALL(Index_2,A467),\"\")","v":466},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:J467)),\"\")","v":"DUN_41"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:K467)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:L467)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:M467)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:N467)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:O467)),\"\")","v":"41 The Academic Skills Centre (ASC) provides support for students and staff in a range of academic skills. ASC works very closely with the Centre for Technology & Innovation in Learning (part of the Library & Learning Centre directorate) and school staff to provide tailored and more generic workshops and courses for students in academic and information technology skills. ASC is active and inventive in supporting students in their engagement with learning and teaching (paragraph 89)."}]
[{"$f":"IF('> FILTER <'!B469<>\"\",ROW(OFFSET(A468,-1,0)),\"\")","v":467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G469)),A468,\"\")","v":467},{"$f":"IFERROR(SMALL(Helper2_1,A468),\"\")","v":467},null,467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G469)),$A468,\"\")","v":467},{"$f":"IFERROR(SMALL(Helper2_2,A468),\"\")","v":467},{"$f":"COUNTIF(Helper3_1,\"=\"&G468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G468)=1, G468, \"\")","v":467},{"$f":"IFERROR(SMALL(Index_2,A468),\"\")","v":467},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:J468)),\"\")","v":"DUN_42"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:K468)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:L468)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:M468)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:N468)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:O468)),\"\")","v":"42 In 2014-15, linked to the recommendation in 2013 ELIR to improve institutional oversight of a range of policies and practices, the University undertook a substantial review of its assessment policy. In addition to the revised assessment policy, a range of associated policies and guidance have been introduced on mitigating circumstances, conduct of examination boards, academic misconduct, external examining, and the recognition of prior learning. These represent a significant change for the University, and they have contributed to a more consistent approach to assessment being introduced across the institution. "}]
[{"$f":"IF('> FILTER <'!B470<>\"\",ROW(OFFSET(A469,-1,0)),\"\")","v":468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G470)),A469,\"\")","v":468},{"$f":"IFERROR(SMALL(Helper2_1,A469),\"\")","v":468},null,468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G470)),$A469,\"\")","v":468},{"$f":"IFERROR(SMALL(Helper2_2,A469),\"\")","v":468},{"$f":"COUNTIF(Helper3_1,\"=\"&G469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G469)=1, G469, \"\")","v":468},{"$f":"IFERROR(SMALL(Index_2,A469),\"\")","v":468},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:J469)),\"\")","v":"DUN_43"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:K469)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:L469)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:M469)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:N469)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:O469)),\"\")","v":"43 TESTA (Transforming the Experience of Students Through Assessment) is a quality improvement methodology that has, for the last two years, been a formal requirement for all programmes undergoing periodic review. The methodology, which includes activities such as programme teams presenting each module as a brick, builds a visual picture of the structure of the programme, promotes reflection on the assessment schedule and identifies areas for development in assessment methods. The University had used TESTA previously on an optional basis. Staff reported that TESTA was energising for the whole programme team, and the ELIR team noted several case studies across a number of schools demonstrating examples of improvement as a result of adopting TESTA. TESTA is an enhancement process which is having a demonstrable impact on assessment design and the quality of learning and teaching and is contributing positively to the student experience. "}]
[{"$f":"IF('> FILTER <'!B471<>\"\",ROW(OFFSET(A470,-1,0)),\"\")","v":469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G471)),A470,\"\")","v":469},{"$f":"IFERROR(SMALL(Helper2_1,A470),\"\")","v":469},null,{"$f":"ROW(OFFSET(E470,-1,0))","v":469},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G471)),$A470,\"\")","v":469},{"$f":"IFERROR(SMALL(Helper2_2,A470),\"\")","v":469},{"$f":"COUNTIF(Helper3_1,\"=\"&G470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G470)=1, G470, \"\")","v":469},{"$f":"IFERROR(SMALL(Index_2,A470),\"\")","v":469},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:J470)),\"\")","v":"DUN_44"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:K470)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:L470)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:M470)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:N470)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:O470)),\"\")","v":"44 The University's Assessment Policy for Taught Provision provides statements on the timing of feedback on assessment to enable 'feedforward'. There is an expectation that students should normally receive marks and feedback on coursework no later than three working weeks after the submission of the work. This requirement is monitored by school programme administrators, who highlight any that require further action. Students who met the team were generally satisfied that this was adhered to and, if staff were not going to meet the deadline, they would inform the students. With the exception of final degree examinations, this entitlement to feedback includes examination performance, but the ELIR team learned, in practice, it is rare for students to request this, even although those who met the team were aware they could ask for it. Overall the University has a positive approach to providing feedback on assessment. "}]
[{"$f":"IF('> FILTER <'!B472<>\"\",ROW(OFFSET(A471,-1,0)),\"\")","v":470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G472)),A471,\"\")","v":470},{"$f":"IFERROR(SMALL(Helper2_1,A471),\"\")","v":470},null,470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G472)),$A471,\"\")","v":470},{"$f":"IFERROR(SMALL(Helper2_2,A471),\"\")","v":470},{"$f":"COUNTIF(Helper3_1,\"=\"&G471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G471)=1, G471, \"\")","v":470},{"$f":"IFERROR(SMALL(Index_2,A471),\"\")","v":470},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:J471)),\"\")","v":"DUN_45"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:K471)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:L471)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:M471)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:N471)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:O471)),\"\")","v":"45 The current University strategy includes an action and performance indicator to increase engagement with the Dundee Plus Award and, during 2018-19, the Careers Service has made significant changes to Dundee Plus which have been approved by the Employability & Enterprise Sub-Committee. The University confirmed it is keen to work with DUSA to ensure the Award continues to evolve and that even more students engage with it. Students who met the ELIR team highlighted that the Student Services directorate (through its careers service) provides very good support for students seeking part-time work during their studies as well as supporting students to find employment after graduation. "}]
[{"$f":"IF('> FILTER <'!B473<>\"\",ROW(OFFSET(A472,-1,0)),\"\")","v":471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G473)),A472,\"\")","v":471},{"$f":"IFERROR(SMALL(Helper2_1,A472),\"\")","v":471},null,471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G473)),$A472,\"\")","v":471},{"$f":"IFERROR(SMALL(Helper2_2,A472),\"\")","v":471},{"$f":"COUNTIF(Helper3_1,\"=\"&G472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G472)=1, G472, \"\")","v":471},{"$f":"IFERROR(SMALL(Index_2,A472),\"\")","v":471},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:J472)),\"\")","v":"DUN_45"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:K472)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:L472)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:M472)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:N472)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:O472)),\"\")","v":"45 The current University strategy includes an action and performance indicator to increase engagement with the Dundee Plus Award and, during 2018-19, the Careers Service has made significant changes to Dundee Plus which have been approved by the Employability & Enterprise Sub-Committee. The University confirmed it is keen to work with DUSA to ensure the Award continues to evolve and that even more students engage with it. Students who met the ELIR team highlighted that the Student Services directorate (through its careers service) provides very good support for students seeking part-time work during their studies as well as supporting students to find employment after graduation. "}]
[{"$f":"IF('> FILTER <'!B474<>\"\",ROW(OFFSET(A473,-1,0)),\"\")","v":472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G474)),A473,\"\")","v":472},{"$f":"IFERROR(SMALL(Helper2_1,A473),\"\")","v":472},null,472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G474)),$A473,\"\")","v":472},{"$f":"IFERROR(SMALL(Helper2_2,A473),\"\")","v":472},{"$f":"COUNTIF(Helper3_1,\"=\"&G473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G473)=1, G473, \"\")","v":472},{"$f":"IFERROR(SMALL(Index_2,A473),\"\")","v":472},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:J473)),\"\")","v":"DUN_46"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:K473)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:L473)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:M473)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:N473)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:O473)),\"\")","v":"46 The University has effective arrangements for ensuring there is a high quality postgraduate student experience. In particular there is an excellent postgraduate research student experience. "}]
[{"$f":"IF('> FILTER <'!B475<>\"\",ROW(OFFSET(A474,-1,0)),\"\")","v":473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G475)),A474,\"\")","v":473},{"$f":"IFERROR(SMALL(Helper2_1,A474),\"\")","v":473},null,473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G475)),$A474,\"\")","v":473},{"$f":"IFERROR(SMALL(Helper2_2,A474),\"\")","v":473},{"$f":"COUNTIF(Helper3_1,\"=\"&G474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G474)=1, G474, \"\")","v":473},{"$f":"IFERROR(SMALL(Index_2,A474),\"\")","v":473},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:J474)),\"\")","v":"DUN_47"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:K474)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:L474)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:M474)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:N474)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:O474)),\"\")","v":"47 Oversight of quality assurance and enhancement for all taught programmes is provided by the Quality and Academic Standards Committee and the Learning and Teaching Committee. The RA indicated that a former Postgraduate Taught Degrees Sub Committee had its business subsumed into the main Senate Committees to avoid any divide in expectations for quality enhancement. The Research Degrees Sub-Committee reports to the Senate Research and Knowledge Exchange Committee. "}]
[{"$f":"IF('> FILTER <'!B476<>\"\",ROW(OFFSET(A475,-1,0)),\"\")","v":474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G476)),A475,\"\")","v":474},{"$f":"IFERROR(SMALL(Helper2_1,A475),\"\")","v":474},null,474,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G476)),$A475,\"\")","v":474},{"$f":"IFERROR(SMALL(Helper2_2,A475),\"\")","v":474},{"$f":"COUNTIF(Helper3_1,\"=\"&G475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G475)=1, G475, \"\")","v":474},{"$f":"IFERROR(SMALL(Index_2,A475),\"\")","v":474},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:J475)),\"\")","v":"DUN_48"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:K475)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:L475)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:M475)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:N475)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:O475)),\"\")","v":"48 The University indicated that the Postgraduate Taught Experience Survey and the Postgraduate Research Experience Survey provided by the former HEA (now part of Advance HE) have been the principal mechanisms for gathering feedback from postgraduate students for many years. Analyses of the results are considered by the Learning and Teaching Committee and the Research Degrees Sub-Committee respectively, and in relevant school committees. The survey outcomes show that the University’s postgraduate taught students are generally satisfied with their experience; the scores are aligned with or above national averages. At the time of the ELIR, the University was piloting its own postgraduate taught student survey and was considering ways of working with other institutions to enable benchmarking. "}]
[{"$f":"IF('> FILTER <'!B477<>\"\",ROW(OFFSET(A476,-1,0)),\"\")","v":475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G477)),A476,\"\")","v":475},{"$f":"IFERROR(SMALL(Helper2_1,A476),\"\")","v":475},null,475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G477)),$A476,\"\")","v":475},{"$f":"IFERROR(SMALL(Helper2_2,A476),\"\")","v":475},{"$f":"COUNTIF(Helper3_1,\"=\"&G476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G476)=1, G476, \"\")","v":475},{"$f":"IFERROR(SMALL(Index_2,A476),\"\")","v":475},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:J476)),\"\")","v":"DUN_48"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:K476)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:L476)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:M476)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:N476)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:O476)),\"\")","v":"48 The University indicated that the Postgraduate Taught Experience Survey and the Postgraduate Research Experience Survey provided by the former HEA (now part of Advance HE) have been the principal mechanisms for gathering feedback from postgraduate students for many years. Analyses of the results are considered by the Learning and Teaching Committee and the Research Degrees Sub-Committee respectively, and in relevant school committees. The survey outcomes show that the University’s postgraduate taught students are generally satisfied with their experience; the scores are aligned with or above national averages. At the time of the ELIR, the University was piloting its own postgraduate taught student survey and was considering ways of working with other institutions to enable benchmarking. "}]
[{"$f":"IF('> FILTER <'!B478<>\"\",ROW(OFFSET(A477,-1,0)),\"\")","v":476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G478)),A477,\"\")","v":476},{"$f":"IFERROR(SMALL(Helper2_1,A477),\"\")","v":476},null,476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G478)),$A477,\"\")","v":476},{"$f":"IFERROR(SMALL(Helper2_2,A477),\"\")","v":476},{"$f":"COUNTIF(Helper3_1,\"=\"&G477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G477)=1, G477, \"\")","v":476},{"$f":"IFERROR(SMALL(Index_2,A477),\"\")","v":476},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:J477)),\"\")","v":"DUN_49"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:K477)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:L477)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:M477)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:N477)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:O477)),\"\")","v":"49 All postgraduate students are allocated an academic adviser to provide both academic and pastoral support. The Academic Skills Centre (ASC) offers a broad range of advice, support and academic skills sessions and can tailor this to the requirements of individual students. ASC offers postgraduate students a four-day event, Gateway to Postgraduate Study, focusing on academic culture, research skills and writing. There is also a one-day abridged version available online and accessible to all students. Postgraduate students who met the ELIR team highlighted that there is high engagement with ASC, confirming that it is a highly beneficial service for student development (paragraph 89). "}]
[{"$f":"IF('> FILTER <'!B479<>\"\",ROW(OFFSET(A478,-1,0)),\"\")","v":477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G479)),A478,\"\")","v":477},{"$f":"IFERROR(SMALL(Helper2_1,A478),\"\")","v":477},null,477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G479)),$A478,\"\")","v":477},{"$f":"IFERROR(SMALL(Helper2_2,A478),\"\")","v":477},{"$f":"COUNTIF(Helper3_1,\"=\"&G478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G478)=1, G478, \"\")","v":477},{"$f":"IFERROR(SMALL(Index_2,A478),\"\")","v":477},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:J478)),\"\")","v":"DUN_49"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:K478)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:L478)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:M478)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:N478)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:O478)),\"\")","v":"49 All postgraduate students are allocated an academic adviser to provide both academic and pastoral support. The Academic Skills Centre (ASC) offers a broad range of advice, support and academic skills sessions and can tailor this to the requirements of individual students. ASC offers postgraduate students a four-day event, Gateway to Postgraduate Study, focusing on academic culture, research skills and writing. There is also a one-day abridged version available online and accessible to all students. Postgraduate students who met the ELIR team highlighted that there is high engagement with ASC, confirming that it is a highly beneficial service for student development (paragraph 89). "}]
[{"$f":"IF('> FILTER <'!B480<>\"\",ROW(OFFSET(A479,-1,0)),\"\")","v":478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G480)),A479,\"\")","v":478},{"$f":"IFERROR(SMALL(Helper2_1,A479),\"\")","v":478},null,478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G480)),$A479,\"\")","v":478},{"$f":"IFERROR(SMALL(Helper2_2,A479),\"\")","v":478},{"$f":"COUNTIF(Helper3_1,\"=\"&G479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G479)=1, G479, \"\")","v":478},{"$f":"IFERROR(SMALL(Index_2,A479),\"\")","v":478},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:J479)),\"\")","v":"DUN_50"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:K479)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:L479)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:M479)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:N479)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:O479)),\"\")","v":"50 Oversight of the research student experience in schools is overseen by the relevant associate dean for research or by the research student lead. Students attend a thesis monitoring committee twice a year to review progress in their studies. The committee comprises two independent members and allows the student to discuss any potential challenges in completing their thesis (paragraph 76). The ELIR team commends this practice which provides an opportunity for students to raise both academic and pastoral requirements at regular intervals throughout their research. It also provides a regular opportunity to discuss the relationship between student and supervisor, which allows any potential challenges to be addressed. "}]
[{"$f":"IF('> FILTER <'!B481<>\"\",ROW(OFFSET(A480,-1,0)),\"\")","v":479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G481)),A480,\"\")","v":479},{"$f":"IFERROR(SMALL(Helper2_1,A480),\"\")","v":479},null,479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G481)),$A480,\"\")","v":479},{"$f":"IFERROR(SMALL(Helper2_2,A480),\"\")","v":479},{"$f":"COUNTIF(Helper3_1,\"=\"&G480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G480)=1, G480, \"\")","v":479},{"$f":"IFERROR(SMALL(Index_2,A480),\"\")","v":479},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:J480)),\"\")","v":"DUN_51"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:K480)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:L480)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:M480)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:N480)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:O480)),\"\")","v":"51 The Researcher Development Policy outlines the provision in place to support postgraduate research students through their career and professional development. The support for researcher development is emphasised through the transferable skills training provided by the Human Resources & Organisational Development directorate through its Organisational and Professional Development (OPD) team. Beginning as a pilot in 2015, the University offers a two-day Thesis Bootcamp programme to all students who are working towards completing their thesis. The ELIR team noted the programme was well established and students who met the team spoke enthusiastically about their positive experiences of it. "}]
[{"$f":"IF('> FILTER <'!B482<>\"\",ROW(OFFSET(A481,-1,0)),\"\")","v":480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G482)),A481,\"\")","v":480},{"$f":"IFERROR(SMALL(Helper2_1,A481),\"\")","v":480},null,480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G482)),$A481,\"\")","v":480},{"$f":"IFERROR(SMALL(Helper2_2,A481),\"\")","v":480},{"$f":"COUNTIF(Helper3_1,\"=\"&G481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G481)=1, G481, \"\")","v":480},{"$f":"IFERROR(SMALL(Index_2,A481),\"\")","v":480},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:J481)),\"\")","v":"DUN_51"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:K481)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:L481)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:M481)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:N481)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:O481)),\"\")","v":"51 The Researcher Development Policy outlines the provision in place to support postgraduate research students through their career and professional development. The support for researcher development is emphasised through the transferable skills training provided by the Human Resources & Organisational Development directorate through its Organisational and Professional Development (OPD) team. Beginning as a pilot in 2015, the University offers a two-day Thesis Bootcamp programme to all students who are working towards completing their thesis. The ELIR team noted the programme was well established and students who met the team spoke enthusiastically about their positive experiences of it. "}]
[{"$f":"IF('> FILTER <'!B483<>\"\",ROW(OFFSET(A482,-1,0)),\"\")","v":481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G483)),A482,\"\")","v":481},{"$f":"IFERROR(SMALL(Helper2_1,A482),\"\")","v":481},null,481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G483)),$A482,\"\")","v":481},{"$f":"IFERROR(SMALL(Helper2_2,A482),\"\")","v":481},{"$f":"COUNTIF(Helper3_1,\"=\"&G482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G482)=1, G482, \"\")","v":481},{"$f":"IFERROR(SMALL(Index_2,A482),\"\")","v":481},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:J482)),\"\")","v":"DUN_52"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:K482)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:L482)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:M482)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:N482)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:O482)),\"\")","v":"52 OPD delivers mandatory training for all research student supervisors through a workshop, Developing Effective Relationships in Postgraduate Supervision at Doctoral Level. The ELIR team learned that, in some cases, a new academic can become a second supervisor and participate with the mentoring process which facilitates their development and capacity to take on a supervisor role. "}]
[{"$f":"IF('> FILTER <'!B484<>\"\",ROW(OFFSET(A483,-1,0)),\"\")","v":482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G484)),A483,\"\")","v":482},{"$f":"IFERROR(SMALL(Helper2_1,A483),\"\")","v":482},null,482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G484)),$A483,\"\")","v":482},{"$f":"IFERROR(SMALL(Helper2_2,A483),\"\")","v":482},{"$f":"COUNTIF(Helper3_1,\"=\"&G483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G483)=1, G483, \"\")","v":482},{"$f":"IFERROR(SMALL(Index_2,A483),\"\")","v":482},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:J483)),\"\")","v":"DUN_53"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:K483)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:L483)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:M483)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:N483)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:O483)),\"\")","v":"53 Since the 2013 ELIR, and to promote the research student community, the University expanded the postgraduate space in the Library & Learning Centre on the City Campus and at the Ninewells Campus Library. The University also indicated it is actively considering the feasibility of creating an institution-wide Doctoral Academy. The intention would be to adopt a ‘One Dundee’ approach to the arrangements for supporting postgraduate research students which would be beneficial to enhancing the student experience. The ELIR team heard from students that the University is highly responsive to their changing needs, for example students have flexibility to adjust their study mode from full to part-time. "}]
[{"$f":"IF('> FILTER <'!B485<>\"\",ROW(OFFSET(A484,-1,0)),\"\")","v":483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G485)),A484,\"\")","v":483},{"$f":"IFERROR(SMALL(Helper2_1,A484),\"\")","v":483},null,483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G485)),$A484,\"\")","v":483},{"$f":"IFERROR(SMALL(Helper2_2,A484),\"\")","v":483},{"$f":"COUNTIF(Helper3_1,\"=\"&G484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G484)=1, G484, \"\")","v":483},{"$f":"IFERROR(SMALL(Index_2,A484),\"\")","v":483},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:J484)),\"\")","v":"DUN_54"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:K484)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:L484)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:M484)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:N484)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:O484)),\"\")","v":"54 In the 2013 ELIR, the University was asked to improve the support provided for postgraduates who teach. Since then, the University has taken a variety of measures to improve the induction and ongoing support for students throughout their teaching journey. The Academic Skills Centre (ASC) provides a mandatory training programme. Attendance at the training is monitored by ASC and the schools by comparing teaching and training records. The ELIR team noted this approach could allow students to begin teaching before they have completed training and there could be benefit in monitoring more closely to reduce this possibility. Students who met the team confirmed that they had good opportunities to gain teaching experience and there would be value in the University ensuring this is true for all postgraduate research students. "}]
[{"$f":"IF('> FILTER <'!B486<>\"\",ROW(OFFSET(A485,-1,0)),\"\")","v":484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G486)),A485,\"\")","v":484},{"$f":"IFERROR(SMALL(Helper2_1,A485),\"\")","v":484},null,484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G486)),$A485,\"\")","v":484},{"$f":"IFERROR(SMALL(Helper2_2,A485),\"\")","v":484},{"$f":"COUNTIF(Helper3_1,\"=\"&G485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G485)=1, G485, \"\")","v":484},{"$f":"IFERROR(SMALL(Index_2,A485),\"\")","v":484},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:J485)),\"\")","v":"DUN_54"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:K485)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:L485)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:M485)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:N485)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:O485)),\"\")","v":"54 In the 2013 ELIR, the University was asked to improve the support provided for postgraduates who teach. Since then, the University has taken a variety of measures to improve the induction and ongoing support for students throughout their teaching journey. The Academic Skills Centre (ASC) provides a mandatory training programme. Attendance at the training is monitored by ASC and the schools by comparing teaching and training records. The ELIR team noted this approach could allow students to begin teaching before they have completed training and there could be benefit in monitoring more closely to reduce this possibility. Students who met the team confirmed that they had good opportunities to gain teaching experience and there would be value in the University ensuring this is true for all postgraduate research students. "}]
[{"$f":"IF('> FILTER <'!B487<>\"\",ROW(OFFSET(A486,-1,0)),\"\")","v":485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G487)),A486,\"\")","v":485},{"$f":"IFERROR(SMALL(Helper2_1,A486),\"\")","v":485},null,485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G487)),$A486,\"\")","v":485},{"$f":"IFERROR(SMALL(Helper2_2,A486),\"\")","v":485},{"$f":"COUNTIF(Helper3_1,\"=\"&G486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G486)=1, G486, \"\")","v":485},{"$f":"IFERROR(SMALL(Index_2,A486),\"\")","v":485},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:J486)),\"\")","v":"DUN_55"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:K486)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:L486)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:M486)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:N486)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:O486)),\"\")","v":"55 The Digital Literacies Framework was introduced in 2015 to provide the baseline skills and behaviours for supporting learning in the workplace and at university. In 2017, the University invested in a substantial refurbishment of the Library & Learning Centre on the City Campus. The project was designed in consultation with students and embraces the latest technology. The ELIR team noted that, overall, students are satisfied with the learning resources provided. "}]
[{"$f":"IF('> FILTER <'!B488<>\"\",ROW(OFFSET(A487,-1,0)),\"\")","v":486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G488)),A487,\"\")","v":486},{"$f":"IFERROR(SMALL(Helper2_1,A487),\"\")","v":486},null,486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G488)),$A487,\"\")","v":486},{"$f":"IFERROR(SMALL(Helper2_2,A487),\"\")","v":486},{"$f":"COUNTIF(Helper3_1,\"=\"&G487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G487)=1, G487, \"\")","v":486},{"$f":"IFERROR(SMALL(Index_2,A487),\"\")","v":486},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:J487)),\"\")","v":"DUN_56"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:K487)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:L487)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:M487)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:N487)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:O487)),\"\")","v":"56 Staff and student engagement with new technology is promoted through initiatives such as Digital January, which aims to showcase a key digital application ‘in the field’, and Digital Friday which showcases a new ‘app’ each week. The University also offered an ‘APPvent calendar’ initiative in which a new app was shared each day of December. These initiatives and other activity aimed at supporting staff to use technology is provided through the Digital Literacies Community of Practice which includes academic staff as well as staff from key professional services such as the Library & Learning Centre and Student Services (Academic Skills Centre). The ELIR team recognised that there was proactive engagement by staff with these activities. "}]
[{"$f":"IF('> FILTER <'!B489<>\"\",ROW(OFFSET(A488,-1,0)),\"\")","v":487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G489)),A488,\"\")","v":487},{"$f":"IFERROR(SMALL(Helper2_1,A488),\"\")","v":487},null,487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G489)),$A488,\"\")","v":487},{"$f":"IFERROR(SMALL(Helper2_2,A488),\"\")","v":487},{"$f":"COUNTIF(Helper3_1,\"=\"&G488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G488)=1, G488, \"\")","v":487},{"$f":"IFERROR(SMALL(Index_2,A488),\"\")","v":487},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:J488)),\"\")","v":"DUN_57"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:K488)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:L488)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:M488)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:N488)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:O488)),\"\")","v":"57 The Centre for Technology and Innovation in Learning (CTIL) was established within the Library & Learning Centre directorate as part of the University restructure in 2015. CTIL is integral to providing the virtual learning environment (VLE) for students. Developments are guided by the Digital Strategy Committee to ensure alignment with the pedagogic approaches of the disciplines. The ELIR team noted that the University uses two VLEs, one for the Medical School and one for the rest of the institution. The team learned that the University does not currently provide guidance to programme teams on the good practice expected for VLE content and there was considerable variation in the way the online environment was used in different schools and programmes, for example in the extent to which functions, such as discussion forums, were used. The University is asked to develop its practice in this area (paragraph 60). "}]
[{"$f":"IF('> FILTER <'!B490<>\"\",ROW(OFFSET(A489,-1,0)),\"\")","v":488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G490)),A489,\"\")","v":488},{"$f":"IFERROR(SMALL(Helper2_1,A489),\"\")","v":488},null,488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G490)),$A489,\"\")","v":488},{"$f":"IFERROR(SMALL(Helper2_2,A489),\"\")","v":488},{"$f":"COUNTIF(Helper3_1,\"=\"&G489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G489)=1, G489, \"\")","v":488},{"$f":"IFERROR(SMALL(Index_2,A489),\"\")","v":488},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:J489)),\"\")","v":"DUN_58"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:K489)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:L489)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:M489)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:N489)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:O489)),\"\")","v":"58 The University has an effective approach to enhancing the student learning experience. The University and Dundee University Students’ Association (DUSA) have a productive and collaborative relationship which brings a rich range of benefits. There is a well-established Student Partnership Agreement in place which the University and DUSA monitor through mutually-agreed KPIs. DUSA has introduced ‘SRC Online’ which enables students to provide feedback anonymously and this is having a positive impact with examples of feedback topics being considered and actioned by the University. The University has embedded the use of the Transforming the Experience of Students Through Assessment (TESTA) approach across all of its academic schools and this has had a positive impact on assessment design and the experience of students. "}]
[{"$f":"IF('> FILTER <'!B491<>\"\",ROW(OFFSET(A490,-1,0)),\"\")","v":489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G491)),A490,\"\")","v":489},{"$f":"IFERROR(SMALL(Helper2_1,A490),\"\")","v":489},null,489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G491)),$A490,\"\")","v":489},{"$f":"IFERROR(SMALL(Helper2_2,A490),\"\")","v":489},{"$f":"COUNTIF(Helper3_1,\"=\"&G490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G490)=1, G490, \"\")","v":489},{"$f":"IFERROR(SMALL(Index_2,A490),\"\")","v":489},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:J490)),\"\")","v":"DUN_58"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:K490)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:L490)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:M490)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:N490)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:O490)),\"\")","v":"58 The University has an effective approach to enhancing the student learning experience. The University and Dundee University Students’ Association (DUSA) have a productive and collaborative relationship which brings a rich range of benefits. There is a well-established Student Partnership Agreement in place which the University and DUSA monitor through mutually-agreed KPIs. DUSA has introduced ‘SRC Online’ which enables students to provide feedback anonymously and this is having a positive impact with examples of feedback topics being considered and actioned by the University. The University has embedded the use of the Transforming the Experience of Students Through Assessment (TESTA) approach across all of its academic schools and this has had a positive impact on assessment design and the experience of students. "}]
[{"$f":"IF('> FILTER <'!B492<>\"\",ROW(OFFSET(A491,-1,0)),\"\")","v":490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G492)),A491,\"\")","v":490},{"$f":"IFERROR(SMALL(Helper2_1,A491),\"\")","v":490},null,490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G492)),$A491,\"\")","v":490},{"$f":"IFERROR(SMALL(Helper2_2,A491),\"\")","v":490},{"$f":"COUNTIF(Helper3_1,\"=\"&G491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G491)=1, G491, \"\")","v":490},{"$f":"IFERROR(SMALL(Index_2,A491),\"\")","v":490},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:J491)),\"\")","v":"DUN_59"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:K491)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:L491)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:M491)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:N491)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:O491)),\"\")","v":"59 There is an excellent postgraduate research student experience provided across the University. This includes careful progress monitoring which takes place twice-yearly through thesis monitoring committees, covering academic progress and pastoral support needs as well as offering an opportunity to explore the effectiveness of the student-supervisor relationship. In addition, the University provides a range of imaginative support, such as the intensive two-day Thesis Bootcamp. "}]
[{"$f":"IF('> FILTER <'!B493<>\"\",ROW(OFFSET(A492,-1,0)),\"\")","v":491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G493)),A492,\"\")","v":491},{"$f":"IFERROR(SMALL(Helper2_1,A492),\"\")","v":491},null,491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G493)),$A492,\"\")","v":491},{"$f":"IFERROR(SMALL(Helper2_2,A492),\"\")","v":491},{"$f":"COUNTIF(Helper3_1,\"=\"&G492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G492)=1, G492, \"\")","v":491},{"$f":"IFERROR(SMALL(Index_2,A492),\"\")","v":491},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:J492)),\"\")","v":"DUN_59"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:K492)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:L492)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:M492)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:N492)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:O492)),\"\")","v":"59 There is an excellent postgraduate research student experience provided across the University. This includes careful progress monitoring which takes place twice-yearly through thesis monitoring committees, covering academic progress and pastoral support needs as well as offering an opportunity to explore the effectiveness of the student-supervisor relationship. In addition, the University provides a range of imaginative support, such as the intensive two-day Thesis Bootcamp. "}]
[{"$f":"IF('> FILTER <'!B494<>\"\",ROW(OFFSET(A493,-1,0)),\"\")","v":492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G494)),A493,\"\")","v":492},{"$f":"IFERROR(SMALL(Helper2_1,A493),\"\")","v":492},null,492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G494)),$A493,\"\")","v":492},{"$f":"IFERROR(SMALL(Helper2_2,A493),\"\")","v":492},{"$f":"COUNTIF(Helper3_1,\"=\"&G493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G493)=1, G493, \"\")","v":492},{"$f":"IFERROR(SMALL(Index_2,A493),\"\")","v":492},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:J493)),\"\")","v":"DUN_60"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:K493)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:L493)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:M493)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:N493)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:O493)),\"\")","v":"60 The University has a substantial number of students studying by distance learning with plans to increase this further. Following an internal audit which focused on the distance learning student experience, the University is at an early stage in implementing a range of measures aimed at promoting distance learning student engagement, representation and support. The University is encouraged to progress its work in this area and to develop guidance for programme teams on the minimum expectations for the design and use of the virtual learning environment with particular focus on distance learning students. "}]
[{"$f":"IF('> FILTER <'!B495<>\"\",ROW(OFFSET(A494,-1,0)),\"\")","v":493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G495)),A494,\"\")","v":493},{"$f":"IFERROR(SMALL(Helper2_1,A494),\"\")","v":493},null,493,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G495)),$A494,\"\")","v":493},{"$f":"IFERROR(SMALL(Helper2_2,A494),\"\")","v":493},{"$f":"COUNTIF(Helper3_1,\"=\"&G494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G494)=1, G494, \"\")","v":493},{"$f":"IFERROR(SMALL(Index_2,A494),\"\")","v":493},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:J494)),\"\")","v":"DUN_61"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:K494)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:L494)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:M494)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:N494)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:O494)),\"\")","v":"61 The University aims to increase the diversity of its student population and has had considerable success in widening access to students from SIMD20 and SIMD40. It has a range of initiatives in place to support students entering from a wide variety of backgrounds and targets these to specific student groups. Currently it does not take an overview of the full range of these initiatives in order to evaluate which are the most successful in supporting the different student groups to enter and succeed in their studies. There would be benefit in the University considering ways of sharing practice between the initiatives to support the staff delivering them and to ensure students have an equivalent experience in key areas such as welcome and induction. "}]
[{"$f":"IF('> FILTER <'!B496<>\"\",ROW(OFFSET(A495,-1,0)),\"\")","v":494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G496)),A495,\"\")","v":494},{"$f":"IFERROR(SMALL(Helper2_1,A495),\"\")","v":494},null,494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G496)),$A495,\"\")","v":494},{"$f":"IFERROR(SMALL(Helper2_2,A495),\"\")","v":494},{"$f":"COUNTIF(Helper3_1,\"=\"&G495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G495)=1, G495, \"\")","v":494},{"$f":"IFERROR(SMALL(Index_2,A495),\"\")","v":494},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:J495)),\"\")","v":"DUN_62"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:K495)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:L495)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:M495)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:N495)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:O495)),\"\")","v":"62 The University has a clear and effective strategic framework for enhancing learning and teaching and the wider student experience. "}]
[{"$f":"IF('> FILTER <'!B497<>\"\",ROW(OFFSET(A496,-1,0)),\"\")","v":495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G497)),A496,\"\")","v":495},{"$f":"IFERROR(SMALL(Helper2_1,A496),\"\")","v":495},null,495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G497)),$A496,\"\")","v":495},{"$f":"IFERROR(SMALL(Helper2_2,A496),\"\")","v":495},{"$f":"COUNTIF(Helper3_1,\"=\"&G496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G496)=1, G496, \"\")","v":495},{"$f":"IFERROR(SMALL(Index_2,A496),\"\")","v":495},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:J496)),\"\")","v":"DUN_63"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:K496)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:L496)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:M496)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:N496)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:O496)),\"\")","v":"63 The RA indicated that the University’s approach to developing and implementing strategies has matured. The University Strategy 2012-17 had a complex structure including a series of separate component strategies. In order to ensure that quality enhancement was appropriately embedded in University Strategy, a Quality Enhancement Metastrategy was developed which included all the aims from each of the component strategies that related to enhancing the student experience and included an accompanying action planning grid. The creation of the Metastrategy was informed by the University’s own evaluation of practices as well as the outcomes from the 2013 ELIR. At the end of 2017, when moving to the new strategic period, the University reported fully on its performance, referencing data and national benchmarks and rating areas of risk. The University’s reflections demonstrated an enhanced performance including on many learning and teaching KPIs with NSS outcomes being particularly strong. The ELIR team shared the University’s view that these results demonstrate the success of the strategic drive to enhance the student experience. "}]
[{"$f":"IF('> FILTER <'!B498<>\"\",ROW(OFFSET(A497,-1,0)),\"\")","v":496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G498)),A497,\"\")","v":496},{"$f":"IFERROR(SMALL(Helper2_1,A497),\"\")","v":496},null,496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G498)),$A497,\"\")","v":496},{"$f":"IFERROR(SMALL(Helper2_2,A497),\"\")","v":496},{"$f":"COUNTIF(Helper3_1,\"=\"&G497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G497)=1, G497, \"\")","v":496},{"$f":"IFERROR(SMALL(Index_2,A497),\"\")","v":496},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:J497)),\"\")","v":"DUN_64"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:K497)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:L497)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:M497)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:N497)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:O497)),\"\")","v":"64 The University Strategy to 2022 was launched in 2017 following substantial consultation with staff and students and was described as ‘fully integrated’, designed to encompass all that the institution does. The RA indicated that at the centre of the Strategy to 2022 was the ethos of the University as a high-performance community and taking a ‘One Dundee’ approach. The One Dundee concept was underpinned by a Business Transformation Programme which was underway at the time of the current ELIR. "}]
[{"$f":"IF('> FILTER <'!B499<>\"\",ROW(OFFSET(A498,-1,0)),\"\")","v":497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G499)),A498,\"\")","v":497},{"$f":"IFERROR(SMALL(Helper2_1,A498),\"\")","v":497},null,497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G499)),$A498,\"\")","v":497},{"$f":"IFERROR(SMALL(Helper2_2,A498),\"\")","v":497},{"$f":"COUNTIF(Helper3_1,\"=\"&G498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G498)=1, G498, \"\")","v":497},{"$f":"IFERROR(SMALL(Index_2,A498),\"\")","v":497},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:J498)),\"\")","v":"DUN_65"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:K498)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:L498)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:M498)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:N498)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:O498)),\"\")","v":"65 The Strategy is underpinned by a comprehensive action plan and, as with the previous University Strategy, KPIs have been developed to assess progress and impact. Each of the actions in the plan has been assigned to a University Senate or Court committee. In the case of enhancing learning and teaching, actions are primarily owned by the Learning and Teaching Committee. It was clear to the ELIR team that the University’s action planning approach has facilitated the institution’s ability to ensure the coherence of its Strategy overall, with learning and teaching actions influencing wider strategic aims. "}]
[{"$f":"IF('> FILTER <'!B500<>\"\",ROW(OFFSET(A499,-1,0)),\"\")","v":498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G500)),A499,\"\")","v":498},{"$f":"IFERROR(SMALL(Helper2_1,A499),\"\")","v":498},null,498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G500)),$A499,\"\")","v":498},{"$f":"IFERROR(SMALL(Helper2_2,A499),\"\")","v":498},{"$f":"COUNTIF(Helper3_1,\"=\"&G499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G499)=1, G499, \"\")","v":498},{"$f":"IFERROR(SMALL(Index_2,A499),\"\")","v":498},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:J499)),\"\")","v":"DUN_66"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:K499)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:L499)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:M499)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:N499)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:O499)),\"\")","v":"66 The ELIR team learned that schools developed their own plans within the strategic framework. The team noted that, as the associate dean roles have their priorities set at school level, there was a potential for a conflict between a school view and an institutional committee view of priorities. Nevertheless, the relationships between the associate deans and the active engagement of the Vice-Principal (Learning and Teaching) with deans of the schools appeared to ensure the structure operated effectively. "}]
[{"$f":"IF('> FILTER <'!B501<>\"\",ROW(OFFSET(A500,-1,0)),\"\")","v":499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G501)),A500,\"\")","v":499},{"$f":"IFERROR(SMALL(Helper2_1,A500),\"\")","v":499},null,499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G501)),$A500,\"\")","v":499},{"$f":"IFERROR(SMALL(Helper2_2,A500),\"\")","v":499},{"$f":"COUNTIF(Helper3_1,\"=\"&G500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G500)=1, G500, \"\")","v":499},{"$f":"IFERROR(SMALL(Index_2,A500),\"\")","v":499},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:J500)),\"\")","v":"DUN_67"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:K500)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:L500)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:M500)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:N500)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:O500)),\"\")","v":"67 The University uses internal audit to assist in identifying actions in areas of strategic importance including a regular audit exercise that focuses on the student experience. Since 2008-09, the University has conducted audits in a range of areas including student services, student recruitment and DUSA, with evidence of actions being taken as a result. "}]
[{"$f":"IF('> FILTER <'!B502<>\"\",ROW(OFFSET(A501,-1,0)),\"\")","v":500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G502)),A501,\"\")","v":500},{"$f":"IFERROR(SMALL(Helper2_1,A501),\"\")","v":500},null,500,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G502)),$A501,\"\")","v":500},{"$f":"IFERROR(SMALL(Helper2_2,A501),\"\")","v":500},{"$f":"COUNTIF(Helper3_1,\"=\"&G501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G501)=1, G501, \"\")","v":500},{"$f":"IFERROR(SMALL(Index_2,A501),\"\")","v":500},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:J501)),\"\")","v":"DUN_68"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:K501)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:L501)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:M501)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:N501)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:O501)),\"\")","v":"68 The QAA national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B503<>\"\",ROW(OFFSET(A502,-1,0)),\"\")","v":501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G503)),A502,\"\")","v":501},{"$f":"IFERROR(SMALL(Helper2_1,A502),\"\")","v":501},null,501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G503)),$A502,\"\")","v":501},{"$f":"IFERROR(SMALL(Helper2_2,A502),\"\")","v":501},{"$f":"COUNTIF(Helper3_1,\"=\"&G502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G502)=1, G502, \"\")","v":501},{"$f":"IFERROR(SMALL(Index_2,A502),\"\")","v":501},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:J502)),\"\")","v":"DUN_68"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:K502)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:L502)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:M502)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:N502)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:O502)),\"\")","v":"68 The QAA national Enhancement Themes are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B504<>\"\",ROW(OFFSET(A503,-1,0)),\"\")","v":502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G504)),A503,\"\")","v":502},{"$f":"IFERROR(SMALL(Helper2_1,A503),\"\")","v":502},null,502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G504)),$A503,\"\")","v":502},{"$f":"IFERROR(SMALL(Helper2_2,A503),\"\")","v":502},{"$f":"COUNTIF(Helper3_1,\"=\"&G503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G503)=1, G503, \"\")","v":502},{"$f":"IFERROR(SMALL(Index_2,A503),\"\")","v":502},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:J503)),\"\")","v":"DUN_69"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:K503)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:L503)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:M503)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:N503)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:O503)),\"\")","v":"69 The University is engaged to a significant extent in the national activity with the Vice-Principal (Learning and Teaching) leading the current Theme, Evidence for Enhancement: Improving the Student Experience. The Head of the Academic Skills Centre was the Deputy Leader of the previous Theme, Student Transitions. It is very positive that the University has significant senior engagement with the national enhancement activity. "}]
[{"$f":"IF('> FILTER <'!B505<>\"\",ROW(OFFSET(A504,-1,0)),\"\")","v":503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G505)),A504,\"\")","v":503},{"$f":"IFERROR(SMALL(Helper2_1,A504),\"\")","v":503},null,503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G505)),$A504,\"\")","v":503},{"$f":"IFERROR(SMALL(Helper2_2,A504),\"\")","v":503},{"$f":"COUNTIF(Helper3_1,\"=\"&G504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G504)=1, G504, \"\")","v":503},{"$f":"IFERROR(SMALL(Index_2,A504),\"\")","v":503},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:J504)),\"\")","v":"DUN_69"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:K504)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:L504)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:M504)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:N504)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:O504)),\"\")","v":"69 The University is engaged to a significant extent in the national activity with the Vice-Principal (Learning and Teaching) leading the current Theme, Evidence for Enhancement: Improving the Student Experience. The Head of the Academic Skills Centre was the Deputy Leader of the previous Theme, Student Transitions. It is very positive that the University has significant senior engagement with the national enhancement activity. "}]
[{"$f":"IF('> FILTER <'!B506<>\"\",ROW(OFFSET(A505,-1,0)),\"\")","v":504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G506)),A505,\"\")","v":504},{"$f":"IFERROR(SMALL(Helper2_1,A505),\"\")","v":504},null,504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G506)),$A505,\"\")","v":504},{"$f":"IFERROR(SMALL(Helper2_2,A505),\"\")","v":504},{"$f":"COUNTIF(Helper3_1,\"=\"&G505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G505)=1, G505, \"\")","v":504},{"$f":"IFERROR(SMALL(Index_2,A505),\"\")","v":504},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:J505)),\"\")","v":"DUN_70"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:K505)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:L505)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:M505)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:N505)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:O505)),\"\")","v":"70 Although at a relatively early stage in the current Enhancement Theme’s timeline, it was evident to the ELIR team that the University is actively pursuing its action plans in relation to Evidence for Enhancement. Staff were aware of the strategic drive to develop data to inform decisions, for example through the provision of data dashboards (paragraph 112). The team noted that the Organisational and Professional Development team offers workshops and other staff-facing activity to promote staff engagement with the Enhancement Theme agenda. "}]
[{"$f":"IF('> FILTER <'!B507<>\"\",ROW(OFFSET(A506,-1,0)),\"\")","v":505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G507)),A506,\"\")","v":505},{"$f":"IFERROR(SMALL(Helper2_1,A506),\"\")","v":505},null,505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G507)),$A506,\"\")","v":505},{"$f":"IFERROR(SMALL(Helper2_2,A506),\"\")","v":505},{"$f":"COUNTIF(Helper3_1,\"=\"&G506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G506)=1, G506, \"\")","v":505},{"$f":"IFERROR(SMALL(Index_2,A506),\"\")","v":505},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:J506)),\"\")","v":"DUN_70"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:K506)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:L506)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:M506)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:N506)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:O506)),\"\")","v":"70 Although at a relatively early stage in the current Enhancement Theme’s timeline, it was evident to the ELIR team that the University is actively pursuing its action plans in relation to Evidence for Enhancement. Staff were aware of the strategic drive to develop data to inform decisions, for example through the provision of data dashboards (paragraph 112). The team noted that the Organisational and Professional Development team offers workshops and other staff-facing activity to promote staff engagement with the Enhancement Theme agenda. "}]
[{"$f":"IF('> FILTER <'!B508<>\"\",ROW(OFFSET(A507,-1,0)),\"\")","v":506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G508)),A507,\"\")","v":506},{"$f":"IFERROR(SMALL(Helper2_1,A507),\"\")","v":506},null,506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G508)),$A507,\"\")","v":506},{"$f":"IFERROR(SMALL(Helper2_2,A507),\"\")","v":506},{"$f":"COUNTIF(Helper3_1,\"=\"&G507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G507)=1, G507, \"\")","v":506},{"$f":"IFERROR(SMALL(Index_2,A507),\"\")","v":506},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:J507)),\"\")","v":"DUN_71"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:K507)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:L507)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:M507)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:N507)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:O507)),\"\")","v":"71 The University is able to demonstrate significant actions arising from the previous Theme, Student Transitions. In some instances, existing work was given more prominence as a result of the Theme, but the RA confirmed that new initiatives had also been stimulated which have now become embedded in practice, such as the development of a Student Transitions unit on the Postgraduate Certificate in Academic Practice in Higher Education programme for teaching staff. The impact of action linked to the Theme on the student experience is evident in a range of activity including the STEP UP to business module which is embedded in the curriculum and is a model of practice which is of interest to other schools and the student body. "}]
[{"$f":"IF('> FILTER <'!B509<>\"\",ROW(OFFSET(A508,-1,0)),\"\")","v":507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G509)),A508,\"\")","v":507},{"$f":"IFERROR(SMALL(Helper2_1,A508),\"\")","v":507},null,507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G509)),$A508,\"\")","v":507},{"$f":"IFERROR(SMALL(Helper2_2,A508),\"\")","v":507},{"$f":"COUNTIF(Helper3_1,\"=\"&G508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G508)=1, G508, \"\")","v":507},{"$f":"IFERROR(SMALL(Index_2,A508),\"\")","v":507},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:J508)),\"\")","v":"DUN_71"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:K508)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:L508)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:M508)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:N508)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:O508)),\"\")","v":"71 The University is able to demonstrate significant actions arising from the previous Theme, Student Transitions. In some instances, existing work was given more prominence as a result of the Theme, but the RA confirmed that new initiatives had also been stimulated which have now become embedded in practice, such as the development of a Student Transitions unit on the Postgraduate Certificate in Academic Practice in Higher Education programme for teaching staff. The impact of action linked to the Theme on the student experience is evident in a range of activity including the STEP UP to business module which is embedded in the curriculum and is a model of practice which is of interest to other schools and the student body. "}]
[{"$f":"IF('> FILTER <'!B510<>\"\",ROW(OFFSET(A509,-1,0)),\"\")","v":508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G510)),A509,\"\")","v":508},{"$f":"IFERROR(SMALL(Helper2_1,A509),\"\")","v":508},null,508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G510)),$A509,\"\")","v":508},{"$f":"IFERROR(SMALL(Helper2_2,A509),\"\")","v":508},{"$f":"COUNTIF(Helper3_1,\"=\"&G509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G509)=1, G509, \"\")","v":508},{"$f":"IFERROR(SMALL(Index_2,A509),\"\")","v":508},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:J509)),\"\")","v":"DUN_72"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:K509)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:L509)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:M509)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:N509)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:O509)),\"\")","v":"72 Further evidence of the impact of the previous Enhancement Theme is LIVE Smart and LEARN Smart, two online resources that assist with three stages of transition, from entry to thinking about employment. The ELIR team learned that the engagement of students with these resources is significant in schools where they have been embedded. In discussions with staff, the team heard that the University intends to extend the applicability of LIVE Smart to its distance learning students and plans were in place to develop a further resource, Support Smart, for academic advisers. These are examples of very positive initiatives which the team would encourage the University to continue embedding across all schools "}]
[{"$f":"IF('> FILTER <'!B511<>\"\",ROW(OFFSET(A510,-1,0)),\"\")","v":509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G511)),A510,\"\")","v":509},{"$f":"IFERROR(SMALL(Helper2_1,A510),\"\")","v":509},null,509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G511)),$A510,\"\")","v":509},{"$f":"IFERROR(SMALL(Helper2_2,A510),\"\")","v":509},{"$f":"COUNTIF(Helper3_1,\"=\"&G510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G510)=1, G510, \"\")","v":509},{"$f":"IFERROR(SMALL(Index_2,A510),\"\")","v":509},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:J510)),\"\")","v":"DUN_72"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:K510)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:L510)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:M510)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:N510)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:O510)),\"\")","v":"72 Further evidence of the impact of the previous Enhancement Theme is LIVE Smart and LEARN Smart, two online resources that assist with three stages of transition, from entry to thinking about employment. The ELIR team learned that the engagement of students with these resources is significant in schools where they have been embedded. In discussions with staff, the team heard that the University intends to extend the applicability of LIVE Smart to its distance learning students and plans were in place to develop a further resource, Support Smart, for academic advisers. These are examples of very positive initiatives which the team would encourage the University to continue embedding across all schools "}]
[{"$f":"IF('> FILTER <'!B512<>\"\",ROW(OFFSET(A511,-1,0)),\"\")","v":510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G512)),A511,\"\")","v":510},{"$f":"IFERROR(SMALL(Helper2_1,A511),\"\")","v":510},null,510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G512)),$A511,\"\")","v":510},{"$f":"IFERROR(SMALL(Helper2_2,A511),\"\")","v":510},{"$f":"COUNTIF(Helper3_1,\"=\"&G511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G511)=1, G511, \"\")","v":510},{"$f":"IFERROR(SMALL(Index_2,A511),\"\")","v":510},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:J511)),\"\")","v":"DUN_73"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:K511)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:L511)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:M511)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:N511)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:O511)),\"\")","v":"73 The University has an effective and systematic approach for identifying and sharing good practice using a wide range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. "}]
[{"$f":"IF('> FILTER <'!B513<>\"\",ROW(OFFSET(A512,-1,0)),\"\")","v":511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G513)),A512,\"\")","v":511},{"$f":"IFERROR(SMALL(Helper2_1,A512),\"\")","v":511},null,511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G513)),$A512,\"\")","v":511},{"$f":"IFERROR(SMALL(Helper2_2,A512),\"\")","v":511},{"$f":"COUNTIF(Helper3_1,\"=\"&G512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G512)=1, G512, \"\")","v":511},{"$f":"IFERROR(SMALL(Index_2,A512),\"\")","v":511},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:J512)),\"\")","v":"DUN_74"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:K512)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:L512)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:M512)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:N512)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:O512)),\"\")","v":"74 Good practice is identified at the Quality and Academic Standards Committee and shared with school quality and academic standards committees. For example, in relation to external examiner reports, the Director of Quality and Academic Standards provides a synopsis of all reports for discussion at the Quality and Academic Standards Committee and dissemination to schools. The Annual Programme Review process asks schools to reflect on their external examiner comments and schools are expected to share external examiner reports with student representatives in a suitable forum. "}]
[{"$f":"IF('> FILTER <'!B514<>\"\",ROW(OFFSET(A513,-1,0)),\"\")","v":512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G514)),A513,\"\")","v":512},{"$f":"IFERROR(SMALL(Helper2_1,A513),\"\")","v":512},null,512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G514)),$A513,\"\")","v":512},{"$f":"IFERROR(SMALL(Helper2_2,A513),\"\")","v":512},{"$f":"COUNTIF(Helper3_1,\"=\"&G513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G513)=1, G513, \"\")","v":512},{"$f":"IFERROR(SMALL(Index_2,A513),\"\")","v":512},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:J513)),\"\")","v":"DUN_74"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:K513)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:L513)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:M513)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:N513)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:O513)),\"\")","v":"74 Good practice is identified at the Quality and Academic Standards Committee and shared with school quality and academic standards committees. For example, in relation to external examiner reports, the Director of Quality and Academic Standards provides a synopsis of all reports for discussion at the Quality and Academic Standards Committee and dissemination to schools. The Annual Programme Review process asks schools to reflect on their external examiner comments and schools are expected to share external examiner reports with student representatives in a suitable forum. "}]
[{"$f":"IF('> FILTER <'!B515<>\"\",ROW(OFFSET(A514,-1,0)),\"\")","v":513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G515)),A514,\"\")","v":513},{"$f":"IFERROR(SMALL(Helper2_1,A514),\"\")","v":513},null,513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G515)),$A514,\"\")","v":513},{"$f":"IFERROR(SMALL(Helper2_2,A514),\"\")","v":513},{"$f":"COUNTIF(Helper3_1,\"=\"&G514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G514)=1, G514, \"\")","v":513},{"$f":"IFERROR(SMALL(Index_2,A514),\"\")","v":513},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:J514)),\"\")","v":"DUN_75"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:K514)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:L514)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:M514)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:N514)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:O514)),\"\")","v":"75 The ELIR team learned that the Periodic Programme Review (PPR) process had been modified recently to incorporate a ‘critical friend’ approach where schools are able to engage with an academic from another discipline to assist with review preparations. In discussions with the team, staff emphasised that the introduction of this experienced support is very helpful for schools and was regarded as a very positive development. "}]
[{"$f":"IF('> FILTER <'!B516<>\"\",ROW(OFFSET(A515,-1,0)),\"\")","v":514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G516)),A515,\"\")","v":514},{"$f":"IFERROR(SMALL(Helper2_1,A515),\"\")","v":514},null,514,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G516)),$A515,\"\")","v":514},{"$f":"IFERROR(SMALL(Helper2_2,A515),\"\")","v":514},{"$f":"COUNTIF(Helper3_1,\"=\"&G515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G515)=1, G515, \"\")","v":514},{"$f":"IFERROR(SMALL(Index_2,A515),\"\")","v":514},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:J515)),\"\")","v":"DUN_76"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:K515)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:L515)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:M515)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:N515)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:O515)),\"\")","v":"76 Since January 2017, the University has conducted ‘wash up’ sessions for the conveners and secretaries of boards of examiners and these have led to enhancements including paperless boards. Thesis monitoring committees provide a further regular opportunity for experience and practice to be shared. The six-monthly reviews of research student progress are frequently conducted by an experienced, successful supervisor accompanied by an early-career and less experienced member of academic staff. This provides a valuable opportunity to learn from more experienced colleagues. "}]
[{"$f":"IF('> FILTER <'!B517<>\"\",ROW(OFFSET(A516,-1,0)),\"\")","v":515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G517)),A516,\"\")","v":515},{"$f":"IFERROR(SMALL(Helper2_1,A516),\"\")","v":515},null,515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G517)),$A516,\"\")","v":515},{"$f":"IFERROR(SMALL(Helper2_2,A516),\"\")","v":515},{"$f":"COUNTIF(Helper3_1,\"=\"&G516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G516)=1, G516, \"\")","v":515},{"$f":"IFERROR(SMALL(Index_2,A516),\"\")","v":515},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:J516)),\"\")","v":"DUN_77"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:K516)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:L516)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:M516)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:N516)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:O516)),\"\")","v":"77 The Learning and Teaching Development Forum for professional services staff, academic staff and student representatives is a mechanism for sharing good practice and developing enhancement opportunities. The University also frequently forms working groups of academic and professional services staff to address short to medium-term aspects of student experience or to amend or develop policy. Forming these collaborative working groups facilitates the identification and sharing of good practice. At the time of the current ELIR, working groups were in place on a wide range of topics including: benchmarking in partnership with other Scottish institutions; investigating incentives to become student representatives; engaging distance learning students; addressing gender-based violence; improving the conversion of applicants to students; investigating international student satisfaction; assessing the global student experience; promoting international exchanges; updating the policy on recognition of prior learning; and considering the introduction of a doctoral academy. "}]
[{"$f":"IF('> FILTER <'!B518<>\"\",ROW(OFFSET(A517,-1,0)),\"\")","v":516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G518)),A517,\"\")","v":516},{"$f":"IFERROR(SMALL(Helper2_1,A517),\"\")","v":516},null,516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G518)),$A517,\"\")","v":516},{"$f":"IFERROR(SMALL(Helper2_2,A517),\"\")","v":516},{"$f":"COUNTIF(Helper3_1,\"=\"&G517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G517)=1, G517, \"\")","v":516},{"$f":"IFERROR(SMALL(Index_2,A517),\"\")","v":516},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:J517)),\"\")","v":"DUN_78"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:K517)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:L517)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:M517)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:N517)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:O517)),\"\")","v":"78 In addition to the use of working groups, the University offers workshops to engage staff and students in addressing ad hoc topics, such as preparing the RA for ELIR and, within programmes, workshops are frequently offered to support the training and development of teaching staff and student. Examples include academic skills workshops for students provided by the Academic Skills Centre, researcher skills workshops for postgraduate research students, development workshops for associate deans, and the Sharing Good Practice programme for teaching staff. "}]
[{"$f":"IF('> FILTER <'!B519<>\"\",ROW(OFFSET(A518,-1,0)),\"\")","v":517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G519)),A518,\"\")","v":517},{"$f":"IFERROR(SMALL(Helper2_1,A518),\"\")","v":517},null,517,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G519)),$A518,\"\")","v":517},{"$f":"IFERROR(SMALL(Helper2_2,A518),\"\")","v":517},{"$f":"COUNTIF(Helper3_1,\"=\"&G518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G518)=1, G518, \"\")","v":517},{"$f":"IFERROR(SMALL(Index_2,A518),\"\")","v":517},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:J518)),\"\")","v":"DUN_79"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:K518)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:L518)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:M518)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:N518)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:O518)),\"\")","v":"79 Good practice is disseminated through the Annual Teaching Awards where winners are encouraged to present at the annual Discovery Days, alongside the newly-inducted professors. Through these days, staff, students, members of the University Court, school pupils and the general public all hear about the good practice employed by the Teaching Award recipients. In addition, schools offer several conferences and events which facilitate discussion and opportunities to learn about practice from colleagues. "}]
[{"$f":"IF('> FILTER <'!B520<>\"\",ROW(OFFSET(A519,-1,0)),\"\")","v":518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G520)),A519,\"\")","v":518},{"$f":"IFERROR(SMALL(Helper2_1,A519),\"\")","v":518},null,518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G520)),$A519,\"\")","v":518},{"$f":"IFERROR(SMALL(Helper2_2,A519),\"\")","v":518},{"$f":"COUNTIF(Helper3_1,\"=\"&G519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G519)=1, G519, \"\")","v":518},{"$f":"IFERROR(SMALL(Index_2,A519),\"\")","v":518},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:J519)),\"\")","v":"DUN_80"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:K519)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:L519)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:M519)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:N519)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:O519)),\"\")","v":"80 The associate deans play a significant role in the dissemination and sharing of good practice in structured arenas such as the Learning and Teaching Committee and through regular, informal catch-up meetings which provide the opportunity to share challenges and solutions. Good practice identified through the Periodic Programme Review process is disseminated by the associate deans at school quality and academic standards committees. The ELIR team heard how associate deans form a link between the institutional committee structure and the schools. The team also noted that the role descriptors and time allocations for the associate deans are identified at institutional level but there are school-level modifications to areas of responsibility and expected workload. It was evident to the team that the associate deans form supportive communities both within and across schools which are central to the establishment and dissemination of good practice. "}]
[{"$f":"IF('> FILTER <'!B521<>\"\",ROW(OFFSET(A520,-1,0)),\"\")","v":519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G521)),A520,\"\")","v":519},{"$f":"IFERROR(SMALL(Helper2_1,A520),\"\")","v":519},null,519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G521)),$A520,\"\")","v":519},{"$f":"IFERROR(SMALL(Helper2_2,A520),\"\")","v":519},{"$f":"COUNTIF(Helper3_1,\"=\"&G520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G520)=1, G520, \"\")","v":519},{"$f":"IFERROR(SMALL(Index_2,A520),\"\")","v":519},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:J520)),\"\")","v":"DUN_81"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:K520)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:L520)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:M520)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:N520)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:O520)),\"\")","v":"81 The Academic Skills Centre (ASC) within Student Services plays a pivotal role in sharing good practice across the University. The Sharing Good Practice Programme (a series of workshops, seminars and symposia) and the less formal Friday Fry Up, both run by ASC, are excellent mechanisms by which good practice is identified and shared. The University is aware of the challenges associated with evaluating the full extent to which participants disseminate the practice learned back in their own schools. ASC is therefore developing a longitudinal approach to feedback where participants are asked to comment on outcomes and impact six and 12 months after the event. It is intended to help ensure that the Sharing Good Practice Programme is supporting staff effectively and helping the University to achieve its strategic objectives on learning and teaching. The ELIR team considered this was a positive approach. "}]
[{"$f":"IF('> FILTER <'!B522<>\"\",ROW(OFFSET(A521,-1,0)),\"\")","v":520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G522)),A521,\"\")","v":520},{"$f":"IFERROR(SMALL(Helper2_1,A521),\"\")","v":520},null,520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G522)),$A521,\"\")","v":520},{"$f":"IFERROR(SMALL(Helper2_2,A521),\"\")","v":520},{"$f":"COUNTIF(Helper3_1,\"=\"&G521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G521)=1, G521, \"\")","v":520},{"$f":"IFERROR(SMALL(Index_2,A521),\"\")","v":520},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:J521)),\"\")","v":"DUN_82"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:K521)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:L521)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:M521)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:N521)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:O521)),\"\")","v":"82 The University has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practices, providing an imaginative range of formal and informal staff development opportunities. "}]
[{"$f":"IF('> FILTER <'!B523<>\"\",ROW(OFFSET(A522,-1,0)),\"\")","v":521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G523)),A522,\"\")","v":521},{"$f":"IFERROR(SMALL(Helper2_1,A522),\"\")","v":521},null,521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G523)),$A522,\"\")","v":521},{"$f":"IFERROR(SMALL(Helper2_2,A522),\"\")","v":521},{"$f":"COUNTIF(Helper3_1,\"=\"&G522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G522)=1, G522, \"\")","v":521},{"$f":"IFERROR(SMALL(Index_2,A522),\"\")","v":521},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:J522)),\"\")","v":"DUN_83"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:K522)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:L522)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:M522)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:N522)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:O522)),\"\")","v":"83 The RA identified the Academic Skills Centre (ASC) as the primary locus for academic skills development. Along with a wide range of seminars and workshops aimed at supporting professional practice, ASC provides an academic induction programme, the HEA-accredited Postgraduate Certificate in Academic Practice in Higher Education, and a Learning to Teach in Higher Education programme which is mandatory for postgraduate students who teach. The Postgraduate Certificate is available by distance learning and the ELIR team learned that staff from other higher education institutions enrol on the programme. ASC has established four school liaison staff, dedicated to allocated schools, who are proactive in establishing collaboration between the Centre and the schools. ASC works very closely with the Centre for Technology and Innovation in Learning (CTIL), DUSA, and school staff to provide bespoke training opportunities where a need is identified, for example Essayfest which was organised through a partnership between ASC, DUSA and CTIL and focused on essay writing through a week-long series of events including workshops, masterclasses and drop-in sessions. ASC is proactive, collaborative and innovative in its approach to supporting learning and teaching in the University. "}]
[{"$f":"IF('> FILTER <'!B524<>\"\",ROW(OFFSET(A523,-1,0)),\"\")","v":522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G524)),A523,\"\")","v":522},{"$f":"IFERROR(SMALL(Helper2_1,A523),\"\")","v":522},null,522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G524)),$A523,\"\")","v":522},{"$f":"IFERROR(SMALL(Helper2_2,A523),\"\")","v":522},{"$f":"COUNTIF(Helper3_1,\"=\"&G523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G523)=1, G523, \"\")","v":522},{"$f":"IFERROR(SMALL(Index_2,A523),\"\")","v":522},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:J523)),\"\")","v":"DUN_84"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:K523)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:L523)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:M523)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:N523)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:O523)),\"\")","v":"84 The Organisational and Professional Development (OPD) team is actively engaged in the Teaching, Research and Academic Mentoring Scheme, a cross-institutional mentoring scheme and offer an annual programme of workshops and events to support continuing professional development in staff. OPD also provided the strategic leadership development programme for the associate deans which comprised a series of workshops. In discussion with the ELIR team, associate deans confirmed they had been well supported by the programme, although the team also heard that more recently-appointed associate deans had to rely on informal peer training and development opportunities. "}]
[{"$f":"IF('> FILTER <'!B525<>\"\",ROW(OFFSET(A524,-1,0)),\"\")","v":523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G525)),A524,\"\")","v":523},{"$f":"IFERROR(SMALL(Helper2_1,A524),\"\")","v":523},null,523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G525)),$A524,\"\")","v":523},{"$f":"IFERROR(SMALL(Helper2_2,A524),\"\")","v":523},{"$f":"COUNTIF(Helper3_1,\"=\"&G524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G524)=1, G524, \"\")","v":523},{"$f":"IFERROR(SMALL(Index_2,A524),\"\")","v":523},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:J524)),\"\")","v":"DUN_85"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:K524)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:L524)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:M524)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:N524)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:O524)),\"\")","v":"85 The Centre for Technology and Innovation in Learning supports staff through a suite of communities of practice. The Library & Learning Centre provides training for staff on digital literacies, reading list software, survey tools, reference management techniques, appropriate use of plagiarism detection software, e-assessment and technology-enhanced learning. A regular column ‘Digital Dundee’ in the University’s Highlighter newsletter provides information on the most recent updates in technology enhanced learning. A website ‘Learning spaces’ provides resources for teaching and learning and hosts the Distance Learning Forum as well as Learning X, an informal learning forum. "}]
[{"$f":"IF('> FILTER <'!B526<>\"\",ROW(OFFSET(A525,-1,0)),\"\")","v":524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G526)),A525,\"\")","v":524},{"$f":"IFERROR(SMALL(Helper2_1,A525),\"\")","v":524},null,524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G526)),$A525,\"\")","v":524},{"$f":"IFERROR(SMALL(Helper2_2,A525),\"\")","v":524},{"$f":"COUNTIF(Helper3_1,\"=\"&G525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G525)=1, G525, \"\")","v":524},{"$f":"IFERROR(SMALL(Index_2,A525),\"\")","v":524},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:J525)),\"\")","v":"DUN_86"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:K525)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:L525)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:M525)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:N525)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:O525)),\"\")","v":"86 The University has a stated goal to increase the proportion of staff with teaching qualifications or Fellowship of the Higher Education Academic (HEA - now part of Advance HE) as part of its strategy to engage and develop staff. Successful completion of the Associate Module from the Postgraduate Certificate in Academic Practice in Higher Education is a mandatory requirement for all new probationary lecturers. The programme is also available to all non-probationary teaching staff who wish to gain Associate Fellowship or Fellowship of the HEA. It is also available to postgraduates who teach and who have completed their mandatory programme (paragraph 83). "}]
[{"$f":"IF('> FILTER <'!B527<>\"\",ROW(OFFSET(A526,-1,0)),\"\")","v":525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G527)),A526,\"\")","v":525},{"$f":"IFERROR(SMALL(Helper2_1,A526),\"\")","v":525},null,525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G527)),$A526,\"\")","v":525},{"$f":"IFERROR(SMALL(Helper2_2,A526),\"\")","v":525},{"$f":"COUNTIF(Helper3_1,\"=\"&G526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G526)=1, G526, \"\")","v":525},{"$f":"IFERROR(SMALL(Index_2,A526),\"\")","v":525},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:J526)),\"\")","v":"DUN_87"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:K526)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:L526)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:M526)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:N526)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:O526)),\"\")","v":"87 At the time of the current ELIR, the University had recently incorporated the recognition of teaching and learning into its promotions process. The ELIR team met staff who had been promoted to Reader and/or received increments on the basis of teaching. The team also learned that a number of staff had been promoted to Professor through the teaching and learning route. This change to the promotions process has been welcomed by education-focused staff and the team heard that the culture within the schools has changed positively in response to this recognition of teaching and learning. "}]
[{"$f":"IF('> FILTER <'!B528<>\"\",ROW(OFFSET(A527,-1,0)),\"\")","v":526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G528)),A527,\"\")","v":526},{"$f":"IFERROR(SMALL(Helper2_1,A527),\"\")","v":526},null,526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G528)),$A527,\"\")","v":526},{"$f":"IFERROR(SMALL(Helper2_2,A527),\"\")","v":526},{"$f":"COUNTIF(Helper3_1,\"=\"&G527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G527)=1, G527, \"\")","v":526},{"$f":"IFERROR(SMALL(Index_2,A527),\"\")","v":526},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:J527)),\"\")","v":"DUN_88"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:K527)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:L527)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:M527)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:N527)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:O527)),\"\")","v":"88 Training and development needs for academic staff are identified through the annual Objective Setting and Review meetings. The ELIR team learned that all associate deans participated in the University’s formal leadership development programme. Currently, there is no specific formal review process to identify ongoing support for staff in the associate dean roles although there are opportunities for informal identification of development opportunities and feedback. There would be benefit in the University considering the ongoing opportunities provided to associate deans to support their development. Overall, academic staff who met the team confirmed that they were very well supported, especially by ASC and OPD, in relation to the provision of opportunities to develop their teaching, learning and technology skills. "}]
[{"$f":"IF('> FILTER <'!B529<>\"\",ROW(OFFSET(A528,-1,0)),\"\")","v":527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G529)),A528,\"\")","v":527},{"$f":"IFERROR(SMALL(Helper2_1,A528),\"\")","v":527},null,527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G529)),$A528,\"\")","v":527},{"$f":"IFERROR(SMALL(Helper2_2,A528),\"\")","v":527},{"$f":"COUNTIF(Helper3_1,\"=\"&G528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G528)=1, G528, \"\")","v":527},{"$f":"IFERROR(SMALL(Index_2,A528),\"\")","v":527},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:J528)),\"\")","v":"DUN_89"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:K528)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:L528)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:M528)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:N528)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:O528)),\"\")","v":"89 The University has an effective approach to implementing institutional strategies and enhancing student learning. It has a wide variety of systematic approaches for identifying and sharing good practice including those linked to its regular quality processes, supplemented by innovative practice such as the presentations by Teaching Award winners at Discovery Days. ASC, in particular, is a centre of excellence with a wide-ranging, innovative, responsive and proactive portfolio for students and staff. "}]
[{"$f":"IF('> FILTER <'!B530<>\"\",ROW(OFFSET(A529,-1,0)),\"\")","v":528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G530)),A529,\"\")","v":528},{"$f":"IFERROR(SMALL(Helper2_1,A529),\"\")","v":528},null,528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G530)),$A529,\"\")","v":528},{"$f":"IFERROR(SMALL(Helper2_2,A529),\"\")","v":528},{"$f":"COUNTIF(Helper3_1,\"=\"&G529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G529)=1, G529, \"\")","v":528},{"$f":"IFERROR(SMALL(Index_2,A529),\"\")","v":528},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:J529)),\"\")","v":"DUN_90"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:K529)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:L529)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:M529)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:N529)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:O529)),\"\")","v":"90 The University has brought about greater institutional oversight and opportunities for systematic enhancement through the introduction of the pivotal associate dean role. Associate deans enhance communication within and between schools, for example through their membership of school committees, bringing greater consistency in the student experience. Together they form an effective cross-school community which serves to enhance learning and teaching and share good practice across the University. "}]
[{"$f":"IF('> FILTER <'!B531<>\"\",ROW(OFFSET(A530,-1,0)),\"\")","v":529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G531)),A530,\"\")","v":529},{"$f":"IFERROR(SMALL(Helper2_1,A530),\"\")","v":529},null,529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G531)),$A530,\"\")","v":529},{"$f":"IFERROR(SMALL(Helper2_2,A530),\"\")","v":529},{"$f":"COUNTIF(Helper3_1,\"=\"&G530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G530)=1, G530, \"\")","v":529},{"$f":"IFERROR(SMALL(Index_2,A530),\"\")","v":529},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:J530)),\"\")","v":"DUN_91"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:K530)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:L530)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:M530)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:N530)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:O530)),\"\")","v":"91 Since the previous ELIR, the University has introduced a number of measures which prioritise learning and teaching across the institution. Staff are recognised for the delivery of high-quality learning and teaching, for example through the promotions policy, and are supported through opportunities to develop their practice provided by ASC and the OPD team. "}]
[{"$f":"IF('> FILTER <'!B532<>\"\",ROW(OFFSET(A531,-1,0)),\"\")","v":530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G532)),A531,\"\")","v":530},{"$f":"IFERROR(SMALL(Helper2_1,A531),\"\")","v":530},null,530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G532)),$A531,\"\")","v":530},{"$f":"IFERROR(SMALL(Helper2_2,A531),\"\")","v":530},{"$f":"COUNTIF(Helper3_1,\"=\"&G531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G531)=1, G531, \"\")","v":530},{"$f":"IFERROR(SMALL(Index_2,A531),\"\")","v":530},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:J531)),\"\")","v":"DUN_92"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:K531)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:L531)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:M531)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:N531)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:O531)),\"\")","v":"92 The ELIR team would support the University’s view of its quality framework as mature and fit for purpose. The University restructuring in 2015 resulted in significant changes to the management of quality and academic standards associated with the shift from four relatively independent colleges to nine schools. The schools now report directly through the institutional committee structure, supported by the Quality and Academic Standards Office, and this has enabled a more consistent approach to the implementation of the University’s Quality Framework. The team recognised the University’s focus on a ‘One Dundee’ approach, and the consequent improvement in institutional oversight across the schools. As the University recognises, some variability in school policies and practices persists, such as in the use of VLE, and it is encouraged to continue its programme of harmonisation. "}]
[{"$f":"IF('> FILTER <'!B533<>\"\",ROW(OFFSET(A532,-1,0)),\"\")","v":531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G533)),A532,\"\")","v":531},{"$f":"IFERROR(SMALL(Helper2_1,A532),\"\")","v":531},null,531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G533)),$A532,\"\")","v":531},{"$f":"IFERROR(SMALL(Helper2_2,A532),\"\")","v":531},{"$f":"COUNTIF(Helper3_1,\"=\"&G532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G532)=1, G532, \"\")","v":531},{"$f":"IFERROR(SMALL(Index_2,A532),\"\")","v":531},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:J532)),\"\")","v":"DUN_93"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:K532)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:L532)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:M532)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:N532)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:O532)),\"\")","v":"93 As part of the restructure, the University introduced the associate deans roles in each school. Associate deans (quality and academic standards) and associate deans (learning and teaching) share responsibilities for the quality and academic standards of the University’s taught programmes. In the case of programmes delivered in collaboration with overseas partners, these responsibilities are also shared with associate deans (international). The associate deans roles have improved communication and supported good practice sharing across the University, in particular through their cross-institutional responsibilities and activities (paragraph 90). "}]
[{"$f":"IF('> FILTER <'!B534<>\"\",ROW(OFFSET(A533,-1,0)),\"\")","v":532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G534)),A533,\"\")","v":532},{"$f":"IFERROR(SMALL(Helper2_1,A533),\"\")","v":532},null,532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G534)),$A533,\"\")","v":532},{"$f":"IFERROR(SMALL(Helper2_2,A533),\"\")","v":532},{"$f":"COUNTIF(Helper3_1,\"=\"&G533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G533)=1, G533, \"\")","v":532},{"$f":"IFERROR(SMALL(Index_2,A533),\"\")","v":532},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:J533)),\"\")","v":"DUN_94"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:K533)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:L533)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:M533)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:N533)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:O533)),\"\")","v":"94 Linked to the decision that oversight of quality and standards should rest with a central University committee, the Quality and Academic Standards Committee (QASC) was established in 2015. It works closely with the University Learning and Teaching Committee, reports directly to the Senate, is chaired by the Vice-Principal (Learning and Teaching) and its core membership comprises the associate deans (quality and academic standards), key professional services staff and student representation. "}]
[{"$f":"IF('> FILTER <'!B535<>\"\",ROW(OFFSET(A534,-1,0)),\"\")","v":533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G535)),A534,\"\")","v":533},{"$f":"IFERROR(SMALL(Helper2_1,A534),\"\")","v":533},null,{"$f":"ROW(OFFSET(E534,-1,0))","v":533},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G535)),$A534,\"\")","v":533},{"$f":"IFERROR(SMALL(Helper2_2,A534),\"\")","v":533},{"$f":"COUNTIF(Helper3_1,\"=\"&G534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G534)=1, G534, \"\")","v":533},{"$f":"IFERROR(SMALL(Index_2,A534),\"\")","v":533},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:J534)),\"\")","v":"DUN_95"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:K534)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:L534)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:M534)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:N534)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:O534)),\"\")","v":"95 Learning and teaching committees and quality and academic standards committees have also been introduced in the schools although, in some schools, the two committees are merged but maintain separate agendas. During discussions with groups of staff, the ELIR team repeatedly heard how these committees at school and institutional level have facilitated more effective communication and opportunities to share practice, especially through the associate deans’ membership. In discussion with staff, the team learned that some schools have also introduced discipline committees, which staff suggested could create barriers to effective communication. There would be benefit in the University exploring the extent to which this is the case. "}]
[{"$f":"IF('> FILTER <'!B536<>\"\",ROW(OFFSET(A535,-1,0)),\"\")","v":534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G536)),A535,\"\")","v":534},{"$f":"IFERROR(SMALL(Helper2_1,A535),\"\")","v":534},null,534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G536)),$A535,\"\")","v":534},{"$f":"IFERROR(SMALL(Helper2_2,A535),\"\")","v":534},{"$f":"COUNTIF(Helper3_1,\"=\"&G535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G535)=1, G535, \"\")","v":534},{"$f":"IFERROR(SMALL(Index_2,A535),\"\")","v":534},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:J535)),\"\")","v":"DUN_96"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:K535)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:L535)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:M535)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:N535)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:O535)),\"\")","v":"96 The University’s Academic & Corporate Governance directorate is responsible for maintaining institutional policies, procedures and regulations in relation to corporate and academic matters. Students are made aware of regulations, policies and procedures through programme handbooks and through the information provided for current students on the University’s website, as well as in other programme-specific documentation. Students who met the ELIR team were satisfied that the information they require was made available to them. "}]
[{"$f":"IF('> FILTER <'!B537<>\"\",ROW(OFFSET(A536,-1,0)),\"\")","v":535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G537)),A536,\"\")","v":535},{"$f":"IFERROR(SMALL(Helper2_1,A536),\"\")","v":535},null,535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G537)),$A536,\"\")","v":535},{"$f":"IFERROR(SMALL(Helper2_2,A536),\"\")","v":535},{"$f":"COUNTIF(Helper3_1,\"=\"&G536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G536)=1, G536, \"\")","v":535},{"$f":"IFERROR(SMALL(Index_2,A536),\"\")","v":535},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:J536)),\"\")","v":"DUN_97"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:K536)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:L536)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:M536)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:N536)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:O536)),\"\")","v":"97 The University’s new programme approval and periodic review processes have both been subject to review and significant revision in the past two academic years. The approval process is now more streamlined at the initial business planning stage. The periodic review process now provides a more structured, evaluative approach and the development of data sets to support programme leaders. "}]
[{"$f":"IF('> FILTER <'!B538<>\"\",ROW(OFFSET(A537,-1,0)),\"\")","v":536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G538)),A537,\"\")","v":536},{"$f":"IFERROR(SMALL(Helper2_1,A537),\"\")","v":536},null,536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G538)),$A537,\"\")","v":536},{"$f":"IFERROR(SMALL(Helper2_2,A537),\"\")","v":536},{"$f":"COUNTIF(Helper3_1,\"=\"&G537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G537)=1, G537, \"\")","v":536},{"$f":"IFERROR(SMALL(Index_2,A537),\"\")","v":536},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:J537)),\"\")","v":"DUN_98"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:K537)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:L537)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:M537)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:N537)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:O537)),\"\")","v":"98 The programme approval process is preceded by an analysis and approval of the business case by the University's Educational Business Development Oversight Group (EBDOG) to confirm that the proposal relates to operational plans and strategies at school and University levels. Stage two of the approval process allows for more detailed academic scrutiny of the proposal, with independent external panel members often supplemented by professional, statutory and regulatory body (PSRB) representatives and practice partners. "}]
[{"$f":"IF('> FILTER <'!B539<>\"\",ROW(OFFSET(A538,-1,0)),\"\")","v":537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G539)),A538,\"\")","v":537},{"$f":"IFERROR(SMALL(Helper2_1,A538),\"\")","v":537},null,537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G539)),$A538,\"\")","v":537},{"$f":"IFERROR(SMALL(Helper2_2,A538),\"\")","v":537},{"$f":"COUNTIF(Helper3_1,\"=\"&G538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G538)=1, G538, \"\")","v":537},{"$f":"IFERROR(SMALL(Index_2,A538),\"\")","v":537},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:J538)),\"\")","v":"DUN_99"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:K538)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:L538)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:M538)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:N538)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:O538)),\"\")","v":"99 The ELIR team learned that the University had considered changing the unit of review in its periodic review process to the subject level but has retained programme-level periodic review while also providing enhanced central support through the Quality and Academic Standards Office. The Periodic Programme Review (PPR) process includes the ability to specify areas for development and suggestions at both the school and, occasionally, the institutional level. The team considered that the inclusion of more informative programme data and ‘a critical friend’ in the later stages of the PPR process are both positive developments which both enable the exploration of key matters in advance of the formal event. ‘Critical friends’ are not full panel members but they have enhanced the process through improving communication and enabling more effective use to be made of the formal meetings. Associate deans (quality and academic standards) chair all programme approval and periodic review events, and this is also an important means of gaining consistency and sharing practice across the University. "}]
[{"$f":"IF('> FILTER <'!B540<>\"\",ROW(OFFSET(A539,-1,0)),\"\")","v":538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G540)),A539,\"\")","v":538},{"$f":"IFERROR(SMALL(Helper2_1,A539),\"\")","v":538},null,538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G540)),$A539,\"\")","v":538},{"$f":"IFERROR(SMALL(Helper2_2,A539),\"\")","v":538},{"$f":"COUNTIF(Helper3_1,\"=\"&G539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G539)=1, G539, \"\")","v":538},{"$f":"IFERROR(SMALL(Index_2,A539),\"\")","v":538},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:J539)),\"\")","v":"DUN_100"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:K539)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:L539)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:M539)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:N539)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:O539)),\"\")","v":"100 There was a substantial revision of the annual review process in 2013, with further revision in 2016 to reflect feedback from staff and to align with the new University structures. The review process involves a cascade from module review to programme review which leads to the development of school learning and teaching enhancement reports. The school reports form the basis of annual discussions with the Vice-Principal (Learning and Teaching), the Director of Quality and Academic Standards and, to aid links between quality and enhancement and strategic planning, the Vice-Principal (Provost) or the Director of Strategic Planning. Another relatively recent enhancement has been the inclusion of student representatives in the meetings."}]
[{"$f":"IF('> FILTER <'!B541<>\"\",ROW(OFFSET(A540,-1,0)),\"\")","v":539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G541)),A540,\"\")","v":539},{"$f":"IFERROR(SMALL(Helper2_1,A540),\"\")","v":539},null,539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G541)),$A540,\"\")","v":539},{"$f":"IFERROR(SMALL(Helper2_2,A540),\"\")","v":539},{"$f":"COUNTIF(Helper3_1,\"=\"&G540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G540)=1, G540, \"\")","v":539},{"$f":"IFERROR(SMALL(Index_2,A540),\"\")","v":539},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:J540)),\"\")","v":"DUN_101"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:K540)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:L540)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:M540)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:N540)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:O540)),\"\")","v":"101 The ELIR team learned that the annual review process has also benefitted from the development of data dashboards (paragraph 112). From the examples it saw, the team considered the annual review process is effective, although some variation in practice was evident across modules and programmes, for example in relation to the consideration of external examiner reports and action planning. "}]
[{"$f":"IF('> FILTER <'!B542<>\"\",ROW(OFFSET(A541,-1,0)),\"\")","v":540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G542)),A541,\"\")","v":540},{"$f":"IFERROR(SMALL(Helper2_1,A541),\"\")","v":540},null,540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G542)),$A541,\"\")","v":540},{"$f":"IFERROR(SMALL(Helper2_2,A541),\"\")","v":540},{"$f":"COUNTIF(Helper3_1,\"=\"&G541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G541)=1, G541, \"\")","v":540},{"$f":"IFERROR(SMALL(Index_2,A541),\"\")","v":540},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:J541)),\"\")","v":"DUN_102"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:K541)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:L541)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:M541)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:N541)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:O541)),\"\")","v":"102 The University currently has an annual school monitoring process in place for research degrees. The process is enhancement-led and makes use of recently-improved data on research students, with reports being considered by the University Research Degrees Sub-Committee. The RA indicated that this Sub-Committee has been leading on the development of a periodic review process for research degree programmes. However, staff who met the ELIR team had little awareness of the proposal and it appeared that progress has been slow. The team considered that, supported by the existing improved data, the addition of a periodic review process would give the University a more holistic view of its research degree provision and the research student experience. "}]
[{"$f":"IF('> FILTER <'!B543<>\"\",ROW(OFFSET(A542,-1,0)),\"\")","v":541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G543)),A542,\"\")","v":541},{"$f":"IFERROR(SMALL(Helper2_1,A542),\"\")","v":541},null,541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G543)),$A542,\"\")","v":541},{"$f":"IFERROR(SMALL(Helper2_2,A542),\"\")","v":541},{"$f":"COUNTIF(Helper3_1,\"=\"&G542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G542)=1, G542, \"\")","v":541},{"$f":"IFERROR(SMALL(Index_2,A542),\"\")","v":541},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:J542)),\"\")","v":"DUN_102"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:K542)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:L542)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:M542)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:N542)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:O542)),\"\")","v":"102 The University currently has an annual school monitoring process in place for research degrees. The process is enhancement-led and makes use of recently-improved data on research students, with reports being considered by the University Research Degrees Sub-Committee. The RA indicated that this Sub-Committee has been leading on the development of a periodic review process for research degree programmes. However, staff who met the ELIR team had little awareness of the proposal and it appeared that progress has been slow. The team considered that, supported by the existing improved data, the addition of a periodic review process would give the University a more holistic view of its research degree provision and the research student experience. "}]
[{"$f":"IF('> FILTER <'!B544<>\"\",ROW(OFFSET(A543,-1,0)),\"\")","v":542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G544)),A543,\"\")","v":542},{"$f":"IFERROR(SMALL(Helper2_1,A543),\"\")","v":542},null,542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G544)),$A543,\"\")","v":542},{"$f":"IFERROR(SMALL(Helper2_2,A543),\"\")","v":542},{"$f":"COUNTIF(Helper3_1,\"=\"&G543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G543)=1, G543, \"\")","v":542},{"$f":"IFERROR(SMALL(Index_2,A543),\"\")","v":542},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:J543)),\"\")","v":"DUN_103"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:K543)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:L543)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:M543)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:N543)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:O543)),\"\")","v":"103 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the UK Quality Code and other external reference points, and is regularly reviewed. "}]
[{"$f":"IF('> FILTER <'!B545<>\"\",ROW(OFFSET(A544,-1,0)),\"\")","v":543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G545)),A544,\"\")","v":543},{"$f":"IFERROR(SMALL(Helper2_1,A544),\"\")","v":543},null,543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G545)),$A544,\"\")","v":543},{"$f":"IFERROR(SMALL(Helper2_2,A544),\"\")","v":543},{"$f":"COUNTIF(Helper3_1,\"=\"&G544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G544)=1, G544, \"\")","v":543},{"$f":"IFERROR(SMALL(Index_2,A544),\"\")","v":543},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:J544)),\"\")","v":"DUN_103"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:K544)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:L544)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:M544)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:N544)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:O544)),\"\")","v":"103 The University makes effective use of a range of external reference points in its academic standards and quality processes. The University's quality framework is aligned to the UK Quality Code and other external reference points, and is regularly reviewed. "}]
[{"$f":"IF('> FILTER <'!B546<>\"\",ROW(OFFSET(A545,-1,0)),\"\")","v":544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G546)),A545,\"\")","v":544},{"$f":"IFERROR(SMALL(Helper2_1,A545),\"\")","v":544},null,544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G546)),$A545,\"\")","v":544},{"$f":"IFERROR(SMALL(Helper2_2,A545),\"\")","v":544},{"$f":"COUNTIF(Helper3_1,\"=\"&G545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G545)=1, G545, \"\")","v":544},{"$f":"IFERROR(SMALL(Index_2,A545),\"\")","v":544},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:J545)),\"\")","v":"DUN_104"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:K545)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:L545)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:M545)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:N545)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:O545)),\"\")","v":"104 The University makes good use of its external stakeholders in programme development, including for the large proportion of its awards with professional accreditation, addressing the expectations of PSRBs. The University’s processes for programme approval and Periodic Programme Review both include the requirement that programme learning outcomes should reflect the level of the final qualification through the level descriptors provided by the Scottish Credit and Qualifications Framework (SCQF) and the Framework for Qualifications of Higher Education Institutions in Scotland (FQHEIS), and that relevant Subject Benchmark Statements and PSRB requirements are taken into account. Periodic review reports do not specifically confirm that the requirements of FQHEIS are being met, but the ELIR team noted that the resulting programme and module specifications do include a requirement to reflect a distillation of the SCQF level characteristics. "}]
[{"$f":"IF('> FILTER <'!B547<>\"\",ROW(OFFSET(A546,-1,0)),\"\")","v":545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G547)),A546,\"\")","v":545},{"$f":"IFERROR(SMALL(Helper2_1,A546),\"\")","v":545},null,545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G547)),$A546,\"\")","v":545},{"$f":"IFERROR(SMALL(Helper2_2,A546),\"\")","v":545},{"$f":"COUNTIF(Helper3_1,\"=\"&G546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G546)=1, G546, \"\")","v":545},{"$f":"IFERROR(SMALL(Index_2,A546),\"\")","v":545},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:J546)),\"\")","v":"DUN_104"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:K546)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:L546)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:M546)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:N546)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:O546)),\"\")","v":"104 The University makes good use of its external stakeholders in programme development, including for the large proportion of its awards with professional accreditation, addressing the expectations of PSRBs. The University’s processes for programme approval and Periodic Programme Review both include the requirement that programme learning outcomes should reflect the level of the final qualification through the level descriptors provided by the Scottish Credit and Qualifications Framework (SCQF) and the Framework for Qualifications of Higher Education Institutions in Scotland (FQHEIS), and that relevant Subject Benchmark Statements and PSRB requirements are taken into account. Periodic review reports do not specifically confirm that the requirements of FQHEIS are being met, but the ELIR team noted that the resulting programme and module specifications do include a requirement to reflect a distillation of the SCQF level characteristics. "}]
[{"$f":"IF('> FILTER <'!B548<>\"\",ROW(OFFSET(A547,-1,0)),\"\")","v":546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G548)),A547,\"\")","v":546},{"$f":"IFERROR(SMALL(Helper2_1,A547),\"\")","v":546},null,546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G548)),$A547,\"\")","v":546},{"$f":"IFERROR(SMALL(Helper2_2,A547),\"\")","v":546},{"$f":"COUNTIF(Helper3_1,\"=\"&G547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G547)=1, G547, \"\")","v":546},{"$f":"IFERROR(SMALL(Index_2,A547),\"\")","v":546},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:J547)),\"\")","v":"DUN_105"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:K547)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:L547)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:M547)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:N547)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:O547)),\"\")","v":"105 External examiners are also asked to confirm that programme/module learning outcomes are aligned with the relevant qualification descriptor(s) set out in the FQHEIS, that the content and structure of the programme/module is appropriate with regard to the stated SCQF level and volume of credit, and the stated programme/module aims, content and intended learning outcomes are aligned with PSRB requirements. "}]
[{"$f":"IF('> FILTER <'!B549<>\"\",ROW(OFFSET(A548,-1,0)),\"\")","v":547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G549)),A548,\"\")","v":547},{"$f":"IFERROR(SMALL(Helper2_1,A548),\"\")","v":547},null,547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G549)),$A548,\"\")","v":547},{"$f":"IFERROR(SMALL(Helper2_2,A548),\"\")","v":547},{"$f":"COUNTIF(Helper3_1,\"=\"&G548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G548)=1, G548, \"\")","v":547},{"$f":"IFERROR(SMALL(Index_2,A548),\"\")","v":547},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:J548)),\"\")","v":"DUN_106"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:K548)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:L548)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:M548)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:N548)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:O548)),\"\")","v":"106 External examiner appointments are approved by the school’s associate dean (quality and academic standards) prior to University approval through the Director of Quality and Academic Standards on behalf of the Quality and Academic Standards Committee. The previous ELIR highlighted the University’s approach to external examining as an area of positive practice. The current ELIR team considered that the support and guidance made available to schools and their external examiners continues to be thorough and encourages a consistent approach. "}]
[{"$f":"IF('> FILTER <'!B550<>\"\",ROW(OFFSET(A549,-1,0)),\"\")","v":548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G550)),A549,\"\")","v":548},{"$f":"IFERROR(SMALL(Helper2_1,A549),\"\")","v":548},null,548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G550)),$A549,\"\")","v":548},{"$f":"IFERROR(SMALL(Helper2_2,A549),\"\")","v":548},{"$f":"COUNTIF(Helper3_1,\"=\"&G549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G549)=1, G549, \"\")","v":548},{"$f":"IFERROR(SMALL(Index_2,A549),\"\")","v":548},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:J549)),\"\")","v":"DUN_107"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:K549)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:L549)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:M549)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:N549)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:O549)),\"\")","v":"107 The University acknowledges that a proportion of external examiners’ annual reports are submitted late or not at all. Although external examiners are not paid a fee unless they submit their annual report and schools do pursue the submission of reports, a small number of external examiners do not submit. The University explains the need for an annual report in its appointment letters and guidance booklet for external examiners. It is considering the introduction of institution-level induction for all new external examiners. The ELIR team would support the University’s continued efforts to ensure it receives a full complement of external examiner reports. "}]
[{"$f":"IF('> FILTER <'!B551<>\"\",ROW(OFFSET(A550,-1,0)),\"\")","v":549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G551)),A550,\"\")","v":549},{"$f":"IFERROR(SMALL(Helper2_1,A550),\"\")","v":549},null,549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G551)),$A550,\"\")","v":549},{"$f":"IFERROR(SMALL(Helper2_2,A550),\"\")","v":549},{"$f":"COUNTIF(Helper3_1,\"=\"&G550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G550)=1, G550, \"\")","v":549},{"$f":"IFERROR(SMALL(Index_2,A550),\"\")","v":549},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:J550)),\"\")","v":"DUN_108"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:K550)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:L550)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:M550)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:N550)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:O550)),\"\")","v":"108 The Quality and Academic Standards Office works with the schools to ensure that all external examiner reports are responded to. Schools respond with involvement as required from the Quality and Academic Standards Office. If necessary, the Director of Quality and Academic Standards will respond directly to external examiners. "}]
[{"$f":"IF('> FILTER <'!B552<>\"\",ROW(OFFSET(A551,-1,0)),\"\")","v":550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G552)),A551,\"\")","v":550},{"$f":"IFERROR(SMALL(Helper2_1,A551),\"\")","v":550},null,550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G552)),$A551,\"\")","v":550},{"$f":"IFERROR(SMALL(Helper2_2,A551),\"\")","v":550},{"$f":"COUNTIF(Helper3_1,\"=\"&G551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G551)=1, G551, \"\")","v":550},{"$f":"IFERROR(SMALL(Index_2,A551),\"\")","v":550},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:J551)),\"\")","v":"DUN_109"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:K551)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:L551)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:M551)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:N551)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:O551)),\"\")","v":"109 The University has been responsive to the outcomes of its 2013 ELIR. It was asked to develop in three areas, the first of which related to having greater institutional oversight of policy and practice. The University’s response was closely linked to, and largely addressed by, the significant structural changes it has gone through since the previous ELIR including the associated emphasis on the ‘One Dundee’ approach. The second area related to ensuring that training and support was in place for postgraduate students who teach, and the University has made good progress on this, introducing the Learning to Teach in Higher Education programme which is delivered by the Academic Skills Centre (paragraph 54). "}]
[{"$f":"IF('> FILTER <'!B553<>\"\",ROW(OFFSET(A552,-1,0)),\"\")","v":551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G553)),A552,\"\")","v":551},{"$f":"IFERROR(SMALL(Helper2_1,A552),\"\")","v":551},null,551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G553)),$A552,\"\")","v":551},{"$f":"IFERROR(SMALL(Helper2_2,A552),\"\")","v":551},{"$f":"COUNTIF(Helper3_1,\"=\"&G552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G552)=1, G552, \"\")","v":551},{"$f":"IFERROR(SMALL(Index_2,A552),\"\")","v":551},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:J552)),\"\")","v":"DUN_110"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:K552)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:L552)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:M552)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:N552)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:O552)),\"\")","v":"110 The University was also asked to develop its arrangements relating to the Recognition of Prior Learning (RPL). The University revised its policy and guidance in 2014 but recognises that this would benefit from further work (paragraph 11). The ELIR team learned that the University intends to develop an admissions portal as part of a new student management system and this will include the delivery of a consistent RPL approach. The University is encouraged to progress its intentions, given the potential importance of RPL in supporting wider institutional strategy around widening access. "}]
[{"$f":"IF('> FILTER <'!B554<>\"\",ROW(OFFSET(A553,-1,0)),\"\")","v":552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G554)),A553,\"\")","v":552},{"$f":"IFERROR(SMALL(Helper2_1,A553),\"\")","v":552},null,552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G554)),$A553,\"\")","v":552},{"$f":"IFERROR(SMALL(Helper2_2,A553),\"\")","v":552},{"$f":"COUNTIF(Helper3_1,\"=\"&G553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G553)=1, G553, \"\")","v":552},{"$f":"IFERROR(SMALL(Index_2,A553),\"\")","v":552},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:J553)),\"\")","v":"DUN_111"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:K553)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:L553)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:M553)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:N553)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:O553)),\"\")","v":"111 The University has a broadly effective approach to using data in support of decision-making which it is continuing to develop. The University has a centralised data system which is pivot table based and which produces reliable data that can be reflected upon within its quality processes. Data supports the development of strategy, and decision-making and evaluation are underpinned by robust and reliable data which informs enhancements to the student experience. It was clear to the ELIR team from the documentation and discussions with staff that significant progress has been made to enhance the University's systems for capturing, collating and analysing data and that the University is continuing to invest in further data enhancement activity. "}]
[{"$f":"IF('> FILTER <'!B555<>\"\",ROW(OFFSET(A554,-1,0)),\"\")","v":553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G555)),A554,\"\")","v":553},{"$f":"IFERROR(SMALL(Helper2_1,A554),\"\")","v":553},null,553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G555)),$A554,\"\")","v":553},{"$f":"IFERROR(SMALL(Helper2_2,A554),\"\")","v":553},{"$f":"COUNTIF(Helper3_1,\"=\"&G554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G554)=1, G554, \"\")","v":553},{"$f":"IFERROR(SMALL(Index_2,A554),\"\")","v":553},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:J554)),\"\")","v":"DUN_112"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:K554)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:L554)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:M554)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:N554)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:O554)),\"\")","v":"112 The University uses data dashboards for annual and Periodic Programme Review. The dashboards have filters so that data can be examined at school, programme and module level, as well as by student characteristic. In order to capture the full diversity of its student body, and as diversification of the student population increases, the University requires more sophisticated data monitoring. The current data dashboards enable some filtering of data, however their functionality is not always simple and the ability to split data between different population groups could be enhanced. "}]
[{"$f":"IF('> FILTER <'!B556<>\"\",ROW(OFFSET(A555,-1,0)),\"\")","v":554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G556)),A555,\"\")","v":554},{"$f":"IFERROR(SMALL(Helper2_1,A555),\"\")","v":554},null,554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G556)),$A555,\"\")","v":554},{"$f":"IFERROR(SMALL(Helper2_2,A555),\"\")","v":554},{"$f":"COUNTIF(Helper3_1,\"=\"&G555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G555)=1, G555, \"\")","v":554},{"$f":"IFERROR(SMALL(Index_2,A555),\"\")","v":554},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:J555)),\"\")","v":"DUN_113"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:K555)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:L555)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:M555)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:N555)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:O555)),\"\")","v":"113 The ELIR team learned that, as the supply of data to schools by the University has improved, there has been an associated reduction in the amount of data being held separately in schools. During meetings with staff, the team heard some instances of specific data being held, for example in order to monitor student placements. Because the University does not yet have a standard approach for gathering student feedback through module evaluation questionnaires (paragraph 22), staff hold student feedback data at programme level and there is a perception among some staff that this data is more useful to programme teams than the NSS results data. The team was also told that not all programmes in all schools use the dashboards."}]
[{"$f":"IF('> FILTER <'!B557<>\"\",ROW(OFFSET(A556,-1,0)),\"\")","v":555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G557)),A556,\"\")","v":555},{"$f":"IFERROR(SMALL(Helper2_1,A556),\"\")","v":555},null,555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G557)),$A556,\"\")","v":555},{"$f":"IFERROR(SMALL(Helper2_2,A556),\"\")","v":555},{"$f":"COUNTIF(Helper3_1,\"=\"&G556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G556)=1, G556, \"\")","v":555},{"$f":"IFERROR(SMALL(Index_2,A556),\"\")","v":555},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:J556)),\"\")","v":"DUN_114"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:K556)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:L556)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:M556)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:N556)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:O556)),\"\")","v":"114 The ELIR team learned that the University has plans in place to enhance its data capability further using a business analytics service which provides interactive data visualisations. The team considered this was a positive development and would support the University’s plans to continue developing the data dashboards to provide a more visually-intuitive and user-friendly experience which would also enable users to interrogate the data more effectively. "}]
[{"$f":"IF('> FILTER <'!B558<>\"\",ROW(OFFSET(A557,-1,0)),\"\")","v":556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G558)),A557,\"\")","v":556},{"$f":"IFERROR(SMALL(Helper2_1,A557),\"\")","v":556},null,556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G558)),$A557,\"\")","v":556},{"$f":"IFERROR(SMALL(Helper2_2,A557),\"\")","v":556},{"$f":"COUNTIF(Helper3_1,\"=\"&G557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G557)=1, G557, \"\")","v":556},{"$f":"IFERROR(SMALL(Index_2,A557),\"\")","v":556},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:J557)),\"\")","v":"DUN_115"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:K557)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:L557)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:M557)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:N557)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:O557)),\"\")","v":"115 The University has effective arrangements in place for securing academic standards which meet the expectations set out in the UK Quality Code and the Scottish Funding Council (SFC) guidance to institutions on quality. The restructuring of the University has had a significant positive effect on its management of academic standards and quality processes, enabling a more consistent approach to implementing the University’s Quality Framework. "}]
[{"$f":"IF('> FILTER <'!B559<>\"\",ROW(OFFSET(A558,-1,0)),\"\")","v":557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G559)),A558,\"\")","v":557},{"$f":"IFERROR(SMALL(Helper2_1,A558),\"\")","v":557},null,557,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G559)),$A558,\"\")","v":557},{"$f":"IFERROR(SMALL(Helper2_2,A558),\"\")","v":557},{"$f":"COUNTIF(Helper3_1,\"=\"&G558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G558)=1, G558, \"\")","v":557},{"$f":"IFERROR(SMALL(Index_2,A558),\"\")","v":557},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:J558)),\"\")","v":"DUN_116"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:K558)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:L558)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:M558)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:N558)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:O558)),\"\")","v":"116 The University has an effective approach to self-evaluation including its use of data to inform decision-making. Consideration of institution-level data sets throughout University and school committees supports a consistency of approach and enables the priority of actions to be rated as part of an effective reporting scheme. The Vice-Principal (Learning and Teaching) has played a key role in strategic planning for learning and teaching including championing the institution-wide use of action planning underpinned by the systematic use of data. "}]
[{"$f":"IF('> FILTER <'!B560<>\"\",ROW(OFFSET(A559,-1,0)),\"\")","v":558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G560)),A559,\"\")","v":558},{"$f":"IFERROR(SMALL(Helper2_1,A559),\"\")","v":558},null,558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G560)),$A559,\"\")","v":558},{"$f":"IFERROR(SMALL(Helper2_2,A559),\"\")","v":558},{"$f":"COUNTIF(Helper3_1,\"=\"&G559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G559)=1, G559, \"\")","v":558},{"$f":"IFERROR(SMALL(Index_2,A559),\"\")","v":558},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:J559)),\"\")","v":"DUN_116"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:K559)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:L559)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:M559)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:N559)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:O559)),\"\")","v":"116 The University has an effective approach to self-evaluation including its use of data to inform decision-making. Consideration of institution-level data sets throughout University and school committees supports a consistency of approach and enables the priority of actions to be rated as part of an effective reporting scheme. The Vice-Principal (Learning and Teaching) has played a key role in strategic planning for learning and teaching including championing the institution-wide use of action planning underpinned by the systematic use of data. "}]
[{"$f":"IF('> FILTER <'!B561<>\"\",ROW(OFFSET(A560,-1,0)),\"\")","v":559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G561)),A560,\"\")","v":559},{"$f":"IFERROR(SMALL(Helper2_1,A560),\"\")","v":559},null,559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G561)),$A560,\"\")","v":559},{"$f":"IFERROR(SMALL(Helper2_2,A560),\"\")","v":559},{"$f":"COUNTIF(Helper3_1,\"=\"&G560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G560)=1, G560, \"\")","v":559},{"$f":"IFERROR(SMALL(Index_2,A560),\"\")","v":559},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:J560)),\"\")","v":"DUN_117"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:K560)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:L560)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:M560)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:N560)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:O560)),\"\")","v":"117 The University’s key annual and periodic quality processes have evolved since the 2013 ELIR to include a number of enhancements including the annual conversations between the schools and senior staff including the Vice-Principal (Learning and Teaching). The inclusion of students in the annual meetings is positive, as is the link with the strategic planning function. "}]
[{"$f":"IF('> FILTER <'!B562<>\"\",ROW(OFFSET(A561,-1,0)),\"\")","v":560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G562)),A561,\"\")","v":560},{"$f":"IFERROR(SMALL(Helper2_1,A561),\"\")","v":560},null,560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G562)),$A561,\"\")","v":560},{"$f":"IFERROR(SMALL(Helper2_2,A561),\"\")","v":560},{"$f":"COUNTIF(Helper3_1,\"=\"&G561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G561)=1, G561, \"\")","v":560},{"$f":"IFERROR(SMALL(Index_2,A561),\"\")","v":560},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:J561)),\"\")","v":"DUN_117"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:K561)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:L561)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:M561)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:N561)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:O561)),\"\")","v":"117 The University’s key annual and periodic quality processes have evolved since the 2013 ELIR to include a number of enhancements including the annual conversations between the schools and senior staff including the Vice-Principal (Learning and Teaching). The inclusion of students in the annual meetings is positive, as is the link with the strategic planning function. "}]
[{"$f":"IF('> FILTER <'!B563<>\"\",ROW(OFFSET(A562,-1,0)),\"\")","v":561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G563)),A562,\"\")","v":561},{"$f":"IFERROR(SMALL(Helper2_1,A562),\"\")","v":561},null,561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G563)),$A562,\"\")","v":561},{"$f":"IFERROR(SMALL(Helper2_2,A562),\"\")","v":561},{"$f":"COUNTIF(Helper3_1,\"=\"&G562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G562)=1, G562, \"\")","v":561},{"$f":"IFERROR(SMALL(Index_2,A562),\"\")","v":561},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:J562)),\"\")","v":"DUN_118"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:K562)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:L562)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:M562)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:N562)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:O562)),\"\")","v":"118 As part of its Strategy to 2022, the University aims to increase its international recruitment, partnerships and income. As a result, the University has significantly increased its collaborative activity over the past five years and plans for this growth to continue. The University wishes to move towards a portfolio of fewer, larger partnerships including a range of activities in China and Singapore, with a focus on articulation-type arrangements which provide students with a meaningful experience of study in Dundee. The University operates only a limited range of validated or franchised provision. "}]
[{"$f":"IF('> FILTER <'!B564<>\"\",ROW(OFFSET(A563,-1,0)),\"\")","v":562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G564)),A563,\"\")","v":562},{"$f":"IFERROR(SMALL(Helper2_1,A563),\"\")","v":562},null,562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G564)),$A563,\"\")","v":562},{"$f":"IFERROR(SMALL(Helper2_2,A563),\"\")","v":562},{"$f":"COUNTIF(Helper3_1,\"=\"&G563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G563)=1, G563, \"\")","v":562},{"$f":"IFERROR(SMALL(Index_2,A563),\"\")","v":562},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:J563)),\"\")","v":"DUN_119"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:K563)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:L563)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:M563)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:N563)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:O563)),\"\")","v":"119 International collaborations and other international activities are overseen by the Senate Internationalisation Committee, chaired by the Vice-Principal (International) with operational matters being overseen by the International Deans Operating Committee which comprises the associate deans (international) and certain professional services staff. "}]
[{"$f":"IF('> FILTER <'!B565<>\"\",ROW(OFFSET(A564,-1,0)),\"\")","v":563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G565)),A564,\"\")","v":563},{"$f":"IFERROR(SMALL(Helper2_1,A564),\"\")","v":563},null,563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G565)),$A564,\"\")","v":563},{"$f":"IFERROR(SMALL(Helper2_2,A564),\"\")","v":563},{"$f":"COUNTIF(Helper3_1,\"=\"&G564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G564)=1, G564, \"\")","v":563},{"$f":"IFERROR(SMALL(Index_2,A564),\"\")","v":563},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:J564)),\"\")","v":"DUN_120"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:K564)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:L564)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:M564)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:N564)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:O564)),\"\")","v":"120 The Educational Partnerships Development Unit (EPDU) was established in 2015 to support the development and management of both potential and existing UK and international collaborative partnerships. The University stated in the RA that the role of EPDU includes a mix of business development, governance, development of business processes, risk management, financial modelling and partner relationship management. The University indicated that the Quality and Academic Standards Office and the QASC have responsibility for the oversight of the quality and standards of collaborative arrangements. From the RA and discussions during the review, the ELIR team formed the view that the Quality and Academic Standards Office could be more actively engaged in the oversight of international collaborations. The associate deans (quality and academic standards), associate deans (learning and teaching) and associate deans (international) also fulfil roles in respect of collaborative provision and the precise nature of the roles varies from school to school, depending upon the type and location of the collaborative partnership. The team noted that the Associate Deans’ role descriptors provided limited detail on their responsibility for collaborative arrangements and, in the team’s view this contributed to the observed variability. "}]
[{"$f":"IF('> FILTER <'!B566<>\"\",ROW(OFFSET(A565,-1,0)),\"\")","v":564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G566)),A565,\"\")","v":564},{"$f":"IFERROR(SMALL(Helper2_1,A565),\"\")","v":564},null,564,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G566)),$A565,\"\")","v":564},{"$f":"IFERROR(SMALL(Helper2_2,A565),\"\")","v":564},{"$f":"COUNTIF(Helper3_1,\"=\"&G565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G565)=1, G565, \"\")","v":564},{"$f":"IFERROR(SMALL(Index_2,A565),\"\")","v":564},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:J565)),\"\")","v":"DUN_120"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:K565)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:L565)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:M565)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:N565)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:O565)),\"\")","v":"120 The Educational Partnerships Development Unit (EPDU) was established in 2015 to support the development and management of both potential and existing UK and international collaborative partnerships. The University stated in the RA that the role of EPDU includes a mix of business development, governance, development of business processes, risk management, financial modelling and partner relationship management. The University indicated that the Quality and Academic Standards Office and the QASC have responsibility for the oversight of the quality and standards of collaborative arrangements. From the RA and discussions during the review, the ELIR team formed the view that the Quality and Academic Standards Office could be more actively engaged in the oversight of international collaborations. The associate deans (quality and academic standards), associate deans (learning and teaching) and associate deans (international) also fulfil roles in respect of collaborative provision and the precise nature of the roles varies from school to school, depending upon the type and location of the collaborative partnership. The team noted that the Associate Deans’ role descriptors provided limited detail on their responsibility for collaborative arrangements and, in the team’s view this contributed to the observed variability. "}]
[{"$f":"IF('> FILTER <'!B567<>\"\",ROW(OFFSET(A566,-1,0)),\"\")","v":565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G567)),A566,\"\")","v":565},{"$f":"IFERROR(SMALL(Helper2_1,A566),\"\")","v":565},null,565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G567)),$A566,\"\")","v":565},{"$f":"IFERROR(SMALL(Helper2_2,A566),\"\")","v":565},{"$f":"COUNTIF(Helper3_1,\"=\"&G566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G566)=1, G566, \"\")","v":565},{"$f":"IFERROR(SMALL(Index_2,A566),\"\")","v":565},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:J566)),\"\")","v":"DUN_121"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:K566)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:L566)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:M566)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:N566)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:O566)),\"\")","v":"121 The business case for new collaborative arrangements is initiated by schools and considered by the University’s Educational Business Development Oversight Group. Decisions are guided by the strategic fit, the financial case and the risks associated with the proposal, with schools supported by the EPDU’s toolkit for teaching collaborations. This toolkit provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools, and is aligned with the principles laid out in the University’s Quality Framework for Teaching Collaborations. The ELIR team noted that it is necessary to read both the guidance in the Toolkit and that provided in the Quality Framework. Integrating the two sets of guidance would provide a clearer approach to monitoring and review from the perspective of quality and academic standards. "}]
[{"$f":"IF('> FILTER <'!B568<>\"\",ROW(OFFSET(A567,-1,0)),\"\")","v":566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G568)),A567,\"\")","v":566},{"$f":"IFERROR(SMALL(Helper2_1,A567),\"\")","v":566},null,566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G568)),$A567,\"\")","v":566},{"$f":"IFERROR(SMALL(Helper2_2,A567),\"\")","v":566},{"$f":"COUNTIF(Helper3_1,\"=\"&G567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G567)=1, G567, \"\")","v":566},{"$f":"IFERROR(SMALL(Index_2,A567),\"\")","v":566},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:J567)),\"\")","v":"DUN_121"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:K567)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:L567)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:M567)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:N567)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:O567)),\"\")","v":"121 The business case for new collaborative arrangements is initiated by schools and considered by the University’s Educational Business Development Oversight Group. Decisions are guided by the strategic fit, the financial case and the risks associated with the proposal, with schools supported by the EPDU’s toolkit for teaching collaborations. This toolkit provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools, and is aligned with the principles laid out in the University’s Quality Framework for Teaching Collaborations. The ELIR team noted that it is necessary to read both the guidance in the Toolkit and that provided in the Quality Framework. Integrating the two sets of guidance would provide a clearer approach to monitoring and review from the perspective of quality and academic standards. "}]
[{"$f":"IF('> FILTER <'!B569<>\"\",ROW(OFFSET(A568,-1,0)),\"\")","v":567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G569)),A568,\"\")","v":567},{"$f":"IFERROR(SMALL(Helper2_1,A568),\"\")","v":567},null,567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G569)),$A568,\"\")","v":567},{"$f":"IFERROR(SMALL(Helper2_2,A568),\"\")","v":567},{"$f":"COUNTIF(Helper3_1,\"=\"&G568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G568)=1, G568, \"\")","v":567},{"$f":"IFERROR(SMALL(Index_2,A568),\"\")","v":567},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:J568)),\"\")","v":"DUN_122"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:K568)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:L568)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:M568)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:N568)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:O568)),\"\")","v":"122 All collaborative arrangements are monitored and supported by link coordinators and reviewed annually by schools through the risk-based consideration of annual programme quality enhancement reports. Supported by EPDU, the link coordinator is the main contact point for all matters relating to the development and operation of the collaborative arrangement. The University has a role descriptor for link coordinators, which is positive, although the team considered the descriptor could place greater emphasis on the aspects of the role relating to supporting and monitoring the quality of the student experience. The 2017 review of UK transnational education at Ballyfermot College of Further Education confirmed that link coordinators act as key points of contact between the partner team and the school and commended their engagement with students. The ELIR team considered there would be benefit in the University establishing a community of practice for link coordinators, akin to those available for associate deans, in order to support the coordinators and share good practice across the institution. "}]
[{"$f":"IF('> FILTER <'!B570<>\"\",ROW(OFFSET(A569,-1,0)),\"\")","v":568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G570)),A569,\"\")","v":568},{"$f":"IFERROR(SMALL(Helper2_1,A569),\"\")","v":568},null,568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G570)),$A569,\"\")","v":568},{"$f":"IFERROR(SMALL(Helper2_2,A569),\"\")","v":568},{"$f":"COUNTIF(Helper3_1,\"=\"&G569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G569)=1, G569, \"\")","v":568},{"$f":"IFERROR(SMALL(Index_2,A569),\"\")","v":568},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:J569)),\"\")","v":"DUN_122"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:K569)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:L569)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:M569)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:N569)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:O569)),\"\")","v":"122 All collaborative arrangements are monitored and supported by link coordinators and reviewed annually by schools through the risk-based consideration of annual programme quality enhancement reports. Supported by EPDU, the link coordinator is the main contact point for all matters relating to the development and operation of the collaborative arrangement. The University has a role descriptor for link coordinators, which is positive, although the team considered the descriptor could place greater emphasis on the aspects of the role relating to supporting and monitoring the quality of the student experience. The 2017 review of UK transnational education at Ballyfermot College of Further Education confirmed that link coordinators act as key points of contact between the partner team and the school and commended their engagement with students. The ELIR team considered there would be benefit in the University establishing a community of practice for link coordinators, akin to those available for associate deans, in order to support the coordinators and share good practice across the institution. "}]
[{"$f":"IF('> FILTER <'!B571<>\"\",ROW(OFFSET(A570,-1,0)),\"\")","v":569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G571)),A570,\"\")","v":569},{"$f":"IFERROR(SMALL(Helper2_1,A570),\"\")","v":569},null,569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G571)),$A570,\"\")","v":569},{"$f":"IFERROR(SMALL(Helper2_2,A570),\"\")","v":569},{"$f":"COUNTIF(Helper3_1,\"=\"&G570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G570)=1, G570, \"\")","v":569},{"$f":"IFERROR(SMALL(Index_2,A570),\"\")","v":569},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:J570)),\"\")","v":"DUN_123"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:K570)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:L570)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:M570)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:N570)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:O570)),\"\")","v":"123 The University operates a small range of joint, dual and double awards at bachelor’s, master’s and doctoral level. Detailed policies and guidance on the approval and ongoing monitoring of such awards are described in the University’s Code of Practice on Taught Joint, Double/Multiple or Dual Qualifications, and require all components of the programme to be taught and assessed in English at both institutions concerned. The University conforms to these requirements in all cases, and in some cases also delivers aspects of the components offered at the partner institution. At the time of the ELIR, the University was at an early stage of planning to develop a Joint Education Institute in China. The ELIR team considered that the University’s current practices for collaborations of that nature gave confidence that it would manage the arrangement securely. "}]
[{"$f":"IF('> FILTER <'!B572<>\"\",ROW(OFFSET(A571,-1,0)),\"\")","v":570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G572)),A571,\"\")","v":570},{"$f":"IFERROR(SMALL(Helper2_1,A571),\"\")","v":570},null,570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G572)),$A571,\"\")","v":570},{"$f":"IFERROR(SMALL(Helper2_2,A571),\"\")","v":570},{"$f":"COUNTIF(Helper3_1,\"=\"&G571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G571)=1, G571, \"\")","v":570},{"$f":"IFERROR(SMALL(Index_2,A571),\"\")","v":570},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:J571)),\"\")","v":"DUN_124"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:K571)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:L571)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:M571)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:N571)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:O571)),\"\")","v":"124 In 2017-18, the University developed a partnership with the private education provider, Oxford International, to set up the International College of Dundee (ICD). This initiative enables students to access an undergraduate or postgraduate international incorporated degree programme. The students spend the first year on a pathway programme in ICD before transitioning into the second year at the University. The School of Social Sciences has responsibility for the quality assurance arrangements and the student learning experience. ICD is based on the University’s campus and its students are matriculated students of the University, which allows them to integrate more easily and aids their transition. Consequently, this model provides a supportive environment for the students and allows for academically robust monitoring and review arrangements. "}]
[{"$f":"IF('> FILTER <'!B573<>\"\",ROW(OFFSET(A572,-1,0)),\"\")","v":571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G573)),A572,\"\")","v":571},{"$f":"IFERROR(SMALL(Helper2_1,A572),\"\")","v":571},null,571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G573)),$A572,\"\")","v":571},{"$f":"IFERROR(SMALL(Helper2_2,A572),\"\")","v":571},{"$f":"COUNTIF(Helper3_1,\"=\"&G572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G572)=1, G572, \"\")","v":571},{"$f":"IFERROR(SMALL(Index_2,A572),\"\")","v":571},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:J572)),\"\")","v":"DUN_125"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:K572)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:L572)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:M572)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:N572)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:O572)),\"\")","v":"125 The University launched four Graduate Apprenticeships in 2017-18, adding one more in 2018-19. The School of Science and Engineering currently has responsibility for the oversight of academic standards and quality of the apprentice experience for all current Graduate Apprenticeships, although other schools are likely to take a role as the number of Apprenticeships expands. Given the University’s plans for expansion, there would be benefit in considering how the Graduate Apprenticeships will align with the University’s Quality Framework and the collaborations toolkit. "}]
[{"$f":"IF('> FILTER <'!B574<>\"\",ROW(OFFSET(A573,-1,0)),\"\")","v":572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G574)),A573,\"\")","v":572},{"$f":"IFERROR(SMALL(Helper2_1,A573),\"\")","v":572},null,572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G574)),$A573,\"\")","v":572},{"$f":"IFERROR(SMALL(Helper2_2,A573),\"\")","v":572},{"$f":"COUNTIF(Helper3_1,\"=\"&G573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G573)=1, G573, \"\")","v":572},{"$f":"IFERROR(SMALL(Index_2,A573),\"\")","v":572},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:J573)),\"\")","v":"DUN_126"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:K573)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:L573)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:M573)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:N573)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:O573)),\"\")","v":"126 In 2017, the University’s partnership with Ballyfermot College of Further Education (BCFE) was included in QAA’s review of UK transnational education in the Republic of Ireland. The report noted that academic standards were being maintained and that quality assurance processes were effective, identifying the University’s collaborations toolkit and the work of link coordinators as features of positive practice. It also made a number of recommendations relating to the student learning experience including communication about feedback on assessment, monitoring of appropriate resources for students, closing the feedback loop, clarifying complaints procedures, and monitoring information provided to students and prospective students. A response from the school and BCFE was considered by the University’s Quality and Academic Standards Committee in February 2018 and included a range of actions to be completed by the University and the College. Through discussions and consideration of documentation, the ELIR team found that three of the recommendations had not yet been acted upon at the time of the current ELIR. The team noted that recommendations had been delegated to the relevant school to action and the school, in turn, had entrusted BCFE to take appropriate action. The ELIR team considered that the University should exercise greater oversight of the partnership, specifically, ensuring that all agreed actions are carried out within an agreed timeframe. "}]
[{"$f":"IF('> FILTER <'!B575<>\"\",ROW(OFFSET(A574,-1,0)),\"\")","v":573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G575)),A574,\"\")","v":573},{"$f":"IFERROR(SMALL(Helper2_1,A574),\"\")","v":573},null,573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G575)),$A574,\"\")","v":573},{"$f":"IFERROR(SMALL(Helper2_2,A574),\"\")","v":573},{"$f":"COUNTIF(Helper3_1,\"=\"&G574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G574)=1, G574, \"\")","v":573},{"$f":"IFERROR(SMALL(Index_2,A574),\"\")","v":573},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:J574)),\"\")","v":"DUN_126"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:K574)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:L574)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:M574)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:N574)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:O574)),\"\")","v":"126 In 2017, the University’s partnership with Ballyfermot College of Further Education (BCFE) was included in QAA’s review of UK transnational education in the Republic of Ireland. The report noted that academic standards were being maintained and that quality assurance processes were effective, identifying the University’s collaborations toolkit and the work of link coordinators as features of positive practice. It also made a number of recommendations relating to the student learning experience including communication about feedback on assessment, monitoring of appropriate resources for students, closing the feedback loop, clarifying complaints procedures, and monitoring information provided to students and prospective students. A response from the school and BCFE was considered by the University’s Quality and Academic Standards Committee in February 2018 and included a range of actions to be completed by the University and the College. Through discussions and consideration of documentation, the ELIR team found that three of the recommendations had not yet been acted upon at the time of the current ELIR. The team noted that recommendations had been delegated to the relevant school to action and the school, in turn, had entrusted BCFE to take appropriate action. The ELIR team considered that the University should exercise greater oversight of the partnership, specifically, ensuring that all agreed actions are carried out within an agreed timeframe. "}]
[{"$f":"IF('> FILTER <'!B576<>\"\",ROW(OFFSET(A575,-1,0)),\"\")","v":574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G576)),A575,\"\")","v":574},{"$f":"IFERROR(SMALL(Helper2_1,A575),\"\")","v":574},null,574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G576)),$A575,\"\")","v":574},{"$f":"IFERROR(SMALL(Helper2_2,A575),\"\")","v":574},{"$f":"COUNTIF(Helper3_1,\"=\"&G575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G575)=1, G575, \"\")","v":574},{"$f":"IFERROR(SMALL(Index_2,A575),\"\")","v":574},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:J575)),\"\")","v":"DUN_127"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:K575)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:L575)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:M575)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:N575)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:O575)),\"\")","v":"127 BCFE has delegated authority to maintain its own student representation system, which the ELIR team learned is common practice with the University’s small number of collaborative arrangements. The students undertaking these validated programmes are all matriculated students of the University which allows them to access the University’s learning resources. The students are represented by the Students’ Union in their primary institution and it wasn’t clear to the team how the arrangements would work to enhance the learning experience of students on collaborative programmes. The University is encouraged to introduce a mechanism for gathering student feedback to ensure the learning resources provided by the University are accessible and relevant for collaborative students. This would also help the University to understand and meet the requirements of its diverse student body, whether from further education or an international institution. "}]
[{"$f":"IF('> FILTER <'!B577<>\"\",ROW(OFFSET(A576,-1,0)),\"\")","v":575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G577)),A576,\"\")","v":575},{"$f":"IFERROR(SMALL(Helper2_1,A576),\"\")","v":575},null,575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G577)),$A576,\"\")","v":575},{"$f":"IFERROR(SMALL(Helper2_2,A576),\"\")","v":575},{"$f":"COUNTIF(Helper3_1,\"=\"&G576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G576)=1, G576, \"\")","v":575},{"$f":"IFERROR(SMALL(Index_2,A576),\"\")","v":575},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:J576)),\"\")","v":"DUN_127"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:K576)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:L576)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:M576)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:N576)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:O576)),\"\")","v":"127 BCFE has delegated authority to maintain its own student representation system, which the ELIR team learned is common practice with the University’s small number of collaborative arrangements. The students undertaking these validated programmes are all matriculated students of the University which allows them to access the University’s learning resources. The students are represented by the Students’ Union in their primary institution and it wasn’t clear to the team how the arrangements would work to enhance the learning experience of students on collaborative programmes. The University is encouraged to introduce a mechanism for gathering student feedback to ensure the learning resources provided by the University are accessible and relevant for collaborative students. This would also help the University to understand and meet the requirements of its diverse student body, whether from further education or an international institution. "}]
[{"$f":"IF('> FILTER <'!B578<>\"\",ROW(OFFSET(A577,-1,0)),\"\")","v":576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G578)),A577,\"\")","v":576},{"$f":"IFERROR(SMALL(Helper2_1,A577),\"\")","v":576},null,576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G578)),$A577,\"\")","v":576},{"$f":"IFERROR(SMALL(Helper2_2,A577),\"\")","v":576},{"$f":"COUNTIF(Helper3_1,\"=\"&G577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G577)=1, G577, \"\")","v":576},{"$f":"IFERROR(SMALL(Index_2,A577),\"\")","v":576},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:J577)),\"\")","v":"DUN_128"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:K577)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:L577)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:M577)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:N577)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:O577)),\"\")","v":"128 At the time of the current ELIR, the University was in the process of terminating a collaborative agreement in Egypt to deliver master’s programmes through a flying faculty model. The University’s partnership with the Arab Society of Continuing Dental Education (ASCDE) was initiated in 2012. The partnership was extended in 2016 to include provision which required more extensive clinical facilities. Assurance of appropriate refurbishment of existing facilities was given to relevant approval panels (that is the programme scrutiny event, the school board and the University Quality and Academic Standards Committee) and a detailed specification of the required clinical facilities was provided to ASCDE before the new programme started. It became clear that the necessary refurbishment of clinical facilities would not be completed in time for the planned start of the programme, so the University took the decision to delay the start date to March 2017 and to proceed with only non-clinical teaching until ASCDE had completed the refurbishment to specification. The clinical facilities were put in place by June 2017. However, by late 2017, feedback from University staff and complaints from students revealed that the clinical facilities were falling short of expectations. "}]
[{"$f":"IF('> FILTER <'!B579<>\"\",ROW(OFFSET(A578,-1,0)),\"\")","v":577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G579)),A578,\"\")","v":577},{"$f":"IFERROR(SMALL(Helper2_1,A578),\"\")","v":577},null,577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G579)),$A578,\"\")","v":577},{"$f":"IFERROR(SMALL(Helper2_2,A578),\"\")","v":577},{"$f":"COUNTIF(Helper3_1,\"=\"&G578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G578)=1, G578, \"\")","v":577},{"$f":"IFERROR(SMALL(Index_2,A578),\"\")","v":577},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:J578)),\"\")","v":"DUN_128"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:K578)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:L578)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:M578)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:N578)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:O578)),\"\")","v":"128 At the time of the current ELIR, the University was in the process of terminating a collaborative agreement in Egypt to deliver master’s programmes through a flying faculty model. The University’s partnership with the Arab Society of Continuing Dental Education (ASCDE) was initiated in 2012. The partnership was extended in 2016 to include provision which required more extensive clinical facilities. Assurance of appropriate refurbishment of existing facilities was given to relevant approval panels (that is the programme scrutiny event, the school board and the University Quality and Academic Standards Committee) and a detailed specification of the required clinical facilities was provided to ASCDE before the new programme started. It became clear that the necessary refurbishment of clinical facilities would not be completed in time for the planned start of the programme, so the University took the decision to delay the start date to March 2017 and to proceed with only non-clinical teaching until ASCDE had completed the refurbishment to specification. The clinical facilities were put in place by June 2017. However, by late 2017, feedback from University staff and complaints from students revealed that the clinical facilities were falling short of expectations. "}]
[{"$f":"IF('> FILTER <'!B580<>\"\",ROW(OFFSET(A579,-1,0)),\"\")","v":578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G580)),A579,\"\")","v":578},{"$f":"IFERROR(SMALL(Helper2_1,A579),\"\")","v":578},null,578,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G580)),$A579,\"\")","v":578},{"$f":"IFERROR(SMALL(Helper2_2,A579),\"\")","v":578},{"$f":"COUNTIF(Helper3_1,\"=\"&G579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G579)=1, G579, \"\")","v":578},{"$f":"IFERROR(SMALL(Index_2,A579),\"\")","v":578},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:J579)),\"\")","v":"DUN_129"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:K579)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:L579)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:M579)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:N579)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:O579)),\"\")","v":"129 This, and concerns over the legal capacity of ASCDE to operate in Egypt, led the University to commission further due diligence work which persuaded it to terminate the partnership. The University considered a number of potential options including identifying other potential partners in Egypt, delivering the programmes in Dundee, and reviewing the programme requirements to allow the students to complete by alternative means. Some student cohorts were able to complete their studies, but the University had to discontinue a number of students’ studies, refunding tuition fees and offering goodwill payments. "}]
[{"$f":"IF('> FILTER <'!B581<>\"\",ROW(OFFSET(A580,-1,0)),\"\")","v":579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G581)),A580,\"\")","v":579},{"$f":"IFERROR(SMALL(Helper2_1,A580),\"\")","v":579},null,579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G581)),$A580,\"\")","v":579},{"$f":"IFERROR(SMALL(Helper2_2,A580),\"\")","v":579},{"$f":"COUNTIF(Helper3_1,\"=\"&G580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G580)=1, G580, \"\")","v":579},{"$f":"IFERROR(SMALL(Index_2,A580),\"\")","v":579},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:J580)),\"\")","v":"DUN_130"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:K580)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:L580)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:M580)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:N580)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:O580)),\"\")","v":"130 The University has acknowledged that it needs to reflect on the lessons learned from this partnership to ensure that such a situation does not recur in the future. The ELIR team would strongly encourage the University to progress with identifying the lessons learned, ensuring that any future arrangements include adequate contingency planning and prioritising the needs of its students as the University’s collaborations toolkit intends. "}]
[{"$f":"IF('> FILTER <'!B582<>\"\",ROW(OFFSET(A581,-1,0)),\"\")","v":580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G582)),A581,\"\")","v":580},{"$f":"IFERROR(SMALL(Helper2_1,A581),\"\")","v":580},null,580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G582)),$A581,\"\")","v":580},{"$f":"IFERROR(SMALL(Helper2_2,A581),\"\")","v":580},{"$f":"COUNTIF(Helper3_1,\"=\"&G581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G581)=1, G581, \"\")","v":580},{"$f":"IFERROR(SMALL(Index_2,A581),\"\")","v":580},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:J581)),\"\")","v":"DUN_131"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:K581)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:L581)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:M581)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:N581)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:O581)),\"\")","v":"131 Overall, the University has effective arrangements for managing academic standards and the student learning experience in relation to its collaborative provision. In order to secure the effectiveness of its arrangements, as a matter of priority the University should improve its academic oversight at institutional level to ensure it has effective arrangements in place for identifying and mitigating academic risks. "}]
[{"$f":"IF('> FILTER <'!B583<>\"\",ROW(OFFSET(A582,-1,0)),\"\")","v":581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G583)),A582,\"\")","v":581},{"$f":"IFERROR(SMALL(Helper2_1,A582),\"\")","v":581},null,581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G583)),$A582,\"\")","v":581},{"$f":"IFERROR(SMALL(Helper2_2,A582),\"\")","v":581},{"$f":"COUNTIF(Helper3_1,\"=\"&G582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G582)=1, G582, \"\")","v":581},{"$f":"IFERROR(SMALL(Index_2,A582),\"\")","v":581},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:J582)),\"\")","v":"DUN_132"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:K582)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:L582)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:M582)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:N582)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:O582)),\"\")","v":"132 The University’s toolkit for teaching collaborations provides schools with a structured and supported process for the approval of taught collaborative provision, as well as a means to monitor and review partnerships from a business perspective. It is effective in achieving a risk-based, responsive and consistent approach across schools when used alongside the University’s quality framework. "}]
[{"$f":"IF('> FILTER <'!B584<>\"\",ROW(OFFSET(A583,-1,0)),\"\")","v":582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G584)),A583,\"\")","v":582},{"$f":"IFERROR(SMALL(Helper2_1,A583),\"\")","v":582},null,582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G584)),$A583,\"\")","v":582},{"$f":"IFERROR(SMALL(Helper2_2,A583),\"\")","v":582},{"$f":"COUNTIF(Helper3_1,\"=\"&G583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G583)=1, G583, \"\")","v":582},{"$f":"IFERROR(SMALL(Index_2,A583),\"\")","v":582},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:J583)),\"\")","v":"DUN_133"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:K583)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:L583)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:M583)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:N583)),\"\")","v":"University of Dundee"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:O583)),\"\")","v":"133 The University recognises the importance of supporting a high quality student experience and ensuring that academic standards are secure. There would be considerable benefit in reviewing the location of responsibility at institutional level for the academic standards and quality of collaborative provision to ensure adequate oversight of key academic quality processes including approval and follow up. There would also be benefit in providing greater clarification of the associate deans’ roles in overseeing collaborative provision within schools. "}]
[{"$f":"IF('> FILTER <'!B585<>\"\",ROW(OFFSET(A584,-1,0)),\"\")","v":583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G585)),A584,\"\")","v":583},{"$f":"IFERROR(SMALL(Helper2_1,A584),\"\")","v":583},null,583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G585)),$A584,\"\")","v":583},{"$f":"IFERROR(SMALL(Helper2_2,A584),\"\")","v":583},{"$f":"COUNTIF(Helper3_1,\"=\"&G584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G584)=1, G584, \"\")","v":583},{"$f":"IFERROR(SMALL(Index_2,A584),\"\")","v":583},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:J584)),\"\")","v":"RCS_2"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:K584)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:L584)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:M584)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:N584)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:O584)),\"\")","v":"2 In 2017-18, the Conservatoire had 1,212 degree students from 63 countries. In the same year, it had 3,800 non-degree students studying in its Junior Conservatoire and a range of Transitions and outreach activities."}]
[{"$f":"IF('> FILTER <'!B586<>\"\",ROW(OFFSET(A585,-1,0)),\"\")","v":584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G586)),A585,\"\")","v":584},{"$f":"IFERROR(SMALL(Helper2_1,A585),\"\")","v":584},null,584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G586)),$A585,\"\")","v":584},{"$f":"IFERROR(SMALL(Helper2_2,A585),\"\")","v":584},{"$f":"COUNTIF(Helper3_1,\"=\"&G585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G585)=1, G585, \"\")","v":584},{"$f":"IFERROR(SMALL(Index_2,A585),\"\")","v":584},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:J585)),\"\")","v":"RCS_3"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:K585)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:L585)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:M585)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:N585)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:O585)),\"\")","v":"3 The Conservatoire has a total headcount of 855 staff of whom 118 are full-time and 267 are part-time academic staff. A further 256 are part-time academic staff involved in the delivery of pre-higher education provision."}]
[{"$f":"IF('> FILTER <'!B587<>\"\",ROW(OFFSET(A586,-1,0)),\"\")","v":585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G587)),A586,\"\")","v":585},{"$f":"IFERROR(SMALL(Helper2_1,A586),\"\")","v":585},null,585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G587)),$A586,\"\")","v":585},{"$f":"IFERROR(SMALL(Helper2_2,A586),\"\")","v":585},{"$f":"COUNTIF(Helper3_1,\"=\"&G586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G586)=1, G586, \"\")","v":585},{"$f":"IFERROR(SMALL(Index_2,A586),\"\")","v":585},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:J586)),\"\")","v":"RCS_4"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:K586)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:L586)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:M586)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:N586)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:O586)),\"\")","v":"4 The current Strategic Plan, 'Delivering a Defining Performance' runs from 2015-2020. It sets out the Conservatoire's vision to be 'Scotland's globally-recognised and inspirational leader in learning for the performing arts' and includes four strategic pillars: driving focused excellence, promoting equality and diversity, advancing lifelong learning, embracing [the RCS] role as a national and international performing arts institution. The Strategic Plan is supported by a series of operational plans and these are supplemented by the Conservatoire's Outcome Agreement with the Scottish Funding Council."}]
[{"$f":"IF('> FILTER <'!B588<>\"\",ROW(OFFSET(A587,-1,0)),\"\")","v":586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G588)),A587,\"\")","v":586},{"$f":"IFERROR(SMALL(Helper2_1,A587),\"\")","v":586},null,586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G588)),$A587,\"\")","v":586},{"$f":"IFERROR(SMALL(Helper2_2,A587),\"\")","v":586},{"$f":"COUNTIF(Helper3_1,\"=\"&G587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G587)=1, G587, \"\")","v":586},{"$f":"IFERROR(SMALL(Index_2,A587),\"\")","v":586},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:J587)),\"\")","v":"RCS_5"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:K587)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:L587)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:M587)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:N587)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:O587)),\"\")","v":"5 Since the previous ELIR in 2013, the Conservatoire's student population has grown by nearly 30 per cent overall (headcount). In 2017-18, it had 897 undergraduate students (representing over 19 per cent growth since 2012-13), 286 taught postgraduate students (over 72 per cent growth in the same period) and 29 postgraduate research students (over 81 per cent growth). All student numbers are headcount rather than FTE."}]
[{"$f":"IF('> FILTER <'!B589<>\"\",ROW(OFFSET(A588,-1,0)),\"\")","v":587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G589)),A588,\"\")","v":587},{"$f":"IFERROR(SMALL(Helper2_1,A588),\"\")","v":587},null,587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G589)),$A588,\"\")","v":587},{"$f":"IFERROR(SMALL(Helper2_2,A588),\"\")","v":587},{"$f":"COUNTIF(Helper3_1,\"=\"&G588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G588)=1, G588, \"\")","v":587},{"$f":"IFERROR(SMALL(Index_2,A588),\"\")","v":587},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:J588)),\"\")","v":"RCS_6"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:K588)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:L588)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:M588)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:N588)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:O588)),\"\")","v":"6 The majority of the Conservatoire's students are school leavers (78 per cent of UK-domiciled undergraduate entrants in 2017-18) which is typical of the performing arts, especially music and ballet. There has been a substantial growth of students from a widening access background, notably SIMD 40 and 20, and this is a result of conscious work on the part of RCS (paragraph 21).  "}]
[{"$f":"IF('> FILTER <'!B590<>\"\",ROW(OFFSET(A589,-1,0)),\"\")","v":588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G590)),A589,\"\")","v":588},{"$f":"IFERROR(SMALL(Helper2_1,A589),\"\")","v":588},null,588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G590)),$A589,\"\")","v":588},{"$f":"IFERROR(SMALL(Helper2_2,A589),\"\")","v":588},{"$f":"COUNTIF(Helper3_1,\"=\"&G589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G589)=1, G589, \"\")","v":588},{"$f":"IFERROR(SMALL(Index_2,A589),\"\")","v":588},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:J589)),\"\")","v":"RCS_7"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:K589)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:L589)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:M589)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:N589)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:O589)),\"\")","v":"7 The growth in the student population provides a number of challenges for the Conservatoire, for example staff resource, space and timetabling. It was clear to the ELIR team that the Conservatoire is aware of the challenges and is managing them effectively. This is supported by the high retention and completion rates."}]
[{"$f":"IF('> FILTER <'!B591<>\"\",ROW(OFFSET(A590,-1,0)),\"\")","v":589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G591)),A590,\"\")","v":589},{"$f":"IFERROR(SMALL(Helper2_1,A590),\"\")","v":589},null,589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G591)),$A590,\"\")","v":589},{"$f":"IFERROR(SMALL(Helper2_2,A590),\"\")","v":589},{"$f":"COUNTIF(Helper3_1,\"=\"&G590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G590)=1, G590, \"\")","v":589},{"$f":"IFERROR(SMALL(Index_2,A590),\"\")","v":589},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:J590)),\"\")","v":"RCS_8"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:K590)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:L590)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:M590)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:N590)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:O590)),\"\")","v":"8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."}]
[{"$f":"IF('> FILTER <'!B592<>\"\",ROW(OFFSET(A591,-1,0)),\"\")","v":590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G592)),A591,\"\")","v":590},{"$f":"IFERROR(SMALL(Helper2_1,A591),\"\")","v":590},null,590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G592)),$A591,\"\")","v":590},{"$f":"IFERROR(SMALL(Helper2_2,A591),\"\")","v":590},{"$f":"COUNTIF(Helper3_1,\"=\"&G591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G591)=1, G591, \"\")","v":590},{"$f":"IFERROR(SMALL(Index_2,A591),\"\")","v":590},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:J591)),\"\")","v":"RCS_8"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:K591)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:L591)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:M591)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:N591)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:O591)),\"\")","v":"8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."}]
[{"$f":"IF('> FILTER <'!B593<>\"\",ROW(OFFSET(A592,-1,0)),\"\")","v":591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G593)),A592,\"\")","v":591},{"$f":"IFERROR(SMALL(Helper2_1,A592),\"\")","v":591},null,591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G593)),$A592,\"\")","v":591},{"$f":"IFERROR(SMALL(Helper2_2,A592),\"\")","v":591},{"$f":"COUNTIF(Helper3_1,\"=\"&G592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G592)=1, G592, \"\")","v":591},{"$f":"IFERROR(SMALL(Index_2,A592),\"\")","v":591},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:J592)),\"\")","v":"RCS_8"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:K592)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:L592)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:M592)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:N592)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:O592)),\"\")","v":"8 The RCS Academic Board established an ad hoc working group comprising academic and support staff plus representation from the Students' Union to prepare for the ELIR process. Preparation for ELIR took place in parallel with an intensive undergraduate curriculum review process, with curriculum review informing the content of the Reflective Analysis (RA). The RA was also developed following consultation meetings with academic and professional service staff as well as students. Drafts of the RA were considered in meetings of the Quality and Standards Committee and the Academic Board."}]
[{"$f":"IF('> FILTER <'!B594<>\"\",ROW(OFFSET(A593,-1,0)),\"\")","v":592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G594)),A593,\"\")","v":592},{"$f":"IFERROR(SMALL(Helper2_1,A593),\"\")","v":592},null,592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G594)),$A593,\"\")","v":592},{"$f":"IFERROR(SMALL(Helper2_2,A593),\"\")","v":592},{"$f":"COUNTIF(Helper3_1,\"=\"&G593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G593)=1, G593, \"\")","v":592},{"$f":"IFERROR(SMALL(Index_2,A593),\"\")","v":592},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:J593)),\"\")","v":"RCS_9"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:K593)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:L593)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:M593)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:N593)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:O593)),\"\")","v":"9 The Conservatoire identified two main contextual themes for the ELIR which the RA indicated reflect strategic priorities and everyday core values and practices: praxis and the promotion of fair access. Both of these were explored extensively in discussions with staff and students throughout the ELIR visits."}]
[{"$f":"IF('> FILTER <'!B595<>\"\",ROW(OFFSET(A594,-1,0)),\"\")","v":593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G595)),A594,\"\")","v":593},{"$f":"IFERROR(SMALL(Helper2_1,A594),\"\")","v":593},null,593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G595)),$A594,\"\")","v":593},{"$f":"IFERROR(SMALL(Helper2_2,A594),\"\")","v":593},{"$f":"COUNTIF(Helper3_1,\"=\"&G594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G594)=1, G594, \"\")","v":593},{"$f":"IFERROR(SMALL(Index_2,A594),\"\")","v":593},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:J594)),\"\")","v":"RCS_10"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:K594)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:L594)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:M594)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:N594)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:O594)),\"\")","v":"10 In addition to the two main contextual themes, the Conservatoire identified five further areas of focus for the ELIR:  the role as a national conservatoire, the extensive pre-HE provision, the nature of the student population, the proportionately large numbers of part-time staff, the curriculum and quality processes."}]
[{"$f":"IF('> FILTER <'!B596<>\"\",ROW(OFFSET(A595,-1,0)),\"\")","v":594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G596)),A595,\"\")","v":594},{"$f":"IFERROR(SMALL(Helper2_1,A595),\"\")","v":594},null,594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G596)),$A595,\"\")","v":594},{"$f":"IFERROR(SMALL(Helper2_2,A595),\"\")","v":594},{"$f":"COUNTIF(Helper3_1,\"=\"&G595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G595)=1, G595, \"\")","v":594},{"$f":"IFERROR(SMALL(Index_2,A595),\"\")","v":594},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:J595)),\"\")","v":"RCS_11"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:K595)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:L595)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:M595)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:N595)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:O595)),\"\")","v":"11 Overall, the ELIR team considered that the Conservatoire had adopted an effective approach to preparing for ELIR. The topics and evidence chosen were good reflections of the strengths and challenges experienced by RCS. The evidence was set out in a clear and comprehensive RA with supporting documentation in the Advance Information Set. In particular, the discussions with staff and students were open and engaging."}]
[{"$f":"IF('> FILTER <'!B597<>\"\",ROW(OFFSET(A596,-1,0)),\"\")","v":595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G597)),A596,\"\")","v":595},{"$f":"IFERROR(SMALL(Helper2_1,A596),\"\")","v":595},null,595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G597)),$A596,\"\")","v":595},{"$f":"IFERROR(SMALL(Helper2_2,A596),\"\")","v":595},{"$f":"COUNTIF(Helper3_1,\"=\"&G596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G596)=1, G596, \"\")","v":595},{"$f":"IFERROR(SMALL(Index_2,A596),\"\")","v":595},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:J596)),\"\")","v":"RCS_12"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:K596)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:L596)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:M596)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:N596)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:O596)),\"\")","v":"12 The 2013 ELIR identified eight areas for development and the RA asserted that the Conservatoire had made satisfactory progress in addressing each of these. The ELIR team confirmed this view, noting that improvements in the availability of data were particularly positive (paragraph 120)."}]
[{"$f":"IF('> FILTER <'!B598<>\"\",ROW(OFFSET(A597,-1,0)),\"\")","v":596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G598)),A597,\"\")","v":596},{"$f":"IFERROR(SMALL(Helper2_1,A597),\"\")","v":596},null,596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G598)),$A597,\"\")","v":596},{"$f":"IFERROR(SMALL(Helper2_2,A597),\"\")","v":596},{"$f":"COUNTIF(Helper3_1,\"=\"&G597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G597)=1, G597, \"\")","v":596},{"$f":"IFERROR(SMALL(Index_2,A597),\"\")","v":596},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:J597)),\"\")","v":"RCS_13"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:K597)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:L597)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:M597)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:N597)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:O597)),\"\")","v":"13 The Students' Union (SU) was actively involved in the preparations for the ELIR. A challenge in performing arts conservatoires often is that students prioritise their artistic work and practice over engagement with the institution around managing quality. However, the ELIR team noted that RCS had been successful in engaging the student population in the ELIR preparations. "}]
[{"$f":"IF('> FILTER <'!B599<>\"\",ROW(OFFSET(A598,-1,0)),\"\")","v":597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G599)),A598,\"\")","v":597},{"$f":"IFERROR(SMALL(Helper2_1,A598),\"\")","v":597},null,{"$f":"ROW(OFFSET(E598,-1,0))","v":597},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G599)),$A598,\"\")","v":597},{"$f":"IFERROR(SMALL(Helper2_2,A598),\"\")","v":597},{"$f":"COUNTIF(Helper3_1,\"=\"&G598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G598)=1, G598, \"\")","v":597},{"$f":"IFERROR(SMALL(Index_2,A598),\"\")","v":597},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:J598)),\"\")","v":"RCS_14"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:K598)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:L598)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:M598)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:N598)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:O598)),\"\")","v":"14 The RA indicated that student engagement is at the heart of the Conservatoire and this was further emphasised by students and staff in meetings with the ELIR team.  "}]
[{"$f":"IF('> FILTER <'!B600<>\"\",ROW(OFFSET(A599,-1,0)),\"\")","v":598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G600)),A599,\"\")","v":598},{"$f":"IFERROR(SMALL(Helper2_1,A599),\"\")","v":598},null,598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G600)),$A599,\"\")","v":598},{"$f":"IFERROR(SMALL(Helper2_2,A599),\"\")","v":598},{"$f":"COUNTIF(Helper3_1,\"=\"&G599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G599)=1, G599, \"\")","v":598},{"$f":"IFERROR(SMALL(Index_2,A599),\"\")","v":598},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:J599)),\"\")","v":"RCS_15"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:K599)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:L599)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:M599)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:N599)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:O599)),\"\")","v":"15 Student representation works at different levels, with elected or nominated student representatives sitting on a range of committees. There are different types of student representatives, such as committee representatives, departmental/instrument representatives, a postgraduate research and a mature student representative. The ELIR team considered that representation works well overall, with 8 per cent of the student community actively engaged in representation and with training available."}]
[{"$f":"IF('> FILTER <'!B601<>\"\",ROW(OFFSET(A600,-1,0)),\"\")","v":599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G601)),A600,\"\")","v":599},{"$f":"IFERROR(SMALL(Helper2_1,A600),\"\")","v":599},null,599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G601)),$A600,\"\")","v":599},{"$f":"IFERROR(SMALL(Helper2_2,A600),\"\")","v":599},{"$f":"COUNTIF(Helper3_1,\"=\"&G600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G600)=1, G600, \"\")","v":599},{"$f":"IFERROR(SMALL(Index_2,A600),\"\")","v":599},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:J600)),\"\")","v":"RCS_16"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:K600)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:L600)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:M600)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:N600)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:O600)),\"\")","v":"16 The Students’ Union supports the student body effectively, especially after changes made by the SU President to raise the SU profile with the wider student body, for example through improved communication on the impact of SU work through featured blog posts. Students who met the ELIR team reported significant improvements in the SU voice and agency during the last two years, although they also highlighted its limited capacity and resources. In addition to the work inside the Conservatoire, the SU President engages externally with the NUS and Conservatoires UK, facilitating dialogue nationally and gaining insight about the sector. "}]
[{"$f":"IF('> FILTER <'!B602<>\"\",ROW(OFFSET(A601,-1,0)),\"\")","v":600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G602)),A601,\"\")","v":600},{"$f":"IFERROR(SMALL(Helper2_1,A601),\"\")","v":600},null,600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G602)),$A601,\"\")","v":600},{"$f":"IFERROR(SMALL(Helper2_2,A601),\"\")","v":600},{"$f":"COUNTIF(Helper3_1,\"=\"&G601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G601)=1, G601, \"\")","v":600},{"$f":"IFERROR(SMALL(Index_2,A601),\"\")","v":600},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:J601)),\"\")","v":"RCS_17"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:K601)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:L601)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:M601)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:N601)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:O601)),\"\")","v":"17 The ELIR team learned that the SU and RCS are in the process of creating a student partnership agreement in order to further clarify and enhance the role of the Students' Union. The team noted that the role of the SU President is particularly wide-ranging for a conservatoire, which is positive but challenging for one individual to manage. There would be value in the Conservatoire reflecting on ways of providing additional support for the SU President's role to ensure students can continue to engage as the Conservatoire aspires."}]
[{"$f":"IF('> FILTER <'!B603<>\"\",ROW(OFFSET(A602,-1,0)),\"\")","v":601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G603)),A602,\"\")","v":601},{"$f":"IFERROR(SMALL(Helper2_1,A602),\"\")","v":601},null,601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G603)),$A602,\"\")","v":601},{"$f":"IFERROR(SMALL(Helper2_2,A602),\"\")","v":601},{"$f":"COUNTIF(Helper3_1,\"=\"&G602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G602)=1, G602, \"\")","v":601},{"$f":"IFERROR(SMALL(Index_2,A602),\"\")","v":601},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:J602)),\"\")","v":"RCS_18"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:K602)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:L602)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:M602)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:N602)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:O602)),\"\")","v":"18 Student feedback is collected through a number of mechanisms, formally through an array of surveys and through involvement in programme committees, annual dialogue and programme reviews. Student feedback is also communicated informally and directly to staff, enabled by the relationships established between students and course organisers, tutors and professional service staff. The primary means of RCS responding to student feedback is through programme committees. The ELIR team learned that the SU President also has a very active role in communicating and following up student feedback. Students reported effective feedback and response at course and programme level, with swift resolution of issues, such as the bunching of assessment on certain programmes. All students, not only representatives, are invited to contribute feedback at end of year Open Forum meetings, leading to dialogue and change."}]
[{"$f":"IF('> FILTER <'!B604<>\"\",ROW(OFFSET(A603,-1,0)),\"\")","v":602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G604)),A603,\"\")","v":602},{"$f":"IFERROR(SMALL(Helper2_1,A603),\"\")","v":602},null,602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G604)),$A603,\"\")","v":602},{"$f":"IFERROR(SMALL(Helper2_2,A603),\"\")","v":602},{"$f":"COUNTIF(Helper3_1,\"=\"&G603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G603)=1, G603, \"\")","v":602},{"$f":"IFERROR(SMALL(Index_2,A603),\"\")","v":602},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:J603)),\"\")","v":"RCS_19"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:K603)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:L603)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:M603)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:N603)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:O603)),\"\")","v":"19 Students who met the ELIR team were aware of how to raise complaints or challenges and the team noted that potentially sensitive cases, such as changing principal study tutor, were managed efficiently. Students described staff as very responsive to feedback with various examples of matters being swiftly followed up, notably within departments. Some students perceived action at institution-level to be slower, and there was a sense that views within smaller departments might be overlooked. However, the team heard specific examples of potentially sensitive issues being responded to rapidly at institutional level and, overall, formed a view of staff at all levels listening and acting on student feedback (paragraph 63)."}]
[{"$f":"IF('> FILTER <'!B605<>\"\",ROW(OFFSET(A604,-1,0)),\"\")","v":603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G605)),A604,\"\")","v":603},{"$f":"IFERROR(SMALL(Helper2_1,A604),\"\")","v":603},null,603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G605)),$A604,\"\")","v":603},{"$f":"IFERROR(SMALL(Helper2_2,A604),\"\")","v":603},{"$f":"COUNTIF(Helper3_1,\"=\"&G604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G604)=1, G604, \"\")","v":603},{"$f":"IFERROR(SMALL(Index_2,A604),\"\")","v":603},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:J604)),\"\")","v":"RCS_19"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:K604)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:L604)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:M604)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:N604)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:O604)),\"\")","v":"19 Students who met the ELIR team were aware of how to raise complaints or challenges and the team noted that potentially sensitive cases, such as changing principal study tutor, were managed efficiently. Students described staff as very responsive to feedback with various examples of matters being swiftly followed up, notably within departments. Some students perceived action at institution-level to be slower, and there was a sense that views within smaller departments might be overlooked. However, the team heard specific examples of potentially sensitive issues being responded to rapidly at institutional level and, overall, formed a view of staff at all levels listening and acting on student feedback (paragraph 63)."}]
[{"$f":"IF('> FILTER <'!B606<>\"\",ROW(OFFSET(A605,-1,0)),\"\")","v":604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G606)),A605,\"\")","v":604},{"$f":"IFERROR(SMALL(Helper2_1,A605),\"\")","v":604},null,604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G606)),$A605,\"\")","v":604},{"$f":"IFERROR(SMALL(Helper2_2,A605),\"\")","v":604},{"$f":"COUNTIF(Helper3_1,\"=\"&G605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G605)=1, G605, \"\")","v":604},{"$f":"IFERROR(SMALL(Index_2,A605),\"\")","v":604},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:J605)),\"\")","v":"RCS_20"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:K605)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:L605)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:M605)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:N605)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:O605)),\"\")","v":"20 Promoting equality and diversity is one of the four strategic 'pillars' of the Conservatoire's Strategic Plan 2015-2020 and the RA confirms a sense of responsibility to promote equality, diversity and inclusion in and through all art forms and practices, and throughout the educational experience. This is reflected in the establishment of the Equality and Diversity Forum since 2009 and a number of posts with specific responsibilities including an Equality & Diversity Officer and Fair Access Manager. Equality and diversity is supported within the student body by student representatives in equality and diversity roles, namely the Liberation Officers, as well as relevant student societies and networks. The Conservatoire's responsibility and commitment to equality and diversity is also realised through performance. Student work which addresses equality and diversity is supported through the Equality and Diversity Creative Fund."}]
[{"$f":"IF('> FILTER <'!B607<>\"\",ROW(OFFSET(A606,-1,0)),\"\")","v":605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G607)),A606,\"\")","v":605},{"$f":"IFERROR(SMALL(Helper2_1,A606),\"\")","v":605},null,605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G607)),$A606,\"\")","v":605},{"$f":"IFERROR(SMALL(Helper2_2,A606),\"\")","v":605},{"$f":"COUNTIF(Helper3_1,\"=\"&G606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G606)=1, G606, \"\")","v":605},{"$f":"IFERROR(SMALL(Index_2,A606),\"\")","v":605},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:J606)),\"\")","v":"RCS_21"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:K606)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:L606)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:M606)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:N606)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:O606)),\"\")","v":"21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "}]
[{"$f":"IF('> FILTER <'!B608<>\"\",ROW(OFFSET(A607,-1,0)),\"\")","v":606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G608)),A607,\"\")","v":606},{"$f":"IFERROR(SMALL(Helper2_1,A607),\"\")","v":606},null,606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G608)),$A607,\"\")","v":606},{"$f":"IFERROR(SMALL(Helper2_2,A607),\"\")","v":606},{"$f":"COUNTIF(Helper3_1,\"=\"&G607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G607)=1, G607, \"\")","v":606},{"$f":"IFERROR(SMALL(Index_2,A607),\"\")","v":606},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:J607)),\"\")","v":"RCS_21"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:K607)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:L607)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:M607)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:N607)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:O607)),\"\")","v":"21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "}]
[{"$f":"IF('> FILTER <'!B609<>\"\",ROW(OFFSET(A608,-1,0)),\"\")","v":607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G609)),A608,\"\")","v":607},{"$f":"IFERROR(SMALL(Helper2_1,A608),\"\")","v":607},null,607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G609)),$A608,\"\")","v":607},{"$f":"IFERROR(SMALL(Helper2_2,A608),\"\")","v":607},{"$f":"COUNTIF(Helper3_1,\"=\"&G608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G608)=1, G608, \"\")","v":607},{"$f":"IFERROR(SMALL(Index_2,A608),\"\")","v":607},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:J608)),\"\")","v":"RCS_21"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:K608)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:L608)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:M608)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:N608)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:O608)),\"\")","v":"21 The RCS student body is socially diverse, having already exceeded the Commission on Widening Access target threshold intake of students from the lowest SIMD quintile for 2020. Diversity is supported by the Conservatoire's work in outreach and widening participation, especially through the Transitions and Junior Conservatoire programmes. RCS is also actively involved in enhancing equality and diversity within the sector, through developing new strategies with Conservatoires UK. "}]
[{"$f":"IF('> FILTER <'!B610<>\"\",ROW(OFFSET(A609,-1,0)),\"\")","v":608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G610)),A609,\"\")","v":608},{"$f":"IFERROR(SMALL(Helper2_1,A609),\"\")","v":608},null,608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G610)),$A609,\"\")","v":608},{"$f":"IFERROR(SMALL(Helper2_2,A609),\"\")","v":608},{"$f":"COUNTIF(Helper3_1,\"=\"&G609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G609)=1, G609, \"\")","v":608},{"$f":"IFERROR(SMALL(Index_2,A609),\"\")","v":608},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:J609)),\"\")","v":"RCS_22"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:K609)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:L609)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:M609)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:N609)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:O609)),\"\")","v":"22 The role of Transition mentors is highly supportive in the context of the diverse student body. Transition mentors support students with potential in achieving required standards pre-admission. Pre-admission students are supported by the Transitions team, while after admission their progress is monitored, but they are not explicitly supported further, as they are fully integrated within the student body. Students who went through the Transitions programme reported having a very positive experience including support in preparing for auditions and maintaining informal contact with their Transition mentors after successfully gaining a place. "}]
[{"$f":"IF('> FILTER <'!B611<>\"\",ROW(OFFSET(A610,-1,0)),\"\")","v":609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G611)),A610,\"\")","v":609},{"$f":"IFERROR(SMALL(Helper2_1,A610),\"\")","v":609},null,609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G611)),$A610,\"\")","v":609},{"$f":"IFERROR(SMALL(Helper2_2,A610),\"\")","v":609},{"$f":"COUNTIF(Helper3_1,\"=\"&G610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G610)=1, G610, \"\")","v":609},{"$f":"IFERROR(SMALL(Index_2,A610),\"\")","v":609},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:J610)),\"\")","v":"RCS_23"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:K610)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:L610)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:M610)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:N610)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:O610)),\"\")","v":"23 The RA stated that the Conservatoire is working hard to increase its proportion of black, Asian or minority ethnic (BAME) students, recognising that currently this is below the Scottish HE and the UK conservatoire sector averages. Specific actions identified include: working with the Equality Challenge Unit's Attracting Diversity project, setting up a joint project with the Scottish Youth Theatre to engage young BAME people, and contributing to the formulation of a Conservatoires UK strategy. The ELIR team would encourage RCS to continue pursuing its identified priorities in this area."}]
[{"$f":"IF('> FILTER <'!B612<>\"\",ROW(OFFSET(A611,-1,0)),\"\")","v":610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G612)),A611,\"\")","v":610},{"$f":"IFERROR(SMALL(Helper2_1,A611),\"\")","v":610},null,610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G612)),$A611,\"\")","v":610},{"$f":"IFERROR(SMALL(Helper2_2,A611),\"\")","v":610},{"$f":"COUNTIF(Helper3_1,\"=\"&G611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G611)=1, G611, \"\")","v":610},{"$f":"IFERROR(SMALL(Index_2,A611),\"\")","v":610},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:J611)),\"\")","v":"RCS_23"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:K611)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:L611)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:M611)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:N611)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:O611)),\"\")","v":"23 The RA stated that the Conservatoire is working hard to increase its proportion of black, Asian or minority ethnic (BAME) students, recognising that currently this is below the Scottish HE and the UK conservatoire sector averages. Specific actions identified include: working with the Equality Challenge Unit's Attracting Diversity project, setting up a joint project with the Scottish Youth Theatre to engage young BAME people, and contributing to the formulation of a Conservatoires UK strategy. The ELIR team would encourage RCS to continue pursuing its identified priorities in this area."}]
[{"$f":"IF('> FILTER <'!B613<>\"\",ROW(OFFSET(A612,-1,0)),\"\")","v":611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G613)),A612,\"\")","v":611},{"$f":"IFERROR(SMALL(Helper2_1,A612),\"\")","v":611},null,611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G613)),$A612,\"\")","v":611},{"$f":"IFERROR(SMALL(Helper2_2,A612),\"\")","v":611},{"$f":"COUNTIF(Helper3_1,\"=\"&G612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G612)=1, G612, \"\")","v":611},{"$f":"IFERROR(SMALL(Index_2,A612),\"\")","v":611},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:J612)),\"\")","v":"RCS_24"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:K612)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:L612)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:M612)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:N612)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:O612)),\"\")","v":"24 Equality and diversity is recognised and respected by the RCS staff, with both staff and students highlighting a positive culture towards diversity. Students who require further support are provided with mentors and can have bespoke learning and assessment schedules created to provide flexibility and facilitate them completing and succeeding in their studies. In meetings with students, the ELIR team learned that flexibility can be provided to support a family-friendly approach for MEd students. Adjustments are documented and supported individually through written learning agreements or plans."}]
[{"$f":"IF('> FILTER <'!B614<>\"\",ROW(OFFSET(A613,-1,0)),\"\")","v":612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G614)),A613,\"\")","v":612},{"$f":"IFERROR(SMALL(Helper2_1,A613),\"\")","v":612},null,612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G614)),$A613,\"\")","v":612},{"$f":"IFERROR(SMALL(Helper2_2,A613),\"\")","v":612},{"$f":"COUNTIF(Helper3_1,\"=\"&G613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G613)=1, G613, \"\")","v":612},{"$f":"IFERROR(SMALL(Index_2,A613),\"\")","v":612},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:J613)),\"\")","v":"RCS_25"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:K613)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:L613)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:M613)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:N613)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:O613)),\"\")","v":"25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."}]
[{"$f":"IF('> FILTER <'!B615<>\"\",ROW(OFFSET(A614,-1,0)),\"\")","v":613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G615)),A614,\"\")","v":613},{"$f":"IFERROR(SMALL(Helper2_1,A614),\"\")","v":613},null,613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G615)),$A614,\"\")","v":613},{"$f":"IFERROR(SMALL(Helper2_2,A614),\"\")","v":613},{"$f":"COUNTIF(Helper3_1,\"=\"&G614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G614)=1, G614, \"\")","v":613},{"$f":"IFERROR(SMALL(Index_2,A614),\"\")","v":613},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:J614)),\"\")","v":"RCS_25"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:K614)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:L614)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:M614)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:N614)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:O614)),\"\")","v":"25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."}]
[{"$f":"IF('> FILTER <'!B616<>\"\",ROW(OFFSET(A615,-1,0)),\"\")","v":614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G616)),A615,\"\")","v":614},{"$f":"IFERROR(SMALL(Helper2_1,A615),\"\")","v":614},null,614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G616)),$A615,\"\")","v":614},{"$f":"IFERROR(SMALL(Helper2_2,A615),\"\")","v":614},{"$f":"COUNTIF(Helper3_1,\"=\"&G615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G615)=1, G615, \"\")","v":614},{"$f":"IFERROR(SMALL(Index_2,A615),\"\")","v":614},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:J615)),\"\")","v":"RCS_25"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:K615)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:L615)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:M615)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:N615)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:O615)),\"\")","v":"25 In 2016-17, over 26 per cent of RCS students had disclosed a disability or medical condition. This is high compared to the Scottish HE and UK conservatoire sectors where it was over 11 per cent and just under 18 per cent respectively. The Conservatoire seeks to support all students in their individual learning. Disabled students are provided with bespoke support from the point of application through to graduation and are contacted by the Counsellor and Disability Adviser to ensure that their particular needs can be met. Learning Agreements are negotiated between the student, the relevant Head of Department or Programme, and the Counsellor and Disability Adviser. The Learning Agreements are reviewed annually to ensure they continue to address the student's needs. Student feedback gathered by RCS suggests that the Learning Agreements are effective."}]
[{"$f":"IF('> FILTER <'!B617<>\"\",ROW(OFFSET(A616,-1,0)),\"\")","v":615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G617)),A616,\"\")","v":615},{"$f":"IFERROR(SMALL(Helper2_1,A616),\"\")","v":615},null,615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G617)),$A616,\"\")","v":615},{"$f":"IFERROR(SMALL(Helper2_2,A616),\"\")","v":615},{"$f":"COUNTIF(Helper3_1,\"=\"&G616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G616)=1, G616, \"\")","v":615},{"$f":"IFERROR(SMALL(Index_2,A616),\"\")","v":615},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:J616)),\"\")","v":"RCS_26"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:K616)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:L616)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:M616)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:N616)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:O616)),\"\")","v":"26 Some students who met the ELIR team indicated that it could be problematic for a single member of staff to hold a dual role as both the disabilities advisor and counsellor. The potential conflict of interest was acknowledged by staff who indicated that, where a conflict arises, a solution is negotiated, such as directing the student to an external counsellor."}]
[{"$f":"IF('> FILTER <'!B618<>\"\",ROW(OFFSET(A617,-1,0)),\"\")","v":616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G618)),A617,\"\")","v":616},{"$f":"IFERROR(SMALL(Helper2_1,A617),\"\")","v":616},null,616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G618)),$A617,\"\")","v":616},{"$f":"IFERROR(SMALL(Helper2_2,A617),\"\")","v":616},{"$f":"COUNTIF(Helper3_1,\"=\"&G617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G617)=1, G617, \"\")","v":616},{"$f":"IFERROR(SMALL(Index_2,A617),\"\")","v":616},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:J617)),\"\")","v":"RCS_27"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:K617)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:L617)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:M617)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:N617)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:O617)),\"\")","v":"27 The BA Performance in British Sign Language and English provides an opportunity for deaf or partially hearing performers and performance makers that doesn't exist elsewhere in the UK. Students on the programme who met the ELIR team confirmed they had received appropriate support and had a positive student experience. In discussion with the team, RCS staff emphasised the positive impact of the programme on the whole institution including enhancing learning and teaching practices. There has been wide uptake of BSL training among staff as well as BSL interpreters being available. It was evident to the team that this cohort of students are very well integrated with the student body.  "}]
[{"$f":"IF('> FILTER <'!B619<>\"\",ROW(OFFSET(A618,-1,0)),\"\")","v":617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G619)),A618,\"\")","v":617},{"$f":"IFERROR(SMALL(Helper2_1,A618),\"\")","v":617},null,617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G619)),$A618,\"\")","v":617},{"$f":"IFERROR(SMALL(Helper2_2,A618),\"\")","v":617},{"$f":"COUNTIF(Helper3_1,\"=\"&G618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G618)=1, G618, \"\")","v":617},{"$f":"IFERROR(SMALL(Index_2,A618),\"\")","v":617},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:J618)),\"\")","v":"RCS_27"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:K618)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:L618)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:M618)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:N618)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:O618)),\"\")","v":"27 The BA Performance in British Sign Language and English provides an opportunity for deaf or partially hearing performers and performance makers that doesn't exist elsewhere in the UK. Students on the programme who met the ELIR team confirmed they had received appropriate support and had a positive student experience. In discussion with the team, RCS staff emphasised the positive impact of the programme on the whole institution including enhancing learning and teaching practices. There has been wide uptake of BSL training among staff as well as BSL interpreters being available. It was evident to the team that this cohort of students are very well integrated with the student body.  "}]
[{"$f":"IF('> FILTER <'!B620<>\"\",ROW(OFFSET(A619,-1,0)),\"\")","v":618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G620)),A619,\"\")","v":618},{"$f":"IFERROR(SMALL(Helper2_1,A619),\"\")","v":618},null,618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G620)),$A619,\"\")","v":618},{"$f":"IFERROR(SMALL(Helper2_2,A619),\"\")","v":618},{"$f":"COUNTIF(Helper3_1,\"=\"&G619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G619)=1, G619, \"\")","v":618},{"$f":"IFERROR(SMALL(Index_2,A619),\"\")","v":618},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:J619)),\"\")","v":"RCS_28"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:K619)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:L619)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:M619)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:N619)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:O619)),\"\")","v":"28 Staff and recruitment panel members received training on unconscious bias, and BSL and deaf awareness training is part of student induction. Disability awareness training is part of the induction programme for new staff. Furthermore, equality, diversity and inclusion training is included in the PGCert and MEd programmes which staff can undertake (paragraph 86). "}]
[{"$f":"IF('> FILTER <'!B621<>\"\",ROW(OFFSET(A620,-1,0)),\"\")","v":619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G621)),A620,\"\")","v":619},{"$f":"IFERROR(SMALL(Helper2_1,A620),\"\")","v":619},null,619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G621)),$A620,\"\")","v":619},{"$f":"IFERROR(SMALL(Helper2_2,A620),\"\")","v":619},{"$f":"COUNTIF(Helper3_1,\"=\"&G620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G620)=1, G620, \"\")","v":619},{"$f":"IFERROR(SMALL(Index_2,A620),\"\")","v":619},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:J620)),\"\")","v":"RCS_29"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:K620)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:L620)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:M620)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:N620)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:O620)),\"\")","v":"29 The Disability Adviser collects data on equality and diversity including the Learning Agreement process which informs an annual Counselling & Disability Service Report for the Academic Board. The Statistical Analyst collates and reviews additional diversity data which is considered in the committee structure. This data confirms the effectiveness of the support provided by RCS by comparing retention and progression across student characteristics such as SIMD status, disability and ethnicity. "}]
[{"$f":"IF('> FILTER <'!B622<>\"\",ROW(OFFSET(A621,-1,0)),\"\")","v":620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G622)),A621,\"\")","v":620},{"$f":"IFERROR(SMALL(Helper2_1,A621),\"\")","v":620},null,620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G622)),$A621,\"\")","v":620},{"$f":"IFERROR(SMALL(Helper2_2,A621),\"\")","v":620},{"$f":"COUNTIF(Helper3_1,\"=\"&G621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G621)=1, G621, \"\")","v":620},{"$f":"IFERROR(SMALL(Index_2,A621),\"\")","v":620},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:J621)),\"\")","v":"RCS_29"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:K621)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:L621)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:M621)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:N621)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:O621)),\"\")","v":"29 The Disability Adviser collects data on equality and diversity including the Learning Agreement process which informs an annual Counselling & Disability Service Report for the Academic Board. The Statistical Analyst collates and reviews additional diversity data which is considered in the committee structure. This data confirms the effectiveness of the support provided by RCS by comparing retention and progression across student characteristics such as SIMD status, disability and ethnicity. "}]
[{"$f":"IF('> FILTER <'!B623<>\"\",ROW(OFFSET(A622,-1,0)),\"\")","v":621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G623)),A622,\"\")","v":621},{"$f":"IFERROR(SMALL(Helper2_1,A622),\"\")","v":621},null,621,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G623)),$A622,\"\")","v":621},{"$f":"IFERROR(SMALL(Helper2_2,A622),\"\")","v":621},{"$f":"COUNTIF(Helper3_1,\"=\"&G622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G622)=1, G622, \"\")","v":621},{"$f":"IFERROR(SMALL(Index_2,A622),\"\")","v":621},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:J622)),\"\")","v":"RCS_30"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:K622)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:L622)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:M622)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:N622)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:O622)),\"\")","v":"30 The RA confirmed that international students are vital for the Conservatoire, contributing to the diversity of the student body and bringing fresh insights. RCS is currently developing an international strategy, aiming to increase international student recruitment in the next year. International students are represented in the SU by the International Student Officer. International students who met the ELIR team reported feeling well-supported through English language support services, the Effective Learning Service, and a bespoke induction programme. International postgraduate research students can also access English academic writing support through the University of St Andrews (paragraph 122). Furthermore, international students indicated that they received good support with visa processes. "}]
[{"$f":"IF('> FILTER <'!B624<>\"\",ROW(OFFSET(A623,-1,0)),\"\")","v":622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G624)),A623,\"\")","v":622},{"$f":"IFERROR(SMALL(Helper2_1,A623),\"\")","v":622},null,622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G624)),$A623,\"\")","v":622},{"$f":"IFERROR(SMALL(Helper2_2,A623),\"\")","v":622},{"$f":"COUNTIF(Helper3_1,\"=\"&G623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G623)=1, G623, \"\")","v":622},{"$f":"IFERROR(SMALL(Index_2,A623),\"\")","v":622},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:J623)),\"\")","v":"RCS_30"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:K623)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:L623)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:M623)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:N623)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:O623)),\"\")","v":"30 The RA confirmed that international students are vital for the Conservatoire, contributing to the diversity of the student body and bringing fresh insights. RCS is currently developing an international strategy, aiming to increase international student recruitment in the next year. International students are represented in the SU by the International Student Officer. International students who met the ELIR team reported feeling well-supported through English language support services, the Effective Learning Service, and a bespoke induction programme. International postgraduate research students can also access English academic writing support through the University of St Andrews (paragraph 122). Furthermore, international students indicated that they received good support with visa processes. "}]
[{"$f":"IF('> FILTER <'!B625<>\"\",ROW(OFFSET(A624,-1,0)),\"\")","v":623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G625)),A624,\"\")","v":623},{"$f":"IFERROR(SMALL(Helper2_1,A624),\"\")","v":623},null,623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G625)),$A624,\"\")","v":623},{"$f":"IFERROR(SMALL(Helper2_2,A624),\"\")","v":623},{"$f":"COUNTIF(Helper3_1,\"=\"&G624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G624)=1, G624, \"\")","v":623},{"$f":"IFERROR(SMALL(Index_2,A624),\"\")","v":623},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:J624)),\"\")","v":"RCS_31"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:K624)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:L624)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:M624)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:N624)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:O624)),\"\")","v":"31 In discussion with the ELIR team, students highlighted their desire for further diversity among the staff team and in their curriculum content to reflect the breadth and diversity within the professional sectors. Currently, diversity in this context is mainly achieved through external visiting academic staff and practising professionals."}]
[{"$f":"IF('> FILTER <'!B626<>\"\",ROW(OFFSET(A625,-1,0)),\"\")","v":624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G626)),A625,\"\")","v":624},{"$f":"IFERROR(SMALL(Helper2_1,A625),\"\")","v":624},null,624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G626)),$A625,\"\")","v":624},{"$f":"IFERROR(SMALL(Helper2_2,A625),\"\")","v":624},{"$f":"COUNTIF(Helper3_1,\"=\"&G625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G625)=1, G625, \"\")","v":624},{"$f":"IFERROR(SMALL(Index_2,A625),\"\")","v":624},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:J625)),\"\")","v":"RCS_32"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:K625)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:L625)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:M625)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:N625)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:O625)),\"\")","v":"32 RCS offers a strongly student-centred, personalised experience. Students described the welcoming and friendly approach of the institution, the degree of support provided by tutors, and the opportunities for students to direct their own learning through optional module choices, negotiated projects, and curricular and extracurricular collaborative work. Students are able to draw on the full range of disciplines with systematic processes in place for supporting their curriculum choices."}]
[{"$f":"IF('> FILTER <'!B627<>\"\",ROW(OFFSET(A626,-1,0)),\"\")","v":625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G627)),A626,\"\")","v":625},{"$f":"IFERROR(SMALL(Helper2_1,A626),\"\")","v":625},null,625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G627)),$A626,\"\")","v":625},{"$f":"IFERROR(SMALL(Helper2_2,A626),\"\")","v":625},{"$f":"COUNTIF(Helper3_1,\"=\"&G626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G626)=1, G626, \"\")","v":625},{"$f":"IFERROR(SMALL(Index_2,A626),\"\")","v":625},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:J626)),\"\")","v":"RCS_33"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:K626)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:L626)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:M626)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:N626)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:O626)),\"\")","v":"33 RCS uses an online Student Contract to allow both staff and students to track the student's progress. The contract is a single online platform where students can view the modules on which they are enrolled, and see both marks and feedback from completed assignments. The contract is administered by the Transitions tutor, who can also write notes from tutorials onto the contract itself, allowing any issues to be recorded and tracked."}]
[{"$f":"IF('> FILTER <'!B628<>\"\",ROW(OFFSET(A627,-1,0)),\"\")","v":626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G628)),A627,\"\")","v":626},{"$f":"IFERROR(SMALL(Helper2_1,A627),\"\")","v":626},null,626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G628)),$A627,\"\")","v":626},{"$f":"IFERROR(SMALL(Helper2_2,A627),\"\")","v":626},{"$f":"COUNTIF(Helper3_1,\"=\"&G627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G627)=1, G627, \"\")","v":626},{"$f":"IFERROR(SMALL(Index_2,A627),\"\")","v":626},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:J627)),\"\")","v":"RCS_There"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:K627)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:L627)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:M627)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:N627)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:O627)),\"\")","v":"There is evidence of students engaging with and valuing the contract and the way it allows all formal information to be kept in one place as a stable point of reference, all of which is very positive. The technology used to create this is somewhat basic and evidently relies heavily on human effort, with the physical scanning and uploading of printed documents. Bulk uploading has helped to streamline the process this year but there would be value in RCS continuing to seek improved technological or other automated ways of managing the exercise."}]
[{"$f":"IF('> FILTER <'!B629<>\"\",ROW(OFFSET(A628,-1,0)),\"\")","v":627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G629)),A628,\"\")","v":627},{"$f":"IFERROR(SMALL(Helper2_1,A628),\"\")","v":627},null,627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G629)),$A628,\"\")","v":627},{"$f":"IFERROR(SMALL(Helper2_2,A628),\"\")","v":627},{"$f":"COUNTIF(Helper3_1,\"=\"&G628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G628)=1, G628, \"\")","v":627},{"$f":"IFERROR(SMALL(Index_2,A628),\"\")","v":627},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:J628)),\"\")","v":"RCS_34"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:K628)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:L628)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:M628)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:N628)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:O628)),\"\")","v":"34 Academic Administration and Support (AAS) within RCS offer a centralised service with a number of branches including the Effective Learning Service and Student Welfare support. Additionally, each student is allocated a Transitions tutor, whose role relates toacademicadvice, curriculum guidance, responsibility for agreeing the Student Contract and signing off the student's module selections for the year, a mechanism designed to encourage engagement from students with the tutor, the contract and their studies. The Transitions tutor is not, however, considered to be a personal tutor as such. Pastoral care is the responsibility of the central AAS services, with the intention that students can seek pastoral support as and when they need it (paragraph 35)."}]
[{"$f":"IF('> FILTER <'!B630<>\"\",ROW(OFFSET(A629,-1,0)),\"\")","v":628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G630)),A629,\"\")","v":628},{"$f":"IFERROR(SMALL(Helper2_1,A629),\"\")","v":628},null,628,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G630)),$A629,\"\")","v":628},{"$f":"IFERROR(SMALL(Helper2_2,A629),\"\")","v":628},{"$f":"COUNTIF(Helper3_1,\"=\"&G629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G629)=1, G629, \"\")","v":628},{"$f":"IFERROR(SMALL(Index_2,A629),\"\")","v":628},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:J629)),\"\")","v":"RCS_35"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:K629)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:L629)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:M629)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:N629)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:O629)),\"\")","v":"35 From the student perspective, there are effective mechanisms for student support in place. A defining feature of a conservatoire environment, where there is a substantial emphasis on cooperative and one-to-one practical activity, is that students are known personally to their teachers, and their principal study tutors and heads of department. Students regard their tutors - normally principal study or Transitions tutor - as the first port of call in relation to pastoral support, and tutors are evidently happy to take on this role and see it is an inevitable result of the nature of conservatoire study. Students who met the ELIR team did not seem aware that pastoral care officially lies within the remit of the centralised services, although teaching staff are aware that this is not technically part of their role.The ELIR team learned that pastoral support is included within the undergraduate and postgraduate handbooks and communicated during student induction. Nonetheless, the institutional understanding of where responsibility lies is different between the experience of staff and students with the role being played by teaching staff essentially unrecognised. This evidently works in practice from the student perspective, and staff appear well informed about where students should be directed in relation to counselling, disability issues and other support services. There would be value in the Conservatoire reflecting on the most effective way of communicating the pastoral support arrangements to ensure this reflects actual practice, with appropriate guidance being provided for new staff about this aspect of their role (paragraph 121)."}]
[{"$f":"IF('> FILTER <'!B631<>\"\",ROW(OFFSET(A630,-1,0)),\"\")","v":629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G631)),A630,\"\")","v":629},{"$f":"IFERROR(SMALL(Helper2_1,A630),\"\")","v":629},null,629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G631)),$A630,\"\")","v":629},{"$f":"IFERROR(SMALL(Helper2_2,A630),\"\")","v":629},{"$f":"COUNTIF(Helper3_1,\"=\"&G630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G630)=1, G630, \"\")","v":629},{"$f":"IFERROR(SMALL(Index_2,A630),\"\")","v":629},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:J630)),\"\")","v":"RCS_36"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:K630)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:L630)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:M630)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:N630)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:O630)),\"\")","v":"36 RCS recognises that the education of performing artists presents particular challenges in the demands it makes on the whole person - aesthetic, academic, emotional and physical – but is also aware of the challenges this presents in supporting students, and in particular, the rise in students presenting with mental health issues. RCS has implemented a number of strategies to address support in this area. AAS provides a counselling service and has invested in an online mental health and wellbeing service, The Big White Wall, to provide additional support for students. A 'Fitness to Study' policy was introduced in 2015 and a 'Fitness to Practise' policy in 2017 to provide a clear process for addressing problems and providing support. Other initiatives include a Mental Health Awareness week and Mental Health First Aid training for staff. Students who met the ELIR team were aware of the potential for the intensity of conservatoire study - and their own commitment to that study - to impact on their health and wellbeing. It is positive that the students were also aware of encouragement from their tutors to take time for work-life balance. In addition, the team noted that specific regulations are incorporated into the curriculum to support work-life balance, for example there is a minimum interval of 11 hours permitted between shoots for film students.The team concluded that RCS was taking positive measures to help students balance the demands of conservatoire study."}]
[{"$f":"IF('> FILTER <'!B632<>\"\",ROW(OFFSET(A631,-1,0)),\"\")","v":630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G632)),A631,\"\")","v":630},{"$f":"IFERROR(SMALL(Helper2_1,A631),\"\")","v":630},null,630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G632)),$A631,\"\")","v":630},{"$f":"IFERROR(SMALL(Helper2_2,A631),\"\")","v":630},{"$f":"COUNTIF(Helper3_1,\"=\"&G631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G631)=1, G631, \"\")","v":630},{"$f":"IFERROR(SMALL(Index_2,A631),\"\")","v":630},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:J631)),\"\")","v":"RCS_37"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:K631)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:L631)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:M631)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:N631)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:O631)),\"\")","v":"37 RCS does not currently have a Learning, Teaching and Assessment Strategy, although the new Assistant Principal has confirmed the intention to introduce one. Currently, assessment is governed by a number of documents: postgraduate and undergraduate assessment frameworks (which are primarily concerned with academic regulations) programme handbooks and assessment handbooks."}]
[{"$f":"IF('> FILTER <'!B633<>\"\",ROW(OFFSET(A632,-1,0)),\"\")","v":631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G633)),A632,\"\")","v":631},{"$f":"IFERROR(SMALL(Helper2_1,A632),\"\")","v":631},null,631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G633)),$A632,\"\")","v":631},{"$f":"IFERROR(SMALL(Helper2_2,A632),\"\")","v":631},{"$f":"COUNTIF(Helper3_1,\"=\"&G632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G632)=1, G632, \"\")","v":631},{"$f":"IFERROR(SMALL(Index_2,A632),\"\")","v":631},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:J632)),\"\")","v":"RCS_38"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:K632)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:L632)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:M632)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:N632)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:O632)),\"\")","v":"38 There are no agreed norms for assessment loads as, in keeping with the 'tight-loose' philosophy established during the Curriculum Reform process, staff considered that as the work being done was so diverse, assessment loads should be driven by the needs of the work itself. As a result, there is notable inconsistency in assessment loads between modules both across and within courses. For example, essay word lengths per 10 credits vary between 600 words and 6,250 words. Some module descriptors do not indicate how long essays or presentations should be. Potentially, this leaves students with quite different workloads for the same number of credits, depending on their area of specialism, module choice or understanding of the task (paragraph 64)."}]
[{"$f":"IF('> FILTER <'!B634<>\"\",ROW(OFFSET(A633,-1,0)),\"\")","v":632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G634)),A633,\"\")","v":632},{"$f":"IFERROR(SMALL(Helper2_1,A633),\"\")","v":632},null,632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G634)),$A633,\"\")","v":632},{"$f":"IFERROR(SMALL(Helper2_2,A633),\"\")","v":632},{"$f":"COUNTIF(Helper3_1,\"=\"&G633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G633)=1, G633, \"\")","v":632},{"$f":"IFERROR(SMALL(Index_2,A633),\"\")","v":632},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:J633)),\"\")","v":"RCS_39"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:K633)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:L633)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:M633)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:N633)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:O633)),\"\")","v":"39 Students get feedback on their work from multiple sources at multiple times in the year, not only in relation to summative assessment. Verbal feedback on formative work within RCS is continuous and instantaneous, occurring in one-to-one lessons, group work (such as rehearsals and performance-based classes) and planned tutorials. All written feedback is uploaded into the online Student Contract, where it can be seen by both the staff and individual students. Students evidently find this system convenient and easy to use, and value knowing that they can refer back to all their feedback in one place, which is positive."}]
[{"$f":"IF('> FILTER <'!B635<>\"\",ROW(OFFSET(A634,-1,0)),\"\")","v":633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G635)),A634,\"\")","v":633},{"$f":"IFERROR(SMALL(Helper2_1,A634),\"\")","v":633},null,633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G635)),$A634,\"\")","v":633},{"$f":"IFERROR(SMALL(Helper2_2,A634),\"\")","v":633},{"$f":"COUNTIF(Helper3_1,\"=\"&G634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G634)=1, G634, \"\")","v":633},{"$f":"IFERROR(SMALL(Index_2,A634),\"\")","v":633},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:J634)),\"\")","v":"RCS_40"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:K634)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:L634)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:M634)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:N634)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:O634)),\"\")","v":"40 RCS has also developed a process of 'mutually constructed feedback' in which the tutor and student discuss and agree feedback and, in some instances, marks. This may be in relation to ongoing work on a module rather than a specific assessment, as is the case for some BMus students on principal studies modules. It is also used as part of the assessed tutor report on BMus principal study modules for some students as part of a current pilot, and it may be used by a tutor in determining a mark in relation to the student's critical reflection on Contemporary Performance Practice modules. This form of feedback is clearly appreciated and valued by staff and students and represents an innovative approach to developing students' critical and reflective thinking in understanding their own progress. It has only recently been developed and there is currently a range of practice. RCS should consider establishing parameters for its use to ensure it is used in a consistent, fair and effective manner across different courses and levels of study."}]
[{"$f":"IF('> FILTER <'!B636<>\"\",ROW(OFFSET(A635,-1,0)),\"\")","v":634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G636)),A635,\"\")","v":634},{"$f":"IFERROR(SMALL(Helper2_1,A635),\"\")","v":634},null,634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G636)),$A635,\"\")","v":634},{"$f":"IFERROR(SMALL(Helper2_2,A635),\"\")","v":634},{"$f":"COUNTIF(Helper3_1,\"=\"&G635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G635)=1, G635, \"\")","v":634},{"$f":"IFERROR(SMALL(Index_2,A635),\"\")","v":634},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:J635)),\"\")","v":"RCS_41"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:K635)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:L635)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:M635)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:N635)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:O635)),\"\")","v":"41 RCS takes two main approaches to assessment grading: pass/fail and graded assessment. For the latter, the Conservatoire has implemented a Common Assessment Scale (CAS) which maps conventional degree classifications to a 17-point, A-F grading scale. Staff consider that this allows a focus on absolute rather than comparative performance but it is not used universally on all programmes. The three-year Ordinary degree programmes opted out of CAS in favour of pass/failgrades, given that these programmes do not give classifications to their students on completion. Reports written by part-time staff in the School of Music on their one-to-one students are also assessed on a pass/fail basis using qualitative feedback (including mutually agreed feedback) rather than formal assessment. Pass/fail elements are routinely also awarded grades using the CAS, even though these do not feed into module marks, as students actively want to know their marks as well as having feedback. While this is understandable in relation to the three-year Ordinary programmes, it could be regarded as contradicting the aim of assessing on a pass/fail basis (paragraph 64)."}]
[{"$f":"IF('> FILTER <'!B637<>\"\",ROW(OFFSET(A636,-1,0)),\"\")","v":635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G637)),A636,\"\")","v":635},{"$f":"IFERROR(SMALL(Helper2_1,A636),\"\")","v":635},null,635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G637)),$A636,\"\")","v":635},{"$f":"IFERROR(SMALL(Helper2_2,A636),\"\")","v":635},{"$f":"COUNTIF(Helper3_1,\"=\"&G636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G636)=1, G636, \"\")","v":635},{"$f":"IFERROR(SMALL(Index_2,A636),\"\")","v":635},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:J636)),\"\")","v":"RCS_42"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:K636)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:L636)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:M636)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:N636)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:O636)),\"\")","v":"42 Students who met the ELIR team indicated that they were not always clear how grades had been determined. Module descriptors provide marking criteria in the form of a description of the characteristics of work at the D3 (borderline pass) level. In addition, there are assessment matrices that map the overall programme-level descriptors against the CAS. In discussion with the team, tutors described using a range of intuitive approaches to arrive at grades based on their knowledge of benchmarks rather than highlighting their use of the assessment matrices. The Conservatoire is asked to consider how it can ensure that staff and students are clear about the intended assessment approach and that policy is implemented consistently in practice (paragraph 64). More specifically, there would be value in the Conservatoire clearly communicating marking criteria which describe not only the D3 level but the characteristics expected of individual assignments at different grade levels."}]
[{"$f":"IF('> FILTER <'!B638<>\"\",ROW(OFFSET(A637,-1,0)),\"\")","v":636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G638)),A637,\"\")","v":636},{"$f":"IFERROR(SMALL(Helper2_1,A637),\"\")","v":636},null,636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G638)),$A637,\"\")","v":636},{"$f":"IFERROR(SMALL(Helper2_2,A637),\"\")","v":636},{"$f":"COUNTIF(Helper3_1,\"=\"&G637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G637)=1, G637, \"\")","v":636},{"$f":"IFERROR(SMALL(Index_2,A637),\"\")","v":636},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:J637)),\"\")","v":"RCS_43"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:K637)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:L637)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:M637)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:N637)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:O637)),\"\")","v":"43 The ELIR team noted that Master's qualifications at RCS are now awarded only as pass or fail rather than with merit or distinction. This is unusual in the UK Conservatoire music sector and the team questioned whether this might disadvantage students applying for funding grants or MPhils and PhDs. In discussion, staff indicated that students were provided with transcripts and there had been no issues to date. Nonetheless, there would be value in keeping this under review."}]
[{"$f":"IF('> FILTER <'!B639<>\"\",ROW(OFFSET(A638,-1,0)),\"\")","v":637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G639)),A638,\"\")","v":637},{"$f":"IFERROR(SMALL(Helper2_1,A638),\"\")","v":637},null,637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G639)),$A638,\"\")","v":637},{"$f":"IFERROR(SMALL(Helper2_2,A638),\"\")","v":637},{"$f":"COUNTIF(Helper3_1,\"=\"&G638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G638)=1, G638, \"\")","v":637},{"$f":"IFERROR(SMALL(Index_2,A638),\"\")","v":637},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:J638)),\"\")","v":"RCS_44"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:K638)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:L638)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:M638)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:N638)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:O638)),\"\")","v":"44 RCS has very strong employability figures, well above the average for the Scottish HE sector, with over 97 per cent of respondents in 2015-16 in work or further study six months after graduation (Scottish HE sector average of 91 per cent), and 91.5 per cent in graduate level or professional destinations (against the Scottish HE sector average of 72 per cent). The RA indicated that 90 per cent of undergraduate respondents and 88 per cent of postgraduate respondents reported that their employment was in the performing arts."}]
[{"$f":"IF('> FILTER <'!B640<>\"\",ROW(OFFSET(A639,-1,0)),\"\")","v":638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G640)),A639,\"\")","v":638},{"$f":"IFERROR(SMALL(Helper2_1,A639),\"\")","v":638},null,638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G640)),$A639,\"\")","v":638},{"$f":"IFERROR(SMALL(Helper2_2,A639),\"\")","v":638},{"$f":"COUNTIF(Helper3_1,\"=\"&G639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G639)=1, G639, \"\")","v":638},{"$f":"IFERROR(SMALL(Index_2,A639),\"\")","v":638},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:J639)),\"\")","v":"RCS_45"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:K639)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:L639)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:M639)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:N639)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:O639)),\"\")","v":"45 RCS describes itself as a proto-professional environment, finding a balance between its remit as an academic institution and the professional training it offers as it prepares students for entry into that profession. It has strong links with the professional world and aims to inculcate an understanding of professional expectations in its students within the context of formal academic study. In discussions with the ELIR team, students enthusiastically endorsed this view, describing the environment as supportive. In finding the balance between education and professional life, an emphasis is placed on praxis, and students demonstrate an understanding of how this concept applies to their own discipline (paragraph 71)."}]
[{"$f":"IF('> FILTER <'!B641<>\"\",ROW(OFFSET(A640,-1,0)),\"\")","v":639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G641)),A640,\"\")","v":639},{"$f":"IFERROR(SMALL(Helper2_1,A640),\"\")","v":639},null,639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G641)),$A640,\"\")","v":639},{"$f":"IFERROR(SMALL(Helper2_2,A640),\"\")","v":639},{"$f":"COUNTIF(Helper3_1,\"=\"&G640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G640)=1, G640, \"\")","v":639},{"$f":"IFERROR(SMALL(Index_2,A640),\"\")","v":639},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:J640)),\"\")","v":"RCS_46"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:K640)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:L640)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:M640)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:N640)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:O640)),\"\")","v":"46 RCS offers a range of activities and opportunities aimed at developing graduate attributes, employability and enterprise. These include curricular work, such as the cross-programme modules 'Introduction to Collaborative Practice' (undergraduate) and 'Approaches to Critical Artistry' (postgraduate) which present students with opportunities for cross-disciplinary work, and the extra-curricular Make it Happen Month (which was first offered in 2017) and Bridge Week (which has been running since 2012). Students who met the ELIR team made an explicit connection between the cross-disciplinary modules and their later involvement in Bridge Week. Bridge Week is a significant investment on the Conservatoire's part. Students are invited to propose projects and successful ones are then funded, with around 10 per cent of students participating in projects and almost all proposals being accepted. Students consider Bridge Week to be of significant value in promoting collaboration across disciplines and, for many students, the ethos of collaboration itself is part of the motivation for coming to RCS rather than another conservatoire."}]
[{"$f":"IF('> FILTER <'!B642<>\"\",ROW(OFFSET(A641,-1,0)),\"\")","v":640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G642)),A641,\"\")","v":640},{"$f":"IFERROR(SMALL(Helper2_1,A641),\"\")","v":640},null,640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G642)),$A641,\"\")","v":640},{"$f":"IFERROR(SMALL(Helper2_2,A641),\"\")","v":640},{"$f":"COUNTIF(Helper3_1,\"=\"&G641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G641)=1, G641, \"\")","v":640},{"$f":"IFERROR(SMALL(Index_2,A641),\"\")","v":640},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:J641)),\"\")","v":"RCS_47"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:K641)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:L641)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:M641)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:N641)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:O641)),\"\")","v":"47 In common with most other conservatoires in the UK, RCS runs an agency which secures professional engagements for its students. RCS is also supportive of students taking up professional work during term time, for example short-term contracts and one-off performance opportunities. Students indicated that absences to take up these opportunities can be negotiated as necessary with some flexible arrangements in place to manage timetables and even assessment."}]
[{"$f":"IF('> FILTER <'!B643<>\"\",ROW(OFFSET(A642,-1,0)),\"\")","v":641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G643)),A642,\"\")","v":641},{"$f":"IFERROR(SMALL(Helper2_1,A642),\"\")","v":641},null,641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G643)),$A642,\"\")","v":641},{"$f":"IFERROR(SMALL(Helper2_2,A642),\"\")","v":641},{"$f":"COUNTIF(Helper3_1,\"=\"&G642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G642)=1, G642, \"\")","v":641},{"$f":"IFERROR(SMALL(Index_2,A642),\"\")","v":641},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:J642)),\"\")","v":"RCS_48"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:K642)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:L642)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:M642)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:N642)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:O642)),\"\")","v":"48 RCS students have the opportunity to work extensively with professional practitioners and companies. Most of the very large number of part-time staff employed in the School of Music are professional musicians, and students evidently value the opportunity to learn from practitioners with established careers in their own discipline. RCS has partnerships with companies across the spectrum of its programme portfolio and several RCS programmes are delivered in partnership with external companies, such as the MMus/MA Pianist for Dance programme which is delivered in collaboration with Scottish Ballet. The Conservatoire has working partnerships with many performing arts companies in Scotland which allow students to work alongside professionals, such as the side-by-side scheme run for orchestral musicians with Scottish Opera and the BBC Scottish Symphony Orchestra."}]
[{"$f":"IF('> FILTER <'!B644<>\"\",ROW(OFFSET(A643,-1,0)),\"\")","v":642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G644)),A643,\"\")","v":642},{"$f":"IFERROR(SMALL(Helper2_1,A643),\"\")","v":642},null,642,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G644)),$A643,\"\")","v":642},{"$f":"IFERROR(SMALL(Helper2_2,A643),\"\")","v":642},{"$f":"COUNTIF(Helper3_1,\"=\"&G643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G643)=1, G643, \"\")","v":642},{"$f":"IFERROR(SMALL(Index_2,A643),\"\")","v":642},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:J643)),\"\")","v":"RCS_49"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:K643)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:L643)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:M643)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:N643)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:O643)),\"\")","v":"49 Allowing for some fluctuations, staff and student mobility has remained at a very steady level since 2012, with slightly more incoming staff and students than outgoing, but there is a fairly low uptake from students for study abroad at another institution. There has been an overall increase in the number of students applying for Erasmus but no increase in uptake. Staff indicated that students do not always take up exchange places when these are offered: music students become apprehensive about spending time away from their existing teacher and the impact this might have on their development; students on acting or dance programmes, where relatively small cohorts work together intensively, are reluctant to spend time away from their cohort, especially on the three-year programmes. Staff also reported that where one member of a cohort went on exchange and had a good experience, this influenced others on the same programme to pursue an exchange and that arranging consultation music lessons with the proposed teacher in the exchange institution was another mechanism recently introduced to encourage uptake of places. The ELIR team concluded that RCS was taking reasonable measures to encourage mobility among staff and students."}]
[{"$f":"IF('> FILTER <'!B645<>\"\",ROW(OFFSET(A644,-1,0)),\"\")","v":643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G645)),A644,\"\")","v":643},{"$f":"IFERROR(SMALL(Helper2_1,A644),\"\")","v":643},null,643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G645)),$A644,\"\")","v":643},{"$f":"IFERROR(SMALL(Helper2_2,A644),\"\")","v":643},{"$f":"COUNTIF(Helper3_1,\"=\"&G644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G644)=1, G644, \"\")","v":643},{"$f":"IFERROR(SMALL(Index_2,A644),\"\")","v":643},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:J644)),\"\")","v":"RCS_50"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:K644)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:L644)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:M644)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:N644)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:O644)),\"\")","v":"50 The Conservatoire has six Master's and three postgraduate certificate programmes. The postgraduate programmes in learning and teaching (PgCert and MEd) include distance-learning and part-time elements. The RA confirmed that RCS will be undertaking a review of all postgraduate taught programmes in 2018-19."}]
[{"$f":"IF('> FILTER <'!B646<>\"\",ROW(OFFSET(A645,-1,0)),\"\")","v":644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G646)),A645,\"\")","v":644},{"$f":"IFERROR(SMALL(Helper2_1,A645),\"\")","v":644},null,644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G646)),$A645,\"\")","v":644},{"$f":"IFERROR(SMALL(Helper2_2,A645),\"\")","v":644},{"$f":"COUNTIF(Helper3_1,\"=\"&G645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G645)=1, G645, \"\")","v":644},{"$f":"IFERROR(SMALL(Index_2,A645),\"\")","v":644},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:J645)),\"\")","v":"RCS_51"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:K645)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:L645)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:M645)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:N645)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:O645)),\"\")","v":"51 There has been a rise in postgraduate student numbers, both taught (mainly distance-learning) and research (paragraph 5). Taught postgraduate students reported that there is a strong sense of community supported by collaboration and they are able to get involved in all aspects of student life at RCS, including Bridge Week activities."}]
[{"$f":"IF('> FILTER <'!B647<>\"\",ROW(OFFSET(A646,-1,0)),\"\")","v":645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G647)),A646,\"\")","v":645},{"$f":"IFERROR(SMALL(Helper2_1,A646),\"\")","v":645},null,645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G647)),$A646,\"\")","v":645},{"$f":"IFERROR(SMALL(Helper2_2,A646),\"\")","v":645},{"$f":"COUNTIF(Helper3_1,\"=\"&G646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G646)=1, G646, \"\")","v":645},{"$f":"IFERROR(SMALL(Index_2,A646),\"\")","v":645},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:J646)),\"\")","v":"RCS_52"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:K646)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:L646)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:M646)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:N646)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:O646)),\"\")","v":"52 Postgraduate research degrees (MPhil, DPerf and PhDs) are validated by the University of St Andrews. The postgraduate research (PGR) student community is close-knit. Students are represented through a dedicated PGR Students' Union representative and two student representatives sit on the RCS Research Degrees Committee. Students reported being strongly represented and confirmed that their feedback leads to change."}]
[{"$f":"IF('> FILTER <'!B648<>\"\",ROW(OFFSET(A647,-1,0)),\"\")","v":646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G648)),A647,\"\")","v":646},{"$f":"IFERROR(SMALL(Helper2_1,A647),\"\")","v":646},null,646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G648)),$A647,\"\")","v":646},{"$f":"IFERROR(SMALL(Helper2_2,A647),\"\")","v":646},{"$f":"COUNTIF(Helper3_1,\"=\"&G647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G647)=1, G647, \"\")","v":646},{"$f":"IFERROR(SMALL(Index_2,A647),\"\")","v":646},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:J647)),\"\")","v":"RCS_53"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:K647)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:L647)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:M647)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:N647)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:O647)),\"\")","v":"53 One-to-one supervisory relationships play a key role in the support for PGR students. Some students who met the ELIR team expressed a desire for more peer support and greater pastoral care from supervisors but, overall, the support arrangements work effectively. The Research Degrees Coordinator has an explicit role in the pastoral care of PGR students, and students identified the Coordinator as an effective first point of call. PGR students access training and support from both RCS and the University of St Andrews as well as that offered by the national Scottish Graduate School for the Arts and Humanities. Students highlighted the benefit of having staff from the University in their progress review meetings, indicating that they valued the external feedback and could draw on what they described as the academic rigour of the University and the creativity of the Conservatoire."}]
[{"$f":"IF('> FILTER <'!B649<>\"\",ROW(OFFSET(A648,-1,0)),\"\")","v":647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G649)),A648,\"\")","v":647},{"$f":"IFERROR(SMALL(Helper2_1,A648),\"\")","v":647},null,647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G649)),$A648,\"\")","v":647},{"$f":"IFERROR(SMALL(Helper2_2,A648),\"\")","v":647},{"$f":"COUNTIF(Helper3_1,\"=\"&G648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G648)=1, G648, \"\")","v":647},{"$f":"IFERROR(SMALL(Index_2,A648),\"\")","v":647},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:J648)),\"\")","v":"RCS_54"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:K648)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:L648)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:M648)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:N648)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:O648)),\"\")","v":"54 PGR students can undertake teaching support roles but have requested that further teaching opportunities should be made available and this has been discussed by the Research Degrees Committee. Students involved in teaching or related activities can access relevant training through the University of St Andrews, but this is not compulsory. RCS should ensure that all those engaged in teaching and especially assessment are appropriately trained and supported to do so."}]
[{"$f":"IF('> FILTER <'!B650<>\"\",ROW(OFFSET(A649,-1,0)),\"\")","v":648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G650)),A649,\"\")","v":648},{"$f":"IFERROR(SMALL(Helper2_1,A649),\"\")","v":648},null,648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G650)),$A649,\"\")","v":648},{"$f":"IFERROR(SMALL(Helper2_2,A649),\"\")","v":648},{"$f":"COUNTIF(Helper3_1,\"=\"&G649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G649)=1, G649, \"\")","v":648},{"$f":"IFERROR(SMALL(Index_2,A649),\"\")","v":648},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:J649)),\"\")","v":"RCS_55"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:K649)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:L649)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:M649)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:N649)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:O649)),\"\")","v":"55 The RCS states that its approach to learning and teaching has not changed as a result of growing student numbers but it has identified implications in terms of equality and diversity, mode of study, resources, staffing and quality enhancement. RCS has invested in increased staffing and technology to address the increase in student numbers. There has been alteration in the provision and use of space, and additional logistical and administrative support. In 2017 the opening of a new 'Creative Campus' represented a 50 per cent increase in the number of individual practice and teaching rooms. It was clear to the ELIR team that students appreciate the increase in this resource."}]
[{"$f":"IF('> FILTER <'!B651<>\"\",ROW(OFFSET(A650,-1,0)),\"\")","v":649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G651)),A650,\"\")","v":649},{"$f":"IFERROR(SMALL(Helper2_1,A650),\"\")","v":649},null,649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G651)),$A650,\"\")","v":649},{"$f":"IFERROR(SMALL(Helper2_2,A650),\"\")","v":649},{"$f":"COUNTIF(Helper3_1,\"=\"&G650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G650)=1, G650, \"\")","v":649},{"$f":"IFERROR(SMALL(Index_2,A650),\"\")","v":649},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:J650)),\"\")","v":"RCS_55"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:K650)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:L650)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:M650)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:N650)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:O650)),\"\")","v":"55 The RCS states that its approach to learning and teaching has not changed as a result of growing student numbers but it has identified implications in terms of equality and diversity, mode of study, resources, staffing and quality enhancement. RCS has invested in increased staffing and technology to address the increase in student numbers. There has been alteration in the provision and use of space, and additional logistical and administrative support. In 2017 the opening of a new 'Creative Campus' represented a 50 per cent increase in the number of individual practice and teaching rooms. It was clear to the ELIR team that students appreciate the increase in this resource."}]
[{"$f":"IF('> FILTER <'!B652<>\"\",ROW(OFFSET(A651,-1,0)),\"\")","v":650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G652)),A651,\"\")","v":650},{"$f":"IFERROR(SMALL(Helper2_1,A651),\"\")","v":650},null,650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G652)),$A651,\"\")","v":650},{"$f":"IFERROR(SMALL(Helper2_2,A651),\"\")","v":650},{"$f":"COUNTIF(Helper3_1,\"=\"&G651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G651)=1, G651, \"\")","v":650},{"$f":"IFERROR(SMALL(Index_2,A651),\"\")","v":650},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:J651)),\"\")","v":"RCS_56"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:K651)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:L651)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:M651)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:N651)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:O651)),\"\")","v":"56 The staffing establishment has increased, particularly in the School of Music, where more part-time staff have been employed to maintain the level of one-to-one tuition. Other staff changes include the merging of the former posts of Head of BMus and Head of Creative and Contextual Studies (CCS) and the creation of a new post, Associate Head of BMus and CCS, to deliver a more coordinated management of the student experience. The RA indicated that the growth in student numbers has also resulted in a growth in student performance opportunities."}]
[{"$f":"IF('> FILTER <'!B653<>\"\",ROW(OFFSET(A652,-1,0)),\"\")","v":651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G653)),A652,\"\")","v":651},{"$f":"IFERROR(SMALL(Helper2_1,A652),\"\")","v":651},null,651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G653)),$A652,\"\")","v":651},{"$f":"IFERROR(SMALL(Helper2_2,A652),\"\")","v":651},{"$f":"COUNTIF(Helper3_1,\"=\"&G652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G652)=1, G652, \"\")","v":651},{"$f":"IFERROR(SMALL(Index_2,A652),\"\")","v":651},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:J652)),\"\")","v":"RCS_57"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:K652)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:L652)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:M652)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:N652)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:O652)),\"\")","v":"57 The adoption of a bespoke timetabling system for conservatoires has had a positive impact on the efficient use of the available space for both staff and students, who are able to book their personal practice spaces on the same system. In meetings with the ELIR team students raised the issue of a lack of social learning space. The social spaces within the Renfrew Street building are all open to the public as part of its dual function as educational environment and performing arts venue, and students indicated that they would appreciate more dedicated, non-public social spaces. There would be value in the Conservatoire considering how to achieve this."}]
[{"$f":"IF('> FILTER <'!B654<>\"\",ROW(OFFSET(A653,-1,0)),\"\")","v":652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G654)),A653,\"\")","v":652},{"$f":"IFERROR(SMALL(Helper2_1,A653),\"\")","v":652},null,652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G654)),$A653,\"\")","v":652},{"$f":"IFERROR(SMALL(Helper2_2,A653),\"\")","v":652},{"$f":"COUNTIF(Helper3_1,\"=\"&G653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G653)=1, G653, \"\")","v":652},{"$f":"IFERROR(SMALL(Index_2,A653),\"\")","v":652},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:J653)),\"\")","v":"RCS_58"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:K653)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:L653)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:M653)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:N653)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:O653)),\"\")","v":"58 RCS has recently created an IT Governance Committee and is about to review its current Digital Technical Strategy (2016-18). This was identified as an area for development in the 2013 ELIR and there are clear signs that progress has been made, for example with the online timetabling system and the electronic Student Contract. The RCS portal, with separate areas for staff and students, is clearly laid out and contains a lot of documentation but is not always entirely logical or intuitive, and students reported difficulties in locating information at times. For example, the 'Courses' block only contains limited and selective information for some (not all) courses, and most course information is located in the smaller and less visually obvious 'key documentation' link."}]
[{"$f":"IF('> FILTER <'!B655<>\"\",ROW(OFFSET(A654,-1,0)),\"\")","v":653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G655)),A654,\"\")","v":653},{"$f":"IFERROR(SMALL(Helper2_1,A654),\"\")","v":653},null,653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G655)),$A654,\"\")","v":653},{"$f":"IFERROR(SMALL(Helper2_2,A654),\"\")","v":653},{"$f":"COUNTIF(Helper3_1,\"=\"&G654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G654)=1, G654, \"\")","v":653},{"$f":"IFERROR(SMALL(Index_2,A654),\"\")","v":653},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:J654)),\"\")","v":"RCS_59"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:K654)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:L654)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:M654)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:N654)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:O654)),\"\")","v":"59 RCS has used the current virtual learning environment (VLE) for more than a decade but its use is currently underdeveloped and inconsistent with some modules containing a great deal of information, some being empty, and others redirecting students back to the (400+ page) programme handbooks in the student portal. The ELIR team learned that module tutors communicate with their students through email rather than on module forums in the VLE. Student distribution lists exist at the course level and can be created manually at the module level but the VLE could provide an automatic route for communicating with a module group and would preserve the record of communication in one place. Given the VLE's potential for providing spaces where students can easily access module-level information, there would be considerable benefit in RCS stipulating the basic level of module-specific information which should be included in any module area, in addition to the other online resources tutors might then choose to develop (paragraph 65)."}]
[{"$f":"IF('> FILTER <'!B656<>\"\",ROW(OFFSET(A655,-1,0)),\"\")","v":654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G656)),A655,\"\")","v":654},{"$f":"IFERROR(SMALL(Helper2_1,A655),\"\")","v":654},null,654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G656)),$A655,\"\")","v":654},{"$f":"IFERROR(SMALL(Helper2_2,A655),\"\")","v":654},{"$f":"COUNTIF(Helper3_1,\"=\"&G655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G655)=1, G655, \"\")","v":654},{"$f":"IFERROR(SMALL(Index_2,A655),\"\")","v":654},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:J655)),\"\")","v":"RCS_60"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:K655)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:L655)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:M655)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:N655)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:O655)),\"\")","v":"60 Digital technologies are used in relation to distance learning, including a bespoke system for remote music teaching particularly for pre-HE students studying in remote rural areas. A range of resources are used for the MEd programme. The Conservatoire's distance learning provision currently is focused almost exclusively within Scotland and this could potentially be extended in future depending on the institution's future international strategy."}]
[{"$f":"IF('> FILTER <'!B657<>\"\",ROW(OFFSET(A656,-1,0)),\"\")","v":655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G657)),A656,\"\")","v":655},{"$f":"IFERROR(SMALL(Helper2_1,A656),\"\")","v":655},null,655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G657)),$A656,\"\")","v":655},{"$f":"IFERROR(SMALL(Helper2_2,A656),\"\")","v":655},{"$f":"COUNTIF(Helper3_1,\"=\"&G656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G656)=1, G656, \"\")","v":655},{"$f":"IFERROR(SMALL(Index_2,A656),\"\")","v":655},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:J656)),\"\")","v":"RCS_61"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:K656)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:L656)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:M656)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:N656)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:O656)),\"\")","v":"61 Staff and students place less emphasis on standard educational technologies and significantly more on the use of industry-standard software, especially in music, theatre design and production, and film. Students were very positive about this aspect of their learning experience, highlighting the way the 'industry-standard' expectation in the Conservatoire's approach to technology reflected the proto-professional environment."}]
[{"$f":"IF('> FILTER <'!B658<>\"\",ROW(OFFSET(A657,-1,0)),\"\")","v":656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G658)),A657,\"\")","v":656},{"$f":"IFERROR(SMALL(Helper2_1,A657),\"\")","v":656},null,656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G658)),$A657,\"\")","v":656},{"$f":"IFERROR(SMALL(Helper2_2,A657),\"\")","v":656},{"$f":"COUNTIF(Helper3_1,\"=\"&G657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G657)=1, G657, \"\")","v":656},{"$f":"IFERROR(SMALL(Index_2,A657),\"\")","v":656},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:J657)),\"\")","v":"RCS_62"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:K657)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:L657)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:M657)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:N657)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:O657)),\"\")","v":"62 RCS has some very effective approaches in its enhancement of the student experience. In particular, there is substantial strategic commitment and systematic practical support in place to promote fair access to the Conservatoire. There is a strong culture of promoting equality and diversity among staff and students seen, for example, in the success of the Transitions programme and the substantial pre-HE provision, and in the development of the BA Performance in British Sign Language and English programme, which is a unique offer in the UK and which has brought benefits relating to improved communication and support for students and staff across the institution."}]
[{"$f":"IF('> FILTER <'!B659<>\"\",ROW(OFFSET(A658,-1,0)),\"\")","v":657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G659)),A658,\"\")","v":657},{"$f":"IFERROR(SMALL(Helper2_1,A658),\"\")","v":657},null,657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G659)),$A658,\"\")","v":657},{"$f":"IFERROR(SMALL(Helper2_2,A658),\"\")","v":657},{"$f":"COUNTIF(Helper3_1,\"=\"&G658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G658)=1, G658, \"\")","v":657},{"$f":"IFERROR(SMALL(Index_2,A658),\"\")","v":657},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:J658)),\"\")","v":"RCS_63"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:K658)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:L658)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:M658)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:N658)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:O658)),\"\")","v":"63 The RCS approach to student representation and engagement is built around a strongly student-centred, personalised experience. The Conservatoire is responsive to feedback, and students are evidently engaged in the RCS community. The opportunities for interdisciplinary activity inside and outside the curriculum, along with opportunities to work with professional practitioners and companies, further enhance the student experience. The concept of the proto-professional environment within RCS is one that staff and students understand and engage with and this creates a strong sense of institutional identity. "}]
[{"$f":"IF('> FILTER <'!B660<>\"\",ROW(OFFSET(A659,-1,0)),\"\")","v":658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G660)),A659,\"\")","v":658},{"$f":"IFERROR(SMALL(Helper2_1,A659),\"\")","v":658},null,658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G660)),$A659,\"\")","v":658},{"$f":"IFERROR(SMALL(Helper2_2,A659),\"\")","v":658},{"$f":"COUNTIF(Helper3_1,\"=\"&G659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G659)=1, G659, \"\")","v":658},{"$f":"IFERROR(SMALL(Index_2,A659),\"\")","v":658},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:J659)),\"\")","v":"RCS_64"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:K659)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:L659)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:M659)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:N659)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:O659)),\"\")","v":"64 The active participation by students in understanding their development through mutually-agreed feedback is an innovative mechanism for encouraging greater student engagement with their progress and with the processes of assessment. In some areas the arrangements for enhancing the student learning experience are less effective than they could be because there is no agreed strategy for assessment. The Conservatoire is strongly encouraged to establish an institutional strategy for assessment to bring greater clarity and consistency to the design and delivery of assessments. "}]
[{"$f":"IF('> FILTER <'!B661<>\"\",ROW(OFFSET(A660,-1,0)),\"\")","v":659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G661)),A660,\"\")","v":659},{"$f":"IFERROR(SMALL(Helper2_1,A660),\"\")","v":659},null,659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G661)),$A660,\"\")","v":659},{"$f":"IFERROR(SMALL(Helper2_2,A660),\"\")","v":659},{"$f":"COUNTIF(Helper3_1,\"=\"&G660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G660)=1, G660, \"\")","v":659},{"$f":"IFERROR(SMALL(Index_2,A660),\"\")","v":659},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:J660)),\"\")","v":"RCS_65"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:K660)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:L660)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:M660)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:N660)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:O660)),\"\")","v":"65 RCS is aware that the use of technology in learning and teaching is an area for ongoing development. There have been some clear enhancements since the previous ELIR around timetabling and the Student Contract, as well as good practice in the use of industry-standard technologies. The Conservatoire should now ensure there is more consistent use of learning technologies across the curriculum to enhance the learning experience of both campus-based students and distance learners. There would also be benefit in considering how technology, such as the VLE, could be used to facilitate sharing key information between staff and students (paragraph 121)."}]
[{"$f":"IF('> FILTER <'!B662<>\"\",ROW(OFFSET(A661,-1,0)),\"\")","v":660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G662)),A661,\"\")","v":660},{"$f":"IFERROR(SMALL(Helper2_1,A661),\"\")","v":660},null,660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G662)),$A661,\"\")","v":660},{"$f":"IFERROR(SMALL(Helper2_2,A661),\"\")","v":660},{"$f":"COUNTIF(Helper3_1,\"=\"&G661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G661)=1, G661, \"\")","v":660},{"$f":"IFERROR(SMALL(Index_2,A661),\"\")","v":660},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:J661)),\"\")","v":"RCS_65"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:K661)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:L661)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:M661)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:N661)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:O661)),\"\")","v":"65 RCS is aware that the use of technology in learning and teaching is an area for ongoing development. There have been some clear enhancements since the previous ELIR around timetabling and the Student Contract, as well as good practice in the use of industry-standard technologies. The Conservatoire should now ensure there is more consistent use of learning technologies across the curriculum to enhance the learning experience of both campus-based students and distance learners. There would also be benefit in considering how technology, such as the VLE, could be used to facilitate sharing key information between staff and students (paragraph 121)."}]
[{"$f":"IF('> FILTER <'!B663<>\"\",ROW(OFFSET(A662,-1,0)),\"\")","v":661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G663)),A662,\"\")","v":661},{"$f":"IFERROR(SMALL(Helper2_1,A662),\"\")","v":661},null,{"$f":"ROW(OFFSET(E662,-1,0))","v":661},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G663)),$A662,\"\")","v":661},{"$f":"IFERROR(SMALL(Helper2_2,A662),\"\")","v":661},{"$f":"COUNTIF(Helper3_1,\"=\"&G662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G662)=1, G662, \"\")","v":661},{"$f":"IFERROR(SMALL(Index_2,A662),\"\")","v":661},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:J662)),\"\")","v":"RCS_66"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:K662)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:L662)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:M662)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:N662)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:O662)),\"\")","v":"66 The RA argues that the two factors of scale and focus in the Conservatoire mean that there is not a significant separation between the strategic and the operational. This view was substantiated during the ELIR visits by teaching staff from across the institution, by heads of department and professional services staff."}]
[{"$f":"IF('> FILTER <'!B664<>\"\",ROW(OFFSET(A663,-1,0)),\"\")","v":662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G664)),A663,\"\")","v":662},{"$f":"IFERROR(SMALL(Helper2_1,A663),\"\")","v":662},null,662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G664)),$A663,\"\")","v":662},{"$f":"IFERROR(SMALL(Helper2_2,A663),\"\")","v":662},{"$f":"COUNTIF(Helper3_1,\"=\"&G663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G663)=1, G663, \"\")","v":662},{"$f":"IFERROR(SMALL(Index_2,A663),\"\")","v":662},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:J663)),\"\")","v":"RCS_67"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:K663)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:L663)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:M663)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:N663)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:O663)),\"\")","v":"67 The four pillars of the RCS Strategic Plan, which are designed to enhance the student learning experience (paragraph 4), are supplemented by a series of additional objectives and operationalised through five priorities underpinning the recent undergraduate curriculum review process namely: the embedding of pedagogical skills to facilitate student learning and enhance employability; a focus on quality and diversity; the streamlining of assessment and feedback; ensuring that programmes operate as efficiently as possible; and that there is effective choice and collaboration in the curriculum. RCS asked programme teams to demonstrate the ways in which they address these five principles within their own interdisciplinary contexts. This process is described as being a 'tight-loose' approach. The 'tight' aspect requires that the principles underpin programmes of study and the 'loose' aspect allows schools and programmes the freedom to decide how best to apply the principles within their own programmes of study, subject to approval through validation or review. The ELIR team found this process is widely recognised across the Conservatoire."}]
[{"$f":"IF('> FILTER <'!B665<>\"\",ROW(OFFSET(A664,-1,0)),\"\")","v":663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G665)),A664,\"\")","v":663},{"$f":"IFERROR(SMALL(Helper2_1,A664),\"\")","v":663},null,663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G665)),$A664,\"\")","v":663},{"$f":"IFERROR(SMALL(Helper2_2,A664),\"\")","v":663},{"$f":"COUNTIF(Helper3_1,\"=\"&G664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G664)=1, G664, \"\")","v":663},{"$f":"IFERROR(SMALL(Index_2,A664),\"\")","v":663},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:J664)),\"\")","v":"RCS_68"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:K664)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:L664)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:M664)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:N664)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:O664)),\"\")","v":"68 The Curriculum Reform Project began in 2008 and was completed in 2012, with undergraduate courses launched in September 2012. Learning and teaching was addressed at a strategic level and 'systematised in the Academic Framework', underpinned by a series of philosophical and design documents now integrated into the Academic Framework. Staff who met the ELIR team indicated that the Project was a beneficial exercise, fostering collaboration across schools and between staff. In 2015, two new programmes which embody the principles of Curriculum Reform were approved: BA Performance in British Sign Language and English and MEd Learning & Teaching in the Performing Arts. "}]
[{"$f":"IF('> FILTER <'!B666<>\"\",ROW(OFFSET(A665,-1,0)),\"\")","v":664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G666)),A665,\"\")","v":664},{"$f":"IFERROR(SMALL(Helper2_1,A665),\"\")","v":664},null,664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G666)),$A665,\"\")","v":664},{"$f":"IFERROR(SMALL(Helper2_2,A665),\"\")","v":664},{"$f":"COUNTIF(Helper3_1,\"=\"&G665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G665)=1, G665, \"\")","v":664},{"$f":"IFERROR(SMALL(Index_2,A665),\"\")","v":664},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:J665)),\"\")","v":"RCS_69"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:K665)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:L665)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:M665)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:N665)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:O665)),\"\")","v":"69 Building on the principles of Curriculum Reform, the Academic Board endorsed a new Academic Framework for postgraduate programmes, all of which were reviewed simultaneously in 2013-14. This led to enhancements including the introduction of the 'Approaches to Critical Artistry' module, the move to pass/fail assessment, and the dispensing with 'Merit' and 'Distinction' in Master's awards. "}]
[{"$f":"IF('> FILTER <'!B667<>\"\",ROW(OFFSET(A666,-1,0)),\"\")","v":665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G667)),A666,\"\")","v":665},{"$f":"IFERROR(SMALL(Helper2_1,A666),\"\")","v":665},null,665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G667)),$A666,\"\")","v":665},{"$f":"IFERROR(SMALL(Helper2_2,A666),\"\")","v":665},{"$f":"COUNTIF(Helper3_1,\"=\"&G666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G666)=1, G666, \"\")","v":665},{"$f":"IFERROR(SMALL(Index_2,A666),\"\")","v":665},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:J666)),\"\")","v":"RCS_70"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:K666)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:L666)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:M666)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:N666)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:O666)),\"\")","v":"70 Staff who met the ELIR team showed awareness of the Strategic Plan, although part-time staff were less familiar with the strategic objectives. The Conservatoire acknowledges the need to engage part-time staff further in enhancement activities, although there was evidence that programme leaders were seeking to develop part-time staff understanding of quality processes. It was clear to the team that the five principles of the 2017-18 curriculum review process have been adopted broadly across the undergraduate programmes although there remains some inconsistency in the implementation of assessment policies and practice (paragraph 64)."}]
[{"$f":"IF('> FILTER <'!B668<>\"\",ROW(OFFSET(A667,-1,0)),\"\")","v":666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G668)),A667,\"\")","v":666},{"$f":"IFERROR(SMALL(Helper2_1,A667),\"\")","v":666},null,666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G668)),$A667,\"\")","v":666},{"$f":"IFERROR(SMALL(Helper2_2,A667),\"\")","v":666},{"$f":"COUNTIF(Helper3_1,\"=\"&G667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G667)=1, G667, \"\")","v":666},{"$f":"IFERROR(SMALL(Index_2,A667),\"\")","v":666},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:J667)),\"\")","v":"RCS_71"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:K667)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:L667)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:M667)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:N667)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:O667)),\"\")","v":"71 RCS identifies one of its guiding principles as Performing Arts Excellence, interpreted broadly as praxis, the interrelation of practice and theory in learning, contextualised in what the Conservatoire describes as its 'proto-professional learning environment'. Praxis underpins the first pillar of the Strategic Plan and informs curriculum review and the development of learning, teaching and research. It is identified as a level descriptor and in learning outcomes at levels 3 and 4 in the Undergraduate Framework. The ELIR team established that the concept of praxis has proved to be particularly effective as a vehicle for encouraging collaboration and learning from others and makes a valuable contribution to the established culture of preparing students for employment. Praxis is articulated through programme documents and handbooks and is understood by full-time and part-time staff. The value of the proto-professional environment was endorsed enthusiastically by students. Although the concept of praxis was characterised in various ways there was, nevertheless, evidence to suggest that it is reflected in the learning environment and is well embedded."}]
[{"$f":"IF('> FILTER <'!B669<>\"\",ROW(OFFSET(A668,-1,0)),\"\")","v":667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G669)),A668,\"\")","v":667},{"$f":"IFERROR(SMALL(Helper2_1,A668),\"\")","v":667},null,667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G669)),$A668,\"\")","v":667},{"$f":"IFERROR(SMALL(Helper2_2,A668),\"\")","v":667},{"$f":"COUNTIF(Helper3_1,\"=\"&G668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G668)=1, G668, \"\")","v":667},{"$f":"IFERROR(SMALL(Index_2,A668),\"\")","v":667},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:J668)),\"\")","v":"RCS_72"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:K668)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:L668)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:M668)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:N668)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:O668)),\"\")","v":"72 The ELIR team learned that a range of new institutional strategies are planned to complement the Strategic Plan. These include IT, Internationalisation, and Research and Knowledge Exchange. The team also heard that a new Learning, Teaching and Assessment Strategy was being considered. The existing Digital Technology Strategy (2016-2018) would soon be reviewed by the new IT Governance Committee and it was intended to review the Conservatoire-wide and programme-specific progression regulations. Other areas undergoing or due for review included: the Postgraduate Academic Framework in advance of the review of postgraduate taught programmes in 2018-19; staff development; the effectiveness of the Learning Agreement process; the development and implementation of the Fair Access and Gender Action Plans; and the development and implementation of a recruitment strategy to increase the BAME student intake."}]
[{"$f":"IF('> FILTER <'!B670<>\"\",ROW(OFFSET(A669,-1,0)),\"\")","v":668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G670)),A669,\"\")","v":668},{"$f":"IFERROR(SMALL(Helper2_1,A669),\"\")","v":668},null,668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G670)),$A669,\"\")","v":668},{"$f":"IFERROR(SMALL(Helper2_2,A669),\"\")","v":668},{"$f":"COUNTIF(Helper3_1,\"=\"&G669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G669)=1, G669, \"\")","v":668},{"$f":"IFERROR(SMALL(Index_2,A669),\"\")","v":668},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:J669)),\"\")","v":"RCS_73"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:K669)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:L669)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:M669)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:N669)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:O669)),\"\")","v":"73 The Conservatoire has been effective in enhancing the student experience although senior staff acknowledged that its strategic approach could have been more synchronised. The ELIR team learned that RCS was about to enter a new phase of planning in preparation for the Strategic Plan 2021-2026. The need for a period of reflection and consolidation has been identified by the recently-appointed Assistant Principal along with other members of the senior team who confirmed the intention to coordinate institutional strategies in order to ensure they align more closely with each other and with the objectives of the Strategic Plan. This is likely to be a very positive development which will enable the Conservatoire to derive even greater benefit from its work (paragraph 87). "}]
[{"$f":"IF('> FILTER <'!B671<>\"\",ROW(OFFSET(A670,-1,0)),\"\")","v":669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G671)),A670,\"\")","v":669},{"$f":"IFERROR(SMALL(Helper2_1,A670),\"\")","v":669},null,669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G671)),$A670,\"\")","v":669},{"$f":"IFERROR(SMALL(Helper2_2,A670),\"\")","v":669},{"$f":"COUNTIF(Helper3_1,\"=\"&G670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G670)=1, G670, \"\")","v":669},{"$f":"IFERROR(SMALL(Index_2,A670),\"\")","v":669},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:J670)),\"\")","v":"RCS_74"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:K670)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:L670)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:M670)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:N670)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:O670)),\"\")","v":"74 In the past, the Conservatoire has reported some challenges in engaging with the national Enhancement Themes on the basis of scale. However, there is substantial evidence of positive engagement with Themes since the 2011-14 Theme, Developing and Supporting the Curriculum (DSC)."}]
[{"$f":"IF('> FILTER <'!B672<>\"\",ROW(OFFSET(A671,-1,0)),\"\")","v":670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G672)),A671,\"\")","v":670},{"$f":"IFERROR(SMALL(Helper2_1,A671),\"\")","v":670},null,670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G672)),$A671,\"\")","v":670},{"$f":"IFERROR(SMALL(Helper2_2,A671),\"\")","v":670},{"$f":"COUNTIF(Helper3_1,\"=\"&G671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G671)=1, G671, \"\")","v":670},{"$f":"IFERROR(SMALL(Index_2,A671),\"\")","v":670},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:J671)),\"\")","v":"RCS_74"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:K671)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:L671)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:M671)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:N671)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:O671)),\"\")","v":"74 In the past, the Conservatoire has reported some challenges in engaging with the national Enhancement Themes on the basis of scale. However, there is substantial evidence of positive engagement with Themes since the 2011-14 Theme, Developing and Supporting the Curriculum (DSC)."}]
[{"$f":"IF('> FILTER <'!B673<>\"\",ROW(OFFSET(A672,-1,0)),\"\")","v":671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G673)),A672,\"\")","v":671},{"$f":"IFERROR(SMALL(Helper2_1,A672),\"\")","v":671},null,671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G673)),$A672,\"\")","v":671},{"$f":"IFERROR(SMALL(Helper2_2,A672),\"\")","v":671},{"$f":"COUNTIF(Helper3_1,\"=\"&G672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G672)=1, G672, \"\")","v":671},{"$f":"IFERROR(SMALL(Index_2,A672),\"\")","v":671},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:J672)),\"\")","v":"RCS_75"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:K672)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:L672)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:M672)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:N672)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:O672)),\"\")","v":"75 DSC informed the re-design of the postgraduate curriculum in 2013-14 and, earlier, influenced activity relating to the undergraduate Curriculum Reform exercise. DSC encouraged academic staff, programme leaders and senior managers to ask fundamental and challenging questions, provided opportunities for collaborative team working, encouraged the use of benchmarks and other curriculum developments, and provided opportunities for evaluation and feedback to inform future developments, as demonstrated by the postgraduate curriculum development. DSC also influenced the introduction of the shared modules, 'Introduction to Collaborative Practice' and 'Approaches to Critical Artistry'; pass/fail assessment outcomes for some modules; a common assessment scale across the RSC; and Bridge Week. "}]
[{"$f":"IF('> FILTER <'!B674<>\"\",ROW(OFFSET(A673,-1,0)),\"\")","v":672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G674)),A673,\"\")","v":672},{"$f":"IFERROR(SMALL(Helper2_1,A673),\"\")","v":672},null,672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G674)),$A673,\"\")","v":672},{"$f":"IFERROR(SMALL(Helper2_2,A673),\"\")","v":672},{"$f":"COUNTIF(Helper3_1,\"=\"&G673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G673)=1, G673, \"\")","v":672},{"$f":"IFERROR(SMALL(Index_2,A673),\"\")","v":672},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:J673)),\"\")","v":"RCS_75"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:K673)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:L673)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:M673)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:N673)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:O673)),\"\")","v":"75 DSC informed the re-design of the postgraduate curriculum in 2013-14 and, earlier, influenced activity relating to the undergraduate Curriculum Reform exercise. DSC encouraged academic staff, programme leaders and senior managers to ask fundamental and challenging questions, provided opportunities for collaborative team working, encouraged the use of benchmarks and other curriculum developments, and provided opportunities for evaluation and feedback to inform future developments, as demonstrated by the postgraduate curriculum development. DSC also influenced the introduction of the shared modules, 'Introduction to Collaborative Practice' and 'Approaches to Critical Artistry'; pass/fail assessment outcomes for some modules; a common assessment scale across the RSC; and Bridge Week. "}]
[{"$f":"IF('> FILTER <'!B675<>\"\",ROW(OFFSET(A674,-1,0)),\"\")","v":673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G675)),A674,\"\")","v":673},{"$f":"IFERROR(SMALL(Helper2_1,A674),\"\")","v":673},null,673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G675)),$A674,\"\")","v":673},{"$f":"IFERROR(SMALL(Helper2_2,A674),\"\")","v":673},{"$f":"COUNTIF(Helper3_1,\"=\"&G674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G674)=1, G674, \"\")","v":673},{"$f":"IFERROR(SMALL(Index_2,A674),\"\")","v":673},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:J674)),\"\")","v":"RCS_76"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:K674)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:L674)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:M674)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:N674)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:O674)),\"\")","v":"76 The 2014-17 Theme, Student Transitions, proved to be highly relevant, given the emphasis placed on enhancing transitions in the Curriculum Reform Project. Students attested to the success of the Transitions Programme. As a result, RCS worked closely with the Students' Union to develop multimedia materials and staff participated in conferences and other networking opportunities. The impact on policy and practice included a transitions support model for students from SIMD20/40 and care-experienced backgrounds, a research-led project on mental health, the launch of Teaching Excellence Award funded projects, and a Fair Access Plan and the establishment of a Fair Access Committee."}]
[{"$f":"IF('> FILTER <'!B676<>\"\",ROW(OFFSET(A675,-1,0)),\"\")","v":674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G676)),A675,\"\")","v":674},{"$f":"IFERROR(SMALL(Helper2_1,A675),\"\")","v":674},null,674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G676)),$A675,\"\")","v":674},{"$f":"IFERROR(SMALL(Helper2_2,A675),\"\")","v":674},{"$f":"COUNTIF(Helper3_1,\"=\"&G675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G675)=1, G675, \"\")","v":674},{"$f":"IFERROR(SMALL(Index_2,A675),\"\")","v":674},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:J675)),\"\")","v":"RCS_76"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:K675)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:L675)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:M675)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:N675)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:O675)),\"\")","v":"76 The 2014-17 Theme, Student Transitions, proved to be highly relevant, given the emphasis placed on enhancing transitions in the Curriculum Reform Project. Students attested to the success of the Transitions Programme. As a result, RCS worked closely with the Students' Union to develop multimedia materials and staff participated in conferences and other networking opportunities. The impact on policy and practice included a transitions support model for students from SIMD20/40 and care-experienced backgrounds, a research-led project on mental health, the launch of Teaching Excellence Award funded projects, and a Fair Access Plan and the establishment of a Fair Access Committee."}]
[{"$f":"IF('> FILTER <'!B677<>\"\",ROW(OFFSET(A676,-1,0)),\"\")","v":675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G677)),A676,\"\")","v":675},{"$f":"IFERROR(SMALL(Helper2_1,A676),\"\")","v":675},null,675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G677)),$A676,\"\")","v":675},{"$f":"IFERROR(SMALL(Helper2_2,A676),\"\")","v":675},{"$f":"COUNTIF(Helper3_1,\"=\"&G676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G676)=1, G676, \"\")","v":675},{"$f":"IFERROR(SMALL(Index_2,A676),\"\")","v":675},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:J676)),\"\")","v":"RCS_77"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:K676)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:L676)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:M676)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:N676)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:O676)),\"\")","v":"77 Although in its first year at the time of the current ELIR, engagement with the 2017-2020 Theme, Evidence for Enhancement, has resulted in the identification of two priorities: meaningful data for creative institutions and programme engagement with data. The Theme has also prompted RCS to work in partnership with Glasgow School of Art and Duncan of Jordanstone College of Art and Design (University of Dundee) to explore the transformations that occur as a result of learning in a performing arts institution, gathering and using a range of data to inform new programme designs, and exploring ways of engaging staff and students in finding meaningful ways of interpreting data."}]
[{"$f":"IF('> FILTER <'!B678<>\"\",ROW(OFFSET(A677,-1,0)),\"\")","v":676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G678)),A677,\"\")","v":676},{"$f":"IFERROR(SMALL(Helper2_1,A677),\"\")","v":676},null,676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G678)),$A677,\"\")","v":676},{"$f":"IFERROR(SMALL(Helper2_2,A677),\"\")","v":676},{"$f":"COUNTIF(Helper3_1,\"=\"&G677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G677)=1, G677, \"\")","v":676},{"$f":"IFERROR(SMALL(Index_2,A677),\"\")","v":676},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:J677)),\"\")","v":"RCS_77"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:K677)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:L677)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:M677)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:N677)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:O677)),\"\")","v":"77 Although in its first year at the time of the current ELIR, engagement with the 2017-2020 Theme, Evidence for Enhancement, has resulted in the identification of two priorities: meaningful data for creative institutions and programme engagement with data. The Theme has also prompted RCS to work in partnership with Glasgow School of Art and Duncan of Jordanstone College of Art and Design (University of Dundee) to explore the transformations that occur as a result of learning in a performing arts institution, gathering and using a range of data to inform new programme designs, and exploring ways of engaging staff and students in finding meaningful ways of interpreting data."}]
[{"$f":"IF('> FILTER <'!B679<>\"\",ROW(OFFSET(A678,-1,0)),\"\")","v":677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G679)),A678,\"\")","v":677},{"$f":"IFERROR(SMALL(Helper2_1,A678),\"\")","v":677},null,677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G679)),$A678,\"\")","v":677},{"$f":"IFERROR(SMALL(Helper2_2,A678),\"\")","v":677},{"$f":"COUNTIF(Helper3_1,\"=\"&G678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G678)=1, G678, \"\")","v":677},{"$f":"IFERROR(SMALL(Index_2,A678),\"\")","v":677},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:J678)),\"\")","v":"RCS_78"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:K678)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:L678)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:M678)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:N678)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:O678)),\"\")","v":"78 The RA acknowledged that, while staff would recognise engagement with the Enhancement Themes, those who are most familiar with the Themes are likely to be colleagues most directly involved in specific work relating to the Themes and those staff undertaking the PgCert or MEd in Learning & Teaching, since the Themes form an integral part of their curricula. The ELIR team also noted that some Institution-Led Review of Quality annual reports included accounts of the ways in which RCS engages with the Themes."}]
[{"$f":"IF('> FILTER <'!B680<>\"\",ROW(OFFSET(A679,-1,0)),\"\")","v":678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G680)),A679,\"\")","v":678},{"$f":"IFERROR(SMALL(Helper2_1,A679),\"\")","v":678},null,678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G680)),$A679,\"\")","v":678},{"$f":"IFERROR(SMALL(Helper2_2,A679),\"\")","v":678},{"$f":"COUNTIF(Helper3_1,\"=\"&G679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G679)=1, G679, \"\")","v":678},{"$f":"IFERROR(SMALL(Index_2,A679),\"\")","v":678},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:J679)),\"\")","v":"RCS_79"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:K679)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:L679)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:M679)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:N679)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:O679)),\"\")","v":"79 The RA indicates that the Conservatoire's compact scale and focused provision facilitate the identification and sharing of good practice. Overall, the ELIR team agreed with this view and considered the Conservatoire has an effective approach to sharing good practice, thanks to a highly collaborative culture and the range of opportunities for practice to be shared."}]
[{"$f":"IF('> FILTER <'!B681<>\"\",ROW(OFFSET(A680,-1,0)),\"\")","v":679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G681)),A680,\"\")","v":679},{"$f":"IFERROR(SMALL(Helper2_1,A680),\"\")","v":679},null,679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G681)),$A680,\"\")","v":679},{"$f":"IFERROR(SMALL(Helper2_2,A680),\"\")","v":679},{"$f":"COUNTIF(Helper3_1,\"=\"&G680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G680)=1, G680, \"\")","v":679},{"$f":"IFERROR(SMALL(Index_2,A680),\"\")","v":679},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:J680)),\"\")","v":"RCS_80"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:K680)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:L680)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:M680)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:N680)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:O680)),\"\")","v":"80  The RA identified a number of formal routes for good practice to be shared including: through heads of department and programmes, programme approval and review processes and the annual monitoring process. In addition, the RA emphasised the benefit of informal opportunities for good practice to be shared during discussion in committees, school management teams, during planning days or thematic workshops, and in the annual Learning & Teaching Conference where students are also involved along with staff. The ELIR team recognises the value of these approaches and of having a variety of ways to exchange practice. The culture of informal sharing and collaborating is one of the strengths of RCS, but a drawback of informal approaches is that they don't have a record of what is being shared, which can limit the extent to which good practice can be identified and shared across the institution or reflected on over time."}]
[{"$f":"IF('> FILTER <'!B682<>\"\",ROW(OFFSET(A681,-1,0)),\"\")","v":680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G682)),A681,\"\")","v":680},{"$f":"IFERROR(SMALL(Helper2_1,A681),\"\")","v":680},null,680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G682)),$A681,\"\")","v":680},{"$f":"IFERROR(SMALL(Helper2_2,A681),\"\")","v":680},{"$f":"COUNTIF(Helper3_1,\"=\"&G681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G681)=1, G681, \"\")","v":680},{"$f":"IFERROR(SMALL(Index_2,A681),\"\")","v":680},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:J681)),\"\")","v":"RCS_81"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:K681)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:L681)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:M681)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:N681)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:O681)),\"\")","v":"81 The Conservatoire has recognised that involving part-time academic staff in formal and informal sharing of good practice is a challenge and this links to one of the contextualised themes for the ELIR. RCS is addressing the challenge in a variety of ways including by funding part-time staff to attend the Learning & Teaching Conference and programme leaders are working to ensure part-time staff are familiar with quality processes, which is positive and should continue. Making key information available to staff in a concise manner, for example through the VLE, is also likely to be helpful to all staff, including those on part-time contracts (paragraph 65). "}]
[{"$f":"IF('> FILTER <'!B683<>\"\",ROW(OFFSET(A682,-1,0)),\"\")","v":681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G683)),A682,\"\")","v":681},{"$f":"IFERROR(SMALL(Helper2_1,A682),\"\")","v":681},null,681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G683)),$A682,\"\")","v":681},{"$f":"IFERROR(SMALL(Helper2_2,A682),\"\")","v":681},{"$f":"COUNTIF(Helper3_1,\"=\"&G682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G682)=1, G682, \"\")","v":681},{"$f":"IFERROR(SMALL(Index_2,A682),\"\")","v":681},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:J682)),\"\")","v":"RCS_82"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:K682)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:L682)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:M682)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:N682)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:O682)),\"\")","v":"82 The RA highlighted that the Conservatoire had developed the 'Principles of Best Practice in Conservatoire Teaching' which had been adopted by Conservatoires UK. The ELIR team considered this to be an excellent example of sharing good practice inside and beyond the institution.  "}]
[{"$f":"IF('> FILTER <'!B684<>\"\",ROW(OFFSET(A683,-1,0)),\"\")","v":682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G684)),A683,\"\")","v":682},{"$f":"IFERROR(SMALL(Helper2_1,A683),\"\")","v":682},null,682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G684)),$A683,\"\")","v":682},{"$f":"IFERROR(SMALL(Helper2_2,A683),\"\")","v":682},{"$f":"COUNTIF(Helper3_1,\"=\"&G683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G683)=1, G683, \"\")","v":682},{"$f":"IFERROR(SMALL(Index_2,A683),\"\")","v":682},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:J683)),\"\")","v":"RCS_83"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:K683)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:L683)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:M683)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:N683)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:O683)),\"\")","v":"83 The RA states that the Conservatoire is committed to the provision of appropriate and timely staff development for every member of staff. Staff development is delivered through the Career Review process and the Learning & Teaching Conference. In addition, each director has a fund that enables teams or individuals to access development opportunities as they arise. Overall, the ELIR team concluded that there is an effective approach to engaging and developing staff. RCS acknowledges challenges relating to engaging part-time hourly-paid staff and the team noted that attendance at staff development events, other than the annual Conference, is low. The Conservatoire offers two postgraduate programmes which are having a profoundly positive impact and for which RCS is commended."}]
[{"$f":"IF('> FILTER <'!B685<>\"\",ROW(OFFSET(A684,-1,0)),\"\")","v":683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G685)),A684,\"\")","v":683},{"$f":"IFERROR(SMALL(Helper2_1,A684),\"\")","v":683},null,683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G685)),$A684,\"\")","v":683},{"$f":"IFERROR(SMALL(Helper2_2,A684),\"\")","v":683},{"$f":"COUNTIF(Helper3_1,\"=\"&G684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G684)=1, G684, \"\")","v":683},{"$f":"IFERROR(SMALL(Index_2,A684),\"\")","v":683},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:J684)),\"\")","v":"RCS_84"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:K684)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:L684)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:M684)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:N684)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:O684)),\"\")","v":"84 RCS identifies a clear relationship between its quality processes and staff development activities, an example being the workshop on mutually constructed feedback held as part of the Learning & Teaching Conference in 2016. The team learned that staff development applications for personal development were dealt with on a 'first come, first served' basis and, as part of the review of staff development, there would be value in ensuring that a clear link is established between institutional strategy and staff engagement in development. The Conservatoire could also consider whether it places too much reliance on the Learning & Teaching Conference as a vehicle for staff development and disseminating good practice. "}]
[{"$f":"IF('> FILTER <'!B686<>\"\",ROW(OFFSET(A685,-1,0)),\"\")","v":684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G686)),A685,\"\")","v":684},{"$f":"IFERROR(SMALL(Helper2_1,A685),\"\")","v":684},null,684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G686)),$A685,\"\")","v":684},{"$f":"IFERROR(SMALL(Helper2_2,A685),\"\")","v":684},{"$f":"COUNTIF(Helper3_1,\"=\"&G685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G685)=1, G685, \"\")","v":684},{"$f":"IFERROR(SMALL(Index_2,A685),\"\")","v":684},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:J685)),\"\")","v":"RCS_85"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:K685)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:L685)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:M685)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:N685)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:O685)),\"\")","v":"85 RCS has acknowledged that engaging the high number of part-time academic staff in development opportunities is inherently challenging as many of those staff have professional commitments outside the Conservatoire. Among the steps taken to address this, the Conservatoire has appointed a part-time Staff Liaison Officer and a member of part-time staff to the School of Music Management Team. These are positive measures which exemplify the Conservatoire's proactive and imaginative approach to engaging part-time staff."}]
[{"$f":"IF('> FILTER <'!B687<>\"\",ROW(OFFSET(A686,-1,0)),\"\")","v":685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G687)),A686,\"\")","v":685},{"$f":"IFERROR(SMALL(Helper2_1,A686),\"\")","v":685},null,685,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G687)),$A686,\"\")","v":685},{"$f":"IFERROR(SMALL(Helper2_2,A686),\"\")","v":685},{"$f":"COUNTIF(Helper3_1,\"=\"&G686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G686)=1, G686, \"\")","v":685},{"$f":"IFERROR(SMALL(Index_2,A686),\"\")","v":685},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:J686)),\"\")","v":"RCS_86"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:K686)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:L686)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:M686)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:N686)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:O686)),\"\")","v":"86 The Conservatoire has offered its Postgraduate Certificate in Learning & Teaching (Higher Arts Education) since 2007-08 and, in 2015, added the MEd in Learning & Teaching (Performing Arts). The RA indicated that these awards fulfil a key function in building staff capacity and acting as a vehicle for enhancement. Specific examples were given of work ballet staff had carried out linked to the PgCert including activity impacting on curriculum content and design. It was clear to the ELIR team that the cohort of staff who have completed, or are completing, these programmes are having a tangible and profoundly positive effect on provision and the student experience, bringing new ideas and working methods. The MEd students, many of whom work as teachers in schools, are having a positive impact on performing arts education, enabling the influence of the programme to reach the wider creative arts environment (paragraph 88)."}]
[{"$f":"IF('> FILTER <'!B688<>\"\",ROW(OFFSET(A687,-1,0)),\"\")","v":686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G688)),A687,\"\")","v":686},{"$f":"IFERROR(SMALL(Helper2_1,A687),\"\")","v":686},null,686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G688)),$A687,\"\")","v":686},{"$f":"IFERROR(SMALL(Helper2_2,A687),\"\")","v":686},{"$f":"COUNTIF(Helper3_1,\"=\"&G687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G687)=1, G687, \"\")","v":686},{"$f":"IFERROR(SMALL(Index_2,A687),\"\")","v":686},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:J687)),\"\")","v":"RCS_87"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:K687)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:L687)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:M687)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:N687)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:O687)),\"\")","v":"87 Overall, there is an effective approach with the Conservatoire being compact enough for all key staff, and students, to be involved in planning and implementing strategies. The Conservatoire is encouraged to progress its plans to ensure its suite of institutional strategies are aligned more closely with each other and with the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B689<>\"\",ROW(OFFSET(A688,-1,0)),\"\")","v":687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G689)),A688,\"\")","v":687},{"$f":"IFERROR(SMALL(Helper2_1,A688),\"\")","v":687},null,687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G689)),$A688,\"\")","v":687},{"$f":"IFERROR(SMALL(Helper2_2,A688),\"\")","v":687},{"$f":"COUNTIF(Helper3_1,\"=\"&G688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G688)=1, G688, \"\")","v":687},{"$f":"IFERROR(SMALL(Index_2,A688),\"\")","v":687},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:J688)),\"\")","v":"RCS_88"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:K688)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:L688)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:M688)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:N688)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:O688)),\"\")","v":"88 The Conservatoire is commended for the two postgraduate programmes it has in place, the PgCert in Learning & Teaching (Higher Arts Education) and the MEd in Learning & Teaching (Performing Arts), which are enabling those who study on them to have a significantly positive impact on the curriculum and the student experience inside RCS and in the wider creative arts environment."}]
[{"$f":"IF('> FILTER <'!B690<>\"\",ROW(OFFSET(A689,-1,0)),\"\")","v":688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G690)),A689,\"\")","v":688},{"$f":"IFERROR(SMALL(Helper2_1,A689),\"\")","v":688},null,688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G690)),$A689,\"\")","v":688},{"$f":"IFERROR(SMALL(Helper2_2,A689),\"\")","v":688},{"$f":"COUNTIF(Helper3_1,\"=\"&G689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G689)=1, G689, \"\")","v":688},{"$f":"IFERROR(SMALL(Index_2,A689),\"\")","v":688},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:J689)),\"\")","v":"RCS_89"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:K689)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:L689)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:M689)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:N689)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:O689)),\"\")","v":"89 The management of quality processes is overseen by the Quality and Standards Committee, reporting to the Academic Board. The RA emphasised that students are of fundamental importance as partners at all levels in the operation of the quality processes. The Academic Board, chaired by the Principal, has responsibility for the maintenance of quality and standards but the Principal delegates overall managerial responsibility for quality to the Assistant Principal who chairs the Quality and Standards Committee. School management teams are chaired by their respective directors, and programme committees by their respective heads of programme. Students are members of all committees, with the exception of school management teams. "}]
[{"$f":"IF('> FILTER <'!B691<>\"\",ROW(OFFSET(A690,-1,0)),\"\")","v":689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G691)),A690,\"\")","v":689},{"$f":"IFERROR(SMALL(Helper2_1,A690),\"\")","v":689},null,689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G691)),$A690,\"\")","v":689},{"$f":"IFERROR(SMALL(Helper2_2,A690),\"\")","v":689},{"$f":"COUNTIF(Helper3_1,\"=\"&G690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G690)=1, G690, \"\")","v":689},{"$f":"IFERROR(SMALL(Index_2,A690),\"\")","v":689},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:J690)),\"\")","v":"RCS_90"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:K690)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:L690)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:M690)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:N690)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:O690)),\"\")","v":"90 The Quality Assurance Handbook sets out the key arrangements for managing quality and academic standards. There are clear processes in place for programme approval and validation, programme review, programme and module modification and new module approval, programme closure, and programme review for multiple programmes. "}]
[{"$f":"IF('> FILTER <'!B692<>\"\",ROW(OFFSET(A691,-1,0)),\"\")","v":690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G692)),A691,\"\")","v":690},{"$f":"IFERROR(SMALL(Helper2_1,A691),\"\")","v":690},null,690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G692)),$A691,\"\")","v":690},{"$f":"IFERROR(SMALL(Helper2_2,A691),\"\")","v":690},{"$f":"COUNTIF(Helper3_1,\"=\"&G691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G691)=1, G691, \"\")","v":690},{"$f":"IFERROR(SMALL(Index_2,A691),\"\")","v":690},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:J691)),\"\")","v":"RCS_91"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:K691)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:L691)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:M691)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:N691)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:O691)),\"\")","v":"91 It was evident to the ELIR team that staff were familiar with these processes. In particular, staff confirmed the effectiveness of the review process describing it as transparent and logical, and indicating that its route through the committee structure was clear. Feedback from students has an impact on the process and staff welcomed the involvement of professional services staff who, in turn, confirmed they found their participation valuable. Some part-time staff reported being involved in validations and programme design and confirmed that they had been trained and well supported in preparation for these roles."}]
[{"$f":"IF('> FILTER <'!B693<>\"\",ROW(OFFSET(A692,-1,0)),\"\")","v":691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G693)),A692,\"\")","v":691},{"$f":"IFERROR(SMALL(Helper2_1,A692),\"\")","v":691},null,691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G693)),$A692,\"\")","v":691},{"$f":"IFERROR(SMALL(Helper2_2,A692),\"\")","v":691},{"$f":"COUNTIF(Helper3_1,\"=\"&G692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G692)=1, G692, \"\")","v":691},{"$f":"IFERROR(SMALL(Index_2,A692),\"\")","v":691},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:J692)),\"\")","v":"RCS_92"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:K692)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:L692)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:M692)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:N692)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:O692)),\"\")","v":"92 A review of the Academic Handbook began in 2016 and continued in 2017 following which a number of minor adjustments were made to ensure adherence with the UK Quality Code. These related to the sections on programme validation and review, and on external examining. The Admissions Policy was revised following a review of the effectiveness of the Contextualised Admissions Policy with the revised version now including a clear statement about the priority given to carers, the care-experienced and to applicants living in SIMD 20 postcodes. The section on Annual Dialogue was revised following feedback from staff and incremental enhancements to the process (paragraph 96-99) and the section on Student Engagement was revised in partnership with the Students' Union. The ELIR team learned that a review of the remaining sections was nearing completion."}]
[{"$f":"IF('> FILTER <'!B694<>\"\",ROW(OFFSET(A693,-1,0)),\"\")","v":692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G694)),A693,\"\")","v":692},{"$f":"IFERROR(SMALL(Helper2_1,A693),\"\")","v":692},null,692,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G694)),$A693,\"\")","v":692},{"$f":"IFERROR(SMALL(Helper2_2,A693),\"\")","v":692},{"$f":"COUNTIF(Helper3_1,\"=\"&G693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G693)=1, G693, \"\")","v":692},{"$f":"IFERROR(SMALL(Index_2,A693),\"\")","v":692},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:J693)),\"\")","v":"RCS_93"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:K693)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:L693)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:M693)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:N693)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:O693)),\"\")","v":"93 Staff are informed about annual changes to quality assurance processes through the annual Learning & Teaching Conference and, more routinely, through heads of department, team meetings and communications from the Quality and Standards Committee. There is a staff induction programme led by Human Resources and supported by academic departments, however, staff indicated that this was quite informal and a more systematic approach would be welcomed. "}]
[{"$f":"IF('> FILTER <'!B695<>\"\",ROW(OFFSET(A694,-1,0)),\"\")","v":693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G695)),A694,\"\")","v":693},{"$f":"IFERROR(SMALL(Helper2_1,A694),\"\")","v":693},null,693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G695)),$A694,\"\")","v":693},{"$f":"IFERROR(SMALL(Helper2_2,A694),\"\")","v":693},{"$f":"COUNTIF(Helper3_1,\"=\"&G694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G694)=1, G694, \"\")","v":693},{"$f":"IFERROR(SMALL(Index_2,A694),\"\")","v":693},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:J694)),\"\")","v":"RCS_93"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:K694)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:L694)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:M694)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:N694)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:O694)),\"\")","v":"93 Staff are informed about annual changes to quality assurance processes through the annual Learning & Teaching Conference and, more routinely, through heads of department, team meetings and communications from the Quality and Standards Committee. There is a staff induction programme led by Human Resources and supported by academic departments, however, staff indicated that this was quite informal and a more systematic approach would be welcomed. "}]
[{"$f":"IF('> FILTER <'!B696<>\"\",ROW(OFFSET(A695,-1,0)),\"\")","v":694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G696)),A695,\"\")","v":694},{"$f":"IFERROR(SMALL(Helper2_1,A695),\"\")","v":694},null,694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G696)),$A695,\"\")","v":694},{"$f":"IFERROR(SMALL(Helper2_2,A695),\"\")","v":694},{"$f":"COUNTIF(Helper3_1,\"=\"&G695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G695)=1, G695, \"\")","v":694},{"$f":"IFERROR(SMALL(Index_2,A695),\"\")","v":694},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:J695)),\"\")","v":"RCS_94"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:K695)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:L695)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:M695)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:N695)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:O695)),\"\")","v":"94 While staff acknowledged the Quality Assurance Handbook is comprehensive, they maintained it is not always sufficiently clear. The ELIR team was provided with examples of instances where a digest of relevant sections of published documentation were circulated to staff, including part-time staff, in order to ensure clarity and adherence. Students reported that they often relied on staff to provide information on assessment and other aspects of curriculum delivery, rather than referring to published information. It was evident to the team when meeting part-time tutors that they were conversant with quality policies on a 'need-to-know' basis and were sent extracts of the Handbook, but the team also noted there is no specific Handbook for part-time staff or formal induction."}]
[{"$f":"IF('> FILTER <'!B697<>\"\",ROW(OFFSET(A696,-1,0)),\"\")","v":695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G697)),A696,\"\")","v":695},{"$f":"IFERROR(SMALL(Helper2_1,A696),\"\")","v":695},null,695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G697)),$A696,\"\")","v":695},{"$f":"IFERROR(SMALL(Helper2_2,A696),\"\")","v":695},{"$f":"COUNTIF(Helper3_1,\"=\"&G696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G696)=1, G696, \"\")","v":695},{"$f":"IFERROR(SMALL(Index_2,A696),\"\")","v":695},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:J696)),\"\")","v":"RCS_95"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:K696)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:L696)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:M696)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:N696)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:O696)),\"\")","v":"95 While it was evident that the Conservatoire does take steps to document and disseminate information about its quality assurance policies and procedures, there would be considerable value in reflecting on how these are set out to ensure they are clearly understandable and readily available in a format (or range of formats) most likely to be accessed and used by all staff and students (paragraph 121).  "}]
[{"$f":"IF('> FILTER <'!B698<>\"\",ROW(OFFSET(A697,-1,0)),\"\")","v":696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G698)),A697,\"\")","v":696},{"$f":"IFERROR(SMALL(Helper2_1,A697),\"\")","v":696},null,696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G698)),$A697,\"\")","v":696},{"$f":"IFERROR(SMALL(Helper2_2,A697),\"\")","v":696},{"$f":"COUNTIF(Helper3_1,\"=\"&G697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G697)=1, G697, \"\")","v":696},{"$f":"IFERROR(SMALL(Index_2,A697),\"\")","v":696},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:J697)),\"\")","v":"RCS_96"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:K697)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:L697)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:M697)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:N697)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:O697)),\"\")","v":"96 The Conservatoire introduced the Annual Dialogue process in 2011-12 as a strategic vehicle for enhancement. Convened by the Assistant Principal, panels include members from different schools, the Students' Union President and another member of the Students' Union, and three external 'critical friends' drawn from other conservatoires and professional service colleagues from the wider HE sector. "}]
[{"$f":"IF('> FILTER <'!B699<>\"\",ROW(OFFSET(A698,-1,0)),\"\")","v":697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G699)),A698,\"\")","v":697},{"$f":"IFERROR(SMALL(Helper2_1,A698),\"\")","v":697},null,697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G699)),$A698,\"\")","v":697},{"$f":"IFERROR(SMALL(Helper2_2,A698),\"\")","v":697},{"$f":"COUNTIF(Helper3_1,\"=\"&G698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G698)=1, G698, \"\")","v":697},{"$f":"IFERROR(SMALL(Index_2,A698),\"\")","v":697},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:J698)),\"\")","v":"RCS_97"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:K698)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:L698)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:M698)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:N698)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:O698)),\"\")","v":"97 The Annual Dialogue process involves scrutiny of a range of material including: external examiner reports, performance indicators, and any programme or module modifications. Programme teams are required to produce a report that includes an evaluation of key information including: how the programme responds to the Strategic Plan; the effectiveness of any programme modifications introduced in the previous year; responses to the recommendations of the previous year's report; comments on programme-specific performance indicators, particularly changes and trends in benchmarking against other national and international institutions and organisations; comments on future developments mapped to the National Student Survey (NSS); placement and employability; as well as evidence drawn from a variety of reports, surveys, committee minutes and feedback from staff, students, employer and placement providers, and any lessons learned from student complaints, appeals or discipline issues. "}]
[{"$f":"IF('> FILTER <'!B700<>\"\",ROW(OFFSET(A699,-1,0)),\"\")","v":698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G700)),A699,\"\")","v":698},{"$f":"IFERROR(SMALL(Helper2_1,A699),\"\")","v":698},null,698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G700)),$A699,\"\")","v":698},{"$f":"IFERROR(SMALL(Helper2_2,A699),\"\")","v":698},{"$f":"COUNTIF(Helper3_1,\"=\"&G699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G699)=1, G699, \"\")","v":698},{"$f":"IFERROR(SMALL(Index_2,A699),\"\")","v":698},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:J699)),\"\")","v":"RCS_97"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:K699)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:L699)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:M699)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:N699)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:O699)),\"\")","v":"97 The Annual Dialogue process involves scrutiny of a range of material including: external examiner reports, performance indicators, and any programme or module modifications. Programme teams are required to produce a report that includes an evaluation of key information including: how the programme responds to the Strategic Plan; the effectiveness of any programme modifications introduced in the previous year; responses to the recommendations of the previous year's report; comments on programme-specific performance indicators, particularly changes and trends in benchmarking against other national and international institutions and organisations; comments on future developments mapped to the National Student Survey (NSS); placement and employability; as well as evidence drawn from a variety of reports, surveys, committee minutes and feedback from staff, students, employer and placement providers, and any lessons learned from student complaints, appeals or discipline issues. "}]
[{"$f":"IF('> FILTER <'!B701<>\"\",ROW(OFFSET(A700,-1,0)),\"\")","v":699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G701)),A700,\"\")","v":699},{"$f":"IFERROR(SMALL(Helper2_1,A700),\"\")","v":699},null,699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G701)),$A700,\"\")","v":699},{"$f":"IFERROR(SMALL(Helper2_2,A700),\"\")","v":699},{"$f":"COUNTIF(Helper3_1,\"=\"&G700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G700)=1, G700, \"\")","v":699},{"$f":"IFERROR(SMALL(Index_2,A700),\"\")","v":699},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:J700)),\"\")","v":"RCS_98"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:K700)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:L700)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:M700)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:N700)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:O700)),\"\")","v":"98 The Annual Dialogue process was suspended for programmes that formed part of the curriculum review exercise, which meant that the undergraduate programmes did not participate in Annual Dialogue for two consecutive years, 2016 and 2017. The ELIR team was assured by senior staff that annual monitoring had been undertaken throughout that time. In future, it is intended that all programmes will participate in Annual Dialogue every year, irrespective of quinquennial review. Having considered feedback on the process, the Conservatoire believes Annual Dialogue is not providing an opportunity for the enhancement of support units. Staff who met the ELIR team spoke positively about the process in theory, but reported that, in practice, the meetings were not always long enough to allow full discussion and meaningful consideration of issues, which could lead to a level of frustration. The Conservatoire has made incremental enhancements to the process and indicated that they would continue to consult with stakeholders to ensure it is as effective as intended."}]
[{"$f":"IF('> FILTER <'!B702<>\"\",ROW(OFFSET(A701,-1,0)),\"\")","v":700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G702)),A701,\"\")","v":700},{"$f":"IFERROR(SMALL(Helper2_1,A701),\"\")","v":700},null,700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G702)),$A701,\"\")","v":700},{"$f":"IFERROR(SMALL(Helper2_2,A701),\"\")","v":700},{"$f":"COUNTIF(Helper3_1,\"=\"&G701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G701)=1, G701, \"\")","v":700},{"$f":"IFERROR(SMALL(Index_2,A701),\"\")","v":700},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:J701)),\"\")","v":"RCS_99"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:K701)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:L701)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:M701)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:N701)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:O701)),\"\")","v":"99 The ELIR team found some confusion surrounding the distinction between Annual Dialogue and annual monitoring. Staff who met the team referred to Annual Dialogue as being 'the enhancement aspect', which was 'above and beyond' the annual monitoring process. While the enhancement element had been paused for two years during the curriculum review exercise, annual monitoring as the quality assurance process had been conducted annually throughout the period. However, both the RA and the Quality Assurance Handbook describe Annual Dialogue as the annual quality process and the Quality Assurance Handbook doesn't refer to any other form of annual monitoring. Furthermore, the Quality Annual Report 2016-17 refers to Academic Dialogue as one and the same process, that is 'annual monitoring'. There would be considerable benefit in making the distinction between the two processes clear in documentation (paragraph 121)."}]
[{"$f":"IF('> FILTER <'!B703<>\"\",ROW(OFFSET(A702,-1,0)),\"\")","v":701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G703)),A702,\"\")","v":701},{"$f":"IFERROR(SMALL(Helper2_1,A702),\"\")","v":701},null,701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G703)),$A702,\"\")","v":701},{"$f":"IFERROR(SMALL(Helper2_2,A702),\"\")","v":701},{"$f":"COUNTIF(Helper3_1,\"=\"&G702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G702)=1, G702, \"\")","v":701},{"$f":"IFERROR(SMALL(Index_2,A702),\"\")","v":701},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:J702)),\"\")","v":"RCS_100"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:K702)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:L702)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:M702)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:N702)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:O702)),\"\")","v":"100 Overall, the Conservatoire has an effective approach to using external reference points. It considers externality to be of vital importance and, to that end, engages with professionals and colleagues from higher education institutions across the globe. There is clear evidence of the involvement of external individuals in the review process and staff pointed to the strong partnerships with industry professionals who make ongoing contributions to the proto-professional environment."}]
[{"$f":"IF('> FILTER <'!B704<>\"\",ROW(OFFSET(A703,-1,0)),\"\")","v":702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G704)),A703,\"\")","v":702},{"$f":"IFERROR(SMALL(Helper2_1,A703),\"\")","v":702},null,702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G704)),$A703,\"\")","v":702},{"$f":"IFERROR(SMALL(Helper2_2,A703),\"\")","v":702},{"$f":"COUNTIF(Helper3_1,\"=\"&G703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G703)=1, G703, \"\")","v":702},{"$f":"IFERROR(SMALL(Index_2,A703),\"\")","v":702},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:J703)),\"\")","v":"RCS_101"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:K703)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:L703)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:M703)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:N703)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:O703)),\"\")","v":"101 The Conservatoire had prepared a revised mapping of its policies and procedures against the Quality Code, indicating that it is 'fully compliant' with the Code. The team recognises the desire to assert adherence with all aspects of the Code, and recognises the precepts are very likely to be addressed, but there would be benefit in RCS adopting a more evaluative approach, given that adherence can be achieved in a variety of ways. The team would encourage RCS to show greater confidence in evaluating its activities, identifying potential risks and demonstrating the ways in which such risks can be mitigated. "}]
[{"$f":"IF('> FILTER <'!B705<>\"\",ROW(OFFSET(A704,-1,0)),\"\")","v":703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G705)),A704,\"\")","v":703},{"$f":"IFERROR(SMALL(Helper2_1,A704),\"\")","v":703},null,703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G705)),$A704,\"\")","v":703},{"$f":"IFERROR(SMALL(Helper2_2,A704),\"\")","v":703},{"$f":"COUNTIF(Helper3_1,\"=\"&G704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G704)=1, G704, \"\")","v":703},{"$f":"IFERROR(SMALL(Index_2,A704),\"\")","v":703},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:J704)),\"\")","v":"RCS_102"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:K704)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:L704)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:M704)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:N704)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:O704)),\"\")","v":"102 Academic standards are reviewed by the Academic Board through programme approval, validation and institution-led review to ensure alignment with the Quality Code and the Conservatoire's Academic Framework. The Academic Framework was validated in 2011 and includes level descriptors, derived from six Curriculum Principles mapped against the requirements of the SCQF for the RCS learning environment. Learning outcomes are mapped by level to the SCQF Characteristics (2012) and the Dublin Descriptors (2005). Programmes are aligned with the relevant Subject Benchmark Statements and, where appropriate, specific reference points such as the AEC/Polifonia Outcomes for Music, and for dance, design, film and theatre education from EQ Arts."}]
[{"$f":"IF('> FILTER <'!B706<>\"\",ROW(OFFSET(A705,-1,0)),\"\")","v":704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G706)),A705,\"\")","v":704},{"$f":"IFERROR(SMALL(Helper2_1,A705),\"\")","v":704},null,704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G706)),$A705,\"\")","v":704},{"$f":"IFERROR(SMALL(Helper2_2,A705),\"\")","v":704},{"$f":"COUNTIF(Helper3_1,\"=\"&G705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G705)=1, G705, \"\")","v":704},{"$f":"IFERROR(SMALL(Index_2,A705),\"\")","v":704},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:J705)),\"\")","v":"RCS_103"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:K705)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:L705)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:M705)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:N705)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:O705)),\"\")","v":"103 External industry professionals, employers and graduates contribute to programme validation and review and engage through the consultation process. The ELIR team saw an example of stakeholder involvement resulting in changes to the BA Scottish Music programme."}]
[{"$f":"IF('> FILTER <'!B707<>\"\",ROW(OFFSET(A706,-1,0)),\"\")","v":705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G707)),A706,\"\")","v":705},{"$f":"IFERROR(SMALL(Helper2_1,A706),\"\")","v":705},null,705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G707)),$A706,\"\")","v":705},{"$f":"IFERROR(SMALL(Helper2_2,A706),\"\")","v":705},{"$f":"COUNTIF(Helper3_1,\"=\"&G706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G706)=1, G706, \"\")","v":705},{"$f":"IFERROR(SMALL(Index_2,A706),\"\")","v":705},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:J706)),\"\")","v":"RCS_104"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:K706)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:L706)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:M706)),\"\")","v":"Programme development"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:N706)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:O706)),\"\")","v":"104 The Conservatoire engages with two professional, statutory and regulatory bodies: the General Teaching Council for Scotland (GTCS) and the Higher Education Academy (HEA) whose reviews are included in Annual Reports. The University of St Andrews validates the research degrees offered by the Conservatoire providing a further dimension of externality."}]
[{"$f":"IF('> FILTER <'!B708<>\"\",ROW(OFFSET(A707,-1,0)),\"\")","v":706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G708)),A707,\"\")","v":706},{"$f":"IFERROR(SMALL(Helper2_1,A707),\"\")","v":706},null,706,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G708)),$A707,\"\")","v":706},{"$f":"IFERROR(SMALL(Helper2_2,A707),\"\")","v":706},{"$f":"COUNTIF(Helper3_1,\"=\"&G707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G707)=1, G707, \"\")","v":706},{"$f":"IFERROR(SMALL(Index_2,A707),\"\")","v":706},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:J707)),\"\")","v":"RCS_105"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:K707)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:L707)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:M707)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:N707)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:O707)),\"\")","v":"105 The maintenance of academic standards is supported by staff who are professionally active beyond the Conservatoire as external examiners, as well as through engagement with industry and the extensive use of external individuals including external examiners and specialist external assessors. The ELIR team saw evidence of external examiner reports being taken carefully into account in the review process. "}]
[{"$f":"IF('> FILTER <'!B709<>\"\",ROW(OFFSET(A708,-1,0)),\"\")","v":707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G709)),A708,\"\")","v":707},{"$f":"IFERROR(SMALL(Helper2_1,A708),\"\")","v":707},null,707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G709)),$A708,\"\")","v":707},{"$f":"IFERROR(SMALL(Helper2_2,A708),\"\")","v":707},{"$f":"COUNTIF(Helper3_1,\"=\"&G708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G708)=1, G708, \"\")","v":707},{"$f":"IFERROR(SMALL(Index_2,A708),\"\")","v":707},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:J708)),\"\")","v":"RCS_106"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:K708)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:L708)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:M708)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:N708)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:O708)),\"\")","v":"106 External academics were involved in the Curriculum Reform Project and the Programme Review Panels were chaired by two external academics. This practice has been formally adopted in the current curriculum review process. In addition, there is an external academic member of the Academic Board."}]
[{"$f":"IF('> FILTER <'!B710<>\"\",ROW(OFFSET(A709,-1,0)),\"\")","v":708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G710)),A709,\"\")","v":708},{"$f":"IFERROR(SMALL(Helper2_1,A709),\"\")","v":708},null,708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G710)),$A709,\"\")","v":708},{"$f":"IFERROR(SMALL(Helper2_2,A709),\"\")","v":708},{"$f":"COUNTIF(Helper3_1,\"=\"&G709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G709)=1, G709, \"\")","v":708},{"$f":"IFERROR(SMALL(Index_2,A709),\"\")","v":708},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:J709)),\"\")","v":"RCS_107"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:K709)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:L709)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:M709)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:N709)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:O709)),\"\")","v":"107 External examiners are central to the assurance of academic standards and their roles, responsibilities and terms of appointment are articulated in the Quality Assurance Handbook. Their primary role is to confirm academic standards through attending performances, observing and sampling student work, and through participation in boards of examiners. Their methods of working vary according to the requirements of the programme but, at a minimum, they oversee the assessment of all final-year students, necessitating attendance at productions, showcases and performances. "}]
[{"$f":"IF('> FILTER <'!B711<>\"\",ROW(OFFSET(A710,-1,0)),\"\")","v":709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G711)),A710,\"\")","v":709},{"$f":"IFERROR(SMALL(Helper2_1,A710),\"\")","v":709},null,709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G711)),$A710,\"\")","v":709},{"$f":"IFERROR(SMALL(Helper2_2,A710),\"\")","v":709},{"$f":"COUNTIF(Helper3_1,\"=\"&G710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G710)=1, G710, \"\")","v":709},{"$f":"IFERROR(SMALL(Index_2,A710),\"\")","v":709},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:J710)),\"\")","v":"RCS_108"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:K710)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:L710)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:M710)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:N710)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:O710)),\"\")","v":"108 An informal mentoring scheme was introduced for new external examiners in 2016-17. In that year there were 21 external examiners: six from overseas including one from Ireland, six from UK conservatoires, nine from UK universities, and one from Scotland. The ELIR team explored the issue of ensuring confirmation of UK quality standards and were informed that external examiners who are not from the UK system are provided with an induction from HR, the Academic Registrar and the relevant head of department. The same process is in place for the Specialist External Assessors (SEAs) appointed by the School of Music. In 2016-17, 43 SEAs were employed, drawn mostly from UK-based orchestras, ensembles and conservatoires. They compile individual reports on each of the students they examine."}]
[{"$f":"IF('> FILTER <'!B712<>\"\",ROW(OFFSET(A711,-1,0)),\"\")","v":710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G712)),A711,\"\")","v":710},{"$f":"IFERROR(SMALL(Helper2_1,A711),\"\")","v":710},null,710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G712)),$A711,\"\")","v":710},{"$f":"IFERROR(SMALL(Helper2_2,A711),\"\")","v":710},{"$f":"COUNTIF(Helper3_1,\"=\"&G711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G711)=1, G711, \"\")","v":710},{"$f":"IFERROR(SMALL(Index_2,A711),\"\")","v":710},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:J711)),\"\")","v":"RCS_109"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:K711)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:L711)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:M711)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:N711)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:O711)),\"\")","v":"109 External examiner reports are considered together with responses from the programme teams by programme committees, school management teams, and the Quality and Standards Committee. Together they form part of the Annual Dialogue report. External examiner reports confirming academic standards, together with annual programme reports and performance indicators form the main evidence supplied to the Academic Board to ensure that programmes are meeting their stated aims and objectives. In line with the Quality Code, programme teams are required to make external examiner reports available to students. A summary of their reports is prepared for the Academic Board as part of the Quality Assurance Officer's Annual Report. "}]
[{"$f":"IF('> FILTER <'!B713<>\"\",ROW(OFFSET(A712,-1,0)),\"\")","v":711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G713)),A712,\"\")","v":711},{"$f":"IFERROR(SMALL(Helper2_1,A712),\"\")","v":711},null,711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G713)),$A712,\"\")","v":711},{"$f":"IFERROR(SMALL(Helper2_2,A712),\"\")","v":711},{"$f":"COUNTIF(Helper3_1,\"=\"&G712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G712)=1, G712, \"\")","v":711},{"$f":"IFERROR(SMALL(Index_2,A712),\"\")","v":711},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:J712)),\"\")","v":"RCS_110"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:K712)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:L712)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:M712)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:N712)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:O712)),\"\")","v":"110 The ELIR team considered that the Conservatoire makes systematic and careful use of its external examiners. "}]
[{"$f":"IF('> FILTER <'!B714<>\"\",ROW(OFFSET(A713,-1,0)),\"\")","v":712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G714)),A713,\"\")","v":712},{"$f":"IFERROR(SMALL(Helper2_1,A713),\"\")","v":712},null,712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G714)),$A713,\"\")","v":712},{"$f":"IFERROR(SMALL(Helper2_2,A713),\"\")","v":712},{"$f":"COUNTIF(Helper3_1,\"=\"&G713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G713)=1, G713, \"\")","v":712},{"$f":"IFERROR(SMALL(Index_2,A713),\"\")","v":712},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:J713)),\"\")","v":"RCS_111"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:K713)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:L713)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:M713)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:N713)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:O713)),\"\")","v":"111 The 2013 ELIR identified eight areas for development and the current ELIR team agreed with the Conservatoire that it has made satisfactory progress in addressing these."}]
[{"$f":"IF('> FILTER <'!B715<>\"\",ROW(OFFSET(A714,-1,0)),\"\")","v":713},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G715)),A714,\"\")","v":713},{"$f":"IFERROR(SMALL(Helper2_1,A714),\"\")","v":713},null,713,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G715)),$A714,\"\")","v":713},{"$f":"IFERROR(SMALL(Helper2_2,A714),\"\")","v":713},{"$f":"COUNTIF(Helper3_1,\"=\"&G714)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G714)=1, G714, \"\")","v":713},{"$f":"IFERROR(SMALL(Index_2,A714),\"\")","v":713},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:J714)),\"\")","v":"RCS_112"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:K714)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:L714)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:M714)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:N714)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:O714)),\"\")","v":"112 In relation to the use of data, additional staffing has been put in place to support the bespoke Student Records System and the Current Research Information System (CRIS) has been installed. There is additional library, finance and HR staffing and a new Staff and Student Portal. A Statistical Analyst has been recruited, allowing for fuller engagement with the current Enhancement Theme. Committees now make greater use of data (paragraph 120). Heads of department who met the ELIR team indicated that the provision of data had improved considerably and they were now able to interrogate this data in much more informed and critical ways. They felt better able to reflect on performance indicators and the NSS results. The improved data also informs the Outcome Agreement with SFC. In particular, staff spoke very positively about the impact of the Statistical Analyst."}]
[{"$f":"IF('> FILTER <'!B716<>\"\",ROW(OFFSET(A715,-1,0)),\"\")","v":714},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G716)),A715,\"\")","v":714},{"$f":"IFERROR(SMALL(Helper2_1,A715),\"\")","v":714},null,714,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G716)),$A715,\"\")","v":714},{"$f":"IFERROR(SMALL(Helper2_2,A715),\"\")","v":714},{"$f":"COUNTIF(Helper3_1,\"=\"&G715)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G715)=1, G715, \"\")","v":714},{"$f":"IFERROR(SMALL(Index_2,A715),\"\")","v":714},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:J715)),\"\")","v":"RCS_113"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:K715)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:L715)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:M715)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:N715)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:O715)),\"\")","v":"113 The Committee structure, roles, terms of reference and reporting relationships within the institution have been articulated in the Quality Assurance Handbook and a business process calendar is being produced. The Assistant Principal now has oversight and will evaluate efficiency as the next Strategic Plan is prepared. Progress has been made on strategies to complement the Strategic Plan, which include the operational plans and the Research and Knowledge Exchange Strategy. A further International Strategy is under development. The IT Strategy (2013-16) was succeeded by the Digital Technology Strategy (2016-2018) and will be reviewed by the new IT Governance Committee. While the previous development point has been addressed, the current ELIR team would support the Conservatoire's intention to progress further alignment between institutional strategies. "}]
[{"$f":"IF('> FILTER <'!B717<>\"\",ROW(OFFSET(A716,-1,0)),\"\")","v":715},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G717)),A716,\"\")","v":715},{"$f":"IFERROR(SMALL(Helper2_1,A716),\"\")","v":715},null,715,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G717)),$A716,\"\")","v":715},{"$f":"IFERROR(SMALL(Helper2_2,A716),\"\")","v":715},{"$f":"COUNTIF(Helper3_1,\"=\"&G716)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G716)=1, G716, \"\")","v":715},{"$f":"IFERROR(SMALL(Index_2,A716),\"\")","v":715},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:J716)),\"\")","v":"RCS_114"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:K716)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:L716)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:M716)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:N716)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:O716)),\"\")","v":"114 The process for the review of public information has resulted in all public information (print and electronic) being signed off by the Marketing and Communications Manager, Director of External Relations and, where appropriate heads of programme/department. Information relating to research is overseen by the Research and Knowledge Exchange Team. "}]
[{"$f":"IF('> FILTER <'!B718<>\"\",ROW(OFFSET(A717,-1,0)),\"\")","v":716},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G718)),A717,\"\")","v":716},{"$f":"IFERROR(SMALL(Helper2_1,A717),\"\")","v":716},null,716,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G718)),$A717,\"\")","v":716},{"$f":"IFERROR(SMALL(Helper2_2,A717),\"\")","v":716},{"$f":"COUNTIF(Helper3_1,\"=\"&G717)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G717)=1, G717, \"\")","v":716},{"$f":"IFERROR(SMALL(Index_2,A717),\"\")","v":716},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:J717)),\"\")","v":"RCS_115"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:K717)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:L717)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:M717)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:N717)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:O717)),\"\")","v":"115 The issues raised over Transitions tutors, the management of Bridge Week and popular 'Choice Modules' have been addressed effectively. 97 per cent of students considered the Transitions tutors to be good or excellent. Students who met the ELIR team were very enthusiastic about options, indicating that these were very beneficial and had enriched the quality of their learning experience. The Choice, Collaboration and Credit-Rated Short Courses Committee has been formed and RCS is now able to allocate the vast majority of students to their first choice. In response to the development point relating to staff and student mobility, the Assistant Registrar (International and Student Experience) works with directors of school to promote mobility and, while staff outward mobility has increased slightly, the ELIR team noted that student mobility has fluctuated but it was also evident that RCS has taken reasonable measures to promote mobility. "}]
[{"$f":"IF('> FILTER <'!B719<>\"\",ROW(OFFSET(A718,-1,0)),\"\")","v":717},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G719)),A718,\"\")","v":717},{"$f":"IFERROR(SMALL(Helper2_1,A718),\"\")","v":717},null,717,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G719)),$A718,\"\")","v":717},{"$f":"IFERROR(SMALL(Helper2_2,A718),\"\")","v":717},{"$f":"COUNTIF(Helper3_1,\"=\"&G718)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G718)=1, G718, \"\")","v":717},{"$f":"IFERROR(SMALL(Index_2,A718),\"\")","v":717},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:J718)),\"\")","v":"RCS_116"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:K718)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:L718)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:M718)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:N718)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:O718)),\"\")","v":"116 Data is generated from a range of sources to inform decision-making. The Academic Board considers whether programmes are meeting agreed aims and objectives using a variety of data drawn from Annual Dialogue, performance indicators, external examiner reports and reports from validations and reviews. The ELIR team learned that an internal audit of performance indicators had been undertaken recently with a view to establishing a refined list of data sources and measures of performance. It was intended that a key set of performance indicators would be developed to support the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B720<>\"\",ROW(OFFSET(A719,-1,0)),\"\")","v":718},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G720)),A719,\"\")","v":718},{"$f":"IFERROR(SMALL(Helper2_1,A719),\"\")","v":718},null,718,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G720)),$A719,\"\")","v":718},{"$f":"IFERROR(SMALL(Helper2_2,A719),\"\")","v":718},{"$f":"COUNTIF(Helper3_1,\"=\"&G719)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G719)=1, G719, \"\")","v":718},{"$f":"IFERROR(SMALL(Index_2,A719),\"\")","v":718},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:J719)),\"\")","v":"RCS_117"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:K719)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:L719)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:M719)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:N719)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:O719)),\"\")","v":"117 Decision-making within the schools is informed by programme committees and senior management team meetings. The RA identified the ways in which the Statistical Analyst, in post since 2015, has been working with programme teams to improve the generation and interpretation of data in support of work relating to the NSS outcomes through the use of statistical significance tools. This approach has been further developed by the Academic Board introducing a new standard template in response to the NSS to ensure a strategic focus on significant trends and comparisons with appropriate benchmarks to assess the impact of interventions and to identify good practice to be shared across the institution. It is intended that the Quality and Standards Committee will analyse each programme's data and present an institutional view to the Academic Board. The team considered that these measures are positive but at too early a stage to form a definite view of their effectiveness. The team did note that previous work aimed at addressing low NSS scores on assessment and feedback had led to a comprehensive review which resulted in higher scores in 2016-17."}]
[{"$f":"IF('> FILTER <'!B721<>\"\",ROW(OFFSET(A720,-1,0)),\"\")","v":719},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G721)),A720,\"\")","v":719},{"$f":"IFERROR(SMALL(Helper2_1,A720),\"\")","v":719},null,719,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G721)),$A720,\"\")","v":719},{"$f":"IFERROR(SMALL(Helper2_2,A720),\"\")","v":719},{"$f":"COUNTIF(Helper3_1,\"=\"&G720)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G720)=1, G720, \"\")","v":719},{"$f":"IFERROR(SMALL(Index_2,A720),\"\")","v":719},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:J720)),\"\")","v":"RCS_118"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:K720)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:L720)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:M720)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:N720)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:O720)),\"\")","v":"118 The Conservatoire adopted a broad interpretation of data, sharing examples of initiatives that had made use of evidence or had instigated the generation of additional data, such as the review of its Contextualised Admissions Policy. Given how recent many of the initiatives were, the ELIR team considered it was too early to form a full evaluation of their effectiveness. It was clear, however, that the impact of the Statistical Analyst post has been positive and was gaining momentum, for example with improved use of data informing programme committee discussions. Performance indicators are now reviewed holistically to produce school-level and Conservatoire-wide analysis for review by directors and the Quality and Standards Committee, both of which are very positive developments. The team also recognised the extent to which staff spoke very enthusiastically about the value of increasingly detailed data, and noted that this represented a significant positive development since the 2013 ELIR."}]
[{"$f":"IF('> FILTER <'!B722<>\"\",ROW(OFFSET(A721,-1,0)),\"\")","v":720},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G722)),A721,\"\")","v":720},{"$f":"IFERROR(SMALL(Helper2_1,A721),\"\")","v":720},null,720,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G722)),$A721,\"\")","v":720},{"$f":"IFERROR(SMALL(Helper2_2,A721),\"\")","v":720},{"$f":"COUNTIF(Helper3_1,\"=\"&G721)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G721)=1, G721, \"\")","v":720},{"$f":"IFERROR(SMALL(Index_2,A721),\"\")","v":720},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:J721)),\"\")","v":"RCS_119"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:K721)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:L721)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:M721)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:N721)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:O721)),\"\")","v":"119 The Conservatoire has effective arrangements for setting and securing academic standards, in particular making systematic use of its external examiners. "}]
[{"$f":"IF('> FILTER <'!B723<>\"\",ROW(OFFSET(A722,-1,0)),\"\")","v":721},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G723)),A722,\"\")","v":721},{"$f":"IFERROR(SMALL(Helper2_1,A722),\"\")","v":721},null,721,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G723)),$A722,\"\")","v":721},{"$f":"IFERROR(SMALL(Helper2_2,A722),\"\")","v":721},{"$f":"COUNTIF(Helper3_1,\"=\"&G722)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G722)=1, G722, \"\")","v":721},{"$f":"IFERROR(SMALL(Index_2,A722),\"\")","v":721},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:J722)),\"\")","v":"RCS_120"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:K722)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:L722)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:M722)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:N722)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:O722)),\"\")","v":"120 The Conservatoire is committed to reviewing and evaluating the full range of its activity including the implementation of strategies, academic and professional service provision and even the nature of review itself. There are many examples of this evaluative activity bringing about enhancements to the student experience and improved ways of working. The Conservatoire has also improved its approach to using data as part of its deliberative and decision-making activity. Nonetheless, the Conservatoire's approach to evaluation would benefit from further reflection on the range and purpose of the plethora of mechanisms currently in place. Such reflection would assist the relatively new senior team to determine which activities could be conducted through committees and other dialogic opportunities, which require periodic review and the level of proportionality that could be applied, as well as considering the timescales overall with a view to bringing about greater synchronisation of strategies and initiatives. Such a period of holistic reflection would enable the Conservatoire to derive greatest benefit from the totality of these activities. "}]
[{"$f":"IF('> FILTER <'!B724<>\"\",ROW(OFFSET(A723,-1,0)),\"\")","v":722},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G724)),A723,\"\")","v":722},{"$f":"IFERROR(SMALL(Helper2_1,A723),\"\")","v":722},null,722,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G724)),$A723,\"\")","v":722},{"$f":"IFERROR(SMALL(Helper2_2,A723),\"\")","v":722},{"$f":"COUNTIF(Helper3_1,\"=\"&G723)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G723)=1, G723, \"\")","v":722},{"$f":"IFERROR(SMALL(Index_2,A723),\"\")","v":722},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:J723)),\"\")","v":"RCS_120"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:K723)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:L723)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:M723)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:N723)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:O723)),\"\")","v":"120 The Conservatoire is committed to reviewing and evaluating the full range of its activity including the implementation of strategies, academic and professional service provision and even the nature of review itself. There are many examples of this evaluative activity bringing about enhancements to the student experience and improved ways of working. The Conservatoire has also improved its approach to using data as part of its deliberative and decision-making activity. Nonetheless, the Conservatoire's approach to evaluation would benefit from further reflection on the range and purpose of the plethora of mechanisms currently in place. Such reflection would assist the relatively new senior team to determine which activities could be conducted through committees and other dialogic opportunities, which require periodic review and the level of proportionality that could be applied, as well as considering the timescales overall with a view to bringing about greater synchronisation of strategies and initiatives. Such a period of holistic reflection would enable the Conservatoire to derive greatest benefit from the totality of these activities. "}]
[{"$f":"IF('> FILTER <'!B725<>\"\",ROW(OFFSET(A724,-1,0)),\"\")","v":723},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G725)),A724,\"\")","v":723},{"$f":"IFERROR(SMALL(Helper2_1,A724),\"\")","v":723},null,723,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G725)),$A724,\"\")","v":723},{"$f":"IFERROR(SMALL(Helper2_2,A724),\"\")","v":723},{"$f":"COUNTIF(Helper3_1,\"=\"&G724)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G724)=1, G724, \"\")","v":723},{"$f":"IFERROR(SMALL(Index_2,A724),\"\")","v":723},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:J724)),\"\")","v":"RCS_121"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:K724)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:L724)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:M724)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:N724)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:O724)),\"\")","v":"121 The Conservatoire is also recommended to improve the communication of key institutional policies and regulations to staff and students, giving thought to the content, format and mode of dissemination with the aim of ensuring policies are accessible and readily understandable. "}]
[{"$f":"IF('> FILTER <'!B726<>\"\",ROW(OFFSET(A725,-1,0)),\"\")","v":724},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G726)),A725,\"\")","v":724},{"$f":"IFERROR(SMALL(Helper2_1,A725),\"\")","v":724},null,724,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G726)),$A725,\"\")","v":724},{"$f":"IFERROR(SMALL(Helper2_2,A725),\"\")","v":724},{"$f":"COUNTIF(Helper3_1,\"=\"&G725)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G725)=1, G725, \"\")","v":724},{"$f":"IFERROR(SMALL(Index_2,A725),\"\")","v":724},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:J725)),\"\")","v":"RCS_122"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:K725)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:L725)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:M725)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:N725)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:O725)),\"\")","v":"122 Currently, the Conservatoire has three taught programmes which it delivers collaboratively with an external partner: the BMus Traditional Music: Piping (with the National Piping Centre), the MMus/MA Pianist for Dance (with Scottish Ballet) and the MA Learning & Teaching (Gaelic Arts) (Sabhal Mòr Ostaig). The first two programmes are well established having been offered for over 10 years and the third programme was first offered in 2014-15. A total of 27 students (or 2 per cent of student population) study on these programmes. Research degrees are awarded by the University of St Andrews. The MPhil and PhD were first offered in 2000-01 and theDPerfin2015-16. There are 29 students registered on these research programmes. The Conservatoire also validates two 5-credit CPD programmes delivered by the Association of British Theatre Technicians (ABTT)."}]
[{"$f":"IF('> FILTER <'!B727<>\"\",ROW(OFFSET(A726,-1,0)),\"\")","v":725},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G727)),A726,\"\")","v":725},{"$f":"IFERROR(SMALL(Helper2_1,A726),\"\")","v":725},null,{"$f":"ROW(OFFSET(E726,-1,0))","v":725},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G727)),$A726,\"\")","v":725},{"$f":"IFERROR(SMALL(Helper2_2,A726),\"\")","v":725},{"$f":"COUNTIF(Helper3_1,\"=\"&G726)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G726)=1, G726, \"\")","v":725},{"$f":"IFERROR(SMALL(Index_2,A726),\"\")","v":725},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:J726)),\"\")","v":"RCS_123"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:K726)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:L726)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:M726)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:N726)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:O726)),\"\")","v":"123 There have been changes in the Conservatoire's collaborative activity since the 2013 ELIR with some programmes that were collaborative now being delivered solely by RCS. This includes the BEd Music which was delivered in collaboration with the University of Glasgow since the mid-1990s and became an exclusively RCS programme in 2017. Senior staff characterised this shift as marking the development of the Conservatoire's relationship with the General Teaching Council for Scotland and establishing RCS as a teacher education institution following the development of the MEd programme. From July 2018, the MMus (Historically Informed Performance Practice, HIPP), formerly awarded by the University of Glasgow with some modules delivered by RCS, moved to be awarded by RCS as an MA (HIPP), although joint delivery with the University will continue. It was agreed between the two institutions that this repositioning is likely to attract more students."}]
[{"$f":"IF('> FILTER <'!B728<>\"\",ROW(OFFSET(A727,-1,0)),\"\")","v":726},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G728)),A727,\"\")","v":726},{"$f":"IFERROR(SMALL(Helper2_1,A727),\"\")","v":726},null,726,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G728)),$A727,\"\")","v":726},{"$f":"IFERROR(SMALL(Helper2_2,A727),\"\")","v":726},{"$f":"COUNTIF(Helper3_1,\"=\"&G727)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G727)=1, G727, \"\")","v":726},{"$f":"IFERROR(SMALL(Index_2,A727),\"\")","v":726},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:J727)),\"\")","v":"RCS_124"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:K727)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:L727)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:M727)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:N727)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:O727)),\"\")","v":"124 The ELIR team learned that the Conservatoire was in the process of developing a small number of international partnerships including signing a memorandum of understanding with a conservatoire in China in relation to a Master's programme and holding discussions with an academy in Beijing for a 2+2 year programme in Music Theatre. Some further possible collaborations in North America were in the early stages."}]
[{"$f":"IF('> FILTER <'!B729<>\"\",ROW(OFFSET(A728,-1,0)),\"\")","v":727},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G729)),A728,\"\")","v":727},{"$f":"IFERROR(SMALL(Helper2_1,A728),\"\")","v":727},null,727,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G729)),$A728,\"\")","v":727},{"$f":"IFERROR(SMALL(Helper2_2,A728),\"\")","v":727},{"$f":"COUNTIF(Helper3_1,\"=\"&G728)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G728)=1, G728, \"\")","v":727},{"$f":"IFERROR(SMALL(Index_2,A728),\"\")","v":727},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:J728)),\"\")","v":"RCS_125"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:K728)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:L728)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:M728)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:N728)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:O728)),\"\")","v":"125 Currently, taught collaborative provision is reviewed through quality assurance processes similar to on-campus provision and the ELIR team learned of examples where the Conservatoire had been responsive and willing to make changes to assure the quality of the student experience. If the international collaborative provision is approved, the Conservatoire will need to ensure it introduces additional arrangements to secure academic standards and assure quality given the greater geographical distances involved."}]
[{"$f":"IF('> FILTER <'!B730<>\"\",ROW(OFFSET(A729,-1,0)),\"\")","v":728},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G730)),A729,\"\")","v":728},{"$f":"IFERROR(SMALL(Helper2_1,A729),\"\")","v":728},null,728,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G730)),$A729,\"\")","v":728},{"$f":"IFERROR(SMALL(Helper2_2,A729),\"\")","v":728},{"$f":"COUNTIF(Helper3_1,\"=\"&G729)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G729)=1, G729, \"\")","v":728},{"$f":"IFERROR(SMALL(Index_2,A729),\"\")","v":728},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:J729)),\"\")","v":"RCS_126"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:K729)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:L729)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:M729)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:N729)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:O729)),\"\")","v":"126 The relationship with the University of St Andrews is overseen by a joint board which meets bi-annually. The Pro-Dean for Research from the University of St Andrews is a member of the RCS Research Degrees Committee."}]
[{"$f":"IF('> FILTER <'!B731<>\"\",ROW(OFFSET(A730,-1,0)),\"\")","v":729},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G731)),A730,\"\")","v":729},{"$f":"IFERROR(SMALL(Helper2_1,A730),\"\")","v":729},null,729,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G731)),$A730,\"\")","v":729},{"$f":"IFERROR(SMALL(Helper2_2,A730),\"\")","v":729},{"$f":"COUNTIF(Helper3_1,\"=\"&G730)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G730)=1, G730, \"\")","v":729},{"$f":"IFERROR(SMALL(Index_2,A730),\"\")","v":729},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:J730)),\"\")","v":"RCS_127"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:K730)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:L730)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:M730)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:N730)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:O730)),\"\")","v":"127 The RA emphasised that the Conservatoire also collaborates with other providers in order to offer a rich and distinctive learning experience, founded on praxis. Maintaining strong links between the Conservatoire and the national arts organisations in Scotland is a key strategic aim of the institutional strategy. There are clear successes in the collaborative partnerships RCS has forged with Scottish Ballet, Scottish Opera, BBC Scottish Symphony Orchestra, National Theatre of Scotland and Scottish National Orchestra. Such partnerships facilitate collaborative work between these organisations and RCS students, as well as leading to the development of specific provision, for example pathways on the MEd Learning and Teaching in the Performing Arts programme emerging from work with Scottish Ballet, and the BA Performance in British Sign Language and English programme which emerged from collaborative work with the Solar Bear theatre company."}]
[{"$f":"IF('> FILTER <'!B732<>\"\",ROW(OFFSET(A731,-1,0)),\"\")","v":730},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G732)),A731,\"\")","v":730},{"$f":"IFERROR(SMALL(Helper2_1,A731),\"\")","v":730},null,730,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G732)),$A731,\"\")","v":730},{"$f":"IFERROR(SMALL(Helper2_2,A731),\"\")","v":730},{"$f":"COUNTIF(Helper3_1,\"=\"&G731)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G731)=1, G731, \"\")","v":730},{"$f":"IFERROR(SMALL(Index_2,A731),\"\")","v":730},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:J731)),\"\")","v":"RCS_128"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:K731)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:L731)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:M731)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:N731)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:O731)),\"\")","v":"128 The Conservatoire has an effective approach, exercising the necessary oversight of its current collaborative provision."}]
[{"$f":"IF('> FILTER <'!B733<>\"\",ROW(OFFSET(A732,-1,0)),\"\")","v":731},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G733)),A732,\"\")","v":731},{"$f":"IFERROR(SMALL(Helper2_1,A732),\"\")","v":731},null,731,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G733)),$A732,\"\")","v":731},{"$f":"IFERROR(SMALL(Helper2_2,A732),\"\")","v":731},{"$f":"COUNTIF(Helper3_1,\"=\"&G732)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G732)=1, G732, \"\")","v":731},{"$f":"IFERROR(SMALL(Index_2,A732),\"\")","v":731},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:J732)),\"\")","v":"RCS_129"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:K732)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:L732)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:M732)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:N732)),\"\")","v":"Royal Conservatoire of Scotland"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:O732)),\"\")","v":"129 The Conservatoire does not currently have an explicit strategy for its collaborative provision. It is in the process of developing an international strategy and there would be value in considering its international partnerships linked to that. "}]
[{"$f":"IF('> FILTER <'!B734<>\"\",ROW(OFFSET(A733,-1,0)),\"\")","v":732},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G734)),A733,\"\")","v":732},{"$f":"IFERROR(SMALL(Helper2_1,A733),\"\")","v":732},null,732,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G734)),$A733,\"\")","v":732},{"$f":"IFERROR(SMALL(Helper2_2,A733),\"\")","v":732},{"$f":"COUNTIF(Helper3_1,\"=\"&G733)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G733)=1, G733, \"\")","v":732},{"$f":"IFERROR(SMALL(Index_2,A733),\"\")","v":732},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:J733)),\"\")","v":"SRC_2"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:K733)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:L733)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:M733)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:N733)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:O733)),\"\")","v":"2 The current Strategic Plan 2018-2023 sets out SRUC's ambitions and actions linked to the five key drivers of integration; innovation for impact; industry facing; international; and inspiring. The Strategic Plan launched a significant transformation programme in May 2018 which was still being implemented at the time of the current ELIR. This programme includes bringing together its current Education and Research Divisions and creating three new regional faculties: North, Central, and South and West of Scotland, with each faculty led by a Dean (paragraphs 77-79). SRUC has made the decision to locate the whole of the South and West Faculty at an expanded campus at Barony (in Dumfries) and undertake a phased withdrawal from the Riverside (Ayr) and Crichton (Dumfries) sites."}]
[{"$f":"IF('> FILTER <'!B735<>\"\",ROW(OFFSET(A734,-1,0)),\"\")","v":733},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G735)),A734,\"\")","v":733},{"$f":"IFERROR(SMALL(Helper2_1,A734),\"\")","v":733},null,733,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G735)),$A734,\"\")","v":733},{"$f":"IFERROR(SMALL(Helper2_2,A734),\"\")","v":733},{"$f":"COUNTIF(Helper3_1,\"=\"&G734)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G734)=1, G734, \"\")","v":733},{"$f":"IFERROR(SMALL(Index_2,A734),\"\")","v":733},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:J734)),\"\")","v":"SRC_3"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:K734)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:L734)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:M734)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:N734)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:O734)),\"\")","v":"3 SRUC does not currently have its own degree awarding powers (DAP). With a focus on supporting stakeholders in agriculture, land and the rural sector, SRUC has stated its ambitions to become a rural university for Scotland and to apply for DAP within the period of the current Strategic Plan. The current validation arrangements with the University of Glasgow and University of Edinburgh, continue to cover taught degree provision, with research degrees largely validated by the University of Edinburgh (82%) and agreements with 11 other institutions for individual PhD registrations. The Scottish Qualifications Authority (SQA) accredits the majority of Higher National, National Certificate and Scottish Vocational Qualification awards. A small amount of provision is accredited by City and Guilds, the Institute of the Motor Industry (IMI) and Equestrian Qualifications GB Limited (EQL)."}]
[{"$f":"IF('> FILTER <'!B736<>\"\",ROW(OFFSET(A735,-1,0)),\"\")","v":734},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G736)),A735,\"\")","v":734},{"$f":"IFERROR(SMALL(Helper2_1,A735),\"\")","v":734},null,734,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G736)),$A735,\"\")","v":734},{"$f":"IFERROR(SMALL(Helper2_2,A735),\"\")","v":734},{"$f":"COUNTIF(Helper3_1,\"=\"&G735)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G735)=1, G735, \"\")","v":734},{"$f":"IFERROR(SMALL(Index_2,A735),\"\")","v":734},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:J735)),\"\")","v":"SRC_4"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:K735)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:L735)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:M735)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:N735)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:O735)),\"\")","v":"4 In December 2018, SRUC had a total further and higher education (FE and HE) student population of 2,343 full-time equivalent (FTE) students. Of the total, there were 1,449 FTE taught HE students (approximately 62%), with 824 FTE undergraduate students registered on Higher National Certificates (HNC) and Higher National Diplomas (HND), 564 FTE students on undergraduate degree programmes (BA/BSc), and 61 FTE students on taught master's programmes. All postgraduate taught (and some undergraduate) provision is delivered by distance-learning, making a total distance-learning population of 146 FTE students. Research student numbers have approximately doubled since 2011 with 85 FTE current student registrations."}]
[{"$f":"IF('> FILTER <'!B737<>\"\",ROW(OFFSET(A736,-1,0)),\"\")","v":735},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G737)),A736,\"\")","v":735},{"$f":"IFERROR(SMALL(Helper2_1,A736),\"\")","v":735},null,735,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G737)),$A736,\"\")","v":735},{"$f":"IFERROR(SMALL(Helper2_2,A736),\"\")","v":735},{"$f":"COUNTIF(Helper3_1,\"=\"&G736)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G736)=1, G736, \"\")","v":735},{"$f":"IFERROR(SMALL(Index_2,A736),\"\")","v":735},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:J736)),\"\")","v":"SRC_4"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:K736)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:L736)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:M736)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:N736)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:O736)),\"\")","v":"4 In December 2018, SRUC had a total further and higher education (FE and HE) student population of 2,343 full-time equivalent (FTE) students. Of the total, there were 1,449 FTE taught HE students (approximately 62%), with 824 FTE undergraduate students registered on Higher National Certificates (HNC) and Higher National Diplomas (HND), 564 FTE students on undergraduate degree programmes (BA/BSc), and 61 FTE students on taught master's programmes. All postgraduate taught (and some undergraduate) provision is delivered by distance-learning, making a total distance-learning population of 146 FTE students. Research student numbers have approximately doubled since 2011 with 85 FTE current student registrations."}]
[{"$f":"IF('> FILTER <'!B738<>\"\",ROW(OFFSET(A737,-1,0)),\"\")","v":736},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G738)),A737,\"\")","v":736},{"$f":"IFERROR(SMALL(Helper2_1,A737),\"\")","v":736},null,736,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G738)),$A737,\"\")","v":736},{"$f":"IFERROR(SMALL(Helper2_2,A737),\"\")","v":736},{"$f":"COUNTIF(Helper3_1,\"=\"&G737)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G737)=1, G737, \"\")","v":736},{"$f":"IFERROR(SMALL(Index_2,A737),\"\")","v":736},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:J737)),\"\")","v":"SRC_5"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:K737)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:L737)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:M737)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:N737)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:O737)),\"\")","v":"5 There is a good gender balance at SRUC with a slight shift towards females - 54.8% since 2013-14. There is also a trend towards a more mature student body with a gradual increase in the percentage of students aged 21 or over, from 37% in 2013-14 to 47.2% in 2017-18. Students from the 20% most deprived postcodes (MD20) made up 12.6% of the total in 2017-18, with students from MD40 postcodes at 26.3%, both just slightly below the Scottish Funding Council (SFC) Outcome Agreement target figures for the institution. Retention was 83% in 2017-18 (using the sector-wide definition as listed in SRUC's SFC Outcome Agreement). The Reflective Analysis (RA) states there is no notable variation in these statistical trends across campuses."}]
[{"$f":"IF('> FILTER <'!B739<>\"\",ROW(OFFSET(A738,-1,0)),\"\")","v":737},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G739)),A738,\"\")","v":737},{"$f":"IFERROR(SMALL(Helper2_1,A738),\"\")","v":737},null,737,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G739)),$A738,\"\")","v":737},{"$f":"IFERROR(SMALL(Helper2_2,A738),\"\")","v":737},{"$f":"COUNTIF(Helper3_1,\"=\"&G738)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G738)=1, G738, \"\")","v":737},{"$f":"IFERROR(SMALL(Index_2,A738),\"\")","v":737},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:J738)),\"\")","v":"SRC_6"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:K738)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:L738)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:M738)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:N738)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:O738)),\"\")","v":"6 Preparations for ELIR were led by an institutional team which included both the President and Vice-President of the SRUC Students' Association (SRUCSA)."}]
[{"$f":"IF('> FILTER <'!B740<>\"\",ROW(OFFSET(A739,-1,0)),\"\")","v":738},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G740)),A739,\"\")","v":738},{"$f":"IFERROR(SMALL(Helper2_1,A739),\"\")","v":738},null,738,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G740)),$A739,\"\")","v":738},{"$f":"IFERROR(SMALL(Helper2_2,A739),\"\")","v":738},{"$f":"COUNTIF(Helper3_1,\"=\"&G739)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G739)=1, G739, \"\")","v":738},{"$f":"IFERROR(SMALL(Index_2,A739),\"\")","v":738},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:J739)),\"\")","v":"SRC_7"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:K739)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:L739)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:M739)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:N739)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:O739)),\"\")","v":"7 Following consultation with staff and students, SRUC identified five contextualised topics as priorities for the review: student journey: progression and pathways; student voice and feedback; professional discussion of learning and teaching; business information and reporting; degree awarding powers."}]
[{"$f":"IF('> FILTER <'!B741<>\"\",ROW(OFFSET(A740,-1,0)),\"\")","v":739},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G741)),A740,\"\")","v":739},{"$f":"IFERROR(SMALL(Helper2_1,A740),\"\")","v":739},null,739,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G741)),$A740,\"\")","v":739},{"$f":"IFERROR(SMALL(Helper2_2,A740),\"\")","v":739},{"$f":"COUNTIF(Helper3_1,\"=\"&G740)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G740)=1, G740, \"\")","v":739},{"$f":"IFERROR(SMALL(Index_2,A740),\"\")","v":739},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:J740)),\"\")","v":"SRC_8"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:K740)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:L740)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:M740)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:N740)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:O740)),\"\")","v":"8 From the review documentation and discussions with staff and students, the ELIR team was able to confirm that these topics reflect SRUC's current strategic priorities. The RA clearly sets out the rationale for the choice of topics and summarises a programme of engagement activities, run across SRUC - both to inform the development of the RA and to prepare staff and students for possible engagement with the ELIR team."}]
[{"$f":"IF('> FILTER <'!B742<>\"\",ROW(OFFSET(A741,-1,0)),\"\")","v":740},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G742)),A741,\"\")","v":740},{"$f":"IFERROR(SMALL(Helper2_1,A741),\"\")","v":740},null,740,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G742)),$A741,\"\")","v":740},{"$f":"IFERROR(SMALL(Helper2_2,A741),\"\")","v":740},{"$f":"COUNTIF(Helper3_1,\"=\"&G741)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G741)=1, G741, \"\")","v":740},{"$f":"IFERROR(SMALL(Index_2,A741),\"\")","v":740},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:J741)),\"\")","v":"SRC_9"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:K741)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:L741)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:M741)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:N741)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:O741)),\"\")","v":"9 The 2014 ELIR set out eight areas for development including one priority action and the RA set out the progress SRUC had made towards meeting these. The ELIR team was able to confirm this progress noting SRUC took a number of years to finalise its mapping against the Quality Code for Higher Education 2013-18 and to complete its Education Manual. The context of ongoing discussions about the future status of SRUC was accepted by the ELIR team as a reasonable explanation for the delays in meeting those two areas of development (paragraphs 114-118)."}]
[{"$f":"IF('> FILTER <'!B743<>\"\",ROW(OFFSET(A742,-1,0)),\"\")","v":741},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G743)),A742,\"\")","v":741},{"$f":"IFERROR(SMALL(Helper2_1,A742),\"\")","v":741},null,741,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G743)),$A742,\"\")","v":741},{"$f":"IFERROR(SMALL(Helper2_2,A742),\"\")","v":741},{"$f":"COUNTIF(Helper3_1,\"=\"&G742)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G742)=1, G742, \"\")","v":741},{"$f":"IFERROR(SMALL(Index_2,A742),\"\")","v":741},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:J742)),\"\")","v":"SRC_10"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:K742)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:L742)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:M742)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:N742)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:O742)),\"\")","v":"10 SRUC has actively supported the development of its Students' Association (SRUCSA) and encouraged full participation in preparations for ELIR. SRUCSA, through their sabbatical officers, wrote the initial draft of section 2.1 of the RA on student representation and engagement, and were also consulted and provided feedback on a full draft of the RA through its Executive Committee and Campus Councils. The ELIR team considered this engagement to be full and genuine and particularly noteworthy given the small size of the SRUCSA (two full-time sabbatical officers and no full-time staff) and the challenges of delivering effective student representation over seven campuses."}]
[{"$f":"IF('> FILTER <'!B744<>\"\",ROW(OFFSET(A743,-1,0)),\"\")","v":742},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G744)),A743,\"\")","v":742},{"$f":"IFERROR(SMALL(Helper2_1,A743),\"\")","v":742},null,742,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G744)),$A743,\"\")","v":742},{"$f":"IFERROR(SMALL(Helper2_2,A743),\"\")","v":742},{"$f":"COUNTIF(Helper3_1,\"=\"&G743)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G743)=1, G743, \"\")","v":742},{"$f":"IFERROR(SMALL(Index_2,A743),\"\")","v":742},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:J743)),\"\")","v":"SRC_11"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:K743)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:L743)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:M743)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:N743)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:O743)),\"\")","v":"11 Overall, SRUC has appropriate arrangements in place to support the engagement and representation of students, although some challenges that exist in securing student representatives are recognised. While a range of structures are in place to gather and respond to student feedback, all of these do not operate as effectively as they could. Further developments are intended to enhance both student representation and responding to student feedback. There is a supportive and positive working relationship between SRUC and its Students' Association (SRUCSA)."}]
[{"$f":"IF('> FILTER <'!B745<>\"\",ROW(OFFSET(A744,-1,0)),\"\")","v":743},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G745)),A744,\"\")","v":743},{"$f":"IFERROR(SMALL(Helper2_1,A744),\"\")","v":743},null,743,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G745)),$A744,\"\")","v":743},{"$f":"IFERROR(SMALL(Helper2_2,A744),\"\")","v":743},{"$f":"COUNTIF(Helper3_1,\"=\"&G744)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G744)=1, G744, \"\")","v":743},{"$f":"IFERROR(SMALL(Index_2,A744),\"\")","v":743},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:J744)),\"\")","v":"SRC_12"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:K744)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:L744)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:M744)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:N744)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:O744)),\"\")","v":"12 The SRUCSA Executive Committee is composed of nine elected officers including the President and Vice-President (full-time sabbatical positions) and seven part-time posts consisting of six Campus Officers and a Sports and Activities Officer. While these elected officers play a key role in communications between SRUC and the wider student population, both SRUC and SRUCSA recognise ongoing challenges in filling elected officer roles, particularly in relation to campus officers."}]
[{"$f":"IF('> FILTER <'!B746<>\"\",ROW(OFFSET(A745,-1,0)),\"\")","v":744},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G746)),A745,\"\")","v":744},{"$f":"IFERROR(SMALL(Helper2_1,A745),\"\")","v":744},null,744,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G746)),$A745,\"\")","v":744},{"$f":"IFERROR(SMALL(Helper2_2,A745),\"\")","v":744},{"$f":"COUNTIF(Helper3_1,\"=\"&G745)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G745)=1, G745, \"\")","v":744},{"$f":"IFERROR(SMALL(Index_2,A745),\"\")","v":744},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:J745)),\"\")","v":"SRC_13"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:K745)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:L745)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:M745)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:N745)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:O745)),\"\")","v":"13 Students, mainly through the Student President and sabbatical officers, are represented on all SRUC committees linked to learning, teaching and the wider student experience, including the SRUC Board, and the Academic Board and its sub-committees. Sabbatical officers spoke positively about their role within SRUC and confirmed they had the opportunity to support the drafting of section 2.1 of the RA and provide feedback during the ELIR process (paragraph 10).  "}]
[{"$f":"IF('> FILTER <'!B747<>\"\",ROW(OFFSET(A746,-1,0)),\"\")","v":745},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G747)),A746,\"\")","v":745},{"$f":"IFERROR(SMALL(Helper2_1,A746),\"\")","v":745},null,745,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G747)),$A746,\"\")","v":745},{"$f":"IFERROR(SMALL(Helper2_2,A746),\"\")","v":745},{"$f":"COUNTIF(Helper3_1,\"=\"&G746)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G746)=1, G746, \"\")","v":745},{"$f":"IFERROR(SMALL(Index_2,A746),\"\")","v":745},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:J746)),\"\")","v":"SRC_14"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:K746)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:L746)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:M746)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:N746)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:O746)),\"\")","v":"14 Campus-based programmes elect a class representative for each year of the programme. These class representatives are members of the programme's Student Liaison Group (SLG) which meet each term, involve the programme team and play a key role in enabling students to actively engage in the improvement of their learning experience and raise any issues directly with programme staff. Staff who met the ELIR team spoke positively about the effectiveness of these meetings. Students who met the ELIR team provided many examples of action being taken by programme teams in response to matters raised by students. The RA indicated that SRUC recognises ongoing challenges electing class representatives on courses with small student numbers and delivered in distance-learning mode. The ELIR team also heard from staff and students about challenges recruiting students to undertake the class representative role."}]
[{"$f":"IF('> FILTER <'!B748<>\"\",ROW(OFFSET(A747,-1,0)),\"\")","v":746},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G748)),A747,\"\")","v":746},{"$f":"IFERROR(SMALL(Helper2_1,A747),\"\")","v":746},null,746,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G748)),$A747,\"\")","v":746},{"$f":"IFERROR(SMALL(Helper2_2,A747),\"\")","v":746},{"$f":"COUNTIF(Helper3_1,\"=\"&G747)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G747)=1, G747, \"\")","v":746},{"$f":"IFERROR(SMALL(Index_2,A747),\"\")","v":746},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:J747)),\"\")","v":"SRC_15"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:K747)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:L747)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:M747)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:N747)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:O747)),\"\")","v":"15 All postgraduate students have an opportunity to engage in the management of the postgraduate student experience through their representation on the Postgraduate Committee, which has two sub-groups: one dedicated to postgraduate research students and one to postgraduate taught students. A SRUCSA Officer (for example, the President or Vice-President) is included in the membership of both the Postgraduate Committee and its sub-groups. However, the ELIR team learned that postgraduate students are not currently represented within SRUCSA executive structures. The ELIR team met with a small number of postgraduate class representatives during the review, who seemed to be relatively newly appointed and were still to undergo training to support them in this role. Postgraduate students participate in SLG meetings and seemed clear they knew who to speak to should there be any issues with their studies. SRUC confirmed that it plans to enhance postgraduate representation on its Research Committee."}]
[{"$f":"IF('> FILTER <'!B749<>\"\",ROW(OFFSET(A748,-1,0)),\"\")","v":747},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G749)),A748,\"\")","v":747},{"$f":"IFERROR(SMALL(Helper2_1,A748),\"\")","v":747},null,747,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G749)),$A748,\"\")","v":747},{"$f":"IFERROR(SMALL(Helper2_2,A748),\"\")","v":747},{"$f":"COUNTIF(Helper3_1,\"=\"&G748)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G748)=1, G748, \"\")","v":747},{"$f":"IFERROR(SMALL(Index_2,A748),\"\")","v":747},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:J748)),\"\")","v":"SRC_15"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:K748)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:L748)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:M748)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:N748)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:O748)),\"\")","v":"15 All postgraduate students have an opportunity to engage in the management of the postgraduate student experience through their representation on the Postgraduate Committee, which has two sub-groups: one dedicated to postgraduate research students and one to postgraduate taught students. A SRUCSA Officer (for example, the President or Vice-President) is included in the membership of both the Postgraduate Committee and its sub-groups. However, the ELIR team learned that postgraduate students are not currently represented within SRUCSA executive structures. The ELIR team met with a small number of postgraduate class representatives during the review, who seemed to be relatively newly appointed and were still to undergo training to support them in this role. Postgraduate students participate in SLG meetings and seemed clear they knew who to speak to should there be any issues with their studies. SRUC confirmed that it plans to enhance postgraduate representation on its Research Committee."}]
[{"$f":"IF('> FILTER <'!B750<>\"\",ROW(OFFSET(A749,-1,0)),\"\")","v":748},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G750)),A749,\"\")","v":748},{"$f":"IFERROR(SMALL(Helper2_1,A749),\"\")","v":748},null,748,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G750)),$A749,\"\")","v":748},{"$f":"IFERROR(SMALL(Helper2_2,A749),\"\")","v":748},{"$f":"COUNTIF(Helper3_1,\"=\"&G749)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G749)=1, G749, \"\")","v":748},{"$f":"IFERROR(SMALL(Index_2,A749),\"\")","v":748},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:J749)),\"\")","v":"SRC_16"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:K749)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:L749)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:M749)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:N749)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:O749)),\"\")","v":"16 The RA indicated SRUCSA is currently reviewing both its representative structure and strategic plan to ensure it continues to represent its student population effectively and improves SRUCSA's visibility on campus. The ELIR team encourages SRUC and SRUCSA to work together to complete this review, with particular focus given to postgraduate representation, and the outcomes actioned in a timely manner, ensuring students across all campuses, regardless of stage and mode of study, continue to be appropriately represented.   "}]
[{"$f":"IF('> FILTER <'!B751<>\"\",ROW(OFFSET(A750,-1,0)),\"\")","v":749},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G751)),A750,\"\")","v":749},{"$f":"IFERROR(SMALL(Helper2_1,A750),\"\")","v":749},null,749,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G751)),$A750,\"\")","v":749},{"$f":"IFERROR(SMALL(Helper2_2,A750),\"\")","v":749},{"$f":"COUNTIF(Helper3_1,\"=\"&G750)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G750)=1, G750, \"\")","v":749},{"$f":"IFERROR(SMALL(Index_2,A750),\"\")","v":749},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:J750)),\"\")","v":"SRC_17"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:K750)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:L750)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:M750)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:N750)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:O750)),\"\")","v":"17 Training for class representatives is delivered by SRUC's Learner Engagement Officers, with one training session delivered per campus each academic year. Capacity issues mean it is not possible to rerun the training for students who are unable to attend these sessions. SRUCSA and SRUC both recognise this challenge and a project was underway to develop online training materials for class representatives via the virtual learning environment (VLE). The ELIR team encourages SRUC to ensure that all elected student representatives have access to, and complete, training to support them in their roles in a timely manner."}]
[{"$f":"IF('> FILTER <'!B752<>\"\",ROW(OFFSET(A751,-1,0)),\"\")","v":750},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G752)),A751,\"\")","v":750},{"$f":"IFERROR(SMALL(Helper2_1,A751),\"\")","v":750},null,750,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G752)),$A751,\"\")","v":750},{"$f":"IFERROR(SMALL(Helper2_2,A751),\"\")","v":750},{"$f":"COUNTIF(Helper3_1,\"=\"&G751)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G751)=1, G751, \"\")","v":750},{"$f":"IFERROR(SMALL(Index_2,A751),\"\")","v":750},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:J751)),\"\")","v":"SRC_18"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:K751)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:L751)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:M751)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:N751)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:O751)),\"\")","v":"18 A Student Partnership Agreement (SPA) has been in place between SRUC and SRUCSA since 2014. However, both parties recognise there have been challenges associated with the visibility of the SPA to the wider student population. The ELIR team learned that SRUCSA was leading a review of the SPA."}]
[{"$f":"IF('> FILTER <'!B753<>\"\",ROW(OFFSET(A752,-1,0)),\"\")","v":751},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G753)),A752,\"\")","v":751},{"$f":"IFERROR(SMALL(Helper2_1,A752),\"\")","v":751},null,751,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G753)),$A752,\"\")","v":751},{"$f":"IFERROR(SMALL(Helper2_2,A752),\"\")","v":751},{"$f":"COUNTIF(Helper3_1,\"=\"&G752)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G752)=1, G752, \"\")","v":751},{"$f":"IFERROR(SMALL(Index_2,A752),\"\")","v":751},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:J752)),\"\")","v":"SRC_19"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:K752)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:L752)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:M752)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:N752)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:O752)),\"\")","v":"19 A range of formal and informal mechanisms are used to gather student feedback including Student Liaison Groups (SLGs) (paragraph 14), Student Liaison Committees (SLCs), Campus Councils and Speak Week. Run by SRUCSA for the first time in 2017-18, Speak Week asked students to provide feedback on two questions about their experience at SRUC. The feedback gathered is organised into subject groupings and shared with SRUC. Departments and support services, as appropriate, have captured actions being undertaken to address this feedback within their annual monitoring reports and quality enhancement plans."}]
[{"$f":"IF('> FILTER <'!B754<>\"\",ROW(OFFSET(A753,-1,0)),\"\")","v":752},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G754)),A753,\"\")","v":752},{"$f":"IFERROR(SMALL(Helper2_1,A753),\"\")","v":752},null,752,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G754)),$A753,\"\")","v":752},{"$f":"IFERROR(SMALL(Helper2_2,A753),\"\")","v":752},{"$f":"COUNTIF(Helper3_1,\"=\"&G753)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G753)=1, G753, \"\")","v":752},{"$f":"IFERROR(SMALL(Index_2,A753),\"\")","v":752},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:J753)),\"\")","v":"SRC_20"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:K753)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:L753)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:M753)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:N753)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:O753)),\"\")","v":"20 Campus Councils are managed by SRUCSA, providing an opportunity for all students to communicate with the SRUCSA executive. The ELIR team learned from the students they met that student engagement with Campus Councils varies across campuses, and this variability is impacting on the ability of these councils to be an effective tool in gathering feedback from the student body. Student Liaison Committees are organised by SRUC, who hold two meetings per campus during the academic year. These meetings are attended by a member of SRUC's Board, a senior education manager (normally the Senior Tutor (paragraph 27)) and are open to all elected class representatives. They provide an opportunity for class representatives to feed back to senior staff, with the ELIR team learning they tend to achieve better student attendance than Campus Councils. While the ELIR team recognised that a range of mechanisms are in place to gather student feedback, students who met the team were not always clear about the action that was being taken in response to their feedback (paragraphs 23 and 72).  "}]
[{"$f":"IF('> FILTER <'!B755<>\"\",ROW(OFFSET(A754,-1,0)),\"\")","v":753},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G755)),A754,\"\")","v":753},{"$f":"IFERROR(SMALL(Helper2_1,A754),\"\")","v":753},null,753,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G755)),$A754,\"\")","v":753},{"$f":"IFERROR(SMALL(Helper2_2,A754),\"\")","v":753},{"$f":"COUNTIF(Helper3_1,\"=\"&G754)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G754)=1, G754, \"\")","v":753},{"$f":"IFERROR(SMALL(Index_2,A754),\"\")","v":753},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:J754)),\"\")","v":"SRC_21"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:K754)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:L754)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:M754)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:N754)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:O754)),\"\")","v":"21 A range of surveys are provided by SRUC as mechanisms for students to feed back directly regarding the quality of their learning and teaching experience. These include: a New Student Survey (completed shortly after induction); an End of Year Survey; the Scottish Funding Council's (SFC) College Student Satisfaction and Engagement Survey; the National Student Survey (NSS); the Postgraduate Research Experience Survey (PRES); and an end of module questionnaire. SRUC recognises challenges with low student response rates across all of these surveys and, in 2018-19, improving response rates in the NSS has been a priority of the Academic Leadership Team (ALT). A number of actions have been undertaken including using the Faculty Deans, other academic staff and class representatives to encourage student participation."}]
[{"$f":"IF('> FILTER <'!B756<>\"\",ROW(OFFSET(A755,-1,0)),\"\")","v":754},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G756)),A755,\"\")","v":754},{"$f":"IFERROR(SMALL(Helper2_1,A755),\"\")","v":754},null,754,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G756)),$A755,\"\")","v":754},{"$f":"IFERROR(SMALL(Helper2_2,A755),\"\")","v":754},{"$f":"COUNTIF(Helper3_1,\"=\"&G755)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G755)=1, G755, \"\")","v":754},{"$f":"IFERROR(SMALL(Index_2,A755),\"\")","v":754},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:J755)),\"\")","v":"SRC_22"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:K755)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:L755)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:M755)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:N755)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:O755)),\"\")","v":"22 Survey results are considered by ALT and data sets are issued to individual departments and service areas, with the expectation that each department and service area will develop an action plan. The ELIR team formed the view that engagement with the action planning process appeared to be variable between departments and service areas. The RA indicated that, for most of the formal surveys undertaken, students would receive feedback on the actions taken via SRUC's 'You said, we did' campaigns. Academic staff also spoke about the use of the 'You said, we did' campaigns, indicating it was the responsibility of each head of department to decide how to respond to student feedback. The team accepts that there are benefits to be gained in communicating actions taken in response to student feedback through branded campaigns like 'You said, we did' but would caution against over reliance on one mechanism, encouraging SRUC to continue to offer a range of communication approaches for students."}]
[{"$f":"IF('> FILTER <'!B757<>\"\",ROW(OFFSET(A756,-1,0)),\"\")","v":755},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G757)),A756,\"\")","v":755},{"$f":"IFERROR(SMALL(Helper2_1,A756),\"\")","v":755},null,755,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G757)),$A756,\"\")","v":755},{"$f":"IFERROR(SMALL(Helper2_2,A756),\"\")","v":755},{"$f":"COUNTIF(Helper3_1,\"=\"&G756)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G756)=1, G756, \"\")","v":755},{"$f":"IFERROR(SMALL(Index_2,A756),\"\")","v":755},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:J756)),\"\")","v":"SRC_22"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:K756)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:L756)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:M756)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:N756)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:O756)),\"\")","v":"22 Survey results are considered by ALT and data sets are issued to individual departments and service areas, with the expectation that each department and service area will develop an action plan. The ELIR team formed the view that engagement with the action planning process appeared to be variable between departments and service areas. The RA indicated that, for most of the formal surveys undertaken, students would receive feedback on the actions taken via SRUC's 'You said, we did' campaigns. Academic staff also spoke about the use of the 'You said, we did' campaigns, indicating it was the responsibility of each head of department to decide how to respond to student feedback. The team accepts that there are benefits to be gained in communicating actions taken in response to student feedback through branded campaigns like 'You said, we did' but would caution against over reliance on one mechanism, encouraging SRUC to continue to offer a range of communication approaches for students."}]
[{"$f":"IF('> FILTER <'!B758<>\"\",ROW(OFFSET(A757,-1,0)),\"\")","v":756},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G758)),A757,\"\")","v":756},{"$f":"IFERROR(SMALL(Helper2_1,A757),\"\")","v":756},null,756,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G758)),$A757,\"\")","v":756},{"$f":"IFERROR(SMALL(Helper2_2,A757),\"\")","v":756},{"$f":"COUNTIF(Helper3_1,\"=\"&G757)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G757)=1, G757, \"\")","v":756},{"$f":"IFERROR(SMALL(Index_2,A757),\"\")","v":756},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:J757)),\"\")","v":"SRC_23"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:K757)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:L757)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:M757)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:N757)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:O757)),\"\")","v":"23 Overall, students who met the ELIR team were clear about the formal and informal mechanisms available to them to provide feedback to SRUC about the quality of their teaching and learning experience. However, the students were less clear about how their feedback is considered within SRUC, what actions are taken and what communication processes are used to keep students informed and close the feedback loop. There would, therefore, be benefit in SRUC reviewing the current arrangements for analysing and responding to student feedback (paragraph 72)."}]
[{"$f":"IF('> FILTER <'!B759<>\"\",ROW(OFFSET(A758,-1,0)),\"\")","v":757},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G759)),A758,\"\")","v":757},{"$f":"IFERROR(SMALL(Helper2_1,A758),\"\")","v":757},null,757,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G759)),$A758,\"\")","v":757},{"$f":"IFERROR(SMALL(Helper2_2,A758),\"\")","v":757},{"$f":"COUNTIF(Helper3_1,\"=\"&G758)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G758)=1, G758, \"\")","v":757},{"$f":"IFERROR(SMALL(Index_2,A758),\"\")","v":757},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:J758)),\"\")","v":"SRC_24"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:K758)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:L758)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:M758)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:N758)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:O758)),\"\")","v":"24 SRUC has appropriate mechanisms in place to recognise and respond to equality and diversity. SRUC recognises the diversity of its student population, and the challenges associated with delivering provision across geographically dispersed sites and across a variety of delivery modes including full-time, part-time and distance-learning. SRUC states that it is committed to delivery of a comparable learning experience for all of its students, based on equity rather than consistency."}]
[{"$f":"IF('> FILTER <'!B760<>\"\",ROW(OFFSET(A759,-1,0)),\"\")","v":758},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G760)),A759,\"\")","v":758},{"$f":"IFERROR(SMALL(Helper2_1,A759),\"\")","v":758},null,758,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G760)),$A759,\"\")","v":758},{"$f":"IFERROR(SMALL(Helper2_2,A759),\"\")","v":758},{"$f":"COUNTIF(Helper3_1,\"=\"&G759)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G759)=1, G759, \"\")","v":758},{"$f":"IFERROR(SMALL(Index_2,A759),\"\")","v":758},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:J759)),\"\")","v":"SRC_25"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:K759)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:L759)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:M759)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:N759)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:O759)),\"\")","v":"25 Equality and diversity is a SRUC Board responsibility, operationalised through the Equality, Human Rights and Inclusion Committee (EHRIC). SRUC is a Disability Confident employer and a member of Athena SWAN."}]
[{"$f":"IF('> FILTER <'!B761<>\"\",ROW(OFFSET(A760,-1,0)),\"\")","v":759},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G761)),A760,\"\")","v":759},{"$f":"IFERROR(SMALL(Helper2_1,A760),\"\")","v":759},null,759,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G761)),$A760,\"\")","v":759},{"$f":"IFERROR(SMALL(Helper2_2,A760),\"\")","v":759},{"$f":"COUNTIF(Helper3_1,\"=\"&G760)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G760)=1, G760, \"\")","v":759},{"$f":"IFERROR(SMALL(Index_2,A760),\"\")","v":759},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:J760)),\"\")","v":"SRC_26"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:K760)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:L760)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:M760)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:N760)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:O760)),\"\")","v":"26 All SRUC staff complete a mandatory equality and diversity compliance module as part of their induction and all students receive an equality and diversity presentation at the start of the academic session, with information also contained within student programme handbooks and a presentation on the virtual learning environment (VLE)."}]
[{"$f":"IF('> FILTER <'!B762<>\"\",ROW(OFFSET(A761,-1,0)),\"\")","v":760},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G762)),A761,\"\")","v":760},{"$f":"IFERROR(SMALL(Helper2_1,A761),\"\")","v":760},null,760,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G762)),$A761,\"\")","v":760},{"$f":"IFERROR(SMALL(Helper2_2,A761),\"\")","v":760},{"$f":"COUNTIF(Helper3_1,\"=\"&G761)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G761)=1, G761, \"\")","v":760},{"$f":"IFERROR(SMALL(Index_2,A761),\"\")","v":760},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:J761)),\"\")","v":"SRC_27"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:K761)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:L761)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:M761)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:N761)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:O761)),\"\")","v":"27 On each campus, SRUC has a team of Safeguarding Officers whose role it is to liaise with the Senior Tutor (whose role includes acting as campus Safeguarding Manager) when implementing any action with respect to the duty of care of SRUC students. As well as this safeguarding responsibility, the Senior Tutor on each campus is responsible for the management and coordination of the services and facilities necessary for the effective delivery of learning, teaching and student support at their campus. The Senior Tutor will liaise with the Learner Engagement Manager, if intervention is required, with respect to ongoing student needs. The Learner Engagement Manger leads a team of staff who support the delivery of learner, mental health and careers support for students across SRUC (see paragraph 38)."}]
[{"$f":"IF('> FILTER <'!B763<>\"\",ROW(OFFSET(A762,-1,0)),\"\")","v":761},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G763)),A762,\"\")","v":761},{"$f":"IFERROR(SMALL(Helper2_1,A762),\"\")","v":761},null,761,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G763)),$A762,\"\")","v":761},{"$f":"IFERROR(SMALL(Helper2_2,A762),\"\")","v":761},{"$f":"COUNTIF(Helper3_1,\"=\"&G762)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G762)=1, G762, \"\")","v":761},{"$f":"IFERROR(SMALL(Index_2,A762),\"\")","v":761},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:J762)),\"\")","v":"SRC_28"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:K762)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:L762)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:M762)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:N762)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:O762)),\"\")","v":"28 SRUC has effective processes in place to support the early declaration of a disability and/or other support needs by students. SRUC's online student record system is widely and effectively used by staff to access summary student support needs information, so any adjustments required can be made to support students with their learning and assessment."}]
[{"$f":"IF('> FILTER <'!B764<>\"\",ROW(OFFSET(A763,-1,0)),\"\")","v":762},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G764)),A763,\"\")","v":762},{"$f":"IFERROR(SMALL(Helper2_1,A763),\"\")","v":762},null,762,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G764)),$A763,\"\")","v":762},{"$f":"IFERROR(SMALL(Helper2_2,A763),\"\")","v":762},{"$f":"COUNTIF(Helper3_1,\"=\"&G763)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G763)=1, G763, \"\")","v":762},{"$f":"IFERROR(SMALL(Index_2,A763),\"\")","v":762},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:J763)),\"\")","v":"SRC_29"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:K763)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:L763)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:M763)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:N763)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:O763)),\"\")","v":"29 Students with learning disabilities and/or physical disabilities are supported through the Learner Engagement Team (paragraph 38), who plan and coordinate a suite of measures to support students, ensure these are implemented and that a record is retained for the duration of the student learner journey. SRUC's internal measures of the retention, progression and achievement rates of students with support needs and/or a declared disability, is in line with those of the total SRUC HE population."}]
[{"$f":"IF('> FILTER <'!B765<>\"\",ROW(OFFSET(A764,-1,0)),\"\")","v":763},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G765)),A764,\"\")","v":763},{"$f":"IFERROR(SMALL(Helper2_1,A764),\"\")","v":763},null,763,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G765)),$A764,\"\")","v":763},{"$f":"IFERROR(SMALL(Helper2_2,A764),\"\")","v":763},{"$f":"COUNTIF(Helper3_1,\"=\"&G764)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G764)=1, G764, \"\")","v":763},{"$f":"IFERROR(SMALL(Index_2,A764),\"\")","v":763},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:J764)),\"\")","v":"SRC_30"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:K764)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:L764)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:M764)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:N764)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:O764)),\"\")","v":"30 Students who met the ELIR team spoke positively about the support offered to students with a disability and/or other support needs, very much valuing the individualised nature of the help they received. Staff also spoke positively about being equipped with access to appropriate information in order to provide specific support for their students. Staff went on to say they felt a real sense of job satisfaction, resulting from having access to appropriate information to allow them to provide appropriate support to individual students."}]
[{"$f":"IF('> FILTER <'!B766<>\"\",ROW(OFFSET(A765,-1,0)),\"\")","v":764},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G766)),A765,\"\")","v":764},{"$f":"IFERROR(SMALL(Helper2_1,A765),\"\")","v":764},null,764,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G766)),$A765,\"\")","v":764},{"$f":"IFERROR(SMALL(Helper2_2,A765),\"\")","v":764},{"$f":"COUNTIF(Helper3_1,\"=\"&G765)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G765)=1, G765, \"\")","v":764},{"$f":"IFERROR(SMALL(Index_2,A765),\"\")","v":764},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:J765)),\"\")","v":"SRC_31"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:K765)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:L765)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:M765)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:N765)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:O765)),\"\")","v":"31 SRUC has 146 FTE students studying by distance-learning, with a significant proportion of these being part-time postgraduate taught students who mainly engage with their studies through the virtual learning environment (VLE) (paragraph 4). SRUC's taught postgraduate masters students are exclusively distance-learning students."}]
[{"$f":"IF('> FILTER <'!B767<>\"\",ROW(OFFSET(A766,-1,0)),\"\")","v":765},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G767)),A766,\"\")","v":765},{"$f":"IFERROR(SMALL(Helper2_1,A766),\"\")","v":765},null,765,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G767)),$A766,\"\")","v":765},{"$f":"IFERROR(SMALL(Helper2_2,A766),\"\")","v":765},{"$f":"COUNTIF(Helper3_1,\"=\"&G766)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G766)=1, G766, \"\")","v":765},{"$f":"IFERROR(SMALL(Index_2,A766),\"\")","v":765},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:J766)),\"\")","v":"SRC_32"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:K766)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:L766)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:M766)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:N766)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:O766)),\"\")","v":"32 In discussion with a group of distance-learning students, the ELIR team learned that the students particularly valued the opportunity to attend a face-to-face induction event and study weekends that are held on campus for students on many of the distance-learning programmes. However, the same students also voiced concerns about the time commitment required to attend, the quality of the session content and the pace of delivery. The students stated they believed there would be merit in SRUC considering whether the content from these face-to-face sessions could be more effectively captured and made available for those students who were unable to attend (paragraph 67)."}]
[{"$f":"IF('> FILTER <'!B768<>\"\",ROW(OFFSET(A767,-1,0)),\"\")","v":766},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G768)),A767,\"\")","v":766},{"$f":"IFERROR(SMALL(Helper2_1,A767),\"\")","v":766},null,766,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G768)),$A767,\"\")","v":766},{"$f":"IFERROR(SMALL(Helper2_2,A767),\"\")","v":766},{"$f":"COUNTIF(Helper3_1,\"=\"&G767)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G767)=1, G767, \"\")","v":766},{"$f":"IFERROR(SMALL(Index_2,A767),\"\")","v":766},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:J767)),\"\")","v":"SRC_33"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:K767)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:L767)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:M767)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:N767)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:O767)),\"\")","v":"33 The ELIR team heard specifically from distance-learning postgraduate taught (PGT) students who described their experience as being inequitable to that of campus-based students. Their concerns included: a lack of engagement and support from their allocated Year Tutors; not always being clear about who their class representatives were; being disproportionally impacted by problems with access to library facilities (paragraph 65); technical difficulties with the video conferencing systems (paragraphs 66 and 67); and variability in the quality and variety of the distance-learning materials (paragraph 67). Students also described setting up their own social media networks to overcome shortcomings in communication mechanisms through the VLE."}]
[{"$f":"IF('> FILTER <'!B769<>\"\",ROW(OFFSET(A768,-1,0)),\"\")","v":767},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G769)),A768,\"\")","v":767},{"$f":"IFERROR(SMALL(Helper2_1,A768),\"\")","v":767},null,767,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G769)),$A768,\"\")","v":767},{"$f":"IFERROR(SMALL(Helper2_2,A768),\"\")","v":767},{"$f":"COUNTIF(Helper3_1,\"=\"&G768)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G768)=1, G768, \"\")","v":767},{"$f":"IFERROR(SMALL(Index_2,A768),\"\")","v":767},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:J768)),\"\")","v":"SRC_34"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:K768)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:L768)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:M768)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:N768)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:O768)),\"\")","v":"34 Given these findings, SRUC should review the needs and experience of students studying by distance-learning to ensure they are effectively supported. This review should include consideration of SRUC's pedagogical approach for distance-learning, setting minimum expectations for online materials, student induction, IT support, library access, and the use of video conferencing."}]
[{"$f":"IF('> FILTER <'!B770<>\"\",ROW(OFFSET(A769,-1,0)),\"\")","v":768},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G770)),A769,\"\")","v":768},{"$f":"IFERROR(SMALL(Helper2_1,A769),\"\")","v":768},null,768,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G770)),$A769,\"\")","v":768},{"$f":"IFERROR(SMALL(Helper2_2,A769),\"\")","v":768},{"$f":"COUNTIF(Helper3_1,\"=\"&G769)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G769)=1, G769, \"\")","v":768},{"$f":"IFERROR(SMALL(Index_2,A769),\"\")","v":768},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:J769)),\"\")","v":"SRC_35"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:K769)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:L769)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:M769)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:N769)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:O769)),\"\")","v":"35 In 2017, SRUC launched a three-year Healthy Learning and Wellbeing Strategy, developed in partnership with SRUCSA, to support staff and students to improve productivity and learning. As part of this strategy, the Student Support Service implemented a series of measures to support students with mental health difficulties to remain engaged with their studies. All these initiatives are overseen by SRUC's Health and Safety Policy Executive Committee. Over 70 staff have been trained across SRUC in mental health first aid. SRUC works with Therapet (a scheme offered by Canine Concern Scotland Trust) and has utilised the SANE Black Dog campaign. This campaign provides a confidential out-of-hours support line for students (and staff with concerns about students). A cross-institutional project, involving colleagues from Student Support Services, Hospitality, E-learning, Marketing, the Education Office, SRUCSA and academic staff, produced a virtual learning site for students which has become dedicated to providing student wellbeing information including advice on healthy eating and combatting exam stress. SRUC also supports an annual Mental Health Awareness Week hosted by the Mental Health Foundation which is given a different focus each year. "}]
[{"$f":"IF('> FILTER <'!B771<>\"\",ROW(OFFSET(A770,-1,0)),\"\")","v":769},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G771)),A770,\"\")","v":769},{"$f":"IFERROR(SMALL(Helper2_1,A770),\"\")","v":769},null,769,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G771)),$A770,\"\")","v":769},{"$f":"IFERROR(SMALL(Helper2_2,A770),\"\")","v":769},{"$f":"COUNTIF(Helper3_1,\"=\"&G770)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G770)=1, G770, \"\")","v":769},{"$f":"IFERROR(SMALL(Index_2,A770),\"\")","v":769},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:J770)),\"\")","v":"SRC_36"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:K770)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:L770)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:M770)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:N770)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:O770)),\"\")","v":"36 Students talked very positively about the range of mental health and disability support measures implemented across SRUC, confirming they were very well-supported. Staff who met the ELIR team indicated they felt confident that they knew how to access support for students when needed and that this provision was well-coordinated should a student move to a different SRUC campus."}]
[{"$f":"IF('> FILTER <'!B772<>\"\",ROW(OFFSET(A771,-1,0)),\"\")","v":770},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G772)),A771,\"\")","v":770},{"$f":"IFERROR(SMALL(Helper2_1,A771),\"\")","v":770},null,770,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G772)),$A771,\"\")","v":770},{"$f":"IFERROR(SMALL(Helper2_2,A771),\"\")","v":770},{"$f":"COUNTIF(Helper3_1,\"=\"&G771)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G771)=1, G771, \"\")","v":770},{"$f":"IFERROR(SMALL(Index_2,A771),\"\")","v":770},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:J771)),\"\")","v":"SRC_37"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:K771)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:L771)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:M771)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:N771)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:O771)),\"\")","v":"37 Overall, SRUC is commended for prioritising awareness-raising and its provision of student mental health support, linked to the development of its Healthy Learning and Wellbeing Strategy which is successfully delivered through the implementation of a range of initiatives involving both staff and students.  "}]
[{"$f":"IF('> FILTER <'!B773<>\"\",ROW(OFFSET(A772,-1,0)),\"\")","v":771},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G773)),A772,\"\")","v":771},{"$f":"IFERROR(SMALL(Helper2_1,A772),\"\")","v":771},null,771,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G773)),$A772,\"\")","v":771},{"$f":"IFERROR(SMALL(Helper2_2,A772),\"\")","v":771},{"$f":"COUNTIF(Helper3_1,\"=\"&G772)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G772)=1, G772, \"\")","v":771},{"$f":"IFERROR(SMALL(Index_2,A772),\"\")","v":771},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:J772)),\"\")","v":"SRC_38"},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:K772)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:L772)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:M772)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:N772)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J772,COLUMNS($J$2:O772)),\"\")","v":"38 The ELIR team found the support for students at each stage of their learner journey was individually relevant and personalised. Students who met the ELIR team confirmed they were well-supported and the help available is effectively delivered, predominantly by academic staff. This front-line support is aided by the Learner Engagement Team which effectively coordinates the provision of more specialist campus-based support for students as needed. The Learner Engagement Team, while not having a physical presence on each campus, work as a mobile cross-institution team providing support to students as required (paragraph 27). The work of this team is considered by SRUC's Learning and Teaching Committee, and Student Support and Engagement Committee.    "}]
[{"$f":"IF('> FILTER <'!B774<>\"\",ROW(OFFSET(A773,-1,0)),\"\")","v":772},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G774)),A773,\"\")","v":772},{"$f":"IFERROR(SMALL(Helper2_1,A773),\"\")","v":772},null,772,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G774)),$A773,\"\")","v":772},{"$f":"IFERROR(SMALL(Helper2_2,A773),\"\")","v":772},{"$f":"COUNTIF(Helper3_1,\"=\"&G773)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G773)=1, G773, \"\")","v":772},{"$f":"IFERROR(SMALL(Index_2,A773),\"\")","v":772},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:J773)),\"\")","v":"SRC_39"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:K773)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:L773)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:M773)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:N773)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:O773)),\"\")","v":"39 Upon acceptance to SRUC, students receive a comprehensive welcome pack with all the relevant joining information they need. The welcome and induction support provided for students was originally designed by the Student Experience Manager but is now managed and implemented on each campus by Senior Tutors. An induction checklist, available in the SRUC Education Manual (paragraph 106), is designed to be used by staff to ensure students receive a comparable induction experience regardless of their study mode or campus of delivery. Feedback gathered by SRUC through their student induction survey indicates almost all cohorts of students are satisfied with their induction experience. Overall, students who met the ELIR team also supported this position and staff spoke confidently that induction is coordinated and comprehensive. A small number of students spoke about being unexpectedly delayed, for personal reasons, in joining their programme at the start of the semester and, as a result, believed they may have missed key induction information. The team would therefore encourage SRUC to consider how late arrivals may be better supported."}]
[{"$f":"IF('> FILTER <'!B775<>\"\",ROW(OFFSET(A774,-1,0)),\"\")","v":773},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G775)),A774,\"\")","v":773},{"$f":"IFERROR(SMALL(Helper2_1,A774),\"\")","v":773},null,773,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G775)),$A774,\"\")","v":773},{"$f":"IFERROR(SMALL(Helper2_2,A774),\"\")","v":773},{"$f":"COUNTIF(Helper3_1,\"=\"&G774)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G774)=1, G774, \"\")","v":773},{"$f":"IFERROR(SMALL(Index_2,A774),\"\")","v":773},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:J774)),\"\")","v":"SRC_40"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:K774)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:L774)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:M774)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:N774)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:O774)),\"\")","v":"40 Distance-learning students, for whom induction is managed by the programme coordinator and the Group Manager for Information and Digital Services, reported a more variable experience. Students expressed disappointment with induction linked to being unable to attend the face-to-face induction event and study weekends (paragraph 32)."}]
[{"$f":"IF('> FILTER <'!B776<>\"\",ROW(OFFSET(A775,-1,0)),\"\")","v":774},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G776)),A775,\"\")","v":774},{"$f":"IFERROR(SMALL(Helper2_1,A775),\"\")","v":774},null,774,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G776)),$A775,\"\")","v":774},{"$f":"IFERROR(SMALL(Helper2_2,A775),\"\")","v":774},{"$f":"COUNTIF(Helper3_1,\"=\"&G775)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G775)=1, G775, \"\")","v":774},{"$f":"IFERROR(SMALL(Index_2,A775),\"\")","v":774},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:J775)),\"\")","v":"SRC_40"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:K775)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:L775)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:M775)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:N775)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:O775)),\"\")","v":"40 Distance-learning students, for whom induction is managed by the programme coordinator and the Group Manager for Information and Digital Services, reported a more variable experience. Students expressed disappointment with induction linked to being unable to attend the face-to-face induction event and study weekends (paragraph 32)."}]
[{"$f":"IF('> FILTER <'!B777<>\"\",ROW(OFFSET(A776,-1,0)),\"\")","v":775},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G777)),A776,\"\")","v":775},{"$f":"IFERROR(SMALL(Helper2_1,A776),\"\")","v":775},null,775,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G777)),$A776,\"\")","v":775},{"$f":"IFERROR(SMALL(Helper2_2,A776),\"\")","v":775},{"$f":"COUNTIF(Helper3_1,\"=\"&G776)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G776)=1, G776, \"\")","v":775},{"$f":"IFERROR(SMALL(Index_2,A776),\"\")","v":775},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:J776)),\"\")","v":"SRC_41"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:K776)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:L776)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:M776)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:N776)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:O776)),\"\")","v":"41 Students are supported in their studies by a team of academic tutors and support staff. Academic and pastoral support is personal, individualised and provided by the academic teaching staff and Year Tutors. More specialised support is delivered, where required, by mobile Academic Support Tutors who are coordinated by the Learner Engagement Team (paragraph 38). On each campus, the management of student support provision is overseen by the Senior Tutor. Senior Tutors can request the deployment of Academic Support Tutors to a campus to address specific needs of individual students. The ELIR team heard that campus-based students found academic staff to be very accessible and easy to meet on an informal drop-in basis. Campus-based students feel highly supported by the academic staff, speak confidently about the more specialised support mechanisms available and, where relevant, were very positive about the role of Academic Support Tutors."}]
[{"$f":"IF('> FILTER <'!B778<>\"\",ROW(OFFSET(A777,-1,0)),\"\")","v":776},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G778)),A777,\"\")","v":776},{"$f":"IFERROR(SMALL(Helper2_1,A777),\"\")","v":776},null,776,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G778)),$A777,\"\")","v":776},{"$f":"IFERROR(SMALL(Helper2_2,A777),\"\")","v":776},{"$f":"COUNTIF(Helper3_1,\"=\"&G777)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G777)=1, G777, \"\")","v":776},{"$f":"IFERROR(SMALL(Index_2,A777),\"\")","v":776},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:J777)),\"\")","v":"SRC_42"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:K777)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:L777)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:M777)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:N777)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:O777)),\"\")","v":"42  The structure and nature of SRUC's tertiary provision facilitates the effective transition of students between both programmes and campuses. The ELIR team heard from both students and staff, about a number of examples of students moving from Higher National (HN) provision though to graduating with honours' degrees, where students often had to successfully negotiate a move to a new campus in a different part of Scotland. SRUC's approach supports the delivery of a personalised flexible journey which can be readily adapted to suit the specific needs of individual students and plays a key role in supporting them through these transitions. Students have the opportunity to take breaks from their studies and to convert from full-time to part-time study if required. Students receive personalised support from Year Tutors and other academic staff with these programme transition decisions. The team heard this support can make a significant difference to the degree outcomes for students. The team met students who talked very positively about the flexibility and support mechanisms offered by SRUC which had enabled them to progress further in their studies than was their original aspiration. The team learned that students were well-informed in advance of making any change in their student journey, for example, when a programme change would also involve moving to a new campus in a different geographical area."}]
[{"$f":"IF('> FILTER <'!B779<>\"\",ROW(OFFSET(A778,-1,0)),\"\")","v":777},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G779)),A778,\"\")","v":777},{"$f":"IFERROR(SMALL(Helper2_1,A778),\"\")","v":777},null,777,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G779)),$A778,\"\")","v":777},{"$f":"IFERROR(SMALL(Helper2_2,A778),\"\")","v":777},{"$f":"COUNTIF(Helper3_1,\"=\"&G778)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G778)=1, G778, \"\")","v":777},{"$f":"IFERROR(SMALL(Index_2,A778),\"\")","v":777},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:J778)),\"\")","v":"SRC_43"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:K778)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:L778)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:M778)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:N778)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:O778)),\"\")","v":"43 The ELIR team learned of two specific examples of support provided for transitioning students. Firstly, the Going Further Bursaries where students can apply for financial support to articulate from HN into degree programmes, which is of particular value when a student may be required to change campus in order to complete the next stage in their learning journey (paragraph 42). Secondly, a longitudinal programme of induction which runs over the first six weeks of the semester in year three of the degree programmes, providing effective and targeted induction for all students making the transition from FE to HE."}]
[{"$f":"IF('> FILTER <'!B780<>\"\",ROW(OFFSET(A779,-1,0)),\"\")","v":778},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G780)),A779,\"\")","v":778},{"$f":"IFERROR(SMALL(Helper2_1,A779),\"\")","v":778},null,778,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G780)),$A779,\"\")","v":778},{"$f":"IFERROR(SMALL(Helper2_2,A779),\"\")","v":778},{"$f":"COUNTIF(Helper3_1,\"=\"&G779)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G779)=1, G779, \"\")","v":778},{"$f":"IFERROR(SMALL(Index_2,A779),\"\")","v":778},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:J779)),\"\")","v":"SRC_44"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:K779)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:L779)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:M779)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:N779)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:O779)),\"\")","v":"44 SRUC is commended for the individualised support and flexibility of delivery which provides students with an environment where they are able to achieve success beyond their initial intended study outcomes."}]
[{"$f":"IF('> FILTER <'!B781<>\"\",ROW(OFFSET(A780,-1,0)),\"\")","v":779},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G781)),A780,\"\")","v":779},{"$f":"IFERROR(SMALL(Helper2_1,A780),\"\")","v":779},null,779,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G781)),$A780,\"\")","v":779},{"$f":"IFERROR(SMALL(Helper2_2,A780),\"\")","v":779},{"$f":"COUNTIF(Helper3_1,\"=\"&G780)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G780)=1, G780, \"\")","v":779},{"$f":"IFERROR(SMALL(Index_2,A780),\"\")","v":779},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:J780)),\"\")","v":"SRC_45"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:K780)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:L780)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:M780)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:N780)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:O780)),\"\")","v":"45 SRUC acknowledged variability across its programmes and campuses with regard to the timeliness of returning assessments and providing feedback to students on their assessed work. This was confirmed by students who met the ELIR team, who indicated that overall, the quality of assessment feedback was good, but they had experienced delays, often significantly beyond the published timescales. Students believed the delays resulted from the use of double-marking practices, including those which appeared to be more rigorous than those set out in the SRUC Education Manual. The team also heard some students had experienced the bunching of assessment deadlines, particularly towards the end of modules, which the students believed had negatively impacted on their performance."}]
[{"$f":"IF('> FILTER <'!B782<>\"\",ROW(OFFSET(A781,-1,0)),\"\")","v":780},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G782)),A781,\"\")","v":780},{"$f":"IFERROR(SMALL(Helper2_1,A781),\"\")","v":780},null,780,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G782)),$A781,\"\")","v":780},{"$f":"IFERROR(SMALL(Helper2_2,A781),\"\")","v":780},{"$f":"COUNTIF(Helper3_1,\"=\"&G781)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G781)=1, G781, \"\")","v":780},{"$f":"IFERROR(SMALL(Index_2,A781),\"\")","v":780},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:J781)),\"\")","v":"SRC_46"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:K781)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:L781)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:M781)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:N781)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:O781)),\"\")","v":"46 The ELIR team learned that the recently appointed Faculty Deans, with the support of the Student Experience Manager, now (2019) have a key role in implementing a range of measures to improve feedback timescales but, at the time of the current ELIR, it was too early for SRUC to have collated information to measure improvements. The team, therefore, encourages SRUC to consider how best to further disseminate the intentions set out in its policy advice on assessment moderation. Senior managers also informed the team that multiple strands of activity were being implemented to address the concerns raised. These included analyses of student surveys to identify where feedback is not working well, closer communication with the students, internal monitoring activities on feedback delay and SRUC-wide checks on meeting release dates for examination results. In view of the student experiences described to the ELIR team during the current review, the team recommends that SRUC concludes the work it currently has underway, to ensure there is greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy."}]
[{"$f":"IF('> FILTER <'!B783<>\"\",ROW(OFFSET(A782,-1,0)),\"\")","v":781},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G783)),A782,\"\")","v":781},{"$f":"IFERROR(SMALL(Helper2_1,A782),\"\")","v":781},null,781,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G783)),$A782,\"\")","v":781},{"$f":"IFERROR(SMALL(Helper2_2,A782),\"\")","v":781},{"$f":"COUNTIF(Helper3_1,\"=\"&G782)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G782)=1, G782, \"\")","v":781},{"$f":"IFERROR(SMALL(Index_2,A782),\"\")","v":781},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:J782)),\"\")","v":"SRC_47"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:K782)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:L782)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:M782)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:N782)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:O782)),\"\")","v":"47 SRUC's Academic Strategy (December 2017) outlines its commitment to ensuring teaching, research and consultancy activities are innovative and entrepreneurial. This Strategy goes on to state an ambition to ensure all programmes are closely aligned with industry need, ensuring high levels of graduate employability."}]
[{"$f":"IF('> FILTER <'!B784<>\"\",ROW(OFFSET(A783,-1,0)),\"\")","v":782},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G784)),A783,\"\")","v":782},{"$f":"IFERROR(SMALL(Helper2_1,A783),\"\")","v":782},null,782,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G784)),$A783,\"\")","v":782},{"$f":"IFERROR(SMALL(Helper2_2,A783),\"\")","v":782},{"$f":"COUNTIF(Helper3_1,\"=\"&G783)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G783)=1, G783, \"\")","v":782},{"$f":"IFERROR(SMALL(Index_2,A783),\"\")","v":782},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:J783)),\"\")","v":"SRC_48"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:K783)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:L783)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:M783)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:N783)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:O783)),\"\")","v":"48 Employability, enterprise and entrepreneurship skills are truly embedded within the culture of SRUC. Students are prepared for their chosen career through vocationally-orientated degree programmes and other awards. Liaison with industry is well-established and a fundamental part of the learning and teaching experience of students, who benefit from close industry links - for example, through guest lectures, industry visits and scholarship opportunities, and from the research and consultancy activities both within SRUC and with a number of partner organisations."}]
[{"$f":"IF('> FILTER <'!B785<>\"\",ROW(OFFSET(A784,-1,0)),\"\")","v":783},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G785)),A784,\"\")","v":783},{"$f":"IFERROR(SMALL(Helper2_1,A784),\"\")","v":783},null,783,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G785)),$A784,\"\")","v":783},{"$f":"IFERROR(SMALL(Helper2_2,A784),\"\")","v":783},{"$f":"COUNTIF(Helper3_1,\"=\"&G784)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G784)=1, G784, \"\")","v":783},{"$f":"IFERROR(SMALL(Index_2,A784),\"\")","v":783},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:J784)),\"\")","v":"SRC_48"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:K784)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:L784)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:M784)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:N784)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:O784)),\"\")","v":"48 Employability, enterprise and entrepreneurship skills are truly embedded within the culture of SRUC. Students are prepared for their chosen career through vocationally-orientated degree programmes and other awards. Liaison with industry is well-established and a fundamental part of the learning and teaching experience of students, who benefit from close industry links - for example, through guest lectures, industry visits and scholarship opportunities, and from the research and consultancy activities both within SRUC and with a number of partner organisations."}]
[{"$f":"IF('> FILTER <'!B786<>\"\",ROW(OFFSET(A785,-1,0)),\"\")","v":784},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G786)),A785,\"\")","v":784},{"$f":"IFERROR(SMALL(Helper2_1,A785),\"\")","v":784},null,784,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G786)),$A785,\"\")","v":784},{"$f":"IFERROR(SMALL(Helper2_2,A785),\"\")","v":784},{"$f":"COUNTIF(Helper3_1,\"=\"&G785)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G785)=1, G785, \"\")","v":784},{"$f":"IFERROR(SMALL(Index_2,A785),\"\")","v":784},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:J785)),\"\")","v":"SRC_49"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:K785)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:L785)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:M785)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:N785)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:O785)),\"\")","v":"49 At a curriculum development level, SRUC and academic staff actively engage with industry partners to ensure the curriculum delivers graduates that are appropriately trained for their careers. Within the new organisational structures, the Faculty Deans have a role which includes a responsibility to engage with industry partners over research, teaching and consultancy provision."}]
[{"$f":"IF('> FILTER <'!B787<>\"\",ROW(OFFSET(A786,-1,0)),\"\")","v":785},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G787)),A786,\"\")","v":785},{"$f":"IFERROR(SMALL(Helper2_1,A786),\"\")","v":785},null,785,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G787)),$A786,\"\")","v":785},{"$f":"IFERROR(SMALL(Helper2_2,A786),\"\")","v":785},{"$f":"COUNTIF(Helper3_1,\"=\"&G786)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G786)=1, G786, \"\")","v":785},{"$f":"IFERROR(SMALL(Index_2,A786),\"\")","v":785},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:J786)),\"\")","v":"SRC_50"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:K786)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:L786)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:M786)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:N786)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:O786)),\"\")","v":"50 Careers support for students in SRUC is predominantly delivered by academic teaching staff and Year Tutors who perform a significant role in facilitating the transition of students to employment through direct network contacts with industry and introducing students to possible employers. SRUC's staff role descriptors contain an expectation that Year Tutors advise and discuss career aspirations with students in their final year of study. SRUC holds an annual careers event, which rotates around the campuses and routinely attracts over 40 participants from industry. During this event, a presentation is given on possible career pathways for students potentially interested in undertaking a research degree. While SRUC organises transport from all campuses to support student attendance at this careers event, the ELIR team understood student attendance can be disappointing and variable between campuses depending on the event location."}]
[{"$f":"IF('> FILTER <'!B788<>\"\",ROW(OFFSET(A787,-1,0)),\"\")","v":786},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G788)),A787,\"\")","v":786},{"$f":"IFERROR(SMALL(Helper2_1,A787),\"\")","v":786},null,786,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G788)),$A787,\"\")","v":786},{"$f":"IFERROR(SMALL(Helper2_2,A787),\"\")","v":786},{"$f":"COUNTIF(Helper3_1,\"=\"&G787)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G787)=1, G787, \"\")","v":786},{"$f":"IFERROR(SMALL(Index_2,A787),\"\")","v":786},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:J787)),\"\")","v":"SRC_51"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:K787)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:L787)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:M787)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:N787)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:O787)),\"\")","v":"51 The ELIR team learned there is limited access to more generic careers support for students who may wish to explore and access information about alternative careers not directly aligned to their degree programme or progression on to further study. SRUC is aware of this concern, which had been raised as part of a recent Institution-led Review (ILR) of Student Support Services and has also been raised directly by students. It is recommended that SRUC enhances the mechanisms through which professional careers advice is provided to all students. The team recognises that SRUC faces challenges, with standard sector benchmarking metrics often not fully applied to their provision, and therefore encourage the institution to find other ways of reporting on employability metrics and benchmarking its performance to the sector (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B789<>\"\",ROW(OFFSET(A788,-1,0)),\"\")","v":787},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G789)),A788,\"\")","v":787},{"$f":"IFERROR(SMALL(Helper2_1,A788),\"\")","v":787},null,787,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G789)),$A788,\"\")","v":787},{"$f":"IFERROR(SMALL(Helper2_2,A788),\"\")","v":787},{"$f":"COUNTIF(Helper3_1,\"=\"&G788)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G788)=1, G788, \"\")","v":787},{"$f":"IFERROR(SMALL(Index_2,A788),\"\")","v":787},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:J788)),\"\")","v":"SRC_52"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:K788)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:L788)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:M788)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:N788)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:O788)),\"\")","v":"52 SRUC identify five graduate attributes that students will develop during their studies: academically competent; critical thinkers; desire for learning and personal development and employability. Graduate attributes are developed across the curriculum with staff proposing new modules required to identify graduate attributes specifically within the module descriptor template. Students who met the ELIR team were aware of their graduate attributes but indicated they would like more support to identify alternative career opportunities, beyond their immediate subject discipline which would utilise their generic graduate attributes (paragraph 51)."}]
[{"$f":"IF('> FILTER <'!B790<>\"\",ROW(OFFSET(A789,-1,0)),\"\")","v":788},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G790)),A789,\"\")","v":788},{"$f":"IFERROR(SMALL(Helper2_1,A789),\"\")","v":788},null,788,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G790)),$A789,\"\")","v":788},{"$f":"IFERROR(SMALL(Helper2_2,A789),\"\")","v":788},{"$f":"COUNTIF(Helper3_1,\"=\"&G789)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G789)=1, G789, \"\")","v":788},{"$f":"IFERROR(SMALL(Index_2,A789),\"\")","v":788},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:J789)),\"\")","v":"SRC_53"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:K789)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:L789)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:M789)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:N789)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:O789)),\"\")","v":"53 SRUC has an appropriate approach to managing the postgraduate taught (PGT) student experience which is consistent with sector expectations. Overall, postgraduate students who met the ELIR team spoke positively about the support they received from academic staff during their studies. While postgraduate research (PGR) students consider themselves to be embedded within the SRUC research community, there would be benefit to SRUC in ensuring it has clearer institutional oversight of its PGR student data. "}]
[{"$f":"IF('> FILTER <'!B791<>\"\",ROW(OFFSET(A790,-1,0)),\"\")","v":789},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G791)),A790,\"\")","v":789},{"$f":"IFERROR(SMALL(Helper2_1,A790),\"\")","v":789},null,{"$f":"ROW(OFFSET(E790,-1,0))","v":789},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G791)),$A790,\"\")","v":789},{"$f":"IFERROR(SMALL(Helper2_2,A790),\"\")","v":789},{"$f":"COUNTIF(Helper3_1,\"=\"&G790)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G790)=1, G790, \"\")","v":789},{"$f":"IFERROR(SMALL(Index_2,A790),\"\")","v":789},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:J790)),\"\")","v":"SRC_54"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:K790)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:L790)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:M790)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:N790)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:O790)),\"\")","v":"54 The Dean of Postgraduate Studies is responsible for overseeing the implementation of the Postgraduate Strategy, developing the identity of the Graduate School, developing new taught postgraduate provision and managing external relationships with research awarding institutions. Since November 2017, the roles of Dean and Manager of Postgraduate Studies have been combined, with SRUC intending to review the roles as part of the wider organisational restructure. The RA confirmed that SRUC intends to revise its Postgraduate Strategy to align with the Strategic Plan 2018-2023 (paragraph 2). The administration of the Graduate School is coordinated through the Postgraduate Office, which is managed by the Dean and Manager of Postgraduate Studies. The School includes both taught and research-based postgraduates. The Postgraduate Office is also responsible for all aspects of academic postgraduate management including student recruitment, registration and induction, supervisor approvals, and the Postgraduate Committee and its sub-committees."}]
[{"$f":"IF('> FILTER <'!B792<>\"\",ROW(OFFSET(A791,-1,0)),\"\")","v":790},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G792)),A791,\"\")","v":790},{"$f":"IFERROR(SMALL(Helper2_1,A791),\"\")","v":790},null,790,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G792)),$A791,\"\")","v":790},{"$f":"IFERROR(SMALL(Helper2_2,A791),\"\")","v":790},{"$f":"COUNTIF(Helper3_1,\"=\"&G791)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G791)=1, G791, \"\")","v":790},{"$f":"IFERROR(SMALL(Index_2,A791),\"\")","v":790},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:J791)),\"\")","v":"SRC_55"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:K791)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:L791)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:M791)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:N791)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:O791)),\"\")","v":"55 Postgraduate research degrees at SRUC are validated by 12 different institutions, with PhD students jointly registered with SRUC and one of these 12 awarding institutions (paragraph 3). At the time of the current ELIR, the majority of PhD students were registered with the University of Edinburgh. PGR students who met the ELIR team considered themselves to be SRUC students, while recognising their status as students of the awarding institution to which they were registered, to complete their PhD studies."}]
[{"$f":"IF('> FILTER <'!B793<>\"\",ROW(OFFSET(A792,-1,0)),\"\")","v":791},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G793)),A792,\"\")","v":791},{"$f":"IFERROR(SMALL(Helper2_1,A792),\"\")","v":791},null,791,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G793)),$A792,\"\")","v":791},{"$f":"IFERROR(SMALL(Helper2_2,A792),\"\")","v":791},{"$f":"COUNTIF(Helper3_1,\"=\"&G792)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G792)=1, G792, \"\")","v":791},{"$f":"IFERROR(SMALL(Index_2,A792),\"\")","v":791},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:J792)),\"\")","v":"SRC_56"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:K792)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:L792)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:M792)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:N792)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:O792)),\"\")","v":"56 Improving induction arrangements for PGR students has been an area of focus for SRUC, following feedback which indicated students often found the complexities of PhD studentships challenging to understand. New students receive an induction from their awarding institution, as well as inductions to their SRUC research group and the Postgraduate Office, and complete online SRUC induction modules. The main SRUC student induction takes place in October each year, supporting the majority of new research students, with additional sessions possible for students starting later in the academic year. Postgraduate students confirmed they had participated in induction activities from both their awarding institution and SRUC, and that these had been valuable."}]
[{"$f":"IF('> FILTER <'!B794<>\"\",ROW(OFFSET(A793,-1,0)),\"\")","v":792},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G794)),A793,\"\")","v":792},{"$f":"IFERROR(SMALL(Helper2_1,A793),\"\")","v":792},null,792,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G794)),$A793,\"\")","v":792},{"$f":"IFERROR(SMALL(Helper2_2,A793),\"\")","v":792},{"$f":"COUNTIF(Helper3_1,\"=\"&G793)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G793)=1, G793, \"\")","v":792},{"$f":"IFERROR(SMALL(Index_2,A793),\"\")","v":792},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:J793)),\"\")","v":"SRC_57"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:K793)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:L793)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:M793)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:N793)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:O793)),\"\")","v":"57 PGR students are provided with their main research skills support by their awarding institution and are able to access the full range of training available within that institution. This skills development is supplemented by opportunities within SRUC, such as the PGR skills day and the annual postgraduate research conference. The Postgraduate Office fulfils a key role in effectively coordinating the skills training offered and monitoring student progress with their studies. The Office also provides support to students and supervisory teams in cases where supervisors have been changed."}]
[{"$f":"IF('> FILTER <'!B795<>\"\",ROW(OFFSET(A794,-1,0)),\"\")","v":793},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G795)),A794,\"\")","v":793},{"$f":"IFERROR(SMALL(Helper2_1,A794),\"\")","v":793},null,793,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G795)),$A794,\"\")","v":793},{"$f":"IFERROR(SMALL(Helper2_2,A794),\"\")","v":793},{"$f":"COUNTIF(Helper3_1,\"=\"&G794)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G794)=1, G794, \"\")","v":793},{"$f":"IFERROR(SMALL(Index_2,A794),\"\")","v":793},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:J794)),\"\")","v":"SRC_58"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:K794)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:L794)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:M794)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:N794)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:O794)),\"\")","v":"58 Supervision agreements are in place between each of the awarding institutions and SRUC and specify the balance of supervision between each party. All SRUC PGR students have a primary supervisor from their awarding institution and are managed by a supervision team comprising staff from both the awarding institution and SRUC. All PhD students have an adviser who is external to the supervisory team, is named at the outset of the PhD and can be used to resolve academic or pastoral issues for the students and matters that may be pertinent to potential concerns between the student and their supervision team."}]
[{"$f":"IF('> FILTER <'!B796<>\"\",ROW(OFFSET(A795,-1,0)),\"\")","v":794},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G796)),A795,\"\")","v":794},{"$f":"IFERROR(SMALL(Helper2_1,A795),\"\")","v":794},null,794,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G796)),$A795,\"\")","v":794},{"$f":"IFERROR(SMALL(Helper2_2,A795),\"\")","v":794},{"$f":"COUNTIF(Helper3_1,\"=\"&G795)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G795)=1, G795, \"\")","v":794},{"$f":"IFERROR(SMALL(Index_2,A795),\"\")","v":794},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:J795)),\"\")","v":"SRC_59"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:K795)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:L795)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:M795)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:N795)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:O795)),\"\")","v":"59 All SRUC supervisors are required to undertake mandatory formal supervisor training with one of the partner institutions at least once every five years. The Postgraduate Office maintains a record of the training undertaken and issues reminders to supervisors who need to update. New supervisors must complete this training before they can undertake supervisory duties."}]
[{"$f":"IF('> FILTER <'!B797<>\"\",ROW(OFFSET(A796,-1,0)),\"\")","v":795},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G797)),A796,\"\")","v":795},{"$f":"IFERROR(SMALL(Helper2_1,A796),\"\")","v":795},null,795,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G797)),$A796,\"\")","v":795},{"$f":"IFERROR(SMALL(Helper2_2,A796),\"\")","v":795},{"$f":"COUNTIF(Helper3_1,\"=\"&G796)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G796)=1, G796, \"\")","v":795},{"$f":"IFERROR(SMALL(Index_2,A796),\"\")","v":795},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:J796)),\"\")","v":"SRC_60"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:K796)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:L796)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:M796)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:N796)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:O796)),\"\")","v":"60 The awarding institution currently takes primary responsibility for the management of PhD progress and completion, and for ensuring PGR students receive the support and supervision they require. The ELIR team learned that SRUC does not currently hold comprehensive progression and completion data for its PhD students, with this information being held by the awarding institution. As a result, monitoring of the effectiveness of supervision, for example, by discipline or department, is not possible. There would be considerable value in SRUC working with its awarding institutions to ensure it has access to management data on PGR students (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B798<>\"\",ROW(OFFSET(A797,-1,0)),\"\")","v":796},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G798)),A797,\"\")","v":796},{"$f":"IFERROR(SMALL(Helper2_1,A797),\"\")","v":796},null,796,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G798)),$A797,\"\")","v":796},{"$f":"IFERROR(SMALL(Helper2_2,A797),\"\")","v":796},{"$f":"COUNTIF(Helper3_1,\"=\"&G797)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G797)=1, G797, \"\")","v":796},{"$f":"IFERROR(SMALL(Index_2,A797),\"\")","v":796},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:J797)),\"\")","v":"SRC_61"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:K797)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:L797)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:M797)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:N797)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:O797)),\"\")","v":"61 Postgraduate research (PGR) students who met the ELIR team were fully cognisant with, and spoke confidently about, the arrangements in place for their supervision and training, and were content with the support provided by the Postgraduate Office. PGR students also spoke positively about being well-supported by SRUC to travel and work outside the UK, to attend national and international conferences and other workshops. They confirmed it was possible to ask for specialist training outside SRUC, with such requests normally being supported; that they benefitted from the strong links SRUC has with industry; and they routinely had the opportunity to present their work alongside research staff at internal seminar programmes. In summary, PGR students felt very much valued members of the research community."}]
[{"$f":"IF('> FILTER <'!B799<>\"\",ROW(OFFSET(A798,-1,0)),\"\")","v":797},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G799)),A798,\"\")","v":797},{"$f":"IFERROR(SMALL(Helper2_1,A798),\"\")","v":797},null,797,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G799)),$A798,\"\")","v":797},{"$f":"IFERROR(SMALL(Helper2_2,A798),\"\")","v":797},{"$f":"COUNTIF(Helper3_1,\"=\"&G798)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G798)=1, G798, \"\")","v":797},{"$f":"IFERROR(SMALL(Index_2,A798),\"\")","v":797},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:J798)),\"\")","v":"SRC_62"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:K798)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:L798)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:M798)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:N798)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:O798)),\"\")","v":"62 Postgraduate research students (PGR) studying at SRUC have the opportunity to teach at the University of Glasgow and University of Edinburgh, as well as on SRUC programmes. The ELIR team understood that all SRUC students who undertake teaching at those universities must complete training as set out in each of the universities' regulations. However, based on the information SRUC provided for the current ELIR, the team concluded that, at present, SRUC does not keep a record of students actually completing this training."}]
[{"$f":"IF('> FILTER <'!B800<>\"\",ROW(OFFSET(A799,-1,0)),\"\")","v":798},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G800)),A799,\"\")","v":798},{"$f":"IFERROR(SMALL(Helper2_1,A799),\"\")","v":798},null,798,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G800)),$A799,\"\")","v":798},{"$f":"IFERROR(SMALL(Helper2_2,A799),\"\")","v":798},{"$f":"COUNTIF(Helper3_1,\"=\"&G799)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G799)=1, G799, \"\")","v":798},{"$f":"IFERROR(SMALL(Index_2,A799),\"\")","v":798},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:J799)),\"\")","v":"SRC_63"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:K799)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:L799)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:M799)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:N799)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:O799)),\"\")","v":"63  The ELIR team also learned that SRUC currently has no institution-wide policy on the training requirements for PGR students who teach on SRUC programmes and modules. SRUC documents indicate that currently it is the responsibility of individual module leaders to ensure PGRs are briefed on a number of matters to support them in the delivery of a teaching session or with the marking of student work before students undertake teaching duties. The team concluded that the current procedure does not explicitly state the training requirements each PGR student must undertake before embarking on teaching and learning activities and no record is kept to confirm training has indeed taken place. SRUC should, therefore, establish a clear policy that outlines the minimum training to be completed by PGR students before undertaking teaching and/or assessment responsibilities.  "}]
[{"$f":"IF('> FILTER <'!B801<>\"\",ROW(OFFSET(A800,-1,0)),\"\")","v":799},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G801)),A800,\"\")","v":799},{"$f":"IFERROR(SMALL(Helper2_1,A800),\"\")","v":799},null,799,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G801)),$A800,\"\")","v":799},{"$f":"IFERROR(SMALL(Helper2_2,A800),\"\")","v":799},{"$f":"COUNTIF(Helper3_1,\"=\"&G800)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G800)=1, G800, \"\")","v":799},{"$f":"IFERROR(SMALL(Index_2,A800),\"\")","v":799},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:J800)),\"\")","v":"SRC_64"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:K800)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:L800)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:M800)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:N800)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:O800)),\"\")","v":"64 SRUC has appropriate arrangements in place to systematically review and enhance the learning environment offered to its students. SRUC recognises, given the nature of its provision, the need to offer practical working environments and remains committed to making ongoing investment in technology, learning spaces and staff development to ensure the student experience continues to keep pace with innovations in technology and advances in pedagogical practice. With teaching delivered across multiple campuses and through distance-learning, SRUC has recently invested in a collaborative learning space at its Barony campus which provides staff with the opportunity to develop their skills in the use of these new technologies to support learning, teaching and assessment. Academic teams endeavour to use real working environments where possible to enhance the student experience and students benefit from opportunities to learn in working farms, restaurants, laboratories, engineering workshops, campus gardens, livery and equestrian resources and animal care units."}]
[{"$f":"IF('> FILTER <'!B802<>\"\",ROW(OFFSET(A801,-1,0)),\"\")","v":800},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G802)),A801,\"\")","v":800},{"$f":"IFERROR(SMALL(Helper2_1,A801),\"\")","v":800},null,800,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G802)),$A801,\"\")","v":800},{"$f":"IFERROR(SMALL(Helper2_2,A801),\"\")","v":800},{"$f":"COUNTIF(Helper3_1,\"=\"&G801)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G801)=1, G801, \"\")","v":800},{"$f":"IFERROR(SMALL(Index_2,A801),\"\")","v":800},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:J801)),\"\")","v":"SRC_64"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:K801)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:L801)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:M801)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:N801)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:O801)),\"\")","v":"64 SRUC has appropriate arrangements in place to systematically review and enhance the learning environment offered to its students. SRUC recognises, given the nature of its provision, the need to offer practical working environments and remains committed to making ongoing investment in technology, learning spaces and staff development to ensure the student experience continues to keep pace with innovations in technology and advances in pedagogical practice. With teaching delivered across multiple campuses and through distance-learning, SRUC has recently invested in a collaborative learning space at its Barony campus which provides staff with the opportunity to develop their skills in the use of these new technologies to support learning, teaching and assessment. Academic teams endeavour to use real working environments where possible to enhance the student experience and students benefit from opportunities to learn in working farms, restaurants, laboratories, engineering workshops, campus gardens, livery and equestrian resources and animal care units."}]
[{"$f":"IF('> FILTER <'!B803<>\"\",ROW(OFFSET(A802,-1,0)),\"\")","v":801},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G803)),A802,\"\")","v":801},{"$f":"IFERROR(SMALL(Helper2_1,A802),\"\")","v":801},null,801,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G803)),$A802,\"\")","v":801},{"$f":"IFERROR(SMALL(Helper2_2,A802),\"\")","v":801},{"$f":"COUNTIF(Helper3_1,\"=\"&G802)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G802)=1, G802, \"\")","v":801},{"$f":"IFERROR(SMALL(Index_2,A802),\"\")","v":801},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:J802)),\"\")","v":"SRC_65"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:K802)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:L802)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:M802)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:N802)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:O802)),\"\")","v":"65  The ELIR team heard from staff that, since the 2014 ELIR, SRUC had undertaken work to standardise library service opening hours, fines and lending periods across the institution and had integrated its e-journals and e-books into one system. All new students received information on the library service and its use during induction, information is available about referencing and the use of e-journals and students can request bespoke support sessions if required. Staff did report that some library locations are only supported by one staff member which, on occasion, presented challenges opening the library for students. Despite these developments, a number of the students who met the team suggested their experiences of the library service were variable and often disappointing. In particular, concerns were raised about the support available to them to ensure they had the necessary skills to make effective use of the service and gaining remote access. This was viewed as being especially problematic for students studying at a distance (paragraph 33). Postgraduate research students (PGR) also commented negatively on access to library provision both within SRUC and when accessing library provision within awarding institutions. Distance-learning students, who might be located geographically distant from any SRUC campus, believed there would be benefit in SRUC exploring whether it would be possible to partner with libraries at institutions who might be close to their home address, in order to support access to these institutions' services. The ELIR team therefore encourages SRUC to review and, where necessary, enhance the support and information available to students on how to use the library services offered and undertake work to increase student awareness of these support resources."}]
[{"$f":"IF('> FILTER <'!B804<>\"\",ROW(OFFSET(A803,-1,0)),\"\")","v":802},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G804)),A803,\"\")","v":802},{"$f":"IFERROR(SMALL(Helper2_1,A803),\"\")","v":802},null,802,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G804)),$A803,\"\")","v":802},{"$f":"IFERROR(SMALL(Helper2_2,A803),\"\")","v":802},{"$f":"COUNTIF(Helper3_1,\"=\"&G803)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G803)=1, G803, \"\")","v":802},{"$f":"IFERROR(SMALL(Index_2,A803),\"\")","v":802},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:J803)),\"\")","v":"SRC_65"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:K803)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:L803)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:M803)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:N803)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:O803)),\"\")","v":"65  The ELIR team heard from staff that, since the 2014 ELIR, SRUC had undertaken work to standardise library service opening hours, fines and lending periods across the institution and had integrated its e-journals and e-books into one system. All new students received information on the library service and its use during induction, information is available about referencing and the use of e-journals and students can request bespoke support sessions if required. Staff did report that some library locations are only supported by one staff member which, on occasion, presented challenges opening the library for students. Despite these developments, a number of the students who met the team suggested their experiences of the library service were variable and often disappointing. In particular, concerns were raised about the support available to them to ensure they had the necessary skills to make effective use of the service and gaining remote access. This was viewed as being especially problematic for students studying at a distance (paragraph 33). Postgraduate research students (PGR) also commented negatively on access to library provision both within SRUC and when accessing library provision within awarding institutions. Distance-learning students, who might be located geographically distant from any SRUC campus, believed there would be benefit in SRUC exploring whether it would be possible to partner with libraries at institutions who might be close to their home address, in order to support access to these institutions' services. The ELIR team therefore encourages SRUC to review and, where necessary, enhance the support and information available to students on how to use the library services offered and undertake work to increase student awareness of these support resources."}]
[{"$f":"IF('> FILTER <'!B805<>\"\",ROW(OFFSET(A804,-1,0)),\"\")","v":803},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G805)),A804,\"\")","v":803},{"$f":"IFERROR(SMALL(Helper2_1,A804),\"\")","v":803},null,803,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G805)),$A804,\"\")","v":803},{"$f":"IFERROR(SMALL(Helper2_2,A804),\"\")","v":803},{"$f":"COUNTIF(Helper3_1,\"=\"&G804)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G804)=1, G804, \"\")","v":803},{"$f":"IFERROR(SMALL(Index_2,A804),\"\")","v":803},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:J804)),\"\")","v":"SRC_66"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:K804)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:L804)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:M804)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:N804)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:O804)),\"\")","v":"66 Given the nature of SRUC's academic provision, video conferencing (VC) is used to facilitate cross-site teaching. The ELIR team learned that eight, out of a total of 275 year three and four modules, are fully delivered by VC. While few modules rely entirely on VC for delivery, the team also learned many modules have at least one instance during their delivery where VC will be used. Students reported that using VC can often be a problematic experience, with technical difficulties resulting in delayed or cancelled classes. Students also spoke of feeling academically disadvantaged in teaching and learning situations where they were remote users using a video conferencing link to join teaching sessions where other students in the cohort were physically present with the member of staff."}]
[{"$f":"IF('> FILTER <'!B806<>\"\",ROW(OFFSET(A805,-1,0)),\"\")","v":804},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G806)),A805,\"\")","v":804},{"$f":"IFERROR(SMALL(Helper2_1,A805),\"\")","v":804},null,804,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G806)),$A805,\"\")","v":804},{"$f":"IFERROR(SMALL(Helper2_2,A805),\"\")","v":804},{"$f":"COUNTIF(Helper3_1,\"=\"&G805)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G805)=1, G805, \"\")","v":804},{"$f":"IFERROR(SMALL(Index_2,A805),\"\")","v":804},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:J805)),\"\")","v":"SRC_67"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:K805)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:L805)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:M805)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:N805)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:O805)),\"\")","v":"67 Distance-learning programmes at SRUC are delivered through the VLE, with the majority of these being postgraduate taught (paragraphs 4 and 31). In terms of support and development for staff delivering these programmes, SRUC employs a number of e-learning managers (four staff in three campus locations), offers some basic guidance for staff in the Education Manual (paragraph 106) and additional guidance in the virtual learning environment (VLE) regarding how to set up a module. Staff can also make use of the collaborative learning space at the Barony campus (paragraph 69). Despite this staff support, students who met the ELIR team expressed dissatisfaction with the quality of some of the VLE materials. SRUC recognised that, while they promote good practice in the use of the VLE, the experience of students remains variable and is committed to ensuring academic staff have the opportunity to enhance their online teaching and learning practice. The team therefore encourages SRUC to consider its current arrangements for coordinating and quality assuring the provision of e-learning in order to create an environment for sharing good practice and to identify and support improvement to the student learning and teaching experience."}]
[{"$f":"IF('> FILTER <'!B807<>\"\",ROW(OFFSET(A806,-1,0)),\"\")","v":805},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G807)),A806,\"\")","v":805},{"$f":"IFERROR(SMALL(Helper2_1,A806),\"\")","v":805},null,805,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G807)),$A806,\"\")","v":805},{"$f":"IFERROR(SMALL(Helper2_2,A806),\"\")","v":805},{"$f":"COUNTIF(Helper3_1,\"=\"&G806)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G806)=1, G806, \"\")","v":805},{"$f":"IFERROR(SMALL(Index_2,A806),\"\")","v":805},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:J806)),\"\")","v":"SRC_67"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:K806)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:L806)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:M806)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:N806)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:O806)),\"\")","v":"67 Distance-learning programmes at SRUC are delivered through the VLE, with the majority of these being postgraduate taught (paragraphs 4 and 31). In terms of support and development for staff delivering these programmes, SRUC employs a number of e-learning managers (four staff in three campus locations), offers some basic guidance for staff in the Education Manual (paragraph 106) and additional guidance in the virtual learning environment (VLE) regarding how to set up a module. Staff can also make use of the collaborative learning space at the Barony campus (paragraph 69). Despite this staff support, students who met the ELIR team expressed dissatisfaction with the quality of some of the VLE materials. SRUC recognised that, while they promote good practice in the use of the VLE, the experience of students remains variable and is committed to ensuring academic staff have the opportunity to enhance their online teaching and learning practice. The team therefore encourages SRUC to consider its current arrangements for coordinating and quality assuring the provision of e-learning in order to create an environment for sharing good practice and to identify and support improvement to the student learning and teaching experience."}]
[{"$f":"IF('> FILTER <'!B808<>\"\",ROW(OFFSET(A807,-1,0)),\"\")","v":806},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G808)),A807,\"\")","v":806},{"$f":"IFERROR(SMALL(Helper2_1,A807),\"\")","v":806},null,806,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G808)),$A807,\"\")","v":806},{"$f":"IFERROR(SMALL(Helper2_2,A807),\"\")","v":806},{"$f":"COUNTIF(Helper3_1,\"=\"&G807)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G807)=1, G807, \"\")","v":806},{"$f":"IFERROR(SMALL(Index_2,A807),\"\")","v":806},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:J807)),\"\")","v":"SRC_68"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:K807)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:L807)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:M807)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:N807)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:O807)),\"\")","v":"68 SRUC has an effective approach to supporting students at each stage of their learner journey which is individually relevant and personalised. Students are particularly well-supported in their studies by academic staff and tutors who are accessible, while also having access to specialist support from the Learner Engagement Team when required."}]
[{"$f":"IF('> FILTER <'!B809<>\"\",ROW(OFFSET(A808,-1,0)),\"\")","v":807},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G809)),A808,\"\")","v":807},{"$f":"IFERROR(SMALL(Helper2_1,A808),\"\")","v":807},null,807,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G809)),$A808,\"\")","v":807},{"$f":"IFERROR(SMALL(Helper2_2,A808),\"\")","v":807},{"$f":"COUNTIF(Helper3_1,\"=\"&G808)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G808)=1, G808, \"\")","v":807},{"$f":"IFERROR(SMALL(Index_2,A808),\"\")","v":807},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:J808)),\"\")","v":"SRC_69"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:K808)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:L808)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:M808)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:N808)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:O808)),\"\")","v":"69 Overall, SRUC is commended for prioritising awareness raising and its provision of student mental health support, linked to the development of its Healthy Learning and Wellbeing Strategy, which is successfully delivered through the implementation of a range of initiatives involving both staff and students.  "}]
[{"$f":"IF('> FILTER <'!B810<>\"\",ROW(OFFSET(A809,-1,0)),\"\")","v":808},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G810)),A809,\"\")","v":808},{"$f":"IFERROR(SMALL(Helper2_1,A809),\"\")","v":808},null,808,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G810)),$A809,\"\")","v":808},{"$f":"IFERROR(SMALL(Helper2_2,A809),\"\")","v":808},{"$f":"COUNTIF(Helper3_1,\"=\"&G809)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G809)=1, G809, \"\")","v":808},{"$f":"IFERROR(SMALL(Index_2,A809),\"\")","v":808},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:J809)),\"\")","v":"SRC_70"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:K809)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:L809)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:M809)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:N809)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:O809)),\"\")","v":"70 SRUC has established effective mechanisms for identifying and supporting students' individual needs, enabling them to be successful in their student journey. In many cases, this allows students to achieve outcomes beyond their initial aspirations. This personalised approach to supporting students works well within the context of SRUC's multiple campuses and geographical spread."}]
[{"$f":"IF('> FILTER <'!B811<>\"\",ROW(OFFSET(A810,-1,0)),\"\")","v":809},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G811)),A810,\"\")","v":809},{"$f":"IFERROR(SMALL(Helper2_1,A810),\"\")","v":809},null,809,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G811)),$A810,\"\")","v":809},{"$f":"IFERROR(SMALL(Helper2_2,A810),\"\")","v":809},{"$f":"COUNTIF(Helper3_1,\"=\"&G810)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G810)=1, G810, \"\")","v":809},{"$f":"IFERROR(SMALL(Index_2,A810),\"\")","v":809},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:J810)),\"\")","v":"SRC_71"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:K810)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:L810)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:M810)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:N810)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:O810)),\"\")","v":"71 There would be benefit in reviewing the current arrangements for analysing and responding to student views to ensure there is greater institutional oversight of responses with coordinated action being taken. This would enable SRUC to ensure changes are effectively communicated to students in a timely manner."}]
[{"$f":"IF('> FILTER <'!B812<>\"\",ROW(OFFSET(A811,-1,0)),\"\")","v":810},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G812)),A811,\"\")","v":810},{"$f":"IFERROR(SMALL(Helper2_1,A811),\"\")","v":810},null,810,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G812)),$A811,\"\")","v":810},{"$f":"IFERROR(SMALL(Helper2_2,A811),\"\")","v":810},{"$f":"COUNTIF(Helper3_1,\"=\"&G811)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G811)=1, G811, \"\")","v":810},{"$f":"IFERROR(SMALL(Index_2,A811),\"\")","v":810},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:J811)),\"\")","v":"SRC_72"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:K811)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:L811)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:M811)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:N811)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:O811)),\"\")","v":"72 SRUC are asked to conclude the work currently underway to ensure there is greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy."}]
[{"$f":"IF('> FILTER <'!B813<>\"\",ROW(OFFSET(A812,-1,0)),\"\")","v":811},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G813)),A812,\"\")","v":811},{"$f":"IFERROR(SMALL(Helper2_1,A812),\"\")","v":811},null,811,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G813)),$A812,\"\")","v":811},{"$f":"IFERROR(SMALL(Helper2_2,A812),\"\")","v":811},{"$f":"COUNTIF(Helper3_1,\"=\"&G812)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G812)=1, G812, \"\")","v":811},{"$f":"IFERROR(SMALL(Index_2,A812),\"\")","v":811},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:J812)),\"\")","v":"SRC_73"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:K812)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:L812)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:M812)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:N812)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:O812)),\"\")","v":"73 There would be benefit in reviewing the needs and experience of students studying by distance-learning to ensure they are effectively supported. This review should include consideration of SRUC's pedagogical approach for distance-learning, setting of minimum expectations for online materials, student induction, IT support, library access, and the use of video conferencing."}]
[{"$f":"IF('> FILTER <'!B814<>\"\",ROW(OFFSET(A813,-1,0)),\"\")","v":812},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G814)),A813,\"\")","v":812},{"$f":"IFERROR(SMALL(Helper2_1,A813),\"\")","v":812},null,812,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G814)),$A813,\"\")","v":812},{"$f":"IFERROR(SMALL(Helper2_2,A813),\"\")","v":812},{"$f":"COUNTIF(Helper3_1,\"=\"&G813)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G813)=1, G813, \"\")","v":812},{"$f":"IFERROR(SMALL(Index_2,A813),\"\")","v":812},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:J813)),\"\")","v":"SRC_74"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:K813)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:L813)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:M813)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:N813)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:O813)),\"\")","v":"74 SRUC are asked to enhance the mechanisms through which professional careers advice is provided to all students."}]
[{"$f":"IF('> FILTER <'!B815<>\"\",ROW(OFFSET(A814,-1,0)),\"\")","v":813},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G815)),A814,\"\")","v":813},{"$f":"IFERROR(SMALL(Helper2_1,A814),\"\")","v":813},null,813,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G815)),$A814,\"\")","v":813},{"$f":"IFERROR(SMALL(Helper2_2,A814),\"\")","v":813},{"$f":"COUNTIF(Helper3_1,\"=\"&G814)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G814)=1, G814, \"\")","v":813},{"$f":"IFERROR(SMALL(Index_2,A814),\"\")","v":813},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:J814)),\"\")","v":"SRC_75"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:K814)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:L814)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:M814)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:N814)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:O814)),\"\")","v":"75 SRUC should establish a clear policy that outlines the training to be completed by PGR students before undertaking teaching and/or assessment responsibilities.  "}]
[{"$f":"IF('> FILTER <'!B816<>\"\",ROW(OFFSET(A815,-1,0)),\"\")","v":814},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G816)),A815,\"\")","v":814},{"$f":"IFERROR(SMALL(Helper2_1,A815),\"\")","v":814},null,814,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G816)),$A815,\"\")","v":814},{"$f":"IFERROR(SMALL(Helper2_2,A815),\"\")","v":814},{"$f":"COUNTIF(Helper3_1,\"=\"&G815)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G815)=1, G815, \"\")","v":814},{"$f":"IFERROR(SMALL(Index_2,A815),\"\")","v":814},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:J815)),\"\")","v":"SRC_76"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:K815)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:L815)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:M815)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:N815)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:O815)),\"\")","v":"76 SRUC's strategic approach to enhancing learning and teaching is emerging with notable leadership from key individuals and operational groups. An ongoing challenge for SRUC is to consider the balance of responsibilities and accountability between academic committees and operational structures to support informed debate and ensure clear leadership of its strategic approach on key academic matters related to the student experience. SRUC stated that its approach to the enhancement of learning and teaching is underpinned by four strategies: Portfolio Development, Portfolio Delivery, Learner Engagement and Learner Support. The Education Manual (EM) underpins the implementation of these four strategies (paragraph 106). At the time of preparing the Reflective Analysis (RA), SRUC stated that these four strategies were being reviewed and updated in line with the Quality Code for Higher Education 2013-18 (Quality Code), SRUC structural developments (paragraph 2) and sectoral changes."}]
[{"$f":"IF('> FILTER <'!B817<>\"\",ROW(OFFSET(A816,-1,0)),\"\")","v":815},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G817)),A816,\"\")","v":815},{"$f":"IFERROR(SMALL(Helper2_1,A816),\"\")","v":815},null,815,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G817)),$A816,\"\")","v":815},{"$f":"IFERROR(SMALL(Helper2_2,A816),\"\")","v":815},{"$f":"COUNTIF(Helper3_1,\"=\"&G816)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G816)=1, G816, \"\")","v":815},{"$f":"IFERROR(SMALL(Index_2,A816),\"\")","v":815},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:J816)),\"\")","v":"SRC_77"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:K816)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:L816)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:M816)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:N816)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:O816)),\"\")","v":"77 SRUC's strategic vision for its academic activities is also set out in the Academic Strategy 2017, with some priority actions, for example, developing a strategic approach to addressing NSS outcomes, set out in the Academic Business Plan 2018-21. The SRUC academic governance and committee structure plays a key role in implementing strategy and the ELIR team learned during the visit that this structure had recently been revised to reflect the establishment of the new faculty structures (paragraph 2). The key committees and groups responsible for academic standards and the quality of the student experience are the: Academic Board; Learning and Teaching Committee; Research Committee; Programme Approvals and Academic Standards Committee; and Student Support and Engagement Committee."}]
[{"$f":"IF('> FILTER <'!B818<>\"\",ROW(OFFSET(A817,-1,0)),\"\")","v":816},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G818)),A817,\"\")","v":816},{"$f":"IFERROR(SMALL(Helper2_1,A817),\"\")","v":816},null,816,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G818)),$A817,\"\")","v":816},{"$f":"IFERROR(SMALL(Helper2_2,A817),\"\")","v":816},{"$f":"COUNTIF(Helper3_1,\"=\"&G817)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G817)=1, G817, \"\")","v":816},{"$f":"IFERROR(SMALL(Index_2,A817),\"\")","v":816},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:J817)),\"\")","v":"SRC_78"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:K817)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:L817)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:M817)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:N817)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:O817)),\"\")","v":"78 During the review, the ELIR team explored with senior colleagues, staff and students, SRUC's plans to deliver its Strategic Plan 2018-2023, the transformation programme and plans to ensure the quality and academic standards of its provision remain secure. Staff and students who met the team confirmed they were being kept fully aware of changes and that there had been consultation and other opportunities to engage with strategic planning. Staff were appreciative of monthly briefings and consultations led by senior staff on all campuses and it was evident that they valued the clarity of this approach. The ELIR team's view is that during a period of considerable strategic change SRUC has paid particular attention to the need to engage staff at all stages of the process."}]
[{"$f":"IF('> FILTER <'!B819<>\"\",ROW(OFFSET(A818,-1,0)),\"\")","v":817},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G819)),A818,\"\")","v":817},{"$f":"IFERROR(SMALL(Helper2_1,A818),\"\")","v":817},null,817,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G819)),$A818,\"\")","v":817},{"$f":"IFERROR(SMALL(Helper2_2,A818),\"\")","v":817},{"$f":"COUNTIF(Helper3_1,\"=\"&G818)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G818)=1, G818, \"\")","v":817},{"$f":"IFERROR(SMALL(Index_2,A818),\"\")","v":817},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:J818)),\"\")","v":"SRC_79"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:K818)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:L818)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:M818)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:N818)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:O818)),\"\")","v":"79 As well as establishing new faculty and department structures as part of its current restructuring programme, the ELIR team heard from senior staff that SRUC was in the process of establishing a new Learning, Teaching and Enhancement Office to support the recently-appointed Head of Learning and Teaching. SRUC had also recently established and appointed to the post of Registrar, as part of its plans to establish a Registry. During the review visit, the team heard more about the role of the new Faculty Deans in managing change and driving strategic enhancements across the institution. The RA confirmed the Deans were working on developing a new regional structure for the faculties and departments. The team also heard that SRUC was working on proposals to develop departmental committee structures to support the maintenance of academic standards and to provide regular opportunities for academic and research staff to debate key matters linked to enhancing the student experience. These developments are part of SRUC's plans to reinforce and coordinate the strategic management of enhancement across the institution. The Deans direct onsite presence in, and engagement with, the campuses was positively commented on by staff. While recognising these developments were at an early stage, the team considered that these changes were positive."}]
[{"$f":"IF('> FILTER <'!B820<>\"\",ROW(OFFSET(A819,-1,0)),\"\")","v":818},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G820)),A819,\"\")","v":818},{"$f":"IFERROR(SMALL(Helper2_1,A819),\"\")","v":818},null,818,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G820)),$A819,\"\")","v":818},{"$f":"IFERROR(SMALL(Helper2_2,A819),\"\")","v":818},{"$f":"COUNTIF(Helper3_1,\"=\"&G819)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G819)=1, G819, \"\")","v":818},{"$f":"IFERROR(SMALL(Index_2,A819),\"\")","v":818},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:J819)),\"\")","v":"SRC_80"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:K819)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:L819)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:M819)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:N819)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:O819)),\"\")","v":"80 From consideration of the minutes of the key committees and operational groups, the ELIR team formed the view that significant strategic leadership for academic enhancement emanates from individual senior staff or from operational groups such as the Quality Assurance/Quality Enhancement Group (QA/QE Group), the Research Division Management Team and the Academic Leadership Team. By contrast, key committees such as Academic Board and the Learning and Teaching Committee appeared to assume the role of being in receipt of operational reports, with less emphasis placed on engaging in strategic academic dialogue or providing strategic leadership for enhancement. The ELIR team therefore recommends that SRUC uses the opportunity provided by recent changes to the governance and committee structure (paragraph 77) to review the balance of responsibilities and accountability between academic committees and operational structures. In doing so, SRUC should ensure there can be informed debate within its committee structure on key academic matters relating to learning and teaching and the wider student experience. "}]
[{"$f":"IF('> FILTER <'!B821<>\"\",ROW(OFFSET(A820,-1,0)),\"\")","v":819},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G821)),A820,\"\")","v":819},{"$f":"IFERROR(SMALL(Helper2_1,A820),\"\")","v":819},null,819,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G821)),$A820,\"\")","v":819},{"$f":"IFERROR(SMALL(Helper2_2,A820),\"\")","v":819},{"$f":"COUNTIF(Helper3_1,\"=\"&G820)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G820)=1, G820, \"\")","v":819},{"$f":"IFERROR(SMALL(Index_2,A820),\"\")","v":819},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:J820)),\"\")","v":"SRC_81"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:K820)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:L820)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:M820)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:N820)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:O820)),\"\")","v":"81 In line with sector expectations, SRUC operates a programme of Institutional-led Reviews (ILRs) across its academic provision which, while linked to revalidation and focusing on quality assurance matters, also includes elements of enhancement, including a clear requirement for identifying good practice and action planning (paragraphs 103 and 104). In response to a recommendation in the 2014 ELIR, SRUC has also, as part of its annual monitoring processes, introduced the use of academic dialogue meetings with each department's management team to discuss annual departmental monitoring reports (paragraph 105). The ELIR team considered that both the ILR and annual monitoring processes provide SRUC with useful opportunities to both embed existing institutional enhancement themes and to identify new enhancement priorities with direct links to appropriate action plans."}]
[{"$f":"IF('> FILTER <'!B822<>\"\",ROW(OFFSET(A821,-1,0)),\"\")","v":820},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G822)),A821,\"\")","v":820},{"$f":"IFERROR(SMALL(Helper2_1,A821),\"\")","v":820},null,820,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G822)),$A821,\"\")","v":820},{"$f":"IFERROR(SMALL(Helper2_2,A821),\"\")","v":820},{"$f":"COUNTIF(Helper3_1,\"=\"&G821)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G821)=1, G821, \"\")","v":820},{"$f":"IFERROR(SMALL(Index_2,A821),\"\")","v":820},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:J821)),\"\")","v":"SRC_81"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:K821)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:L821)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:M821)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:N821)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:O821)),\"\")","v":"81 In line with sector expectations, SRUC operates a programme of Institutional-led Reviews (ILRs) across its academic provision which, while linked to revalidation and focusing on quality assurance matters, also includes elements of enhancement, including a clear requirement for identifying good practice and action planning (paragraphs 103 and 104). In response to a recommendation in the 2014 ELIR, SRUC has also, as part of its annual monitoring processes, introduced the use of academic dialogue meetings with each department's management team to discuss annual departmental monitoring reports (paragraph 105). The ELIR team considered that both the ILR and annual monitoring processes provide SRUC with useful opportunities to both embed existing institutional enhancement themes and to identify new enhancement priorities with direct links to appropriate action plans."}]
[{"$f":"IF('> FILTER <'!B823<>\"\",ROW(OFFSET(A822,-1,0)),\"\")","v":821},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G823)),A822,\"\")","v":821},{"$f":"IFERROR(SMALL(Helper2_1,A822),\"\")","v":821},null,821,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G823)),$A822,\"\")","v":821},{"$f":"IFERROR(SMALL(Helper2_2,A822),\"\")","v":821},{"$f":"COUNTIF(Helper3_1,\"=\"&G822)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G822)=1, G822, \"\")","v":821},{"$f":"IFERROR(SMALL(Index_2,A822),\"\")","v":821},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:J822)),\"\")","v":"SRC_82"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:K822)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:L822)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:M822)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:N822)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:O822)),\"\")","v":"82 SRUC shared with the ELIR team that, with the relatively recent publication of its Education Manual (in 2018), its current focus was on ensuring these policies and procedures were appropriately embedded across the institution, and therefore a monitoring process was in place to ensure SRUC has evidence linked to the completion of and compliance with key quality processes. The team recognised that, within the policies and procedures contained within the Education Manual, SRUC have all the components required to support its goal of truly embedding an enhancement culture across the institution (paragraph 106)."}]
[{"$f":"IF('> FILTER <'!B824<>\"\",ROW(OFFSET(A823,-1,0)),\"\")","v":822},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G824)),A823,\"\")","v":822},{"$f":"IFERROR(SMALL(Helper2_1,A823),\"\")","v":822},null,822,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G824)),$A823,\"\")","v":822},{"$f":"IFERROR(SMALL(Helper2_2,A823),\"\")","v":822},{"$f":"COUNTIF(Helper3_1,\"=\"&G823)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G823)=1, G823, \"\")","v":822},{"$f":"IFERROR(SMALL(Index_2,A823),\"\")","v":822},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:J823)),\"\")","v":"SRC_83"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:K823)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:L823)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:M823)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:N823)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:O823)),\"\")","v":"83 SRUC is engaging appropriately with the national Enhancement Themes and has developed structures and projects to facilitate this. In line with sector practice, an institutional team has been established to coordinate SRUC's Theme-related activities and promote staff and student engagement across the institution. The institutional team is led by a senior member of staff and includes staff and student representation from across SRUC campuses, as well as staff with specific responsibilities for learner engagement, learner support and business intelligence. The institutional team reports to the Learning and Teaching Committee and the Academic Leadership Team (ALT) and, via the QA/QE Group, to departments, practitioners and students."}]
[{"$f":"IF('> FILTER <'!B825<>\"\",ROW(OFFSET(A824,-1,0)),\"\")","v":823},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G825)),A824,\"\")","v":823},{"$f":"IFERROR(SMALL(Helper2_1,A824),\"\")","v":823},null,823,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G825)),$A824,\"\")","v":823},{"$f":"IFERROR(SMALL(Helper2_2,A824),\"\")","v":823},{"$f":"COUNTIF(Helper3_1,\"=\"&G824)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G824)=1, G824, \"\")","v":823},{"$f":"IFERROR(SMALL(Index_2,A824),\"\")","v":823},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:J824)),\"\")","v":"SRC_84"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:K824)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:L824)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:M824)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:N824)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:O824)),\"\")","v":"84 SRUC has taken an approach to the current Enhancement Theme (Evidence for Enhancement: Supporting the Student Experience) that builds on work undertaken in the previous Theme (Student Transitions). Institutional activities continue to build on the integration of further and higher education across SRUC and also support the delivery of key areas of strategic development linked to the educational portfolio (paragraph 3). The RA stated that, during the current Enhancement Theme, SRUC aims to foster an ethos that demonstrates the importance of considering evidence for enhancement across the whole student experience by ensuring necessary evidence is available in a timely manner and is used to reflect on and identify good practice. A number of projects are outlined to deliver this within the SRUC's Enhancement Theme plans, including strengthening the annual monitoring and Institution-led Review processes through the use of learning analytics and investigating the current delivery of modern apprenticeships to inform development of technical/graduate apprenticeships. In addition, SRUC provides annual funding to support a small number of pedagogic projects linked to Themes activities, with the outputs from these shared widely through a number of internal fora, including institution-wide seminars, staff workshops and SRUC's annual Learning and Teaching Conference."}]
[{"$f":"IF('> FILTER <'!B826<>\"\",ROW(OFFSET(A825,-1,0)),\"\")","v":824},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G826)),A825,\"\")","v":824},{"$f":"IFERROR(SMALL(Helper2_1,A825),\"\")","v":824},null,824,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G826)),$A825,\"\")","v":824},{"$f":"IFERROR(SMALL(Helper2_2,A825),\"\")","v":824},{"$f":"COUNTIF(Helper3_1,\"=\"&G825)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G825)=1, G825, \"\")","v":824},{"$f":"IFERROR(SMALL(Index_2,A825),\"\")","v":824},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:J825)),\"\")","v":"SRC_84"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:K825)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:L825)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:M825)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:N825)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:O825)),\"\")","v":"84 SRUC has taken an approach to the current Enhancement Theme (Evidence for Enhancement: Supporting the Student Experience) that builds on work undertaken in the previous Theme (Student Transitions). Institutional activities continue to build on the integration of further and higher education across SRUC and also support the delivery of key areas of strategic development linked to the educational portfolio (paragraph 3). The RA stated that, during the current Enhancement Theme, SRUC aims to foster an ethos that demonstrates the importance of considering evidence for enhancement across the whole student experience by ensuring necessary evidence is available in a timely manner and is used to reflect on and identify good practice. A number of projects are outlined to deliver this within the SRUC's Enhancement Theme plans, including strengthening the annual monitoring and Institution-led Review processes through the use of learning analytics and investigating the current delivery of modern apprenticeships to inform development of technical/graduate apprenticeships. In addition, SRUC provides annual funding to support a small number of pedagogic projects linked to Themes activities, with the outputs from these shared widely through a number of internal fora, including institution-wide seminars, staff workshops and SRUC's annual Learning and Teaching Conference."}]
[{"$f":"IF('> FILTER <'!B827<>\"\",ROW(OFFSET(A826,-1,0)),\"\")","v":825},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G827)),A826,\"\")","v":825},{"$f":"IFERROR(SMALL(Helper2_1,A826),\"\")","v":825},null,825,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G827)),$A826,\"\")","v":825},{"$f":"IFERROR(SMALL(Helper2_2,A826),\"\")","v":825},{"$f":"COUNTIF(Helper3_1,\"=\"&G826)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G826)=1, G826, \"\")","v":825},{"$f":"IFERROR(SMALL(Index_2,A826),\"\")","v":825},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:J826)),\"\")","v":"SRC_85"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:K826)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:L826)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:M826)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:N826)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:O826)),\"\")","v":"85 There are implicit links between SRUC's Enhancement Themes work and other key institutional developments, specifically the further development of monitoring and review processes, a SRUC-wide business intelligence (BI) project, and the development of a digital strategy. The BI project, which is being led by the Head of Information Systems, will support SRUC to review and revise its business and data reporting to reflect the new faculty structure. This project will also provide the opportunity to enhance the functionality and quality of the reports produced by SRUC's systems. The RA acknowledged that this work is at an early stage. SRUC's expectation is that the output of these projects will further support the use of data in monitoring reports and annual dialogue meetings (paragraph 105). The ELIR team would encourage SRUC to maintain its focus on these projects and their wider linkages, and to further consider how they can evaluate the overall impact on enhancing the student learning experience."}]
[{"$f":"IF('> FILTER <'!B828<>\"\",ROW(OFFSET(A827,-1,0)),\"\")","v":826},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G828)),A827,\"\")","v":826},{"$f":"IFERROR(SMALL(Helper2_1,A827),\"\")","v":826},null,826,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G828)),$A827,\"\")","v":826},{"$f":"IFERROR(SMALL(Helper2_2,A827),\"\")","v":826},{"$f":"COUNTIF(Helper3_1,\"=\"&G827)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G827)=1, G827, \"\")","v":826},{"$f":"IFERROR(SMALL(Index_2,A827),\"\")","v":826},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:J827)),\"\")","v":"SRC_86"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:K827)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:L827)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:M827)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:N827)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:O827)),\"\")","v":"86 The RA stated that SRUC believes being a tertiary institution, which incorporates a range of expertise from its research and consultancy activity across a broad range of subject disciplines, is a distinct strength in identifying and sharing good practice. The ELIR team noted a range of practice in place to support this view. SRUC has an effective and systematic approach for identifying and sharing good practice using a range of mechanisms, both formal and informal, as well as drawing on external networks and agencies to support enhancement. Internal mechanisms for sharing good practice include: the annual Learning and Teaching Conference where staff can present on enhancement projects and innovations in teaching or student support; student feedback in surveys and module evaluations; Teacher Liaison Group and Programme Management Team meetings; and an electronic publication, the E-SIN, which allows staff to present high-level information about activities they have been undertaking and signposts staff to sources of further information. The ELIR team considered that the attendance levels reported by SRUC at its annual Learning and Teaching Conference were particularly impressive, with 148 colleagues attending in 2017 and 161 in 2018 (at the time of the current ELIR, SRUC's total academic staff with significant learning and teaching responsibilities was 193 head count). For a distributed institution the team believes these figures demonstrate significant commitment and effort on the part of SRUC and its staff."}]
[{"$f":"IF('> FILTER <'!B829<>\"\",ROW(OFFSET(A828,-1,0)),\"\")","v":827},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G829)),A828,\"\")","v":827},{"$f":"IFERROR(SMALL(Helper2_1,A828),\"\")","v":827},null,827,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G829)),$A828,\"\")","v":827},{"$f":"IFERROR(SMALL(Helper2_2,A828),\"\")","v":827},{"$f":"COUNTIF(Helper3_1,\"=\"&G828)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G828)=1, G828, \"\")","v":827},{"$f":"IFERROR(SMALL(Index_2,A828),\"\")","v":827},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:J828)),\"\")","v":"SRC_87"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:K828)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:L828)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:M828)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:N828)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:O828)),\"\")","v":"87 The weekly pan-SRUC seminar series covers both research and teaching topics and is open to both staff and students. Outputs from both the Enhancement Theme-related projects and smaller pedagogic projects are also reported through these seminars (paragraph 84). SRUC acknowledges that, although these seminars are recorded, and any associated presentations placed on SRUC's web-based collaborative platform, staff engagement has been poor mainly because the timing of the seminars often overlaps with the teaching commitments of staff. SRUC is therefore encouraged to consider how the future delivery of the seminars can be developed to support greater staff engagement."}]
[{"$f":"IF('> FILTER <'!B830<>\"\",ROW(OFFSET(A829,-1,0)),\"\")","v":828},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G830)),A829,\"\")","v":828},{"$f":"IFERROR(SMALL(Helper2_1,A829),\"\")","v":828},null,828,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G830)),$A829,\"\")","v":828},{"$f":"IFERROR(SMALL(Helper2_2,A829),\"\")","v":828},{"$f":"COUNTIF(Helper3_1,\"=\"&G829)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G829)=1, G829, \"\")","v":828},{"$f":"IFERROR(SMALL(Index_2,A829),\"\")","v":828},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:J829)),\"\")","v":"SRC_88"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:K829)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:L829)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:M829)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:N829)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:O829)),\"\")","v":"88 Academic Dialogue meetings, while considering the outcomes from annual monitoring processes at programme and departmental level, specifically ask colleagues to report on and highlight areas of potential good practice and develop Quality Enhancement Plans following these meetings. The ELIR team viewed these meetings as being an effective mechanism for identifying and exploring examples of good practice (paragraph 105). The six Department Quality Enhancement Coordinators (DQECS) also play an important role in promoting enhancement opportunities to colleagues and there was an expectation articulated by senior staff who met the ELIR team that the new faculty structures would also bring additional strategic focus to activities at cross-departmental level. In addition, industry engagement was cited by staff as an important element in enhancing their learning and teaching practice."}]
[{"$f":"IF('> FILTER <'!B831<>\"\",ROW(OFFSET(A830,-1,0)),\"\")","v":829},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G831)),A830,\"\")","v":829},{"$f":"IFERROR(SMALL(Helper2_1,A830),\"\")","v":829},null,829,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G831)),$A830,\"\")","v":829},{"$f":"IFERROR(SMALL(Helper2_2,A830),\"\")","v":829},{"$f":"COUNTIF(Helper3_1,\"=\"&G830)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G830)=1, G830, \"\")","v":829},{"$f":"IFERROR(SMALL(Index_2,A830),\"\")","v":829},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:J830)),\"\")","v":"SRC_89"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:K830)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:L830)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:M830)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:N830)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:O830)),\"\")","v":"89 SRUC has effective arrangements in place for engaging and supporting staff in the development of their learning, teaching and scholarly practices, offering a range of formal and informal staff development opportunities. The RA stated that the engagement and support of staff across learning and teaching is a key focus for SRUC and is driven by a Staff Development Policy and associated procedures. The Staff Development Policy has been developed to ensure qualifications that impact the safe and successful delivery of teaching, for example, Lantra (the Sector Skills Council for Land-based and Environmental Industries) certificates of competency are a priority."}]
[{"$f":"IF('> FILTER <'!B832<>\"\",ROW(OFFSET(A831,-1,0)),\"\")","v":830},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G832)),A831,\"\")","v":830},{"$f":"IFERROR(SMALL(Helper2_1,A831),\"\")","v":830},null,830,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G832)),$A831,\"\")","v":830},{"$f":"IFERROR(SMALL(Helper2_2,A831),\"\")","v":830},{"$f":"COUNTIF(Helper3_1,\"=\"&G831)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G831)=1, G831, \"\")","v":830},{"$f":"IFERROR(SMALL(Index_2,A831),\"\")","v":830},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:J831)),\"\")","v":"SRC_90"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:K831)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:L831)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:M831)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:N831)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:O831)),\"\")","v":"90 The 2014 ELIR, encouraged SRUC to progress its plans to implement an institution-wide approach to staff induction and mentoring. The current ELIR team considered that positive progress had been made with the introduction and implementation of these processes. The RA noted an expectation that all staff should have a recognised teaching qualification and there are a number of routes available to staff for gaining a qualification appropriate to their SCQF level of delivery. Staff concentrating primarily on HE delivery are required to undertake a Postgraduate Certificate in Higher Education by distance-learning with either the University of the Highlands and Islands or the Robert Gordon University. Staff confirmed that this policy was being implemented and maintained."}]
[{"$f":"IF('> FILTER <'!B833<>\"\",ROW(OFFSET(A832,-1,0)),\"\")","v":831},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G833)),A832,\"\")","v":831},{"$f":"IFERROR(SMALL(Helper2_1,A832),\"\")","v":831},null,831,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G833)),$A832,\"\")","v":831},{"$f":"IFERROR(SMALL(Helper2_2,A832),\"\")","v":831},{"$f":"COUNTIF(Helper3_1,\"=\"&G832)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G832)=1, G832, \"\")","v":831},{"$f":"IFERROR(SMALL(Index_2,A832),\"\")","v":831},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:J832)),\"\")","v":"SRC_91"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:K832)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:L832)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:M832)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:N832)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:O832)),\"\")","v":"91 SRUC is also implementing a Professional Discussion of Learning and Teaching procedure which asks staff to select one of three mechanisms (Developmental Classroom Observation, Peer Support of Teaching and Learning Walks) to support the peer review of their learning and teaching practice. Staff who had engaged with this procedure were positive about the experience and the benefits to their professional development. SRUC recognised initial challenges in engaging HE-focused staff in particular to engage with this procedure. The ELIR team would encourage SRUC to continue with its plans for full implementation of the Professional Discussion of Learning and Teaching procedure across all teaching staff."}]
[{"$f":"IF('> FILTER <'!B834<>\"\",ROW(OFFSET(A833,-1,0)),\"\")","v":832},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G834)),A833,\"\")","v":832},{"$f":"IFERROR(SMALL(Helper2_1,A833),\"\")","v":832},null,832,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G834)),$A833,\"\")","v":832},{"$f":"IFERROR(SMALL(Helper2_2,A833),\"\")","v":832},{"$f":"COUNTIF(Helper3_1,\"=\"&G833)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G833)=1, G833, \"\")","v":832},{"$f":"IFERROR(SMALL(Index_2,A833),\"\")","v":832},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:J833)),\"\")","v":"SRC_92"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:K833)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:L833)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:M833)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:N833)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:O833)),\"\")","v":"92 In meetings with the ELIR team, staff confirmed that discussions around their professional development needs and aspirations took place with their line managers as part of SRUC's annual Performance Management process. SRUC offers a range of internal continuing professional development (CPD) opportunities for staff related to quality matters and business and student support. Membership of Landex (Land Based Colleges Aspiring to Excellence is a subscriber organisation for UK land-based FE and HE providers) and other external agencies also provides staff with access to a range of CPD opportunities relevant to the land-based sector. Throughout the review visit, the team was able to discuss a range of specific enhancement activities that staff were actively involved with, and in many cases leading, often in relation to the curriculum or student support areas for which they were responsible. The team was also informed about a number of instances of staff presenting at sectoral events, and in one case participating in curriculum-related ERASMUS exchange activity."}]
[{"$f":"IF('> FILTER <'!B835<>\"\",ROW(OFFSET(A834,-1,0)),\"\")","v":833},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G835)),A834,\"\")","v":833},{"$f":"IFERROR(SMALL(Helper2_1,A834),\"\")","v":833},null,833,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G835)),$A834,\"\")","v":833},{"$f":"IFERROR(SMALL(Helper2_2,A834),\"\")","v":833},{"$f":"COUNTIF(Helper3_1,\"=\"&G834)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G834)=1, G834, \"\")","v":833},{"$f":"IFERROR(SMALL(Index_2,A834),\"\")","v":833},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:J834)),\"\")","v":"SRC_93"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:K834)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:L834)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:M834)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:N834)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:O834)),\"\")","v":"93 The majority of staff the ELIR team met exhibited an enthusiasm and appetite for engaging in enhancement work. Staff spoke about being encouraged and supported by SRUC to engage in enhancement-related activity and believed the institution was committed to their professional development. While time for these activities is included in their personal development plans, many colleagues indicated that competing workload demands impacted on their ability to fit development and enhancement activity around other work. These concerns by staff were recognised in the RA which indicated that discussions on time-remission, including study leave, should take place at Performance Management Review meetings and link to a centrally-managed staff development budget. During the review visit, the newly-appointed Head of Learning and Teaching indicated that work was planned to explore supporting staff development needs, including student support areas, with the Heads of Department and DQECs. The team would encourage SRUC to explore and maximise the opportunities presented by the establishment of its new faculty and departmental structures, and the evolving departmental Quality Enhancement Planning process (paragraph 105), to build further opportunities for staff to engage in enhancement activities."}]
[{"$f":"IF('> FILTER <'!B836<>\"\",ROW(OFFSET(A835,-1,0)),\"\")","v":834},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G836)),A835,\"\")","v":834},{"$f":"IFERROR(SMALL(Helper2_1,A835),\"\")","v":834},null,834,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G836)),$A835,\"\")","v":834},{"$f":"IFERROR(SMALL(Helper2_2,A835),\"\")","v":834},{"$f":"COUNTIF(Helper3_1,\"=\"&G835)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G835)=1, G835, \"\")","v":834},{"$f":"IFERROR(SMALL(Index_2,A835),\"\")","v":834},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:J835)),\"\")","v":"SRC_94"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:K835)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:L835)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:M835)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:N835)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:O835)),\"\")","v":"94 SRUC believe the faculty and departmental restructuring currently underway will allow it to bring further strategic alignment to the use of resource to support staff professional development in line with its overall Strategic Plan. As part of this, and in relation to the institution's strategic ambition to strengthen research-teaching and consultancy-teaching links, the ELIR team learned that SRUC plans to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In order to support this, SRUC should establish a clear policy which outlines the minimum training to be completed by all staff new to teaching or returning after a gap, before undertaking teaching and/or assessment responsibilities (paragraphs 2, 63 and 98)."}]
[{"$f":"IF('> FILTER <'!B837<>\"\",ROW(OFFSET(A836,-1,0)),\"\")","v":835},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G837)),A836,\"\")","v":835},{"$f":"IFERROR(SMALL(Helper2_1,A836),\"\")","v":835},null,835,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G837)),$A836,\"\")","v":835},{"$f":"IFERROR(SMALL(Helper2_2,A836),\"\")","v":835},{"$f":"COUNTIF(Helper3_1,\"=\"&G836)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G836)=1, G836, \"\")","v":835},{"$f":"IFERROR(SMALL(Index_2,A836),\"\")","v":835},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:J836)),\"\")","v":"SRC_95"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:K836)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:L836)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:M836)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:N836)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:O836)),\"\")","v":"95 SRUC has an effective approach to enhancing teaching and learning and the wider student experience managed through its Academic Strategy and supporting strategies. SRUC is engaging appropriately with the national Enhancement Themes and had developed structures and projects to support this, which also help deliver key aspects of its Academic Strategy."}]
[{"$f":"IF('> FILTER <'!B838<>\"\",ROW(OFFSET(A837,-1,0)),\"\")","v":836},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G838)),A837,\"\")","v":836},{"$f":"IFERROR(SMALL(Helper2_1,A837),\"\")","v":836},null,836,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G838)),$A837,\"\")","v":836},{"$f":"IFERROR(SMALL(Helper2_2,A837),\"\")","v":836},{"$f":"COUNTIF(Helper3_1,\"=\"&G837)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G837)=1, G837, \"\")","v":836},{"$f":"IFERROR(SMALL(Index_2,A837),\"\")","v":836},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:J837)),\"\")","v":"SRC_96"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:K837)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:L837)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:M837)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:N837)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:O837)),\"\")","v":"96 At the time of the ELIR, SRUC was implementing a transformation programme involving significant restructuring and organisational change. SRUC has paid particular attention to engaging staff at all stages of the process and has been particularly successful in employing an extensive range of communication measures including monthly briefings and consultations led by senior staff on all campuses. It was evidence that staff valued the clarity that this approach provided.  "}]
[{"$f":"IF('> FILTER <'!B839<>\"\",ROW(OFFSET(A838,-1,0)),\"\")","v":837},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G839)),A838,\"\")","v":837},{"$f":"IFERROR(SMALL(Helper2_1,A838),\"\")","v":837},null,837,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G839)),$A838,\"\")","v":837},{"$f":"IFERROR(SMALL(Helper2_2,A838),\"\")","v":837},{"$f":"COUNTIF(Helper3_1,\"=\"&G838)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G838)=1, G838, \"\")","v":837},{"$f":"IFERROR(SMALL(Index_2,A838),\"\")","v":837},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:J838)),\"\")","v":"SRC_97"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:K838)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:L838)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:M838)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:N838)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:O838)),\"\")","v":"97 SRUC is asked to use the opportunity provided by recent changes to the governance and committee structure to review the balance of responsibilities and accountability between academic committees and operational structures. In doing so, this will ensure there can be informed debate on key academic matters relating to learning and teaching and the wider student experience.  "}]
[{"$f":"IF('> FILTER <'!B840<>\"\",ROW(OFFSET(A839,-1,0)),\"\")","v":838},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G840)),A839,\"\")","v":838},{"$f":"IFERROR(SMALL(Helper2_1,A839),\"\")","v":838},null,838,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G840)),$A839,\"\")","v":838},{"$f":"IFERROR(SMALL(Helper2_2,A839),\"\")","v":838},{"$f":"COUNTIF(Helper3_1,\"=\"&G839)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G839)=1, G839, \"\")","v":838},{"$f":"IFERROR(SMALL(Index_2,A839),\"\")","v":838},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:J839)),\"\")","v":"SRC_98"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:K839)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:L839)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:M839)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:N839)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:O839)),\"\")","v":"98 It is evident that SRUC recognises the importance of providing development opportunities for all academic staff as identified in the Performance Management Process. In addition, SRUC actively supports academic staff to engage with a range of external and internal development opportunities including the well-attended annual learning and teaching conference and other formal study, pedagogic research and conference opportunities. SRUC has expressed the intention to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In view of this, SRUC should establish a clear policy which outlines the training to be completed by all staff new to teaching before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B841<>\"\",ROW(OFFSET(A840,-1,0)),\"\")","v":839},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G841)),A840,\"\")","v":839},{"$f":"IFERROR(SMALL(Helper2_1,A840),\"\")","v":839},null,839,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G841)),$A840,\"\")","v":839},{"$f":"IFERROR(SMALL(Helper2_2,A840),\"\")","v":839},{"$f":"COUNTIF(Helper3_1,\"=\"&G840)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G840)=1, G840, \"\")","v":839},{"$f":"IFERROR(SMALL(Index_2,A840),\"\")","v":839},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:J840)),\"\")","v":"SRC_98"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:K840)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:L840)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:M840)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:N840)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:O840)),\"\")","v":"98 It is evident that SRUC recognises the importance of providing development opportunities for all academic staff as identified in the Performance Management Process. In addition, SRUC actively supports academic staff to engage with a range of external and internal development opportunities including the well-attended annual learning and teaching conference and other formal study, pedagogic research and conference opportunities. SRUC has expressed the intention to involve staff who would have traditionally had roles linked to the delivery of research and consultancy directly in the delivery of learning, teaching and assessment. In view of this, SRUC should establish a clear policy which outlines the training to be completed by all staff new to teaching before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B842<>\"\",ROW(OFFSET(A841,-1,0)),\"\")","v":840},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G842)),A841,\"\")","v":840},{"$f":"IFERROR(SMALL(Helper2_1,A841),\"\")","v":840},null,840,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G842)),$A841,\"\")","v":840},{"$f":"IFERROR(SMALL(Helper2_2,A841),\"\")","v":840},{"$f":"COUNTIF(Helper3_1,\"=\"&G841)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G841)=1, G841, \"\")","v":840},{"$f":"IFERROR(SMALL(Index_2,A841),\"\")","v":840},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:J841)),\"\")","v":"SRC_99"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:K841)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:L841)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:M841)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:N841)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:O841)),\"\")","v":"99 SRUC does not currently have its own degree awarding powers. The University of Edinburgh and University of Glasgow have ultimate responsibility for securing and maintaining the academic standards of each degree programme delivered in their name by SRUC. For undergraduate and taught postgraduate degrees, the responsibilities of SRUC and the relevant awarding institution are clearly defined in detailed Memoranda of Agreement (MoA), originally signed with the former Scottish Agriculture College (paragraph 2). The MoAs stipulate that the overall quality arrangements for SRUC programmes should reflect those of the awarding body in relation to programme validation, assessment, external examining and programme monitoring. The two awarding institutions have devolved considerable authority to SRUC for the monitoring and management of academic standards. For SRUC's HNC and HND provision, the overall responsibility for the academic standards of these awards lies with the Scottish Qualifications Authority (SQA)."}]
[{"$f":"IF('> FILTER <'!B843<>\"\",ROW(OFFSET(A842,-1,0)),\"\")","v":841},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G843)),A842,\"\")","v":841},{"$f":"IFERROR(SMALL(Helper2_1,A842),\"\")","v":841},null,841,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G843)),$A842,\"\")","v":841},{"$f":"IFERROR(SMALL(Helper2_2,A842),\"\")","v":841},{"$f":"COUNTIF(Helper3_1,\"=\"&G842)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G842)=1, G842, \"\")","v":841},{"$f":"IFERROR(SMALL(Index_2,A842),\"\")","v":841},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:J842)),\"\")","v":"SRC_100"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:K842)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:L842)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:M842)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:N842)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:O842)),\"\")","v":"100 Procedures used for programme design and validation are comprehensively set out in the SRUC Education Manual (EM). Validation processes are centred upon stakeholder consultation, including students, employers, professional bodies, and external academics, helping to ensure appropriate content, academic level and quality of learning opportunities. These processes are further informed by market intelligence information and professional, statutory and regulatory body (PSRB) requirements and/or occupational standards as necessary. Following each validation event, the outcomes are reported to SRUC's Learning and Teaching Committee, via the Programme Approval and Review Committee, before submission to the awarding institution for approval."}]
[{"$f":"IF('> FILTER <'!B844<>\"\",ROW(OFFSET(A843,-1,0)),\"\")","v":842},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G844)),A843,\"\")","v":842},{"$f":"IFERROR(SMALL(Helper2_1,A843),\"\")","v":842},null,842,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G844)),$A843,\"\")","v":842},{"$f":"IFERROR(SMALL(Helper2_2,A843),\"\")","v":842},{"$f":"COUNTIF(Helper3_1,\"=\"&G843)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G843)=1, G843, \"\")","v":842},{"$f":"IFERROR(SMALL(Index_2,A843),\"\")","v":842},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:J843)),\"\")","v":"SRC_100"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:K843)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:L843)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:M843)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:N843)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:O843)),\"\")","v":"100 Procedures used for programme design and validation are comprehensively set out in the SRUC Education Manual (EM). Validation processes are centred upon stakeholder consultation, including students, employers, professional bodies, and external academics, helping to ensure appropriate content, academic level and quality of learning opportunities. These processes are further informed by market intelligence information and professional, statutory and regulatory body (PSRB) requirements and/or occupational standards as necessary. Following each validation event, the outcomes are reported to SRUC's Learning and Teaching Committee, via the Programme Approval and Review Committee, before submission to the awarding institution for approval."}]
[{"$f":"IF('> FILTER <'!B845<>\"\",ROW(OFFSET(A844,-1,0)),\"\")","v":843},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G845)),A844,\"\")","v":843},{"$f":"IFERROR(SMALL(Helper2_1,A844),\"\")","v":843},null,843,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G845)),$A844,\"\")","v":843},{"$f":"IFERROR(SMALL(Helper2_2,A844),\"\")","v":843},{"$f":"COUNTIF(Helper3_1,\"=\"&G844)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G844)=1, G844, \"\")","v":843},{"$f":"IFERROR(SMALL(Index_2,A844),\"\")","v":843},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:J844)),\"\")","v":"SRC_101"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:K844)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:L844)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:M844)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:N844)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:O844)),\"\")","v":"101 Programmes are typically validated on a six-yearly cycle, with the revalidation process based upon a similar level of stakeholder engagement as the initial validation. SRUC considers its relationships with the awarding institutions allow it to have a high-degree of autonomy in terms of curriculum development, secured by: full documentation relating to programme specification, module descriptors, learning outcomes and assessment criteria being in place for each degree; the composition of validating panels; external examiner arrangements, with externals engaged, inducted and supported by SRUC, but approved by and reporting in parallel to the awarding institution; SRUC's degree procedures reflecting University of Glasgow regulations as published within their Academic Calendar (including the code of assessment), these are applied to all of SRUC's degree provision regardless of the awarding institution."}]
[{"$f":"IF('> FILTER <'!B846<>\"\",ROW(OFFSET(A845,-1,0)),\"\")","v":844},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G846)),A845,\"\")","v":844},{"$f":"IFERROR(SMALL(Helper2_1,A845),\"\")","v":844},null,844,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G846)),$A845,\"\")","v":844},{"$f":"IFERROR(SMALL(Helper2_2,A845),\"\")","v":844},{"$f":"COUNTIF(Helper3_1,\"=\"&G845)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G845)=1, G845, \"\")","v":844},{"$f":"IFERROR(SMALL(Index_2,A845),\"\")","v":844},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:J845)),\"\")","v":"SRC_102"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:K845)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:L845)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:M845)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:N845)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:O845)),\"\")","v":"102 For University of Edinburgh awards, SRUC is required to present a report on its programmes to the annual meeting of the University/SRUC Joint Accreditation Committee and for University of Glasgow awards, the University/SRUC Joint Liaison Committee. These reports and a commentary are included within the annual quality and standards reports received by the relevant University Senate. Thus, the awarding institutions exercise their awarding body responsibilities primarily through the programme validation process, the approval and reporting arrangements of external examiners, and also assessment moderation arrangements."}]
[{"$f":"IF('> FILTER <'!B847<>\"\",ROW(OFFSET(A846,-1,0)),\"\")","v":845},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G847)),A846,\"\")","v":845},{"$f":"IFERROR(SMALL(Helper2_1,A846),\"\")","v":845},null,845,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G847)),$A846,\"\")","v":845},{"$f":"IFERROR(SMALL(Helper2_2,A846),\"\")","v":845},{"$f":"COUNTIF(Helper3_1,\"=\"&G846)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G846)=1, G846, \"\")","v":845},{"$f":"IFERROR(SMALL(Index_2,A846),\"\")","v":845},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:J846)),\"\")","v":"SRC_103"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:K846)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:L846)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:M846)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:N846)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:O846)),\"\")","v":"103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."}]
[{"$f":"IF('> FILTER <'!B848<>\"\",ROW(OFFSET(A847,-1,0)),\"\")","v":846},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G848)),A847,\"\")","v":846},{"$f":"IFERROR(SMALL(Helper2_1,A847),\"\")","v":846},null,846,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G848)),$A847,\"\")","v":846},{"$f":"IFERROR(SMALL(Helper2_2,A847),\"\")","v":846},{"$f":"COUNTIF(Helper3_1,\"=\"&G847)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G847)=1, G847, \"\")","v":846},{"$f":"IFERROR(SMALL(Index_2,A847),\"\")","v":846},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:J847)),\"\")","v":"SRC_103"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:K847)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:L847)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:M847)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:N847)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:O847)),\"\")","v":"103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."}]
[{"$f":"IF('> FILTER <'!B849<>\"\",ROW(OFFSET(A848,-1,0)),\"\")","v":847},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G849)),A848,\"\")","v":847},{"$f":"IFERROR(SMALL(Helper2_1,A848),\"\")","v":847},null,847,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G849)),$A848,\"\")","v":847},{"$f":"IFERROR(SMALL(Helper2_2,A848),\"\")","v":847},{"$f":"COUNTIF(Helper3_1,\"=\"&G848)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G848)=1, G848, \"\")","v":847},{"$f":"IFERROR(SMALL(Index_2,A848),\"\")","v":847},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:J848)),\"\")","v":"SRC_103"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:K848)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:L848)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:M848)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:N848)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:O848)),\"\")","v":"103 SRUC's Institution-led Review (ILR) process, is normally aligned with the revalidation of programmes; it is a peer process and has been designed to confirm both the academic standards and the quality of the provision. In accordance with SFC guidance, SRUC includes student representation in its ILR process. The ELIR team noted that by including students and external representation, all key stakeholders are appropriately engaged and represented. The ILR requires the production of a Self-Evaluation Document (SED), the drafting of which is managed by a Departmental Quality Enhancement Co-ordinator (DQEC) (paragraph 107) who ensures that staff and students have the opportunity to provide feedback and comments in the pre-submission draft. The RA stated that each ILR includes all HE programmes within a single department and notes that, from 2016-17, this also included FE delivery. SRUC had undertaken a separate ILR for the Postgraduate Research Provision (2018-19)."}]
[{"$f":"IF('> FILTER <'!B850<>\"\",ROW(OFFSET(A849,-1,0)),\"\")","v":848},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G850)),A849,\"\")","v":848},{"$f":"IFERROR(SMALL(Helper2_1,A849),\"\")","v":848},null,848,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G850)),$A849,\"\")","v":848},{"$f":"IFERROR(SMALL(Helper2_2,A849),\"\")","v":848},{"$f":"COUNTIF(Helper3_1,\"=\"&G849)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G849)=1, G849, \"\")","v":848},{"$f":"IFERROR(SMALL(Index_2,A849),\"\")","v":848},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:J849)),\"\")","v":"SRC_104"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:K849)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:L849)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:M849)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:N849)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:O849)),\"\")","v":"104 The ELIR team considered the ILR process to be robust and the outcome reports generated from each ILR indicate the process is effective. The outcomes from each ILR are reported to SRUC's Learning and Teaching Committee, with this information also shared with the awarding institutions - Scottish Funding Council (SFC) and QAA Scotland (QAAS)."}]
[{"$f":"IF('> FILTER <'!B851<>\"\",ROW(OFFSET(A850,-1,0)),\"\")","v":849},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G851)),A850,\"\")","v":849},{"$f":"IFERROR(SMALL(Helper2_1,A850),\"\")","v":849},null,849,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G851)),$A850,\"\")","v":849},{"$f":"IFERROR(SMALL(Helper2_2,A850),\"\")","v":849},{"$f":"COUNTIF(Helper3_1,\"=\"&G850)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G850)=1, G850, \"\")","v":849},{"$f":"IFERROR(SMALL(Index_2,A850),\"\")","v":849},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:J850)),\"\")","v":"SRC_105"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:K850)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:L850)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:M850)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:N850)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:O850)),\"\")","v":"105 The ELIR team considered the annual monitoring process undertaken at programme and departmental-level to be effective, robust, well-documented and implemented across SRUC. Annual Programme Monitoring is led by each Programme Management Team and provides an evidence-based evaluation report of the academic standards and quality of the learning experience for a programme, along with a Quality Enhancement Plan. Each DQEC uses the completed reports to inform the Departmental Quality Enhancement Report, which supports the creation of a Departmental Quality Enhancement Plan. The Departmental Quality Enhancement Reports and Plans are submitted to the Academic Development Team and also received by SRUC's Learning and Teaching Committee to ensure that actions intended to enhance provision and plans to disseminate good practice are appropriate. One of the key parts of the annual monitoring processes is the Annual Dialogue meetings held with each department's management team. These meetings support a two-way dialogue about key priorities from each departmental annual report and identify examples of good practice (paragraph 88). Ultimately, this monitoring process underpins and informs the development of the annual Institutional Evaluative Report and Enhancement Plan for submission to key external stakeholders including SFC, QAA and Education Scotland."}]
[{"$f":"IF('> FILTER <'!B852<>\"\",ROW(OFFSET(A851,-1,0)),\"\")","v":850},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G852)),A851,\"\")","v":850},{"$f":"IFERROR(SMALL(Helper2_1,A851),\"\")","v":850},null,850,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G852)),$A851,\"\")","v":850},{"$f":"IFERROR(SMALL(Helper2_2,A851),\"\")","v":850},{"$f":"COUNTIF(Helper3_1,\"=\"&G851)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G851)=1, G851, \"\")","v":850},{"$f":"IFERROR(SMALL(Index_2,A851),\"\")","v":850},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:J851)),\"\")","v":"SRC_106"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:K851)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:L851)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:M851)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:N851)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:O851)),\"\")","v":"106 SRUC had recently completed the development of its Education Manual (EM), which comprehensively sets out its regulatory and operational frameworks for academic provision and is available to staff and students. The EM is supplemented by a series of Standard Operating Procedures (SOPs) for use by staff. The formal launch of the EM in 2017-18 was supported by a series of workshops across SRUC campuses, the creation of a Quality Calendar, and the establishment of a designated email address to support staff with specific queries related to the EM and supporting documents. Given the relatively recent adoption of the EM, SRUC confirmed that a process was currently in place to actively monitor the extent to which key procedures were being followed across the different SRUC campuses (paragraph 82). The ELIR team learned that SRUC plans to review the EM to support the development of the new faculty and departmental structures associated with its transformation programme and allow mapping against the Quality Code. The team would encourage SRUC to proceed with these plans."}]
[{"$f":"IF('> FILTER <'!B853<>\"\",ROW(OFFSET(A852,-1,0)),\"\")","v":851},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G853)),A852,\"\")","v":851},{"$f":"IFERROR(SMALL(Helper2_1,A852),\"\")","v":851},null,851,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G853)),$A852,\"\")","v":851},{"$f":"IFERROR(SMALL(Helper2_2,A852),\"\")","v":851},{"$f":"COUNTIF(Helper3_1,\"=\"&G852)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G852)=1, G852, \"\")","v":851},{"$f":"IFERROR(SMALL(Index_2,A852),\"\")","v":851},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:J852)),\"\")","v":"SRC_107"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:K852)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:L852)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:M852)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:N852)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:O852)),\"\")","v":"107 Six Departmental Quality Enhancement Coordinators (DQECs) also provide support to staff who may be unfamiliar with the quality policy and procedures in the EM. The ELIR team learned the DQECs make significant efforts to schedule regular meetings (either face-to-face or via video conferencing) where they come together to discuss and consider    cross-institutional quality assurance and enhancement matters. The DQECs who the team met, spoke confidently about the extent to which the quality assurance aspect of their role strengthened the quality enhancement activities of SRUC (paragraph 80)."}]
[{"$f":"IF('> FILTER <'!B854<>\"\",ROW(OFFSET(A853,-1,0)),\"\")","v":852},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G854)),A853,\"\")","v":852},{"$f":"IFERROR(SMALL(Helper2_1,A853),\"\")","v":852},null,852,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G854)),$A853,\"\")","v":852},{"$f":"IFERROR(SMALL(Helper2_2,A853),\"\")","v":852},{"$f":"COUNTIF(Helper3_1,\"=\"&G853)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G853)=1, G853, \"\")","v":852},{"$f":"IFERROR(SMALL(Index_2,A853),\"\")","v":852},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:J853)),\"\")","v":"SRC_108"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:K853)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:L853)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:M853)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:N853)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:O853)),\"\")","v":"108 The ELIR team explored the role of the QA/QE Group with SRUC and learned that this Group sits outside SRUC's formal committee structures. As a working group, it is tasked with developing policies and procedures to enhance quality assurance and quality enhancement. Overall, the team considered that, even with its somewhat informal status, the QA/QE Group is functioning effectively and contributes to supporting quality enhancement activities across SRUC."}]
[{"$f":"IF('> FILTER <'!B855<>\"\",ROW(OFFSET(A854,-1,0)),\"\")","v":853},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G855)),A854,\"\")","v":853},{"$f":"IFERROR(SMALL(Helper2_1,A854),\"\")","v":853},null,{"$f":"ROW(OFFSET(E854,-1,0))","v":853},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G855)),$A854,\"\")","v":853},{"$f":"IFERROR(SMALL(Helper2_2,A854),\"\")","v":853},{"$f":"COUNTIF(Helper3_1,\"=\"&G854)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G854)=1, G854, \"\")","v":853},{"$f":"IFERROR(SMALL(Index_2,A854),\"\")","v":853},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:J854)),\"\")","v":"SRC_109"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:K854)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:L854)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:M854)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:N854)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:O854)),\"\")","v":"109 SRUC's assessment policy, implemented in 2015, applies to all students irrespective of mode of delivery. The RA indicated that the implementation of policies and procedures relating to assessment has been a focus for SRUC in order to achieve a more consistent approach across programmes and campuses. Since the 2014 ELIR, SRUC has also taken steps to better define how graduate attributes align with module assessment through a revised module descriptor template, although some older module descriptors reviewed by the ELIR team still lacked this level of detail. The team would encourage SRUC to continue to use the opportunities provided by programme revalidation to update all of its module descriptors to ensure they meet its expectations in terms of defining graduate attributes."}]
[{"$f":"IF('> FILTER <'!B856<>\"\",ROW(OFFSET(A855,-1,0)),\"\")","v":854},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G856)),A855,\"\")","v":854},{"$f":"IFERROR(SMALL(Helper2_1,A855),\"\")","v":854},null,854,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G856)),$A855,\"\")","v":854},{"$f":"IFERROR(SMALL(Helper2_2,A855),\"\")","v":854},{"$f":"COUNTIF(Helper3_1,\"=\"&G855)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G855)=1, G855, \"\")","v":854},{"$f":"IFERROR(SMALL(Index_2,A855),\"\")","v":854},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:J855)),\"\")","v":"SRC_110"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:K855)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:L855)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:M855)),\"\")","v":"Moderation"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:N855)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:O855)),\"\")","v":"110 All assessment is subject to internal moderation prior to issuing to students, with external moderation also used for module provision at SCQF Levels 9, 10 and 11. The ELIR team understood that all assessed student work is subject to second-marking and external verification by either the SQA for HN provision or an external examiner for undergraduate and postgraduate modules. SRUC operates a two-tier Board of Examiners system, with tier 1 boards considering module results and tier 2 boards considering the progression and achievement of students. Overall, the team considered that SRUC's procedures for assuring the quality of assessments were appropriate and operating effectively (paragraphs 45 and 46)."}]
[{"$f":"IF('> FILTER <'!B857<>\"\",ROW(OFFSET(A856,-1,0)),\"\")","v":855},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G857)),A856,\"\")","v":855},{"$f":"IFERROR(SMALL(Helper2_1,A856),\"\")","v":855},null,855,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G857)),$A856,\"\")","v":855},{"$f":"IFERROR(SMALL(Helper2_2,A856),\"\")","v":855},{"$f":"COUNTIF(Helper3_1,\"=\"&G856)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G856)=1, G856, \"\")","v":855},{"$f":"IFERROR(SMALL(Index_2,A856),\"\")","v":855},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:J856)),\"\")","v":"SRC_111"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:K856)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:L856)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:M856)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:N856)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:O856)),\"\")","v":"111 SRUC makes good use of a range of external reference points to set and maintain its academic standards including the Scottish Curriculum and Quality Framework (SCQF), Education Scotland's 'How Good is our College' quality framework, the Scottish Qualifications Authority (SQA), Quality Code for Higher Education (Quality Code), and the requirements of relevant professional, statutory and regulatory bodies (PSRBs). SRUC also works within the requirements of the MoAs of its awarding institutions in delivering its HE provision (paragraph 99). For postgraduate research (PGR) students, SRUC works closely with the awarding institutions to confirm that academic standards remain appropriate (paragraph 55-63)."}]
[{"$f":"IF('> FILTER <'!B858<>\"\",ROW(OFFSET(A857,-1,0)),\"\")","v":856},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G858)),A857,\"\")","v":856},{"$f":"IFERROR(SMALL(Helper2_1,A857),\"\")","v":856},null,856,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G858)),$A857,\"\")","v":856},{"$f":"IFERROR(SMALL(Helper2_2,A857),\"\")","v":856},{"$f":"COUNTIF(Helper3_1,\"=\"&G857)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G857)=1, G857, \"\")","v":856},{"$f":"IFERROR(SMALL(Index_2,A857),\"\")","v":856},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:J857)),\"\")","v":"SRC_112"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:K857)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:L857)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:M857)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:N857)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:O857)),\"\")","v":"112 As a specialist land-based provider, SRUC also places value on the annual peer review process undertaken by Landex (Land Based Colleges Aspiring to Excellence) (paragraph 92). The ELIR team noted that SRUC uses this review process primarily to obtain 'critical friend' feedback on identified priorities and planned activities, including its preparations for ELIR."}]
[{"$f":"IF('> FILTER <'!B859<>\"\",ROW(OFFSET(A858,-1,0)),\"\")","v":857},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G859)),A858,\"\")","v":857},{"$f":"IFERROR(SMALL(Helper2_1,A858),\"\")","v":857},null,857,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G859)),$A858,\"\")","v":857},{"$f":"IFERROR(SMALL(Helper2_2,A858),\"\")","v":857},{"$f":"COUNTIF(Helper3_1,\"=\"&G858)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G858)=1, G858, \"\")","v":857},{"$f":"IFERROR(SMALL(Index_2,A858),\"\")","v":857},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:J858)),\"\")","v":"SRC_113"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:K858)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:L858)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:M858)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:N858)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:O858)),\"\")","v":"113 SRUC also places great value on the feedback from its external examiners in ensuring the maintenance of its academic standards, with their roles and responsibilities clearly defined within the Education Manual. External examiners for all undergraduate and taught postgraduate programmes are nominated by SRUC and approved by the awarding institution. External examiners are required to submit an annual report to both SRUC and the awarding institution which reflects upon the academic standards and quality of the learning experience. SRUC maintains an oversight of the external examiners' feedback through its Learning and Teaching Committee, allowing it to monitor good practice and identify any cross-institutional issues that require attention. External examiner feedback is also summarised in the overview reports submitted to the awarding institutions and discussed during the joint annual meetings (paragraph 102)."}]
[{"$f":"IF('> FILTER <'!B860<>\"\",ROW(OFFSET(A859,-1,0)),\"\")","v":858},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G860)),A859,\"\")","v":858},{"$f":"IFERROR(SMALL(Helper2_1,A859),\"\")","v":858},null,858,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G860)),$A859,\"\")","v":858},{"$f":"IFERROR(SMALL(Helper2_2,A859),\"\")","v":858},{"$f":"COUNTIF(Helper3_1,\"=\"&G859)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G859)=1, G859, \"\")","v":858},{"$f":"IFERROR(SMALL(Index_2,A859),\"\")","v":858},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:J859)),\"\")","v":"SRC_114"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:K859)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:L859)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:M859)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:N859)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:O859)),\"\")","v":"114 The 2014 ELIR identified eight areas for development and the current ELIR team agreed with SRUC that good progress had been made in the majority of areas. With regard to enhancing institutional oversight and academic leadership, SRUC has reviewed its academic governance arrangements, while also ensuring that the new committee structure is in line with the Higher Education Governance (Scotland) Act 2016."}]
[{"$f":"IF('> FILTER <'!B861<>\"\",ROW(OFFSET(A860,-1,0)),\"\")","v":859},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G861)),A860,\"\")","v":859},{"$f":"IFERROR(SMALL(Helper2_1,A860),\"\")","v":859},null,859,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G861)),$A860,\"\")","v":859},{"$f":"IFERROR(SMALL(Helper2_2,A860),\"\")","v":859},{"$f":"COUNTIF(Helper3_1,\"=\"&G860)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G860)=1, G860, \"\")","v":859},{"$f":"IFERROR(SMALL(Index_2,A860),\"\")","v":859},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:J860)),\"\")","v":"SRC_115"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:K860)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:L860)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:M860)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:N860)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:O860)),\"\")","v":"115 SRUC was asked to prioritise the specification of quality assurance processes and the completion of its Education Manual (EM). It is regrettable that there was such a lengthy delay in addressing this outcome; nonetheless, the current ELIR team considered the EM produced was comprehensive, with a clear plan to support its dissemination and further support being provided to staff across SRUC's campuses by the DQECs (paragraphs 88 and 107). SRUC's revised governance arrangements (paragraphs 77, 80, 97 and 114), the completed EM (paragraph 106) and the establishment of Academic Dialogue meetings (paragraphs 105) have allowed it to address the priority action from the 2014 ELIR effectively. The action asked SRUC to ensure academic dialogue and critical reflection was taking place systematically and regularly at programme, department and institutional-level."}]
[{"$f":"IF('> FILTER <'!B862<>\"\",ROW(OFFSET(A861,-1,0)),\"\")","v":860},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G862)),A861,\"\")","v":860},{"$f":"IFERROR(SMALL(Helper2_1,A861),\"\")","v":860},null,860,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G862)),$A861,\"\")","v":860},{"$f":"IFERROR(SMALL(Helper2_2,A861),\"\")","v":860},{"$f":"COUNTIF(Helper3_1,\"=\"&G861)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G861)=1, G861, \"\")","v":860},{"$f":"IFERROR(SMALL(Index_2,A861),\"\")","v":860},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:J861)),\"\")","v":"SRC_116"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:K861)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:L861)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:M861)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:N861)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:O861)),\"\")","v":"116 The current ELIR team considered that SRUC has improved consistency with its assessment documentation, revised its module documentation and developed guidance for staff. The team noted that SRUC was continuing with its work to ensure that staff adhered to the assessment and feedback expectations as defined within the EM (paragraphs 109 and 110). The implementation of the EM, a broadening of the Institution-led Review (ILR) process to consider student services and the postgraduate research (PGR) student experience, and new procedures for managing staff induction and staff development, have all supported SRUC to progress work to harmonise programme delivery over multiple campuses and establish its approach to curriculum design."}]
[{"$f":"IF('> FILTER <'!B863<>\"\",ROW(OFFSET(A862,-1,0)),\"\")","v":861},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G863)),A862,\"\")","v":861},{"$f":"IFERROR(SMALL(Helper2_1,A862),\"\")","v":861},null,861,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G863)),$A862,\"\")","v":861},{"$f":"IFERROR(SMALL(Helper2_2,A862),\"\")","v":861},{"$f":"COUNTIF(Helper3_1,\"=\"&G862)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G862)=1, G862, \"\")","v":861},{"$f":"IFERROR(SMALL(Index_2,A862),\"\")","v":861},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:J862)),\"\")","v":"SRC_117"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:K862)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:L862)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:M862)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:N862)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:O862)),\"\")","v":"117 SRUC has ensured that formal agreements are in place for all postgraduate research students (paragraphs 3 and 55) and for its current collaborative taught provision with the Royal Botanical Gardens, Edinburgh; the Botanical Gardens, Glasgow; and the Organic Research Centre (paragraph 3 and 128)."}]
[{"$f":"IF('> FILTER <'!B864<>\"\",ROW(OFFSET(A863,-1,0)),\"\")","v":862},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G864)),A863,\"\")","v":862},{"$f":"IFERROR(SMALL(Helper2_1,A863),\"\")","v":862},null,862,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G864)),$A863,\"\")","v":862},{"$f":"IFERROR(SMALL(Helper2_2,A863),\"\")","v":862},{"$f":"COUNTIF(Helper3_1,\"=\"&G863)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G863)=1, G863, \"\")","v":862},{"$f":"IFERROR(SMALL(Index_2,A863),\"\")","v":862},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:J863)),\"\")","v":"SRC_117"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:K863)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:L863)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:M863)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:N863)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:O863)),\"\")","v":"117 SRUC has ensured that formal agreements are in place for all postgraduate research students (paragraphs 3 and 55) and for its current collaborative taught provision with the Royal Botanical Gardens, Edinburgh; the Botanical Gardens, Glasgow; and the Organic Research Centre (paragraph 3 and 128)."}]
[{"$f":"IF('> FILTER <'!B865<>\"\",ROW(OFFSET(A864,-1,0)),\"\")","v":863},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G865)),A864,\"\")","v":863},{"$f":"IFERROR(SMALL(Helper2_1,A864),\"\")","v":863},null,863,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G865)),$A864,\"\")","v":863},{"$f":"IFERROR(SMALL(Helper2_2,A864),\"\")","v":863},{"$f":"COUNTIF(Helper3_1,\"=\"&G864)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G864)=1, G864, \"\")","v":863},{"$f":"IFERROR(SMALL(Index_2,A864),\"\")","v":863},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:J864)),\"\")","v":"SRC_118"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:K864)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:L864)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:M864)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:N864)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:O864)),\"\")","v":"118 With respect to the final two recommendations from the 2014 ELIR, the current ELIR team agreed that SRUC demonstrated useful progress. In relation to the management of information, including the development of more accurate and timely data, a Business Intelligence Group has been established and further work is planned to enhance accessibility of data for staff to support enhancement activities (paragraph 85). Finally, in relation to the mapping of the Quality Code, the team noted that this work was not completed until 2018. After exploring this issue with SRUC colleagues, the team learned that this was linked to the delays associated with the production of the Education Manual (paragraph 106)."}]
[{"$f":"IF('> FILTER <'!B866<>\"\",ROW(OFFSET(A865,-1,0)),\"\")","v":864},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G866)),A865,\"\")","v":864},{"$f":"IFERROR(SMALL(Helper2_1,A865),\"\")","v":864},null,864,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G866)),$A865,\"\")","v":864},{"$f":"IFERROR(SMALL(Helper2_2,A865),\"\")","v":864},{"$f":"COUNTIF(Helper3_1,\"=\"&G865)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G865)=1, G865, \"\")","v":864},{"$f":"IFERROR(SMALL(Index_2,A865),\"\")","v":864},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:J865)),\"\")","v":"SRC_119"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:K865)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:L865)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:M865)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:N865)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:O865)),\"\")","v":"119 The 2014 ELIR asked SRUC to improve its data quality in order to support enhanced decision-making within the institution. SRUC acknowledged that progress in developing the reporting and use of data had been slower than they would have wished, partly due to discussions over an extended time period on its future status (paragraph 3). However, the RA clearly demonstrated that work has progressed in this area through the creation of a Business Intelligence Group to improve the provision of data, including Key Performance Indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B867<>\"\",ROW(OFFSET(A866,-1,0)),\"\")","v":865},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G867)),A866,\"\")","v":865},{"$f":"IFERROR(SMALL(Helper2_1,A866),\"\")","v":865},null,865,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G867)),$A866,\"\")","v":865},{"$f":"IFERROR(SMALL(Helper2_2,A866),\"\")","v":865},{"$f":"COUNTIF(Helper3_1,\"=\"&G866)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G866)=1, G866, \"\")","v":865},{"$f":"IFERROR(SMALL(Index_2,A866),\"\")","v":865},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:J866)),\"\")","v":"SRC_120"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:K866)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:L866)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:M866)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:N866)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:O866)),\"\")","v":"120 SRUC's annual monitoring arrangements use a range of KPIs to support the programme evaluation process. However, the ELIR team's view is that, typically, the data used is at a relatively high level with particular focus on student recruitment and progression figures. Consequently, the team considered that the potential exists for the current programme evaluation to mask issues that would be identified if a greater level of granularity existed within the available dataset. For example, programme teams tend to report student achievement and retention data at the individual programme level, but with little or no reference to student characteristics such as gender or age and without comparison to either overall SRUC performance indicators or other programme areas. The team believed there would be benefit to SRUC in extending its use of performance benchmarks, in order to enhance the evaluative nature of the annual monitoring process. The team also noted that the extent of formal student feedback included with the annual monitoring process was often limited, with SRUC's internal End of Year survey typically attracting a very modest student response rate (around 10%) (paragraphs 21). SRUC is currently working to improve student response rates to the range of surveys it employs, and the team would encourage SRUC to continue with its plans in this area so this data can play a more meaningful part in the programme evaluation processes (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B868<>\"\",ROW(OFFSET(A867,-1,0)),\"\")","v":866},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G868)),A867,\"\")","v":866},{"$f":"IFERROR(SMALL(Helper2_1,A867),\"\")","v":866},null,866,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G868)),$A867,\"\")","v":866},{"$f":"IFERROR(SMALL(Helper2_2,A867),\"\")","v":866},{"$f":"COUNTIF(Helper3_1,\"=\"&G867)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G867)=1, G867, \"\")","v":866},{"$f":"IFERROR(SMALL(Index_2,A867),\"\")","v":866},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:J867)),\"\")","v":"SRC_121"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:K867)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:L867)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:M867)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:N867)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:O867)),\"\")","v":"121 The ELIR team learned that SRUC is actively seeking to improve the results and feedback obtained from the National Student Survey (NSS) (paragraph 21). While accepting that consideration of the NSS results had recently become a priority of the Academic Leadership Team (paragraphs 21 and 22), the team noted that there was limited evidence of the NSS results being evaluated or strategies for responding to the results being actively considered by the institutional committees, such as the Academic Board and Student Support and Engagement Committee (SSEC). The team considered there would be benefit to SRUC reflecting on how its NSS data could be used more effectively outside the individual departments to determine an appropriate cross-institutional strategy for progressing themes and any concerns that emerge. Linked to this, SRUC could consider reviewing the timing of the SSEC meetings so they align more closely with the release of NSS results."}]
[{"$f":"IF('> FILTER <'!B869<>\"\",ROW(OFFSET(A868,-1,0)),\"\")","v":867},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G869)),A868,\"\")","v":867},{"$f":"IFERROR(SMALL(Helper2_1,A868),\"\")","v":867},null,867,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G869)),$A868,\"\")","v":867},{"$f":"IFERROR(SMALL(Helper2_2,A868),\"\")","v":867},{"$f":"COUNTIF(Helper3_1,\"=\"&G868)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G868)=1, G868, \"\")","v":867},{"$f":"IFERROR(SMALL(Index_2,A868),\"\")","v":867},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:J868)),\"\")","v":"SRC_122"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:K868)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:L868)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:M868)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:N868)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:O868)),\"\")","v":"122 The data available to SRUC in relation to its postgraduate research (PGR) students is relatively limited, with no mechanisms in place to ensure SRUC receives comprehensive and automatic data updates from its awarding institutions (paragraph 60). The ELIR team would encourage SRUC to explore the opportunities for greater data sharing with the awarding institutions, given this would enable enhanced monitoring to take place (paragraph 126)."}]
[{"$f":"IF('> FILTER <'!B870<>\"\",ROW(OFFSET(A869,-1,0)),\"\")","v":868},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G870)),A869,\"\")","v":868},{"$f":"IFERROR(SMALL(Helper2_1,A869),\"\")","v":868},null,868,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G870)),$A869,\"\")","v":868},{"$f":"IFERROR(SMALL(Helper2_2,A869),\"\")","v":868},{"$f":"COUNTIF(Helper3_1,\"=\"&G869)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G869)=1, G869, \"\")","v":868},{"$f":"IFERROR(SMALL(Index_2,A869),\"\")","v":868},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:J869)),\"\")","v":"SRC_122"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:K869)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:L869)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:M869)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:N869)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:O869)),\"\")","v":"122 The data available to SRUC in relation to its postgraduate research (PGR) students is relatively limited, with no mechanisms in place to ensure SRUC receives comprehensive and automatic data updates from its awarding institutions (paragraph 60). The ELIR team would encourage SRUC to explore the opportunities for greater data sharing with the awarding institutions, given this would enable enhanced monitoring to take place (paragraph 126)."}]
[{"$f":"IF('> FILTER <'!B871<>\"\",ROW(OFFSET(A870,-1,0)),\"\")","v":869},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G871)),A870,\"\")","v":869},{"$f":"IFERROR(SMALL(Helper2_1,A870),\"\")","v":869},null,869,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G871)),$A870,\"\")","v":869},{"$f":"IFERROR(SMALL(Helper2_2,A870),\"\")","v":869},{"$f":"COUNTIF(Helper3_1,\"=\"&G870)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G870)=1, G870, \"\")","v":869},{"$f":"IFERROR(SMALL(Index_2,A870),\"\")","v":869},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:J870)),\"\")","v":"SRC_123"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:K870)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:L870)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:M870)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:N870)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:O870)),\"\")","v":"123 SRUC acknowledged that further work remains to be carried out to improve its data sets and is committed to improving the accessibility and timeliness of data for key committees, departments and programme teams. Recognising the progress made in improving business information, SRUC is asked to continue to enhance the range of data sets produced, analysed and reported on, ensuring this evidence informs monitoring and decision-making on all aspects of academic quality including enhancing the student experience. The ELIR team would encourage SRUC to maintain a focus on the equivalence of student and staff experience across its campuses and programmes, and its ability to monitor progress towards defined performance targets across its distributed operation. While recognising that its activities span FE and HE, SRUC should ensure it benchmarks its performance against other higher education institutions wherever appropriate."}]
[{"$f":"IF('> FILTER <'!B872<>\"\",ROW(OFFSET(A871,-1,0)),\"\")","v":870},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G872)),A871,\"\")","v":870},{"$f":"IFERROR(SMALL(Helper2_1,A871),\"\")","v":870},null,870,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G872)),$A871,\"\")","v":870},{"$f":"IFERROR(SMALL(Helper2_2,A871),\"\")","v":870},{"$f":"COUNTIF(Helper3_1,\"=\"&G871)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G871)=1, G871, \"\")","v":870},{"$f":"IFERROR(SMALL(Index_2,A871),\"\")","v":870},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:J871)),\"\")","v":"SRC_124"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:K871)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:L871)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:M871)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:N871)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:O871)),\"\")","v":"124 SRUC has appropriate arrangements in place for securing academic standards, making appropriate use of key external reference points, and meeting the requirements of its current awarding partners. The University of Edinburgh and University of Glasgow have ultimate responsibility for securing and maintaining the academic standards of each degree programme delivered in their name by SRUC. The Education Manual comprehensively sets out SRUC's regulatory and operational frameworks for academic provision. Annual monitoring is effective, robust and well-documented."}]
[{"$f":"IF('> FILTER <'!B873<>\"\",ROW(OFFSET(A872,-1,0)),\"\")","v":871},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G873)),A872,\"\")","v":871},{"$f":"IFERROR(SMALL(Helper2_1,A872),\"\")","v":871},null,871,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G873)),$A872,\"\")","v":871},{"$f":"IFERROR(SMALL(Helper2_2,A872),\"\")","v":871},{"$f":"COUNTIF(Helper3_1,\"=\"&G872)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G872)=1, G872, \"\")","v":871},{"$f":"IFERROR(SMALL(Index_2,A872),\"\")","v":871},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:J872)),\"\")","v":"SRC_125"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:K872)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:L872)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:M872)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:N872)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:O872)),\"\")","v":"125 SRUC has made useful progress since the 2014 ELIR in developing its ability to improve the quality and accessibility of its data. However, limitations remain around the accessibility and quality of some data sets used to support SRUC's evaluative activities. With regard to NSS data, as well as working on improving student response rates, SRUC is encouraged to consider how this data could be used more effectively outside the individual departments to determine an appropriate cross-institutional strategy for progressing themes and concerns that emerge."}]
[{"$f":"IF('> FILTER <'!B874<>\"\",ROW(OFFSET(A873,-1,0)),\"\")","v":872},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G874)),A873,\"\")","v":872},{"$f":"IFERROR(SMALL(Helper2_1,A873),\"\")","v":872},null,872,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G874)),$A873,\"\")","v":872},{"$f":"IFERROR(SMALL(Helper2_2,A873),\"\")","v":872},{"$f":"COUNTIF(Helper3_1,\"=\"&G873)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G873)=1, G873, \"\")","v":872},{"$f":"IFERROR(SMALL(Index_2,A873),\"\")","v":872},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:J873)),\"\")","v":"SRC_126"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:K873)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:L873)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:M873)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:N873)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:O873)),\"\")","v":"126 Recognising the progress made in improving business information, SRUC are asked to continue to enhance the range of data sets produced, analysed and reported on, ensuring this evidence informs monitoring and decision-making on all aspects of academic quality including enhancing the student experience. There would be considerable value in SRUC working with its awarding institutions to ensure the institution has access to management data, particularly that related to its postgraduate research students."}]
[{"$f":"IF('> FILTER <'!B875<>\"\",ROW(OFFSET(A874,-1,0)),\"\")","v":873},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G875)),A874,\"\")","v":873},{"$f":"IFERROR(SMALL(Helper2_1,A874),\"\")","v":873},null,873,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G875)),$A874,\"\")","v":873},{"$f":"IFERROR(SMALL(Helper2_2,A874),\"\")","v":873},{"$f":"COUNTIF(Helper3_1,\"=\"&G874)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G874)=1, G874, \"\")","v":873},{"$f":"IFERROR(SMALL(Index_2,A874),\"\")","v":873},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:J874)),\"\")","v":"SRC_127"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:K874)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:L874)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:M874)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:N874)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:O874)),\"\")","v":"127 The RA outlined the ongoing importance of collaborations and partnerships to all levels of SRUC's current and future activities. This commitment is further emphasised in the Academic Strategy 2017 and the Academic Business Plan 2018-21. A number of illustrative examples were described in the RA which underlines the extent and diversity of these collaborations and partnerships, how they support and work across research, further and higher education interests and how they directly and indirectly enhance the student experience. While these relationships are all positive, they were not a central focus of the ELIR, representing mainly a range of research, schools' engagement or placement partnerships."}]
[{"$f":"IF('> FILTER <'!B876<>\"\",ROW(OFFSET(A875,-1,0)),\"\")","v":874},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G876)),A875,\"\")","v":874},{"$f":"IFERROR(SMALL(Helper2_1,A875),\"\")","v":874},null,874,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G876)),$A875,\"\")","v":874},{"$f":"IFERROR(SMALL(Helper2_2,A875),\"\")","v":874},{"$f":"COUNTIF(Helper3_1,\"=\"&G875)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G875)=1, G875, \"\")","v":874},{"$f":"IFERROR(SMALL(Index_2,A875),\"\")","v":874},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:J875)),\"\")","v":"SRC_128"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:K875)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:L875)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:M875)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:N875)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:O875)),\"\")","v":"128 SRUC has three collaborative partnerships which relate to its higher education provision. These are with the Royal Botanic Gardens, Edinburgh (RBGE); the Botanic Gardens, Glasgow (BGG); and the Organic Research Centre, Newbury (ORC). In the case of the Botanic Gardens, Glasgow the awards are taught by SRUC staff, who use the Botanic Garden facilities to support the delivery and therefore, this collaborative partnership was not a focus for the review. "}]
[{"$f":"IF('> FILTER <'!B877<>\"\",ROW(OFFSET(A876,-1,0)),\"\")","v":875},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G877)),A876,\"\")","v":875},{"$f":"IFERROR(SMALL(Helper2_1,A876),\"\")","v":875},null,875,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G877)),$A876,\"\")","v":875},{"$f":"IFERROR(SMALL(Helper2_2,A876),\"\")","v":875},{"$f":"COUNTIF(Helper3_1,\"=\"&G876)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G876)=1, G876, \"\")","v":875},{"$f":"IFERROR(SMALL(Index_2,A876),\"\")","v":875},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:J876)),\"\")","v":"SRC_129"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:K876)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:L876)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:M876)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:N876)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:O876)),\"\")","v":"129  SRUC's key collaborative activity is with the Royal Botanic Gardens, Edinburgh (RBGE). This involves the joint delivery of HND and BSc programmes in Horticulture with Plantsmanship, with the degree being awarded by the University of Glasgow. The relationship was established in 1995 and a Memorandum of Agreement (MoA) is in place, which has been updated for the period April 2014 to March 2019. The 2014 ELIR noted a delay in renewing the previous MoA (which ran to June 2013). The 2014 ELIR report also indicated that the reports of the annual meetings taking place between SRUC and RBGE in this period provided limited evidence of genuine reflection or evaluation of the partnership. The current team noted improvements in the effectiveness of the meetings between SRUC and RBGE, with the meeting reports indicating feedback was reflected on and action taken to improve the student experience."}]
[{"$f":"IF('> FILTER <'!B878<>\"\",ROW(OFFSET(A877,-1,0)),\"\")","v":876},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G878)),A877,\"\")","v":876},{"$f":"IFERROR(SMALL(Helper2_1,A877),\"\")","v":876},null,876,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G878)),$A877,\"\")","v":876},{"$f":"IFERROR(SMALL(Helper2_2,A877),\"\")","v":876},{"$f":"COUNTIF(Helper3_1,\"=\"&G877)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G877)=1, G877, \"\")","v":876},{"$f":"IFERROR(SMALL(Index_2,A877),\"\")","v":876},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:J877)),\"\")","v":"SRC_130"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:K877)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:L877)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:M877)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:N877)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:O877)),\"\")","v":"130 The RA confirmed SRUC remains committed to its collaboration with RBGE. The MoA requires RBGE staff to deliver and assess modules in accordance with the policies and procedures of SRUC and the University of Glasgow. Management of the programme is the responsibility of the SRUC programme leader. RBGE provides specialist facilities and staff expertise, with their staff delivering approximately half of the programme. The RA stated that this specialist input is of particular value to students in the later stages of the programme and in supporting them with their honours' projects."}]
[{"$f":"IF('> FILTER <'!B879<>\"\",ROW(OFFSET(A878,-1,0)),\"\")","v":877},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G879)),A878,\"\")","v":877},{"$f":"IFERROR(SMALL(Helper2_1,A878),\"\")","v":877},null,877,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G879)),$A878,\"\")","v":877},{"$f":"IFERROR(SMALL(Helper2_2,A878),\"\")","v":877},{"$f":"COUNTIF(Helper3_1,\"=\"&G878)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G878)=1, G878, \"\")","v":877},{"$f":"IFERROR(SMALL(Index_2,A878),\"\")","v":877},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:J878)),\"\")","v":"SRC_131"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:K878)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:L878)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:M878)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:N878)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:O878)),\"\")","v":"131 At the time of the current ELIR, negotiations had commenced with RBGE to extend the current MoA, due to end in March 2019. During the visit, SRUC shared a renewed MoA, appropriate to the purposes of the collaboration, which had been signed by both organisations to extend the collaboration to March 2024. The team was able to confirm this revised agreement clearly defines the roles and responsibilities of both RBGE and SRUC. "}]
[{"$f":"IF('> FILTER <'!B880<>\"\",ROW(OFFSET(A879,-1,0)),\"\")","v":878},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G880)),A879,\"\")","v":878},{"$f":"IFERROR(SMALL(Helper2_1,A879),\"\")","v":878},null,878,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G880)),$A879,\"\")","v":878},{"$f":"IFERROR(SMALL(Helper2_2,A879),\"\")","v":878},{"$f":"COUNTIF(Helper3_1,\"=\"&G879)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G879)=1, G879, \"\")","v":878},{"$f":"IFERROR(SMALL(Index_2,A879),\"\")","v":878},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:J879)),\"\")","v":"SRC_132"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:K879)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:L879)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:M879)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:N879)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:O879)),\"\")","v":"132 The RA stated that an annual dialogue takes place between SRUC and RBGE to review the performance of the programmes, the partnership agreement and funding, and ensure that the RBGE delivers their responsibilities in accordance with SRUC (and therefore University of Glasgow) policies and procedures. These annual programme meetings inform the overarching programme and departmental annual monitoring reports for horticulture. Based on a sample of annual reports, the ELIR team considered it was clear that the provision delivered at RBGE was being appropriately reviewed by the programme team and appropriate actions were being taken in response to any issues identified. During the ELIR, SRUC confirmed that, following recent changes in personnel in both organisations, the relevant faculty and departmental leads are working closely with RBGE to ensure a close and ongoing working partnership is maintained."}]
[{"$f":"IF('> FILTER <'!B881<>\"\",ROW(OFFSET(A880,-1,0)),\"\")","v":879},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G881)),A880,\"\")","v":879},{"$f":"IFERROR(SMALL(Helper2_1,A880),\"\")","v":879},null,879,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G881)),$A880,\"\")","v":879},{"$f":"IFERROR(SMALL(Helper2_2,A880),\"\")","v":879},{"$f":"COUNTIF(Helper3_1,\"=\"&G880)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G880)=1, G880, \"\")","v":879},{"$f":"IFERROR(SMALL(Index_2,A880),\"\")","v":879},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:J880)),\"\")","v":"SRC_133"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:K880)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:L880)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:M880)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:N880)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:O880)),\"\")","v":"133 Although a requirement for professional development of RBGE staff is not captured in the new MoA, SRUC confirmed three members of staff at RBGE were now being supported to complete the PDA in Teaching Practice in Scotland's Colleges."}]
[{"$f":"IF('> FILTER <'!B882<>\"\",ROW(OFFSET(A881,-1,0)),\"\")","v":880},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G882)),A881,\"\")","v":880},{"$f":"IFERROR(SMALL(Helper2_1,A881),\"\")","v":880},null,880,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G882)),$A881,\"\")","v":880},{"$f":"IFERROR(SMALL(Helper2_2,A881),\"\")","v":880},{"$f":"COUNTIF(Helper3_1,\"=\"&G881)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G881)=1, G881, \"\")","v":880},{"$f":"IFERROR(SMALL(Index_2,A881),\"\")","v":880},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:J881)),\"\")","v":"SRC_134"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:K881)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:L881)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:M881)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:N881)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:O881)),\"\")","v":"134 The ELIR team also noted SRUC's ongoing relationship with the Organic Research Centre (ORC), which provides specialist input to the MSc Organic Farming programme, delivered by distance-learning. Again, the responsibilities of SRUC and the Organic Research Centre are captured within a formal MoA, set up along similar lines to the arrangements with RBGE. Input from ORC is captured within annual programme monitoring and a member of ORC staff is an associate member of the programme team. The ELIR team met a small group of students studying on this programme, who indicated that they valued the unique and specialist nature of the award, and the benefit of being able to study at a distance."}]
[{"$f":"IF('> FILTER <'!B883<>\"\",ROW(OFFSET(A882,-1,0)),\"\")","v":881},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G883)),A882,\"\")","v":881},{"$f":"IFERROR(SMALL(Helper2_1,A882),\"\")","v":881},null,881,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G883)),$A882,\"\")","v":881},{"$f":"IFERROR(SMALL(Helper2_2,A882),\"\")","v":881},{"$f":"COUNTIF(Helper3_1,\"=\"&G882)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G882)=1, G882, \"\")","v":881},{"$f":"IFERROR(SMALL(Index_2,A882),\"\")","v":881},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:J882)),\"\")","v":"SRC_134"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:K882)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:L882)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:M882)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:N882)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:O882)),\"\")","v":"134 The ELIR team also noted SRUC's ongoing relationship with the Organic Research Centre (ORC), which provides specialist input to the MSc Organic Farming programme, delivered by distance-learning. Again, the responsibilities of SRUC and the Organic Research Centre are captured within a formal MoA, set up along similar lines to the arrangements with RBGE. Input from ORC is captured within annual programme monitoring and a member of ORC staff is an associate member of the programme team. The ELIR team met a small group of students studying on this programme, who indicated that they valued the unique and specialist nature of the award, and the benefit of being able to study at a distance."}]
[{"$f":"IF('> FILTER <'!B884<>\"\",ROW(OFFSET(A883,-1,0)),\"\")","v":882},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G884)),A883,\"\")","v":882},{"$f":"IFERROR(SMALL(Helper2_1,A883),\"\")","v":882},null,882,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G884)),$A883,\"\")","v":882},{"$f":"IFERROR(SMALL(Helper2_2,A883),\"\")","v":882},{"$f":"COUNTIF(Helper3_1,\"=\"&G883)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G883)=1, G883, \"\")","v":882},{"$f":"IFERROR(SMALL(Index_2,A883),\"\")","v":882},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:J883)),\"\")","v":"SRC_135"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:K883)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:L883)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:M883)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:N883)),\"\")","v":"Scotland's Rural College"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:O883)),\"\")","v":"135 SRUC has an effective approach to managing its collaborative activity. "}]
[{"$f":"IF('> FILTER <'!B885<>\"\",ROW(OFFSET(A884,-1,0)),\"\")","v":883},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G885)),A884,\"\")","v":883},{"$f":"IFERROR(SMALL(Helper2_1,A884),\"\")","v":883},null,883,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G885)),$A884,\"\")","v":883},{"$f":"IFERROR(SMALL(Helper2_2,A884),\"\")","v":883},{"$f":"COUNTIF(Helper3_1,\"=\"&G884)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G884)=1, G884, \"\")","v":883},{"$f":"IFERROR(SMALL(Index_2,A884),\"\")","v":883},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:J884)),\"\")","v":"ABD_2"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:K884)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:L884)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:M884)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:N884)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:O884)),\"\")","v":"2 The University’s Vision is ‘Transforming the world with greater knowledge and learning’ and it defines itself as a ‘distinctively Scottish’ university, with ‘reach, impact, and aspirations that are global’. The University describes its ethos as embracing student choice, research-enriched teaching and individual responsibility."}]
[{"$f":"IF('> FILTER <'!B886<>\"\",ROW(OFFSET(A885,-1,0)),\"\")","v":884},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G886)),A885,\"\")","v":884},{"$f":"IFERROR(SMALL(Helper2_1,A885),\"\")","v":884},null,884,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G886)),$A885,\"\")","v":884},{"$f":"IFERROR(SMALL(Helper2_2,A885),\"\")","v":884},{"$f":"COUNTIF(Helper3_1,\"=\"&G885)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G885)=1, G885, \"\")","v":884},{"$f":"IFERROR(SMALL(Index_2,A885),\"\")","v":884},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:J885)),\"\")","v":"ABD_3"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:K885)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:L885)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:M885)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:N885)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:O885)),\"\")","v":"3 The University’s Strategic Plan runs from 2015 to 2020 and has three core themes: providing an environment and a culture which enriches the lives of students, alumni and staff, enabling them to realise their potential; providing an outstanding educational environment; and demonstrating excellence in research and innovation. These themes are underpinned by nine strategic goals, progress against which is monitored by the University Senior Management Team (SMT) through quarterly scrutiny. The primary focus for the delivery of the Strategic Plan is the strategic and operational plans of the University’s 12 constituent academic schools. Each school plan covers a five-year period, is updated annually and includes the strategy for enhancing the student learning experience (paragraph 84).  "}]
[{"$f":"IF('> FILTER <'!B887<>\"\",ROW(OFFSET(A886,-1,0)),\"\")","v":885},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G887)),A886,\"\")","v":885},{"$f":"IFERROR(SMALL(Helper2_1,A886),\"\")","v":885},null,885,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G887)),$A886,\"\")","v":885},{"$f":"IFERROR(SMALL(Helper2_2,A886),\"\")","v":885},{"$f":"COUNTIF(Helper3_1,\"=\"&G886)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G886)=1, G886, \"\")","v":885},{"$f":"IFERROR(SMALL(Index_2,A886),\"\")","v":885},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:J886)),\"\")","v":"ABD_4"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:K886)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:L886)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:M886)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:N886)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:O886)),\"\")","v":"4 The current Principal assumed their role in August 2018 and, following this appointment, the University’s senior management was re-structured. The Principal is now supported by a Senior Vice-Principal, four vice-principals, the University Secretary, and the Directors of Finance and People. The 12 heads of school report to the Senior Vice-Principal, while the nine directors of professional services report to the University Secretary. The Vice-Principal for Education works closely with the deans for undergraduate teaching, postgraduate teaching, the Dean of the Postgraduate Research School (PGRS), and the Dean of Quality Enhancement and Quality Assurance, who support the schools in their activities to enhance learning and teaching. At the time of the ELIR, the University was considering re-defining the roles of the deans for undergraduate and postgraduate teaching to align them more closely with the University’s enhancement priorities, a development that the ELIR team would encourage."}]
[{"$f":"IF('> FILTER <'!B888<>\"\",ROW(OFFSET(A887,-1,0)),\"\")","v":886},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G888)),A887,\"\")","v":886},{"$f":"IFERROR(SMALL(Helper2_1,A887),\"\")","v":886},null,886,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G888)),$A887,\"\")","v":886},{"$f":"IFERROR(SMALL(Helper2_2,A887),\"\")","v":886},{"$f":"COUNTIF(Helper3_1,\"=\"&G887)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G887)=1, G887, \"\")","v":886},{"$f":"IFERROR(SMALL(Index_2,A887),\"\")","v":886},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:J887)),\"\")","v":"ABD_5"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:K887)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:L887)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:M887)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:N887)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:O887)),\"\")","v":"5 During the 2013 ELIR, the University’s academic structure comprised three colleges, each with several constituent schools. In 2015-16, the University moved to a school-based planning and budgetary model and, following a transitional phase, the role of colleges ceased from 2017-18. There are now 12 academic schools, each encompassing a broad range of cognate disciplines, plus a Postgraduate Research School (PGRS), launched in 2016-17, which has oversight of postgraduate research provision. Schools have significant autonomy to develop their own practices within overarching strategy and policies agreed at University level (paragraphs 90 and 91)."}]
[{"$f":"IF('> FILTER <'!B889<>\"\",ROW(OFFSET(A888,-1,0)),\"\")","v":887},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G889)),A888,\"\")","v":887},{"$f":"IFERROR(SMALL(Helper2_1,A888),\"\")","v":887},null,887,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G889)),$A888,\"\")","v":887},{"$f":"IFERROR(SMALL(Helper2_2,A888),\"\")","v":887},{"$f":"COUNTIF(Helper3_1,\"=\"&G888)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G888)=1, G888, \"\")","v":887},{"$f":"IFERROR(SMALL(Index_2,A888),\"\")","v":887},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:J888)),\"\")","v":"ABD_6"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:K888)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:L888)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:M888)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:N888)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:O888)),\"\")","v":"6 Based on 2017-18 figures, the University has a population of 13,237 full-time equivalent (FTE) students, of whom 10,214 are undergraduate, 2,018 are postgraduate taught (PGT) and 1,005 are postgraduate research (PGR). Of these, 9,569 FTE students are categorised as Home/EU, including 2,928 non-UK EU; 1,505 categorised as Rest-of-UK; and 2,163 as overseas students. Five per cent of the current student population are studying part-time, and four per cent are classified as distance learners. One hundred and thirty-two FTEs are studying at the University’s campus in Doha, and a further 332 students are studying with the University’s collaborative partners. Thirty-six per cent of the overall student population comes from outside the UK."}]
[{"$f":"IF('> FILTER <'!B890<>\"\",ROW(OFFSET(A889,-1,0)),\"\")","v":888},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G890)),A889,\"\")","v":888},{"$f":"IFERROR(SMALL(Helper2_1,A889),\"\")","v":888},null,888,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G890)),$A889,\"\")","v":888},{"$f":"IFERROR(SMALL(Helper2_2,A889),\"\")","v":888},{"$f":"COUNTIF(Helper3_1,\"=\"&G889)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G889)=1, G889, \"\")","v":888},{"$f":"IFERROR(SMALL(Index_2,A889),\"\")","v":888},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:J889)),\"\")","v":"ABD_6"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:K889)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:L889)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:M889)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:N889)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:O889)),\"\")","v":"6 Based on 2017-18 figures, the University has a population of 13,237 full-time equivalent (FTE) students, of whom 10,214 are undergraduate, 2,018 are postgraduate taught (PGT) and 1,005 are postgraduate research (PGR). Of these, 9,569 FTE students are categorised as Home/EU, including 2,928 non-UK EU; 1,505 categorised as Rest-of-UK; and 2,163 as overseas students. Five per cent of the current student population are studying part-time, and four per cent are classified as distance learners. One hundred and thirty-two FTEs are studying at the University’s campus in Doha, and a further 332 students are studying with the University’s collaborative partners. Thirty-six per cent of the overall student population comes from outside the UK."}]
[{"$f":"IF('> FILTER <'!B891<>\"\",ROW(OFFSET(A890,-1,0)),\"\")","v":889},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G891)),A890,\"\")","v":889},{"$f":"IFERROR(SMALL(Helper2_1,A890),\"\")","v":889},null,889,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G891)),$A890,\"\")","v":889},{"$f":"IFERROR(SMALL(Helper2_2,A890),\"\")","v":889},{"$f":"COUNTIF(Helper3_1,\"=\"&G890)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G890)=1, G890, \"\")","v":889},{"$f":"IFERROR(SMALL(Index_2,A890),\"\")","v":889},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:J890)),\"\")","v":"ABD_7"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:K890)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:L890)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:M890)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:N890)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:O890)),\"\")","v":"7 The University has increased its undergraduate population by seven per cent since 2014-15, thus exceeding its target of a three per cent increase over the lifetime of the current Strategic Plan. The PGT and PGR populations have increased by 12 per cent and eight per cent respectively over the same period. The University has what it describes as an ‘ambitious’ target to double its PGT population by 2020, anticipating this growth will come primarily from overseas markets and through the expansion of online provision. Since the launch of the Strategic Plan in 2015, the University’s cohort of overseas students at all levels of study has increased by 33 per cent."}]
[{"$f":"IF('> FILTER <'!B892<>\"\",ROW(OFFSET(A891,-1,0)),\"\")","v":890},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G892)),A891,\"\")","v":890},{"$f":"IFERROR(SMALL(Helper2_1,A891),\"\")","v":890},null,890,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G892)),$A891,\"\")","v":890},{"$f":"IFERROR(SMALL(Helper2_2,A891),\"\")","v":890},{"$f":"COUNTIF(Helper3_1,\"=\"&G891)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G891)=1, G891, \"\")","v":890},{"$f":"IFERROR(SMALL(Index_2,A891),\"\")","v":890},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:J891)),\"\")","v":"ABD_8"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:K891)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:L891)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:M891)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:N891)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:O891)),\"\")","v":"8 Following a strategic decision in 2016 to grow its online student population through developing a range of new provision, the University launched 13 new online PGT degree programmes in 2017-18, together with over 50 standalone short courses, attracting an additional 27 per cent of online learners."}]
[{"$f":"IF('> FILTER <'!B893<>\"\",ROW(OFFSET(A892,-1,0)),\"\")","v":891},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G893)),A892,\"\")","v":891},{"$f":"IFERROR(SMALL(Helper2_1,A892),\"\")","v":891},null,891,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G893)),$A892,\"\")","v":891},{"$f":"IFERROR(SMALL(Helper2_2,A892),\"\")","v":891},{"$f":"COUNTIF(Helper3_1,\"=\"&G892)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G892)=1, G892, \"\")","v":891},{"$f":"IFERROR(SMALL(Index_2,A892),\"\")","v":891},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:J892)),\"\")","v":"ABD_9"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:K892)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:L892)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:M892)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:N892)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:O892)),\"\")","v":"9 The University’s aim, set out in its Outcome Agreement with the Scottish Funding Council (SFC), is to increase the proportion of Scottish-domiciled undergraduate students from the 20 per cent and 40 per cent most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD), by one percentage point each year to 2020. Since the 2013 ELIR, the numbers of these entrants have increased by 37 per cent and 24 per cent respectively."}]
[{"$f":"IF('> FILTER <'!B894<>\"\",ROW(OFFSET(A893,-1,0)),\"\")","v":892},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G894)),A893,\"\")","v":892},{"$f":"IFERROR(SMALL(Helper2_1,A893),\"\")","v":892},null,892,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G894)),$A893,\"\")","v":892},{"$f":"IFERROR(SMALL(Helper2_2,A893),\"\")","v":892},{"$f":"COUNTIF(Helper3_1,\"=\"&G893)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G893)=1, G893, \"\")","v":892},{"$f":"IFERROR(SMALL(Index_2,A893),\"\")","v":892},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:J893)),\"\")","v":"ABD_10"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:K893)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:L893)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:M893)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:N893)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:O893)),\"\")","v":"10 The University offers a number of disciplines that do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25. The University has agreed a Gender Action Plan with the goal of achieving a better balance in these disciplines (paragraph 31)."}]
[{"$f":"IF('> FILTER <'!B895<>\"\",ROW(OFFSET(A894,-1,0)),\"\")","v":893},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G895)),A894,\"\")","v":893},{"$f":"IFERROR(SMALL(Helper2_1,A894),\"\")","v":893},null,893,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G895)),$A894,\"\")","v":893},{"$f":"IFERROR(SMALL(Helper2_2,A894),\"\")","v":893},{"$f":"COUNTIF(Helper3_1,\"=\"&G894)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G894)=1, G894, \"\")","v":893},{"$f":"IFERROR(SMALL(Index_2,A894),\"\")","v":893},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:J894)),\"\")","v":"ABD_11"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:K894)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:L894)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:M894)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:N894)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:O894)),\"\")","v":"11 The University’s overall undergraduate student non-continuation rate has improved significantly since the 2013 ELIR, falling to 4.3 per cent in 2016-17, the lowest figure for 11 years. The University’s figures also show a year-on-year reduction in the numbers of students failing to continue to a second year of study, to a low of 7.7 per cent. The University recognises that currently it does not have comparably robust retention data for PGT students because of the variety of modes of study and potential exit points available, but confirmed that work to address this was under way."}]
[{"$f":"IF('> FILTER <'!B896<>\"\",ROW(OFFSET(A895,-1,0)),\"\")","v":894},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G896)),A895,\"\")","v":894},{"$f":"IFERROR(SMALL(Helper2_1,A895),\"\")","v":894},null,894,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G896)),$A895,\"\")","v":894},{"$f":"IFERROR(SMALL(Helper2_2,A895),\"\")","v":894},{"$f":"COUNTIF(Helper3_1,\"=\"&G895)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G895)=1, G895, \"\")","v":894},{"$f":"IFERROR(SMALL(Index_2,A895),\"\")","v":894},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:J895)),\"\")","v":"ABD_12"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:K895)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:L895)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:M895)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:N895)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:O895)),\"\")","v":"12 The University is effective in planning and managing its student population. It analyses the composition and key trends in the population against a variety of criteria and makes extensive use of this data in developing student-related strategies and policies. This effective use of data is reflected in the University’s identification of the changing characteristics of its student population as the key element of the institutional context informing this ELIR."}]
[{"$f":"IF('> FILTER <'!B897<>\"\",ROW(OFFSET(A896,-1,0)),\"\")","v":895},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G897)),A896,\"\")","v":895},{"$f":"IFERROR(SMALL(Helper2_1,A896),\"\")","v":895},null,895,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G897)),$A896,\"\")","v":895},{"$f":"IFERROR(SMALL(Helper2_2,A896),\"\")","v":895},{"$f":"COUNTIF(Helper3_1,\"=\"&G896)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G896)=1, G896, \"\")","v":895},{"$f":"IFERROR(SMALL(Index_2,A896),\"\")","v":895},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:J896)),\"\")","v":"ABD_13"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:K896)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:L896)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:M896)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:N896)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:O896)),\"\")","v":"13 Preparations for ELIR were led by a steering group chaired by the VP Education, which comprised senior staff responsible for learning and teaching, and the Aberdeen University Students’ Association (AUSA) Education Officer. Each school also established an ELIR team whose membership was drawn from the school’s Learning and Teaching Committee to support preparations and gather school-level data and examples of practice. The Reflective Analysis (RA) was written in consultation with colleagues from across the University and three workshops were held with ELIR school contacts to seek views on contextualisation and to gather content and evidence for the RA."}]
[{"$f":"IF('> FILTER <'!B898<>\"\",ROW(OFFSET(A897,-1,0)),\"\")","v":896},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G898)),A897,\"\")","v":896},{"$f":"IFERROR(SMALL(Helper2_1,A897),\"\")","v":896},null,896,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G898)),$A897,\"\")","v":896},{"$f":"IFERROR(SMALL(Helper2_2,A897),\"\")","v":896},{"$f":"COUNTIF(Helper3_1,\"=\"&G897)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G897)=1, G897, \"\")","v":896},{"$f":"IFERROR(SMALL(Index_2,A897),\"\")","v":896},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:J897)),\"\")","v":"ABD_14"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:K897)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:L897)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:M897)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:N897)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:O897)),\"\")","v":"14 Contextualised topics were identified on the basis of the University’s appreciation of the current evolution of its student population, and its analysis of probable future changes in the student demographic, resulting both from external drivers and from the University’s own strategic initiatives. The University recognises these changes necessitate developments in the ways in which it teaches and supports students."}]
[{"$f":"IF('> FILTER <'!B899<>\"\",ROW(OFFSET(A898,-1,0)),\"\")","v":897},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G899)),A898,\"\")","v":897},{"$f":"IFERROR(SMALL(Helper2_1,A898),\"\")","v":897},null,897,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G899)),$A898,\"\")","v":897},{"$f":"IFERROR(SMALL(Helper2_2,A898),\"\")","v":897},{"$f":"COUNTIF(Helper3_1,\"=\"&G898)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G898)=1, G898, \"\")","v":897},{"$f":"IFERROR(SMALL(Index_2,A898),\"\")","v":897},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:J898)),\"\")","v":"ABD_15"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:K898)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:L898)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:M898)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:N898)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:O898)),\"\")","v":"15 The actual and prospective changes in the characteristics of the student population that formed the context for the ELIR included: significant increases in the number of PGT students, reflecting University strategy; a growth in student numbers studying online, as the University expands this type of provision; the development of transnational education (TNE), with particular focus on the Doha campus; increased numbers of students from SIMD 20 and 40 postcodes, in accordance with the University’s commitment to widening access; the impact of the decline in the energy sector on recruitment to disciplines such as Engineering and Geosciences; a re-balancing of student numbers to meet the SFC target that no subject should have a gender imbalance greater than 75:25; the potential impact of Brexit on recruitment of EU students."}]
[{"$f":"IF('> FILTER <'!B900<>\"\",ROW(OFFSET(A899,-1,0)),\"\")","v":898},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G900)),A899,\"\")","v":898},{"$f":"IFERROR(SMALL(Helper2_1,A899),\"\")","v":898},null,898,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G900)),$A899,\"\")","v":898},{"$f":"IFERROR(SMALL(Helper2_2,A899),\"\")","v":898},{"$f":"COUNTIF(Helper3_1,\"=\"&G899)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G899)=1, G899, \"\")","v":898},{"$f":"IFERROR(SMALL(Index_2,A899),\"\")","v":898},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:J899)),\"\")","v":"ABD_16"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:K899)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:L899)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:M899)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:N899)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:O899)),\"\")","v":"16 The rationale for the contextualised topics identified by the University was set out clearly in the RA and, from the review documentation and discussions with staff and students, the ELIR team was able to confirm that the contextualisation of the RA effectively represented the challenges that the University faces as its student population grows and evolves. Within this context, the team was satisfied that the University recognises the importance of planning, managing, monitoring and communicating these changes consistently and effectively across the institution."}]
[{"$f":"IF('> FILTER <'!B901<>\"\",ROW(OFFSET(A900,-1,0)),\"\")","v":899},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G901)),A900,\"\")","v":899},{"$f":"IFERROR(SMALL(Helper2_1,A900),\"\")","v":899},null,899,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G901)),$A900,\"\")","v":899},{"$f":"IFERROR(SMALL(Helper2_2,A900),\"\")","v":899},{"$f":"COUNTIF(Helper3_1,\"=\"&G900)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G900)=1, G900, \"\")","v":899},{"$f":"IFERROR(SMALL(Index_2,A900),\"\")","v":899},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:J900)),\"\")","v":"ABD_17"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:K900)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:L900)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:M900)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:N900)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:O900)),\"\")","v":"17 The 2013 ELIR identified six areas for development and the RA detailed that the University has made significant progress in the majority of these areas. The University acknowledged that one area, the analysis of non-continuation and progression rates among postgraduate students, had still to be addressed effectively, but confirmed it was working to improve this (paragraph 11 and 62)."}]
[{"$f":"IF('> FILTER <'!B902<>\"\",ROW(OFFSET(A901,-1,0)),\"\")","v":900},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G902)),A901,\"\")","v":900},{"$f":"IFERROR(SMALL(Helper2_1,A901),\"\")","v":900},null,900,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G902)),$A901,\"\")","v":900},{"$f":"IFERROR(SMALL(Helper2_2,A901),\"\")","v":900},{"$f":"COUNTIF(Helper3_1,\"=\"&G901)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G901)=1, G901, \"\")","v":900},{"$f":"IFERROR(SMALL(Index_2,A901),\"\")","v":900},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:J901)),\"\")","v":"ABD_18"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:K901)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:L901)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:M901)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:N901)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:O901)),\"\")","v":"18 The ELIR team considered the University’s approach to engaging students in preparation for the ELIR was appropriate and effective. The Aberdeen University Students’ Association (AUSA) Education Officer was a member of the steering group that led the University’s preparations for the ELIR. Student representatives were members of all groups involved in formal consideration of the RA, including the selection of contextualised topics. Student feedback was coordinated by AUSA and included a workshop with student school conveners to seek their views on the RA. Preparations for ELIR had also been a focus of less formal groups, such as the regular meetings between the VP Education, the AUSA Education Officer, and the school conveners."}]
[{"$f":"IF('> FILTER <'!B903<>\"\",ROW(OFFSET(A902,-1,0)),\"\")","v":901},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G903)),A902,\"\")","v":901},{"$f":"IFERROR(SMALL(Helper2_1,A902),\"\")","v":901},null,901,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G903)),$A902,\"\")","v":901},{"$f":"IFERROR(SMALL(Helper2_2,A902),\"\")","v":901},{"$f":"COUNTIF(Helper3_1,\"=\"&G902)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G902)=1, G902, \"\")","v":901},{"$f":"IFERROR(SMALL(Index_2,A902),\"\")","v":901},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:J902)),\"\")","v":"ABD_19"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:K902)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:L902)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:M902)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:N902)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:O902)),\"\")","v":"19 The development of the RA coincided with the discussions leading to the University’s first Student Partnership Agreement (SPA) (paragraph 23). The RA described these two activities as ‘mutually supportive’, with the ELIR providing a focus for formalisation of the SPA."}]
[{"$f":"IF('> FILTER <'!B904<>\"\",ROW(OFFSET(A903,-1,0)),\"\")","v":902},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G904)),A903,\"\")","v":902},{"$f":"IFERROR(SMALL(Helper2_1,A903),\"\")","v":902},null,902,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G904)),$A903,\"\")","v":902},{"$f":"IFERROR(SMALL(Helper2_2,A903),\"\")","v":902},{"$f":"COUNTIF(Helper3_1,\"=\"&G903)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G903)=1, G903, \"\")","v":902},{"$f":"IFERROR(SMALL(Index_2,A903),\"\")","v":902},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:J903)),\"\")","v":"ABD_20"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:K903)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:L903)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:M903)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:N903)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:O903)),\"\")","v":"20 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated by a strengthening partnership and a positive working relationship between the University and the Aberdeen University Students’ Association (AUSA). AUSA’s mission is to ‘support, empower and represent’ students and it is led by a President, who is supported by four other sabbatical officers. AUSA officers are involved in decision and policymaking throughout the University and represent students on all key learning and teaching committees and working groups. The AUSA Education Officer participates in agenda setting meetings for institution-level teaching committees, an approach the ELIR team considers represents good practice. Students are also actively involved in the Internal Teaching Review (ITR) process (paragraph 117)."}]
[{"$f":"IF('> FILTER <'!B905<>\"\",ROW(OFFSET(A904,-1,0)),\"\")","v":903},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G905)),A904,\"\")","v":903},{"$f":"IFERROR(SMALL(Helper2_1,A904),\"\")","v":903},null,903,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G905)),$A904,\"\")","v":903},{"$f":"IFERROR(SMALL(Helper2_2,A904),\"\")","v":903},{"$f":"COUNTIF(Helper3_1,\"=\"&G904)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G904)=1, G904, \"\")","v":903},{"$f":"IFERROR(SMALL(Index_2,A904),\"\")","v":903},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:J904)),\"\")","v":"ABD_21"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:K904)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:L904)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:M904)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:N904)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:O904)),\"\")","v":"21   Students reported that, while all schools have staff-student liaison committees, representative structures vary between schools, with some having year representatives and some class representatives, depending on cohort size. AUSA recognise there remains a perennial issue of vacant seats for certain representative positions which may result in students in some schools potentially being less well represented. The class representatives who met the ELIR team spoke very enthusiastically about the representative structures in operation in their schools, were clearly engaged with them and stated their feedback was listened to and valued by the University. Students from the wider student body confirmed that overall their representative structures are effective and were aware of who their class representatives are. These students also described specific examples of ways in which student feedback had been considered through representation pathways including revising the timetable to better support students and revising assessments; ensuring student views were included in the creation of the Postgraduate Research School (PGRS); changes in the curriculum and to assessment deadlines; and changes to the curriculum in Doha."}]
[{"$f":"IF('> FILTER <'!B906<>\"\",ROW(OFFSET(A905,-1,0)),\"\")","v":904},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G906)),A905,\"\")","v":904},{"$f":"IFERROR(SMALL(Helper2_1,A905),\"\")","v":904},null,904,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G906)),$A905,\"\")","v":904},{"$f":"IFERROR(SMALL(Helper2_2,A905),\"\")","v":904},{"$f":"COUNTIF(Helper3_1,\"=\"&G905)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G905)=1, G905, \"\")","v":904},{"$f":"IFERROR(SMALL(Index_2,A905),\"\")","v":904},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:J905)),\"\")","v":"ABD_22"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:K905)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:L905)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:M905)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:N905)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:O905)),\"\")","v":"22 The University’s Postgraduate Research Committee (PGRC) and postgraduate taught (PGT) committees offer postgraduate students additional opportunities to share their views. Both the University and AUSA recognised challenges associated with engaging online PGT students and ensuring this group are appropriately represented, with some student feedback indicating they do not feel the need to be collectively represented and are content raising issues directly with their programme team. AUSA is working with sparqs and the University on this matter."}]
[{"$f":"IF('> FILTER <'!B907<>\"\",ROW(OFFSET(A906,-1,0)),\"\")","v":905},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G907)),A906,\"\")","v":905},{"$f":"IFERROR(SMALL(Helper2_1,A906),\"\")","v":905},null,905,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G907)),$A906,\"\")","v":905},{"$f":"IFERROR(SMALL(Helper2_2,A906),\"\")","v":905},{"$f":"COUNTIF(Helper3_1,\"=\"&G906)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G906)=1, G906, \"\")","v":905},{"$f":"IFERROR(SMALL(Index_2,A906),\"\")","v":905},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:J906)),\"\")","v":"ABD_23"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:K906)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:L906)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:M906)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:N906)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:O906)),\"\")","v":"23 The University and AUSA have made considerable progress in developing strong partnership working including establishing an ambitious Student Partnership Agreement (SPA) and implementing a Student Engagement Development Plan, approved by AUSA and Senate in 2018. Although relatively new, the SPA has clear targets set for achieving its aims. Student representatives spoke positively about the development of the SPA, viewing it as a real opportunity to support partnership working with the University and deliver specific outcomes on a range of matters related to enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B908<>\"\",ROW(OFFSET(A907,-1,0)),\"\")","v":906},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G908)),A907,\"\")","v":906},{"$f":"IFERROR(SMALL(Helper2_1,A907),\"\")","v":906},null,906,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G908)),$A907,\"\")","v":906},{"$f":"IFERROR(SMALL(Helper2_2,A907),\"\")","v":906},{"$f":"COUNTIF(Helper3_1,\"=\"&G907)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G907)=1, G907, \"\")","v":906},{"$f":"IFERROR(SMALL(Index_2,A907),\"\")","v":906},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:J907)),\"\")","v":"ABD_24"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:K907)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:L907)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:M907)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:N907)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:O907)),\"\")","v":"24  The ELIR team commend the changes in student representation structures which continue to evolve across the University in response to the planned changes to the student population, in order to ensure all students are effectively represented. Examples include representatives from AUSA visiting the new campus in Doha and a Doha student representative appointed to the AUSA Education and Sports Committees (paragraph 158)."}]
[{"$f":"IF('> FILTER <'!B909<>\"\",ROW(OFFSET(A908,-1,0)),\"\")","v":907},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G909)),A908,\"\")","v":907},{"$f":"IFERROR(SMALL(Helper2_1,A908),\"\")","v":907},null,907,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G909)),$A908,\"\")","v":907},{"$f":"IFERROR(SMALL(Helper2_2,A908),\"\")","v":907},{"$f":"COUNTIF(Helper3_1,\"=\"&G908)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G908)=1, G908, \"\")","v":907},{"$f":"IFERROR(SMALL(Index_2,A908),\"\")","v":907},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:J908)),\"\")","v":"ABD_25"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:K908)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:L908)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:M908)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:N908)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:O908)),\"\")","v":"25 The RA indicated that the University community is built on the ‘central pillar’ of student engagement. The University’s commitment to this is demonstrated through the creation of a Student Engagement Manager role in 2017 and the subsequent development of the Student Engagement Development Plan. A systematic approach to reviewing student communication has resulted in the development and effective implementation of a Student Communications Policy and the establishment of a network of communication champions across the schools and professional services. Students confirmed to the ELIR team that they were aware of and appreciated the University’s efforts to improve communication and recognised they are being provided with targeted information on matters of relevance to them."}]
[{"$f":"IF('> FILTER <'!B910<>\"\",ROW(OFFSET(A909,-1,0)),\"\")","v":908},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G910)),A909,\"\")","v":908},{"$f":"IFERROR(SMALL(Helper2_1,A909),\"\")","v":908},null,908,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G910)),$A909,\"\")","v":908},{"$f":"IFERROR(SMALL(Helper2_2,A909),\"\")","v":908},{"$f":"COUNTIF(Helper3_1,\"=\"&G909)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G909)=1, G909, \"\")","v":908},{"$f":"IFERROR(SMALL(Index_2,A909),\"\")","v":908},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:J909)),\"\")","v":"ABD_26"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:K909)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:L909)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:M909)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:N909)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:O909)),\"\")","v":"26 A wide range of formal and informal mechanisms are used to gather student feedback. Approaches may vary depending on student group and academic school and include the following: the operation of an open-door policy; student course evaluation forms (SCEF) - mandatory for each module; the Student Experience Survey; online discussion groups and social media; the piloting of real-time response systems like Bluepulse (in the School of Biological Sciences) and informal lunch groups (in the School of Engineering)."}]
[{"$f":"IF('> FILTER <'!B911<>\"\",ROW(OFFSET(A910,-1,0)),\"\")","v":909},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G911)),A910,\"\")","v":909},{"$f":"IFERROR(SMALL(Helper2_1,A910),\"\")","v":909},null,909,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G911)),$A910,\"\")","v":909},{"$f":"IFERROR(SMALL(Helper2_2,A910),\"\")","v":909},{"$f":"COUNTIF(Helper3_1,\"=\"&G910)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G910)=1, G910, \"\")","v":909},{"$f":"IFERROR(SMALL(Index_2,A910),\"\")","v":909},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:J910)),\"\")","v":"ABD_27"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:K910)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:L910)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:M910)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:N910)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:O910)),\"\")","v":"27 In addition, the University has demonstrated a clear commitment to improving its approaches to responding to student feedback, using multiple approaches to improve student awareness of changes made. A Student Feedback Framework describes the feedback methods adopted in responding to students on non-academic issues, and records the actions taken. The 'Inform...' campaign has been developed to raise student and staff awareness of changes resulting from student feedback. The ‘You said, we did’ campaign communicates changes taking place at institutional and school level with outcomes posted in different ways in each academic area, for example using posters, SSLC minutes and newsletters."}]
[{"$f":"IF('> FILTER <'!B912<>\"\",ROW(OFFSET(A911,-1,0)),\"\")","v":910},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G912)),A911,\"\")","v":910},{"$f":"IFERROR(SMALL(Helper2_1,A911),\"\")","v":910},null,910,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G912)),$A911,\"\")","v":910},{"$f":"IFERROR(SMALL(Helper2_2,A911),\"\")","v":910},{"$f":"COUNTIF(Helper3_1,\"=\"&G911)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G911)=1, G911, \"\")","v":910},{"$f":"IFERROR(SMALL(Index_2,A911),\"\")","v":910},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:J911)),\"\")","v":"ABD_28"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:K911)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:L911)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:M911)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:N911)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:O911)),\"\")","v":"28 Students confirmed they recognised changes in the University’s approach to communicating action in response to their feedback, feeling better informed, with actions more visible. The University recognises that there remains further work to be done in this area. The ELIR team would encourage the University to continue with its plans to enhance its approaches to responding to student feedback and use its evaluation of successful feedback initiatives to support institutional sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B913<>\"\",ROW(OFFSET(A912,-1,0)),\"\")","v":911},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G913)),A912,\"\")","v":911},{"$f":"IFERROR(SMALL(Helper2_1,A912),\"\")","v":911},null,911,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G913)),$A912,\"\")","v":911},{"$f":"IFERROR(SMALL(Helper2_2,A912),\"\")","v":911},{"$f":"COUNTIF(Helper3_1,\"=\"&G912)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G912)=1, G912, \"\")","v":911},{"$f":"IFERROR(SMALL(Index_2,A912),\"\")","v":911},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:J912)),\"\")","v":"ABD_29"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:K912)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:L912)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:M912)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:N912)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:O912)),\"\")","v":"29 The University has made significant progress in promoting inclusion across the institution and has effective arrangements to support this. The Advisory Group on Equality and Diversity (AGED), Equality Networks (supporting disability, LGBT+ and senior women) and University Equality and Diversity Advisor create robust structures for achieving the University’s ambition to embed equality into all its processes, with progress monitored against KPIs. Data relating to equality and diversity is considered by AGED. The effectiveness of AGED and the Equality Networks are monitored by the University Management Group (UMG) which advises the Principal on developing and monitoring institutional strategic direction, academic planning, and cross-school and external collaborative development."}]
[{"$f":"IF('> FILTER <'!B914<>\"\",ROW(OFFSET(A913,-1,0)),\"\")","v":912},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G914)),A913,\"\")","v":912},{"$f":"IFERROR(SMALL(Helper2_1,A913),\"\")","v":912},null,912,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G914)),$A913,\"\")","v":912},{"$f":"IFERROR(SMALL(Helper2_2,A913),\"\")","v":912},{"$f":"COUNTIF(Helper3_1,\"=\"&G913)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G913)=1, G913, \"\")","v":912},{"$f":"IFERROR(SMALL(Index_2,A913),\"\")","v":912},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:J913)),\"\")","v":"ABD_30"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:K913)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:L913)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:M913)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:N913)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:O913)),\"\")","v":"30 The ELIR team learned that to support institutional priorities and in response to the increasing diversity of its student population, the University continues to develop its approach to equality and diversity. Recent enhancements include revising the remit of AGED to include intersectionality; plans to create two new Equality Network groups to consider race equality and carers; and the introduction of a range of standalone strategies including a Religion and Belief Policy; a Gender Action Plan; and a Student Carers Policy. The team also understood there are plans to create a new Diversity and Inclusion Policy which will enhance the current Equality and Diversity Policy and Code for Staff and Students."}]
[{"$f":"IF('> FILTER <'!B915<>\"\",ROW(OFFSET(A914,-1,0)),\"\")","v":913},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G915)),A914,\"\")","v":913},{"$f":"IFERROR(SMALL(Helper2_1,A914),\"\")","v":913},null,913,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G915)),$A914,\"\")","v":913},{"$f":"IFERROR(SMALL(Helper2_2,A914),\"\")","v":913},{"$f":"COUNTIF(Helper3_1,\"=\"&G914)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G914)=1, G914, \"\")","v":913},{"$f":"IFERROR(SMALL(Index_2,A914),\"\")","v":913},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:J914)),\"\")","v":"ABD_31"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:K914)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:L914)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:M914)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:N914)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:O914)),\"\")","v":"31 The University recognises a number of disciplines do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25 (paragraph 10). The University’s Gender Action Plan details the University’s goals and activities (including outreach work) to achieve a better balance in priority disciplines, including Physics, Computing Science, Psychology and Education. In addition, all schools and institutes are engaged with supporting the University’s goal of achieving an Athena SWAN silver institutional award in 2020. The ELIR team viewed the University’s plans in this area very positively."}]
[{"$f":"IF('> FILTER <'!B916<>\"\",ROW(OFFSET(A915,-1,0)),\"\")","v":914},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G916)),A915,\"\")","v":914},{"$f":"IFERROR(SMALL(Helper2_1,A915),\"\")","v":914},null,914,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G916)),$A915,\"\")","v":914},{"$f":"IFERROR(SMALL(Helper2_2,A915),\"\")","v":914},{"$f":"COUNTIF(Helper3_1,\"=\"&G915)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G915)=1, G915, \"\")","v":914},{"$f":"IFERROR(SMALL(Index_2,A915),\"\")","v":914},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:J915)),\"\")","v":"ABD_32"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:K915)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:L915)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:M915)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:N915)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:O915)),\"\")","v":"32 During the ELIR, staff and students confirmed that embedding equality and diversity into the curriculum is achieved through specific consideration at the course design stage and is subsequently monitored through student feedback in the Student Course Evaluation Form (SCEF). The ELIR team learned about positive practice in this area, including using the Athena SWAN audit process to reflect on broader equality and diversity themes within the curriculum, resulting in positive changes to learning and teaching practice. The University has made positive progress in this area and remains committed to its plans to further develop practice in a more formalised manner."}]
[{"$f":"IF('> FILTER <'!B917<>\"\",ROW(OFFSET(A916,-1,0)),\"\")","v":915},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G917)),A916,\"\")","v":915},{"$f":"IFERROR(SMALL(Helper2_1,A916),\"\")","v":915},null,915,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G917)),$A916,\"\")","v":915},{"$f":"IFERROR(SMALL(Helper2_2,A916),\"\")","v":915},{"$f":"COUNTIF(Helper3_1,\"=\"&G916)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G916)=1, G916, \"\")","v":915},{"$f":"IFERROR(SMALL(Index_2,A916),\"\")","v":915},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:J916)),\"\")","v":"ABD_33"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:K916)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:L916)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:M916)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:N916)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:O916)),\"\")","v":"33 The University strives to improve awareness of equality and diversity by making training for all staff and students compulsory. Both the training for staff, and the Professional Skills training for students, have high completion rates (85 per cent and 86 per cent respectively)."}]
[{"$f":"IF('> FILTER <'!B918<>\"\",ROW(OFFSET(A917,-1,0)),\"\")","v":916},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G918)),A917,\"\")","v":916},{"$f":"IFERROR(SMALL(Helper2_1,A917),\"\")","v":916},null,916,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G918)),$A917,\"\")","v":916},{"$f":"IFERROR(SMALL(Helper2_2,A917),\"\")","v":916},{"$f":"COUNTIF(Helper3_1,\"=\"&G917)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G917)=1, G917, \"\")","v":916},{"$f":"IFERROR(SMALL(Index_2,A917),\"\")","v":916},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:J917)),\"\")","v":"ABD_34"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:K917)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:L917)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:M917)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:N917)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:O917)),\"\")","v":"34 Student representation on the Advisory Group on Equality and Diversity effectively supports student input to the University’s work on equality and inclusion. The University has also worked collaboratively with AUSA on student-led initiatives such as the Students Against Sexual Assault (SASA) campaign. Student representatives who met with the ELIR team described their ambition to work with the University to develop staff training on trans-inclusive language and unconscious bias which are equality areas they have identified as a priority. The RA also stated students were consulted on creating a new policy on supporting transgender students and are involved in Athena SWAN self-assessment teams. The University is undertaking work to enhance student engagement with its Gender Action Plan (paragraphs 30 and 31) by participating in a joint NUS-sparqs project with a specific focus on this area."}]
[{"$f":"IF('> FILTER <'!B919<>\"\",ROW(OFFSET(A918,-1,0)),\"\")","v":917},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G919)),A918,\"\")","v":917},{"$f":"IFERROR(SMALL(Helper2_1,A918),\"\")","v":917},null,{"$f":"ROW(OFFSET(E918,-1,0))","v":917},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G919)),$A918,\"\")","v":917},{"$f":"IFERROR(SMALL(Helper2_2,A918),\"\")","v":917},{"$f":"COUNTIF(Helper3_1,\"=\"&G918)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G918)=1, G918, \"\")","v":917},{"$f":"IFERROR(SMALL(Index_2,A918),\"\")","v":917},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:J918)),\"\")","v":"ABD_35"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:K918)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:L918)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:M918)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:N918)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:O918)),\"\")","v":"35 In discussions with the ELIR team, some student representatives highlighted challenges around implementing all University equality and diversity initiatives at the Doha campus because of different cultural and legal contexts. They went on to confirm they believed that those initiatives which can be implemented by the University were indeed being introduced, for example, additional support for women with children which is offered to Aberdeen-based students was now available to students in Doha. Students at the Doha campus recognised a clear commitment to equality and diversity by the University and confirmed that, in their experience, students from all backgrounds were treated with respect and had equal opportunities with regard to their learning and teaching.  "}]
[{"$f":"IF('> FILTER <'!B920<>\"\",ROW(OFFSET(A919,-1,0)),\"\")","v":918},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G920)),A919,\"\")","v":918},{"$f":"IFERROR(SMALL(Helper2_1,A919),\"\")","v":918},null,918,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G920)),$A919,\"\")","v":918},{"$f":"IFERROR(SMALL(Helper2_2,A919),\"\")","v":918},{"$f":"COUNTIF(Helper3_1,\"=\"&G919)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G919)=1, G919, \"\")","v":918},{"$f":"IFERROR(SMALL(Index_2,A919),\"\")","v":918},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:J919)),\"\")","v":"ABD_35"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:K919)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:L919)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:M919)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:N919)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:O919)),\"\")","v":"35 In discussions with the ELIR team, some student representatives highlighted challenges around implementing all University equality and diversity initiatives at the Doha campus because of different cultural and legal contexts. They went on to confirm they believed that those initiatives which can be implemented by the University were indeed being introduced, for example, additional support for women with children which is offered to Aberdeen-based students was now available to students in Doha. Students at the Doha campus recognised a clear commitment to equality and diversity by the University and confirmed that, in their experience, students from all backgrounds were treated with respect and had equal opportunities with regard to their learning and teaching.  "}]
[{"$f":"IF('> FILTER <'!B921<>\"\",ROW(OFFSET(A920,-1,0)),\"\")","v":919},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G921)),A920,\"\")","v":919},{"$f":"IFERROR(SMALL(Helper2_1,A920),\"\")","v":919},null,919,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G921)),$A920,\"\")","v":919},{"$f":"IFERROR(SMALL(Helper2_2,A920),\"\")","v":919},{"$f":"COUNTIF(Helper3_1,\"=\"&G920)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G920)=1, G920, \"\")","v":919},{"$f":"IFERROR(SMALL(Index_2,A920),\"\")","v":919},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:J920)),\"\")","v":"ABD_36"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:K920)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:L920)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:M920)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:N920)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:O920)),\"\")","v":"36 The ELIR team’s view is that strong institutional commitment has ensured that equality and diversity is embedded across University policies, procedures and activities, and is also underpinned by a comprehensive range of initiatives involving both staff and students."}]
[{"$f":"IF('> FILTER <'!B922<>\"\",ROW(OFFSET(A921,-1,0)),\"\")","v":920},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G922)),A921,\"\")","v":920},{"$f":"IFERROR(SMALL(Helper2_1,A921),\"\")","v":920},null,920,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G922)),$A921,\"\")","v":920},{"$f":"IFERROR(SMALL(Helper2_2,A921),\"\")","v":920},{"$f":"COUNTIF(Helper3_1,\"=\"&G921)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G921)=1, G921, \"\")","v":920},{"$f":"IFERROR(SMALL(Index_2,A921),\"\")","v":920},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:J921)),\"\")","v":"ABD_37"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:K921)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:L921)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:M921)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:N921)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:O921)),\"\")","v":"37 As well as having a Mental Health and Wellbeing Strategy and action plan, the University has appointed a Mental Health Advisor who, in addition to managing a caseload, provides advice to student support services, academics and those supporting students in halls of residence. The ELIR team learned that the University has increased the resourcing of mental health support including establishing an in-house mentoring scheme where mentors play a role in helping students to prepare to overcome barriers they anticipate as a result of their mental health challenges. The University currently offers training for staff in mental health, including a two-day certified first aid course, and plans to enable more staff to be trained as facilitators to support the delivery of staff development linked to mental health. The University also provides suicide intervention training for all student resident assistants."}]
[{"$f":"IF('> FILTER <'!B923<>\"\",ROW(OFFSET(A922,-1,0)),\"\")","v":921},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G923)),A922,\"\")","v":921},{"$f":"IFERROR(SMALL(Helper2_1,A922),\"\")","v":921},null,921,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G923)),$A922,\"\")","v":921},{"$f":"IFERROR(SMALL(Helper2_2,A922),\"\")","v":921},{"$f":"COUNTIF(Helper3_1,\"=\"&G922)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G922)=1, G922, \"\")","v":921},{"$f":"IFERROR(SMALL(Index_2,A922),\"\")","v":921},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:J922)),\"\")","v":"ABD_37"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:K922)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:L922)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:M922)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:N922)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:O922)),\"\")","v":"37 As well as having a Mental Health and Wellbeing Strategy and action plan, the University has appointed a Mental Health Advisor who, in addition to managing a caseload, provides advice to student support services, academics and those supporting students in halls of residence. The ELIR team learned that the University has increased the resourcing of mental health support including establishing an in-house mentoring scheme where mentors play a role in helping students to prepare to overcome barriers they anticipate as a result of their mental health challenges. The University currently offers training for staff in mental health, including a two-day certified first aid course, and plans to enable more staff to be trained as facilitators to support the delivery of staff development linked to mental health. The University also provides suicide intervention training for all student resident assistants."}]
[{"$f":"IF('> FILTER <'!B924<>\"\",ROW(OFFSET(A923,-1,0)),\"\")","v":922},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G924)),A923,\"\")","v":922},{"$f":"IFERROR(SMALL(Helper2_1,A923),\"\")","v":922},null,922,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G924)),$A923,\"\")","v":922},{"$f":"IFERROR(SMALL(Helper2_2,A923),\"\")","v":922},{"$f":"COUNTIF(Helper3_1,\"=\"&G923)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G923)=1, G923, \"\")","v":922},{"$f":"IFERROR(SMALL(Index_2,A923),\"\")","v":922},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:J923)),\"\")","v":"ABD_38"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:K923)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:L923)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:M923)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:N923)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:O923)),\"\")","v":"38 To support its increasingly diverse student population, the University has developed an award-winning campaign and online resource called 'CluedUp', which offers advice and signposting to health and wellbeing services and resources both within the University and in the wider community (including NHS Scotland and Aberdeen City Council). The resource is actively promoted through social media and student blogs, with evidence of the campaign's impact, resulting in a significant increase in the number of unique views within the first two months of the campaign re-launch."}]
[{"$f":"IF('> FILTER <'!B925<>\"\",ROW(OFFSET(A924,-1,0)),\"\")","v":923},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G925)),A924,\"\")","v":923},{"$f":"IFERROR(SMALL(Helper2_1,A924),\"\")","v":923},null,923,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G925)),$A924,\"\")","v":923},{"$f":"IFERROR(SMALL(Helper2_2,A924),\"\")","v":923},{"$f":"COUNTIF(Helper3_1,\"=\"&G924)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G924)=1, G924, \"\")","v":923},{"$f":"IFERROR(SMALL(Index_2,A924),\"\")","v":923},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:J924)),\"\")","v":"ABD_39"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:K924)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:L924)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:M924)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:N924)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:O924)),\"\")","v":"39 The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with student feedback confirming they are positively supported and prepared to succeed in their studies."}]
[{"$f":"IF('> FILTER <'!B926<>\"\",ROW(OFFSET(A925,-1,0)),\"\")","v":924},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G926)),A925,\"\")","v":924},{"$f":"IFERROR(SMALL(Helper2_1,A925),\"\")","v":924},null,924,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G926)),$A925,\"\")","v":924},{"$f":"IFERROR(SMALL(Helper2_2,A925),\"\")","v":924},{"$f":"COUNTIF(Helper3_1,\"=\"&G925)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G925)=1, G925, \"\")","v":924},{"$f":"IFERROR(SMALL(Index_2,A925),\"\")","v":924},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:J925)),\"\")","v":"ABD_39"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:K925)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:L925)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:M925)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:N925)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:O925)),\"\")","v":"39 The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with student feedback confirming they are positively supported and prepared to succeed in their studies."}]
[{"$f":"IF('> FILTER <'!B927<>\"\",ROW(OFFSET(A926,-1,0)),\"\")","v":925},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G927)),A926,\"\")","v":925},{"$f":"IFERROR(SMALL(Helper2_1,A926),\"\")","v":925},null,925,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G927)),$A926,\"\")","v":925},{"$f":"IFERROR(SMALL(Helper2_2,A926),\"\")","v":925},{"$f":"COUNTIF(Helper3_1,\"=\"&G926)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G926)=1, G926, \"\")","v":925},{"$f":"IFERROR(SMALL(Index_2,A926),\"\")","v":925},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:J926)),\"\")","v":"ABD_40"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:K926)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:L926)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:M926)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:N926)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:O926)),\"\")","v":"40 Since the 2013 ELIR, the University has formalised its approach to contextualised admissions, publishing a contextualised Admissions and Access Threshold Policy and added two new widening participation schemes (Access to Aberdeen and Gateway2Medicine) to its existing offerings developed to support school leavers from SIMD 20 and 40 categories and care leavers backgrounds to enter higher education. Data presented in the RA indicates these initiatives are having a positive impact, with the proportion of Scottish domiciled undergraduate entrants from SIMD 20 and 40 postcodes increasing by 37 per cent and 24 per cent respectively since 2013 (paragraph 9)."}]
[{"$f":"IF('> FILTER <'!B928<>\"\",ROW(OFFSET(A927,-1,0)),\"\")","v":926},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G928)),A927,\"\")","v":926},{"$f":"IFERROR(SMALL(Helper2_1,A927),\"\")","v":926},null,926,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G928)),$A927,\"\")","v":926},{"$f":"IFERROR(SMALL(Helper2_2,A927),\"\")","v":926},{"$f":"COUNTIF(Helper3_1,\"=\"&G927)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G927)=1, G927, \"\")","v":926},{"$f":"IFERROR(SMALL(Index_2,A927),\"\")","v":926},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:J927)),\"\")","v":"ABD_41"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:K927)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:L927)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:M927)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:N927)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:O927)),\"\")","v":"41 To support its strategic commitment to increase the number of students articulating with advanced standing from further education colleges, the University’s Articulation Working Group is reviewing existing articulation routes and establishing new routes with existing and new partners. The routes are being developed to support students to progress with full credit transfer and provide opportunities to undertake bridging programmes where discipline-specific mismatches occur. These collaborations have resulted in the publication of University articulation requirements which apply across college courses Scotland-wide and the piloting of a system to support entrants on their most appropriate pathway. Students who met the ELIR team were very complimentary about the broader support for widening access students including support from academic staff and student support services, and within the learning and teaching environment."}]
[{"$f":"IF('> FILTER <'!B929<>\"\",ROW(OFFSET(A928,-1,0)),\"\")","v":927},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G929)),A928,\"\")","v":927},{"$f":"IFERROR(SMALL(Helper2_1,A928),\"\")","v":927},null,927,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G929)),$A928,\"\")","v":927},{"$f":"IFERROR(SMALL(Helper2_2,A928),\"\")","v":927},{"$f":"COUNTIF(Helper3_1,\"=\"&G928)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G928)=1, G928, \"\")","v":927},{"$f":"IFERROR(SMALL(Index_2,A928),\"\")","v":927},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:J928)),\"\")","v":"ABD_41"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:K928)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:L928)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:M928)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:N928)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:O928)),\"\")","v":"41 To support its strategic commitment to increase the number of students articulating with advanced standing from further education colleges, the University’s Articulation Working Group is reviewing existing articulation routes and establishing new routes with existing and new partners. The routes are being developed to support students to progress with full credit transfer and provide opportunities to undertake bridging programmes where discipline-specific mismatches occur. These collaborations have resulted in the publication of University articulation requirements which apply across college courses Scotland-wide and the piloting of a system to support entrants on their most appropriate pathway. Students who met the ELIR team were very complimentary about the broader support for widening access students including support from academic staff and student support services, and within the learning and teaching environment."}]
[{"$f":"IF('> FILTER <'!B930<>\"\",ROW(OFFSET(A929,-1,0)),\"\")","v":928},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G930)),A929,\"\")","v":928},{"$f":"IFERROR(SMALL(Helper2_1,A929),\"\")","v":928},null,928,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G930)),$A929,\"\")","v":928},{"$f":"IFERROR(SMALL(Helper2_2,A929),\"\")","v":928},{"$f":"COUNTIF(Helper3_1,\"=\"&G929)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G929)=1, G929, \"\")","v":928},{"$f":"IFERROR(SMALL(Index_2,A929),\"\")","v":928},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:J929)),\"\")","v":"ABD_42"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:K929)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:L929)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:M929)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:N929)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:O929)),\"\")","v":"42 To support its ambitions to diversify the student population, the University has a strategic commitment to significantly expand its online provision, particularly linked to PGT programmes and standalone short courses (paragraph 8). The University recognises challenges associated with meeting the needs of online learners and continues to work on identifying the most effective ways to support and engage this population, foster a sense of community among learners, and ensure students feel connected to the University. Support currently available to students includes the development of an Online Education community area in MyAberdeen. The ELIR team learned from staff that work is also underway to further develop online spaces for students including MyCampus (a new virtual campus for students) and that it is now possible for students to join a number of online societies. The University’s collaborative work to develop support for online students is recognised in the sparqs Engaging Students in Online Distance Learning resource."}]
[{"$f":"IF('> FILTER <'!B931<>\"\",ROW(OFFSET(A930,-1,0)),\"\")","v":929},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G931)),A930,\"\")","v":929},{"$f":"IFERROR(SMALL(Helper2_1,A930),\"\")","v":929},null,929,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G931)),$A930,\"\")","v":929},{"$f":"IFERROR(SMALL(Helper2_2,A930),\"\")","v":929},{"$f":"COUNTIF(Helper3_1,\"=\"&G930)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G930)=1, G930, \"\")","v":929},{"$f":"IFERROR(SMALL(Index_2,A930),\"\")","v":929},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:J930)),\"\")","v":"ABD_43"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:K930)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:L930)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:M930)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:N930)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:O930)),\"\")","v":"43 Online students who met the ELIR team confirmed that, overall, their learning and teaching needs were being met. They described the value of studying with students from all over the world, indicating it brought a new perspective to learning and significantly enhanced their experience. Students also recognised the opportunities available to them to develop peer relationships, particularly at the beginning of each course. However, students reported that sustaining these relationships was difficult when each course has a different cohort registered on it, resulting in students creating their own networks via social media. Some students who met the ELIR team believed there would be benefit in having access to the support of a Personal Tutor (paragraph 49). The ELIR team would encourage the University to continue with its plans to further develop student support and representation arrangements for students studying online."}]
[{"$f":"IF('> FILTER <'!B932<>\"\",ROW(OFFSET(A931,-1,0)),\"\")","v":930},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G932)),A931,\"\")","v":930},{"$f":"IFERROR(SMALL(Helper2_1,A931),\"\")","v":930},null,930,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G932)),$A931,\"\")","v":930},{"$f":"IFERROR(SMALL(Helper2_2,A931),\"\")","v":930},{"$f":"COUNTIF(Helper3_1,\"=\"&G931)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G931)=1, G931, \"\")","v":930},{"$f":"IFERROR(SMALL(Index_2,A931),\"\")","v":930},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:J931)),\"\")","v":"ABD_44"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:K931)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:L931)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:M931)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:N931)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:O931)),\"\")","v":"44 The University provides a holistic and inclusive approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities from enquiry to graduation. Students articulated a good understanding of the support services available, confirming they were well informed and could easily access the services on offer. In response to the needs of its changing student population the University continues to implement plans to develop its support services."}]
[{"$f":"IF('> FILTER <'!B933<>\"\",ROW(OFFSET(A932,-1,0)),\"\")","v":931},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G933)),A932,\"\")","v":931},{"$f":"IFERROR(SMALL(Helper2_1,A932),\"\")","v":931},null,931,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G933)),$A932,\"\")","v":931},{"$f":"IFERROR(SMALL(Helper2_2,A932),\"\")","v":931},{"$f":"COUNTIF(Helper3_1,\"=\"&G932)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G932)=1, G932, \"\")","v":931},{"$f":"IFERROR(SMALL(Index_2,A932),\"\")","v":931},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:J932)),\"\")","v":"ABD_45"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:K932)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:L932)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:M932)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:N932)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:O932)),\"\")","v":"45 Working in collaboration with the Children’s University and Aberdeenshire Council, the University offers a range of activities and events for both primary and secondary pupils, their parents and teachers. These include supporting S6 students with the completion of a range of Advanced Highers, CPD events for secondary teachers, online Maths and English access modules, revision schools, and the Gateway2Medicine programme."}]
[{"$f":"IF('> FILTER <'!B934<>\"\",ROW(OFFSET(A933,-1,0)),\"\")","v":932},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G934)),A933,\"\")","v":932},{"$f":"IFERROR(SMALL(Helper2_1,A933),\"\")","v":932},null,932,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G934)),$A933,\"\")","v":932},{"$f":"IFERROR(SMALL(Helper2_2,A933),\"\")","v":932},{"$f":"COUNTIF(Helper3_1,\"=\"&G933)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G933)=1, G933, \"\")","v":932},{"$f":"IFERROR(SMALL(Index_2,A933),\"\")","v":932},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:J933)),\"\")","v":"ABD_46"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:K933)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:L933)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:M933)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:N933)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:O933)),\"\")","v":"46 The University also offers a range of transitional support activities to incoming undergraduate and postgraduate students including the Engineering Transitional Summer School, workshops during Freshers’ Week within Geosciences, and a MOOC in Medical Sciences. The University’s evaluation of these initiatives provides evidence of a positive impact on the numbers of students successfully transitioning into degree programmes and also on student progression and attainment. Students with first-hand experience of these initiatives spoke very positively about them."}]
[{"$f":"IF('> FILTER <'!B935<>\"\",ROW(OFFSET(A934,-1,0)),\"\")","v":933},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G935)),A934,\"\")","v":933},{"$f":"IFERROR(SMALL(Helper2_1,A934),\"\")","v":933},null,933,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G935)),$A934,\"\")","v":933},{"$f":"IFERROR(SMALL(Helper2_2,A934),\"\")","v":933},{"$f":"COUNTIF(Helper3_1,\"=\"&G934)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G934)=1, G934, \"\")","v":933},{"$f":"IFERROR(SMALL(Index_2,A934),\"\")","v":933},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:J934)),\"\")","v":"ABD_47"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:K934)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:L934)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:M934)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:N934)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:O934)),\"\")","v":"47 The University provides a programme of induction to support all students to make the transition to University. In addition to talks and events during Freshers' Week, support activities run throughout the year considering all aspects of university life. Students are further supported by a suite of online materials available through the Learner’s Toolkit."}]
[{"$f":"IF('> FILTER <'!B936<>\"\",ROW(OFFSET(A935,-1,0)),\"\")","v":934},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G936)),A935,\"\")","v":934},{"$f":"IFERROR(SMALL(Helper2_1,A935),\"\")","v":934},null,934,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G936)),$A935,\"\")","v":934},{"$f":"IFERROR(SMALL(Helper2_2,A935),\"\")","v":934},{"$f":"COUNTIF(Helper3_1,\"=\"&G935)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G935)=1, G935, \"\")","v":934},{"$f":"IFERROR(SMALL(Index_2,A935),\"\")","v":934},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:J935)),\"\")","v":"ABD_48"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:K935)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:L935)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:M935)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:N935)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:O935)),\"\")","v":"48 The University’s curriculum is designed to offer students choice and flexibility throughout their studies. In response to student concerns around the course registration process and challenges navigating course options, the University has enhanced its processes including improving its course catalogue and online course choice system (MyCurriculum); offering a personalised timetabling system (MyTimetable) and Webchat facility; issuing clearer email communications; and making enhancements to the registration venue. Feedback captured through the University’s Student Course Evaluation Forms (SCEF) indicates students are positive about these changes and students who met the ELIR team were content with the support now in place."}]
[{"$f":"IF('> FILTER <'!B937<>\"\",ROW(OFFSET(A936,-1,0)),\"\")","v":935},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G937)),A936,\"\")","v":935},{"$f":"IFERROR(SMALL(Helper2_1,A936),\"\")","v":935},null,935,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G937)),$A936,\"\")","v":935},{"$f":"IFERROR(SMALL(Helper2_2,A936),\"\")","v":935},{"$f":"COUNTIF(Helper3_1,\"=\"&G936)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G936)=1, G936, \"\")","v":935},{"$f":"IFERROR(SMALL(Index_2,A936),\"\")","v":935},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:J936)),\"\")","v":"ABD_49"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:K936)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:L936)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:M936)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:N936)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:O936)),\"\")","v":"49 The ELIR team understands that all on-campus undergraduate students have access to a Personal Tutor, minimum University expectations for the role are defined and guidance on personal tutoring is available to staff. The University recognises its current arrangements do not extend to support all postgraduate students (paragraph 64). Each school is responsible for allocating students a Personal Tutor and Personal Tutors are trained by Senior Personal Tutors from their school. Class representatives spoke very highly of the personal tutoring system but indicated students’ experiences vary between schools. Staff spoke of specific examples where the intervention of a Personal Tutor had prevented students making decisions that could have negatively impacted on their studies. Senior colleagues, staff and students from the wider student body described challenges with the current personal tutoring arrangements arising from variable commitment and buy-in from both staff and students. The ELIR team understands that during 2018-19 the University plans to establish a working group to consider student engagement with personal tutoring and identify areas for enhancement. The ELIR team recommends that the University continues to monitor its personal tutoring arrangements to ensure they remain fit for purpose, in the context of the University’s changing student population.  "}]
[{"$f":"IF('> FILTER <'!B938<>\"\",ROW(OFFSET(A937,-1,0)),\"\")","v":936},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G938)),A937,\"\")","v":936},{"$f":"IFERROR(SMALL(Helper2_1,A937),\"\")","v":936},null,936,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G938)),$A937,\"\")","v":936},{"$f":"IFERROR(SMALL(Helper2_2,A937),\"\")","v":936},{"$f":"COUNTIF(Helper3_1,\"=\"&G937)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G937)=1, G937, \"\")","v":936},{"$f":"IFERROR(SMALL(Index_2,A937),\"\")","v":936},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:J937)),\"\")","v":"ABD_50"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:K937)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:L937)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:M937)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:N937)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:O937)),\"\")","v":"50 Students have access to an extensive range of centralised student support services including wellbeing services, financial advice, disability services, the Student Learning Service, and careers and employability support. The effectiveness of these services is considered by the Student Experience Committee. Recognising its increasingly diverse student population, which brings a more complex set of needs, the University has proactively developed its student services to effectively support the requirements of all students. Examples include enhancements to the Mental Health service (paragraphs 37 and 38) and the online learning environment (paragraphs 75-78). The AUSA Advice Service provides advice and directs students to the various University support services available. AUSA also has a welfare committee which takes forward issues raised by students. The University also provides a wide range of information to students through MyAberdeen and recognises a need to further develop MyAberdeen to ensure it continues to provide appropriate support for the growing numbers of online students (paragraph 42 and paragraphs 74-79). Students who met with the ELIR team indicated that they were well-supported and were satisfied with the quality and breadth of support services available."}]
[{"$f":"IF('> FILTER <'!B939<>\"\",ROW(OFFSET(A938,-1,0)),\"\")","v":937},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G939)),A938,\"\")","v":937},{"$f":"IFERROR(SMALL(Helper2_1,A938),\"\")","v":937},null,937,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G939)),$A938,\"\")","v":937},{"$f":"IFERROR(SMALL(Helper2_2,A938),\"\")","v":937},{"$f":"COUNTIF(Helper3_1,\"=\"&G938)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G938)=1, G938, \"\")","v":937},{"$f":"IFERROR(SMALL(Index_2,A938),\"\")","v":937},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:J938)),\"\")","v":"ABD_51"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:K938)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:L938)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:M938)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:N938)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:O938)),\"\")","v":"51 A number of learning support policies have been introduced effectively to encourage greater student engagement with their learning. These include a Lecture Attendance Monitoring Policy and a Lecture Capture Policy. Staff spoke positively about the introduction of the Lecture Capture Policy, describing it as mainstreaming accessibility in teaching and having a positive impact on student learning. The introduction of the Lecture Capture Policy was also viewed positively by the students. Following feedback from students, the ELIR team would encourage the University to continue to investigate the implementation of Lecture Capture at its Doha campus (paragraph 154)."}]
[{"$f":"IF('> FILTER <'!B940<>\"\",ROW(OFFSET(A939,-1,0)),\"\")","v":938},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G940)),A939,\"\")","v":938},{"$f":"IFERROR(SMALL(Helper2_1,A939),\"\")","v":938},null,938,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G940)),$A939,\"\")","v":938},{"$f":"IFERROR(SMALL(Helper2_2,A939),\"\")","v":938},{"$f":"COUNTIF(Helper3_1,\"=\"&G939)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G939)=1, G939, \"\")","v":938},{"$f":"IFERROR(SMALL(Index_2,A939),\"\")","v":938},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:J939)),\"\")","v":"ABD_52"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:K939)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:L939)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:M939)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:N939)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:O939)),\"\")","v":"52 Improving student satisfaction with assessment and feedback has been an area the University has prioritised. Having evaluated information from a variety of sources, the University identified students were less satisfied with their feedback on assessments than the quality of their teaching. A cross-institutional Assessment and Feedback Task Force was established in 2016 aiming to champion innovation and diversity in assessment methods, increase student satisfaction with feedback, and increase schools’ responsiveness to the feedback they receive from students. The Task Force also gathered and shared the breadth of assessment approaches used across the schools. The Task Force identified a need to review and clarify feedback timelines to students, resulting in the development of a toolkit and revisions to the Institutional Framework for the Provision of Feedback on Assessment. Additionally, in 2016-17 the University Committee on Teaching and Learning (UCTL) asked schools to review assessment arrangements on each undergraduate course and honours programme, to ensure assessment and feedback practices were varied and aligned with learning outcomes, and avoided assessment bunching and the potential overloading of students. The implementation and impact of these changes continues to be monitored as part of University annual monitoring processes."}]
[{"$f":"IF('> FILTER <'!B941<>\"\",ROW(OFFSET(A940,-1,0)),\"\")","v":939},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G941)),A940,\"\")","v":939},{"$f":"IFERROR(SMALL(Helper2_1,A940),\"\")","v":939},null,939,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G941)),$A940,\"\")","v":939},{"$f":"IFERROR(SMALL(Helper2_2,A940),\"\")","v":939},{"$f":"COUNTIF(Helper3_1,\"=\"&G940)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G940)=1, G940, \"\")","v":939},{"$f":"IFERROR(SMALL(Index_2,A940),\"\")","v":939},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:J940)),\"\")","v":"ABD_53"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:K940)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:L940)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:M940)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:N940)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:O940)),\"\")","v":"53 The University’s Code of Practice on Assessment sets out the University’s expectations for marking, undergraduate degree classification and for the determination of progression and award within postgraduate taught programmes, and this information is available to students via a bespoke website and in course handbooks. Students also have access to the University’s Framework for the Provision of Feedback on Assessment via the Infohub and further information on assessment and feedback is provided to them during induction and via course guides, student handbooks, and introductory lectures.  "}]
[{"$f":"IF('> FILTER <'!B942<>\"\",ROW(OFFSET(A941,-1,0)),\"\")","v":940},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G942)),A941,\"\")","v":940},{"$f":"IFERROR(SMALL(Helper2_1,A941),\"\")","v":940},null,940,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G942)),$A941,\"\")","v":940},{"$f":"IFERROR(SMALL(Helper2_2,A941),\"\")","v":940},{"$f":"COUNTIF(Helper3_1,\"=\"&G941)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G941)=1, G941, \"\")","v":940},{"$f":"IFERROR(SMALL(Index_2,A941),\"\")","v":940},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:J941)),\"\")","v":"ABD_54"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:K941)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:L941)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:M941)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:N941)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:O941)),\"\")","v":"54 In meetings with the ELIR team, students confirmed they were clear about the assessments and feedback arrangements on their courses/programmes and that a variety of mechanisms were used to ensure they were informed including student handbooks, introductory lectures and course guides. They noted the approaches used to inform them of assessment arrangements varied between schools. Students indicated they had seen improvements in both the quality and the timeliness of feedback provided by academic staff, but were not aware of the Institutional Framework for the Provision of Feedback on Assessment."}]
[{"$f":"IF('> FILTER <'!B943<>\"\",ROW(OFFSET(A942,-1,0)),\"\")","v":941},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G943)),A942,\"\")","v":941},{"$f":"IFERROR(SMALL(Helper2_1,A942),\"\")","v":941},null,941,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G943)),$A942,\"\")","v":941},{"$f":"IFERROR(SMALL(Helper2_2,A942),\"\")","v":941},{"$f":"COUNTIF(Helper3_1,\"=\"&G942)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G942)=1, G942, \"\")","v":941},{"$f":"IFERROR(SMALL(Index_2,A942),\"\")","v":941},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:J942)),\"\")","v":"ABD_55"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:K942)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:L942)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:M942)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:N942)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:O942)),\"\")","v":"55 The University’s approaches to developing graduate attributes, employability, enterprise and entrepreneurship are systematically embedded into its learning and teaching processes. The University’s Employability Development Framework details an institution-wide approach to embedding employability across the student experience and is set out as six strands of work: Aberdeen Graduate Attributes (AGA), Curriculum Development, Employer Engagement, Co-curricular Activities, Career Planning, and Enterprise and Entrepreneurship. The Positive Outcomes (PO) Task Force is responsible for monitoring these strands, reporting to the University Committee on Teaching and Learning (UCTL) on a range of matters including graduate destinations, employability and students’ skills development. The Task Force also acts as a conduit for sharing practice. The University’s programme and course approval processes require staff to specify how students develop AGAs and employability skills during their studies (paragraph 115)."}]
[{"$f":"IF('> FILTER <'!B944<>\"\",ROW(OFFSET(A943,-1,0)),\"\")","v":942},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G944)),A943,\"\")","v":942},{"$f":"IFERROR(SMALL(Helper2_1,A943),\"\")","v":942},null,942,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G944)),$A943,\"\")","v":942},{"$f":"IFERROR(SMALL(Helper2_2,A943),\"\")","v":942},{"$f":"COUNTIF(Helper3_1,\"=\"&G943)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G943)=1, G943, \"\")","v":942},{"$f":"IFERROR(SMALL(Index_2,A943),\"\")","v":942},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:J943)),\"\")","v":"ABD_56"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:K943)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:L943)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:M943)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:N943)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:O943)),\"\")","v":"56 Since the 2013 ELIR, the University has continued to build on the initiatives available to support students to develop their AGAs including introducing a compulsory non-credit bearing level one Online Professional Skills course, optional Professional Skills courses at levels two and three, relaunching its skills development site ‘Achieve’, and the introduction of the ‘Achieve+’ site for postgraduate taught students. The University’s Students Taking Active Roles (STAR) awards formally recognise students’ development of AGAs and students’ achievements beyond the academic curriculum are recorded on enhanced transcripts."}]
[{"$f":"IF('> FILTER <'!B945<>\"\",ROW(OFFSET(A944,-1,0)),\"\")","v":943},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G945)),A944,\"\")","v":943},{"$f":"IFERROR(SMALL(Helper2_1,A944),\"\")","v":943},null,943,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G945)),$A944,\"\")","v":943},{"$f":"IFERROR(SMALL(Helper2_2,A944),\"\")","v":943},{"$f":"COUNTIF(Helper3_1,\"=\"&G944)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G944)=1, G944, \"\")","v":943},{"$f":"IFERROR(SMALL(Index_2,A944),\"\")","v":943},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:J944)),\"\")","v":"ABD_57"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:K944)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:L944)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:M944)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:N944)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:O944)),\"\")","v":"57 A comprehensive range of opportunities exist for employers to engage with the University including providing expertise on curriculum content, contributing as guest lecturers, facilitating leadership workshops, acting as career mentors, supporting programme advisory boards, and providing support for work-related learning. The University is taking positive steps to diversify its work-based learning (WBL) provision resulting in an increasing number of programmes offering this as an option to students."}]
[{"$f":"IF('> FILTER <'!B946<>\"\",ROW(OFFSET(A945,-1,0)),\"\")","v":944},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G946)),A945,\"\")","v":944},{"$f":"IFERROR(SMALL(Helper2_1,A945),\"\")","v":944},null,944,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G946)),$A945,\"\")","v":944},{"$f":"IFERROR(SMALL(Helper2_2,A945),\"\")","v":944},{"$f":"COUNTIF(Helper3_1,\"=\"&G945)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G945)=1, G945, \"\")","v":944},{"$f":"IFERROR(SMALL(Index_2,A945),\"\")","v":944},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:J945)),\"\")","v":"ABD_58"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:K945)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:L945)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:M945)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:N945)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:O945)),\"\")","v":"58 Both staff and students talked enthusiastically about the range of ways in which employability skills were embedded within programmes. Staff were aware of the initiatives to support students to better recognise their graduate attributes and employability skills and confirmed that mapping AGAs was a requirement of the programme design and approval process. A number of students who met the ELIR team also had first-hand experience of, and spoke positively about, opportunities to undertake work-based learning such as placements and internships. Students from the University’s Doha campus spoke of an Industry Week in support of their employability skills (paragraph 150)."}]
[{"$f":"IF('> FILTER <'!B947<>\"\",ROW(OFFSET(A946,-1,0)),\"\")","v":945},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G947)),A946,\"\")","v":945},{"$f":"IFERROR(SMALL(Helper2_1,A946),\"\")","v":945},null,945,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G947)),$A946,\"\")","v":945},{"$f":"IFERROR(SMALL(Helper2_2,A946),\"\")","v":945},{"$f":"COUNTIF(Helper3_1,\"=\"&G946)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G946)=1, G946, \"\")","v":945},{"$f":"IFERROR(SMALL(Index_2,A946),\"\")","v":945},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:J946)),\"\")","v":"ABD_59"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:K946)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:L946)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:M946)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:N946)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:O946)),\"\")","v":"59 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. Students spoke of being supported throughout their study abroad experience, particularly by their Go Abroad tutors and staff in the Study Abroad office."}]
[{"$f":"IF('> FILTER <'!B948<>\"\",ROW(OFFSET(A947,-1,0)),\"\")","v":946},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G948)),A947,\"\")","v":946},{"$f":"IFERROR(SMALL(Helper2_1,A947),\"\")","v":946},null,946,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G948)),$A947,\"\")","v":946},{"$f":"IFERROR(SMALL(Helper2_2,A947),\"\")","v":946},{"$f":"COUNTIF(Helper3_1,\"=\"&G947)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G947)=1, G947, \"\")","v":946},{"$f":"IFERROR(SMALL(Index_2,A947),\"\")","v":946},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:J947)),\"\")","v":"ABD_60"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:K947)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:L947)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:M947)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:N947)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:O947)),\"\")","v":"60 Overall, the ELIR team considers the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The University has set ambitious targets to increase its numbers of postgraduate students (paragraph 7), with growth of postgraduate taught students in particular being achieved through the development of collaborative programmes and the expansion of online provision."}]
[{"$f":"IF('> FILTER <'!B949<>\"\",ROW(OFFSET(A948,-1,0)),\"\")","v":947},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G949)),A948,\"\")","v":947},{"$f":"IFERROR(SMALL(Helper2_1,A948),\"\")","v":947},null,947,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G949)),$A948,\"\")","v":947},{"$f":"IFERROR(SMALL(Helper2_2,A948),\"\")","v":947},{"$f":"COUNTIF(Helper3_1,\"=\"&G948)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G948)=1, G948, \"\")","v":947},{"$f":"IFERROR(SMALL(Index_2,A948),\"\")","v":947},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:J948)),\"\")","v":"ABD_60"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:K948)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:L948)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:M948)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:N948)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:O948)),\"\")","v":"60 Overall, the ELIR team considers the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The University has set ambitious targets to increase its numbers of postgraduate students (paragraph 7), with growth of postgraduate taught students in particular being achieved through the development of collaborative programmes and the expansion of online provision."}]
[{"$f":"IF('> FILTER <'!B950<>\"\",ROW(OFFSET(A949,-1,0)),\"\")","v":948},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G950)),A949,\"\")","v":948},{"$f":"IFERROR(SMALL(Helper2_1,A949),\"\")","v":948},null,948,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G950)),$A949,\"\")","v":948},{"$f":"IFERROR(SMALL(Helper2_2,A949),\"\")","v":948},{"$f":"COUNTIF(Helper3_1,\"=\"&G949)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G949)=1, G949, \"\")","v":948},{"$f":"IFERROR(SMALL(Index_2,A949),\"\")","v":948},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:J949)),\"\")","v":"ABD_61"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:K949)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:L949)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:M949)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:N949)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:O949)),\"\")","v":"61 The University has recently adjusted its management and reporting structure for postgraduate students. The Postgraduate Committee was subdivided, creating the Postgraduate Taught Committee (PGTC) which is led by the PGT deans. At the time of the ELIR, the University was reviewing its Postgraduate Taught (PGT) portfolio, with the results being considered by PGTC in January 2019."}]
[{"$f":"IF('> FILTER <'!B951<>\"\",ROW(OFFSET(A950,-1,0)),\"\")","v":949},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G951)),A950,\"\")","v":949},{"$f":"IFERROR(SMALL(Helper2_1,A950),\"\")","v":949},null,949,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G951)),$A950,\"\")","v":949},{"$f":"IFERROR(SMALL(Helper2_2,A950),\"\")","v":949},{"$f":"COUNTIF(Helper3_1,\"=\"&G950)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G950)=1, G950, \"\")","v":949},{"$f":"IFERROR(SMALL(Index_2,A950),\"\")","v":949},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:J950)),\"\")","v":"ABD_62"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:K950)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:L950)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:M950)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:N950)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:O950)),\"\")","v":"62 The University acknowledges that the PGT student experience has not been evaluated to the same extent as the undergraduate student experience and recognises challenges in monitoring the retention and awards of PGT students (paragraph 11). The PGTC has established a working group to develop a set of metrics for evaluating the postgraduate taught experience. A full analysis of the group’s findings is expected in Spring 2019. In the interim, work on gathering information on three metrics has begun: Contemporaneous Student Experience Survey; Destination Survey; and Retention (Award) Data. The ELIR team learned that the University Senate will consider and agree the metrics to be used to evaluate the PGT experience in December 2018."}]
[{"$f":"IF('> FILTER <'!B952<>\"\",ROW(OFFSET(A951,-1,0)),\"\")","v":950},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G952)),A951,\"\")","v":950},{"$f":"IFERROR(SMALL(Helper2_1,A951),\"\")","v":950},null,950,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G952)),$A951,\"\")","v":950},{"$f":"IFERROR(SMALL(Helper2_2,A951),\"\")","v":950},{"$f":"COUNTIF(Helper3_1,\"=\"&G951)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G951)=1, G951, \"\")","v":950},{"$f":"IFERROR(SMALL(Index_2,A951),\"\")","v":950},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:J951)),\"\")","v":"ABD_63"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:K951)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:L951)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:M951)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:N951)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:O951)),\"\")","v":"63 The University has decided to stop participating in the Postgraduate Taught Experience Survey (PTES), developing a new postgraduate taught version of its internal Student Engagement Survey to evaluate the PGT experience. This decision was driven by a number of factors including to support the benchmarking of the PGT experience against that of undergraduate students, to address challenges of the timing of the PTES on response rates, and difficulties benchmarking the University of Aberdeen’s PGT provision with other institutions. The results of the first presentation of the University’s internal Student Engagement Survey to PGT students were also scheduled be discussed at Senate in December 2018. The ELIR team understood that initial analysis of the survey results indicates improvements in survey response rates, with PGT students more satisfied than their undergraduate counterparts with their programme and their teaching, assessment and feedback experience."}]
[{"$f":"IF('> FILTER <'!B953<>\"\",ROW(OFFSET(A952,-1,0)),\"\")","v":951},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G953)),A952,\"\")","v":951},{"$f":"IFERROR(SMALL(Helper2_1,A952),\"\")","v":951},null,951,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G953)),$A952,\"\")","v":951},{"$f":"IFERROR(SMALL(Helper2_2,A952),\"\")","v":951},{"$f":"COUNTIF(Helper3_1,\"=\"&G952)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G952)=1, G952, \"\")","v":951},{"$f":"IFERROR(SMALL(Index_2,A952),\"\")","v":951},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:J952)),\"\")","v":"ABD_63"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:K952)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:L952)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:M952)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:N952)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:O952)),\"\")","v":"63 The University has decided to stop participating in the Postgraduate Taught Experience Survey (PTES), developing a new postgraduate taught version of its internal Student Engagement Survey to evaluate the PGT experience. This decision was driven by a number of factors including to support the benchmarking of the PGT experience against that of undergraduate students, to address challenges of the timing of the PTES on response rates, and difficulties benchmarking the University of Aberdeen’s PGT provision with other institutions. The results of the first presentation of the University’s internal Student Engagement Survey to PGT students were also scheduled be discussed at Senate in December 2018. The ELIR team understood that initial analysis of the survey results indicates improvements in survey response rates, with PGT students more satisfied than their undergraduate counterparts with their programme and their teaching, assessment and feedback experience."}]
[{"$f":"IF('> FILTER <'!B954<>\"\",ROW(OFFSET(A953,-1,0)),\"\")","v":952},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G954)),A953,\"\")","v":952},{"$f":"IFERROR(SMALL(Helper2_1,A953),\"\")","v":952},null,952,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G954)),$A953,\"\")","v":952},{"$f":"IFERROR(SMALL(Helper2_2,A953),\"\")","v":952},{"$f":"COUNTIF(Helper3_1,\"=\"&G953)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G953)=1, G953, \"\")","v":952},{"$f":"IFERROR(SMALL(Index_2,A953),\"\")","v":952},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:J953)),\"\")","v":"ABD_64"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:K953)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:L953)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:M953)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:N953)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:O953)),\"\")","v":"64 Overall, the ELIR team considered that teaching and assessment, student support and student representation arrangements for PGT students are comparable to those of undergraduates, the exception being arrangements for personal tutoring (paragraph 49). Responsibility for the learning experience of PGT students lies with each of the academic schools. PGT students spoke positively about their experience and confirmed support services met their needs. They were also clear about how to raise any concerns they might have and were aware of who their student representatives are. Some students raised concerns with the ELIR team regarding the length of waiting times to see a counsellor and the capacity of the counselling service to deal with increasing student demand. Online PGT students stated they were confident in knowing what services were available to them, how to access these and stated their needs were appropriately catered for. They also indicated they could see benefits in being assigned a Personal Tutor. The RA indicates that the University has extended piloting the use of Personal Tutors for PGT students in the School of Psychology. The ELIR team would encourage the University to progress its intention to extend personal tutoring for postgraduate students, including those studying online (paragraph 49)."}]
[{"$f":"IF('> FILTER <'!B955<>\"\",ROW(OFFSET(A954,-1,0)),\"\")","v":953},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G955)),A954,\"\")","v":953},{"$f":"IFERROR(SMALL(Helper2_1,A954),\"\")","v":953},null,953,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G955)),$A954,\"\")","v":953},{"$f":"IFERROR(SMALL(Helper2_2,A954),\"\")","v":953},{"$f":"COUNTIF(Helper3_1,\"=\"&G954)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G954)=1, G954, \"\")","v":953},{"$f":"IFERROR(SMALL(Index_2,A954),\"\")","v":953},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:J954)),\"\")","v":"ABD_65"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:K954)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:L954)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:M954)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:N954)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:O954)),\"\")","v":"65 The University established a Postgraduate Research School (PGRS), appointing a new Dean and a new manager in January 2017. At the time of the ELIR, the University was reviewing the development and role of the PGRS. The University Management Group (UMG), following extensive institutional-wide consultation, agreed a two-phase review process, with proposals for the future operating model for the PGRS due in March 2019. One of the considerations of the PGRS review is the balance of centralised support for all schools, and the decentralised support within schools, in order to establish the most effective operating model for the school. The University acknowledges a common theme arising from the Postgraduate Research Experience Survey (PRES) and PGR SSLCs is improving communications between the schools and PGRS."}]
[{"$f":"IF('> FILTER <'!B956<>\"\",ROW(OFFSET(A955,-1,0)),\"\")","v":954},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G956)),A955,\"\")","v":954},{"$f":"IFERROR(SMALL(Helper2_1,A955),\"\")","v":954},null,954,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G956)),$A955,\"\")","v":954},{"$f":"IFERROR(SMALL(Helper2_2,A955),\"\")","v":954},{"$f":"COUNTIF(Helper3_1,\"=\"&G955)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G955)=1, G955, \"\")","v":954},{"$f":"IFERROR(SMALL(Index_2,A955),\"\")","v":954},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:J955)),\"\")","v":"ABD_66"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:K955)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:L955)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:M955)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:N955)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:O955)),\"\")","v":"66 Since its establishment, the PGRS has focused on reviewing and developing strategy, policy and practice supported by the PGR Committee. It has also been working on harmonising procedures, sharing practice and taking forward work on improving PGR completions rates. The PGR Committee oversees compliance with institutional policies and procedures and oversees supervisor training and support across the schools.  "}]
[{"$f":"IF('> FILTER <'!B957<>\"\",ROW(OFFSET(A956,-1,0)),\"\")","v":955},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G957)),A956,\"\")","v":955},{"$f":"IFERROR(SMALL(Helper2_1,A956),\"\")","v":955},null,955,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G957)),$A956,\"\")","v":955},{"$f":"IFERROR(SMALL(Helper2_2,A956),\"\")","v":955},{"$f":"COUNTIF(Helper3_1,\"=\"&G956)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G956)=1, G956, \"\")","v":955},{"$f":"IFERROR(SMALL(Index_2,A956),\"\")","v":955},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:J956)),\"\")","v":"ABD_67"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:K956)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:L956)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:M956)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:N956)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:O956)),\"\")","v":"67 During the review the ELIR team heard that, as it becomes more established, the intention is for the PGRS to be a focal point for developing a research community within the PGR student body. The PGRS also delivers the researcher development programme, which provides opportunities for students to develop their professional skills. Students who met the ELIR team recognised the role of the PGRS in delivering training. The RA indicated students have also taken some initiative to develop their own research community including creating an online postgraduate interdisciplinary journal called ‘Granite’ and organising conferences within their schools."}]
[{"$f":"IF('> FILTER <'!B958<>\"\",ROW(OFFSET(A957,-1,0)),\"\")","v":956},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G958)),A957,\"\")","v":956},{"$f":"IFERROR(SMALL(Helper2_1,A957),\"\")","v":956},null,956,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G958)),$A957,\"\")","v":956},{"$f":"IFERROR(SMALL(Helper2_2,A957),\"\")","v":956},{"$f":"COUNTIF(Helper3_1,\"=\"&G957)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G957)=1, G957, \"\")","v":956},{"$f":"IFERROR(SMALL(Index_2,A957),\"\")","v":956},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:J957)),\"\")","v":"ABD_68"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:K957)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:L957)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:M957)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:N957)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:O957)),\"\")","v":"68 Following detailed analysis, the University identified that completion rates for PGR students varied significantly across schools and years. To improve completion rates, Senate established six work streams each with a working group chaired by a member of the PGR Committee. The streams are: Student-Supervisor Expectations, Monitoring and Progression, Additional Research Costs, Academic Decision Making and Support for PGR Admissions, Research Training and Development, and Generic Skills Training and Development."}]
[{"$f":"IF('> FILTER <'!B959<>\"\",ROW(OFFSET(A958,-1,0)),\"\")","v":957},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G959)),A958,\"\")","v":957},{"$f":"IFERROR(SMALL(Helper2_1,A958),\"\")","v":957},null,957,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G959)),$A958,\"\")","v":957},{"$f":"IFERROR(SMALL(Helper2_2,A958),\"\")","v":957},{"$f":"COUNTIF(Helper3_1,\"=\"&G958)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G958)=1, G958, \"\")","v":957},{"$f":"IFERROR(SMALL(Index_2,A958),\"\")","v":957},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:J958)),\"\")","v":"ABD_69"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:K958)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:L958)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:M958)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:N958)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:O958)),\"\")","v":"69 Recommendations from the first three work streams have already been approved. The Monitoring and Progression working group has developed standardised assessment criteria which were approved by the PGR Committee for implementation in 2018. The PGR Committee also approved a series of recommendations regarding the application for, administration of and contingency arrangements for additional research costs.  The Student-Supervisor working group produced the Statement of Expectation for PGR Students and Supervisors which has recently been implemented across the University. The ELIR team recognised that this Statement is a new document but, following discussions with students regarding its existence and content, would encourage the University to continue to ensure that both staff and students are familiar with its requirements."}]
[{"$f":"IF('> FILTER <'!B960<>\"\",ROW(OFFSET(A959,-1,0)),\"\")","v":958},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G960)),A959,\"\")","v":958},{"$f":"IFERROR(SMALL(Helper2_1,A959),\"\")","v":958},null,958,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G960)),$A959,\"\")","v":958},{"$f":"IFERROR(SMALL(Helper2_2,A959),\"\")","v":958},{"$f":"COUNTIF(Helper3_1,\"=\"&G959)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G959)=1, G959, \"\")","v":958},{"$f":"IFERROR(SMALL(Index_2,A959),\"\")","v":958},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:J959)),\"\")","v":"ABD_70"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:K959)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:L959)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:M959)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:N959)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:O959)),\"\")","v":"70 The work of the Student-Supervisor working group also resulted in changes to postgraduate supervisor training, with a two-day residential course replaced with a series of interactive and reflective short courses and a re-focussing of the training to consider student health and wellbeing and academic integrity. This training is delivered by the PGRS. The ELIR team learned that there is no University-wide requirement that staff who supervise PGR students should undertake role-specific training. The responsibility for ensuring training is undertaken by staff rests with each of the academic schools. The team also learned that the expectations associated with training PGR supervisors for the role varies between schools. The University is asked to ensure that all new postgraduate research supervisors undertake the training provided by the University."}]
[{"$f":"IF('> FILTER <'!B961<>\"\",ROW(OFFSET(A960,-1,0)),\"\")","v":959},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G961)),A960,\"\")","v":959},{"$f":"IFERROR(SMALL(Helper2_1,A960),\"\")","v":959},null,959,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G961)),$A960,\"\")","v":959},{"$f":"IFERROR(SMALL(Helper2_2,A960),\"\")","v":959},{"$f":"COUNTIF(Helper3_1,\"=\"&G960)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G960)=1, G960, \"\")","v":959},{"$f":"IFERROR(SMALL(Index_2,A960),\"\")","v":959},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:J960)),\"\")","v":"ABD_71"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:K960)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:L960)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:M960)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:N960)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:O960)),\"\")","v":"71 In discussions with the ELIR team, PGR students indicated their supervisors play a pivotal role in their support needs and, in some schools, students talked about also having mentors available to them. Students went on to describe varying experiences of how their training needs were identified, often dependent on the engagement of their supervisor, who was also seen as having an influencing role in the development undertaken. Students were positive about the plans for the PGRS to offer a social space for PGR students and welcomed events, such as monthly coffee mornings, to support students who may feel isolated from their peers."}]
[{"$f":"IF('> FILTER <'!B962<>\"\",ROW(OFFSET(A961,-1,0)),\"\")","v":960},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G962)),A961,\"\")","v":960},{"$f":"IFERROR(SMALL(Helper2_1,A961),\"\")","v":960},null,960,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G962)),$A961,\"\")","v":960},{"$f":"IFERROR(SMALL(Helper2_2,A961),\"\")","v":960},{"$f":"COUNTIF(Helper3_1,\"=\"&G961)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G961)=1, G961, \"\")","v":960},{"$f":"IFERROR(SMALL(Index_2,A961),\"\")","v":960},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:J961)),\"\")","v":"ABD_72"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:K961)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:L961)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:M961)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:N961)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:O961)),\"\")","v":"72 Schools, supported by the Centre for Academic Development (CAD), are responsible for training demonstrators and PGR students who teach. The ELIR team learned that the expectations vary between schools and there is no University requirement for these students to undertake development to support them in their teaching roles. While some schools require mandatory training (particularly in schools where PGRs are demonstrating) not all take the view that mandatory training should be in place. The training itself is delivered by CAD. The University is strongly encouraged to define its expectations for the training of PGR students who teach and make the requirement for training mandatory across all schools. All new postgraduate students who teach and assess should, as a minimum, complete the University’s Learning and Teaching in Higher Education course before taking up teaching responsibilities."}]
[{"$f":"IF('> FILTER <'!B963<>\"\",ROW(OFFSET(A962,-1,0)),\"\")","v":961},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G963)),A962,\"\")","v":961},{"$f":"IFERROR(SMALL(Helper2_1,A962),\"\")","v":961},null,961,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G963)),$A962,\"\")","v":961},{"$f":"IFERROR(SMALL(Helper2_2,A962),\"\")","v":961},{"$f":"COUNTIF(Helper3_1,\"=\"&G962)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G962)=1, G962, \"\")","v":961},{"$f":"IFERROR(SMALL(Index_2,A962),\"\")","v":961},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:J962)),\"\")","v":"ABD_73"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:K962)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:L962)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:M962)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:N962)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:O962)),\"\")","v":"73 The University recognises the need to continue developing support offered to PGR students who study part-time, off campus and at a distance, and for formal accredited or credit-bearing recognition of generic skills. The ELIR team would encourage the University to continue its work defining the role of PGRS and its relationship to the academic schools, enabling the University to use this as an opportunity to ensure that all research students have an equivalent experience.   "}]
[{"$f":"IF('> FILTER <'!B964<>\"\",ROW(OFFSET(A963,-1,0)),\"\")","v":962},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G964)),A963,\"\")","v":962},{"$f":"IFERROR(SMALL(Helper2_1,A963),\"\")","v":962},null,962,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G964)),$A963,\"\")","v":962},{"$f":"IFERROR(SMALL(Helper2_2,A963),\"\")","v":962},{"$f":"COUNTIF(Helper3_1,\"=\"&G963)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G963)=1, G963, \"\")","v":962},{"$f":"IFERROR(SMALL(Index_2,A963),\"\")","v":962},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:J963)),\"\")","v":"ABD_74"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:K963)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:L963)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:M963)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:N963)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:O963)),\"\")","v":"74 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. It recognises that further enhancements will be required to ensure its learning environment and systems, both on campus and online, continue to support current and future changes in its student population. The University also acknowledges that further work is required to improve the accessibility and inclusivity of the materials available via MyAberdeen, with plans in place for 2018-19 to facilitate this process."}]
[{"$f":"IF('> FILTER <'!B965<>\"\",ROW(OFFSET(A964,-1,0)),\"\")","v":963},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G965)),A964,\"\")","v":963},{"$f":"IFERROR(SMALL(Helper2_1,A964),\"\")","v":963},null,963,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G965)),$A964,\"\")","v":963},{"$f":"IFERROR(SMALL(Helper2_2,A964),\"\")","v":963},{"$f":"COUNTIF(Helper3_1,\"=\"&G964)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G964)=1, G964, \"\")","v":963},{"$f":"IFERROR(SMALL(Index_2,A964),\"\")","v":963},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:J964)),\"\")","v":"ABD_75"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:K964)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:L964)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:M964)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:N964)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:O964)),\"\")","v":"75 The University’s Digital Strategy, approved in 2016, aims to enhance the student learning environment through the implementation of multiple delivery methods, the development of technology-enhanced learning spaces, optimising the use of the virtual learning environment (VLE) (MyAberdeen) and making more effective use of data. The University has undertaken a variety of work to support the implementation of this strategy across all campuses, including the use of video and web conferencing to support learning and teaching, a re-branding of the online portal (Student Hub) and enhancements to the digital learning environment via the introduction of two Digitally-Enhanced Learning Spaces (DELS), created to support collaborative and distributed learning. The University’s Learner’s Toolkit was viewed as a very positive development by the ELIR team, providing comprehensive support to students and staff in digital skills, University systems and software, and study skills. The Toolkit is widely used by students."}]
[{"$f":"IF('> FILTER <'!B966<>\"\",ROW(OFFSET(A965,-1,0)),\"\")","v":964},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G966)),A965,\"\")","v":964},{"$f":"IFERROR(SMALL(Helper2_1,A965),\"\")","v":964},null,964,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G966)),$A965,\"\")","v":964},{"$f":"IFERROR(SMALL(Helper2_2,A965),\"\")","v":964},{"$f":"COUNTIF(Helper3_1,\"=\"&G965)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G965)=1, G965, \"\")","v":964},{"$f":"IFERROR(SMALL(Index_2,A965),\"\")","v":964},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:J965)),\"\")","v":"ABD_75"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:K965)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:L965)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:M965)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:N965)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:O965)),\"\")","v":"75 The University’s Digital Strategy, approved in 2016, aims to enhance the student learning environment through the implementation of multiple delivery methods, the development of technology-enhanced learning spaces, optimising the use of the virtual learning environment (VLE) (MyAberdeen) and making more effective use of data. The University has undertaken a variety of work to support the implementation of this strategy across all campuses, including the use of video and web conferencing to support learning and teaching, a re-branding of the online portal (Student Hub) and enhancements to the digital learning environment via the introduction of two Digitally-Enhanced Learning Spaces (DELS), created to support collaborative and distributed learning. The University’s Learner’s Toolkit was viewed as a very positive development by the ELIR team, providing comprehensive support to students and staff in digital skills, University systems and software, and study skills. The Toolkit is widely used by students."}]
[{"$f":"IF('> FILTER <'!B967<>\"\",ROW(OFFSET(A966,-1,0)),\"\")","v":965},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G967)),A966,\"\")","v":965},{"$f":"IFERROR(SMALL(Helper2_1,A966),\"\")","v":965},null,965,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G967)),$A966,\"\")","v":965},{"$f":"IFERROR(SMALL(Helper2_2,A966),\"\")","v":965},{"$f":"COUNTIF(Helper3_1,\"=\"&G966)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G966)=1, G966, \"\")","v":965},{"$f":"IFERROR(SMALL(Index_2,A966),\"\")","v":965},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:J966)),\"\")","v":"ABD_76"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:K966)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:L966)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:M966)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:N966)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:O966)),\"\")","v":"76 A review of MyAberdeen in 2017 has ensured it remains fit for purpose and adaptable to the increasing diversity of students’ needs and teaching methods being employed. The ELIR team understands that, while there are currently no requirements on the minimum use of the VLE in the delivery of teaching and learning, CAD intends to develop guidance on the University’s expectations to encourage good practice and support parity of student experience."}]
[{"$f":"IF('> FILTER <'!B968<>\"\",ROW(OFFSET(A967,-1,0)),\"\")","v":966},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G968)),A967,\"\")","v":966},{"$f":"IFERROR(SMALL(Helper2_1,A967),\"\")","v":966},null,966,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G968)),$A967,\"\")","v":966},{"$f":"IFERROR(SMALL(Helper2_2,A967),\"\")","v":966},{"$f":"COUNTIF(Helper3_1,\"=\"&G967)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G967)=1, G967, \"\")","v":966},{"$f":"IFERROR(SMALL(Index_2,A967),\"\")","v":966},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:J967)),\"\")","v":"ABD_77"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:K967)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:L967)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:M967)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:N967)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:O967)),\"\")","v":"77 Student feedback, collected through student surveys, focus groups etc, is also used to make improvements to the learning environment. This feedback has resulted in a range of changes including enhancements to MyAberdeen, extended library opening hours, the installation of learning pods to support collaborative leaning, and developments to improve the ‘social’ aspects of the learning environment."}]
[{"$f":"IF('> FILTER <'!B969<>\"\",ROW(OFFSET(A968,-1,0)),\"\")","v":967},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G969)),A968,\"\")","v":967},{"$f":"IFERROR(SMALL(Helper2_1,A968),\"\")","v":967},null,967,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G969)),$A968,\"\")","v":967},{"$f":"IFERROR(SMALL(Helper2_2,A968),\"\")","v":967},{"$f":"COUNTIF(Helper3_1,\"=\"&G968)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G968)=1, G968, \"\")","v":967},{"$f":"IFERROR(SMALL(Index_2,A968),\"\")","v":967},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:J968)),\"\")","v":"ABD_78"},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:K968)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:L968)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:M968)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:N968)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J968,COLUMNS($J$2:O968)),\"\")","v":"78 Staff are increasingly using a larger range of learning technologies to support different modes of delivery. Staff development around the use of learning technologies and pedagogy is provided by the eLearning team in CAD, who also promote good practice in this area and offer student support. Overall, staff who met the ELIR team were satisfied with the support available to them (see paragraph 105)."}]
[{"$f":"IF('> FILTER <'!B970<>\"\",ROW(OFFSET(A969,-1,0)),\"\")","v":968},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G970)),A969,\"\")","v":968},{"$f":"IFERROR(SMALL(Helper2_1,A969),\"\")","v":968},null,968,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G970)),$A969,\"\")","v":968},{"$f":"IFERROR(SMALL(Helper2_2,A969),\"\")","v":968},{"$f":"COUNTIF(Helper3_1,\"=\"&G969)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G969)=1, G969, \"\")","v":968},{"$f":"IFERROR(SMALL(Index_2,A969),\"\")","v":968},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:J969)),\"\")","v":"ABD_79"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:K969)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:L969)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:M969)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:N969)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:O969)),\"\")","v":"79 During meetings with the ELIR team, students spoke very positively about their learning environment and recognised the University had undertaken a range of activities in response to feedback to continue to enhance their experience. In particular they spoke positively about the use of MyAberdeen to support the delivery of their learning and teaching. They also spoke positively about improvements to the relaunched Student Hub in terms of improvements in system accessibility and the fact it is now linked to the Student Record System."}]
[{"$f":"IF('> FILTER <'!B971<>\"\",ROW(OFFSET(A970,-1,0)),\"\")","v":969},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G971)),A970,\"\")","v":969},{"$f":"IFERROR(SMALL(Helper2_1,A970),\"\")","v":969},null,969,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G971)),$A970,\"\")","v":969},{"$f":"IFERROR(SMALL(Helper2_2,A970),\"\")","v":969},{"$f":"COUNTIF(Helper3_1,\"=\"&G970)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G970)=1, G970, \"\")","v":969},{"$f":"IFERROR(SMALL(Index_2,A970),\"\")","v":969},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:J970)),\"\")","v":"ABD_80"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:K970)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:L970)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:M970)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:N970)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:O970)),\"\")","v":"80 Overall the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system which continues to evolve to ensure all students are effectively represented and considerable partnership working between the AUSA and the University in developing an ambitious Student Partnership Agreement and Student Engagement Development Plan. Students are provided with a variety of formal and informal feedback opportunities, with the University successfully reviewing and enhancing its communications policy which ensures students are provided with targeted communications on matters relevant to them."}]
[{"$f":"IF('> FILTER <'!B972<>\"\",ROW(OFFSET(A971,-1,0)),\"\")","v":970},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G972)),A971,\"\")","v":970},{"$f":"IFERROR(SMALL(Helper2_1,A971),\"\")","v":970},null,970,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G972)),$A971,\"\")","v":970},{"$f":"IFERROR(SMALL(Helper2_2,A971),\"\")","v":970},{"$f":"COUNTIF(Helper3_1,\"=\"&G971)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G971)=1, G971, \"\")","v":970},{"$f":"IFERROR(SMALL(Index_2,A971),\"\")","v":970},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:J971)),\"\")","v":"ABD_80"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:K971)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:L971)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:M971)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:N971)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:O971)),\"\")","v":"80 Overall the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system which continues to evolve to ensure all students are effectively represented and considerable partnership working between the AUSA and the University in developing an ambitious Student Partnership Agreement and Student Engagement Development Plan. Students are provided with a variety of formal and informal feedback opportunities, with the University successfully reviewing and enhancing its communications policy which ensures students are provided with targeted communications on matters relevant to them."}]
[{"$f":"IF('> FILTER <'!B973<>\"\",ROW(OFFSET(A972,-1,0)),\"\")","v":971},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G973)),A972,\"\")","v":971},{"$f":"IFERROR(SMALL(Helper2_1,A972),\"\")","v":971},null,971,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G973)),$A972,\"\")","v":971},{"$f":"IFERROR(SMALL(Helper2_2,A972),\"\")","v":971},{"$f":"COUNTIF(Helper3_1,\"=\"&G972)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G972)=1, G972, \"\")","v":971},{"$f":"IFERROR(SMALL(Index_2,A972),\"\")","v":971},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:J972)),\"\")","v":"ABD_81"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:K972)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:L972)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:M972)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:N972)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:O972)),\"\")","v":"81 The University continues to work to ensure it understands and meets the complex needs of its increasingly diverse student population, proactively developing its student services to effectively support the requirements of all its students. A strong institutional commitment has ensured that equality and diversity is embedded across University policies, procedures and in a comprehensive range of initiatives involving both staff and students. The University’s strategic focus on widening access has resulted in the development of a broad range of activities and measures including pre and post-entry support, with students providing feedback that they are positively supported and prepared to succeed in their studies."}]
[{"$f":"IF('> FILTER <'!B974<>\"\",ROW(OFFSET(A973,-1,0)),\"\")","v":972},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G974)),A973,\"\")","v":972},{"$f":"IFERROR(SMALL(Helper2_1,A973),\"\")","v":972},null,972,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G974)),$A973,\"\")","v":972},{"$f":"IFERROR(SMALL(Helper2_2,A973),\"\")","v":972},{"$f":"COUNTIF(Helper3_1,\"=\"&G973)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G973)=1, G973, \"\")","v":972},{"$f":"IFERROR(SMALL(Index_2,A973),\"\")","v":972},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:J973)),\"\")","v":"ABD_82"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:K973)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:L973)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:M973)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:N973)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:O973)),\"\")","v":"82 The University recognises a number of limitations with its current arrangements for personal tutoring which do not extend to support all postgraduate students. The ELIR team recommends that the University continues to monitor its personal tutoring arrangements to ensure they are fit for purpose, in the context of the University’s changing student population. The University should progress its intention to extend personal tutoring for postgraduate students, including those studying online."}]
[{"$f":"IF('> FILTER <'!B975<>\"\",ROW(OFFSET(A974,-1,0)),\"\")","v":973},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G975)),A974,\"\")","v":973},{"$f":"IFERROR(SMALL(Helper2_1,A974),\"\")","v":973},null,973,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G975)),$A974,\"\")","v":973},{"$f":"IFERROR(SMALL(Helper2_2,A974),\"\")","v":973},{"$f":"COUNTIF(Helper3_1,\"=\"&G974)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G974)=1, G974, \"\")","v":973},{"$f":"IFERROR(SMALL(Index_2,A974),\"\")","v":973},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:J974)),\"\")","v":"ABD_83"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:K974)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:L974)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:M974)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:N974)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:O974)),\"\")","v":"83 Overall, the University’s arrangements for managing and enhancing the postgraduate student experience are effective. The ELIR team asks the University to continue to work on developing the role of the Postgraduate Research School and its relationship with the academic schools, enabling the University to ensure that all research students have an equivalence of experience. The University is also asked to ensure that new postgraduate research supervisors undertake the training provided by the University. The University is strongly encouraged to define its expectations for the training of PGR students who teach and make the requirement for training mandatory across all schools. All new postgraduate students who teach and assess should, as a minimum, complete the University’s Learning and Teaching in Higher Education course before taking up teaching responsibilities."}]
[{"$f":"IF('> FILTER <'!B976<>\"\",ROW(OFFSET(A975,-1,0)),\"\")","v":974},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G976)),A975,\"\")","v":974},{"$f":"IFERROR(SMALL(Helper2_1,A975),\"\")","v":974},null,974,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G976)),$A975,\"\")","v":974},{"$f":"IFERROR(SMALL(Helper2_2,A975),\"\")","v":974},{"$f":"COUNTIF(Helper3_1,\"=\"&G975)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G975)=1, G975, \"\")","v":974},{"$f":"IFERROR(SMALL(Index_2,A975),\"\")","v":974},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:J975)),\"\")","v":"ABD_84"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:K975)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:L975)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:M975)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:N975)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:O975)),\"\")","v":"84 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, managed through its governance and committee structures and supported by the schools and the Centre for Academic Development (CAD). The learning and teaching section of the University’s Strategic Plan sets out four goals providing direction to its work to enhance the experience of its students. Progress against these goals is effectively and systematically monitored at University and school level using a related set of KPIs, with progress reviewed quarterly by the Senior Management Team. The primary focus for the delivery of the Strategic Plan is the strategic and operational plans of the University’s academic schools. These plans include details of how the University’s approach for enhancing the student learning experience will be delivered. Schools have significant autonomy to develop good practice linked to learning and teaching (paragraphs 3 and 5). Staff who met the ELIR team were familiar with the Strategic Plan, KPIs and school plans, and the overarching aim of providing an outstanding educational environment for students."}]
[{"$f":"IF('> FILTER <'!B977<>\"\",ROW(OFFSET(A976,-1,0)),\"\")","v":975},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G977)),A976,\"\")","v":975},{"$f":"IFERROR(SMALL(Helper2_1,A976),\"\")","v":975},null,975,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G977)),$A976,\"\")","v":975},{"$f":"IFERROR(SMALL(Helper2_2,A976),\"\")","v":975},{"$f":"COUNTIF(Helper3_1,\"=\"&G976)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G976)=1, G976, \"\")","v":975},{"$f":"IFERROR(SMALL(Index_2,A976),\"\")","v":975},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:J976)),\"\")","v":"ABD_85"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:K976)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:L976)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:M976)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:N976)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:O976)),\"\")","v":"85 The University Senate is responsible for all academic matters relating to teaching and research, with routine elements of Senate business managed by the Senate Business Committee, which also informs the Senate agenda. The ELIR team saw evidence from minutes that Senate engages actively with a range of matters related to the quality of the student learning experience and the oversight of academic standards."}]
[{"$f":"IF('> FILTER <'!B978<>\"\",ROW(OFFSET(A977,-1,0)),\"\")","v":976},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G978)),A977,\"\")","v":976},{"$f":"IFERROR(SMALL(Helper2_1,A977),\"\")","v":976},null,976,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G978)),$A977,\"\")","v":976},{"$f":"IFERROR(SMALL(Helper2_2,A977),\"\")","v":976},{"$f":"COUNTIF(Helper3_1,\"=\"&G977)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G977)=1, G977, \"\")","v":976},{"$f":"IFERROR(SMALL(Index_2,A977),\"\")","v":976},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:J977)),\"\")","v":"ABD_86"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:K977)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:L977)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:M977)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:N977)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:O977)),\"\")","v":"86 Senate delegates much of its detailed work to other committees including the University Committee on Teaching and Learning (UCTL), the Student Experience Committee (SEC) and the Research Policy Committee (RPC). UCTL is in turn supported by three sub-committees (Undergraduate, Postgraduate Taught and Quality Assurance), while the Postgraduate Research Committee reports to RPC. UCTL has oversight of all aspects of learning and teaching and the wider student academic experience. UCTL, SEC and RPC are joint committees of the Senate and the University Court and include representatives of both."}]
[{"$f":"IF('> FILTER <'!B979<>\"\",ROW(OFFSET(A978,-1,0)),\"\")","v":977},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G979)),A978,\"\")","v":977},{"$f":"IFERROR(SMALL(Helper2_1,A978),\"\")","v":977},null,977,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G979)),$A978,\"\")","v":977},{"$f":"IFERROR(SMALL(Helper2_2,A978),\"\")","v":977},{"$f":"COUNTIF(Helper3_1,\"=\"&G978)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G978)=1, G978, \"\")","v":977},{"$f":"IFERROR(SMALL(Index_2,A978),\"\")","v":977},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:J978)),\"\")","v":"ABD_87"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:K978)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:L978)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:M978)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:N978)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:O978)),\"\")","v":"87 The UCTL has membership from the University Court, the deans, the Head of the Graduate School and AUSA, helping to facilitate University-wide sharing of good practice. The ELIR team learned that the enhancement of learning and teaching is encouraged and enabled through cross-membership of University committees and supported by those engaged in strategic task forces which are chaired by members of UCTL."}]
[{"$f":"IF('> FILTER <'!B980<>\"\",ROW(OFFSET(A979,-1,0)),\"\")","v":978},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G980)),A979,\"\")","v":978},{"$f":"IFERROR(SMALL(Helper2_1,A979),\"\")","v":978},null,978,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G980)),$A979,\"\")","v":978},{"$f":"IFERROR(SMALL(Helper2_2,A979),\"\")","v":978},{"$f":"COUNTIF(Helper3_1,\"=\"&G979)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G979)=1, G979, \"\")","v":978},{"$f":"IFERROR(SMALL(Index_2,A979),\"\")","v":978},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:J979)),\"\")","v":"ABD_88"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:K979)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:L979)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:M979)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:N979)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:O979)),\"\")","v":"88 Enhancement and some innovations to teaching and learning are also overseen by school/discipline teaching and learning committees, chaired by a School Director of Teaching who is also a member of the Undergraduate Committee. School staff in meeting the ELIR team cited the importance of the role of school Teaching and Learning Committees in cascading policies and securing engagement from staff and students in supporting their implementation. Parallel structures are operated to support the enhancement of the postgraduate experience (paragraphs 60-73). The schools are supported on teaching and learning and quality assurance and enhancement matters by the Deans of Undergraduate Studies and Postgraduate Studies (collectively known as the ‘teaching deans’) and by the Dean of the Postgraduate Research School and the Dean of Quality Enhancement and Quality Assurance."}]
[{"$f":"IF('> FILTER <'!B981<>\"\",ROW(OFFSET(A980,-1,0)),\"\")","v":979},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G981)),A980,\"\")","v":979},{"$f":"IFERROR(SMALL(Helper2_1,A980),\"\")","v":979},null,979,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G981)),$A980,\"\")","v":979},{"$f":"IFERROR(SMALL(Helper2_2,A980),\"\")","v":979},{"$f":"COUNTIF(Helper3_1,\"=\"&G980)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G980)=1, G980, \"\")","v":979},{"$f":"IFERROR(SMALL(Index_2,A980),\"\")","v":979},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:J980)),\"\")","v":"ABD_89"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:K980)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:L980)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:M980)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:N980)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:O980)),\"\")","v":"89 One of the recommendations from the 2013 ELIR asked the University to continue to develop more explicit links between its assurance processes and its enhancement activities to capitalise on the benefits of both. The University has progressed this in a range of ways including the appointment of the ‘teaching deans’ and the Dean of Quality Enhancement and Assurance, whose roles have a key focus on identifying and sharing good practice in relation to learning and teaching; the Quality Assurance Committee’s (QAC) annual digest summarising good practice across the institution; and as part of the annual monitoring processes, the annual meeting between each school and QAC representatives (paragraph 116)."}]
[{"$f":"IF('> FILTER <'!B982<>\"\",ROW(OFFSET(A981,-1,0)),\"\")","v":980},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G982)),A981,\"\")","v":980},{"$f":"IFERROR(SMALL(Helper2_1,A981),\"\")","v":980},null,980,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G982)),$A981,\"\")","v":980},{"$f":"IFERROR(SMALL(Helper2_2,A981),\"\")","v":980},{"$f":"COUNTIF(Helper3_1,\"=\"&G981)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G981)=1, G981, \"\")","v":980},{"$f":"IFERROR(SMALL(Index_2,A981),\"\")","v":980},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:J981)),\"\")","v":"ABD_90"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:K981)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:L981)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:M981)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:N981)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:O981)),\"\")","v":"90 While recognising the University’s progress in this area, the ELIR team noted that there appears to be a delineation between the focus for quality assurance and quality enhancement matters in terms of where responsibility lies. The team explored this matter with University senior staff and learned that centrally determined strategy and policies set at University-level focus mainly on quality assurance and are implemented by the schools who are expected to comply with them. In terms of quality enhancement matters, high level expectations are established centrally by the University, but it is largely left to each of the schools to decide how best to fulfil these expectations given discipline-specific requirements. The University is clear that each of its academic schools has autonomy to implement its policies linked to aspects of learning and teaching in a manner which works most effectively for that discipline and its students. Staff and students who met the ELIR team spoke positively about this approach, believing that a ‘one size fits all’ approach is not appropriate in an institution where there is strong school autonomy. The team also understood that there are some exceptions to this approach where the University takes greater institutional oversight of quality enhancement matters, for example policies linked to lecture capture and the three-week turnaround of assessment feedback to students."}]
[{"$f":"IF('> FILTER <'!B983<>\"\",ROW(OFFSET(A982,-1,0)),\"\")","v":981},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G983)),A982,\"\")","v":981},{"$f":"IFERROR(SMALL(Helper2_1,A982),\"\")","v":981},null,{"$f":"ROW(OFFSET(E982,-1,0))","v":981},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G983)),$A982,\"\")","v":981},{"$f":"IFERROR(SMALL(Helper2_2,A982),\"\")","v":981},{"$f":"COUNTIF(Helper3_1,\"=\"&G982)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G982)=1, G982, \"\")","v":981},{"$f":"IFERROR(SMALL(Index_2,A982),\"\")","v":981},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:J982)),\"\")","v":"ABD_91"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:K982)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:L982)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:M982)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:N982)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:O982)),\"\")","v":"91 However, the ELIR team identified instances where the level of autonomy given to the schools could create variation and inconsistency of student experience, including varying approaches to student representation structures (paragraph 21) and to gathering and responding to student feedback (paragraphs 26 and 27); consistency of arrangements for allocating a personal tutor to all students (paragraph 49); and support for PGR students who teach (paragraph 72). Although there are University-wide expectations in respect of marking, classification, awards and progression, the ELIR team understood in some areas of assessment practice, such as extensions to submission deadlines, Examination Board practice including candidate anonymity, use of plagiarism detection software, and annotation of examination scripts, schools retained a degree of autonomy. The team recommends that the University reflects on the balance between institutional and school responsibilities, to assure itself that all those studying for a University of Aberdeen award have parity of experience.   "}]
[{"$f":"IF('> FILTER <'!B984<>\"\",ROW(OFFSET(A983,-1,0)),\"\")","v":982},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G984)),A983,\"\")","v":982},{"$f":"IFERROR(SMALL(Helper2_1,A983),\"\")","v":982},null,982,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G984)),$A983,\"\")","v":982},{"$f":"IFERROR(SMALL(Helper2_2,A983),\"\")","v":982},{"$f":"COUNTIF(Helper3_1,\"=\"&G983)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G983)=1, G983, \"\")","v":982},{"$f":"IFERROR(SMALL(Index_2,A983),\"\")","v":982},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:J983)),\"\")","v":"ABD_92"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:K983)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:L983)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:M983)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:N983)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:O983)),\"\")","v":"92 The national Enhancement Themes are an important external reference point for the University. The University’s work in relation to the Enhancement Themes is overseen by an institutional steering group, chaired by the Dean for Quality Enhancement and Quality Assurance and with student representation. Enhancement Theme work is effectively aligned to institutional strategic priorities and embedded within existing University structures such as the Learning and Teaching Enhancement programme (LTEP) and institutional task forces, supporting the visibility of Themes-related work across the University."}]
[{"$f":"IF('> FILTER <'!B985<>\"\",ROW(OFFSET(A984,-1,0)),\"\")","v":983},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G985)),A984,\"\")","v":983},{"$f":"IFERROR(SMALL(Helper2_1,A984),\"\")","v":983},null,983,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G985)),$A984,\"\")","v":983},{"$f":"IFERROR(SMALL(Helper2_2,A984),\"\")","v":983},{"$f":"COUNTIF(Helper3_1,\"=\"&G984)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G984)=1, G984, \"\")","v":983},{"$f":"IFERROR(SMALL(Index_2,A984),\"\")","v":983},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:J984)),\"\")","v":"ABD_93"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:K984)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:L984)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:M984)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:N984)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:O984)),\"\")","v":"93 During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Theme on Student Transitions had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. There had also been good engagement with the Theme by staff from across the institution. Examples of good practice include a broadening of the University’s definition of ‘transition’ which supports the diversification of its student population, the extension of a suite of workshops and online resources originally developed for international students enhanced to support the needs of all students, and a number of student-led initiatives including the Leadership Academy, Level Up Conference, and Online Professionalism and Employability Guide."}]
[{"$f":"IF('> FILTER <'!B986<>\"\",ROW(OFFSET(A985,-1,0)),\"\")","v":984},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G986)),A985,\"\")","v":984},{"$f":"IFERROR(SMALL(Helper2_1,A985),\"\")","v":984},null,984,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G986)),$A985,\"\")","v":984},{"$f":"IFERROR(SMALL(Helper2_2,A985),\"\")","v":984},{"$f":"COUNTIF(Helper3_1,\"=\"&G985)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G985)=1, G985, \"\")","v":984},{"$f":"IFERROR(SMALL(Index_2,A985),\"\")","v":984},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:J985)),\"\")","v":"ABD_93"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:K985)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:L985)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:M985)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:N985)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:O985)),\"\")","v":"93 During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Theme on Student Transitions had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. There had also been good engagement with the Theme by staff from across the institution. Examples of good practice include a broadening of the University’s definition of ‘transition’ which supports the diversification of its student population, the extension of a suite of workshops and online resources originally developed for international students enhanced to support the needs of all students, and a number of student-led initiatives including the Leadership Academy, Level Up Conference, and Online Professionalism and Employability Guide."}]
[{"$f":"IF('> FILTER <'!B987<>\"\",ROW(OFFSET(A986,-1,0)),\"\")","v":985},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G987)),A986,\"\")","v":985},{"$f":"IFERROR(SMALL(Helper2_1,A986),\"\")","v":985},null,985,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G987)),$A986,\"\")","v":985},{"$f":"IFERROR(SMALL(Helper2_2,A986),\"\")","v":985},{"$f":"COUNTIF(Helper3_1,\"=\"&G986)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G986)=1, G986, \"\")","v":985},{"$f":"IFERROR(SMALL(Index_2,A986),\"\")","v":985},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:J986)),\"\")","v":"ABD_94"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:K986)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:L986)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:M986)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:N986)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:O986)),\"\")","v":"94 Enhancement Themes-related activities and projects are disseminated at the University’s annual Academic Symposium, at Learning and Teaching Network events and through the University’s Enhancement Themes webpages. A range of staff have participated in Enhancement Themes conferences and the University has also contributed case studies which other colleagues have drawn on to further good practice. The LTEP offers small amounts of funding to support projects linked to innovations in learning and teaching and is also aligned to the Enhancement Themes."}]
[{"$f":"IF('> FILTER <'!B988<>\"\",ROW(OFFSET(A987,-1,0)),\"\")","v":986},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G988)),A987,\"\")","v":986},{"$f":"IFERROR(SMALL(Helper2_1,A987),\"\")","v":986},null,986,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G988)),$A987,\"\")","v":986},{"$f":"IFERROR(SMALL(Helper2_2,A987),\"\")","v":986},{"$f":"COUNTIF(Helper3_1,\"=\"&G987)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G987)=1, G987, \"\")","v":986},{"$f":"IFERROR(SMALL(Index_2,A987),\"\")","v":986},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:J987)),\"\")","v":"ABD_95"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:K987)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:L987)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:M987)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:N987)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:O987)),\"\")","v":"95 Staff spoke positively with the ELIR team about their involvement with institutional task forces and opportunities to share good practice at events such as the Academic Symposia. They also found receiving funding from the LTEP helpful in supporting them to develop innovations in learning and teaching practice."}]
[{"$f":"IF('> FILTER <'!B989<>\"\",ROW(OFFSET(A988,-1,0)),\"\")","v":987},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G989)),A988,\"\")","v":987},{"$f":"IFERROR(SMALL(Helper2_1,A988),\"\")","v":987},null,987,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G989)),$A988,\"\")","v":987},{"$f":"IFERROR(SMALL(Helper2_2,A988),\"\")","v":987},{"$f":"COUNTIF(Helper3_1,\"=\"&G988)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G988)=1, G988, \"\")","v":987},{"$f":"IFERROR(SMALL(Index_2,A988),\"\")","v":987},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:J988)),\"\")","v":"ABD_96"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:K988)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:L988)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:M988)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:N988)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:O988)),\"\")","v":"96 The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University’s governance and committee structures and quality processes support the identification and sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B990<>\"\",ROW(OFFSET(A989,-1,0)),\"\")","v":988},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G990)),A989,\"\")","v":988},{"$f":"IFERROR(SMALL(Helper2_1,A989),\"\")","v":988},null,988,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G990)),$A989,\"\")","v":988},{"$f":"IFERROR(SMALL(Helper2_2,A989),\"\")","v":988},{"$f":"COUNTIF(Helper3_1,\"=\"&G989)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G989)=1, G989, \"\")","v":988},{"$f":"IFERROR(SMALL(Index_2,A989),\"\")","v":988},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:J989)),\"\")","v":"ABD_97"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:K989)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:L989)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:M989)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:N989)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:O989)),\"\")","v":"97 The University’s monitoring and review processes, including annual course and programme review, external examiners’ reports and Internal Teaching Review (ITR), all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching. The ELIR team saw evidence that this approach is becoming increasingly well embedded and would encourage the University to continue with this."}]
[{"$f":"IF('> FILTER <'!B991<>\"\",ROW(OFFSET(A990,-1,0)),\"\")","v":989},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G991)),A990,\"\")","v":989},{"$f":"IFERROR(SMALL(Helper2_1,A990),\"\")","v":989},null,989,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G991)),$A990,\"\")","v":989},{"$f":"IFERROR(SMALL(Helper2_2,A990),\"\")","v":989},{"$f":"COUNTIF(Helper3_1,\"=\"&G990)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G990)=1, G990, \"\")","v":989},{"$f":"IFERROR(SMALL(Index_2,A990),\"\")","v":989},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:J990)),\"\")","v":"ABD_97"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:K990)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:L990)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:M990)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:N990)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:O990)),\"\")","v":"97 The University’s monitoring and review processes, including annual course and programme review, external examiners’ reports and Internal Teaching Review (ITR), all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching. The ELIR team saw evidence that this approach is becoming increasingly well embedded and would encourage the University to continue with this."}]
[{"$f":"IF('> FILTER <'!B992<>\"\",ROW(OFFSET(A991,-1,0)),\"\")","v":990},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G992)),A991,\"\")","v":990},{"$f":"IFERROR(SMALL(Helper2_1,A991),\"\")","v":990},null,990,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G992)),$A991,\"\")","v":990},{"$f":"IFERROR(SMALL(Helper2_2,A991),\"\")","v":990},{"$f":"COUNTIF(Helper3_1,\"=\"&G991)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G991)=1, G991, \"\")","v":990},{"$f":"IFERROR(SMALL(Index_2,A991),\"\")","v":990},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:J991)),\"\")","v":"ABD_98"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:K991)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:L991)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:M991)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:N991)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:O991)),\"\")","v":"98 An explicit part of the remit of the Quality Assurance Committee (QAC) is to support the implementation of the University’s approach to quality enhancement, with a specific expectation that each of the committee members plays an active role in the identification and sharing of good practice. School members of QAC act as advisors to their school Teaching and Learning Committees and as part of their role on QAC have responsibility for reviewing quality assurance activities in another school. There is a collaborative relationship between QAC and the schools, with each school assigned a QAC member who works with the school on a regular basis. An annual QAC Digest is sent to all staff, to inform them of policy developments and to disseminate examples of good practice. Staff the ELIR team met were aware of the pivotal role of QAC and its members in managing quality and academic standards. The ELIR team would commend the role of QAC and its members, with feedback from staff supporting the team’s view that these colleagues play a pivotal role in implementing the University’s approach to quality enhancement. These committee members act as effective conduits in sharing good practice at both school and institutional level (paragraph 113)."}]
[{"$f":"IF('> FILTER <'!B993<>\"\",ROW(OFFSET(A992,-1,0)),\"\")","v":991},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G993)),A992,\"\")","v":991},{"$f":"IFERROR(SMALL(Helper2_1,A992),\"\")","v":991},null,991,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G993)),$A992,\"\")","v":991},{"$f":"IFERROR(SMALL(Helper2_2,A992),\"\")","v":991},{"$f":"COUNTIF(Helper3_1,\"=\"&G992)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G992)=1, G992, \"\")","v":991},{"$f":"IFERROR(SMALL(Index_2,A992),\"\")","v":991},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:J992)),\"\")","v":"ABD_99"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:K992)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:L992)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:M992)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:N992)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:O992)),\"\")","v":"99 The University’s task forces are also used to identify and share good practice, for example the Positive Outcomes Task Force organised a Sharing Effective Practice Event where all schools submitted posters of employability work."}]
[{"$f":"IF('> FILTER <'!B994<>\"\",ROW(OFFSET(A993,-1,0)),\"\")","v":992},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G994)),A993,\"\")","v":992},{"$f":"IFERROR(SMALL(Helper2_1,A993),\"\")","v":992},null,992,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G994)),$A993,\"\")","v":992},{"$f":"IFERROR(SMALL(Helper2_2,A993),\"\")","v":992},{"$f":"COUNTIF(Helper3_1,\"=\"&G993)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G993)=1, G993, \"\")","v":992},{"$f":"IFERROR(SMALL(Index_2,A993),\"\")","v":992},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:J993)),\"\")","v":"ABD_100"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:K993)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:L993)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:M993)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:N993)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:O993)),\"\")","v":"100 The Centre for Academic Development (CAD) plays a key role in the identification and sharing of good learning and teaching practice using a range of approaches including the yearly Academic Symposium (which is aligned to the Enhancement Themes), the Postgraduate Certificate in Higher Education Learning and Teaching, the Good Practice Showcase, an Online Forum, and the Learning and Teaching Networks. Schools also regularly hold team away days and events, with many of them working with CAD to develop tailored approaches to support the priorities of each academic discipline area."}]
[{"$f":"IF('> FILTER <'!B995<>\"\",ROW(OFFSET(A994,-1,0)),\"\")","v":993},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G995)),A994,\"\")","v":993},{"$f":"IFERROR(SMALL(Helper2_1,A994),\"\")","v":993},null,993,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G995)),$A994,\"\")","v":993},{"$f":"IFERROR(SMALL(Helper2_2,A994),\"\")","v":993},{"$f":"COUNTIF(Helper3_1,\"=\"&G994)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G994)=1, G994, \"\")","v":993},{"$f":"IFERROR(SMALL(Index_2,A994),\"\")","v":993},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:J994)),\"\")","v":"ABD_101"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:K994)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:L994)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:M994)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:N994)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:O994)),\"\")","v":"101 Staff in discussion with the ELIR team confirmed that the Postgraduate Certificate in Higher Education Learning and Teaching supported them to identify and share practice, describing how their informal learning continued after their studies were complete and, as their practice improved, so they felt confident to be more innovative in order to enhance the experience for their students. Staff also viewed CAD as playing an important role in supporting the sharing of good practice and clearly valued the range of development activities they were offered. The Teaching Awards and StaffNet E-zine were cited as being particularly useful for reflection and action linked to learning and teaching."}]
[{"$f":"IF('> FILTER <'!B996<>\"\",ROW(OFFSET(A995,-1,0)),\"\")","v":994},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G996)),A995,\"\")","v":994},{"$f":"IFERROR(SMALL(Helper2_1,A995),\"\")","v":994},null,994,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G996)),$A995,\"\")","v":994},{"$f":"IFERROR(SMALL(Helper2_2,A995),\"\")","v":994},{"$f":"COUNTIF(Helper3_1,\"=\"&G995)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G995)=1, G995, \"\")","v":994},{"$f":"IFERROR(SMALL(Index_2,A995),\"\")","v":994},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:J995)),\"\")","v":"ABD_102"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:K995)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:L995)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:M995)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:N995)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:O995)),\"\")","v":"102 The University has appropriate mechanisms in place to support staff in the ongoing development of their learning and teaching practice, with a comprehensive set of formal and informal staff development opportunities available to encourage wider engagement."}]
[{"$f":"IF('> FILTER <'!B997<>\"\",ROW(OFFSET(A996,-1,0)),\"\")","v":995},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G997)),A996,\"\")","v":995},{"$f":"IFERROR(SMALL(Helper2_1,A996),\"\")","v":995},null,995,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G997)),$A996,\"\")","v":995},{"$f":"IFERROR(SMALL(Helper2_2,A996),\"\")","v":995},{"$f":"COUNTIF(Helper3_1,\"=\"&G996)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G996)=1, G996, \"\")","v":995},{"$f":"IFERROR(SMALL(Index_2,A996),\"\")","v":995},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:J996)),\"\")","v":"ABD_103"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:K996)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:L996)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:M996)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:N996)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:O996)),\"\")","v":"103 The University stated in the RA that it values teaching and research equally, with its reward and recognition processes reflecting this. The University’s promotions procedures are reviewed annually and academic staff who have achievements in the delivery, development and innovation in learning and teaching can apply to a specific promotion route (teaching and scholarship). The ELIR team understood that staff development needs are identified as part of the annual review system and, at the time of the ELIR, there were plans to revise the system as the University developed its overall reward strategy. Although the University clearly sets out the criteria for gaining promotion through the teaching and scholarship route, there was a lack of clarity about the criteria and associated processes among some of the academic staff who met the team. "}]
[{"$f":"IF('> FILTER <'!B998<>\"\",ROW(OFFSET(A997,-1,0)),\"\")","v":996},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G998)),A997,\"\")","v":996},{"$f":"IFERROR(SMALL(Helper2_1,A997),\"\")","v":996},null,996,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G998)),$A997,\"\")","v":996},{"$f":"IFERROR(SMALL(Helper2_2,A997),\"\")","v":996},{"$f":"COUNTIF(Helper3_1,\"=\"&G997)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G997)=1, G997, \"\")","v":996},{"$f":"IFERROR(SMALL(Index_2,A997),\"\")","v":996},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:J997)),\"\")","v":"ABD_104"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:K997)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:L997)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:M997)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:N997)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:O997)),\"\")","v":"104 The University’s Workload Policy, Modelling Principles and Parameters have been in place since 2015, with each school having the flexibility to develop their own slightly different models to reflect subject-level requirements. The University recognises this approach has challenges associated with the reporting and transparency of staff workloads between schools. At the time of the ELIR, the University was undertaking work to clarify how its revised Framework of Academic Expectations works, with its workload modelling, annual review and promotions systems. The ELIR team would encourage the University to continue with its plans in this area in order to ensure consistency of workload models, so that activities in support of the student experience are afforded appropriate time allocations across the institution."}]
[{"$f":"IF('> FILTER <'!B999<>\"\",ROW(OFFSET(A998,-1,0)),\"\")","v":997},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G999)),A998,\"\")","v":997},{"$f":"IFERROR(SMALL(Helper2_1,A998),\"\")","v":997},null,997,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G999)),$A998,\"\")","v":997},{"$f":"IFERROR(SMALL(Helper2_2,A998),\"\")","v":997},{"$f":"COUNTIF(Helper3_1,\"=\"&G998)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G998)=1, G998, \"\")","v":997},{"$f":"IFERROR(SMALL(Index_2,A998),\"\")","v":997},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:J998)),\"\")","v":"ABD_105"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:K998)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:L998)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:M998)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:N998)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:O998)),\"\")","v":"105 The Centre for Academic Development (CAD) offers a range of development opportunities which are determined by staff needs as identified by the schools and the University. These include a two-day ‘Introduction to Learning and Teaching at the University of Aberdeen’ programme which is compulsory for all new academic staff employed on the Teaching and Scholarship and Teaching and Research tracks, an annual programme of workshops, and a range of good practice sharing events. However, the ELIR team learned that the Introduction to Learning and Teaching course is not compulsory for staff appointed on the Research track, or other groups of staff who may be engaged in teaching. The University is recommended to ensure that all new staff who teach and assess complete, as a minimum, the University’s ‘Learning and Teaching in HE’ course before taking up teaching responsibilities. The ELIR team understood that CAD also liaises proactively with each of the schools in order to identify staff development needs and develop bespoke sessions as determined by University and school priorities. A good example of CAD’s proactive approach is the development of a five-week course to support staff with online course development, supporting the University strategy in this area. Schools also offer their own discipline-based development activities for staff."}]
[{"$f":"IF('> FILTER <'!B1000<>\"\",ROW(OFFSET(A999,-1,0)),\"\")","v":998},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1000)),A999,\"\")","v":998},{"$f":"IFERROR(SMALL(Helper2_1,A999),\"\")","v":998},null,998,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1000)),$A999,\"\")","v":998},{"$f":"IFERROR(SMALL(Helper2_2,A999),\"\")","v":998},{"$f":"COUNTIF(Helper3_1,\"=\"&G999)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G999)=1, G999, \"\")","v":998},{"$f":"IFERROR(SMALL(Index_2,A999),\"\")","v":998},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:J999)),\"\")","v":"ABD_106"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:K999)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:L999)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:M999)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:N999)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:O999)),\"\")","v":"106 Academic staff who met with the ELIR team indicated that they regard CAD as playing an important role in supporting their development and viewed CAD as an agent of change, playing a significant role in the championing of good practice. Staff also indicated they were able to provide feedback to CAD with regard to their development needs and skills requirements. Those staff who had completed the two-day Introduction to Learning and Teaching valued this programme. Staff who participated in development activities spoke very positively about the value of attending, the quality of the networking opportunities provided and the opportunities to share practice."}]
[{"$f":"IF('> FILTER <'!B1001<>\"\",ROW(OFFSET(A1000,-1,0)),\"\")","v":999},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1001)),A1000,\"\")","v":999},{"$f":"IFERROR(SMALL(Helper2_1,A1000),\"\")","v":999},null,999,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1001)),$A1000,\"\")","v":999},{"$f":"IFERROR(SMALL(Helper2_2,A1000),\"\")","v":999},{"$f":"COUNTIF(Helper3_1,\"=\"&G1000)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1000)=1, G1000, \"\")","v":999},{"$f":"IFERROR(SMALL(Index_2,A1000),\"\")","v":999},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:J1000)),\"\")","v":"ABD_107"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:K1000)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:L1000)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:M1000)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:N1000)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:O1000)),\"\")","v":"107 While offering a wide range of opportunities for staff development and sharing practice, the University recognises that staff attendance at events can be variable and that the impact of dissemination activities is not always measured. The ELIR team would therefore encourage the University to continue developing mechanisms for supporting staff participation and for measuring the effectiveness of its dissemination activities.  "}]
[{"$f":"IF('> FILTER <'!B1002<>\"\",ROW(OFFSET(A1001,-1,0)),\"\")","v":1000},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1002)),A1001,\"\")","v":1000},{"$f":"IFERROR(SMALL(Helper2_1,A1001),\"\")","v":1000},null,1000,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1002)),$A1001,\"\")","v":1000},{"$f":"IFERROR(SMALL(Helper2_2,A1001),\"\")","v":1000},{"$f":"COUNTIF(Helper3_1,\"=\"&G1001)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1001)=1, G1001, \"\")","v":1000},{"$f":"IFERROR(SMALL(Index_2,A1001),\"\")","v":1000},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:J1001)),\"\")","v":"ABD_108"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:K1001)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:L1001)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:M1001)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:N1001)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:O1001)),\"\")","v":"108 The University offers a CPD Framework for Learning and Teaching that includes the Postgraduate Certificate in Higher Education Academic Practice and the Principles of Learning and Teaching in HE programmes. The CPD Framework was first accredited by the Higher Education Academy (HEA) in 2014 and supports staff to apply for three levels of fellowship. CAD offers a range of support options to HEA applicants. The University has an aspiration of ensuring all staff involved in teaching students, including PhD demonstrators, have accredited teaching qualifications by 2020, with progress towards this target monitored by CAD. At the time of the ELIR, the CPD framework had 170 staff professionally recognised."}]
[{"$f":"IF('> FILTER <'!B1003<>\"\",ROW(OFFSET(A1002,-1,0)),\"\")","v":1001},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1003)),A1002,\"\")","v":1001},{"$f":"IFERROR(SMALL(Helper2_1,A1002),\"\")","v":1001},null,1001,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1003)),$A1002,\"\")","v":1001},{"$f":"IFERROR(SMALL(Helper2_2,A1002),\"\")","v":1001},{"$f":"COUNTIF(Helper3_1,\"=\"&G1002)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1002)=1, G1002, \"\")","v":1001},{"$f":"IFERROR(SMALL(Index_2,A1002),\"\")","v":1001},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:J1002)),\"\")","v":"ABD_109"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:K1002)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:L1002)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:M1002)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:N1002)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:O1002)),\"\")","v":"109 In addition, the University’s Human Resources section also offers a suite of staff development activities, workshops and support opportunities for staff including leadership development, mentoring and coaching, and wellbeing and good mental health. In discussion with the ELIR team, staff indicated that they valued the ongoing mental health first aid training to support the Mental Health and Wellbeing Strategy and the staff mentoring scheme (paragraph 37)."}]
[{"$f":"IF('> FILTER <'!B1004<>\"\",ROW(OFFSET(A1003,-1,0)),\"\")","v":1002},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1004)),A1003,\"\")","v":1002},{"$f":"IFERROR(SMALL(Helper2_1,A1003),\"\")","v":1002},null,1002,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1004)),$A1003,\"\")","v":1002},{"$f":"IFERROR(SMALL(Helper2_2,A1003),\"\")","v":1002},{"$f":"COUNTIF(Helper3_1,\"=\"&G1003)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1003)=1, G1003, \"\")","v":1002},{"$f":"IFERROR(SMALL(Index_2,A1003),\"\")","v":1002},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:J1003)),\"\")","v":"ABD_110"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:K1003)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:L1003)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:M1003)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:N1003)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:O1003)),\"\")","v":"110 The University has an effective approach to enhancing teaching and learning and the wider student experience managed through its governance and committee structures. This is achieved through a combination of the University’s Strategic Plan, a set of University-wide teaching-related KPIs, and the school plans which translate these KPIs into action at discipline level. Academic schools have significant autonomy to take forward enhancements to learning and teaching practice in a manner which works most effectively for the subject discipline and its students. While this can be positive, it can also lead to variation and inconsistency in the student experience. The University is encouraged to reflect on the balance between institutional and school responsibilities to assure itself that all those studying for a University of Aberdeen award have parity of experience.   "}]
[{"$f":"IF('> FILTER <'!B1005<>\"\",ROW(OFFSET(A1004,-1,0)),\"\")","v":1003},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1005)),A1004,\"\")","v":1003},{"$f":"IFERROR(SMALL(Helper2_1,A1004),\"\")","v":1003},null,1003,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1005)),$A1004,\"\")","v":1003},{"$f":"IFERROR(SMALL(Helper2_2,A1004),\"\")","v":1003},{"$f":"COUNTIF(Helper3_1,\"=\"&G1004)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1004)=1, G1004, \"\")","v":1003},{"$f":"IFERROR(SMALL(Index_2,A1004),\"\")","v":1003},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:J1004)),\"\")","v":"ABD_111"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:K1004)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:L1004)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:M1004)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:N1004)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:O1004)),\"\")","v":"111 The University has an effective and systematic approach for identifying and sharing good practice, using a comprehensive range of formal and informal mechanisms to achieve this. The role of the Quality Assurance Committee (QAC) is commended. Its members are pivotal in implementing the University’s approach to quality enhancement and act as effective conduits in sharing good practice at both school and institutional level."}]
[{"$f":"IF('> FILTER <'!B1006<>\"\",ROW(OFFSET(A1005,-1,0)),\"\")","v":1004},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1006)),A1005,\"\")","v":1004},{"$f":"IFERROR(SMALL(Helper2_1,A1005),\"\")","v":1004},null,1004,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1006)),$A1005,\"\")","v":1004},{"$f":"IFERROR(SMALL(Helper2_2,A1005),\"\")","v":1004},{"$f":"COUNTIF(Helper3_1,\"=\"&G1005)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1005)=1, G1005, \"\")","v":1004},{"$f":"IFERROR(SMALL(Index_2,A1005),\"\")","v":1004},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:J1005)),\"\")","v":"ABD_112"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:K1005)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:L1005)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:M1005)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:N1005)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:O1005)),\"\")","v":"112 The University is asked to ensure all new staff and postgraduate students who teach and assess complete, as a minimum, the University’s ‘Learning and Teaching in HE’ course before taking up teaching responsibilities."}]
[{"$f":"IF('> FILTER <'!B1007<>\"\",ROW(OFFSET(A1006,-1,0)),\"\")","v":1005},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1007)),A1006,\"\")","v":1005},{"$f":"IFERROR(SMALL(Helper2_1,A1006),\"\")","v":1005},null,1005,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1007)),$A1006,\"\")","v":1005},{"$f":"IFERROR(SMALL(Helper2_2,A1006),\"\")","v":1005},{"$f":"COUNTIF(Helper3_1,\"=\"&G1006)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1006)=1, G1006, \"\")","v":1005},{"$f":"IFERROR(SMALL(Index_2,A1006),\"\")","v":1005},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:J1006)),\"\")","v":"ABD_113"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:K1006)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:L1006)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:M1006)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:N1006)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:O1006)),\"\")","v":"113 The University has effective and systematic arrangements in place for managing quality and securing academic standards. The Quality Assurance Committee (QAC) plays a key role in the management of quality processes and academic standards and implementing the University’s quality enhancement activities. QAC is chaired by the Dean of Quality Enhancement and Quality Assurance, with representation from each school and the student body. Students have appropriate opportunities to engage in the University’s quality assurance and enhancement activities through representation on relevant committees and also by participating in the Internal Teaching Review (ITR) process (paragraphs 20-22 and paragraph 117). QAC also develops policy linked to academic standards, which is discussed as appropriate at other committees before approval."}]
[{"$f":"IF('> FILTER <'!B1008<>\"\",ROW(OFFSET(A1007,-1,0)),\"\")","v":1006},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1008)),A1007,\"\")","v":1006},{"$f":"IFERROR(SMALL(Helper2_1,A1007),\"\")","v":1006},null,1006,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1008)),$A1007,\"\")","v":1006},{"$f":"IFERROR(SMALL(Helper2_2,A1007),\"\")","v":1006},{"$f":"COUNTIF(Helper3_1,\"=\"&G1007)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1007)=1, G1007, \"\")","v":1006},{"$f":"IFERROR(SMALL(Index_2,A1007),\"\")","v":1006},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:J1007)),\"\")","v":"ABD_114"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:K1007)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:L1007)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:M1007)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:N1007)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:O1007)),\"\")","v":"114 The University’s procedures for managing quality, and setting, maintaining, reviewing and assessing academic standards, are set out in its Academic Quality Handbook (AQH). Students are made aware of regulations, policies and procedures, and arrangements for assessment and feedback through the University's portals and through student course and programme handbooks which detail any programme-specific information. Students have appropriate access to general University information linked to regulations, policies and procedures, a position which was confirmed in meetings with students."}]
[{"$f":"IF('> FILTER <'!B1009<>\"\",ROW(OFFSET(A1008,-1,0)),\"\")","v":1007},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1009)),A1008,\"\")","v":1007},{"$f":"IFERROR(SMALL(Helper2_1,A1008),\"\")","v":1007},null,1007,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1009)),$A1008,\"\")","v":1007},{"$f":"IFERROR(SMALL(Helper2_2,A1008),\"\")","v":1007},{"$f":"COUNTIF(Helper3_1,\"=\"&G1008)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1008)=1, G1008, \"\")","v":1007},{"$f":"IFERROR(SMALL(Index_2,A1008),\"\")","v":1007},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:J1008)),\"\")","v":"ABD_115"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:K1008)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:L1008)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:M1008)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:N1008)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:O1008)),\"\")","v":"115 In 2015, a new Curriculum Management process and supporting web-based collaborative platform was introduced to support the University’s processes for the approval, amendment and withdrawal of new courses and programmes. Business cases are approved for new courses/programmes prior to any detailed consideration of quality assurance matters. Proposals are required to align with University/school policies, meet the expectations of the University’s programme and course entity guidance (which requires coherence of learning outcomes, the assessment strategy and graduate attributes) and the expectations of all relevant external reference points, including the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B1010<>\"\",ROW(OFFSET(A1009,-1,0)),\"\")","v":1008},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1010)),A1009,\"\")","v":1008},{"$f":"IFERROR(SMALL(Helper2_1,A1009),\"\")","v":1008},null,1008,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1010)),$A1009,\"\")","v":1008},{"$f":"IFERROR(SMALL(Helper2_2,A1009),\"\")","v":1008},{"$f":"COUNTIF(Helper3_1,\"=\"&G1009)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1009)=1, G1009, \"\")","v":1008},{"$f":"IFERROR(SMALL(Index_2,A1009),\"\")","v":1008},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:J1009)),\"\")","v":"ABD_116"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:K1009)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:L1009)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:M1009)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:N1009)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:O1009)),\"\")","v":"116 The University has undertaken significant development of its quality processes to ensure these support self-evaluation and enhancement. The University uses three processes to monitor and review academic standards: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR). This approach meets the expectations of the Quality Code and SFC Guidance to higher education institutions on Quality, and applies to all the University’s credit-bearing provision, including collaborative programmes delivered by partners. Given the volume of individual courses delivered across the University, a sample of ACRs is reviewed at QAC. School Directors of Teaching and Learning review all ACRs which are then used to inform Annual Programme Reviews. Annual Programme Reviews are considered at school teaching and learning committees and posted to the University’s Quality and Planning site. Annual Course and Programme Reviews considered by the ELIR team indicated that academic standards are being effectively monitored by the University. Staff who met the ELIR team were very familiar with the expectations of these processes and the linkage to quality assurance at University level. Staff spoke positively about their rigour and valued having structured opportunities to reflect on course and programme delivery. Staff also welcomed the support that school members of QAC can provide to help them successfully engage with these monitoring processes."}]
[{"$f":"IF('> FILTER <'!B1011<>\"\",ROW(OFFSET(A1010,-1,0)),\"\")","v":1009},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1011)),A1010,\"\")","v":1009},{"$f":"IFERROR(SMALL(Helper2_1,A1010),\"\")","v":1009},null,1009,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1011)),$A1010,\"\")","v":1009},{"$f":"IFERROR(SMALL(Helper2_2,A1010),\"\")","v":1009},{"$f":"COUNTIF(Helper3_1,\"=\"&G1010)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1010)=1, G1010, \"\")","v":1009},{"$f":"IFERROR(SMALL(Index_2,A1010),\"\")","v":1009},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:J1010)),\"\")","v":"ABD_116"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:K1010)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:L1010)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:M1010)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:N1010)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:O1010)),\"\")","v":"116 The University has undertaken significant development of its quality processes to ensure these support self-evaluation and enhancement. The University uses three processes to monitor and review academic standards: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR). This approach meets the expectations of the Quality Code and SFC Guidance to higher education institutions on Quality, and applies to all the University’s credit-bearing provision, including collaborative programmes delivered by partners. Given the volume of individual courses delivered across the University, a sample of ACRs is reviewed at QAC. School Directors of Teaching and Learning review all ACRs which are then used to inform Annual Programme Reviews. Annual Programme Reviews are considered at school teaching and learning committees and posted to the University’s Quality and Planning site. Annual Course and Programme Reviews considered by the ELIR team indicated that academic standards are being effectively monitored by the University. Staff who met the ELIR team were very familiar with the expectations of these processes and the linkage to quality assurance at University level. Staff spoke positively about their rigour and valued having structured opportunities to reflect on course and programme delivery. Staff also welcomed the support that school members of QAC can provide to help them successfully engage with these monitoring processes."}]
[{"$f":"IF('> FILTER <'!B1012<>\"\",ROW(OFFSET(A1011,-1,0)),\"\")","v":1010},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1012)),A1011,\"\")","v":1010},{"$f":"IFERROR(SMALL(Helper2_1,A1011),\"\")","v":1010},null,1010,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1012)),$A1011,\"\")","v":1010},{"$f":"IFERROR(SMALL(Helper2_2,A1011),\"\")","v":1010},{"$f":"COUNTIF(Helper3_1,\"=\"&G1011)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1011)=1, G1011, \"\")","v":1010},{"$f":"IFERROR(SMALL(Index_2,A1011),\"\")","v":1010},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:J1011)),\"\")","v":"ABD_117"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:K1011)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:L1011)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:M1011)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:N1011)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:O1011)),\"\")","v":"117 Since the 2013 ELIR, the University has developed a new ITR process, which is more streamlined, avoids the production of duplicate information and is more enhancement focused. The uploading of a range of quality-related information to the ITR web-based collaborative platform enables panel members to review quality assurance and academic standards matters ahead of the review visit. The revised ITR process places a firm emphasis on enhancement, makes full use of the expertise of external subject experts, and engages students actively in developing a forward-looking action plan. It was clear to the ELIR team that students spoke positively about their involvement in the ITR process, particularly the ‘pedagogic partnership session’. This session takes place at the end of the ITR visit and involves staff and students, who consider key matters raised during the review and develop an enhancement-focused action plan to address these."}]
[{"$f":"IF('> FILTER <'!B1013<>\"\",ROW(OFFSET(A1012,-1,0)),\"\")","v":1011},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1013)),A1012,\"\")","v":1011},{"$f":"IFERROR(SMALL(Helper2_1,A1012),\"\")","v":1011},null,1011,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1013)),$A1012,\"\")","v":1011},{"$f":"IFERROR(SMALL(Helper2_2,A1012),\"\")","v":1011},{"$f":"COUNTIF(Helper3_1,\"=\"&G1012)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1012)=1, G1012, \"\")","v":1011},{"$f":"IFERROR(SMALL(Index_2,A1012),\"\")","v":1011},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:J1012)),\"\")","v":"ABD_118"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:K1012)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:L1012)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:M1012)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:N1012)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:O1012)),\"\")","v":"118 The University has also developed proposals for the periodic review of professional service areas. However, a pilot review planned for 2015-16 did not take place because a wider institutional review of professional services was held in that year. In its annual report on Institution-led review of quality to the SFC in 2016-17, the University stated that the review of professional services would remain an integral part of the school-focused ITR process. However, having considered the guidelines for the new academic ITR process in the AQH, the ELIR team could see no specific mention of how professional services are incorporated into this process. The report of the pilot school ITR process in the School of Language, Literature, Music and Visual Culture did not evidence any significant review of professional services areas. The team understood that the introduction of a more structured review of professional service areas was revisited by the directors of professional services in October 2018.The directors agreed that,rather than instigate a process equivalent to ITR for professional services, the University Secretary (in agreement with the Principal) would instigate a series of reviews for individual professional service areas. At the time of the ELIR, a detailed programme for the individual reviews was being developed and areview of Marketing and Student Recruitment had been undertaken but the findings of this pilot and the evaluation of the method employed had not been completed. The team also understood there were plans for a review of school administrative structures and a decision concerning the continued involvement of external representatives or students in subsequent reviews was yet to be taken."}]
[{"$f":"IF('> FILTER <'!B1014<>\"\",ROW(OFFSET(A1013,-1,0)),\"\")","v":1012},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1014)),A1013,\"\")","v":1012},{"$f":"IFERROR(SMALL(Helper2_1,A1013),\"\")","v":1012},null,1012,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1014)),$A1013,\"\")","v":1012},{"$f":"IFERROR(SMALL(Helper2_2,A1013),\"\")","v":1012},{"$f":"COUNTIF(Helper3_1,\"=\"&G1013)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1013)=1, G1013, \"\")","v":1012},{"$f":"IFERROR(SMALL(Index_2,A1013),\"\")","v":1012},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:J1013)),\"\")","v":"ABD_119"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:K1013)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:L1013)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:M1013)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:N1013)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:O1013)),\"\")","v":"119 The ELIR team therefore asks the University to continue with its plans to develop processes for the routine review of student-facing professional services. The University should ensure that the new processes link effectively to the existing Internal Teaching Review (ITR) process for academic areas, allow for institutional oversight, fully engage students, and incorporate appropriate externality.  "}]
[{"$f":"IF('> FILTER <'!B1015<>\"\",ROW(OFFSET(A1014,-1,0)),\"\")","v":1013},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1015)),A1014,\"\")","v":1013},{"$f":"IFERROR(SMALL(Helper2_1,A1014),\"\")","v":1013},null,1013,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1015)),$A1014,\"\")","v":1013},{"$f":"IFERROR(SMALL(Helper2_2,A1014),\"\")","v":1013},{"$f":"COUNTIF(Helper3_1,\"=\"&G1014)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1014)=1, G1014, \"\")","v":1013},{"$f":"IFERROR(SMALL(Index_2,A1014),\"\")","v":1013},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:J1014)),\"\")","v":"ABD_120"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:K1014)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:L1014)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:M1014)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:N1014)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:O1014)),\"\")","v":"120 The RA states that the University sees external examiners as playing a major role in the monitoring of its academic provision and ensuring standards are maintained on a level comparable with other UK universities. The AQH defines the responsibilities of Academic Services and the heads of school with regard to the induction of external examiners. Academic Services provide induction information to new external examiners, with any further training and induction that may be required being the responsibility of schools (with support provided from Academic Services if requested). The ELIR team learned the University does not monitor the effectiveness of the training provided at school level or maintain a consistent record of those who have undertaken it. The University recognised this position and is encouraged to reflect on the effectiveness of its current arrangements for monitoring the training and induction provided for external examiners at school level."}]
[{"$f":"IF('> FILTER <'!B1016<>\"\",ROW(OFFSET(A1015,-1,0)),\"\")","v":1014},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1016)),A1015,\"\")","v":1014},{"$f":"IFERROR(SMALL(Helper2_1,A1015),\"\")","v":1014},null,1014,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1016)),$A1015,\"\")","v":1014},{"$f":"IFERROR(SMALL(Helper2_2,A1015),\"\")","v":1014},{"$f":"COUNTIF(Helper3_1,\"=\"&G1015)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1015)=1, G1015, \"\")","v":1014},{"$f":"IFERROR(SMALL(Index_2,A1015),\"\")","v":1014},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:J1015)),\"\")","v":"ABD_121"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:K1015)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:L1015)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:M1015)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:N1015)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:O1015)),\"\")","v":"121 The ELIR team understood that, currently, external examiners’ reports are shared with the student body via the student representatives on QAC and via programme annual reports. Some students who met the team understood the role of external examiners but none of the students were able to qualify where they would obtain a copy of the external examiners’ reports linked to their course/programme of study. The University should ensure all students are aware of how they can access the external examiners’ reports for their programme."}]
[{"$f":"IF('> FILTER <'!B1017<>\"\",ROW(OFFSET(A1016,-1,0)),\"\")","v":1015},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1017)),A1016,\"\")","v":1015},{"$f":"IFERROR(SMALL(Helper2_1,A1016),\"\")","v":1015},null,1015,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1017)),$A1016,\"\")","v":1015},{"$f":"IFERROR(SMALL(Helper2_2,A1016),\"\")","v":1015},{"$f":"COUNTIF(Helper3_1,\"=\"&G1016)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1016)=1, G1016, \"\")","v":1015},{"$f":"IFERROR(SMALL(Index_2,A1016),\"\")","v":1015},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:J1016)),\"\")","v":"ABD_122"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:K1016)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:L1016)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:M1016)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:N1016)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:O1016)),\"\")","v":"122 Overall, the University has effective arrangements in place for the management of assessment. There have been significant changes to these arrangements since the 2013 ELIR, including the introduction of the University’s Code of Practice on Assessment in 2014-15, which defines the arrangements for marking, undergraduate degree classifications and award within postgraduate programmes. As part of this work the University has introduced a new Common Grading Scale, a Grade Point Average (GPA) system for determining honours degree classifications and postgraduate awards, and guidance for examiners where the overall GPA grade for the award falls within a borderline zone. Students confirmed that they had good access to information regarding assessment arrangements and feedback which was provided in a range of ways (paragraphs 52-54)."}]
[{"$f":"IF('> FILTER <'!B1018<>\"\",ROW(OFFSET(A1017,-1,0)),\"\")","v":1016},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1018)),A1017,\"\")","v":1016},{"$f":"IFERROR(SMALL(Helper2_1,A1017),\"\")","v":1016},null,1016,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1018)),$A1017,\"\")","v":1016},{"$f":"IFERROR(SMALL(Helper2_2,A1017),\"\")","v":1016},{"$f":"COUNTIF(Helper3_1,\"=\"&G1017)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1017)=1, G1017, \"\")","v":1016},{"$f":"IFERROR(SMALL(Index_2,A1017),\"\")","v":1016},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:J1017)),\"\")","v":"ABD_123"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:K1017)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:L1017)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:M1017)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:N1017)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:O1017)),\"\")","v":"123 Overall the University has an effective approach to using external reference points. Programme design and approval ensures programmes are aligned with relevant Subject Benchmark Statements and this is reviewed as part of the University’s ITR process where schools submit a curriculum mapping which identifies how programme provision addresses any relevant Statements. A number of disciplines also use a variety of additional reference points for example, Engineering make use of the Society of Petroleum Engineering’s matrix for Technical Knowledge of Graduating Engineers. Programmes are expected to meet the requirements of their professional, statutory and regulatory bodies (PSRBs) and also align with SCQF levels. The University has fostered close links with industry and the professions, and external members of advisory boards at disciplinary level provide a significant external perspective to programme/course development. The University also pays close attention to national surveys and league tables as important external reference points to support its enhancement activities. As part of its preparations for the ELIR, the University produced a detailed mapping of its policies and procedures against the expectations of the Quality Code 2013-18."}]
[{"$f":"IF('> FILTER <'!B1019<>\"\",ROW(OFFSET(A1018,-1,0)),\"\")","v":1017},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1019)),A1018,\"\")","v":1017},{"$f":"IFERROR(SMALL(Helper2_1,A1018),\"\")","v":1017},null,1017,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1019)),$A1018,\"\")","v":1017},{"$f":"IFERROR(SMALL(Helper2_2,A1018),\"\")","v":1017},{"$f":"COUNTIF(Helper3_1,\"=\"&G1018)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1018)=1, G1018, \"\")","v":1017},{"$f":"IFERROR(SMALL(Index_2,A1018),\"\")","v":1017},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:J1018)),\"\")","v":"ABD_123"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:K1018)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:L1018)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:M1018)),\"\")","v":"Programme development"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:N1018)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:O1018)),\"\")","v":"123 Overall the University has an effective approach to using external reference points. Programme design and approval ensures programmes are aligned with relevant Subject Benchmark Statements and this is reviewed as part of the University’s ITR process where schools submit a curriculum mapping which identifies how programme provision addresses any relevant Statements. A number of disciplines also use a variety of additional reference points for example, Engineering make use of the Society of Petroleum Engineering’s matrix for Technical Knowledge of Graduating Engineers. Programmes are expected to meet the requirements of their professional, statutory and regulatory bodies (PSRBs) and also align with SCQF levels. The University has fostered close links with industry and the professions, and external members of advisory boards at disciplinary level provide a significant external perspective to programme/course development. The University also pays close attention to national surveys and league tables as important external reference points to support its enhancement activities. As part of its preparations for the ELIR, the University produced a detailed mapping of its policies and procedures against the expectations of the Quality Code 2013-18."}]
[{"$f":"IF('> FILTER <'!B1020<>\"\",ROW(OFFSET(A1019,-1,0)),\"\")","v":1018},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1020)),A1019,\"\")","v":1018},{"$f":"IFERROR(SMALL(Helper2_1,A1019),\"\")","v":1018},null,1018,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1020)),$A1019,\"\")","v":1018},{"$f":"IFERROR(SMALL(Helper2_2,A1019),\"\")","v":1018},{"$f":"COUNTIF(Helper3_1,\"=\"&G1019)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1019)=1, G1019, \"\")","v":1018},{"$f":"IFERROR(SMALL(Index_2,A1019),\"\")","v":1018},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:J1019)),\"\")","v":"ABD_124"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:K1019)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:L1019)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:M1019)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:N1019)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:O1019)),\"\")","v":"124 Currently the University makes effective use of a range of external stakeholders to inform programme development, including external examiners, external subject experts, employers, programme advisory boards (PABs) and the expectations of PSRBs. However, the ELIR team learned that external stakeholders are not involved in the University’s programme approval process. Approval external to the school proposing new programmes is provided by the Quality Assurance Committee (QAC). There would be merit in the University reviewing its current processes, to involve external experts in programme approval, in line with the indicator of sound practice in the Quality Code 2013-18."}]
[{"$f":"IF('> FILTER <'!B1021<>\"\",ROW(OFFSET(A1020,-1,0)),\"\")","v":1019},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1021)),A1020,\"\")","v":1019},{"$f":"IFERROR(SMALL(Helper2_1,A1020),\"\")","v":1019},null,1019,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1021)),$A1020,\"\")","v":1019},{"$f":"IFERROR(SMALL(Helper2_2,A1020),\"\")","v":1019},{"$f":"COUNTIF(Helper3_1,\"=\"&G1020)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1020)=1, G1020, \"\")","v":1019},{"$f":"IFERROR(SMALL(Index_2,A1020),\"\")","v":1019},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:J1020)),\"\")","v":"ABD_125"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:K1020)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:L1020)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:M1020)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:N1020)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:O1020)),\"\")","v":"125 The 2013 ELIR identified six areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these areas and has worked to address them all. With regards to evaluating the success of initiatives for major change projects, the University is now making effective use of a project management methodology to manage and evaluate such work. This ELIR report outlines a large range of approaches that have been developed by the University to support its increasingly diverse student population, which was also a contextualised theme for the current review.  "}]
[{"$f":"IF('> FILTER <'!B1022<>\"\",ROW(OFFSET(A1021,-1,0)),\"\")","v":1020},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1022)),A1021,\"\")","v":1020},{"$f":"IFERROR(SMALL(Helper2_1,A1021),\"\")","v":1020},null,1020,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1022)),$A1021,\"\")","v":1020},{"$f":"IFERROR(SMALL(Helper2_2,A1021),\"\")","v":1020},{"$f":"COUNTIF(Helper3_1,\"=\"&G1021)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1021)=1, G1021, \"\")","v":1020},{"$f":"IFERROR(SMALL(Index_2,A1021),\"\")","v":1020},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:J1021)),\"\")","v":"ABD_126"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:K1021)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:L1021)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:M1021)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:N1021)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:O1021)),\"\")","v":"126 The University was asked to consider its responsiveness to external feedback, particularly linked to intended revisions to the Common Assessment Scale and Annual Programme Review, and a new marking scale has been implemented (paragraph 122). Annual Programme Review changes have been taken forward appropriately as part of a wider piece of work to revise Internal Teaching Review (ITR) (paragraph 117). The ELIR team considered that the range of measures adopted by the University to further develop the links between its assurance processes and its enhancement activities have been particularly successful and have commended the role of the Quality Assurance Committee in supporting this work (paragraphs 88, 89, 98, 113 and 116). The team noted that the University has taken steps to make committee minutes and papers more accessible to staff and student representatives on these committees and available in a timely manner. However, the team understood that, in some instances, this information may not be so readily available to the wider student body. The University is encouraged to continue working to improve student access to committee papers and minutes."}]
[{"$f":"IF('> FILTER <'!B1023<>\"\",ROW(OFFSET(A1022,-1,0)),\"\")","v":1021},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1023)),A1022,\"\")","v":1021},{"$f":"IFERROR(SMALL(Helper2_1,A1022),\"\")","v":1021},null,1021,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1023)),$A1022,\"\")","v":1021},{"$f":"IFERROR(SMALL(Helper2_2,A1022),\"\")","v":1021},{"$f":"COUNTIF(Helper3_1,\"=\"&G1022)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1022)=1, G1022, \"\")","v":1021},{"$f":"IFERROR(SMALL(Index_2,A1022),\"\")","v":1021},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:J1022)),\"\")","v":"ABD_127"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:K1022)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:L1022)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:M1022)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:N1022)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:O1022)),\"\")","v":"127 The ELIR team fully recognises the work undertaken by the University to ensure that staff explicitly engage with Subject Benchmark Statements and other reference points and believe the changes made to key monitoring and review process support the achievement of this (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B1024<>\"\",ROW(OFFSET(A1023,-1,0)),\"\")","v":1022},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1024)),A1023,\"\")","v":1022},{"$f":"IFERROR(SMALL(Helper2_1,A1023),\"\")","v":1022},null,1022,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1024)),$A1023,\"\")","v":1022},{"$f":"IFERROR(SMALL(Helper2_2,A1023),\"\")","v":1022},{"$f":"COUNTIF(Helper3_1,\"=\"&G1023)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1023)=1, G1023, \"\")","v":1022},{"$f":"IFERROR(SMALL(Index_2,A1023),\"\")","v":1022},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:J1023)),\"\")","v":"ABD_128"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:K1023)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:L1023)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:M1023)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:N1023)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:O1023)),\"\")","v":"128 The University has an effective approach to using data to inform its decision-making and support its evaluative processes. The University’s strategic planning process makes effective use of KPIs and linked metrics to support regular institutional monitoring of progress against targets and supports cross-institutional consideration of performance. Data on all the University’s KPIs is reviewed regularly and reported to the University Management Group and the University Court. The integrated nature of this planning process supports the schools in developing their five-year and annual plans, with the same KPIs and metrics being used effectively to monitor progress and identify areas for enhancement and action in the next academic session (paragraphs 3, 5 and 84)."}]
[{"$f":"IF('> FILTER <'!B1025<>\"\",ROW(OFFSET(A1024,-1,0)),\"\")","v":1023},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1025)),A1024,\"\")","v":1023},{"$f":"IFERROR(SMALL(Helper2_1,A1024),\"\")","v":1023},null,1023,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1025)),$A1024,\"\")","v":1023},{"$f":"IFERROR(SMALL(Helper2_2,A1024),\"\")","v":1023},{"$f":"COUNTIF(Helper3_1,\"=\"&G1024)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1024)=1, G1024, \"\")","v":1023},{"$f":"IFERROR(SMALL(Index_2,A1024),\"\")","v":1023},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:J1024)),\"\")","v":"ABD_129"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:K1024)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:L1024)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:M1024)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:N1024)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:O1024)),\"\")","v":"129 The annual Student Experience paper presented to the Senate contains key metrics around student satisfaction, non-continuation, degree awards and positive student outcomes, designed to focus activity and further enhance the student experience. The RA indicated this paper is valued by the University and used as an important discussion document for identifying enhancements to the learning and teaching and broader experience of students, sometimes resulting in the establishment of task or working groups to progress these, for example the establishment of a task force to consider feedback to students."}]
[{"$f":"IF('> FILTER <'!B1026<>\"\",ROW(OFFSET(A1025,-1,0)),\"\")","v":1024},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1026)),A1025,\"\")","v":1024},{"$f":"IFERROR(SMALL(Helper2_1,A1025),\"\")","v":1024},null,1024,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1026)),$A1025,\"\")","v":1024},{"$f":"IFERROR(SMALL(Helper2_2,A1025),\"\")","v":1024},{"$f":"COUNTIF(Helper3_1,\"=\"&G1025)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1025)=1, G1025, \"\")","v":1024},{"$f":"IFERROR(SMALL(Index_2,A1025),\"\")","v":1024},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:J1025)),\"\")","v":"ABD_130"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:K1025)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:L1025)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:M1025)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:N1025)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:O1025)),\"\")","v":"130 There is evidence in the RA and Advance Information Set (AIS) that the University undertakes careful analysis of student feedback from a variety of sources including focus groups and a range of internal and external surveys. The Centre for Academic Development (CAD) is responsible for analysing the national surveys which the University participates in. Two NSS measures (those for teaching, and for assessment and feedback) feed directly into the University’s KPIs."}]
[{"$f":"IF('> FILTER <'!B1027<>\"\",ROW(OFFSET(A1026,-1,0)),\"\")","v":1025},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1027)),A1026,\"\")","v":1025},{"$f":"IFERROR(SMALL(Helper2_1,A1026),\"\")","v":1025},null,1025,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1027)),$A1026,\"\")","v":1025},{"$f":"IFERROR(SMALL(Helper2_2,A1026),\"\")","v":1025},{"$f":"COUNTIF(Helper3_1,\"=\"&G1026)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1026)=1, G1026, \"\")","v":1025},{"$f":"IFERROR(SMALL(Index_2,A1026),\"\")","v":1025},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:J1026)),\"\")","v":"ABD_131"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:K1026)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:L1026)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:M1026)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:N1026)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:O1026)),\"\")","v":"131 The University’s quality processes are evidence based. At course level, the Student Course Evaluation Forms (SCEF) and SSLCs provide data to programme teams and schools which is used in ACR, APR and ITRs. The University’s new ITR process is supported by a set of centrally-held quality assurance metrics and analysis which support schools in undertaking the preparation of their reflective analysis. The centrally-held metrics also allow review panels to consider a number of quality assurance aspects of the review ahead of time, allowing more discussion with the schools on the enhancement work they are undertaking linked to learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1028<>\"\",ROW(OFFSET(A1027,-1,0)),\"\")","v":1026},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1028)),A1027,\"\")","v":1026},{"$f":"IFERROR(SMALL(Helper2_1,A1027),\"\")","v":1026},null,1026,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1028)),$A1027,\"\")","v":1026},{"$f":"IFERROR(SMALL(Helper2_2,A1027),\"\")","v":1026},{"$f":"COUNTIF(Helper3_1,\"=\"&G1027)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1027)=1, G1027, \"\")","v":1026},{"$f":"IFERROR(SMALL(Index_2,A1027),\"\")","v":1026},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:J1027)),\"\")","v":"ABD_132"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:K1027)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:L1027)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:M1027)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:N1027)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:O1027)),\"\")","v":"132 The University has effective and systematic arrangements in place for setting and securing academic standards, making appropriate use of external reference points. In particular, the Quality Assurance Committee (QAC) plays a key role ensuring academic standards are met."}]
[{"$f":"IF('> FILTER <'!B1029<>\"\",ROW(OFFSET(A1028,-1,0)),\"\")","v":1027},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1029)),A1028,\"\")","v":1027},{"$f":"IFERROR(SMALL(Helper2_1,A1028),\"\")","v":1027},null,1027,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1029)),$A1028,\"\")","v":1027},{"$f":"IFERROR(SMALL(Helper2_2,A1028),\"\")","v":1027},{"$f":"COUNTIF(Helper3_1,\"=\"&G1028)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1028)=1, G1028, \"\")","v":1027},{"$f":"IFERROR(SMALL(Index_2,A1028),\"\")","v":1027},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:J1028)),\"\")","v":"ABD_133"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:K1028)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:L1028)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:M1028)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:N1028)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:O1028)),\"\")","v":"133 The University is encouraged to reflect on the effectiveness of its arrangements for overseeing the training and induction provided for external examiners at school level. In addition, it should ensure that all students have easy access to the external examiners’ reports for their programmes."}]
[{"$f":"IF('> FILTER <'!B1030<>\"\",ROW(OFFSET(A1029,-1,0)),\"\")","v":1028},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1030)),A1029,\"\")","v":1028},{"$f":"IFERROR(SMALL(Helper2_1,A1029),\"\")","v":1028},null,1028,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1030)),$A1029,\"\")","v":1028},{"$f":"IFERROR(SMALL(Helper2_2,A1029),\"\")","v":1028},{"$f":"COUNTIF(Helper3_1,\"=\"&G1029)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1029)=1, G1029, \"\")","v":1028},{"$f":"IFERROR(SMALL(Index_2,A1029),\"\")","v":1028},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:J1029)),\"\")","v":"ABD_134"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:K1029)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:L1029)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:M1029)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:N1029)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:O1029)),\"\")","v":"134 The University has effective arrangements for self-evaluation which are informed by the use of data from a range of sources. The University’s revised ITR process for academic schools is commended for its firm emphasis on enhancement, for making full use of the role of external subject experts, and for its strong commitment to engaging students in developing a forward-looking action plan. The University is asked to continue with its plans to develop processes for the routine review of student-facing professional services. The University should ensure that the new processes link to the existing ITR processes for academic areas, allow for institutional oversight, and incorporate appropriate externality."}]
[{"$f":"IF('> FILTER <'!B1031<>\"\",ROW(OFFSET(A1030,-1,0)),\"\")","v":1029},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1031)),A1030,\"\")","v":1029},{"$f":"IFERROR(SMALL(Helper2_1,A1030),\"\")","v":1029},null,1029,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1031)),$A1030,\"\")","v":1029},{"$f":"IFERROR(SMALL(Helper2_2,A1030),\"\")","v":1029},{"$f":"COUNTIF(Helper3_1,\"=\"&G1030)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1030)=1, G1030, \"\")","v":1029},{"$f":"IFERROR(SMALL(Index_2,A1030),\"\")","v":1029},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:J1030)),\"\")","v":"ABD_135"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:K1030)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:L1030)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:M1030)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:N1030)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:O1030)),\"\")","v":"135 The University’s Strategic Plan, to 2020, provides limited information on the University’s ambitions to develop its collaborative provision. Meetings between University senior staff and the ELIR team revealed there is a clear direction of travel for internationalisation and collaborative provision, moving away from validation agreements to international articulation agreements and collaboration with delivery partners. University leadership of collaborative provision is shared between the Vice-Principals for Education and International Partnerships. The process of realigning the roles of the senior staff (paragraph 4) created a Vice-Principal (International Partnerships) whose remit is focused on international partnerships, particularly considering the resource requirements for managing the projected growth in collaborations."}]
[{"$f":"IF('> FILTER <'!B1032<>\"\",ROW(OFFSET(A1031,-1,0)),\"\")","v":1030},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1032)),A1031,\"\")","v":1030},{"$f":"IFERROR(SMALL(Helper2_1,A1031),\"\")","v":1030},null,1030,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1032)),$A1031,\"\")","v":1030},{"$f":"IFERROR(SMALL(Helper2_2,A1031),\"\")","v":1030},{"$f":"COUNTIF(Helper3_1,\"=\"&G1031)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1031)=1, G1031, \"\")","v":1030},{"$f":"IFERROR(SMALL(Index_2,A1031),\"\")","v":1030},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:J1031)),\"\")","v":"ABD_136"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:K1031)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:L1031)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:M1031)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:N1031)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:O1031)),\"\")","v":"136 There is also an Internationalisation Strategy document, which the ELIR team considered to focus on implementation rather than strategic direction. Published in 2014, the team believed there would be benefit to the University in refreshing the Internationalisation Strategy document to more accurately reflect the University’s ambitions and direction, particularly in relation to transnational education."}]
[{"$f":"IF('> FILTER <'!B1033<>\"\",ROW(OFFSET(A1032,-1,0)),\"\")","v":1031},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1033)),A1032,\"\")","v":1031},{"$f":"IFERROR(SMALL(Helper2_1,A1032),\"\")","v":1031},null,1031,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1033)),$A1032,\"\")","v":1031},{"$f":"IFERROR(SMALL(Helper2_2,A1032),\"\")","v":1031},{"$f":"COUNTIF(Helper3_1,\"=\"&G1032)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1032)=1, G1032, \"\")","v":1031},{"$f":"IFERROR(SMALL(Index_2,A1032),\"\")","v":1031},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:J1032)),\"\")","v":"ABD_137"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:K1032)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:L1032)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:M1032)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:N1032)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:O1032)),\"\")","v":"137 In anticipation of an expansion in overseas delivery, the University established a Transnational Education Committee. However, of the various transnational initiatives originally planned, only the Doha campus has so far been established. The University therefore decided that quality matters, academic standards and supporting the wider student experience could be managed appropriately through its existing policies and procedures, and committee structures. "}]
[{"$f":"IF('> FILTER <'!B1034<>\"\",ROW(OFFSET(A1033,-1,0)),\"\")","v":1032},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1034)),A1033,\"\")","v":1032},{"$f":"IFERROR(SMALL(Helper2_1,A1033),\"\")","v":1032},null,1032,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1034)),$A1033,\"\")","v":1032},{"$f":"IFERROR(SMALL(Helper2_2,A1033),\"\")","v":1032},{"$f":"COUNTIF(Helper3_1,\"=\"&G1033)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1033)=1, G1033, \"\")","v":1032},{"$f":"IFERROR(SMALL(Index_2,A1033),\"\")","v":1032},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:J1033)),\"\")","v":"ABD_138"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:K1033)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:L1033)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:M1033)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:N1033)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:O1033)),\"\")","v":"138 The University’s Register of Partnerships and Collaborative Provision defines a number of types of partnership including accreditations and validations; college articulations; articulations; joint, double and dual degrees; distance and split-site degrees; online delivery partners; transnational education; and undergraduate exchange and study abroad. The University’s portfolio of partnerships has been rationalised since the 2013 ELIR, with the removal of inactive agreements and the introduction of a small number of new ones. The Directorate of Research and Innovation oversees the development of the agreement documents and maintains the Register of Partnerships and Collaborative Provision. In considering this register, the ELIR team noted a small number of partnerships were missing and would encourage the University to review its processes for maintaining the Register to ensure its ongoing currency and completeness. "}]
[{"$f":"IF('> FILTER <'!B1035<>\"\",ROW(OFFSET(A1034,-1,0)),\"\")","v":1033},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1035)),A1034,\"\")","v":1033},{"$f":"IFERROR(SMALL(Helper2_1,A1034),\"\")","v":1033},null,1033,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1035)),$A1034,\"\")","v":1033},{"$f":"IFERROR(SMALL(Helper2_2,A1034),\"\")","v":1033},{"$f":"COUNTIF(Helper3_1,\"=\"&G1034)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1034)=1, G1034, \"\")","v":1033},{"$f":"IFERROR(SMALL(Index_2,A1034),\"\")","v":1033},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:J1034)),\"\")","v":"ABD_139"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:K1034)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:L1034)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:M1034)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:N1034)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:O1034)),\"\")","v":"139 The two recent additions to the Register, of particular interest to this ELIR, were the agreements with the Al Faleh Group for Educational Services (AFG) to operate a campus in Doha, Qatar, and with the Interactive Design Institute Ltd (IDI) to deliver online programmes. Both these new projects involve delivery of University of Aberdeen programmes by a third party and are operated through the University’s School of Business. The management of each of these partners aligns with the Fundamental Principles section of the University’s Delivery Partners Handbook. "}]
[{"$f":"IF('> FILTER <'!B1036<>\"\",ROW(OFFSET(A1035,-1,0)),\"\")","v":1034},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1036)),A1035,\"\")","v":1034},{"$f":"IFERROR(SMALL(Helper2_1,A1035),\"\")","v":1034},null,1034,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1036)),$A1035,\"\")","v":1034},{"$f":"IFERROR(SMALL(Helper2_2,A1035),\"\")","v":1034},{"$f":"COUNTIF(Helper3_1,\"=\"&G1035)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1035)=1, G1035, \"\")","v":1034},{"$f":"IFERROR(SMALL(Index_2,A1035),\"\")","v":1034},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:J1035)),\"\")","v":"ABD_140"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:K1035)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:L1035)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:M1035)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:N1035)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:O1035)),\"\")","v":"140 The University plans to build on its experience in Doha and expand its provision through the partnership with AFG, intending to offer new programmes using the same operating model. The University considers TNE to be a ‘core element’ of its strategy for internationalisation and sees the establishment of the Doha collaboration as a ‘step change’ in its approach for proposing, approving and managing collaborative activity. In recognition that future collaborative ventures potentially bring new requirements for the assurance of quality and academic standards, the University plans to increase the number of staff supporting its quality processes, particularly at school level, proactively building capacity and expertise. In the last year some Quality Assurance Committee (QAC) members have been given specific responsibility for TNE provision. As its TNE provision grows the University recognises that it may be necessary to increase the membership of QAC. "}]
[{"$f":"IF('> FILTER <'!B1037<>\"\",ROW(OFFSET(A1036,-1,0)),\"\")","v":1035},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1037)),A1036,\"\")","v":1035},{"$f":"IFERROR(SMALL(Helper2_1,A1036),\"\")","v":1035},null,1035,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1037)),$A1036,\"\")","v":1035},{"$f":"IFERROR(SMALL(Helper2_2,A1036),\"\")","v":1035},{"$f":"COUNTIF(Helper3_1,\"=\"&G1036)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1036)=1, G1036, \"\")","v":1035},{"$f":"IFERROR(SMALL(Index_2,A1036),\"\")","v":1035},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:J1036)),\"\")","v":"ABD_141"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:K1036)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:L1036)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:M1036)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:N1036)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:O1036)),\"\")","v":"141 While the University has been offering online programmes for some time, the agreement with IDI has allowed the University to make significant advances in its online delivery, in terms of the quality and scalability of provision. The partnership currently encompasses two programmes, the MBA (Global) and MSc Finance."}]
[{"$f":"IF('> FILTER <'!B1038<>\"\",ROW(OFFSET(A1037,-1,0)),\"\")","v":1036},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1038)),A1037,\"\")","v":1036},{"$f":"IFERROR(SMALL(Helper2_1,A1037),\"\")","v":1036},null,1036,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1038)),$A1037,\"\")","v":1036},{"$f":"IFERROR(SMALL(Helper2_2,A1037),\"\")","v":1036},{"$f":"COUNTIF(Helper3_1,\"=\"&G1037)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1037)=1, G1037, \"\")","v":1036},{"$f":"IFERROR(SMALL(Index_2,A1037),\"\")","v":1036},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:J1037)),\"\")","v":"ABD_142"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:K1037)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:L1037)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:M1037)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:N1037)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:O1037)),\"\")","v":"142 The University’s policies and procedures for the establishment and oversight of collaborative partnerships are described in the Delivery Partners’ Handbook, which refers explicitly to the Quality Code. The Handbook makes it clear that students enrolled on programmes delivered in partnership should not be at a disadvantage to, or have an advantage over, students who are enrolled on the University’s non-partnership programmes.  All students, irrespective of location of study, are subject to the same rules and regulations and have the same rights and responsibilities as students enrolled on non-partnership programmes. Further, the guidance available on the University’s Quality Assurance and Academic Standards website states that, in all collaborative provision, the University remains ultimately responsible for the quality and standards of its partnerships and partnership programmes. The agreement documents signed with AFG and IDI make this clear and refer to the Delivery Partners Handbook, together with the University Regulations and the Quality Code, and make it clear that the University retains responsibility for the academic standards of all awards made in its name. "}]
[{"$f":"IF('> FILTER <'!B1039<>\"\",ROW(OFFSET(A1038,-1,0)),\"\")","v":1037},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1039)),A1038,\"\")","v":1037},{"$f":"IFERROR(SMALL(Helper2_1,A1038),\"\")","v":1037},null,1037,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1039)),$A1038,\"\")","v":1037},{"$f":"IFERROR(SMALL(Helper2_2,A1038),\"\")","v":1037},{"$f":"COUNTIF(Helper3_1,\"=\"&G1038)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1038)=1, G1038, \"\")","v":1037},{"$f":"IFERROR(SMALL(Index_2,A1038),\"\")","v":1037},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:J1038)),\"\")","v":"ABD_143"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:K1038)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:L1038)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:M1038)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:N1038)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:O1038)),\"\")","v":"143 Students from the Doha campus participated, via a survey and discussion forums, in the 2018 QAA report ‘Enhancing the UK TNE Student Experience in Dubai and Singapore’."}]
[{"$f":"IF('> FILTER <'!B1040<>\"\",ROW(OFFSET(A1039,-1,0)),\"\")","v":1038},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1040)),A1039,\"\")","v":1038},{"$f":"IFERROR(SMALL(Helper2_1,A1039),\"\")","v":1038},null,1038,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1040)),$A1039,\"\")","v":1038},{"$f":"IFERROR(SMALL(Helper2_2,A1039),\"\")","v":1038},{"$f":"COUNTIF(Helper3_1,\"=\"&G1039)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1039)=1, G1039, \"\")","v":1038},{"$f":"IFERROR(SMALL(Index_2,A1039),\"\")","v":1038},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:J1039)),\"\")","v":"ABD_144"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:K1039)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:L1039)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:M1039)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:N1039)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:O1039)),\"\")","v":"144 The campus in Doha is operated as a branch campus and currently offers a small range of business-related undergraduate and postgraduate degrees, admitting its first cohort, of 132 students, in 2017. The Doha campus is jointly managed by the University and AFG. There is a Provost, employed by the University, who reports to the Senior Vice-Principal. Oversight and quality assurance and enhancement of academic provision is the responsibility of the University and delivered through existing University procedures. Operational oversight is the responsibility of the Business School, which reports to QAC through the ITR, APR and ACR processes. There are regular teaching visits to Doha to support and assure quality requirements and academic standards. The course leads make two teaching visits per course delivery to ensure the local AFG-employed teachers are clear about the University’s expectations of them."}]
[{"$f":"IF('> FILTER <'!B1041<>\"\",ROW(OFFSET(A1040,-1,0)),\"\")","v":1039},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1041)),A1040,\"\")","v":1039},{"$f":"IFERROR(SMALL(Helper2_1,A1040),\"\")","v":1039},null,1039,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1041)),$A1040,\"\")","v":1039},{"$f":"IFERROR(SMALL(Helper2_2,A1040),\"\")","v":1039},{"$f":"COUNTIF(Helper3_1,\"=\"&G1040)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1040)=1, G1040, \"\")","v":1039},{"$f":"IFERROR(SMALL(Index_2,A1040),\"\")","v":1039},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:J1040)),\"\")","v":"ABD_145"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:K1040)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:L1040)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:M1040)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:N1040)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:O1040)),\"\")","v":"145 As set out in the Delivery Partners Handbook, entry requirements for admission onto programmes delivered at the Doha campus have been jointly agreed between the University and AFG. An admissions audit takes place annually. "}]
[{"$f":"IF('> FILTER <'!B1042<>\"\",ROW(OFFSET(A1041,-1,0)),\"\")","v":1040},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1042)),A1041,\"\")","v":1040},{"$f":"IFERROR(SMALL(Helper2_1,A1041),\"\")","v":1040},null,1040,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1042)),$A1041,\"\")","v":1040},{"$f":"IFERROR(SMALL(Helper2_2,A1041),\"\")","v":1040},{"$f":"COUNTIF(Helper3_1,\"=\"&G1041)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1041)=1, G1041, \"\")","v":1040},{"$f":"IFERROR(SMALL(Index_2,A1041),\"\")","v":1040},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:J1041)),\"\")","v":"ABD_146"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:K1041)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:L1041)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:M1041)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:N1041)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:O1041)),\"\")","v":"146 The Qatar Assessment and Feedback Handbook provides information for staff based at the Doha campus. The University confirmed that, for levels two to four of the provision, the curriculum and its associated assessments are the same for students studying in Doha and in Aberdeen. The courses share content, teaching materials and assessments. The learning outcomes for courses are the same, but the learning and teaching materials delivered by the AFG staff are contextualised for the Qatar environment. When academic staff from Aberdeen are present in Doha the courses are co-delivered. The RA stated clearly that no courses are offered in Doha that are not also available in Aberdeen. The exception to this position is the delivery of level one provision which includes foundation studies and English language support, as well as subject-specific teaching (paragraph 149)."}]
[{"$f":"IF('> FILTER <'!B1043<>\"\",ROW(OFFSET(A1042,-1,0)),\"\")","v":1041},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1043)),A1042,\"\")","v":1041},{"$f":"IFERROR(SMALL(Helper2_1,A1042),\"\")","v":1041},null,1041,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1043)),$A1042,\"\")","v":1041},{"$f":"IFERROR(SMALL(Helper2_2,A1042),\"\")","v":1041},{"$f":"COUNTIF(Helper3_1,\"=\"&G1042)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1042)=1, G1042, \"\")","v":1041},{"$f":"IFERROR(SMALL(Index_2,A1042),\"\")","v":1041},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:J1042)),\"\")","v":"ABD_147"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:K1042)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:L1042)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:M1042)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:N1042)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:O1042)),\"\")","v":"147 Assessments for level one are set by Doha-based staff in consultation with Aberdeen-based University staff. The same in-course assessments are used for courses delivered in both Aberdeen and Doha at levels two to four. Examinations for level one courses are set in Doha and agreed with the University and the external examiner. Examinations for levels two to four are set by the University and approved by external examiners in consultation with Doha staff. All students studying on a course delivered in both Aberdeen and Doha will sit the same examination paper at the same time. Assessments and examinations are marked and moderated in accordance with University policies and procedures. The assessment marks for students in years two to four are considered by the same examination board, and by the same external examiners, as students studying the corresponding programmes in Aberdeen."}]
[{"$f":"IF('> FILTER <'!B1044<>\"\",ROW(OFFSET(A1043,-1,0)),\"\")","v":1042},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1044)),A1043,\"\")","v":1042},{"$f":"IFERROR(SMALL(Helper2_1,A1043),\"\")","v":1042},null,1042,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1044)),$A1043,\"\")","v":1042},{"$f":"IFERROR(SMALL(Helper2_2,A1043),\"\")","v":1042},{"$f":"COUNTIF(Helper3_1,\"=\"&G1043)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1043)=1, G1043, \"\")","v":1042},{"$f":"IFERROR(SMALL(Index_2,A1043),\"\")","v":1042},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:J1043)),\"\")","v":"ABD_148"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:K1043)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:L1043)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:M1043)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:N1043)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:O1043)),\"\")","v":"148 Students confirmed to the ELIR team that they understood the assessment criteria for their courses through the information given in their handbooks and lectures, and were clear about how their final degree classification would be determined. They also reported they were satisfied with the quality and timeliness of the feedback they received and knew they could approach teaching staff for further information, if required."}]
[{"$f":"IF('> FILTER <'!B1045<>\"\",ROW(OFFSET(A1044,-1,0)),\"\")","v":1043},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1045)),A1044,\"\")","v":1043},{"$f":"IFERROR(SMALL(Helper2_1,A1044),\"\")","v":1043},null,1043,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1045)),$A1044,\"\")","v":1043},{"$f":"IFERROR(SMALL(Helper2_2,A1044),\"\")","v":1043},{"$f":"COUNTIF(Helper3_1,\"=\"&G1044)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1044)=1, G1044, \"\")","v":1043},{"$f":"IFERROR(SMALL(Index_2,A1044),\"\")","v":1043},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:J1044)),\"\")","v":"ABD_149"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:K1044)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:L1044)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:M1044)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:N1044)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:O1044)),\"\")","v":"149 The University identified teething problems with the experience of its first cohort of Doha-based students. Issues with the student registration process were identified, resulting in improvements to support easier and quicker student registration and ensure greater accuracy of the student data captured. Early indications are these changes have had a positive impact for year two delivery. Concerns were also raised regarding the content of the level one curriculum which had been designed to be an integrated first year to support students entering their studies with qualifications below the University’s standard degree entry requirements. In response the University has re-ordered the delivery of the curriculum. Students in Doha reported that while level one was very busy, it was manageable from a workload and assessment perspective. "}]
[{"$f":"IF('> FILTER <'!B1046<>\"\",ROW(OFFSET(A1045,-1,0)),\"\")","v":1044},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1046)),A1045,\"\")","v":1044},{"$f":"IFERROR(SMALL(Helper2_1,A1045),\"\")","v":1044},null,1044,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1046)),$A1045,\"\")","v":1044},{"$f":"IFERROR(SMALL(Helper2_2,A1045),\"\")","v":1044},{"$f":"COUNTIF(Helper3_1,\"=\"&G1045)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1045)=1, G1045, \"\")","v":1044},{"$f":"IFERROR(SMALL(Index_2,A1045),\"\")","v":1044},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:J1045)),\"\")","v":"ABD_150"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:K1045)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:L1045)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:M1045)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:N1045)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:O1045)),\"\")","v":"150 To support Doha-based students to develop their employability skills, an Industry Week is held in the middle of each semester where employers come onto campus and provide students with the opportunity to engage in a range of work-related activities outside formal course lessons. Students were very positive about these opportunities, although they did not readily relate to the concept of Aberdeen Graduate Attributes. AFG has also signed an agreement with the National Enterprise Agency to increase the number of employers supporting the Industry Week, and the Entrepreneurs in Qatar society, together with its entrepreneur in residence, organise seminars designed to help students to establish their own businesses. "}]
[{"$f":"IF('> FILTER <'!B1047<>\"\",ROW(OFFSET(A1046,-1,0)),\"\")","v":1045},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1047)),A1046,\"\")","v":1045},{"$f":"IFERROR(SMALL(Helper2_1,A1046),\"\")","v":1045},null,{"$f":"ROW(OFFSET(E1046,-1,0))","v":1045},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1047)),$A1046,\"\")","v":1045},{"$f":"IFERROR(SMALL(Helper2_2,A1046),\"\")","v":1045},{"$f":"COUNTIF(Helper3_1,\"=\"&G1046)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1046)=1, G1046, \"\")","v":1045},{"$f":"IFERROR(SMALL(Index_2,A1046),\"\")","v":1045},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:J1046)),\"\")","v":"ABD_151"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:K1046)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:L1046)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:M1046)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:N1046)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:O1046)),\"\")","v":"151 The RA indicated that currently the Doha campus comprises a series of ‘villas’ that have been converted and equipped to support educational use, including well-equipped IT facilities. There is also a dedicated ‘villa’ for postgraduate students. The University has undertaken onsite visits to assure itself that the learning and teaching facilities meet the needs of the current provision. As part of the agreement between the University and AFG, a new campus will be opened in two years’ time which will further enhance facilities for students and be required to support the planned expansion and diversification of the programme provision offered in Doha. A suitable location has been identified for the new campus, and a project board established to support the work.  "}]
[{"$f":"IF('> FILTER <'!B1048<>\"\",ROW(OFFSET(A1047,-1,0)),\"\")","v":1046},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1048)),A1047,\"\")","v":1046},{"$f":"IFERROR(SMALL(Helper2_1,A1047),\"\")","v":1046},null,1046,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1048)),$A1047,\"\")","v":1046},{"$f":"IFERROR(SMALL(Helper2_2,A1047),\"\")","v":1046},{"$f":"COUNTIF(Helper3_1,\"=\"&G1047)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1047)=1, G1047, \"\")","v":1046},{"$f":"IFERROR(SMALL(Index_2,A1047),\"\")","v":1046},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:J1047)),\"\")","v":"ABD_152"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:K1047)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:L1047)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:M1047)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:N1047)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:O1047)),\"\")","v":"152 Student support in Doha is well-developed and the University has taken steps to ensure that students are as well supported as their Aberdeen counterparts. Each student at Doha has a personal tutor. This was confirmed by the students who met the ELIR team who said they could also contact any faculty member or the student affairs manager if they required support. Students also reported both academics and support staff responded promptly and provided helpful support. On campus there is a Student Hub which provides study skills support and a full-time medical centre. The University’s aim has been to embed systems available to Aberdeen-based students into the Doha campus and the Qatar context. Students have access to all online library training courses and to MyAberdeen. Students informed the ELIR team that the library team had responded to requests for guidance on how to use MyAberdeen by providing training."}]
[{"$f":"IF('> FILTER <'!B1049<>\"\",ROW(OFFSET(A1048,-1,0)),\"\")","v":1047},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1049)),A1048,\"\")","v":1047},{"$f":"IFERROR(SMALL(Helper2_1,A1048),\"\")","v":1047},null,1047,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1049)),$A1048,\"\")","v":1047},{"$f":"IFERROR(SMALL(Helper2_2,A1048),\"\")","v":1047},{"$f":"COUNTIF(Helper3_1,\"=\"&G1048)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1048)=1, G1048, \"\")","v":1047},{"$f":"IFERROR(SMALL(Index_2,A1048),\"\")","v":1047},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:J1048)),\"\")","v":"ABD_153"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:K1048)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:L1048)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:M1048)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:N1048)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:O1048)),\"\")","v":"153 Following a recent visit to the Doha campus by Aberdeen-based student support staff, the University plans to appoint a Careers Adviser to be located on campus.  A specialist student mentoring service will be available from January 2019, and work is underway to make the online resource ‘Cluedup’ available to Doha-based students (paragraph 38). Students can access the Counselling Service in Aberdeen by remote digital connection. Doha teaching staff informed the ELIR team that the campus offers mental health workshops for students. "}]
[{"$f":"IF('> FILTER <'!B1050<>\"\",ROW(OFFSET(A1049,-1,0)),\"\")","v":1048},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1050)),A1049,\"\")","v":1048},{"$f":"IFERROR(SMALL(Helper2_1,A1049),\"\")","v":1048},null,1048,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1050)),$A1049,\"\")","v":1048},{"$f":"IFERROR(SMALL(Helper2_2,A1049),\"\")","v":1048},{"$f":"COUNTIF(Helper3_1,\"=\"&G1049)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1049)=1, G1049, \"\")","v":1048},{"$f":"IFERROR(SMALL(Index_2,A1049),\"\")","v":1048},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:J1049)),\"\")","v":"ABD_154"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:K1049)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:L1049)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:M1049)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:N1049)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:O1049)),\"\")","v":"154 Students stated they enjoyed their educational experience, that the atmosphere on campus was conducive to learning and they felt well respected by their teachers. Both staff and students reported that online library resources were very good. Students informed the ELIR team they had experienced a shortage of printed material in the library and that they found the social and recreational facilities insufficient. Having raised these matters with staff and following feedback from the University, students understood there to be ongoing difficulties in getting the books into the country due to a blockade, rather than a lack of library budget, and were informed that plans are in place to improve facilities as part of the next phase of the campus development. Students also reported to the team that they would like to see Lecture Capture being implemented for them and they don’t currently have access to those lectures recorded in Aberdeen. The team understood that there are challenges with providing access to Lecture Capture recordings for students based in Doha due to contextual and cultural differences and issues of consent. The team would encourage the University to continue to investigate the use of Lecture Capture for students across all of its campuses.   "}]
[{"$f":"IF('> FILTER <'!B1051<>\"\",ROW(OFFSET(A1050,-1,0)),\"\")","v":1049},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1051)),A1050,\"\")","v":1049},{"$f":"IFERROR(SMALL(Helper2_1,A1050),\"\")","v":1049},null,1049,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1051)),$A1050,\"\")","v":1049},{"$f":"IFERROR(SMALL(Helper2_2,A1050),\"\")","v":1049},{"$f":"COUNTIF(Helper3_1,\"=\"&G1050)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1050)=1, G1050, \"\")","v":1049},{"$f":"IFERROR(SMALL(Index_2,A1050),\"\")","v":1049},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:J1050)),\"\")","v":"ABD_155"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:K1050)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:L1050)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:M1050)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:N1050)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:O1050)),\"\")","v":"155 The majority of the teaching staff at the Doha campus are employed by AFG, with honorary appointments to the University. The exceptions to this are the Doha Provost and the small number of Aberdeen-based faculty, who are employed by the University. The ELIR team learned that some of the AFG staff are former employees of the University. The academic staff employed by AFG are appointed according to University criteria, with the Provost and Business School staff contributing to the recruitment panels."}]
[{"$f":"IF('> FILTER <'!B1052<>\"\",ROW(OFFSET(A1051,-1,0)),\"\")","v":1050},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1052)),A1051,\"\")","v":1050},{"$f":"IFERROR(SMALL(Helper2_1,A1051),\"\")","v":1050},null,1050,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1052)),$A1051,\"\")","v":1050},{"$f":"IFERROR(SMALL(Helper2_2,A1051),\"\")","v":1050},{"$f":"COUNTIF(Helper3_1,\"=\"&G1051)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1051)=1, G1051, \"\")","v":1050},{"$f":"IFERROR(SMALL(Index_2,A1051),\"\")","v":1050},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:J1051)),\"\")","v":"ABD_156"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:K1051)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:L1051)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:M1051)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:N1051)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:O1051)),\"\")","v":"156 New AFG academic staff undergo the same induction and training as new Aberdeen-based academic staff. Staff in Doha are able to participate in some of the training and development opportunities the University offers to academic staff in Aberdeen, via online conference tools. While committed to encouraging staff in Doha to engage in activities focused on sharing good practice, the University recognises there remain logistical challenges associated with supporting staff to engage. The range of development materials available for use in Doha is currently being expanded, and there are plans to schedule staff development sessions in Aberdeen so that Doha staff are able to participate by video link. The ELIR team would encourage the University to continue with its plans to support all staff to more effectively engage with the training and development, and sharing practice opportunities it offers. Some Doha staff are in the process of applying for Fellowship of the Higher Education Academy (FHEA), having been encouraged to do so through their annual review."}]
[{"$f":"IF('> FILTER <'!B1053<>\"\",ROW(OFFSET(A1052,-1,0)),\"\")","v":1051},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1053)),A1052,\"\")","v":1051},{"$f":"IFERROR(SMALL(Helper2_1,A1052),\"\")","v":1051},null,1051,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1053)),$A1052,\"\")","v":1051},{"$f":"IFERROR(SMALL(Helper2_2,A1052),\"\")","v":1051},{"$f":"COUNTIF(Helper3_1,\"=\"&G1052)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1052)=1, G1052, \"\")","v":1051},{"$f":"IFERROR(SMALL(Index_2,A1052),\"\")","v":1051},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:J1052)),\"\")","v":"ABD_157"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:K1052)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:L1052)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:M1052)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:N1052)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:O1052)),\"\")","v":"157 Training is also provided to University academic staff based in Aberdeen before they teach at the Doha campus. University staff based in Aberdeen opt in to teach parts of the provision delivered in Doha and the Business School’s workload model has been updated to reflect in-country teaching. There have also been visits from student support services staff, looking at how the broader student experience can be replicated in Doha."}]
[{"$f":"IF('> FILTER <'!B1054<>\"\",ROW(OFFSET(A1053,-1,0)),\"\")","v":1052},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1054)),A1053,\"\")","v":1052},{"$f":"IFERROR(SMALL(Helper2_1,A1053),\"\")","v":1052},null,1052,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1054)),$A1053,\"\")","v":1052},{"$f":"IFERROR(SMALL(Helper2_2,A1053),\"\")","v":1052},{"$f":"COUNTIF(Helper3_1,\"=\"&G1053)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1053)=1, G1053, \"\")","v":1052},{"$f":"IFERROR(SMALL(Index_2,A1053),\"\")","v":1052},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:J1053)),\"\")","v":"ABD_158"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:K1053)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:L1053)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:M1053)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:N1053)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:O1053)),\"\")","v":"158 Establishment of an equivalent student representatives system in Doha is an ongoing development area for the University and AUSA, who are both committed to establishing a system which is comparable to that available for Aberdeen-based students.  Doha students reported that student representatives were appointed at the start of session and have received training to support them in their roles. The student representatives who met the ELIR team clearly understood their role and responsibilities and had attended their first Staff-Student Liaison Committee (SSLC). The representatives also confirmed their feedback was listened to and action taken in response. AUSA’s Education Officer and Student Representative Officer visited the campus in March 2018, with a further AUSA visit scheduled for November 2018, during which the AUSA Education Officer will train the school student convenor in Doha. A Doha representative has recently been appointed to the AUSA Education and Sports Committees (paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B1055<>\"\",ROW(OFFSET(A1054,-1,0)),\"\")","v":1053},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1055)),A1054,\"\")","v":1053},{"$f":"IFERROR(SMALL(Helper2_1,A1054),\"\")","v":1053},null,1053,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1055)),$A1054,\"\")","v":1053},{"$f":"IFERROR(SMALL(Helper2_2,A1054),\"\")","v":1053},{"$f":"COUNTIF(Helper3_1,\"=\"&G1054)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1054)=1, G1054, \"\")","v":1053},{"$f":"IFERROR(SMALL(Index_2,A1054),\"\")","v":1053},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:J1054)),\"\")","v":"ABD_158"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:K1054)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:L1054)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:M1054)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:N1054)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:O1054)),\"\")","v":"158 Establishment of an equivalent student representatives system in Doha is an ongoing development area for the University and AUSA, who are both committed to establishing a system which is comparable to that available for Aberdeen-based students.  Doha students reported that student representatives were appointed at the start of session and have received training to support them in their roles. The student representatives who met the ELIR team clearly understood their role and responsibilities and had attended their first Staff-Student Liaison Committee (SSLC). The representatives also confirmed their feedback was listened to and action taken in response. AUSA’s Education Officer and Student Representative Officer visited the campus in March 2018, with a further AUSA visit scheduled for November 2018, during which the AUSA Education Officer will train the school student convenor in Doha. A Doha representative has recently been appointed to the AUSA Education and Sports Committees (paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B1056<>\"\",ROW(OFFSET(A1055,-1,0)),\"\")","v":1054},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1056)),A1055,\"\")","v":1054},{"$f":"IFERROR(SMALL(Helper2_1,A1055),\"\")","v":1054},null,1054,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1056)),$A1055,\"\")","v":1054},{"$f":"IFERROR(SMALL(Helper2_2,A1055),\"\")","v":1054},{"$f":"COUNTIF(Helper3_1,\"=\"&G1055)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1055)=1, G1055, \"\")","v":1054},{"$f":"IFERROR(SMALL(Index_2,A1055),\"\")","v":1054},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:J1055)),\"\")","v":"ABD_159"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:K1055)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:L1055)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:M1055)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:N1055)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:O1055)),\"\")","v":"159 Student feedback is mainly received through student representation structures. Low staff to student ratios also facilitate informal feedback between students and staff. Students reported to the ELIR team that they had seen changes to their learning and teaching and wider student support since the first year of operation of the campus as a result of raising issues through student representatives. Currently, feedback mechanisms are very effective, however the University is encouraged to consider how these mechanisms will need to be enhanced as student numbers grow in Doha. "}]
[{"$f":"IF('> FILTER <'!B1057<>\"\",ROW(OFFSET(A1056,-1,0)),\"\")","v":1055},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1057)),A1056,\"\")","v":1055},{"$f":"IFERROR(SMALL(Helper2_1,A1056),\"\")","v":1055},null,1055,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1057)),$A1056,\"\")","v":1055},{"$f":"IFERROR(SMALL(Helper2_2,A1056),\"\")","v":1055},{"$f":"COUNTIF(Helper3_1,\"=\"&G1056)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1056)=1, G1056, \"\")","v":1055},{"$f":"IFERROR(SMALL(Index_2,A1056),\"\")","v":1055},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:J1056)),\"\")","v":"ABD_159"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:K1056)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:L1056)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:M1056)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:N1056)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:O1056)),\"\")","v":"159 Student feedback is mainly received through student representation structures. Low staff to student ratios also facilitate informal feedback between students and staff. Students reported to the ELIR team that they had seen changes to their learning and teaching and wider student support since the first year of operation of the campus as a result of raising issues through student representatives. Currently, feedback mechanisms are very effective, however the University is encouraged to consider how these mechanisms will need to be enhanced as student numbers grow in Doha. "}]
[{"$f":"IF('> FILTER <'!B1058<>\"\",ROW(OFFSET(A1057,-1,0)),\"\")","v":1056},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1058)),A1057,\"\")","v":1056},{"$f":"IFERROR(SMALL(Helper2_1,A1057),\"\")","v":1056},null,1056,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1058)),$A1057,\"\")","v":1056},{"$f":"IFERROR(SMALL(Helper2_2,A1057),\"\")","v":1056},{"$f":"COUNTIF(Helper3_1,\"=\"&G1057)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1057)=1, G1057, \"\")","v":1056},{"$f":"IFERROR(SMALL(Index_2,A1057),\"\")","v":1056},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:J1057)),\"\")","v":"ABD_160"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:K1057)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:L1057)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:M1057)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:N1057)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:O1057)),\"\")","v":"160 The collaborative agreement with IDI clearly states the responsibilities of each partner. The University retains all responsibility for the maintenance of academic standards, and for oversight of quality assurance and enhancement matters through its existing policies and processes."}]
[{"$f":"IF('> FILTER <'!B1059<>\"\",ROW(OFFSET(A1058,-1,0)),\"\")","v":1057},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1059)),A1058,\"\")","v":1057},{"$f":"IFERROR(SMALL(Helper2_1,A1058),\"\")","v":1057},null,1057,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1059)),$A1058,\"\")","v":1057},{"$f":"IFERROR(SMALL(Helper2_2,A1058),\"\")","v":1057},{"$f":"COUNTIF(Helper3_1,\"=\"&G1058)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1058)=1, G1058, \"\")","v":1057},{"$f":"IFERROR(SMALL(Index_2,A1058),\"\")","v":1057},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:J1058)),\"\")","v":"ABD_161"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:K1058)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:L1058)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:M1058)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:N1058)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:O1058)),\"\")","v":"161 Although the agreement document allows IDI to take responsibility for running examination boards in accordance with the University policies and regulations, in practice the Business School examination boards manage all the assessment marks for its students on programmes delivered by IDI. Assessments are jointly designed by IDI tutors and Business School staff. Initial marking is carried out by IDI staff using University marking schemes, followed by moderation completed by Aberdeen staff."}]
[{"$f":"IF('> FILTER <'!B1060<>\"\",ROW(OFFSET(A1059,-1,0)),\"\")","v":1058},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1060)),A1059,\"\")","v":1058},{"$f":"IFERROR(SMALL(Helper2_1,A1059),\"\")","v":1058},null,1058,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1060)),$A1059,\"\")","v":1058},{"$f":"IFERROR(SMALL(Helper2_2,A1059),\"\")","v":1058},{"$f":"COUNTIF(Helper3_1,\"=\"&G1059)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1059)=1, G1059, \"\")","v":1058},{"$f":"IFERROR(SMALL(Index_2,A1059),\"\")","v":1058},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:J1059)),\"\")","v":"ABD_161"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:K1059)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:L1059)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:M1059)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:N1059)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:O1059)),\"\")","v":"161 Although the agreement document allows IDI to take responsibility for running examination boards in accordance with the University policies and regulations, in practice the Business School examination boards manage all the assessment marks for its students on programmes delivered by IDI. Assessments are jointly designed by IDI tutors and Business School staff. Initial marking is carried out by IDI staff using University marking schemes, followed by moderation completed by Aberdeen staff."}]
[{"$f":"IF('> FILTER <'!B1061<>\"\",ROW(OFFSET(A1060,-1,0)),\"\")","v":1059},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1061)),A1060,\"\")","v":1059},{"$f":"IFERROR(SMALL(Helper2_1,A1060),\"\")","v":1059},null,1059,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1061)),$A1060,\"\")","v":1059},{"$f":"IFERROR(SMALL(Helper2_2,A1060),\"\")","v":1059},{"$f":"COUNTIF(Helper3_1,\"=\"&G1060)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1060)=1, G1060, \"\")","v":1059},{"$f":"IFERROR(SMALL(Index_2,A1060),\"\")","v":1059},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:J1060)),\"\")","v":"ABD_162"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:K1060)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:L1060)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:M1060)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:N1060)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:O1060)),\"\")","v":"162 Tutors are recruited by IDI and employed on a contract basis. Tutors are required to have a Postgraduate Certificate in Higher Education Learning and Teaching or equivalent and be research active. Tutors receive training in online delivery and student support from IDI and discussions are currently underway regarding the Centre for Academic Development (CAD) providing additional staff training in the University’s values, processes and requirements."}]
[{"$f":"IF('> FILTER <'!B1062<>\"\",ROW(OFFSET(A1061,-1,0)),\"\")","v":1060},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1062)),A1061,\"\")","v":1060},{"$f":"IFERROR(SMALL(Helper2_1,A1061),\"\")","v":1060},null,1060,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1062)),$A1061,\"\")","v":1060},{"$f":"IFERROR(SMALL(Helper2_2,A1061),\"\")","v":1060},{"$f":"COUNTIF(Helper3_1,\"=\"&G1061)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1061)=1, G1061, \"\")","v":1060},{"$f":"IFERROR(SMALL(Index_2,A1061),\"\")","v":1060},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:J1061)),\"\")","v":"ABD_163"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:K1061)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:L1061)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:M1061)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:N1061)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:O1061)),\"\")","v":"163 The University recognises the need to improve the online student representation and is working with AUSA and sparqs to better understand the representation and feedback needs of this student group (paragraph 22). Currently different models are offered in the schools, and there are ongoing debates with students and staff about whether having an online student representative is seen as beneficial. Students studying online who met the ELIR team believed that a single approach to student representation might not work for all online provision (paragraphs 42 and 43)."}]
[{"$f":"IF('> FILTER <'!B1063<>\"\",ROW(OFFSET(A1062,-1,0)),\"\")","v":1061},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1063)),A1062,\"\")","v":1061},{"$f":"IFERROR(SMALL(Helper2_1,A1062),\"\")","v":1061},null,1061,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1063)),$A1062,\"\")","v":1061},{"$f":"IFERROR(SMALL(Helper2_2,A1062),\"\")","v":1061},{"$f":"COUNTIF(Helper3_1,\"=\"&G1062)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1062)=1, G1062, \"\")","v":1061},{"$f":"IFERROR(SMALL(Index_2,A1062),\"\")","v":1061},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:J1062)),\"\")","v":"ABD_163"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:K1062)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:L1062)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:M1062)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:N1062)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:O1062)),\"\")","v":"163 The University recognises the need to improve the online student representation and is working with AUSA and sparqs to better understand the representation and feedback needs of this student group (paragraph 22). Currently different models are offered in the schools, and there are ongoing debates with students and staff about whether having an online student representative is seen as beneficial. Students studying online who met the ELIR team believed that a single approach to student representation might not work for all online provision (paragraphs 42 and 43)."}]
[{"$f":"IF('> FILTER <'!B1064<>\"\",ROW(OFFSET(A1063,-1,0)),\"\")","v":1062},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1064)),A1063,\"\")","v":1062},{"$f":"IFERROR(SMALL(Helper2_1,A1063),\"\")","v":1062},null,1062,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1064)),$A1063,\"\")","v":1062},{"$f":"IFERROR(SMALL(Helper2_2,A1063),\"\")","v":1062},{"$f":"COUNTIF(Helper3_1,\"=\"&G1063)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1063)=1, G1063, \"\")","v":1062},{"$f":"IFERROR(SMALL(Index_2,A1063),\"\")","v":1062},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:J1063)),\"\")","v":"ABD_164"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:K1063)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:L1063)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:M1063)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:N1063)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:O1063)),\"\")","v":"164 The University has an effective approach to managing its collaborative activity. Oversight of the Doha campus collaboration with AFG and the joint management arrangements for the IDI collaboration are operating well in practice. Assurance of quality and standards, along with enhancement of the student experience are managed through the Business School, using current University procedures. Institutional oversight is provided by the QAC which scrutinises the school annual monitoring and review reports, and informs Senate of the outcomes. "}]
[{"$f":"IF('> FILTER <'!B1065<>\"\",ROW(OFFSET(A1064,-1,0)),\"\")","v":1063},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1065)),A1064,\"\")","v":1063},{"$f":"IFERROR(SMALL(Helper2_1,A1064),\"\")","v":1063},null,1063,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1065)),$A1064,\"\")","v":1063},{"$f":"IFERROR(SMALL(Helper2_2,A1064),\"\")","v":1063},{"$f":"COUNTIF(Helper3_1,\"=\"&G1064)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1064)=1, G1064, \"\")","v":1063},{"$f":"IFERROR(SMALL(Index_2,A1064),\"\")","v":1063},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:J1064)),\"\")","v":"ABD_165"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:K1064)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:L1064)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:M1064)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:N1064)),\"\")","v":"University of Aberdeen"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:O1064)),\"\")","v":"165 The University is asked to review its processes for maintaining the Register of Partnerships and Collaborative Provision to ensure its ongoing currency and completeness. "}]
[{"$f":"IF('> FILTER <'!B1066<>\"\",ROW(OFFSET(A1065,-1,0)),\"\")","v":1064},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1066)),A1065,\"\")","v":1064},{"$f":"IFERROR(SMALL(Helper2_1,A1065),\"\")","v":1064},null,1064,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1066)),$A1065,\"\")","v":1064},{"$f":"IFERROR(SMALL(Helper2_2,A1065),\"\")","v":1064},{"$f":"COUNTIF(Helper3_1,\"=\"&G1065)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1065)=1, G1065, \"\")","v":1064},{"$f":"IFERROR(SMALL(Index_2,A1065),\"\")","v":1064},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:J1065)),\"\")","v":"GLA_2"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:K1065)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:L1065)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:M1065)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:N1065)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:O1065)),\"\")","v":"2 In 2010, the current academic structure was introduced which comprises four colleges (Arts; Science and Engineering; Medical, Veterinary and Life Sciences; and Social Sciences) - within and across those colleges there are 33 schools and research institutes, including a graduate school in each college. The colleges are highly autonomous in relation to resource allocation, learning and teaching, and research activity."}]
[{"$f":"IF('> FILTER <'!B1067<>\"\",ROW(OFFSET(A1066,-1,0)),\"\")","v":1065},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1067)),A1066,\"\")","v":1065},{"$f":"IFERROR(SMALL(Helper2_1,A1066),\"\")","v":1065},null,1065,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1067)),$A1066,\"\")","v":1065},{"$f":"IFERROR(SMALL(Helper2_2,A1066),\"\")","v":1065},{"$f":"COUNTIF(Helper3_1,\"=\"&G1066)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1066)=1, G1066, \"\")","v":1065},{"$f":"IFERROR(SMALL(Index_2,A1066),\"\")","v":1065},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:J1066)),\"\")","v":"GLA_3"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:K1066)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:L1066)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:M1066)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:N1066)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:O1066)),\"\")","v":"3 The University's vision is to be a world-class, world-changing university by focusing on three core elements: people, place and purpose. These elements are underpinned by specific action areas which include: attracting the best staff and students; connecting with the world through internationalisation; developing a transformative campus; streamlining processes, policies, systems and student support; and undertaking outstanding teaching and world-class research that has societal and economic impact. The current five-year strategy (to 2020), Inspiring People, is intended to support the vision by providing a framework within which schools, colleges and services are empowered to implement policy and practice appropriate to their own circumstances to the benefit of their staff and students."}]
[{"$f":"IF('> FILTER <'!B1068<>\"\",ROW(OFFSET(A1067,-1,0)),\"\")","v":1066},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1068)),A1067,\"\")","v":1066},{"$f":"IFERROR(SMALL(Helper2_1,A1067),\"\")","v":1066},null,1066,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1068)),$A1067,\"\")","v":1066},{"$f":"IFERROR(SMALL(Helper2_2,A1067),\"\")","v":1066},{"$f":"COUNTIF(Helper3_1,\"=\"&G1067)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1067)=1, G1067, \"\")","v":1066},{"$f":"IFERROR(SMALL(Index_2,A1067),\"\")","v":1066},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:J1067)),\"\")","v":"GLA_4"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:K1067)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:L1067)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:M1067)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:N1067)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:O1067)),\"\")","v":"4 A number of notable changes have taken place since the last ELIR in 2014, in support of the vision and strategy. At the time of the current ELIR, a significant campus redevelopment was underway involving the creation of entirely new learning, teaching and study spaces. The first new building being planned, the James McCune Smith Learning Hub, is scheduled to open in 2019-20 and is intended to provide flexible and technology-enhanced teaching and learning spaces. In parallel, the University was refurbishing a number of existing buildings to ensure a good study environment for existing students."}]
[{"$f":"IF('> FILTER <'!B1069<>\"\",ROW(OFFSET(A1068,-1,0)),\"\")","v":1067},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1069)),A1068,\"\")","v":1067},{"$f":"IFERROR(SMALL(Helper2_1,A1068),\"\")","v":1067},null,1067,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1069)),$A1068,\"\")","v":1067},{"$f":"IFERROR(SMALL(Helper2_2,A1068),\"\")","v":1067},{"$f":"COUNTIF(Helper3_1,\"=\"&G1068)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1068)=1, G1068, \"\")","v":1067},{"$f":"IFERROR(SMALL(Index_2,A1068),\"\")","v":1067},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:J1068)),\"\")","v":"GLA_5"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:K1068)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:L1068)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:M1068)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:N1068)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:O1068)),\"\")","v":"5 The University has also carried out some significant organisational and governance changes. In 2017-18, work commenced to group professional service departments into eight directorates with the aim of providing better coordination and more streamlined and accessible support for students - these changes were ongoing during the current ELIR. In addition, following the Review of Senate effectiveness in 2014, the University replaced its Senate - comprising all professors (600 members) and a small number of elected members, with the Council of Senate comprising 120 elected members (including students) - with the aim of facilitating more effective and efficient strategic decision-making."}]
[{"$f":"IF('> FILTER <'!B1070<>\"\",ROW(OFFSET(A1069,-1,0)),\"\")","v":1068},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1070)),A1069,\"\")","v":1068},{"$f":"IFERROR(SMALL(Helper2_1,A1069),\"\")","v":1068},null,1068,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1070)),$A1069,\"\")","v":1068},{"$f":"IFERROR(SMALL(Helper2_2,A1069),\"\")","v":1068},{"$f":"COUNTIF(Helper3_1,\"=\"&G1069)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1069)=1, G1069, \"\")","v":1068},{"$f":"IFERROR(SMALL(Index_2,A1069),\"\")","v":1068},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:J1069)),\"\")","v":"GLA_6"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:K1069)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:L1069)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:M1069)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:N1069)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:O1069)),\"\")","v":"6 Cultural change work, underway at the time of the current ELIR, was aimed at strengthening what the University calls 'distributed leadership' by making staff feel more empowered to implement change at school and college level. Several initiatives were in place to support this including the development of a Leadership Framework, which supports, for example, recruitment and leadership programmes (paragraphs 98-103) and the introduction of a development programme called the Glasgow Professional, which sets out how professional services staff can contribute to the changes being made."}]
[{"$f":"IF('> FILTER <'!B1071<>\"\",ROW(OFFSET(A1070,-1,0)),\"\")","v":1069},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1071)),A1070,\"\")","v":1069},{"$f":"IFERROR(SMALL(Helper2_1,A1070),\"\")","v":1069},null,1069,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1071)),$A1070,\"\")","v":1069},{"$f":"IFERROR(SMALL(Helper2_2,A1070),\"\")","v":1069},{"$f":"COUNTIF(Helper3_1,\"=\"&G1070)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1070)=1, G1070, \"\")","v":1069},{"$f":"IFERROR(SMALL(Index_2,A1070),\"\")","v":1069},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:J1070)),\"\")","v":"GLA_6"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:K1070)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:L1070)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:M1070)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:N1070)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:O1070)),\"\")","v":"6 Cultural change work, underway at the time of the current ELIR, was aimed at strengthening what the University calls 'distributed leadership' by making staff feel more empowered to implement change at school and college level. Several initiatives were in place to support this including the development of a Leadership Framework, which supports, for example, recruitment and leadership programmes (paragraphs 98-103) and the introduction of a development programme called the Glasgow Professional, which sets out how professional services staff can contribute to the changes being made."}]
[{"$f":"IF('> FILTER <'!B1072<>\"\",ROW(OFFSET(A1071,-1,0)),\"\")","v":1070},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1072)),A1071,\"\")","v":1070},{"$f":"IFERROR(SMALL(Helper2_1,A1071),\"\")","v":1070},null,1070,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1072)),$A1071,\"\")","v":1070},{"$f":"IFERROR(SMALL(Helper2_2,A1071),\"\")","v":1070},{"$f":"COUNTIF(Helper3_1,\"=\"&G1071)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1071)=1, G1071, \"\")","v":1070},{"$f":"IFERROR(SMALL(Index_2,A1071),\"\")","v":1070},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:J1071)),\"\")","v":"GLA_7"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:K1071)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:L1071)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:M1071)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:N1071)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:O1071)),\"\")","v":"7 The World Changing Glasgow (WCG) Transformation Programme was running in parallel with these initiatives. Still in early stages of development during the ELIR, WCG was a new approach through which the University aimed to manage projects more effectively across a large, diverse organisation. Experts on organisational change lead cross-institutional projects with project teams drawn from across the University. Areas of focus include: assessment and feedback; student services; professional services; culture and ways of working; and data-led decision-making. To underpin this work, the University has expanded its Business Intelligence team and created a 'data warehouse' with a view to supporting informed and transparent decision-making at all levels within the institution (paragraphs 34, 45, 79, 88 and 141-142)."}]
[{"$f":"IF('> FILTER <'!B1073<>\"\",ROW(OFFSET(A1072,-1,0)),\"\")","v":1071},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1073)),A1072,\"\")","v":1071},{"$f":"IFERROR(SMALL(Helper2_1,A1072),\"\")","v":1071},null,1071,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1073)),$A1072,\"\")","v":1071},{"$f":"IFERROR(SMALL(Helper2_2,A1072),\"\")","v":1071},{"$f":"COUNTIF(Helper3_1,\"=\"&G1072)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1072)=1, G1072, \"\")","v":1071},{"$f":"IFERROR(SMALL(Index_2,A1072),\"\")","v":1071},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:J1072)),\"\")","v":"GLA_8"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:K1072)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:L1072)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:M1072)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:N1072)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:O1072)),\"\")","v":"8 In 2018-19, the University had a total student population of 28,780, of whom: 19,180 were undergraduate; 7,140 postgraduate taught (PGT); and 2,460 postgraduate research (PGR). Of these: 18,640 were categorised as home/EU students; 3,220 as rest of UK; and 6,940 as overseas. 5% of the 2018-19 student population were studying part-time, 2,636 transnational education (TNE) students were studying with the University's collaborative partners, and a small number of validation arrangements included a total of 3,297 students (paragraph 158). "}]
[{"$f":"IF('> FILTER <'!B1074<>\"\",ROW(OFFSET(A1073,-1,0)),\"\")","v":1072},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1074)),A1073,\"\")","v":1072},{"$f":"IFERROR(SMALL(Helper2_1,A1073),\"\")","v":1072},null,1072,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1074)),$A1073,\"\")","v":1072},{"$f":"IFERROR(SMALL(Helper2_2,A1073),\"\")","v":1072},{"$f":"COUNTIF(Helper3_1,\"=\"&G1073)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1073)=1, G1073, \"\")","v":1072},{"$f":"IFERROR(SMALL(Index_2,A1073),\"\")","v":1072},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:J1073)),\"\")","v":"GLA_8"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:K1073)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:L1073)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:M1073)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:N1073)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:O1073)),\"\")","v":"8 In 2018-19, the University had a total student population of 28,780, of whom: 19,180 were undergraduate; 7,140 postgraduate taught (PGT); and 2,460 postgraduate research (PGR). Of these: 18,640 were categorised as home/EU students; 3,220 as rest of UK; and 6,940 as overseas. 5% of the 2018-19 student population were studying part-time, 2,636 transnational education (TNE) students were studying with the University's collaborative partners, and a small number of validation arrangements included a total of 3,297 students (paragraph 158). "}]
[{"$f":"IF('> FILTER <'!B1075<>\"\",ROW(OFFSET(A1074,-1,0)),\"\")","v":1073},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1075)),A1074,\"\")","v":1073},{"$f":"IFERROR(SMALL(Helper2_1,A1074),\"\")","v":1073},null,1073,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1075)),$A1074,\"\")","v":1073},{"$f":"IFERROR(SMALL(Helper2_2,A1074),\"\")","v":1073},{"$f":"COUNTIF(Helper3_1,\"=\"&G1074)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1074)=1, G1074, \"\")","v":1073},{"$f":"IFERROR(SMALL(Index_2,A1074),\"\")","v":1073},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:J1074)),\"\")","v":"GLA_9"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:K1074)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:L1074)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:M1074)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:N1074)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:O1074)),\"\")","v":"9 Since the 2014 ELIR, overall student numbers have increased across all levels of study and the University anticipated that this growth would continue with comparatively faster growth in international (including TNE) and postgraduate students. The number of part-time postgraduate students has decreased, and there is a small increase in the imbalance between men and women. The number of online distance-learning programmes offered has increased significantly from three to 24 in a four-year period, with an increase in online distance-learners from 260 in 2013, to 524 in 2017."}]
[{"$f":"IF('> FILTER <'!B1076<>\"\",ROW(OFFSET(A1075,-1,0)),\"\")","v":1074},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1076)),A1075,\"\")","v":1074},{"$f":"IFERROR(SMALL(Helper2_1,A1075),\"\")","v":1074},null,1074,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1076)),$A1075,\"\")","v":1074},{"$f":"IFERROR(SMALL(Helper2_2,A1075),\"\")","v":1074},{"$f":"COUNTIF(Helper3_1,\"=\"&G1075)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1075)=1, G1075, \"\")","v":1074},{"$f":"IFERROR(SMALL(Index_2,A1075),\"\")","v":1074},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:J1075)),\"\")","v":"GLA_10"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:K1075)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:L1075)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:M1075)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:N1075)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:O1075)),\"\")","v":"10 In 2017-18, 37% of entrants to the University were from a widening participation (WP) background. The University identified widening participation as a high priority area and defines WP students as applicants who are unable to enter higher education through the traditional route direct from school, due to a disadvantage in their personal circumstances, including those who are living/have lived in care, those estranged from their family, those who attended a target school and those who are participating in a recognised pre-entry programme, such as the University's Top-Up or Summer School."}]
[{"$f":"IF('> FILTER <'!B1077<>\"\",ROW(OFFSET(A1076,-1,0)),\"\")","v":1075},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1077)),A1076,\"\")","v":1075},{"$f":"IFERROR(SMALL(Helper2_1,A1076),\"\")","v":1075},null,1075,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1077)),$A1076,\"\")","v":1075},{"$f":"IFERROR(SMALL(Helper2_2,A1076),\"\")","v":1075},{"$f":"COUNTIF(Helper3_1,\"=\"&G1076)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1076)=1, G1076, \"\")","v":1075},{"$f":"IFERROR(SMALL(Index_2,A1076),\"\")","v":1075},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:J1076)),\"\")","v":"GLA_11"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:K1076)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:L1076)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:M1076)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:N1076)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:O1076)),\"\")","v":"11 The University's aim, set out in its Outcome Agreement with the Scottish Funding Council (SFC), is to increase the proportion of Scottish-domiciled undergraduate students from the 20% and 40% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD). At the time of the current ELIR, the University had already met its agreed targets to 2020 for increasing its MD20 and MD40 student intake. Since 2010, the number of students entering from this demographic had increased by over 35% (MD20) and 41% (MD20-40)."}]
[{"$f":"IF('> FILTER <'!B1078<>\"\",ROW(OFFSET(A1077,-1,0)),\"\")","v":1076},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1078)),A1077,\"\")","v":1076},{"$f":"IFERROR(SMALL(Helper2_1,A1077),\"\")","v":1076},null,1076,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1078)),$A1077,\"\")","v":1076},{"$f":"IFERROR(SMALL(Helper2_2,A1077),\"\")","v":1076},{"$f":"COUNTIF(Helper3_1,\"=\"&G1077)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1077)=1, G1077, \"\")","v":1076},{"$f":"IFERROR(SMALL(Index_2,A1077),\"\")","v":1076},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:J1077)),\"\")","v":"GLA_12"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:K1077)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:L1077)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:M1077)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:N1077)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:O1077)),\"\")","v":"12 At the time of the current ELIR, the University was managing an increase in student numbers. It was also proactively planning in order to maintain the student learning experience, given predicted further increases. Some students, interviewed for focus groups in preparation for ELIR and who met the ELIR team, indicated that they would welcome a cap on student numbers particularly during the campus redevelopment phase, while also recognising the significant work and resource being invested to mitigate its impact."}]
[{"$f":"IF('> FILTER <'!B1079<>\"\",ROW(OFFSET(A1078,-1,0)),\"\")","v":1077},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1079)),A1078,\"\")","v":1077},{"$f":"IFERROR(SMALL(Helper2_1,A1078),\"\")","v":1077},null,1077,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1079)),$A1078,\"\")","v":1077},{"$f":"IFERROR(SMALL(Helper2_2,A1078),\"\")","v":1077},{"$f":"COUNTIF(Helper3_1,\"=\"&G1078)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1078)=1, G1078, \"\")","v":1077},{"$f":"IFERROR(SMALL(Index_2,A1078),\"\")","v":1077},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:J1078)),\"\")","v":"GLA_13"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:K1078)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:L1078)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:M1078)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:N1078)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:O1078)),\"\")","v":"13 The University's preparations for ELIR were led by a steering committee chaired by the Vice-Principal (Academic and Educational Innovation) which comprised senior staff - with key responsibilities for learning and teaching, and quality and standards - and the President and Vice-President (Education) from the Student Representative Council (SRC). The steering committee consulted with a range of staff from across the University and involved key committees in the drafting of the Reflective Analysis (RA). Student views were sought via focus group interviews, the Student Experience Committee and through SRC Sabbatical Officers. "}]
[{"$f":"IF('> FILTER <'!B1080<>\"\",ROW(OFFSET(A1079,-1,0)),\"\")","v":1078},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1080)),A1079,\"\")","v":1078},{"$f":"IFERROR(SMALL(Helper2_1,A1079),\"\")","v":1078},null,1078,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1080)),$A1079,\"\")","v":1078},{"$f":"IFERROR(SMALL(Helper2_2,A1079),\"\")","v":1078},{"$f":"COUNTIF(Helper3_1,\"=\"&G1079)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1079)=1, G1079, \"\")","v":1078},{"$f":"IFERROR(SMALL(Index_2,A1079),\"\")","v":1078},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:J1079)),\"\")","v":"GLA_14"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:K1079)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:L1079)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:M1079)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:N1079)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:O1079)),\"\")","v":"14 The University identified four main topics for exploration in the ELIR. These were clearly articulated and aligned with current institutional strategy and activity, and with work undertaken since the last ELIR. The topics also featured clearly in feedback from staff and students. The topics identified were: assessment and feedback; learning and teaching infrastructure and study-space development; student support and engagement; staff development and engagement."}]
[{"$f":"IF('> FILTER <'!B1081<>\"\",ROW(OFFSET(A1080,-1,0)),\"\")","v":1079},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1081)),A1080,\"\")","v":1079},{"$f":"IFERROR(SMALL(Helper2_1,A1080),\"\")","v":1079},null,1079,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1081)),$A1080,\"\")","v":1079},{"$f":"IFERROR(SMALL(Helper2_2,A1080),\"\")","v":1079},{"$f":"COUNTIF(Helper3_1,\"=\"&G1080)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1080)=1, G1080, \"\")","v":1079},{"$f":"IFERROR(SMALL(Index_2,A1080),\"\")","v":1079},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:J1080)),\"\")","v":"GLA_15"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:K1080)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:L1080)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:M1080)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:N1080)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:O1080)),\"\")","v":"15 The ELIR team particularly welcomed the University's openness about its areas of challenge. The team was of the view that the University had adopted an effective approach to preparing for ELIR which took into account the views of a range of staff and students. Overall, the ELIR team considered the RA was a comprehensive self-evaluation of the University's activity to assure academic standards and quality, and to enhance the student experience. "}]
[{"$f":"IF('> FILTER <'!B1082<>\"\",ROW(OFFSET(A1081,-1,0)),\"\")","v":1080},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1082)),A1081,\"\")","v":1080},{"$f":"IFERROR(SMALL(Helper2_1,A1081),\"\")","v":1080},null,1080,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1082)),$A1081,\"\")","v":1080},{"$f":"IFERROR(SMALL(Helper2_2,A1081),\"\")","v":1080},{"$f":"COUNTIF(Helper3_1,\"=\"&G1081)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1081)=1, G1081, \"\")","v":1080},{"$f":"IFERROR(SMALL(Index_2,A1081),\"\")","v":1080},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:J1081)),\"\")","v":"GLA_16"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:K1081)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:L1081)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:M1081)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:N1081)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:O1081)),\"\")","v":"16 The University has taken action to address each of the recommendations identified in the 2014 ELIR report. Initial work has also been undertaken to improve oversight of the postgraduate student experience, but the University recognises that there is still a need for clear ownership of the PGT student experience through university committee structures, and was reviewing its approach (paragraphs 63-64 and 138)."}]
[{"$f":"IF('> FILTER <'!B1083<>\"\",ROW(OFFSET(A1082,-1,0)),\"\")","v":1081},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1083)),A1082,\"\")","v":1081},{"$f":"IFERROR(SMALL(Helper2_1,A1082),\"\")","v":1081},null,1081,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1083)),$A1082,\"\")","v":1081},{"$f":"IFERROR(SMALL(Helper2_2,A1082),\"\")","v":1081},{"$f":"COUNTIF(Helper3_1,\"=\"&G1082)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1082)=1, G1082, \"\")","v":1081},{"$f":"IFERROR(SMALL(Index_2,A1082),\"\")","v":1081},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:J1082)),\"\")","v":"GLA_17"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:K1082)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:L1082)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:M1082)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:N1082)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:O1082)),\"\")","v":"17 The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. SRC representatives were on the ELIR steering committee, and student views were sought via focus group interviews, the Student Experience Committee and SRC Sabbatical Officers. Student feedback from these sources aligned with, and was representative of, other forms of student feedback provided to the team, such as annual monitoring reports and institution-led reviews. "}]
[{"$f":"IF('> FILTER <'!B1084<>\"\",ROW(OFFSET(A1083,-1,0)),\"\")","v":1082},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1084)),A1083,\"\")","v":1082},{"$f":"IFERROR(SMALL(Helper2_1,A1083),\"\")","v":1082},null,1082,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1084)),$A1083,\"\")","v":1082},{"$f":"IFERROR(SMALL(Helper2_2,A1083),\"\")","v":1082},{"$f":"COUNTIF(Helper3_1,\"=\"&G1083)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1083)=1, G1083, \"\")","v":1082},{"$f":"IFERROR(SMALL(Index_2,A1083),\"\")","v":1082},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:J1083)),\"\")","v":"GLA_18"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:K1083)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:L1083)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:M1083)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:N1083)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:O1083)),\"\")","v":"18 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. There is a strong and constructive relationship between the SRC and the University which works successfully to ensure that the student view is reflected in strategy and policy relating to enhancement of the student experience."}]
[{"$f":"IF('> FILTER <'!B1085<>\"\",ROW(OFFSET(A1084,-1,0)),\"\")","v":1083},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1085)),A1084,\"\")","v":1083},{"$f":"IFERROR(SMALL(Helper2_1,A1084),\"\")","v":1083},null,1083,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1085)),$A1084,\"\")","v":1083},{"$f":"IFERROR(SMALL(Helper2_2,A1084),\"\")","v":1083},{"$f":"COUNTIF(Helper3_1,\"=\"&G1084)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1084)=1, G1084, \"\")","v":1083},{"$f":"IFERROR(SMALL(Index_2,A1084),\"\")","v":1083},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:J1084)),\"\")","v":"GLA_19"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:K1084)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:L1084)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:M1084)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:N1084)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:O1084)),\"\")","v":"19 There is no formal Student Partnership Agreement (SPA) between the SRC and the University. The ELIR team learned that student representatives and senior staff have considered the introduction of a SPA but were of the firm view that it would not add further benefit to the already existing strong ethos of student partnership, particularly in light of the SRC's sole remit as a representative council rather than a students' association, which allow it to focus the full range of its work on representative activity. Student representatives expressed the view that there were very few occasions where they were not consulted and, rather than have a formal SPA which they considered might be restrictive, they welcomed the flexibility to be able to change priorities throughout the academic year."}]
[{"$f":"IF('> FILTER <'!B1086<>\"\",ROW(OFFSET(A1085,-1,0)),\"\")","v":1084},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1086)),A1085,\"\")","v":1084},{"$f":"IFERROR(SMALL(Helper2_1,A1085),\"\")","v":1084},null,1084,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1086)),$A1085,\"\")","v":1084},{"$f":"IFERROR(SMALL(Helper2_2,A1085),\"\")","v":1084},{"$f":"COUNTIF(Helper3_1,\"=\"&G1085)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1085)=1, G1085, \"\")","v":1084},{"$f":"IFERROR(SMALL(Index_2,A1085),\"\")","v":1084},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:J1085)),\"\")","v":"GLA_20"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:K1085)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:L1085)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:M1085)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:N1085)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:O1085)),\"\")","v":"20 The Council is the governing body of the SRC and comprises four student Sabbatical Officers; four Undergraduate College Convenors; four Postgraduate College Convenors; the Postgraduate (research) Convenor; nine Welfare and Equal Opportunities Officers; four General Student Representatives; two First-Year Representatives and 19 School Representatives who represent the students of their particular school or research institute. All university-level academic committees include the relevant member of the SRC Executive or Council in their membership. Working groups and project boards also include student representatives to ensure that the student voice is taken into account in significant changes or developments. There is a student representative structure in place across all other parts of the University to ensure that student views are reflected at all levels of decision-making. SRC Council members are supported by a wide network of class representatives who represent individual classes, courses, subjects or programmes. A minimum requirement is that each school, institute or graduate school has a Staff-Student Liaison Committee (SSLC), used to raise issues and formulate action, which meets at least once per semester. The composition of SSLCs varies in line with structures appropriate to the school or research institute. If issues are not resolved, these can be escalated to SRC College Conveners and on to the College Learning and Teaching Committee or Graduate School Board."}]
[{"$f":"IF('> FILTER <'!B1087<>\"\",ROW(OFFSET(A1086,-1,0)),\"\")","v":1085},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1087)),A1086,\"\")","v":1085},{"$f":"IFERROR(SMALL(Helper2_1,A1086),\"\")","v":1085},null,1085,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1087)),$A1086,\"\")","v":1085},{"$f":"IFERROR(SMALL(Helper2_2,A1086),\"\")","v":1085},{"$f":"COUNTIF(Helper3_1,\"=\"&G1086)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1086)=1, G1086, \"\")","v":1085},{"$f":"IFERROR(SMALL(Index_2,A1086),\"\")","v":1085},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:J1086)),\"\")","v":"GLA_21"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:K1086)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:L1086)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:M1086)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:N1086)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:O1086)),\"\")","v":"21 The student representatives who met the ELIR team spoke very enthusiastically about the contributions they could make through the formal representative and committee structures to the University's quality assurance and enhancement activities, including policy development and implementation, and confirmed that they thought their views were listened to and valued."}]
[{"$f":"IF('> FILTER <'!B1088<>\"\",ROW(OFFSET(A1087,-1,0)),\"\")","v":1086},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1088)),A1087,\"\")","v":1086},{"$f":"IFERROR(SMALL(Helper2_1,A1087),\"\")","v":1086},null,1086,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1088)),$A1087,\"\")","v":1086},{"$f":"IFERROR(SMALL(Helper2_2,A1087),\"\")","v":1086},{"$f":"COUNTIF(Helper3_1,\"=\"&G1087)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1087)=1, G1087, \"\")","v":1086},{"$f":"IFERROR(SMALL(Index_2,A1087),\"\")","v":1086},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:J1087)),\"\")","v":"GLA_22"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:K1087)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:L1087)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:M1087)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:N1087)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:O1087)),\"\")","v":"22 The SRC is responsible for the recruitment and training of student representatives and there are systematic processes in place to deliver this work. In addition to carrying out training on the Glasgow campus, the SRC also provides class representative training for students at the Dumfries campus, Singapore Institute of Technology, the Joint Graduate School in Nankai, and the University of Electronic Science and Technology of China. The ELIR team learned that SRC representatives had recently visited China to support the student representatives there. An online version of the training for online distance-learners has recently been developed which provides further flexibility for training TNE class representatives. TNE students who met the ELIR team indicated that the class representation system works well, although they also said they would not hesitate to contact staff directly if they had a problem. They were able to give examples of the University responding to their feedback.  "}]
[{"$f":"IF('> FILTER <'!B1089<>\"\",ROW(OFFSET(A1088,-1,0)),\"\")","v":1087},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1089)),A1088,\"\")","v":1087},{"$f":"IFERROR(SMALL(Helper2_1,A1088),\"\")","v":1087},null,1087,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1089)),$A1088,\"\")","v":1087},{"$f":"IFERROR(SMALL(Helper2_2,A1088),\"\")","v":1087},{"$f":"COUNTIF(Helper3_1,\"=\"&G1088)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1088)=1, G1088, \"\")","v":1087},{"$f":"IFERROR(SMALL(Index_2,A1088),\"\")","v":1087},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:J1088)),\"\")","v":"GLA_23"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:K1088)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:L1088)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:M1088)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:N1088)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:O1088)),\"\")","v":"23 The SRC acknowledged that, while arrangements for the majority of undergraduate students were very good, representation and engagement among postgraduate research (PGR) and mature students would benefit from improvement. The SRC is undertaking work with the Deans of Graduate Schools and PhD groups, to gain a full overview of the PGR student experience in order to develop more effective representative structures which will work alongside existing activities being undertaken within Colleges and through the PhD society. Increasing emphasis is being placed on creating a postgraduate community on campus, with the provision of common rooms, study spaces and social events, as well as forums for mature students, and students who are parents and carers to provide feedback on their learning experience. These initiatives are being led by postgraduate representatives on the SRC working in partnership with the schools. Greater emphasis is also being placed by the University on monitoring MD20-40 students and mature students as it is recognised that there is a need to better understand how to support these students in their transition into and throughout their study, and it is hoped that this will inform these developments."}]
[{"$f":"IF('> FILTER <'!B1090<>\"\",ROW(OFFSET(A1089,-1,0)),\"\")","v":1088},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1090)),A1089,\"\")","v":1088},{"$f":"IFERROR(SMALL(Helper2_1,A1089),\"\")","v":1088},null,1088,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1090)),$A1089,\"\")","v":1088},{"$f":"IFERROR(SMALL(Helper2_2,A1089),\"\")","v":1088},{"$f":"COUNTIF(Helper3_1,\"=\"&G1089)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1089)=1, G1089, \"\")","v":1088},{"$f":"IFERROR(SMALL(Index_2,A1089),\"\")","v":1088},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:J1089)),\"\")","v":"GLA_23"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:K1089)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:L1089)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:M1089)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:N1089)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:O1089)),\"\")","v":"23 The SRC acknowledged that, while arrangements for the majority of undergraduate students were very good, representation and engagement among postgraduate research (PGR) and mature students would benefit from improvement. The SRC is undertaking work with the Deans of Graduate Schools and PhD groups, to gain a full overview of the PGR student experience in order to develop more effective representative structures which will work alongside existing activities being undertaken within Colleges and through the PhD society. Increasing emphasis is being placed on creating a postgraduate community on campus, with the provision of common rooms, study spaces and social events, as well as forums for mature students, and students who are parents and carers to provide feedback on their learning experience. These initiatives are being led by postgraduate representatives on the SRC working in partnership with the schools. Greater emphasis is also being placed by the University on monitoring MD20-40 students and mature students as it is recognised that there is a need to better understand how to support these students in their transition into and throughout their study, and it is hoped that this will inform these developments."}]
[{"$f":"IF('> FILTER <'!B1091<>\"\",ROW(OFFSET(A1090,-1,0)),\"\")","v":1089},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1091)),A1090,\"\")","v":1089},{"$f":"IFERROR(SMALL(Helper2_1,A1090),\"\")","v":1089},null,1089,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1091)),$A1090,\"\")","v":1089},{"$f":"IFERROR(SMALL(Helper2_2,A1090),\"\")","v":1089},{"$f":"COUNTIF(Helper3_1,\"=\"&G1090)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1090)=1, G1090, \"\")","v":1089},{"$f":"IFERROR(SMALL(Index_2,A1090),\"\")","v":1089},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:J1090)),\"\")","v":"GLA_24"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:K1090)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:L1090)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:M1090)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:N1090)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:O1090)),\"\")","v":"24 Since the 2014 ELIR, the University's Student Voice Portal has been redeveloped into MyClassReps (paragraph 137) to make information about class representation available to all students through a single point. Student representatives are registered on MyClassReps and all students can easily see who their class reps are and how to contact them. MyClassReps also records student completion of representative training and success in fulfilling the role which, in turn, verifies an entry on each Student Representative's Higher Education Achievement Record. Functionality in MyClassReps also offers online discussion and sharing of information, for example, student-staff consultative committee minutes. The University is aware that the low-level of student engagement with the system is an issue, and that students prefer other communication tools. It is hoped that engagement will be improved following the development of a student representation toolkit which, at the time of the current ELIR, was being developed in partnership with the SRC as part of the University's contribution to the national Enhancement Theme, Evidence for Enhancement: Improving the Student Experience (paragraph 88). The toolkit, which will be hosted on MyClassReps, will contain a collection of resources, information and good practice examples for student representatives and staff, to ensure the effectiveness and understanding of the representative roles at class, school, college and university levels. Students expressed the view that the toolkit could potentially be very useful."}]
[{"$f":"IF('> FILTER <'!B1092<>\"\",ROW(OFFSET(A1091,-1,0)),\"\")","v":1090},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1092)),A1091,\"\")","v":1090},{"$f":"IFERROR(SMALL(Helper2_1,A1091),\"\")","v":1090},null,1090,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1092)),$A1091,\"\")","v":1090},{"$f":"IFERROR(SMALL(Helper2_2,A1091),\"\")","v":1090},{"$f":"COUNTIF(Helper3_1,\"=\"&G1091)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1091)=1, G1091, \"\")","v":1090},{"$f":"IFERROR(SMALL(Index_2,A1091),\"\")","v":1090},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:J1091)),\"\")","v":"GLA_25"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:K1091)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:L1091)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:M1091)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:N1091)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:O1091)),\"\")","v":"25 The Student Experience Committee (SEC) has recently been established to further strengthen engagement with the wider student body and increase the student voice. The Committee works to ensure that the views of students are understood, and that the University's response further strengthens engagement with the wider student body.  Academic and professional support staff representation on the committee ensures that academic and non-academic student experience requirements are considered. The clear partnership between the SRC and the University is further evidenced in the co-chairing of this committee by the Chief Operating Officer and University Secretary, and the President of the SRC. The success of this partnership was evident during the current review visit. Recent work of the SEC includes commissioning a suite of pre-arrival induction material which will be developed by the University's Transitions Working Group (TWG). The SEC's remit also included responsibility for determining how to progress with the ongoing review of student support services and the effectiveness of the Student and Academic Services Directorate. The SEC was tasked with developing an action plan to identify key areas of focus and it was envisaged that these key areas are likely to determine the themes of future professional services reviews."}]
[{"$f":"IF('> FILTER <'!B1093<>\"\",ROW(OFFSET(A1092,-1,0)),\"\")","v":1091},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1093)),A1092,\"\")","v":1091},{"$f":"IFERROR(SMALL(Helper2_1,A1092),\"\")","v":1091},null,1091,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1093)),$A1092,\"\")","v":1091},{"$f":"IFERROR(SMALL(Helper2_2,A1092),\"\")","v":1091},{"$f":"COUNTIF(Helper3_1,\"=\"&G1092)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1092)=1, G1092, \"\")","v":1091},{"$f":"IFERROR(SMALL(Index_2,A1092),\"\")","v":1091},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:J1092)),\"\")","v":"GLA_26"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:K1092)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:L1092)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:M1092)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:N1092)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:O1092)),\"\")","v":"26 A number of mechanisms are used to capture student feedback. These include the use of course evaluation software to run a university-wide survey (which includes a number of core questions in addition to specific school/college questions) and course evaluations run by staff within schools and colleges. Inclusion of a standard set of core questions, completed by all respondents, allows comparison between courses, while the specific questions allow course teams to gather key information tailored to their needs, for example, to gain feedback on the introduction of a new aspect of a course, or to follow-up on the impact of any new measures introduced. The ELIR team also heard that many staff follow these matters up through in-class discussions with summaries posted on the University's VLE to assist with closing the feedback loop. Feedback and resultant actions are reviewed by the colleges more formally through Summary and Response Documents (SARDs) which are discussed at SSLCs (paragraphs 128 and 141)."}]
[{"$f":"IF('> FILTER <'!B1094<>\"\",ROW(OFFSET(A1093,-1,0)),\"\")","v":1092},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1094)),A1093,\"\")","v":1092},{"$f":"IFERROR(SMALL(Helper2_1,A1093),\"\")","v":1092},null,1092,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1094)),$A1093,\"\")","v":1092},{"$f":"IFERROR(SMALL(Helper2_2,A1093),\"\")","v":1092},{"$f":"COUNTIF(Helper3_1,\"=\"&G1093)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1093)=1, G1093, \"\")","v":1092},{"$f":"IFERROR(SMALL(Index_2,A1093),\"\")","v":1092},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:J1093)),\"\")","v":"GLA_27"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:K1093)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:L1093)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:M1093)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:N1093)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:O1093)),\"\")","v":"27 Throughout the review visits, the ELIR team heard many examples of collaborative activity between the University and the SRC, prompted by feedback from the wider student body including: consistent involvement of students in the planning and design of new buildings and facilities during planning and implementation of work around the campus redevelopment; joint work on gender-based violence in the 'Let's Talk' project and involvement in early phases of the World Changing Glasgow transformation programme (paragraphs 7, 53, 55 and 80). Of particular note, is the work that the University and SRC have undertaken to produce a student-friendly version of the Accessible and Inclusive Learning Policy and changes made to the aims of the Assessment and Feedback Working Group to more closely reflect student views. Further examples include: the effective partnership working between the University and SRC to develop the Policy for Assessed Groupwork, following student feedback on fairness and recognition of individual contributions to assessed projects; work with the University library to provide laptop loans; and the current review of the lecture recording policy co-chaired by the SRC Vice-President (Education) and the Director of Learning Enhancement and Academic Development Service (LEADS)."}]
[{"$f":"IF('> FILTER <'!B1095<>\"\",ROW(OFFSET(A1094,-1,0)),\"\")","v":1093},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1095)),A1094,\"\")","v":1093},{"$f":"IFERROR(SMALL(Helper2_1,A1094),\"\")","v":1093},null,1093,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1095)),$A1094,\"\")","v":1093},{"$f":"IFERROR(SMALL(Helper2_2,A1094),\"\")","v":1093},{"$f":"COUNTIF(Helper3_1,\"=\"&G1094)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1094)=1, G1094, \"\")","v":1093},{"$f":"IFERROR(SMALL(Index_2,A1094),\"\")","v":1093},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:J1094)),\"\")","v":"GLA_28"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:K1094)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:L1094)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:M1094)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:N1094)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:O1094)),\"\")","v":"28 There is very clear evidence that the University has systematic measures in place to support its students and staff in matters of equality and diversity. These are outlined within its Equality Outcomes and relevant KPI targets, and supported by its network of equality champions who work to promote equality and diversity across the University, overseen by the Equality and Diversity Strategy Committee. The committee is chaired by the Principal and is supported by the Equality and Diversity Unit (EDU).Itbrings together all the Equality Champions, representatives from the SRC, the heads of a number of key university services, as well as a Learning and Teaching and Trade Unions' representative. The Equality Champions' roles cover the protected characteristics: age, disability, gender (sex), pregnancy and maternity, race, religion and belief; gender and sexual diversity (including sexual orientation, gender reassignment, marriage and civil partnership); refugees and mental health. Notable evidence of the University's progress includes: an Athena SWAN Institutional Bronze award in April 2013 with submission for Silver planned in November 2019; Equality Impact Assessment being embedded in the programme approval process from 2018; and support of a Learning and Teaching Development Fund bid for a project on Embedding LGBT Equality in the Curriculum and Implementing Inclusive Active Learning Spaces. The project is aimed at reviewing current practice with a view to investigating how LGBT equality can be mainstreamed. Students and staff have been consulted about their experiences and four student interns have been recruited to work on the project. Outputs will include case studies and training materials to support staff who wish to embed in their teaching practice."}]
[{"$f":"IF('> FILTER <'!B1096<>\"\",ROW(OFFSET(A1095,-1,0)),\"\")","v":1094},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1096)),A1095,\"\")","v":1094},{"$f":"IFERROR(SMALL(Helper2_1,A1095),\"\")","v":1094},null,1094,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1096)),$A1095,\"\")","v":1094},{"$f":"IFERROR(SMALL(Helper2_2,A1095),\"\")","v":1094},{"$f":"COUNTIF(Helper3_1,\"=\"&G1095)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1095)=1, G1095, \"\")","v":1094},{"$f":"IFERROR(SMALL(Index_2,A1095),\"\")","v":1094},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:J1095)),\"\")","v":"GLA_29"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:K1095)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:L1095)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:M1095)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:N1095)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:O1095)),\"\")","v":"29 The EDU supports the Equality Champions and associated activity ensuring that there is suitable student and staff representation on groups and projects from those with protected characteristics. The EDU is responsible for promoting all aspects of equality and diversity in the University. This includes meeting legal compliance obligations but also supporting staff to exceed this baseline. The EDU has a dual reporting line to Human Resources and the Clerk of Senate and Vice-Principal, enabling it to address both student and staff perspectives."}]
[{"$f":"IF('> FILTER <'!B1097<>\"\",ROW(OFFSET(A1096,-1,0)),\"\")","v":1095},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1097)),A1096,\"\")","v":1095},{"$f":"IFERROR(SMALL(Helper2_1,A1096),\"\")","v":1095},null,1095,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1097)),$A1096,\"\")","v":1095},{"$f":"IFERROR(SMALL(Helper2_2,A1096),\"\")","v":1095},{"$f":"COUNTIF(Helper3_1,\"=\"&G1096)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1096)=1, G1096, \"\")","v":1095},{"$f":"IFERROR(SMALL(Index_2,A1096),\"\")","v":1095},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:J1096)),\"\")","v":"GLA_30"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:K1096)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:L1096)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:M1096)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:N1096)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:O1096)),\"\")","v":"30 The University provided very good examples of initiatives undertaken in partnership with the SRC to support equality and diversity. These include the Peer Support programme and Mind Your Mate (paragraph 38); Let's Talk (paragraph 27); the development of the Family Study Lounge (paragraph 37) and the SRC-led development of a student-friendly one-page guide to help students understand the Accessible and Inclusive Learning Policy. The University introduced the Accessible and Inclusive Learning Policy in 2017-18 with a view to promoting inclusion and to ensure that students were being provided with clear and concise documentation."}]
[{"$f":"IF('> FILTER <'!B1098<>\"\",ROW(OFFSET(A1097,-1,0)),\"\")","v":1096},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1098)),A1097,\"\")","v":1096},{"$f":"IFERROR(SMALL(Helper2_1,A1097),\"\")","v":1096},null,1096,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1098)),$A1097,\"\")","v":1096},{"$f":"IFERROR(SMALL(Helper2_2,A1097),\"\")","v":1096},{"$f":"COUNTIF(Helper3_1,\"=\"&G1097)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1097)=1, G1097, \"\")","v":1096},{"$f":"IFERROR(SMALL(Index_2,A1097),\"\")","v":1096},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:J1097)),\"\")","v":"GLA_31"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:K1097)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:L1097)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:M1097)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:N1097)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:O1097)),\"\")","v":"31 The University operates a sophisticated contextualised admissions process which results in clear adjusted offers based on a sound appreciation of success indicators. Work on widening access is evidence-based and underpinned by 15 years of research and tracking, with the scope of activities extending to the whole of the west of Scotland (and the whole of Scotland for some initiatives). The University has seen a number of significant successes in the area of widening access not only in admission, but also in retention which reached above 90% for this demographic for the first time in 2016-17. "}]
[{"$f":"IF('> FILTER <'!B1099<>\"\",ROW(OFFSET(A1098,-1,0)),\"\")","v":1097},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1099)),A1098,\"\")","v":1097},{"$f":"IFERROR(SMALL(Helper2_1,A1098),\"\")","v":1097},null,1097,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1099)),$A1098,\"\")","v":1097},{"$f":"IFERROR(SMALL(Helper2_2,A1098),\"\")","v":1097},{"$f":"COUNTIF(Helper3_1,\"=\"&G1098)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1098)=1, G1098, \"\")","v":1097},{"$f":"IFERROR(SMALL(Index_2,A1098),\"\")","v":1097},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:J1098)),\"\")","v":"GLA_32"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:K1098)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:L1098)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:M1098)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:N1098)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:O1098)),\"\")","v":"32 A range of highly-effective outreach pre-entry programmes are in place with: 14 Local Authorities; over 120 secondary schools; FOCUS West (the largest division of the Schools for Higher Education Programme which aims to support young people into education); SWAP West (a partnership between colleges and universities in the west of Scotland which aims to support access to higher education for adults) as well as other higher education institutions and further education colleges. The University also works with partners such as the Robertson Trust, ICAS, Carers Trust, Who Cares? Scotland and MCR Pathways. The ELIR team heard that, each year, the University works with over 25,000 pupils in secondary schools across the west of Scotland.  "}]
[{"$f":"IF('> FILTER <'!B1100<>\"\",ROW(OFFSET(A1099,-1,0)),\"\")","v":1098},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1100)),A1099,\"\")","v":1098},{"$f":"IFERROR(SMALL(Helper2_1,A1099),\"\")","v":1098},null,1098,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1100)),$A1099,\"\")","v":1098},{"$f":"IFERROR(SMALL(Helper2_2,A1099),\"\")","v":1098},{"$f":"COUNTIF(Helper3_1,\"=\"&G1099)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1099)=1, G1099, \"\")","v":1098},{"$f":"IFERROR(SMALL(Index_2,A1099),\"\")","v":1098},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:J1099)),\"\")","v":"GLA_33"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:K1099)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:L1099)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:M1099)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:N1099)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:O1099)),\"\")","v":"33 A number of specific measures are employed to support students from a widening participation (WP) background on arrival at the University, including using an identifier for WP students that allows staff, including Advisors of Studies, to track students' progress. This is used in Advisor of Studies meetings with students and staff. Advisors who met the ELIR team considered this to be a positive development which helped them support their advisees more effectively. Other initiatives to support widening participation include the introduction of scholarships to support outgoing exchange students who may have been unable to undertake the international mobility opportunities on offer for financial reasons and college specific induction days for WP students."}]
[{"$f":"IF('> FILTER <'!B1101<>\"\",ROW(OFFSET(A1100,-1,0)),\"\")","v":1099},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1101)),A1100,\"\")","v":1099},{"$f":"IFERROR(SMALL(Helper2_1,A1100),\"\")","v":1099},null,1099,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1101)),$A1100,\"\")","v":1099},{"$f":"IFERROR(SMALL(Helper2_2,A1100),\"\")","v":1099},{"$f":"COUNTIF(Helper3_1,\"=\"&G1100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1100)=1, G1100, \"\")","v":1099},{"$f":"IFERROR(SMALL(Index_2,A1100),\"\")","v":1099},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:J1100)),\"\")","v":"GLA_34"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:K1100)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:L1100)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:M1100)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:N1100)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:O1100)),\"\")","v":"34 A detailed analysis of data has supported existing initiatives and is used to develop the University's approach, including using its 'data warehouse' to analyse the success of outreach programmes and summer schools, as well as investigating the factors contributing to the retention and success of WP students. The University has developed a continuation model, using in-depth data analysis to provide detailed information on the risk factors involved in students discontinuing their studies. This enables the University to take action, targeting students at risk. Initial analysis has highlighted that mature students are less likely to continue their studies than other groups, and the Retention and Success Working Group have proposed 10 actions to support these students, which were being considered by the University's senior management at the time of the current ELIR."}]
[{"$f":"IF('> FILTER <'!B1102<>\"\",ROW(OFFSET(A1101,-1,0)),\"\")","v":1100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1102)),A1101,\"\")","v":1100},{"$f":"IFERROR(SMALL(Helper2_1,A1101),\"\")","v":1100},null,1100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1102)),$A1101,\"\")","v":1100},{"$f":"IFERROR(SMALL(Helper2_2,A1101),\"\")","v":1100},{"$f":"COUNTIF(Helper3_1,\"=\"&G1101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1101)=1, G1101, \"\")","v":1100},{"$f":"IFERROR(SMALL(Index_2,A1101),\"\")","v":1100},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:J1101)),\"\")","v":"GLA_35"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:K1101)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:L1101)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:M1101)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:N1101)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:O1101)),\"\")","v":"35 The University's 2016 Impact for Access Report, funded by the SFC, draws a number of conclusions about how to impact positively on the number of SIMD20/40 school pupils progressing to higher education (HE). The University considers that its work in this area represents good sectoral practice and is valuable to the WP agenda more broadly while also underpinning its own future priorities and demonstrating its use of data and evidence to support institutional planning. Among the findings, the report evidences the strong correlation between deprivation and low progression to HE and shows that the statistical link between where a pupil resides and their likely entry to HE is also strong. In addition, there is a correlation between 'low progression' schools and access to HE, which is independent of the previous factor. Based on analysis of data for higher progression schools, the report also reached the conclusion that there are significant numbers of pupils in disadvantaged circumstances that are not routinely engaging with widening participation programmes because they attend a higher progression school and therefore pathway programmes are not always available to them. The work, shared with other higher and further education institutions and the wider sector has had a direct impact on the direction taken by both SFC and the Scottish Government. The University has plans to develop approaches to reach disadvantaged pupils in higher progression schools and consider the individual circumstances of those within all 163 secondary schools in the west of Scotland, targeting interventions based on new metrics available including the SIMD20 status of pupils and free school meal eligibility. This mirrors approaches recently adopted by the Scottish Government aimed at bridging the poverty-related attainment gap in school age pupils through 'Pupil Equity Funding'."}]
[{"$f":"IF('> FILTER <'!B1103<>\"\",ROW(OFFSET(A1102,-1,0)),\"\")","v":1101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1103)),A1102,\"\")","v":1101},{"$f":"IFERROR(SMALL(Helper2_1,A1102),\"\")","v":1101},null,1101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1103)),$A1102,\"\")","v":1101},{"$f":"IFERROR(SMALL(Helper2_2,A1102),\"\")","v":1101},{"$f":"COUNTIF(Helper3_1,\"=\"&G1102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1102)=1, G1102, \"\")","v":1101},{"$f":"IFERROR(SMALL(Index_2,A1102),\"\")","v":1101},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:J1102)),\"\")","v":"GLA_35"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:K1102)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:L1102)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:M1102)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:N1102)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:O1102)),\"\")","v":"35 The University's 2016 Impact for Access Report, funded by the SFC, draws a number of conclusions about how to impact positively on the number of SIMD20/40 school pupils progressing to higher education (HE). The University considers that its work in this area represents good sectoral practice and is valuable to the WP agenda more broadly while also underpinning its own future priorities and demonstrating its use of data and evidence to support institutional planning. Among the findings, the report evidences the strong correlation between deprivation and low progression to HE and shows that the statistical link between where a pupil resides and their likely entry to HE is also strong. In addition, there is a correlation between 'low progression' schools and access to HE, which is independent of the previous factor. Based on analysis of data for higher progression schools, the report also reached the conclusion that there are significant numbers of pupils in disadvantaged circumstances that are not routinely engaging with widening participation programmes because they attend a higher progression school and therefore pathway programmes are not always available to them. The work, shared with other higher and further education institutions and the wider sector has had a direct impact on the direction taken by both SFC and the Scottish Government. The University has plans to develop approaches to reach disadvantaged pupils in higher progression schools and consider the individual circumstances of those within all 163 secondary schools in the west of Scotland, targeting interventions based on new metrics available including the SIMD20 status of pupils and free school meal eligibility. This mirrors approaches recently adopted by the Scottish Government aimed at bridging the poverty-related attainment gap in school age pupils through 'Pupil Equity Funding'."}]
[{"$f":"IF('> FILTER <'!B1104<>\"\",ROW(OFFSET(A1103,-1,0)),\"\")","v":1102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1104)),A1103,\"\")","v":1102},{"$f":"IFERROR(SMALL(Helper2_1,A1103),\"\")","v":1102},null,1102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1104)),$A1103,\"\")","v":1102},{"$f":"IFERROR(SMALL(Helper2_2,A1103),\"\")","v":1102},{"$f":"COUNTIF(Helper3_1,\"=\"&G1103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1103)=1, G1103, \"\")","v":1102},{"$f":"IFERROR(SMALL(Index_2,A1103),\"\")","v":1102},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:J1103)),\"\")","v":"GLA_36"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:K1103)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:L1103)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:M1103)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:N1103)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:O1103)),\"\")","v":"36 In discussions with the ELIR team, staff outlined current work on an 'enhanced' Higher National Certificate (HNC) as one of the first articulation projects offered by the University. This involves current HNC students, from the Glasgow further education colleges, coming onto the University campus to undertake classes and activities (for example, using the virtual learning environment (VLE) and library) to support their college work, culminating in a three-week summer school which aims to replicate the experience of being a new entrant to the University. The pilot, carried out in Life Sciences, will be implemented in other schools (Engineering, Social Sciences and Education) as well as increasing the intake for Life Sciences (from 20 to 40) in 2019-20. Staff viewed the pilot positively as it provided them with an insight to the questions and concerns of prospective articulating students, enabling them to develop more effective support in preparation for the students' arrival on campus."}]
[{"$f":"IF('> FILTER <'!B1105<>\"\",ROW(OFFSET(A1104,-1,0)),\"\")","v":1103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1105)),A1104,\"\")","v":1103},{"$f":"IFERROR(SMALL(Helper2_1,A1104),\"\")","v":1103},null,1103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1105)),$A1104,\"\")","v":1103},{"$f":"IFERROR(SMALL(Helper2_2,A1104),\"\")","v":1103},{"$f":"COUNTIF(Helper3_1,\"=\"&G1104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1104)=1, G1104, \"\")","v":1103},{"$f":"IFERROR(SMALL(Index_2,A1104),\"\")","v":1103},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:J1104)),\"\")","v":"GLA_37"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:K1104)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:L1104)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:M1104)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:N1104)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:O1104)),\"\")","v":"37 It is recognised that progression rates for mature students are not as good as those from other groups and this has acted as a driver for the introduction of several initiatives aimed at supporting student parents and carers including the Student Parents Policy, implemented in 2018-19 and the Student Parent Working Group. In April 2017, the SRC commissioned independent research into the needs of student parents which achieved a response rate of 36%. This research highlighted the value parents would place on child-friendly study spaces and resulted in the development of the Family Study Lounge. Located in the main Library, the Family Study Lounge was established in partnership between the SRC and the Equality and Diversity Unit. In addition, the move to more online resources has been very positive for mature students and student parents in terms of supporting accessibility. The developments in Blended and Online Learning Development (BOLD) initiative have supported this (paragraphs 69-70)."}]
[{"$f":"IF('> FILTER <'!B1106<>\"\",ROW(OFFSET(A1105,-1,0)),\"\")","v":1104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1106)),A1105,\"\")","v":1104},{"$f":"IFERROR(SMALL(Helper2_1,A1105),\"\")","v":1104},null,1104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1106)),$A1105,\"\")","v":1104},{"$f":"IFERROR(SMALL(Helper2_2,A1105),\"\")","v":1104},{"$f":"COUNTIF(Helper3_1,\"=\"&G1105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1105)=1, G1105, \"\")","v":1104},{"$f":"IFERROR(SMALL(Index_2,A1105),\"\")","v":1104},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:J1105)),\"\")","v":"GLA_38"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:K1105)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:L1105)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:M1105)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:N1105)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:O1105)),\"\")","v":"38 The University has undertaken a suite of work in the area of mental health in reaction to a rise in the number of students identified as experiencing mental health conditions. As well as restructuring student services, the University has developed a Mental Health Action Plan (which includes a £200K investment in Counselling and Psychological Services); introduced an online mental health community and peer support network to supplement face-to-face services; and trained more than 150 Mental Health First Aiders as part of its Mental Health First Aid initiative. The University has also worked in partnership with the SRC on mental health campaigns including the particularly successful 'Mind your Mate' initiative, a peer-led suicide awareness programme, which has received praise from staff and students."}]
[{"$f":"IF('> FILTER <'!B1107<>\"\",ROW(OFFSET(A1106,-1,0)),\"\")","v":1105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1107)),A1106,\"\")","v":1105},{"$f":"IFERROR(SMALL(Helper2_1,A1106),\"\")","v":1105},null,1105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1107)),$A1106,\"\")","v":1105},{"$f":"IFERROR(SMALL(Helper2_2,A1106),\"\")","v":1105},{"$f":"COUNTIF(Helper3_1,\"=\"&G1106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1106)=1, G1106, \"\")","v":1105},{"$f":"IFERROR(SMALL(Index_2,A1106),\"\")","v":1105},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:J1106)),\"\")","v":"GLA_39"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:K1106)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:L1106)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:M1106)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:N1106)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:O1106)),\"\")","v":"39 The University employs a variety of measures to support the learner journey from application to graduation. This is an effective approach which includes support provided by a range of services and individuals across the institution. Supporting functions are overseen and underpinned by both centralised and local systems and processes."}]
[{"$f":"IF('> FILTER <'!B1108<>\"\",ROW(OFFSET(A1107,-1,0)),\"\")","v":1106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1108)),A1107,\"\")","v":1106},{"$f":"IFERROR(SMALL(Helper2_1,A1107),\"\")","v":1106},null,1106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1108)),$A1107,\"\")","v":1106},{"$f":"IFERROR(SMALL(Helper2_2,A1107),\"\")","v":1106},{"$f":"COUNTIF(Helper3_1,\"=\"&G1107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1107)=1, G1107, \"\")","v":1106},{"$f":"IFERROR(SMALL(Index_2,A1107),\"\")","v":1106},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:J1107)),\"\")","v":"GLA_40"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:K1107)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:L1107)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:M1107)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:N1107)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:O1107)),\"\")","v":"40 Most staff and students who met the ELIR team, considered there to be a wide range of effective support structures in place and commented that there was a positive culture of student support. Students expressed the view that there is a high quality of support in terms of staff helpfulness and a focus on wellbeing and success, and were aware that details of support services are available on the Student Life area on the University website. However, the University recognises that it is sometimes difficult for both academic staff and students to identify the correct person or service to access support required."}]
[{"$f":"IF('> FILTER <'!B1109<>\"\",ROW(OFFSET(A1108,-1,0)),\"\")","v":1107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1109)),A1108,\"\")","v":1107},{"$f":"IFERROR(SMALL(Helper2_1,A1108),\"\")","v":1107},null,1107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1109)),$A1108,\"\")","v":1107},{"$f":"IFERROR(SMALL(Helper2_2,A1108),\"\")","v":1107},{"$f":"COUNTIF(Helper3_1,\"=\"&G1108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1108)=1, G1108, \"\")","v":1107},{"$f":"IFERROR(SMALL(Index_2,A1108),\"\")","v":1107},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:J1108)),\"\")","v":"GLA_41"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:K1108)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:L1108)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:M1108)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:N1108)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:O1108)),\"\")","v":"41 University services have been restructured into eight directorates with the aim of reducing complexity in organisational structure and fostering collaboration across services. The ELIR team learned that students had not yet felt the impact of the restructure but welcomed plans for support to be accessed through a single point of contact in a few recognisable and accessible locations across the campus. The team considered that the plans in place would help to address student concerns that had been raised in focus groups in preparation for ELIR and in student surveys about the effectiveness of student services relating to challenges in finding the right support."}]
[{"$f":"IF('> FILTER <'!B1110<>\"\",ROW(OFFSET(A1109,-1,0)),\"\")","v":1108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1110)),A1109,\"\")","v":1108},{"$f":"IFERROR(SMALL(Helper2_1,A1109),\"\")","v":1108},null,1108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1110)),$A1109,\"\")","v":1108},{"$f":"IFERROR(SMALL(Helper2_2,A1109),\"\")","v":1108},{"$f":"COUNTIF(Helper3_1,\"=\"&G1109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1109)=1, G1109, \"\")","v":1108},{"$f":"IFERROR(SMALL(Index_2,A1109),\"\")","v":1108},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:J1109)),\"\")","v":"GLA_42"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:K1109)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:L1109)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:M1109)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:N1109)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:O1109)),\"\")","v":"42 Provision of induction activities is supported through the University's induction network hosted on the VLE. The University acknowledged that this is a complex activity as it applies to a number of different degree structures, and improvements in overall coordination of induction are underway. For undergraduate students, an effective college-led approach is essential, unless the degree is contained mostly within one school (for example, medicine). For PGT/PGR students, induction is focused mainly at the school or research institute level, although there are variations to this."}]
[{"$f":"IF('> FILTER <'!B1111<>\"\",ROW(OFFSET(A1110,-1,0)),\"\")","v":1109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1111)),A1110,\"\")","v":1109},{"$f":"IFERROR(SMALL(Helper2_1,A1110),\"\")","v":1109},null,{"$f":"ROW(OFFSET(E1110,-1,0))","v":1109},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1111)),$A1110,\"\")","v":1109},{"$f":"IFERROR(SMALL(Helper2_2,A1110),\"\")","v":1109},{"$f":"COUNTIF(Helper3_1,\"=\"&G1110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1110)=1, G1110, \"\")","v":1109},{"$f":"IFERROR(SMALL(Index_2,A1110),\"\")","v":1109},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:J1110)),\"\")","v":"GLA_43"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:K1110)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:L1110)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:M1110)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:N1110)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:O1110)),\"\")","v":"43 The University established a Transitions Working Group (TWG) with work commencing in session 2017-18 to consider the various transition points throughout the student life cycle. The TWG has produced an induction checklist to help ensure consistency of student induction across the University, and this has been well received by the staff, especially Advisors of Studies. The group has secured approval, from the Student Experience Committee, for a suite of pre-arrival induction materials (paragraph 25). The University also recognises that there is a need for longitudinal induction, extending the process beyond the short period at the start of semester. This has taken place in some areas of the University, but staff acknowledge that this needs to be more consistent in terms of approach."}]
[{"$f":"IF('> FILTER <'!B1112<>\"\",ROW(OFFSET(A1111,-1,0)),\"\")","v":1110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1112)),A1111,\"\")","v":1110},{"$f":"IFERROR(SMALL(Helper2_1,A1111),\"\")","v":1110},null,1110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1112)),$A1111,\"\")","v":1110},{"$f":"IFERROR(SMALL(Helper2_2,A1111),\"\")","v":1110},{"$f":"COUNTIF(Helper3_1,\"=\"&G1111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1111)=1, G1111, \"\")","v":1110},{"$f":"IFERROR(SMALL(Index_2,A1111),\"\")","v":1110},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:J1111)),\"\")","v":"GLA_44"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:K1111)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:L1111)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:M1111)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:N1111)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:O1111)),\"\")","v":"44 From 2012-15, the University participated in the 'What Works? Student retention and success change' programme working with the Higher Education Academy (now Advance HE) and 13 other universities. Initiatives to support student belonging and engagement were designed and evaluated in three schools - Engineering, Life Sciences and Interdisciplinary Studies - under the themes of Active Learning, Induction and Co-Curricular Activity. The success of this work has led to developments such as further improvements to induction materials for new students and implementation of successful pilot initiatives across the University. This has included better signposting of support information and better coordination across diverse communication channels to provide more consistent messages to students. This work has seen the number of new students accessing welcome material via the new students' welcome app more than doubling and user sessions reaching 800,000. There has also been an 18% increase in traffic to the new students' webpages."}]
[{"$f":"IF('> FILTER <'!B1113<>\"\",ROW(OFFSET(A1112,-1,0)),\"\")","v":1111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1113)),A1112,\"\")","v":1111},{"$f":"IFERROR(SMALL(Helper2_1,A1112),\"\")","v":1111},null,1111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1113)),$A1112,\"\")","v":1111},{"$f":"IFERROR(SMALL(Helper2_2,A1112),\"\")","v":1111},{"$f":"COUNTIF(Helper3_1,\"=\"&G1112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1112)=1, G1112, \"\")","v":1111},{"$f":"IFERROR(SMALL(Index_2,A1112),\"\")","v":1111},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:J1112)),\"\")","v":"GLA_45"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:K1112)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:L1112)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:M1112)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:N1112)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:O1112)),\"\")","v":"45 The University's Retention and Success Working Group (RSWG), established in 2006, has explored how the University can use the existing data it has to support student retention and success. As a result, work has begun to optimise the use of existing data, for example, by exploring new functionality of available business intelligence software to monitor student progress. This work has led to the identification of specific groups of students that could benefit from additional support. It was clear from meetings with staff involved in student support that they were finding the information provided from the analysis available through the University's data warehouse to be of use in enhancing communication and student support."}]
[{"$f":"IF('> FILTER <'!B1114<>\"\",ROW(OFFSET(A1113,-1,0)),\"\")","v":1112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1114)),A1113,\"\")","v":1112},{"$f":"IFERROR(SMALL(Helper2_1,A1113),\"\")","v":1112},null,1112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1114)),$A1113,\"\")","v":1112},{"$f":"IFERROR(SMALL(Helper2_2,A1113),\"\")","v":1112},{"$f":"COUNTIF(Helper3_1,\"=\"&G1113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1113)=1, G1113, \"\")","v":1112},{"$f":"IFERROR(SMALL(Index_2,A1113),\"\")","v":1112},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:J1113)),\"\")","v":"GLA_46"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:K1113)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:L1113)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:M1113)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:N1113)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:O1113)),\"\")","v":"46 Advisors of Studies focus on both academic and pastoral care for undergraduate and postgraduate taught students. Authority for the organisation and structure of advising is devolved to the colleges and schools. An overarching set of University guidelines, supplemented by college handbooks, provide guidance to staff and students and the Senate Office webpages outline key requirements, including target ratio and training for advisors. Remits for the advising roles across the University were revised in 2018 to reflect current initiatives and give guidance to advisors on dealing with mental health issues and new policies and procedures, such as the new policy on temporary withdrawal."}]
[{"$f":"IF('> FILTER <'!B1115<>\"\",ROW(OFFSET(A1114,-1,0)),\"\")","v":1113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1115)),A1114,\"\")","v":1113},{"$f":"IFERROR(SMALL(Helper2_1,A1114),\"\")","v":1113},null,1113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1115)),$A1114,\"\")","v":1113},{"$f":"IFERROR(SMALL(Helper2_2,A1114),\"\")","v":1113},{"$f":"COUNTIF(Helper3_1,\"=\"&G1114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1114)=1, G1114, \"\")","v":1113},{"$f":"IFERROR(SMALL(Index_2,A1114),\"\")","v":1113},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:J1114)),\"\")","v":"GLA_47"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:K1114)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:L1114)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:M1114)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:N1114)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:O1114)),\"\")","v":"47 Most students who met the ELIR team, indicated that the advising system was largely effective for undergraduate students. In 2018, the SRC conducted a survey on Advisors of Studies which confirmed this view, although students raised issues around variation of provision across colleges. The survey highlighted that advising was working less effectively for PGTs, albeit the response rate was low at around 11% of the total student population (including 10% of all taught postgraduates). Over half of PGTs who responded were unsure of the role of the Advisor/Advising Team, as were 45% of respondents in the College of Social Sciences, and 45% of those respondents aged over 25. Over 20% of students were unsure if they had an Advisor/Advising Team with this rising to 92% among postgraduate respondents."}]
[{"$f":"IF('> FILTER <'!B1116<>\"\",ROW(OFFSET(A1115,-1,0)),\"\")","v":1114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1116)),A1115,\"\")","v":1114},{"$f":"IFERROR(SMALL(Helper2_1,A1115),\"\")","v":1114},null,1114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1116)),$A1115,\"\")","v":1114},{"$f":"IFERROR(SMALL(Helper2_2,A1115),\"\")","v":1114},{"$f":"COUNTIF(Helper3_1,\"=\"&G1115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1115)=1, G1115, \"\")","v":1114},{"$f":"IFERROR(SMALL(Index_2,A1115),\"\")","v":1114},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:J1115)),\"\")","v":"GLA_48"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:K1115)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:L1115)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:M1115)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:N1115)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:O1115)),\"\")","v":"48 Free text comments from the SRC survey suggested that there was a need for more training for Advisors around disability and mental health issues, which the University has addressed (paragraph 46). There were also a number of students who expressed unhappiness with the perceived impersonal nature of the Advising Team format and the lack of an assigned single named Advisor. This model was used in in some parts of the University at particular levels of study. In discussions with the ELIR team, some PGTs said that they were less likely to use their advisor as a result of having a positive relationship with their course convener, where they could raise any issues and receive support to increase their own confidence in being able to handle issues personally. Staff outlined that more support is being provided for those undertaking the role of Advisor of Studies and that a formal network of Chief Advisors of Studies plays an important role in terms of sharing good practice across the University. The team considered that there would be value in the University reflecting further on the way the system is working across colleges, particularly for postgraduate students, to inform developments. Senior staff recognised that additional work could be carried out to strengthen the system and the team would encourage the University to continue using the Chief Advisors Sub-Committee to inform the Deans of Graduate Studies Committee, further promote awareness of the system to students, and draw on any successes in the College of Medical, Veterinary and Life Sciences (MVLS) resulting from the implementation of detailed Guidelines for PGT Advisers."}]
[{"$f":"IF('> FILTER <'!B1117<>\"\",ROW(OFFSET(A1116,-1,0)),\"\")","v":1115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1117)),A1116,\"\")","v":1115},{"$f":"IFERROR(SMALL(Helper2_1,A1116),\"\")","v":1115},null,1115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1117)),$A1116,\"\")","v":1115},{"$f":"IFERROR(SMALL(Helper2_2,A1116),\"\")","v":1115},{"$f":"COUNTIF(Helper3_1,\"=\"&G1116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1116)=1, G1116, \"\")","v":1115},{"$f":"IFERROR(SMALL(Index_2,A1116),\"\")","v":1115},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:J1116)),\"\")","v":"GLA_49"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:K1116)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:L1116)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:M1116)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:N1116)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:O1116)),\"\")","v":"49 In 2018-19, the LEADS Academic Writing Skills Programme (AWSP), previously a case study in ELIR 3 and a Learning and Teaching Development Funded pilot, was extended and made compulsory for all new undergraduate and postgraduate taught students. The programme has had uptake of 92% and been completed by approximately 8,000 students in its initial implementation. The AWSP aims to provide a range of writing and grammar advice with materials covering topics ranging from elements of style and punctuation to wider details on structure and argumentation. Students submit answers to a range of multiple-choice questions on grammar and a short essay via the University VLE where the essay is assessed by a team of Graduate Teaching Assistants in LEADS who provide feedback specific to the student's writing needs."}]
[{"$f":"IF('> FILTER <'!B1118<>\"\",ROW(OFFSET(A1117,-1,0)),\"\")","v":1116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1118)),A1117,\"\")","v":1116},{"$f":"IFERROR(SMALL(Helper2_1,A1117),\"\")","v":1116},null,1116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1118)),$A1117,\"\")","v":1116},{"$f":"IFERROR(SMALL(Helper2_2,A1117),\"\")","v":1116},{"$f":"COUNTIF(Helper3_1,\"=\"&G1117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1117)=1, G1117, \"\")","v":1116},{"$f":"IFERROR(SMALL(Index_2,A1117),\"\")","v":1116},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:J1117)),\"\")","v":"GLA_50"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:K1117)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:L1117)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:M1117)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:N1117)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:O1117)),\"\")","v":"50 After the initial diagnostic stage, students are offered a variety of options depending on their specific needs including open classes run by LEADS, an online writing course or in-person classes to work on improvements. In addition to supporting the transition between writing at (most often) school and University level, AWSP provides students with feedback on their academic writing before submission of their first assessed work. In so doing, AWSP provides students with the ability to test, refine and improve their capabilities prior to submitting assessments that could affect their progression."}]
[{"$f":"IF('> FILTER <'!B1119<>\"\",ROW(OFFSET(A1118,-1,0)),\"\")","v":1117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1119)),A1118,\"\")","v":1117},{"$f":"IFERROR(SMALL(Helper2_1,A1118),\"\")","v":1117},null,1117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1119)),$A1118,\"\")","v":1117},{"$f":"IFERROR(SMALL(Helper2_2,A1118),\"\")","v":1117},{"$f":"COUNTIF(Helper3_1,\"=\"&G1118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1118)=1, G1118, \"\")","v":1117},{"$f":"IFERROR(SMALL(Index_2,A1118),\"\")","v":1117},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:J1118)),\"\")","v":"GLA_51"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:K1118)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:L1118)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:M1118)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:N1118)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:O1118)),\"\")","v":"51 The ELIR team learned that staff could use the information available from the analysis of the AWSP outcomes to track the student's progress and help them become aware of the requirements expected of them at an early stage. In both the diagnostic exercise and in the classes, instruction and clarification on academic integrity and plagiarism are highlighted as key components of academic standards. For most students, this acts as the earliest sustained focus on plagiarism and academic integrity. Staff who met the team commented on the positive results that they were observing with respect to students' writing skills, as did graduate teaching assistants leading the course. In addition, they considered that another key success of the programme was the way in which it appeared to raise awareness amongst the student population of other academic support and development services within LEADS. Although not all students who met the team were aware of the programme, there was general agreement that the programme was welcomed and those that had undertaken it commented that they had found it to be beneficial. Senior staff believe that implementation of AWSP across the University will have a beneficial impact on retention and success, citing: early indications of success as anecdotal feedback from the academic community; statistical analysis of AWSP outcomes; and an uplift in retention and success since the introduction of the programme (paragraph 77)."}]
[{"$f":"IF('> FILTER <'!B1120<>\"\",ROW(OFFSET(A1119,-1,0)),\"\")","v":1118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1120)),A1119,\"\")","v":1118},{"$f":"IFERROR(SMALL(Helper2_1,A1119),\"\")","v":1118},null,1118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1120)),$A1119,\"\")","v":1118},{"$f":"IFERROR(SMALL(Helper2_2,A1119),\"\")","v":1118},{"$f":"COUNTIF(Helper3_1,\"=\"&G1119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1119)=1, G1119, \"\")","v":1118},{"$f":"IFERROR(SMALL(Index_2,A1119),\"\")","v":1118},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:J1119)),\"\")","v":"GLA_51"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:K1119)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:L1119)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:M1119)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:N1119)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:O1119)),\"\")","v":"51 The ELIR team learned that staff could use the information available from the analysis of the AWSP outcomes to track the student's progress and help them become aware of the requirements expected of them at an early stage. In both the diagnostic exercise and in the classes, instruction and clarification on academic integrity and plagiarism are highlighted as key components of academic standards. For most students, this acts as the earliest sustained focus on plagiarism and academic integrity. Staff who met the team commented on the positive results that they were observing with respect to students' writing skills, as did graduate teaching assistants leading the course. In addition, they considered that another key success of the programme was the way in which it appeared to raise awareness amongst the student population of other academic support and development services within LEADS. Although not all students who met the team were aware of the programme, there was general agreement that the programme was welcomed and those that had undertaken it commented that they had found it to be beneficial. Senior staff believe that implementation of AWSP across the University will have a beneficial impact on retention and success, citing: early indications of success as anecdotal feedback from the academic community; statistical analysis of AWSP outcomes; and an uplift in retention and success since the introduction of the programme (paragraph 77)."}]
[{"$f":"IF('> FILTER <'!B1121<>\"\",ROW(OFFSET(A1120,-1,0)),\"\")","v":1119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1121)),A1120,\"\")","v":1119},{"$f":"IFERROR(SMALL(Helper2_1,A1120),\"\")","v":1119},null,1119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1121)),$A1120,\"\")","v":1119},{"$f":"IFERROR(SMALL(Helper2_2,A1120),\"\")","v":1119},{"$f":"COUNTIF(Helper3_1,\"=\"&G1120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1120)=1, G1120, \"\")","v":1119},{"$f":"IFERROR(SMALL(Index_2,A1120),\"\")","v":1119},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:J1120)),\"\")","v":"GLA_52"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:K1120)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:L1120)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:M1120)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:N1120)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:O1120)),\"\")","v":"52 The 'Let's Talk About [X]' multidisciplinary conference is organised by LEADS and provides an opportunity to share the research undertaken by undergraduate students with the aim of showcasing the (often hidden) research that is going on at undergraduate level. Alongside the Let's Talk About [X] conference is '[X]position', a multidisciplinary journal which accompanies the conference. This gives undergraduate students the opportunity to have their research published and feedback is provided on the students' work by PhD students who get the opportunity to be involved in the editing team. This provides an insight to academic life and helps the students to develop communications skills which can be used in their academic studies and their chosen careers."}]
[{"$f":"IF('> FILTER <'!B1122<>\"\",ROW(OFFSET(A1121,-1,0)),\"\")","v":1120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1122)),A1121,\"\")","v":1120},{"$f":"IFERROR(SMALL(Helper2_1,A1121),\"\")","v":1120},null,1120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1122)),$A1121,\"\")","v":1120},{"$f":"IFERROR(SMALL(Helper2_2,A1121),\"\")","v":1120},{"$f":"COUNTIF(Helper3_1,\"=\"&G1121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1121)=1, G1121, \"\")","v":1120},{"$f":"IFERROR(SMALL(Index_2,A1121),\"\")","v":1120},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:J1121)),\"\")","v":"GLA_53"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:K1121)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:L1121)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:M1121)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:N1121)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:O1121)),\"\")","v":"53 Assessment is a key priority and primary KPI of the University. The University has identified scope to continue developing its practice in this area, while also recognising it has performed above the Russell group average. Practices vary across the University as does student satisfaction, as recorded in the National Student Survey (NSS). NSS results have been a driver in making assessment and feedback the first transformation project within the all-institution approach to change, the World Changing Glasgow (WCG) Transformation Programme. Nevertheless, staff were careful to state that they did not want to overplay the role of the NSS, which has limitations, and they considered it provided information that should be considered in the context of other data."}]
[{"$f":"IF('> FILTER <'!B1123<>\"\",ROW(OFFSET(A1122,-1,0)),\"\")","v":1121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1123)),A1122,\"\")","v":1121},{"$f":"IFERROR(SMALL(Helper2_1,A1122),\"\")","v":1121},null,1121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1123)),$A1122,\"\")","v":1121},{"$f":"IFERROR(SMALL(Helper2_2,A1122),\"\")","v":1121},{"$f":"COUNTIF(Helper3_1,\"=\"&G1122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1122)=1, G1122, \"\")","v":1121},{"$f":"IFERROR(SMALL(Index_2,A1122),\"\")","v":1121},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:J1122)),\"\")","v":"GLA_54"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:K1122)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:L1122)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:M1122)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:N1122)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:O1122)),\"\")","v":"54 The University's Assessment Policy articulates the purpose and approach to assessment. Regulations are in place for all types of degrees and there are processes in place for the regular review and update of regulations, and supplementary guidance is made available as necessary to provide additional clarity. Additionally, the Senate Office provides an annual Guide to the Code of Assessment and a 'Just the Basics' guide for staff and guidelines for students called 'Understanding the Marking Scheme'. All policies and guidance are presented as a single web page. Students who met the ELIR team were, in the main, clear about assessment requirements."}]
[{"$f":"IF('> FILTER <'!B1124<>\"\",ROW(OFFSET(A1123,-1,0)),\"\")","v":1122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1124)),A1123,\"\")","v":1122},{"$f":"IFERROR(SMALL(Helper2_1,A1123),\"\")","v":1122},null,1122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1124)),$A1123,\"\")","v":1122},{"$f":"IFERROR(SMALL(Helper2_2,A1123),\"\")","v":1122},{"$f":"COUNTIF(Helper3_1,\"=\"&G1123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1123)=1, G1123, \"\")","v":1122},{"$f":"IFERROR(SMALL(Index_2,A1123),\"\")","v":1122},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:J1123)),\"\")","v":"GLA_55"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:K1123)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:L1123)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:M1123)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:N1123)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:O1123)),\"\")","v":"55 Since the 2014 ELIR, the University has undertaken a range of initiatives aimed at improving student satisfaction with assessment and feedback including: the establishment of an Assessment and Feedback Working Group in 2016 (AFWG); the introduction of a University policy on assessment and feedback based on good practice from across the institution that focuses on processes, systems and academic practice; produced a series of recommendations around how to apply policy and practice more consistently across the University; developed an Assessment and Feedback toolkit (paragraphs 58 and 86) and begun an Assessment and Feedback transformation project as part of its WCG programme (paragraphs 7, 53, 65, 76 and 80). The WCG project has three main strands: benchmarking and researching methods of assessment design, focused on academic practice;                  e-assessment and the benchmarking of VLEs to provide insight into effective systems architecture; and mapping assessment processes from course design to end award."}]
[{"$f":"IF('> FILTER <'!B1125<>\"\",ROW(OFFSET(A1124,-1,0)),\"\")","v":1123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1125)),A1124,\"\")","v":1123},{"$f":"IFERROR(SMALL(Helper2_1,A1124),\"\")","v":1123},null,1123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1125)),$A1124,\"\")","v":1123},{"$f":"IFERROR(SMALL(Helper2_2,A1124),\"\")","v":1123},{"$f":"COUNTIF(Helper3_1,\"=\"&G1124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1124)=1, G1124, \"\")","v":1123},{"$f":"IFERROR(SMALL(Index_2,A1124),\"\")","v":1123},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:J1124)),\"\")","v":"GLA_56"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:K1124)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:L1124)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:M1124)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:N1124)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:O1124)),\"\")","v":"56 Some student representatives who met the ELIR team expressed a desire for more 'creative' and varied assessment styles and indicated that they considered their views were being listened to and acted upon by the Assessment and Feedback Working Group. (AFWG). Staff confirmed that they were making continued efforts to diversify assessments methods."}]
[{"$f":"IF('> FILTER <'!B1126<>\"\",ROW(OFFSET(A1125,-1,0)),\"\")","v":1124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1126)),A1125,\"\")","v":1124},{"$f":"IFERROR(SMALL(Helper2_1,A1125),\"\")","v":1124},null,1124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1126)),$A1125,\"\")","v":1124},{"$f":"IFERROR(SMALL(Helper2_2,A1125),\"\")","v":1124},{"$f":"COUNTIF(Helper3_1,\"=\"&G1125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1125)=1, G1125, \"\")","v":1124},{"$f":"IFERROR(SMALL(Index_2,A1125),\"\")","v":1124},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:J1125)),\"\")","v":"GLA_57"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:K1125)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:L1125)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:M1125)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:N1125)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:O1125)),\"\")","v":"57 Timeliness of feedback is the area where students report the lowest levels of satisfaction and the University recognises that it does not consistently provide high-quality feedback within an appropriate timescale in all areas, while also noting the very high satisfaction levels within some parts of the University. It was evident from discussions with staff and students that the recommended 15-day turnaround time for feedback was not always achieved. Most students who met the ELIR team understood that the turnaround time could not always be met but considered it very important that more consistent measures were taken to communicate the reasons for late returns to the student body. Staff reported that the 15-day turnaround time for feedback was a challenge and there was general recognition amongst the students during the current ELIR that the provision of quality feedback within agreed timescales requires appropriate time to be allocated to staff, especially where there are large student cohorts."}]
[{"$f":"IF('> FILTER <'!B1127<>\"\",ROW(OFFSET(A1126,-1,0)),\"\")","v":1125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1127)),A1126,\"\")","v":1125},{"$f":"IFERROR(SMALL(Helper2_1,A1126),\"\")","v":1125},null,1125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1127)),$A1126,\"\")","v":1125},{"$f":"IFERROR(SMALL(Helper2_2,A1126),\"\")","v":1125},{"$f":"COUNTIF(Helper3_1,\"=\"&G1126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1126)=1, G1126, \"\")","v":1125},{"$f":"IFERROR(SMALL(Index_2,A1126),\"\")","v":1125},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:J1126)),\"\")","v":"GLA_58"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:K1126)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:L1126)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:M1126)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:N1126)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:O1126)),\"\")","v":"58 The ELIR team was also provided with examples of good feedback practice and it was evident that students were aware of the University's efforts to enhance assessment and feedback. In 2015, the University developed an Assessment and Feedback Toolkit as part of the Leading Enhancements in Assessment and Feedback (LEAF) project, which was developed from the 2011-14 national Enhancement Theme, Developing and Supporting the Curriculum. Staff who met the ELIR team indicated that the toolkit was very useful, highlighting the introduction of assessment and feedback calendars as a particularly positive addition in supporting timely return of feedback. Students also welcomed the toolkit, the majority of which is student-facing. Examples of ways in which the toolkit is being used effectively include staff CPD, Graduate Teaching Assistant (GTA) training and development, and in class as a vehicle to help explain feedback processes to the student body."}]
[{"$f":"IF('> FILTER <'!B1128<>\"\",ROW(OFFSET(A1127,-1,0)),\"\")","v":1126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1128)),A1127,\"\")","v":1126},{"$f":"IFERROR(SMALL(Helper2_1,A1127),\"\")","v":1126},null,1126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1128)),$A1127,\"\")","v":1126},{"$f":"IFERROR(SMALL(Helper2_2,A1127),\"\")","v":1126},{"$f":"COUNTIF(Helper3_1,\"=\"&G1127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1127)=1, G1127, \"\")","v":1126},{"$f":"IFERROR(SMALL(Index_2,A1127),\"\")","v":1126},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:J1127)),\"\")","v":"GLA_59"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:K1127)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:L1127)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:M1127)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:N1127)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:O1127)),\"\")","v":"59 The University has had notable success with the student mobility strand of its Internationalisation Strategy and has effective processes for promoting and managing student exchanges. Student exchange and mobility arrangements are overseen by the Study Abroad and Exchange Team, working in collaboration with academic leads in the colleges. The University set itself an ambitious mobility target, at the launch of its Internationalisation Strategy in 2014-15, that 20% of each graduating cohort should have an international experience of five days or longer by 2020, a target which the University had already met at the time of the current ELIR. The number of students having an international experience through formal exchange programmes, such as Erasmus and bilateral international student exchange, has also seen growth. The Study Abroad and Exchange team operate an effective 'hub and spoke' approach to student mobility with the colleges managing promotion, applications, credit accumulation and orientation. The central team maintain oversight of all exchange activity and carry out regular review to evaluate success. The University has recruited Go Abroad Student Ambassadors (GASAs) who work with the Go Abroad team to help promote exchange opportunities to Glasgow students. The GASAs write blogs about their time abroad, share their experience with students considering mobility opportunities and help with study abroad events and information sessions. The University is also considering the introduction of more short exchanges to further facilitate increased uptake."}]
[{"$f":"IF('> FILTER <'!B1129<>\"\",ROW(OFFSET(A1128,-1,0)),\"\")","v":1127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1129)),A1128,\"\")","v":1127},{"$f":"IFERROR(SMALL(Helper2_1,A1128),\"\")","v":1127},null,1127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1129)),$A1128,\"\")","v":1127},{"$f":"IFERROR(SMALL(Helper2_2,A1128),\"\")","v":1127},{"$f":"COUNTIF(Helper3_1,\"=\"&G1128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1128)=1, G1128, \"\")","v":1127},{"$f":"IFERROR(SMALL(Index_2,A1128),\"\")","v":1127},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:J1128)),\"\")","v":"GLA_60"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:K1128)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:L1128)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:M1128)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:N1128)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:O1128)),\"\")","v":"60 The University aims to embed graduate attributes within the curriculum. Quality assurance processes, including course specification and programme specification documentation, are used to ensure this is considered systematically. While this approach is very well embedded from a staff perspective, the University recognises that student awareness of graduate attributes could be improved. A working group, chaired by the Clerk of Senate, has been established to consider how to create an environment where students are aware of the importance of these aspects, and are able to take ownership of their development, from an early stage. SRC representatives reported that graduate attributes were well-embedded in most curricula, but the project was providing an opportunity to revisit and reinvigorate them. Although not all students who met the team were clear about the term graduate attributes, they were able to give a variety of examples where graduate skills development was embedded in their courses."}]
[{"$f":"IF('> FILTER <'!B1130<>\"\",ROW(OFFSET(A1129,-1,0)),\"\")","v":1128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1130)),A1129,\"\")","v":1128},{"$f":"IFERROR(SMALL(Helper2_1,A1129),\"\")","v":1128},null,1128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1130)),$A1129,\"\")","v":1128},{"$f":"IFERROR(SMALL(Helper2_2,A1129),\"\")","v":1128},{"$f":"COUNTIF(Helper3_1,\"=\"&G1129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1129)=1, G1129, \"\")","v":1128},{"$f":"IFERROR(SMALL(Index_2,A1129),\"\")","v":1128},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:J1129)),\"\")","v":"GLA_61"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:K1129)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:L1129)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:M1129)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:N1129)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:O1129)),\"\")","v":"61 The University's approach to engaging students in enterprise and entrepreneurship is to embed core skills in the curriculum. Central funding from the University Innovation Fund, where one of the seven priority areas is enterprise, has been used to support students working on research projects on enterprise and help staff to incorporate enterprise aspects within the curricula. A focus on this area has seen the development of a credit-bearing honours course focusing on professional skills and a number of school-wide courses orientated towards graduate attributes. At the time of the current ELIR, a curriculum review was underway to determine how to provide further effective opportunities within the curriculum for all students to engage in enterprise and entrepreneurship education."}]
[{"$f":"IF('> FILTER <'!B1131<>\"\",ROW(OFFSET(A1130,-1,0)),\"\")","v":1129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1131)),A1130,\"\")","v":1129},{"$f":"IFERROR(SMALL(Helper2_1,A1130),\"\")","v":1129},null,1129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1131)),$A1130,\"\")","v":1129},{"$f":"IFERROR(SMALL(Helper2_2,A1130),\"\")","v":1129},{"$f":"COUNTIF(Helper3_1,\"=\"&G1130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1130)=1, G1130, \"\")","v":1129},{"$f":"IFERROR(SMALL(Index_2,A1130),\"\")","v":1129},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:J1130)),\"\")","v":"GLA_62"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:K1130)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:L1130)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:M1130)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:N1130)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:O1130)),\"\")","v":"62 Since the 2014 ELIR, the University has taken action to improve oversight of aspects of the postgraduate student experience (paragraph 16). "}]
[{"$f":"IF('> FILTER <'!B1132<>\"\",ROW(OFFSET(A1131,-1,0)),\"\")","v":1130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1132)),A1131,\"\")","v":1130},{"$f":"IFERROR(SMALL(Helper2_1,A1131),\"\")","v":1130},null,1130,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1132)),$A1131,\"\")","v":1130},{"$f":"IFERROR(SMALL(Helper2_2,A1131),\"\")","v":1130},{"$f":"COUNTIF(Helper3_1,\"=\"&G1131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1131)=1, G1131, \"\")","v":1130},{"$f":"IFERROR(SMALL(Index_2,A1131),\"\")","v":1130},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:J1131)),\"\")","v":"GLA_63"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:K1131)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:L1131)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:M1131)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:N1131)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:O1131)),\"\")","v":"63 At the time of the current ELIR, oversight of the postgraduate experience was mostly devolved to each school and/or research institute and a variety of structures are in place across the four colleges. As a result, arrangements for systematic oversight of the postgraduate student experience at university-level are complex. The University acknowledged this, but staff were confident that the structures worked and that no systemic issues had been identified."}]
[{"$f":"IF('> FILTER <'!B1133<>\"\",ROW(OFFSET(A1132,-1,0)),\"\")","v":1131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1133)),A1132,\"\")","v":1131},{"$f":"IFERROR(SMALL(Helper2_1,A1132),\"\")","v":1131},null,1131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1133)),$A1132,\"\")","v":1131},{"$f":"IFERROR(SMALL(Helper2_2,A1132),\"\")","v":1131},{"$f":"COUNTIF(Helper3_1,\"=\"&G1132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1132)=1, G1132, \"\")","v":1131},{"$f":"IFERROR(SMALL(Index_2,A1132),\"\")","v":1131},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:J1132)),\"\")","v":"GLA_64"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:K1132)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:L1132)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:M1132)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:N1132)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:O1132)),\"\")","v":"64 The 2014 ELIR report recommended that the University should reflect on how the graduate schools maintain oversight of the holistic postgraduate student experience. The University recognises that there is still a need for clear ownership of the postgraduate taught student experience through institutional committee structures and has reviewed its approach and developed a number of options for change which were currently under consideration. Staff reported that there was some oversight of the totality of the postgraduate experience at the Deans of Graduate Studies Committee, where there was also consideration of the Postgraduate Research Experience Survey, although formal remit of the committee does not include analysis of postgraduate annual monitoring processes (paragraphs 117 and 138). Overall satisfaction of PGTs is marginally below sector averages, based on the results of the Postgraduate Taught Experience Survey data, and somewhat below that of the University's undergraduate students. As a result, the ELIR team would encourage the University to continue to progress quickly with work in this area, especially in light of its intention to grow postgraduate numbers."}]
[{"$f":"IF('> FILTER <'!B1134<>\"\",ROW(OFFSET(A1133,-1,0)),\"\")","v":1132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1134)),A1133,\"\")","v":1132},{"$f":"IFERROR(SMALL(Helper2_1,A1133),\"\")","v":1132},null,1132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1134)),$A1133,\"\")","v":1132},{"$f":"IFERROR(SMALL(Helper2_2,A1133),\"\")","v":1132},{"$f":"COUNTIF(Helper3_1,\"=\"&G1133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1133)=1, G1133, \"\")","v":1132},{"$f":"IFERROR(SMALL(Index_2,A1133),\"\")","v":1132},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:J1133)),\"\")","v":"GLA_65"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:K1133)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:L1133)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:M1133)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:N1133)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:O1133)),\"\")","v":"65 LEADS deliver a three-hour compulsory training course for all Graduate Teaching Assistants (GTAs) which can be supplemented by optional additional training courses. These programmes have received positive reviews from staff and postgraduate students, however, during the ELIR visits, some students raised concerns about the level of supervision and monitoring provided to GTAs for marking students' assessed work. Support for GTAs on assessment and feedback will form part of the work of the Assessment and Feedback transformation project (paragraphs 7, 53-58, 76 and 80)."}]
[{"$f":"IF('> FILTER <'!B1135<>\"\",ROW(OFFSET(A1134,-1,0)),\"\")","v":1133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1135)),A1134,\"\")","v":1133},{"$f":"IFERROR(SMALL(Helper2_1,A1134),\"\")","v":1133},null,1133,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1135)),$A1134,\"\")","v":1133},{"$f":"IFERROR(SMALL(Helper2_2,A1134),\"\")","v":1133},{"$f":"COUNTIF(Helper3_1,\"=\"&G1134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1134)=1, G1134, \"\")","v":1133},{"$f":"IFERROR(SMALL(Index_2,A1134),\"\")","v":1133},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:J1134)),\"\")","v":"GLA_66"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:K1134)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:L1134)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:M1134)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:N1134)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:O1134)),\"\")","v":"66 The University has effective arrangements in place to review and enhance the learning environment it offers to students and the ELIR team found evidence to indicate a clear commitment to pedagogic enhancements achieved through the effective use of the learning environment. Campus redevelopment is underway to improve the physical and technological infrastructure in line with the University's vision and the need to accommodate an increasing number of students (paragraph 9). "}]
[{"$f":"IF('> FILTER <'!B1136<>\"\",ROW(OFFSET(A1135,-1,0)),\"\")","v":1134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1136)),A1135,\"\")","v":1134},{"$f":"IFERROR(SMALL(Helper2_1,A1135),\"\")","v":1134},null,1134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1136)),$A1135,\"\")","v":1134},{"$f":"IFERROR(SMALL(Helper2_2,A1135),\"\")","v":1134},{"$f":"COUNTIF(Helper3_1,\"=\"&G1135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1135)=1, G1135, \"\")","v":1134},{"$f":"IFERROR(SMALL(Index_2,A1135),\"\")","v":1134},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:J1135)),\"\")","v":"GLA_67"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:K1135)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:L1135)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:M1135)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:N1135)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:O1135)),\"\")","v":"67 The University has created Technology Enhanced Active Learning (TEAL) spaces which allow for more collaborative and active ways of learning. The ELIR team learned that these have encouraged different ways of delivering learning and teaching and there is an indication from class representatives that there is an appetite for more interactive classes. The spaces are supported by high density Wi-Fi, upgrades to AV/IT and collaboration software. Students spoke very highly about IT support within the University. Developments have also included improvement to video conferencing facilities to support TNE and international teaching collaboration. This work has involved many stakeholders across the University through the Refurbishment Working Group which includes academic, student and professional services representation. The James McCune Smith Learning Hub (paragraph 4) is intended to further support changes in the way teaching is delivered and alleviate pressure on the University library by providing additional teaching and self-directed study space. "}]
[{"$f":"IF('> FILTER <'!B1137<>\"\",ROW(OFFSET(A1136,-1,0)),\"\")","v":1135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1137)),A1136,\"\")","v":1135},{"$f":"IFERROR(SMALL(Helper2_1,A1136),\"\")","v":1135},null,1135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1137)),$A1136,\"\")","v":1135},{"$f":"IFERROR(SMALL(Helper2_2,A1136),\"\")","v":1135},{"$f":"COUNTIF(Helper3_1,\"=\"&G1136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1136)=1, G1136, \"\")","v":1135},{"$f":"IFERROR(SMALL(Index_2,A1136),\"\")","v":1135},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:J1136)),\"\")","v":"GLA_67"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:K1136)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:L1136)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:M1136)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:N1136)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:O1136)),\"\")","v":"67 The University has created Technology Enhanced Active Learning (TEAL) spaces which allow for more collaborative and active ways of learning. The ELIR team learned that these have encouraged different ways of delivering learning and teaching and there is an indication from class representatives that there is an appetite for more interactive classes. The spaces are supported by high density Wi-Fi, upgrades to AV/IT and collaboration software. Students spoke very highly about IT support within the University. Developments have also included improvement to video conferencing facilities to support TNE and international teaching collaboration. This work has involved many stakeholders across the University through the Refurbishment Working Group which includes academic, student and professional services representation. The James McCune Smith Learning Hub (paragraph 4) is intended to further support changes in the way teaching is delivered and alleviate pressure on the University library by providing additional teaching and self-directed study space. "}]
[{"$f":"IF('> FILTER <'!B1138<>\"\",ROW(OFFSET(A1137,-1,0)),\"\")","v":1136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1138)),A1137,\"\")","v":1136},{"$f":"IFERROR(SMALL(Helper2_1,A1137),\"\")","v":1136},null,1136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1138)),$A1137,\"\")","v":1136},{"$f":"IFERROR(SMALL(Helper2_2,A1137),\"\")","v":1136},{"$f":"COUNTIF(Helper3_1,\"=\"&G1137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1137)=1, G1137, \"\")","v":1136},{"$f":"IFERROR(SMALL(Index_2,A1137),\"\")","v":1136},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:J1137)),\"\")","v":"GLA_68"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:K1137)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:L1137)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:M1137)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:N1137)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:O1137)),\"\")","v":"68 Feedback from students indicates high levels of satisfaction with the quality of existing teaching and learning resources (including spaces and technology), for example, the 2018 NSS data showed satisfaction at nearly 10% above UK sector averages. Nevertheless, with increasing student numbers (paragraphs 8-9), one of the current issues remains the lack of learning and teaching space. Students who met the ELIR team commented that pressure on University teaching space sometimes had a detrimental effect, especially in view of the continuing increase in student numbers throughout the period of the campus redevelopment and refurbishment. However, overall, students agreed that the changes were exciting and positive, and that there were appropriate measures in place to mitigate the impact on current students in order to maintain a positive student experience (paragraph 12). There would be benefit in the University continuing to keep the impact of the campus redevelopment on current students under review with a view to ensuring that adequate resources and learning spaces are available to all students."}]
[{"$f":"IF('> FILTER <'!B1139<>\"\",ROW(OFFSET(A1138,-1,0)),\"\")","v":1137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1139)),A1138,\"\")","v":1137},{"$f":"IFERROR(SMALL(Helper2_1,A1138),\"\")","v":1137},null,1137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1139)),$A1138,\"\")","v":1137},{"$f":"IFERROR(SMALL(Helper2_2,A1138),\"\")","v":1137},{"$f":"COUNTIF(Helper3_1,\"=\"&G1138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1138)=1, G1138, \"\")","v":1137},{"$f":"IFERROR(SMALL(Index_2,A1138),\"\")","v":1137},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:J1138)),\"\")","v":"GLA_68"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:K1138)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:L1138)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:M1138)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:N1138)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:O1138)),\"\")","v":"68 Feedback from students indicates high levels of satisfaction with the quality of existing teaching and learning resources (including spaces and technology), for example, the 2018 NSS data showed satisfaction at nearly 10% above UK sector averages. Nevertheless, with increasing student numbers (paragraphs 8-9), one of the current issues remains the lack of learning and teaching space. Students who met the ELIR team commented that pressure on University teaching space sometimes had a detrimental effect, especially in view of the continuing increase in student numbers throughout the period of the campus redevelopment and refurbishment. However, overall, students agreed that the changes were exciting and positive, and that there were appropriate measures in place to mitigate the impact on current students in order to maintain a positive student experience (paragraph 12). There would be benefit in the University continuing to keep the impact of the campus redevelopment on current students under review with a view to ensuring that adequate resources and learning spaces are available to all students."}]
[{"$f":"IF('> FILTER <'!B1140<>\"\",ROW(OFFSET(A1139,-1,0)),\"\")","v":1138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1140)),A1139,\"\")","v":1138},{"$f":"IFERROR(SMALL(Helper2_1,A1139),\"\")","v":1138},null,1138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1140)),$A1139,\"\")","v":1138},{"$f":"IFERROR(SMALL(Helper2_2,A1139),\"\")","v":1138},{"$f":"COUNTIF(Helper3_1,\"=\"&G1139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1139)=1, G1139, \"\")","v":1138},{"$f":"IFERROR(SMALL(Index_2,A1139),\"\")","v":1138},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:J1139)),\"\")","v":"GLA_69"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:K1139)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:L1139)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:M1139)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:N1139)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:O1139)),\"\")","v":"69 The first phase of the University project for Blended and Online Learning Development (BOLD) considered how best to support the development of online       distance-learning. The second phase of the project considered how to expand online distance-learning and saw the number of programmes increase from three to 24, with a significant increase in students studying via this route (paragraph 9). The work highlighted the need for staff to develop their capabilities in writing online teaching material, provide more support for their students and to make much wider use of technology-enhanced learning across campus.  "}]
[{"$f":"IF('> FILTER <'!B1141<>\"\",ROW(OFFSET(A1140,-1,0)),\"\")","v":1139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1141)),A1140,\"\")","v":1139},{"$f":"IFERROR(SMALL(Helper2_1,A1140),\"\")","v":1139},null,1139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1141)),$A1140,\"\")","v":1139},{"$f":"IFERROR(SMALL(Helper2_2,A1140),\"\")","v":1139},{"$f":"COUNTIF(Helper3_1,\"=\"&G1140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1140)=1, G1140, \"\")","v":1139},{"$f":"IFERROR(SMALL(Index_2,A1140),\"\")","v":1139},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:J1140)),\"\")","v":"GLA_69"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:K1140)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:L1140)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:M1140)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:N1140)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:O1140)),\"\")","v":"69 The first phase of the University project for Blended and Online Learning Development (BOLD) considered how best to support the development of online       distance-learning. The second phase of the project considered how to expand online distance-learning and saw the number of programmes increase from three to 24, with a significant increase in students studying via this route (paragraph 9). The work highlighted the need for staff to develop their capabilities in writing online teaching material, provide more support for their students and to make much wider use of technology-enhanced learning across campus.  "}]
[{"$f":"IF('> FILTER <'!B1142<>\"\",ROW(OFFSET(A1141,-1,0)),\"\")","v":1140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1142)),A1141,\"\")","v":1140},{"$f":"IFERROR(SMALL(Helper2_1,A1141),\"\")","v":1140},null,1140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1142)),$A1141,\"\")","v":1140},{"$f":"IFERROR(SMALL(Helper2_2,A1141),\"\")","v":1140},{"$f":"COUNTIF(Helper3_1,\"=\"&G1141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1141)=1, G1141, \"\")","v":1140},{"$f":"IFERROR(SMALL(Index_2,A1141),\"\")","v":1140},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:J1141)),\"\")","v":"GLA_70"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:K1141)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:L1141)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:M1141)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:N1141)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:O1141)),\"\")","v":"70 The University has established a framework for supporting student and staff transitions into the blended and online learning environment, and a number of resources have been developed as a result. These include a multimedia resource to motivate and inspire staff to become involved in developing online and blended learning, and the introduction of an induction course to assist students transitioning into blended learning and online learning. In parallel, there has been a growing range of activity focused on massive open online courses (MOOCs) which has further contributed to establishing a cohort of staff who are actively engaged in teaching in an online space. This expertise is now supporting the development of online Masters programmes. Senior staff commented during the current ELIR that the project has offered students a much richer experience than they would have had solely in a classroom environment. To share learning from BOLD, the University recently held a showcase event to disseminate the outcomes of several of the projects."}]
[{"$f":"IF('> FILTER <'!B1143<>\"\",ROW(OFFSET(A1142,-1,0)),\"\")","v":1141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1143)),A1142,\"\")","v":1141},{"$f":"IFERROR(SMALL(Helper2_1,A1142),\"\")","v":1141},null,1141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1143)),$A1142,\"\")","v":1141},{"$f":"IFERROR(SMALL(Helper2_2,A1142),\"\")","v":1141},{"$f":"COUNTIF(Helper3_1,\"=\"&G1142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1142)=1, G1142, \"\")","v":1141},{"$f":"IFERROR(SMALL(Index_2,A1142),\"\")","v":1141},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:J1142)),\"\")","v":"GLA_71"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:K1142)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:L1142)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:M1142)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:N1142)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:O1142)),\"\")","v":"71 Effective support for digital education is provided by LEADS, with academic staff commenting during the ELIR that this empowered them to initiate programmes that would not have been developed otherwise. An Online Distance Learning Board, convened by the Assistant Vice-Principal (Digital Education), has been established to foster effective communication and coordination of activity across the institution."}]
[{"$f":"IF('> FILTER <'!B1144<>\"\",ROW(OFFSET(A1143,-1,0)),\"\")","v":1142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1144)),A1143,\"\")","v":1142},{"$f":"IFERROR(SMALL(Helper2_1,A1143),\"\")","v":1142},null,1142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1144)),$A1143,\"\")","v":1142},{"$f":"IFERROR(SMALL(Helper2_2,A1143),\"\")","v":1142},{"$f":"COUNTIF(Helper3_1,\"=\"&G1143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1143)=1, G1143, \"\")","v":1142},{"$f":"IFERROR(SMALL(Index_2,A1143),\"\")","v":1142},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:J1143)),\"\")","v":"GLA_72"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:K1143)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:L1143)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:M1143)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:N1143)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:O1143)),\"\")","v":"72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B1145<>\"\",ROW(OFFSET(A1144,-1,0)),\"\")","v":1143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1145)),A1144,\"\")","v":1143},{"$f":"IFERROR(SMALL(Helper2_1,A1144),\"\")","v":1143},null,1143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1145)),$A1144,\"\")","v":1143},{"$f":"IFERROR(SMALL(Helper2_2,A1144),\"\")","v":1143},{"$f":"COUNTIF(Helper3_1,\"=\"&G1144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1144)=1, G1144, \"\")","v":1143},{"$f":"IFERROR(SMALL(Index_2,A1144),\"\")","v":1143},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:J1144)),\"\")","v":"GLA_72"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:K1144)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:L1144)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:M1144)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:N1144)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:O1144)),\"\")","v":"72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B1146<>\"\",ROW(OFFSET(A1145,-1,0)),\"\")","v":1144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1146)),A1145,\"\")","v":1144},{"$f":"IFERROR(SMALL(Helper2_1,A1145),\"\")","v":1144},null,1144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1146)),$A1145,\"\")","v":1144},{"$f":"IFERROR(SMALL(Helper2_2,A1145),\"\")","v":1144},{"$f":"COUNTIF(Helper3_1,\"=\"&G1145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1145)=1, G1145, \"\")","v":1144},{"$f":"IFERROR(SMALL(Index_2,A1145),\"\")","v":1144},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:J1145)),\"\")","v":"GLA_72"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:K1145)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:L1145)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:M1145)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:N1145)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:O1145)),\"\")","v":"72 Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a robust student representation system - which is in operation across all schools and colleges - and the partnership working between the University and the SRC on a range of projects, which is making significant impact on the student learning experience. A variety of student feedback opportunities are provided, and students consider that the University acts on the feedback it receives. It is clear that the University has a strong and productive relationship with the SRC, which is commended, and that the University has made positive moves to engage the wider student body on formal committees and in the range of strategic projects underway. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B1147<>\"\",ROW(OFFSET(A1146,-1,0)),\"\")","v":1145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1147)),A1146,\"\")","v":1145},{"$f":"IFERROR(SMALL(Helper2_1,A1146),\"\")","v":1145},null,1145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1147)),$A1146,\"\")","v":1145},{"$f":"IFERROR(SMALL(Helper2_2,A1146),\"\")","v":1145},{"$f":"COUNTIF(Helper3_1,\"=\"&G1146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1146)=1, G1146, \"\")","v":1145},{"$f":"IFERROR(SMALL(Index_2,A1146),\"\")","v":1145},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:J1146)),\"\")","v":"GLA_73"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:K1146)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:L1146)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:M1146)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:N1146)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:O1146)),\"\")","v":"73 Data and sector benchmarks are used effectively to underpin and inform the University's wide range of approaches to widening access. This is having a positive impact on the ability of students to succeed and the University's targets are consistently achieved. Through its proactive approach, the University is influencing the wider sector on its range of activity and research-informed approach. The University is commended for its strategic approach to widening access, which it continues to proactively develop and expand through engagement with a wide variety of stakeholders."}]
[{"$f":"IF('> FILTER <'!B1148<>\"\",ROW(OFFSET(A1147,-1,0)),\"\")","v":1146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1148)),A1147,\"\")","v":1146},{"$f":"IFERROR(SMALL(Helper2_1,A1147),\"\")","v":1146},null,1146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1148)),$A1147,\"\")","v":1146},{"$f":"IFERROR(SMALL(Helper2_2,A1147),\"\")","v":1146},{"$f":"COUNTIF(Helper3_1,\"=\"&G1147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1147)=1, G1147, \"\")","v":1146},{"$f":"IFERROR(SMALL(Index_2,A1147),\"\")","v":1146},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:J1147)),\"\")","v":"GLA_73"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:K1147)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:L1147)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:M1147)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:N1147)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:O1147)),\"\")","v":"73 Data and sector benchmarks are used effectively to underpin and inform the University's wide range of approaches to widening access. This is having a positive impact on the ability of students to succeed and the University's targets are consistently achieved. Through its proactive approach, the University is influencing the wider sector on its range of activity and research-informed approach. The University is commended for its strategic approach to widening access, which it continues to proactively develop and expand through engagement with a wide variety of stakeholders."}]
[{"$f":"IF('> FILTER <'!B1149<>\"\",ROW(OFFSET(A1148,-1,0)),\"\")","v":1147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1149)),A1148,\"\")","v":1147},{"$f":"IFERROR(SMALL(Helper2_1,A1148),\"\")","v":1147},null,1147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1149)),$A1148,\"\")","v":1147},{"$f":"IFERROR(SMALL(Helper2_2,A1148),\"\")","v":1147},{"$f":"COUNTIF(Helper3_1,\"=\"&G1148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1148)=1, G1148, \"\")","v":1147},{"$f":"IFERROR(SMALL(Index_2,A1148),\"\")","v":1147},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:J1148)),\"\")","v":"GLA_74"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:K1148)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:L1148)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:M1148)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:N1148)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:O1148)),\"\")","v":"74 The University recognises the diverse student population and has responded to equality and diversity matters with proactive campaigning, and staff development and upskilling. Outcomes are based on ambitious performance indicators which allow equality and diversity to be viewed as a core activity across the institution. In collaboration with the SRC, the University has a proactive approach to supporting the diverse needs of the student body. Equality Champions recruited from the Senior Management Group work effectively in conjunction with the SRC and the Equality and Diversity Unit. The University is commended for its approach to recognising and responding to equality and diversity in the student population."}]
[{"$f":"IF('> FILTER <'!B1150<>\"\",ROW(OFFSET(A1149,-1,0)),\"\")","v":1148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1150)),A1149,\"\")","v":1148},{"$f":"IFERROR(SMALL(Helper2_1,A1149),\"\")","v":1148},null,1148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1150)),$A1149,\"\")","v":1148},{"$f":"IFERROR(SMALL(Helper2_2,A1149),\"\")","v":1148},{"$f":"COUNTIF(Helper3_1,\"=\"&G1149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1149)=1, G1149, \"\")","v":1148},{"$f":"IFERROR(SMALL(Index_2,A1149),\"\")","v":1148},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:J1149)),\"\")","v":"GLA_75"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:K1149)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:L1149)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:M1149)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:N1149)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:O1149)),\"\")","v":"75 The University has reviewed the effectiveness of its student support services and has taken steps to improve the student experience, including conducting a significant restructure of student services. Work is continuing to address remaining challenges, especially where support is devolved. A clear action plan has been put in place that aims to achieve a greater level of integration between central and school-based services to provide clarity for both staff and students, which is positive. The University is encouraged to establish a systematic mechanism for reviewing the contribution these services make to the quality of the student experience. This is particularly important during the current time of significant change across the campus (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B1151<>\"\",ROW(OFFSET(A1150,-1,0)),\"\")","v":1149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1151)),A1150,\"\")","v":1149},{"$f":"IFERROR(SMALL(Helper2_1,A1150),\"\")","v":1149},null,1149,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1151)),$A1150,\"\")","v":1149},{"$f":"IFERROR(SMALL(Helper2_2,A1150),\"\")","v":1149},{"$f":"COUNTIF(Helper3_1,\"=\"&G1150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1150)=1, G1150, \"\")","v":1149},{"$f":"IFERROR(SMALL(Index_2,A1150),\"\")","v":1149},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:J1150)),\"\")","v":"GLA_76"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:K1150)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:L1150)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:M1150)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:N1150)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:O1150)),\"\")","v":"76 A range of positive work on assessment practice is taking place through the Assessment and Feedback Working Group, Assessment and Feedback transformation project and other initiatives. As part of work that is underway, the University should ensure that staff communicate consistently to students where the stated institutional policy expectations on turnaround time will not be met."}]
[{"$f":"IF('> FILTER <'!B1152<>\"\",ROW(OFFSET(A1151,-1,0)),\"\")","v":1150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1152)),A1151,\"\")","v":1150},{"$f":"IFERROR(SMALL(Helper2_1,A1151),\"\")","v":1150},null,1150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1152)),$A1151,\"\")","v":1150},{"$f":"IFERROR(SMALL(Helper2_2,A1151),\"\")","v":1150},{"$f":"COUNTIF(Helper3_1,\"=\"&G1151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1151)=1, G1151, \"\")","v":1150},{"$f":"IFERROR(SMALL(Index_2,A1151),\"\")","v":1150},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:J1151)),\"\")","v":"GLA_77"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:K1151)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:L1151)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:M1151)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:N1151)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:O1151)),\"\")","v":"77 The University has strengthened its approach to developing the academic skills of its students through the Academic Writing Skills Programme. The mandatory institution-wide course aims to improve the academic writing skills of all taught students. In addition to the benefits expected from the programme, its implementation has led to increased student engagement with other academic support provided by LEADS."}]
[{"$f":"IF('> FILTER <'!B1153<>\"\",ROW(OFFSET(A1152,-1,0)),\"\")","v":1151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1153)),A1152,\"\")","v":1151},{"$f":"IFERROR(SMALL(Helper2_1,A1152),\"\")","v":1151},null,1151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1153)),$A1152,\"\")","v":1151},{"$f":"IFERROR(SMALL(Helper2_2,A1152),\"\")","v":1151},{"$f":"COUNTIF(Helper3_1,\"=\"&G1152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1152)=1, G1152, \"\")","v":1151},{"$f":"IFERROR(SMALL(Index_2,A1152),\"\")","v":1151},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:J1152)),\"\")","v":"GLA_78"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:K1152)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:L1152)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:M1152)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:N1152)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:O1152)),\"\")","v":"78 The University recognises a number of limitations in the advising system for PGTs which may be contributing to lower levels of satisfaction among this student cohort. In light of the differing models operating across the colleges, the University should make certain that the arrangements in place for advising postgraduate taught students, are communicated clearly to the students, in particular, identifying their designated advisor/advisory team at an early stage and outlining their role and responsibilities. "}]
[{"$f":"IF('> FILTER <'!B1154<>\"\",ROW(OFFSET(A1153,-1,0)),\"\")","v":1152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1154)),A1153,\"\")","v":1152},{"$f":"IFERROR(SMALL(Helper2_1,A1153),\"\")","v":1152},null,1152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1154)),$A1153,\"\")","v":1152},{"$f":"IFERROR(SMALL(Helper2_2,A1153),\"\")","v":1152},{"$f":"COUNTIF(Helper3_1,\"=\"&G1153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1153)=1, G1153, \"\")","v":1152},{"$f":"IFERROR(SMALL(Index_2,A1153),\"\")","v":1152},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:J1153)),\"\")","v":"GLA_79"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:K1153)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:L1153)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:M1153)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:N1153)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:O1153)),\"\")","v":"79 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, supplementing the management information available from its data warehouse with extensive use of external benchmarking to inform the development of its strategies and measure progress towards its strategic aims.  "}]
[{"$f":"IF('> FILTER <'!B1155<>\"\",ROW(OFFSET(A1154,-1,0)),\"\")","v":1153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1155)),A1154,\"\")","v":1153},{"$f":"IFERROR(SMALL(Helper2_1,A1154),\"\")","v":1153},null,1153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1155)),$A1154,\"\")","v":1153},{"$f":"IFERROR(SMALL(Helper2_2,A1154),\"\")","v":1153},{"$f":"COUNTIF(Helper3_1,\"=\"&G1154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1154)=1, G1154, \"\")","v":1153},{"$f":"IFERROR(SMALL(Index_2,A1154),\"\")","v":1153},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:J1154)),\"\")","v":"GLA_80"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:K1154)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:L1154)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:M1154)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:N1154)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:O1154)),\"\")","v":"80 To support its Strategic Plan 2015-20, the University embarked on the 'World Changing Glasgow' transformation project (WCG) (paragraphs 7, 53, 65 and 76), intended to deliver change across a large, complex institution, through a number of interconnected projects. The transformation programme responds to the rapid growth of the University over the past seven years with increasing numbers of international and transnational education students and anticipated changes in UK student demographics. The programme aims to identify, shape and deliver innovative initiatives that anticipate the future needs of the University, including its people, environment, systems and processes. The first projects selected include: a review of the human resources recruitment process which aims to create a simpler, more consistent approach to recruitment; an Assessment and Feedback project; the Learning and Teaching Hub development; a project considering the end-to-end student journey to include recruitment, registration and enrolment and student-selected curricula; and the transformation of professional services to make them more accessible and effective. "}]
[{"$f":"IF('> FILTER <'!B1156<>\"\",ROW(OFFSET(A1155,-1,0)),\"\")","v":1154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1156)),A1155,\"\")","v":1154},{"$f":"IFERROR(SMALL(Helper2_1,A1155),\"\")","v":1154},null,1154,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1156)),$A1155,\"\")","v":1154},{"$f":"IFERROR(SMALL(Helper2_2,A1155),\"\")","v":1154},{"$f":"COUNTIF(Helper3_1,\"=\"&G1155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1155)=1, G1155, \"\")","v":1154},{"$f":"IFERROR(SMALL(Index_2,A1155),\"\")","v":1154},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:J1155)),\"\")","v":"GLA_81"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:K1155)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:L1155)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:M1155)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:N1155)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:O1155)),\"\")","v":"81 The University's Learning and Teaching Strategy (LTS), introduced in 2014, outlines the University's vision for learning and teaching and prioritises: staff development; recognition and reward; student engagement; infrastructure and support; student experience and innovation in curriculum and pedagogy. The Strategy was reviewed in 2017-18, resulting in closer alignment with the Digital Learning Strategy. The review highlighted a number of areas for further work, and under the broad title of curriculum innovation, several projects were planned that included student choice, interdisciplinary learning and internationalisation of the curriculum. The University's Internationalisation Strategy focuses on: external engagement; student recruitment and mobility; research; curriculum development aligned to the LTS and staff support. The ELIR team learned that internationalisation of the curriculum would be re-emphasised in the coming years as the University reviews its internationalisation strategy in 2020."}]
[{"$f":"IF('> FILTER <'!B1157<>\"\",ROW(OFFSET(A1156,-1,0)),\"\")","v":1155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1157)),A1156,\"\")","v":1155},{"$f":"IFERROR(SMALL(Helper2_1,A1156),\"\")","v":1155},null,1155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1157)),$A1156,\"\")","v":1155},{"$f":"IFERROR(SMALL(Helper2_2,A1156),\"\")","v":1155},{"$f":"COUNTIF(Helper3_1,\"=\"&G1156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1156)=1, G1156, \"\")","v":1155},{"$f":"IFERROR(SMALL(Index_2,A1156),\"\")","v":1155},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:J1156)),\"\")","v":"GLA_82"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:K1156)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:L1156)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:M1156)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:N1156)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:O1156)),\"\")","v":"82 Following a restructure, the Learning and Teaching Strategy is led by the Vice-Principal (Academic and Educational Innovation), who is a member of the Senior Management Group. The Vice-Principal is supported by an Assistant Vice-Principal (Learning and Teaching) and an Assistant Vice-Principal (Digital Education). All three chair or are members of the main learning and teaching oversight committees. The University Learning and Teaching Committee (LTC) takes overall responsibility for this area and advises the Education Policy and Strategy Committee (EdPSC) on good practice, contributes to the development of the Learning and Teaching Strategy, and monitors sector developments. The committee membership includes four SRC subject conveners."}]
[{"$f":"IF('> FILTER <'!B1158<>\"\",ROW(OFFSET(A1157,-1,0)),\"\")","v":1156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1158)),A1157,\"\")","v":1156},{"$f":"IFERROR(SMALL(Helper2_1,A1157),\"\")","v":1156},null,1156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1158)),$A1157,\"\")","v":1156},{"$f":"IFERROR(SMALL(Helper2_2,A1157),\"\")","v":1156},{"$f":"COUNTIF(Helper3_1,\"=\"&G1157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1157)=1, G1157, \"\")","v":1156},{"$f":"IFERROR(SMALL(Index_2,A1157),\"\")","v":1156},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:J1157)),\"\")","v":"GLA_83"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:K1157)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:L1157)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:M1157)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:N1157)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:O1157)),\"\")","v":"83 The ELIR team learned that the colleges each have different support structures for learning and teaching and that the autonomy of the colleges allows each to meet the strategic aim of connected but distributed leadership. Each college has a Dean of Learning and Teaching, whose role is focused on undergraduate provision, except for the College of Science and Engineering. The University Learning and Teaching Committee seeks to ensure there is equal consideration given to postgraduate taught studies by working closely with the Deans of Graduate Studies, but the University recognises this is an area for development which was under review at the time of the current ELIR (paragraphs 63-64). The University considers the Deans of Learning and Teaching are crucial to effective communication across the institution, working with their respective Vice-Principal and Head of College. They are members of their College Management Group and take responsibility for a wide range of activities, including convening Boards of Studies, appeals and progress committees and working with key role holders to coordinate the delivery of all aspects of teaching, learning and enhancement.  "}]
[{"$f":"IF('> FILTER <'!B1159<>\"\",ROW(OFFSET(A1158,-1,0)),\"\")","v":1157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1159)),A1158,\"\")","v":1157},{"$f":"IFERROR(SMALL(Helper2_1,A1158),\"\")","v":1157},null,1157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1159)),$A1158,\"\")","v":1157},{"$f":"IFERROR(SMALL(Helper2_2,A1158),\"\")","v":1157},{"$f":"COUNTIF(Helper3_1,\"=\"&G1158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1158)=1, G1158, \"\")","v":1157},{"$f":"IFERROR(SMALL(Index_2,A1158),\"\")","v":1157},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:J1158)),\"\")","v":"GLA_84"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:K1158)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:L1158)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:M1158)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:N1158)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:O1158)),\"\")","v":"84 College learning and teaching committees are responsible for approving and implementing the college learning and teaching plans, which operate alongside NSS action plans. Schools and research institutes have structures in place for the oversight of learning and teaching, although the nature of the posts and structures varies. Each school has a Learning and Teaching Committee which is chaired by the School Convenor, Director or Lead for Learning and Teaching. The University stated that the variation in nomenclature does not cause problems in practice."}]
[{"$f":"IF('> FILTER <'!B1160<>\"\",ROW(OFFSET(A1159,-1,0)),\"\")","v":1158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1160)),A1159,\"\")","v":1158},{"$f":"IFERROR(SMALL(Helper2_1,A1159),\"\")","v":1158},null,1158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1160)),$A1159,\"\")","v":1158},{"$f":"IFERROR(SMALL(Helper2_2,A1159),\"\")","v":1158},{"$f":"COUNTIF(Helper3_1,\"=\"&G1159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1159)=1, G1159, \"\")","v":1158},{"$f":"IFERROR(SMALL(Index_2,A1159),\"\")","v":1158},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:J1159)),\"\")","v":"GLA_85"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:K1159)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:L1159)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:M1159)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:N1159)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:O1159)),\"\")","v":"85 In line with sector practice, the University has engaged with the Enhancement Themes with different levels of intensity depending on the focus of each Theme and how closely the Theme relates to its strategic objectives. The ELIR team heard about a number of initiatives that have arisen as a result of Theme work."}]
[{"$f":"IF('> FILTER <'!B1161<>\"\",ROW(OFFSET(A1160,-1,0)),\"\")","v":1159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1161)),A1160,\"\")","v":1159},{"$f":"IFERROR(SMALL(Helper2_1,A1160),\"\")","v":1159},null,1159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1161)),$A1160,\"\")","v":1159},{"$f":"IFERROR(SMALL(Helper2_2,A1160),\"\")","v":1159},{"$f":"COUNTIF(Helper3_1,\"=\"&G1160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1160)=1, G1160, \"\")","v":1159},{"$f":"IFERROR(SMALL(Index_2,A1160),\"\")","v":1159},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:J1160)),\"\")","v":"GLA_86"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:K1160)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:L1160)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:M1160)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:N1160)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:O1160)),\"\")","v":"86 The Leading Enhancements in Assessment and Feedback project emerged from work related to the 2011-14 Enhancement Theme, Developing and Supporting the Curriculum (DSC) and resulted in the development of an assessment and feedback toolkit, which has been well received by staff and students (paragraphs 55 and 58)."}]
[{"$f":"IF('> FILTER <'!B1162<>\"\",ROW(OFFSET(A1161,-1,0)),\"\")","v":1160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1162)),A1161,\"\")","v":1160},{"$f":"IFERROR(SMALL(Helper2_1,A1161),\"\")","v":1160},null,1160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1162)),$A1161,\"\")","v":1160},{"$f":"IFERROR(SMALL(Helper2_2,A1161),\"\")","v":1160},{"$f":"COUNTIF(Helper3_1,\"=\"&G1161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1161)=1, G1161, \"\")","v":1160},{"$f":"IFERROR(SMALL(Index_2,A1161),\"\")","v":1160},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:J1161)),\"\")","v":"GLA_87"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:K1161)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:L1161)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:M1161)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:N1161)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:O1161)),\"\")","v":"87 The Student Transitions Enhancement Theme which underpinned a number of developments, resulted in a range of resources being made available across the University and was seen as an opportunity to work on student transitions into blended and online learning, building on recent investment into expansion of the University's portfolio of online courses and programmes under the BOLD project (paragraphs 37 and 69). Examples of work undertaken include: a framework for supporting understanding of student and staff transitions into blended/online learning; resources to help staff developing online provision and an elective course for staff offered as part of the Postgraduate Certificate in Academic Practice (PGCAP) 'Technology-Enhanced Learning and Teaching' - the content of which was directly informed by Enhancement Theme activity. In addition, the University indicated that one of the anticipated outcomes of its work on this Theme was ensuring that discussion around transitions to blended and online learning would feature more prominently across the University. This has been incorporated into the Transitions Working Group remit - which has a focus on academic transition into, through and out of the University for all taught undergraduate and taught postgraduate students - and the work of the University's Retention and Success Working Group."}]
[{"$f":"IF('> FILTER <'!B1163<>\"\",ROW(OFFSET(A1162,-1,0)),\"\")","v":1161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1163)),A1162,\"\")","v":1161},{"$f":"IFERROR(SMALL(Helper2_1,A1162),\"\")","v":1161},null,1161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1163)),$A1162,\"\")","v":1161},{"$f":"IFERROR(SMALL(Helper2_2,A1162),\"\")","v":1161},{"$f":"COUNTIF(Helper3_1,\"=\"&G1162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1162)=1, G1162, \"\")","v":1161},{"$f":"IFERROR(SMALL(Index_2,A1162),\"\")","v":1161},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:J1162)),\"\")","v":"GLA_88"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:K1162)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:L1162)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:M1162)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:N1162)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:O1162)),\"\")","v":"88 The current Theme, Evidence for Enhancement, has provided an opportunity for the University to explore how better use can be made of data in decision-making processes, with an explicit emphasis on enhancing the student experience. The data warehouse has been created, together with several tools to access and interrogate the data, and this is starting to be used by staff in strategic and operational quality assurance and enhancement processes. Senior staff also outlined that work was ongoing with the SRC as part of the Theme to create a student representation toolkit which will guide the engagement between students and staff and showcase good practice in student representation activity (paragraph 24). Additionally, the Planning and Business Intelligence team is working closely with the wider community to expand provision of usable data to support evidence-based decision-making around the student experience and student attainment (paragraph 142)."}]
[{"$f":"IF('> FILTER <'!B1164<>\"\",ROW(OFFSET(A1163,-1,0)),\"\")","v":1162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1164)),A1163,\"\")","v":1162},{"$f":"IFERROR(SMALL(Helper2_1,A1163),\"\")","v":1162},null,1162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1164)),$A1163,\"\")","v":1162},{"$f":"IFERROR(SMALL(Helper2_2,A1163),\"\")","v":1162},{"$f":"COUNTIF(Helper3_1,\"=\"&G1163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1163)=1, G1163, \"\")","v":1162},{"$f":"IFERROR(SMALL(Index_2,A1163),\"\")","v":1162},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:J1163)),\"\")","v":"GLA_89"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:K1163)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:L1163)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:M1163)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:N1163)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:O1163)),\"\")","v":"89 The University has an effective approach to engaging with the national Enhancement Themes which are a key external reference point for the University and make a demonstrable contribution to policy and practice aimed at enhancing learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1165<>\"\",ROW(OFFSET(A1164,-1,0)),\"\")","v":1163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1165)),A1164,\"\")","v":1163},{"$f":"IFERROR(SMALL(Helper2_1,A1164),\"\")","v":1163},null,1163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1165)),$A1164,\"\")","v":1163},{"$f":"IFERROR(SMALL(Helper2_2,A1164),\"\")","v":1163},{"$f":"COUNTIF(Helper3_1,\"=\"&G1164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1164)=1, G1164, \"\")","v":1163},{"$f":"IFERROR(SMALL(Index_2,A1164),\"\")","v":1163},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:J1164)),\"\")","v":"GLA_90"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:K1164)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:L1164)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:M1164)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:N1164)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:O1164)),\"\")","v":"90 The University employs a range of systematic and effective mechanisms for identifying and sharing good practice. These operate both at institutional and local levels. The University Learning and Teaching Committee, together with working groups and college and school committees, provide an overview of practices across the University. The University also makes good use of external benchmarking to identify and share examples of good practice in teaching and learning operating in other UK and global institutions in order to enhance its provision and to take account of future developments."}]
[{"$f":"IF('> FILTER <'!B1166<>\"\",ROW(OFFSET(A1165,-1,0)),\"\")","v":1164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1166)),A1165,\"\")","v":1164},{"$f":"IFERROR(SMALL(Helper2_1,A1165),\"\")","v":1164},null,1164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1166)),$A1165,\"\")","v":1164},{"$f":"IFERROR(SMALL(Helper2_2,A1165),\"\")","v":1164},{"$f":"COUNTIF(Helper3_1,\"=\"&G1165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1165)=1, G1165, \"\")","v":1164},{"$f":"IFERROR(SMALL(Index_2,A1165),\"\")","v":1164},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:J1165)),\"\")","v":"GLA_91"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:K1165)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:L1165)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:M1165)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:N1165)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:O1165)),\"\")","v":"91 The recently restructured LEADS plays an important role in identifying opportunities for sharing good practice across University and college learning and teaching committees. LEADS Academic and Digital Development Advisors are assigned to support particular colleges. Given their close proximity to practices within the colleges, they act as both repositories and reporters of current work being undertaken and foster the sharing of good practice. The LEADS Good Practice Advisor gathers examples of good practice in teaching and learning from across both the University and the wider higher education sector to disseminate across the institution."}]
[{"$f":"IF('> FILTER <'!B1167<>\"\",ROW(OFFSET(A1166,-1,0)),\"\")","v":1165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1167)),A1166,\"\")","v":1165},{"$f":"IFERROR(SMALL(Helper2_1,A1166),\"\")","v":1165},null,1165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1167)),$A1166,\"\")","v":1165},{"$f":"IFERROR(SMALL(Helper2_2,A1166),\"\")","v":1165},{"$f":"COUNTIF(Helper3_1,\"=\"&G1166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1166)=1, G1166, \"\")","v":1165},{"$f":"IFERROR(SMALL(Index_2,A1166),\"\")","v":1165},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:J1166)),\"\")","v":"GLA_92"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:K1166)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:L1166)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:M1166)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:N1166)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:O1166)),\"\")","v":"92 The ELIR team found evidence of LEADS taking responsibility for developing and adapting good practices for wider adoption across the University. Staff were very positive about the recent restructuring of LEADS, which aimed to better respond to the development need of staff and students, expressing the view that changes have led to a more coherent offer and a greater awareness and engagement with the exchange of good practice and the encouragement of further developments."}]
[{"$f":"IF('> FILTER <'!B1168<>\"\",ROW(OFFSET(A1167,-1,0)),\"\")","v":1166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1168)),A1167,\"\")","v":1166},{"$f":"IFERROR(SMALL(Helper2_1,A1167),\"\")","v":1166},null,1166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1168)),$A1167,\"\")","v":1166},{"$f":"IFERROR(SMALL(Helper2_2,A1167),\"\")","v":1166},{"$f":"COUNTIF(Helper3_1,\"=\"&G1167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1167)=1, G1167, \"\")","v":1166},{"$f":"IFERROR(SMALL(Index_2,A1167),\"\")","v":1166},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:J1167)),\"\")","v":"GLA_93"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:K1167)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:L1167)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:M1167)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:N1167)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:O1167)),\"\")","v":"93 The University's Annual Learning and Teaching conference (in operation for 12 years) provides a key mechanism for sharing good practice internally and for eliciting external contributions from the wider higher education sector. The two-day conference is well attended, and staff are invited to submit abstracts for a variety of presentational methods, including workshops and seminars, panel discussions and 'lightning talks'. External contributors introduce a valuable additional dimension. Staff confirmed the effectiveness of the conference to the ELIR team. As evidence of its commitment to its external outlook, the University hosted the first Times Higher Education World Teaching Excellence Summit in Glasgow in 2018, which allowed staff to engage with global leaders in the field of learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1169<>\"\",ROW(OFFSET(A1168,-1,0)),\"\")","v":1167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1169)),A1168,\"\")","v":1167},{"$f":"IFERROR(SMALL(Helper2_1,A1168),\"\")","v":1167},null,1167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1169)),$A1168,\"\")","v":1167},{"$f":"IFERROR(SMALL(Helper2_2,A1168),\"\")","v":1167},{"$f":"COUNTIF(Helper3_1,\"=\"&G1168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1168)=1, G1168, \"\")","v":1167},{"$f":"IFERROR(SMALL(Index_2,A1168),\"\")","v":1167},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:J1168)),\"\")","v":"GLA_93"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:K1168)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:L1168)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:M1168)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:N1168)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:O1168)),\"\")","v":"93 The University's Annual Learning and Teaching conference (in operation for 12 years) provides a key mechanism for sharing good practice internally and for eliciting external contributions from the wider higher education sector. The two-day conference is well attended, and staff are invited to submit abstracts for a variety of presentational methods, including workshops and seminars, panel discussions and 'lightning talks'. External contributors introduce a valuable additional dimension. Staff confirmed the effectiveness of the conference to the ELIR team. As evidence of its commitment to its external outlook, the University hosted the first Times Higher Education World Teaching Excellence Summit in Glasgow in 2018, which allowed staff to engage with global leaders in the field of learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1170<>\"\",ROW(OFFSET(A1169,-1,0)),\"\")","v":1168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1170)),A1169,\"\")","v":1168},{"$f":"IFERROR(SMALL(Helper2_1,A1169),\"\")","v":1168},null,1168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1170)),$A1169,\"\")","v":1168},{"$f":"IFERROR(SMALL(Helper2_2,A1169),\"\")","v":1168},{"$f":"COUNTIF(Helper3_1,\"=\"&G1169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1169)=1, G1169, \"\")","v":1168},{"$f":"IFERROR(SMALL(Index_2,A1169),\"\")","v":1168},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:J1169)),\"\")","v":"GLA_94"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:K1169)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:L1169)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:M1169)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:N1169)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:O1169)),\"\")","v":"94 The Learning and Teaching Development Fund (LTDF), in operation for over 20 years, is open to all staff and is designed to support innovation in learning and teaching with funding available for projects costing up to £20,000. Project proposals are required to align with priorities identified in the University Learning and Teaching Strategy and meet a series of criteria, including cost effectiveness and sustainability, and are assessed by the Learning and Teaching Committee. The risk of failure is countenanced as part of the scheme. The LTDF's track record of success was acknowledged in the 2014 ELIR. Staff who met with the ELIR team were enthusiastic about the effectiveness of the fund and its resultant projects."}]
[{"$f":"IF('> FILTER <'!B1171<>\"\",ROW(OFFSET(A1170,-1,0)),\"\")","v":1169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1171)),A1170,\"\")","v":1169},{"$f":"IFERROR(SMALL(Helper2_1,A1170),\"\")","v":1169},null,1169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1171)),$A1170,\"\")","v":1169},{"$f":"IFERROR(SMALL(Helper2_2,A1170),\"\")","v":1169},{"$f":"COUNTIF(Helper3_1,\"=\"&G1170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1170)=1, G1170, \"\")","v":1169},{"$f":"IFERROR(SMALL(Index_2,A1170),\"\")","v":1169},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:J1170)),\"\")","v":"GLA_94"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:K1170)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:L1170)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:M1170)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:N1170)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:O1170)),\"\")","v":"94 The Learning and Teaching Development Fund (LTDF), in operation for over 20 years, is open to all staff and is designed to support innovation in learning and teaching with funding available for projects costing up to £20,000. Project proposals are required to align with priorities identified in the University Learning and Teaching Strategy and meet a series of criteria, including cost effectiveness and sustainability, and are assessed by the Learning and Teaching Committee. The risk of failure is countenanced as part of the scheme. The LTDF's track record of success was acknowledged in the 2014 ELIR. Staff who met with the ELIR team were enthusiastic about the effectiveness of the fund and its resultant projects."}]
[{"$f":"IF('> FILTER <'!B1172<>\"\",ROW(OFFSET(A1171,-1,0)),\"\")","v":1170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1172)),A1171,\"\")","v":1170},{"$f":"IFERROR(SMALL(Helper2_1,A1171),\"\")","v":1170},null,1170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1172)),$A1171,\"\")","v":1170},{"$f":"IFERROR(SMALL(Helper2_2,A1171),\"\")","v":1170},{"$f":"COUNTIF(Helper3_1,\"=\"&G1171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1171)=1, G1171, \"\")","v":1170},{"$f":"IFERROR(SMALL(Index_2,A1171),\"\")","v":1170},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:J1171)),\"\")","v":"GLA_95"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:K1171)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:L1171)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:M1171)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:N1171)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:O1171)),\"\")","v":"95 University-level mechanisms are complemented by a wide range of local approaches to identifying and sharing good practice. Institutional Periodic Subject Review, together with Annual Monitoring processes, provide well-established mechanisms for the identification of good practice. Where instances of good practice are identified and endorsed through Periodic Subject Review (PSR), they are highlighted as 'commendations' which are then considered by the Academic Standards Committee. This approach is reinforced and augmented by the Senate Office which collates these examples for consideration by the Academic Standards Committee, before being passed to LEADS. Examples include learning and teaching fora, mentoring processes and local initiatives. A summary of good practice arising from the PSR process, which includes practice identified by external examiners, is disseminated by the Senate Office to the school level on an annual basis. Staff confirmed that a range of regular processes (such as Annual Monitoring Review and PSR) as well as committees (including the Staff-Student Liaison and the Deans of Graduate Studies Committees) all provide additional opportunities for sharing good practice. The ELIR team noted examples of good practice having been shared in this way."}]
[{"$f":"IF('> FILTER <'!B1173<>\"\",ROW(OFFSET(A1172,-1,0)),\"\")","v":1171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1173)),A1172,\"\")","v":1171},{"$f":"IFERROR(SMALL(Helper2_1,A1172),\"\")","v":1171},null,1171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1173)),$A1172,\"\")","v":1171},{"$f":"IFERROR(SMALL(Helper2_2,A1172),\"\")","v":1171},{"$f":"COUNTIF(Helper3_1,\"=\"&G1172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1172)=1, G1172, \"\")","v":1171},{"$f":"IFERROR(SMALL(Index_2,A1172),\"\")","v":1171},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:J1172)),\"\")","v":"GLA_96"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:K1172)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:L1172)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:M1172)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:N1172)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:O1172)),\"\")","v":"96 The University has a range of effective mechanisms for engaging, developing and supporting staff that are closely aligned with the aims of the University Learning and Teaching Strategy. Taught provision for staff in support of Learning and Teaching includes the Early Career Development Programme, Postgraduate Certificate in Academic Practice and MEd Academic Practice, as well as a range of Continuing Professional Development (CPD) which is aligned to the Learning Teaching and Scholarship (LTS) career track. The Recognising Excellence in Teaching (RET) Framework is well established, as are the Teaching Award Schemes."}]
[{"$f":"IF('> FILTER <'!B1174<>\"\",ROW(OFFSET(A1173,-1,0)),\"\")","v":1172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1174)),A1173,\"\")","v":1172},{"$f":"IFERROR(SMALL(Helper2_1,A1173),\"\")","v":1172},null,1172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1174)),$A1173,\"\")","v":1172},{"$f":"IFERROR(SMALL(Helper2_2,A1173),\"\")","v":1172},{"$f":"COUNTIF(Helper3_1,\"=\"&G1173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1173)=1, G1173, \"\")","v":1172},{"$f":"IFERROR(SMALL(Index_2,A1173),\"\")","v":1172},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:J1173)),\"\")","v":"GLA_97"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:K1173)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:L1173)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:M1173)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:N1173)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:O1173)),\"\")","v":"97 The University identified staff development and engagement as one of its areas of contextual focus for the current ELIR in response to the recommendation in the 2014 ELIR report asking the University to 'continue developing its promotions criteria and the process for supporting the career development of staff on teaching, learning and scholarship contracts'. During the current ELIR, staff commented positively on the developments."}]
[{"$f":"IF('> FILTER <'!B1175<>\"\",ROW(OFFSET(A1174,-1,0)),\"\")","v":1173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1175)),A1174,\"\")","v":1173},{"$f":"IFERROR(SMALL(Helper2_1,A1174),\"\")","v":1173},null,{"$f":"ROW(OFFSET(E1174,-1,0))","v":1173},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1175)),$A1174,\"\")","v":1173},{"$f":"IFERROR(SMALL(Helper2_2,A1174),\"\")","v":1173},{"$f":"COUNTIF(Helper3_1,\"=\"&G1174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1174)=1, G1174, \"\")","v":1173},{"$f":"IFERROR(SMALL(Index_2,A1174),\"\")","v":1173},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:J1174)),\"\")","v":"GLA_98"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:K1174)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:L1174)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:M1174)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:N1174)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:O1174)),\"\")","v":"98 The University has made demonstrable progress in this area by revising the Learning, Teaching and Scholarship (LTS) career track, providing clear promotion criteria and providing support through existing mechanisms such as the Early Career Development programme (ECDP). All new academic staff, regardless of their chosen career track, participate in the ECDP, the main elements of which are Research, Knowledge Exchange and Impact; Teaching, Learning and Scholarship; and Leadership, Management and Personal Effectiveness. This programme is designed to embed a culture of professional development and effectiveness, and to support progression and promotion to senior lecturer and professorial status. The ECDP has been designed to ensure that there is comparable provision for staff on the LTS and those on research and teaching contracts. Staff attested to the effectiveness of the programme and commented that, in parallel to changes to the LTS career track, there was increased emphasis on learning and teaching in the Research and Teaching (R&T) track. "}]
[{"$f":"IF('> FILTER <'!B1176<>\"\",ROW(OFFSET(A1175,-1,0)),\"\")","v":1174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1176)),A1175,\"\")","v":1174},{"$f":"IFERROR(SMALL(Helper2_1,A1175),\"\")","v":1174},null,1174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1176)),$A1175,\"\")","v":1174},{"$f":"IFERROR(SMALL(Helper2_2,A1175),\"\")","v":1174},{"$f":"COUNTIF(Helper3_1,\"=\"&G1175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1175)=1, G1175, \"\")","v":1174},{"$f":"IFERROR(SMALL(Index_2,A1175),\"\")","v":1174},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:J1175)),\"\")","v":"GLA_99"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:K1175)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:L1175)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:M1175)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:N1175)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:O1175)),\"\")","v":"99 The University Recognising Teaching Excellence Working Group (RTEWG) undertook work to map practices and structures against those of other universities within the Universitas 21 network of research-intensive institutions. Revised role descriptors and new promotion criteria emerged from this research, and written and video guidance for applicants and reviewers is now in place. Support sessions are now a formalised part of the LEADS CPD programme and staff spoke positively to the ELIR team about these developments."}]
[{"$f":"IF('> FILTER <'!B1177<>\"\",ROW(OFFSET(A1176,-1,0)),\"\")","v":1175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1177)),A1176,\"\")","v":1175},{"$f":"IFERROR(SMALL(Helper2_1,A1176),\"\")","v":1175},null,1175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1177)),$A1176,\"\")","v":1175},{"$f":"IFERROR(SMALL(Helper2_2,A1176),\"\")","v":1175},{"$f":"COUNTIF(Helper3_1,\"=\"&G1176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1176)=1, G1176, \"\")","v":1175},{"$f":"IFERROR(SMALL(Index_2,A1176),\"\")","v":1175},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:J1176)),\"\")","v":"GLA_100"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:K1176)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:L1176)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:M1176)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:N1176)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:O1176)),\"\")","v":"100 During the ELIR, the University provided evidence that indicated encouraging progression and promotion on the LTS career track. Alignment with the UK Professional Standards Framework (UKPSF) and the introduction of an Account of Professional Practice as part of the promotion framework, has further enhanced the integrity of this track. The adoption of the same job titles across the LTS and R&T tracks further accentuates the parity of esteem between tracks. Academic staff who met the team confirmed that, as a result of the University's efforts to raise the parity of esteem between teaching and research, the culture of the University was changing, and that learning and teaching is now being rewarded and recognised to a greater extent. The Recognising Excellence in Teaching framework, established by the University in 2014 and accredited by the Higher Education Academy until 2017, remains in place and is open to both those on the R&T and LTS tracks, and is aligned to the UK Professional Standards Framework for teaching and supporting learning."}]
[{"$f":"IF('> FILTER <'!B1178<>\"\",ROW(OFFSET(A1177,-1,0)),\"\")","v":1176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1178)),A1177,\"\")","v":1176},{"$f":"IFERROR(SMALL(Helper2_1,A1177),\"\")","v":1176},null,1176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1178)),$A1177,\"\")","v":1176},{"$f":"IFERROR(SMALL(Helper2_2,A1177),\"\")","v":1176},{"$f":"COUNTIF(Helper3_1,\"=\"&G1177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1177)=1, G1177, \"\")","v":1176},{"$f":"IFERROR(SMALL(Index_2,A1177),\"\")","v":1176},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:J1177)),\"\")","v":"GLA_101"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:K1177)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:L1177)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:M1177)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:N1177)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:O1177)),\"\")","v":"101 The University acknowledges that there is scope for further progress. Mentoring has proved challenging even with relatively few staff on the LTS track. The University also recognises that study leave opportunities are not consistent with those on research contracts and teaching workloads are often perceived as being onerous. There is, however, a clear commitment to continue the work through human resources, LEADS and Deans of Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B1179<>\"\",ROW(OFFSET(A1178,-1,0)),\"\")","v":1177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1179)),A1178,\"\")","v":1177},{"$f":"IFERROR(SMALL(Helper2_1,A1178),\"\")","v":1177},null,1177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1179)),$A1178,\"\")","v":1177},{"$f":"IFERROR(SMALL(Helper2_2,A1178),\"\")","v":1177},{"$f":"COUNTIF(Helper3_1,\"=\"&G1178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1178)=1, G1178, \"\")","v":1177},{"$f":"IFERROR(SMALL(Index_2,A1178),\"\")","v":1177},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:J1178)),\"\")","v":"GLA_102"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:K1178)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:L1178)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:M1178)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:N1178)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:O1178)),\"\")","v":"102 Continuing Professional Development (CDP) offers have been developed over the past three years and leadership programmes introduced for all staff involved in teaching and leadership of teaching and learning. These leadership programmes employ a variety of approaches. Three programmes have been introduced for strategic, emerging and aspiring leaders, and two aimed at specific leadership roles in research and teaching."}]
[{"$f":"IF('> FILTER <'!B1180<>\"\",ROW(OFFSET(A1179,-1,0)),\"\")","v":1178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1180)),A1179,\"\")","v":1178},{"$f":"IFERROR(SMALL(Helper2_1,A1179),\"\")","v":1178},null,1178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1180)),$A1179,\"\")","v":1178},{"$f":"IFERROR(SMALL(Helper2_2,A1179),\"\")","v":1178},{"$f":"COUNTIF(Helper3_1,\"=\"&G1179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1179)=1, G1179, \"\")","v":1178},{"$f":"IFERROR(SMALL(Index_2,A1179),\"\")","v":1178},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:J1179)),\"\")","v":"GLA_103"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:K1179)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:L1179)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:M1179)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:N1179)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:O1179)),\"\")","v":"103 The Programme Leaders Development Programme was introduced in 2017-18 and was designed for those with programme or large course responsibilities. The first successful iteration of the programme has led to continued funding and its embedding into the overall provision. Sponsored by the Vice-Principal (Academic and Educational Innovation) and the Assistant Vice-Principal Learning and Teaching, the programme represents an important acknowledgement of the importance of local leadership and the provision of appropriate support. The ELIR team found evidence that staff were engaging enthusiastically with the various leadership programmes and had found the experience very positive."}]
[{"$f":"IF('> FILTER <'!B1181<>\"\",ROW(OFFSET(A1180,-1,0)),\"\")","v":1179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1181)),A1180,\"\")","v":1179},{"$f":"IFERROR(SMALL(Helper2_1,A1180),\"\")","v":1179},null,1179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1181)),$A1180,\"\")","v":1179},{"$f":"IFERROR(SMALL(Helper2_2,A1180),\"\")","v":1179},{"$f":"COUNTIF(Helper3_1,\"=\"&G1180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1180)=1, G1180, \"\")","v":1179},{"$f":"IFERROR(SMALL(Index_2,A1180),\"\")","v":1179},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:J1180)),\"\")","v":"GLA_104"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:K1180)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:L1180)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:M1180)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:N1180)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:O1180)),\"\")","v":"104 The University supports two types of teaching-related awards. The Student Teaching Awards are financed by the University but run by the Students' Representative Council. Nominations are growing year-on-year, with 1,800 being submitted in 2017-18 in  14 award categories. In parallel, the University Teaching Excellence Awards have been developed to include associated college-level awards. Success in these awards is marked both financially and by public recognition at graduation."}]
[{"$f":"IF('> FILTER <'!B1182<>\"\",ROW(OFFSET(A1181,-1,0)),\"\")","v":1180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1182)),A1181,\"\")","v":1180},{"$f":"IFERROR(SMALL(Helper2_1,A1181),\"\")","v":1180},null,1180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1182)),$A1181,\"\")","v":1180},{"$f":"IFERROR(SMALL(Helper2_2,A1181),\"\")","v":1180},{"$f":"COUNTIF(Helper3_1,\"=\"&G1181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1181)=1, G1181, \"\")","v":1180},{"$f":"IFERROR(SMALL(Index_2,A1181),\"\")","v":1180},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:J1181)),\"\")","v":"GLA_105"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:K1181)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:L1181)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:M1181)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:N1181)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:O1181)),\"\")","v":"105 Support and training materials have been provided to ensure the effectiveness of the Performance and Development Review Process (P&DR). The University maintains that the provision on the ECDP, the annual P&DR cycle, leadership and CPD offerings and the Annual Professorial Zoning mechanism, which determines remuneration against a set of determined criteria, ensure a holistic approach to continuous professional development. However, staff indicated to the ELIR team that there remained some dissatisfaction with the operation of the bandings."}]
[{"$f":"IF('> FILTER <'!B1183<>\"\",ROW(OFFSET(A1182,-1,0)),\"\")","v":1181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1183)),A1182,\"\")","v":1181},{"$f":"IFERROR(SMALL(Helper2_1,A1182),\"\")","v":1181},null,1181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1183)),$A1182,\"\")","v":1181},{"$f":"IFERROR(SMALL(Helper2_2,A1182),\"\")","v":1181},{"$f":"COUNTIF(Helper3_1,\"=\"&G1182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1182)=1, G1182, \"\")","v":1181},{"$f":"IFERROR(SMALL(Index_2,A1182),\"\")","v":1181},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:J1182)),\"\")","v":"GLA_106"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:K1182)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:L1182)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:M1182)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:N1182)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:O1182)),\"\")","v":"106 Newly appointed staff are required to complete the Postgraduate Certificate in Academic Practice (PGCAP). This course was revised substantially in 2018-19 and is now integrated with the MEd Academic Practice (MEdAP). The PGCAP now offers a wide range of elective choices. There are three 'core' courses and staff then select two electives drawn from a list of six. Staff engaged on the PGCAP can elect to continue their study by selecting more options and three additional advanced courses and, potentially a master's project (60 credits) leading to the award of MEdAP. The flexibility of this provision shows early signs of encouraging further engagement with professional development and staff spoke positively about this development."}]
[{"$f":"IF('> FILTER <'!B1184<>\"\",ROW(OFFSET(A1183,-1,0)),\"\")","v":1182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1184)),A1183,\"\")","v":1182},{"$f":"IFERROR(SMALL(Helper2_1,A1183),\"\")","v":1182},null,1182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1184)),$A1183,\"\")","v":1182},{"$f":"IFERROR(SMALL(Helper2_2,A1183),\"\")","v":1182},{"$f":"COUNTIF(Helper3_1,\"=\"&G1183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1183)=1, G1183, \"\")","v":1182},{"$f":"IFERROR(SMALL(Index_2,A1183),\"\")","v":1182},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:J1183)),\"\")","v":"GLA_107"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:K1183)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:L1183)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:M1183)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:N1183)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:O1183)),\"\")","v":"107 Staff development is also supported by peer observation of teaching, which is mandatory for those participating in the Postgraduate Certificate in Academic Practice, where they are observed by a subject specialist and Postgraduate Certificate in Academic Practice member of teaching. While there is no mandatory University scheme, there is a Peer Observation of Teaching Guide for Academic Staff."}]
[{"$f":"IF('> FILTER <'!B1185<>\"\",ROW(OFFSET(A1184,-1,0)),\"\")","v":1183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1185)),A1184,\"\")","v":1183},{"$f":"IFERROR(SMALL(Helper2_1,A1184),\"\")","v":1183},null,1183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1185)),$A1184,\"\")","v":1183},{"$f":"IFERROR(SMALL(Helper2_2,A1184),\"\")","v":1183},{"$f":"COUNTIF(Helper3_1,\"=\"&G1184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1184)=1, G1184, \"\")","v":1183},{"$f":"IFERROR(SMALL(Index_2,A1184),\"\")","v":1183},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:J1184)),\"\")","v":"GLA_108"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:K1184)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:L1184)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:M1184)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:N1184)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:O1184)),\"\")","v":"108 Staff engagement is encouraged through participation in the biennial staff survey, launched in 2014. Staff confirmed to the ELIR team that themes were identified for University action, but also pointed to the work that ensued in the schools following the publication of the findings. Staff confirmed that they were confident that survey outcomes were acted upon and monitored at university, college and school level.  "}]
[{"$f":"IF('> FILTER <'!B1186<>\"\",ROW(OFFSET(A1185,-1,0)),\"\")","v":1184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1186)),A1185,\"\")","v":1184},{"$f":"IFERROR(SMALL(Helper2_1,A1185),\"\")","v":1184},null,1184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1186)),$A1185,\"\")","v":1184},{"$f":"IFERROR(SMALL(Helper2_2,A1185),\"\")","v":1184},{"$f":"COUNTIF(Helper3_1,\"=\"&G1185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1185)=1, G1185, \"\")","v":1184},{"$f":"IFERROR(SMALL(Index_2,A1185),\"\")","v":1184},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:J1185)),\"\")","v":"GLA_109"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:K1185)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:L1185)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:M1185)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:N1185)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:O1185)),\"\")","v":"109 The University has a clear strategy for learning and teaching, and an effective approach for enhancing practice in this area. The University has made demonstrable progress since the 2014 ELIR in reviewing and revising the career development pathways and promotions criteria for academic staff. In particular, there has been commendable progress towards achieving parity of esteem between staff on the LTS and those on the R&T track. The University has identified further work it wishes to carry out, notably around mentoring and workload allocation."}]
[{"$f":"IF('> FILTER <'!B1187<>\"\",ROW(OFFSET(A1186,-1,0)),\"\")","v":1185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1187)),A1186,\"\")","v":1185},{"$f":"IFERROR(SMALL(Helper2_1,A1186),\"\")","v":1185},null,1185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1187)),$A1186,\"\")","v":1185},{"$f":"IFERROR(SMALL(Helper2_2,A1186),\"\")","v":1185},{"$f":"COUNTIF(Helper3_1,\"=\"&G1186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1186)=1, G1186, \"\")","v":1185},{"$f":"IFERROR(SMALL(Index_2,A1186),\"\")","v":1185},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:J1186)),\"\")","v":"GLA_110"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:K1186)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:L1186)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:M1186)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:N1186)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:O1186)),\"\")","v":"110 The University has systematic processes in place for the management of quality processes and maintenance of academic standards that meet sector expectations."}]
[{"$f":"IF('> FILTER <'!B1188<>\"\",ROW(OFFSET(A1187,-1,0)),\"\")","v":1186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1188)),A1187,\"\")","v":1186},{"$f":"IFERROR(SMALL(Helper2_1,A1187),\"\")","v":1186},null,1186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1188)),$A1187,\"\")","v":1186},{"$f":"IFERROR(SMALL(Helper2_2,A1187),\"\")","v":1186},{"$f":"COUNTIF(Helper3_1,\"=\"&G1187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1187)=1, G1187, \"\")","v":1186},{"$f":"IFERROR(SMALL(Index_2,A1187),\"\")","v":1186},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:J1187)),\"\")","v":"GLA_111"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:K1187)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:L1187)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:M1187)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:N1187)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:O1187)),\"\")","v":"111 The Academic Quality Framework (AQF) sets out the procedures for course and programme design and approval, annual monitoring, external examining and periodic subject review, as well as university services review and professional, statutory and regulatory body review. The AQF identifies efficiency and enhancement as underlying principles, with the acknowledgement that efficiency in this context relies on significant devolution of responsibilities to colleges and schools in relation to setting, maintaining and reviewing academic standards."}]
[{"$f":"IF('> FILTER <'!B1189<>\"\",ROW(OFFSET(A1188,-1,0)),\"\")","v":1187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1189)),A1188,\"\")","v":1187},{"$f":"IFERROR(SMALL(Helper2_1,A1188),\"\")","v":1187},null,1187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1189)),$A1188,\"\")","v":1187},{"$f":"IFERROR(SMALL(Helper2_2,A1188),\"\")","v":1187},{"$f":"COUNTIF(Helper3_1,\"=\"&G1188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1188)=1, G1188, \"\")","v":1187},{"$f":"IFERROR(SMALL(Index_2,A1188),\"\")","v":1187},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:J1188)),\"\")","v":"GLA_112"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:K1188)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:L1188)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:M1188)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:N1188)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:O1188)),\"\")","v":"112 The University Senate is responsible for the quality of teaching and the academic standards of awards, and the management of academic standards. It delegates detailed consideration of many matters to the central committees responsible for specific areas: Education Policy & Strategy (EdPSC); Research, Planning and Strategy (RPSC); Academic Standards (ASC); Learning and Teaching (L&TC); and Deans of Graduate Studies Committee (DoGS). Colleges, graduate schools, schools and research institutes play a key role in managing and enhancing quality and standards, and each have their own structures and operate both their own and University processes for this purpose."}]
[{"$f":"IF('> FILTER <'!B1190<>\"\",ROW(OFFSET(A1189,-1,0)),\"\")","v":1188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1190)),A1189,\"\")","v":1188},{"$f":"IFERROR(SMALL(Helper2_1,A1189),\"\")","v":1188},null,1188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1190)),$A1189,\"\")","v":1188},{"$f":"IFERROR(SMALL(Helper2_2,A1189),\"\")","v":1188},{"$f":"COUNTIF(Helper3_1,\"=\"&G1189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1189)=1, G1189, \"\")","v":1188},{"$f":"IFERROR(SMALL(Index_2,A1189),\"\")","v":1188},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:J1189)),\"\")","v":"GLA_113"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:K1189)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:L1189)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:M1189)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:N1189)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:O1189)),\"\")","v":"113 In response to staff concerns expressed over the complexity of the course and programme approval process, and related concerns over the supporting Programme Information Process (PIP), the University has devolved increased responsibility to schools, research institutes and colleges. In 2015-16, the University operated a pilot to allow schools to approve course changes and colleges to approve programme changes. Further revisions were made in 2016-17 to extend responsibility for the approval of new courses to schools and approval of new programmes to colleges on a pilot basis. Changes are now embedded but remain subject to ongoing monitoring by ASC, which receives summary reports and carries out audits of approvals granted."}]
[{"$f":"IF('> FILTER <'!B1191<>\"\",ROW(OFFSET(A1190,-1,0)),\"\")","v":1189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1191)),A1190,\"\")","v":1189},{"$f":"IFERROR(SMALL(Helper2_1,A1190),\"\")","v":1189},null,1189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1191)),$A1190,\"\")","v":1189},{"$f":"IFERROR(SMALL(Helper2_2,A1190),\"\")","v":1189},{"$f":"COUNTIF(Helper3_1,\"=\"&G1190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1190)=1, G1190, \"\")","v":1189},{"$f":"IFERROR(SMALL(Index_2,A1190),\"\")","v":1189},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:J1190)),\"\")","v":"GLA_114"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:K1190)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:L1190)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:M1190)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:N1190)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:O1190)),\"\")","v":"114 The University indicated that feedback on the process from the Deans of Learning and Teaching, and college boards of study was provided with the 2018 annual report of Programme Approval to ASC and was broadly positive. The Senate Office is enhancing guidance and training for staff and LEADS are supporting academic staff with course and programme design. It was clear to the ELIR team that staff welcomed the streamlined course approval process, which generated a greater sense of ownership on the part of staff. Students also spoke positively about their involvement in the process."}]
[{"$f":"IF('> FILTER <'!B1192<>\"\",ROW(OFFSET(A1191,-1,0)),\"\")","v":1190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1192)),A1191,\"\")","v":1190},{"$f":"IFERROR(SMALL(Helper2_1,A1191),\"\")","v":1190},null,1190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1192)),$A1191,\"\")","v":1190},{"$f":"IFERROR(SMALL(Helper2_2,A1191),\"\")","v":1190},{"$f":"COUNTIF(Helper3_1,\"=\"&G1191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1191)=1, G1191, \"\")","v":1190},{"$f":"IFERROR(SMALL(Index_2,A1191),\"\")","v":1190},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:J1191)),\"\")","v":"GLA_115"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:K1191)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:L1191)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:M1191)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:N1191)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:O1191)),\"\")","v":"115 The University considers that the enhancement of course provision is most effective when implemented at course level by programme and course leaders and, as a result, annual monitoring is the most devolved of its quality process. Course or programme leaders reflect on a range of material including: external examiner comments; staff feedback; course evaluation data; student feedback; information on student performance, and strategy and action plans. The University indicated that its NSS action plans were becoming more coordinated with the annual monitoring processes and also identified that it had recently replaced annual NSS action plans with three-year plans. Staff indicated to the ELIR team that they found the new approach to be more holistic and that the link to annual monitoring brings NSS data into context, and supports taking a long-term approach to areas for development - for example, assessment and feedback. Annual monitoring reports include planned actions, as well as updates on progress made on actions identified in the last annual monitoring cycle. The annual monitoring process applies to undergraduate and taught postgraduate students. There is no corresponding annual monitoring process for postgraduate research provision. Outcomes from annual monitoring reports are considered through Staff-Student Liaison Committees, during Periodic Subject Reviews and by the Academic Standards Committee. The ELIR team noted inconsistency in the format and quality of annual monitoring reports and this was recognised by the University."}]
[{"$f":"IF('> FILTER <'!B1193<>\"\",ROW(OFFSET(A1192,-1,0)),\"\")","v":1191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1193)),A1192,\"\")","v":1191},{"$f":"IFERROR(SMALL(Helper2_1,A1192),\"\")","v":1191},null,1191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1193)),$A1192,\"\")","v":1191},{"$f":"IFERROR(SMALL(Helper2_2,A1192),\"\")","v":1191},{"$f":"COUNTIF(Helper3_1,\"=\"&G1192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1192)=1, G1192, \"\")","v":1191},{"$f":"IFERROR(SMALL(Index_2,A1192),\"\")","v":1191},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:J1192)),\"\")","v":"GLA_116"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:K1192)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:L1192)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:M1192)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:N1192)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:O1192)),\"\")","v":"116 In 2014, the University undertook a review of the Annual Monitoring process which considered the burden of annual monitoring on staff. As a result, two options for gathering and reporting annual monitoring activity are available. The first continues with longstanding practice based on the completion of forms for each 'unit of learning', summarised by the School Quality Officer and reported to the College Quality Officer. The new option introduced a meeting-based approach, where groups of staff, as appropriate to school structures, meet to discuss and reflect on their experience of the past year, then report to their School Officer via minutes of that meeting. The University indicated that School Officers who use this method, considered it to be effective, providing a prompt for useful discussion. There is anecdotal feedback that it has improved staff engagement with the process and reduced some frustrations. The team noted that further amendments continue to be made to ensure efficiency. During the current ELIR, academic staff told the team that they welcomed the opportunity to hold such meetings. The team learned that student interns have been recruited to undertake further review of the operation of the annual monitoring process. There would be benefit in monitoring success in this area with a view to encouraging greater staff engagement and more consistent application of the options available."}]
[{"$f":"IF('> FILTER <'!B1194<>\"\",ROW(OFFSET(A1193,-1,0)),\"\")","v":1192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1194)),A1193,\"\")","v":1192},{"$f":"IFERROR(SMALL(Helper2_1,A1193),\"\")","v":1192},null,1192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1194)),$A1193,\"\")","v":1192},{"$f":"IFERROR(SMALL(Helper2_2,A1193),\"\")","v":1192},{"$f":"COUNTIF(Helper3_1,\"=\"&G1193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1193)=1, G1193, \"\")","v":1192},{"$f":"IFERROR(SMALL(Index_2,A1193),\"\")","v":1192},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:J1193)),\"\")","v":"GLA_117"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:K1193)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:L1193)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:M1193)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:N1193)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:O1193)),\"\")","v":"117 Staff and students had mixed views on the effectiveness of the University's processes for monitoring and enhancing its arrangements for postgraduate research students. While annual monitoring processes for postgraduate taught students are clear, operational responsibility for oversight of the postgraduate research student experience is devolved to the relevant school or research institute, with no systematic arrangements in place for oversight at university-level. In particular, there are no systematic arrangements at university-level for considering the postgraduate research student experience on an annual basis that would allow for tracking student progression (although this is monitored by each graduate school) or analysing student feedback (paragraph 148). Monitoring of postgraduate research student engagement with centrally-provided training has recently been implemented."}]
[{"$f":"IF('> FILTER <'!B1195<>\"\",ROW(OFFSET(A1194,-1,0)),\"\")","v":1193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1195)),A1194,\"\")","v":1193},{"$f":"IFERROR(SMALL(Helper2_1,A1194),\"\")","v":1193},null,1193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1195)),$A1194,\"\")","v":1193},{"$f":"IFERROR(SMALL(Helper2_2,A1194),\"\")","v":1193},{"$f":"COUNTIF(Helper3_1,\"=\"&G1194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1194)=1, G1194, \"\")","v":1193},{"$f":"IFERROR(SMALL(Index_2,A1194),\"\")","v":1193},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:J1194)),\"\")","v":"GLA_118"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:K1194)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:L1194)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:M1194)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:N1194)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:O1194)),\"\")","v":"118 The University has had early discussions about moving to a risk-based approach to annual monitoring, with a view to concentrating effort on areas where data reveals unusual patterns. The ELIR team would support the increased use and analysis of relevant data to underpin annual monitoring, while also encouraging the University to consider the benefits of using the process as an opportunity for staff and students to discuss and reflect upon practice, not only when data is deviating from the norm."}]
[{"$f":"IF('> FILTER <'!B1196<>\"\",ROW(OFFSET(A1195,-1,0)),\"\")","v":1194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1196)),A1195,\"\")","v":1194},{"$f":"IFERROR(SMALL(Helper2_1,A1195),\"\")","v":1194},null,1194,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1196)),$A1195,\"\")","v":1194},{"$f":"IFERROR(SMALL(Helper2_2,A1195),\"\")","v":1194},{"$f":"COUNTIF(Helper3_1,\"=\"&G1195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1195)=1, G1195, \"\")","v":1194},{"$f":"IFERROR(SMALL(Index_2,A1195),\"\")","v":1194},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:J1195)),\"\")","v":"GLA_119"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:K1195)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:L1195)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:M1195)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:N1195)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:O1195)),\"\")","v":"119 Overall, the University meets the Scottish Funding Council (SFC) requirements for institutional-led review through its processes of Periodic Subject Review (PSR) for undergraduate and postgraduate taught courses. However, the University should ensure that it continues to meet SFC requirements across the full range of its provision, including professional services review (paragraph 123)."}]
[{"$f":"IF('> FILTER <'!B1197<>\"\",ROW(OFFSET(A1196,-1,0)),\"\")","v":1195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1197)),A1196,\"\")","v":1195},{"$f":"IFERROR(SMALL(Helper2_1,A1196),\"\")","v":1195},null,1195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1197)),$A1196,\"\")","v":1195},{"$f":"IFERROR(SMALL(Helper2_2,A1196),\"\")","v":1195},{"$f":"COUNTIF(Helper3_1,\"=\"&G1196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1196)=1, G1196, \"\")","v":1195},{"$f":"IFERROR(SMALL(Index_2,A1196),\"\")","v":1195},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:J1196)),\"\")","v":"GLA_120"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:K1196)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:L1196)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:M1196)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:N1196)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:O1196)),\"\")","v":"120 Taught provision is reviewed on a six-year cycle, leading to the University conducting between six and nine reviews each year. The reviews are undertaken by a panel convened by a Vice-Principal, the Assistant Vice-Principal Learning and Teaching or the Convenor of ASC. Panels include: at least one external review team member; a trained SRC-representative; a representative of the Learning Enhancement and Academic Development Service (LEADS); a Senate Assessor on Court; a cognate academic reviewer from another school; and a coordinating member from the Senate Office. The panel considers a Self-Evaluation Report, supporting information and data, and meets with staff and students. The ensuing report with commendations and recommendations, is submitted to ASC which takes an overview of themes arising from reviews and recommends university action where appropriate. Training and support are provided for panel members, including student members, and this is reviewed at each cycle. Student reviewers now receive feedback on their individual contribution to the PSR process and the evaluations (100% positive) indicate the value that they bring to the review and the effectiveness of their training."}]
[{"$f":"IF('> FILTER <'!B1198<>\"\",ROW(OFFSET(A1197,-1,0)),\"\")","v":1196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1198)),A1197,\"\")","v":1196},{"$f":"IFERROR(SMALL(Helper2_1,A1197),\"\")","v":1196},null,1196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1198)),$A1197,\"\")","v":1196},{"$f":"IFERROR(SMALL(Helper2_2,A1197),\"\")","v":1196},{"$f":"COUNTIF(Helper3_1,\"=\"&G1197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1197)=1, G1197, \"\")","v":1196},{"$f":"IFERROR(SMALL(Index_2,A1197),\"\")","v":1196},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:J1197)),\"\")","v":"GLA_121"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:K1197)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:L1197)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:M1197)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:N1197)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:O1197)),\"\")","v":"121 The most significant change to the Periodic Review process since the 2014 ELIR, has been the introduction of an all-staff survey which allows staff to provide feedback on their experience of teaching, support for teaching, cultural values associated with teaching and other activities undertaken in the area under review. Responses are anonymised and remain confidential to the panel. The University developed this initiative using questions drawn from the Universitas 21 Teaching Practices Survey, adapting them slightly for its own context. Initial feedback from PSR Panel Conveners has been very positive, suggesting that the survey responses provide context and highlight issues that complement the perspectives expressed in the Self Evaluation Reports. The ELIR team found evidence that this innovation, despite being at an early stage of implementation, was well received by staff and student panel members. The University expects to make further changes to the PSR process, which are likely to include further consideration of non-academic aspects of the student experience. The team supports the widened scope of the PSR, providing any change allows enough granularity at the discipline level to support the effective consideration of learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1199<>\"\",ROW(OFFSET(A1198,-1,0)),\"\")","v":1197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1199)),A1198,\"\")","v":1197},{"$f":"IFERROR(SMALL(Helper2_1,A1198),\"\")","v":1197},null,1197,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1199)),$A1198,\"\")","v":1197},{"$f":"IFERROR(SMALL(Helper2_2,A1198),\"\")","v":1197},{"$f":"COUNTIF(Helper3_1,\"=\"&G1198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1198)=1, G1198, \"\")","v":1197},{"$f":"IFERROR(SMALL(Index_2,A1198),\"\")","v":1197},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:J1198)),\"\")","v":"GLA_122"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:K1198)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:L1198)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:M1198)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:N1198)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:O1198)),\"\")","v":"122 Graduate School Reviews (GSR), introduced in 2008-09, adopt a similar format to PSR and the two most recent reviews have reported common themes including: effective communications with both staff and students across a 'complex landscape of schools and research institutes'; timely submission of theses; opportunities for supervisor development; and the desire for training that is less policy and process-oriented, and more topical and flexible. The University is beginning a review of the Graduate School Review methodology. A new process will involve an increased use of data and may operate on a different frequency. Staff reported to the ELIR team that the Review of the College of Arts would be next in the schedule and would serve as a 'hybrid' between the previous and the proposed new approach."}]
[{"$f":"IF('> FILTER <'!B1200<>\"\",ROW(OFFSET(A1199,-1,0)),\"\")","v":1198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1200)),A1199,\"\")","v":1198},{"$f":"IFERROR(SMALL(Helper2_1,A1199),\"\")","v":1198},null,1198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1200)),$A1199,\"\")","v":1198},{"$f":"IFERROR(SMALL(Helper2_2,A1199),\"\")","v":1198},{"$f":"COUNTIF(Helper3_1,\"=\"&G1199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1199)=1, G1199, \"\")","v":1198},{"$f":"IFERROR(SMALL(Index_2,A1199),\"\")","v":1198},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:J1199)),\"\")","v":"GLA_123"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:K1199)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:L1199)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:M1199)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:N1199)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:O1199)),\"\")","v":"123 University services have been subject to periodic review since 2006 and are reviewed on a six-year cycle. The University reported that University Services Review has been suspended during the restructuring of all services into eight large executive directorates. The ELIR team learned that the method(s) by which the new arrangements would be reviewed were yet to be determined, but, for the majority of student-facing services (within the Student and Academic Services Directorate), this would be determined by the Student Experience Committee (SEC). The SEC action plan is being developed on a thematic basis, which may offer the potential to introduce a thematically-based approach to service review. However, this had not been determined by the time of the current review visit (paragraph 75).  "}]
[{"$f":"IF('> FILTER <'!B1201<>\"\",ROW(OFFSET(A1200,-1,0)),\"\")","v":1199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1201)),A1200,\"\")","v":1199},{"$f":"IFERROR(SMALL(Helper2_1,A1200),\"\")","v":1199},null,1199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1201)),$A1200,\"\")","v":1199},{"$f":"IFERROR(SMALL(Helper2_2,A1200),\"\")","v":1199},{"$f":"COUNTIF(Helper3_1,\"=\"&G1200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1200)=1, G1200, \"\")","v":1199},{"$f":"IFERROR(SMALL(Index_2,A1200),\"\")","v":1199},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:J1200)),\"\")","v":"GLA_124"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:K1200)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:L1200)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:M1200)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:N1200)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:O1200)),\"\")","v":"124 The University identified student involvement as a vital element of its quality processes and works closely with the SRC to ensure that student representation is effective. The Code of Practice on Student Representation articulates clearly the operation of student representation. Students attested to the role that they play in quality processes across the University through membership of relevant committees, from the University Court to the Senate through to school/subject level committees and working groups. Students reported their involvement in Periodic Reviews and Course Approval, confirming that training was in place and that they received feedback on their involvement."}]
[{"$f":"IF('> FILTER <'!B1202<>\"\",ROW(OFFSET(A1201,-1,0)),\"\")","v":1200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1202)),A1201,\"\")","v":1200},{"$f":"IFERROR(SMALL(Helper2_1,A1201),\"\")","v":1200},null,1200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1202)),$A1201,\"\")","v":1200},{"$f":"IFERROR(SMALL(Helper2_2,A1201),\"\")","v":1200},{"$f":"COUNTIF(Helper3_1,\"=\"&G1201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1201)=1, G1201, \"\")","v":1200},{"$f":"IFERROR(SMALL(Index_2,A1201),\"\")","v":1200},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:J1201)),\"\")","v":"GLA_125"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:K1201)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:L1201)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:M1201)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:N1201)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:O1201)),\"\")","v":"125 Staff-Student Liaison Committees (SSLCs) are key in providing a regular, formal route for student representatives to give their feedback on the operation of courses and programmes. The ELIR team met with students who confirmed the effective operation of SSLCs. There is a requirement for one SSLC meeting to be held per semester. All student representatives are members of SSLCs and must form a majority of the committee membership. Discussions from SSLCs are reflected on in the Annual Monitoring and Periodic Subject Review processes. Regular reports are provided to SSLCs on the responses to feedback and instances of unsatisfactory responses or lack of progress can be referred to the school/institute/college Learning and Teaching Committee or Graduate School Board. If no progress is evident then the matter is highlighted in Annual Monitoring. Students can access additional support from the appropriate SRC College Convenor or SRC Postgraduate Convenor if progress is slow or ineffective. Student representatives are responsible for the communication of this information to the wider student community. The team found evidence that student feedback is used effectively across the quality assurance processes."}]
[{"$f":"IF('> FILTER <'!B1203<>\"\",ROW(OFFSET(A1202,-1,0)),\"\")","v":1201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1203)),A1202,\"\")","v":1201},{"$f":"IFERROR(SMALL(Helper2_1,A1202),\"\")","v":1201},null,1201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1203)),$A1202,\"\")","v":1201},{"$f":"IFERROR(SMALL(Helper2_2,A1202),\"\")","v":1201},{"$f":"COUNTIF(Helper3_1,\"=\"&G1202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1202)=1, G1202, \"\")","v":1201},{"$f":"IFERROR(SMALL(Index_2,A1202),\"\")","v":1201},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:J1202)),\"\")","v":"GLA_126"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:K1202)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:L1202)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:M1202)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:N1202)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:O1202)),\"\")","v":"126 Following the 2014 ELIR, the University has developed and implemented a new Course Evaluation Policy which covers all taught provision and employs five core questions. Course evaluations are the primary data source for student satisfaction with individual courses. The University is considering aggregating student responses to the five core questions at college and university-level, which would allow for comparisons across courses. The ELIR team considered that this would add valuable points of reference for course and programme leaders in enhancing learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1204<>\"\",ROW(OFFSET(A1203,-1,0)),\"\")","v":1202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1204)),A1203,\"\")","v":1202},{"$f":"IFERROR(SMALL(Helper2_1,A1203),\"\")","v":1202},null,1202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1204)),$A1203,\"\")","v":1202},{"$f":"IFERROR(SMALL(Helper2_2,A1203),\"\")","v":1202},{"$f":"COUNTIF(Helper3_1,\"=\"&G1203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1203)=1, G1203, \"\")","v":1202},{"$f":"IFERROR(SMALL(Index_2,A1203),\"\")","v":1202},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:J1203)),\"\")","v":"GLA_127"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:K1203)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:L1203)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:M1203)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:N1203)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:O1203)),\"\")","v":"127 In response to course evaluation, staff are required to complete a summary and response document (SARD) for both undergraduate and postgraduate taught provision and this is designed to close the feedback loop to students. The SARD also underpins other quality management and enhancement processes including annual monitoring and Periodic Subject Review."}]
[{"$f":"IF('> FILTER <'!B1205<>\"\",ROW(OFFSET(A1204,-1,0)),\"\")","v":1203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1205)),A1204,\"\")","v":1203},{"$f":"IFERROR(SMALL(Helper2_1,A1204),\"\")","v":1203},null,1203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1205)),$A1204,\"\")","v":1203},{"$f":"IFERROR(SMALL(Helper2_2,A1204),\"\")","v":1203},{"$f":"COUNTIF(Helper3_1,\"=\"&G1204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1204)=1, G1204, \"\")","v":1203},{"$f":"IFERROR(SMALL(Index_2,A1204),\"\")","v":1203},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:J1204)),\"\")","v":"GLA_128"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:K1204)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:L1204)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:M1204)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:N1204)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:O1204)),\"\")","v":"128 SSLCs receive and review SARDS and student representatives are involved in ensuring their satisfactory production. The SARDS play an important role in the reflective analysis phase of Annual Monitoring and they are monitored formally through Periodic Subject Review. Student representatives confirmed that they are responsible for communicating actions to the wider student community and that the process works efficiently. Staff reported that the feedback mechanisms were effective, although some students reported that they were unaware of actions taken as a result of their feedback. The University indicated that reporting and feedback in this area remains a focus for further enhancement."}]
[{"$f":"IF('> FILTER <'!B1206<>\"\",ROW(OFFSET(A1205,-1,0)),\"\")","v":1204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1206)),A1205,\"\")","v":1204},{"$f":"IFERROR(SMALL(Helper2_1,A1205),\"\")","v":1204},null,1204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1206)),$A1205,\"\")","v":1204},{"$f":"IFERROR(SMALL(Helper2_2,A1205),\"\")","v":1204},{"$f":"COUNTIF(Helper3_1,\"=\"&G1205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1205)=1, G1205, \"\")","v":1204},{"$f":"IFERROR(SMALL(Index_2,A1205),\"\")","v":1204},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:J1205)),\"\")","v":"GLA_129"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:K1205)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:L1205)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:M1205)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:N1205)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:O1205)),\"\")","v":"129 The University makes effective use of a range of external reference points, including the Quality Code for Higher Education (Quality Code), in managing its academic standards and in its quality processes more widely."}]
[{"$f":"IF('> FILTER <'!B1207<>\"\",ROW(OFFSET(A1206,-1,0)),\"\")","v":1205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1207)),A1206,\"\")","v":1205},{"$f":"IFERROR(SMALL(Helper2_1,A1206),\"\")","v":1205},null,1205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1207)),$A1206,\"\")","v":1205},{"$f":"IFERROR(SMALL(Helper2_2,A1206),\"\")","v":1205},{"$f":"COUNTIF(Helper3_1,\"=\"&G1206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1206)=1, G1206, \"\")","v":1205},{"$f":"IFERROR(SMALL(Index_2,A1206),\"\")","v":1205},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:J1206)),\"\")","v":"GLA_130"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:K1206)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:L1206)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:M1206)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:N1206)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:O1206)),\"\")","v":"130 Programme specifications describe the programme aims and intended learning outcomes of each award, they draw on The Scottish Credit and Qualifications Framework (SCQF) and the relevant Subject Benchmark Statement, and confirm adherence to these reference points. The University makes effective use of Subject Benchmark Statements as reference points in course and programme design, and in the Periodic Subject Review process. External panel members for Periodic Subject Review are asked to formally confirm that programmes are current and valid in the context of practice and knowledge within the subject area and that Subject Benchmark Statements are being met. The ELIR team found clear evidence of the University mapping, reviewing and reflecting on the expectations of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1208<>\"\",ROW(OFFSET(A1207,-1,0)),\"\")","v":1206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1208)),A1207,\"\")","v":1206},{"$f":"IFERROR(SMALL(Helper2_1,A1207),\"\")","v":1206},null,1206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1208)),$A1207,\"\")","v":1206},{"$f":"IFERROR(SMALL(Helper2_2,A1207),\"\")","v":1206},{"$f":"COUNTIF(Helper3_1,\"=\"&G1207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1207)=1, G1207, \"\")","v":1206},{"$f":"IFERROR(SMALL(Index_2,A1207),\"\")","v":1206},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:J1207)),\"\")","v":"GLA_131"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:K1207)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:L1207)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:M1207)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:N1207)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:O1207)),\"\")","v":"131 External examiners are deemed to play a vital role in securing and maintaining academic standards. There are well-established mechanisms in place for the recruitment, appointment and induction of external examiners which meet the expectations of the Quality Code. External examiner induction is delegated to school or subject level. In addition to involvement in examination boards and reporting, external examiners are consulted on course or programme structure and content and their opinion is considered on course and programme design and in annual monitoring, Periodic Subject Review, and course and programme approval."}]
[{"$f":"IF('> FILTER <'!B1209<>\"\",ROW(OFFSET(A1208,-1,0)),\"\")","v":1207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1209)),A1208,\"\")","v":1207},{"$f":"IFERROR(SMALL(Helper2_1,A1208),\"\")","v":1207},null,1207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1209)),$A1208,\"\")","v":1207},{"$f":"IFERROR(SMALL(Helper2_2,A1208),\"\")","v":1207},{"$f":"COUNTIF(Helper3_1,\"=\"&G1208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1208)=1, G1208, \"\")","v":1207},{"$f":"IFERROR(SMALL(Index_2,A1208),\"\")","v":1207},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:J1208)),\"\")","v":"GLA_132"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:K1208)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:L1208)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:M1208)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:N1208)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:O1208)),\"\")","v":"132 The External Examiner Management System to facilitate the online submission of external examiners' reports, which was in place at the 2014 ELIR, has been extended and, at the time of the current ELIR include a pilot for the online submission of external examiner nominations, with the intention of this being implemented across the University in 2019-20. The Academic Standards Committee undertakes an analysis of external examiner reports, enabling the Senate to identify and respond to any university-level trends and to have confidence that issues raised are being addressed effectively. Examples were provided of the ways in which good practice identified by external examiners is shared effectively among staff. The ELIR team recommends that the University also makes external examiner reports accessible to students (paragraph 149)."}]
[{"$f":"IF('> FILTER <'!B1210<>\"\",ROW(OFFSET(A1209,-1,0)),\"\")","v":1208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1210)),A1209,\"\")","v":1208},{"$f":"IFERROR(SMALL(Helper2_1,A1209),\"\")","v":1208},null,1208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1210)),$A1209,\"\")","v":1208},{"$f":"IFERROR(SMALL(Helper2_2,A1209),\"\")","v":1208},{"$f":"COUNTIF(Helper3_1,\"=\"&G1209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1209)=1, G1209, \"\")","v":1208},{"$f":"IFERROR(SMALL(Index_2,A1209),\"\")","v":1208},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:J1209)),\"\")","v":"GLA_133"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:K1209)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:L1209)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:M1209)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:N1209)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:O1209)),\"\")","v":"133 The University ascribes particular authority to external examiners in respect of adjudication on individual student results. In 2018, the University organised a workshop on national developments concerning the role of external examiners and the comparability of academic standards and how these might impact on the University's approach. Following the workshop, consideration is being given to adjusting the role of the external examiner to that of 'critical friend'."}]
[{"$f":"IF('> FILTER <'!B1211<>\"\",ROW(OFFSET(A1210,-1,0)),\"\")","v":1209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1211)),A1210,\"\")","v":1209},{"$f":"IFERROR(SMALL(Helper2_1,A1210),\"\")","v":1209},null,1209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1211)),$A1210,\"\")","v":1209},{"$f":"IFERROR(SMALL(Helper2_2,A1210),\"\")","v":1209},{"$f":"COUNTIF(Helper3_1,\"=\"&G1210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1210)=1, G1210, \"\")","v":1209},{"$f":"IFERROR(SMALL(Index_2,A1210),\"\")","v":1209},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:J1210)),\"\")","v":"GLA_134"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:K1210)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:L1210)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:M1210)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:N1210)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:O1210)),\"\")","v":"134 In response to the 2014 ELIR report recommendation - that the University should ensure the consistent application of its assessment regulations across all exam boards and continue to monitor the impact of its guidelines on the use of discretion by exam boards - the University reported that the Code of Assessment sets out both principles and specific regulations to standardise the approach and management of assessment at undergraduate and taught postgraduate levels, and is supplemented by additional documentation and guidance. The University decided that direct monitoring would require significant, disproportionate effort and staff time, but that the operation of the guidelines would be monitored by the Senate Office through the Academic Regulations Sub-Committee and Academic Standards Committee and, periodically, through engagement with the colleges.  From November 2016, all exam boards have been required to publish their chosen criteria in advance and the guidelines have been clarified to emphasise that the same criteria must be used in each discretionary zone. Following these revisions, the University noted a number of positive comments from external examiners on the more detailed guidance. In March 2017, ASC noted that the issue of discretionary decisions for honours and postgraduate taught level classifications had continued to prompt comment from external examiners in their reports for 2015-16. However, the number of comments had fallen since previous years and the University hoped this trend would continue. At the time of the current ELIR, a small number of queries from external examiners remained annually and the University indicated that it expected this to continue and committed to addressing any misunderstandings identified."}]
[{"$f":"IF('> FILTER <'!B1212<>\"\",ROW(OFFSET(A1211,-1,0)),\"\")","v":1210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1212)),A1211,\"\")","v":1210},{"$f":"IFERROR(SMALL(Helper2_1,A1211),\"\")","v":1210},null,1210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1212)),$A1211,\"\")","v":1210},{"$f":"IFERROR(SMALL(Helper2_2,A1211),\"\")","v":1210},{"$f":"COUNTIF(Helper3_1,\"=\"&G1211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1211)=1, G1211, \"\")","v":1210},{"$f":"IFERROR(SMALL(Index_2,A1211),\"\")","v":1210},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:J1211)),\"\")","v":"GLA_135"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:K1211)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:L1211)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:M1211)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:N1211)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:O1211)),\"\")","v":"135 In discussions with the ELIR team, staff highlighted that consistency of approach in the operation of discretion across different subject areas continues to be a concern. The use of discretion by exam boards is not routinely analysed in a manner which would allow for monitoring and comparison of trends across the institution. There would be considerable benefit in the University being able to analyse this data systematically, in order to monitor instances and the pattern of discretion across the institution.  "}]
[{"$f":"IF('> FILTER <'!B1213<>\"\",ROW(OFFSET(A1212,-1,0)),\"\")","v":1211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1213)),A1212,\"\")","v":1211},{"$f":"IFERROR(SMALL(Helper2_1,A1212),\"\")","v":1211},null,1211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1213)),$A1212,\"\")","v":1211},{"$f":"IFERROR(SMALL(Helper2_2,A1212),\"\")","v":1211},{"$f":"COUNTIF(Helper3_1,\"=\"&G1212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1212)=1, G1212, \"\")","v":1211},{"$f":"IFERROR(SMALL(Index_2,A1212),\"\")","v":1211},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:J1212)),\"\")","v":"GLA_136"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:K1212)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:L1212)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:M1212)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:N1212)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:O1212)),\"\")","v":"136 The 2014 ELIR report identified six areas for development and the current ELIR team agreed that the University has made satisfactory progress in addressing these, with some work ongoing."}]
[{"$f":"IF('> FILTER <'!B1214<>\"\",ROW(OFFSET(A1213,-1,0)),\"\")","v":1212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1214)),A1213,\"\")","v":1212},{"$f":"IFERROR(SMALL(Helper2_1,A1213),\"\")","v":1212},null,1212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1214)),$A1213,\"\")","v":1212},{"$f":"IFERROR(SMALL(Helper2_2,A1213),\"\")","v":1212},{"$f":"COUNTIF(Helper3_1,\"=\"&G1213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1213)=1, G1213, \"\")","v":1212},{"$f":"IFERROR(SMALL(Index_2,A1213),\"\")","v":1212},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:J1213)),\"\")","v":"GLA_137"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:K1213)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:L1213)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:M1213)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:N1213)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:O1213)),\"\")","v":"137 The University has made significant progress with the review of career progression for university teachers (paragraphs 97-101 and 109). In addition, staff and students have made positive comments on the University's approach to supporting technology-enhanced learning and this is now a key feature of the University's campus redevelopment plan and an area of focus for the current ELIR. The Student Voice Portal, which aimed to provide a vehicle for more effective student engagement and feedback but was under-utilised, has been repurposed as MyClassReps and the ELIR team considered this to have been a positive development (paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B1215<>\"\",ROW(OFFSET(A1214,-1,0)),\"\")","v":1213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1215)),A1214,\"\")","v":1213},{"$f":"IFERROR(SMALL(Helper2_1,A1214),\"\")","v":1213},null,1213,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1215)),$A1214,\"\")","v":1213},{"$f":"IFERROR(SMALL(Helper2_2,A1214),\"\")","v":1213},{"$f":"COUNTIF(Helper3_1,\"=\"&G1214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1214)=1, G1214, \"\")","v":1213},{"$f":"IFERROR(SMALL(Index_2,A1214),\"\")","v":1213},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:J1214)),\"\")","v":"GLA_138"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:K1214)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:L1214)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:M1214)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:N1214)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:O1214)),\"\")","v":"138 The University continues to develop its approach to the oversight of the postgraduate experience. Since the last ELIR, progress has been made with the review of structures and processes for reporting issues related to the postgraduate taught student experience, although further work was underway at the time of the current ELIR. Oversight of the postgraduate research student experience would benefit from further consideration and the ELIR team concluded that monitoring and review processes remained an area for development. As a result, the University has received a recommendation in this area, where it is asked to ensure that appropriate annual monitoring systems are in place for these students (paragraph 117). Following this action, there would be value in the University reflecting again on how the graduate schools maintain oversight of the totality of the postgraduate student experience."}]
[{"$f":"IF('> FILTER <'!B1216<>\"\",ROW(OFFSET(A1215,-1,0)),\"\")","v":1214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1216)),A1215,\"\")","v":1214},{"$f":"IFERROR(SMALL(Helper2_1,A1215),\"\")","v":1214},null,1214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1216)),$A1215,\"\")","v":1214},{"$f":"IFERROR(SMALL(Helper2_2,A1215),\"\")","v":1214},{"$f":"COUNTIF(Helper3_1,\"=\"&G1215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1215)=1, G1215, \"\")","v":1214},{"$f":"IFERROR(SMALL(Index_2,A1215),\"\")","v":1214},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:J1215)),\"\")","v":"GLA_138"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:K1215)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:L1215)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:M1215)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:N1215)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:O1215)),\"\")","v":"138 The University continues to develop its approach to the oversight of the postgraduate experience. Since the last ELIR, progress has been made with the review of structures and processes for reporting issues related to the postgraduate taught student experience, although further work was underway at the time of the current ELIR. Oversight of the postgraduate research student experience would benefit from further consideration and the ELIR team concluded that monitoring and review processes remained an area for development. As a result, the University has received a recommendation in this area, where it is asked to ensure that appropriate annual monitoring systems are in place for these students (paragraph 117). Following this action, there would be value in the University reflecting again on how the graduate schools maintain oversight of the totality of the postgraduate student experience."}]
[{"$f":"IF('> FILTER <'!B1217<>\"\",ROW(OFFSET(A1216,-1,0)),\"\")","v":1215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1217)),A1216,\"\")","v":1215},{"$f":"IFERROR(SMALL(Helper2_1,A1216),\"\")","v":1215},null,1215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1217)),$A1216,\"\")","v":1215},{"$f":"IFERROR(SMALL(Helper2_2,A1216),\"\")","v":1215},{"$f":"COUNTIF(Helper3_1,\"=\"&G1216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1216)=1, G1216, \"\")","v":1215},{"$f":"IFERROR(SMALL(Index_2,A1216),\"\")","v":1215},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:J1216)),\"\")","v":"GLA_139"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:K1216)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:L1216)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:M1216)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:N1216)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:O1216)),\"\")","v":"139 In discussions with the ELIR team, staff voiced concern about the use of discretion by exam boards. The 2014 ELIR report asked the University to monitor the impact of its guidelines on the use of discretion by exam boards to ensure the consistent application of assessment regulations across exam boards. The University has undertaken work on the guidelines and their application, but there is no systematic mechanism in place to allow for robust analysis of decisions and trends across the institution regarding the application of discretion (paragraphs 134-5) and the University is asked to address this."}]
[{"$f":"IF('> FILTER <'!B1218<>\"\",ROW(OFFSET(A1217,-1,0)),\"\")","v":1216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1218)),A1217,\"\")","v":1216},{"$f":"IFERROR(SMALL(Helper2_1,A1217),\"\")","v":1216},null,1216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1218)),$A1217,\"\")","v":1216},{"$f":"IFERROR(SMALL(Helper2_2,A1217),\"\")","v":1216},{"$f":"COUNTIF(Helper3_1,\"=\"&G1217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1217)=1, G1217, \"\")","v":1216},{"$f":"IFERROR(SMALL(Index_2,A1217),\"\")","v":1216},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:J1217)),\"\")","v":"GLA_140"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:K1217)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:L1217)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:M1217)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:N1217)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:O1217)),\"\")","v":"140 Overall, the University has an effective approach to using data to inform its decision-making. The use of data is systematic, contextualised and embedded in several areas of the University's quality processes. Sophisticated analyses and research are increasingly used to support strategic decision-making, particularly in relation to the further development of widening participation strategies."}]
[{"$f":"IF('> FILTER <'!B1219<>\"\",ROW(OFFSET(A1218,-1,0)),\"\")","v":1217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1219)),A1218,\"\")","v":1217},{"$f":"IFERROR(SMALL(Helper2_1,A1218),\"\")","v":1217},null,1217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1219)),$A1218,\"\")","v":1217},{"$f":"IFERROR(SMALL(Helper2_2,A1218),\"\")","v":1217},{"$f":"COUNTIF(Helper3_1,\"=\"&G1218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1218)=1, G1218, \"\")","v":1217},{"$f":"IFERROR(SMALL(Index_2,A1218),\"\")","v":1217},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:J1218)),\"\")","v":"GLA_141"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:K1218)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:L1218)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:M1218)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:N1218)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:O1218)),\"\")","v":"141 Data is generated from a range of sources to inform decision-making including: administrative systems, course evaluations and SARDS, internal surveys (The Welcome Survey, the Student Life Survey, and the PSR all staff survey), and external surveys (NSS, PTES and PRES). A range of data is considered in the University's key quality processes, primarily annual monitoring (for UG and PGT) and PSR, and data will be central to the revised Graduate School Review. Data is also used to inform strategic decision-making at university-level, and KPIs are used to drive and monitor realisation of the University Strategy, and to facilitate priority setting. The University supplements the management information available from the data warehouse with extensive use of external benchmarking to inform the development of strategy and measure progress towards its strategic aims."}]
[{"$f":"IF('> FILTER <'!B1220<>\"\",ROW(OFFSET(A1219,-1,0)),\"\")","v":1218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1220)),A1219,\"\")","v":1218},{"$f":"IFERROR(SMALL(Helper2_1,A1219),\"\")","v":1218},null,1218,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1220)),$A1219,\"\")","v":1218},{"$f":"IFERROR(SMALL(Helper2_2,A1219),\"\")","v":1218},{"$f":"COUNTIF(Helper3_1,\"=\"&G1219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1219)=1, G1219, \"\")","v":1218},{"$f":"IFERROR(SMALL(Index_2,A1219),\"\")","v":1218},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:J1219)),\"\")","v":"GLA_142"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:K1219)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:L1219)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:M1219)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:N1219)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:O1219)),\"\")","v":"142 The University has strengthened its approach to evidence-based decision-making markedly since the 2014 ELIR. The Business Intelligence team has expanded and new business intelligence software, which allows staff to analyse and combine data in a user-friendly and dynamic way, has been introduced. Insights that emerge from the analysis are used to support informed and transparent decision-making, a notable example being the way data is used to inform the University's approach to widening participation (paragraphs 31-35 and 73). The system also allows staff to directly access sources of data for their own use. For example, staff can access the NSS results for their own students, and compare these with other parts of the University, and across the sector as a whole. The University's NSS dashboard had seen significant use, and staff who met the ELIR team indicated that they have used it actively, both to inform themselves and in planning and quality processes. Similar applications are now being developed for other surveys, for example, the University's Welcome survey."}]
[{"$f":"IF('> FILTER <'!B1221<>\"\",ROW(OFFSET(A1220,-1,0)),\"\")","v":1219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1221)),A1220,\"\")","v":1219},{"$f":"IFERROR(SMALL(Helper2_1,A1220),\"\")","v":1219},null,1219,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1221)),$A1220,\"\")","v":1219},{"$f":"IFERROR(SMALL(Helper2_2,A1220),\"\")","v":1219},{"$f":"COUNTIF(Helper3_1,\"=\"&G1220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1220)=1, G1220, \"\")","v":1219},{"$f":"IFERROR(SMALL(Index_2,A1220),\"\")","v":1219},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:J1220)),\"\")","v":"GLA_143"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:K1220)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:L1220)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:M1220)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:N1220)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:O1220)),\"\")","v":"143 The ELIR team recognises that the University is continuing to explore the full range of potential benefits that might be gained from its use of data. It routinely provides full analysis of its internal surveys (Welcome Survey and Student Life Survey) for international and domestic students separately, as well as analysis of the full cohort. However, the team understood that cross-sector comparisons of the international student experience at the University are not currently possible. In light of expected growth in international student numbers (paragraph 9), the ELIR team considered that there would be value in the University monitoring the experience of the international student body in greater detail and routinely using this data to underpin strategic decision-making in this area."}]
[{"$f":"IF('> FILTER <'!B1222<>\"\",ROW(OFFSET(A1221,-1,0)),\"\")","v":1220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1222)),A1221,\"\")","v":1220},{"$f":"IFERROR(SMALL(Helper2_1,A1221),\"\")","v":1220},null,1220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1222)),$A1221,\"\")","v":1220},{"$f":"IFERROR(SMALL(Helper2_2,A1221),\"\")","v":1220},{"$f":"COUNTIF(Helper3_1,\"=\"&G1221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1221)=1, G1221, \"\")","v":1220},{"$f":"IFERROR(SMALL(Index_2,A1221),\"\")","v":1220},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:J1221)),\"\")","v":"GLA_144"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:K1221)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:L1221)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:M1221)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:N1221)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:O1221)),\"\")","v":"144 The University has an effective approach to securing academic standards, in line with the expectations of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1223<>\"\",ROW(OFFSET(A1222,-1,0)),\"\")","v":1221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1223)),A1222,\"\")","v":1221},{"$f":"IFERROR(SMALL(Helper2_1,A1222),\"\")","v":1221},null,1221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1223)),$A1222,\"\")","v":1221},{"$f":"IFERROR(SMALL(Helper2_2,A1222),\"\")","v":1221},{"$f":"COUNTIF(Helper3_1,\"=\"&G1222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1222)=1, G1222, \"\")","v":1221},{"$f":"IFERROR(SMALL(Index_2,A1222),\"\")","v":1221},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:J1222)),\"\")","v":"GLA_145"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:K1222)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:L1222)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:M1222)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:N1222)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:O1222)),\"\")","v":"145 The University's approach to student engagement in quality processes is effective. In order to strengthen this approach further and comply with guidance in the Quality Code, external examiners reports should also be made accessible to students in order to give them the opportunity to engage in discussion and consideration of this element of the assessment process."}]
[{"$f":"IF('> FILTER <'!B1224<>\"\",ROW(OFFSET(A1223,-1,0)),\"\")","v":1222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1224)),A1223,\"\")","v":1222},{"$f":"IFERROR(SMALL(Helper2_1,A1223),\"\")","v":1222},null,1222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1224)),$A1223,\"\")","v":1222},{"$f":"IFERROR(SMALL(Helper2_2,A1223),\"\")","v":1222},{"$f":"COUNTIF(Helper3_1,\"=\"&G1223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1223)=1, G1223, \"\")","v":1222},{"$f":"IFERROR(SMALL(Index_2,A1223),\"\")","v":1222},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:J1223)),\"\")","v":"GLA_146"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:K1223)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:L1223)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:M1223)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:N1223)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:O1223)),\"\")","v":"146 The University continues to consider its approach to the application of discretion by exam boards. The University is asked to develop a systematic way of monitoring and analysing the use of discretion in order to have a clear view of the effectiveness of these arrangements and to have clearer and more detailed information about the consistency with which the use of discretion is applied by exam boards across the institution."}]
[{"$f":"IF('> FILTER <'!B1225<>\"\",ROW(OFFSET(A1224,-1,0)),\"\")","v":1223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1225)),A1224,\"\")","v":1223},{"$f":"IFERROR(SMALL(Helper2_1,A1224),\"\")","v":1223},null,1223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1225)),$A1224,\"\")","v":1223},{"$f":"IFERROR(SMALL(Helper2_2,A1224),\"\")","v":1223},{"$f":"COUNTIF(Helper3_1,\"=\"&G1224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1224)=1, G1224, \"\")","v":1223},{"$f":"IFERROR(SMALL(Index_2,A1224),\"\")","v":1223},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:J1224)),\"\")","v":"GLA_147"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:K1224)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:L1224)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:M1224)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:N1224)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:O1224)),\"\")","v":"147 Overall, the University has effective arrangements for self-evaluation which are informed by the use of data from a range of sources. The use of data to inform systematic quality processes and decision-making is part of an increasingly embedded culture of       self-evaluation and the University continuously reconsiders and refines the methods and tools that are employed for generating, analysing and using data. The University also undertakes extensive benchmarking and introduces developments based on good practice it identifies."}]
[{"$f":"IF('> FILTER <'!B1226<>\"\",ROW(OFFSET(A1225,-1,0)),\"\")","v":1224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1226)),A1225,\"\")","v":1224},{"$f":"IFERROR(SMALL(Helper2_1,A1225),\"\")","v":1224},null,1224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1226)),$A1225,\"\")","v":1224},{"$f":"IFERROR(SMALL(Helper2_2,A1225),\"\")","v":1224},{"$f":"COUNTIF(Helper3_1,\"=\"&G1225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1225)=1, G1225, \"\")","v":1224},{"$f":"IFERROR(SMALL(Index_2,A1225),\"\")","v":1224},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:J1225)),\"\")","v":"GLA_148"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:K1225)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:L1225)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:M1225)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:N1225)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:O1225)),\"\")","v":"148 Annual monitoring and institution-led review processes are currently under consideration and are being continually evaluated and updated. As part of its immediate activity, and notwithstanding the current review of the structure of professional support services, the University is asked to continue with its plans to ensure that there is a systematic and timely mechanism to review the contribution of these services to the quality of the student experience during the period of change. The University should also ensure that the postgraduate experience is monitored systematically in a way that is comparable to other annual monitoring processes in place and which would allow an institution-level overview of the holistic postgraduate research experience, including review of student progression and student feedback."}]
[{"$f":"IF('> FILTER <'!B1227<>\"\",ROW(OFFSET(A1226,-1,0)),\"\")","v":1225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1227)),A1226,\"\")","v":1225},{"$f":"IFERROR(SMALL(Helper2_1,A1226),\"\")","v":1225},null,1225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1227)),$A1226,\"\")","v":1225},{"$f":"IFERROR(SMALL(Helper2_2,A1226),\"\")","v":1225},{"$f":"COUNTIF(Helper3_1,\"=\"&G1226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1226)=1, G1226, \"\")","v":1225},{"$f":"IFERROR(SMALL(Index_2,A1226),\"\")","v":1225},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:J1226)),\"\")","v":"GLA_148"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:K1226)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:L1226)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:M1226)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:N1226)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:O1226)),\"\")","v":"148 Annual monitoring and institution-led review processes are currently under consideration and are being continually evaluated and updated. As part of its immediate activity, and notwithstanding the current review of the structure of professional support services, the University is asked to continue with its plans to ensure that there is a systematic and timely mechanism to review the contribution of these services to the quality of the student experience during the period of change. The University should also ensure that the postgraduate experience is monitored systematically in a way that is comparable to other annual monitoring processes in place and which would allow an institution-level overview of the holistic postgraduate research experience, including review of student progression and student feedback."}]
[{"$f":"IF('> FILTER <'!B1228<>\"\",ROW(OFFSET(A1227,-1,0)),\"\")","v":1226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1228)),A1227,\"\")","v":1226},{"$f":"IFERROR(SMALL(Helper2_1,A1227),\"\")","v":1226},null,1226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1228)),$A1227,\"\")","v":1226},{"$f":"IFERROR(SMALL(Helper2_2,A1227),\"\")","v":1226},{"$f":"COUNTIF(Helper3_1,\"=\"&G1227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1227)=1, G1227, \"\")","v":1226},{"$f":"IFERROR(SMALL(Index_2,A1227),\"\")","v":1226},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:J1227)),\"\")","v":"GLA_149"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:K1227)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:L1227)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:M1227)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:N1227)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:O1227)),\"\")","v":"149 The University's approach to student engagement in quality processes is effective. In order to strengthen its approach further, the University is recommended to make external examiner reports accessible to students in order to give students the opportunity to engage in discussion and consideration of this element of the assessment process."}]
[{"$f":"IF('> FILTER <'!B1229<>\"\",ROW(OFFSET(A1228,-1,0)),\"\")","v":1227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1229)),A1228,\"\")","v":1227},{"$f":"IFERROR(SMALL(Helper2_1,A1228),\"\")","v":1227},null,1227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1229)),$A1228,\"\")","v":1227},{"$f":"IFERROR(SMALL(Helper2_2,A1228),\"\")","v":1227},{"$f":"COUNTIF(Helper3_1,\"=\"&G1228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1228)=1, G1228, \"\")","v":1227},{"$f":"IFERROR(SMALL(Index_2,A1228),\"\")","v":1227},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:J1228)),\"\")","v":"GLA_150"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:K1228)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:L1228)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:M1228)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:N1228)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:O1228)),\"\")","v":"150 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B1230<>\"\",ROW(OFFSET(A1229,-1,0)),\"\")","v":1228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1230)),A1229,\"\")","v":1228},{"$f":"IFERROR(SMALL(Helper2_1,A1229),\"\")","v":1228},null,1228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1230)),$A1229,\"\")","v":1228},{"$f":"IFERROR(SMALL(Helper2_2,A1229),\"\")","v":1228},{"$f":"COUNTIF(Helper3_1,\"=\"&G1229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1229)=1, G1229, \"\")","v":1228},{"$f":"IFERROR(SMALL(Index_2,A1229),\"\")","v":1228},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:J1229)),\"\")","v":"GLA_151"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:K1229)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:L1229)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:M1229)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:N1229)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:O1229)),\"\")","v":"151 The University describes its approach to collaborative activity as, 'low risk but not unambitious'. Collaborative provision is relatively small scale, the majority being established joint, double, or multiple degree programmes. The portfolio of articulation agreements has remained relatively stable, totalling 13 overall, all of which are viewed by the University as being low risk. The ELIR team considered that the University manages its collaborative provision in a risk-aware and responsible manner, closely linked to the aims of its Internationalisation Strategy. One of the key objectives of the University Strategy is to 'connect with the world through internationalisation' and the Internationalisation Strategy prioritises the establishment of bilateral and trilateral partnerships and the growth of sustainable, high-quality transnational education with a recent focus on enhancing its strategic approach to partnerships. "}]
[{"$f":"IF('> FILTER <'!B1231<>\"\",ROW(OFFSET(A1230,-1,0)),\"\")","v":1229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1231)),A1230,\"\")","v":1229},{"$f":"IFERROR(SMALL(Helper2_1,A1230),\"\")","v":1229},null,1229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1231)),$A1230,\"\")","v":1229},{"$f":"IFERROR(SMALL(Helper2_2,A1230),\"\")","v":1229},{"$f":"COUNTIF(Helper3_1,\"=\"&G1230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1230)=1, G1230, \"\")","v":1229},{"$f":"IFERROR(SMALL(Index_2,A1230),\"\")","v":1229},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:J1230)),\"\")","v":"GLA_152"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:K1230)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:L1230)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:M1230)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:N1230)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:O1230)),\"\")","v":"152 The University's collaborative research degree provision has shifted from individual, small scale partnerships to framework agreements. This fits with the University's aim of deepening existing partnerships and concentrating on a smaller number of collaborative programmes."}]
[{"$f":"IF('> FILTER <'!B1232<>\"\",ROW(OFFSET(A1231,-1,0)),\"\")","v":1230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1232)),A1231,\"\")","v":1230},{"$f":"IFERROR(SMALL(Helper2_1,A1231),\"\")","v":1230},null,1230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1232)),$A1231,\"\")","v":1230},{"$f":"IFERROR(SMALL(Helper2_2,A1231),\"\")","v":1230},{"$f":"COUNTIF(Helper3_1,\"=\"&G1231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1231)=1, G1231, \"\")","v":1230},{"$f":"IFERROR(SMALL(Index_2,A1231),\"\")","v":1230},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:J1231)),\"\")","v":"GLA_153"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:K1231)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:L1231)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:M1231)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:N1231)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:O1231)),\"\")","v":"153 The University delivers collaborative programmes through its partnership with the Singapore Institute of Technology (SIT). It has a subsidiary company in Singapore - UGlasgow Singapore PTE Ltd (also known as University of Glasgow Singapore or UGS). The University employs academic and professional services staff, as required, in Singapore.  The collaborative provision at SIT comprises: BEng (Honours) in Aeronautical Engineering, Aerospace Systems, Mechatronics, Mechanical Design Engineering, and Civil Engineering; and BSc (Honours) in Computing Science, and Nursing. Recognising that students in different parts of the world have different expectations and requirements, the University has been reflecting on the extent to which the curriculum of its transnational education programmes should be contextualised to the countries in which they are delivered. One of the outcomes of this reflection has been the decision to change the engineering programmes delivered in collaboration with SIT into joint-award programmes. This will allow the course content to align more closely with the Singapore context. The move to joint degrees in its partnership with SIT will mean that, in future, each partner will take responsibility for delivering and assessing half of the modules. Assessments for the SIT programmes are currently the same as those used in Glasgow but, under the new arrangements, staff based in Singapore will set assessments with a process of internal scrutiny and reporting to teaching committees in Glasgow. All arrangements will still be required to meet the requirements of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1233<>\"\",ROW(OFFSET(A1232,-1,0)),\"\")","v":1231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1233)),A1232,\"\")","v":1231},{"$f":"IFERROR(SMALL(Helper2_1,A1232),\"\")","v":1231},null,1231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1233)),$A1232,\"\")","v":1231},{"$f":"IFERROR(SMALL(Helper2_2,A1232),\"\")","v":1231},{"$f":"COUNTIF(Helper3_1,\"=\"&G1232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1232)=1, G1232, \"\")","v":1231},{"$f":"IFERROR(SMALL(Index_2,A1232),\"\")","v":1231},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:J1232)),\"\")","v":"GLA_154"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:K1232)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:L1232)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:M1232)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:N1232)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:O1232)),\"\")","v":"154 The University has recently created a new Assistant Vice-Principal (International) post. At the time of the current ELIR, an appointment had been made but the appointee had not yet taken up the post. The new Assistant Vice-Principal will line manage the five Deans for Global Engagement and three TNE Deans, will provide dedicated oversight of delivery of the international strategy goals, and ensure a coordinated approach to meeting the Strategic Plan key performance indicators."}]
[{"$f":"IF('> FILTER <'!B1234<>\"\",ROW(OFFSET(A1233,-1,0)),\"\")","v":1232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1234)),A1233,\"\")","v":1232},{"$f":"IFERROR(SMALL(Helper2_1,A1233),\"\")","v":1232},null,1232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1234)),$A1233,\"\")","v":1232},{"$f":"IFERROR(SMALL(Helper2_2,A1233),\"\")","v":1232},{"$f":"COUNTIF(Helper3_1,\"=\"&G1233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1233)=1, G1233, \"\")","v":1232},{"$f":"IFERROR(SMALL(Index_2,A1233),\"\")","v":1232},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:J1233)),\"\")","v":"GLA_155"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:K1233)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:L1233)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:M1233)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:N1233)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:O1233)),\"\")","v":"155 There has recently been significant growth in transnational education activity and the number of students enrolled on collaborative programmes has increased in recent years. In 2018-19, there was a total student TNE population of 2,636, exceeding the targets set at the 2014 ELIR (and in the University's Internationalisation Strategy) of 1,560. This has occurred mainly through a new partnership with Nankai University, and additional collaborative provision with the University of Electronic Science and Technology of China (UESTC) and SIT. There are now 136 TNE students at Nankai University, and 1,560 at UESTC. The partnership with Nankai University includes a Confucius Institute, the Scottish Centre for Chinese Social Science Research, and a joint graduate school while the collaboration with the University of Electronic Science and Technology of China partnership delivers BEng (Honours) Electronics and Electrical Engineering, and Electronics and Electrical Engineering with Communications."}]
[{"$f":"IF('> FILTER <'!B1235<>\"\",ROW(OFFSET(A1234,-1,0)),\"\")","v":1233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1235)),A1234,\"\")","v":1233},{"$f":"IFERROR(SMALL(Helper2_1,A1234),\"\")","v":1233},null,1233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1235)),$A1234,\"\")","v":1233},{"$f":"IFERROR(SMALL(Helper2_2,A1234),\"\")","v":1233},{"$f":"COUNTIF(Helper3_1,\"=\"&G1234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1234)=1, G1234, \"\")","v":1233},{"$f":"IFERROR(SMALL(Index_2,A1234),\"\")","v":1233},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:J1234)),\"\")","v":"GLA_155"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:K1234)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:L1234)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:M1234)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:N1234)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:O1234)),\"\")","v":"155 There has recently been significant growth in transnational education activity and the number of students enrolled on collaborative programmes has increased in recent years. In 2018-19, there was a total student TNE population of 2,636, exceeding the targets set at the 2014 ELIR (and in the University's Internationalisation Strategy) of 1,560. This has occurred mainly through a new partnership with Nankai University, and additional collaborative provision with the University of Electronic Science and Technology of China (UESTC) and SIT. There are now 136 TNE students at Nankai University, and 1,560 at UESTC. The partnership with Nankai University includes a Confucius Institute, the Scottish Centre for Chinese Social Science Research, and a joint graduate school while the collaboration with the University of Electronic Science and Technology of China partnership delivers BEng (Honours) Electronics and Electrical Engineering, and Electronics and Electrical Engineering with Communications."}]
[{"$f":"IF('> FILTER <'!B1236<>\"\",ROW(OFFSET(A1235,-1,0)),\"\")","v":1234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1236)),A1235,\"\")","v":1234},{"$f":"IFERROR(SMALL(Helper2_1,A1235),\"\")","v":1234},null,1234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1236)),$A1235,\"\")","v":1234},{"$f":"IFERROR(SMALL(Helper2_2,A1235),\"\")","v":1234},{"$f":"COUNTIF(Helper3_1,\"=\"&G1235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1235)=1, G1235, \"\")","v":1234},{"$f":"IFERROR(SMALL(Index_2,A1235),\"\")","v":1234},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:J1235)),\"\")","v":"GLA_156"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:K1235)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:L1235)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:M1235)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:N1235)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:O1235)),\"\")","v":"156 The structures that support the Internationalisation Strategy have developed since the 2014 ELIR. The Academic Collaborations Office was established in 2013 as part of the Senate Office and provides management information and a range of other specialist services. Day-to-day operational support for TNE is provided in the relevant school or college. Recent developments have been underpinned by the introduction of new structures, including College International Deans, Deans for Global Engagement, TNE Deans, a TNE Secretariat and a TNE Board. "}]
[{"$f":"IF('> FILTER <'!B1237<>\"\",ROW(OFFSET(A1236,-1,0)),\"\")","v":1235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1237)),A1236,\"\")","v":1235},{"$f":"IFERROR(SMALL(Helper2_1,A1236),\"\")","v":1235},null,1235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1237)),$A1236,\"\")","v":1235},{"$f":"IFERROR(SMALL(Helper2_2,A1236),\"\")","v":1235},{"$f":"COUNTIF(Helper3_1,\"=\"&G1236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1236)=1, G1236, \"\")","v":1235},{"$f":"IFERROR(SMALL(Index_2,A1236),\"\")","v":1235},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:J1236)),\"\")","v":"GLA_156"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:K1236)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:L1236)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:M1236)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:N1236)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:O1236)),\"\")","v":"156 The structures that support the Internationalisation Strategy have developed since the 2014 ELIR. The Academic Collaborations Office was established in 2013 as part of the Senate Office and provides management information and a range of other specialist services. Day-to-day operational support for TNE is provided in the relevant school or college. Recent developments have been underpinned by the introduction of new structures, including College International Deans, Deans for Global Engagement, TNE Deans, a TNE Secretariat and a TNE Board. "}]
[{"$f":"IF('> FILTER <'!B1238<>\"\",ROW(OFFSET(A1237,-1,0)),\"\")","v":1236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1238)),A1237,\"\")","v":1236},{"$f":"IFERROR(SMALL(Helper2_1,A1237),\"\")","v":1236},null,1236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1238)),$A1237,\"\")","v":1236},{"$f":"IFERROR(SMALL(Helper2_2,A1237),\"\")","v":1236},{"$f":"COUNTIF(Helper3_1,\"=\"&G1237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1237)=1, G1237, \"\")","v":1236},{"$f":"IFERROR(SMALL(Index_2,A1237),\"\")","v":1236},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:J1237)),\"\")","v":"GLA_157"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:K1237)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:L1237)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:M1237)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:N1237)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:O1237)),\"\")","v":"157 The University coordinates seven Erasmus Mundus Joint Master's Degrees (EMJMD) consortia and two further developments are planned. All EMJMDs are in the College of Social Sciences and run with at least four degree-awarding partners. Students have three mobility opportunities, each a two-year, four semester model (240 SCQF/120 ECTS credits). On average, there are 20 EU scholarships. The programmes have proved to be very popular with applicants and have led to the development of research partnerships."}]
[{"$f":"IF('> FILTER <'!B1239<>\"\",ROW(OFFSET(A1238,-1,0)),\"\")","v":1237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1239)),A1238,\"\")","v":1237},{"$f":"IFERROR(SMALL(Helper2_1,A1238),\"\")","v":1237},null,{"$f":"ROW(OFFSET(E1238,-1,0))","v":1237},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1239)),$A1238,\"\")","v":1237},{"$f":"IFERROR(SMALL(Helper2_2,A1238),\"\")","v":1237},{"$f":"COUNTIF(Helper3_1,\"=\"&G1238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1238)=1, G1238, \"\")","v":1237},{"$f":"IFERROR(SMALL(Index_2,A1238),\"\")","v":1237},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:J1238)),\"\")","v":"GLA_158"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:K1238)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:L1238)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:M1238)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:N1238)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:O1238)),\"\")","v":"158 The University operates three validation arrangements with two established Scottish Higher Education Institutions (HEIs) and a specialist provider: the Glasgow School of Art (GSA), Scotland's Rural College (SRUC) and the Edinburgh Theological Seminary (ETS). Until 2017, the University also had a validation partnership with Christie's Education. This partnership is no longer in operation, but a small number of students remain on the University of Glasgow programmes and are based solely at the University. GSA and SRUC are accredited institutions and take responsibility for approving new programmes subject to validation by the University, but the University provides oversight for key quality assurance processes and policies. The University is responsible for approving and validating all programmes at ETS (70 students)."}]
[{"$f":"IF('> FILTER <'!B1240<>\"\",ROW(OFFSET(A1239,-1,0)),\"\")","v":1238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1240)),A1239,\"\")","v":1238},{"$f":"IFERROR(SMALL(Helper2_1,A1239),\"\")","v":1238},null,1238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1240)),$A1239,\"\")","v":1238},{"$f":"IFERROR(SMALL(Helper2_2,A1239),\"\")","v":1238},{"$f":"COUNTIF(Helper3_1,\"=\"&G1239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1239)=1, G1239, \"\")","v":1238},{"$f":"IFERROR(SMALL(Index_2,A1239),\"\")","v":1238},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:J1239)),\"\")","v":"GLA_159"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:K1239)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:L1239)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:M1239)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:N1239)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:O1239)),\"\")","v":"159 Postgraduate research collaborations place emphasis on framework arrangements, which are agreed at institutional-level, with high-quality partners. The University also participates in a number of Centres for Doctoral Training (10 in total), Doctoral Training Partnerships and other 'pooled graduate schools'. For example, the Scottish Graduate School for the Arts and Humanities, the Scottish Graduate School for Social Sciences, the Scottish Universities Physics Alliance, and the Medical Research Council Centre for Doctoral Training in Precision Medicine. The University is also lead partner in the European Joint Doctorate in Molecular Animal Nutrition, and partner in the Network for Innovative Training in Rotorcraft Safety (NITROS). The University also participates in a number of Doctoral Training Centres. These are each managed by the relevant college, with sharing of good practice and experience within each college achieved through the Graduate School Board and sharing at institutional-level through the Deans of Graduate Studies Committee."}]
[{"$f":"IF('> FILTER <'!B1241<>\"\",ROW(OFFSET(A1240,-1,0)),\"\")","v":1239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1241)),A1240,\"\")","v":1239},{"$f":"IFERROR(SMALL(Helper2_1,A1240),\"\")","v":1239},null,1239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1241)),$A1240,\"\")","v":1239},{"$f":"IFERROR(SMALL(Helper2_2,A1240),\"\")","v":1239},{"$f":"COUNTIF(Helper3_1,\"=\"&G1240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1240)=1, G1240, \"\")","v":1239},{"$f":"IFERROR(SMALL(Index_2,A1240),\"\")","v":1239},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:J1240)),\"\")","v":"GLA_160"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:K1240)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:L1240)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:M1240)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:N1240)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:O1240)),\"\")","v":"160 The University separates the processes of partnership approval and monitoring, and programme approval and monitoring. Special processes are in place for partnership approval and monitoring, while programme approval and monitoring are undertaken as part of the University's usual annual monitoring and PSR processes supported by the Academic Collaborations Office. Operational oversight of collaborative partnerships is the responsibility of a joint management board for the relevant collaboration.  "}]
[{"$f":"IF('> FILTER <'!B1242<>\"\",ROW(OFFSET(A1241,-1,0)),\"\")","v":1240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1242)),A1241,\"\")","v":1240},{"$f":"IFERROR(SMALL(Helper2_1,A1241),\"\")","v":1240},null,1240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1242)),$A1241,\"\")","v":1240},{"$f":"IFERROR(SMALL(Helper2_2,A1241),\"\")","v":1240},{"$f":"COUNTIF(Helper3_1,\"=\"&G1241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1241)=1, G1241, \"\")","v":1240},{"$f":"IFERROR(SMALL(Index_2,A1241),\"\")","v":1240},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:J1241)),\"\")","v":"GLA_161"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:K1241)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:L1241)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:M1241)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:N1241)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:O1241)),\"\")","v":"161 The procedures for the approval of a new partnership are defined by the Academic Collaborations Office and include three stages: approval by School or Research Institute; approval by College; and approval by the Senate. In some cases, approval by the University Court is also required, typically if there are particular human resources, financial or legal implications for the University, as would be the case with overseas delivery. Individual collaborations are overseen by joint management boards (or equivalent) that report to College collaborations groups."}]
[{"$f":"IF('> FILTER <'!B1243<>\"\",ROW(OFFSET(A1242,-1,0)),\"\")","v":1241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1243)),A1242,\"\")","v":1241},{"$f":"IFERROR(SMALL(Helper2_1,A1242),\"\")","v":1241},null,1241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1243)),$A1242,\"\")","v":1241},{"$f":"IFERROR(SMALL(Helper2_2,A1242),\"\")","v":1241},{"$f":"COUNTIF(Helper3_1,\"=\"&G1242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1242)=1, G1242, \"\")","v":1241},{"$f":"IFERROR(SMALL(Index_2,A1242),\"\")","v":1241},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:J1242)),\"\")","v":"GLA_162"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:K1242)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:L1242)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:M1242)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:N1242)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:O1242)),\"\")","v":"162 At institutional level, the University Collaborations Group (comprising Senior Management Group members) reviews proposals before they are considered by Education Policy and Strategy Committee or Research Planning and Strategy Committee. Support is provided by the Academic Collaborations Office and the TNE Secretariat. All legal agreements must adhere to the Quality Code. Colleges have structures established for the review of collaborative partnerships. The College of Medical, Veterinary and Life Sciences, the College of Social Sciences, and College of Arts each have a dedicated College Collaborative Group and the College of Science and Engineering uses existing structures. "}]
[{"$f":"IF('> FILTER <'!B1244<>\"\",ROW(OFFSET(A1243,-1,0)),\"\")","v":1242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1244)),A1243,\"\")","v":1242},{"$f":"IFERROR(SMALL(Helper2_1,A1243),\"\")","v":1242},null,1242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1244)),$A1243,\"\")","v":1242},{"$f":"IFERROR(SMALL(Helper2_2,A1243),\"\")","v":1242},{"$f":"COUNTIF(Helper3_1,\"=\"&G1243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1243)=1, G1243, \"\")","v":1242},{"$f":"IFERROR(SMALL(Index_2,A1243),\"\")","v":1242},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:J1243)),\"\")","v":"GLA_163"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:K1243)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:L1243)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:M1243)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:N1243)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:O1243)),\"\")","v":"163 Quality assurance and enhancement of validated provision is achieved by one of three mechanisms: annual joint liaison committees or management boards; quality management processes aligning with the University's own processes; or annual reports to ASC.  "}]
[{"$f":"IF('> FILTER <'!B1245<>\"\",ROW(OFFSET(A1244,-1,0)),\"\")","v":1243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1245)),A1244,\"\")","v":1243},{"$f":"IFERROR(SMALL(Helper2_1,A1244),\"\")","v":1243},null,1243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1245)),$A1244,\"\")","v":1243},{"$f":"IFERROR(SMALL(Helper2_2,A1244),\"\")","v":1243},{"$f":"COUNTIF(Helper3_1,\"=\"&G1244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1244)=1, G1244, \"\")","v":1243},{"$f":"IFERROR(SMALL(Index_2,A1244),\"\")","v":1243},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:J1244)),\"\")","v":"GLA_164"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:K1244)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:L1244)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:M1244)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:N1244)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:O1244)),\"\")","v":"164 Students studying at partner institutions who met the ELIR team tended to associate themselves with the partner institution, rather than the University, but this view changed for those students who subsequently articulated to the University. Students at SIT valued the availability of online lecture material from the associated programmes delivered in Glasgow. The team heard that, as the partnership evolves into a joint degree model in the near future, the University will continue to make this material available as an additional resource to students at SIT, even though the Glasgow and SIT programmes will diverge in content. UESTC students are prepared for, and supported during, their transfer to the University by staff visiting UESTC and through the provision of English language training.  Overall, students who met the ELIR team were very satisfied with the support they received from the University."}]
[{"$f":"IF('> FILTER <'!B1246<>\"\",ROW(OFFSET(A1245,-1,0)),\"\")","v":1244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1246)),A1245,\"\")","v":1244},{"$f":"IFERROR(SMALL(Helper2_1,A1245),\"\")","v":1244},null,1244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1246)),$A1245,\"\")","v":1244},{"$f":"IFERROR(SMALL(Helper2_2,A1245),\"\")","v":1244},{"$f":"COUNTIF(Helper3_1,\"=\"&G1245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1245)=1, G1245, \"\")","v":1244},{"$f":"IFERROR(SMALL(Index_2,A1245),\"\")","v":1244},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:J1245)),\"\")","v":"GLA_165"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:K1245)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:L1245)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:M1245)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:N1245)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:O1245)),\"\")","v":"165 TNE students reported that they were generally very satisfied with the learning resources and opportunities provided, including the provision of advisors of study, student counselling, library and IT resources, and the VLE; and PSR report findings support this view. TNE students were generally satisfied with the arrangements for assessments and reported that the criteria on which they would be assessed were clear and marking rubrics were available to them. The timeliness of the assessment feedback was variable. Staff were aware of this and said that one of the advantages of changing to a joint degree model would be that the University would have complete control over the modules it delivered, and the assessments associated with them."}]
[{"$f":"IF('> FILTER <'!B1247<>\"\",ROW(OFFSET(A1246,-1,0)),\"\")","v":1245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1247)),A1246,\"\")","v":1245},{"$f":"IFERROR(SMALL(Helper2_1,A1246),\"\")","v":1245},null,1245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1247)),$A1246,\"\")","v":1245},{"$f":"IFERROR(SMALL(Helper2_2,A1246),\"\")","v":1245},{"$f":"COUNTIF(Helper3_1,\"=\"&G1246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1246)=1, G1246, \"\")","v":1245},{"$f":"IFERROR(SMALL(Index_2,A1246),\"\")","v":1245},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:J1246)),\"\")","v":"GLA_166"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:K1246)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:L1246)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:M1246)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:N1246)),\"\")","v":"University of Glasgow"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:O1246)),\"\")","v":"166 The University's management of its collaborative provision is effective. There is clear evidence that careful consideration has been given to managing the risks and opportunities. A new support model for TNE has been developed following critical reflection by the University on its processes, which led to the recognition that the previous approach could not effectively sustain the scale of planned operations. In the new model, there are clearly defined roles for central services, the colleges and schools. "}]
[{"$f":"IF('> FILTER <'!B1248<>\"\",ROW(OFFSET(A1247,-1,0)),\"\")","v":1246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1248)),A1247,\"\")","v":1246},{"$f":"IFERROR(SMALL(Helper2_1,A1247),\"\")","v":1246},null,1246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1248)),$A1247,\"\")","v":1246},{"$f":"IFERROR(SMALL(Helper2_2,A1247),\"\")","v":1246},{"$f":"COUNTIF(Helper3_1,\"=\"&G1247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1247)=1, G1247, \"\")","v":1246},{"$f":"IFERROR(SMALL(Index_2,A1247),\"\")","v":1246},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:J1247)),\"\")","v":"STR_2"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:K1247)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:L1247)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:M1247)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:N1247)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:O1247)),\"\")","v":"2 The University has a strategic approach to achieving its vision, articulated in its Strategic Plan 2015-20 and, at the time of the current ELIR, was planning the transition into the next five-year planning period. The Strategic Plan has three main themes: outstanding student experience; internationally-leading research; and world-leading innovation and impact. In turn, these are underpinned by two cross-cutting themes: global engagement and operational excellence. Progress towards achieving the goals is set out in the strategic plan and is monitored and evaluated through 16 Key Performance Indicators (KPIs) where current performance is set out against targets. The strategy is embedded in the departmental, school, faculty and directorate annual planning round and progress is carefully monitored."}]
[{"$f":"IF('> FILTER <'!B1249<>\"\",ROW(OFFSET(A1248,-1,0)),\"\")","v":1247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1249)),A1248,\"\")","v":1247},{"$f":"IFERROR(SMALL(Helper2_1,A1248),\"\")","v":1247},null,1247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1249)),$A1248,\"\")","v":1247},{"$f":"IFERROR(SMALL(Helper2_2,A1248),\"\")","v":1247},{"$f":"COUNTIF(Helper3_1,\"=\"&G1248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1248)=1, G1248, \"\")","v":1247},{"$f":"IFERROR(SMALL(Index_2,A1248),\"\")","v":1247},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:J1248)),\"\")","v":"STR_3"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:K1248)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:L1248)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:M1248)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:N1248)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:O1248)),\"\")","v":"3 The University has four faculties: the Strathclyde Business School, the Faculty of Science, the Faculty of Engineering and the Faculty of Humanities and Social Sciences. Each faculty is led by an Associate Principal and Executive Dean and operate with different committee structures appropriate to their needs. Faculty structures and membership of key committees are permitted to change over time to enable focus on key priorities."}]
[{"$f":"IF('> FILTER <'!B1250<>\"\",ROW(OFFSET(A1249,-1,0)),\"\")","v":1248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1250)),A1249,\"\")","v":1248},{"$f":"IFERROR(SMALL(Helper2_1,A1249),\"\")","v":1248},null,1248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1250)),$A1249,\"\")","v":1248},{"$f":"IFERROR(SMALL(Helper2_2,A1249),\"\")","v":1248},{"$f":"COUNTIF(Helper3_1,\"=\"&G1249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1249)=1, G1249, \"\")","v":1248},{"$f":"IFERROR(SMALL(Index_2,A1249),\"\")","v":1248},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:J1249)),\"\")","v":"STR_4"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:K1249)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:L1249)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:M1249)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:N1249)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:O1249)),\"\")","v":"4 The institution-level management structures have been designed to enable the University to deliver its strategy. Its Executive Team is responsible for overall leadership, strategy, policy and management. The University Leadership Group brings together faculties and directorates to progress key institutional strategic themes. Institutional governance is provided by the University Court, the governing body, and the Senate, which is the academic governing body, both of which exercise their responsibilities through a range of sub-committees. The Senate Business Committee (SBC) reviews the agenda, approvals and matters for discussion, giving preliminary consideration to the recommendations to Senate on key proposals emerging from the reporting committees. Senate receives a report from SBC and discusses or confirms approvals accordingly, focusing on strategic matters in their Senate meeting. Recently established committees include the new Course Approval Subgroup, established in January 2017, which reports directly to the Senate Business Committee and provides an out-of-cycle approval process for courses deemed to be of strategic importance. The newly established Student Experience Committee (SEC) is chaired by the Student President. Since the previous ELIR in 2014, a Directorate of Continuous Improvement has been established and has had a key role in leading culture change, planning, implementing and sustaining improvements aligned to the University strategy."}]
[{"$f":"IF('> FILTER <'!B1251<>\"\",ROW(OFFSET(A1250,-1,0)),\"\")","v":1249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1251)),A1250,\"\")","v":1249},{"$f":"IFERROR(SMALL(Helper2_1,A1250),\"\")","v":1249},null,1249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1251)),$A1250,\"\")","v":1249},{"$f":"IFERROR(SMALL(Helper2_2,A1250),\"\")","v":1249},{"$f":"COUNTIF(Helper3_1,\"=\"&G1250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1250)=1, G1250, \"\")","v":1249},{"$f":"IFERROR(SMALL(Index_2,A1250),\"\")","v":1249},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:J1250)),\"\")","v":"STR_5"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:K1250)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:L1250)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:M1250)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:N1250)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:O1250)),\"\")","v":"5 The University's commitment to its strategic aim to provide a range of high- quality, technology-rich learning spaces is reflected in the significant capital investment programme. This has been underway for the last 10 years and includes the new Learning and Teaching Building Project which, at the time of the ELIR, was under construction. The strategy has had a focus on student/staff wellbeing and the proactive reduction of the carbon footprint, as well as modernising and future-proofing facilities."}]
[{"$f":"IF('> FILTER <'!B1252<>\"\",ROW(OFFSET(A1251,-1,0)),\"\")","v":1250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1252)),A1251,\"\")","v":1250},{"$f":"IFERROR(SMALL(Helper2_1,A1251),\"\")","v":1250},null,1250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1252)),$A1251,\"\")","v":1250},{"$f":"IFERROR(SMALL(Helper2_2,A1251),\"\")","v":1250},{"$f":"COUNTIF(Helper3_1,\"=\"&G1251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1251)=1, G1251, \"\")","v":1250},{"$f":"IFERROR(SMALL(Index_2,A1251),\"\")","v":1250},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:J1251)),\"\")","v":"STR_6"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:K1251)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:L1251)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:M1251)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:N1251)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:O1251)),\"\")","v":"6 In 2017-18, the University had a student population of just over 20,000 full-time equivalent (FTE), of whom 70% were studying at undergraduate level, 22.5% were engaged in taught master's-level provision and 7.5% in postgraduate research. In the same year, 16% of the total student population were studying on a part-time basis however, a large proportion (46%) of these are taught postgraduate students. By headcount, 71% of the institution's students were from Scotland, 5% from the rest of the UK and the remaining 24% were international (including the European Union)."}]
[{"$f":"IF('> FILTER <'!B1253<>\"\",ROW(OFFSET(A1252,-1,0)),\"\")","v":1251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1253)),A1252,\"\")","v":1251},{"$f":"IFERROR(SMALL(Helper2_1,A1252),\"\")","v":1251},null,1251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1253)),$A1252,\"\")","v":1251},{"$f":"IFERROR(SMALL(Helper2_2,A1252),\"\")","v":1251},{"$f":"COUNTIF(Helper3_1,\"=\"&G1252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1252)=1, G1252, \"\")","v":1251},{"$f":"IFERROR(SMALL(Index_2,A1252),\"\")","v":1251},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:J1252)),\"\")","v":"STR_7"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:K1252)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:L1252)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:M1252)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:N1252)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:O1252)),\"\")","v":"7 The University manages the demographic of the student population through target setting and alignment to its strategic priorities. It is committed to increase international students from 2,035 in 2015 to 2,650 by 2020 and to increase research intensity by growing the numbers of high-quality postgraduate research students. This ambition is supported through an enhanced researcher development training provision for research staff and students. Growth in the numbers of both postgraduate taught (PGT) and postgraduate research students (PGR) is part of the current strategy, with a target of 3,100 PGT and 1,750 PGR by 2020. The University has effective mechanisms to manage its student population and monitor trends (paragraphs 71-77)."}]
[{"$f":"IF('> FILTER <'!B1254<>\"\",ROW(OFFSET(A1253,-1,0)),\"\")","v":1252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1254)),A1253,\"\")","v":1252},{"$f":"IFERROR(SMALL(Helper2_1,A1253),\"\")","v":1252},null,1252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1254)),$A1253,\"\")","v":1252},{"$f":"IFERROR(SMALL(Helper2_2,A1253),\"\")","v":1252},{"$f":"COUNTIF(Helper3_1,\"=\"&G1253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1253)=1, G1253, \"\")","v":1252},{"$f":"IFERROR(SMALL(Index_2,A1253),\"\")","v":1252},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:J1253)),\"\")","v":"STR_8"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:K1253)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:L1253)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:M1253)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:N1253)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:O1253)),\"\")","v":"8 Widening access aligns with the University's key strategic priority to diversify its student population. The characteristics of students in terms of gender, ethnicity, disability and educational and social backgrounds are monitored to assess progress and the University has taken a number of steps to help achieve this strategic priority."}]
[{"$f":"IF('> FILTER <'!B1255<>\"\",ROW(OFFSET(A1254,-1,0)),\"\")","v":1253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1255)),A1254,\"\")","v":1253},{"$f":"IFERROR(SMALL(Helper2_1,A1254),\"\")","v":1253},null,1253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1255)),$A1254,\"\")","v":1253},{"$f":"IFERROR(SMALL(Helper2_2,A1254),\"\")","v":1253},{"$f":"COUNTIF(Helper3_1,\"=\"&G1254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1254)=1, G1254, \"\")","v":1253},{"$f":"IFERROR(SMALL(Index_2,A1254),\"\")","v":1253},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:J1254)),\"\")","v":"STR_9"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:K1254)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:L1254)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:M1254)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:N1254)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:O1254)),\"\")","v":"9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."}]
[{"$f":"IF('> FILTER <'!B1256<>\"\",ROW(OFFSET(A1255,-1,0)),\"\")","v":1254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1256)),A1255,\"\")","v":1254},{"$f":"IFERROR(SMALL(Helper2_1,A1255),\"\")","v":1254},null,1254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1256)),$A1255,\"\")","v":1254},{"$f":"IFERROR(SMALL(Helper2_2,A1255),\"\")","v":1254},{"$f":"COUNTIF(Helper3_1,\"=\"&G1255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1255)=1, G1255, \"\")","v":1254},{"$f":"IFERROR(SMALL(Index_2,A1255),\"\")","v":1254},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:J1255)),\"\")","v":"STR_9"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:K1255)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:L1255)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:M1255)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:N1255)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:O1255)),\"\")","v":"9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."}]
[{"$f":"IF('> FILTER <'!B1257<>\"\",ROW(OFFSET(A1256,-1,0)),\"\")","v":1255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1257)),A1256,\"\")","v":1255},{"$f":"IFERROR(SMALL(Helper2_1,A1256),\"\")","v":1255},null,1255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1257)),$A1256,\"\")","v":1255},{"$f":"IFERROR(SMALL(Helper2_2,A1256),\"\")","v":1255},{"$f":"COUNTIF(Helper3_1,\"=\"&G1256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1256)=1, G1256, \"\")","v":1255},{"$f":"IFERROR(SMALL(Index_2,A1256),\"\")","v":1255},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:J1256)),\"\")","v":"STR_9"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:K1256)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:L1256)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:M1256)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:N1256)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:O1256)),\"\")","v":"9 The University recognises that its retention rates are slightly below the Scottish average and work continues to address this. It has appropriate means of monitoring pass, progression, completion, employability and Employment Performance Indicator (EPI) rates through a range of management information. The Quality Assurance Committee (QAC) monitors progression and completion rates on an annual basis. In the faculties, the Faculty Academic Committees, convened by the Vice-Deans Academic are responsible for implementing and evaluating agreed actions (paragraphs 74 and 76)."}]
[{"$f":"IF('> FILTER <'!B1258<>\"\",ROW(OFFSET(A1257,-1,0)),\"\")","v":1256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1258)),A1257,\"\")","v":1256},{"$f":"IFERROR(SMALL(Helper2_1,A1257),\"\")","v":1256},null,1256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1258)),$A1257,\"\")","v":1256},{"$f":"IFERROR(SMALL(Helper2_2,A1257),\"\")","v":1256},{"$f":"COUNTIF(Helper3_1,\"=\"&G1257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1257)=1, G1257, \"\")","v":1256},{"$f":"IFERROR(SMALL(Index_2,A1257),\"\")","v":1256},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:J1257)),\"\")","v":"STR_10"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:K1257)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:L1257)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:M1257)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:N1257)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:O1257)),\"\")","v":"10 Preparations for the ELIR were overseen by a small core steering group of senior staff. More detailed work was undertaken by the ELIR Working Group, which was responsible for the preparation of the Reflective Analysis and accompanying documentation, and the consultation process. This wider group included formal  representation of students together with academic and administrative staff from committees and administrative units. "}]
[{"$f":"IF('> FILTER <'!B1259<>\"\",ROW(OFFSET(A1258,-1,0)),\"\")","v":1257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1259)),A1258,\"\")","v":1257},{"$f":"IFERROR(SMALL(Helper2_1,A1258),\"\")","v":1257},null,1257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1259)),$A1258,\"\")","v":1257},{"$f":"IFERROR(SMALL(Helper2_2,A1258),\"\")","v":1257},{"$f":"COUNTIF(Helper3_1,\"=\"&G1258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1258)=1, G1258, \"\")","v":1257},{"$f":"IFERROR(SMALL(Index_2,A1258),\"\")","v":1257},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:J1258)),\"\")","v":"STR_11"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:K1258)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:L1258)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:M1258)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:N1258)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:O1258)),\"\")","v":"11 ELIR 4 was an agenda item on all the education committees and the increased emphasis on evidenced-based enhancement assisted in further developing and embedding a culture of enhancement across the university. Students were consulted through representative systems, including course and faculty representatives and those attending the annual Student Congress. These actions enabled the adoption of a structured and inclusive process."}]
[{"$f":"IF('> FILTER <'!B1260<>\"\",ROW(OFFSET(A1259,-1,0)),\"\")","v":1258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1260)),A1259,\"\")","v":1258},{"$f":"IFERROR(SMALL(Helper2_1,A1259),\"\")","v":1258},null,1258,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1260)),$A1259,\"\")","v":1258},{"$f":"IFERROR(SMALL(Helper2_2,A1259),\"\")","v":1258},{"$f":"COUNTIF(Helper3_1,\"=\"&G1259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1259)=1, G1259, \"\")","v":1258},{"$f":"IFERROR(SMALL(Index_2,A1259),\"\")","v":1258},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:J1259)),\"\")","v":"STR_12"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:K1259)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:L1259)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:M1259)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:N1259)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:O1259)),\"\")","v":"12 The University asked the ELIR team to focus on three aspects of its context: widening access and participation; student feedback (including student voice); online, digital and work-based learning"}]
[{"$f":"IF('> FILTER <'!B1261<>\"\",ROW(OFFSET(A1260,-1,0)),\"\")","v":1259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1261)),A1260,\"\")","v":1259},{"$f":"IFERROR(SMALL(Helper2_1,A1260),\"\")","v":1259},null,1259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1261)),$A1260,\"\")","v":1259},{"$f":"IFERROR(SMALL(Helper2_2,A1260),\"\")","v":1259},{"$f":"COUNTIF(Helper3_1,\"=\"&G1260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1260)=1, G1260, \"\")","v":1259},{"$f":"IFERROR(SMALL(Index_2,A1260),\"\")","v":1259},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:J1260)),\"\")","v":"STR_13"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:K1260)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:L1260)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:M1260)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:N1260)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:O1260)),\"\")","v":"13 The documentation provided by the institution and discussions with students and staff enabled the ELIR team to confirm that these themes reflect the University's current strategic priorities."}]
[{"$f":"IF('> FILTER <'!B1262<>\"\",ROW(OFFSET(A1261,-1,0)),\"\")","v":1260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1262)),A1261,\"\")","v":1260},{"$f":"IFERROR(SMALL(Helper2_1,A1261),\"\")","v":1260},null,1260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1262)),$A1261,\"\")","v":1260},{"$f":"IFERROR(SMALL(Helper2_2,A1261),\"\")","v":1260},{"$f":"COUNTIF(Helper3_1,\"=\"&G1261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1261)=1, G1261, \"\")","v":1260},{"$f":"IFERROR(SMALL(Index_2,A1261),\"\")","v":1260},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:J1261)),\"\")","v":"STR_14"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:K1261)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:L1261)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:M1261)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:N1261)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:O1261)),\"\")","v":"14 Responsibility for progressing actions in response to the previous ELIR rested with the Education Strategy Committee (ESC) and its sub-committees: Quality Assurance Committee (QAC) and Learning Enhancement Committee (LEC). Follow-up to ELIR has been a standing item on each ESC agenda with actions being progressed through committees and working groups."}]
[{"$f":"IF('> FILTER <'!B1263<>\"\",ROW(OFFSET(A1262,-1,0)),\"\")","v":1261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1263)),A1262,\"\")","v":1261},{"$f":"IFERROR(SMALL(Helper2_1,A1262),\"\")","v":1261},null,1261,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1263)),$A1262,\"\")","v":1261},{"$f":"IFERROR(SMALL(Helper2_2,A1262),\"\")","v":1261},{"$f":"COUNTIF(Helper3_1,\"=\"&G1262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1262)=1, G1262, \"\")","v":1261},{"$f":"IFERROR(SMALL(Index_2,A1262),\"\")","v":1261},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:J1262)),\"\")","v":"STR_15"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:K1262)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:L1262)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:M1262)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:N1262)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:O1262)),\"\")","v":"15 The 2014 ELIR identified five areas for development and nine areas for embedding positive practice. The key recommendation related to institution-led review which is considered later (paragraph 105). Overall, it was evident to the ELIR team that there was clear evidence of structured, systematic and substantive activity around the recommendations of the 2014 ELIR, leading, for example, to student involvement in developing solutions, structural alterations to the academic year, new policies and guidance being developed along with staff training and workload planning        (paragraphs 113 to 116)."}]
[{"$f":"IF('> FILTER <'!B1264<>\"\",ROW(OFFSET(A1263,-1,0)),\"\")","v":1262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1264)),A1263,\"\")","v":1262},{"$f":"IFERROR(SMALL(Helper2_1,A1263),\"\")","v":1262},null,1262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1264)),$A1263,\"\")","v":1262},{"$f":"IFERROR(SMALL(Helper2_2,A1263),\"\")","v":1262},{"$f":"COUNTIF(Helper3_1,\"=\"&G1263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1263)=1, G1263, \"\")","v":1262},{"$f":"IFERROR(SMALL(Index_2,A1263),\"\")","v":1262},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:J1263)),\"\")","v":"STR_16"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:K1263)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:L1263)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:M1263)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:N1263)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:O1263)),\"\")","v":"16 The University and the Strathclyde Students' Union (Strath Union) worked collaboratively on the preparations for ELIR. This built on a long history of collaboration and partnership. Students are represented on all of the institutional education committees at which ELIR was discussed, as well as being members of the Senate and the University Court, and their membership and contributions are central to the work of those groups and committees. The partnership between students and the University was a prominent feature of ELIR preparations and development of the contextualised topics. The recently approved Student Partnership Agreement, which builds on student engagement in ELIR preparations, aims to encourage further student engagement, with clear priorities for enhancement. Inclusion of successive Strath Union Vice-Presidents in the wider ELIR Working Group is noted by the ELIR team as supporting the continuity of student involvement across the period of preparation for ELIR and for future developments."}]
[{"$f":"IF('> FILTER <'!B1265<>\"\",ROW(OFFSET(A1264,-1,0)),\"\")","v":1263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1265)),A1264,\"\")","v":1263},{"$f":"IFERROR(SMALL(Helper2_1,A1264),\"\")","v":1263},null,1263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1265)),$A1264,\"\")","v":1263},{"$f":"IFERROR(SMALL(Helper2_2,A1264),\"\")","v":1263},{"$f":"COUNTIF(Helper3_1,\"=\"&G1264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1264)=1, G1264, \"\")","v":1263},{"$f":"IFERROR(SMALL(Index_2,A1264),\"\")","v":1263},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:J1264)),\"\")","v":"STR_17"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:K1264)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:L1264)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:M1264)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:N1264)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:O1264)),\"\")","v":"17 The University has a strong and effective relationship with Strath Union. The University and Strath Union work in partnership, offering challenge to one another as critical friends in determining areas of focus and undertaking initiatives to enhance the student experience. This mode of working is reflective of the University's ethos and was evident through the ELIR team's discussions with students and staff."}]
[{"$f":"IF('> FILTER <'!B1266<>\"\",ROW(OFFSET(A1265,-1,0)),\"\")","v":1264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1266)),A1265,\"\")","v":1264},{"$f":"IFERROR(SMALL(Helper2_1,A1265),\"\")","v":1264},null,1264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1266)),$A1265,\"\")","v":1264},{"$f":"IFERROR(SMALL(Helper2_2,A1265),\"\")","v":1264},{"$f":"COUNTIF(Helper3_1,\"=\"&G1265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1265)=1, G1265, \"\")","v":1264},{"$f":"IFERROR(SMALL(Index_2,A1265),\"\")","v":1264},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:J1265)),\"\")","v":"STR_18"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:K1265)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:L1265)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:M1265)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:N1265)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:O1265)),\"\")","v":"18 The University has an extensive student representative system in place for most student groups which is mature and long-established. The institution recognised that in some areas, such as for off-site postgraduate and online learners, the representative arrangements were in development. Students at programme level select a class representative to attend Student-Staff Liaison Committees (SSLC) including undergraduate, postgraduate taught and research and Graduate Apprentices (GA). In turn, faculty representatives collate the views of the class representatives and feed into faculty-level committees and discussions. Students are full members on committees across the University, with a clear structure of how student and faculty representatives refer matters to the Vice-President of Education."}]
[{"$f":"IF('> FILTER <'!B1267<>\"\",ROW(OFFSET(A1266,-1,0)),\"\")","v":1265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1267)),A1266,\"\")","v":1265},{"$f":"IFERROR(SMALL(Helper2_1,A1266),\"\")","v":1265},null,1265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1267)),$A1266,\"\")","v":1265},{"$f":"IFERROR(SMALL(Helper2_2,A1266),\"\")","v":1265},{"$f":"COUNTIF(Helper3_1,\"=\"&G1266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1266)=1, G1266, \"\")","v":1265},{"$f":"IFERROR(SMALL(Index_2,A1266),\"\")","v":1265},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:J1266)),\"\")","v":"STR_19"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:K1266)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:L1266)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:M1266)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:N1266)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:O1266)),\"\")","v":"19 The representative system has evolved over time to incorporate new developments as appropriate. The ELIR team recognised the positive integration of a student representative structure for GAs, with each cohort nominating two to three apprentices to act as class representatives and attend SSLCs. This was noted by staff and students as positive practice in allowing GA student voices to be heard and enhancements to be made."}]
[{"$f":"IF('> FILTER <'!B1268<>\"\",ROW(OFFSET(A1267,-1,0)),\"\")","v":1266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1268)),A1267,\"\")","v":1266},{"$f":"IFERROR(SMALL(Helper2_1,A1267),\"\")","v":1266},null,1266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1268)),$A1267,\"\")","v":1266},{"$f":"IFERROR(SMALL(Helper2_2,A1267),\"\")","v":1266},{"$f":"COUNTIF(Helper3_1,\"=\"&G1267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1267)=1, G1267, \"\")","v":1266},{"$f":"IFERROR(SMALL(Index_2,A1267),\"\")","v":1266},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:J1267)),\"\")","v":"STR_20"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:K1267)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:L1267)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:M1267)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:N1267)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:O1267)),\"\")","v":"20 The University has a departmentally-based representation structure for PGRs. With the introduction of the Strathclyde Doctoral School, the Doctoral Researchers Group (DRG), an associated representative structure had not been finalised at the time of the current ELIR."}]
[{"$f":"IF('> FILTER <'!B1269<>\"\",ROW(OFFSET(A1268,-1,0)),\"\")","v":1267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1269)),A1268,\"\")","v":1267},{"$f":"IFERROR(SMALL(Helper2_1,A1268),\"\")","v":1267},null,1267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1269)),$A1268,\"\")","v":1267},{"$f":"IFERROR(SMALL(Helper2_2,A1268),\"\")","v":1267},{"$f":"COUNTIF(Helper3_1,\"=\"&G1268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1268)=1, G1268, \"\")","v":1267},{"$f":"IFERROR(SMALL(Index_2,A1268),\"\")","v":1267},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:J1268)),\"\")","v":"STR_21"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:K1268)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:L1268)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:M1268)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:N1268)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:O1268)),\"\")","v":"21 Training and development are provided to student representatives (including International Study Centre representatives) by Strath Union both through training sessions and skills development workshops as part of the Student Congress. In 2017-18, senior student leaders, such as sabbatical officers and faculty representatives, were offered Institute of Leadership and Management (ILM) Award in Leadership training, delivered by the University's Organisational and Staff Development Unit (OSDU), demonstrating enhanced support for student leaders. Representative training for online students and  postgraduate researchers was not consistently provided, however, the University recognised these areas were under development. The University is, therefore, encouraged to implement training for online student representatives and PGR student representatives."}]
[{"$f":"IF('> FILTER <'!B1270<>\"\",ROW(OFFSET(A1269,-1,0)),\"\")","v":1268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1270)),A1269,\"\")","v":1268},{"$f":"IFERROR(SMALL(Helper2_1,A1269),\"\")","v":1268},null,1268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1270)),$A1269,\"\")","v":1268},{"$f":"IFERROR(SMALL(Helper2_2,A1269),\"\")","v":1268},{"$f":"COUNTIF(Helper3_1,\"=\"&G1269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1269)=1, G1269, \"\")","v":1268},{"$f":"IFERROR(SMALL(Index_2,A1269),\"\")","v":1268},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:J1269)),\"\")","v":"STR_22"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:K1269)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:L1269)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:M1269)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:N1269)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:O1269)),\"\")","v":"22 The University has a proactive approach to the collection and analysis of student views and data, with established methods used such as the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES), Strathclyde Undergraduate Satisfaction Survey (SUSS) and internal class evaluation survey. There are varying methods adopted for the use of class evaluation between departments and faculties with students outlining different practice for surveys and updates on actions from feedback. The ELIR team learned that a consistent approach to class evaluation had been piloted in the Faculty of Engineering using an online evaluation system across the Faculty delivered to students in week six, with immediate feedback reported by week seven. Following on from the pilot, a central project was underway at the time of the current ELIR to introduce an institutional Student Module Feedback system which was aimed at providing greater consistency of feedback by the end of its three-year implementation period."}]
[{"$f":"IF('> FILTER <'!B1271<>\"\",ROW(OFFSET(A1270,-1,0)),\"\")","v":1269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1271)),A1270,\"\")","v":1269},{"$f":"IFERROR(SMALL(Helper2_1,A1270),\"\")","v":1269},null,1269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1271)),$A1270,\"\")","v":1269},{"$f":"IFERROR(SMALL(Helper2_2,A1270),\"\")","v":1269},{"$f":"COUNTIF(Helper3_1,\"=\"&G1270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1270)=1, G1270, \"\")","v":1269},{"$f":"IFERROR(SMALL(Index_2,A1270),\"\")","v":1269},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:J1270)),\"\")","v":"STR_23"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:K1270)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:L1270)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:M1270)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:N1270)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:O1270)),\"\")","v":"23 The practices around student representation and feedback were further formalised in the academic session 2017-18 with the initiation of the first Student Partnership Agreement (SPA). This written agreement was developed through existing strong relationships between senior managers and elected student leaders and through consultation with students. Students were consulted in a variety of ways: through a survey, social media and Student Congress. The resulting SPA outlines the formal representative structures and identifies priority areas for 2018-20 which are: student mental health, careers and employability, and ensuring effective feedback. The Senate endorsed the SPA in 2018 and the ELIR team recognised that this enhancement would provide additional support for partnership working and was welcomed by students and staff (paragraph 68)."}]
[{"$f":"IF('> FILTER <'!B1272<>\"\",ROW(OFFSET(A1271,-1,0)),\"\")","v":1270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1272)),A1271,\"\")","v":1270},{"$f":"IFERROR(SMALL(Helper2_1,A1271),\"\")","v":1270},null,1270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1272)),$A1271,\"\")","v":1270},{"$f":"IFERROR(SMALL(Helper2_2,A1271),\"\")","v":1270},{"$f":"COUNTIF(Helper3_1,\"=\"&G1271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1271)=1, G1271, \"\")","v":1270},{"$f":"IFERROR(SMALL(Index_2,A1271),\"\")","v":1270},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:J1271)),\"\")","v":"STR_24"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:K1271)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:L1271)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:M1271)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:N1271)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:O1271)),\"\")","v":"24 The ELIR team learned that the rationale given for the timing of the SPA was to provide clarity, formalise the respective roles and responsibilities between students and staff, and to aid continuity between changing sabbatical officers. It was confirmed that the SPA will assist with the planning for strategic enhancements and builds upon a long history of partnership working between students and staff. Along with formalising the SPA, a Student Experience Committee (SEC) has been introduced and is chaired by the Student President, with committee management from Education Enhancement. SEC provides the student community with a formal and direct forum for proposing and informing developments and enhancement priorities. SEC also provides a forum for discussions between key staff and students in partnership on strategic issues. It reports to the Education Strategy Committee (ESC) and the Senate (see paragraphs 68). Students highlighted examples of matters having been considered in SEC and actioned by the University, such as the recent removal of graduation fees. The ELIR team recognised SEC and its operation as a commendable and visible aspect of the University's partnership with its students."}]
[{"$f":"IF('> FILTER <'!B1273<>\"\",ROW(OFFSET(A1272,-1,0)),\"\")","v":1271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1273)),A1272,\"\")","v":1271},{"$f":"IFERROR(SMALL(Helper2_1,A1272),\"\")","v":1271},null,1271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1273)),$A1272,\"\")","v":1271},{"$f":"IFERROR(SMALL(Helper2_2,A1272),\"\")","v":1271},{"$f":"COUNTIF(Helper3_1,\"=\"&G1272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1272)=1, G1272, \"\")","v":1271},{"$f":"IFERROR(SMALL(Index_2,A1272),\"\")","v":1271},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:J1272)),\"\")","v":"STR_24"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:K1272)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:L1272)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:M1272)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:N1272)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:O1272)),\"\")","v":"24 The ELIR team learned that the rationale given for the timing of the SPA was to provide clarity, formalise the respective roles and responsibilities between students and staff, and to aid continuity between changing sabbatical officers. It was confirmed that the SPA will assist with the planning for strategic enhancements and builds upon a long history of partnership working between students and staff. Along with formalising the SPA, a Student Experience Committee (SEC) has been introduced and is chaired by the Student President, with committee management from Education Enhancement. SEC provides the student community with a formal and direct forum for proposing and informing developments and enhancement priorities. SEC also provides a forum for discussions between key staff and students in partnership on strategic issues. It reports to the Education Strategy Committee (ESC) and the Senate (see paragraphs 68). Students highlighted examples of matters having been considered in SEC and actioned by the University, such as the recent removal of graduation fees. The ELIR team recognised SEC and its operation as a commendable and visible aspect of the University's partnership with its students."}]
[{"$f":"IF('> FILTER <'!B1274<>\"\",ROW(OFFSET(A1273,-1,0)),\"\")","v":1272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1274)),A1273,\"\")","v":1272},{"$f":"IFERROR(SMALL(Helper2_1,A1273),\"\")","v":1272},null,1272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1274)),$A1273,\"\")","v":1272},{"$f":"IFERROR(SMALL(Helper2_2,A1273),\"\")","v":1272},{"$f":"COUNTIF(Helper3_1,\"=\"&G1273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1273)=1, G1273, \"\")","v":1272},{"$f":"IFERROR(SMALL(Index_2,A1273),\"\")","v":1272},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:J1273)),\"\")","v":"STR_25"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:K1273)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:L1273)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:M1273)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:N1273)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:O1273)),\"\")","v":"25 The ELIR team noted variability in the provision of feedback to students with regard to actions taken as a result of their suggestions. In some areas, student representatives were responsible for feeding back actions, in others SSLC minutes were circulated to all students, in others 'You Said, We Did' campaigns were in operation. While students generally articulated that their voice was heard, some noted that they did not know what action had been taken. The ELIR team would encourage the University to reflect on guidance or models for consistent practice in working in partnership to more clearly articulate the impact of the student voice."}]
[{"$f":"IF('> FILTER <'!B1275<>\"\",ROW(OFFSET(A1274,-1,0)),\"\")","v":1273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1275)),A1274,\"\")","v":1273},{"$f":"IFERROR(SMALL(Helper2_1,A1274),\"\")","v":1273},null,1273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1275)),$A1274,\"\")","v":1273},{"$f":"IFERROR(SMALL(Helper2_2,A1274),\"\")","v":1273},{"$f":"COUNTIF(Helper3_1,\"=\"&G1274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1274)=1, G1274, \"\")","v":1273},{"$f":"IFERROR(SMALL(Index_2,A1274),\"\")","v":1273},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:J1274)),\"\")","v":"STR_26"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:K1274)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:L1274)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:M1274)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:N1274)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:O1274)),\"\")","v":"26 Through the Student Transitions Enhancement Theme, the University's approach to student partnership was demonstrated through the employment of 28 student interns to lead on projects across the University. For each, the staff-student partners determined the content, scope and management of the project, including facilitating gathering student feedback as part of the process. The ELIR team commends the use of student interns in enhancement projects and the opportunities it provides for students around employability (paragraphs 68, 81 and 84)."}]
[{"$f":"IF('> FILTER <'!B1276<>\"\",ROW(OFFSET(A1275,-1,0)),\"\")","v":1274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1276)),A1275,\"\")","v":1274},{"$f":"IFERROR(SMALL(Helper2_1,A1275),\"\")","v":1274},null,1274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1276)),$A1275,\"\")","v":1274},{"$f":"IFERROR(SMALL(Helper2_2,A1275),\"\")","v":1274},{"$f":"COUNTIF(Helper3_1,\"=\"&G1275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1275)=1, G1275, \"\")","v":1274},{"$f":"IFERROR(SMALL(Index_2,A1275),\"\")","v":1274},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:J1275)),\"\")","v":"STR_27"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:K1275)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:L1275)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:M1275)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:N1275)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:O1275)),\"\")","v":"27 The University recognises and celebrates the diversity of its student population and has effective arrangements to support this. As an institution committed to being socially progressive in culture and approach, it has a range of strategies in place to support the diverse needs and celebrate the diverse interests of its students. The strategic interventions include the development of University Equality Outcomes 2017-21 and the delivery of a Gender Action Plan which outline activities to address specific gender imbalances in student populations spread across five themed areas. The University holds a Bronze institutional Athena SWAN award with all departments and schools either holding or working towards individual Athena SWAN awards. The Athena SWAN process has been used to identify areas of gender equality improvement or underrepresentation within the student population, developing and implementing actions to address these."}]
[{"$f":"IF('> FILTER <'!B1277<>\"\",ROW(OFFSET(A1276,-1,0)),\"\")","v":1275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1277)),A1276,\"\")","v":1275},{"$f":"IFERROR(SMALL(Helper2_1,A1276),\"\")","v":1275},null,1275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1277)),$A1276,\"\")","v":1275},{"$f":"IFERROR(SMALL(Helper2_2,A1276),\"\")","v":1275},{"$f":"COUNTIF(Helper3_1,\"=\"&G1276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1276)=1, G1276, \"\")","v":1275},{"$f":"IFERROR(SMALL(Index_2,A1276),\"\")","v":1275},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:J1276)),\"\")","v":"STR_28"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:K1276)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:L1276)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:M1276)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:N1276)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:O1276)),\"\")","v":"28 More generally, there are a number of events which highlight and celebrate student diversity, and in which the University works in partnership with Strath Union, including International Women's Day, Black History Month and LGBT History Month. In summer 2018, the University launched new online training in Equality, Diversity and Inclusion for students. This complements provision for staff relating to unconscious bias and gender inclusivity."}]
[{"$f":"IF('> FILTER <'!B1278<>\"\",ROW(OFFSET(A1277,-1,0)),\"\")","v":1276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1278)),A1277,\"\")","v":1276},{"$f":"IFERROR(SMALL(Helper2_1,A1277),\"\")","v":1276},null,1276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1278)),$A1277,\"\")","v":1276},{"$f":"IFERROR(SMALL(Helper2_2,A1277),\"\")","v":1276},{"$f":"COUNTIF(Helper3_1,\"=\"&G1277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1277)=1, G1277, \"\")","v":1276},{"$f":"IFERROR(SMALL(Index_2,A1277),\"\")","v":1276},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:J1277)),\"\")","v":"STR_29"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:K1277)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:L1277)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:M1277)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:N1277)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:O1277)),\"\")","v":"29 The University uses information from annual student and staff equality monitoring reports, which characterise the staff and student profile by protected characteristics, to inform its Equality and Diversity Strategy and action plans. From 2018-19 Strath Union will be participating in a sparqs project monitoring the diversity of course representatives. Strath Union and the University have committed to sharing the outcomes of this work taking collective approaches to supporting diversity in the student population."}]
[{"$f":"IF('> FILTER <'!B1279<>\"\",ROW(OFFSET(A1278,-1,0)),\"\")","v":1277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1279)),A1278,\"\")","v":1277},{"$f":"IFERROR(SMALL(Helper2_1,A1278),\"\")","v":1277},null,1277,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1279)),$A1278,\"\")","v":1277},{"$f":"IFERROR(SMALL(Helper2_2,A1278),\"\")","v":1277},{"$f":"COUNTIF(Helper3_1,\"=\"&G1278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1278)=1, G1278, \"\")","v":1277},{"$f":"IFERROR(SMALL(Index_2,A1278),\"\")","v":1277},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:J1278)),\"\")","v":"STR_30"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:K1278)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:L1278)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:M1278)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:N1278)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:O1278)),\"\")","v":"30 Widening access and participation are strategic priorities for the University. The institutional strategy is based on a learner journey model and builds in both widening participation and articulation interventions. These reflect the University's understanding of, and commitment to, the need for research, intervention and policy at all stages of the student journey to ensure that transitions are supported effectively. The University takes a nuanced approach which monitors students' progress and seeks to provide additional action where necessary but within a universal provision model that does not label, or assume deficits, on any learners. A range of initiatives are ongoing in this area. Taken together, strategy and implementation initiatives confirm a strong rationale for this being selected as a key feature of the University's context."}]
[{"$f":"IF('> FILTER <'!B1280<>\"\",ROW(OFFSET(A1279,-1,0)),\"\")","v":1278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1280)),A1279,\"\")","v":1278},{"$f":"IFERROR(SMALL(Helper2_1,A1279),\"\")","v":1278},null,1278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1280)),$A1279,\"\")","v":1278},{"$f":"IFERROR(SMALL(Helper2_2,A1279),\"\")","v":1278},{"$f":"COUNTIF(Helper3_1,\"=\"&G1279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1279)=1, G1279, \"\")","v":1278},{"$f":"IFERROR(SMALL(Index_2,A1279),\"\")","v":1278},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:J1279)),\"\")","v":"STR_31"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:K1279)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:L1279)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:M1279)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:N1279)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:O1279)),\"\")","v":"31 As part of its Scottish Funding Council (SFC) Outcome Agreement, target intakes for students from wider access backgrounds have been set. The University has, through a range of measures, increased the proportion of its intake from these backgrounds whilst also putting in place policies (for example, contextual admissions) and structures (for example, Engineering Academy) to support this uplift."}]
[{"$f":"IF('> FILTER <'!B1281<>\"\",ROW(OFFSET(A1280,-1,0)),\"\")","v":1279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1281)),A1280,\"\")","v":1279},{"$f":"IFERROR(SMALL(Helper2_1,A1280),\"\")","v":1279},null,1279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1281)),$A1280,\"\")","v":1279},{"$f":"IFERROR(SMALL(Helper2_2,A1280),\"\")","v":1279},{"$f":"COUNTIF(Helper3_1,\"=\"&G1280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1280)=1, G1280, \"\")","v":1279},{"$f":"IFERROR(SMALL(Index_2,A1280),\"\")","v":1279},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:J1280)),\"\")","v":"STR_32"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:K1280)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:L1280)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:M1280)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:N1280)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:O1280)),\"\")","v":"32 The University's strategic ambition in this area is effectively delivered via interlocking and mutually supportive policies, procedures and delivery mechanisms. Since 2014, the University has had a central team, working in partnership with the faculties, responsible for all aspects of widening access. The team report annually to ESC detailing both activities and the development of policy and practice."}]
[{"$f":"IF('> FILTER <'!B1282<>\"\",ROW(OFFSET(A1281,-1,0)),\"\")","v":1280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1282)),A1281,\"\")","v":1280},{"$f":"IFERROR(SMALL(Helper2_1,A1281),\"\")","v":1280},null,1280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1282)),$A1281,\"\")","v":1280},{"$f":"IFERROR(SMALL(Helper2_2,A1281),\"\")","v":1280},{"$f":"COUNTIF(Helper3_1,\"=\"&G1281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1281)=1, G1281, \"\")","v":1280},{"$f":"IFERROR(SMALL(Index_2,A1281),\"\")","v":1280},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:J1281)),\"\")","v":"STR_33"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:K1281)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:L1281)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:M1281)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:N1281)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:O1281)),\"\")","v":"33 The central team's work is wide-ranging, and includes the management of the Children's University partnership, pre-entry activities including Accelerate Challenges, a STEM Summer School, the Centre for Lifelong Learning's Pre-entry Access Course and the online transition course 'We are Strathclyde'. Under the auspices of the University's Widening Participation strategy (in place since 2015), the institution provided several examples of carefully crafted interventions, for example, students are given the opportunity to act as paid mentors or volunteer tutors as part of an accredited element of their degree programme. For students from a care background, the University has in place Strathclyde Cares, its Strathclyde Carers' Committee, and a Student Carers' Policy."}]
[{"$f":"IF('> FILTER <'!B1283<>\"\",ROW(OFFSET(A1282,-1,0)),\"\")","v":1281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1283)),A1282,\"\")","v":1281},{"$f":"IFERROR(SMALL(Helper2_1,A1282),\"\")","v":1281},null,1281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1283)),$A1282,\"\")","v":1281},{"$f":"IFERROR(SMALL(Helper2_2,A1282),\"\")","v":1281},{"$f":"COUNTIF(Helper3_1,\"=\"&G1282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1282)=1, G1282, \"\")","v":1281},{"$f":"IFERROR(SMALL(Index_2,A1282),\"\")","v":1281},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:J1282)),\"\")","v":"STR_34"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:K1282)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:L1282)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:M1282)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:N1282)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:O1282)),\"\")","v":"34 The University's Articulation Working Group was created in 2017-18 and includes academic and professional services stakeholders. A leading example of the University's work in articulation is the Engineering Academy, which reflects the University's commitment to working in partnership across the education sector to support wider national goals for efficient and flexible learner pathways in engineering."}]
[{"$f":"IF('> FILTER <'!B1284<>\"\",ROW(OFFSET(A1283,-1,0)),\"\")","v":1282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1284)),A1283,\"\")","v":1282},{"$f":"IFERROR(SMALL(Helper2_1,A1283),\"\")","v":1282},null,1282,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1284)),$A1283,\"\")","v":1282},{"$f":"IFERROR(SMALL(Helper2_2,A1283),\"\")","v":1282},{"$f":"COUNTIF(Helper3_1,\"=\"&G1283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1283)=1, G1283, \"\")","v":1282},{"$f":"IFERROR(SMALL(Index_2,A1283),\"\")","v":1282},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:J1283)),\"\")","v":"STR_35"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:K1283)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:L1283)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:M1283)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:N1283)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:O1283)),\"\")","v":"35 The University's commitment to develop understanding of, and support for, particular student groups at key transition points is exemplified in an innovative project - 'Autism and Careers - ensuring positive transitions out of university for autistic students' - one of the 2016-17 Enhancement Theme ('Student Transitions') workstreams supported by a student intern. This activity typifies the University's endeavour to continually craft new, evidence-based interventions, supporting the delivery of positive outcomes for all."}]
[{"$f":"IF('> FILTER <'!B1285<>\"\",ROW(OFFSET(A1284,-1,0)),\"\")","v":1283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1285)),A1284,\"\")","v":1283},{"$f":"IFERROR(SMALL(Helper2_1,A1284),\"\")","v":1283},null,1283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1285)),$A1284,\"\")","v":1283},{"$f":"IFERROR(SMALL(Helper2_2,A1284),\"\")","v":1283},{"$f":"COUNTIF(Helper3_1,\"=\"&G1284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1284)=1, G1284, \"\")","v":1283},{"$f":"IFERROR(SMALL(Index_2,A1284),\"\")","v":1283},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:J1284)),\"\")","v":"STR_36"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:K1284)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:L1284)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:M1284)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:N1284)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:O1284)),\"\")","v":"36 The ELIR team learned that students are benefiting from innovations relating to curriculum content and delivery developed to support GA activity (see paragraphs 78 and 94). These have the potential to enhance the learning experience of all students, particularly those from a widening participation background who value flexibility or variety in the mode of delivery."}]
[{"$f":"IF('> FILTER <'!B1286<>\"\",ROW(OFFSET(A1285,-1,0)),\"\")","v":1284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1286)),A1285,\"\")","v":1284},{"$f":"IFERROR(SMALL(Helper2_1,A1285),\"\")","v":1284},null,1284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1286)),$A1285,\"\")","v":1284},{"$f":"IFERROR(SMALL(Helper2_2,A1285),\"\")","v":1284},{"$f":"COUNTIF(Helper3_1,\"=\"&G1285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1285)=1, G1285, \"\")","v":1284},{"$f":"IFERROR(SMALL(Index_2,A1285),\"\")","v":1284},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:J1285)),\"\")","v":"STR_37"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:K1285)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:L1285)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:M1285)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:N1285)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:O1285)),\"\")","v":"37 The University provides extensive support to its diverse population of students, with clear arrangements for particular groups (paragraphs 30-35), including international students (such as with financial support and scholarships), LGBTQ+ students (through a partnership with LGBT Youth Scotland), students of faith (through hosting religious events) and alumni (through access to the careers service for five years after graduation)."}]
[{"$f":"IF('> FILTER <'!B1287<>\"\",ROW(OFFSET(A1286,-1,0)),\"\")","v":1285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1287)),A1286,\"\")","v":1285},{"$f":"IFERROR(SMALL(Helper2_1,A1286),\"\")","v":1285},null,1285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1287)),$A1286,\"\")","v":1285},{"$f":"IFERROR(SMALL(Helper2_2,A1286),\"\")","v":1285},{"$f":"COUNTIF(Helper3_1,\"=\"&G1286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1286)=1, G1286, \"\")","v":1285},{"$f":"IFERROR(SMALL(Index_2,A1286),\"\")","v":1285},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:J1286)),\"\")","v":"STR_38"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:K1286)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:L1286)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:M1286)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:N1286)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:O1286)),\"\")","v":"38 The University offers a layered approach to student induction with a range of support provided at the University, faculty and department level for new students, including an annual Student Inauguration event for each faculty, presided over by the Principal. Tailored induction activity is provided for PGRs, and pre-entry support offered to          care-leavers, mature students and college entrants."}]
[{"$f":"IF('> FILTER <'!B1288<>\"\",ROW(OFFSET(A1287,-1,0)),\"\")","v":1286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1288)),A1287,\"\")","v":1286},{"$f":"IFERROR(SMALL(Helper2_1,A1287),\"\")","v":1286},null,1286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1288)),$A1287,\"\")","v":1286},{"$f":"IFERROR(SMALL(Helper2_2,A1287),\"\")","v":1286},{"$f":"COUNTIF(Helper3_1,\"=\"&G1287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1287)=1, G1287, \"\")","v":1286},{"$f":"IFERROR(SMALL(Index_2,A1287),\"\")","v":1286},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:J1287)),\"\")","v":"STR_39"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:K1287)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:L1287)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:M1287)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:N1287)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:O1287)),\"\")","v":"39 As part of the Student Transitions Enhancement Theme, and consistent with the University's digital strategy, a new online 'We are Strathclyde' induction module was introduced in August 2016 for first-year undergraduates to introduce students to the institution, culture and support services. This was reflected on positively by students and the ELIR team recognised the development as a positive example of the impact of the digital strategy (paragraphs 33 and 84)."}]
[{"$f":"IF('> FILTER <'!B1289<>\"\",ROW(OFFSET(A1288,-1,0)),\"\")","v":1287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1289)),A1288,\"\")","v":1287},{"$f":"IFERROR(SMALL(Helper2_1,A1288),\"\")","v":1287},null,1287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1289)),$A1288,\"\")","v":1287},{"$f":"IFERROR(SMALL(Helper2_2,A1288),\"\")","v":1287},{"$f":"COUNTIF(Helper3_1,\"=\"&G1288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1288)=1, G1288, \"\")","v":1287},{"$f":"IFERROR(SMALL(Index_2,A1288),\"\")","v":1287},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:J1288)),\"\")","v":"STR_40"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:K1288)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:L1288)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:M1288)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:N1288)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:O1288)),\"\")","v":"40 The ELIR team learned about the University's commitment to support student's mental health and wellbeing. The investment in new staff for the Wellbeing Service, introduction of new treatment options, offering of twilight counselling sessions, implementation of online e-learning support, and partnership with Strath Union on establishing a Student Minds peer support initiative, demonstrate significant enhancement to the student experience."}]
[{"$f":"IF('> FILTER <'!B1290<>\"\",ROW(OFFSET(A1289,-1,0)),\"\")","v":1288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1290)),A1289,\"\")","v":1288},{"$f":"IFERROR(SMALL(Helper2_1,A1289),\"\")","v":1288},null,1288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1290)),$A1289,\"\")","v":1288},{"$f":"IFERROR(SMALL(Helper2_2,A1289),\"\")","v":1288},{"$f":"COUNTIF(Helper3_1,\"=\"&G1289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1289)=1, G1289, \"\")","v":1288},{"$f":"IFERROR(SMALL(Index_2,A1289),\"\")","v":1288},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:J1289)),\"\")","v":"STR_41"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:K1289)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:L1289)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:M1289)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:N1289)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:O1289)),\"\")","v":"41 The University operates a Personal Development Advisor (PDA) system, with varied implementation across departments and faculties. The ELIR team recognised institutional guidance and resources (such as a Myplace page) exist, however, in discussions with the team, some students reflected a lack of clarity or engagement with the role. Students highlighted particular aspects of positive practice, for example, 'academic family' peer support networks and bespoke arrangements for GAs. It was clear that, despite variation in practice, students felt supported and would know who to go to for assistance if needed. The University is encouraged to continue enhancing its oversight and implementation of the PDA system across the institution."}]
[{"$f":"IF('> FILTER <'!B1291<>\"\",ROW(OFFSET(A1290,-1,0)),\"\")","v":1289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1291)),A1290,\"\")","v":1289},{"$f":"IFERROR(SMALL(Helper2_1,A1290),\"\")","v":1289},null,1289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1291)),$A1290,\"\")","v":1289},{"$f":"IFERROR(SMALL(Helper2_2,A1290),\"\")","v":1289},{"$f":"COUNTIF(Helper3_1,\"=\"&G1290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1290)=1, G1290, \"\")","v":1289},{"$f":"IFERROR(SMALL(Index_2,A1290),\"\")","v":1289},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:J1290)),\"\")","v":"STR_42"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:K1290)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:L1290)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:M1290)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:N1290)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:O1290)),\"\")","v":"42 The arrangements for providing assessment information to students are effective and understood. Students identified that assessment expectations and submission guidance were made clear on Myplace or in classes. However, students who met the ELIR team indicated a lack of clarity in processes around turnaround time and late submission. At the time of the current ELIR, the Assessment and Feedback Working Group was revising a range of institutional policies which were due for approval during the current academic session. The proposed revisions to policies would provide greater consistency for students and the team would encourage the University to implement the revised policies expeditiously following approval."}]
[{"$f":"IF('> FILTER <'!B1292<>\"\",ROW(OFFSET(A1291,-1,0)),\"\")","v":1290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1292)),A1291,\"\")","v":1290},{"$f":"IFERROR(SMALL(Helper2_1,A1291),\"\")","v":1290},null,1290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1292)),$A1291,\"\")","v":1290},{"$f":"IFERROR(SMALL(Helper2_2,A1291),\"\")","v":1290},{"$f":"COUNTIF(Helper3_1,\"=\"&G1291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1291)=1, G1291, \"\")","v":1290},{"$f":"IFERROR(SMALL(Index_2,A1291),\"\")","v":1290},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:J1291)),\"\")","v":"STR_43"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:K1291)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:L1291)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:M1291)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:N1291)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:O1291)),\"\")","v":"43 Aligned with the University's strategy, students recognised a strong international outlook as part of their learning experience with a wide range of opportunities for study abroad, as well as experiencing a globalised curriculum. While undertaking a study abroad experience, students receive a range of support both from their academic departments, and the Recruitment and International Office (RIO) which students reflected was a positive contribution to their experience. The University has over 200 Erasmus (European Region Action Scheme for the Mobility of University Students) or exchange partners internationally and offers international opportunities in a range of modes from full semester study to work experiences. The University regards an international outlook as an important component in the Strathclyde graduate attributes, with important links to employability. In its meetings with students, the ELIR team learned about particular projects such a funded summer school for widening access students. The ELIR team considered this activity was commendable, making an evident impact on the student experience in developing an international mindset and experience (paragraphs 46, 47, 70, 126-128)."}]
[{"$f":"IF('> FILTER <'!B1293<>\"\",ROW(OFFSET(A1292,-1,0)),\"\")","v":1291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1293)),A1292,\"\")","v":1291},{"$f":"IFERROR(SMALL(Helper2_1,A1292),\"\")","v":1291},null,1291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1293)),$A1292,\"\")","v":1291},{"$f":"IFERROR(SMALL(Helper2_2,A1292),\"\")","v":1291},{"$f":"COUNTIF(Helper3_1,\"=\"&G1292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1292)=1, G1292, \"\")","v":1291},{"$f":"IFERROR(SMALL(Index_2,A1292),\"\")","v":1291},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:J1292)),\"\")","v":"STR_44"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:K1292)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:L1292)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:M1292)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:N1292)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:O1292)),\"\")","v":"44 The University has a close relationship with industry which is deeply embedded in the activities of the institution and the student learning experience. The positive impact of these industry activities was evident from the ELIR team's discussions with students who highlighted examples of placements, industry projects for assessment, and summer projects. The development of GAs and opportunities for work-based learning further evidences this connection with industry. This area represented commendable practice (paragraph 70)."}]
[{"$f":"IF('> FILTER <'!B1294<>\"\",ROW(OFFSET(A1293,-1,0)),\"\")","v":1292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1294)),A1293,\"\")","v":1292},{"$f":"IFERROR(SMALL(Helper2_1,A1293),\"\")","v":1292},null,1292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1294)),$A1293,\"\")","v":1292},{"$f":"IFERROR(SMALL(Helper2_2,A1293),\"\")","v":1292},{"$f":"COUNTIF(Helper3_1,\"=\"&G1293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1293)=1, G1293, \"\")","v":1292},{"$f":"IFERROR(SMALL(Index_2,A1293),\"\")","v":1292},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:J1293)),\"\")","v":"STR_45"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:K1293)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:L1293)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:M1293)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:N1293)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:O1293)),\"\")","v":"45 In addition to the industry links and placement opportunities, the University provides a range of careers guidance and support to prepare students for employment. Staff working in the careers service participate in Faculty Academic Committees to share information about the sector and initiatives being offered by the Careers Service. Students who met the ELIR team were confident that they were prepared for employment and, for example, were familiar with initiatives provided by the Strathclyde Entrepreneurial Network, such as the Enterprise Pathway programme which provides free, accredited training to students from all disciplines to help them set up their own business."}]
[{"$f":"IF('> FILTER <'!B1295<>\"\",ROW(OFFSET(A1294,-1,0)),\"\")","v":1293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1295)),A1294,\"\")","v":1293},{"$f":"IFERROR(SMALL(Helper2_1,A1294),\"\")","v":1293},null,1293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1295)),$A1294,\"\")","v":1293},{"$f":"IFERROR(SMALL(Helper2_2,A1294),\"\")","v":1293},{"$f":"COUNTIF(Helper3_1,\"=\"&G1294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1294)=1, G1294, \"\")","v":1293},{"$f":"IFERROR(SMALL(Index_2,A1294),\"\")","v":1293},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:J1294)),\"\")","v":"STR_46"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:K1294)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:L1294)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:M1294)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:N1294)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:O1294)),\"\")","v":"46 The University has evolved its approach to articulating the Strathclyde graduate attributes, encouraging students to be 'engaged, enterprising, enquiring and ethically, globally and culturally aware'. In 2015-16, the Education Strategy Committee initiated work to identify the key characteristics of the student experience, and developed metrics aligned with the strategic priorities (paragraphs 7, 71-74, 96). This project resulted in the development of the Learner Experience Framework (LEF). The LEF outlines six themes with key metrics including measures for internships, industry links, international opportunities, use of digital technologies, graduate attributes, and retention and progression."}]
[{"$f":"IF('> FILTER <'!B1296<>\"\",ROW(OFFSET(A1295,-1,0)),\"\")","v":1294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1296)),A1295,\"\")","v":1294},{"$f":"IFERROR(SMALL(Helper2_1,A1295),\"\")","v":1294},null,1294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1296)),$A1295,\"\")","v":1294},{"$f":"IFERROR(SMALL(Helper2_2,A1295),\"\")","v":1294},{"$f":"COUNTIF(Helper3_1,\"=\"&G1295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1295)=1, G1295, \"\")","v":1294},{"$f":"IFERROR(SMALL(Index_2,A1295),\"\")","v":1294},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:J1295)),\"\")","v":"STR_47"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:K1295)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:L1295)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:M1295)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:N1295)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:O1295)),\"\")","v":"47 The metrics were refined following exploration with staff and students, including student interns, running a series of focus groups. At the time of the current ELIR, the University was collating data to allow the use of the LEF as an effective tool for the monitoring and enhancement of the student experience and this, in turn, enhances the development of graduate attributes in our students. The Learner Experience Framework remains a priority activity for the Education Strategy Committee and aligns closely with the national Enhancement Theme, Evidence for Enhancement. The ELIR team recognised that the LEF demonstrates a strategic development which contributes to a positive student experience and a range of commendable practices such as the University's links with industry, provision of international opportunities and the use of data to inform decision-making (paragraph 74 and 119)."}]
[{"$f":"IF('> FILTER <'!B1297<>\"\",ROW(OFFSET(A1296,-1,0)),\"\")","v":1295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1297)),A1296,\"\")","v":1295},{"$f":"IFERROR(SMALL(Helper2_1,A1296),\"\")","v":1295},null,1295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1297)),$A1296,\"\")","v":1295},{"$f":"IFERROR(SMALL(Helper2_2,A1296),\"\")","v":1295},{"$f":"COUNTIF(Helper3_1,\"=\"&G1296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1296)=1, G1296, \"\")","v":1295},{"$f":"IFERROR(SMALL(Index_2,A1296),\"\")","v":1295},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:J1296)),\"\")","v":"STR_48"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:K1296)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:L1296)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:M1296)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:N1296)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:O1296)),\"\")","v":"48 Institutionally, oversight of the quality of the postgraduate student experience is provided by the Faculty Academic Committees and their engagement with effective quality assurance and enhancement processes. Enhancement of the postgraduate student experience is supported both at institutional level and through the faculty structures."}]
[{"$f":"IF('> FILTER <'!B1298<>\"\",ROW(OFFSET(A1297,-1,0)),\"\")","v":1296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1298)),A1297,\"\")","v":1296},{"$f":"IFERROR(SMALL(Helper2_1,A1297),\"\")","v":1296},null,1296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1298)),$A1297,\"\")","v":1296},{"$f":"IFERROR(SMALL(Helper2_2,A1297),\"\")","v":1296},{"$f":"COUNTIF(Helper3_1,\"=\"&G1297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1297)=1, G1297, \"\")","v":1296},{"$f":"IFERROR(SMALL(Index_2,A1297),\"\")","v":1296},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:J1297)),\"\")","v":"STR_49"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:K1297)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:L1297)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:M1297)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:N1297)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:O1297)),\"\")","v":"49 Cross-institutional reflection on postgraduate student perspectives is facilitated through the University's Surveys and Metrics Working Group which draws on data from the annual PTES. In addition, schools and departments now incorporate review and reflection of PTES metrics within Learning and Teaching Improvement Plans. The Researcher Development Subcommittee of the University's Research and Knowledge Exchange Committee considers results of the counterpart Postgraduate Research Experience Survey (PRES) with involvement from faculties. In each case, the University deploys data, both quantitative and qualitative, to inform its strategic and operational deliberations (paragraphs 77, 117 and 123)."}]
[{"$f":"IF('> FILTER <'!B1299<>\"\",ROW(OFFSET(A1298,-1,0)),\"\")","v":1297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1299)),A1298,\"\")","v":1297},{"$f":"IFERROR(SMALL(Helper2_1,A1298),\"\")","v":1297},null,1297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1299)),$A1298,\"\")","v":1297},{"$f":"IFERROR(SMALL(Helper2_2,A1298),\"\")","v":1297},{"$f":"COUNTIF(Helper3_1,\"=\"&G1298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1298)=1, G1298, \"\")","v":1297},{"$f":"IFERROR(SMALL(Index_2,A1298),\"\")","v":1297},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:J1298)),\"\")","v":"STR_50"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:K1298)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:L1298)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:M1298)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:N1298)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:O1298)),\"\")","v":"50 At the module level, faculties use feedback from students, external examiners, course and institution-led reviews to monitor and take any necessary action relating to PGT provision. A number of PGT courses run across departments or faculties."}]
[{"$f":"IF('> FILTER <'!B1300<>\"\",ROW(OFFSET(A1299,-1,0)),\"\")","v":1298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1300)),A1299,\"\")","v":1298},{"$f":"IFERROR(SMALL(Helper2_1,A1299),\"\")","v":1298},null,1298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1300)),$A1299,\"\")","v":1298},{"$f":"IFERROR(SMALL(Helper2_2,A1299),\"\")","v":1298},{"$f":"COUNTIF(Helper3_1,\"=\"&G1299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1299)=1, G1299, \"\")","v":1298},{"$f":"IFERROR(SMALL(Index_2,A1299),\"\")","v":1298},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:J1299)),\"\")","v":"STR_51"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:K1299)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:L1299)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:M1299)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:N1299)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:O1299)),\"\")","v":"51 The University has arrangements in place for PGT induction which cover academic elements (for example, assessment criteria), academic support and aspects of the wider student experience. It was evident from the RA and discussions with students that the employment-relevant, interdisciplinary and international nature of PGT degrees was valued by students."}]
[{"$f":"IF('> FILTER <'!B1301<>\"\",ROW(OFFSET(A1300,-1,0)),\"\")","v":1299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1301)),A1300,\"\")","v":1299},{"$f":"IFERROR(SMALL(Helper2_1,A1300),\"\")","v":1299},null,1299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1301)),$A1300,\"\")","v":1299},{"$f":"IFERROR(SMALL(Helper2_2,A1300),\"\")","v":1299},{"$f":"COUNTIF(Helper3_1,\"=\"&G1300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1300)=1, G1300, \"\")","v":1299},{"$f":"IFERROR(SMALL(Index_2,A1300),\"\")","v":1299},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:J1300)),\"\")","v":"STR_52"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:K1300)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:L1300)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:M1300)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:N1300)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:O1300)),\"\")","v":"52 The University has undertaken to grow the number of PGT students, primarily by increasing its online provision. Operational oversight of online course development follows a new process endorsed in September 2018 by the Strathclyde Online Learning (SOL) committee."}]
[{"$f":"IF('> FILTER <'!B1302<>\"\",ROW(OFFSET(A1301,-1,0)),\"\")","v":1300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1302)),A1301,\"\")","v":1300},{"$f":"IFERROR(SMALL(Helper2_1,A1301),\"\")","v":1300},null,1300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1302)),$A1301,\"\")","v":1300},{"$f":"IFERROR(SMALL(Helper2_2,A1301),\"\")","v":1300},{"$f":"COUNTIF(Helper3_1,\"=\"&G1301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1301)=1, G1301, \"\")","v":1300},{"$f":"IFERROR(SMALL(Index_2,A1301),\"\")","v":1300},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:J1301)),\"\")","v":"STR_53"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:K1301)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:L1301)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:M1301)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:N1301)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:O1301)),\"\")","v":"53 SOL provides an effective locus for promoting and implementing the University's digital strategy and extending digital pedagogies beyond online-only provision into other modes of delivery (paragraph 70 and 78). Thus, academic development work undertaken by staff, not only benefits students using online resources to support their learning but is increasingly influencing the development of curricula across all modes of delivery. Support for staff developing and delivering online programmes is offered through an online staff development programme, Teaching and Learning Online (TALON)."}]
[{"$f":"IF('> FILTER <'!B1303<>\"\",ROW(OFFSET(A1302,-1,0)),\"\")","v":1301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1303)),A1302,\"\")","v":1301},{"$f":"IFERROR(SMALL(Helper2_1,A1302),\"\")","v":1301},null,{"$f":"ROW(OFFSET(E1302,-1,0))","v":1301},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1303)),$A1302,\"\")","v":1301},{"$f":"IFERROR(SMALL(Helper2_2,A1302),\"\")","v":1301},{"$f":"COUNTIF(Helper3_1,\"=\"&G1302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1302)=1, G1302, \"\")","v":1301},{"$f":"IFERROR(SMALL(Index_2,A1302),\"\")","v":1301},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:J1302)),\"\")","v":"STR_54"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:K1302)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:L1302)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:M1302)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:N1302)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:O1302)),\"\")","v":"54 The University has grown its postgraduate research community over recent years in line with its strategy. This growth has been supported through a range of mechanisms including Centres for Doctoral Training (CDTs); Faculty Graduate Schools; the Researcher Development Programme; and, from October 2018, the Strathclyde Doctoral School."}]
[{"$f":"IF('> FILTER <'!B1304<>\"\",ROW(OFFSET(A1303,-1,0)),\"\")","v":1302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1304)),A1303,\"\")","v":1302},{"$f":"IFERROR(SMALL(Helper2_1,A1303),\"\")","v":1302},null,1302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1304)),$A1303,\"\")","v":1302},{"$f":"IFERROR(SMALL(Helper2_2,A1303),\"\")","v":1302},{"$f":"COUNTIF(Helper3_1,\"=\"&G1303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1303)=1, G1303, \"\")","v":1302},{"$f":"IFERROR(SMALL(Index_2,A1303),\"\")","v":1302},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:J1303)),\"\")","v":"STR_55"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:K1303)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:L1303)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:M1303)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:N1303)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:O1303)),\"\")","v":"55 Since the 2014 ELIR, the University has taken positive steps to enhance the quality of the PGR student experience. These include amendments to the Policy and Code of Practice for Postgraduate Research Study, strengthening the monitoring and progress reporting processes and the mandatory training requirement for first and second supervisors. These measures were aimed at promoting greater equivalence of student experience in PGR supervision. A PGR Policy and Code of Practice Working Group had recently been established to review existing arrangements in the context of the University establishing a new Strathclyde Doctoral School. Outcomes of this review were due to be considered for approval by the Senate in late 2018-19."}]
[{"$f":"IF('> FILTER <'!B1305<>\"\",ROW(OFFSET(A1304,-1,0)),\"\")","v":1303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1305)),A1304,\"\")","v":1303},{"$f":"IFERROR(SMALL(Helper2_1,A1304),\"\")","v":1303},null,1303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1305)),$A1304,\"\")","v":1303},{"$f":"IFERROR(SMALL(Helper2_2,A1304),\"\")","v":1303},{"$f":"COUNTIF(Helper3_1,\"=\"&G1304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1304)=1, G1304, \"\")","v":1303},{"$f":"IFERROR(SMALL(Index_2,A1304),\"\")","v":1303},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:J1304)),\"\")","v":"STR_56"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:K1304)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:L1304)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:M1304)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:N1304)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:O1304)),\"\")","v":"56 The recently established Strathclyde Doctoral School is an overarching university structure designed as a virtual hub to assist delivery of strategic and operational developments to enhance the PGR experience. Among its objectives, the School will seek to facilitate interdisciplinary engagement, interconnectivity and promote a sense of PGR community. Strategically, it provides a means of enhancing the PGR student experience in all disciplinary areas, most particularly those not covered by current CDT arrangements."}]
[{"$f":"IF('> FILTER <'!B1306<>\"\",ROW(OFFSET(A1305,-1,0)),\"\")","v":1304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1306)),A1305,\"\")","v":1304},{"$f":"IFERROR(SMALL(Helper2_1,A1305),\"\")","v":1304},null,1304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1306)),$A1305,\"\")","v":1304},{"$f":"IFERROR(SMALL(Helper2_2,A1305),\"\")","v":1304},{"$f":"COUNTIF(Helper3_1,\"=\"&G1305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1305)=1, G1305, \"\")","v":1304},{"$f":"IFERROR(SMALL(Index_2,A1305),\"\")","v":1304},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:J1305)),\"\")","v":"STR_57"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:K1305)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:L1305)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:M1305)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:N1305)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:O1305)),\"\")","v":"57 A number of workstreams associated with the development of the new Doctoral School were in progress at the time of the current ELIR. Among these, work was continuing on the development of the University's representation system for PGR students with current work seeking to explore ways in which the existing faculty and departmental representative structures could articulate with new Doctoral School systems. There would be benefit in the University analysing the effectiveness of its current arrangements as it progresses the design of a harmonised university-wide system."}]
[{"$f":"IF('> FILTER <'!B1307<>\"\",ROW(OFFSET(A1306,-1,0)),\"\")","v":1305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1307)),A1306,\"\")","v":1305},{"$f":"IFERROR(SMALL(Helper2_1,A1306),\"\")","v":1305},null,1305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1307)),$A1306,\"\")","v":1305},{"$f":"IFERROR(SMALL(Helper2_2,A1306),\"\")","v":1305},{"$f":"COUNTIF(Helper3_1,\"=\"&G1306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1306)=1, G1306, \"\")","v":1305},{"$f":"IFERROR(SMALL(Index_2,A1306),\"\")","v":1305},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:J1306)),\"\")","v":"STR_58"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:K1306)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:L1306)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:M1306)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:N1306)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:O1306)),\"\")","v":"58 Monitoring PGR progression and supervision has been strengthened with formal reporting online providing a facility for tracking key reporting points. Monitoring is managed at faculty-level through the faculty committee with responsibility for PGR matters. Although differently named, the faculty committees carry out similar functions in this area. The University has two administrative systems in operation which are effectively tailored to disciplinary context and enable outcomes to be monitored."}]
[{"$f":"IF('> FILTER <'!B1308<>\"\",ROW(OFFSET(A1307,-1,0)),\"\")","v":1306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1308)),A1307,\"\")","v":1306},{"$f":"IFERROR(SMALL(Helper2_1,A1307),\"\")","v":1306},null,1306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1308)),$A1307,\"\")","v":1306},{"$f":"IFERROR(SMALL(Helper2_2,A1307),\"\")","v":1306},{"$f":"COUNTIF(Helper3_1,\"=\"&G1307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1307)=1, G1307, \"\")","v":1306},{"$f":"IFERROR(SMALL(Index_2,A1307),\"\")","v":1306},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:J1307)),\"\")","v":"STR_59"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:K1307)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:L1307)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:M1307)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:N1307)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:O1307)),\"\")","v":"59 The institutional Researcher Development Programme offers research students across the university a range of opportunities to continue their personal, professional and skills management development. All PGR students are expected to undergo induction and to undertake the Postgraduate Certificate in Researcher Professional Development. This expectation is well understood by the student body. With further PGR growth projected, the current challenges of capacity and choice within this provision require careful management to ensure all are given the opportunity to undertake training. At the time of the current ELIR, work with the Researcher Enhancement team was currently ongoing to look at ways to support associate fellowship of the Higher Education Academy through this programme."}]
[{"$f":"IF('> FILTER <'!B1309<>\"\",ROW(OFFSET(A1308,-1,0)),\"\")","v":1307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1309)),A1308,\"\")","v":1307},{"$f":"IFERROR(SMALL(Helper2_1,A1308),\"\")","v":1307},null,1307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1309)),$A1308,\"\")","v":1307},{"$f":"IFERROR(SMALL(Helper2_2,A1308),\"\")","v":1307},{"$f":"COUNTIF(Helper3_1,\"=\"&G1308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1308)=1, G1308, \"\")","v":1307},{"$f":"IFERROR(SMALL(Index_2,A1308),\"\")","v":1307},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:J1308)),\"\")","v":"STR_60"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:K1308)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:L1308)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:M1308)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:N1308)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:O1308)),\"\")","v":"60 Arrangements for postgraduate teaching assistant duties are covered in the University's Policy and Code of Practice. The Code suggests that paid work should be limited to a recommended maximum of seven hours per week on average. The ELIR team found that there was considerable variation in the experience of PGR students in relation to this section of the Code, both in terms of time commitments, in excess of the suggested maximum, and the range of duties factored into the hour count. The University is encouraged to monitor this aspect of the PGR experience and provide faculty oversight in this area."}]
[{"$f":"IF('> FILTER <'!B1310<>\"\",ROW(OFFSET(A1309,-1,0)),\"\")","v":1308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1310)),A1309,\"\")","v":1308},{"$f":"IFERROR(SMALL(Helper2_1,A1309),\"\")","v":1308},null,1308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1310)),$A1309,\"\")","v":1308},{"$f":"IFERROR(SMALL(Helper2_2,A1309),\"\")","v":1308},{"$f":"COUNTIF(Helper3_1,\"=\"&G1309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1309)=1, G1309, \"\")","v":1308},{"$f":"IFERROR(SMALL(Index_2,A1309),\"\")","v":1308},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:J1309)),\"\")","v":"STR_61"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:K1309)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:L1309)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:M1309)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:N1309)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:O1309)),\"\")","v":"61 The Code notes that it is the responsibility of the department/school for ensuring that discipline-specific support and training/induction is in place and undertaken by teaching assistants prior to the commencement of duties. The ELIR team found that this was not universally the case and that, in some instances, PGR students were involved in teaching and assessment duties without having undergone training. The ELIR team recommends that, from the start of 2019-20, the University should have in place processes to ensure that all PGR students have received formal training before commencing teaching or assessment duties and the University should have arrangements in place to monitor this (paragraph 69)."}]
[{"$f":"IF('> FILTER <'!B1311<>\"\",ROW(OFFSET(A1310,-1,0)),\"\")","v":1309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1311)),A1310,\"\")","v":1309},{"$f":"IFERROR(SMALL(Helper2_1,A1310),\"\")","v":1309},null,1309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1311)),$A1310,\"\")","v":1309},{"$f":"IFERROR(SMALL(Helper2_2,A1310),\"\")","v":1309},{"$f":"COUNTIF(Helper3_1,\"=\"&G1310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1310)=1, G1310, \"\")","v":1309},{"$f":"IFERROR(SMALL(Index_2,A1310),\"\")","v":1309},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:J1310)),\"\")","v":"STR_62"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:K1310)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:L1310)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:M1310)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:N1310)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:O1310)),\"\")","v":"62 The University has an effective, structured and systematic approach to developing its learning infrastructure with the Estates Strategy Committee exploring population changes, space utilisation requirements and Faculty Annual Reports (FARs) to shape enhancements. The institution has invested £900 million in infrastructure during the last decade and this demonstrates its ability to understand and deliver for the needs of an evolving university community."}]
[{"$f":"IF('> FILTER <'!B1312<>\"\",ROW(OFFSET(A1311,-1,0)),\"\")","v":1310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1312)),A1311,\"\")","v":1310},{"$f":"IFERROR(SMALL(Helper2_1,A1311),\"\")","v":1310},null,1310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1312)),$A1311,\"\")","v":1310},{"$f":"IFERROR(SMALL(Helper2_2,A1311),\"\")","v":1310},{"$f":"COUNTIF(Helper3_1,\"=\"&G1311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1311)=1, G1311, \"\")","v":1310},{"$f":"IFERROR(SMALL(Index_2,A1311),\"\")","v":1310},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:J1311)),\"\")","v":"STR_63"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:K1311)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:L1311)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:M1311)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:N1311)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:O1311)),\"\")","v":"63 The University is currently undertaking a significant strategic development with the £60 million Learning and Teaching Building Project. The project has involved extensive consultation with students and Strath Union (paragraph 68). Student representatives are members of the project management committee further demonstrating commendable partnership working with students. The project will enhance the student experience through the integration and extension of student services in the building and a new space for Strath Union. In meetings with the ELIR team, staff and students spoke positively about the project. This capital project follows the successful development of the Strathclyde Sport building during which students were also consulted and engaged. "}]
[{"$f":"IF('> FILTER <'!B1313<>\"\",ROW(OFFSET(A1312,-1,0)),\"\")","v":1311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1313)),A1312,\"\")","v":1311},{"$f":"IFERROR(SMALL(Helper2_1,A1312),\"\")","v":1311},null,1311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1313)),$A1312,\"\")","v":1311},{"$f":"IFERROR(SMALL(Helper2_2,A1312),\"\")","v":1311},{"$f":"COUNTIF(Helper3_1,\"=\"&G1312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1312)=1, G1312, \"\")","v":1311},{"$f":"IFERROR(SMALL(Index_2,A1312),\"\")","v":1311},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:J1312)),\"\")","v":"STR_64"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:K1312)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:L1312)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:M1312)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:N1312)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:O1312)),\"\")","v":"64 Aligned with the University's online and digital strategy the institution has invested in enhancements to technology to support learning and teaching. The virtual learning environment, Myplace, has been developed in response to student feedback. Students reflected positively on the effectiveness and experience of Myplace, citing it as essential to student life."}]
[{"$f":"IF('> FILTER <'!B1314<>\"\",ROW(OFFSET(A1313,-1,0)),\"\")","v":1312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1314)),A1313,\"\")","v":1312},{"$f":"IFERROR(SMALL(Helper2_1,A1313),\"\")","v":1312},null,1312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1314)),$A1313,\"\")","v":1312},{"$f":"IFERROR(SMALL(Helper2_2,A1313),\"\")","v":1312},{"$f":"COUNTIF(Helper3_1,\"=\"&G1313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1313)=1, G1313, \"\")","v":1312},{"$f":"IFERROR(SMALL(Index_2,A1313),\"\")","v":1312},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:J1313)),\"\")","v":"STR_65"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:K1313)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:L1313)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:M1313)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:N1313)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:O1313)),\"\")","v":"65 The introduction of the Strathclyde mobile app demonstrates the University's ambition to deliver on the student experience. Through actively responding to student feedback there has been a range of features introduced, such as personalised class timetables, exam results, library search, coursework deadlines, room bookings and PC availability. The app is widely used by students, and the ELIR team noted the positive feedback from students on its introduction. In addition, the University is piloting projects relating to the management of digital assessment and lecture capture. These initiatives emphasise the impact of the University's digital strategy and the institution's desire to provide an exceptional student experience (paragraph 70 and 78-79)."}]
[{"$f":"IF('> FILTER <'!B1315<>\"\",ROW(OFFSET(A1314,-1,0)),\"\")","v":1313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1315)),A1314,\"\")","v":1313},{"$f":"IFERROR(SMALL(Helper2_1,A1314),\"\")","v":1313},null,1313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1315)),$A1314,\"\")","v":1313},{"$f":"IFERROR(SMALL(Helper2_2,A1314),\"\")","v":1313},{"$f":"COUNTIF(Helper3_1,\"=\"&G1314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1314)=1, G1314, \"\")","v":1313},{"$f":"IFERROR(SMALL(Index_2,A1314),\"\")","v":1313},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:J1314)),\"\")","v":"STR_66"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:K1314)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:L1314)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:M1314)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:N1314)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:O1314)),\"\")","v":"66 Through monitoring demand for space bookings and responding to feedback on the evolving needs of students, services such as the University Library have introduced enhancements including refurbishment of areas to create more group study space, and a library noise reporting feature and space booking through the app. The Library is undertaking Customer Service Excellence accreditation, underpinned by a Customer Charter and external benchmarking to help match service delivery to needs. This approach highlights the University's student-centred approach to service enhancement and increased impact of digital technology on the student experience."}]
[{"$f":"IF('> FILTER <'!B1316<>\"\",ROW(OFFSET(A1315,-1,0)),\"\")","v":1314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1316)),A1315,\"\")","v":1314},{"$f":"IFERROR(SMALL(Helper2_1,A1315),\"\")","v":1314},null,1314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1316)),$A1315,\"\")","v":1314},{"$f":"IFERROR(SMALL(Helper2_2,A1315),\"\")","v":1314},{"$f":"COUNTIF(Helper3_1,\"=\"&G1315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1315)=1, G1315, \"\")","v":1314},{"$f":"IFERROR(SMALL(Index_2,A1315),\"\")","v":1314},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:J1315)),\"\")","v":"STR_67"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:K1315)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:L1315)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:M1315)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:N1315)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:O1315)),\"\")","v":"67 Staff are supported in engaging and making effective use of the enhanced physical and virtual learning environment through mechanisms including the Strathclyde Teaching Excellence Programme (STEP) (paragraph 89 and 92), the TALON course (paragraph 78) and through staff engagement in learning and teaching technology development projects. Staff highlighted that these programmes are very important and emphasised to the ELIR team how the programmes continually develop and have connected peer support networks."}]
[{"$f":"IF('> FILTER <'!B1317<>\"\",ROW(OFFSET(A1316,-1,0)),\"\")","v":1315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1317)),A1316,\"\")","v":1315},{"$f":"IFERROR(SMALL(Helper2_1,A1316),\"\")","v":1315},null,1315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1317)),$A1316,\"\")","v":1315},{"$f":"IFERROR(SMALL(Helper2_2,A1316),\"\")","v":1315},{"$f":"COUNTIF(Helper3_1,\"=\"&G1316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1316)=1, G1316, \"\")","v":1315},{"$f":"IFERROR(SMALL(Index_2,A1316),\"\")","v":1315},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:J1316)),\"\")","v":"STR_68"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:K1316)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:L1316)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:M1316)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:N1316)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:O1316)),\"\")","v":"68 The University has an effective approach to enhancing the student learning experience. The University's commitment to partnership working with its students is pervasive. There is clear evidence of close partnership working between the University, the Strath Union and the wider student body on both strategic and operational matters. These include the newly-formed Student Experience Committee (SEC) which is chaired by the Student President, the student engagement in infrastructure projects; and the use of student interns. The University's relationship with Strath Union is mature, enabling support and constructive challenge to be harnessed for the benefit of students and staff. "}]
[{"$f":"IF('> FILTER <'!B1318<>\"\",ROW(OFFSET(A1317,-1,0)),\"\")","v":1316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1318)),A1317,\"\")","v":1316},{"$f":"IFERROR(SMALL(Helper2_1,A1317),\"\")","v":1316},null,1316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1318)),$A1317,\"\")","v":1316},{"$f":"IFERROR(SMALL(Helper2_2,A1317),\"\")","v":1316},{"$f":"COUNTIF(Helper3_1,\"=\"&G1317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1317)=1, G1317, \"\")","v":1316},{"$f":"IFERROR(SMALL(Index_2,A1317),\"\")","v":1316},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:J1317)),\"\")","v":"STR_69"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:K1317)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:L1317)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:M1317)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:N1317)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:O1317)),\"\")","v":"69 Since the 2014 ELIR, the University has made a number of improvements to its PGR experience including the recent establishment of the Strathclyde Doctoral School.  Some further work remains, in particular, the University is asked to ensure all postgraduates who teach and assess undertake formal training before doing so. "}]
[{"$f":"IF('> FILTER <'!B1319<>\"\",ROW(OFFSET(A1318,-1,0)),\"\")","v":1317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1319)),A1318,\"\")","v":1317},{"$f":"IFERROR(SMALL(Helper2_1,A1318),\"\")","v":1317},null,1317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1319)),$A1318,\"\")","v":1317},{"$f":"IFERROR(SMALL(Helper2_2,A1318),\"\")","v":1317},{"$f":"COUNTIF(Helper3_1,\"=\"&G1318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1318)=1, G1318, \"\")","v":1317},{"$f":"IFERROR(SMALL(Index_2,A1318),\"\")","v":1317},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:J1318)),\"\")","v":"STR_70"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:K1318)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:L1318)),\"\")","v":"ExternalEngagement_Research"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:M1318)),\"\")","v":"Employers"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:N1318)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:O1318)),\"\")","v":"70 There is a strong university commitment to work closely with industry to ensure that the student learning experience, curriculum development and pedagogy are      industry-informed. The University identified that engagement with industry, internships and an international outlook are central to the Strathclyde education experience. Students are provided with a wide range of opportunities to study or work abroad. Engagement with international partners has been used to internationalise the curriculum and create a global student experience. The University's collaborative approach to digital education has transformed the way in which expertise and resources are shared throughout the University. Use of digital technologies and the development and delivery of online courses have permeated across the University's portfolio of provision."}]
[{"$f":"IF('> FILTER <'!B1320<>\"\",ROW(OFFSET(A1319,-1,0)),\"\")","v":1318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1320)),A1319,\"\")","v":1318},{"$f":"IFERROR(SMALL(Helper2_1,A1319),\"\")","v":1318},null,1318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1320)),$A1319,\"\")","v":1318},{"$f":"IFERROR(SMALL(Helper2_2,A1319),\"\")","v":1318},{"$f":"COUNTIF(Helper3_1,\"=\"&G1319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1319)=1, G1319, \"\")","v":1318},{"$f":"IFERROR(SMALL(Index_2,A1319),\"\")","v":1318},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:J1319)),\"\")","v":"STR_71"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:K1319)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:L1319)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:M1319)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:N1319)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:O1319)),\"\")","v":"71 The University has effective systems, processes, reporting and evaluation structures in place for the strategic enhancement of learning and teaching. There is a clearly articulated vision for the nature and ambition of the student experience and for the type of education the University aims to provide. The strategies for education align with the strategic aims of the University and the priorities are evaluated annually against relevant KPIs and the progress made. An inclusive approach is adopted in both the formulation of priorities and the subsequent evaluation of progress and sharing of practice. Named individuals are responsible for leading enhancement initiatives and representing their faculty or department, and regular opportunities for cross-faculty and institution-wide dialogue is intended to ensure widespread understanding of current priorities and developments."}]
[{"$f":"IF('> FILTER <'!B1321<>\"\",ROW(OFFSET(A1320,-1,0)),\"\")","v":1319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1321)),A1320,\"\")","v":1319},{"$f":"IFERROR(SMALL(Helper2_1,A1320),\"\")","v":1319},null,1319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1321)),$A1320,\"\")","v":1319},{"$f":"IFERROR(SMALL(Helper2_2,A1320),\"\")","v":1319},{"$f":"COUNTIF(Helper3_1,\"=\"&G1320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1320)=1, G1320, \"\")","v":1319},{"$f":"IFERROR(SMALL(Index_2,A1320),\"\")","v":1319},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:J1320)),\"\")","v":"STR_72"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:K1320)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:L1320)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:M1320)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:N1320)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:O1320)),\"\")","v":"72 The University has a clear and effective set of core frameworks for enhancing learning and teaching and the wider student experience, for example, the Learner Experience Framework (LEF) (paragraph 74). The frameworks and focused initiatives are owned and embedded across all areas of the University. This has resulted in a dynamic environment throughout the University where the activities are actively used to drive    cross-institution enhancement. These enhancements are evident in curricular development and the resulting student experience."}]
[{"$f":"IF('> FILTER <'!B1322<>\"\",ROW(OFFSET(A1321,-1,0)),\"\")","v":1320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1322)),A1321,\"\")","v":1320},{"$f":"IFERROR(SMALL(Helper2_1,A1321),\"\")","v":1320},null,1320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1322)),$A1321,\"\")","v":1320},{"$f":"IFERROR(SMALL(Helper2_2,A1321),\"\")","v":1320},{"$f":"COUNTIF(Helper3_1,\"=\"&G1321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1321)=1, G1321, \"\")","v":1320},{"$f":"IFERROR(SMALL(Index_2,A1321),\"\")","v":1320},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:J1321)),\"\")","v":"STR_73"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:K1321)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:L1321)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:M1321)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:N1321)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:O1321)),\"\")","v":"73 In addition to the frameworks, working groups focus on specific initiatives to pilot, develop and implement targeted enhancements. At the time of the current ELIR, these included the Assessment and Feedback Working Group and the Surveys and Metrics Working Group. The approach is well-established, clearly structured, inclusive, proactive and systematic in driving enhancement in learning and teaching and is led and supported by sub-committees of the ESC and overseen by the Senate."}]
[{"$f":"IF('> FILTER <'!B1323<>\"\",ROW(OFFSET(A1322,-1,0)),\"\")","v":1321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1323)),A1322,\"\")","v":1321},{"$f":"IFERROR(SMALL(Helper2_1,A1322),\"\")","v":1321},null,1321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1323)),$A1322,\"\")","v":1321},{"$f":"IFERROR(SMALL(Helper2_2,A1322),\"\")","v":1321},{"$f":"COUNTIF(Helper3_1,\"=\"&G1322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1322)=1, G1322, \"\")","v":1321},{"$f":"IFERROR(SMALL(Index_2,A1322),\"\")","v":1321},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:J1322)),\"\")","v":"STR_74"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:K1322)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:L1322)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:M1322)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:N1322)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:O1322)),\"\")","v":"74 The University has invested in a multi-strand project using the LEF as an evidence-based approach to enhancing the learner journey. The LEF draws together information from a number of sources into a range of indicators and enables the University to evaluate the balance and characteristics of each programme against a set of identified and desired learning opportunities. The resulting data informs the work of specific committees, and also forms part of the FARs. The retention and progression data derived from the LEF is available through the Strathclyde University Business Intelligence Reports and Dashboards (SUnBIRD) and is considered within the annual monitoring process (paragraph 118 and 119). The data collated, and its subsequent analysis, requires contributions and responses from across the academic departments and professional services, and from the committees responsible for overseeing each framework. Staff who met the ELIR team indicated that the data available enables them to identify issues easily and highlights areas to focus on through the monitoring and review processes. The approach is effective in ensuring that all faculties are involved in progressing the University's strategic priorities."}]
[{"$f":"IF('> FILTER <'!B1324<>\"\",ROW(OFFSET(A1323,-1,0)),\"\")","v":1322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1324)),A1323,\"\")","v":1322},{"$f":"IFERROR(SMALL(Helper2_1,A1323),\"\")","v":1322},null,1322,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1324)),$A1323,\"\")","v":1322},{"$f":"IFERROR(SMALL(Helper2_2,A1323),\"\")","v":1322},{"$f":"COUNTIF(Helper3_1,\"=\"&G1323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1323)=1, G1323, \"\")","v":1322},{"$f":"IFERROR(SMALL(Index_2,A1323),\"\")","v":1322},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:J1323)),\"\")","v":"STR_75"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:K1323)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:L1323)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:M1323)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:N1323)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:O1323)),\"\")","v":"75 Students are engaged through, for example, their representation on the Education Strategy Committee (ESC), Quality Assurance Committee (QAC), and the Learning Enhancement Committee (LEC) and their contribution is viewed as essential to the work of these committees. Students spoke positively regarding the nature of working in partnership with the University, confirming their proactive involvement in committee work."}]
[{"$f":"IF('> FILTER <'!B1325<>\"\",ROW(OFFSET(A1324,-1,0)),\"\")","v":1323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1325)),A1324,\"\")","v":1323},{"$f":"IFERROR(SMALL(Helper2_1,A1324),\"\")","v":1323},null,1323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1325)),$A1324,\"\")","v":1323},{"$f":"IFERROR(SMALL(Helper2_2,A1324),\"\")","v":1323},{"$f":"COUNTIF(Helper3_1,\"=\"&G1324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1324)=1, G1324, \"\")","v":1323},{"$f":"IFERROR(SMALL(Index_2,A1324),\"\")","v":1323},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:J1324)),\"\")","v":"STR_75"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:K1324)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:L1324)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:M1324)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:N1324)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:O1324)),\"\")","v":"75 Students are engaged through, for example, their representation on the Education Strategy Committee (ESC), Quality Assurance Committee (QAC), and the Learning Enhancement Committee (LEC) and their contribution is viewed as essential to the work of these committees. Students spoke positively regarding the nature of working in partnership with the University, confirming their proactive involvement in committee work."}]
[{"$f":"IF('> FILTER <'!B1326<>\"\",ROW(OFFSET(A1325,-1,0)),\"\")","v":1324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1326)),A1325,\"\")","v":1324},{"$f":"IFERROR(SMALL(Helper2_1,A1325),\"\")","v":1324},null,1324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1326)),$A1325,\"\")","v":1324},{"$f":"IFERROR(SMALL(Helper2_2,A1325),\"\")","v":1324},{"$f":"COUNTIF(Helper3_1,\"=\"&G1325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1325)=1, G1325, \"\")","v":1324},{"$f":"IFERROR(SMALL(Index_2,A1325),\"\")","v":1324},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:J1325)),\"\")","v":"STR_76"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:K1325)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:L1325)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:M1325)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:N1325)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:O1325)),\"\")","v":"76 The faculties have recently introduced learning enhancement committees. The ELIR team learned that there is a move to achieve greater consistency in the faculty committee structures to ensure that faculties mirror the institutional structures, where this is seen to be beneficial. The faculties are structurally represented and directly involved in the initiation and development of enhancement frameworks and the most appropriate individuals are nominated or selected for their relevant experience and expertise rather than by role title. The flow of information and consistency in communicating priorities between institutional and faculty levels is maintained through the Vice-Deans Academic (VDAs) who are members of ESC and are responsible for ensuring that faculty and departmental committees are well-informed."}]
[{"$f":"IF('> FILTER <'!B1327<>\"\",ROW(OFFSET(A1326,-1,0)),\"\")","v":1325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1327)),A1326,\"\")","v":1325},{"$f":"IFERROR(SMALL(Helper2_1,A1326),\"\")","v":1325},null,1325,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1327)),$A1326,\"\")","v":1325},{"$f":"IFERROR(SMALL(Helper2_2,A1326),\"\")","v":1325},{"$f":"COUNTIF(Helper3_1,\"=\"&G1326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1326)=1, G1326, \"\")","v":1325},{"$f":"IFERROR(SMALL(Index_2,A1326),\"\")","v":1325},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:J1326)),\"\")","v":"STR_76"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:K1326)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:L1326)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:M1326)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:N1326)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:O1326)),\"\")","v":"76 The faculties have recently introduced learning enhancement committees. The ELIR team learned that there is a move to achieve greater consistency in the faculty committee structures to ensure that faculties mirror the institutional structures, where this is seen to be beneficial. The faculties are structurally represented and directly involved in the initiation and development of enhancement frameworks and the most appropriate individuals are nominated or selected for their relevant experience and expertise rather than by role title. The flow of information and consistency in communicating priorities between institutional and faculty levels is maintained through the Vice-Deans Academic (VDAs) who are members of ESC and are responsible for ensuring that faculty and departmental committees are well-informed."}]
[{"$f":"IF('> FILTER <'!B1328<>\"\",ROW(OFFSET(A1327,-1,0)),\"\")","v":1326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1328)),A1327,\"\")","v":1326},{"$f":"IFERROR(SMALL(Helper2_1,A1327),\"\")","v":1326},null,1326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1328)),$A1327,\"\")","v":1326},{"$f":"IFERROR(SMALL(Helper2_2,A1327),\"\")","v":1326},{"$f":"COUNTIF(Helper3_1,\"=\"&G1327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1327)=1, G1327, \"\")","v":1326},{"$f":"IFERROR(SMALL(Index_2,A1327),\"\")","v":1326},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:J1327)),\"\")","v":"STR_77"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:K1327)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:L1327)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:M1327)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:N1327)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:O1327)),\"\")","v":"77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."}]
[{"$f":"IF('> FILTER <'!B1329<>\"\",ROW(OFFSET(A1328,-1,0)),\"\")","v":1327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1329)),A1328,\"\")","v":1327},{"$f":"IFERROR(SMALL(Helper2_1,A1328),\"\")","v":1327},null,1327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1329)),$A1328,\"\")","v":1327},{"$f":"IFERROR(SMALL(Helper2_2,A1328),\"\")","v":1327},{"$f":"COUNTIF(Helper3_1,\"=\"&G1328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1328)=1, G1328, \"\")","v":1327},{"$f":"IFERROR(SMALL(Index_2,A1328),\"\")","v":1327},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:J1328)),\"\")","v":"STR_77"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:K1328)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:L1328)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:M1328)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:N1328)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:O1328)),\"\")","v":"77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."}]
[{"$f":"IF('> FILTER <'!B1330<>\"\",ROW(OFFSET(A1329,-1,0)),\"\")","v":1328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1330)),A1329,\"\")","v":1328},{"$f":"IFERROR(SMALL(Helper2_1,A1329),\"\")","v":1328},null,1328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1330)),$A1329,\"\")","v":1328},{"$f":"IFERROR(SMALL(Helper2_2,A1329),\"\")","v":1328},{"$f":"COUNTIF(Helper3_1,\"=\"&G1329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1329)=1, G1329, \"\")","v":1328},{"$f":"IFERROR(SMALL(Index_2,A1329),\"\")","v":1328},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:J1329)),\"\")","v":"STR_77"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:K1329)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:L1329)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:M1329)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:N1329)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:O1329)),\"\")","v":"77 The effective use of data has increasingly become a priority to inform enhancement initiatives, as well as underpinning key decision-making (paragraph 103 and 112). The University has begun using NSS and Destination of Leavers from Higher Education (DHLE) 'heatmaps' to assist with the rapid understanding and sharing of information through data visualisation. To enhance consistency across the University in certain key areas, a project has been established to develop a University-wide approach to gathering student views through the class evaluation arrangements. The new system will comprise a set of core questions and will include the facility for additional contextualised questions to be added. The ELIR team heard that the University intends for its approach to conducting class evaluation to become more consistent and harmonised across the institution over the next three years."}]
[{"$f":"IF('> FILTER <'!B1331<>\"\",ROW(OFFSET(A1330,-1,0)),\"\")","v":1329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1331)),A1330,\"\")","v":1329},{"$f":"IFERROR(SMALL(Helper2_1,A1330),\"\")","v":1329},null,1329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1331)),$A1330,\"\")","v":1329},{"$f":"IFERROR(SMALL(Helper2_2,A1330),\"\")","v":1329},{"$f":"COUNTIF(Helper3_1,\"=\"&G1330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1330)=1, G1330, \"\")","v":1329},{"$f":"IFERROR(SMALL(Index_2,A1330),\"\")","v":1329},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:J1330)),\"\")","v":"STR_78"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:K1330)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:L1330)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:M1330)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:N1330)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:O1330)),\"\")","v":"78 Digital education has become a key strategic priority for the University (paragraph 39) and the experience of developing Massive Open Online Courses (MOOCs) and subsequently the online delivery and support for Graduate Apprentices (GAs) and Degree Apprenticeships (DAs) has been recognised as an opportunity to accelerate expertise in this field to the potential benefit of the whole portfolio (paragraph 94 and 136). The Strathclyde Online Learning (SOL) Committee was introduced in 2017 as a new formal committee to take the strategic lead on digital education. SOL has a University-wide role in supporting and leading developments in digital and flexible education in response to internal and external drivers. A cross-university, collaborative approach has been adopted to designing and approving classes for online delivery to ensure a high-quality experience for learners. This team-based approach, using staff with specific skillsets, has transformed the way in which the online courses are now developed. Staff were very positive about the structured training received through the Teaching and Learning Online (TALON) staff   development programme which could also be formally incorporated into their PGCert (paragraph 92-93). "}]
[{"$f":"IF('> FILTER <'!B1332<>\"\",ROW(OFFSET(A1331,-1,0)),\"\")","v":1330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1332)),A1331,\"\")","v":1330},{"$f":"IFERROR(SMALL(Helper2_1,A1331),\"\")","v":1330},null,1330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1332)),$A1331,\"\")","v":1330},{"$f":"IFERROR(SMALL(Helper2_2,A1331),\"\")","v":1330},{"$f":"COUNTIF(Helper3_1,\"=\"&G1331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1331)=1, G1331, \"\")","v":1330},{"$f":"IFERROR(SMALL(Index_2,A1331),\"\")","v":1330},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:J1331)),\"\")","v":"STR_78"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:K1331)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:L1331)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:M1331)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:N1331)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:O1331)),\"\")","v":"78 Digital education has become a key strategic priority for the University (paragraph 39) and the experience of developing Massive Open Online Courses (MOOCs) and subsequently the online delivery and support for Graduate Apprentices (GAs) and Degree Apprenticeships (DAs) has been recognised as an opportunity to accelerate expertise in this field to the potential benefit of the whole portfolio (paragraph 94 and 136). The Strathclyde Online Learning (SOL) Committee was introduced in 2017 as a new formal committee to take the strategic lead on digital education. SOL has a University-wide role in supporting and leading developments in digital and flexible education in response to internal and external drivers. A cross-university, collaborative approach has been adopted to designing and approving classes for online delivery to ensure a high-quality experience for learners. This team-based approach, using staff with specific skillsets, has transformed the way in which the online courses are now developed. Staff were very positive about the structured training received through the Teaching and Learning Online (TALON) staff   development programme which could also be formally incorporated into their PGCert (paragraph 92-93). "}]
[{"$f":"IF('> FILTER <'!B1333<>\"\",ROW(OFFSET(A1332,-1,0)),\"\")","v":1331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1333)),A1332,\"\")","v":1331},{"$f":"IFERROR(SMALL(Helper2_1,A1332),\"\")","v":1331},null,1331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1333)),$A1332,\"\")","v":1331},{"$f":"IFERROR(SMALL(Helper2_2,A1332),\"\")","v":1331},{"$f":"COUNTIF(Helper3_1,\"=\"&G1332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1332)=1, G1332, \"\")","v":1331},{"$f":"IFERROR(SMALL(Index_2,A1332),\"\")","v":1331},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:J1332)),\"\")","v":"STR_79"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:K1332)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:L1332)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:M1332)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:N1332)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:O1332)),\"\")","v":"79 In developing its approach to digital education, the University has established a collaborative, cross-disciplinary way of working with resource and expertise shared between faculties and Student Experience and Enhancement Services. The ELIR team considered that the University has developed an ecosystem that allows the institution to benefit widely from its effective use of digital technologies and online resources (paragraph 96)."}]
[{"$f":"IF('> FILTER <'!B1334<>\"\",ROW(OFFSET(A1333,-1,0)),\"\")","v":1332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1334)),A1333,\"\")","v":1332},{"$f":"IFERROR(SMALL(Helper2_1,A1333),\"\")","v":1332},null,1332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1334)),$A1333,\"\")","v":1332},{"$f":"IFERROR(SMALL(Helper2_2,A1333),\"\")","v":1332},{"$f":"COUNTIF(Helper3_1,\"=\"&G1333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1333)=1, G1333, \"\")","v":1332},{"$f":"IFERROR(SMALL(Index_2,A1333),\"\")","v":1332},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:J1333)),\"\")","v":"STR_80"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:K1333)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:L1333)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:M1333)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:N1333)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:O1333)),\"\")","v":"80 The Transforming the Experience of Students Through Assessment (TESTA) methodology has been introduced and is used by each department one year prior to an Institution-led Review (ILR). The ELIR team learned that staff have welcomed this as a positive enhancement to the review process. The assessment audits undertaken to date have been successful in revealing insights around assessment and feedback practice that have been acted upon. Although the detailed outcomes of TESTA remain confidential to the department undergoing the audit, key generic issues and themes are used to inform the work of the Assessment and Feedback Working Group, and the Class and Course Approval Process. This provides students and staff with a clear view of assessment practice across the programme and University. Outcomes and next steps are discussed with the TESTA Steering Board and, as appropriate, recommendations for changes are submitted for approval to the faculty committee."}]
[{"$f":"IF('> FILTER <'!B1335<>\"\",ROW(OFFSET(A1334,-1,0)),\"\")","v":1333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1335)),A1334,\"\")","v":1333},{"$f":"IFERROR(SMALL(Helper2_1,A1334),\"\")","v":1333},null,1333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1335)),$A1334,\"\")","v":1333},{"$f":"IFERROR(SMALL(Helper2_2,A1334),\"\")","v":1333},{"$f":"COUNTIF(Helper3_1,\"=\"&G1334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1334)=1, G1334, \"\")","v":1333},{"$f":"IFERROR(SMALL(Index_2,A1334),\"\")","v":1333},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:J1334)),\"\")","v":"STR_81"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:K1334)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:L1334)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:M1334)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:N1334)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:O1334)),\"\")","v":"81 The University uses the national Enhancement Theme as a key external reference point to manage enhancement initiatives within the institution. An inclusive approach is adopted with student interns playing a key and central role (paragraphs 26, 68 and 84)."}]
[{"$f":"IF('> FILTER <'!B1336<>\"\",ROW(OFFSET(A1335,-1,0)),\"\")","v":1334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1336)),A1335,\"\")","v":1334},{"$f":"IFERROR(SMALL(Helper2_1,A1335),\"\")","v":1334},null,1334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1336)),$A1335,\"\")","v":1334},{"$f":"IFERROR(SMALL(Helper2_2,A1335),\"\")","v":1334},{"$f":"COUNTIF(Helper3_1,\"=\"&G1335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1335)=1, G1335, \"\")","v":1334},{"$f":"IFERROR(SMALL(Index_2,A1335),\"\")","v":1334},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:J1335)),\"\")","v":"STR_82"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:K1335)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:L1335)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:M1335)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:N1335)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:O1335)),\"\")","v":"82 The previous Enhancement Theme - 'Student Transitions' - aligned well with the University's strategic aims and enabled institution-wide engagement to explore novel approaches to supporting challenges and issues around student transition. Engagement strategies with industry and the community were developed with initiatives such as the Children's University, and the Primary Engineer and Engineering Academy, which involve industry mentorships, paid placements and articulation from FE colleges. These initiatives raise awareness of studying STEM subjects and enable clear transition to university."}]
[{"$f":"IF('> FILTER <'!B1337<>\"\",ROW(OFFSET(A1336,-1,0)),\"\")","v":1335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1337)),A1336,\"\")","v":1335},{"$f":"IFERROR(SMALL(Helper2_1,A1336),\"\")","v":1335},null,1335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1337)),$A1336,\"\")","v":1335},{"$f":"IFERROR(SMALL(Helper2_2,A1336),\"\")","v":1335},{"$f":"COUNTIF(Helper3_1,\"=\"&G1336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1336)=1, G1336, \"\")","v":1335},{"$f":"IFERROR(SMALL(Index_2,A1336),\"\")","v":1335},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:J1336)),\"\")","v":"STR_83"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:K1336)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:L1336)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:M1336)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:N1336)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:O1336)),\"\")","v":"83 Over 18 projects were funded as part of the Student Transitions Theme and directly involved students, academic and professional services staff from across the University. The outputs from the Theme are formally documented and shared internally and externally via the University's Sharing Practice in Effective Learning and Teaching website. The University was actively involved in the sector-wide, cross-institutional collaborations and has both contributed to, and benefited from, the sharing of practice."}]
[{"$f":"IF('> FILTER <'!B1338<>\"\",ROW(OFFSET(A1337,-1,0)),\"\")","v":1336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1338)),A1337,\"\")","v":1336},{"$f":"IFERROR(SMALL(Helper2_1,A1337),\"\")","v":1336},null,1336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1338)),$A1337,\"\")","v":1336},{"$f":"IFERROR(SMALL(Helper2_2,A1337),\"\")","v":1336},{"$f":"COUNTIF(Helper3_1,\"=\"&G1337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1337)=1, G1337, \"\")","v":1336},{"$f":"IFERROR(SMALL(Index_2,A1337),\"\")","v":1336},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:J1337)),\"\")","v":"STR_83"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:K1337)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:L1337)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:M1337)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:N1337)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:O1337)),\"\")","v":"83 Over 18 projects were funded as part of the Student Transitions Theme and directly involved students, academic and professional services staff from across the University. The outputs from the Theme are formally documented and shared internally and externally via the University's Sharing Practice in Effective Learning and Teaching website. The University was actively involved in the sector-wide, cross-institutional collaborations and has both contributed to, and benefited from, the sharing of practice."}]
[{"$f":"IF('> FILTER <'!B1339<>\"\",ROW(OFFSET(A1338,-1,0)),\"\")","v":1337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1339)),A1338,\"\")","v":1337},{"$f":"IFERROR(SMALL(Helper2_1,A1338),\"\")","v":1337},null,1337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1339)),$A1338,\"\")","v":1337},{"$f":"IFERROR(SMALL(Helper2_2,A1338),\"\")","v":1337},{"$f":"COUNTIF(Helper3_1,\"=\"&G1338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1338)=1, G1338, \"\")","v":1337},{"$f":"IFERROR(SMALL(Index_2,A1338),\"\")","v":1337},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:J1338)),\"\")","v":"STR_84"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:K1338)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:L1338)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:M1338)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:N1338)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:O1338)),\"\")","v":"84 Student interns were employed by the University to scope the 'Student Transitions' Theme and the report produced informed subsequent enhancement planning and setting of priorities. Having evaluated existing practices against the findings, a new set of principles and practices for engaging students was developed. The focus of this is on evidence-based enhancement and the input from students led directly to the development of the 'We Are Strathclyde' online course. This online course is designed to support first-year undergraduate students arriving at the institution to aid transition into university life. Staff and students who met the ELIR team spoke very positively about the value of student interns and the approach has been adopted widely across the institution. It was clear to the team that using student interns has proven to be a very successful approach and has ensured that the student voice is routinely embedded at the outset of developing enhancement initiatives."}]
[{"$f":"IF('> FILTER <'!B1340<>\"\",ROW(OFFSET(A1339,-1,0)),\"\")","v":1338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1340)),A1339,\"\")","v":1338},{"$f":"IFERROR(SMALL(Helper2_1,A1339),\"\")","v":1338},null,1338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1340)),$A1339,\"\")","v":1338},{"$f":"IFERROR(SMALL(Helper2_2,A1339),\"\")","v":1338},{"$f":"COUNTIF(Helper3_1,\"=\"&G1339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1339)=1, G1339, \"\")","v":1338},{"$f":"IFERROR(SMALL(Index_2,A1339),\"\")","v":1338},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:J1339)),\"\")","v":"STR_84"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:K1339)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:L1339)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:M1339)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:N1339)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:O1339)),\"\")","v":"84 Student interns were employed by the University to scope the 'Student Transitions' Theme and the report produced informed subsequent enhancement planning and setting of priorities. Having evaluated existing practices against the findings, a new set of principles and practices for engaging students was developed. The focus of this is on evidence-based enhancement and the input from students led directly to the development of the 'We Are Strathclyde' online course. This online course is designed to support first-year undergraduate students arriving at the institution to aid transition into university life. Staff and students who met the ELIR team spoke very positively about the value of student interns and the approach has been adopted widely across the institution. It was clear to the team that using student interns has proven to be a very successful approach and has ensured that the student voice is routinely embedded at the outset of developing enhancement initiatives."}]
[{"$f":"IF('> FILTER <'!B1341<>\"\",ROW(OFFSET(A1340,-1,0)),\"\")","v":1339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1341)),A1340,\"\")","v":1339},{"$f":"IFERROR(SMALL(Helper2_1,A1340),\"\")","v":1339},null,1339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1341)),$A1340,\"\")","v":1339},{"$f":"IFERROR(SMALL(Helper2_2,A1340),\"\")","v":1339},{"$f":"COUNTIF(Helper3_1,\"=\"&G1340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1340)=1, G1340, \"\")","v":1339},{"$f":"IFERROR(SMALL(Index_2,A1340),\"\")","v":1339},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:J1340)),\"\")","v":"STR_85"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:K1340)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:L1340)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:M1340)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:N1340)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:O1340)),\"\")","v":"85 The University uses existing structures to manage its engagement with the Enhancement Themes and other enhancement activity. Sector-wide engagement and contribution is a standing item on key university and faculty committee agendas. FARs also consider and report upon developments in relation to the Enhancement Themes."}]
[{"$f":"IF('> FILTER <'!B1342<>\"\",ROW(OFFSET(A1341,-1,0)),\"\")","v":1340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1342)),A1341,\"\")","v":1340},{"$f":"IFERROR(SMALL(Helper2_1,A1341),\"\")","v":1340},null,1340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1342)),$A1341,\"\")","v":1340},{"$f":"IFERROR(SMALL(Helper2_2,A1341),\"\")","v":1340},{"$f":"COUNTIF(Helper3_1,\"=\"&G1341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1341)=1, G1341, \"\")","v":1340},{"$f":"IFERROR(SMALL(Index_2,A1341),\"\")","v":1340},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:J1341)),\"\")","v":"STR_86"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:K1341)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:L1341)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:M1341)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:N1341)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:O1341)),\"\")","v":"86 It was evident to the ELIR team that the University is proactively engaged with the current Theme - 'Evidence for Enhancement: Improving the Student Experience' - for example, as the lead institution for the Learning Analytics Collaborative Cluster."}]
[{"$f":"IF('> FILTER <'!B1343<>\"\",ROW(OFFSET(A1342,-1,0)),\"\")","v":1341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1343)),A1342,\"\")","v":1341},{"$f":"IFERROR(SMALL(Helper2_1,A1342),\"\")","v":1341},null,1341,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1343)),$A1342,\"\")","v":1341},{"$f":"IFERROR(SMALL(Helper2_2,A1342),\"\")","v":1341},{"$f":"COUNTIF(Helper3_1,\"=\"&G1342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1342)=1, G1342, \"\")","v":1341},{"$f":"IFERROR(SMALL(Index_2,A1342),\"\")","v":1341},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:J1342)),\"\")","v":"STR_87"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:K1342)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:L1342)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:M1342)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:N1342)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:O1342)),\"\")","v":"87 The University has an effective and systematic approach to identifying and sharing good practice. A culture of enhancement was clearly evident and the staff who met the ELIR team spoke positively about the series of structured mechanisms for identifying, collating and sharing good practice. These include the FARs, an annual theme-based learning and teaching event (established in 2014) and a series of fora which directly inform Learning and Teaching Improvement Plans."}]
[{"$f":"IF('> FILTER <'!B1344<>\"\",ROW(OFFSET(A1343,-1,0)),\"\")","v":1342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1344)),A1343,\"\")","v":1342},{"$f":"IFERROR(SMALL(Helper2_1,A1343),\"\")","v":1342},null,1342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1344)),$A1343,\"\")","v":1342},{"$f":"IFERROR(SMALL(Helper2_2,A1343),\"\")","v":1342},{"$f":"COUNTIF(Helper3_1,\"=\"&G1343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1343)=1, G1343, \"\")","v":1342},{"$f":"IFERROR(SMALL(Index_2,A1343),\"\")","v":1342},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:J1343)),\"\")","v":"STR_88"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:K1343)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:L1343)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:M1343)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:N1343)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:O1343)),\"\")","v":"88 FARs are subject to peer review by staff outside the faculty prior to being submitted to a joint meeting of QAC and LEC. This process directly leads to highlighting practice that may then be selected to become a case study and made available on the University's dedicated website 'Sharing Practice in Effective Learning and Teaching'. Faculties review the case studies to identify where different and/or novel approaches could be adopted to enhance practice in their own area."}]
[{"$f":"IF('> FILTER <'!B1345<>\"\",ROW(OFFSET(A1344,-1,0)),\"\")","v":1343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1345)),A1344,\"\")","v":1343},{"$f":"IFERROR(SMALL(Helper2_1,A1344),\"\")","v":1343},null,1343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1345)),$A1344,\"\")","v":1343},{"$f":"IFERROR(SMALL(Helper2_2,A1344),\"\")","v":1343},{"$f":"COUNTIF(Helper3_1,\"=\"&G1344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1344)=1, G1344, \"\")","v":1343},{"$f":"IFERROR(SMALL(Index_2,A1344),\"\")","v":1343},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:J1344)),\"\")","v":"STR_89"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:K1344)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:L1344)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:M1344)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:N1344)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:O1344)),\"\")","v":"89 In recognition of the strategic importance of digital technology, the University has developed a 'Stepping Forward with Technology' (STEP:TECH) web resource. Staff who met the ELIR team confirmed this as a positive addition to the Strathclyde Teaching Excellence Programme. STEP:TECH supports and encourages staff to share practice and to promote a culture of continuous learning, in this instance specifically around the use of digital technologies in learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1346<>\"\",ROW(OFFSET(A1345,-1,0)),\"\")","v":1344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1346)),A1345,\"\")","v":1344},{"$f":"IFERROR(SMALL(Helper2_1,A1345),\"\")","v":1344},null,1344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1346)),$A1345,\"\")","v":1344},{"$f":"IFERROR(SMALL(Helper2_2,A1345),\"\")","v":1344},{"$f":"COUNTIF(Helper3_1,\"=\"&G1345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1345)=1, G1345, \"\")","v":1344},{"$f":"IFERROR(SMALL(Index_2,A1345),\"\")","v":1344},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:J1345)),\"\")","v":"STR_89"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:K1345)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:L1345)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:M1345)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:N1345)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:O1345)),\"\")","v":"89 In recognition of the strategic importance of digital technology, the University has developed a 'Stepping Forward with Technology' (STEP:TECH) web resource. Staff who met the ELIR team confirmed this as a positive addition to the Strathclyde Teaching Excellence Programme. STEP:TECH supports and encourages staff to share practice and to promote a culture of continuous learning, in this instance specifically around the use of digital technologies in learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1347<>\"\",ROW(OFFSET(A1346,-1,0)),\"\")","v":1345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1347)),A1346,\"\")","v":1345},{"$f":"IFERROR(SMALL(Helper2_1,A1346),\"\")","v":1345},null,1345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1347)),$A1346,\"\")","v":1345},{"$f":"IFERROR(SMALL(Helper2_2,A1346),\"\")","v":1345},{"$f":"COUNTIF(Helper3_1,\"=\"&G1346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1346)=1, G1346, \"\")","v":1345},{"$f":"IFERROR(SMALL(Index_2,A1346),\"\")","v":1345},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:J1346)),\"\")","v":"STR_90"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:K1346)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:L1346)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:M1346)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:N1346)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:O1346)),\"\")","v":"90 The University has effective arrangements in place for engaging and supporting staff in their continued development and for ensuring the ongoing enhancement of learning and teaching practice. In particular the staff development opportunities provided are aligned to the institutional strategy."}]
[{"$f":"IF('> FILTER <'!B1348<>\"\",ROW(OFFSET(A1347,-1,0)),\"\")","v":1346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1348)),A1347,\"\")","v":1346},{"$f":"IFERROR(SMALL(Helper2_1,A1347),\"\")","v":1346},null,1346,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1348)),$A1347,\"\")","v":1346},{"$f":"IFERROR(SMALL(Helper2_2,A1347),\"\")","v":1346},{"$f":"COUNTIF(Helper3_1,\"=\"&G1347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1347)=1, G1347, \"\")","v":1346},{"$f":"IFERROR(SMALL(Index_2,A1347),\"\")","v":1346},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:J1347)),\"\")","v":"STR_91"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:K1347)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:L1347)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:M1347)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:N1347)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:O1347)),\"\")","v":"91 A 'Strathclyde People Strategy 2020' was introduced to support the delivery of the University Strategy 2015-20, and explicitly outlines the values and people-orientated culture to which the University aspires. The annual Accountability and Development Review (ADR) process is central to the staff support and development of the strategy. The ADR process, which contains both performance and development elements, is managed by the Organisational and Staff Development Unit (OSDU). OSDU is engaged in training staff across the University about the expectations of key institutional policies, providing and supporting a comprehensive range of formal and informal programmes, events and networks to engage, develop and support staff."}]
[{"$f":"IF('> FILTER <'!B1349<>\"\",ROW(OFFSET(A1348,-1,0)),\"\")","v":1347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1349)),A1348,\"\")","v":1347},{"$f":"IFERROR(SMALL(Helper2_1,A1348),\"\")","v":1347},null,1347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1349)),$A1348,\"\")","v":1347},{"$f":"IFERROR(SMALL(Helper2_2,A1348),\"\")","v":1347},{"$f":"COUNTIF(Helper3_1,\"=\"&G1348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1348)=1, G1348, \"\")","v":1347},{"$f":"IFERROR(SMALL(Index_2,A1348),\"\")","v":1347},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:J1348)),\"\")","v":"STR_92"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:K1348)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:L1348)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:M1348)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:N1348)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:O1348)),\"\")","v":"92 Staff who met the ELIR team spoke positively about the support, and the range and quality of development opportunities, provided by the University. The STEP provides a suite of practical opportunities for staff to enhance their skills across learning, teaching, assessment, feedback and the use of technology. Other initiatives include: peer support networks which are used to support leadership in learning and teaching, and encourage pedagogic-focused publication; and Strathclyde's Programme for Academic practice, Researcher development, and Knowledge exchange (SPARK) which enables staff to gain a PgCert/PgDip/MSc Learning and Teaching in Higher Education."}]
[{"$f":"IF('> FILTER <'!B1350<>\"\",ROW(OFFSET(A1349,-1,0)),\"\")","v":1348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1350)),A1349,\"\")","v":1348},{"$f":"IFERROR(SMALL(Helper2_1,A1349),\"\")","v":1348},null,1348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1350)),$A1349,\"\")","v":1348},{"$f":"IFERROR(SMALL(Helper2_2,A1349),\"\")","v":1348},{"$f":"COUNTIF(Helper3_1,\"=\"&G1349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1349)=1, G1349, \"\")","v":1348},{"$f":"IFERROR(SMALL(Index_2,A1349),\"\")","v":1348},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:J1349)),\"\")","v":"STR_93"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:K1349)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:L1349)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:M1349)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:N1349)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:O1349)),\"\")","v":"93 The Strathclyde Framework for Professional Recognition of Teaching is accredited by Advance HE and enables staff to gain Fellowship or Senior Fellowship of the Higher Education Academy. The University encourages staff to gain Fellowship, as evidenced by a significant growth in the number of staff attaining Senior and Principal Fellow status since the 2014 ELIR."}]
[{"$f":"IF('> FILTER <'!B1351<>\"\",ROW(OFFSET(A1350,-1,0)),\"\")","v":1349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1351)),A1350,\"\")","v":1349},{"$f":"IFERROR(SMALL(Helper2_1,A1350),\"\")","v":1349},null,1349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1351)),$A1350,\"\")","v":1349},{"$f":"IFERROR(SMALL(Helper2_2,A1350),\"\")","v":1349},{"$f":"COUNTIF(Helper3_1,\"=\"&G1350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1350)=1, G1350, \"\")","v":1349},{"$f":"IFERROR(SMALL(Index_2,A1350),\"\")","v":1349},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:J1350)),\"\")","v":"STR_94"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:K1350)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:L1350)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:M1350)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:N1350)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:O1350)),\"\")","v":"94 Staff and student-facing professional services are represented on faculty committees and are directly involved in identifying emerging development needs. This enables them to deliver targeted training and support at the faculty level. The ELIR team learned how this collaborative approach has ensured a proactive development of provision for staff development, especially in the area of digital education (paragraphs 78-79)."}]
[{"$f":"IF('> FILTER <'!B1352<>\"\",ROW(OFFSET(A1351,-1,0)),\"\")","v":1350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1352)),A1351,\"\")","v":1350},{"$f":"IFERROR(SMALL(Helper2_1,A1351),\"\")","v":1350},null,1350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1352)),$A1351,\"\")","v":1350},{"$f":"IFERROR(SMALL(Helper2_2,A1351),\"\")","v":1350},{"$f":"COUNTIF(Helper3_1,\"=\"&G1351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1351)=1, G1351, \"\")","v":1350},{"$f":"IFERROR(SMALL(Index_2,A1351),\"\")","v":1350},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:J1351)),\"\")","v":"STR_95"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:K1351)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:L1351)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:M1351)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:N1351)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:O1351)),\"\")","v":"95 The ELIR team noted the time-based support mechanism introduced by the Education Enhancement team to support academic staff who are developing courses for online delivery to ensure a consistent quality of programme design. In addition, the University supports the development and sharing of expertise in learning and teaching, project management and audio/video creation. This approach stems from the expertise the University gained in the development of MOOCs and has been applied to its development of the GAs and DA and Work-Based Learning modes of delivery (see paragraph 78)."}]
[{"$f":"IF('> FILTER <'!B1353<>\"\",ROW(OFFSET(A1352,-1,0)),\"\")","v":1351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1353)),A1352,\"\")","v":1351},{"$f":"IFERROR(SMALL(Helper2_1,A1352),\"\")","v":1351},null,1351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1353)),$A1352,\"\")","v":1351},{"$f":"IFERROR(SMALL(Helper2_2,A1352),\"\")","v":1351},{"$f":"COUNTIF(Helper3_1,\"=\"&G1352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1352)=1, G1352, \"\")","v":1351},{"$f":"IFERROR(SMALL(Index_2,A1352),\"\")","v":1351},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:J1352)),\"\")","v":"STR_96"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:K1352)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:L1352)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:M1352)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:N1352)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:O1352)),\"\")","v":"96 It is evident that the University has a clearly articulated vision and takes a strategic and structured approach to enhancement, changes practices and policy accordingly and has been working towards developing a digital infrastructure that enables efficient evaluation and analysis of subsequent impact. The University has a systematic framework for the enhancement of education which explicitly sets out its strategic ambitions and the qualities it desires in its graduates. The strategic enhancement of learning and teaching is embedded throughout the school and departmental plans which are evaluated centrally at faculty and university levels."}]
[{"$f":"IF('> FILTER <'!B1354<>\"\",ROW(OFFSET(A1353,-1,0)),\"\")","v":1352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1354)),A1353,\"\")","v":1352},{"$f":"IFERROR(SMALL(Helper2_1,A1353),\"\")","v":1352},null,1352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1354)),$A1353,\"\")","v":1352},{"$f":"IFERROR(SMALL(Helper2_2,A1353),\"\")","v":1352},{"$f":"COUNTIF(Helper3_1,\"=\"&G1353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1353)=1, G1353, \"\")","v":1352},{"$f":"IFERROR(SMALL(Index_2,A1353),\"\")","v":1352},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:J1353)),\"\")","v":"STR_97"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:K1353)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:L1353)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:M1353)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:N1353)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:O1353)),\"\")","v":"97 The University has a wide range of staff development opportunities available which are closely aligned with the institutional strategy including in the area of digital technologies. The collaborative approach the University has adopted towards developments in digital education is commendable and has enabled these developments to become a catalyst for change across the institution and enhance the student learning experience."}]
[{"$f":"IF('> FILTER <'!B1355<>\"\",ROW(OFFSET(A1354,-1,0)),\"\")","v":1353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1355)),A1354,\"\")","v":1353},{"$f":"IFERROR(SMALL(Helper2_1,A1354),\"\")","v":1353},null,1353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1355)),$A1354,\"\")","v":1353},{"$f":"IFERROR(SMALL(Helper2_2,A1354),\"\")","v":1353},{"$f":"COUNTIF(Helper3_1,\"=\"&G1354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1354)=1, G1354, \"\")","v":1353},{"$f":"IFERROR(SMALL(Index_2,A1354),\"\")","v":1353},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:J1354)),\"\")","v":"STR_98"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:K1354)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:L1354)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:M1354)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:N1354)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:O1354)),\"\")","v":"98 The University has effective arrangements in place for managing quality and securing academic standards. Its procedures and regulations are clear and comprehensive and meet the expectations set out in the Quality Code for Higher Education (Quality Code) and the guidance of the Scottish Funding Council to institutions on quality."}]
[{"$f":"IF('> FILTER <'!B1356<>\"\",ROW(OFFSET(A1355,-1,0)),\"\")","v":1354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1356)),A1355,\"\")","v":1354},{"$f":"IFERROR(SMALL(Helper2_1,A1355),\"\")","v":1354},null,1354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1356)),$A1355,\"\")","v":1354},{"$f":"IFERROR(SMALL(Helper2_2,A1355),\"\")","v":1354},{"$f":"COUNTIF(Helper3_1,\"=\"&G1355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1355)=1, G1355, \"\")","v":1354},{"$f":"IFERROR(SMALL(Index_2,A1355),\"\")","v":1354},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:J1355)),\"\")","v":"STR_99"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:K1355)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:L1355)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:M1355)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:N1355)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:O1355)),\"\")","v":"99 There is an established governance framework, with an inclusive structure to ensure representation from faculties, students and professional services. Overall responsibility for standards and quality rests with the Senate. All education committees report to the Senate and provide comprehensive written reports. The QAC has delegated authority from the Senate to assure academic standards on its behalf and works with a wide range of other education committees. Joint annual meetings with QAC and LEC review FARs on quality assurance and enhancement. In order to ensure appropriate oversight of class, course, general and university regulations, the remit, membership and title of the former Ordinances and Regulations Committee has been expanded and a new committee has been established, the Academic Regulations Review Group (ARRG), which reports to QAC."}]
[{"$f":"IF('> FILTER <'!B1357<>\"\",ROW(OFFSET(A1356,-1,0)),\"\")","v":1355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1357)),A1356,\"\")","v":1355},{"$f":"IFERROR(SMALL(Helper2_1,A1356),\"\")","v":1355},null,1355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1357)),$A1356,\"\")","v":1355},{"$f":"IFERROR(SMALL(Helper2_2,A1356),\"\")","v":1355},{"$f":"COUNTIF(Helper3_1,\"=\"&G1356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1356)=1, G1356, \"\")","v":1355},{"$f":"IFERROR(SMALL(Index_2,A1356),\"\")","v":1355},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:J1356)),\"\")","v":"STR_100"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:K1356)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:L1356)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:M1356)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:N1356)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:O1356)),\"\")","v":"100 Institutional committee structures are not directly mirrored at faculty level, however, the ELIR team was able to confirm that the structures in place were appropriate to ensure that they played a full role in the initial development of and amendments to courses, academic review and enhancement of good practice. The Senate reviews its own effectiveness biennially in line with the expectation in the 2017 Scottish Code of Good HE Governance. In addition, the main education committees also explicitly consider their effectiveness and make recommendations for improvements through their annual reports."}]
[{"$f":"IF('> FILTER <'!B1358<>\"\",ROW(OFFSET(A1357,-1,0)),\"\")","v":1356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1358)),A1357,\"\")","v":1356},{"$f":"IFERROR(SMALL(Helper2_1,A1357),\"\")","v":1356},null,1356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1358)),$A1357,\"\")","v":1356},{"$f":"IFERROR(SMALL(Helper2_2,A1357),\"\")","v":1356},{"$f":"COUNTIF(Helper3_1,\"=\"&G1357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1357)=1, G1357, \"\")","v":1356},{"$f":"IFERROR(SMALL(Index_2,A1357),\"\")","v":1356},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:J1357)),\"\")","v":"STR_101"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:K1357)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:L1357)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:M1357)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:N1357)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:O1357)),\"\")","v":"101 Institutional policies for course development and approval are aligned to sector expectations. There is a three-stage process, covering concept and strategic alignment, financial and marketing analysis and academic scrutiny, with external involvement at the academic scrutiny level. Academic Regulations Review Group (ARRG) provides institutional oversight of regulations and final approval is granted by Senate. An out-of-cycle approval process with scrutiny by the Course Approval Sub-Group enables courses to be approved having gone through all three stages but outside the Senate cycle. The ELIR team was able to confirm that the process was structured and systematic. The development of courses for online delivery is subject to operational oversight by the SOL Committee and ensures developments are aligned with existing academic approval processes. The University has an online Course and Class Approval Process to promote a consistent approach. It intends to amend and develop further the system to enable better sharing of information and data."}]
[{"$f":"IF('> FILTER <'!B1359<>\"\",ROW(OFFSET(A1358,-1,0)),\"\")","v":1357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1359)),A1358,\"\")","v":1357},{"$f":"IFERROR(SMALL(Helper2_1,A1358),\"\")","v":1357},null,1357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1359)),$A1358,\"\")","v":1357},{"$f":"IFERROR(SMALL(Helper2_2,A1358),\"\")","v":1357},{"$f":"COUNTIF(Helper3_1,\"=\"&G1358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1358)=1, G1358, \"\")","v":1357},{"$f":"IFERROR(SMALL(Index_2,A1358),\"\")","v":1357},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:J1358)),\"\")","v":"STR_102"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:K1358)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:L1358)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:M1358)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:N1358)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:O1358)),\"\")","v":"102 The University uses three processes to monitor and review academic standards: class evaluation, FARs and ILR. In addition, research student progress is monitored in line with the institution's Policy and Code of Practice for PGR Study which, the ELIR team learned, will be updated to reflect recent developments including the establishment of the Strathclyde Doctoral School (paragraphs 54-56)."}]
[{"$f":"IF('> FILTER <'!B1360<>\"\",ROW(OFFSET(A1359,-1,0)),\"\")","v":1358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1360)),A1359,\"\")","v":1358},{"$f":"IFERROR(SMALL(Helper2_1,A1359),\"\")","v":1358},null,1358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1360)),$A1359,\"\")","v":1358},{"$f":"IFERROR(SMALL(Helper2_2,A1359),\"\")","v":1358},{"$f":"COUNTIF(Helper3_1,\"=\"&G1359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1359)=1, G1359, \"\")","v":1358},{"$f":"IFERROR(SMALL(Index_2,A1359),\"\")","v":1358},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:J1359)),\"\")","v":"STR_103"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:K1359)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:L1359)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:M1359)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:N1359)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:O1359)),\"\")","v":"103 Class evaluation is undertaken by a range of mechanisms which review quantitative and qualitative data including student feedback. Evaluations are reported at a department/school level and feed into annual reporting mechanisms. At the time of the current ELIR, the University was exploring mechanisms to implement a more consistent approach in the future (paragraph 22)."}]
[{"$f":"IF('> FILTER <'!B1361<>\"\",ROW(OFFSET(A1360,-1,0)),\"\")","v":1359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1361)),A1360,\"\")","v":1359},{"$f":"IFERROR(SMALL(Helper2_1,A1360),\"\")","v":1359},null,1359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1361)),$A1360,\"\")","v":1359},{"$f":"IFERROR(SMALL(Helper2_2,A1360),\"\")","v":1359},{"$f":"COUNTIF(Helper3_1,\"=\"&G1360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1360)=1, G1360, \"\")","v":1359},{"$f":"IFERROR(SMALL(Index_2,A1360),\"\")","v":1359},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:J1360)),\"\")","v":"STR_103"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:K1360)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:L1360)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:M1360)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:N1360)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:O1360)),\"\")","v":"103 Class evaluation is undertaken by a range of mechanisms which review quantitative and qualitative data including student feedback. Evaluations are reported at a department/school level and feed into annual reporting mechanisms. At the time of the current ELIR, the University was exploring mechanisms to implement a more consistent approach in the future (paragraph 22)."}]
[{"$f":"IF('> FILTER <'!B1362<>\"\",ROW(OFFSET(A1361,-1,0)),\"\")","v":1360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1362)),A1361,\"\")","v":1360},{"$f":"IFERROR(SMALL(Helper2_1,A1361),\"\")","v":1360},null,1360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1362)),$A1361,\"\")","v":1360},{"$f":"IFERROR(SMALL(Helper2_2,A1361),\"\")","v":1360},{"$f":"COUNTIF(Helper3_1,\"=\"&G1361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1361)=1, G1361, \"\")","v":1360},{"$f":"IFERROR(SMALL(Index_2,A1361),\"\")","v":1360},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:J1361)),\"\")","v":"STR_104"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:K1361)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:L1361)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:M1361)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:N1361)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:O1361)),\"\")","v":"104 Annual course monitoring follows a more structured template, which reflects the University's commitment to enhancement through reflection. The process enables the identification of good practice alongside areas in need of development. The process links to the production of the FARs (paragraphs 87-88). Each FAR is reviewed by representatives of two other faculties and revised reports are considered by QAC and LEC. FARs are regarded by the institution as central to securing academic standards and a key mechanism for ensuring consistency, identifying and sharing good practice, as well as enhancement priorities. The University has evolved its approach since the 2014 ELIR to include a member of the Education Enhancement Team as part of the peer review meetings between faculties. The highly-structured FAR process was viewed positively by the ELIR team for its ability to facilitate university oversight and peer review."}]
[{"$f":"IF('> FILTER <'!B1363<>\"\",ROW(OFFSET(A1362,-1,0)),\"\")","v":1361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1363)),A1362,\"\")","v":1361},{"$f":"IFERROR(SMALL(Helper2_1,A1362),\"\")","v":1361},null,1361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1363)),$A1362,\"\")","v":1361},{"$f":"IFERROR(SMALL(Helper2_2,A1362),\"\")","v":1361},{"$f":"COUNTIF(Helper3_1,\"=\"&G1362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1362)=1, G1362, \"\")","v":1361},{"$f":"IFERROR(SMALL(Index_2,A1362),\"\")","v":1361},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:J1362)),\"\")","v":"STR_105"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:K1362)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:L1362)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:M1362)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:N1362)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:O1362)),\"\")","v":"105 The University's quinquennial internal review process (ILR) was the subject of detailed consideration in both the 2010 and 2014 ELIRs. The University has revised its policy, process and guidance on two occasions, an approach it regards as 'incremental', and a further revision was planned at the time of the current ELIR. The ELIR team considered documentation and discussed practices with staff and students, on the basis of which the team formed the view that the approach does ensure greater consistency, demonstrates an appropriate focus on learning and teaching within the holistic review framework and identifies areas for enhancement. In particular, the team welcomed the introduction of the TESTA assessment audit methodology to be used by each department one year before an ILR. The team concluded that the approach to ILR is robust, noting the University has taken steps to ensure that all of its courses are included in these reviews and the inclusion of TESTA is a positive development. However, the team also noted that the reporting formats differed in the reviews it considered and would encourage the University to reflect on the benefit in having a more consistent reporting template."}]
[{"$f":"IF('> FILTER <'!B1364<>\"\",ROW(OFFSET(A1363,-1,0)),\"\")","v":1362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1364)),A1363,\"\")","v":1362},{"$f":"IFERROR(SMALL(Helper2_1,A1363),\"\")","v":1362},null,1362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1364)),$A1363,\"\")","v":1362},{"$f":"IFERROR(SMALL(Helper2_2,A1363),\"\")","v":1362},{"$f":"COUNTIF(Helper3_1,\"=\"&G1363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1363)=1, G1363, \"\")","v":1362},{"$f":"IFERROR(SMALL(Index_2,A1363),\"\")","v":1362},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:J1363)),\"\")","v":"STR_106"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:K1363)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:L1363)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:M1363)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:N1363)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:O1363)),\"\")","v":"106 In relation to the review of student-facing services, the University has a continuous improvement model to deliver more efficient and enhanced services. This is embedded across several professional services directorates and has enabled the development of more effective updates to University Ordinances and Regulations, a redesign of the PGR process, a more streamlined and flexible timetabling process and improvements to Library services. In turn, this enables sector-wide expectations and requirements to be met. Nonetheless, the University intends to implement a process for reviewing professional services which contribute to the student experience, in line with the Scottish Funding Council guidance to higher education institutions on quality from August 2017-2022. The University planned to discuss this in the Senate during 2018-19. The ELIR team considered that the draft process proposed would meet the SFC guidance and the expectations of the Quality Code. The University is strongly encouraged to make demonstrable progress in implementing this process within the next academic year."}]
[{"$f":"IF('> FILTER <'!B1365<>\"\",ROW(OFFSET(A1364,-1,0)),\"\")","v":1363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1365)),A1364,\"\")","v":1363},{"$f":"IFERROR(SMALL(Helper2_1,A1364),\"\")","v":1363},null,1363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1365)),$A1364,\"\")","v":1363},{"$f":"IFERROR(SMALL(Helper2_2,A1364),\"\")","v":1363},{"$f":"COUNTIF(Helper3_1,\"=\"&G1364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1364)=1, G1364, \"\")","v":1363},{"$f":"IFERROR(SMALL(Index_2,A1364),\"\")","v":1363},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:J1364)),\"\")","v":"STR_107"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:K1364)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:L1364)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:M1364)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:N1364)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:O1364)),\"\")","v":"107 The University has an effective approach to using external reference points in the management of its quality processes and in setting and maintaining academic standards. The University's quality framework is aligned to the Quality Code and is regularly reviewed. The institution regards the Quality Code as a key reference point in formulating, developing and reviewing its policies. The University's mapping of institutional policies and practices to the Quality Code provided clear evidence of areas where there was full alignment, alongside aspects where procedures could be improved. The mapping enables a rolling programme of revisions and updates to its policies, procedures and guidance. It was clear to the ELIR team that the University is committed to reflecting on the Quality Code in ongoing review activities. For example, the QAC schedule of business is aligned to the Quality Code. An inclusive approach to the use of the Quality Code is adopted to ensure the engagement of faculty, professional services and students in the evaluation of practice and to promote enhancement."}]
[{"$f":"IF('> FILTER <'!B1366<>\"\",ROW(OFFSET(A1365,-1,0)),\"\")","v":1364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1366)),A1365,\"\")","v":1364},{"$f":"IFERROR(SMALL(Helper2_1,A1365),\"\")","v":1364},null,1364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1366)),$A1365,\"\")","v":1364},{"$f":"IFERROR(SMALL(Helper2_2,A1365),\"\")","v":1364},{"$f":"COUNTIF(Helper3_1,\"=\"&G1365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1365)=1, G1365, \"\")","v":1364},{"$f":"IFERROR(SMALL(Index_2,A1365),\"\")","v":1364},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:J1365)),\"\")","v":"STR_108"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:K1365)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:L1365)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:M1365)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:N1365)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:O1365)),\"\")","v":"108 The University's external examining system is a key element of its quality framework. It has clear policies, procedures and guidance for the management of the process for both taught and research provision. External examiners submit their reports using a standard structured template and reports are considered and responded to at departmental or school levels. Analysis of reports takes place at the faculty level and then in detail by QAC, which ensures that appropriate action is taken. The University's analysis of reports confirms that external examiners are positive about the standards and quality of the courses."}]
[{"$f":"IF('> FILTER <'!B1367<>\"\",ROW(OFFSET(A1366,-1,0)),\"\")","v":1365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1367)),A1366,\"\")","v":1365},{"$f":"IFERROR(SMALL(Helper2_1,A1366),\"\")","v":1365},null,{"$f":"ROW(OFFSET(E1366,-1,0))","v":1365},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1367)),$A1366,\"\")","v":1365},{"$f":"IFERROR(SMALL(Helper2_2,A1366),\"\")","v":1365},{"$f":"COUNTIF(Helper3_1,\"=\"&G1366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1366)=1, G1366, \"\")","v":1365},{"$f":"IFERROR(SMALL(Index_2,A1366),\"\")","v":1365},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:J1366)),\"\")","v":"STR_109"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:K1366)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:L1366)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:M1366)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:N1366)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:O1366)),\"\")","v":"109 The students who met the ELIR team had an uneven understanding of the operation of the external examining system. While some students had met external examiners, others, including class representatives, indicated limited awareness of the role external examiners played in assuring and enhancing the quality of their courses. Some of the students had no knowledge of how to access external examiners' reports and were not aware of the reports being shared through the Student-Staff Liaison Committee process. The team noted that the University, through its own mapping of institutional policies and practices to the Quality Code, was aware of inconsistencies in its practice in this area. To gain maximum benefit from the external examining system, the University should share the views of the external examiners with students and engage students in the changes that are made to enhance the educational provision as a result of external examiner comments. The University should, with effect from the start of 2019-20, share information with students about the work of external examiners including their role and the recommendations and commendations they make relating to programmes."}]
[{"$f":"IF('> FILTER <'!B1368<>\"\",ROW(OFFSET(A1367,-1,0)),\"\")","v":1366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1368)),A1367,\"\")","v":1366},{"$f":"IFERROR(SMALL(Helper2_1,A1367),\"\")","v":1366},null,1366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1368)),$A1367,\"\")","v":1366},{"$f":"IFERROR(SMALL(Helper2_2,A1367),\"\")","v":1366},{"$f":"COUNTIF(Helper3_1,\"=\"&G1367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1367)=1, G1367, \"\")","v":1366},{"$f":"IFERROR(SMALL(Index_2,A1367),\"\")","v":1366},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:J1367)),\"\")","v":"STR_110"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:K1367)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:L1367)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:M1367)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:N1367)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:O1367)),\"\")","v":"110 Notwithstanding this aspect of student engagement, the ELIR team considered that overall the University makes systematic and considered use of its external examiners."}]
[{"$f":"IF('> FILTER <'!B1369<>\"\",ROW(OFFSET(A1368,-1,0)),\"\")","v":1367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1369)),A1368,\"\")","v":1367},{"$f":"IFERROR(SMALL(Helper2_1,A1368),\"\")","v":1367},null,1367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1369)),$A1368,\"\")","v":1367},{"$f":"IFERROR(SMALL(Helper2_2,A1368),\"\")","v":1367},{"$f":"COUNTIF(Helper3_1,\"=\"&G1368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1368)=1, G1368, \"\")","v":1367},{"$f":"IFERROR(SMALL(Index_2,A1368),\"\")","v":1367},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:J1368)),\"\")","v":"STR_111"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:K1368)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:L1368)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:M1368)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:N1368)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:O1368)),\"\")","v":"111 The University has robust arrangements for considering the outcomes of professional body accreditations. These are considered in the relevant faculty academic committee and reported to QAC. Holding joint course approval/review and accreditation events with professional, statutory and regulatory bodies (PSRB) members sitting on university panels was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1370<>\"\",ROW(OFFSET(A1369,-1,0)),\"\")","v":1368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1370)),A1369,\"\")","v":1368},{"$f":"IFERROR(SMALL(Helper2_1,A1369),\"\")","v":1368},null,1368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1370)),$A1369,\"\")","v":1368},{"$f":"IFERROR(SMALL(Helper2_2,A1369),\"\")","v":1368},{"$f":"COUNTIF(Helper3_1,\"=\"&G1369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1369)=1, G1369, \"\")","v":1368},{"$f":"IFERROR(SMALL(Index_2,A1369),\"\")","v":1368},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:J1369)),\"\")","v":"STR_111"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:K1369)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:L1369)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:M1369)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:N1369)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:O1369)),\"\")","v":"111 The University has robust arrangements for considering the outcomes of professional body accreditations. These are considered in the relevant faculty academic committee and reported to QAC. Holding joint course approval/review and accreditation events with professional, statutory and regulatory bodies (PSRB) members sitting on university panels was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1371<>\"\",ROW(OFFSET(A1370,-1,0)),\"\")","v":1369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1371)),A1370,\"\")","v":1369},{"$f":"IFERROR(SMALL(Helper2_1,A1370),\"\")","v":1369},null,1369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1371)),$A1370,\"\")","v":1369},{"$f":"IFERROR(SMALL(Helper2_2,A1370),\"\")","v":1369},{"$f":"COUNTIF(Helper3_1,\"=\"&G1370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1370)=1, G1370, \"\")","v":1369},{"$f":"IFERROR(SMALL(Index_2,A1370),\"\")","v":1369},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:J1370)),\"\")","v":"STR_112"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:K1370)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:L1370)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:M1370)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:N1370)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:O1370)),\"\")","v":"112 Overall the ELIR team considered that the University makes good use of external feedback, including external stakeholders, sector good practice and data to enhance quality processes. External stakeholders participate in course approval processes and in review mechanisms. These include professional bodies, external academics and employers. The outcomes of PSRB accreditations are considered at faculty level and a summary of outcomes is reported to QAC. External examiners are asked in their annual reports to confirm that courses continue to meet the expectations of relevant subject benchmark statements, professional body requirements (where relevant) and alignment with the Scottish Credit and Qualifications Framework (SCQF). The University participated actively in a sector-wide Focus On: Management of Collaborative Activity project which was instrumental in enhancing its arrangements relating to oversight of its collaborative provision. In addition, the University makes use of the increasing range of data and metrics that can be used comparatively to inform policy and practice. Course documentation considered by the team was clearly aligned to sector reference points and staff the team met demonstrated an understanding of key institutional and regulatory requirements."}]
[{"$f":"IF('> FILTER <'!B1372<>\"\",ROW(OFFSET(A1371,-1,0)),\"\")","v":1370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1372)),A1371,\"\")","v":1370},{"$f":"IFERROR(SMALL(Helper2_1,A1371),\"\")","v":1370},null,1370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1372)),$A1371,\"\")","v":1370},{"$f":"IFERROR(SMALL(Helper2_2,A1371),\"\")","v":1370},{"$f":"COUNTIF(Helper3_1,\"=\"&G1371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1371)=1, G1371, \"\")","v":1370},{"$f":"IFERROR(SMALL(Index_2,A1371),\"\")","v":1370},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:J1371)),\"\")","v":"STR_113"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:K1371)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:L1371)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:M1371)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:N1371)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:O1371)),\"\")","v":"113 The University was asked to address five areas for development in the 2014 ELIR and the current ELIR team considered that the University has made significant progress in each area. The University welcomed the recommendations, prioritised them to maximise opportunities for enhancement and has systematically tracked and evaluated the impact of the changes made. Oversight of actions taken is the responsibility of ESC, with priority areas being devolved to QAC and LEC."}]
[{"$f":"IF('> FILTER <'!B1373<>\"\",ROW(OFFSET(A1372,-1,0)),\"\")","v":1371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1373)),A1372,\"\")","v":1371},{"$f":"IFERROR(SMALL(Helper2_1,A1372),\"\")","v":1371},null,1371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1373)),$A1372,\"\")","v":1371},{"$f":"IFERROR(SMALL(Helper2_2,A1372),\"\")","v":1371},{"$f":"COUNTIF(Helper3_1,\"=\"&G1372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1372)=1, G1372, \"\")","v":1371},{"$f":"IFERROR(SMALL(Index_2,A1372),\"\")","v":1371},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:J1372)),\"\")","v":"STR_114"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:K1372)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:L1372)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:M1372)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:N1372)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:O1372)),\"\")","v":"114 Of the areas for development, in addition to further developing the ILR method, the University has continued to progress work to enhance assessment and feedback policy and practice, principally through its Assessment and Feedback Working Group. It has a new policy on late submission of assignments and has developed new procedures and guidance. It has implemented changes to the shape of the academic year and examination scheduling. Curriculum flexibility has been enhanced through the changes to the academic year, which have also enabled greater engagement with periods of study abroad. Innovative, work-based and online delivery models and regulatory changes have enabled students to engage in different forms of learning."}]
[{"$f":"IF('> FILTER <'!B1374<>\"\",ROW(OFFSET(A1373,-1,0)),\"\")","v":1372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1374)),A1373,\"\")","v":1372},{"$f":"IFERROR(SMALL(Helper2_1,A1373),\"\")","v":1372},null,1372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1374)),$A1373,\"\")","v":1372},{"$f":"IFERROR(SMALL(Helper2_2,A1373),\"\")","v":1372},{"$f":"COUNTIF(Helper3_1,\"=\"&G1373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1373)=1, G1373, \"\")","v":1372},{"$f":"IFERROR(SMALL(Index_2,A1373),\"\")","v":1372},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:J1373)),\"\")","v":"STR_115"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:K1373)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:L1373)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:M1373)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:N1373)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:O1373)),\"\")","v":"115 The University has evolved its approach to embedding graduate attributes, principally through the development of its LEF and giving students enhanced opportunities to develop graduate attributes (paragraphs 46-47). The approach to promoting the equivalence of the postgraduate student experience has been developed through consistent allocations of supervision in workload models, through updates in the Policy and the Code of Practice for PGR Study and through the introduction of mandatory training for supervisors (paragraph 55)."}]
[{"$f":"IF('> FILTER <'!B1375<>\"\",ROW(OFFSET(A1374,-1,0)),\"\")","v":1373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1375)),A1374,\"\")","v":1373},{"$f":"IFERROR(SMALL(Helper2_1,A1374),\"\")","v":1373},null,1373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1375)),$A1374,\"\")","v":1373},{"$f":"IFERROR(SMALL(Helper2_2,A1374),\"\")","v":1373},{"$f":"COUNTIF(Helper3_1,\"=\"&G1374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1374)=1, G1374, \"\")","v":1373},{"$f":"IFERROR(SMALL(Index_2,A1374),\"\")","v":1373},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:J1374)),\"\")","v":"STR_116"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:K1374)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:L1374)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:M1374)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:N1374)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:O1374)),\"\")","v":"116 The ELIR team noted substantial evidence of the ways in which the University has built upon, developed and embedded the areas of positive practice referred to in the 2014 ELIR. The University refers to this as 'a continuous process of self-reflection' which contributes to the enhancement of the student experience through learning and teaching and the opportunities provided."}]
[{"$f":"IF('> FILTER <'!B1376<>\"\",ROW(OFFSET(A1375,-1,0)),\"\")","v":1374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1376)),A1375,\"\")","v":1374},{"$f":"IFERROR(SMALL(Helper2_1,A1375),\"\")","v":1374},null,1374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1376)),$A1375,\"\")","v":1374},{"$f":"IFERROR(SMALL(Helper2_2,A1375),\"\")","v":1374},{"$f":"COUNTIF(Helper3_1,\"=\"&G1375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1375)=1, G1375, \"\")","v":1374},{"$f":"IFERROR(SMALL(Index_2,A1375),\"\")","v":1374},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:J1375)),\"\")","v":"STR_117"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:K1375)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:L1375)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:M1375)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:N1375)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:O1375)),\"\")","v":"117 The University has an effective approach to the use of data to inform its     decision-making and evaluation processes. Since the 2014 ELIR, it has developed its digital systems which continue to evolve to meet changing needs. There is clear evidence that the University uses data to support strategy development and monitoring, to enhance the student experience and to prioritise student services improvements."}]
[{"$f":"IF('> FILTER <'!B1377<>\"\",ROW(OFFSET(A1376,-1,0)),\"\")","v":1375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1377)),A1376,\"\")","v":1375},{"$f":"IFERROR(SMALL(Helper2_1,A1376),\"\")","v":1375},null,1375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1377)),$A1376,\"\")","v":1375},{"$f":"IFERROR(SMALL(Helper2_2,A1376),\"\")","v":1375},{"$f":"COUNTIF(Helper3_1,\"=\"&G1376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1376)=1, G1376, \"\")","v":1375},{"$f":"IFERROR(SMALL(Index_2,A1376),\"\")","v":1375},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:J1376)),\"\")","v":"STR_118"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:K1376)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:L1376)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:M1376)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:N1376)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:O1376)),\"\")","v":"118 SUnBIRD enables faculties to have regular datasets on, for example, degree outcomes and retention (paragraph 74). Sector Information Dashboards (SID) provide additional information relating to student satisfaction and the destination of leavers. The University also makes appropriate use of HESA, NSS data and analytics drawn from the Strathclyde mobile app to improve the delivery of services."}]
[{"$f":"IF('> FILTER <'!B1378<>\"\",ROW(OFFSET(A1377,-1,0)),\"\")","v":1376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1378)),A1377,\"\")","v":1376},{"$f":"IFERROR(SMALL(Helper2_1,A1377),\"\")","v":1376},null,1376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1378)),$A1377,\"\")","v":1376},{"$f":"IFERROR(SMALL(Helper2_2,A1377),\"\")","v":1376},{"$f":"COUNTIF(Helper3_1,\"=\"&G1377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1377)=1, G1377, \"\")","v":1376},{"$f":"IFERROR(SMALL(Index_2,A1377),\"\")","v":1376},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:J1377)),\"\")","v":"STR_119"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:K1377)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:L1377)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:M1377)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:N1377)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:O1377)),\"\")","v":"119 The development of the institution's digital capabilities has enabled the introduction of the LEF (paragraphs 49, 82 and 83), which encompasses a range of data indicators to enhance the student experience. The LEF uses data on internships, international and industry engagement, retention and progression, and flexible learning to evaluate the characteristics of each programme. Overall, the LEF is used to inform the work of committees and reflections on the data form part of the FARs and the annual monitoring process. A Surveys and Metrics Working Group (reporting to the ESC) reports on student-related metrics and survey outcomes within the institution. "}]
[{"$f":"IF('> FILTER <'!B1379<>\"\",ROW(OFFSET(A1378,-1,0)),\"\")","v":1377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1379)),A1378,\"\")","v":1377},{"$f":"IFERROR(SMALL(Helper2_1,A1378),\"\")","v":1377},null,1377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1379)),$A1378,\"\")","v":1377},{"$f":"IFERROR(SMALL(Helper2_2,A1378),\"\")","v":1377},{"$f":"COUNTIF(Helper3_1,\"=\"&G1378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1378)=1, G1378, \"\")","v":1377},{"$f":"IFERROR(SMALL(Index_2,A1378),\"\")","v":1377},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:J1378)),\"\")","v":"STR_120"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:K1378)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:L1378)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:M1378)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:N1378)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:O1378)),\"\")","v":"120 The analysis of the data enables reports, scrutiny and monitoring through QAC of performance including pass rates, progression and retention, completion rates for postgraduate courses, and degree outcomes. The data is provided to departments and schools, while faculties use it to compare their performances. This has enabled the University to take steps to ensure greater consistency in its approaches to degree classification, compensation and late submission while other aspects of policy on assessment and feedback are under review. The ELIR team confirmed that FARs, course and class evaluation all use data effectively, but it was noted that the University is progressing towards a more consistent approach to class evaluation and the use of monitoring data (paragraph 22, 77 and 103). Similarly, although faculties review data relating to PGR progress, the Strathclyde Doctoral School has commenced a review of the research student lifecycle (paragraphs 54-56)."}]
[{"$f":"IF('> FILTER <'!B1380<>\"\",ROW(OFFSET(A1379,-1,0)),\"\")","v":1378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1380)),A1379,\"\")","v":1378},{"$f":"IFERROR(SMALL(Helper2_1,A1379),\"\")","v":1378},null,1378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1380)),$A1379,\"\")","v":1378},{"$f":"IFERROR(SMALL(Helper2_2,A1379),\"\")","v":1378},{"$f":"COUNTIF(Helper3_1,\"=\"&G1379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1379)=1, G1379, \"\")","v":1378},{"$f":"IFERROR(SMALL(Index_2,A1379),\"\")","v":1378},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:J1379)),\"\")","v":"STR_121"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:K1379)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:L1379)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:M1379)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:N1379)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:O1379)),\"\")","v":"121 The University recognises the benefits accruing from data-informed decision-making. It also recognises that staff need support in reflecting on the use of the data and that there will be differences of approach between disciplines. Overall, the ELIR team commends the way in which the University makes extensive suites of data available to academic and professional services staff which are widely and actively used to inform evaluation and decision-making."}]
[{"$f":"IF('> FILTER <'!B1381<>\"\",ROW(OFFSET(A1380,-1,0)),\"\")","v":1379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1381)),A1380,\"\")","v":1379},{"$f":"IFERROR(SMALL(Helper2_1,A1380),\"\")","v":1379},null,1379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1381)),$A1380,\"\")","v":1379},{"$f":"IFERROR(SMALL(Helper2_2,A1380),\"\")","v":1379},{"$f":"COUNTIF(Helper3_1,\"=\"&G1380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1380)=1, G1380, \"\")","v":1379},{"$f":"IFERROR(SMALL(Index_2,A1380),\"\")","v":1379},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:J1380)),\"\")","v":"STR_122"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:K1380)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:L1380)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:M1380)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:N1380)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:O1380)),\"\")","v":"122 The University has effective arrangements for securing academic standards. It has comprehensive policies, appropriate regulations and structured processes, all of which are reviewed regularly, publicly available and effectively disseminated. Its quality framework is aligned to the expectations of the Quality Code and other reference points. The University makes systematic use of its external examiners. To increase the benefit from the external examining system, the University should increase the student engagement with the process including information about the external examiner role and the comments they make relating to programmes."}]
[{"$f":"IF('> FILTER <'!B1382<>\"\",ROW(OFFSET(A1381,-1,0)),\"\")","v":1380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1382)),A1381,\"\")","v":1380},{"$f":"IFERROR(SMALL(Helper2_1,A1381),\"\")","v":1380},null,1380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1382)),$A1381,\"\")","v":1380},{"$f":"IFERROR(SMALL(Helper2_2,A1381),\"\")","v":1380},{"$f":"COUNTIF(Helper3_1,\"=\"&G1381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1381)=1, G1381, \"\")","v":1380},{"$f":"IFERROR(SMALL(Index_2,A1381),\"\")","v":1380},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:J1381)),\"\")","v":"STR_123"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:K1381)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:L1381)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:M1381)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:N1381)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:O1381)),\"\")","v":"123 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. It makes extensive suites of data available to staff and students which are widely and actively used to inform evaluation and decision-making. The Surveys and Metrics Working Group, which was established in 2016, has provided opportunities to reflect upon shifts in trends, the performance of comparator institutions and greater horizon-scanning."}]
[{"$f":"IF('> FILTER <'!B1383<>\"\",ROW(OFFSET(A1382,-1,0)),\"\")","v":1381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1383)),A1382,\"\")","v":1381},{"$f":"IFERROR(SMALL(Helper2_1,A1382),\"\")","v":1381},null,1381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1383)),$A1382,\"\")","v":1381},{"$f":"IFERROR(SMALL(Helper2_2,A1382),\"\")","v":1381},{"$f":"COUNTIF(Helper3_1,\"=\"&G1382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1382)=1, G1382, \"\")","v":1381},{"$f":"IFERROR(SMALL(Index_2,A1382),\"\")","v":1381},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:J1382)),\"\")","v":"STR_124"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:K1382)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:L1382)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:M1382)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:N1382)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:O1382)),\"\")","v":"124 It has a continuous improvement model and is developing processes, systems, structures and resources to enable the enhancement of the student experience. These systems enable the identification of good practice within and beyond the University. The University is encouraged to pursue its intention to implement a process for reviewing the professional services and to make progress during 2019-20."}]
[{"$f":"IF('> FILTER <'!B1384<>\"\",ROW(OFFSET(A1383,-1,0)),\"\")","v":1382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1384)),A1383,\"\")","v":1382},{"$f":"IFERROR(SMALL(Helper2_1,A1383),\"\")","v":1382},null,1382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1384)),$A1383,\"\")","v":1382},{"$f":"IFERROR(SMALL(Helper2_2,A1383),\"\")","v":1382},{"$f":"COUNTIF(Helper3_1,\"=\"&G1383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1383)=1, G1383, \"\")","v":1382},{"$f":"IFERROR(SMALL(Index_2,A1383),\"\")","v":1382},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:J1383)),\"\")","v":"STR_125"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:K1383)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:L1383)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:M1383)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:N1383)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:O1383)),\"\")","v":"125 There have been several developments since the 2014 ELIR including changes to ILR processes, the use of learning analytics and the Learner Experience Framework. These developments along with other initiatives demonstrate the ambition of the University to improve the student experience."}]
[{"$f":"IF('> FILTER <'!B1385<>\"\",ROW(OFFSET(A1384,-1,0)),\"\")","v":1383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1385)),A1384,\"\")","v":1383},{"$f":"IFERROR(SMALL(Helper2_1,A1384),\"\")","v":1383},null,1383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1385)),$A1384,\"\")","v":1383},{"$f":"IFERROR(SMALL(Helper2_2,A1384),\"\")","v":1383},{"$f":"COUNTIF(Helper3_1,\"=\"&G1384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1384)=1, G1384, \"\")","v":1383},{"$f":"IFERROR(SMALL(Index_2,A1384),\"\")","v":1383},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:J1384)),\"\")","v":"STR_126"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:K1384)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:L1384)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:M1384)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:N1384)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:O1384)),\"\")","v":"126 The University's Strategic Plan to 2020 outlines the University's intention to expand international partnerships and increase the diversity of the international staff and student population through the global engagement theme of the strategy. The University's approach to collaborative partnerships effectively aligns with the University's strategy. Collaborative provision at the University has a focus on widening participation partnerships, work-based partnership (such as GAs) and international collaborations."}]
[{"$f":"IF('> FILTER <'!B1386<>\"\",ROW(OFFSET(A1385,-1,0)),\"\")","v":1384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1386)),A1385,\"\")","v":1384},{"$f":"IFERROR(SMALL(Helper2_1,A1385),\"\")","v":1384},null,1384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1386)),$A1385,\"\")","v":1384},{"$f":"IFERROR(SMALL(Helper2_2,A1385),\"\")","v":1384},{"$f":"COUNTIF(Helper3_1,\"=\"&G1385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1385)=1, G1385, \"\")","v":1384},{"$f":"IFERROR(SMALL(Index_2,A1385),\"\")","v":1384},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:J1385)),\"\")","v":"STR_127"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:K1385)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:L1385)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:M1385)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:N1385)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:O1385)),\"\")","v":"127 The institutional oversight of strategic delivery in relation to collaborative provision rests primarily with the Collaborative Provision Agreement (CPA) Sub-Group of Senate Business Committee, chaired by the Vice-Principal. Within the terms of institutional oversight and the broader strategic approach, faculties are given autonomy to determine how to develop their portfolio of collaborative provision based on the needs of individual disciplines and relationships. The University has a strategic intention to encourage students to participate in opportunities to study or work abroad. Students, at all levels of provision, who met the ELIR team, confirmed that a variety of such opportunities were made available to them. A range of staff who met the team were able to articulate the arrangements for operationalising this strategic intention."}]
[{"$f":"IF('> FILTER <'!B1387<>\"\",ROW(OFFSET(A1386,-1,0)),\"\")","v":1385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1387)),A1386,\"\")","v":1385},{"$f":"IFERROR(SMALL(Helper2_1,A1386),\"\")","v":1385},null,1385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1387)),$A1386,\"\")","v":1385},{"$f":"IFERROR(SMALL(Helper2_2,A1386),\"\")","v":1385},{"$f":"COUNTIF(Helper3_1,\"=\"&G1386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1386)=1, G1386, \"\")","v":1385},{"$f":"IFERROR(SMALL(Index_2,A1386),\"\")","v":1385},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:J1386)),\"\")","v":"STR_128"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:K1386)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:L1386)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:M1386)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:N1386)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:O1386)),\"\")","v":"128 The University has a broad portfolio of collaborative provision, impacting all levels of study and engaging both national and international partners. At the time of the current ELIR, the University had over 420 active partnerships, including 170 Erasmus agreements, 55 student exchange agreements (including university-wide and faculty specific exchanges) and 48 Memorandum of Understanding (MoUs). Significant partnerships include those with the International Study Centre (for on-campus    foundation-level provision), the Engineering Academy, GA work-based partnerships, off-site MBA teaching partnerships, and doctoral training centres."}]
[{"$f":"IF('> FILTER <'!B1388<>\"\",ROW(OFFSET(A1387,-1,0)),\"\")","v":1386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1388)),A1387,\"\")","v":1386},{"$f":"IFERROR(SMALL(Helper2_1,A1387),\"\")","v":1386},null,1386,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1388)),$A1387,\"\")","v":1386},{"$f":"IFERROR(SMALL(Helper2_2,A1387),\"\")","v":1386},{"$f":"COUNTIF(Helper3_1,\"=\"&G1387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1387)=1, G1387, \"\")","v":1386},{"$f":"IFERROR(SMALL(Index_2,A1387),\"\")","v":1386},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:J1387)),\"\")","v":"STR_129"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:K1387)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:L1387)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:M1387)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:N1387)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:O1387)),\"\")","v":"129 International Study Centre (ISC) programmes are delivered on-campus by Study Group in partnership with the University. Nearly 500 students have articulated on to University programmes through this pathway. The ELIR team learned that students strongly identify as University of Strathclyde students while studying at ISC and that they have access to university resources. ISC students have a student representative system in place, with support and training provided by Strath Union."}]
[{"$f":"IF('> FILTER <'!B1389<>\"\",ROW(OFFSET(A1388,-1,0)),\"\")","v":1387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1389)),A1388,\"\")","v":1387},{"$f":"IFERROR(SMALL(Helper2_1,A1388),\"\")","v":1387},null,1387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1389)),$A1388,\"\")","v":1387},{"$f":"IFERROR(SMALL(Helper2_2,A1388),\"\")","v":1387},{"$f":"COUNTIF(Helper3_1,\"=\"&G1388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1388)=1, G1388, \"\")","v":1387},{"$f":"IFERROR(SMALL(Index_2,A1388),\"\")","v":1387},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:J1388)),\"\")","v":"STR_130"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:K1388)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:L1388)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:M1388)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:N1388)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:O1388)),\"\")","v":"130 The Engineering Academy provides links between the University and local colleges to offer routes in a variety of areas of engineering provision. Over 300 students have progressed to the University through this route since 2013, with around 100 places provided at the time of the current ELIR. While studying at partner colleges, students have contact with the University including link visits by staff and visits to the University campus, which involve using laboratory facilities as well as engaging with University staff."}]
[{"$f":"IF('> FILTER <'!B1390<>\"\",ROW(OFFSET(A1389,-1,0)),\"\")","v":1388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1390)),A1389,\"\")","v":1388},{"$f":"IFERROR(SMALL(Helper2_1,A1389),\"\")","v":1388},null,1388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1390)),$A1389,\"\")","v":1388},{"$f":"IFERROR(SMALL(Helper2_2,A1389),\"\")","v":1388},{"$f":"COUNTIF(Helper3_1,\"=\"&G1389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1389)=1, G1389, \"\")","v":1388},{"$f":"IFERROR(SMALL(Index_2,A1389),\"\")","v":1388},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:J1389)),\"\")","v":"STR_131"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:K1389)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:L1389)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:M1389)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:N1389)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:O1389)),\"\")","v":"131 GAs (and DAs) are fully funded programmes that enable employees to study up to degree/postgraduate-level while spending the majority of their time in the workplace. This provision of work-based learning and industry linkage is a strength of the University and the ELIR team considered examples where enhancements developed within this activity had informed the enhancement of the University's other campus-based provision (paragraphs 78 and 95). The University is to be commended for the growth, continuing development and impact of this activity."}]
[{"$f":"IF('> FILTER <'!B1391<>\"\",ROW(OFFSET(A1390,-1,0)),\"\")","v":1389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1391)),A1390,\"\")","v":1389},{"$f":"IFERROR(SMALL(Helper2_1,A1390),\"\")","v":1389},null,1389,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1391)),$A1390,\"\")","v":1389},{"$f":"IFERROR(SMALL(Helper2_2,A1390),\"\")","v":1389},{"$f":"COUNTIF(Helper3_1,\"=\"&G1390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1390)=1, G1390, \"\")","v":1389},{"$f":"IFERROR(SMALL(Index_2,A1390),\"\")","v":1389},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:J1390)),\"\")","v":"STR_132"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:K1390)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:L1390)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:M1390)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:N1390)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:O1390)),\"\")","v":"132 The majority of the University's teaching delivered outside the UK is provided by the Strathclyde Business School (SBS) and linked to its taught postgraduate provision. The MBA programme is delivered in eight countries worldwide. In the postgraduate research area, collaborative activity is largely delivered through centres for doctoral training, research pooling initiatives and industry partnerships."}]
[{"$f":"IF('> FILTER <'!B1392<>\"\",ROW(OFFSET(A1391,-1,0)),\"\")","v":1390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1392)),A1391,\"\")","v":1390},{"$f":"IFERROR(SMALL(Helper2_1,A1391),\"\")","v":1390},null,1390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1392)),$A1391,\"\")","v":1390},{"$f":"IFERROR(SMALL(Helper2_2,A1391),\"\")","v":1390},{"$f":"COUNTIF(Helper3_1,\"=\"&G1391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1391)=1, G1391, \"\")","v":1390},{"$f":"IFERROR(SMALL(Index_2,A1391),\"\")","v":1390},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:J1391)),\"\")","v":"STR_133"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:K1391)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:L1391)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:M1391)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:N1391)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:O1391)),\"\")","v":"133 The University manages a wide variety of different types of collaborative activities at all levels of study across all of its faculties. The University provides '2+2' degree courses, study abroad partnerships, dual degrees, and joint supervision of research, among other activities. The mechanism for reviewing collaborative partnership agreements follows a set cycle of three years and uses a harmonised reporting template, although the focus of reporting is on the formal agreement rather than the student outcomes/experience. In 2018, the University conducted a broader Collaborative Provision Review to provide oversight of its collaborative provision portfolio (excluding Erasmus, student exchanges and MoUs)."}]
[{"$f":"IF('> FILTER <'!B1393<>\"\",ROW(OFFSET(A1392,-1,0)),\"\")","v":1391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1393)),A1392,\"\")","v":1391},{"$f":"IFERROR(SMALL(Helper2_1,A1392),\"\")","v":1391},null,1391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1393)),$A1392,\"\")","v":1391},{"$f":"IFERROR(SMALL(Helper2_2,A1392),\"\")","v":1391},{"$f":"COUNTIF(Helper3_1,\"=\"&G1392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1392)=1, G1392, \"\")","v":1391},{"$f":"IFERROR(SMALL(Index_2,A1392),\"\")","v":1391},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:J1392)),\"\")","v":"STR_134"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:K1392)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:L1392)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:M1392)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:N1392)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:O1392)),\"\")","v":"134 At the time of the current ELIR, data was not immediately available for the number of students on specific collaborative programmes, types of provision, or the number of programmes provided with collaborative provision. The ELIR team concluded that this data was not held or reviewed routinely at institutional level. Monitoring and review of the student experience and student outcomes relating to collaborative provision occurs during the individual partner reviews and ILR of the respective subject areas. However, the lack of an overarching database identifying individual programme linkages to partnerships (rather than the central database of partnerships itself) presents potential issues of disconnect within the review mechanisms. As a result, the University is encouraged to reflect on the information available to the CPA Sub Group about collaborative programmes and student numbers to better support its institution-level oversight of collaborative activity (paragraph 140)."}]
[{"$f":"IF('> FILTER <'!B1394<>\"\",ROW(OFFSET(A1393,-1,0)),\"\")","v":1392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1394)),A1393,\"\")","v":1392},{"$f":"IFERROR(SMALL(Helper2_1,A1393),\"\")","v":1392},null,1392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1394)),$A1393,\"\")","v":1392},{"$f":"IFERROR(SMALL(Helper2_2,A1393),\"\")","v":1392},{"$f":"COUNTIF(Helper3_1,\"=\"&G1393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1393)=1, G1393, \"\")","v":1392},{"$f":"IFERROR(SMALL(Index_2,A1393),\"\")","v":1392},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:J1393)),\"\")","v":"STR_134"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:K1393)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:L1393)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:M1393)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:N1393)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:O1393)),\"\")","v":"134 At the time of the current ELIR, data was not immediately available for the number of students on specific collaborative programmes, types of provision, or the number of programmes provided with collaborative provision. The ELIR team concluded that this data was not held or reviewed routinely at institutional level. Monitoring and review of the student experience and student outcomes relating to collaborative provision occurs during the individual partner reviews and ILR of the respective subject areas. However, the lack of an overarching database identifying individual programme linkages to partnerships (rather than the central database of partnerships itself) presents potential issues of disconnect within the review mechanisms. As a result, the University is encouraged to reflect on the information available to the CPA Sub Group about collaborative programmes and student numbers to better support its institution-level oversight of collaborative activity (paragraph 140)."}]
[{"$f":"IF('> FILTER <'!B1395<>\"\",ROW(OFFSET(A1394,-1,0)),\"\")","v":1393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1395)),A1394,\"\")","v":1393},{"$f":"IFERROR(SMALL(Helper2_1,A1394),\"\")","v":1393},null,1393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1395)),$A1394,\"\")","v":1393},{"$f":"IFERROR(SMALL(Helper2_2,A1394),\"\")","v":1393},{"$f":"COUNTIF(Helper3_1,\"=\"&G1394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1394)=1, G1394, \"\")","v":1393},{"$f":"IFERROR(SMALL(Index_2,A1394),\"\")","v":1393},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:J1394)),\"\")","v":"STR_135"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:K1394)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:L1394)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:M1394)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:N1394)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:O1394)),\"\")","v":"135 Strategic oversight of the GA scheme is managed through a Graduate Apprenticeship and Degree Apprenticeship (GADA) Steering Group with membership from all four faculties and professional service areas, convened by the Deputy Associate Principal (Learning and Teaching). GADA Steering Group oversees and monitors progress of GAs development across the institution. Interaction with professional services in this Group ensures that planning is in place to support strategic developments, for example, to ensure staff development needs are met in advance (paragraph 90-91). The review of the GA programmes follows that of other undergraduate degrees with an end of delivery review being completed independently and the class team and student perspectives being gathered using an anonymous student questionnaire."}]
[{"$f":"IF('> FILTER <'!B1396<>\"\",ROW(OFFSET(A1395,-1,0)),\"\")","v":1394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1396)),A1395,\"\")","v":1394},{"$f":"IFERROR(SMALL(Helper2_1,A1395),\"\")","v":1394},null,1394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1396)),$A1395,\"\")","v":1394},{"$f":"IFERROR(SMALL(Helper2_2,A1395),\"\")","v":1394},{"$f":"COUNTIF(Helper3_1,\"=\"&G1395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1395)=1, G1395, \"\")","v":1394},{"$f":"IFERROR(SMALL(Index_2,A1395),\"\")","v":1394},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:J1395)),\"\")","v":"STR_136"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:K1395)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:L1395)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:M1395)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:N1395)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:O1395)),\"\")","v":"136 It was evident to the ELIR team that the University develops collaborative partnerships with the intention of enriching the cultural life of staff and students, stimulating teaching and research, and enhancing the international standing of the University. The team learned of positive impacts to on-campus teaching derived from off-site and collaborative teaching activities, especially from teaching reflection and enhancement arising from the GA model and student experience. In terms of work-based industry linkages, there was additional evidence of bi-directional benefits where the industry partner had benefited from the arrangement (for example, GA learners undertaking industry-specific projects related to their day-to-day work)."}]
[{"$f":"IF('> FILTER <'!B1397<>\"\",ROW(OFFSET(A1396,-1,0)),\"\")","v":1395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1397)),A1396,\"\")","v":1395},{"$f":"IFERROR(SMALL(Helper2_1,A1396),\"\")","v":1395},null,1395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1397)),$A1396,\"\")","v":1395},{"$f":"IFERROR(SMALL(Helper2_2,A1396),\"\")","v":1395},{"$f":"COUNTIF(Helper3_1,\"=\"&G1396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1396)=1, G1396, \"\")","v":1395},{"$f":"IFERROR(SMALL(Index_2,A1396),\"\")","v":1395},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:J1396)),\"\")","v":"STR_137"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:K1396)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:L1396)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:M1396)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:N1396)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:O1396)),\"\")","v":"137 The University delivers other local collaborative activity that encourages widening participation. The University works with a range of schools, local authorities, colleges, universities, third sector organisations and industry partners. In addition to local partnerships, the University has a number of partners further afield. The University is a member of the Conference of European Schools for Advanced Engineering Education and Research (CESAER) and the University Principal is the current CESAER President. This has resulted in the University broadening partnerships across Europe."}]
[{"$f":"IF('> FILTER <'!B1398<>\"\",ROW(OFFSET(A1397,-1,0)),\"\")","v":1396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1398)),A1397,\"\")","v":1396},{"$f":"IFERROR(SMALL(Helper2_1,A1397),\"\")","v":1396},null,1396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1398)),$A1397,\"\")","v":1396},{"$f":"IFERROR(SMALL(Helper2_2,A1397),\"\")","v":1396},{"$f":"COUNTIF(Helper3_1,\"=\"&G1397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1397)=1, G1397, \"\")","v":1396},{"$f":"IFERROR(SMALL(Index_2,A1397),\"\")","v":1396},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:J1397)),\"\")","v":"STR_138"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:K1397)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:L1397)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:M1397)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:N1397)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:O1397)),\"\")","v":"138 The University has numerous opportunities for students to undertake a study abroad experience and this is encouraged and supported. Practical preparation for students engaging in an international exchange is provided through RIO. The academic department provides academic support for students in preparing for exchange. Use of the Mobility Online tool by multiple professional services for supporting students while on mobility is an excellent example of interdepartmental working to enhance the student experience. Students who transition between the University and a collaborative partner are supported before and during their engagement with the collaborative partner. Both ISC and the Engineering Academy have formal staff linkages. GA students have support through a workplace assessor who provides a support function."}]
[{"$f":"IF('> FILTER <'!B1399<>\"\",ROW(OFFSET(A1398,-1,0)),\"\")","v":1397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1399)),A1398,\"\")","v":1397},{"$f":"IFERROR(SMALL(Helper2_1,A1398),\"\")","v":1397},null,1397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1399)),$A1398,\"\")","v":1397},{"$f":"IFERROR(SMALL(Helper2_2,A1398),\"\")","v":1397},{"$f":"COUNTIF(Helper3_1,\"=\"&G1398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1398)=1, G1398, \"\")","v":1397},{"$f":"IFERROR(SMALL(Index_2,A1398),\"\")","v":1397},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:J1398)),\"\")","v":"STR_139"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:K1398)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:L1398)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:M1398)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:N1398)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:O1398)),\"\")","v":"139 Overall, students spoke positively of the student representation and feedback mechanisms offered while they are studying with collaborative partners. This was especially true for ISC, GA and some students studying online who articulated an established and effective feedback and representative mechanism. Students discussed the use of Myplace to communicate with course representatives as being useful for off-site as well as on-campus learners. However, the ELIR team learned that feedback and representation arrangements were less developed for postgraduate and online students and is therefore encouraged to reflect on these to ensure all students have effective and comparable mechanisms (paragraph 18). In particular, there would be value in extending Strath Union training for course representatives to all courses."}]
[{"$f":"IF('> FILTER <'!B1400<>\"\",ROW(OFFSET(A1399,-1,0)),\"\")","v":1398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1400)),A1399,\"\")","v":1398},{"$f":"IFERROR(SMALL(Helper2_1,A1399),\"\")","v":1398},null,1398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1400)),$A1399,\"\")","v":1398},{"$f":"IFERROR(SMALL(Helper2_2,A1399),\"\")","v":1398},{"$f":"COUNTIF(Helper3_1,\"=\"&G1399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1399)=1, G1399, \"\")","v":1398},{"$f":"IFERROR(SMALL(Index_2,A1399),\"\")","v":1398},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:J1399)),\"\")","v":"STR_140"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:K1399)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:L1399)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:M1399)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:N1399)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:O1399)),\"\")","v":"140 The University has an effective approach to managing collaborative provision. The University has a Policy and Code of Practice on Collaborative Education Provision which ensures consistency of approach to collaborative provision. There would be value in the University reflecting on the information available at institutional level, about its collaborative programmes and student numbers to further secure its detailed reflections on, and oversight of, collaborative activity."}]
[{"$f":"IF('> FILTER <'!B1401<>\"\",ROW(OFFSET(A1400,-1,0)),\"\")","v":1399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1401)),A1400,\"\")","v":1399},{"$f":"IFERROR(SMALL(Helper2_1,A1400),\"\")","v":1399},null,1399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1401)),$A1400,\"\")","v":1399},{"$f":"IFERROR(SMALL(Helper2_2,A1400),\"\")","v":1399},{"$f":"COUNTIF(Helper3_1,\"=\"&G1400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1400)=1, G1400, \"\")","v":1399},{"$f":"IFERROR(SMALL(Index_2,A1400),\"\")","v":1399},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:J1400)),\"\")","v":"STR_141"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:K1400)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:L1400)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:M1400)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:N1400)),\"\")","v":"University of Strathclyde"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:O1400)),\"\")","v":"141 The University has a strategic intention to encourage students to participate in opportunities to study or work abroad and it is evident that a wide range of opportunities are provided, with support in place to help students engage. In addition, there are positive examples of the University's collaborative links being used to inform its on-campus provision."}]
[{"$f":"IF('> FILTER <'!B1402<>\"\",ROW(OFFSET(A1401,-1,0)),\"\")","v":1400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1402)),A1401,\"\")","v":1400},{"$f":"IFERROR(SMALL(Helper2_1,A1401),\"\")","v":1400},null,1400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1402)),$A1401,\"\")","v":1400},{"$f":"IFERROR(SMALL(Helper2_2,A1401),\"\")","v":1400},{"$f":"COUNTIF(Helper3_1,\"=\"&G1401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1401)=1, G1401, \"\")","v":1400},{"$f":"IFERROR(SMALL(Index_2,A1401),\"\")","v":1400},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:J1401)),\"\")","v":"UWS_2"},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:K1401)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:L1401)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:M1401)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:N1401)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:O1401)),\"\")","v":"2 The University's vision is to be a transformational influence on economic, social and cultural development in Scotland and beyond, by providing student-centred, personalised and distinctive learning experiences underpinned by innovative and relevant research. In each of its three priority areas - Student Success, Research and Enterprise, and Global Engagement - the Corporate Strategy is supported by an enabling plan. These plans, which were created in response to the 2014 ELIR, incorporate explicit actions to support achievement of the aspirations set out in the Corporate Strategy and link to the plans of the University's schools and professional services. In addition, the Corporate Strategy articulates a set of 'UWS truths' that serve as guiding principles for the University. "}]
[{"$f":"IF('> FILTER <'!B1403<>\"\",ROW(OFFSET(A1402,-1,0)),\"\")","v":1401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1403)),A1402,\"\")","v":1401},{"$f":"IFERROR(SMALL(Helper2_1,A1402),\"\")","v":1401},null,1401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1403)),$A1402,\"\")","v":1401},{"$f":"IFERROR(SMALL(Helper2_2,A1402),\"\")","v":1401},{"$f":"COUNTIF(Helper3_1,\"=\"&G1402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1402)=1, G1402, \"\")","v":1401},{"$f":"IFERROR(SMALL(Index_2,A1402),\"\")","v":1401},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:J1402)),\"\")","v":"UWS_3"},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:K1402)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:L1402)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:M1402)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:N1402)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:O1402)),\"\")","v":"3 At the time of the current ELIR, the University was developing a new Corporate Strategy for 2020-25, which was due to be considered by the University Court in January 2020. Staff and students were engaging in discussions around the development of the new strategy through an extensive series of discussions known as 'Our Big Conversation'. The University intends that the new strategy, to be named the 'UWS Strategy', would be an evolution of the current strategy, with strong values and principled approach, which will inform the development of key performance indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B1404<>\"\",ROW(OFFSET(A1403,-1,0)),\"\")","v":1402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1404)),A1403,\"\")","v":1402},{"$f":"IFERROR(SMALL(Helper2_1,A1403),\"\")","v":1402},null,1402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1404)),$A1403,\"\")","v":1402},{"$f":"IFERROR(SMALL(Helper2_2,A1403),\"\")","v":1402},{"$f":"COUNTIF(Helper3_1,\"=\"&G1403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1403)=1, G1403, \"\")","v":1402},{"$f":"IFERROR(SMALL(Index_2,A1403),\"\")","v":1402},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:J1403)),\"\")","v":"UWS_4"},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:K1403)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:L1403)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:M1403)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:N1403)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:O1403)),\"\")","v":"4 At the time of the current ELIR, following a 'rebalancing' process, the University was launching a revised academic and professional services structure to reflect institutional priorities, facilitate efficiencies and support institutional sustainability. The number of academic schools was reduced from five to four, with two new schools being created: Business and Cultural Industries; and Education and Social Sciences. At the same time, divisions (two to five per school) were created, formalising natural groupings within subject areas, and the new role of Head of Division was established to give stronger subject leadership. At school-level, the role of Assistant Dean has been streamlined into a Deputy Dean position in each school. Within professional services, student-facing support is located in Student Administration and Student Services, which report to the Deputy Principal; while Library and IT services are within the Office of the Chief Finance Officer. Quality Enhancement is supported by the Quality Enhancement Support Team (QuEST), Education Futures and the UWS Academy; these three units are grouped together as 'Academic Life: Education'."}]
[{"$f":"IF('> FILTER <'!B1405<>\"\",ROW(OFFSET(A1404,-1,0)),\"\")","v":1403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1405)),A1404,\"\")","v":1403},{"$f":"IFERROR(SMALL(Helper2_1,A1404),\"\")","v":1403},null,1403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1405)),$A1404,\"\")","v":1403},{"$f":"IFERROR(SMALL(Helper2_2,A1404),\"\")","v":1403},{"$f":"COUNTIF(Helper3_1,\"=\"&G1404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1404)=1, G1404, \"\")","v":1403},{"$f":"IFERROR(SMALL(Index_2,A1404),\"\")","v":1403},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:J1404)),\"\")","v":"UWS_5"},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:K1404)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:L1404)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:M1404)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:N1404)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:O1404)),\"\")","v":"5 At the time of the current ELIR, the University was making changes to its committee structure, which included the dissolution of the Global Engagement Advisory Committee and a number of committees at school level; the alignment of cognate programmes around Divisional Programme Boards rather than Programme Boards; the creation of a Programme Approval and Review Group (PRG) to oversee new programme approvals and developments; and the replacement of Subject Panels and Progression and Award Boards by School Boards of Examiners (SBE) and School Assessment Boards (SAB)."}]
[{"$f":"IF('> FILTER <'!B1406<>\"\",ROW(OFFSET(A1405,-1,0)),\"\")","v":1404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1406)),A1405,\"\")","v":1404},{"$f":"IFERROR(SMALL(Helper2_1,A1405),\"\")","v":1404},null,1404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1406)),$A1405,\"\")","v":1404},{"$f":"IFERROR(SMALL(Helper2_2,A1405),\"\")","v":1404},{"$f":"COUNTIF(Helper3_1,\"=\"&G1405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1405)=1, G1405, \"\")","v":1404},{"$f":"IFERROR(SMALL(Index_2,A1405),\"\")","v":1404},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:J1405)),\"\")","v":"UWS_6"},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:K1405)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:L1405)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:M1405)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:N1405)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:O1405)),\"\")","v":"6 In 2018-19, the University had a total student population of 19,280 (headcount) of whom: 76% were undergraduate (UG); 19% were postgraduate taught (PGT); and 5% were postgraduate research (PGR). Of these:17% of students were part-time; 4.8% were studying by distance-learning; and 8.3% were studying with overseas partners. 82% of students were classified as home/EU students; 2.1% were from the rest of the UK; and 16% were non-EU. "}]
[{"$f":"IF('> FILTER <'!B1407<>\"\",ROW(OFFSET(A1406,-1,0)),\"\")","v":1405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1407)),A1406,\"\")","v":1405},{"$f":"IFERROR(SMALL(Helper2_1,A1406),\"\")","v":1405},null,1405,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1407)),$A1406,\"\")","v":1405},{"$f":"IFERROR(SMALL(Helper2_2,A1406),\"\")","v":1405},{"$f":"COUNTIF(Helper3_1,\"=\"&G1406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1406)=1, G1406, \"\")","v":1405},{"$f":"IFERROR(SMALL(Index_2,A1406),\"\")","v":1405},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:J1406)),\"\")","v":"UWS_7"},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:K1406)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:L1406)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:M1406)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:N1406)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:O1406)),\"\")","v":"7 There has been a 21% increase in overall student numbers since the 2014 ELIR across all levels of study; however, the percentage increase for postgraduate students, both taught and research, has been greater than for undergraduates. The number of students entering with advanced standing increased by 32% over this period, reaching 1,367 in    2018-19. The University forecasts that its non-EU population will continue to grow, with applications to Scottish campuses for 2019-20 increasing by 25%. Postgraduate numbers are forecast to continue growing more quickly than undergraduate numbers. "}]
[{"$f":"IF('> FILTER <'!B1408<>\"\",ROW(OFFSET(A1407,-1,0)),\"\")","v":1406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1408)),A1407,\"\")","v":1406},{"$f":"IFERROR(SMALL(Helper2_1,A1407),\"\")","v":1406},null,1406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1408)),$A1407,\"\")","v":1406},{"$f":"IFERROR(SMALL(Helper2_2,A1407),\"\")","v":1406},{"$f":"COUNTIF(Helper3_1,\"=\"&G1407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1407)=1, G1407, \"\")","v":1406},{"$f":"IFERROR(SMALL(Index_2,A1407),\"\")","v":1406},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:J1407)),\"\")","v":"UWS_8"},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:K1407)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:L1407)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:M1407)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:N1407)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:O1407)),\"\")","v":"8 In 2018-19, 29% of first-degree entrants to the University were from SIMD 20 backgrounds, which is above the sector average of 15.6%. Approximately 30% of students were aged 30+; 15% had a self-declared disability; and UWS has one of the highest populations of care-experienced students in Scotland. The University is committed to widening participation and has a range of initiatives aimed at recruiting, supporting and retaining students from the most disadvantaged and deprived backgrounds. Since the 2014 ELIR, retention rates for students have remained at around 90%. Within this figure, rates of retention for Scottish-domiciled first-degree entrants, and particularly those from areas of deprivation (SIMD20) have seen considerable improvements over the past five years (paragraphs 32 and 33). The University has effective mechanisms to manage its student population and monitor trends (paragraph 91, 116, 142-146)."}]
[{"$f":"IF('> FILTER <'!B1409<>\"\",ROW(OFFSET(A1408,-1,0)),\"\")","v":1407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1409)),A1408,\"\")","v":1407},{"$f":"IFERROR(SMALL(Helper2_1,A1408),\"\")","v":1407},null,1407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1409)),$A1408,\"\")","v":1407},{"$f":"IFERROR(SMALL(Helper2_2,A1408),\"\")","v":1407},{"$f":"COUNTIF(Helper3_1,\"=\"&G1408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1408)=1, G1408, \"\")","v":1407},{"$f":"IFERROR(SMALL(Index_2,A1408),\"\")","v":1407},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:J1408)),\"\")","v":"UWS_9"},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:K1408)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:L1408)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:M1408)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:N1408)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:O1408)),\"\")","v":"9 Preparations for ELIR were led by a Steering Group chaired by the former Associate Vice-President Education, which comprised senior staff responsible for learning and teaching, and quality and standards, and the University of the West of Scotland's Students' Union (SU). The Steering Group held briefing sessions for key staff and student representatives. Preparations for the ELIR were underpinned by a communications plan that ensured the wider UWS community was engaged and informed. As a result, the ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."}]
[{"$f":"IF('> FILTER <'!B1410<>\"\",ROW(OFFSET(A1409,-1,0)),\"\")","v":1408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1410)),A1409,\"\")","v":1408},{"$f":"IFERROR(SMALL(Helper2_1,A1409),\"\")","v":1408},null,1408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1410)),$A1409,\"\")","v":1408},{"$f":"IFERROR(SMALL(Helper2_2,A1409),\"\")","v":1408},{"$f":"COUNTIF(Helper3_1,\"=\"&G1409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1409)=1, G1409, \"\")","v":1408},{"$f":"IFERROR(SMALL(Index_2,A1409),\"\")","v":1408},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:J1409)),\"\")","v":"UWS_9"},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:K1409)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:L1409)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:M1409)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:N1409)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:O1409)),\"\")","v":"9 Preparations for ELIR were led by a Steering Group chaired by the former Associate Vice-President Education, which comprised senior staff responsible for learning and teaching, and quality and standards, and the University of the West of Scotland's Students' Union (SU). The Steering Group held briefing sessions for key staff and student representatives. Preparations for the ELIR were underpinned by a communications plan that ensured the wider UWS community was engaged and informed. As a result, the ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."}]
[{"$f":"IF('> FILTER <'!B1411<>\"\",ROW(OFFSET(A1410,-1,0)),\"\")","v":1409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1411)),A1410,\"\")","v":1409},{"$f":"IFERROR(SMALL(Helper2_1,A1410),\"\")","v":1409},null,1409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1411)),$A1410,\"\")","v":1409},{"$f":"IFERROR(SMALL(Helper2_2,A1410),\"\")","v":1409},{"$f":"COUNTIF(Helper3_1,\"=\"&G1410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1410)=1, G1410, \"\")","v":1409},{"$f":"IFERROR(SMALL(Index_2,A1410),\"\")","v":1409},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:J1410)),\"\")","v":"UWS_10"},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:K1410)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:L1410)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:M1410)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:N1410)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:O1410)),\"\")","v":"10 The Steering Group was closely involved in drafting the Reflective Analysis (RA), which had also been considered widely through the University's committee structure. Broader consultation with staff and students had been facilitated through distribution of the draft RA to the SU, deans of schools, and heads of departments. "}]
[{"$f":"IF('> FILTER <'!B1412<>\"\",ROW(OFFSET(A1411,-1,0)),\"\")","v":1410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1412)),A1411,\"\")","v":1410},{"$f":"IFERROR(SMALL(Helper2_1,A1411),\"\")","v":1410},null,1410,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1412)),$A1411,\"\")","v":1410},{"$f":"IFERROR(SMALL(Helper2_2,A1411),\"\")","v":1410},{"$f":"COUNTIF(Helper3_1,\"=\"&G1411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1411)=1, G1411, \"\")","v":1410},{"$f":"IFERROR(SMALL(Index_2,A1411),\"\")","v":1410},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:J1411)),\"\")","v":"UWS_11"},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:K1411)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:L1411)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:M1411)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:N1411)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:O1411)),\"\")","v":"11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."}]
[{"$f":"IF('> FILTER <'!B1413<>\"\",ROW(OFFSET(A1412,-1,0)),\"\")","v":1411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1413)),A1412,\"\")","v":1411},{"$f":"IFERROR(SMALL(Helper2_1,A1412),\"\")","v":1411},null,1411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1413)),$A1412,\"\")","v":1411},{"$f":"IFERROR(SMALL(Helper2_2,A1412),\"\")","v":1411},{"$f":"COUNTIF(Helper3_1,\"=\"&G1412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1412)=1, G1412, \"\")","v":1411},{"$f":"IFERROR(SMALL(Index_2,A1412),\"\")","v":1411},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:J1412)),\"\")","v":"UWS_11"},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:K1412)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:L1412)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:M1412)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:N1412)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:O1412)),\"\")","v":"11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."}]
[{"$f":"IF('> FILTER <'!B1414<>\"\",ROW(OFFSET(A1413,-1,0)),\"\")","v":1412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1414)),A1413,\"\")","v":1412},{"$f":"IFERROR(SMALL(Helper2_1,A1413),\"\")","v":1412},null,1412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1414)),$A1413,\"\")","v":1412},{"$f":"IFERROR(SMALL(Helper2_2,A1413),\"\")","v":1412},{"$f":"COUNTIF(Helper3_1,\"=\"&G1413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1413)=1, G1413, \"\")","v":1412},{"$f":"IFERROR(SMALL(Index_2,A1413),\"\")","v":1412},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:J1413)),\"\")","v":"UWS_11"},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:K1413)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:L1413)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:M1413)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:N1413)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:O1413)),\"\")","v":"11 Following extensive consultation with staff and students, using a range of methods including surveys and focus groups, the University asked the ELIR team to focus on three aspects of its context: Student-Centred (student success, support, enhanced curriculum); Campus and Community (multi-campus, widening access, global reach); Engagement and Partnership (employers, industry/PSRBs, students)."}]
[{"$f":"IF('> FILTER <'!B1415<>\"\",ROW(OFFSET(A1414,-1,0)),\"\")","v":1413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1415)),A1414,\"\")","v":1413},{"$f":"IFERROR(SMALL(Helper2_1,A1414),\"\")","v":1413},null,1413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1415)),$A1414,\"\")","v":1413},{"$f":"IFERROR(SMALL(Helper2_2,A1414),\"\")","v":1413},{"$f":"COUNTIF(Helper3_1,\"=\"&G1414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1414)=1, G1414, \"\")","v":1413},{"$f":"IFERROR(SMALL(Index_2,A1414),\"\")","v":1413},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:J1414)),\"\")","v":"UWS_12"},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:K1414)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:L1414)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:M1414)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:N1414)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:O1414)),\"\")","v":"12 Similar themes had emerged from consultations taking place in preparation for the new Corporate Strategy (paragraph 3), and the University was therefore confident that they characterised UWS. From the review documentation and discussions with staff and students, the ELIR team was able to confirm that these themes represent the key aspects    of UWS as an institution. "}]
[{"$f":"IF('> FILTER <'!B1416<>\"\",ROW(OFFSET(A1415,-1,0)),\"\")","v":1414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1416)),A1415,\"\")","v":1414},{"$f":"IFERROR(SMALL(Helper2_1,A1415),\"\")","v":1414},null,1414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1416)),$A1415,\"\")","v":1414},{"$f":"IFERROR(SMALL(Helper2_2,A1415),\"\")","v":1414},{"$f":"COUNTIF(Helper3_1,\"=\"&G1415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1415)=1, G1415, \"\")","v":1414},{"$f":"IFERROR(SMALL(Index_2,A1415),\"\")","v":1414},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:J1415)),\"\")","v":"UWS_13"},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:K1415)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:L1415)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:M1415)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:N1415)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:O1415)),\"\")","v":"13 The University viewed the ELIR process as an opportunity to reflect on the recent development and the changes it was currently undergoing. "}]
[{"$f":"IF('> FILTER <'!B1417<>\"\",ROW(OFFSET(A1416,-1,0)),\"\")","v":1415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1417)),A1416,\"\")","v":1415},{"$f":"IFERROR(SMALL(Helper2_1,A1416),\"\")","v":1415},null,1415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1417)),$A1416,\"\")","v":1415},{"$f":"IFERROR(SMALL(Helper2_2,A1416),\"\")","v":1415},{"$f":"COUNTIF(Helper3_1,\"=\"&G1416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1416)=1, G1416, \"\")","v":1415},{"$f":"IFERROR(SMALL(Index_2,A1416),\"\")","v":1415},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:J1416)),\"\")","v":"UWS_14"},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:K1416)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:L1416)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:M1416)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:N1416)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:O1416)),\"\")","v":"14 The University has taken action to address each of the six areas for development identified in the 2014 ELIR. Responsibility for monitoring progress of ELIR actions rested with the Education Advisory Committee (EAC) and the Global Engagement Advisory Committee. Targets and actions were embedded in the Education Enabling Plan and the Global Reach Enabling Plan."}]
[{"$f":"IF('> FILTER <'!B1418<>\"\",ROW(OFFSET(A1417,-1,0)),\"\")","v":1416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1418)),A1417,\"\")","v":1416},{"$f":"IFERROR(SMALL(Helper2_1,A1417),\"\")","v":1416},null,1416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1418)),$A1417,\"\")","v":1416},{"$f":"IFERROR(SMALL(Helper2_2,A1417),\"\")","v":1416},{"$f":"COUNTIF(Helper3_1,\"=\"&G1417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1417)=1, G1417, \"\")","v":1416},{"$f":"IFERROR(SMALL(Index_2,A1417),\"\")","v":1416},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:J1417)),\"\")","v":"UWS_15"},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:K1417)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:L1417)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:M1417)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:N1417)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:O1417)),\"\")","v":"15 The SU was extensively involved as members of the Steering Group and focus groups. Consultation with student representatives, and engagement with the broader student body through surveys and focus groups (paragraph 11), were significant factors in shaping the themes for this ELIR. These consultations, particularly the student surveys, yielded a wealth of data concerning students' experience of the University. Analysis of this data, according to characteristics such as campus location and mode of study, provided the University with detailed intelligence that will enable it to target its enhancement initiatives to even greater effect. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."}]
[{"$f":"IF('> FILTER <'!B1419<>\"\",ROW(OFFSET(A1418,-1,0)),\"\")","v":1417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1419)),A1418,\"\")","v":1417},{"$f":"IFERROR(SMALL(Helper2_1,A1418),\"\")","v":1417},null,1417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1419)),$A1418,\"\")","v":1417},{"$f":"IFERROR(SMALL(Helper2_2,A1418),\"\")","v":1417},{"$f":"COUNTIF(Helper3_1,\"=\"&G1418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1418)=1, G1418, \"\")","v":1417},{"$f":"IFERROR(SMALL(Index_2,A1418),\"\")","v":1417},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:J1418)),\"\")","v":"UWS_15"},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:K1418)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:L1418)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:M1418)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:N1418)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:O1418)),\"\")","v":"15 The SU was extensively involved as members of the Steering Group and focus groups. Consultation with student representatives, and engagement with the broader student body through surveys and focus groups (paragraph 11), were significant factors in shaping the themes for this ELIR. These consultations, particularly the student surveys, yielded a wealth of data concerning students' experience of the University. Analysis of this data, according to characteristics such as campus location and mode of study, provided the University with detailed intelligence that will enable it to target its enhancement initiatives to even greater effect. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."}]
[{"$f":"IF('> FILTER <'!B1420<>\"\",ROW(OFFSET(A1419,-1,0)),\"\")","v":1418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1420)),A1419,\"\")","v":1418},{"$f":"IFERROR(SMALL(Helper2_1,A1419),\"\")","v":1418},null,1418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1420)),$A1419,\"\")","v":1418},{"$f":"IFERROR(SMALL(Helper2_2,A1419),\"\")","v":1418},{"$f":"COUNTIF(Helper3_1,\"=\"&G1419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1419)=1, G1419, \"\")","v":1418},{"$f":"IFERROR(SMALL(Index_2,A1419),\"\")","v":1418},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:J1419)),\"\")","v":"UWS_16"},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:K1419)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:L1419)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:M1419)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:N1419)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:O1419)),\"\")","v":"16 Students are at the centre of the University's enhancement work - reinforcing the UWS Truth 'We are here for our students'. The Student Experience Committee (SEC),      co-chaired by the SU President, is a key mechanism for enhancing the student learning experience and reports directly into the EAC. At the time of the current ELIR, membership of the Committee had yet to be formalised following the rebalancing process, but the University confirmed that it would include full-time SU Officers, student representatives, Student Enhancement Developers (SEDs) or equivalent, and professional service representatives. It is the responsibility of SEC to monitor student feedback, review the impact of professional services and make recommendations to improve the holistic experience of students at the University. It was evident from review documentation and from discussions with staff and students, that SEC is meeting its responsibilities, and that EAC is effective in considering the recommendations made by SEC. The ELIR team considered student representatives co-chairing committees to be good practice."}]
[{"$f":"IF('> FILTER <'!B1421<>\"\",ROW(OFFSET(A1420,-1,0)),\"\")","v":1419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1421)),A1420,\"\")","v":1419},{"$f":"IFERROR(SMALL(Helper2_1,A1420),\"\")","v":1419},null,1419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1421)),$A1420,\"\")","v":1419},{"$f":"IFERROR(SMALL(Helper2_2,A1420),\"\")","v":1419},{"$f":"COUNTIF(Helper3_1,\"=\"&G1420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1420)=1, G1420, \"\")","v":1419},{"$f":"IFERROR(SMALL(Index_2,A1420),\"\")","v":1419},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:J1420)),\"\")","v":"UWS_17"},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:K1420)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:L1420)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:M1420)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:N1420)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:O1420)),\"\")","v":"17 The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. Student representation is evident across the institution and levels of study. Student representatives are elected at the programme level and trained by peers using the Student Participation in Quality Scotland (sparqs) framework. They receive a comprehensive handbook from the SU and are invited to attend regular Staff-Student Liaison Groups (SSLGs). To support this work, a short guide explaining the student representation structures at the University and best practice for engagement has been developed for staff. "}]
[{"$f":"IF('> FILTER <'!B1422<>\"\",ROW(OFFSET(A1421,-1,0)),\"\")","v":1420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1422)),A1421,\"\")","v":1420},{"$f":"IFERROR(SMALL(Helper2_1,A1421),\"\")","v":1420},null,1420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1422)),$A1421,\"\")","v":1420},{"$f":"IFERROR(SMALL(Helper2_2,A1421),\"\")","v":1420},{"$f":"COUNTIF(Helper3_1,\"=\"&G1421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1421)=1, G1421, \"\")","v":1420},{"$f":"IFERROR(SMALL(Index_2,A1421),\"\")","v":1420},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:J1421)),\"\")","v":"UWS_18"},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:K1421)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:L1421)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:M1421)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:N1421)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:O1421)),\"\")","v":"18 A significant enhancement to representation since the 2014 ELIR, is the introduction of school officers in 2018-19, who act as senior student representatives for the student representatives, the University and sabbatical team. The team learnt that this structure had not functioned effectively in its first year of operation and revisions had been made by the SU for 2019-20. In discussions with the team, students spoke enthusiastically about the contributions they could make through the formal representative structures at programme level and with service departments, however, it was clear that the relationship between the representative structure and school academic staff leadership level could be improved. "}]
[{"$f":"IF('> FILTER <'!B1423<>\"\",ROW(OFFSET(A1422,-1,0)),\"\")","v":1421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1423)),A1422,\"\")","v":1421},{"$f":"IFERROR(SMALL(Helper2_1,A1422),\"\")","v":1421},null,1421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1423)),$A1422,\"\")","v":1421},{"$f":"IFERROR(SMALL(Helper2_2,A1422),\"\")","v":1421},{"$f":"COUNTIF(Helper3_1,\"=\"&G1422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1422)=1, G1422, \"\")","v":1421},{"$f":"IFERROR(SMALL(Index_2,A1422),\"\")","v":1421},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:J1422)),\"\")","v":"UWS_19"},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:K1422)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:L1422)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:M1422)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:N1422)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:O1422)),\"\")","v":"19 The University has revised their Student Partnership Agreement (SPA) for implementation in academic year 2019-20 and identified the priority areas as mental health, student opportunities and education. The redesigned SPA includes a section that details successes achieved in the priority areas from the previous year. The effectiveness and implementation of the SPA is reviewed and updated annually by SEC. Although the students the ELIR team met were not familiar with the detail of the SPA specifically, it was clear students had seen the impact of the priority areas and the SU representatives viewed the SPA positively.  "}]
[{"$f":"IF('> FILTER <'!B1424<>\"\",ROW(OFFSET(A1423,-1,0)),\"\")","v":1422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1424)),A1423,\"\")","v":1422},{"$f":"IFERROR(SMALL(Helper2_1,A1423),\"\")","v":1422},null,1422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1424)),$A1423,\"\")","v":1422},{"$f":"IFERROR(SMALL(Helper2_2,A1423),\"\")","v":1422},{"$f":"COUNTIF(Helper3_1,\"=\"&G1423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1423)=1, G1423, \"\")","v":1422},{"$f":"IFERROR(SMALL(Index_2,A1423),\"\")","v":1422},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:J1423)),\"\")","v":"UWS_20"},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:K1423)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:L1423)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:M1423)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:N1423)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:O1423)),\"\")","v":"20 The University is aware that ensuring student representation across all campuses, levels and modes of study is challenging for a large multi-campus organisation and acknowledged that gaps in representation can occur. To address this, the SU led a review of student representation across committees, groups and forums in 2019 as part of the institution's Enhancement Theme project for implementation in 2019-20. The University is supporting the SU in these areas through initiatives such as the introduction of research representatives to all school boards and Senate. The ELIR team met staff and students who confirmed that there have been challenges with communication between the University and the SU and indicated that this was being addressed through mutual agreement of strategic priorities and practices."}]
[{"$f":"IF('> FILTER <'!B1425<>\"\",ROW(OFFSET(A1424,-1,0)),\"\")","v":1423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1425)),A1424,\"\")","v":1423},{"$f":"IFERROR(SMALL(Helper2_1,A1424),\"\")","v":1423},null,1423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1425)),$A1424,\"\")","v":1423},{"$f":"IFERROR(SMALL(Helper2_2,A1424),\"\")","v":1423},{"$f":"COUNTIF(Helper3_1,\"=\"&G1424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1424)=1, G1424, \"\")","v":1423},{"$f":"IFERROR(SMALL(Index_2,A1424),\"\")","v":1423},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:J1424)),\"\")","v":"UWS_21"},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:K1424)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:L1424)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:M1424)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:N1424)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:O1424)),\"\")","v":"21 Student feedback is gathered using a range of formal and informal mechanisms including SSLGs, the National Student Survey (NSS) (paragraph 145) and Module Evaluation Questionnaires (MEQ) (paragraph 23 and 145). The ELIR team met staff and students who confirmed that SSLGs are a key method for capturing and responding to the student voice. Students cited a number of examples where staff had made changes in direct response to feedback at SSLGs, such as, changing from open plan spaces to closed rooms in Lanarkshire for classes which require confidentiality. Furthermore, academic and support staff found SSLGs informative and enabled a timely response to student feedback. "}]
[{"$f":"IF('> FILTER <'!B1426<>\"\",ROW(OFFSET(A1425,-1,0)),\"\")","v":1424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1426)),A1425,\"\")","v":1424},{"$f":"IFERROR(SMALL(Helper2_1,A1425),\"\")","v":1424},null,1424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1426)),$A1425,\"\")","v":1424},{"$f":"IFERROR(SMALL(Helper2_2,A1425),\"\")","v":1424},{"$f":"COUNTIF(Helper3_1,\"=\"&G1425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1425)=1, G1425, \"\")","v":1424},{"$f":"IFERROR(SMALL(Index_2,A1425),\"\")","v":1424},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:J1425)),\"\")","v":"UWS_22"},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:K1425)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:L1425)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:M1425)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:N1425)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:O1425)),\"\")","v":"22 Student partnership and engagement at the school level is supported by School Enhancement Developers (SEDs) who are responsible for co-chairing the Staff-Student Liaison Groups and responding to student needs and school priorities. SEDs operate in three of the four schools with alternative arrangements in place in the remaining school (School of Computing, Engineering and Physical Sciences). Students and staff who met the ELIR team identified SEDs as key individuals for the communication of programme and school-level actions in response to student feedback. The culture of informal feedback and feedforward was evident to the ELIR team and it was clear that students valued this approach. Students provided good examples of how staff had implemented changes in response to feedback, for example, changing the location of classes to a more suitable space. The University recognises the importance of the SED role but are cognisant of inconsistencies across the schools which staff indicated would be reviewed following rebalancing. "}]
[{"$f":"IF('> FILTER <'!B1427<>\"\",ROW(OFFSET(A1426,-1,0)),\"\")","v":1425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1427)),A1426,\"\")","v":1425},{"$f":"IFERROR(SMALL(Helper2_1,A1426),\"\")","v":1425},null,1425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1427)),$A1426,\"\")","v":1425},{"$f":"IFERROR(SMALL(Helper2_2,A1426),\"\")","v":1425},{"$f":"COUNTIF(Helper3_1,\"=\"&G1426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1426)=1, G1426, \"\")","v":1425},{"$f":"IFERROR(SMALL(Index_2,A1426),\"\")","v":1425},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:J1426)),\"\")","v":"UWS_23"},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:K1426)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:L1426)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:M1426)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:N1426)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:O1426)),\"\")","v":"23 The ELIR team learnt that, at school-level, changes derived from Module Experience Questionnaire (MEQ) feedback are communicated to students at the start of the module. In discussions with the team, staff and students reported the end of term MEQs to be one of the least effective mechanisms for feedback as it is retrospective. It was noted that some staff have developed methods for in-module evaluation which students viewed as a positive way to resolve problems quickly."}]
[{"$f":"IF('> FILTER <'!B1428<>\"\",ROW(OFFSET(A1427,-1,0)),\"\")","v":1426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1428)),A1427,\"\")","v":1426},{"$f":"IFERROR(SMALL(Helper2_1,A1427),\"\")","v":1426},null,1426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1428)),$A1427,\"\")","v":1426},{"$f":"IFERROR(SMALL(Helper2_2,A1427),\"\")","v":1426},{"$f":"COUNTIF(Helper3_1,\"=\"&G1427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1427)=1, G1427, \"\")","v":1426},{"$f":"IFERROR(SMALL(Index_2,A1427),\"\")","v":1426},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:J1427)),\"\")","v":"UWS_24"},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:K1427)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:L1427)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:M1427)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:N1427)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:O1427)),\"\")","v":"24 At the institutional level, actions taken in response to student feedback are communicated to students through MyDay and email. School communications are primarily though SSLGs and the minutes are available on school virtual learning environment (VLE) pages. The ELIR team met students who reported a lack of effective central communication which impacted their ability to understand changes at UWS, most recently with the University's rebalancing exercise. The articulation of the rationale and changes made was not well communicated to students; thus, students perceived key positions and contacts had been removed and were unclear about the reasons for the restructure. SEC have reviewed communication methods in response to institution-led review (ILR) comments and there would be value in the University exploring student communication strategies to ensure students are informed of institutional priorities and actions (paragraph 85)."}]
[{"$f":"IF('> FILTER <'!B1429<>\"\",ROW(OFFSET(A1428,-1,0)),\"\")","v":1427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1429)),A1428,\"\")","v":1427},{"$f":"IFERROR(SMALL(Helper2_1,A1428),\"\")","v":1427},null,1427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1429)),$A1428,\"\")","v":1427},{"$f":"IFERROR(SMALL(Helper2_2,A1428),\"\")","v":1427},{"$f":"COUNTIF(Helper3_1,\"=\"&G1428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1428)=1, G1428, \"\")","v":1427},{"$f":"IFERROR(SMALL(Index_2,A1428),\"\")","v":1427},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:J1428)),\"\")","v":"UWS_25"},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:K1428)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:L1428)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:M1428)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:N1428)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:O1428)),\"\")","v":"25 Student representatives at the London Campus are invited to attend SSLGs and feedback is communicated to the Campus Director and programme teams. In addition, the Campus Director holds termly meetings with student representatives and minutes are distributed to all London students. Several examples of student feedback being actioned were reported, for example, increasing the number of industry guest lectures and case studies in the absence of direct work-based learning. In discussions with the ELIR team, it was clear that students would welcome opportunities to engage in extra-curricular activities and involvement with the SU. Senior staff told the team that the SU have been given additional resources and are developing strategies to engage with students at the London Campus (paragraph 83). "}]
[{"$f":"IF('> FILTER <'!B1430<>\"\",ROW(OFFSET(A1429,-1,0)),\"\")","v":1428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1430)),A1429,\"\")","v":1428},{"$f":"IFERROR(SMALL(Helper2_1,A1429),\"\")","v":1428},null,1428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1430)),$A1429,\"\")","v":1428},{"$f":"IFERROR(SMALL(Helper2_2,A1429),\"\")","v":1428},{"$f":"COUNTIF(Helper3_1,\"=\"&G1429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1429)=1, G1429, \"\")","v":1428},{"$f":"IFERROR(SMALL(Index_2,A1429),\"\")","v":1428},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:J1429)),\"\")","v":"UWS_26"},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:K1429)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:L1429)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:M1429)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:N1429)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:O1429)),\"\")","v":"26 The University undertakes comprehensive data analysis from student surveys (paragraph 145 and 146) to be used in conjunction with institutional information available on the interactive dashboards. The evidence provided to the ELIR team was weighted towards quantitative data and benchmarking, however, it became clear during the review visits that enhancements from student feedback are made through the triangulation of all available information usually by programme leaders as part of the annual monitoring process. "}]
[{"$f":"IF('> FILTER <'!B1431<>\"\",ROW(OFFSET(A1430,-1,0)),\"\")","v":1429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1431)),A1430,\"\")","v":1429},{"$f":"IFERROR(SMALL(Helper2_1,A1430),\"\")","v":1429},null,{"$f":"ROW(OFFSET(E1430,-1,0))","v":1429},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1431)),$A1430,\"\")","v":1429},{"$f":"IFERROR(SMALL(Helper2_2,A1430),\"\")","v":1429},{"$f":"COUNTIF(Helper3_1,\"=\"&G1430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1430)=1, G1430, \"\")","v":1429},{"$f":"IFERROR(SMALL(Index_2,A1430),\"\")","v":1429},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:J1430)),\"\")","v":"UWS_26"},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:K1430)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:L1430)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:M1430)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:N1430)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:O1430)),\"\")","v":"26 The University undertakes comprehensive data analysis from student surveys (paragraph 145 and 146) to be used in conjunction with institutional information available on the interactive dashboards. The evidence provided to the ELIR team was weighted towards quantitative data and benchmarking, however, it became clear during the review visits that enhancements from student feedback are made through the triangulation of all available information usually by programme leaders as part of the annual monitoring process. "}]
[{"$f":"IF('> FILTER <'!B1432<>\"\",ROW(OFFSET(A1431,-1,0)),\"\")","v":1430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1432)),A1431,\"\")","v":1430},{"$f":"IFERROR(SMALL(Helper2_1,A1431),\"\")","v":1430},null,1430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1432)),$A1431,\"\")","v":1430},{"$f":"IFERROR(SMALL(Helper2_2,A1431),\"\")","v":1430},{"$f":"COUNTIF(Helper3_1,\"=\"&G1431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1431)=1, G1431, \"\")","v":1430},{"$f":"IFERROR(SMALL(Index_2,A1431),\"\")","v":1430},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:J1431)),\"\")","v":"UWS_27"},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:K1431)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:L1431)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:M1431)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:N1431)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:O1431)),\"\")","v":"27 The University has an effective approach to recognising and responding to equality and diversity among its students and has included equality in the University truths: 'We are an inclusive organisation that welcomes and values diversity'."}]
[{"$f":"IF('> FILTER <'!B1433<>\"\",ROW(OFFSET(A1432,-1,0)),\"\")","v":1431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1433)),A1432,\"\")","v":1431},{"$f":"IFERROR(SMALL(Helper2_1,A1432),\"\")","v":1431},null,1431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1433)),$A1432,\"\")","v":1431},{"$f":"IFERROR(SMALL(Helper2_2,A1432),\"\")","v":1431},{"$f":"COUNTIF(Helper3_1,\"=\"&G1432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1432)=1, G1432, \"\")","v":1431},{"$f":"IFERROR(SMALL(Index_2,A1432),\"\")","v":1431},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:J1432)),\"\")","v":"UWS_28"},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:K1432)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:L1432)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:M1432)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:N1432)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:O1432)),\"\")","v":"28 The University's framework for supporting equality and diversity is outlined in its Equality, Diversity and Human Rights Procedure and Guidance Notes, and is informed by the relevant legislation. The Equality, Diversity and Inclusivity (EDI) Committee is a standing committee of Senate which exercises strategic and management oversight of inclusivity     for staff and students. It ensures inclusivity policies and practices are managed and implemented effectively at all levels and supports the University in meeting its legal obligations. The EDI Committee contributes to and advises on statutory reporting requirements and submits an annual report to Senate on relevant matters. "}]
[{"$f":"IF('> FILTER <'!B1434<>\"\",ROW(OFFSET(A1433,-1,0)),\"\")","v":1432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1434)),A1433,\"\")","v":1432},{"$f":"IFERROR(SMALL(Helper2_1,A1433),\"\")","v":1432},null,1432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1434)),$A1433,\"\")","v":1432},{"$f":"IFERROR(SMALL(Helper2_2,A1433),\"\")","v":1432},{"$f":"COUNTIF(Helper3_1,\"=\"&G1433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1433)=1, G1433, \"\")","v":1432},{"$f":"IFERROR(SMALL(Index_2,A1433),\"\")","v":1432},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:J1433)),\"\")","v":"UWS_29"},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:K1433)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:L1433)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:M1433)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:N1433)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:O1433)),\"\")","v":"29 The University has considerable experience of attracting a diverse student body, most particularly in respect of mature students (70% of students are over 21; 45% over 25); and students from areas of high deprivation (29.4% of first-degree entrants are from SIMD20 areas). The University already exceeds the Scottish Government target that, by 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education. Across all campuses, 15% of UWS students have a self-declared disability. "}]
[{"$f":"IF('> FILTER <'!B1435<>\"\",ROW(OFFSET(A1434,-1,0)),\"\")","v":1433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1435)),A1434,\"\")","v":1433},{"$f":"IFERROR(SMALL(Helper2_1,A1434),\"\")","v":1433},null,1433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1435)),$A1434,\"\")","v":1433},{"$f":"IFERROR(SMALL(Helper2_2,A1434),\"\")","v":1433},{"$f":"COUNTIF(Helper3_1,\"=\"&G1434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1434)=1, G1434, \"\")","v":1433},{"$f":"IFERROR(SMALL(Index_2,A1434),\"\")","v":1433},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:J1434)),\"\")","v":"UWS_29"},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:K1434)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:L1434)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:M1434)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:N1434)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:O1434)),\"\")","v":"29 The University has considerable experience of attracting a diverse student body, most particularly in respect of mature students (70% of students are over 21; 45% over 25); and students from areas of high deprivation (29.4% of first-degree entrants are from SIMD20 areas). The University already exceeds the Scottish Government target that, by 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education. Across all campuses, 15% of UWS students have a self-declared disability. "}]
[{"$f":"IF('> FILTER <'!B1436<>\"\",ROW(OFFSET(A1435,-1,0)),\"\")","v":1434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1436)),A1435,\"\")","v":1434},{"$f":"IFERROR(SMALL(Helper2_1,A1435),\"\")","v":1434},null,1434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1436)),$A1435,\"\")","v":1434},{"$f":"IFERROR(SMALL(Helper2_2,A1435),\"\")","v":1434},{"$f":"COUNTIF(Helper3_1,\"=\"&G1435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1435)=1, G1435, \"\")","v":1434},{"$f":"IFERROR(SMALL(Index_2,A1435),\"\")","v":1434},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:J1435)),\"\")","v":"UWS_30"},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:K1435)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:L1435)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:M1435)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:N1435)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:O1435)),\"\")","v":"30 The profile and diversity of the student body have changed over the past five years in two significant areas which present additional challenges for the University's approach to learning and teaching, and student support. The number of part-time students has fallen since the 2014 ELIR from 27.4% to 17%. The proportion of black and minority ethnic (BME) students studying at the University has doubled since the 2014 ELIR from approximately 10% to approximately 20%. This increase is mainly due to the rapid growth in international students studying at the London Campus over the past four years, along with increased numbers of students studying at international partners. The increase is greatest for postgraduate taught and research students."}]
[{"$f":"IF('> FILTER <'!B1437<>\"\",ROW(OFFSET(A1436,-1,0)),\"\")","v":1435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1437)),A1436,\"\")","v":1435},{"$f":"IFERROR(SMALL(Helper2_1,A1436),\"\")","v":1435},null,1435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1437)),$A1436,\"\")","v":1435},{"$f":"IFERROR(SMALL(Helper2_2,A1436),\"\")","v":1435},{"$f":"COUNTIF(Helper3_1,\"=\"&G1436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1436)=1, G1436, \"\")","v":1435},{"$f":"IFERROR(SMALL(Index_2,A1436),\"\")","v":1435},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:J1436)),\"\")","v":"UWS_30"},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:K1436)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:L1436)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:M1436)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:N1436)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:O1436)),\"\")","v":"30 The profile and diversity of the student body have changed over the past five years in two significant areas which present additional challenges for the University's approach to learning and teaching, and student support. The number of part-time students has fallen since the 2014 ELIR from 27.4% to 17%. The proportion of black and minority ethnic (BME) students studying at the University has doubled since the 2014 ELIR from approximately 10% to approximately 20%. This increase is mainly due to the rapid growth in international students studying at the London Campus over the past four years, along with increased numbers of students studying at international partners. The increase is greatest for postgraduate taught and research students."}]
[{"$f":"IF('> FILTER <'!B1438<>\"\",ROW(OFFSET(A1437,-1,0)),\"\")","v":1436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1438)),A1437,\"\")","v":1436},{"$f":"IFERROR(SMALL(Helper2_1,A1437),\"\")","v":1436},null,1436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1438)),$A1437,\"\")","v":1436},{"$f":"IFERROR(SMALL(Helper2_2,A1437),\"\")","v":1436},{"$f":"COUNTIF(Helper3_1,\"=\"&G1437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1437)=1, G1437, \"\")","v":1436},{"$f":"IFERROR(SMALL(Index_2,A1437),\"\")","v":1436},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:J1437)),\"\")","v":"UWS_31"},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:K1437)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:L1437)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:M1437)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:N1437)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:O1437)),\"\")","v":"31 The University has published a Gender Action Plan (2017), and provided several examples of the University's approach to meeting the Scottish Funding Council (SFC) requirement to have no programme with a gender imbalance of more than 75:25. This includes, for example, making use of targeted radio advertising to attract males into teaching; and an 'Inspiring Women' programme of speakers. Senior staff also indicated further work around the honorary degree system to challenge gender stereotyping would be undertaken."}]
[{"$f":"IF('> FILTER <'!B1439<>\"\",ROW(OFFSET(A1438,-1,0)),\"\")","v":1437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1439)),A1438,\"\")","v":1437},{"$f":"IFERROR(SMALL(Helper2_1,A1438),\"\")","v":1437},null,1437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1439)),$A1438,\"\")","v":1437},{"$f":"IFERROR(SMALL(Helper2_2,A1438),\"\")","v":1437},{"$f":"COUNTIF(Helper3_1,\"=\"&G1438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1438)=1, G1438, \"\")","v":1437},{"$f":"IFERROR(SMALL(Index_2,A1438),\"\")","v":1437},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:J1438)),\"\")","v":"UWS_32"},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:K1438)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:L1438)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:M1438)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:N1438)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:O1438)),\"\")","v":"32 Widening participation remains a significant focus for UWS. The University has the highest proportion and percentage of full-time degree entrants from the 20% most deprived areas (SIMD20) of any Scottish higher education institution in every year since 2014. In the same period, the retention rates of SIMD20 students studying at the University improved by 10 percentage points to just below the sector average for this group in 2017-18. The ELIR team met a wide cross-section of students, including mature and care-experienced students, students with other protected characteristics, and students from areas of low participation - all of whom spoke passionately about the University's widening participation mission and its positive action in this area, identifying this as a key reason for taking up study at the University. "}]
[{"$f":"IF('> FILTER <'!B1440<>\"\",ROW(OFFSET(A1439,-1,0)),\"\")","v":1438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1440)),A1439,\"\")","v":1438},{"$f":"IFERROR(SMALL(Helper2_1,A1439),\"\")","v":1438},null,1438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1440)),$A1439,\"\")","v":1438},{"$f":"IFERROR(SMALL(Helper2_2,A1439),\"\")","v":1438},{"$f":"COUNTIF(Helper3_1,\"=\"&G1439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1439)=1, G1439, \"\")","v":1438},{"$f":"IFERROR(SMALL(Index_2,A1439),\"\")","v":1438},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:J1439)),\"\")","v":"UWS_32"},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:K1439)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:L1439)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:M1439)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:N1439)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:O1439)),\"\")","v":"32 Widening participation remains a significant focus for UWS. The University has the highest proportion and percentage of full-time degree entrants from the 20% most deprived areas (SIMD20) of any Scottish higher education institution in every year since 2014. In the same period, the retention rates of SIMD20 students studying at the University improved by 10 percentage points to just below the sector average for this group in 2017-18. The ELIR team met a wide cross-section of students, including mature and care-experienced students, students with other protected characteristics, and students from areas of low participation - all of whom spoke passionately about the University's widening participation mission and its positive action in this area, identifying this as a key reason for taking up study at the University. "}]
[{"$f":"IF('> FILTER <'!B1441<>\"\",ROW(OFFSET(A1440,-1,0)),\"\")","v":1439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1441)),A1440,\"\")","v":1439},{"$f":"IFERROR(SMALL(Helper2_1,A1440),\"\")","v":1439},null,1439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1441)),$A1440,\"\")","v":1439},{"$f":"IFERROR(SMALL(Helper2_2,A1440),\"\")","v":1439},{"$f":"COUNTIF(Helper3_1,\"=\"&G1440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1440)=1, G1440, \"\")","v":1439},{"$f":"IFERROR(SMALL(Index_2,A1440),\"\")","v":1439},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:J1440)),\"\")","v":"UWS_33"},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:K1440)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:L1440)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:M1440)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:N1440)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:O1440)),\"\")","v":"33 The University has a broad range of initiatives in place to support widening participation, retention and progression, some of which are targeted to specific underrepresented groups. The University works directly with 20 schools with low  progression rates to higher education through the SFC-funded FOCUS West 'Routes for All' initiative. A team of around 50 University students are trained and act as mentors to support S5 and S6 high school pupils to gain the skills to progress to higher education. The ELIR team met students who had benefitted from this scheme and who were very positive about their experience."}]
[{"$f":"IF('> FILTER <'!B1442<>\"\",ROW(OFFSET(A1441,-1,0)),\"\")","v":1440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1442)),A1441,\"\")","v":1440},{"$f":"IFERROR(SMALL(Helper2_1,A1441),\"\")","v":1440},null,1440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1442)),$A1441,\"\")","v":1440},{"$f":"IFERROR(SMALL(Helper2_2,A1441),\"\")","v":1440},{"$f":"COUNTIF(Helper3_1,\"=\"&G1441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1441)=1, G1441, \"\")","v":1440},{"$f":"IFERROR(SMALL(Index_2,A1441),\"\")","v":1440},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:J1441)),\"\")","v":"UWS_34"},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:K1441)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:L1441)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:M1441)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:N1441)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:O1441)),\"\")","v":"34 The University is involved in other widening participation projects and is one of three higher education institutions involved in the Access to a Career in Teaching (ACT) programme, which support pupils from Glasgow City Schools who can demonstrate a commitment to the teaching profession to follow this career path and return to teach in their own communities. The University has the largest proportion of Scottish Wider Access Programme (SWAP) West students progressing onto its degree provision, primarily in the School of Health and Life Sciences, and provides a range of pre-entry support to aid transition to university in partnership with SWAPWest. "}]
[{"$f":"IF('> FILTER <'!B1443<>\"\",ROW(OFFSET(A1442,-1,0)),\"\")","v":1441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1443)),A1442,\"\")","v":1441},{"$f":"IFERROR(SMALL(Helper2_1,A1442),\"\")","v":1441},null,1441,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1443)),$A1442,\"\")","v":1441},{"$f":"IFERROR(SMALL(Helper2_2,A1442),\"\")","v":1441},{"$f":"COUNTIF(Helper3_1,\"=\"&G1442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1442)=1, G1442, \"\")","v":1441},{"$f":"IFERROR(SMALL(Index_2,A1442),\"\")","v":1441},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:J1442)),\"\")","v":"UWS_35"},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:K1442)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:L1442)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:M1442)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:N1442)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:O1442)),\"\")","v":"35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "}]
[{"$f":"IF('> FILTER <'!B1444<>\"\",ROW(OFFSET(A1443,-1,0)),\"\")","v":1442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1444)),A1443,\"\")","v":1442},{"$f":"IFERROR(SMALL(Helper2_1,A1443),\"\")","v":1442},null,1442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1444)),$A1443,\"\")","v":1442},{"$f":"IFERROR(SMALL(Helper2_2,A1443),\"\")","v":1442},{"$f":"COUNTIF(Helper3_1,\"=\"&G1443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1443)=1, G1443, \"\")","v":1442},{"$f":"IFERROR(SMALL(Index_2,A1443),\"\")","v":1442},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:J1443)),\"\")","v":"UWS_35"},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:K1443)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:L1443)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:M1443)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:N1443)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:O1443)),\"\")","v":"35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "}]
[{"$f":"IF('> FILTER <'!B1445<>\"\",ROW(OFFSET(A1444,-1,0)),\"\")","v":1443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1445)),A1444,\"\")","v":1443},{"$f":"IFERROR(SMALL(Helper2_1,A1444),\"\")","v":1443},null,1443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1445)),$A1444,\"\")","v":1443},{"$f":"IFERROR(SMALL(Helper2_2,A1444),\"\")","v":1443},{"$f":"COUNTIF(Helper3_1,\"=\"&G1444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1444)=1, G1444, \"\")","v":1443},{"$f":"IFERROR(SMALL(Index_2,A1444),\"\")","v":1443},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:J1444)),\"\")","v":"UWS_35"},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:K1444)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:L1444)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:M1444)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:N1444)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:O1444)),\"\")","v":"35 Student retention overall has improved over the past five years and is monitored at programme and school-level via programme boards and school education forums. An ad hoc Retention Oversight Group was established in 2019-20 to monitor and improve progression for all students, using the University's data dashboards. In future, monitoring will be integrated into an annual Portfolio Review process and overall oversight of student retention will be the responsibility of a newly created Student Experience Group chaired by the Deputy Principal. "}]
[{"$f":"IF('> FILTER <'!B1446<>\"\",ROW(OFFSET(A1445,-1,0)),\"\")","v":1444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1446)),A1445,\"\")","v":1444},{"$f":"IFERROR(SMALL(Helper2_1,A1445),\"\")","v":1444},null,1444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1446)),$A1445,\"\")","v":1444},{"$f":"IFERROR(SMALL(Helper2_2,A1445),\"\")","v":1444},{"$f":"COUNTIF(Helper3_1,\"=\"&G1445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1445)=1, G1445, \"\")","v":1444},{"$f":"IFERROR(SMALL(Index_2,A1445),\"\")","v":1444},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:J1445)),\"\")","v":"UWS_36"},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:K1445)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:L1445)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:M1445)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:N1445)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:O1445)),\"\")","v":"36 The University is committed to increasing the number of care leavers over the next three years as part of its SFC Outcome Agreement 2018-19 to 2020-21. In discussions with the ELIR team, students expressed concerns about a reduction in support for care leavers as a result of the recent University rebalancing exercise. The team learnt that support for care-experienced students had not been reduced but had been reconfigured and would continue through Marketing and Student Recruitment, where there are plans to ensure sufficient capacity and reduce the potential for 'single points of failure' in the system. The University is encouraged to continue to monitor this area to ensure effective support structures are in place."}]
[{"$f":"IF('> FILTER <'!B1447<>\"\",ROW(OFFSET(A1446,-1,0)),\"\")","v":1445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1447)),A1446,\"\")","v":1445},{"$f":"IFERROR(SMALL(Helper2_1,A1446),\"\")","v":1445},null,1445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1447)),$A1446,\"\")","v":1445},{"$f":"IFERROR(SMALL(Helper2_2,A1446),\"\")","v":1445},{"$f":"COUNTIF(Helper3_1,\"=\"&G1446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1446)=1, G1446, \"\")","v":1445},{"$f":"IFERROR(SMALL(Index_2,A1446),\"\")","v":1445},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:J1446)),\"\")","v":"UWS_37"},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:K1446)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:L1446)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:M1446)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:N1446)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:O1446)),\"\")","v":"37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "}]
[{"$f":"IF('> FILTER <'!B1448<>\"\",ROW(OFFSET(A1447,-1,0)),\"\")","v":1446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1448)),A1447,\"\")","v":1446},{"$f":"IFERROR(SMALL(Helper2_1,A1447),\"\")","v":1446},null,1446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1448)),$A1447,\"\")","v":1446},{"$f":"IFERROR(SMALL(Helper2_2,A1447),\"\")","v":1446},{"$f":"COUNTIF(Helper3_1,\"=\"&G1447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1447)=1, G1447, \"\")","v":1446},{"$f":"IFERROR(SMALL(Index_2,A1447),\"\")","v":1446},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:J1447)),\"\")","v":"UWS_37"},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:K1447)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:L1447)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:M1447)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:N1447)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:O1447)),\"\")","v":"37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "}]
[{"$f":"IF('> FILTER <'!B1449<>\"\",ROW(OFFSET(A1448,-1,0)),\"\")","v":1447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1449)),A1448,\"\")","v":1447},{"$f":"IFERROR(SMALL(Helper2_1,A1448),\"\")","v":1447},null,1447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1449)),$A1448,\"\")","v":1447},{"$f":"IFERROR(SMALL(Helper2_2,A1448),\"\")","v":1447},{"$f":"COUNTIF(Helper3_1,\"=\"&G1448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1448)=1, G1448, \"\")","v":1447},{"$f":"IFERROR(SMALL(Index_2,A1448),\"\")","v":1447},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:J1448)),\"\")","v":"UWS_37"},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:K1448)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:L1448)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:M1448)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:N1448)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:O1448)),\"\")","v":"37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "}]
[{"$f":"IF('> FILTER <'!B1450<>\"\",ROW(OFFSET(A1449,-1,0)),\"\")","v":1448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1450)),A1449,\"\")","v":1448},{"$f":"IFERROR(SMALL(Helper2_1,A1449),\"\")","v":1448},null,1448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1450)),$A1449,\"\")","v":1448},{"$f":"IFERROR(SMALL(Helper2_2,A1449),\"\")","v":1448},{"$f":"COUNTIF(Helper3_1,\"=\"&G1449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1449)=1, G1449, \"\")","v":1448},{"$f":"IFERROR(SMALL(Index_2,A1449),\"\")","v":1448},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:J1449)),\"\")","v":"UWS_37"},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:K1449)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:L1449)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:M1449)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:N1449)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:O1449)),\"\")","v":"37 The University has a long-established and close partnership with seven colleges. Two of the University's campuses are co-located with regional colleges and this enhances the capacity to work in partnership and supports high levels of articulation. Of the 64 undergraduate programmes offered at Scottish campuses, 62 accept articulating students. As a result, the University had the highest number of students articulating with advanced standing in Scotland during 2017-18. The ELIR team met students studying at the University who had articulated with advanced standing. These students were very positive about their experience at UWS and particularly their engagement with the University prior to enrolment.  Specific, tailored support is provided to articulating students through Student Services and the Careers and Skills Service and includes funding, counselling, disability support, employability and study skills. The team noted that articulating students valued the level of support received during their transition to university but raised concerns about this continuing post-rebalancing which the team explored during the review. "}]
[{"$f":"IF('> FILTER <'!B1451<>\"\",ROW(OFFSET(A1450,-1,0)),\"\")","v":1449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1451)),A1450,\"\")","v":1449},{"$f":"IFERROR(SMALL(Helper2_1,A1450),\"\")","v":1449},null,1449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1451)),$A1450,\"\")","v":1449},{"$f":"IFERROR(SMALL(Helper2_2,A1450),\"\")","v":1449},{"$f":"COUNTIF(Helper3_1,\"=\"&G1450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1450)=1, G1450, \"\")","v":1449},{"$f":"IFERROR(SMALL(Index_2,A1450),\"\")","v":1449},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:J1450)),\"\")","v":"UWS_38"},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:K1450)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:L1450)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:M1450)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:N1450)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:O1450)),\"\")","v":"38 The ELIR team explored the University's mission and approach to widening participation in some depth during the review visits. There is clear evidence that the University demonstrates a detailed understanding of its student population, and students who met the team spoke positively about their experience through various routes they had taken to study, irrespective of campus, comparing it favourably with other higher education institutions. The team did not see that the rebalancing process had adversely affected the effectiveness of support structures associated with this strategic priority and considered there was, in fact, the potential to ensure more effective deployment of resources."}]
[{"$f":"IF('> FILTER <'!B1452<>\"\",ROW(OFFSET(A1451,-1,0)),\"\")","v":1450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1452)),A1451,\"\")","v":1450},{"$f":"IFERROR(SMALL(Helper2_1,A1451),\"\")","v":1450},null,1450,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1452)),$A1451,\"\")","v":1450},{"$f":"IFERROR(SMALL(Helper2_2,A1451),\"\")","v":1450},{"$f":"COUNTIF(Helper3_1,\"=\"&G1451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1451)=1, G1451, \"\")","v":1450},{"$f":"IFERROR(SMALL(Index_2,A1451),\"\")","v":1450},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:J1451)),\"\")","v":"UWS_39"},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:K1451)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:L1451)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:M1451)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:N1451)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:O1451)),\"\")","v":"39 The University provides a student-centred, personalised and distinctive learning and teaching experience supporting students at each stage of the learner journey."}]
[{"$f":"IF('> FILTER <'!B1453<>\"\",ROW(OFFSET(A1452,-1,0)),\"\")","v":1451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1453)),A1452,\"\")","v":1451},{"$f":"IFERROR(SMALL(Helper2_1,A1452),\"\")","v":1451},null,1451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1453)),$A1452,\"\")","v":1451},{"$f":"IFERROR(SMALL(Helper2_2,A1452),\"\")","v":1451},{"$f":"COUNTIF(Helper3_1,\"=\"&G1452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1452)=1, G1452, \"\")","v":1451},{"$f":"IFERROR(SMALL(Index_2,A1452),\"\")","v":1451},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:J1452)),\"\")","v":"UWS_40"},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:K1452)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:L1452)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:M1452)),\"\")","v":"Criteria"},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:N1452)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:O1452)),\"\")","v":"40 The University has a transparent, fair and consistent approach to admissions.  Policies for unconditional and adjusted unconditional offers, as well as Recognition of Prior Learning (RPL), Accreditation of Prior Experiential Learning (APEL) and Accreditation of Prior Learning (APL), are clearly set out. Care experienced students are guaranteed an adjusted offer for one of the University's recruiting programmes; or an interview/audition for one of the University's selecting programmes. The ELIR team noted that the Admissions Procedure does not provide specific details on contextualised admissions and the team would encourage the University to provide these."}]
[{"$f":"IF('> FILTER <'!B1454<>\"\",ROW(OFFSET(A1453,-1,0)),\"\")","v":1452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1454)),A1453,\"\")","v":1452},{"$f":"IFERROR(SMALL(Helper2_1,A1453),\"\")","v":1452},null,1452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1454)),$A1453,\"\")","v":1452},{"$f":"IFERROR(SMALL(Helper2_2,A1453),\"\")","v":1452},{"$f":"COUNTIF(Helper3_1,\"=\"&G1453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1453)=1, G1453, \"\")","v":1452},{"$f":"IFERROR(SMALL(Index_2,A1453),\"\")","v":1452},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:J1453)),\"\")","v":"UWS_41"},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:K1453)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:L1453)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:M1453)),\"\")","v":"Criteria"},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:N1453)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:O1453)),\"\")","v":"41 Given the diversity of the student body, the University takes a supportive approach to providing pre-entry information, advice and guidance, working actively with applicants to support application and transition to university, for example, Care Leavers' support and mentoring through schemes such as SWAPWest. Following acceptance of a place, students receive a series of pre-entry communications and advice directly and via the student portal (MyDay) (paragraph 50), aimed at supporting transition into university. The portal is available to new students from May to July and provides an online 'Roadmap' with links to the various systems and support mechanisms students are likely to need at specific points, including enrolment and induction, or when applying for student cards and Student Awards Agency Scotland funding. "}]
[{"$f":"IF('> FILTER <'!B1455<>\"\",ROW(OFFSET(A1454,-1,0)),\"\")","v":1453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1455)),A1454,\"\")","v":1453},{"$f":"IFERROR(SMALL(Helper2_1,A1454),\"\")","v":1453},null,1453,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1455)),$A1454,\"\")","v":1453},{"$f":"IFERROR(SMALL(Helper2_2,A1454),\"\")","v":1453},{"$f":"COUNTIF(Helper3_1,\"=\"&G1454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1454)=1, G1454, \"\")","v":1453},{"$f":"IFERROR(SMALL(Index_2,A1454),\"\")","v":1453},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:J1454)),\"\")","v":"UWS_41"},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:K1454)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:L1454)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:M1454)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:N1454)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:O1454)),\"\")","v":"41 Given the diversity of the student body, the University takes a supportive approach to providing pre-entry information, advice and guidance, working actively with applicants to support application and transition to university, for example, Care Leavers' support and mentoring through schemes such as SWAPWest. Following acceptance of a place, students receive a series of pre-entry communications and advice directly and via the student portal (MyDay) (paragraph 50), aimed at supporting transition into university. The portal is available to new students from May to July and provides an online 'Roadmap' with links to the various systems and support mechanisms students are likely to need at specific points, including enrolment and induction, or when applying for student cards and Student Awards Agency Scotland funding. "}]
[{"$f":"IF('> FILTER <'!B1456<>\"\",ROW(OFFSET(A1455,-1,0)),\"\")","v":1454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1456)),A1455,\"\")","v":1454},{"$f":"IFERROR(SMALL(Helper2_1,A1455),\"\")","v":1454},null,1454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1456)),$A1455,\"\")","v":1454},{"$f":"IFERROR(SMALL(Helper2_2,A1455),\"\")","v":1454},{"$f":"COUNTIF(Helper3_1,\"=\"&G1455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1455)=1, G1455, \"\")","v":1454},{"$f":"IFERROR(SMALL(Index_2,A1455),\"\")","v":1454},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:J1455)),\"\")","v":"UWS_42"},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:K1455)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:L1455)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:M1455)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:N1455)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:O1455)),\"\")","v":"42 International students are included in all induction events and, in addition, receive a welcome guide specifically for international students alongside additional tailored events provided in their first weeks. Activities for international students are planned throughout the year by the International Student Support team including Discover Scotland visits, workshops and cultural celebrations. In discussions with the ELIR team, international students were very positive about their experiences of the support provided by the International Student Support team. "}]
[{"$f":"IF('> FILTER <'!B1457<>\"\",ROW(OFFSET(A1456,-1,0)),\"\")","v":1455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1457)),A1456,\"\")","v":1455},{"$f":"IFERROR(SMALL(Helper2_1,A1456),\"\")","v":1455},null,1455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1457)),$A1456,\"\")","v":1455},{"$f":"IFERROR(SMALL(Helper2_2,A1456),\"\")","v":1455},{"$f":"COUNTIF(Helper3_1,\"=\"&G1456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1456)=1, G1456, \"\")","v":1455},{"$f":"IFERROR(SMALL(Index_2,A1456),\"\")","v":1455},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:J1456)),\"\")","v":"UWS_43"},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:K1456)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:L1456)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:M1456)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:N1456)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:O1456)),\"\")","v":"43 At the time of the current ELIR, the University was undergoing a period of significant realignment and change, which included the restructuring of student-facing services and academic schools through a process of 'rebalancing'. The RA referred to student services being provided through one department known as Student Life with the 'Student Hub' providing a 'single gateway for all student enquiries'. However, at the time of the review visits, this structure had been revised and these services are now provided through the rebranded department - 'Student Services'. "}]
[{"$f":"IF('> FILTER <'!B1458<>\"\",ROW(OFFSET(A1457,-1,0)),\"\")","v":1456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1458)),A1457,\"\")","v":1456},{"$f":"IFERROR(SMALL(Helper2_1,A1457),\"\")","v":1456},null,1456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1458)),$A1457,\"\")","v":1456},{"$f":"IFERROR(SMALL(Helper2_2,A1457),\"\")","v":1456},{"$f":"COUNTIF(Helper3_1,\"=\"&G1457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1457)=1, G1457, \"\")","v":1456},{"$f":"IFERROR(SMALL(Index_2,A1457),\"\")","v":1456},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:J1457)),\"\")","v":"UWS_44"},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:K1457)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:L1457)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:M1457)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:N1457)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:O1457)),\"\")","v":"44 Student Services comprises several teams (Counselling; Wellbeing and Disability Support; Funding and Advice; International Student Support; Careers and Academic Skills; and Multi-faith Chaplaincy) and provides a range of specialist advice and guidance throughout the student journey. The work of Student Services has been recognised by students internally with a series of awards as part of the SU Big Awards and externally by organisations such as The Herald Higher Education Awards, CUBO awards and National Association of Student Money Advisors. Students who met the ELIR team commented"}]
[{"$f":"IF('> FILTER <'!B1459<>\"\",ROW(OFFSET(A1458,-1,0)),\"\")","v":1457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1459)),A1458,\"\")","v":1457},{"$f":"IFERROR(SMALL(Helper2_1,A1458),\"\")","v":1457},null,1457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1459)),$A1458,\"\")","v":1457},{"$f":"IFERROR(SMALL(Helper2_2,A1458),\"\")","v":1457},{"$f":"COUNTIF(Helper3_1,\"=\"&G1458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1458)=1, G1458, \"\")","v":1457},{"$f":"IFERROR(SMALL(Index_2,A1458),\"\")","v":1457},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:J1458)),\"\")","v":"UWS_44"},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:K1458)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:L1458)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:M1458)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:N1458)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:O1458)),\"\")","v":"44 Student Services comprises several teams (Counselling; Wellbeing and Disability Support; Funding and Advice; International Student Support; Careers and Academic Skills; and Multi-faith Chaplaincy) and provides a range of specialist advice and guidance throughout the student journey. The work of Student Services has been recognised by students internally with a series of awards as part of the SU Big Awards and externally by organisations such as The Herald Higher Education Awards, CUBO awards and National Association of Student Money Advisors. Students who met the ELIR team commented positively and clearly valued the support provided by Student Services, especially singling out Counselling, Careers and the International teams. "}]
[{"$f":"IF('> FILTER <'!B1460<>\"\",ROW(OFFSET(A1459,-1,0)),\"\")","v":1458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1460)),A1459,\"\")","v":1458},{"$f":"IFERROR(SMALL(Helper2_1,A1459),\"\")","v":1458},null,1458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1460)),$A1459,\"\")","v":1458},{"$f":"IFERROR(SMALL(Helper2_2,A1459),\"\")","v":1458},{"$f":"COUNTIF(Helper3_1,\"=\"&G1459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1459)=1, G1459, \"\")","v":1458},{"$f":"IFERROR(SMALL(Index_2,A1459),\"\")","v":1458},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:J1459)),\"\")","v":"UWS_45"},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:K1459)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:L1459)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:M1459)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:N1459)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:O1459)),\"\")","v":"45 The Student Hub (The Hub) exists as a virtual enquiry service accessed via telephone, email and the MyDay Portal for students at all campuses and, currently, as a physical service at the Paisley and Lanarkshire Campuses. The Hub acts as a point of information and assistance providing online self-service and referral to specialist areas within the University where necessary. The response time for enquiries to the Hub is two to three hours, with direct contact from specialist services provided within five working days. Due to the multi-campus structure and increasing proportion of international students, support methods have diversified to include individual Skype appointments and video-conference workshops. There are plans to implement the physical Hub model at other campuses, with a strengthened 'on campus' support in the form of Careers and Academic Skills support already in operation at London. "}]
[{"$f":"IF('> FILTER <'!B1461<>\"\",ROW(OFFSET(A1460,-1,0)),\"\")","v":1459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1461)),A1460,\"\")","v":1459},{"$f":"IFERROR(SMALL(Helper2_1,A1460),\"\")","v":1459},null,1459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1461)),$A1460,\"\")","v":1459},{"$f":"IFERROR(SMALL(Helper2_2,A1460),\"\")","v":1459},{"$f":"COUNTIF(Helper3_1,\"=\"&G1460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1460)=1, G1460, \"\")","v":1459},{"$f":"IFERROR(SMALL(Index_2,A1460),\"\")","v":1459},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:J1460)),\"\")","v":"UWS_46"},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:K1460)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:L1460)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:M1460)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:N1460)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:O1460)),\"\")","v":"46 The SU also provides a range of support services complementary to those of Student Services, including access to an emergency hardship fund and the SU case workers to support students through academic appeals and Extenuating Circumstances applications. "}]
[{"$f":"IF('> FILTER <'!B1462<>\"\",ROW(OFFSET(A1461,-1,0)),\"\")","v":1460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1462)),A1461,\"\")","v":1460},{"$f":"IFERROR(SMALL(Helper2_1,A1461),\"\")","v":1460},null,1460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1462)),$A1461,\"\")","v":1460},{"$f":"IFERROR(SMALL(Helper2_2,A1461),\"\")","v":1460},{"$f":"COUNTIF(Helper3_1,\"=\"&G1461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1461)=1, G1461, \"\")","v":1460},{"$f":"IFERROR(SMALL(Index_2,A1461),\"\")","v":1460},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:J1461)),\"\")","v":"UWS_47"},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:K1461)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:L1461)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:M1461)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:N1461)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:O1461)),\"\")","v":"47 The ELIR team met students who expressed concerns that existing levels of student support would not continue following rebalancing. During the ELIR visit, students indicated that communication, particularly regarding rebalancing, could have been improved. At the time of the current ELIR, the new student support structures were being implemented. The University is strongly encouraged to review the student experience in the light of the rebalancing after a suitable period of time, and to introduce a process for ongoing holistic evaluation of student-facing professional services."}]
[{"$f":"IF('> FILTER <'!B1463<>\"\",ROW(OFFSET(A1462,-1,0)),\"\")","v":1461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1463)),A1462,\"\")","v":1461},{"$f":"IFERROR(SMALL(Helper2_1,A1462),\"\")","v":1461},null,1461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1463)),$A1462,\"\")","v":1461},{"$f":"IFERROR(SMALL(Helper2_2,A1462),\"\")","v":1461},{"$f":"COUNTIF(Helper3_1,\"=\"&G1462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1462)=1, G1462, \"\")","v":1461},{"$f":"IFERROR(SMALL(Index_2,A1462),\"\")","v":1461},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:J1462)),\"\")","v":"UWS_48"},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:K1462)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:L1462)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:M1462)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:N1462)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:O1462)),\"\")","v":"48 Student mental health is a key priority area for the University. A recently-formed Wellbeing Group, reporting to the Health, Safety and Sustainability Committee, takes a holistic approach to staff and student wellbeing and oversees activities to support wellbeing and mental health, including staff development. A wide range of initiatives and support mechanisms are available to staff and students. Of note is the provision of free gym membership for students at all university-operated fitness facilities. At the time of the review visits, the University was in the process of developing a Student Mental Health Agreement (SMHA) in partnership with the SU. "}]
[{"$f":"IF('> FILTER <'!B1464<>\"\",ROW(OFFSET(A1463,-1,0)),\"\")","v":1462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1464)),A1463,\"\")","v":1462},{"$f":"IFERROR(SMALL(Helper2_1,A1463),\"\")","v":1462},null,1462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1464)),$A1463,\"\")","v":1462},{"$f":"IFERROR(SMALL(Helper2_2,A1463),\"\")","v":1462},{"$f":"COUNTIF(Helper3_1,\"=\"&G1463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1463)=1, G1463, \"\")","v":1462},{"$f":"IFERROR(SMALL(Index_2,A1463),\"\")","v":1462},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:J1463)),\"\")","v":"UWS_49"},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:K1463)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:L1463)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:M1463)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:N1463)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:O1463)),\"\")","v":"49 Specialised support is provided through the Disability Service, Counselling Service and an Occupational Therapist and Student Wellbeing Adviser. Although demand for the Counselling Service has increased by 50% in the last five years, the average waiting time for an initial appointment is below sector and NHS averages. The University has achieved this through a number of approaches, for example, introducing initiatives to develop a sense of community including more inclusive sports activities, as well as the role of The Hub in triaging and signposting alternative sources of support that are available to students. The comprehensive and proactive approach to supporting student health and wellbeing was viewed positively by the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B1465<>\"\",ROW(OFFSET(A1464,-1,0)),\"\")","v":1463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1465)),A1464,\"\")","v":1463},{"$f":"IFERROR(SMALL(Helper2_1,A1464),\"\")","v":1463},null,1463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1465)),$A1464,\"\")","v":1463},{"$f":"IFERROR(SMALL(Helper2_2,A1464),\"\")","v":1463},{"$f":"COUNTIF(Helper3_1,\"=\"&G1464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1464)=1, G1464, \"\")","v":1463},{"$f":"IFERROR(SMALL(Index_2,A1464),\"\")","v":1463},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:J1464)),\"\")","v":"UWS_50"},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:K1464)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:L1464)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:M1464)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:N1464)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:O1464)),\"\")","v":"50 The MyDay student portal plays an important role in supporting students at various stages of their learning journey, including access to their personalised timetable. A recent review of the MyDay portal resulted in a redesign of the system prior to launch in autumn 2019. At the time of the current ELIR, MyDay had been rolled out to first, second and     third-year UGs and all PGT students. Data collected on MyDay was revealing patterns of use and areas for improvement. The ELIR team met students who had mixed experiences of MyDay, with some students, usually those in later years of study, preferring to use direct links to services instead of accessing the portal directly. The team considered that the MyDay portal has the potential to provide a useful additional dimension to personalised learning and study support and the University is encouraged to continue to develop the portal, making use of data analytics to enhance it further. "}]
[{"$f":"IF('> FILTER <'!B1466<>\"\",ROW(OFFSET(A1465,-1,0)),\"\")","v":1464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1466)),A1465,\"\")","v":1464},{"$f":"IFERROR(SMALL(Helper2_1,A1465),\"\")","v":1464},null,1464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1466)),$A1465,\"\")","v":1464},{"$f":"IFERROR(SMALL(Helper2_2,A1465),\"\")","v":1464},{"$f":"COUNTIF(Helper3_1,\"=\"&G1465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1465)=1, G1465, \"\")","v":1464},{"$f":"IFERROR(SMALL(Index_2,A1465),\"\")","v":1464},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:J1465)),\"\")","v":"UWS_51"},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:K1465)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:L1465)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:M1465)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:N1465)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:O1465)),\"\")","v":"51 The University has invested in a Learning Analytics platform: MyJourney to allow students to compare their engagement and performance with fellow students and provide an opportunity to discuss progress with a personal tutor. At the time of the current ELIR, a managed pilot to assess the effectiveness of the system was underway with the aim of personal tutors using MyJourney as part of an integrated approach to identify student engagement problems. Staff are using the platform to engage with students who are potentially at risk and as a tool to open communication with students about their engagement.  "}]
[{"$f":"IF('> FILTER <'!B1467<>\"\",ROW(OFFSET(A1466,-1,0)),\"\")","v":1465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1467)),A1466,\"\")","v":1465},{"$f":"IFERROR(SMALL(Helper2_1,A1466),\"\")","v":1465},null,1465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1467)),$A1466,\"\")","v":1465},{"$f":"IFERROR(SMALL(Helper2_2,A1466),\"\")","v":1465},{"$f":"COUNTIF(Helper3_1,\"=\"&G1466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1466)=1, G1466, \"\")","v":1465},{"$f":"IFERROR(SMALL(Index_2,A1466),\"\")","v":1465},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:J1466)),\"\")","v":"UWS_52"},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:K1466)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:L1466)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:M1466)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:N1466)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:O1466)),\"\")","v":"52 The University has a commitment to allocate a personal tutor to every student.  Students who met the ELR team were very positive about the academic and pastoral support provided by staff. The University acknowledges that the process does not operate consistently across all schools and programmes and ensuring the system is more widely effective and identifies those students most in need of support, remains an ongoing challenge. At the time of the current ELIR, the role and operation of the personal tutor system had recently been reviewed to give a clearer recognition of the time involved, particularly in staff annual activity planning. Although training for personal tutors is not mandatory, new advice and support resources have been developed by UWS Academy to support staff undertaking this role. The team was of the view that, while some excellent practice was evident in the provision of personal tutoring and improvements were in the process of being implemented, areas of challenge were apparent as not all students had a consistent and effective experience of the personal tutor system. Therefore, the University is encouraged to continue to move towards greater consistency and understanding of the personal tutoring system for all students alongside the implementation of the MyJourney dashboard. "}]
[{"$f":"IF('> FILTER <'!B1468<>\"\",ROW(OFFSET(A1467,-1,0)),\"\")","v":1466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1468)),A1467,\"\")","v":1466},{"$f":"IFERROR(SMALL(Helper2_1,A1467),\"\")","v":1466},null,1466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1468)),$A1467,\"\")","v":1466},{"$f":"IFERROR(SMALL(Helper2_2,A1467),\"\")","v":1466},{"$f":"COUNTIF(Helper3_1,\"=\"&G1467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1467)=1, G1467, \"\")","v":1466},{"$f":"IFERROR(SMALL(Index_2,A1467),\"\")","v":1466},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:J1467)),\"\")","v":"UWS_52"},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:K1467)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:L1467)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:M1467)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:N1467)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:O1467)),\"\")","v":"52 The University has a commitment to allocate a personal tutor to every student.  Students who met the ELR team were very positive about the academic and pastoral support provided by staff. The University acknowledges that the process does not operate consistently across all schools and programmes and ensuring the system is more widely effective and identifies those students most in need of support, remains an ongoing challenge. At the time of the current ELIR, the role and operation of the personal tutor system had recently been reviewed to give a clearer recognition of the time involved, particularly in staff annual activity planning. Although training for personal tutors is not mandatory, new advice and support resources have been developed by UWS Academy to support staff undertaking this role. The team was of the view that, while some excellent practice was evident in the provision of personal tutoring and improvements were in the process of being implemented, areas of challenge were apparent as not all students had a consistent and effective experience of the personal tutor system. Therefore, the University is encouraged to continue to move towards greater consistency and understanding of the personal tutoring system for all students alongside the implementation of the MyJourney dashboard. "}]
[{"$f":"IF('> FILTER <'!B1469<>\"\",ROW(OFFSET(A1468,-1,0)),\"\")","v":1467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1469)),A1468,\"\")","v":1467},{"$f":"IFERROR(SMALL(Helper2_1,A1468),\"\")","v":1467},null,1467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1469)),$A1468,\"\")","v":1467},{"$f":"IFERROR(SMALL(Helper2_2,A1468),\"\")","v":1467},{"$f":"COUNTIF(Helper3_1,\"=\"&G1468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1468)=1, G1468, \"\")","v":1467},{"$f":"IFERROR(SMALL(Index_2,A1468),\"\")","v":1467},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:J1468)),\"\")","v":"UWS_53"},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:K1468)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:L1468)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:M1468)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:N1468)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:O1468)),\"\")","v":"53 A range of study skills support is provided to students, for example, Academic Skills Advisors (ASAs) work directly with students to deliver embedded support within programmes, supporting students in areas such as academic writing, presentation skills, referencing and study skills. The positive impact of ASA staff in providing direct support to students has helped to improve retention rates and students who met the ELIR team commented positively on this aspect of academic support. In addition to ASAs, the University's Information Literacy Framework helps guide the integration of information literacy in the curriculum and aid learning activity design. Academic Liaison Librarians provide students with individual and bespoke support and act as a link between the UWS Library, schools and students."}]
[{"$f":"IF('> FILTER <'!B1470<>\"\",ROW(OFFSET(A1469,-1,0)),\"\")","v":1468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1470)),A1469,\"\")","v":1468},{"$f":"IFERROR(SMALL(Helper2_1,A1469),\"\")","v":1468},null,1468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1470)),$A1469,\"\")","v":1468},{"$f":"IFERROR(SMALL(Helper2_2,A1469),\"\")","v":1468},{"$f":"COUNTIF(Helper3_1,\"=\"&G1469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1469)=1, G1469, \"\")","v":1468},{"$f":"IFERROR(SMALL(Index_2,A1469),\"\")","v":1468},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:J1469)),\"\")","v":"UWS_54"},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:K1469)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:L1469)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:M1469)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:N1469)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:O1469)),\"\")","v":"54 The University's focus on student-centred approaches to learning and commitment to providing personalised support, underpinned by data, is evident even throughout a period of recent significant change and restructuring. Staff, whether in academic or student support roles, demonstrate a caring and personal approach to students that was universally recognised and valued by all students who met the ELIR team. However, poor communication about the rationale for recent changes in the provision of student        support services at both school and institutional level has resulted in increased levels          of anxiety among students and the University is strongly encouraged to seek ways to improve two-way communication with all staff and students in future."}]
[{"$f":"IF('> FILTER <'!B1471<>\"\",ROW(OFFSET(A1470,-1,0)),\"\")","v":1469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1471)),A1470,\"\")","v":1469},{"$f":"IFERROR(SMALL(Helper2_1,A1470),\"\")","v":1469},null,1469,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1471)),$A1470,\"\")","v":1469},{"$f":"IFERROR(SMALL(Helper2_2,A1470),\"\")","v":1469},{"$f":"COUNTIF(Helper3_1,\"=\"&G1470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1470)=1, G1470, \"\")","v":1469},{"$f":"IFERROR(SMALL(Index_2,A1470),\"\")","v":1469},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:J1470)),\"\")","v":"UWS_55"},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:K1470)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:L1470)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:M1470)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:N1470)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:O1470)),\"\")","v":"55 The visibility of graduate attributes was highlighted as an area for development in the 2014 ELIR and a refreshed set of UWS graduate attributes aligning with the three corporate drivers of Student Success, Research and Enterprise, and Global Engagement were approved in 2016-17: 'I am UWS - Universal, Work-ready and Successful'. In many cases, these attributes are inherently taught and embedded within modules, and the programme specifications will typically detail which graduate attributes a student can expect to achieve upon completion of the programme, and this is assured via the quality processes. However, the University acknowledges that there is still some way to go for all students to recognise and articulate graduate attributes. This was verified in discussions with the ELIR team when students indicated a lack of awareness and understanding of the terminology used around graduate attributes. To promote greater awareness of graduate attributes, the University is encouraged to progress with plans to focus on improved communications and ensure that all programmes highlight and identify graduate attributes, with identification of specific graduate attributes made in module descriptors and curriculum mapping. "}]
[{"$f":"IF('> FILTER <'!B1472<>\"\",ROW(OFFSET(A1471,-1,0)),\"\")","v":1470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1472)),A1471,\"\")","v":1470},{"$f":"IFERROR(SMALL(Helper2_1,A1471),\"\")","v":1470},null,1470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1472)),$A1471,\"\")","v":1470},{"$f":"IFERROR(SMALL(Helper2_2,A1471),\"\")","v":1470},{"$f":"COUNTIF(Helper3_1,\"=\"&G1471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1471)=1, G1471, \"\")","v":1470},{"$f":"IFERROR(SMALL(Index_2,A1471),\"\")","v":1470},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:J1471)),\"\")","v":"UWS_56"},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:K1471)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:L1471)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:M1471)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:N1471)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:O1471)),\"\")","v":"56 Enhancing assessment processes has been identified as a priority in the University's Education Enabling Plan (EEP), and the Education Advisory Committee (EAC) set 'Assessment and Feedback' as a key focus activity in the 2018-19 and 2019-20 academic sessions as the subject of a UWS 'Focus-On' Assessment and Feedback project. "}]
[{"$f":"IF('> FILTER <'!B1473<>\"\",ROW(OFFSET(A1472,-1,0)),\"\")","v":1471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1473)),A1472,\"\")","v":1471},{"$f":"IFERROR(SMALL(Helper2_1,A1472),\"\")","v":1471},null,1471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1473)),$A1472,\"\")","v":1471},{"$f":"IFERROR(SMALL(Helper2_2,A1472),\"\")","v":1471},{"$f":"COUNTIF(Helper3_1,\"=\"&G1472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1472)=1, G1472, \"\")","v":1471},{"$f":"IFERROR(SMALL(Index_2,A1472),\"\")","v":1471},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:J1472)),\"\")","v":"UWS_57"},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:K1472)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:L1472)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:M1472)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:N1472)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:O1472)),\"\")","v":"57 Assessment practice is supported by an assessment handbook, which provides operational guidance for staff on all aspects of the design, delivery and implementation of assessment strategies, including advice on producing timely and effective feedback (within 15 working days). The handbook is updated annually to reflect changes in regulations and current best practice - based on sector benchmarking, reflection on external examiners' comments and the outcomes of annual monitoring activities - and was extensively updated as a result of the UWS 'Focus-On' project.  "}]
[{"$f":"IF('> FILTER <'!B1474<>\"\",ROW(OFFSET(A1473,-1,0)),\"\")","v":1472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1474)),A1473,\"\")","v":1472},{"$f":"IFERROR(SMALL(Helper2_1,A1473),\"\")","v":1472},null,1472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1474)),$A1473,\"\")","v":1472},{"$f":"IFERROR(SMALL(Helper2_2,A1473),\"\")","v":1472},{"$f":"COUNTIF(Helper3_1,\"=\"&G1473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1473)=1, G1473, \"\")","v":1472},{"$f":"IFERROR(SMALL(Index_2,A1473),\"\")","v":1472},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:J1473)),\"\")","v":"UWS_58"},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:K1473)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:L1473)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:M1473)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:N1473)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:O1473)),\"\")","v":"58 The positive impact of the UWS Focus-On Assessment and Feedback work was evident, for example, in the development of a dashboard that allows assessment loading and variety across programmes to be viewed more easily by programme teams. Students spoke very positively about their experience of assessment and feedback including: the variety and type of assessments which allowed them to showcase their learning; the timeliness of feedback and personal dialogue with tutors aimed at helping them improve. Overall, the University has a positive approach to assessment and feedback practice and is encouraged to continue to progress further improvements and enhancements."}]
[{"$f":"IF('> FILTER <'!B1475<>\"\",ROW(OFFSET(A1474,-1,0)),\"\")","v":1473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1475)),A1474,\"\")","v":1473},{"$f":"IFERROR(SMALL(Helper2_1,A1474),\"\")","v":1473},null,1473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1475)),$A1474,\"\")","v":1473},{"$f":"IFERROR(SMALL(Helper2_2,A1474),\"\")","v":1473},{"$f":"COUNTIF(Helper3_1,\"=\"&G1474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1474)=1, G1474, \"\")","v":1473},{"$f":"IFERROR(SMALL(Index_2,A1474),\"\")","v":1473},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:J1474)),\"\")","v":"UWS_59"},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:K1474)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:L1474)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:M1474)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:N1474)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:O1474)),\"\")","v":"59 The University has set an ambitious goal to provide every student on an award bearing programme with the opportunity to engage in work-based learning or have access to work-related learning opportunities within their programme as a key part of improving student employability. A recent review of this commitment showed that take-up of these opportunities is not as high as hoped and the University has identified a series of initiatives to enable progress including: flexible module options; Careers and Skills team support; and a toolkit to support employability activities. In addition, flexible work-related modules are being developed. In May 2019, EAC agreed that ILR events and new programme approvals would require evidence of embedded work-based and/or work-related learning within programme delivery as part of the approval mechanism.  "}]
[{"$f":"IF('> FILTER <'!B1476<>\"\",ROW(OFFSET(A1475,-1,0)),\"\")","v":1474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1476)),A1475,\"\")","v":1474},{"$f":"IFERROR(SMALL(Helper2_1,A1475),\"\")","v":1474},null,1474,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1476)),$A1475,\"\")","v":1474},{"$f":"IFERROR(SMALL(Helper2_2,A1475),\"\")","v":1474},{"$f":"COUNTIF(Helper3_1,\"=\"&G1475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1475)=1, G1475, \"\")","v":1474},{"$f":"IFERROR(SMALL(Index_2,A1475),\"\")","v":1474},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:J1475)),\"\")","v":"UWS_60"},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:K1475)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:L1475)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:M1475)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:N1475)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:O1475)),\"\")","v":"60 Most students were enthusiastic about the up-to-date content and relevance of their programmes to the workplace, and the work-related opportunities they had access to including internships, work placements and industry mentoring. However, students at the London Campus who met the ELIR team, commented on the lack of work-related experiences available to them. Although external guest speakers from business had been introduced at the students' request and curricula made use of real-life case studies, London Campus students expressed a desire for better access to real-life work opportunities as part of their programme. The University is encouraged to continue in its innovative approach to providing work-related experiences for all students, and to extend this to students at the London Campus."}]
[{"$f":"IF('> FILTER <'!B1477<>\"\",ROW(OFFSET(A1476,-1,0)),\"\")","v":1475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1477)),A1476,\"\")","v":1475},{"$f":"IFERROR(SMALL(Helper2_1,A1476),\"\")","v":1475},null,1475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1477)),$A1476,\"\")","v":1475},{"$f":"IFERROR(SMALL(Helper2_2,A1476),\"\")","v":1475},{"$f":"COUNTIF(Helper3_1,\"=\"&G1476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1476)=1, G1476, \"\")","v":1475},{"$f":"IFERROR(SMALL(Index_2,A1476),\"\")","v":1475},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:J1476)),\"\")","v":"UWS_60"},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:K1476)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:L1476)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:M1476)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:N1476)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:O1476)),\"\")","v":"60 Most students were enthusiastic about the up-to-date content and relevance of their programmes to the workplace, and the work-related opportunities they had access to including internships, work placements and industry mentoring. However, students at the London Campus who met the ELIR team, commented on the lack of work-related experiences available to them. Although external guest speakers from business had been introduced at the students' request and curricula made use of real-life case studies, London Campus students expressed a desire for better access to real-life work opportunities as part of their programme. The University is encouraged to continue in its innovative approach to providing work-related experiences for all students, and to extend this to students at the London Campus."}]
[{"$f":"IF('> FILTER <'!B1478<>\"\",ROW(OFFSET(A1477,-1,0)),\"\")","v":1476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1478)),A1477,\"\")","v":1476},{"$f":"IFERROR(SMALL(Helper2_1,A1477),\"\")","v":1476},null,1476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1478)),$A1477,\"\")","v":1476},{"$f":"IFERROR(SMALL(Helper2_2,A1477),\"\")","v":1476},{"$f":"COUNTIF(Helper3_1,\"=\"&G1477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1477)=1, G1477, \"\")","v":1476},{"$f":"IFERROR(SMALL(Index_2,A1477),\"\")","v":1476},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:J1477)),\"\")","v":"UWS_61"},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:K1477)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:L1477)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:M1477)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:N1477)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:O1477)),\"\")","v":"61 The Careers and Skills team provide career development support and student engagement activities across all campuses and work in partnership with academic schools to facilitate employability-focused events to enhance the work-related learning of students and promote work opportunities for students including part-time, volunteering, placement and graduate roles. Examples of the initiatives aimed at enhancing employability are impressive and include: an Employer Mentoring Programme - placing students with industry mentors, facilitating employability development and networking opportunities; an online Careers and Academic Skills Introduction Programme for new UWS students - encouraging the early development of key academic skills; the UWS Volunteer Recognition Award - allowing students to write reflectively on their volunteering experience, articulating skills and achievements gained. There is now a dedicated Careers Advisor in place at the London Campus which was viewed positively by the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B1479<>\"\",ROW(OFFSET(A1478,-1,0)),\"\")","v":1477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1479)),A1478,\"\")","v":1477},{"$f":"IFERROR(SMALL(Helper2_1,A1478),\"\")","v":1477},null,1477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1479)),$A1478,\"\")","v":1477},{"$f":"IFERROR(SMALL(Helper2_2,A1478),\"\")","v":1477},{"$f":"COUNTIF(Helper3_1,\"=\"&G1478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1478)=1, G1478, \"\")","v":1477},{"$f":"IFERROR(SMALL(Index_2,A1478),\"\")","v":1477},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:J1478)),\"\")","v":"UWS_61"},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:K1478)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:L1478)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:M1478)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:N1478)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:O1478)),\"\")","v":"61 The Careers and Skills team provide career development support and student engagement activities across all campuses and work in partnership with academic schools to facilitate employability-focused events to enhance the work-related learning of students and promote work opportunities for students including part-time, volunteering, placement and graduate roles. Examples of the initiatives aimed at enhancing employability are impressive and include: an Employer Mentoring Programme - placing students with industry mentors, facilitating employability development and networking opportunities; an online Careers and Academic Skills Introduction Programme for new UWS students - encouraging the early development of key academic skills; the UWS Volunteer Recognition Award - allowing students to write reflectively on their volunteering experience, articulating skills and achievements gained. There is now a dedicated Careers Advisor in place at the London Campus which was viewed positively by the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B1480<>\"\",ROW(OFFSET(A1479,-1,0)),\"\")","v":1478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1480)),A1479,\"\")","v":1478},{"$f":"IFERROR(SMALL(Helper2_1,A1479),\"\")","v":1478},null,1478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1480)),$A1479,\"\")","v":1478},{"$f":"IFERROR(SMALL(Helper2_2,A1479),\"\")","v":1478},{"$f":"COUNTIF(Helper3_1,\"=\"&G1479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1479)=1, G1479, \"\")","v":1478},{"$f":"IFERROR(SMALL(Index_2,A1479),\"\")","v":1478},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:J1479)),\"\")","v":"UWS_62"},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:K1479)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:L1479)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:M1479)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:N1479)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:O1479)),\"\")","v":"62 The University's strategic commitment to employability is evident through various sector-wide projects it is involved in (paragraph 61). The University's focus on employability and initiatives to support this has resulted in a significant improvement in the number of graduates entering professional employment or further study following completion of their degree programme since the 2014 ELIR. The University continues to perform above its own targets in employability. Overall, employability was viewed positively by the ELIR team and the University is encouraged to progress with and extend these initiatives across all campuses."}]
[{"$f":"IF('> FILTER <'!B1481<>\"\",ROW(OFFSET(A1480,-1,0)),\"\")","v":1479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1481)),A1480,\"\")","v":1479},{"$f":"IFERROR(SMALL(Helper2_1,A1480),\"\")","v":1479},null,1479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1481)),$A1480,\"\")","v":1479},{"$f":"IFERROR(SMALL(Helper2_2,A1480),\"\")","v":1479},{"$f":"COUNTIF(Helper3_1,\"=\"&G1480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1480)=1, G1480, \"\")","v":1479},{"$f":"IFERROR(SMALL(Index_2,A1480),\"\")","v":1479},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:J1480)),\"\")","v":"UWS_63"},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:K1480)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:L1480)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:M1480)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:N1480)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:O1480)),\"\")","v":"63 The University identifies distance-learning as a means to increase their non-EU student population. The University has a relatively stable number of students enrolled on distance-learning programmes, with a total of 927 studying at a distance in 2018-19 - ranging from 60 in Computing, Engineering and Physical Sciences, to 427 in Health and Life Science. Distance-learning students reported the convenience of online learning and the responsiveness and approachability of staff as the most positive aspects of studying at the University. ILR documentation indicates that students studying on distance programmes are generally provided with the same materials as all other students, with support provided through email and video conferencing. In meetings with the ELIR team, distance-learning students were positive about the use of the VLE to support their learning."}]
[{"$f":"IF('> FILTER <'!B1482<>\"\",ROW(OFFSET(A1481,-1,0)),\"\")","v":1480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1482)),A1481,\"\")","v":1480},{"$f":"IFERROR(SMALL(Helper2_1,A1481),\"\")","v":1480},null,1480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1482)),$A1481,\"\")","v":1480},{"$f":"IFERROR(SMALL(Helper2_2,A1481),\"\")","v":1480},{"$f":"COUNTIF(Helper3_1,\"=\"&G1481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1481)=1, G1481, \"\")","v":1480},{"$f":"IFERROR(SMALL(Index_2,A1481),\"\")","v":1480},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:J1481)),\"\")","v":"UWS_64"},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:K1481)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:L1481)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:M1481)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:N1481)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:O1481)),\"\")","v":"64 Widening access to and the expansion of mobility opportunities for students is identified as a priority area in the EEP. The 2014-20 Corporate Strategy includes a KPI indicator, 'percentage of undergraduate and postgraduate students having an international experience', which sets the ambitious target of 80% uptake by end of 2019-20. Several groups were established over the past four years to take these plans forward, and the Global Engagement and Education Enabling Plans set out steps towards progressing outward student mobility and to correlate learning and teaching to these objectives. Specific examples of these were also provided at the review visits and include: shorter study abroad experiences; work with employers and alumni to develop overseas work placements or internship opportunities; intercampus mobility among the UK campuses and with selected TNE destinations; engaging UK-based students in hosting inward international visits; development of online mechanisms to support cross-cultural, interdisciplinary and internationalised learning experiences through connecting cohorts of learners from different programmes, institutions and countries in joint activities and projects. The ELIR team recognises the challenges in encouraging students, especially those from areas of high deprivation or with other commitments such as caring, to take up international experience opportunities. However, those students who had done so were enthusiastic and the ELIR team learnt how the University offers financial support to students for placement. The team encourages the University to continue in its imaginative approaches to providing students with the opportunity to engage in an international experience."}]
[{"$f":"IF('> FILTER <'!B1483<>\"\",ROW(OFFSET(A1482,-1,0)),\"\")","v":1481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1483)),A1482,\"\")","v":1481},{"$f":"IFERROR(SMALL(Helper2_1,A1482),\"\")","v":1481},null,1481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1483)),$A1482,\"\")","v":1481},{"$f":"IFERROR(SMALL(Helper2_2,A1482),\"\")","v":1481},{"$f":"COUNTIF(Helper3_1,\"=\"&G1482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1482)=1, G1482, \"\")","v":1481},{"$f":"IFERROR(SMALL(Index_2,A1482),\"\")","v":1481},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:J1482)),\"\")","v":"UWS_65"},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:K1482)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:L1482)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:M1482)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:N1482)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:O1482)),\"\")","v":"65 The University has seen a rapid growth in both PGT and PGR students over the past five years, with numbers more than doubling during that period. PGT and PGR provision is reviewed as part of the ILR cycle alongside undergraduate programmes, with the exception of MBA/DBA which is reviewed separately. A significant factor in this growth has been the opening of the London Campus where the majority of MBA and DBA provision is located. This has presented some significant challenges, particularly around student support and the need to recruit appropriate numbers of examiners and supervisors to support the research stage."}]
[{"$f":"IF('> FILTER <'!B1484<>\"\",ROW(OFFSET(A1483,-1,0)),\"\")","v":1482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1484)),A1483,\"\")","v":1482},{"$f":"IFERROR(SMALL(Helper2_1,A1483),\"\")","v":1482},null,1482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1484)),$A1483,\"\")","v":1482},{"$f":"IFERROR(SMALL(Helper2_2,A1483),\"\")","v":1482},{"$f":"COUNTIF(Helper3_1,\"=\"&G1483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1483)=1, G1483, \"\")","v":1482},{"$f":"IFERROR(SMALL(Index_2,A1483),\"\")","v":1482},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:J1483)),\"\")","v":"UWS_65"},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:K1483)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:L1483)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:M1483)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:N1483)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:O1483)),\"\")","v":"65 The University has seen a rapid growth in both PGT and PGR students over the past five years, with numbers more than doubling during that period. PGT and PGR provision is reviewed as part of the ILR cycle alongside undergraduate programmes, with the exception of MBA/DBA which is reviewed separately. A significant factor in this growth has been the opening of the London Campus where the majority of MBA and DBA provision is located. This has presented some significant challenges, particularly around student support and the need to recruit appropriate numbers of examiners and supervisors to support the research stage."}]
[{"$f":"IF('> FILTER <'!B1485<>\"\",ROW(OFFSET(A1484,-1,0)),\"\")","v":1483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1485)),A1484,\"\")","v":1483},{"$f":"IFERROR(SMALL(Helper2_1,A1484),\"\")","v":1483},null,1483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1485)),$A1484,\"\")","v":1483},{"$f":"IFERROR(SMALL(Helper2_2,A1484),\"\")","v":1483},{"$f":"COUNTIF(Helper3_1,\"=\"&G1484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1484)=1, G1484, \"\")","v":1483},{"$f":"IFERROR(SMALL(Index_2,A1484),\"\")","v":1483},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:J1484)),\"\")","v":"UWS_66"},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:K1484)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:L1484)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:M1484)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:N1484)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:O1484)),\"\")","v":"66 Initially, the DBA programme provided six intake opportunities per year, but this was reduced to three intakes with a cap of 20 students per intake in 2018 as a result of an institution-led review of the MBA/DBA. The ELIR team recommends that the University closely monitors and continues to enhance the student experience of MBA and DBA students located in London. "}]
[{"$f":"IF('> FILTER <'!B1486<>\"\",ROW(OFFSET(A1485,-1,0)),\"\")","v":1484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1486)),A1485,\"\")","v":1484},{"$f":"IFERROR(SMALL(Helper2_1,A1485),\"\")","v":1484},null,1484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1486)),$A1485,\"\")","v":1484},{"$f":"IFERROR(SMALL(Helper2_2,A1485),\"\")","v":1484},{"$f":"COUNTIF(Helper3_1,\"=\"&G1485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1485)=1, G1485, \"\")","v":1484},{"$f":"IFERROR(SMALL(Index_2,A1485),\"\")","v":1484},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:J1485)),\"\")","v":"UWS_66"},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:K1485)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:L1485)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:M1485)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:N1485)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:O1485)),\"\")","v":"66 Initially, the DBA programme provided six intake opportunities per year, but this was reduced to three intakes with a cap of 20 students per intake in 2018 as a result of an institution-led review of the MBA/DBA. The ELIR team recommends that the University closely monitors and continues to enhance the student experience of MBA and DBA students located in London. "}]
[{"$f":"IF('> FILTER <'!B1487<>\"\",ROW(OFFSET(A1486,-1,0)),\"\")","v":1485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1487)),A1486,\"\")","v":1485},{"$f":"IFERROR(SMALL(Helper2_1,A1486),\"\")","v":1485},null,1485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1487)),$A1486,\"\")","v":1485},{"$f":"IFERROR(SMALL(Helper2_2,A1486),\"\")","v":1485},{"$f":"COUNTIF(Helper3_1,\"=\"&G1486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1486)=1, G1486, \"\")","v":1485},{"$f":"IFERROR(SMALL(Index_2,A1486),\"\")","v":1485},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:J1486)),\"\")","v":"UWS_67"},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:K1486)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:L1486)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:M1486)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:N1486)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:O1486)),\"\")","v":"67 The Doctoral College has developed bespoke surveys to provide specific insight to enhance the postgraduate student experience (paragraph 146) - the research survey pilot was ongoing at the time of the current ELIR. Responses are considered by the Executive and by senior committees such as SEC and the Doctoral College. The ELIR team was assured that, while using the UWS survey to benchmark was challenging, the University are benchmarking their performance against the sector. The University is encouraged to continue to benchmark the research student experience against the sector."}]
[{"$f":"IF('> FILTER <'!B1488<>\"\",ROW(OFFSET(A1487,-1,0)),\"\")","v":1486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1488)),A1487,\"\")","v":1486},{"$f":"IFERROR(SMALL(Helper2_1,A1487),\"\")","v":1486},null,1486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1488)),$A1487,\"\")","v":1486},{"$f":"IFERROR(SMALL(Helper2_2,A1487),\"\")","v":1486},{"$f":"COUNTIF(Helper3_1,\"=\"&G1487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1487)=1, G1487, \"\")","v":1486},{"$f":"IFERROR(SMALL(Index_2,A1487),\"\")","v":1486},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:J1487)),\"\")","v":"UWS_68"},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:K1487)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:L1487)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:M1487)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:N1487)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:O1487)),\"\")","v":"68 The impact of the Research Enabling Plan is evident with almost double the number of PGR completions from 44 in 2014-15 to 80 in 2018-19. In response to the increase in student numbers and the need to strengthen the management and support arrangements for PGR students, the Graduate School was restructured and became the Doctoral College in 2018. The change of name reflects the amended remit which focuses on assessment, progression and completion as well as fostering a collegiate and interdisciplinary postgraduate environment. In addition, UWS Academy provides support through a lecturer in Research Development with responsibility for the design, evaluation and promotion of research enhancement opportunities."}]
[{"$f":"IF('> FILTER <'!B1489<>\"\",ROW(OFFSET(A1488,-1,0)),\"\")","v":1487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1489)),A1488,\"\")","v":1487},{"$f":"IFERROR(SMALL(Helper2_1,A1488),\"\")","v":1487},null,1487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1489)),$A1488,\"\")","v":1487},{"$f":"IFERROR(SMALL(Helper2_2,A1488),\"\")","v":1487},{"$f":"COUNTIF(Helper3_1,\"=\"&G1488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1488)=1, G1488, \"\")","v":1487},{"$f":"IFERROR(SMALL(Index_2,A1488),\"\")","v":1487},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:J1488)),\"\")","v":"UWS_69"},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:K1488)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:L1488)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:M1488)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:N1488)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:O1488)),\"\")","v":"69 PGR students receive a copy of the Doctoral College Handbook which includes details of the Doctoral Training programme, aligned to the international Vitae Researcher Development Framework, and which all students are expected to engage with. All students are required to submit regular reports through the online university-wide progression monitoring platform 'My PGR'. The Doctoral College Progress Review Board meets quarterly, and more often when required, to review the progress of all PGR students."}]
[{"$f":"IF('> FILTER <'!B1490<>\"\",ROW(OFFSET(A1489,-1,0)),\"\")","v":1488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1490)),A1489,\"\")","v":1488},{"$f":"IFERROR(SMALL(Helper2_1,A1489),\"\")","v":1488},null,1488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1490)),$A1489,\"\")","v":1488},{"$f":"IFERROR(SMALL(Helper2_2,A1489),\"\")","v":1488},{"$f":"COUNTIF(Helper3_1,\"=\"&G1489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1489)=1, G1489, \"\")","v":1488},{"$f":"IFERROR(SMALL(Index_2,A1489),\"\")","v":1488},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:J1489)),\"\")","v":"UWS_69"},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:K1489)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:L1489)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:M1489)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:N1489)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:O1489)),\"\")","v":"69 PGR students receive a copy of the Doctoral College Handbook which includes details of the Doctoral Training programme, aligned to the international Vitae Researcher Development Framework, and which all students are expected to engage with. All students are required to submit regular reports through the online university-wide progression monitoring platform 'My PGR'. The Doctoral College Progress Review Board meets quarterly, and more often when required, to review the progress of all PGR students."}]
[{"$f":"IF('> FILTER <'!B1491<>\"\",ROW(OFFSET(A1490,-1,0)),\"\")","v":1489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1491)),A1490,\"\")","v":1489},{"$f":"IFERROR(SMALL(Helper2_1,A1490),\"\")","v":1489},null,1489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1491)),$A1490,\"\")","v":1489},{"$f":"IFERROR(SMALL(Helper2_2,A1490),\"\")","v":1489},{"$f":"COUNTIF(Helper3_1,\"=\"&G1490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1490)=1, G1490, \"\")","v":1489},{"$f":"IFERROR(SMALL(Index_2,A1490),\"\")","v":1489},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:J1490)),\"\")","v":"UWS_70"},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:K1490)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:L1490)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:M1490)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:N1490)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:O1490)),\"\")","v":"70 Academic support for PGR students is provided through the schools and associated research institutes while the Doctoral College is responsible for the administration as well as organising cross-school events, wellbeing initiatives, developing student representation and professional development for PGR students. In discussions with the ELIR team, students indicated that they viewed the transition from the Graduate School to the Doctoral College as positive, in particular, the enhancements this had made to the research student experience. Students also commented positively on the Doctoral College staff and their approach to supporting students to attend training and development activities, and identified the PGR induction week as positive. The PGR students who met the team expressed a strong affinity with their school but were also critical of the lack of communication about the recent restructuring and consequent movement of some key staff to a different school. The students indicated that their experiences of research communities and cultures across the schools were inconsistent and opportunities for interaction with students from different schools and campuses were limited. The Doctoral College is aware of these challenges and is working to increase the number of cross-university events it hosts. The team encourages the University to continue its activities to enhance the student experience through the creation of a research community."}]
[{"$f":"IF('> FILTER <'!B1492<>\"\",ROW(OFFSET(A1491,-1,0)),\"\")","v":1490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1492)),A1491,\"\")","v":1490},{"$f":"IFERROR(SMALL(Helper2_1,A1491),\"\")","v":1490},null,1490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1492)),$A1491,\"\")","v":1490},{"$f":"IFERROR(SMALL(Helper2_2,A1491),\"\")","v":1490},{"$f":"COUNTIF(Helper3_1,\"=\"&G1491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1491)=1, G1491, \"\")","v":1490},{"$f":"IFERROR(SMALL(Index_2,A1491),\"\")","v":1490},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:J1491)),\"\")","v":"UWS_71"},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:K1491)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:L1491)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:M1491)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:N1491)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:O1491)),\"\")","v":"71 Since the 2014 ELIR, the PGT population has increased by around 10% per year and the University intends to maintain growth. Historically, the PGT student experience has been monitored and evaluated through external surveys such as PTES, internal module feedback (MEQs), meetings (SSLGs), and considered at University committees alongside undergraduate student feedback as part of schools' annual monitoring. The University considers that the PTES survey does not provide sufficiently useful feedback for the specific type of postgraduate provision they offer and so, going forward, will use an in-house designed survey, based on PTES, in order to continue to benchmark aspects of their PGT provision against the sector where relevant. There are PGT student representatives on SEC and programme boards to ensure that the postgraduate student voice is represented which the ELIR team viewed as positive.  "}]
[{"$f":"IF('> FILTER <'!B1493<>\"\",ROW(OFFSET(A1492,-1,0)),\"\")","v":1491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1493)),A1492,\"\")","v":1491},{"$f":"IFERROR(SMALL(Helper2_1,A1492),\"\")","v":1491},null,1491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1493)),$A1492,\"\")","v":1491},{"$f":"IFERROR(SMALL(Helper2_2,A1492),\"\")","v":1491},{"$f":"COUNTIF(Helper3_1,\"=\"&G1492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1492)=1, G1492, \"\")","v":1491},{"$f":"IFERROR(SMALL(Index_2,A1492),\"\")","v":1491},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:J1492)),\"\")","v":"UWS_71"},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:K1492)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:L1492)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:M1492)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:N1492)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:O1492)),\"\")","v":"71 Since the 2014 ELIR, the PGT population has increased by around 10% per year and the University intends to maintain growth. Historically, the PGT student experience has been monitored and evaluated through external surveys such as PTES, internal module feedback (MEQs), meetings (SSLGs), and considered at University committees alongside undergraduate student feedback as part of schools' annual monitoring. The University considers that the PTES survey does not provide sufficiently useful feedback for the specific type of postgraduate provision they offer and so, going forward, will use an in-house designed survey, based on PTES, in order to continue to benchmark aspects of their PGT provision against the sector where relevant. There are PGT student representatives on SEC and programme boards to ensure that the postgraduate student voice is represented which the ELIR team viewed as positive.  "}]
[{"$f":"IF('> FILTER <'!B1494<>\"\",ROW(OFFSET(A1493,-1,0)),\"\")","v":1492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1494)),A1493,\"\")","v":1492},{"$f":"IFERROR(SMALL(Helper2_1,A1493),\"\")","v":1492},null,1492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1494)),$A1493,\"\")","v":1492},{"$f":"IFERROR(SMALL(Helper2_2,A1493),\"\")","v":1492},{"$f":"COUNTIF(Helper3_1,\"=\"&G1493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1493)=1, G1493, \"\")","v":1492},{"$f":"IFERROR(SMALL(Index_2,A1493),\"\")","v":1492},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:J1493)),\"\")","v":"UWS_72"},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:K1493)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:L1493)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:M1493)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:N1493)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:O1493)),\"\")","v":"72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."}]
[{"$f":"IF('> FILTER <'!B1495<>\"\",ROW(OFFSET(A1494,-1,0)),\"\")","v":1493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1495)),A1494,\"\")","v":1493},{"$f":"IFERROR(SMALL(Helper2_1,A1494),\"\")","v":1493},null,{"$f":"ROW(OFFSET(E1494,-1,0))","v":1493},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1495)),$A1494,\"\")","v":1493},{"$f":"IFERROR(SMALL(Helper2_2,A1494),\"\")","v":1493},{"$f":"COUNTIF(Helper3_1,\"=\"&G1494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1494)=1, G1494, \"\")","v":1493},{"$f":"IFERROR(SMALL(Index_2,A1494),\"\")","v":1493},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:J1494)),\"\")","v":"UWS_72"},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:K1494)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:L1494)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:M1494)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:N1494)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:O1494)),\"\")","v":"72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."}]
[{"$f":"IF('> FILTER <'!B1496<>\"\",ROW(OFFSET(A1495,-1,0)),\"\")","v":1494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1496)),A1495,\"\")","v":1494},{"$f":"IFERROR(SMALL(Helper2_1,A1495),\"\")","v":1494},null,1494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1496)),$A1495,\"\")","v":1494},{"$f":"IFERROR(SMALL(Helper2_2,A1495),\"\")","v":1494},{"$f":"COUNTIF(Helper3_1,\"=\"&G1495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1495)=1, G1495, \"\")","v":1494},{"$f":"IFERROR(SMALL(Index_2,A1495),\"\")","v":1494},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:J1495)),\"\")","v":"UWS_72"},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:K1495)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:L1495)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:M1495)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:N1495)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:O1495)),\"\")","v":"72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."}]
[{"$f":"IF('> FILTER <'!B1497<>\"\",ROW(OFFSET(A1496,-1,0)),\"\")","v":1495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1497)),A1496,\"\")","v":1495},{"$f":"IFERROR(SMALL(Helper2_1,A1496),\"\")","v":1495},null,1495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1497)),$A1496,\"\")","v":1495},{"$f":"IFERROR(SMALL(Helper2_2,A1496),\"\")","v":1495},{"$f":"COUNTIF(Helper3_1,\"=\"&G1496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1496)=1, G1496, \"\")","v":1495},{"$f":"IFERROR(SMALL(Index_2,A1496),\"\")","v":1495},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:J1496)),\"\")","v":"UWS_72"},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:K1496)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:L1496)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:M1496)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:N1496)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:O1496)),\"\")","v":"72 In meeting the ELIR team, students were positive about their overall experience as a PGT student at UWS; highlighting the approachability of academic staff and support provided, especially to those who were returning to study after a number of years. Induction was cited as a key element that prepared students well for their studies, which includes academic and support information. The University's commitment to personalised learning and support is evident as students appreciated that personal circumstances, such as childcare restraints, were considered for timetabling and attendance as far as possible.  Students who met the team reported that their programme prepared them well for employment and included examples such as placements, employer-based projects, fieldwork, internships and guest speakers from industry as useful opportunities to network. The team would encourage the University to continue monitoring the support provided to postgraduate students during this period of rapid growth."}]
[{"$f":"IF('> FILTER <'!B1498<>\"\",ROW(OFFSET(A1497,-1,0)),\"\")","v":1496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1498)),A1497,\"\")","v":1496},{"$f":"IFERROR(SMALL(Helper2_1,A1497),\"\")","v":1496},null,1496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1498)),$A1497,\"\")","v":1496},{"$f":"IFERROR(SMALL(Helper2_2,A1497),\"\")","v":1496},{"$f":"COUNTIF(Helper3_1,\"=\"&G1497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1497)=1, G1497, \"\")","v":1496},{"$f":"IFERROR(SMALL(Index_2,A1497),\"\")","v":1496},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:J1497)),\"\")","v":"UWS_73"},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:K1497)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:L1497)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:M1497)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:N1497)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:O1497)),\"\")","v":"73 Overall, the University has effective arrangements in place for managing the quality of the learning environment, with strategic oversight provided through EAC. Each of the University's five campuses are designed to engage with the local community and exploit the opportunities embedded in the character, architecture and social aspects. The University acknowledges the challenges synonymous with the multi-campus model, such as differences in the learning spaces and face-to-face services they are able to provide, especially with a mixture of historic and new buildings. The University has the additional challenge of shared facilities with other institutions on their Ayr and Dumfries campuses.  The ELIR team met students from each of the Scottish campuses (for London Campus see paragraph 75) who were generally positive about their local learning environment and facilities and appreciated the uniqueness of their particular campus for various reasons. In terms of library provision, it was viewed favourably by the UG and PGT students at Paisley and Lanarkshire and there was agreement that library provision on other campuses could be improved. "}]
[{"$f":"IF('> FILTER <'!B1499<>\"\",ROW(OFFSET(A1498,-1,0)),\"\")","v":1497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1499)),A1498,\"\")","v":1497},{"$f":"IFERROR(SMALL(Helper2_1,A1498),\"\")","v":1497},null,1497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1499)),$A1498,\"\")","v":1497},{"$f":"IFERROR(SMALL(Helper2_2,A1498),\"\")","v":1497},{"$f":"COUNTIF(Helper3_1,\"=\"&G1498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1498)=1, G1498, \"\")","v":1497},{"$f":"IFERROR(SMALL(Index_2,A1498),\"\")","v":1497},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:J1498)),\"\")","v":"UWS_74"},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:K1498)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:L1498)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:M1498)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:N1498)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:O1498)),\"\")","v":"74 The University has recently invested in new facilities in Lanarkshire, providing students with a modern learning environment with spaces designed to facilitate a change    in pedagogy, teaching and use of technology. Additionally, a number of spaces at the Paisley Campus have been renovated. Academic staff have been supported by UWS Academy and Education Futures to transition into these spaces in order to adapt their practices and, most significantly, the University has employed a learning spaces specialist  to provide personalised support to staff to maximise the use of the facilities and environment.       Senior staff were enthusiastic about this unique support role. The University has received mixed feedback on the new campus to date with some students giving critical feedback on the open plan learning spaces. However, environment rated as the most positive element of studying at UWS in the university-conducted survey which was carried out in preparation for the current ELIR. The ELIR team met students from the Lanarkshire Campus who were very positive about the environment, noting that feedback they had provided through SSLGs had led to some improvements and better use of the spaces for teaching. Staff who taught at Lanarkshire also reported positive experiences and consequent changes and enhancements to their teaching practice as a result of using the teaching spaces. The effective use of innovative spaces at all campuses is driven, shared and reviewed EAC. It is evident that the Lanarkshire Campus is acting as a catalyst for change and transformation of the student experience. "}]
[{"$f":"IF('> FILTER <'!B1500<>\"\",ROW(OFFSET(A1499,-1,0)),\"\")","v":1498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1500)),A1499,\"\")","v":1498},{"$f":"IFERROR(SMALL(Helper2_1,A1499),\"\")","v":1498},null,1498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1500)),$A1499,\"\")","v":1498},{"$f":"IFERROR(SMALL(Helper2_2,A1499),\"\")","v":1498},{"$f":"COUNTIF(Helper3_1,\"=\"&G1499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1499)=1, G1499, \"\")","v":1498},{"$f":"IFERROR(SMALL(Index_2,A1499),\"\")","v":1498},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:J1499)),\"\")","v":"UWS_74"},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:K1499)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:L1499)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:M1499)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:N1499)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:O1499)),\"\")","v":"74 The University has recently invested in new facilities in Lanarkshire, providing students with a modern learning environment with spaces designed to facilitate a change    in pedagogy, teaching and use of technology. Additionally, a number of spaces at the Paisley Campus have been renovated. Academic staff have been supported by UWS Academy and Education Futures to transition into these spaces in order to adapt their practices and, most significantly, the University has employed a learning spaces specialist  to provide personalised support to staff to maximise the use of the facilities and environment.       Senior staff were enthusiastic about this unique support role. The University has received mixed feedback on the new campus to date with some students giving critical feedback on the open plan learning spaces. However, environment rated as the most positive element of studying at UWS in the university-conducted survey which was carried out in preparation for the current ELIR. The ELIR team met students from the Lanarkshire Campus who were very positive about the environment, noting that feedback they had provided through SSLGs had led to some improvements and better use of the spaces for teaching. Staff who taught at Lanarkshire also reported positive experiences and consequent changes and enhancements to their teaching practice as a result of using the teaching spaces. The effective use of innovative spaces at all campuses is driven, shared and reviewed EAC. It is evident that the Lanarkshire Campus is acting as a catalyst for change and transformation of the student experience. "}]
[{"$f":"IF('> FILTER <'!B1501<>\"\",ROW(OFFSET(A1500,-1,0)),\"\")","v":1499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1501)),A1500,\"\")","v":1499},{"$f":"IFERROR(SMALL(Helper2_1,A1500),\"\")","v":1499},null,1499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1501)),$A1500,\"\")","v":1499},{"$f":"IFERROR(SMALL(Helper2_2,A1500),\"\")","v":1499},{"$f":"COUNTIF(Helper3_1,\"=\"&G1500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1500)=1, G1500, \"\")","v":1499},{"$f":"IFERROR(SMALL(Index_2,A1500),\"\")","v":1499},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:J1500)),\"\")","v":"UWS_75"},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:K1500)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:L1500)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:M1500)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:N1500)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:O1500)),\"\")","v":"75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."}]
[{"$f":"IF('> FILTER <'!B1502<>\"\",ROW(OFFSET(A1501,-1,0)),\"\")","v":1500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1502)),A1501,\"\")","v":1500},{"$f":"IFERROR(SMALL(Helper2_1,A1501),\"\")","v":1500},null,1500,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1502)),$A1501,\"\")","v":1500},{"$f":"IFERROR(SMALL(Helper2_2,A1501),\"\")","v":1500},{"$f":"COUNTIF(Helper3_1,\"=\"&G1501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1501)=1, G1501, \"\")","v":1500},{"$f":"IFERROR(SMALL(Index_2,A1501),\"\")","v":1500},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:J1501)),\"\")","v":"UWS_75"},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:K1501)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:L1501)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:M1501)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:N1501)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:O1501)),\"\")","v":"75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."}]
[{"$f":"IF('> FILTER <'!B1503<>\"\",ROW(OFFSET(A1502,-1,0)),\"\")","v":1501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1503)),A1502,\"\")","v":1501},{"$f":"IFERROR(SMALL(Helper2_1,A1502),\"\")","v":1501},null,1501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1503)),$A1502,\"\")","v":1501},{"$f":"IFERROR(SMALL(Helper2_2,A1502),\"\")","v":1501},{"$f":"COUNTIF(Helper3_1,\"=\"&G1502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1502)=1, G1502, \"\")","v":1501},{"$f":"IFERROR(SMALL(Index_2,A1502),\"\")","v":1501},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:J1502)),\"\")","v":"UWS_75"},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:K1502)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:L1502)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:M1502)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:N1502)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:O1502)),\"\")","v":"75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."}]
[{"$f":"IF('> FILTER <'!B1504<>\"\",ROW(OFFSET(A1503,-1,0)),\"\")","v":1502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1504)),A1503,\"\")","v":1502},{"$f":"IFERROR(SMALL(Helper2_1,A1503),\"\")","v":1502},null,1502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1504)),$A1503,\"\")","v":1502},{"$f":"IFERROR(SMALL(Helper2_2,A1503),\"\")","v":1502},{"$f":"COUNTIF(Helper3_1,\"=\"&G1503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1503)=1, G1503, \"\")","v":1502},{"$f":"IFERROR(SMALL(Index_2,A1503),\"\")","v":1502},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:J1503)),\"\")","v":"UWS_75"},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:K1503)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:L1503)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:M1503)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:N1503)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:O1503)),\"\")","v":"75 Students from the other campuses consistently report the estate as an area in which they would request improvements to be made. Students at the London Campus express ongoing low satisfaction with their learning environment and this has been noted in various SSLG minutes as well as in the ELIR student survey. This dissatisfaction was also reinforced by students from the London Campus who met the ELIR team. They confirmed that classroom facilities, quality of IT and library provision, as well as lack of social space, have all been raised as points of concern, negatively impacting on the overall student experience.  Senior staff acknowledged the issues with the learning environment at the London Campus and outlined plans to address this including changing the collaborative partnership model to taking full responsibility for all aspects of the student experience (paragraph 128 and 149)."}]
[{"$f":"IF('> FILTER <'!B1505<>\"\",ROW(OFFSET(A1504,-1,0)),\"\")","v":1503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1505)),A1504,\"\")","v":1503},{"$f":"IFERROR(SMALL(Helper2_1,A1504),\"\")","v":1503},null,1503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1505)),$A1504,\"\")","v":1503},{"$f":"IFERROR(SMALL(Helper2_2,A1504),\"\")","v":1503},{"$f":"COUNTIF(Helper3_1,\"=\"&G1504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1504)=1, G1504, \"\")","v":1503},{"$f":"IFERROR(SMALL(Index_2,A1504),\"\")","v":1503},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:J1504)),\"\")","v":"UWS_76"},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:K1504)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:L1504)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:M1504)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:N1504)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:O1504)),\"\")","v":"76 The University makes use of the Virtual Learning Environment (VLE) to support student learning. A recently formed Digital Experience Group under the direction of Education Futures, has strategic oversight of the development of the VLE and staff and student digital skills. The University is aware there is inconsistent use of the VLE across modules and has initiated a strategic baseline review to enhance provision through the implementation of an updated version. Students who met the ELIR team were generally positive about the use of the VLE to support their learning. "}]
[{"$f":"IF('> FILTER <'!B1506<>\"\",ROW(OFFSET(A1505,-1,0)),\"\")","v":1504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1506)),A1505,\"\")","v":1504},{"$f":"IFERROR(SMALL(Helper2_1,A1505),\"\")","v":1504},null,1504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1506)),$A1505,\"\")","v":1504},{"$f":"IFERROR(SMALL(Helper2_2,A1505),\"\")","v":1504},{"$f":"COUNTIF(Helper3_1,\"=\"&G1505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1505)=1, G1505, \"\")","v":1504},{"$f":"IFERROR(SMALL(Index_2,A1505),\"\")","v":1504},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:J1505)),\"\")","v":"UWS_77"},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:K1505)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:L1505)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:M1505)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:N1505)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:O1505)),\"\")","v":"77 The University recognises the importance of technology to facilitate parity of the student experience across campuses. Consequently, staff are increasingly using the systems available in order to achieve this, for example, by offering online appointments with student support services via video conferencing. As part of its strategic aim, Education Futures has conducted research into the digital capabilities of staff and students and is using this evidence to inform the services of the staff development required. The ELIR team viewed this positively. "}]
[{"$f":"IF('> FILTER <'!B1507<>\"\",ROW(OFFSET(A1506,-1,0)),\"\")","v":1505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1507)),A1506,\"\")","v":1505},{"$f":"IFERROR(SMALL(Helper2_1,A1506),\"\")","v":1505},null,1505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1507)),$A1506,\"\")","v":1505},{"$f":"IFERROR(SMALL(Helper2_2,A1506),\"\")","v":1505},{"$f":"COUNTIF(Helper3_1,\"=\"&G1506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1506)=1, G1506, \"\")","v":1505},{"$f":"IFERROR(SMALL(Index_2,A1506),\"\")","v":1505},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:J1506)),\"\")","v":"UWS_77"},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:K1506)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:L1506)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:M1506)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:N1506)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:O1506)),\"\")","v":"77 The University recognises the importance of technology to facilitate parity of the student experience across campuses. Consequently, staff are increasingly using the systems available in order to achieve this, for example, by offering online appointments with student support services via video conferencing. As part of its strategic aim, Education Futures has conducted research into the digital capabilities of staff and students and is using this evidence to inform the services of the staff development required. The ELIR team viewed this positively. "}]
[{"$f":"IF('> FILTER <'!B1508<>\"\",ROW(OFFSET(A1507,-1,0)),\"\")","v":1506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1508)),A1507,\"\")","v":1506},{"$f":"IFERROR(SMALL(Helper2_1,A1507),\"\")","v":1506},null,1506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1508)),$A1507,\"\")","v":1506},{"$f":"IFERROR(SMALL(Helper2_2,A1507),\"\")","v":1506},{"$f":"COUNTIF(Helper3_1,\"=\"&G1507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1507)=1, G1507, \"\")","v":1506},{"$f":"IFERROR(SMALL(Index_2,A1507),\"\")","v":1506},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:J1507)),\"\")","v":"UWS_78"},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:K1507)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:L1507)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:M1507)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:N1507)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:O1507)),\"\")","v":"78 The University identified community as one of its contextualised themes for the ELIR, however, the students the team met identified least with the sentiment of community across the University as a whole. This was, in part, due to the lack of intercampus communication and the perception of a hierarchy between campuses, with variations in facilities contributing mostly to this perception, and Paisley Campus being considered the centre of the University. "}]
[{"$f":"IF('> FILTER <'!B1509<>\"\",ROW(OFFSET(A1508,-1,0)),\"\")","v":1507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1509)),A1508,\"\")","v":1507},{"$f":"IFERROR(SMALL(Helper2_1,A1508),\"\")","v":1507},null,1507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1509)),$A1508,\"\")","v":1507},{"$f":"IFERROR(SMALL(Helper2_2,A1508),\"\")","v":1507},{"$f":"COUNTIF(Helper3_1,\"=\"&G1508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1508)=1, G1508, \"\")","v":1507},{"$f":"IFERROR(SMALL(Index_2,A1508),\"\")","v":1507},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:J1508)),\"\")","v":"UWS_79"},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:K1508)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:L1508)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:M1508)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:N1508)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:O1508)),\"\")","v":"79 The variation in student experience across each of the campuses can be viewed as both a strength and a challenge, as students clearly identify with their programme of study and value their local learning community and, with the exception of the London students, appreciate the uniqueness of their different campus experiences. There are, however, several areas where parity of the student experience could be improved, including more flexible teaching spaces and better access to the provision of student services and support. The University is encouraged to continue its ongoing efforts to achieve this.  "}]
[{"$f":"IF('> FILTER <'!B1510<>\"\",ROW(OFFSET(A1509,-1,0)),\"\")","v":1508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1510)),A1509,\"\")","v":1508},{"$f":"IFERROR(SMALL(Helper2_1,A1509),\"\")","v":1508},null,1508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1510)),$A1509,\"\")","v":1508},{"$f":"IFERROR(SMALL(Helper2_2,A1509),\"\")","v":1508},{"$f":"COUNTIF(Helper3_1,\"=\"&G1509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1509)=1, G1509, \"\")","v":1508},{"$f":"IFERROR(SMALL(Index_2,A1509),\"\")","v":1508},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:J1509)),\"\")","v":"UWS_80"},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:K1509)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:L1509)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:M1509)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:N1509)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:O1509)),\"\")","v":"80 Overall, the University is effective in its arrangements for enhancing the student learning experience across all campuses and modes of study. The University understands and is effective in meeting the complex needs of its diverse student population, undertaking positive action and tailoring individual support effectively to ensure student success. The approachability of staff is apparent across the institution. A genuinely student-centred approach to learning, teaching and assessment is a key strength and is effective in enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B1511<>\"\",ROW(OFFSET(A1510,-1,0)),\"\")","v":1509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1511)),A1510,\"\")","v":1509},{"$f":"IFERROR(SMALL(Helper2_1,A1510),\"\")","v":1509},null,1509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1511)),$A1510,\"\")","v":1509},{"$f":"IFERROR(SMALL(Helper2_2,A1510),\"\")","v":1509},{"$f":"COUNTIF(Helper3_1,\"=\"&G1510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1510)=1, G1510, \"\")","v":1509},{"$f":"IFERROR(SMALL(Index_2,A1510),\"\")","v":1509},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:J1510)),\"\")","v":"UWS_81"},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:K1510)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:L1510)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:M1510)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:N1510)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:O1510)),\"\")","v":"81 The University's commitment to outreach work in the communities in which it is located is evident and wide-ranging, and the strong link with local colleges to facilitate articulation is especially noteworthy. The University effectively engages with and provides a high-level of guidance and support for students from underrepresented backgrounds to access higher education. The significant improvement in retention and achievement for students from underrepresented groups is commendable. "}]
[{"$f":"IF('> FILTER <'!B1512<>\"\",ROW(OFFSET(A1511,-1,0)),\"\")","v":1510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1512)),A1511,\"\")","v":1510},{"$f":"IFERROR(SMALL(Helper2_1,A1511),\"\")","v":1510},null,1510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1512)),$A1511,\"\")","v":1510},{"$f":"IFERROR(SMALL(Helper2_2,A1511),\"\")","v":1510},{"$f":"COUNTIF(Helper3_1,\"=\"&G1511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1511)=1, G1511, \"\")","v":1510},{"$f":"IFERROR(SMALL(Index_2,A1511),\"\")","v":1510},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:J1511)),\"\")","v":"UWS_81"},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:K1511)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:L1511)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:M1511)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:N1511)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:O1511)),\"\")","v":"81 The University's commitment to outreach work in the communities in which it is located is evident and wide-ranging, and the strong link with local colleges to facilitate articulation is especially noteworthy. The University effectively engages with and provides a high-level of guidance and support for students from underrepresented backgrounds to access higher education. The significant improvement in retention and achievement for students from underrepresented groups is commendable. "}]
[{"$f":"IF('> FILTER <'!B1513<>\"\",ROW(OFFSET(A1512,-1,0)),\"\")","v":1511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1513)),A1512,\"\")","v":1511},{"$f":"IFERROR(SMALL(Helper2_1,A1512),\"\")","v":1511},null,1511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1513)),$A1512,\"\")","v":1511},{"$f":"IFERROR(SMALL(Helper2_2,A1512),\"\")","v":1511},{"$f":"COUNTIF(Helper3_1,\"=\"&G1512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1512)=1, G1512, \"\")","v":1511},{"$f":"IFERROR(SMALL(Index_2,A1512),\"\")","v":1511},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:J1512)),\"\")","v":"UWS_82"},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:K1512)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:L1512)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:M1512)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:N1512)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:O1512)),\"\")","v":"82 The diversity of the campus experiences across the University as a whole presents both an opportunity and a challenge. It is clear that efforts are made at programme level to ensure parity of the academic provision, regardless of location or mode of delivery. However, variations in the availability of resources, facilities and personal tutoring also impact on the overall student experience. The University is encouraged to ensure that there is consistent support in place for students irrespective of the host school or students' location and mode of study including consideration of the support provided by professional services and the Personal Tutoring system. "}]
[{"$f":"IF('> FILTER <'!B1514<>\"\",ROW(OFFSET(A1513,-1,0)),\"\")","v":1512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1514)),A1513,\"\")","v":1512},{"$f":"IFERROR(SMALL(Helper2_1,A1513),\"\")","v":1512},null,1512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1514)),$A1513,\"\")","v":1512},{"$f":"IFERROR(SMALL(Helper2_2,A1513),\"\")","v":1512},{"$f":"COUNTIF(Helper3_1,\"=\"&G1513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1513)=1, G1513, \"\")","v":1512},{"$f":"IFERROR(SMALL(Index_2,A1513),\"\")","v":1512},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:J1513)),\"\")","v":"UWS_82"},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:K1513)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:L1513)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:M1513)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:N1513)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:O1513)),\"\")","v":"82 The diversity of the campus experiences across the University as a whole presents both an opportunity and a challenge. It is clear that efforts are made at programme level to ensure parity of the academic provision, regardless of location or mode of delivery. However, variations in the availability of resources, facilities and personal tutoring also impact on the overall student experience. The University is encouraged to ensure that there is consistent support in place for students irrespective of the host school or students' location and mode of study including consideration of the support provided by professional services and the Personal Tutoring system. "}]
[{"$f":"IF('> FILTER <'!B1515<>\"\",ROW(OFFSET(A1514,-1,0)),\"\")","v":1513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1515)),A1514,\"\")","v":1513},{"$f":"IFERROR(SMALL(Helper2_1,A1514),\"\")","v":1513},null,1513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1515)),$A1514,\"\")","v":1513},{"$f":"IFERROR(SMALL(Helper2_2,A1514),\"\")","v":1513},{"$f":"COUNTIF(Helper3_1,\"=\"&G1514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1514)=1, G1514, \"\")","v":1513},{"$f":"IFERROR(SMALL(Index_2,A1514),\"\")","v":1513},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:J1514)),\"\")","v":"UWS_83"},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:K1514)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:L1514)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:M1514)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:N1514)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:O1514)),\"\")","v":"83 In response, the University is focusing on the effective use of technology to provide a more streamlined and consistent student experience across all campuses. The University is encouraged, through its effective reporting and data mechanisms, to continue to analyse and explore differences in mode and location of study and take steps to respond appropriately within its operational constraints (paragraph 73). In addition, specific challenges around the parity of student experience at the London Campus have been recognised and are being addressed. The University is encouraged to continue with plans in this area to focus on ensuring parity and enhancement of the student experience which should include the provision of work-related opportunities and access to resources and facilities."}]
[{"$f":"IF('> FILTER <'!B1516<>\"\",ROW(OFFSET(A1515,-1,0)),\"\")","v":1514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1516)),A1515,\"\")","v":1514},{"$f":"IFERROR(SMALL(Helper2_1,A1515),\"\")","v":1514},null,1514,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1516)),$A1515,\"\")","v":1514},{"$f":"IFERROR(SMALL(Helper2_2,A1515),\"\")","v":1514},{"$f":"COUNTIF(Helper3_1,\"=\"&G1515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1515)=1, G1515, \"\")","v":1514},{"$f":"IFERROR(SMALL(Index_2,A1515),\"\")","v":1514},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:J1515)),\"\")","v":"UWS_83"},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:K1515)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:L1515)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:M1515)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:N1515)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:O1515)),\"\")","v":"83 In response, the University is focusing on the effective use of technology to provide a more streamlined and consistent student experience across all campuses. The University is encouraged, through its effective reporting and data mechanisms, to continue to analyse and explore differences in mode and location of study and take steps to respond appropriately within its operational constraints (paragraph 73). In addition, specific challenges around the parity of student experience at the London Campus have been recognised and are being addressed. The University is encouraged to continue with plans in this area to focus on ensuring parity and enhancement of the student experience which should include the provision of work-related opportunities and access to resources and facilities."}]
[{"$f":"IF('> FILTER <'!B1517<>\"\",ROW(OFFSET(A1516,-1,0)),\"\")","v":1515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1517)),A1516,\"\")","v":1515},{"$f":"IFERROR(SMALL(Helper2_1,A1516),\"\")","v":1515},null,1515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1517)),$A1516,\"\")","v":1515},{"$f":"IFERROR(SMALL(Helper2_2,A1516),\"\")","v":1515},{"$f":"COUNTIF(Helper3_1,\"=\"&G1516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1516)=1, G1516, \"\")","v":1515},{"$f":"IFERROR(SMALL(Index_2,A1516),\"\")","v":1515},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:J1516)),\"\")","v":"UWS_84"},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:K1516)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:L1516)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:M1516)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:N1516)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:O1516)),\"\")","v":"84 The University is to be commended for taking the opportunity to use the construction of a new-build campus in Lanarkshire as a catalyst for rethinking pedagogic practice and the effective use of learning spaces and technologies, and changing infrastructure to enhance the student experience. Clear benefits are already evident which are being effectively and strategically implemented across the wider institution."}]
[{"$f":"IF('> FILTER <'!B1518<>\"\",ROW(OFFSET(A1517,-1,0)),\"\")","v":1516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1518)),A1517,\"\")","v":1516},{"$f":"IFERROR(SMALL(Helper2_1,A1517),\"\")","v":1516},null,1516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1518)),$A1517,\"\")","v":1516},{"$f":"IFERROR(SMALL(Helper2_2,A1517),\"\")","v":1516},{"$f":"COUNTIF(Helper3_1,\"=\"&G1517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1517)=1, G1517, \"\")","v":1516},{"$f":"IFERROR(SMALL(Index_2,A1517),\"\")","v":1516},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:J1517)),\"\")","v":"UWS_84"},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:K1517)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:L1517)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:M1517)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:N1517)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:O1517)),\"\")","v":"84 The University is to be commended for taking the opportunity to use the construction of a new-build campus in Lanarkshire as a catalyst for rethinking pedagogic practice and the effective use of learning spaces and technologies, and changing infrastructure to enhance the student experience. Clear benefits are already evident which are being effectively and strategically implemented across the wider institution."}]
[{"$f":"IF('> FILTER <'!B1519<>\"\",ROW(OFFSET(A1518,-1,0)),\"\")","v":1517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1519)),A1518,\"\")","v":1517},{"$f":"IFERROR(SMALL(Helper2_1,A1518),\"\")","v":1517},null,1517,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1519)),$A1518,\"\")","v":1517},{"$f":"IFERROR(SMALL(Helper2_2,A1518),\"\")","v":1517},{"$f":"COUNTIF(Helper3_1,\"=\"&G1518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1518)=1, G1518, \"\")","v":1517},{"$f":"IFERROR(SMALL(Index_2,A1518),\"\")","v":1517},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:J1518)),\"\")","v":"UWS_85"},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:K1518)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:L1518)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:M1518)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:N1518)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:O1518)),\"\")","v":"85 Community was identified as one of the key themes for the ELIR. There is evidence that this could be improved, particularly in the effectiveness of consulting and communicating with students around institution-wide changes that affect the student experience. This is especially true with respect to the recent rebalancing and review of professional services. The University is encouraged to develop a strategic approach for communicating institutional changes with students, and to consider the content, format and method of dissemination of information to ensure there is widespread understanding of institutional priorities and actions. The University is also encouraged to use improved communications to ensure that all programmes highlight and identify graduate attributes."}]
[{"$f":"IF('> FILTER <'!B1520<>\"\",ROW(OFFSET(A1519,-1,0)),\"\")","v":1518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1520)),A1519,\"\")","v":1518},{"$f":"IFERROR(SMALL(Helper2_1,A1519),\"\")","v":1518},null,1518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1520)),$A1519,\"\")","v":1518},{"$f":"IFERROR(SMALL(Helper2_2,A1519),\"\")","v":1518},{"$f":"COUNTIF(Helper3_1,\"=\"&G1519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1519)=1, G1519, \"\")","v":1518},{"$f":"IFERROR(SMALL(Index_2,A1519),\"\")","v":1518},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:J1519)),\"\")","v":"UWS_86"},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:K1519)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:L1519)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:M1519)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:N1519)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:O1519)),\"\")","v":"86 The University's truth that 'We are here for our students', is clearly reflected in the behaviours and values exhibited by the whole university community. The development of strategies and approaches to improve the effectiveness of two-way communications with students, principally at the institutional level, will further enhance this sense of community and of belonging at the University. "}]
[{"$f":"IF('> FILTER <'!B1521<>\"\",ROW(OFFSET(A1520,-1,0)),\"\")","v":1519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1521)),A1520,\"\")","v":1519},{"$f":"IFERROR(SMALL(Helper2_1,A1520),\"\")","v":1519},null,1519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1521)),$A1520,\"\")","v":1519},{"$f":"IFERROR(SMALL(Helper2_2,A1520),\"\")","v":1519},{"$f":"COUNTIF(Helper3_1,\"=\"&G1520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1520)=1, G1520, \"\")","v":1519},{"$f":"IFERROR(SMALL(Index_2,A1520),\"\")","v":1519},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:J1520)),\"\")","v":"UWS_87"},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:K1520)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:L1520)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:M1520)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:N1520)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:O1520)),\"\")","v":"87 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching. The University's commitment to teaching and learning is evident in the Corporate Strategy. At the time of the current ELIR, the Corporate Strategy was under review with a revised strategy nearing completion for approval by Senate in January 2020. The ELIR team learned that the Corporate Plan would be retitled the 'UWS Strategy'. The UWS Strategy would have a greater focus on learning and teaching and it would be based on principles and values which were underpinned with key performance indicators.  "}]
[{"$f":"IF('> FILTER <'!B1522<>\"\",ROW(OFFSET(A1521,-1,0)),\"\")","v":1520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1522)),A1521,\"\")","v":1520},{"$f":"IFERROR(SMALL(Helper2_1,A1521),\"\")","v":1520},null,1520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1522)),$A1521,\"\")","v":1520},{"$f":"IFERROR(SMALL(Helper2_2,A1521),\"\")","v":1520},{"$f":"COUNTIF(Helper3_1,\"=\"&G1521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1521)=1, G1521, \"\")","v":1520},{"$f":"IFERROR(SMALL(Index_2,A1521),\"\")","v":1520},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:J1521)),\"\")","v":"UWS_88"},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:K1521)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:L1521)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:M1521)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:N1521)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:O1521)),\"\")","v":"88 The Education Enabling Plan (EEP) provides a framework for enhancing learning and teaching, and the wider student experience articulating the objectives of the Corporate Strategy into targeted actions and measures. The key performance measures relating to learning and teaching focus on three aspects: student satisfaction; student continuation and successful outcomes; and graduate outcomes. The strategic enhancement of learning and teaching is guided by the Vice-Principal (Academic)."}]
[{"$f":"IF('> FILTER <'!B1523<>\"\",ROW(OFFSET(A1522,-1,0)),\"\")","v":1521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1523)),A1522,\"\")","v":1521},{"$f":"IFERROR(SMALL(Helper2_1,A1522),\"\")","v":1521},null,1521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1523)),$A1522,\"\")","v":1521},{"$f":"IFERROR(SMALL(Helper2_2,A1522),\"\")","v":1521},{"$f":"COUNTIF(Helper3_1,\"=\"&G1522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1522)=1, G1522, \"\")","v":1521},{"$f":"IFERROR(SMALL(Index_2,A1522),\"\")","v":1521},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:J1522)),\"\")","v":"UWS_89"},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:K1522)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:L1522)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:M1522)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:N1522)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:O1522)),\"\")","v":"89 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the EAC. The EAC is responsible for the support and implementation of the EEP and reports directly to the Senate. The reporting lines for EAC were recently amended so that the Academic Quality Committee (AQC), the Student Experience Committee (SEC), the Programme Approval and Review Group (PARG) all report to EAC. These bodies advise on and operationalise the strategy for the enhancement of learning and teaching specified by EAC."}]
[{"$f":"IF('> FILTER <'!B1524<>\"\",ROW(OFFSET(A1523,-1,0)),\"\")","v":1522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1524)),A1523,\"\")","v":1522},{"$f":"IFERROR(SMALL(Helper2_1,A1523),\"\")","v":1522},null,1522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1524)),$A1523,\"\")","v":1522},{"$f":"IFERROR(SMALL(Helper2_2,A1523),\"\")","v":1522},{"$f":"COUNTIF(Helper3_1,\"=\"&G1523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1523)=1, G1523, \"\")","v":1522},{"$f":"IFERROR(SMALL(Index_2,A1523),\"\")","v":1522},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:J1523)),\"\")","v":"UWS_90"},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:K1523)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:L1523)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:M1523)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:N1523)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:O1523)),\"\")","v":"90 The annual planning process for schools and professional service departments ensures an active link between the planning process and enhancement of the student experience. Individual schools and departments incorporate relevant objectives into annual operational plans which are overseen by the school boards. The school boards report to EAC and Senate on their plans to match performance against the objectives set in the EEP. The plans are increasingly informed by rich data supplied via the University dashboards and other evidence from Enhancement and Annual Monitoring (EAM) events mediated by the professional services staff of Academic Life: Education."}]
[{"$f":"IF('> FILTER <'!B1525<>\"\",ROW(OFFSET(A1524,-1,0)),\"\")","v":1523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1525)),A1524,\"\")","v":1523},{"$f":"IFERROR(SMALL(Helper2_1,A1524),\"\")","v":1523},null,1523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1525)),$A1524,\"\")","v":1523},{"$f":"IFERROR(SMALL(Helper2_2,A1524),\"\")","v":1523},{"$f":"COUNTIF(Helper3_1,\"=\"&G1524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1524)=1, G1524, \"\")","v":1523},{"$f":"IFERROR(SMALL(Index_2,A1524),\"\")","v":1523},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:J1524)),\"\")","v":"UWS_90"},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:K1524)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:L1524)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:M1524)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:N1524)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:O1524)),\"\")","v":"90 The annual planning process for schools and professional service departments ensures an active link between the planning process and enhancement of the student experience. Individual schools and departments incorporate relevant objectives into annual operational plans which are overseen by the school boards. The school boards report to EAC and Senate on their plans to match performance against the objectives set in the EEP. The plans are increasingly informed by rich data supplied via the University dashboards and other evidence from Enhancement and Annual Monitoring (EAM) events mediated by the professional services staff of Academic Life: Education."}]
[{"$f":"IF('> FILTER <'!B1526<>\"\",ROW(OFFSET(A1525,-1,0)),\"\")","v":1524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1526)),A1525,\"\")","v":1524},{"$f":"IFERROR(SMALL(Helper2_1,A1525),\"\")","v":1524},null,1524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1526)),$A1525,\"\")","v":1524},{"$f":"IFERROR(SMALL(Helper2_2,A1525),\"\")","v":1524},{"$f":"COUNTIF(Helper3_1,\"=\"&G1525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1525)=1, G1525, \"\")","v":1524},{"$f":"IFERROR(SMALL(Index_2,A1525),\"\")","v":1524},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:J1525)),\"\")","v":"UWS_91"},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:K1525)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:L1525)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:M1525)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:N1525)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:O1525)),\"\")","v":"91 The use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at school-level and below (paragraph 136 and 142). The University has taken a methodical approach to the use of technology and data to the enhancement of learning and teaching with each IT system having a strategic, operational and technical lead. Before implementing the new version of the VLE, the Education Futures team, supported by the Digital Experience Group, carried out extensive research and a needs analysis to identify the most suitable VLE system. To support staff in the move to the new VLE, the UWS Academy has developed an online pedagogy model for the Postgraduate Certificate in Academic Practice (PgCAP) and the ELIR team viewed this positively. "}]
[{"$f":"IF('> FILTER <'!B1527<>\"\",ROW(OFFSET(A1526,-1,0)),\"\")","v":1525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1527)),A1526,\"\")","v":1525},{"$f":"IFERROR(SMALL(Helper2_1,A1526),\"\")","v":1525},null,1525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1527)),$A1526,\"\")","v":1525},{"$f":"IFERROR(SMALL(Helper2_2,A1526),\"\")","v":1525},{"$f":"COUNTIF(Helper3_1,\"=\"&G1526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1526)=1, G1526, \"\")","v":1525},{"$f":"IFERROR(SMALL(Index_2,A1526),\"\")","v":1525},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:J1526)),\"\")","v":"UWS_91"},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:K1526)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:L1526)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:M1526)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:N1526)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:O1526)),\"\")","v":"91 The use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at school-level and below (paragraph 136 and 142). The University has taken a methodical approach to the use of technology and data to the enhancement of learning and teaching with each IT system having a strategic, operational and technical lead. Before implementing the new version of the VLE, the Education Futures team, supported by the Digital Experience Group, carried out extensive research and a needs analysis to identify the most suitable VLE system. To support staff in the move to the new VLE, the UWS Academy has developed an online pedagogy model for the Postgraduate Certificate in Academic Practice (PgCAP) and the ELIR team viewed this positively. "}]
[{"$f":"IF('> FILTER <'!B1528<>\"\",ROW(OFFSET(A1527,-1,0)),\"\")","v":1526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1528)),A1527,\"\")","v":1526},{"$f":"IFERROR(SMALL(Helper2_1,A1527),\"\")","v":1526},null,1526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1528)),$A1527,\"\")","v":1526},{"$f":"IFERROR(SMALL(Helper2_2,A1527),\"\")","v":1526},{"$f":"COUNTIF(Helper3_1,\"=\"&G1527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1527)=1, G1527, \"\")","v":1526},{"$f":"IFERROR(SMALL(Index_2,A1527),\"\")","v":1526},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:J1527)),\"\")","v":"UWS_92"},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:K1527)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:L1527)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:M1527)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:N1527)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:O1527)),\"\")","v":"92 The University continues to invest in teaching and study facilities across all campuses to meet the aim of providing the best learning environment for students. The Lanarkshire Campus, which was built to 'drive changes to the pedagogy of teaching at UWS' and 'offer inspirational and transformative learning within a flexible and personalised curriculum' has given students access to excellent facilities (paragraph 74). Key staff who led the design and use of the Lanarkshire Campus are now part of the Education Futures team and are actively promoting the approaches initially adopted at the new campus to learning and teaching staff across the University. Since the 2014 ELIR, in addition to the investment in the Lanarkshire campus, there has been significant investment in the facilities at the Paisley Campus. The Learning and Teaching Spaces Working Group, bringing staff from across professional service areas, are implementing phased plans to develop teaching areas across the campus. Work is underway to replicate this in other campuses. This strategic approach to promoting the enhancement of the learning experience was viewed positively by the ELIR team.  "}]
[{"$f":"IF('> FILTER <'!B1529<>\"\",ROW(OFFSET(A1528,-1,0)),\"\")","v":1527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1529)),A1528,\"\")","v":1527},{"$f":"IFERROR(SMALL(Helper2_1,A1528),\"\")","v":1527},null,1527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1529)),$A1528,\"\")","v":1527},{"$f":"IFERROR(SMALL(Helper2_2,A1528),\"\")","v":1527},{"$f":"COUNTIF(Helper3_1,\"=\"&G1528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1528)=1, G1528, \"\")","v":1527},{"$f":"IFERROR(SMALL(Index_2,A1528),\"\")","v":1527},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:J1528)),\"\")","v":"UWS_93"},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:K1528)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:L1528)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:M1528)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:N1528)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:O1528)),\"\")","v":"93 The national Enhancement Themes are a key external reference point for the University and staff engage with the work of the Enhancement Themes to manage enhancement initiatives across the institution. The institutional leadership of Enhancement Themes depends on the nature of the Theme with the current Theme being led by the Head of UWS Academy. "}]
[{"$f":"IF('> FILTER <'!B1530<>\"\",ROW(OFFSET(A1529,-1,0)),\"\")","v":1528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1530)),A1529,\"\")","v":1528},{"$f":"IFERROR(SMALL(Helper2_1,A1529),\"\")","v":1528},null,1528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1530)),$A1529,\"\")","v":1528},{"$f":"IFERROR(SMALL(Helper2_2,A1529),\"\")","v":1528},{"$f":"COUNTIF(Helper3_1,\"=\"&G1529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1529)=1, G1529, \"\")","v":1528},{"$f":"IFERROR(SMALL(Index_2,A1529),\"\")","v":1528},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:J1529)),\"\")","v":"UWS_94"},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:K1529)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:L1529)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:M1529)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:N1529)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:O1529)),\"\")","v":"94 The University makes strategic use of the outcomes of the Enhancement Themes to modify their practice and policies. Based on work undertaken through the 2008-11 Enhancement Theme - Graduates for the 21st Century - the School of Media, Culture and Society led the University in developing school-based graduate attributes. A refreshed set of UWS graduate attributes aligning with the three corporate drivers of Student Success, Research and Enterprise and Global Engagement were approved by EAC in 2016-17: 'I am UWS - Universal, Work-ready and Successful' (paragraph 55).  "}]
[{"$f":"IF('> FILTER <'!B1531<>\"\",ROW(OFFSET(A1530,-1,0)),\"\")","v":1529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1531)),A1530,\"\")","v":1529},{"$f":"IFERROR(SMALL(Helper2_1,A1530),\"\")","v":1529},null,1529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1531)),$A1530,\"\")","v":1529},{"$f":"IFERROR(SMALL(Helper2_2,A1530),\"\")","v":1529},{"$f":"COUNTIF(Helper3_1,\"=\"&G1530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1530)=1, G1530, \"\")","v":1529},{"$f":"IFERROR(SMALL(Index_2,A1530),\"\")","v":1529},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:J1530)),\"\")","v":"UWS_95"},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:K1530)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:L1530)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:M1530)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:N1530)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:O1530)),\"\")","v":"95 The impact of the work on the previous Enhancement Theme - Student Transitions led to the development of the UWS Roadmap. The UWS Roadmap was developed to support students through the first 12 weeks of study pointing out key aspects of university life along the student journey. The RA identified that the institution has seen improved retention and progression of students and achievement of relevant institutional KPIs as a result of this work. "}]
[{"$f":"IF('> FILTER <'!B1532<>\"\",ROW(OFFSET(A1531,-1,0)),\"\")","v":1530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1532)),A1531,\"\")","v":1530},{"$f":"IFERROR(SMALL(Helper2_1,A1531),\"\")","v":1530},null,1530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1532)),$A1531,\"\")","v":1530},{"$f":"IFERROR(SMALL(Helper2_2,A1531),\"\")","v":1530},{"$f":"COUNTIF(Helper3_1,\"=\"&G1531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1531)=1, G1531, \"\")","v":1530},{"$f":"IFERROR(SMALL(Index_2,A1531),\"\")","v":1530},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:J1531)),\"\")","v":"UWS_96"},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:K1531)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:L1531)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:M1531)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:N1531)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:O1531)),\"\")","v":"96 Engagement with the current Enhancement Theme - Evidence for Enhancement: Improving the Student Experience - has generated two baseline studies into data use by Module Co-ordinators and Programme Leaders (PLs) and a student-led investigation of how students engage with the feedback. Outcomes from these projects have resulted in changes to modules, programmes and student surveys. The Enhancement Themes steering group, led by Academic Life: Education and with representatives from each school, allocates funding for staff to engage with Enhancement Themes. This approach balances centrally coordinated activity with cross-school collaboration. "}]
[{"$f":"IF('> FILTER <'!B1533<>\"\",ROW(OFFSET(A1532,-1,0)),\"\")","v":1531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1533)),A1532,\"\")","v":1531},{"$f":"IFERROR(SMALL(Helper2_1,A1532),\"\")","v":1531},null,1531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1533)),$A1532,\"\")","v":1531},{"$f":"IFERROR(SMALL(Helper2_2,A1532),\"\")","v":1531},{"$f":"COUNTIF(Helper3_1,\"=\"&G1532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1532)=1, G1532, \"\")","v":1531},{"$f":"IFERROR(SMALL(Index_2,A1532),\"\")","v":1531},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:J1532)),\"\")","v":"UWS_97"},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:K1532)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:L1532)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:M1532)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:N1532)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:O1532)),\"\")","v":"97 Overall, the University has an effective approach to engaging with the national Enhancement Themes and other sector work. "}]
[{"$f":"IF('> FILTER <'!B1534<>\"\",ROW(OFFSET(A1533,-1,0)),\"\")","v":1532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1534)),A1533,\"\")","v":1532},{"$f":"IFERROR(SMALL(Helper2_1,A1533),\"\")","v":1532},null,1532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1534)),$A1533,\"\")","v":1532},{"$f":"IFERROR(SMALL(Helper2_2,A1533),\"\")","v":1532},{"$f":"COUNTIF(Helper3_1,\"=\"&G1533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1533)=1, G1533, \"\")","v":1532},{"$f":"IFERROR(SMALL(Index_2,A1533),\"\")","v":1532},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:J1533)),\"\")","v":"UWS_98"},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:K1533)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:L1533)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:M1533)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:N1533)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:O1533)),\"\")","v":"98 The University uses a multi-layered approach to identify and disseminate good practice including the EAM process (paragraph 130-135), use of external examiner reports, programme leader events, ILR and the annual Learning, Teaching and Research Conference. Staff identified the annual conference as an important mechanism for sharing good practice which was attended by staff from various campuses. The 2018 and 2019 conferences, 'Bridging Boundaries: Connecting Learning, Teaching and Research' explored research-teaching links and included external speakers as well as contributions from staff and postgraduate students."}]
[{"$f":"IF('> FILTER <'!B1535<>\"\",ROW(OFFSET(A1534,-1,0)),\"\")","v":1533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1535)),A1534,\"\")","v":1533},{"$f":"IFERROR(SMALL(Helper2_1,A1534),\"\")","v":1533},null,1533,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1535)),$A1534,\"\")","v":1533},{"$f":"IFERROR(SMALL(Helper2_2,A1534),\"\")","v":1533},{"$f":"COUNTIF(Helper3_1,\"=\"&G1534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1534)=1, G1534, \"\")","v":1533},{"$f":"IFERROR(SMALL(Index_2,A1534),\"\")","v":1533},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:J1534)),\"\")","v":"UWS_99"},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:K1534)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:L1534)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:M1534)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:N1534)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:O1534)),\"\")","v":"99 Academic programmes are a significant unit of responsibility for teaching delivery and therefore important for identifying and sharing elements of practice that are effective at the subject level. Information from Programme Annual Monitoring Reports (PMRs) is considered at programme boards, school-based annual monitoring events, school boards and, ultimately, at the institutional EAM event (paragraph 132). This process allows staff at various levels to share good practice. An annual institutional report which includes the outcomes of the institutional events, common themes identified in ILR, external examiner reports and an action plan, is considered by EAC and Senate (paragraph 134)."}]
[{"$f":"IF('> FILTER <'!B1536<>\"\",ROW(OFFSET(A1535,-1,0)),\"\")","v":1534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1536)),A1535,\"\")","v":1534},{"$f":"IFERROR(SMALL(Helper2_1,A1535),\"\")","v":1534},null,1534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1536)),$A1535,\"\")","v":1534},{"$f":"IFERROR(SMALL(Helper2_2,A1535),\"\")","v":1534},{"$f":"COUNTIF(Helper3_1,\"=\"&G1535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1535)=1, G1535, \"\")","v":1534},{"$f":"IFERROR(SMALL(Index_2,A1535),\"\")","v":1534},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:J1535)),\"\")","v":"UWS_100"},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:K1535)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:L1535)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:M1535)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:N1535)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:O1535)),\"\")","v":"100 The UWS Academy is responsible for identifying, developing and disseminating good practice through engagement at EAM, ILR and programme leader events. It is increasingly making use of electronic means to share good practice. Examples of this include the development by the UWS Academy of web-based resources to support the design and integration of assessments. "}]
[{"$f":"IF('> FILTER <'!B1537<>\"\",ROW(OFFSET(A1536,-1,0)),\"\")","v":1535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1537)),A1536,\"\")","v":1535},{"$f":"IFERROR(SMALL(Helper2_1,A1536),\"\")","v":1535},null,1535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1537)),$A1536,\"\")","v":1535},{"$f":"IFERROR(SMALL(Helper2_2,A1536),\"\")","v":1535},{"$f":"COUNTIF(Helper3_1,\"=\"&G1536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1536)=1, G1536, \"\")","v":1535},{"$f":"IFERROR(SMALL(Index_2,A1536),\"\")","v":1535},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:J1536)),\"\")","v":"UWS_101"},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:K1536)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:L1536)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:M1536)),\"\")","v":"Staff development"},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:N1536)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:O1536)),\"\")","v":"101 The two-stage ILR process was regarded by staff as an important mechanism to identify and share good practice. The ILRs are tailored to specific school challenges with the resulting reports being written by the Quality Enhancement Support Team (QuEST). QuEST is able to match good practice within and between schools, with corresponding challenges in other areas. Sharing good practice across the institution in this way was viewed positively by the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B1538<>\"\",ROW(OFFSET(A1537,-1,0)),\"\")","v":1536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1538)),A1537,\"\")","v":1536},{"$f":"IFERROR(SMALL(Helper2_1,A1537),\"\")","v":1536},null,1536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1538)),$A1537,\"\")","v":1536},{"$f":"IFERROR(SMALL(Helper2_2,A1537),\"\")","v":1536},{"$f":"COUNTIF(Helper3_1,\"=\"&G1537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1537)=1, G1537, \"\")","v":1536},{"$f":"IFERROR(SMALL(Index_2,A1537),\"\")","v":1536},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:J1537)),\"\")","v":"UWS_102"},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:K1537)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:L1537)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:M1537)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:N1537)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:O1537)),\"\")","v":"102 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching. These include formal credit-bearing programmes such as the Postgraduate Certificate in Academic Practice (PgCAP); an academic induction Moodle resource; and the opportunity to engage at school-led events or making use of online materials such as those developed by the QuEST team. The Department of People and Organisational Development (P&OD) co-ordinates induction for new staff, Performance and Development Review (paragraph 107), and aspects of staff development such as leadership, mentoring, interview technique and managing staff. "}]
[{"$f":"IF('> FILTER <'!B1539<>\"\",ROW(OFFSET(A1538,-1,0)),\"\")","v":1537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1539)),A1538,\"\")","v":1537},{"$f":"IFERROR(SMALL(Helper2_1,A1538),\"\")","v":1537},null,1537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1539)),$A1538,\"\")","v":1537},{"$f":"IFERROR(SMALL(Helper2_2,A1538),\"\")","v":1537},{"$f":"COUNTIF(Helper3_1,\"=\"&G1538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1538)=1, G1538, \"\")","v":1537},{"$f":"IFERROR(SMALL(Index_2,A1538),\"\")","v":1537},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:J1538)),\"\")","v":"UWS_103"},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:K1538)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:L1538)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:M1538)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:N1538)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:O1538)),\"\")","v":"103 The Corporate Strategy set a target that aimed to have 90% of academic staff with a qualification aligned with the current UK Professional Standards Framework (UKPFS) by 2020. Staff can achieve this by completing modules of the PgCAP programme or through the experiential route to Fellowship. At the time of the current ELIR, across the University around 56% of staff have fellowships of the HEA. The University recognised that the target of 90% was aspirational but will keep it in place and continue working towards it. In support of this, the UWS Academy is focusing on HEA Fellowships supported by a new Moodle submission site, which will track applicants in a more structured manner than previously. New academic staff are systematically inducted into Fellowship recognition routes when they join the University."}]
[{"$f":"IF('> FILTER <'!B1540<>\"\",ROW(OFFSET(A1539,-1,0)),\"\")","v":1538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1540)),A1539,\"\")","v":1538},{"$f":"IFERROR(SMALL(Helper2_1,A1539),\"\")","v":1538},null,1538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1540)),$A1539,\"\")","v":1538},{"$f":"IFERROR(SMALL(Helper2_2,A1539),\"\")","v":1538},{"$f":"COUNTIF(Helper3_1,\"=\"&G1539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1539)=1, G1539, \"\")","v":1538},{"$f":"IFERROR(SMALL(Index_2,A1539),\"\")","v":1538},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:J1539)),\"\")","v":"UWS_104"},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:K1539)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:L1539)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:M1539)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:N1539)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:O1539)),\"\")","v":"104 Academic Life: Education plays a strategic role in coordinating and enabling staff development to enhance learning and teaching, and offers staff a comprehensive range of development opportunities. At the time of the current ELIR, both Education Futures and UWS Academy were relatively new units. Education Futures was set up with the strategic aim of supporting the needs of the institution rather than individuals in providing a modern effective, accessible and inclusive digital learning environment. UWS Academy supports seminars, the Annual Learning, Teaching and Research Conference, sALTiRE (Academic Learning and Teaching Routes for Excellence) introductory workshops, discussion and reading groups. "}]
[{"$f":"IF('> FILTER <'!B1541<>\"\",ROW(OFFSET(A1540,-1,0)),\"\")","v":1539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1541)),A1540,\"\")","v":1539},{"$f":"IFERROR(SMALL(Helper2_1,A1540),\"\")","v":1539},null,1539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1541)),$A1540,\"\")","v":1539},{"$f":"IFERROR(SMALL(Helper2_2,A1540),\"\")","v":1539},{"$f":"COUNTIF(Helper3_1,\"=\"&G1540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1540)=1, G1540, \"\")","v":1539},{"$f":"IFERROR(SMALL(Index_2,A1540),\"\")","v":1539},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:J1540)),\"\")","v":"UWS_105"},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:K1540)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:L1540)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:M1540)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:N1540)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:O1540)),\"\")","v":"105 University staff take part in an annual workload activity and personal development process called MyContribution which aligns school and institutional needs with the personal development requirements of staff. The MyContribution process is well-established and supports reflection on achievements and staff activities for the year ahead. The University indicated that the process is designed to ensure that it is able to see best value from the staff and that the staff are supported in their career through a Personal Development Plan (PDP). "}]
[{"$f":"IF('> FILTER <'!B1542<>\"\",ROW(OFFSET(A1541,-1,0)),\"\")","v":1540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1542)),A1541,\"\")","v":1540},{"$f":"IFERROR(SMALL(Helper2_1,A1541),\"\")","v":1540},null,1540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1542)),$A1541,\"\")","v":1540},{"$f":"IFERROR(SMALL(Helper2_2,A1541),\"\")","v":1540},{"$f":"COUNTIF(Helper3_1,\"=\"&G1541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1541)=1, G1541, \"\")","v":1540},{"$f":"IFERROR(SMALL(Index_2,A1541),\"\")","v":1540},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:J1541)),\"\")","v":"UWS_106"},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:K1541)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:L1541)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:M1541)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:N1541)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:O1541)),\"\")","v":"106 The MyContribution process was generally praised by staff who met the ELIR team. Some staff reported a degree of 'angst' around the activity plans as there was a perception of inconsistent practice between schools, programmes and campuses. In 2019-20, the University initiated a project to develop an online workload model to ensure a more consistent and transparent application of workload planning. The team viewed this as positive and would encourage the University to continue to implement the model across the institution. "}]
[{"$f":"IF('> FILTER <'!B1543<>\"\",ROW(OFFSET(A1542,-1,0)),\"\")","v":1541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1543)),A1542,\"\")","v":1541},{"$f":"IFERROR(SMALL(Helper2_1,A1542),\"\")","v":1541},null,1541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1543)),$A1542,\"\")","v":1541},{"$f":"IFERROR(SMALL(Helper2_2,A1542),\"\")","v":1541},{"$f":"COUNTIF(Helper3_1,\"=\"&G1542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1542)=1, G1542, \"\")","v":1541},{"$f":"IFERROR(SMALL(Index_2,A1542),\"\")","v":1541},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:J1542)),\"\")","v":"UWS_107"},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:K1542)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:L1542)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:M1542)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:N1542)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:O1542)),\"\")","v":"107 It is evident that the University has a clear strategic framework and effective arrangements for enhancing learning and teaching, and for promoting good practice across the University. Strategies are embedded within school and professional services operational plans and are monitored effectively by University and school committees. The University has focused on optimising resources, sustainability and quality of delivery, and student experience. This is underpinned by the commitment of staff at all levels and in the University's focus on learning, teaching and assessment activities which are designed to promote student success."}]
[{"$f":"IF('> FILTER <'!B1544<>\"\",ROW(OFFSET(A1543,-1,0)),\"\")","v":1542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1544)),A1543,\"\")","v":1542},{"$f":"IFERROR(SMALL(Helper2_1,A1543),\"\")","v":1542},null,1542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1544)),$A1543,\"\")","v":1542},{"$f":"IFERROR(SMALL(Helper2_2,A1543),\"\")","v":1542},{"$f":"COUNTIF(Helper3_1,\"=\"&G1543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1543)=1, G1543, \"\")","v":1542},{"$f":"IFERROR(SMALL(Index_2,A1543),\"\")","v":1542},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:J1543)),\"\")","v":"UWS_108"},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:K1543)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:L1543)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:M1543)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:N1543)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:O1543)),\"\")","v":"108 The University has used its multi-campus nature to purposefully implement change in the use of learning spaces, technologies and teaching practices. The University has begun the journey to transform learning and teaching, using the innovative Lanarkshire Campus as an agent of change to develop pedagogy practices. Academic and professional services staff are proactively enabling reflection in the use of learning spaces and technologies and wider adoption of some of the practices trialled at Lanarkshire at other locations. There are staff development opportunities available to encourage and support staff to embrace new learning environments and emerging technologies. This was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1545<>\"\",ROW(OFFSET(A1544,-1,0)),\"\")","v":1543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1545)),A1544,\"\")","v":1543},{"$f":"IFERROR(SMALL(Helper2_1,A1544),\"\")","v":1543},null,1543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1545)),$A1544,\"\")","v":1543},{"$f":"IFERROR(SMALL(Helper2_2,A1544),\"\")","v":1543},{"$f":"COUNTIF(Helper3_1,\"=\"&G1544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1544)=1, G1544, \"\")","v":1543},{"$f":"IFERROR(SMALL(Index_2,A1544),\"\")","v":1543},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:J1544)),\"\")","v":"UWS_109"},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:K1544)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:L1544)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:M1544)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:N1544)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:O1544)),\"\")","v":"109 The University has effective arrangements in place for managing quality and securing academic standards. Its regulations, policies and procedures are clear, robust and well-understood, and meet the expectations of the Quality Code for Higher Education (Quality Code) and the guidance of the Scottish Funding Council to institutions on quality."}]
[{"$f":"IF('> FILTER <'!B1546<>\"\",ROW(OFFSET(A1545,-1,0)),\"\")","v":1544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1546)),A1545,\"\")","v":1544},{"$f":"IFERROR(SMALL(Helper2_1,A1545),\"\")","v":1544},null,1544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1546)),$A1545,\"\")","v":1544},{"$f":"IFERROR(SMALL(Helper2_2,A1545),\"\")","v":1544},{"$f":"COUNTIF(Helper3_1,\"=\"&G1545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1545)=1, G1545, \"\")","v":1544},{"$f":"IFERROR(SMALL(Index_2,A1545),\"\")","v":1544},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:J1545)),\"\")","v":"UWS_110"},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:K1545)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:L1545)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:M1545)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:N1545)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:O1545)),\"\")","v":"110 The University makes systematic use of its quality processes to enhance and maintain academic standards across a diversity of locations and modes of study. There is a student-centred approach to the monitoring and review procedures, demonstrated through the multiple levels at which the student experience is considered in processes for approval, monitoring and review. There is clear evidence of the student experience being considered at different campus locations and of students on TNE programmes, as well as the equity of experience. All quality-related matters are considered regularly at school and institutional levels."}]
[{"$f":"IF('> FILTER <'!B1547<>\"\",ROW(OFFSET(A1546,-1,0)),\"\")","v":1545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1547)),A1546,\"\")","v":1545},{"$f":"IFERROR(SMALL(Helper2_1,A1546),\"\")","v":1545},null,1545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1547)),$A1546,\"\")","v":1545},{"$f":"IFERROR(SMALL(Helper2_2,A1546),\"\")","v":1545},{"$f":"COUNTIF(Helper3_1,\"=\"&G1546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1546)=1, G1546, \"\")","v":1545},{"$f":"IFERROR(SMALL(Index_2,A1546),\"\")","v":1545},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:J1546)),\"\")","v":"UWS_111"},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:K1546)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:L1546)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:M1546)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:N1546)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:O1546)),\"\")","v":"111 The Senate is responsible for the institutional approach to setting and maintaining academic standards; in practice, this responsibility lies with schools. The University's key reference points are the Regulatory Framework, the Quality Handbook and the Assessment Handbook. EAC, in collaboration with QuEST, the Research and Enterprise Advisory Committee and the Doctoral College, are responsible for monitoring arrangements for the quality and academic standards of taught and research awards respectively. At the time of the current ELIR, both committees were chaired by the Vice-Principal (Academic), providing a senior level link between research and teaching. "}]
[{"$f":"IF('> FILTER <'!B1548<>\"\",ROW(OFFSET(A1547,-1,0)),\"\")","v":1546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1548)),A1547,\"\")","v":1546},{"$f":"IFERROR(SMALL(Helper2_1,A1547),\"\")","v":1546},null,1546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1548)),$A1547,\"\")","v":1546},{"$f":"IFERROR(SMALL(Helper2_2,A1547),\"\")","v":1546},{"$f":"COUNTIF(Helper3_1,\"=\"&G1547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1547)=1, G1547, \"\")","v":1546},{"$f":"IFERROR(SMALL(Index_2,A1547),\"\")","v":1546},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:J1547)),\"\")","v":"UWS_112"},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:K1547)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:L1547)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:M1547)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:N1547)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:O1547)),\"\")","v":"112 The University reviews its internal reference points and its key quality processes annually with more significant reviews being undertaken periodically. In 2018-19, the Regulatory Framework and university policies were reviewed and consolidated into six Chapters of the Regulatory Framework and seven Policy Statements, and additional key information transferred into the Quality Handbook and the Assessment Handbook. The Quality Portal and the UWS Academy website provide the primary resource for all documents related to quality and academic standards. There was clear evidence of collaboration between the academic-facing services in maintaining and enhancing quality and standards. As the University continues to finalise its structural arrangements for academic-facing services, the ELIR team would encourage the institution to retain this collaborative approach."}]
[{"$f":"IF('> FILTER <'!B1549<>\"\",ROW(OFFSET(A1548,-1,0)),\"\")","v":1547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1549)),A1548,\"\")","v":1547},{"$f":"IFERROR(SMALL(Helper2_1,A1548),\"\")","v":1547},null,1547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1549)),$A1548,\"\")","v":1547},{"$f":"IFERROR(SMALL(Helper2_2,A1548),\"\")","v":1547},{"$f":"COUNTIF(Helper3_1,\"=\"&G1548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1548)=1, G1548, \"\")","v":1547},{"$f":"IFERROR(SMALL(Index_2,A1548),\"\")","v":1547},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:J1548)),\"\")","v":"UWS_113"},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:K1548)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:L1548)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:M1548)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:N1548)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:O1548)),\"\")","v":"113 The University's policies and procedures for programme design and approval are outlined in the Quality Handbook and on the QuEST website. They are robust and are aligned with sector expectations. The recent steps to integrate matters such as viability and strategic, fit more fully into its approval procedure and were viewed positively by the ELIR team.  "}]
[{"$f":"IF('> FILTER <'!B1550<>\"\",ROW(OFFSET(A1549,-1,0)),\"\")","v":1548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1550)),A1549,\"\")","v":1548},{"$f":"IFERROR(SMALL(Helper2_1,A1549),\"\")","v":1548},null,1548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1550)),$A1549,\"\")","v":1548},{"$f":"IFERROR(SMALL(Helper2_2,A1549),\"\")","v":1548},{"$f":"COUNTIF(Helper3_1,\"=\"&G1549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1549)=1, G1549, \"\")","v":1548},{"$f":"IFERROR(SMALL(Index_2,A1549),\"\")","v":1548},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:J1549)),\"\")","v":"UWS_114"},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:K1549)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:L1549)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:M1549)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:N1549)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:O1549)),\"\")","v":"114 An annual report on the outcomes of programme approval events enables effective practice, conditions and recommendations to be collated and to inform future practice. The annual report is considered by AQC, which pays particular attention to reviewing the summary of conditions emerging from programme approval activities. The ELIR team considered the University's process for programme approval to be effective and enabled sharing of good practice across the institution.  "}]
[{"$f":"IF('> FILTER <'!B1551<>\"\",ROW(OFFSET(A1550,-1,0)),\"\")","v":1549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1551)),A1550,\"\")","v":1549},{"$f":"IFERROR(SMALL(Helper2_1,A1550),\"\")","v":1549},null,1549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1551)),$A1550,\"\")","v":1549},{"$f":"IFERROR(SMALL(Helper2_2,A1550),\"\")","v":1549},{"$f":"COUNTIF(Helper3_1,\"=\"&G1550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1550)=1, G1550, \"\")","v":1549},{"$f":"IFERROR(SMALL(Index_2,A1550),\"\")","v":1549},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:J1550)),\"\")","v":"UWS_115"},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:K1550)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:L1550)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:M1550)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:N1550)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:O1550)),\"\")","v":"115 EAM provides a key mechanism for reviewing academic standards. There is a clear process of cascading reports at the various levels and, at each level, reports have both an assurance and enhancement function - module review forms inform programme monitoring reports, which inform school reports and school EAM events, which in turn shape the University annual report and the institutional EAM event. The University report is considered by Senate via EAC and by schools at their EAM events, and confirmation is provided annually to Court, demonstrating that the reports are discussed at various levels across the institution.  "}]
[{"$f":"IF('> FILTER <'!B1552<>\"\",ROW(OFFSET(A1551,-1,0)),\"\")","v":1550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1552)),A1551,\"\")","v":1550},{"$f":"IFERROR(SMALL(Helper2_1,A1551),\"\")","v":1550},null,1550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1552)),$A1551,\"\")","v":1550},{"$f":"IFERROR(SMALL(Helper2_2,A1551),\"\")","v":1550},{"$f":"COUNTIF(Helper3_1,\"=\"&G1551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1551)=1, G1551, \"\")","v":1550},{"$f":"IFERROR(SMALL(Index_2,A1551),\"\")","v":1550},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:J1551)),\"\")","v":"UWS_116"},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:K1551)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:L1551)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:M1551)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:N1551)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:O1551)),\"\")","v":"116 The process for completing Programme Monitoring Reports (PMRs) has been enhanced through the introduction of a bespoke online site - Academic Data Services Applications - which enables reports to be completed online and provides staff with access to templates, examples and prepopulated data. The Programme Performance and Module Performance dashboards provide access to a very comprehensive, easily navigable suite of information to support EAM. The data facilitates analysis of cohort performance, enabling the impact of enhancements to be tracked and supports internal and external benchmarking. The transparency and accessibility of this data was welcomed by staff, enabling them to undertake more detailed monitoring of their programmes. The provision of programme and module performance data and its use in decision-making was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1553<>\"\",ROW(OFFSET(A1552,-1,0)),\"\")","v":1551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1553)),A1552,\"\")","v":1551},{"$f":"IFERROR(SMALL(Helper2_1,A1552),\"\")","v":1551},null,1551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1553)),$A1552,\"\")","v":1551},{"$f":"IFERROR(SMALL(Helper2_2,A1552),\"\")","v":1551},{"$f":"COUNTIF(Helper3_1,\"=\"&G1552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1552)=1, G1552, \"\")","v":1551},{"$f":"IFERROR(SMALL(Index_2,A1552),\"\")","v":1551},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:J1552)),\"\")","v":"UWS_116"},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:K1552)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:L1552)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:M1552)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:N1552)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:O1552)),\"\")","v":"116 The process for completing Programme Monitoring Reports (PMRs) has been enhanced through the introduction of a bespoke online site - Academic Data Services Applications - which enables reports to be completed online and provides staff with access to templates, examples and prepopulated data. The Programme Performance and Module Performance dashboards provide access to a very comprehensive, easily navigable suite of information to support EAM. The data facilitates analysis of cohort performance, enabling the impact of enhancements to be tracked and supports internal and external benchmarking. The transparency and accessibility of this data was welcomed by staff, enabling them to undertake more detailed monitoring of their programmes. The provision of programme and module performance data and its use in decision-making was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1554<>\"\",ROW(OFFSET(A1553,-1,0)),\"\")","v":1552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1554)),A1553,\"\")","v":1552},{"$f":"IFERROR(SMALL(Helper2_1,A1553),\"\")","v":1552},null,1552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1554)),$A1553,\"\")","v":1552},{"$f":"IFERROR(SMALL(Helper2_2,A1553),\"\")","v":1552},{"$f":"COUNTIF(Helper3_1,\"=\"&G1553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1553)=1, G1553, \"\")","v":1552},{"$f":"IFERROR(SMALL(Index_2,A1553),\"\")","v":1552},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:J1553)),\"\")","v":"UWS_117"},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:K1553)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:L1553)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:M1553)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:N1553)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:O1553)),\"\")","v":"117 The school and institutional EAM events provide opportunities for discussions of the themes and issues arising from annual monitoring. The school event includes a review of the previous year's SMART targets, development of SMART targets for the coming year and presentations by each programme leader on one area of positive practice and one area of development, thereby promoting wider awareness of key issues and also sharing good practice. "}]
[{"$f":"IF('> FILTER <'!B1555<>\"\",ROW(OFFSET(A1554,-1,0)),\"\")","v":1553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1555)),A1554,\"\")","v":1553},{"$f":"IFERROR(SMALL(Helper2_1,A1554),\"\")","v":1553},null,1553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1555)),$A1554,\"\")","v":1553},{"$f":"IFERROR(SMALL(Helper2_2,A1554),\"\")","v":1553},{"$f":"COUNTIF(Helper3_1,\"=\"&G1554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1554)=1, G1554, \"\")","v":1553},{"$f":"IFERROR(SMALL(Index_2,A1554),\"\")","v":1553},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:J1554)),\"\")","v":"UWS_117"},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:K1554)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:L1554)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:M1554)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:N1554)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:O1554)),\"\")","v":"117 The school and institutional EAM events provide opportunities for discussions of the themes and issues arising from annual monitoring. The school event includes a review of the previous year's SMART targets, development of SMART targets for the coming year and presentations by each programme leader on one area of positive practice and one area of development, thereby promoting wider awareness of key issues and also sharing good practice. "}]
[{"$f":"IF('> FILTER <'!B1556<>\"\",ROW(OFFSET(A1555,-1,0)),\"\")","v":1554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1556)),A1555,\"\")","v":1554},{"$f":"IFERROR(SMALL(Helper2_1,A1555),\"\")","v":1554},null,1554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1556)),$A1555,\"\")","v":1554},{"$f":"IFERROR(SMALL(Helper2_2,A1555),\"\")","v":1554},{"$f":"COUNTIF(Helper3_1,\"=\"&G1555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1555)=1, G1555, \"\")","v":1554},{"$f":"IFERROR(SMALL(Index_2,A1555),\"\")","v":1554},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:J1555)),\"\")","v":"UWS_118"},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:K1555)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:L1555)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:M1555)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:N1555)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:O1555)),\"\")","v":"118 The institutional event is intended to enhance cross-school analysis, discussion and reflection of the student experience. Staff from all campuses are invited to participate in the event, which brings together academic and professional services staff. The ELIR team considered this to be a positive approach."}]
[{"$f":"IF('> FILTER <'!B1557<>\"\",ROW(OFFSET(A1556,-1,0)),\"\")","v":1555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1557)),A1556,\"\")","v":1555},{"$f":"IFERROR(SMALL(Helper2_1,A1556),\"\")","v":1555},null,1555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1557)),$A1556,\"\")","v":1555},{"$f":"IFERROR(SMALL(Helper2_2,A1556),\"\")","v":1555},{"$f":"COUNTIF(Helper3_1,\"=\"&G1556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1556)=1, G1556, \"\")","v":1555},{"$f":"IFERROR(SMALL(Index_2,A1556),\"\")","v":1555},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:J1556)),\"\")","v":"UWS_119"},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:K1556)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:L1556)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:M1556)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:N1556)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:O1556)),\"\")","v":"119 The outcomes of the institutional event are encapsulated in the annual institutional report which identifies trends, areas of positive practice and issues requiring institutional consideration, and incorporates the common themes identified in the ILR and external examiner annual thematic reports. The institutional report is considered by EAC and the Senate and includes an action plan which is monitored by EAC. The institutional report demonstrates how the University aggregates the outcomes of different monitoring and review processes and identifies key overarching themes. Staff who met the ELIR team spoke very positively about their experiences of the EAM process. "}]
[{"$f":"IF('> FILTER <'!B1558<>\"\",ROW(OFFSET(A1557,-1,0)),\"\")","v":1556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1558)),A1557,\"\")","v":1556},{"$f":"IFERROR(SMALL(Helper2_1,A1557),\"\")","v":1556},null,1556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1558)),$A1557,\"\")","v":1556},{"$f":"IFERROR(SMALL(Helper2_2,A1557),\"\")","v":1556},{"$f":"COUNTIF(Helper3_1,\"=\"&G1557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1557)=1, G1557, \"\")","v":1556},{"$f":"IFERROR(SMALL(Index_2,A1557),\"\")","v":1556},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:J1557)),\"\")","v":"UWS_120"},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:K1557)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:L1557)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:M1557)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:N1557)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:O1557)),\"\")","v":"120 The ELIR team considered the EAM process to be very thorough, robust and     well-understood, with alignment between Module Review Reports, Programme Reports, school SMART targets and school EAM events, and the University EAM event and Institutional Monitoring Report. There is a clear assurance and enhancement function at each level. "}]
[{"$f":"IF('> FILTER <'!B1559<>\"\",ROW(OFFSET(A1558,-1,0)),\"\")","v":1557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1559)),A1558,\"\")","v":1557},{"$f":"IFERROR(SMALL(Helper2_1,A1558),\"\")","v":1557},null,{"$f":"ROW(OFFSET(E1558,-1,0))","v":1557},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1559)),$A1558,\"\")","v":1557},{"$f":"IFERROR(SMALL(Helper2_2,A1558),\"\")","v":1557},{"$f":"COUNTIF(Helper3_1,\"=\"&G1558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1558)=1, G1558, \"\")","v":1557},{"$f":"IFERROR(SMALL(Index_2,A1558),\"\")","v":1557},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:J1558)),\"\")","v":"UWS_121"},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:K1558)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:L1558)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:M1558)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:N1558)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:O1558)),\"\")","v":"121 The University's periodic review process - Institution-led Review (ILR) - evaluates all credit-rated provision on a six-year cycle in accordance with SFC guidance and provides the mechanism for confirming the reapproval of awards. The University has significantly enhanced its ILR process since the 2014 ELIR through two key developments. Firstly, schools have the flexibility, through discussion with QuEST, to aggregate programmes and subjects into a unit of review appropriate to the mode of delivery. This flexibility has been welcomed and valued by staff. The second development relates to the introduction of a   two-phased approach to ILR. "}]
[{"$f":"IF('> FILTER <'!B1560<>\"\",ROW(OFFSET(A1559,-1,0)),\"\")","v":1558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1560)),A1559,\"\")","v":1558},{"$f":"IFERROR(SMALL(Helper2_1,A1559),\"\")","v":1558},null,1558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1560)),$A1559,\"\")","v":1558},{"$f":"IFERROR(SMALL(Helper2_2,A1559),\"\")","v":1558},{"$f":"COUNTIF(Helper3_1,\"=\"&G1559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1559)=1, G1559, \"\")","v":1558},{"$f":"IFERROR(SMALL(Index_2,A1559),\"\")","v":1558},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:J1559)),\"\")","v":"UWS_122"},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:K1559)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:L1559)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:M1559)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:N1559)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:O1559)),\"\")","v":"122 The two-phased approach enables the review visit to be tailored more specifically to the subject area and to focus on pertinent topics, including a Core Discussion Area, identified both by the subject under review and by QuEST. Staff viewed the two-phased approach, particularly the opportunity for focusing in-depth on areas for development identified in Phase 1, as very positive. The ELIR team considered the two -phased process to be a highly-effective approach to internal review and noted that it had been showcased in a sparqs publication."}]
[{"$f":"IF('> FILTER <'!B1561<>\"\",ROW(OFFSET(A1560,-1,0)),\"\")","v":1559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1561)),A1560,\"\")","v":1559},{"$f":"IFERROR(SMALL(Helper2_1,A1560),\"\")","v":1559},null,1559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1561)),$A1560,\"\")","v":1559},{"$f":"IFERROR(SMALL(Helper2_2,A1560),\"\")","v":1559},{"$f":"COUNTIF(Helper3_1,\"=\"&G1560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1560)=1, G1560, \"\")","v":1559},{"$f":"IFERROR(SMALL(Index_2,A1560),\"\")","v":1559},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:J1560)),\"\")","v":"UWS_123"},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:K1560)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:L1560)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:M1560)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:N1560)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:O1560)),\"\")","v":"123 The ILR process considers the effectiveness of the school's own processes for monitoring and review, as well as key assurance and enhancement reports, such as programme monitoring reports, external examiner reports and student survey analyses.   The process also includes a five-year strategic look forward, highlighting the enhancement function. Students are involved in ILR by contributing to the subject's Self-Evaluation Document, and in meeting with the ILR team during the review visit. All aspects of the student experience are considered in ILR, including across different modes and locations of study."}]
[{"$f":"IF('> FILTER <'!B1562<>\"\",ROW(OFFSET(A1561,-1,0)),\"\")","v":1560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1562)),A1561,\"\")","v":1560},{"$f":"IFERROR(SMALL(Helper2_1,A1561),\"\")","v":1560},null,1560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1562)),$A1561,\"\")","v":1560},{"$f":"IFERROR(SMALL(Helper2_2,A1561),\"\")","v":1560},{"$f":"COUNTIF(Helper3_1,\"=\"&G1561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1561)=1, G1561, \"\")","v":1560},{"$f":"IFERROR(SMALL(Index_2,A1561),\"\")","v":1560},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:J1561)),\"\")","v":"UWS_124"},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:K1561)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:L1561)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:M1561)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:N1561)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:O1561)),\"\")","v":"124 ILR reports and follow-up action plans are considered by AQC, with a one-year-on follow-up event enabling the subject team and AQC members (including student representatives) to discuss and reflect on progress. This reflection event was viewed positively by the ELIR team. The Thematic Summary of ILR Outcomes provides a concise, accessible overview of examples of positive practice and areas for development, which informs EAC's action planning. "}]
[{"$f":"IF('> FILTER <'!B1563<>\"\",ROW(OFFSET(A1562,-1,0)),\"\")","v":1561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1563)),A1562,\"\")","v":1561},{"$f":"IFERROR(SMALL(Helper2_1,A1562),\"\")","v":1561},null,1561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1563)),$A1562,\"\")","v":1561},{"$f":"IFERROR(SMALL(Helper2_2,A1562),\"\")","v":1561},{"$f":"COUNTIF(Helper3_1,\"=\"&G1562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1562)=1, G1562, \"\")","v":1561},{"$f":"IFERROR(SMALL(Index_2,A1562),\"\")","v":1561},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:J1562)),\"\")","v":"UWS_125"},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:K1562)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:L1562)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:M1562)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:N1562)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:O1562)),\"\")","v":"125 The University does not operate a separate ILR process for professional services; rather, the support provided by professional services specifically to the subject area under review is considered as part of each ILR. The University confirmed that consideration has been given to separate ILRs of professional services but considers its current processes of integrating evaluation of services within subject-specific ILRs to be effective, particularly as QuEST, through producing all ILR reports, is able to take an informed view on service provision. The effectiveness of professional services is also considered through review of the alignment of Services' annual operational plans with school operational plans. School Operational Plans demonstrate requirements for support from professional services and feedback from the University Executive to professional service departments highlight recommended areas of collaboration between different services and areas of contribution by services to schools. "}]
[{"$f":"IF('> FILTER <'!B1564<>\"\",ROW(OFFSET(A1563,-1,0)),\"\")","v":1562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1564)),A1563,\"\")","v":1562},{"$f":"IFERROR(SMALL(Helper2_1,A1563),\"\")","v":1562},null,1562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1564)),$A1563,\"\")","v":1562},{"$f":"IFERROR(SMALL(Helper2_2,A1563),\"\")","v":1562},{"$f":"COUNTIF(Helper3_1,\"=\"&G1563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1563)=1, G1563, \"\")","v":1562},{"$f":"IFERROR(SMALL(Index_2,A1563),\"\")","v":1562},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:J1563)),\"\")","v":"UWS_126"},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:K1563)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:L1563)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:M1563)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:N1563)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:O1563)),\"\")","v":"126 The ELIR team recognised that the University evaluates the contribution of professional services through these existing processes. However, none of the processes provide the institution with an overview of the provision of each service. The team would therefore encourage the University to introduce an explicit process for the periodic review of student-facing professional services in order to provide a more complete overview of the contribution and role of support services in the enhancement of the student learning experience. At the time of the current ELIR, the University was still putting in place the outcomes of its rebalancing activity and finalising the structure of its professional services. In the context of the post-rebalancing structure, it will be particularly important for the University to have a process which provides an overview of student-facing professional services. This process should draw upon the good practice developed in the ILRs of academic provision. "}]
[{"$f":"IF('> FILTER <'!B1565<>\"\",ROW(OFFSET(A1564,-1,0)),\"\")","v":1563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1565)),A1564,\"\")","v":1563},{"$f":"IFERROR(SMALL(Helper2_1,A1564),\"\")","v":1563},null,1563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1565)),$A1564,\"\")","v":1563},{"$f":"IFERROR(SMALL(Helper2_2,A1564),\"\")","v":1563},{"$f":"COUNTIF(Helper3_1,\"=\"&G1564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1564)=1, G1564, \"\")","v":1563},{"$f":"IFERROR(SMALL(Index_2,A1564),\"\")","v":1563},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:J1564)),\"\")","v":"UWS_127"},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:K1564)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:L1564)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:M1564)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:N1564)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:O1564)),\"\")","v":"127 The University has effective arrangements in place for the management of assessment. Regulations, policies and procedures on assessment are provided as part of the Regulatory Framework and the Assessment Handbook. The Handbook provides guidance on assessment design and implementation and on assurance of academic standards (paragraph 56-58). The University has recently approved measures to enhance the structure and approach to assessment boards, particularly in terms of online assessment results processing and indicative decision-making."}]
[{"$f":"IF('> FILTER <'!B1566<>\"\",ROW(OFFSET(A1565,-1,0)),\"\")","v":1564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1566)),A1565,\"\")","v":1564},{"$f":"IFERROR(SMALL(Helper2_1,A1565),\"\")","v":1564},null,1564,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1566)),$A1565,\"\")","v":1564},{"$f":"IFERROR(SMALL(Helper2_2,A1565),\"\")","v":1564},{"$f":"COUNTIF(Helper3_1,\"=\"&G1565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1565)=1, G1565, \"\")","v":1564},{"$f":"IFERROR(SMALL(Index_2,A1565),\"\")","v":1564},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:J1565)),\"\")","v":"UWS_128"},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:K1565)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:L1565)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:M1565)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:N1565)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:O1565)),\"\")","v":"128 The University has identified, through its established monitoring and review processes of external examining and ILR, lower levels of performance in assessment on the MBA/DBA programmes at the London Campus compared with similar programmes at other university campuses. The ELIR team learnt that the University intends to change the collaborative partnership model for the London Campus to take full responsibility for all aspects of the student experience and employ UWS staff at the campus. At the time of the current ELIR, induction and training on the University's assessment framework have been provided by UWS staff to Recognised Teachers of the University (RTUs) at the London Campus and there were regular visits to the London Campus by UWS staff. The team would encourage the University to continue in its plans to address the comparability of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."}]
[{"$f":"IF('> FILTER <'!B1567<>\"\",ROW(OFFSET(A1566,-1,0)),\"\")","v":1565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1567)),A1566,\"\")","v":1565},{"$f":"IFERROR(SMALL(Helper2_1,A1566),\"\")","v":1565},null,1565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1567)),$A1566,\"\")","v":1565},{"$f":"IFERROR(SMALL(Helper2_2,A1566),\"\")","v":1565},{"$f":"COUNTIF(Helper3_1,\"=\"&G1566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1566)=1, G1566, \"\")","v":1565},{"$f":"IFERROR(SMALL(Index_2,A1566),\"\")","v":1565},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:J1566)),\"\")","v":"UWS_128"},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:K1566)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:L1566)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:M1566)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:N1566)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:O1566)),\"\")","v":"128 The University has identified, through its established monitoring and review processes of external examining and ILR, lower levels of performance in assessment on the MBA/DBA programmes at the London Campus compared with similar programmes at other university campuses. The ELIR team learnt that the University intends to change the collaborative partnership model for the London Campus to take full responsibility for all aspects of the student experience and employ UWS staff at the campus. At the time of the current ELIR, induction and training on the University's assessment framework have been provided by UWS staff to Recognised Teachers of the University (RTUs) at the London Campus and there were regular visits to the London Campus by UWS staff. The team would encourage the University to continue in its plans to address the comparability of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."}]
[{"$f":"IF('> FILTER <'!B1568<>\"\",ROW(OFFSET(A1567,-1,0)),\"\")","v":1566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1568)),A1567,\"\")","v":1566},{"$f":"IFERROR(SMALL(Helper2_1,A1567),\"\")","v":1566},null,1566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1568)),$A1567,\"\")","v":1566},{"$f":"IFERROR(SMALL(Helper2_2,A1567),\"\")","v":1566},{"$f":"COUNTIF(Helper3_1,\"=\"&G1567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1567)=1, G1567, \"\")","v":1566},{"$f":"IFERROR(SMALL(Index_2,A1567),\"\")","v":1566},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:J1567)),\"\")","v":"UWS_129"},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:K1567)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:L1567)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:M1567)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:N1567)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:O1567)),\"\")","v":"129 The University is making effective use of external reference points in the management of its quality assurance and enhancement processes. "}]
[{"$f":"IF('> FILTER <'!B1569<>\"\",ROW(OFFSET(A1568,-1,0)),\"\")","v":1567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1569)),A1568,\"\")","v":1567},{"$f":"IFERROR(SMALL(Helper2_1,A1568),\"\")","v":1567},null,1567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1569)),$A1568,\"\")","v":1567},{"$f":"IFERROR(SMALL(Helper2_2,A1568),\"\")","v":1567},{"$f":"COUNTIF(Helper3_1,\"=\"&G1568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1568)=1, G1568, \"\")","v":1567},{"$f":"IFERROR(SMALL(Index_2,A1568),\"\")","v":1567},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:J1568)),\"\")","v":"UWS_130"},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:K1568)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:L1568)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:M1568)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:N1568)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:O1568)),\"\")","v":"130 The University's Quality Handbook is aligned to and meets the Expectations of the 2013-18 Quality Code and is currently being reviewed to ensure alignment with the revised Quality Code. The University confirmed that completed mapping will be presented to AQC in February 2020. AQC considers the Mapping Document throughout the year to ensure that it remains comprehensive and robust and the Institutional Monitoring Report provides confirmation that the Expectations of the Quality Code continue to be met."}]
[{"$f":"IF('> FILTER <'!B1570<>\"\",ROW(OFFSET(A1569,-1,0)),\"\")","v":1568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1570)),A1569,\"\")","v":1568},{"$f":"IFERROR(SMALL(Helper2_1,A1569),\"\")","v":1568},null,1568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1570)),$A1569,\"\")","v":1568},{"$f":"IFERROR(SMALL(Helper2_2,A1569),\"\")","v":1568},{"$f":"COUNTIF(Helper3_1,\"=\"&G1569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1569)=1, G1569, \"\")","v":1568},{"$f":"IFERROR(SMALL(Index_2,A1569),\"\")","v":1568},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:J1569)),\"\")","v":"UWS_131"},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:K1569)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:L1569)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:M1569)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:N1569)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:O1569)),\"\")","v":"131 A range of external reference points is used in programme design and approval and in ILR, including approval and review teams with external panel members. Approval events can be held jointly with PSRB accreditations. The outcomes of programme approval and ILRs are embedded within Enhancement and Annual Monitoring, and relevant issues are considered by the Head of QuEST and by AQC."}]
[{"$f":"IF('> FILTER <'!B1571<>\"\",ROW(OFFSET(A1570,-1,0)),\"\")","v":1569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1571)),A1570,\"\")","v":1569},{"$f":"IFERROR(SMALL(Helper2_1,A1570),\"\")","v":1569},null,1569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1571)),$A1570,\"\")","v":1569},{"$f":"IFERROR(SMALL(Helper2_2,A1570),\"\")","v":1569},{"$f":"COUNTIF(Helper3_1,\"=\"&G1570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1570)=1, G1570, \"\")","v":1569},{"$f":"IFERROR(SMALL(Index_2,A1570),\"\")","v":1569},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:J1570)),\"\")","v":"UWS_132"},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:K1570)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:L1570)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:M1570)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:N1570)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:O1570)),\"\")","v":"132 The University's system of external examining operates at subject and programme/award level. External examiners report through the online 'smartsurvey', which facilitates identification of programme-specific issues, institutional themes and examples of positive practice or areas for development. External examiner reports are considered by programme boards. Schools consider comments from the reports in an institutional annual thematic report, as well as issues emerging from programme-specific reports, at their school EAM event. The annual report is considered by AQC and EAC."}]
[{"$f":"IF('> FILTER <'!B1572<>\"\",ROW(OFFSET(A1571,-1,0)),\"\")","v":1570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1572)),A1571,\"\")","v":1570},{"$f":"IFERROR(SMALL(Helper2_1,A1571),\"\")","v":1570},null,1570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1572)),$A1571,\"\")","v":1570},{"$f":"IFERROR(SMALL(Helper2_2,A1571),\"\")","v":1570},{"$f":"COUNTIF(Helper3_1,\"=\"&G1571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1571)=1, G1571, \"\")","v":1570},{"$f":"IFERROR(SMALL(Index_2,A1571),\"\")","v":1570},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:J1571)),\"\")","v":"UWS_133"},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:K1571)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:L1571)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:M1571)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:N1571)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:O1571)),\"\")","v":"133 Schools are responsible for ensuring that external examiners receive written responses to their reports and school EAM reports confirm receipt and response to all reports, with further confirmation provided in the Institutional EAM Report to the Senate. The University's consideration of the impact of new Extenuating Circumstances Policy demonstrates institutional responsiveness to issues raised by external examiners. The new policy was reviewed and revised in response to concerns raised by external examiners. There is also a clear process for following up on institutional actions related to sharing examples of positive practice."}]
[{"$f":"IF('> FILTER <'!B1573<>\"\",ROW(OFFSET(A1572,-1,0)),\"\")","v":1571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1573)),A1572,\"\")","v":1571},{"$f":"IFERROR(SMALL(Helper2_1,A1572),\"\")","v":1571},null,1571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1573)),$A1572,\"\")","v":1571},{"$f":"IFERROR(SMALL(Helper2_2,A1572),\"\")","v":1571},{"$f":"COUNTIF(Helper3_1,\"=\"&G1572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1572)=1, G1572, \"\")","v":1571},{"$f":"IFERROR(SMALL(Index_2,A1572),\"\")","v":1571},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:J1572)),\"\")","v":"UWS_134"},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:K1572)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:L1572)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:M1572)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:N1572)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:O1572)),\"\")","v":"134 External examiner reports are made available to students via the VLE. Although there were variable levels of awareness among students who met the ELIR team about the existence of these reports, students are involved in the consideration of the External Examiner Annual Thematic Report at AQC and EAC. "}]
[{"$f":"IF('> FILTER <'!B1574<>\"\",ROW(OFFSET(A1573,-1,0)),\"\")","v":1572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1574)),A1573,\"\")","v":1572},{"$f":"IFERROR(SMALL(Helper2_1,A1573),\"\")","v":1572},null,1572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1574)),$A1573,\"\")","v":1572},{"$f":"IFERROR(SMALL(Helper2_2,A1573),\"\")","v":1572},{"$f":"COUNTIF(Helper3_1,\"=\"&G1573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1573)=1, G1573, \"\")","v":1572},{"$f":"IFERROR(SMALL(Index_2,A1573),\"\")","v":1572},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:J1573)),\"\")","v":"UWS_135"},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:K1573)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:L1573)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:M1573)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:N1573)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:O1573)),\"\")","v":"135 The ELIR team learned that a revised external examiner reporting process is    being introduced for 2019-20 reports, which aims to encourage a more reflective, enhancement-focused commentary, including evaluation of student performance across different modes and locations. The University is encouraged to continue with these plans and to incorporate the outcomes into its annual thematic report on external examining."}]
[{"$f":"IF('> FILTER <'!B1575<>\"\",ROW(OFFSET(A1574,-1,0)),\"\")","v":1573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1575)),A1574,\"\")","v":1573},{"$f":"IFERROR(SMALL(Helper2_1,A1574),\"\")","v":1573},null,1573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1575)),$A1574,\"\")","v":1573},{"$f":"IFERROR(SMALL(Helper2_2,A1574),\"\")","v":1573},{"$f":"COUNTIF(Helper3_1,\"=\"&G1574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1574)=1, G1574, \"\")","v":1573},{"$f":"IFERROR(SMALL(Index_2,A1574),\"\")","v":1573},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:J1574)),\"\")","v":"UWS_136"},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:K1574)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:L1574)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:M1574)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:N1574)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:O1574)),\"\")","v":"136 The University makes extensive use of data in its strategic planning and monitoring processes, which enables progress to be measured against internal targets and to be externally benchmarked. The University's dashboards facilitate Scottish and UK sector comparisons at module and programme levels. The University demonstrates further learning from the wider sector through its extensive review and redesign of its collaborative partnership processes, which included an evaluation of sector practices and responding to recommendations made by an external consultant (paragraph 159). "}]
[{"$f":"IF('> FILTER <'!B1576<>\"\",ROW(OFFSET(A1575,-1,0)),\"\")","v":1574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1576)),A1575,\"\")","v":1574},{"$f":"IFERROR(SMALL(Helper2_1,A1575),\"\")","v":1574},null,1574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1576)),$A1575,\"\")","v":1574},{"$f":"IFERROR(SMALL(Helper2_2,A1575),\"\")","v":1574},{"$f":"COUNTIF(Helper3_1,\"=\"&G1575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1575)=1, G1575, \"\")","v":1574},{"$f":"IFERROR(SMALL(Index_2,A1575),\"\")","v":1574},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:J1575)),\"\")","v":"UWS_137"},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:K1575)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:L1575)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:M1575)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:N1575)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:O1575)),\"\")","v":"137 The University has a systematic approach to implementing, monitoring and evaluating the impact of actions taken in response to the 2014 ELIR outcomes. EAC has institutional oversight of the ELIR Action Plan, and actions emerging from ELIR inform updates to the EEP. "}]
[{"$f":"IF('> FILTER <'!B1577<>\"\",ROW(OFFSET(A1576,-1,0)),\"\")","v":1575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1577)),A1576,\"\")","v":1575},{"$f":"IFERROR(SMALL(Helper2_1,A1576),\"\")","v":1575},null,1575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1577)),$A1576,\"\")","v":1575},{"$f":"IFERROR(SMALL(Helper2_2,A1576),\"\")","v":1575},{"$f":"COUNTIF(Helper3_1,\"=\"&G1576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1576)=1, G1576, \"\")","v":1575},{"$f":"IFERROR(SMALL(Index_2,A1576),\"\")","v":1575},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:J1576)),\"\")","v":"UWS_138"},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:K1576)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:L1576)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:M1576)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:N1576)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:O1576)),\"\")","v":"138 The University was asked to address six areas for development in the 2014 ELIR. With regard to supporting the pace of international expansion, there has been a significant growth in international provision and international student numbers since 2014 ELIR. The University acknowledged that this rapid growth has put many of its systems and processes under strain, and is now adopting a strategy of consolidation, with the decision to take full responsibility of all aspects of the student experience at the London Campus (paragraph 128) and to reduce the number of partnerships overall (paragraph 153). For the second  area - internationalisation of the curriculum - staff and students spoke of this as being embedded in modules and provided through case studies. Activities in support of internationalisation of the curriculum are specified in programme approval documentation, EAM reports and ILR reports (paragraph 115-126)."}]
[{"$f":"IF('> FILTER <'!B1578<>\"\",ROW(OFFSET(A1577,-1,0)),\"\")","v":1576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1578)),A1577,\"\")","v":1576},{"$f":"IFERROR(SMALL(Helper2_1,A1577),\"\")","v":1576},null,1576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1578)),$A1577,\"\")","v":1576},{"$f":"IFERROR(SMALL(Helper2_2,A1577),\"\")","v":1576},{"$f":"COUNTIF(Helper3_1,\"=\"&G1577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1577)=1, G1577, \"\")","v":1576},{"$f":"IFERROR(SMALL(Index_2,A1577),\"\")","v":1576},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:J1577)),\"\")","v":"UWS_138"},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:K1577)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:L1577)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:M1577)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:N1577)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:O1577)),\"\")","v":"138 The University was asked to address six areas for development in the 2014 ELIR. With regard to supporting the pace of international expansion, there has been a significant growth in international provision and international student numbers since 2014 ELIR. The University acknowledged that this rapid growth has put many of its systems and processes under strain, and is now adopting a strategy of consolidation, with the decision to take full responsibility of all aspects of the student experience at the London Campus (paragraph 128) and to reduce the number of partnerships overall (paragraph 153). For the second  area - internationalisation of the curriculum - staff and students spoke of this as being embedded in modules and provided through case studies. Activities in support of internationalisation of the curriculum are specified in programme approval documentation, EAM reports and ILR reports (paragraph 115-126)."}]
[{"$f":"IF('> FILTER <'!B1579<>\"\",ROW(OFFSET(A1578,-1,0)),\"\")","v":1577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1579)),A1578,\"\")","v":1577},{"$f":"IFERROR(SMALL(Helper2_1,A1578),\"\")","v":1577},null,1577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1579)),$A1578,\"\")","v":1577},{"$f":"IFERROR(SMALL(Helper2_2,A1578),\"\")","v":1577},{"$f":"COUNTIF(Helper3_1,\"=\"&G1578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1578)=1, G1578, \"\")","v":1577},{"$f":"IFERROR(SMALL(Index_2,A1578),\"\")","v":1577},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:J1578)),\"\")","v":"UWS_139"},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:K1578)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:L1578)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:M1578)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:N1578)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:O1578)),\"\")","v":"139 The majority of students who met the ELIR team were very positive about opportunities for direct work experience or opportunities for developing their employability skills (paragraph 59-62). The students at the London Campus would welcome similar opportunities (paragraph 60), and the University is encouraged to continue to implement its strategy on work-related opportunities for all, particularly in the context of London-based programmes. The University has undertaken a range of activities to improve the visibility of graduate attributes and there is evidence of graduate attributes being embedded in modules and programmes, as demonstrated by programme approval, monitoring and review documentation. The University recognises the need to further improve the level of awareness of graduate attributes among its students and the team would encourage the institution to continue this work. "}]
[{"$f":"IF('> FILTER <'!B1580<>\"\",ROW(OFFSET(A1579,-1,0)),\"\")","v":1578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1580)),A1579,\"\")","v":1578},{"$f":"IFERROR(SMALL(Helper2_1,A1579),\"\")","v":1578},null,1578,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1580)),$A1579,\"\")","v":1578},{"$f":"IFERROR(SMALL(Helper2_2,A1579),\"\")","v":1578},{"$f":"COUNTIF(Helper3_1,\"=\"&G1579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1579)=1, G1579, \"\")","v":1578},{"$f":"IFERROR(SMALL(Index_2,A1579),\"\")","v":1578},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:J1579)),\"\")","v":"UWS_139"},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:K1579)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:L1579)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:M1579)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:N1579)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:O1579)),\"\")","v":"139 The majority of students who met the ELIR team were very positive about opportunities for direct work experience or opportunities for developing their employability skills (paragraph 59-62). The students at the London Campus would welcome similar opportunities (paragraph 60), and the University is encouraged to continue to implement its strategy on work-related opportunities for all, particularly in the context of London-based programmes. The University has undertaken a range of activities to improve the visibility of graduate attributes and there is evidence of graduate attributes being embedded in modules and programmes, as demonstrated by programme approval, monitoring and review documentation. The University recognises the need to further improve the level of awareness of graduate attributes among its students and the team would encourage the institution to continue this work. "}]
[{"$f":"IF('> FILTER <'!B1581<>\"\",ROW(OFFSET(A1580,-1,0)),\"\")","v":1579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1581)),A1580,\"\")","v":1579},{"$f":"IFERROR(SMALL(Helper2_1,A1580),\"\")","v":1579},null,1579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1581)),$A1580,\"\")","v":1579},{"$f":"IFERROR(SMALL(Helper2_2,A1580),\"\")","v":1579},{"$f":"COUNTIF(Helper3_1,\"=\"&G1580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1580)=1, G1580, \"\")","v":1579},{"$f":"IFERROR(SMALL(Index_2,A1580),\"\")","v":1579},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:J1580)),\"\")","v":"UWS_140"},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:K1580)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:L1580)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:M1580)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:N1580)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:O1580)),\"\")","v":"140 The University has identified further expansion of student mobility as a target in the current Education Enabling Plan. The challenges associated with mobility are recognised and the ELIR team would encourage the University to increase the provision of, and support for, short study visits, including through collaborative partners, in order to improve the accessibility of mobility options for all. "}]
[{"$f":"IF('> FILTER <'!B1582<>\"\",ROW(OFFSET(A1581,-1,0)),\"\")","v":1580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1582)),A1581,\"\")","v":1580},{"$f":"IFERROR(SMALL(Helper2_1,A1581),\"\")","v":1580},null,1580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1582)),$A1581,\"\")","v":1580},{"$f":"IFERROR(SMALL(Helper2_2,A1581),\"\")","v":1580},{"$f":"COUNTIF(Helper3_1,\"=\"&G1581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1581)=1, G1581, \"\")","v":1580},{"$f":"IFERROR(SMALL(Index_2,A1581),\"\")","v":1580},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:J1581)),\"\")","v":"UWS_140"},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:K1581)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:L1581)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:M1581)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:N1581)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:O1581)),\"\")","v":"140 The University has identified further expansion of student mobility as a target in the current Education Enabling Plan. The challenges associated with mobility are recognised and the ELIR team would encourage the University to increase the provision of, and support for, short study visits, including through collaborative partners, in order to improve the accessibility of mobility options for all. "}]
[{"$f":"IF('> FILTER <'!B1583<>\"\",ROW(OFFSET(A1582,-1,0)),\"\")","v":1581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1583)),A1582,\"\")","v":1581},{"$f":"IFERROR(SMALL(Helper2_1,A1582),\"\")","v":1581},null,1581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1583)),$A1582,\"\")","v":1581},{"$f":"IFERROR(SMALL(Helper2_2,A1582),\"\")","v":1581},{"$f":"COUNTIF(Helper3_1,\"=\"&G1582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1582)=1, G1582, \"\")","v":1581},{"$f":"IFERROR(SMALL(Index_2,A1582),\"\")","v":1581},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:J1582)),\"\")","v":"UWS_141"},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:K1582)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:L1582)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:M1582)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:N1582)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:O1582)),\"\")","v":"141 The University has taken a number of steps to optimise the use of technology through, for example, the establishment of a baseline for all VLE provision. The ELIR team learned that the University is planning to move to a new VLE which, it is hoped, will address issues of inconsistency and the difficulty of use associated with the previous arrangements, as identified in the 2018-19 ILR Thematic Summary and as reported to the team by students during the current ELIR. "}]
[{"$f":"IF('> FILTER <'!B1584<>\"\",ROW(OFFSET(A1583,-1,0)),\"\")","v":1582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1584)),A1583,\"\")","v":1582},{"$f":"IFERROR(SMALL(Helper2_1,A1583),\"\")","v":1582},null,1582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1584)),$A1583,\"\")","v":1582},{"$f":"IFERROR(SMALL(Helper2_2,A1583),\"\")","v":1582},{"$f":"COUNTIF(Helper3_1,\"=\"&G1583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1583)=1, G1583, \"\")","v":1582},{"$f":"IFERROR(SMALL(Index_2,A1583),\"\")","v":1582},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:J1583)),\"\")","v":"UWS_142"},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:K1583)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:L1583)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:M1583)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:N1583)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:O1583)),\"\")","v":"142 The University has an effective, increasingly sophisticated, integrated, transparent approach to using an extensive range of data to promote enhancement and to inform decision-making and evaluation. The University is moving from retrospective use of data to a more proactive, forward-facing approach. There is a clear, well-understood process in the use of data across all levels of the institution; which has been enhanced through provision of dashboards that are accessible to all staff. The integration of data into all quality processes is encouraging staff to focus on performance, viability and to be forward looking. The key role of QuEST in this process was positively highlighted (paragraph 122 and 125).  "}]
[{"$f":"IF('> FILTER <'!B1585<>\"\",ROW(OFFSET(A1584,-1,0)),\"\")","v":1583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1585)),A1584,\"\")","v":1583},{"$f":"IFERROR(SMALL(Helper2_1,A1584),\"\")","v":1583},null,1583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1585)),$A1584,\"\")","v":1583},{"$f":"IFERROR(SMALL(Helper2_2,A1584),\"\")","v":1583},{"$f":"COUNTIF(Helper3_1,\"=\"&G1584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1584)=1, G1584, \"\")","v":1583},{"$f":"IFERROR(SMALL(Index_2,A1584),\"\")","v":1583},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:J1584)),\"\")","v":"UWS_143"},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:K1584)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:L1584)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:M1584)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:N1584)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:O1584)),\"\")","v":"143 Data is available to staff at all levels reflecting the institution's intention to build knowledge and understanding of student performance and programme viability, and to inform action from module to institutional levels. The recent UWS Focus On Assessment and Feedback project used data to inform institutional action and change. Staff who met the ELIR team confirmed the usefulness of the dashboards and the range of training and support, both formal and informal, available to staff in making effective use of the data. "}]
[{"$f":"IF('> FILTER <'!B1586<>\"\",ROW(OFFSET(A1585,-1,0)),\"\")","v":1584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1586)),A1585,\"\")","v":1584},{"$f":"IFERROR(SMALL(Helper2_1,A1585),\"\")","v":1584},null,1584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1586)),$A1585,\"\")","v":1584},{"$f":"IFERROR(SMALL(Helper2_2,A1585),\"\")","v":1584},{"$f":"COUNTIF(Helper3_1,\"=\"&G1585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1585)=1, G1585, \"\")","v":1584},{"$f":"IFERROR(SMALL(Index_2,A1585),\"\")","v":1584},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:J1585)),\"\")","v":"UWS_144"},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:K1585)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:L1585)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:M1585)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:N1585)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:O1585)),\"\")","v":"144 The nine institutional performance indicators are displayed on the front page of the University dashboards, visible to all staff. Progress towards KPIs is reviewed by the Court, the Senate and the University Leadership Team. Schools and professional services develop annual Operational Plans which set out priorities and actions against the Corporate Strategy themes for the year ahead and are used by schools and departments to gauge progress towards institutional targets throughout the year. On an individual basis, the staff development and appraisal process - My Contribution - requires staff to reflect on their actions and activities over the past year which have contributed to the Corporate Strategy themes and to prioritise objectives for the year ahead to support the achievement of the University's KPIs. Staff were very familiar with the use of data for performance evaluation and decision-making at all levels, including their own personal targets, but were less certain in identifying examples of changes made following data analysis. The ELIR team considered that there would be merit in the University reflecting on how the outcomes of actions taken in response to quantitative data could be more widely communicated."}]
[{"$f":"IF('> FILTER <'!B1587<>\"\",ROW(OFFSET(A1586,-1,0)),\"\")","v":1585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1587)),A1586,\"\")","v":1585},{"$f":"IFERROR(SMALL(Helper2_1,A1586),\"\")","v":1585},null,1585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1587)),$A1586,\"\")","v":1585},{"$f":"IFERROR(SMALL(Helper2_2,A1586),\"\")","v":1585},{"$f":"COUNTIF(Helper3_1,\"=\"&G1586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1586)=1, G1586, \"\")","v":1585},{"$f":"IFERROR(SMALL(Index_2,A1586),\"\")","v":1585},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:J1586)),\"\")","v":"UWS_145"},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:K1586)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:L1586)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:M1586)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:N1586)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:O1586)),\"\")","v":"145 The University's data-driven approach includes institution-level, as well as module-level, student surveys. There is a comprehensive suite of reports on, and analyses of, the University's own MEQ and the NSS, and clear evidence of this information being considered at multiple levels. Survey results are consolidated into school SMART targets, which form part of the school EAM Report. The ELIR team learned that some students were unaware of how their MEQs had influenced change. The University is encouraged to continue to develop its approaches to communicating with students around the actions it is taking in response to surveys (paragraph 24, 70, 85)."}]
[{"$f":"IF('> FILTER <'!B1588<>\"\",ROW(OFFSET(A1587,-1,0)),\"\")","v":1586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1588)),A1587,\"\")","v":1586},{"$f":"IFERROR(SMALL(Helper2_1,A1587),\"\")","v":1586},null,1586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1588)),$A1587,\"\")","v":1586},{"$f":"IFERROR(SMALL(Helper2_2,A1587),\"\")","v":1586},{"$f":"COUNTIF(Helper3_1,\"=\"&G1587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1587)=1, G1587, \"\")","v":1586},{"$f":"IFERROR(SMALL(Index_2,A1587),\"\")","v":1586},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:J1587)),\"\")","v":"UWS_145"},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:K1587)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:L1587)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:M1587)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:N1587)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:O1587)),\"\")","v":"145 The University's data-driven approach includes institution-level, as well as module-level, student surveys. There is a comprehensive suite of reports on, and analyses of, the University's own MEQ and the NSS, and clear evidence of this information being considered at multiple levels. Survey results are consolidated into school SMART targets, which form part of the school EAM Report. The ELIR team learned that some students were unaware of how their MEQs had influenced change. The University is encouraged to continue to develop its approaches to communicating with students around the actions it is taking in response to surveys (paragraph 24, 70, 85)."}]
[{"$f":"IF('> FILTER <'!B1589<>\"\",ROW(OFFSET(A1588,-1,0)),\"\")","v":1587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1589)),A1588,\"\")","v":1587},{"$f":"IFERROR(SMALL(Helper2_1,A1588),\"\")","v":1587},null,1587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1589)),$A1588,\"\")","v":1587},{"$f":"IFERROR(SMALL(Helper2_2,A1588),\"\")","v":1587},{"$f":"COUNTIF(Helper3_1,\"=\"&G1588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1588)=1, G1588, \"\")","v":1587},{"$f":"IFERROR(SMALL(Index_2,A1588),\"\")","v":1587},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:J1588)),\"\")","v":"UWS_146"},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:K1588)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:L1588)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:M1588)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:N1588)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:O1588)),\"\")","v":"146 The University has discontinued its use of the national Postgraduate Taught Experience Survey (PTES), the Postgraduate Research Experience Survey (PRES), and the iGraduate Student Barometer. The University has introduced its own postgraduate survey which has been initially aimed at PGR students at the time of the current ELIR (paragraph 67). The University confirmed that the internal survey will still enable external benchmarking but is more suitable for the variety of PGR modes of study at the University. The University is encouraged to continue in its plans to introduce a comparable survey for PGT students. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 168). "}]
[{"$f":"IF('> FILTER <'!B1590<>\"\",ROW(OFFSET(A1589,-1,0)),\"\")","v":1588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1590)),A1589,\"\")","v":1588},{"$f":"IFERROR(SMALL(Helper2_1,A1589),\"\")","v":1588},null,1588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1590)),$A1589,\"\")","v":1588},{"$f":"IFERROR(SMALL(Helper2_2,A1589),\"\")","v":1588},{"$f":"COUNTIF(Helper3_1,\"=\"&G1589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1589)=1, G1589, \"\")","v":1588},{"$f":"IFERROR(SMALL(Index_2,A1589),\"\")","v":1588},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:J1589)),\"\")","v":"UWS_146"},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:K1589)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:L1589)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:M1589)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:N1589)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:O1589)),\"\")","v":"146 The University has discontinued its use of the national Postgraduate Taught Experience Survey (PTES), the Postgraduate Research Experience Survey (PRES), and the iGraduate Student Barometer. The University has introduced its own postgraduate survey which has been initially aimed at PGR students at the time of the current ELIR (paragraph 67). The University confirmed that the internal survey will still enable external benchmarking but is more suitable for the variety of PGR modes of study at the University. The University is encouraged to continue in its plans to introduce a comparable survey for PGT students. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 168). "}]
[{"$f":"IF('> FILTER <'!B1591<>\"\",ROW(OFFSET(A1590,-1,0)),\"\")","v":1589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1591)),A1590,\"\")","v":1589},{"$f":"IFERROR(SMALL(Helper2_1,A1590),\"\")","v":1589},null,1589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1591)),$A1590,\"\")","v":1589},{"$f":"IFERROR(SMALL(Helper2_2,A1590),\"\")","v":1589},{"$f":"COUNTIF(Helper3_1,\"=\"&G1590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1590)=1, G1590, \"\")","v":1589},{"$f":"IFERROR(SMALL(Index_2,A1590),\"\")","v":1589},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:J1590)),\"\")","v":"UWS_147"},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:K1590)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:L1590)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:M1590)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:N1590)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:O1590)),\"\")","v":"147 The University has effective arrangements in place for managing quality and securing academic standards. Procedures are robust, well-established, widely understood and comprehensive, and meet the Expectations set out in the Quality Code and the Scottish Funding Council guidance to institutions on quality. "}]
[{"$f":"IF('> FILTER <'!B1592<>\"\",ROW(OFFSET(A1591,-1,0)),\"\")","v":1590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1592)),A1591,\"\")","v":1590},{"$f":"IFERROR(SMALL(Helper2_1,A1591),\"\")","v":1590},null,1590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1592)),$A1591,\"\")","v":1590},{"$f":"IFERROR(SMALL(Helper2_2,A1591),\"\")","v":1590},{"$f":"COUNTIF(Helper3_1,\"=\"&G1591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1591)=1, G1591, \"\")","v":1590},{"$f":"IFERROR(SMALL(Index_2,A1591),\"\")","v":1590},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:J1591)),\"\")","v":"UWS_148"},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:K1591)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:L1591)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:M1591)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:N1591)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:O1591)),\"\")","v":"148 The recent rebalancing and institutional reorganisation have not impacted on its key quality processes. The two-phase, contextualised ILR process is commendable and provides a supportive, reflective analysis of programmes, particularly through the flexibility of areas to be reviewed and identification of key themes through the process. The introduction of school and institutional events, which have facilitated broader engagement in progressing areas for development and in disseminating good practice, was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1593<>\"\",ROW(OFFSET(A1592,-1,0)),\"\")","v":1591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1593)),A1592,\"\")","v":1591},{"$f":"IFERROR(SMALL(Helper2_1,A1592),\"\")","v":1591},null,1591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1593)),$A1592,\"\")","v":1591},{"$f":"IFERROR(SMALL(Helper2_2,A1592),\"\")","v":1591},{"$f":"COUNTIF(Helper3_1,\"=\"&G1592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1592)=1, G1592, \"\")","v":1591},{"$f":"IFERROR(SMALL(Index_2,A1592),\"\")","v":1591},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:J1592)),\"\")","v":"UWS_149"},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:K1592)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:L1592)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:M1592)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:N1592)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:O1592)),\"\")","v":"149 Lower levels of performance in assessment on the MBA/DBA programmes were identified at the London Campus compared with similar programmes at other university campuses. The ELIR team would encourage the University to continue with its plans to address parity of experience and student outcomes for students studying at different locations and modes as part of its future development of its London-based provision."}]
[{"$f":"IF('> FILTER <'!B1594<>\"\",ROW(OFFSET(A1593,-1,0)),\"\")","v":1592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1594)),A1593,\"\")","v":1592},{"$f":"IFERROR(SMALL(Helper2_1,A1593),\"\")","v":1592},null,1592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1594)),$A1593,\"\")","v":1592},{"$f":"IFERROR(SMALL(Helper2_2,A1593),\"\")","v":1592},{"$f":"COUNTIF(Helper3_1,\"=\"&G1593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1593)=1, G1593, \"\")","v":1592},{"$f":"IFERROR(SMALL(Index_2,A1593),\"\")","v":1592},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:J1593)),\"\")","v":"UWS_150"},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:K1593)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:L1593)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:M1593)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:N1593)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:O1593)),\"\")","v":"150 The University has effective arrangements for self-evaluation, including effective use of data to inform decision-making. Performance data, quality processes and reports are used extensively to inform enhancement at programme, division, school and institutional levels. The integration of data into portfolio review, programme approval, annual monitoring, periodic review processes and student survey analysis is encouraging an ongoing focus on performance, viability of programmes and enhancement of learning and teaching. There are clear processes for analysing, synthesising and responding to action plans emerging from quality-related procedures. The integrated and widely-understood approach to using an extensive range of external and internal data (both quantitative and qualitative) at multiple levels (student, staff, programme, school, professional service and institution) to promote enhancement and inform decision-making and evaluation, was viewed as positive and effective."}]
[{"$f":"IF('> FILTER <'!B1595<>\"\",ROW(OFFSET(A1594,-1,0)),\"\")","v":1593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1595)),A1594,\"\")","v":1593},{"$f":"IFERROR(SMALL(Helper2_1,A1594),\"\")","v":1593},null,1593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1595)),$A1594,\"\")","v":1593},{"$f":"IFERROR(SMALL(Helper2_2,A1594),\"\")","v":1593},{"$f":"COUNTIF(Helper3_1,\"=\"&G1594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1594)=1, G1594, \"\")","v":1593},{"$f":"IFERROR(SMALL(Index_2,A1594),\"\")","v":1593},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:J1594)),\"\")","v":"UWS_151"},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:K1594)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:L1594)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:M1594)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:N1594)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:O1594)),\"\")","v":"151 The University should introduce an explicit process for the periodic review of student-facing professional services in order to provide a more complete overview of the contribution and role of support services in the enhancement of the student learning experience. Reviewing these services will be useful following the University's rebalancing exercise. The University should draw on the existing good practice in the ILRs of academic provision."}]
[{"$f":"IF('> FILTER <'!B1596<>\"\",ROW(OFFSET(A1595,-1,0)),\"\")","v":1594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1596)),A1595,\"\")","v":1594},{"$f":"IFERROR(SMALL(Helper2_1,A1595),\"\")","v":1594},null,1594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1596)),$A1595,\"\")","v":1594},{"$f":"IFERROR(SMALL(Helper2_2,A1595),\"\")","v":1594},{"$f":"COUNTIF(Helper3_1,\"=\"&G1595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1595)=1, G1595, \"\")","v":1594},{"$f":"IFERROR(SMALL(Index_2,A1595),\"\")","v":1594},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:J1595)),\"\")","v":"UWS_152"},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:K1595)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:L1595)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:M1595)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:N1595)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:O1595)),\"\")","v":"152 The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience. The University's Global Engagement Enabling Plan 2014-2020 outlines its internationalisation objectives which include 'offering UWS degrees and professional development through a range of off-shore arrangements' and a key performance indicator of 3,000 students enrolled on UWS degrees through TNE/online arrangements by the end of 2019-20. The University is aware that its growth targets have not been fully realised; however, there has been significant growth in TNE student numbers since the 2014 ELIR, with the main area of growth in validated arrangements with TNE partnerships - a shift from 2014 when the majority of partnerships were franchise collaborations."}]
[{"$f":"IF('> FILTER <'!B1597<>\"\",ROW(OFFSET(A1596,-1,0)),\"\")","v":1595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1597)),A1596,\"\")","v":1595},{"$f":"IFERROR(SMALL(Helper2_1,A1596),\"\")","v":1595},null,1595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1597)),$A1596,\"\")","v":1595},{"$f":"IFERROR(SMALL(Helper2_2,A1596),\"\")","v":1595},{"$f":"COUNTIF(Helper3_1,\"=\"&G1596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1596)=1, G1596, \"\")","v":1595},{"$f":"IFERROR(SMALL(Index_2,A1596),\"\")","v":1595},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:J1596)),\"\")","v":"UWS_153"},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:K1596)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:L1596)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:M1596)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:N1596)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:O1596)),\"\")","v":"153 At the time of the current ELIR, the University was in the process of developing its Corporate Strategy 2020-25 and so had not yet specified its future strategic approach to collaborative provision. The ELIR team learned that the University aims to consolidate its TNE collaborative provision, to focus on franchise partnerships and to discontinue validation arrangements. The strategy of consolidation reflects the low student numbers of some partnerships, and the challenges and risks associated with assuring the quality and standards of validated provision."}]
[{"$f":"IF('> FILTER <'!B1598<>\"\",ROW(OFFSET(A1597,-1,0)),\"\")","v":1596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1598)),A1597,\"\")","v":1596},{"$f":"IFERROR(SMALL(Helper2_1,A1597),\"\")","v":1596},null,1596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1598)),$A1597,\"\")","v":1596},{"$f":"IFERROR(SMALL(Helper2_2,A1597),\"\")","v":1596},{"$f":"COUNTIF(Helper3_1,\"=\"&G1597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1597)=1, G1597, \"\")","v":1596},{"$f":"IFERROR(SMALL(Index_2,A1597),\"\")","v":1596},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:J1597)),\"\")","v":"UWS_154"},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:K1597)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:L1597)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:M1597)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:N1597)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:O1597)),\"\")","v":"154 Strategic development of TNE collaborations (franchise and validated) was transferred in 2019-20 to EAC for taught provision and the Research and Enterprise Advisory Committee (REAC) for PhD partnerships. At the time of the current ELIR, all taught partnerships were overseen at institutional level by the Vice-Principal (Academic) in order to ensure a focus on consideration of academic elements."}]
[{"$f":"IF('> FILTER <'!B1599<>\"\",ROW(OFFSET(A1598,-1,0)),\"\")","v":1597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1599)),A1598,\"\")","v":1597},{"$f":"IFERROR(SMALL(Helper2_1,A1598),\"\")","v":1597},null,1597,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1599)),$A1598,\"\")","v":1597},{"$f":"IFERROR(SMALL(Helper2_2,A1598),\"\")","v":1597},{"$f":"COUNTIF(Helper3_1,\"=\"&G1598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1598)=1, G1598, \"\")","v":1597},{"$f":"IFERROR(SMALL(Index_2,A1598),\"\")","v":1597},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:J1598)),\"\")","v":"UWS_155"},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:K1598)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:L1598)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:M1598)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:N1598)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:O1598)),\"\")","v":"155 Until 2019-20, the Collaborative Forum (CF), which reported to both EAC and REAC, reviewed and monitored the effectiveness of all collaborative agreements and supported the development of collaborations. At the time of the current ELIR, CF had been reconstituted as the Partnerships and Collaboration Committee (PCC) and retained all of the responsibilities of its predecessor. One key change in remit was the transfer of responsibility to the new Programme Approval and Review Group (PAG) for 'approval to proceed' (to an approval event) for new collaborative proposals, which involves consideration of matters related to potential viability and strategic fit. "}]
[{"$f":"IF('> FILTER <'!B1600<>\"\",ROW(OFFSET(A1599,-1,0)),\"\")","v":1598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1600)),A1599,\"\")","v":1598},{"$f":"IFERROR(SMALL(Helper2_1,A1599),\"\")","v":1598},null,1598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1600)),$A1599,\"\")","v":1598},{"$f":"IFERROR(SMALL(Helper2_2,A1599),\"\")","v":1598},{"$f":"COUNTIF(Helper3_1,\"=\"&G1599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1599)=1, G1599, \"\")","v":1598},{"$f":"IFERROR(SMALL(Index_2,A1599),\"\")","v":1598},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:J1599)),\"\")","v":"UWS_156"},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:K1599)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:L1599)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:M1599)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:N1599)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:O1599)),\"\")","v":"156 The ELIR team learned that the PCC provides oversight of each school's entire collaborative provision, and that the School of Business and Creative Industries, which has the largest number of partnerships, has in place its own, school-specific Collaborative Partnership Committee, which reports to the school board and on to PCC. In all schools, the school board provides oversight of partnership activity."}]
[{"$f":"IF('> FILTER <'!B1601<>\"\",ROW(OFFSET(A1600,-1,0)),\"\")","v":1599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1601)),A1600,\"\")","v":1599},{"$f":"IFERROR(SMALL(Helper2_1,A1600),\"\")","v":1599},null,1599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1601)),$A1600,\"\")","v":1599},{"$f":"IFERROR(SMALL(Helper2_2,A1600),\"\")","v":1599},{"$f":"COUNTIF(Helper3_1,\"=\"&G1600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1600)=1, G1600, \"\")","v":1599},{"$f":"IFERROR(SMALL(Index_2,A1600),\"\")","v":1599},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:J1600)),\"\")","v":"UWS_157"},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:K1600)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:L1600)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:M1600)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:N1600)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:O1600)),\"\")","v":"157 The seven PhD collaborations are all with institutions in Germany. Doctoral degrees are awarded by UWS, and the arrangements are administered by the Doctoral College. At the time of the current ELIR, the University was piloting a revised approach to manage research collaborations. The ELIR team would encourage the University to continue to develop a more managed approach to managing research collaborations. Following the extensive review of collaborative processes, the role of Recognised Supervisor of the University (RSU) has recently been introduced by the University. "}]
[{"$f":"IF('> FILTER <'!B1602<>\"\",ROW(OFFSET(A1601,-1,0)),\"\")","v":1600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1602)),A1601,\"\")","v":1600},{"$f":"IFERROR(SMALL(Helper2_1,A1601),\"\")","v":1600},null,1600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1602)),$A1601,\"\")","v":1600},{"$f":"IFERROR(SMALL(Helper2_2,A1601),\"\")","v":1600},{"$f":"COUNTIF(Helper3_1,\"=\"&G1601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1601)=1, G1601, \"\")","v":1600},{"$f":"IFERROR(SMALL(Index_2,A1601),\"\")","v":1600},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:J1601)),\"\")","v":"UWS_157"},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:K1601)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:L1601)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:M1601)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:N1601)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:O1601)),\"\")","v":"157 The seven PhD collaborations are all with institutions in Germany. Doctoral degrees are awarded by UWS, and the arrangements are administered by the Doctoral College. At the time of the current ELIR, the University was piloting a revised approach to manage research collaborations. The ELIR team would encourage the University to continue to develop a more managed approach to managing research collaborations. Following the extensive review of collaborative processes, the role of Recognised Supervisor of the University (RSU) has recently been introduced by the University. "}]
[{"$f":"IF('> FILTER <'!B1603<>\"\",ROW(OFFSET(A1602,-1,0)),\"\")","v":1601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1603)),A1602,\"\")","v":1601},{"$f":"IFERROR(SMALL(Helper2_1,A1602),\"\")","v":1601},null,1601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1603)),$A1602,\"\")","v":1601},{"$f":"IFERROR(SMALL(Helper2_2,A1602),\"\")","v":1601},{"$f":"COUNTIF(Helper3_1,\"=\"&G1602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1602)=1, G1602, \"\")","v":1601},{"$f":"IFERROR(SMALL(Index_2,A1602),\"\")","v":1601},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:J1602)),\"\")","v":"UWS_158"},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:K1602)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:L1602)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:M1602)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:N1602)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:O1602)),\"\")","v":"158 At the institutional level, the Vice-Principal (Academic) has delegated to the Associate Vice-Principal (Research), strategic responsibility for Graduate Apprenticeship provision, as a reflection of the University's intention to cultivate increased links between teaching, research and employer engagement. The University is expanding its Graduate Apprenticeship provision beyond the initial four programmes, which had 98 students in   2018-19. Monitoring and review of Graduate Apprenticeship provision is embedded into quality processes and are considered at school boards (paragraph 109-114). "}]
[{"$f":"IF('> FILTER <'!B1604<>\"\",ROW(OFFSET(A1603,-1,0)),\"\")","v":1602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1604)),A1603,\"\")","v":1602},{"$f":"IFERROR(SMALL(Helper2_1,A1603),\"\")","v":1602},null,1602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1604)),$A1603,\"\")","v":1602},{"$f":"IFERROR(SMALL(Helper2_2,A1603),\"\")","v":1602},{"$f":"COUNTIF(Helper3_1,\"=\"&G1603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1603)=1, G1603, \"\")","v":1602},{"$f":"IFERROR(SMALL(Index_2,A1603),\"\")","v":1602},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:J1603)),\"\")","v":"UWS_158"},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:K1603)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:L1603)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:M1603)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:N1603)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:O1603)),\"\")","v":"158 At the institutional level, the Vice-Principal (Academic) has delegated to the Associate Vice-Principal (Research), strategic responsibility for Graduate Apprenticeship provision, as a reflection of the University's intention to cultivate increased links between teaching, research and employer engagement. The University is expanding its Graduate Apprenticeship provision beyond the initial four programmes, which had 98 students in   2018-19. Monitoring and review of Graduate Apprenticeship provision is embedded into quality processes and are considered at school boards (paragraph 109-114). "}]
[{"$f":"IF('> FILTER <'!B1605<>\"\",ROW(OFFSET(A1604,-1,0)),\"\")","v":1603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1605)),A1604,\"\")","v":1603},{"$f":"IFERROR(SMALL(Helper2_1,A1604),\"\")","v":1603},null,1603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1605)),$A1604,\"\")","v":1603},{"$f":"IFERROR(SMALL(Helper2_2,A1604),\"\")","v":1603},{"$f":"COUNTIF(Helper3_1,\"=\"&G1604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1604)=1, G1604, \"\")","v":1603},{"$f":"IFERROR(SMALL(Index_2,A1604),\"\")","v":1603},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:J1604)),\"\")","v":"UWS_159"},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:K1604)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:L1604)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:M1604)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:N1604)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:O1604)),\"\")","v":"159 In 2018-19, the University undertook a number of reviews of its processes for approval and monitoring of collaborative provision. Two internal reviews were undertaken, in addition to an external benchmarking exercise and engagement of an external consultant to evaluate the effectiveness of its revised approach to collaborative provision. These reviews have resulted in a strengthening of processes including: a revised approval process; new two-stage due diligence procedure; reintroduction of full approval events for approval of franchise partnerships; more robust procedure for withdrawing from partnerships; the formal linking of internal approval processes to academic oversight of the institutional portfolio. The clear alignment between strategic and school priorities, and between business and academic approval, was viewed positively by the ELIR team. The team commended the institution's more managed, consolidated approach to partnership activity, and the extent to which these approaches were widely understood by staff."}]
[{"$f":"IF('> FILTER <'!B1606<>\"\",ROW(OFFSET(A1605,-1,0)),\"\")","v":1604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1606)),A1605,\"\")","v":1604},{"$f":"IFERROR(SMALL(Helper2_1,A1605),\"\")","v":1604},null,1604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1606)),$A1605,\"\")","v":1604},{"$f":"IFERROR(SMALL(Helper2_2,A1605),\"\")","v":1604},{"$f":"COUNTIF(Helper3_1,\"=\"&G1605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1605)=1, G1605, \"\")","v":1604},{"$f":"IFERROR(SMALL(Index_2,A1605),\"\")","v":1604},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:J1605)),\"\")","v":"UWS_160"},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:K1605)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:L1605)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:M1605)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:N1605)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:O1605)),\"\")","v":"160 The procedures for the approval, monitoring and review of collaborative provision are outlined in the Quality Handbook. The procedures are differentiated by type of partnership, which demonstrates institutional awareness of the differences in nature of, and levels of risk associated with, different partnership models. Procedures have been revised in response to challenges experienced in approving and operating partnerships. Within schools, responsibility for partnerships lies with: the UWS Link Tutor (franchise) and the UWS Collaborative Contact (validated), both of which are academic roles and are supported by recently revised role descriptors. "}]
[{"$f":"IF('> FILTER <'!B1607<>\"\",ROW(OFFSET(A1606,-1,0)),\"\")","v":1605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1607)),A1606,\"\")","v":1605},{"$f":"IFERROR(SMALL(Helper2_1,A1606),\"\")","v":1605},null,1605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1607)),$A1606,\"\")","v":1605},{"$f":"IFERROR(SMALL(Helper2_2,A1606),\"\")","v":1605},{"$f":"COUNTIF(Helper3_1,\"=\"&G1606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1606)=1, G1606, \"\")","v":1605},{"$f":"IFERROR(SMALL(Index_2,A1606),\"\")","v":1605},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:J1606)),\"\")","v":"UWS_160"},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:K1606)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:L1606)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:M1606)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:N1606)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:O1606)),\"\")","v":"160 The procedures for the approval, monitoring and review of collaborative provision are outlined in the Quality Handbook. The procedures are differentiated by type of partnership, which demonstrates institutional awareness of the differences in nature of, and levels of risk associated with, different partnership models. Procedures have been revised in response to challenges experienced in approving and operating partnerships. Within schools, responsibility for partnerships lies with: the UWS Link Tutor (franchise) and the UWS Collaborative Contact (validated), both of which are academic roles and are supported by recently revised role descriptors. "}]
[{"$f":"IF('> FILTER <'!B1608<>\"\",ROW(OFFSET(A1607,-1,0)),\"\")","v":1606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1608)),A1607,\"\")","v":1606},{"$f":"IFERROR(SMALL(Helper2_1,A1607),\"\")","v":1606},null,1606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1608)),$A1607,\"\")","v":1606},{"$f":"IFERROR(SMALL(Helper2_2,A1607),\"\")","v":1606},{"$f":"COUNTIF(Helper3_1,\"=\"&G1607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1607)=1, G1607, \"\")","v":1606},{"$f":"IFERROR(SMALL(Index_2,A1607),\"\")","v":1606},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:J1607)),\"\")","v":"UWS_161"},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:K1607)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:L1607)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:M1607)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:N1607)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:O1607)),\"\")","v":"161 Processes are in place for the approval of academic staff at partner institutions. For franchise arrangements, partner academic staff are approved by schools as Recognised Teachers of the University (RTU). PCC maintains oversight of schools' processes for approving and annually reviewing RTUs. "}]
[{"$f":"IF('> FILTER <'!B1609<>\"\",ROW(OFFSET(A1608,-1,0)),\"\")","v":1607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1609)),A1608,\"\")","v":1607},{"$f":"IFERROR(SMALL(Helper2_1,A1608),\"\")","v":1607},null,1607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1609)),$A1608,\"\")","v":1607},{"$f":"IFERROR(SMALL(Helper2_2,A1608),\"\")","v":1607},{"$f":"COUNTIF(Helper3_1,\"=\"&G1608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1608)=1, G1608, \"\")","v":1607},{"$f":"IFERROR(SMALL(Index_2,A1608),\"\")","v":1607},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:J1608)),\"\")","v":"UWS_162"},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:K1608)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:L1608)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:M1608)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:N1608)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:O1608)),\"\")","v":"162 The academic approval process for partnerships require an approval event, as is the case for campus-based programmes. Approval events for franchise programmes may be in-country or 'UWS in-house'. Approvals for validations take place in-country due to the perceived higher risk. All partnerships are monitored annually and are reviewed regularly with regard to financial viability (annually by schools) and risk to the University (periodic due diligence review by the University legal team)."}]
[{"$f":"IF('> FILTER <'!B1610<>\"\",ROW(OFFSET(A1609,-1,0)),\"\")","v":1608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1610)),A1609,\"\")","v":1608},{"$f":"IFERROR(SMALL(Helper2_1,A1609),\"\")","v":1608},null,1608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1610)),$A1609,\"\")","v":1608},{"$f":"IFERROR(SMALL(Helper2_2,A1609),\"\")","v":1608},{"$f":"COUNTIF(Helper3_1,\"=\"&G1609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1609)=1, G1609, \"\")","v":1608},{"$f":"IFERROR(SMALL(Index_2,A1609),\"\")","v":1608},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:J1609)),\"\")","v":"UWS_162"},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:K1609)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:L1609)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:M1609)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:N1609)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:O1609)),\"\")","v":"162 The academic approval process for partnerships require an approval event, as is the case for campus-based programmes. Approval events for franchise programmes may be in-country or 'UWS in-house'. Approvals for validations take place in-country due to the perceived higher risk. All partnerships are monitored annually and are reviewed regularly with regard to financial viability (annually by schools) and risk to the University (periodic due diligence review by the University legal team)."}]
[{"$f":"IF('> FILTER <'!B1611<>\"\",ROW(OFFSET(A1610,-1,0)),\"\")","v":1609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1611)),A1610,\"\")","v":1609},{"$f":"IFERROR(SMALL(Helper2_1,A1610),\"\")","v":1609},null,1609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1611)),$A1610,\"\")","v":1609},{"$f":"IFERROR(SMALL(Helper2_2,A1610),\"\")","v":1609},{"$f":"COUNTIF(Helper3_1,\"=\"&G1610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1610)=1, G1610, \"\")","v":1609},{"$f":"IFERROR(SMALL(Index_2,A1610),\"\")","v":1609},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:J1610)),\"\")","v":"UWS_163"},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:K1610)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:L1610)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:M1610)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:N1610)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:O1610)),\"\")","v":"163 The University conducts a periodic Collaborative Review of all partnerships which considers the student experience, annual monitoring reports, and learning and teaching approaches of the partner, as well as considering ongoing viability and risks. For franchise arrangements, the Collaborative Review is in addition to the ILR. The effectiveness of the subject area's own quality assurance mechanisms in relation to TNE provision is considered during the ILR process which was viewed positively by the ELIR team. For validation partnerships, the Collaborative Review includes a reapproval event, conducted by a team including external experts."}]
[{"$f":"IF('> FILTER <'!B1612<>\"\",ROW(OFFSET(A1611,-1,0)),\"\")","v":1610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1612)),A1611,\"\")","v":1610},{"$f":"IFERROR(SMALL(Helper2_1,A1611),\"\")","v":1610},null,1610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1612)),$A1611,\"\")","v":1610},{"$f":"IFERROR(SMALL(Helper2_2,A1611),\"\")","v":1610},{"$f":"COUNTIF(Helper3_1,\"=\"&G1611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1611)=1, G1611, \"\")","v":1610},{"$f":"IFERROR(SMALL(Index_2,A1611),\"\")","v":1610},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:J1611)),\"\")","v":"UWS_164"},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:K1611)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:L1611)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:M1611)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:N1611)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:O1611)),\"\")","v":"164 The academic security of assessment on TNE franchised programmes is managed and assured through the use of identical examinations which are scheduled simultaneously with a third party managing the conduct of the examination. In the first year of a new programme, all assessment results are moderated by UWS. The assessments used on TNE programmes are the same as those used on campus, albeit adapted to take account of the local context, for example, local law and regulations. Training provided to RTUs by UWS Link Tutors and through the RTU VLE site covers key assessment-related information, such as assessment methods and providing feedback. The University's Assessment Handbook is issued annually to all partners, and moderation takes place in accordance with the Handbook's requirements. For validated programmes, where the assessment is set and marked by the partner, the University undertakes a sample of marking as part of its moderation processes."}]
[{"$f":"IF('> FILTER <'!B1613<>\"\",ROW(OFFSET(A1612,-1,0)),\"\")","v":1611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1613)),A1612,\"\")","v":1611},{"$f":"IFERROR(SMALL(Helper2_1,A1612),\"\")","v":1611},null,1611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1613)),$A1612,\"\")","v":1611},{"$f":"IFERROR(SMALL(Helper2_2,A1612),\"\")","v":1611},{"$f":"COUNTIF(Helper3_1,\"=\"&G1612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1612)=1, G1612, \"\")","v":1611},{"$f":"IFERROR(SMALL(Index_2,A1612),\"\")","v":1611},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:J1612)),\"\")","v":"UWS_165"},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:K1612)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:L1612)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:M1612)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:N1612)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:O1612)),\"\")","v":"165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."}]
[{"$f":"IF('> FILTER <'!B1614<>\"\",ROW(OFFSET(A1613,-1,0)),\"\")","v":1612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1614)),A1613,\"\")","v":1612},{"$f":"IFERROR(SMALL(Helper2_1,A1613),\"\")","v":1612},null,1612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1614)),$A1613,\"\")","v":1612},{"$f":"IFERROR(SMALL(Helper2_2,A1613),\"\")","v":1612},{"$f":"COUNTIF(Helper3_1,\"=\"&G1613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1613)=1, G1613, \"\")","v":1612},{"$f":"IFERROR(SMALL(Index_2,A1613),\"\")","v":1612},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:J1613)),\"\")","v":"UWS_165"},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:K1613)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:L1613)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:M1613)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:N1613)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:O1613)),\"\")","v":"165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."}]
[{"$f":"IF('> FILTER <'!B1615<>\"\",ROW(OFFSET(A1614,-1,0)),\"\")","v":1613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1615)),A1614,\"\")","v":1613},{"$f":"IFERROR(SMALL(Helper2_1,A1614),\"\")","v":1613},null,1613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1615)),$A1614,\"\")","v":1613},{"$f":"IFERROR(SMALL(Helper2_2,A1614),\"\")","v":1613},{"$f":"COUNTIF(Helper3_1,\"=\"&G1614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1614)=1, G1614, \"\")","v":1613},{"$f":"IFERROR(SMALL(Index_2,A1614),\"\")","v":1613},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:J1614)),\"\")","v":"UWS_165"},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:K1614)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:L1614)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:M1614)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:N1614)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:O1614)),\"\")","v":"165 The University has recently strengthened its external examining arrangements for collaborative provision. External examiners are no longer appointed by partners; this is the sole responsibility of the University. The University has introduced revised guidance and a revised online reporting template for external examiners involved in collaborative provision, which includes commentary on comparison between programmes offered by more than one mode or more than one location. In addition, the University has recently extended its         on-campus model of two-tiered assessment boards to TNE partnerships, with results processing now being undertaken by university staff. There would be benefit to the University in reviewing these arrangements after the first year of operation."}]
[{"$f":"IF('> FILTER <'!B1616<>\"\",ROW(OFFSET(A1615,-1,0)),\"\")","v":1614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1616)),A1615,\"\")","v":1614},{"$f":"IFERROR(SMALL(Helper2_1,A1615),\"\")","v":1614},null,1614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1616)),$A1615,\"\")","v":1614},{"$f":"IFERROR(SMALL(Helper2_2,A1615),\"\")","v":1614},{"$f":"COUNTIF(Helper3_1,\"=\"&G1615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1615)=1, G1615, \"\")","v":1614},{"$f":"IFERROR(SMALL(Index_2,A1615),\"\")","v":1614},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:J1615)),\"\")","v":"UWS_166"},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:K1615)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:L1615)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:M1615)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:N1615)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:O1615)),\"\")","v":"166 Arrangements for student support, guidance and induction are specified as part of the academic case for franchise partnerships and are considered as part of the academic approval event for both validated and franchise partnerships. Oversight of the student learning experience is embedded within the University standard quality assurance mechanisms for annual monitoring and periodic review, with arrangements differentiated by partnership type. There is clear evidence that parity of experience across all modes and locations of study is reviewed through the Module Review Form EAM, ILR, local SSLGs and MEQs. "}]
[{"$f":"IF('> FILTER <'!B1617<>\"\",ROW(OFFSET(A1616,-1,0)),\"\")","v":1615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1617)),A1616,\"\")","v":1615},{"$f":"IFERROR(SMALL(Helper2_1,A1616),\"\")","v":1615},null,1615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1617)),$A1616,\"\")","v":1615},{"$f":"IFERROR(SMALL(Helper2_2,A1616),\"\")","v":1615},{"$f":"COUNTIF(Helper3_1,\"=\"&G1616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1616)=1, G1616, \"\")","v":1615},{"$f":"IFERROR(SMALL(Index_2,A1616),\"\")","v":1615},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:J1616)),\"\")","v":"UWS_166"},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:K1616)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:L1616)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:M1616)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:N1616)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:O1616)),\"\")","v":"166 Arrangements for student support, guidance and induction are specified as part of the academic case for franchise partnerships and are considered as part of the academic approval event for both validated and franchise partnerships. Oversight of the student learning experience is embedded within the University standard quality assurance mechanisms for annual monitoring and periodic review, with arrangements differentiated by partnership type. There is clear evidence that parity of experience across all modes and locations of study is reviewed through the Module Review Form EAM, ILR, local SSLGs and MEQs. "}]
[{"$f":"IF('> FILTER <'!B1618<>\"\",ROW(OFFSET(A1617,-1,0)),\"\")","v":1616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1618)),A1617,\"\")","v":1616},{"$f":"IFERROR(SMALL(Helper2_1,A1617),\"\")","v":1616},null,1616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1618)),$A1617,\"\")","v":1616},{"$f":"IFERROR(SMALL(Helper2_2,A1617),\"\")","v":1616},{"$f":"COUNTIF(Helper3_1,\"=\"&G1617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1617)=1, G1617, \"\")","v":1616},{"$f":"IFERROR(SMALL(Index_2,A1617),\"\")","v":1616},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:J1617)),\"\")","v":"UWS_167"},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:K1617)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:L1617)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:M1617)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:N1617)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:O1617)),\"\")","v":"167 The UWS Link Tutor plays a pivotal role in the enhancement of the student learning experience on TNE franchise partnerships. There is a prescribed series of regular visits post-approval. Institution oversight of visits is maintained by the Collaborative Partnerships Operations Board with the Collaborative Forum determining annually the extent to which a satisfactory number of visits have been made. Visits are supplemented through regular interaction via video-conferencing and e-communications. "}]
[{"$f":"IF('> FILTER <'!B1619<>\"\",ROW(OFFSET(A1618,-1,0)),\"\")","v":1617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1619)),A1618,\"\")","v":1617},{"$f":"IFERROR(SMALL(Helper2_1,A1618),\"\")","v":1617},null,1617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1619)),$A1618,\"\")","v":1617},{"$f":"IFERROR(SMALL(Helper2_2,A1618),\"\")","v":1617},{"$f":"COUNTIF(Helper3_1,\"=\"&G1618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1618)=1, G1618, \"\")","v":1617},{"$f":"IFERROR(SMALL(Index_2,A1618),\"\")","v":1617},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:J1618)),\"\")","v":"UWS_168"},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:K1618)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:L1618)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:M1618)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:N1618)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:O1618)),\"\")","v":"168 The views of students enrolled on partnership programmes are gathered and evaluated via the University's standard MEQs and SSLGs, which all partnership providers are expected to have in place. The University uses the Collaborative Review process to gain a more holistic view of the student learning experience on collaborative programmes during which the panel meets with students. The ILR process provides a further opportunity for evaluation of the student learning experience on partnership programmes, with feedback being provided directly by students through online surveys on all aspects of the student journey. The feeling of belonging to UWS has emerged as a recurring issue. At the time of the current ELIR, a variety of approaches were used to engage students and support them in developing an identity as UWS students, but the University recognised the need to develop a co-ordinated approach, rather than school-specific initiatives, and proposed to establish a short-life working group to take this forward. The University is encouraged to continue with its plans to enhance the sense of belonging among TNE students to UWS and to coordinate developments through the proposed short-life working group. In addition, the University is encouraged to continue its plans to introduce a TNE-specific survey for students on collaborative partnerships (paragraph 146). "}]
[{"$f":"IF('> FILTER <'!B1620<>\"\",ROW(OFFSET(A1619,-1,0)),\"\")","v":1618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1620)),A1619,\"\")","v":1618},{"$f":"IFERROR(SMALL(Helper2_1,A1619),\"\")","v":1618},null,1618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1620)),$A1619,\"\")","v":1618},{"$f":"IFERROR(SMALL(Helper2_2,A1619),\"\")","v":1618},{"$f":"COUNTIF(Helper3_1,\"=\"&G1619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1619)=1, G1619, \"\")","v":1618},{"$f":"IFERROR(SMALL(Index_2,A1619),\"\")","v":1618},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:J1619)),\"\")","v":"UWS_169"},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:K1619)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:L1619)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:M1619)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:N1619)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:O1619)),\"\")","v":"169 The University has an effective approach to managing its collaborative provision, including arrangements for securing academic standards and enhancing the student experience, which meet the Expectations of the Quality Code. "}]
[{"$f":"IF('> FILTER <'!B1621<>\"\",ROW(OFFSET(A1620,-1,0)),\"\")","v":1619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1621)),A1620,\"\")","v":1619},{"$f":"IFERROR(SMALL(Helper2_1,A1620),\"\")","v":1619},null,1619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1621)),$A1620,\"\")","v":1619},{"$f":"IFERROR(SMALL(Helper2_2,A1620),\"\")","v":1619},{"$f":"COUNTIF(Helper3_1,\"=\"&G1620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1620)=1, G1620, \"\")","v":1619},{"$f":"IFERROR(SMALL(Index_2,A1620),\"\")","v":1619},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:J1620)),\"\")","v":"UWS_170"},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:K1620)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:L1620)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:M1620)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:N1620)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:O1620)),\"\")","v":"170 Procedures for the approval, monitoring and review of partnerships are robust, embedded in the institution's quality assurance framework and are differentiated by partnership type. There is clear evidence that the University keeps its approaches to managing collaborative provision under review. The University also evaluates and adapts the institutional committees and groups which have strategic and operational oversight of its collaborative provision. Procedures are aligned to delivering institutional strategic priorities in partnership activity. "}]
[{"$f":"IF('> FILTER <'!B1622<>\"\",ROW(OFFSET(A1621,-1,0)),\"\")","v":1620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1622)),A1621,\"\")","v":1620},{"$f":"IFERROR(SMALL(Helper2_1,A1621),\"\")","v":1620},null,1620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1622)),$A1621,\"\")","v":1620},{"$f":"IFERROR(SMALL(Helper2_2,A1621),\"\")","v":1620},{"$f":"COUNTIF(Helper3_1,\"=\"&G1621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1621)=1, G1621, \"\")","v":1620},{"$f":"IFERROR(SMALL(Index_2,A1621),\"\")","v":1620},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:J1621)),\"\")","v":"UWS_171"},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:K1621)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:L1621)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:M1621)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:N1621)),\"\")","v":"University of the West of Scotland "},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:O1621)),\"\")","v":"171 The University is to be commended for the thoroughness of the reviews and redevelopment of its collaborative provision processes, to ensure that its arrangements are aligned to delivering strategic priorities as partnership activity has grown and diversified. In managing its collaborative provision, the University has taken a strategic and focused approach which includes targeting a smaller number of partners and strengthening processes for approving, monitoring and reviewing provision, ensuring a clear alignment between business processes and institutional priorities."}]
[{"$f":"IF('> FILTER <'!B1623<>\"\",ROW(OFFSET(A1622,-1,0)),\"\")","v":1621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1623)),A1622,\"\")","v":1621},{"$f":"IFERROR(SMALL(Helper2_1,A1622),\"\")","v":1621},null,{"$f":"ROW(OFFSET(E1622,-1,0))","v":1621},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1623)),$A1622,\"\")","v":1621},{"$f":"IFERROR(SMALL(Helper2_2,A1622),\"\")","v":1621},{"$f":"COUNTIF(Helper3_1,\"=\"&G1622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1622)=1, G1622, \"\")","v":1621},{"$f":"IFERROR(SMALL(Index_2,A1622),\"\")","v":1621},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:J1622)),\"\")","v":"GCU_2"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:K1622)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:L1622)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:M1622)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:N1622)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:O1622)),\"\")","v":"2 At the time of the ELIR, the strategic plan - Strategy 2020 - was drawing to a close and the ELIR team heard that a wide-ranging consultation exercise was underway to develop Strategy 2030. Strategy 2020 was based on five strategic goals: transforming lives through education; enriching cities and communities through research; innovating for social and economic impact; engaging globally; and aligning for the Common Good. Two goals were added following a mid-strategy review, covering sustainability and international student satisfaction. A major focus of Strategy 2020 was improving the student experience and, from 2016, all work in this area has been brought together in the Student Experience Action Plan (SEAP) (paragraphs 91-93). The finalisation and launch of Strategy 2030 was delayed because of the impact of COVID-19, with the team learning that Strategy 2030 was scheduled to be approved and launched in January 2021."}]
[{"$f":"IF('> FILTER <'!B1624<>\"\",ROW(OFFSET(A1623,-1,0)),\"\")","v":1622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1624)),A1623,\"\")","v":1622},{"$f":"IFERROR(SMALL(Helper2_1,A1623),\"\")","v":1622},null,1622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1624)),$A1623,\"\")","v":1622},{"$f":"IFERROR(SMALL(Helper2_2,A1623),\"\")","v":1622},{"$f":"COUNTIF(Helper3_1,\"=\"&G1623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1623)=1, G1623, \"\")","v":1622},{"$f":"IFERROR(SMALL(Index_2,A1623),\"\")","v":1622},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:J1623)),\"\")","v":"GCU_3"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:K1623)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:L1623)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:M1623)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:N1623)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:O1623)),\"\")","v":"3 The University is organised around three academic schools in Glasgow, each led by a Dean. A review in 2017 considered this structure and confirmed the continuation of the three schools but decided to replace the then nine departments with 22 new ones. This change aimed to increase the visibility of academic disciplines and strengthen the accountability of the schools. This 'Schools Refresh' was implemented in 2018-19. GCU London was also an academic school led by a Dean - this status was reviewed in 2020. At the ELIR Planning Visit in February 2020, the team had confirmation that the University's plan was now to consider GCU London as a campus and not a school. By the time of the delayed Review Visit in November 2020, the ELIR team was able to confirm this plan has been implemented, with subject staff based in London becoming affiliate members of the relevant core discipline subject groups within the academic school and departments based in Glasgow."}]
[{"$f":"IF('> FILTER <'!B1625<>\"\",ROW(OFFSET(A1624,-1,0)),\"\")","v":1623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1625)),A1624,\"\")","v":1623},{"$f":"IFERROR(SMALL(Helper2_1,A1624),\"\")","v":1623},null,1623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1625)),$A1624,\"\")","v":1623},{"$f":"IFERROR(SMALL(Helper2_2,A1624),\"\")","v":1623},{"$f":"COUNTIF(Helper3_1,\"=\"&G1624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1624)=1, G1624, \"\")","v":1623},{"$f":"IFERROR(SMALL(Index_2,A1624),\"\")","v":1623},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:J1624)),\"\")","v":"GCU_4"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:K1624)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:L1624)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:M1624)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:N1624)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:O1624)),\"\")","v":"4 This ELIR occurred during the COVID-19 global pandemic, with the Planning Visit conducted in person in February 2020, ahead of the UK government's decision to implement a nationwide 'lockdown' in March 2020. The ELIR was delayed by six months, resulting in the Review Visit being conducted online in November 2020. Inevitably, this resulted in the ELIR team hearing from staff and students regarding the impact of the pandemic on their work and studies, and the support given by the University to ensure its continued operation during the pandemic. Feedback from both students and staff was one of universal praise for the professional, caring and innovative ways in which the University supported students to study online, and staff to undertake their teaching and related work to support those studies. While there was a recognition of the problems and difficulties of the impact of the pandemic, the University was also able to see some benefits. The team learned, for example, that plans were at an advanced stage ahead of COVID-19, to improve support for online learning and GCU was therefore well placed to accelerate this work due to the circumstances of the pandemic (paragraphs 77-80)."}]
[{"$f":"IF('> FILTER <'!B1626<>\"\",ROW(OFFSET(A1625,-1,0)),\"\")","v":1624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1626)),A1625,\"\")","v":1624},{"$f":"IFERROR(SMALL(Helper2_1,A1625),\"\")","v":1624},null,1624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1626)),$A1625,\"\")","v":1624},{"$f":"IFERROR(SMALL(Helper2_2,A1625),\"\")","v":1624},{"$f":"COUNTIF(Helper3_1,\"=\"&G1625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1625)=1, G1625, \"\")","v":1624},{"$f":"IFERROR(SMALL(Index_2,A1625),\"\")","v":1624},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:J1625)),\"\")","v":"GCU_4"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:K1625)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:L1625)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:M1625)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:N1625)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:O1625)),\"\")","v":"4 This ELIR occurred during the COVID-19 global pandemic, with the Planning Visit conducted in person in February 2020, ahead of the UK government's decision to implement a nationwide 'lockdown' in March 2020. The ELIR was delayed by six months, resulting in the Review Visit being conducted online in November 2020. Inevitably, this resulted in the ELIR team hearing from staff and students regarding the impact of the pandemic on their work and studies, and the support given by the University to ensure its continued operation during the pandemic. Feedback from both students and staff was one of universal praise for the professional, caring and innovative ways in which the University supported students to study online, and staff to undertake their teaching and related work to support those studies. While there was a recognition of the problems and difficulties of the impact of the pandemic, the University was also able to see some benefits. The team learned, for example, that plans were at an advanced stage ahead of COVID-19, to improve support for online learning and GCU was therefore well placed to accelerate this work due to the circumstances of the pandemic (paragraphs 77-80)."}]
[{"$f":"IF('> FILTER <'!B1627<>\"\",ROW(OFFSET(A1626,-1,0)),\"\")","v":1625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1627)),A1626,\"\")","v":1625},{"$f":"IFERROR(SMALL(Helper2_1,A1626),\"\")","v":1625},null,1625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1627)),$A1626,\"\")","v":1625},{"$f":"IFERROR(SMALL(Helper2_2,A1626),\"\")","v":1625},{"$f":"COUNTIF(Helper3_1,\"=\"&G1626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1626)=1, G1626, \"\")","v":1625},{"$f":"IFERROR(SMALL(Index_2,A1626),\"\")","v":1625},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:J1626)),\"\")","v":"GCU_5"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:K1626)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:L1626)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:M1626)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:N1626)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:O1626)),\"\")","v":"5 Based on 2019-20 figures, the University has a student population of 17,540 students (actuals) of whom 14,165 are undergraduate and 3,375 postgraduate - 2,930 of whom are postgraduate taught (PGT) and 445 are postgraduate research (PGR). Almost 19% of the overall student population study part-time (3,330 students) and some 1,310 students are international. These figures and proportions have been broadly the same over the past five years, with growth (4%) now seen in the UK-domiciled student population in 2019-20 from the previous session. The postgraduate taught and postgraduate research student populations both show a slight increase."}]
[{"$f":"IF('> FILTER <'!B1628<>\"\",ROW(OFFSET(A1627,-1,0)),\"\")","v":1626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1628)),A1627,\"\")","v":1626},{"$f":"IFERROR(SMALL(Helper2_1,A1627),\"\")","v":1626},null,1626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1628)),$A1627,\"\")","v":1626},{"$f":"IFERROR(SMALL(Helper2_2,A1627),\"\")","v":1626},{"$f":"COUNTIF(Helper3_1,\"=\"&G1627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1627)=1, G1627, \"\")","v":1626},{"$f":"IFERROR(SMALL(Index_2,A1627),\"\")","v":1626},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:J1627)),\"\")","v":"GCU_5"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:K1627)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:L1627)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:M1627)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:N1627)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:O1627)),\"\")","v":"5 Based on 2019-20 figures, the University has a student population of 17,540 students (actuals) of whom 14,165 are undergraduate and 3,375 postgraduate - 2,930 of whom are postgraduate taught (PGT) and 445 are postgraduate research (PGR). Almost 19% of the overall student population study part-time (3,330 students) and some 1,310 students are international. These figures and proportions have been broadly the same over the past five years, with growth (4%) now seen in the UK-domiciled student population in 2019-20 from the previous session. The postgraduate taught and postgraduate research student populations both show a slight increase."}]
[{"$f":"IF('> FILTER <'!B1629<>\"\",ROW(OFFSET(A1628,-1,0)),\"\")","v":1627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1629)),A1628,\"\")","v":1627},{"$f":"IFERROR(SMALL(Helper2_1,A1628),\"\")","v":1627},null,1627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1629)),$A1628,\"\")","v":1627},{"$f":"IFERROR(SMALL(Helper2_2,A1628),\"\")","v":1627},{"$f":"COUNTIF(Helper3_1,\"=\"&G1628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1628)=1, G1628, \"\")","v":1627},{"$f":"IFERROR(SMALL(Index_2,A1628),\"\")","v":1627},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:J1628)),\"\")","v":"GCU_6"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:K1628)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:L1628)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:M1628)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:N1628)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:O1628)),\"\")","v":"6 The University's student population includes a substantial number of students from Scottish Index of Multiple Deprivation (SIMD20) postcodes, amounting to 22% of its Scottish domiciled undergraduate entrants in 2018-19 (the latest published data available). This proportion has remained largely unchanged over the previous four years. The University is particularly proud of its tradition of successfully recruiting students from SIMD20 areas and the fact that these students are retained at virtually the same rate as that for the wider student population. In session 2018-19, 90% of SIMD20 full-time, first-degree students were retained into the second year compared with a retention rate of 92% for all the University's Scottish domiciled full-time, first-degree students. This trend has also remained fairly stable over the past four years. GCU also attracts and recruits a substantial proportion of mature students (44% of its Scottish domiciled undergraduate entrants in 2018-19 were over 21). The University also has a well-developed programme of articulation with over 1,000 students joining programmes with advanced standing. The new Graduate Outcomes survey of leavers from 2017-18, showed 91% of leavers were in employment and/or further study 15 months after graduation."}]
[{"$f":"IF('> FILTER <'!B1630<>\"\",ROW(OFFSET(A1629,-1,0)),\"\")","v":1628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1630)),A1629,\"\")","v":1628},{"$f":"IFERROR(SMALL(Helper2_1,A1629),\"\")","v":1628},null,1628,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1630)),$A1629,\"\")","v":1628},{"$f":"IFERROR(SMALL(Helper2_2,A1629),\"\")","v":1628},{"$f":"COUNTIF(Helper3_1,\"=\"&G1629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1629)=1, G1629, \"\")","v":1628},{"$f":"IFERROR(SMALL(Index_2,A1629),\"\")","v":1628},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:J1629)),\"\")","v":"GCU_7"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:K1629)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:L1629)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:M1629)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:N1629)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:O1629)),\"\")","v":"7 The University's preparations for ELIR 4 were led by the Deputy Vice-Chancellor (Learning, Teaching and Student Experience), who chaired a cross-university steering group which comprised representation from the GCU Students' Association, and academic schools and professional support services staff. Full-Time Officers who met the ELIR team confirmed they were fully involved in the University's preparations for ELIR 4, including the selection of contextual themes, and that drafts of the Reflective Analysis (RA) were widely shared."}]
[{"$f":"IF('> FILTER <'!B1631<>\"\",ROW(OFFSET(A1630,-1,0)),\"\")","v":1629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1631)),A1630,\"\")","v":1629},{"$f":"IFERROR(SMALL(Helper2_1,A1630),\"\")","v":1629},null,1629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1631)),$A1630,\"\")","v":1629},{"$f":"IFERROR(SMALL(Helper2_2,A1630),\"\")","v":1629},{"$f":"COUNTIF(Helper3_1,\"=\"&G1630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1630)=1, G1630, \"\")","v":1629},{"$f":"IFERROR(SMALL(Index_2,A1630),\"\")","v":1629},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:J1630)),\"\")","v":"GCU_7"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:K1630)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:L1630)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:M1630)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:N1630)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:O1630)),\"\")","v":"7 The University's preparations for ELIR 4 were led by the Deputy Vice-Chancellor (Learning, Teaching and Student Experience), who chaired a cross-university steering group which comprised representation from the GCU Students' Association, and academic schools and professional support services staff. Full-Time Officers who met the ELIR team confirmed they were fully involved in the University's preparations for ELIR 4, including the selection of contextual themes, and that drafts of the Reflective Analysis (RA) were widely shared."}]
[{"$f":"IF('> FILTER <'!B1632<>\"\",ROW(OFFSET(A1631,-1,0)),\"\")","v":1630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1632)),A1631,\"\")","v":1630},{"$f":"IFERROR(SMALL(Helper2_1,A1631),\"\")","v":1630},null,1630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1632)),$A1631,\"\")","v":1630},{"$f":"IFERROR(SMALL(Helper2_2,A1631),\"\")","v":1630},{"$f":"COUNTIF(Helper3_1,\"=\"&G1631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1631)=1, G1631, \"\")","v":1630},{"$f":"IFERROR(SMALL(Index_2,A1631),\"\")","v":1630},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:J1631)),\"\")","v":"GCU_8"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:K1631)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:L1631)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:M1631)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:N1631)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:O1631)),\"\")","v":"8 The University chose as contextualisation its focused work on the student experience undertaken over the past few years, which is coordinated through its Student Experience Action Plan (SEAP) which has four themes: Student Engagement and a Sense of Belonging; Programme Organisation, Management and Delivery; Assessment and Feedback; Wider Student Experience. During the review, the ELIR team explored these themes with staff and were able to confirm that they did indeed reflect the strategic priorities and action underway at the University. The team was able to confirm that the use of SEAPs in departments and schools is well embedded and the themes were naturally part of university discourse (paragraph 91-93)."}]
[{"$f":"IF('> FILTER <'!B1633<>\"\",ROW(OFFSET(A1632,-1,0)),\"\")","v":1631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1633)),A1632,\"\")","v":1631},{"$f":"IFERROR(SMALL(Helper2_1,A1632),\"\")","v":1631},null,1631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1633)),$A1632,\"\")","v":1631},{"$f":"IFERROR(SMALL(Helper2_2,A1632),\"\")","v":1631},{"$f":"COUNTIF(Helper3_1,\"=\"&G1632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1632)=1, G1632, \"\")","v":1631},{"$f":"IFERROR(SMALL(Index_2,A1632),\"\")","v":1631},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:J1632)),\"\")","v":"GCU_9"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:K1632)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:L1632)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:M1632)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:N1632)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:O1632)),\"\")","v":"9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."}]
[{"$f":"IF('> FILTER <'!B1634<>\"\",ROW(OFFSET(A1633,-1,0)),\"\")","v":1632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1634)),A1633,\"\")","v":1632},{"$f":"IFERROR(SMALL(Helper2_1,A1633),\"\")","v":1632},null,1632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1634)),$A1633,\"\")","v":1632},{"$f":"IFERROR(SMALL(Helper2_2,A1633),\"\")","v":1632},{"$f":"COUNTIF(Helper3_1,\"=\"&G1633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1633)=1, G1633, \"\")","v":1632},{"$f":"IFERROR(SMALL(Index_2,A1633),\"\")","v":1632},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:J1633)),\"\")","v":"GCU_9"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:K1633)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:L1633)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:M1633)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:N1633)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:O1633)),\"\")","v":"9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."}]
[{"$f":"IF('> FILTER <'!B1635<>\"\",ROW(OFFSET(A1634,-1,0)),\"\")","v":1633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1635)),A1634,\"\")","v":1633},{"$f":"IFERROR(SMALL(Helper2_1,A1634),\"\")","v":1633},null,1633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1635)),$A1634,\"\")","v":1633},{"$f":"IFERROR(SMALL(Helper2_2,A1634),\"\")","v":1633},{"$f":"COUNTIF(Helper3_1,\"=\"&G1634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1634)=1, G1634, \"\")","v":1633},{"$f":"IFERROR(SMALL(Index_2,A1634),\"\")","v":1633},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:J1634)),\"\")","v":"GCU_9"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:K1634)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:L1634)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:M1634)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:N1634)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:O1634)),\"\")","v":"9 The 2015 ELIR identified five areas for development. The ELIR team was able to confirm that the University had taken action in all five areas. The recommendations on specific issues such as the research student experience, and the work of Graduate Teaching Assistants (GTAs) had been quickly addressed through the development of the 'Introduction to Teaching Skills' programme which must be completed before an employment contract is issued to GTAs (paragraph 71). The University confirmed work on assessment feedback was ongoing and the team explored the institution's plans and progress in this area (paragraphs 52 and 53). It was less clear to the team initially what action had been taken to address the off-campus student voice, but during the review the team was able to confirm progress in this area too (paragraph 134)."}]
[{"$f":"IF('> FILTER <'!B1636<>\"\",ROW(OFFSET(A1635,-1,0)),\"\")","v":1634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1636)),A1635,\"\")","v":1634},{"$f":"IFERROR(SMALL(Helper2_1,A1635),\"\")","v":1634},null,1634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1636)),$A1635,\"\")","v":1634},{"$f":"IFERROR(SMALL(Helper2_2,A1635),\"\")","v":1634},{"$f":"COUNTIF(Helper3_1,\"=\"&G1635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1635)=1, G1635, \"\")","v":1634},{"$f":"IFERROR(SMALL(Index_2,A1635),\"\")","v":1634},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:J1635)),\"\")","v":"GCU_10"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:K1635)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:L1635)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:M1635)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:N1635)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:O1635)),\"\")","v":"10 The University works closely with the GCU Students' Association and has an effective and valuable approach to partnership working. This was reflected in the strong involvement of the Students' Association and students from across the University in the preparations for this ELIR. Beyond formal university committees and representation on the ELIR steering group, the Reflective Analysis sets out that this engagement also included students being engaged in a series of small group exercises set up to plan, contribute to and review individual chapters of the RA. The ELIR team was able to confirm the effectiveness of this engagement. Issues and concerns that were priorities for students were reflected in the RA because the GCU partnership approach with students has reached a maturity whereby the University will naturally include student priorities in its actions (paragraphs 12-15)."}]
[{"$f":"IF('> FILTER <'!B1637<>\"\",ROW(OFFSET(A1636,-1,0)),\"\")","v":1635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1637)),A1636,\"\")","v":1635},{"$f":"IFERROR(SMALL(Helper2_1,A1636),\"\")","v":1635},null,1635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1637)),$A1636,\"\")","v":1635},{"$f":"IFERROR(SMALL(Helper2_2,A1636),\"\")","v":1635},{"$f":"COUNTIF(Helper3_1,\"=\"&G1636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1636)=1, G1636, \"\")","v":1635},{"$f":"IFERROR(SMALL(Index_2,A1636),\"\")","v":1635},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:J1636)),\"\")","v":"GCU_11"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:K1636)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:L1636)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:M1636)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:N1636)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:O1636)),\"\")","v":"11 The University has an integrated and effective partnership approach, working in close collaboration with the GCU Students' Association to ensure the student view is at the centre of its decision-making and strategy developments related to enhancing the student experience. Staff and students (including those studying at collaborative partners) who met the ELIR team reflected positively and consistently on the importance of this partnership. The positive impact of this close working relationship was demonstrated through the level of consultation and engagement with students on key university initiatives, achieved through both formal and informal representation mechanisms. Glasgow Caledonian University"}]
[{"$f":"IF('> FILTER <'!B1638<>\"\",ROW(OFFSET(A1637,-1,0)),\"\")","v":1636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1638)),A1637,\"\")","v":1636},{"$f":"IFERROR(SMALL(Helper2_1,A1637),\"\")","v":1636},null,1636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1638)),$A1637,\"\")","v":1636},{"$f":"IFERROR(SMALL(Helper2_2,A1637),\"\")","v":1636},{"$f":"COUNTIF(Helper3_1,\"=\"&G1637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1637)=1, G1637, \"\")","v":1636},{"$f":"IFERROR(SMALL(Index_2,A1637),\"\")","v":1636},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:J1637)),\"\")","v":"GCU_12"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:K1637)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:L1637)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:M1637)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:N1637)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:O1637)),\"\")","v":"12 The University and the GCU Students' Association have a long-standing embedded, and collaborative relationship which is based on genuine and effective partnership, working across all aspects of university life. The University routinely consults and works with the Students' Association and the wider student body to seek student views on key initiatives including the creation of Strategy 2030, the themes for the Student Experience Action Plan (SEAP), enhancements to its approach to academic advising, and ongoing developments to the University's virtual learning environment (VLE) - GCU Learn."}]
[{"$f":"IF('> FILTER <'!B1639<>\"\",ROW(OFFSET(A1638,-1,0)),\"\")","v":1637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1639)),A1638,\"\")","v":1637},{"$f":"IFERROR(SMALL(Helper2_1,A1638),\"\")","v":1637},null,1637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1639)),$A1638,\"\")","v":1637},{"$f":"IFERROR(SMALL(Helper2_2,A1638),\"\")","v":1637},{"$f":"COUNTIF(Helper3_1,\"=\"&G1638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1638)=1, G1638, \"\")","v":1637},{"$f":"IFERROR(SMALL(Index_2,A1638),\"\")","v":1637},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:J1638)),\"\")","v":"GCU_13"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:K1638)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:L1638)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:M1638)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:N1638)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:O1638)),\"\")","v":"13 The Student Experience Action Plan (SEAP) plays a key role in supporting the achievement of this strategic commitment to partnership working and contains four overarching themes, which were identified in consultation with students. The overarching aims of the SEAP are: Student Engagement and a Sense of Belonging; Programme Organisation, Management and Delivery; Assessment and Feedback; and Wider Student Experience. Combined with the University's analysis of student survey and feedback data, the ELIR team confirmed that the SEAP is an effective mechanism which ensures that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas (paragraphs 91-93)."}]
[{"$f":"IF('> FILTER <'!B1640<>\"\",ROW(OFFSET(A1639,-1,0)),\"\")","v":1638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1640)),A1639,\"\")","v":1638},{"$f":"IFERROR(SMALL(Helper2_1,A1639),\"\")","v":1638},null,1638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1640)),$A1639,\"\")","v":1638},{"$f":"IFERROR(SMALL(Helper2_2,A1639),\"\")","v":1638},{"$f":"COUNTIF(Helper3_1,\"=\"&G1639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1639)=1, G1639, \"\")","v":1638},{"$f":"IFERROR(SMALL(Index_2,A1639),\"\")","v":1638},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:J1639)),\"\")","v":"GCU_14"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:K1639)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:L1639)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:M1639)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:N1639)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:O1639)),\"\")","v":"14 The University's strategic commitment to partnership working with students and the Students' Association is also demonstrated through the existence of a Student Partnership Agreement (SPA). The Reflective Analysis (RA) states that the Agreement articulates the culture of partnership as a genuine community approach, rather than a list of actions. Through the RA and discussions with senior staff and student representatives, the ELIR team confirmed that the SEAP is closely aligned with the Student Partnership Agreement and the Students' Association Strategic Plan. As the University finalises its new Strategy 2030 (paragraphs 2 and 89), senior and academic staff who met the team described a continued commitment to the student experience, with a planned refresh and realignment of the Students' Association Strategy, the SPA and SEAP to ensure their continued effectiveness."}]
[{"$f":"IF('> FILTER <'!B1641<>\"\",ROW(OFFSET(A1640,-1,0)),\"\")","v":1639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1641)),A1640,\"\")","v":1639},{"$f":"IFERROR(SMALL(Helper2_1,A1640),\"\")","v":1639},null,1639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1641)),$A1640,\"\")","v":1639},{"$f":"IFERROR(SMALL(Helper2_2,A1640),\"\")","v":1639},{"$f":"COUNTIF(Helper3_1,\"=\"&G1640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1640)=1, G1640, \"\")","v":1639},{"$f":"IFERROR(SMALL(Index_2,A1640),\"\")","v":1639},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:J1640)),\"\")","v":"GCU_15"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:K1640)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:L1640)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:M1640)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:N1640)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:O1640)),\"\")","v":"15 The ELIR team was able to confirm that, in response to the COVID-19 pandemic, the University continued to demonstrate its commitment to consultation and partnership working with the Students' Association. The President and President-Elect joined the Executive Board COVID-19 meetings and operational meetings which make decisions on the University's ongoing response to the pandemic, including developing actions to student feedback obtained through the GCU Emergency Remote Learning survey, which was used by the University to shape decisions and changes to policies."}]
[{"$f":"IF('> FILTER <'!B1642<>\"\",ROW(OFFSET(A1641,-1,0)),\"\")","v":1640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1642)),A1641,\"\")","v":1640},{"$f":"IFERROR(SMALL(Helper2_1,A1641),\"\")","v":1640},null,1640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1642)),$A1641,\"\")","v":1640},{"$f":"IFERROR(SMALL(Helper2_2,A1641),\"\")","v":1640},{"$f":"COUNTIF(Helper3_1,\"=\"&G1641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1641)=1, G1641, \"\")","v":1640},{"$f":"IFERROR(SMALL(Index_2,A1641),\"\")","v":1640},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:J1641)),\"\")","v":"GCU_15"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:K1641)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:L1641)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:M1641)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:N1641)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:O1641)),\"\")","v":"15 The ELIR team was able to confirm that, in response to the COVID-19 pandemic, the University continued to demonstrate its commitment to consultation and partnership working with the Students' Association. The President and President-Elect joined the Executive Board COVID-19 meetings and operational meetings which make decisions on the University's ongoing response to the pandemic, including developing actions to student feedback obtained through the GCU Emergency Remote Learning survey, which was used by the University to shape decisions and changes to policies."}]
[{"$f":"IF('> FILTER <'!B1643<>\"\",ROW(OFFSET(A1642,-1,0)),\"\")","v":1641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1643)),A1642,\"\")","v":1641},{"$f":"IFERROR(SMALL(Helper2_1,A1642),\"\")","v":1641},null,1641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1643)),$A1642,\"\")","v":1641},{"$f":"IFERROR(SMALL(Helper2_2,A1642),\"\")","v":1641},{"$f":"COUNTIF(Helper3_1,\"=\"&G1642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1642)=1, G1642, \"\")","v":1641},{"$f":"IFERROR(SMALL(Index_2,A1642),\"\")","v":1641},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:J1642)),\"\")","v":"GCU_16"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:K1642)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:L1642)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:M1642)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:N1642)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:O1642)),\"\")","v":"16 The University has established effective representation structures which support high levels of engagement with over 500 class-level representatives at undergraduate and postgraduate level, 22 department representatives for undergraduates and school-level representatives for postgraduate taught students. For postgraduate research (PGR) students, there is a representative and deputy for each school in Glasgow and a London PGR representative (paragraph 72). The Students' Association sabbatical officers run for four open-remit roles, rather than being elected to a specific role, with the candidate with the most votes having the opportunity to become president, while the others become vicepresidents with responsibilities for one academic school and a portfolio of thematic areas."}]
[{"$f":"IF('> FILTER <'!B1644<>\"\",ROW(OFFSET(A1643,-1,0)),\"\")","v":1642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1644)),A1643,\"\")","v":1642},{"$f":"IFERROR(SMALL(Helper2_1,A1643),\"\")","v":1642},null,1642,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1644)),$A1643,\"\")","v":1642},{"$f":"IFERROR(SMALL(Helper2_2,A1643),\"\")","v":1642},{"$f":"COUNTIF(Helper3_1,\"=\"&G1643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1643)=1, G1643, \"\")","v":1642},{"$f":"IFERROR(SMALL(Index_2,A1643),\"\")","v":1642},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:J1643)),\"\")","v":"GCU_17"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:K1643)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:L1643)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:M1643)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:N1643)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:O1643)),\"\")","v":"17 Students who spoke with the ELIR team confirmed that these representative structures are embedded across the totality of the University's provision, including at its London campus and at collaborative partners. Undergraduate and postgraduate students  studying at the Glasgow and London campuses confirmed that the representation system is effective in ensuring that their voices are heard, and that appropriate and timely action is taken as a result of their feedback. Undergraduate and postgraduate taught students studying with collaborative partners also confirmed that effective student representation structures are in place, which, while not identical to those in place at the Glasgow campus, offer comparable opportunities for students to raise and resolve issues (paragraph 154)."}]
[{"$f":"IF('> FILTER <'!B1645<>\"\",ROW(OFFSET(A1644,-1,0)),\"\")","v":1643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1645)),A1644,\"\")","v":1643},{"$f":"IFERROR(SMALL(Helper2_1,A1644),\"\")","v":1643},null,1643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1645)),$A1644,\"\")","v":1643},{"$f":"IFERROR(SMALL(Helper2_2,A1644),\"\")","v":1643},{"$f":"COUNTIF(Helper3_1,\"=\"&G1644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1644)=1, G1644, \"\")","v":1643},{"$f":"IFERROR(SMALL(Index_2,A1644),\"\")","v":1643},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:J1644)),\"\")","v":"GCU_18"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:K1644)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:L1644)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:M1644)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:N1644)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:O1644)),\"\")","v":"18 Student representatives are appropriately engaged in university decision-making at all levels with membership of University Senate, key university committees with responsibilities for learning and teaching and the wider student experience, and programme and school boards. Student-Staff Consultative Groups (SSCG) meet regularly with discussions feeding into programme and school board meetings. The minutes of these Groups indicate good levels of student attendance. Students are also panel members in quality assurance and enhancement processes such as Enhancement-led Internal Subject Review (ELISR) (paragraph 120)."}]
[{"$f":"IF('> FILTER <'!B1646<>\"\",ROW(OFFSET(A1645,-1,0)),\"\")","v":1644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1646)),A1645,\"\")","v":1644},{"$f":"IFERROR(SMALL(Helper2_1,A1645),\"\")","v":1644},null,1644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1646)),$A1645,\"\")","v":1644},{"$f":"IFERROR(SMALL(Helper2_2,A1645),\"\")","v":1644},{"$f":"COUNTIF(Helper3_1,\"=\"&G1645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1645)=1, G1645, \"\")","v":1644},{"$f":"IFERROR(SMALL(Index_2,A1645),\"\")","v":1644},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:J1645)),\"\")","v":"GCU_19"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:K1645)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:L1645)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:M1645)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:N1645)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:O1645)),\"\")","v":"19 At the time of the 2015 ELIR, the Students' Association and the University had recently established the Student Action Group for Engagement (SAGE) to support genuine student participation in learning, teaching, quality and the enhancement of the wider student experience. During this review, through discussions with student representatives, the ELIR team confirmed that SAGE is now well-established and effective in ensuring students are consulted on proposed changes to quality processes and student-facing policies. In 2017, the University Senate approved a proposal which requires all student-facing policies to be presented to SAGE for consultation before consideration by Senate. Examples of topics discussed at SAGE include learning capture, the University's VLE and mechanisms to support closing the feedback loop."}]
[{"$f":"IF('> FILTER <'!B1647<>\"\",ROW(OFFSET(A1646,-1,0)),\"\")","v":1645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1647)),A1646,\"\")","v":1645},{"$f":"IFERROR(SMALL(Helper2_1,A1646),\"\")","v":1645},null,1645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1647)),$A1646,\"\")","v":1645},{"$f":"IFERROR(SMALL(Helper2_2,A1646),\"\")","v":1645},{"$f":"COUNTIF(Helper3_1,\"=\"&G1646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1646)=1, G1646, \"\")","v":1645},{"$f":"IFERROR(SMALL(Index_2,A1646),\"\")","v":1645},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:J1646)),\"\")","v":"GCU_20"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:K1646)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:L1646)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:M1646)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:N1646)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:O1646)),\"\")","v":"20 The Students' Association supports the student experience through managing and training class representatives with support from Student Partnerships in Quality Scotland (sparqs), running clubs and societies at both campuses, hosting on-campus and virtual social events such as Freshers' Week, and providing confidential advice and support services. Students are also supported to develop graduate skills through initiatives such as the Student Leaders Programme run by the Students' Association. Students' Association Full-Time Officers also have the opportunity to participate in the University's Post Experience Certificate in Student Engagement - an early exit award of the Postgraduate Certificate in Academic Practice (PgCAP) (paragraph 104) - allowing elected officers the option of gaining Associate Fellowship of the HEA. The ELIR team noted from the Reflective Analysis that the Students' Association has received a National Union of Students (NUS) Quality Students' Unions Award. Students who met with the ELIR team reflected positively on the range of extra-curricular opportunities on offer."}]
[{"$f":"IF('> FILTER <'!B1648<>\"\",ROW(OFFSET(A1647,-1,0)),\"\")","v":1646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1648)),A1647,\"\")","v":1646},{"$f":"IFERROR(SMALL(Helper2_1,A1647),\"\")","v":1646},null,1646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1648)),$A1647,\"\")","v":1646},{"$f":"IFERROR(SMALL(Helper2_2,A1647),\"\")","v":1646},{"$f":"COUNTIF(Helper3_1,\"=\"&G1647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1647)=1, G1647, \"\")","v":1646},{"$f":"IFERROR(SMALL(Index_2,A1647),\"\")","v":1646},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:J1647)),\"\")","v":"GCU_21"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:K1647)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:L1647)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:M1647)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:N1647)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:O1647)),\"\")","v":"21 On balance, the ELIR team confirmed that GCU had an effective approach to gathering and responding to student feedback. Following the 2015 ELIR, the University undertook a review of its approach to student surveys, making a number of enhancements. The University has established a Survey Unit and the Student Survey Working Group (with representation from the Students' Association) which, the ELIR team was able to confirm, both support a centralised institutional approach to survey management and the dissemination of outcomes. Academic and professional services staff also confirmed to the ELIR team, the value of these developments which they stated provided oversight of student feedback, and a forum to develop questions in partnership with students and analyse the value of the surveys."}]
[{"$f":"IF('> FILTER <'!B1649<>\"\",ROW(OFFSET(A1648,-1,0)),\"\")","v":1647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1649)),A1648,\"\")","v":1647},{"$f":"IFERROR(SMALL(Helper2_1,A1648),\"\")","v":1647},null,1647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1649)),$A1648,\"\")","v":1647},{"$f":"IFERROR(SMALL(Helper2_2,A1648),\"\")","v":1647},{"$f":"COUNTIF(Helper3_1,\"=\"&G1648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1648)=1, G1648, \"\")","v":1647},{"$f":"IFERROR(SMALL(Index_2,A1648),\"\")","v":1647},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:J1648)),\"\")","v":"GCU_22"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:K1648)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:L1648)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:M1648)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:N1648)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:O1648)),\"\")","v":"22 Students are provided with access to a range of internal feedback mechanisms including the New2GCU induction survey, Module Evaluation Questionnaires (MEQ) and the PGR GCU Experience Survey (PGR GCUES) (paragraph 73), as well as external surveys such as the National Student Survey (NSS) and Graduate Outcomes survey. In addition to these mechanisms, student representatives reflected positively on the value of the University's annual Student Experience Summit as an effective forum for staff and student discussion and consultation on key issues or proposals identified to enhance the student experience. Themes for each Summit are identified by Students' Association Full-Time Officers and university staff drawing on the key issues identified from the full range of student feedback data collected. Through this forum, the University has developed plans to support improvements to mental health services, student partnership working and responding to the student voice."}]
[{"$f":"IF('> FILTER <'!B1650<>\"\",ROW(OFFSET(A1649,-1,0)),\"\")","v":1648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1650)),A1649,\"\")","v":1648},{"$f":"IFERROR(SMALL(Helper2_1,A1649),\"\")","v":1648},null,1648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1650)),$A1649,\"\")","v":1648},{"$f":"IFERROR(SMALL(Helper2_2,A1649),\"\")","v":1648},{"$f":"COUNTIF(Helper3_1,\"=\"&G1649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1649)=1, G1649, \"\")","v":1648},{"$f":"IFERROR(SMALL(Index_2,A1649),\"\")","v":1648},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:J1649)),\"\")","v":"GCU_23"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:K1649)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:L1649)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:M1649)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:N1649)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:O1649)),\"\")","v":"23 In 2019, in response to a small decline in student response rates to its surveys and a 54% satisfaction rate from students to NSS question 25 ('It is clear how students' feedback on the course has been acted upon'), the University introduced a pilot process in 2019-20, involving 1,800 students, which automates closing the feedback loop to students completing its Module Evaluation Questionnaires (MEQ). This system has been introduced to provide greater consistency of feedback to students in response to their comments and, at the time of the ELIR, had recently been rolled out across all Trimester B modules. With its relatively recent introduction, the ELIR team was unable to reach a view on the effectiveness of this system to provide a more consistent approach to responding to student feedback but viewed this development as positive."}]
[{"$f":"IF('> FILTER <'!B1651<>\"\",ROW(OFFSET(A1650,-1,0)),\"\")","v":1649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1651)),A1650,\"\")","v":1649},{"$f":"IFERROR(SMALL(Helper2_1,A1650),\"\")","v":1649},null,1649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1651)),$A1650,\"\")","v":1649},{"$f":"IFERROR(SMALL(Helper2_2,A1650),\"\")","v":1649},{"$f":"COUNTIF(Helper3_1,\"=\"&G1650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1650)=1, G1650, \"\")","v":1649},{"$f":"IFERROR(SMALL(Index_2,A1650),\"\")","v":1649},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:J1650)),\"\")","v":"GCU_24"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:K1650)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:L1650)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:M1650)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:N1650)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:O1650)),\"\")","v":"24 Finally, the University also employs a range of approaches to support engagement and communication with students, including e-newsletters, social media, display signage and an induction app. It has established a Student Communication and Events team which offers strategic, centralised channels to promote campaigns and enhancements, with Student Communications and Engagement Assistants used to support communications in each school. The University also uses mechanisms such as its 'You Said, We Did' campaigns and 'Pause for Reflection and Feedback Week' to respond to student feedback and provide time for discussions with students during trimesters. Despite a variety of initiatives, a small number of students who met with the ELIR team stated that, in some instances, they continue to be unclear about how their feedback is actioned. Overall, while the ELIR team was reassured as to the effectiveness of the range of feedback mechanisms used by the University, it is encouraged to continue to reflect on and evaluate this suite of initiatives and ensure these include effective communication of actions taken to close the feedback loop, particularly to distance and collaborative students."}]
[{"$f":"IF('> FILTER <'!B1652<>\"\",ROW(OFFSET(A1651,-1,0)),\"\")","v":1650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1652)),A1651,\"\")","v":1650},{"$f":"IFERROR(SMALL(Helper2_1,A1651),\"\")","v":1650},null,1650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1652)),$A1651,\"\")","v":1650},{"$f":"IFERROR(SMALL(Helper2_2,A1651),\"\")","v":1650},{"$f":"COUNTIF(Helper3_1,\"=\"&G1651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1651)=1, G1651, \"\")","v":1650},{"$f":"IFERROR(SMALL(Index_2,A1651),\"\")","v":1650},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:J1651)),\"\")","v":"GCU_25"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:K1651)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:L1651)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:M1651)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:N1651)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:O1651)),\"\")","v":"25 The University has made significant progress in embedding inclusion across the institution and has effective arrangements in place which recognise and respond to equality and diversity matters across the diversity of its student population. This includes the development and implementation of a range of initiatives to support equality and diversity (paragraphs 26-32), the continued use of Equality Champions within schools and directorates to promote equality and diversity across the University, provision of an inclusive and supportive learning environment (paragraphs 74, and 77-80), targeted student support (paragraph 44) and its approach to curriculum design and delivery (paragraphs 31 and 90)."}]
[{"$f":"IF('> FILTER <'!B1653<>\"\",ROW(OFFSET(A1652,-1,0)),\"\")","v":1651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1653)),A1652,\"\")","v":1651},{"$f":"IFERROR(SMALL(Helper2_1,A1652),\"\")","v":1651},null,1651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1653)),$A1652,\"\")","v":1651},{"$f":"IFERROR(SMALL(Helper2_2,A1652),\"\")","v":1651},{"$f":"COUNTIF(Helper3_1,\"=\"&G1652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1652)=1, G1652, \"\")","v":1651},{"$f":"IFERROR(SMALL(Index_2,A1652),\"\")","v":1651},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:J1652)),\"\")","v":"GCU_26"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:K1652)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:L1652)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:M1652)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:N1652)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:O1652)),\"\")","v":"26 The University's strong commitment to equality and diversity is reflected in: its vision as the 'University for the Common Good'; its mission to make a positive difference to the communities it serves; the Strategy 2020; and the Strategy for Learning (SfL). Its approach to equality and diversity is also underpinned by the embedding of dignity and respect behaviours in its GCU values and through the implementation of its Dignity at Work staff policy which outlines its commitment to the fair treatment of people, having an inclusive and supportive environment and a shared commitment to mainstreaming equality and diversity in its functions."}]
[{"$f":"IF('> FILTER <'!B1654<>\"\",ROW(OFFSET(A1653,-1,0)),\"\")","v":1652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1654)),A1653,\"\")","v":1652},{"$f":"IFERROR(SMALL(Helper2_1,A1653),\"\")","v":1652},null,1652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1654)),$A1653,\"\")","v":1652},{"$f":"IFERROR(SMALL(Helper2_2,A1653),\"\")","v":1652},{"$f":"COUNTIF(Helper3_1,\"=\"&G1653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1653)=1, G1653, \"\")","v":1652},{"$f":"IFERROR(SMALL(Index_2,A1653),\"\")","v":1652},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:J1653)),\"\")","v":"GCU_27"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:K1653)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:L1653)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:M1653)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:N1653)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:O1653)),\"\")","v":"27 The People Committee oversees the University's approach to equality and diversity, through a range of university-wide groups to consider specific aspects of equality and diversity, including the Advancing Gender Equality Group and the Tackling Racism Group. The University's Equality Outcomes 2017-2021 meets its obligations under the Equality Act 2010 and aligns with Strategy 2020."}]
[{"$f":"IF('> FILTER <'!B1655<>\"\",ROW(OFFSET(A1654,-1,0)),\"\")","v":1653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1655)),A1654,\"\")","v":1653},{"$f":"IFERROR(SMALL(Helper2_1,A1654),\"\")","v":1653},null,1653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1655)),$A1654,\"\")","v":1653},{"$f":"IFERROR(SMALL(Helper2_2,A1654),\"\")","v":1653},{"$f":"COUNTIF(Helper3_1,\"=\"&G1654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1654)=1, G1654, \"\")","v":1653},{"$f":"IFERROR(SMALL(Index_2,A1654),\"\")","v":1653},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:J1654)),\"\")","v":"GCU_28"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:K1654)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:L1654)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:M1654)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:N1654)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:O1654)),\"\")","v":"28 The University's commitment to equality and diversity is further evidenced by the extensive range of initiatives currently undertaken including its approach to addressing Gender Equality as outlined in its SFC Outcome Agreement 2019-20 and the publication of its Gender Action Plan in 2017 (as required by the SFC). The Gender Action Plan aims to identify and address gender-related barriers to student participation and progression at the University and focuses on six academic subject areas where gender imbalance has been identified. The University uses its Data Analytics Shared Hub (DASH) (paragraphs 137) effectively to actively monitor gender equality, through its analysis of data on applications, enrolments, retention and progression. The University's 2017-18 HESA data indicates that, over 90% retention was achieved for male and female students. The University also currently holds an Athena Swan Bronze Award and as part of its activities has: supported approximately 70 female staff through the Advance HE Aurora programme; achieved a reduction in the gender pay gap among academic staff; and is embedding gender equality principles into recruitment and academic promotion processes."}]
[{"$f":"IF('> FILTER <'!B1656<>\"\",ROW(OFFSET(A1655,-1,0)),\"\")","v":1654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1656)),A1655,\"\")","v":1654},{"$f":"IFERROR(SMALL(Helper2_1,A1655),\"\")","v":1654},null,1654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1656)),$A1655,\"\")","v":1654},{"$f":"IFERROR(SMALL(Helper2_2,A1655),\"\")","v":1654},{"$f":"COUNTIF(Helper3_1,\"=\"&G1655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1655)=1, G1655, \"\")","v":1654},{"$f":"IFERROR(SMALL(Index_2,A1655),\"\")","v":1654},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:J1655)),\"\")","v":"GCU_29"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:K1655)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:L1655)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:M1655)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:N1655)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:O1655)),\"\")","v":"29 The ELIR team considered the University's work on Gender Based Violence is of particular note including: establishing a Gender Based Violence Action Group; training First Responders to support and advise survivors of gender based and sexual violence; the running of campaigns such as 'Erase the Grey' which challenges stereotypical attitudes and behaviours and reiterates a zero tolerance policy towards gender-based violence; and participation in external initiatives such as Fearless Glasgow which aims to raise awareness of gender-based violence. Recognising the potential needs of trans and gender diverse students, the University has also developed and implemented a Trans Student Support policy."}]
[{"$f":"IF('> FILTER <'!B1657<>\"\",ROW(OFFSET(A1656,-1,0)),\"\")","v":1655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1657)),A1656,\"\")","v":1655},{"$f":"IFERROR(SMALL(Helper2_1,A1656),\"\")","v":1655},null,1655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1657)),$A1656,\"\")","v":1655},{"$f":"IFERROR(SMALL(Helper2_2,A1656),\"\")","v":1655},{"$f":"COUNTIF(Helper3_1,\"=\"&G1656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1656)=1, G1656, \"\")","v":1655},{"$f":"IFERROR(SMALL(Index_2,A1656),\"\")","v":1655},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:J1656)),\"\")","v":"GCU_30"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:K1656)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:L1656)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:M1656)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:N1656)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:O1656)),\"\")","v":"30 The University is also addressing race inequality and the black, Asian and minority ethnic (BAME) student attainment gap. In 2017-18, the proportion of BAME students studying at the University was 10%, albeit with a positive retention rate of 95%. During the review, the ELIR team noted that while the University has now recruited a higher proportion of BAME students, grouped around nine or ten of its programmes of study, its analysis of data has shown that achievement among this group of students remains a concern for the University. Exploring this with staff, the ELIR team was informed that a short-life working group on Tackling Racism has been formed to develop recommendations for the University. Since the ELIR review visits, the short-life working group has become a permanent group, with the remit of supporting and advising the University on the implementation of the recommendations, including the development of action plans for each recommendation, as well as monitoring and evaluating progress. The team would encourage the University to continue with its work on developing plans in this area."}]
[{"$f":"IF('> FILTER <'!B1658<>\"\",ROW(OFFSET(A1657,-1,0)),\"\")","v":1656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1658)),A1657,\"\")","v":1656},{"$f":"IFERROR(SMALL(Helper2_1,A1657),\"\")","v":1656},null,1656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1658)),$A1657,\"\")","v":1656},{"$f":"IFERROR(SMALL(Helper2_2,A1657),\"\")","v":1656},{"$f":"COUNTIF(Helper3_1,\"=\"&G1657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1657)=1, G1657, \"\")","v":1656},{"$f":"IFERROR(SMALL(Index_2,A1657),\"\")","v":1656},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:J1657)),\"\")","v":"GCU_31"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:K1657)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:L1657)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:M1657)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:N1657)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:O1657)),\"\")","v":"31 The University's Strategy for Learning (SfL) (paragraph 90) requires that curriculum design is underpinned by the values of equity and fairness, and academic staff who met the ELIR team were clear about how this approach supports student diversity. All staff are expected to undertake Equality and Diversity Training which includes modules on 'Diversity in the Workplace' and 'Understanding Unconscious' bias (this module is compulsory for members of staff who conduct staff performance reviews). New staff complete the training as part of their induction to the University. Academic staff engagement with this training is monitored by the schools and is one of their key performance indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B1659<>\"\",ROW(OFFSET(A1658,-1,0)),\"\")","v":1657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1659)),A1658,\"\")","v":1657},{"$f":"IFERROR(SMALL(Helper2_1,A1658),\"\")","v":1657},null,1657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1659)),$A1658,\"\")","v":1657},{"$f":"IFERROR(SMALL(Helper2_2,A1658),\"\")","v":1657},{"$f":"COUNTIF(Helper3_1,\"=\"&G1658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1658)=1, G1658, \"\")","v":1657},{"$f":"IFERROR(SMALL(Index_2,A1658),\"\")","v":1657},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:J1658)),\"\")","v":"GCU_31"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:K1658)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:L1658)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:M1658)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:N1658)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:O1658)),\"\")","v":"31 The University's Strategy for Learning (SfL) (paragraph 90) requires that curriculum design is underpinned by the values of equity and fairness, and academic staff who met the ELIR team were clear about how this approach supports student diversity. All staff are expected to undertake Equality and Diversity Training which includes modules on 'Diversity in the Workplace' and 'Understanding Unconscious' bias (this module is compulsory for members of staff who conduct staff performance reviews). New staff complete the training as part of their induction to the University. Academic staff engagement with this training is monitored by the schools and is one of their key performance indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B1660<>\"\",ROW(OFFSET(A1659,-1,0)),\"\")","v":1658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1660)),A1659,\"\")","v":1658},{"$f":"IFERROR(SMALL(Helper2_1,A1659),\"\")","v":1658},null,1658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1660)),$A1659,\"\")","v":1658},{"$f":"IFERROR(SMALL(Helper2_2,A1659),\"\")","v":1658},{"$f":"COUNTIF(Helper3_1,\"=\"&G1659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1659)=1, G1659, \"\")","v":1658},{"$f":"IFERROR(SMALL(Index_2,A1659),\"\")","v":1658},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:J1659)),\"\")","v":"GCU_32"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:K1659)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:L1659)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:M1659)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:N1659)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:O1659)),\"\")","v":"32 The ELIR team commends the University for the significant progress it has made to embed equality, diversity and inclusion in all aspects of university life, adopting an approach which is based on a genuine and respectful appreciation of the diverse needs of its students. This is demonstrated through the use of school and directorate-based Equality Champions, its approaches to tacking gender-based violence and racism, and a range of policy developments including the Dignity at Work and Study Policy, the Trans Student Policy and the Gender and Race Equality action plans. Progression and retention data provide evidence of its successful approach. Student wellbeing and disability support"}]
[{"$f":"IF('> FILTER <'!B1661<>\"\",ROW(OFFSET(A1660,-1,0)),\"\")","v":1659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1661)),A1660,\"\")","v":1659},{"$f":"IFERROR(SMALL(Helper2_1,A1660),\"\")","v":1659},null,1659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1661)),$A1660,\"\")","v":1659},{"$f":"IFERROR(SMALL(Helper2_2,A1660),\"\")","v":1659},{"$f":"COUNTIF(Helper3_1,\"=\"&G1660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1660)=1, G1660, \"\")","v":1659},{"$f":"IFERROR(SMALL(Index_2,A1660),\"\")","v":1659},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:J1660)),\"\")","v":"GCU_33"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:K1660)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:L1660)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:M1660)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:N1660)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:O1660)),\"\")","v":"33 The University's Wellbeing team offers a comprehensive range of support and online resources for students, including a Disability Service, a Counselling Service, Mental Health Advisors and a Wellbeing Advisor, based at its Glasgow Campus. A comparable set of services is also offered at the University's London Campus through the GCU London Student Wellbeing, Counselling and Disabilities Service. The central Disability Service works in partnership with the school Disability Coordinators ensuring a consistent approach to supporting students, as well as providing updates on policy and procedures to staff. Students from both Glasgow and London spoke positively about the range of support mechanisms available through the Wellbeing teams. Students also stated that services had been highlighted to them during induction and that some students had been referred to these services by their personal tutors."}]
[{"$f":"IF('> FILTER <'!B1662<>\"\",ROW(OFFSET(A1661,-1,0)),\"\")","v":1660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1662)),A1661,\"\")","v":1660},{"$f":"IFERROR(SMALL(Helper2_1,A1661),\"\")","v":1660},null,1660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1662)),$A1661,\"\")","v":1660},{"$f":"IFERROR(SMALL(Helper2_2,A1661),\"\")","v":1660},{"$f":"COUNTIF(Helper3_1,\"=\"&G1661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1661)=1, G1661, \"\")","v":1660},{"$f":"IFERROR(SMALL(Index_2,A1661),\"\")","v":1660},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:J1661)),\"\")","v":"GCU_34"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:K1661)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:L1661)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:M1661)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:N1661)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:O1661)),\"\")","v":"34 The ELIR team noted that during the current COVID-19 pandemic, all of these services continued and were offered online, with a range of additional online resources also developed and made available to students. During 2020, the Disability team provided a Summer Transition programme for students with a diagnosis on the autistic spectrum, a diagnosed mental illness or dyslexia and continues to work with students online and through dedicated student mentors. In August 2020, the University also launched 'TogetherAll' (formerly Big White Wall) which is a 24/7 online global community aimed at supporting students' mental health, where students can access support from trained professionals."}]
[{"$f":"IF('> FILTER <'!B1663<>\"\",ROW(OFFSET(A1662,-1,0)),\"\")","v":1661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1663)),A1662,\"\")","v":1661},{"$f":"IFERROR(SMALL(Helper2_1,A1662),\"\")","v":1661},null,1661,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1663)),$A1662,\"\")","v":1661},{"$f":"IFERROR(SMALL(Helper2_2,A1662),\"\")","v":1661},{"$f":"COUNTIF(Helper3_1,\"=\"&G1662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1662)=1, G1662, \"\")","v":1661},{"$f":"IFERROR(SMALL(Index_2,A1662),\"\")","v":1661},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:J1662)),\"\")","v":"GCU_34"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:K1662)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:L1662)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:M1662)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:N1662)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:O1662)),\"\")","v":"34 The ELIR team noted that during the current COVID-19 pandemic, all of these services continued and were offered online, with a range of additional online resources also developed and made available to students. During 2020, the Disability team provided a Summer Transition programme for students with a diagnosis on the autistic spectrum, a diagnosed mental illness or dyslexia and continues to work with students online and through dedicated student mentors. In August 2020, the University also launched 'TogetherAll' (formerly Big White Wall) which is a 24/7 online global community aimed at supporting students' mental health, where students can access support from trained professionals."}]
[{"$f":"IF('> FILTER <'!B1664<>\"\",ROW(OFFSET(A1663,-1,0)),\"\")","v":1662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1664)),A1663,\"\")","v":1662},{"$f":"IFERROR(SMALL(Helper2_1,A1663),\"\")","v":1662},null,1662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1664)),$A1663,\"\")","v":1662},{"$f":"IFERROR(SMALL(Helper2_2,A1663),\"\")","v":1662},{"$f":"COUNTIF(Helper3_1,\"=\"&G1663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1663)=1, G1663, \"\")","v":1662},{"$f":"IFERROR(SMALL(Index_2,A1663),\"\")","v":1662},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:J1663)),\"\")","v":"GCU_35"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:K1663)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:L1663)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:M1663)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:N1663)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:O1663)),\"\")","v":"35 The University makes effective use of data to monitor trends in the number of students declaring long-term conditions, the types of support needs being requested by students and the volume of students making uses of services in this area. The University reflects on this data using it to inform changes to the services it offers - for example, in 2018-19, to address the increasing demand for support, the University appointed additional mental health advisors. All staff in the Wellbeing team are trained to deal with mental health issues. Following the establishment of a Student Mental Health task group in 2017, the University and the Students' Association, committed to developing an annual Student Mental Health Agreement. The Student Wellbeing Advisory Group which includes staff and student representatives from both the Glasgow and London campuses, is responsible for this work, developing and overseeing a Student Mental Health Action Plan, which runs in parallel with the University's Mental Health at Work Action plan (which is focused on staff support, development and training). A Project Officer has recently been appointed (2019-20) to work on the implementation of both plans and to work specifically with the Students' Association on the implementation of the Student Mental Health Action Plan. Students, academic and professional support staff who met the ELIR team, spoke very positively about the University's work in supporting mental health and the positive impact of its approach."}]
[{"$f":"IF('> FILTER <'!B1665<>\"\",ROW(OFFSET(A1664,-1,0)),\"\")","v":1663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1665)),A1664,\"\")","v":1663},{"$f":"IFERROR(SMALL(Helper2_1,A1664),\"\")","v":1663},null,1663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1665)),$A1664,\"\")","v":1663},{"$f":"IFERROR(SMALL(Helper2_2,A1664),\"\")","v":1663},{"$f":"COUNTIF(Helper3_1,\"=\"&G1664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1664)=1, G1664, \"\")","v":1663},{"$f":"IFERROR(SMALL(Index_2,A1664),\"\")","v":1663},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:J1664)),\"\")","v":"GCU_36"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:K1664)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:L1664)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:M1664)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:N1664)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:O1664)),\"\")","v":"36 The University's strong and long-standing commitment to widening participation is reflected in its vision as the University for 'the Common Good' and the Strategy 2020. In 2017-18, 22% of the University's students came from SIMD20 backgrounds, with the percentage of this group being retained standing at 91%. This commitment to widening participation is evidenced throughout the student journey."}]
[{"$f":"IF('> FILTER <'!B1666<>\"\",ROW(OFFSET(A1665,-1,0)),\"\")","v":1664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1666)),A1665,\"\")","v":1664},{"$f":"IFERROR(SMALL(Helper2_1,A1665),\"\")","v":1664},null,1664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1666)),$A1665,\"\")","v":1664},{"$f":"IFERROR(SMALL(Helper2_2,A1665),\"\")","v":1664},{"$f":"COUNTIF(Helper3_1,\"=\"&G1665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1665)=1, G1665, \"\")","v":1664},{"$f":"IFERROR(SMALL(Index_2,A1665),\"\")","v":1664},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:J1665)),\"\")","v":"GCU_37"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:K1665)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:L1665)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:M1665)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:N1665)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:O1665)),\"\")","v":"37 The University offers an extensive range of effective outreach initiatives, all of which involve sustained engagement with relevant communities and the use of student mentors. The academic schools also participate in a number of additional outreach activities designed to encourage attainment and progression to higher education subject areas such as engineering, science and mathematics. School-based widening participation managers meet regularly with the central University Outreach team ensuring activities are appropriately coordinated."}]
[{"$f":"IF('> FILTER <'!B1667<>\"\",ROW(OFFSET(A1666,-1,0)),\"\")","v":1665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1667)),A1666,\"\")","v":1665},{"$f":"IFERROR(SMALL(Helper2_1,A1666),\"\")","v":1665},null,1665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1667)),$A1666,\"\")","v":1665},{"$f":"IFERROR(SMALL(Helper2_2,A1666),\"\")","v":1665},{"$f":"COUNTIF(Helper3_1,\"=\"&G1666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1666)=1, G1666, \"\")","v":1665},{"$f":"IFERROR(SMALL(Index_2,A1666),\"\")","v":1665},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:J1666)),\"\")","v":"GCU_38"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:K1666)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:L1666)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:M1666)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:N1666)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:O1666)),\"\")","v":"38 The outreach initiatives include the well-established Caledonian Club which works with local school pupils and communities and aims to raise aspirations in relation to progression to higher education and developing life skills. In 2017-18, the Club engaged around 1,900 pupils and 400 parents and family members in Glasgow, offering school pupils from nursery to S6, with the opportunity to engage in a range of programmes. Since the last ELIR, the Caledonian Club has expanded its programmes - for example, the University piloted a Celebrating Science project with its partner schools (2017-18). The ELIR team learned that the parallel GCU London Club, working with its local schools and communities, is now in its third year of operation. A number of students who met the ELIR team spoke very highly of their personal experience of the work of the Caledonian Club including the opportunity it provided for them to take on the role of Caledonian Club student mentors."}]
[{"$f":"IF('> FILTER <'!B1668<>\"\",ROW(OFFSET(A1667,-1,0)),\"\")","v":1666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1668)),A1667,\"\")","v":1666},{"$f":"IFERROR(SMALL(Helper2_1,A1667),\"\")","v":1666},null,1666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1668)),$A1667,\"\")","v":1666},{"$f":"IFERROR(SMALL(Helper2_2,A1667),\"\")","v":1666},{"$f":"COUNTIF(Helper3_1,\"=\"&G1667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1667)=1, G1667, \"\")","v":1666},{"$f":"IFERROR(SMALL(Index_2,A1667),\"\")","v":1666},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:J1667)),\"\")","v":"GCU_39"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:K1667)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:L1667)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:M1667)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:N1667)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:O1667)),\"\")","v":"39 Another outreach initiative is the Advanced Higher Hub, based at the University's Glasgow Campus. The Hub aims to, and continues to succeed in, raising pupil attainment and confidence levels, and supports transition into higher education by, each year, providing around 100-150 S6 pupils from underrepresented communities, with the opportunity to study for Advanced Highers in a range of subject areas. School pupils have access to facilities at the Glasgow Campus and, over the course of the year, study to develop academic and interpersonal skills while gaining valuable experience of student life. In 2018-19, 110 pupils took part with an overall Advanced Highers pass rate of 91% achieved."}]
[{"$f":"IF('> FILTER <'!B1669<>\"\",ROW(OFFSET(A1668,-1,0)),\"\")","v":1667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1669)),A1668,\"\")","v":1667},{"$f":"IFERROR(SMALL(Helper2_1,A1668),\"\")","v":1667},null,1667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1669)),$A1668,\"\")","v":1667},{"$f":"IFERROR(SMALL(Helper2_2,A1668),\"\")","v":1667},{"$f":"COUNTIF(Helper3_1,\"=\"&G1668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1668)=1, G1668, \"\")","v":1667},{"$f":"IFERROR(SMALL(Index_2,A1668),\"\")","v":1667},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:J1668)),\"\")","v":"GCU_40"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:K1668)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:L1668)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:M1668)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:N1668)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:O1668)),\"\")","v":"40 The School Connect programme works with 12 partner secondary schools across three core projects to break down barriers to progression to higher education. Similarly, Routes for All, which represents the University's contribution to the Schools for Higher Education Programme (SHEP) delivers a programme of activities designed to prepare school pupils to study Higher National qualifications at college."}]
[{"$f":"IF('> FILTER <'!B1670<>\"\",ROW(OFFSET(A1669,-1,0)),\"\")","v":1668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1670)),A1669,\"\")","v":1668},{"$f":"IFERROR(SMALL(Helper2_1,A1669),\"\")","v":1668},null,1668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1670)),$A1669,\"\")","v":1668},{"$f":"IFERROR(SMALL(Helper2_2,A1669),\"\")","v":1668},{"$f":"COUNTIF(Helper3_1,\"=\"&G1669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1669)=1, G1669, \"\")","v":1668},{"$f":"IFERROR(SMALL(Index_2,A1669),\"\")","v":1668},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:J1669)),\"\")","v":"GCU_41"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:K1669)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:L1669)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:M1669)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:N1669)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:O1669)),\"\")","v":"41 The University's approach engages current students with paid work experience opportunities to support outreach activities as student mentors. Many of the students supporting outreach activities are themselves from a widening participation background. Students recognised these opportunities as providing a valuable experience in the context of their personal development, as well as the positive impact on prospective students, who are able to listen first-hand to individuals from similar backgrounds. Students highlighted their satisfaction with outreach support, citing the transition programme and mentorship schemes as being of particular value."}]
[{"$f":"IF('> FILTER <'!B1671<>\"\",ROW(OFFSET(A1670,-1,0)),\"\")","v":1669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1671)),A1670,\"\")","v":1669},{"$f":"IFERROR(SMALL(Helper2_1,A1670),\"\")","v":1669},null,1669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1671)),$A1670,\"\")","v":1669},{"$f":"IFERROR(SMALL(Helper2_2,A1670),\"\")","v":1669},{"$f":"COUNTIF(Helper3_1,\"=\"&G1670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1670)=1, G1670, \"\")","v":1669},{"$f":"IFERROR(SMALL(Index_2,A1670),\"\")","v":1669},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:J1670)),\"\")","v":"GCU_42"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:K1670)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:L1670)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:M1670)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:N1670)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:O1670)),\"\")","v":"42 In order to support its widening participation aims the University's contextualised admissions policy, which includes minimum entry requirements, recognises different learner journeys and was revised for academic year 2018-19 to include students from SIMD20 and SIMD40 areas who have attended the Schools for Higher Education Programme (SHEP) in Glasgow Caledonian University Scotland, young carers and care experienced students."}]
[{"$f":"IF('> FILTER <'!B1672<>\"\",ROW(OFFSET(A1671,-1,0)),\"\")","v":1670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1672)),A1671,\"\")","v":1670},{"$f":"IFERROR(SMALL(Helper2_1,A1671),\"\")","v":1670},null,1670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1672)),$A1671,\"\")","v":1670},{"$f":"IFERROR(SMALL(Helper2_2,A1671),\"\")","v":1670},{"$f":"COUNTIF(Helper3_1,\"=\"&G1671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1671)=1, G1671, \"\")","v":1670},{"$f":"IFERROR(SMALL(Index_2,A1671),\"\")","v":1670},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:J1671)),\"\")","v":"GCU_43"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:K1671)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:L1671)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:M1671)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:N1671)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:O1671)),\"\")","v":"43 During the review visit, the University shared with the ELIR team, its ambitions to continue to grow its widening participation and articulation activities. The team understands that, following a review of its widening participation activities in 2018-19, the University is currently developing a revised framework and detailed action plan for widening participation, in order to align with the aims of Strategy 2030. This work is expected to be completed during the current academic year (2020-21)."}]
[{"$f":"IF('> FILTER <'!B1673<>\"\",ROW(OFFSET(A1672,-1,0)),\"\")","v":1671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1673)),A1672,\"\")","v":1671},{"$f":"IFERROR(SMALL(Helper2_1,A1672),\"\")","v":1671},null,1671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1673)),$A1672,\"\")","v":1671},{"$f":"IFERROR(SMALL(Helper2_2,A1672),\"\")","v":1671},{"$f":"COUNTIF(Helper3_1,\"=\"&G1672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1672)=1, G1672, \"\")","v":1671},{"$f":"IFERROR(SMALL(Index_2,A1672),\"\")","v":1671},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:J1672)),\"\")","v":"GCU_43"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:K1672)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:L1672)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:M1672)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:N1672)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:O1672)),\"\")","v":"43 During the review visit, the University shared with the ELIR team, its ambitions to continue to grow its widening participation and articulation activities. The team understands that, following a review of its widening participation activities in 2018-19, the University is currently developing a revised framework and detailed action plan for widening participation, in order to align with the aims of Strategy 2030. This work is expected to be completed during the current academic year (2020-21)."}]
[{"$f":"IF('> FILTER <'!B1674<>\"\",ROW(OFFSET(A1673,-1,0)),\"\")","v":1672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1674)),A1673,\"\")","v":1672},{"$f":"IFERROR(SMALL(Helper2_1,A1673),\"\")","v":1672},null,1672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1674)),$A1673,\"\")","v":1672},{"$f":"IFERROR(SMALL(Helper2_2,A1673),\"\")","v":1672},{"$f":"COUNTIF(Helper3_1,\"=\"&G1673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1673)=1, G1673, \"\")","v":1672},{"$f":"IFERROR(SMALL(Index_2,A1673),\"\")","v":1672},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:J1673)),\"\")","v":"GCU_44"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:K1673)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:L1673)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:M1673)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:N1673)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:O1673)),\"\")","v":"44 The University also provides a wide range of targeted support for specific student groups, including a dedicated team, who work with care experienced students, estranged students and young carers. The University's work with, and support for, care experienced students both pre and post-enrolment is extensive and proactive, providing financial, learning, wellbeing and accommodation support. The University's approach also includes: a Corporate Parenting Plan, assignment of a staff mentor; a long-term laptop loan scheme; a guaranteed interview should a care-experienced student wish to apply to be a student mentor; and signing of the Stand Alone Pledge. The Students' Association also has dedicated representatives and representation groups for care experienced students. These representatives feed into the Corporate Parent Steering group which oversees the University's Corporate Parenting Plan. In response to additional challenges arising from the current COVID-19 pandemic, the ELIR team learned the University had developed a new online transition module for care experienced students with the aim of building student confidence and familiarity with the institution."}]
[{"$f":"IF('> FILTER <'!B1675<>\"\",ROW(OFFSET(A1674,-1,0)),\"\")","v":1673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1675)),A1674,\"\")","v":1673},{"$f":"IFERROR(SMALL(Helper2_1,A1674),\"\")","v":1673},null,1673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1675)),$A1674,\"\")","v":1673},{"$f":"IFERROR(SMALL(Helper2_2,A1674),\"\")","v":1673},{"$f":"COUNTIF(Helper3_1,\"=\"&G1674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1674)=1, G1674, \"\")","v":1673},{"$f":"IFERROR(SMALL(Index_2,A1674),\"\")","v":1673},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:J1674)),\"\")","v":"GCU_44"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:K1674)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:L1674)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:M1674)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:N1674)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:O1674)),\"\")","v":"44 The University also provides a wide range of targeted support for specific student groups, including a dedicated team, who work with care experienced students, estranged students and young carers. The University's work with, and support for, care experienced students both pre and post-enrolment is extensive and proactive, providing financial, learning, wellbeing and accommodation support. The University's approach also includes: a Corporate Parenting Plan, assignment of a staff mentor; a long-term laptop loan scheme; a guaranteed interview should a care-experienced student wish to apply to be a student mentor; and signing of the Stand Alone Pledge. The Students' Association also has dedicated representatives and representation groups for care experienced students. These representatives feed into the Corporate Parent Steering group which oversees the University's Corporate Parenting Plan. In response to additional challenges arising from the current COVID-19 pandemic, the ELIR team learned the University had developed a new online transition module for care experienced students with the aim of building student confidence and familiarity with the institution."}]
[{"$f":"IF('> FILTER <'!B1676<>\"\",ROW(OFFSET(A1675,-1,0)),\"\")","v":1674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1676)),A1675,\"\")","v":1674},{"$f":"IFERROR(SMALL(Helper2_1,A1675),\"\")","v":1674},null,1674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1676)),$A1675,\"\")","v":1674},{"$f":"IFERROR(SMALL(Helper2_2,A1675),\"\")","v":1674},{"$f":"COUNTIF(Helper3_1,\"=\"&G1675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1675)=1, G1675, \"\")","v":1674},{"$f":"IFERROR(SMALL(Index_2,A1675),\"\")","v":1674},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:J1675)),\"\")","v":"GCU_45"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:K1675)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:L1675)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:M1675)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:N1675)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:O1675)),\"\")","v":"45 Targeted support mechanisms are also in place for other student groups including a Student Carer Policy to support students with caring responsibilities, and support for veterans and their families to access education and employment. The ELIR team was able to confirm through their meetings with students, that the support provided to specific student groups is proactive. Students spoke very positively about the University's approach to recognising and proactively supporting its students, and valued the targeted and flexible support put in place to support their diverse needs."}]
[{"$f":"IF('> FILTER <'!B1677<>\"\",ROW(OFFSET(A1676,-1,0)),\"\")","v":1675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1677)),A1676,\"\")","v":1675},{"$f":"IFERROR(SMALL(Helper2_1,A1676),\"\")","v":1675},null,1675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1677)),$A1676,\"\")","v":1675},{"$f":"IFERROR(SMALL(Helper2_2,A1676),\"\")","v":1675},{"$f":"COUNTIF(Helper3_1,\"=\"&G1676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1676)=1, G1676, \"\")","v":1675},{"$f":"IFERROR(SMALL(Index_2,A1676),\"\")","v":1675},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:J1676)),\"\")","v":"GCU_46"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:K1676)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:L1676)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:M1676)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:N1676)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:O1676)),\"\")","v":"46 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."}]
[{"$f":"IF('> FILTER <'!B1678<>\"\",ROW(OFFSET(A1677,-1,0)),\"\")","v":1676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1678)),A1677,\"\")","v":1676},{"$f":"IFERROR(SMALL(Helper2_1,A1677),\"\")","v":1676},null,1676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1678)),$A1677,\"\")","v":1676},{"$f":"IFERROR(SMALL(Helper2_2,A1677),\"\")","v":1676},{"$f":"COUNTIF(Helper3_1,\"=\"&G1677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1677)=1, G1677, \"\")","v":1676},{"$f":"IFERROR(SMALL(Index_2,A1677),\"\")","v":1676},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:J1677)),\"\")","v":"GCU_47"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:K1677)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:L1677)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:M1677)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:N1677)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:O1677)),\"\")","v":"47 The University has an effective, holistic and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities from enquiry to graduation."}]
[{"$f":"IF('> FILTER <'!B1679<>\"\",ROW(OFFSET(A1678,-1,0)),\"\")","v":1677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1679)),A1678,\"\")","v":1677},{"$f":"IFERROR(SMALL(Helper2_1,A1678),\"\")","v":1677},null,1677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1679)),$A1678,\"\")","v":1677},{"$f":"IFERROR(SMALL(Helper2_2,A1678),\"\")","v":1677},{"$f":"COUNTIF(Helper3_1,\"=\"&G1678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1678)=1, G1678, \"\")","v":1677},{"$f":"IFERROR(SMALL(Index_2,A1678),\"\")","v":1677},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:J1678)),\"\")","v":"GCU_48"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:K1678)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:L1678)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:M1678)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:N1678)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:O1678)),\"\")","v":"48 In addition to its extensive suite of outreach initiatives (paragraphs 37-42), the University also has a number of strategic articulation routes in place. The College Connect Advisory Group, chaired by the Deputy Vice-Chancellor (DVC) (Learning, Teaching and the Student Experience), oversees the development and monitoring of the University's college partnerships. The University provides an appropriate range of support to articulating students including: the College Connect Summer Transition programme; school, subject and programme-level initiatives like the School of Computing, Engineering and Built Environment's Maths Summer School; and pre-entry workshops and webinars provided by the University's Library team."}]
[{"$f":"IF('> FILTER <'!B1680<>\"\",ROW(OFFSET(A1679,-1,0)),\"\")","v":1678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1680)),A1679,\"\")","v":1678},{"$f":"IFERROR(SMALL(Helper2_1,A1679),\"\")","v":1678},null,1678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1680)),$A1679,\"\")","v":1678},{"$f":"IFERROR(SMALL(Helper2_2,A1679),\"\")","v":1678},{"$f":"COUNTIF(Helper3_1,\"=\"&G1679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1679)=1, G1679, \"\")","v":1678},{"$f":"IFERROR(SMALL(Index_2,A1679),\"\")","v":1678},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:J1679)),\"\")","v":"GCU_48"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:K1679)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:L1679)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:M1679)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:N1679)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:O1679)),\"\")","v":"48 In addition to its extensive suite of outreach initiatives (paragraphs 37-42), the University also has a number of strategic articulation routes in place. The College Connect Advisory Group, chaired by the Deputy Vice-Chancellor (DVC) (Learning, Teaching and the Student Experience), oversees the development and monitoring of the University's college partnerships. The University provides an appropriate range of support to articulating students including: the College Connect Summer Transition programme; school, subject and programme-level initiatives like the School of Computing, Engineering and Built Environment's Maths Summer School; and pre-entry workshops and webinars provided by the University's Library team."}]
[{"$f":"IF('> FILTER <'!B1681<>\"\",ROW(OFFSET(A1680,-1,0)),\"\")","v":1679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1681)),A1680,\"\")","v":1679},{"$f":"IFERROR(SMALL(Helper2_1,A1680),\"\")","v":1679},null,1679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1681)),$A1680,\"\")","v":1679},{"$f":"IFERROR(SMALL(Helper2_2,A1680),\"\")","v":1679},{"$f":"COUNTIF(Helper3_1,\"=\"&G1680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1680)=1, G1680, \"\")","v":1679},{"$f":"IFERROR(SMALL(Index_2,A1680),\"\")","v":1679},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:J1680)),\"\")","v":"GCU_49"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:K1680)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:L1680)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:M1680)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:N1680)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:O1680)),\"\")","v":"49 To support consistency, the University adopts a cross-institutional approach to the delivery of its student induction programme within the academic schools. Induction activities include the 'Getting Started @GCU' online course, an induction app for new students and an induction checklist for use by academics. In addition, the University provides induction activities for specific student groups - for example, cohort-based research student induction, where students from the London campus have the opportunity to visit the Glasgow campus (paragraph 67)."}]
[{"$f":"IF('> FILTER <'!B1682<>\"\",ROW(OFFSET(A1681,-1,0)),\"\")","v":1680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1682)),A1681,\"\")","v":1680},{"$f":"IFERROR(SMALL(Helper2_1,A1681),\"\")","v":1680},null,1680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1682)),$A1681,\"\")","v":1680},{"$f":"IFERROR(SMALL(Helper2_2,A1681),\"\")","v":1680},{"$f":"COUNTIF(Helper3_1,\"=\"&G1681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1681)=1, G1681, \"\")","v":1680},{"$f":"IFERROR(SMALL(Index_2,A1681),\"\")","v":1680},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:J1681)),\"\")","v":"GCU_50"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:K1681)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:L1681)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:M1681)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:N1681)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:O1681)),\"\")","v":"50 In 2020, as a result of the COVID-19 pandemic, the University took steps to further enhance its approach to induction, offering an extended two-week induction programme, along with a Peer Assisted Learning Scheme (PALS) to connect students on their course through digital communication groups."}]
[{"$f":"IF('> FILTER <'!B1683<>\"\",ROW(OFFSET(A1682,-1,0)),\"\")","v":1681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1683)),A1682,\"\")","v":1681},{"$f":"IFERROR(SMALL(Helper2_1,A1682),\"\")","v":1681},null,1681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1683)),$A1682,\"\")","v":1681},{"$f":"IFERROR(SMALL(Helper2_2,A1682),\"\")","v":1681},{"$f":"COUNTIF(Helper3_1,\"=\"&G1682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1682)=1, G1682, \"\")","v":1681},{"$f":"IFERROR(SMALL(Index_2,A1682),\"\")","v":1681},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:J1682)),\"\")","v":"GCU_50"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:K1682)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:L1682)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:M1682)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:N1682)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:O1682)),\"\")","v":"50 In 2020, as a result of the COVID-19 pandemic, the University took steps to further enhance its approach to induction, offering an extended two-week induction programme, along with a Peer Assisted Learning Scheme (PALS) to connect students on their course through digital communication groups."}]
[{"$f":"IF('> FILTER <'!B1684<>\"\",ROW(OFFSET(A1683,-1,0)),\"\")","v":1682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1684)),A1683,\"\")","v":1682},{"$f":"IFERROR(SMALL(Helper2_1,A1683),\"\")","v":1682},null,1682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1684)),$A1683,\"\")","v":1682},{"$f":"IFERROR(SMALL(Helper2_2,A1683),\"\")","v":1682},{"$f":"COUNTIF(Helper3_1,\"=\"&G1683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1683)=1, G1683, \"\")","v":1682},{"$f":"IFERROR(SMALL(Index_2,A1683),\"\")","v":1682},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:J1683)),\"\")","v":"GCU_51"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:K1683)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:L1683)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:M1683)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:N1683)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:O1683)),\"\")","v":"51 During the visit, the ELIR team learned from staff and students that the support and induction practices for collaborative students was variable and could, at times, be unclear to students. Some students at collaborative partners were also not aware particularly of the University central support services and resources available to them. The ELIR team would therefore encourage the University to continue to review the delivery of its induction activities and explore opportunities to apply examples of existing successful practice to more effectively support its collaborative and students studying at a distance. Feedback on assessment"}]
[{"$f":"IF('> FILTER <'!B1685<>\"\",ROW(OFFSET(A1684,-1,0)),\"\")","v":1683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1685)),A1684,\"\")","v":1683},{"$f":"IFERROR(SMALL(Helper2_1,A1684),\"\")","v":1683},null,1683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1685)),$A1684,\"\")","v":1683},{"$f":"IFERROR(SMALL(Helper2_2,A1684),\"\")","v":1683},{"$f":"COUNTIF(Helper3_1,\"=\"&G1684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1684)=1, G1684, \"\")","v":1683},{"$f":"IFERROR(SMALL(Index_2,A1684),\"\")","v":1683},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:J1684)),\"\")","v":"GCU_51"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:K1684)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:L1684)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:M1684)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:N1684)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:O1684)),\"\")","v":"51 During the visit, the ELIR team learned from staff and students that the support and induction practices for collaborative students was variable and could, at times, be unclear to students. Some students at collaborative partners were also not aware particularly of the University central support services and resources available to them. The ELIR team would therefore encourage the University to continue to review the delivery of its induction activities and explore opportunities to apply examples of existing successful practice to more effectively support its collaborative and students studying at a distance. Feedback on assessment"}]
[{"$f":"IF('> FILTER <'!B1686<>\"\",ROW(OFFSET(A1685,-1,0)),\"\")","v":1684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1686)),A1685,\"\")","v":1684},{"$f":"IFERROR(SMALL(Helper2_1,A1685),\"\")","v":1684},null,1684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1686)),$A1685,\"\")","v":1684},{"$f":"IFERROR(SMALL(Helper2_2,A1685),\"\")","v":1684},{"$f":"COUNTIF(Helper3_1,\"=\"&G1685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1685)=1, G1685, \"\")","v":1684},{"$f":"IFERROR(SMALL(Index_2,A1685),\"\")","v":1684},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:J1685)),\"\")","v":"GCU_52"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:K1685)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:L1685)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:M1685)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:N1685)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:O1685)),\"\")","v":"52 The University has recognised, as a theme in its Student Experience Action Plan (SEAP) (paragraph 13), the need to continue to take action to improve students' experience of assessment and feedback. At the time of the ELIR, the University was implementing a Digital Assessment Policy to move all assessment submission and feedback online (paragraph 78) and making enhancements to the Student Performance Feedback Policy to provide greater clarity of the expectations of staff and students with regard to engaging with feedback on assessments. As a result of the COVID-19 pandemic, the ELIR team learned these developments had been accelerated to support the move to blended learning and a new GCU Going Digital Framework has been implemented (paragraph 80). The University had also implemented a new FAQs link to assessment and alternative assessment processes and guidelines to enhance practice and has a clearly defined Assessment Handbook (paragraph 126). This site also contains a range of resources including assessment and feedback pro formas, and videos and case studies on a range of approaches to provide feedback to students."}]
[{"$f":"IF('> FILTER <'!B1687<>\"\",ROW(OFFSET(A1686,-1,0)),\"\")","v":1685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1687)),A1686,\"\")","v":1685},{"$f":"IFERROR(SMALL(Helper2_1,A1686),\"\")","v":1685},null,{"$f":"ROW(OFFSET(E1686,-1,0))","v":1685},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1687)),$A1686,\"\")","v":1685},{"$f":"IFERROR(SMALL(Helper2_2,A1686),\"\")","v":1685},{"$f":"COUNTIF(Helper3_1,\"=\"&G1686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1686)=1, G1686, \"\")","v":1685},{"$f":"IFERROR(SMALL(Index_2,A1686),\"\")","v":1685},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:J1686)),\"\")","v":"GCU_52"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:K1686)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:L1686)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:M1686)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:N1686)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:O1686)),\"\")","v":"52 The University has recognised, as a theme in its Student Experience Action Plan (SEAP) (paragraph 13), the need to continue to take action to improve students' experience of assessment and feedback. At the time of the ELIR, the University was implementing a Digital Assessment Policy to move all assessment submission and feedback online (paragraph 78) and making enhancements to the Student Performance Feedback Policy to provide greater clarity of the expectations of staff and students with regard to engaging with feedback on assessments. As a result of the COVID-19 pandemic, the ELIR team learned these developments had been accelerated to support the move to blended learning and a new GCU Going Digital Framework has been implemented (paragraph 80). The University had also implemented a new FAQs link to assessment and alternative assessment processes and guidelines to enhance practice and has a clearly defined Assessment Handbook (paragraph 126). This site also contains a range of resources including assessment and feedback pro formas, and videos and case studies on a range of approaches to provide feedback to students."}]
[{"$f":"IF('> FILTER <'!B1688<>\"\",ROW(OFFSET(A1687,-1,0)),\"\")","v":1686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1688)),A1687,\"\")","v":1686},{"$f":"IFERROR(SMALL(Helper2_1,A1687),\"\")","v":1686},null,1686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1688)),$A1687,\"\")","v":1686},{"$f":"IFERROR(SMALL(Helper2_2,A1687),\"\")","v":1686},{"$f":"COUNTIF(Helper3_1,\"=\"&G1687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1687)=1, G1687, \"\")","v":1686},{"$f":"IFERROR(SMALL(Index_2,A1687),\"\")","v":1686},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:J1687)),\"\")","v":"GCU_53"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:K1687)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:L1687)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:M1687)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:N1687)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:O1687)),\"\")","v":"53 Staff spoke positively about the greater use of electronic assessments and the use of techniques such as audio feedback but also recognised occasional challenges in meeting the three-week turnaround policy for feedback on assessments. Students confirmed assessment feedback was not always returned within the stated turnaround period and assessment briefs could, on occasion, be vague. Students, including those at collaborative partners, also highlighted that the quality of feedback on assessments was not always consistent in volume and usefulness. However, students valued the culture of open dialogue with academics regarding their assessment feedback, stating that staff were very approachable and willing to provide students with further explanations when needed. On balance, the ELIR team recommends that the University builds on progress made through a range of recent improvements in policy and practice relating to feedback on assessment, and should continue to work with students, across all modes of study, to address the improvements they would like to see around consistency in both the quality and timeliness of assessment feedback."}]
[{"$f":"IF('> FILTER <'!B1689<>\"\",ROW(OFFSET(A1688,-1,0)),\"\")","v":1687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1689)),A1688,\"\")","v":1687},{"$f":"IFERROR(SMALL(Helper2_1,A1688),\"\")","v":1687},null,1687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1689)),$A1688,\"\")","v":1687},{"$f":"IFERROR(SMALL(Helper2_2,A1688),\"\")","v":1687},{"$f":"COUNTIF(Helper3_1,\"=\"&G1688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1688)=1, G1688, \"\")","v":1687},{"$f":"IFERROR(SMALL(Index_2,A1688),\"\")","v":1687},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:J1688)),\"\")","v":"GCU_54"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:K1688)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:L1688)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:M1688)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:N1688)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:O1688)),\"\")","v":"54 In 2017-18, following a review of academic advising, the University made a number of changes to its approach, including revising role descriptors and guidance for staff and students, and changing the title of this activity from 'Academic Advising' to 'Personal Tutoring' to reflect the pastoral support provided to students. Staff confirmed that the University provided training for colleagues undertaking the personal tutor role. They also spoke positively about the clarity of the communications' approach adopted by the University regarding the role of personal tutors and viewed the ability of personal tutors to provide evidence for students' mitigating circumstances cases as a useful development. Students at both the Glasgow and London campuses were aware of the personal tutoring system, speaking positively about its impact on their personal wellbeing. However, students also highlighted variation in practice regarding the requirements for meeting with their tutors, with some students attending regular meetings and some students meeting only on a voluntary basis."}]
[{"$f":"IF('> FILTER <'!B1690<>\"\",ROW(OFFSET(A1689,-1,0)),\"\")","v":1688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1690)),A1689,\"\")","v":1688},{"$f":"IFERROR(SMALL(Helper2_1,A1689),\"\")","v":1688},null,1688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1690)),$A1689,\"\")","v":1688},{"$f":"IFERROR(SMALL(Helper2_2,A1689),\"\")","v":1688},{"$f":"COUNTIF(Helper3_1,\"=\"&G1689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1689)=1, G1689, \"\")","v":1688},{"$f":"IFERROR(SMALL(Index_2,A1689),\"\")","v":1688},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:J1689)),\"\")","v":"GCU_55"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:K1689)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:L1689)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:M1689)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:N1689)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:O1689)),\"\")","v":"55 Academic study support for students is provided by the Learning Development Centres (LDC) which are located within each academic school. These centres offer training and resources on skills such as academic writing, ICT support, and study skills. Students spoke very positively about the support received from these centres. The ELIR team heard from staff that this school-based approach allows additional discipline specific support to be provided and, while some resources and booking systems are shared, the team noted there is variability between each of the school LDC webpages regarding how the information is presented to students and also the range of services offered. Overall, the ELIR team believe the support offered by the LCDs was comprehensive. However, the team would encourage the University to work with the LDC teams to explore opportunities to support the greater sharing of resources, particularly those available in a digital environment. This would ensure that students across all the schools get the opportunity to benefit from best practice. Work-related learning and employability"}]
[{"$f":"IF('> FILTER <'!B1691<>\"\",ROW(OFFSET(A1690,-1,0)),\"\")","v":1689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1691)),A1690,\"\")","v":1689},{"$f":"IFERROR(SMALL(Helper2_1,A1690),\"\")","v":1689},null,1689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1691)),$A1690,\"\")","v":1689},{"$f":"IFERROR(SMALL(Helper2_2,A1690),\"\")","v":1689},{"$f":"COUNTIF(Helper3_1,\"=\"&G1690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1690)=1, G1690, \"\")","v":1689},{"$f":"IFERROR(SMALL(Index_2,A1690),\"\")","v":1689},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:J1690)),\"\")","v":"GCU_56"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:K1690)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:L1690)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:M1690)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:N1690)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:O1690)),\"\")","v":"56 The University provides students with appropriate opportunities to undertake placements or work experience across the majority of its undergraduate programmes, with these organised and facilitated at programme level. Industry links are fostered through programme advisory groups. During placements, a review is conducted after six to eight weeks to check the placement is as expected and involves the university academic placement tutor meeting separately with the student and their placement line manager. Students viewed the number of placements and work experience opportunities offered, and the open and transparent systems associated with their management, positively."}]
[{"$f":"IF('> FILTER <'!B1692<>\"\",ROW(OFFSET(A1691,-1,0)),\"\")","v":1690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1692)),A1691,\"\")","v":1690},{"$f":"IFERROR(SMALL(Helper2_1,A1691),\"\")","v":1690},null,1690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1692)),$A1691,\"\")","v":1690},{"$f":"IFERROR(SMALL(Helper2_2,A1691),\"\")","v":1690},{"$f":"COUNTIF(Helper3_1,\"=\"&G1691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1691)=1, G1691, \"\")","v":1690},{"$f":"IFERROR(SMALL(Index_2,A1691),\"\")","v":1690},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:J1691)),\"\")","v":"GCU_57"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:K1691)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:L1691)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:M1691)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:N1691)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:O1691)),\"\")","v":"57 Since the last ELIR, the University has taken the strategic decision to adopt an institutional approach to apprenticeships, developing a model, approved by the Academic Policy and Practice Committee (APPC), outlining how programmes will be designed and delivered. The GCU apprenticeship model meets the Degree Apprentice (England) and Graduate Apprentice (Scotland) criteria and is informed by QAA guidance. The University has implemented effective support mechanisms for students undertaking Graduate Apprenticeship programmes including: regular link meetings between the University and the employer; and Graduate Apprenticeship Tutors working with each cohort to coach and support students in the workplace. Students also have access to all university support services. Students studying on Graduate Apprenticeship programmes reflected positively on their experience, confirming they were able to regularly communicate with course staff. However, as perhaps expected with this type of programme, while confirming they were well supported, students did outline the ongoing challenges of balancing work and study commitments."}]
[{"$f":"IF('> FILTER <'!B1693<>\"\",ROW(OFFSET(A1692,-1,0)),\"\")","v":1691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1693)),A1692,\"\")","v":1691},{"$f":"IFERROR(SMALL(Helper2_1,A1692),\"\")","v":1691},null,1691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1693)),$A1692,\"\")","v":1691},{"$f":"IFERROR(SMALL(Helper2_2,A1692),\"\")","v":1691},{"$f":"COUNTIF(Helper3_1,\"=\"&G1692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1692)=1, G1692, \"\")","v":1691},{"$f":"IFERROR(SMALL(Index_2,A1692),\"\")","v":1691},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:J1692)),\"\")","v":"GCU_58"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:K1692)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:L1692)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:M1692)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:N1692)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:O1692)),\"\")","v":"58 The University embeds its 'Common Good Attributes' within the curriculum, with this approach also being applied to provision delivered by all its collaborative partners. Examples of approaches to developing these attributes within the formal curriculum include the use of core employability, enterprise and entrepreneurship modules, design projects on some modules or interprofessional education activities. The development of 'Common Good Attributes' is also supported through a range of core and extra-curricular activities. Students recognised the value of these attributes to their education and articulated a strong connection to the four 'Common Good Attributes' themes (active and global citizenship, an entrepreneurial mindset, responsible leadership and confidence)."}]
[{"$f":"IF('> FILTER <'!B1694<>\"\",ROW(OFFSET(A1693,-1,0)),\"\")","v":1692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1694)),A1693,\"\")","v":1692},{"$f":"IFERROR(SMALL(Helper2_1,A1693),\"\")","v":1692},null,1692,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1694)),$A1693,\"\")","v":1692},{"$f":"IFERROR(SMALL(Helper2_2,A1693),\"\")","v":1692},{"$f":"COUNTIF(Helper3_1,\"=\"&G1693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1693)=1, G1693, \"\")","v":1692},{"$f":"IFERROR(SMALL(Index_2,A1693),\"\")","v":1692},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:J1693)),\"\")","v":"GCU_59"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:K1693)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:L1693)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:M1693)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:N1693)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:O1693)),\"\")","v":"59 Students also have appropriate opportunities to develop their entrepreneurial skills through core and extra-curricular activities - examples include: attending enterprise seminars; participating in the annual Enterprise Fair; participating in lunchtime showcase events highlighting successful GCU entrepreneurs; and competing for enterprise funding. The University operates the UHatch enterprise incubator which has effectively supported over 45 new graduate start-up businesses. The University continues to actively engage with national entrepreneurial programmes including AccelerateHer, Scottish Edge and Entrepreneurship Scotland. The ELIR team believe there would be benefits to the University and its students in continuing to further develop and embed enterprise opportunities for students across the curriculum, so more of its students get the opportunity to develop skills in this area."}]
[{"$f":"IF('> FILTER <'!B1695<>\"\",ROW(OFFSET(A1694,-1,0)),\"\")","v":1693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1695)),A1694,\"\")","v":1693},{"$f":"IFERROR(SMALL(Helper2_1,A1694),\"\")","v":1693},null,1693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1695)),$A1694,\"\")","v":1693},{"$f":"IFERROR(SMALL(Helper2_2,A1694),\"\")","v":1693},{"$f":"COUNTIF(Helper3_1,\"=\"&G1694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1694)=1, G1694, \"\")","v":1693},{"$f":"IFERROR(SMALL(Index_2,A1694),\"\")","v":1693},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:J1694)),\"\")","v":"GCU_59"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:K1694)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:L1694)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:M1694)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:N1694)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:O1694)),\"\")","v":"59 Students also have appropriate opportunities to develop their entrepreneurial skills through core and extra-curricular activities - examples include: attending enterprise seminars; participating in the annual Enterprise Fair; participating in lunchtime showcase events highlighting successful GCU entrepreneurs; and competing for enterprise funding. The University operates the UHatch enterprise incubator which has effectively supported over 45 new graduate start-up businesses. The University continues to actively engage with national entrepreneurial programmes including AccelerateHer, Scottish Edge and Entrepreneurship Scotland. The ELIR team believe there would be benefits to the University and its students in continuing to further develop and embed enterprise opportunities for students across the curriculum, so more of its students get the opportunity to develop skills in this area."}]
[{"$f":"IF('> FILTER <'!B1696<>\"\",ROW(OFFSET(A1695,-1,0)),\"\")","v":1694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1696)),A1695,\"\")","v":1694},{"$f":"IFERROR(SMALL(Helper2_1,A1695),\"\")","v":1694},null,1694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1696)),$A1695,\"\")","v":1694},{"$f":"IFERROR(SMALL(Helper2_2,A1695),\"\")","v":1694},{"$f":"COUNTIF(Helper3_1,\"=\"&G1695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1695)=1, G1695, \"\")","v":1694},{"$f":"IFERROR(SMALL(Index_2,A1695),\"\")","v":1694},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:J1695)),\"\")","v":"GCU_60"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:K1695)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:L1695)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:M1695)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:N1695)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:O1695)),\"\")","v":"60 The University has appropriate mechanisms in place to support students with their career progression and employability, including career conversation events where employers host on-campus, informal drop-in sessions, more traditional careers fairs, self-access online resources and personal development programmes for students such as 'Grow', 'Aspire' and 'Lead (GAL)' which provides support to female students on confidence, leadership and skills development. During the review, the ELIR team learned that to provide additional support to its 2020 graduates, whose career prospects have been impacted by the COVID-19 pandemic, the University launched its 'Mentoring, Internships, Networking and Talks (MINT)' initiative. Graduates can also join the online networking platform - GCU Connect - allowing them to link up with GCU graduates worldwide and which, from September 2020, has provided a series of online talks supported by industry experts. The team note from the Reflective Analysis that the University plans to focus its next Thematic Review on careers and employability to ensure alignment with the new Strategy 2030, providing it with the opportunity to reflect on challenges in the current employment market."}]
[{"$f":"IF('> FILTER <'!B1697<>\"\",ROW(OFFSET(A1696,-1,0)),\"\")","v":1695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1697)),A1696,\"\")","v":1695},{"$f":"IFERROR(SMALL(Helper2_1,A1696),\"\")","v":1695},null,1695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1697)),$A1696,\"\")","v":1695},{"$f":"IFERROR(SMALL(Helper2_2,A1696),\"\")","v":1695},{"$f":"COUNTIF(Helper3_1,\"=\"&G1696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1696)=1, G1696, \"\")","v":1695},{"$f":"IFERROR(SMALL(Index_2,A1696),\"\")","v":1695},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:J1696)),\"\")","v":"GCU_60"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:K1696)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:L1696)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:M1696)),\"\")","v":"Student progression"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:N1696)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:O1696)),\"\")","v":"60 The University has appropriate mechanisms in place to support students with their career progression and employability, including career conversation events where employers host on-campus, informal drop-in sessions, more traditional careers fairs, self-access online resources and personal development programmes for students such as 'Grow', 'Aspire' and 'Lead (GAL)' which provides support to female students on confidence, leadership and skills development. During the review, the ELIR team learned that to provide additional support to its 2020 graduates, whose career prospects have been impacted by the COVID-19 pandemic, the University launched its 'Mentoring, Internships, Networking and Talks (MINT)' initiative. Graduates can also join the online networking platform - GCU Connect - allowing them to link up with GCU graduates worldwide and which, from September 2020, has provided a series of online talks supported by industry experts. The team note from the Reflective Analysis that the University plans to focus its next Thematic Review on careers and employability to ensure alignment with the new Strategy 2030, providing it with the opportunity to reflect on challenges in the current employment market."}]
[{"$f":"IF('> FILTER <'!B1698<>\"\",ROW(OFFSET(A1697,-1,0)),\"\")","v":1696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1698)),A1697,\"\")","v":1696},{"$f":"IFERROR(SMALL(Helper2_1,A1697),\"\")","v":1696},null,1696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1698)),$A1697,\"\")","v":1696},{"$f":"IFERROR(SMALL(Helper2_2,A1697),\"\")","v":1696},{"$f":"COUNTIF(Helper3_1,\"=\"&G1697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1697)=1, G1697, \"\")","v":1696},{"$f":"IFERROR(SMALL(Index_2,A1697),\"\")","v":1696},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:J1697)),\"\")","v":"GCU_61"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:K1697)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:L1697)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:M1697)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:N1697)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:O1697)),\"\")","v":"61 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. International study experiences are managed by the Exchange and Study Abroad team. In line with the University's approach to widening participation and promoting the 'Common Good', it provides initiatives such as travel awards where students from disadvantaged backgrounds can access funding to undertake international opportunities."}]
[{"$f":"IF('> FILTER <'!B1699<>\"\",ROW(OFFSET(A1698,-1,0)),\"\")","v":1697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1699)),A1698,\"\")","v":1697},{"$f":"IFERROR(SMALL(Helper2_1,A1698),\"\")","v":1697},null,1697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1699)),$A1698,\"\")","v":1697},{"$f":"IFERROR(SMALL(Helper2_2,A1698),\"\")","v":1697},{"$f":"COUNTIF(Helper3_1,\"=\"&G1698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1698)=1, G1698, \"\")","v":1697},{"$f":"IFERROR(SMALL(Index_2,A1698),\"\")","v":1697},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:J1698)),\"\")","v":"GCU_61"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:K1698)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:L1698)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:M1698)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:N1698)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:O1698)),\"\")","v":"61 The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchange activities. International study experiences are managed by the Exchange and Study Abroad team. In line with the University's approach to widening participation and promoting the 'Common Good', it provides initiatives such as travel awards where students from disadvantaged backgrounds can access funding to undertake international opportunities."}]
[{"$f":"IF('> FILTER <'!B1700<>\"\",ROW(OFFSET(A1699,-1,0)),\"\")","v":1698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1700)),A1699,\"\")","v":1698},{"$f":"IFERROR(SMALL(Helper2_1,A1699),\"\")","v":1698},null,1698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1700)),$A1699,\"\")","v":1698},{"$f":"IFERROR(SMALL(Helper2_2,A1699),\"\")","v":1698},{"$f":"COUNTIF(Helper3_1,\"=\"&G1699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1699)=1, G1699, \"\")","v":1698},{"$f":"IFERROR(SMALL(Index_2,A1699),\"\")","v":1698},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:J1699)),\"\")","v":"GCU_62"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:K1699)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:L1699)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:M1699)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:N1699)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:O1699)),\"\")","v":"62 Overall, the University has an effective approach to managing and enhancing the postgraduate student experience, with the support provided meeting sector expectations. The University has changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community and taken a number of positive actions to address this issue including establishing and delivering a one-day, cross-institutional induction programme."}]
[{"$f":"IF('> FILTER <'!B1701<>\"\",ROW(OFFSET(A1700,-1,0)),\"\")","v":1699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1701)),A1700,\"\")","v":1699},{"$f":"IFERROR(SMALL(Helper2_1,A1700),\"\")","v":1699},null,1699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1701)),$A1700,\"\")","v":1699},{"$f":"IFERROR(SMALL(Helper2_2,A1700),\"\")","v":1699},{"$f":"COUNTIF(Helper3_1,\"=\"&G1700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1700)=1, G1700, \"\")","v":1699},{"$f":"IFERROR(SMALL(Index_2,A1700),\"\")","v":1699},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:J1700)),\"\")","v":"GCU_62"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:K1700)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:L1700)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:M1700)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:N1700)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:O1700)),\"\")","v":"62 Overall, the University has an effective approach to managing and enhancing the postgraduate student experience, with the support provided meeting sector expectations. The University has changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community and taken a number of positive actions to address this issue including establishing and delivering a one-day, cross-institutional induction programme."}]
[{"$f":"IF('> FILTER <'!B1702<>\"\",ROW(OFFSET(A1701,-1,0)),\"\")","v":1700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1702)),A1701,\"\")","v":1700},{"$f":"IFERROR(SMALL(Helper2_1,A1701),\"\")","v":1700},null,1700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1702)),$A1701,\"\")","v":1700},{"$f":"IFERROR(SMALL(Helper2_2,A1701),\"\")","v":1700},{"$f":"COUNTIF(Helper3_1,\"=\"&G1701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1701)=1, G1701, \"\")","v":1700},{"$f":"IFERROR(SMALL(Index_2,A1701),\"\")","v":1700},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:J1701)),\"\")","v":"GCU_63"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:K1701)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:L1701)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:M1701)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:N1701)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:O1701)),\"\")","v":"63 The University delivers a comprehensive portfolio of taught postgraduate provision at its Glasgow and London campuses, with the latter predominantly being a postgraduate campus. A number of taught postgraduate programmes are also delivered through the University's collaborative partners. Postgraduate taught provision is managed by the academic schools and departments. Students from the Glasgow and London campuses confirmed that the support services offered by the University were accessible and appropriate for their needs. In particular, they spoke positively about the availability of support for developing academic writing skills and the range of support in place for international students including activities to support the development of English language skills. The students also confirmed that during the COVID-19 pandemic they were able to access learning and support services online. PGT students studying with collaborative partners confirmed to the ELIR team that they have access to appropriate local support services and can also access the University's VLE - GCU Learn - and online library services. The ELIR team considered teaching and assessment, student support and feedback, and representation arrangements for postgraduate taught (PGT) students to be comparable to those of undergraduates."}]
[{"$f":"IF('> FILTER <'!B1703<>\"\",ROW(OFFSET(A1702,-1,0)),\"\")","v":1701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1703)),A1702,\"\")","v":1701},{"$f":"IFERROR(SMALL(Helper2_1,A1702),\"\")","v":1701},null,1701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1703)),$A1702,\"\")","v":1701},{"$f":"IFERROR(SMALL(Helper2_2,A1702),\"\")","v":1701},{"$f":"COUNTIF(Helper3_1,\"=\"&G1702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1702)=1, G1702, \"\")","v":1701},{"$f":"IFERROR(SMALL(Index_2,A1702),\"\")","v":1701},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:J1702)),\"\")","v":"GCU_64"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:K1702)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:L1702)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:M1702)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:N1702)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:O1702)),\"\")","v":"64 Following the University's decision to stop participating in the external Postgraduate Taught Experience Survey (PTES) - taken in 2018 - in addition to completing module evaluation questionnaires, PGT students had completed an annual internal postgraduate survey (PGT GCUES). The ELIR team noted that from 2018-19, module evaluation results are aggregated at programme level and the University had therefore decided to discontinue its internal student experience surveys for undergraduate and PGT students from session 2019-20. The University stated that issuing Module Evaluation questionnaires each trimester, provides more feedback points during the academic year and also supports targeted analysis and improvements to the student experience at a more granular level with the ability to review at module, programme, department, school and university level. The team would encourage the University to monitor the data provided from its Module Evaluation questionnaires to continue to satisfy itself that these do indeed provide it with appropriate information on the quality of the student experience at programme level. International PGT students also complete the International Student Barometer (ISB). The team understands that the University has taken the decision to withdraw from participating in the ISB. Overall student satisfaction in the 2019 PGT GCUES survey, which had a participation rate of 25%, was 81% compared to 76% in 2018. In discussions with the ELIR team, the University indicated that it had established its 'closing the feedback' initiative (paragraph 23) as part of the response to recognising that this participation rate was low. Outcomes from these surveys feed into the University's quality processes, such as annual monitoring (paragraphs 117-119). Postgraduate students who met the ELIR team expressed general satisfaction with the learning resources available to them. They also confirmed the increased importance of the University's VLE - GCU Learn - and the availability of online library resources during the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B1704<>\"\",ROW(OFFSET(A1703,-1,0)),\"\")","v":1702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1704)),A1703,\"\")","v":1702},{"$f":"IFERROR(SMALL(Helper2_1,A1703),\"\")","v":1702},null,1702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1704)),$A1703,\"\")","v":1702},{"$f":"IFERROR(SMALL(Helper2_2,A1703),\"\")","v":1702},{"$f":"COUNTIF(Helper3_1,\"=\"&G1703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1703)=1, G1703, \"\")","v":1702},{"$f":"IFERROR(SMALL(Index_2,A1703),\"\")","v":1702},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:J1703)),\"\")","v":"GCU_64"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:K1703)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:L1703)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:M1703)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:N1703)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:O1703)),\"\")","v":"64 Following the University's decision to stop participating in the external Postgraduate Taught Experience Survey (PTES) - taken in 2018 - in addition to completing module evaluation questionnaires, PGT students had completed an annual internal postgraduate survey (PGT GCUES). The ELIR team noted that from 2018-19, module evaluation results are aggregated at programme level and the University had therefore decided to discontinue its internal student experience surveys for undergraduate and PGT students from session 2019-20. The University stated that issuing Module Evaluation questionnaires each trimester, provides more feedback points during the academic year and also supports targeted analysis and improvements to the student experience at a more granular level with the ability to review at module, programme, department, school and university level. The team would encourage the University to monitor the data provided from its Module Evaluation questionnaires to continue to satisfy itself that these do indeed provide it with appropriate information on the quality of the student experience at programme level. International PGT students also complete the International Student Barometer (ISB). The team understands that the University has taken the decision to withdraw from participating in the ISB. Overall student satisfaction in the 2019 PGT GCUES survey, which had a participation rate of 25%, was 81% compared to 76% in 2018. In discussions with the ELIR team, the University indicated that it had established its 'closing the feedback' initiative (paragraph 23) as part of the response to recognising that this participation rate was low. Outcomes from these surveys feed into the University's quality processes, such as annual monitoring (paragraphs 117-119). Postgraduate students who met the ELIR team expressed general satisfaction with the learning resources available to them. They also confirmed the increased importance of the University's VLE - GCU Learn - and the availability of online library resources during the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B1705<>\"\",ROW(OFFSET(A1704,-1,0)),\"\")","v":1703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1705)),A1704,\"\")","v":1703},{"$f":"IFERROR(SMALL(Helper2_1,A1704),\"\")","v":1703},null,1703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1705)),$A1704,\"\")","v":1703},{"$f":"IFERROR(SMALL(Helper2_2,A1704),\"\")","v":1703},{"$f":"COUNTIF(Helper3_1,\"=\"&G1704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1704)=1, G1704, \"\")","v":1703},{"$f":"IFERROR(SMALL(Index_2,A1704),\"\")","v":1703},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:J1704)),\"\")","v":"GCU_65"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:K1704)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:L1704)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:M1704)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:N1704)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:O1704)),\"\")","v":"65 The University has around 445 research students, from 60 countries, studying on PhD, Professional Doctorate or Master of Research programmes, through full-time, part-time and distance modes of study. Postgraduate research (PGR) students are located in the three academic schools in Glasgow as well as at the London campus. Governance of the University's provision is overseen by the Research Degrees Committee (RDC). The Graduate School oversees the PGR student experience in partnership with the academic schools and professional support services. The Graduate School coordinates postgraduate research student induction, supports the administration of student progression arrangements, leads on the development of PGR regulations, develops and delivers training for supervisors and students, and supports the development of PGR students. The ELIR team confirmed that the Graduate School was effective in this role. Staff and postgraduate students who met with the team were also clear about the role of the Graduate School in supporting PGR students."}]
[{"$f":"IF('> FILTER <'!B1706<>\"\",ROW(OFFSET(A1705,-1,0)),\"\")","v":1704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1706)),A1705,\"\")","v":1704},{"$f":"IFERROR(SMALL(Helper2_1,A1705),\"\")","v":1704},null,1704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1706)),$A1705,\"\")","v":1704},{"$f":"IFERROR(SMALL(Helper2_2,A1705),\"\")","v":1704},{"$f":"COUNTIF(Helper3_1,\"=\"&G1705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1705)=1, G1705, \"\")","v":1704},{"$f":"IFERROR(SMALL(Index_2,A1705),\"\")","v":1704},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:J1705)),\"\")","v":"GCU_65"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:K1705)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:L1705)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:M1705)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:N1705)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:O1705)),\"\")","v":"65 The University has around 445 research students, from 60 countries, studying on PhD, Professional Doctorate or Master of Research programmes, through full-time, part-time and distance modes of study. Postgraduate research (PGR) students are located in the three academic schools in Glasgow as well as at the London campus. Governance of the University's provision is overseen by the Research Degrees Committee (RDC). The Graduate School oversees the PGR student experience in partnership with the academic schools and professional support services. The Graduate School coordinates postgraduate research student induction, supports the administration of student progression arrangements, leads on the development of PGR regulations, develops and delivers training for supervisors and students, and supports the development of PGR students. The ELIR team confirmed that the Graduate School was effective in this role. Staff and postgraduate students who met with the team were also clear about the role of the Graduate School in supporting PGR students."}]
[{"$f":"IF('> FILTER <'!B1707<>\"\",ROW(OFFSET(A1706,-1,0)),\"\")","v":1705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1707)),A1706,\"\")","v":1705},{"$f":"IFERROR(SMALL(Helper2_1,A1706),\"\")","v":1705},null,1705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1707)),$A1706,\"\")","v":1705},{"$f":"IFERROR(SMALL(Helper2_2,A1706),\"\")","v":1705},{"$f":"COUNTIF(Helper3_1,\"=\"&G1706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1706)=1, G1706, \"\")","v":1705},{"$f":"IFERROR(SMALL(Index_2,A1706),\"\")","v":1705},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:J1706)),\"\")","v":"GCU_66"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:K1706)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:L1706)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:M1706)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:N1706)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:O1706)),\"\")","v":"66 In response to a recommendation from the 2015 ELIR and a decrease in student satisfaction in the 2017 Postgraduate Research Experience Survey (PRES) - which resulted in 72% overall satisfaction (compared with 78% in 2015), with this score being 8% below the post-1992 sector benchmark at that time - the University undertook a Thematic Review of the PGR student experience. A short-life working group was then established with Students' Association and PGR student representation, to implement the resulting action plan approved by Senate in May 2019. Developments included: establishing a revised (PGR) representation system (paragraph 72,); the introduction of an internal postgraduate research student survey (PGR GCUES) (paragraph 73); and the provision of dedicated space in the library for PGR students. Some of the newer PGR students who met the ELIR team were aware of the review but not of its impact, while other students who had been at the University longer spoke positively about some of the changes, such as the introduction of dedicated study space in the library."}]
[{"$f":"IF('> FILTER <'!B1708<>\"\",ROW(OFFSET(A1707,-1,0)),\"\")","v":1706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1708)),A1707,\"\")","v":1706},{"$f":"IFERROR(SMALL(Helper2_1,A1707),\"\")","v":1706},null,1706,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1708)),$A1707,\"\")","v":1706},{"$f":"IFERROR(SMALL(Helper2_2,A1707),\"\")","v":1706},{"$f":"COUNTIF(Helper3_1,\"=\"&G1707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1707)=1, G1707, \"\")","v":1706},{"$f":"IFERROR(SMALL(Index_2,A1707),\"\")","v":1706},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:J1707)),\"\")","v":"GCU_66"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:K1707)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:L1707)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:M1707)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:N1707)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:O1707)),\"\")","v":"66 In response to a recommendation from the 2015 ELIR and a decrease in student satisfaction in the 2017 Postgraduate Research Experience Survey (PRES) - which resulted in 72% overall satisfaction (compared with 78% in 2015), with this score being 8% below the post-1992 sector benchmark at that time - the University undertook a Thematic Review of the PGR student experience. A short-life working group was then established with Students' Association and PGR student representation, to implement the resulting action plan approved by Senate in May 2019. Developments included: establishing a revised (PGR) representation system (paragraph 72,); the introduction of an internal postgraduate research student survey (PGR GCUES) (paragraph 73); and the provision of dedicated space in the library for PGR students. Some of the newer PGR students who met the ELIR team were aware of the review but not of its impact, while other students who had been at the University longer spoke positively about some of the changes, such as the introduction of dedicated study space in the library."}]
[{"$f":"IF('> FILTER <'!B1709<>\"\",ROW(OFFSET(A1708,-1,0)),\"\")","v":1707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1709)),A1708,\"\")","v":1707},{"$f":"IFERROR(SMALL(Helper2_1,A1708),\"\")","v":1707},null,1707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1709)),$A1708,\"\")","v":1707},{"$f":"IFERROR(SMALL(Helper2_2,A1708),\"\")","v":1707},{"$f":"COUNTIF(Helper3_1,\"=\"&G1708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1708)=1, G1708, \"\")","v":1707},{"$f":"IFERROR(SMALL(Index_2,A1708),\"\")","v":1707},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:J1708)),\"\")","v":"GCU_67"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:K1708)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:L1708)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:M1708)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:N1708)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:O1708)),\"\")","v":"67 Postgraduate research (PGR) students undergo a one-day induction programme organised and coordinated by the Graduate School, which is offered three times per academic year. Students stated they had found the induction useful and it had supported them to feel part of a cohort and research student community. The ELIR team learned that up until this academic session, students studying at a distance and at the London campus had the opportunity to attend induction in Glasgow, with the University providing support for this."}]
[{"$f":"IF('> FILTER <'!B1710<>\"\",ROW(OFFSET(A1709,-1,0)),\"\")","v":1708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1710)),A1709,\"\")","v":1708},{"$f":"IFERROR(SMALL(Helper2_1,A1709),\"\")","v":1708},null,1708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1710)),$A1709,\"\")","v":1708},{"$f":"IFERROR(SMALL(Helper2_2,A1709),\"\")","v":1708},{"$f":"COUNTIF(Helper3_1,\"=\"&G1709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1709)=1, G1709, \"\")","v":1708},{"$f":"IFERROR(SMALL(Index_2,A1709),\"\")","v":1708},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:J1709)),\"\")","v":"GCU_68"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:K1709)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:L1709)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:M1709)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:N1709)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:O1709)),\"\")","v":"68 PGR students are appropriately supported by a supervisory team of at least two supervisors, headed by a Director of Studies who is their main point of contact. The research degree regulations clearly set out supervisory arrangements including the maximum number of students that Directors of Study can be allocated. In-house training is provided for supervisors by the Graduate School. This training is mandatory for new supervisors with no research degree completions and attendance must be confirmed before they are finally allocated to supervise a student. More experienced supervisors attend a minimum of one refresher training session every two years. Supervisors confirmed this training is in place, that they had found it useful to attend and that it provided peer support and networking opportunities. Additional support is available for PGR students through a system of schoollevel Senior PGR Tutors, subject/programme area PGR Tutors, school-level Associate Deans (Research), and research administrators. Students can approach any one of these staff as necessary which ensures students have other points of contact should they, for example, experience issues with their supervisors."}]
[{"$f":"IF('> FILTER <'!B1711<>\"\",ROW(OFFSET(A1710,-1,0)),\"\")","v":1709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1711)),A1710,\"\")","v":1709},{"$f":"IFERROR(SMALL(Helper2_1,A1710),\"\")","v":1709},null,1709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1711)),$A1710,\"\")","v":1709},{"$f":"IFERROR(SMALL(Helper2_2,A1710),\"\")","v":1709},{"$f":"COUNTIF(Helper3_1,\"=\"&G1710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1710)=1, G1710, \"\")","v":1709},{"$f":"IFERROR(SMALL(Index_2,A1710),\"\")","v":1709},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:J1710)),\"\")","v":"GCU_69"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:K1710)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:L1710)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:M1710)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:N1710)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:O1710)),\"\")","v":"69 PGR students are also provided with a range of generic and specialist resources to support their studies. Student who met the ELIR team were generally satisfied with the resources available and spoke positively about library resources, IT facilities, support and study space. The ELIR team confirmed that relevant forms and arrangements for student progression are set out on the Graduate School website and managed through the Schools Research Progression and Award Boards. Students demonstrated a clear understanding of the progression process."}]
[{"$f":"IF('> FILTER <'!B1712<>\"\",ROW(OFFSET(A1711,-1,0)),\"\")","v":1710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1712)),A1711,\"\")","v":1710},{"$f":"IFERROR(SMALL(Helper2_1,A1711),\"\")","v":1710},null,1710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1712)),$A1711,\"\")","v":1710},{"$f":"IFERROR(SMALL(Helper2_2,A1711),\"\")","v":1710},{"$f":"COUNTIF(Helper3_1,\"=\"&G1711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1711)=1, G1711, \"\")","v":1710},{"$f":"IFERROR(SMALL(Index_2,A1711),\"\")","v":1710},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:J1711)),\"\")","v":"GCU_70"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:K1711)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:L1711)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:M1711)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:N1711)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:O1711)),\"\")","v":"70 The Graduate School provides postgraduate research (PGR) students with a workshop-based researcher development programme based on the four domains of the Vitae Researcher Development Framework. At the time of the ELIR, and in response to the ongoing COVID-19 pandemic, workshop sessions were offered online. Students welcomed the fact that they can select the workshop sessions to match their specific needs and aspirations. Students also confirmed they are expected to submit annual personal development plans and record the details of the development sessions they attend in these plans. In addition to the researcher development programme, students at both the Glasgow and London campuses confirmed they also have opportunities to participate in other development opportunities including: attending and presenting their work at in-house workshops and seminars; participating in three-minute thesis sessions; and receive funding to attend external conferences."}]
[{"$f":"IF('> FILTER <'!B1713<>\"\",ROW(OFFSET(A1712,-1,0)),\"\")","v":1711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1713)),A1712,\"\")","v":1711},{"$f":"IFERROR(SMALL(Helper2_1,A1712),\"\")","v":1711},null,1711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1713)),$A1712,\"\")","v":1711},{"$f":"IFERROR(SMALL(Helper2_2,A1712),\"\")","v":1711},{"$f":"COUNTIF(Helper3_1,\"=\"&G1712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1712)=1, G1712, \"\")","v":1711},{"$f":"IFERROR(SMALL(Index_2,A1712),\"\")","v":1711},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:J1712)),\"\")","v":"GCU_70"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:K1712)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:L1712)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:M1712)),\"\")","v":"Postgraduate research"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:N1712)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:O1712)),\"\")","v":"70 The Graduate School provides postgraduate research (PGR) students with a workshop-based researcher development programme based on the four domains of the Vitae Researcher Development Framework. At the time of the ELIR, and in response to the ongoing COVID-19 pandemic, workshop sessions were offered online. Students welcomed the fact that they can select the workshop sessions to match their specific needs and aspirations. Students also confirmed they are expected to submit annual personal development plans and record the details of the development sessions they attend in these plans. In addition to the researcher development programme, students at both the Glasgow and London campuses confirmed they also have opportunities to participate in other development opportunities including: attending and presenting their work at in-house workshops and seminars; participating in three-minute thesis sessions; and receive funding to attend external conferences."}]
[{"$f":"IF('> FILTER <'!B1714<>\"\",ROW(OFFSET(A1713,-1,0)),\"\")","v":1712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1714)),A1713,\"\")","v":1712},{"$f":"IFERROR(SMALL(Helper2_1,A1713),\"\")","v":1712},null,1712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1714)),$A1713,\"\")","v":1712},{"$f":"IFERROR(SMALL(Helper2_2,A1713),\"\")","v":1712},{"$f":"COUNTIF(Helper3_1,\"=\"&G1713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1713)=1, G1713, \"\")","v":1712},{"$f":"IFERROR(SMALL(Index_2,A1713),\"\")","v":1712},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:J1713)),\"\")","v":"GCU_71"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:K1713)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:L1713)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:M1713)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:N1713)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:O1713)),\"\")","v":"71 In response to a recommendation from the last ELIR, the University has revised its support arrangements for Graduate Teaching Assistants (GTA). All PGR students who undertake the GTA role must now complete the 'Introduction to Teaching Skills' programme prior to undertaking their teaching role. Employment contracts are not issued to students until they complete this programme. GTAs are encouraged and supported to become associate teaching fellows with Advance HE through completing the University's Postgraduate Certificate in Academic Practice (PgCAP) (paragraph 104). Students confirmed they had found the teaching skills programme helpful in preparing them for their teaching roles, including supporting them with the current requirement to deliver online. Students also confirmed that departmental support was in place to ensure they were familiar with any specialist equipment needed for their teaching."}]
[{"$f":"IF('> FILTER <'!B1715<>\"\",ROW(OFFSET(A1714,-1,0)),\"\")","v":1713},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1715)),A1714,\"\")","v":1713},{"$f":"IFERROR(SMALL(Helper2_1,A1714),\"\")","v":1713},null,1713,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1715)),$A1714,\"\")","v":1713},{"$f":"IFERROR(SMALL(Helper2_2,A1714),\"\")","v":1713},{"$f":"COUNTIF(Helper3_1,\"=\"&G1714)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1714)=1, G1714, \"\")","v":1713},{"$f":"IFERROR(SMALL(Index_2,A1714),\"\")","v":1713},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:J1714)),\"\")","v":"GCU_72"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:K1714)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:L1714)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:M1714)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:N1714)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:O1714)),\"\")","v":"72 The University gathers feedback from its postgraduate research (PGR) students in a number of ways including through the recently revised representation system and the new internal survey. From 2019-20, PGR students are now represented by one representative and one deputy per academic school in Glasgow and in London through a single PGR representative on the London School Board. These representatives sit on school boards and focus on thematic issues raised by PGR students. Students from both campuses confirmed the new representation system was effective in both supporting them to raise any issues of concern and ensuring matters were appropriately resolved. Through its discussions with PGR student representatives, the ELIR team was able to confirm that students had been consulted, as part of the University's response to COVID-19, through monthly meetings with the Pro-Vice-Chancellor Research and Enterprise."}]
[{"$f":"IF('> FILTER <'!B1716<>\"\",ROW(OFFSET(A1715,-1,0)),\"\")","v":1714},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1716)),A1715,\"\")","v":1714},{"$f":"IFERROR(SMALL(Helper2_1,A1715),\"\")","v":1714},null,1714,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1716)),$A1715,\"\")","v":1714},{"$f":"IFERROR(SMALL(Helper2_2,A1715),\"\")","v":1714},{"$f":"COUNTIF(Helper3_1,\"=\"&G1715)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1715)=1, G1715, \"\")","v":1714},{"$f":"IFERROR(SMALL(Index_2,A1715),\"\")","v":1714},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:J1715)),\"\")","v":"GCU_72"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:K1715)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:L1715)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:M1715)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:N1715)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:O1715)),\"\")","v":"72 The University gathers feedback from its postgraduate research (PGR) students in a number of ways including through the recently revised representation system and the new internal survey. From 2019-20, PGR students are now represented by one representative and one deputy per academic school in Glasgow and in London through a single PGR representative on the London School Board. These representatives sit on school boards and focus on thematic issues raised by PGR students. Students from both campuses confirmed the new representation system was effective in both supporting them to raise any issues of concern and ensuring matters were appropriately resolved. Through its discussions with PGR student representatives, the ELIR team was able to confirm that students had been consulted, as part of the University's response to COVID-19, through monthly meetings with the Pro-Vice-Chancellor Research and Enterprise."}]
[{"$f":"IF('> FILTER <'!B1717<>\"\",ROW(OFFSET(A1716,-1,0)),\"\")","v":1715},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1717)),A1716,\"\")","v":1715},{"$f":"IFERROR(SMALL(Helper2_1,A1716),\"\")","v":1715},null,1715,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1717)),$A1716,\"\")","v":1715},{"$f":"IFERROR(SMALL(Helper2_2,A1716),\"\")","v":1715},{"$f":"COUNTIF(Helper3_1,\"=\"&G1716)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1716)=1, G1716, \"\")","v":1715},{"$f":"IFERROR(SMALL(Index_2,A1716),\"\")","v":1715},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:J1716)),\"\")","v":"GCU_73"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:K1716)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:L1716)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:M1716)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:N1716)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:O1716)),\"\")","v":"73 Following a decision to withdraw from participating in the Postgraduate Research Experience Survey (PRES), the University developed a new internal, biannual, PGR survey (PGR GCUES), which ran for the first time in 2018-19. This feedback is considered by the Learning and Teaching Sub-Committee (LTSC). The University recognises the ongoing challenges of developing a PGR student community and has taken a number of positive actions to address this. Examples include: establishing a PGR-only library space; ensuring PGRs are located close to their supervisory teams; offering cohort-based induction; and including postgraduate researchers in lunchtime seminars. At the London campus, a Research Club has been set up which allows PGRs to present their research. PGR students spoke very positively about their experience and were appreciative of the variety of support they receive. They also confirmed that their induction programme had allowed them to form a cohort with a real sense of community."}]
[{"$f":"IF('> FILTER <'!B1718<>\"\",ROW(OFFSET(A1717,-1,0)),\"\")","v":1716},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1718)),A1717,\"\")","v":1716},{"$f":"IFERROR(SMALL(Helper2_1,A1717),\"\")","v":1716},null,1716,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1718)),$A1717,\"\")","v":1716},{"$f":"IFERROR(SMALL(Helper2_2,A1717),\"\")","v":1716},{"$f":"COUNTIF(Helper3_1,\"=\"&G1717)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1717)=1, G1717, \"\")","v":1716},{"$f":"IFERROR(SMALL(Index_2,A1717),\"\")","v":1716},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:J1717)),\"\")","v":"GCU_73"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:K1717)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:L1717)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:M1717)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:N1717)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:O1717)),\"\")","v":"73 Following a decision to withdraw from participating in the Postgraduate Research Experience Survey (PRES), the University developed a new internal, biannual, PGR survey (PGR GCUES), which ran for the first time in 2018-19. This feedback is considered by the Learning and Teaching Sub-Committee (LTSC). The University recognises the ongoing challenges of developing a PGR student community and has taken a number of positive actions to address this. Examples include: establishing a PGR-only library space; ensuring PGRs are located close to their supervisory teams; offering cohort-based induction; and including postgraduate researchers in lunchtime seminars. At the London campus, a Research Club has been set up which allows PGRs to present their research. PGR students spoke very positively about their experience and were appreciative of the variety of support they receive. They also confirmed that their induction programme had allowed them to form a cohort with a real sense of community."}]
[{"$f":"IF('> FILTER <'!B1719<>\"\",ROW(OFFSET(A1718,-1,0)),\"\")","v":1717},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1719)),A1718,\"\")","v":1717},{"$f":"IFERROR(SMALL(Helper2_1,A1718),\"\")","v":1717},null,1717,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1719)),$A1718,\"\")","v":1717},{"$f":"IFERROR(SMALL(Helper2_2,A1718),\"\")","v":1717},{"$f":"COUNTIF(Helper3_1,\"=\"&G1718)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1718)=1, G1718, \"\")","v":1717},{"$f":"IFERROR(SMALL(Index_2,A1718),\"\")","v":1717},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:J1718)),\"\")","v":"GCU_74"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:K1718)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:L1718)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:M1718)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:N1718)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:O1718)),\"\")","v":"74 The University has effective arrangements in place for managing and enhancing the quality of the learning environment it offers to students. The University sets out its commitment to providing 'a contemporary consistent physical and digital learning environment which meets student's needs and supports their development' in its Student Experience Action Plan (SEAP) (paragraphs 91-93) and digital technologies and blended learning are a central pillar in the University's Strategy for Learning (SfL) (paragraph 90). At the time of this ELIR, during the COVID-19 pandemic, the majority of students were studying online and the ELIR team heard from senior staff that the University's longer-term ambition is to continue to develop its blended learning approach."}]
[{"$f":"IF('> FILTER <'!B1720<>\"\",ROW(OFFSET(A1719,-1,0)),\"\")","v":1718},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1720)),A1719,\"\")","v":1718},{"$f":"IFERROR(SMALL(Helper2_1,A1719),\"\")","v":1718},null,1718,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1720)),$A1719,\"\")","v":1718},{"$f":"IFERROR(SMALL(Helper2_2,A1719),\"\")","v":1718},{"$f":"COUNTIF(Helper3_1,\"=\"&G1719)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1719)=1, G1719, \"\")","v":1718},{"$f":"IFERROR(SMALL(Index_2,A1719),\"\")","v":1718},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:J1719)),\"\")","v":"GCU_74"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:K1719)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:L1719)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:M1719)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:N1719)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:O1719)),\"\")","v":"74 The University has effective arrangements in place for managing and enhancing the quality of the learning environment it offers to students. The University sets out its commitment to providing 'a contemporary consistent physical and digital learning environment which meets student's needs and supports their development' in its Student Experience Action Plan (SEAP) (paragraphs 91-93) and digital technologies and blended learning are a central pillar in the University's Strategy for Learning (SfL) (paragraph 90). At the time of this ELIR, during the COVID-19 pandemic, the majority of students were studying online and the ELIR team heard from senior staff that the University's longer-term ambition is to continue to develop its blended learning approach."}]
[{"$f":"IF('> FILTER <'!B1721<>\"\",ROW(OFFSET(A1720,-1,0)),\"\")","v":1719},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1721)),A1720,\"\")","v":1719},{"$f":"IFERROR(SMALL(Helper2_1,A1720),\"\")","v":1719},null,1719,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1721)),$A1720,\"\")","v":1719},{"$f":"IFERROR(SMALL(Helper2_2,A1720),\"\")","v":1719},{"$f":"COUNTIF(Helper3_1,\"=\"&G1720)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1720)=1, G1720, \"\")","v":1719},{"$f":"IFERROR(SMALL(Index_2,A1720),\"\")","v":1719},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:J1720)),\"\")","v":"GCU_75"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:K1720)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:L1720)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:M1720)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:N1720)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:O1720)),\"\")","v":"75 The University's major development project - 'The Heart of the Campus', ongoing at the time of the 2015 ELIR, is complete and has resulted in a number of improvements in relation to the physical learning environment, its accessibility and connectivity. The project included several changes to the library including: improved connectivity to the rest of the campus; the reconfiguration of library space and the library collection; the introduction of a roving support model for students; the introduction of a laptop vending machine and the development of more online resources."}]
[{"$f":"IF('> FILTER <'!B1722<>\"\",ROW(OFFSET(A1721,-1,0)),\"\")","v":1720},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1722)),A1721,\"\")","v":1720},{"$f":"IFERROR(SMALL(Helper2_1,A1721),\"\")","v":1720},null,1720,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1722)),$A1721,\"\")","v":1720},{"$f":"IFERROR(SMALL(Helper2_2,A1721),\"\")","v":1720},{"$f":"COUNTIF(Helper3_1,\"=\"&G1721)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1721)=1, G1721, \"\")","v":1720},{"$f":"IFERROR(SMALL(Index_2,A1721),\"\")","v":1720},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:J1721)),\"\")","v":"GCU_76"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:K1721)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:L1721)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:M1721)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:N1721)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:O1721)),\"\")","v":"76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."}]
[{"$f":"IF('> FILTER <'!B1723<>\"\",ROW(OFFSET(A1722,-1,0)),\"\")","v":1721},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1723)),A1722,\"\")","v":1721},{"$f":"IFERROR(SMALL(Helper2_1,A1722),\"\")","v":1721},null,1721,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1723)),$A1722,\"\")","v":1721},{"$f":"IFERROR(SMALL(Helper2_2,A1722),\"\")","v":1721},{"$f":"COUNTIF(Helper3_1,\"=\"&G1722)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1722)=1, G1722, \"\")","v":1721},{"$f":"IFERROR(SMALL(Index_2,A1722),\"\")","v":1721},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:J1722)),\"\")","v":"GCU_76"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:K1722)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:L1722)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:M1722)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:N1722)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:O1722)),\"\")","v":"76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."}]
[{"$f":"IF('> FILTER <'!B1724<>\"\",ROW(OFFSET(A1723,-1,0)),\"\")","v":1722},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1724)),A1723,\"\")","v":1722},{"$f":"IFERROR(SMALL(Helper2_1,A1723),\"\")","v":1722},null,1722,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1724)),$A1723,\"\")","v":1722},{"$f":"IFERROR(SMALL(Helper2_2,A1723),\"\")","v":1722},{"$f":"COUNTIF(Helper3_1,\"=\"&G1723)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1723)=1, G1723, \"\")","v":1722},{"$f":"IFERROR(SMALL(Index_2,A1723),\"\")","v":1722},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:J1723)),\"\")","v":"GCU_76"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:K1723)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:L1723)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:M1723)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:N1723)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:O1723)),\"\")","v":"76 Student satisfaction with learning resources is measured in a variety of ways including through the internal and external surveys used by the University, with satisfaction levels across these surveys remaining fairly consistent. Students stated they were satisfied with the available learning and library resources, with the ELIR team learning that in response to the ongoing COVID-19 pandemic, library services are now fully online, including online library drop-in sessions."}]
[{"$f":"IF('> FILTER <'!B1725<>\"\",ROW(OFFSET(A1724,-1,0)),\"\")","v":1723},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1725)),A1724,\"\")","v":1723},{"$f":"IFERROR(SMALL(Helper2_1,A1724),\"\")","v":1723},null,1723,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1725)),$A1724,\"\")","v":1723},{"$f":"IFERROR(SMALL(Helper2_2,A1724),\"\")","v":1723},{"$f":"COUNTIF(Helper3_1,\"=\"&G1724)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1724)=1, G1724, \"\")","v":1723},{"$f":"IFERROR(SMALL(Index_2,A1724),\"\")","v":1723},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:J1724)),\"\")","v":"GCU_77"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:K1724)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:L1724)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:M1724)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:N1724)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:O1724)),\"\")","v":"77 The University's commitment to delivering enhancements to its digital learning environment is demonstrated in its Digital Strategy 2016-20. A Digital Learning Implementation Group was established in 2017 to develop and implement the Digital Learning Enhancement Plan. This plan outlines the University's digital priorities which include: curriculum design for online programmes; the electronic management of assessment; the development of staff digital skills and capabilities; the use of learning analytics; upgrades to learning technology systems; and integrated module evaluation. A number of these priorities have already been delivered - for example, activities undertaken to support staff to develop their digital skills and capabilities include establishing this requirement as a key priority within the Academic Development Framework (paragraph 103), offering a range of development opportunities to develop staff skills including lunchtime and breakfast training sessions which, since the pandemic, have been offered online and using learning technologists based in each school to support staff with their online teaching practices."}]
[{"$f":"IF('> FILTER <'!B1726<>\"\",ROW(OFFSET(A1725,-1,0)),\"\")","v":1724},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1726)),A1725,\"\")","v":1724},{"$f":"IFERROR(SMALL(Helper2_1,A1725),\"\")","v":1724},null,1724,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1726)),$A1725,\"\")","v":1724},{"$f":"IFERROR(SMALL(Helper2_2,A1725),\"\")","v":1724},{"$f":"COUNTIF(Helper3_1,\"=\"&G1725)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1725)=1, G1725, \"\")","v":1724},{"$f":"IFERROR(SMALL(Index_2,A1725),\"\")","v":1724},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:J1725)),\"\")","v":"GCU_77"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:K1725)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:L1725)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:M1725)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:N1725)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:O1725)),\"\")","v":"77 The University's commitment to delivering enhancements to its digital learning environment is demonstrated in its Digital Strategy 2016-20. A Digital Learning Implementation Group was established in 2017 to develop and implement the Digital Learning Enhancement Plan. This plan outlines the University's digital priorities which include: curriculum design for online programmes; the electronic management of assessment; the development of staff digital skills and capabilities; the use of learning analytics; upgrades to learning technology systems; and integrated module evaluation. A number of these priorities have already been delivered - for example, activities undertaken to support staff to develop their digital skills and capabilities include establishing this requirement as a key priority within the Academic Development Framework (paragraph 103), offering a range of development opportunities to develop staff skills including lunchtime and breakfast training sessions which, since the pandemic, have been offered online and using learning technologists based in each school to support staff with their online teaching practices."}]
[{"$f":"IF('> FILTER <'!B1727<>\"\",ROW(OFFSET(A1726,-1,0)),\"\")","v":1725},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1727)),A1726,\"\")","v":1725},{"$f":"IFERROR(SMALL(Helper2_1,A1726),\"\")","v":1725},null,1725,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1727)),$A1726,\"\")","v":1725},{"$f":"IFERROR(SMALL(Helper2_2,A1726),\"\")","v":1725},{"$f":"COUNTIF(Helper3_1,\"=\"&G1726)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1726)=1, G1726, \"\")","v":1725},{"$f":"IFERROR(SMALL(Index_2,A1726),\"\")","v":1725},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:J1726)),\"\")","v":"GCU_78"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:K1726)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:L1726)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:M1726)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:N1726)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:O1726)),\"\")","v":"78 In relation to the Electronic Management of Assessment priority, the University's Digital Assessment Policy aims to 'encourage consistent and effective approaches to digital assessment practices across the University to enhance the student learning experience.' The policy seeks to move all submission, and marking and feedback on assessment online from academic year 2018-19. From 2017-18, the University's expectation has been that all suitable assignments are submitted online, with digital marking and feedback also being the norm. The University recognises a gap in its use of learning analytics to improve its oversight of online submission and feedback at school level. With no information available in the RA regarding how the University aims to address this gap, the ELIR team believe there would be value to the University and its students from developing a plan and timeline to support the delivery this information. Students who met the team confirmed they submit their assignments online and that feedback is provided by staff electronically and were supportive of this approach, including its alignment with studying on a 'green' campus."}]
[{"$f":"IF('> FILTER <'!B1728<>\"\",ROW(OFFSET(A1727,-1,0)),\"\")","v":1726},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1728)),A1727,\"\")","v":1726},{"$f":"IFERROR(SMALL(Helper2_1,A1727),\"\")","v":1726},null,1726,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1728)),$A1727,\"\")","v":1726},{"$f":"IFERROR(SMALL(Helper2_2,A1727),\"\")","v":1726},{"$f":"COUNTIF(Helper3_1,\"=\"&G1727)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1727)=1, G1727, \"\")","v":1726},{"$f":"IFERROR(SMALL(Index_2,A1727),\"\")","v":1726},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:J1727)),\"\")","v":"GCU_79"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:K1727)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:L1727)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:M1727)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:N1727)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:O1727)),\"\")","v":"79 As part of its strategic approach to enhancing the digital learning environment, the University's virtual learning environment (VLE) - GCU Learn - has been updated and a minimum set of expectations and standard template for module content established. The ELIR team was also able to confirm that the University has developed staff guides and module templates to support a consistent approach. Overall, students were generally positive about their recent experiences of using online technology and perhaps unsurprisingly, given the timing of this ELIR, highlighted the increasing use, and importance of GCU Learn and other online resources to their student experience. The University has taken a number of positive steps to address the issue of digital poverty by providing students with relevant equipment, software and remote internet access, which was appreciated by students who met the ELIR team. However, while students spoke positively about the role of the VLE in supporting their learning, they did also acknowledge that some variability in content from module to module remains."}]
[{"$f":"IF('> FILTER <'!B1729<>\"\",ROW(OFFSET(A1728,-1,0)),\"\")","v":1727},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1729)),A1728,\"\")","v":1727},{"$f":"IFERROR(SMALL(Helper2_1,A1728),\"\")","v":1727},null,1727,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1729)),$A1728,\"\")","v":1727},{"$f":"IFERROR(SMALL(Helper2_2,A1728),\"\")","v":1727},{"$f":"COUNTIF(Helper3_1,\"=\"&G1728)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1728)=1, G1728, \"\")","v":1727},{"$f":"IFERROR(SMALL(Index_2,A1728),\"\")","v":1727},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:J1728)),\"\")","v":"GCU_80"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:K1728)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:L1728)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:M1728)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:N1728)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:O1728)),\"\")","v":"80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1730<>\"\",ROW(OFFSET(A1729,-1,0)),\"\")","v":1728},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1730)),A1729,\"\")","v":1728},{"$f":"IFERROR(SMALL(Helper2_1,A1729),\"\")","v":1728},null,1728,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1730)),$A1729,\"\")","v":1728},{"$f":"IFERROR(SMALL(Helper2_2,A1729),\"\")","v":1728},{"$f":"COUNTIF(Helper3_1,\"=\"&G1729)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1729)=1, G1729, \"\")","v":1728},{"$f":"IFERROR(SMALL(Index_2,A1729),\"\")","v":1728},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:J1729)),\"\")","v":"GCU_80"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:K1729)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:L1729)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:M1729)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:N1729)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:O1729)),\"\")","v":"80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1731<>\"\",ROW(OFFSET(A1730,-1,0)),\"\")","v":1729},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1731)),A1730,\"\")","v":1729},{"$f":"IFERROR(SMALL(Helper2_1,A1730),\"\")","v":1729},null,1729,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1731)),$A1730,\"\")","v":1729},{"$f":"IFERROR(SMALL(Helper2_2,A1730),\"\")","v":1729},{"$f":"COUNTIF(Helper3_1,\"=\"&G1730)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1730)=1, G1730, \"\")","v":1729},{"$f":"IFERROR(SMALL(Index_2,A1730),\"\")","v":1729},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:J1730)),\"\")","v":"GCU_80"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:K1730)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:L1730)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:M1730)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:N1730)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:O1730)),\"\")","v":"80 The ELIR team learned that as part of its response to the COVID-19 pandemic, the University has accelerated the implementation of its Digital Strategy and, to ensure a consistent approach to online and blended learning, developed the 'GCU Going Digital Framework', which was approved by Senate in July 2020. This Framework provides a set of pedagogic principles to guide curriculum design, assessment, learner support and staff development and is accompanied by a set of staff-facing principles. A network of departmental Digital Learning leads has also been established to identify and address the challenges that staff currently face as programme delivery rapidly shifted online. The ELIR team confirmed that a similar approach has been used to develop and provide online student support. Senior staff confirmed the University intends to retain this framework in order to meet its aim of utilising 'digital education and learning technologies to enhance student engagement, accessibility, flexibility and personalisation of the curriculum.' Recognising the rapid progress made by the University, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1732<>\"\",ROW(OFFSET(A1731,-1,0)),\"\")","v":1730},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1732)),A1731,\"\")","v":1730},{"$f":"IFERROR(SMALL(Helper2_1,A1731),\"\")","v":1730},null,1730,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1732)),$A1731,\"\")","v":1730},{"$f":"IFERROR(SMALL(Helper2_2,A1731),\"\")","v":1730},{"$f":"COUNTIF(Helper3_1,\"=\"&G1731)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1731)=1, G1731, \"\")","v":1730},{"$f":"IFERROR(SMALL(Index_2,A1731),\"\")","v":1730},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:J1731)),\"\")","v":"GCU_81"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:K1731)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:L1731)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:M1731)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:N1731)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:O1731)),\"\")","v":"81 The University has an effective approach to enhancing the student learning experience. This is evidenced in its strategic commitment to providing an excellent student experience which is consistently reflected in its Strategy 2020, Student Experience Action Plan (SEAP) and Strategy for Learning (SfL). The University and GCU Students' Association have a long-standing, embedded, and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits to the student experience - for example, a well-established Student Partnership Agreement updated in partnership with students and the Students' Association and representation structures that support the diversity of the University's student population. The Student Action Group for Engagement (SAGE) provides students, and their representatives, with the opportunity to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B1733<>\"\",ROW(OFFSET(A1732,-1,0)),\"\")","v":1731},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1733)),A1732,\"\")","v":1731},{"$f":"IFERROR(SMALL(Helper2_1,A1732),\"\")","v":1731},null,1731,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1733)),$A1732,\"\")","v":1731},{"$f":"IFERROR(SMALL(Helper2_2,A1732),\"\")","v":1731},{"$f":"COUNTIF(Helper3_1,\"=\"&G1732)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1732)=1, G1732, \"\")","v":1731},{"$f":"IFERROR(SMALL(Index_2,A1732),\"\")","v":1731},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:J1732)),\"\")","v":"GCU_81"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:K1732)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:L1732)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:M1732)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:N1732)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:O1732)),\"\")","v":"81 The University has an effective approach to enhancing the student learning experience. This is evidenced in its strategic commitment to providing an excellent student experience which is consistently reflected in its Strategy 2020, Student Experience Action Plan (SEAP) and Strategy for Learning (SfL). The University and GCU Students' Association have a long-standing, embedded, and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits to the student experience - for example, a well-established Student Partnership Agreement updated in partnership with students and the Students' Association and representation structures that support the diversity of the University's student population. The Student Action Group for Engagement (SAGE) provides students, and their representatives, with the opportunity to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B1734<>\"\",ROW(OFFSET(A1733,-1,0)),\"\")","v":1732},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1734)),A1733,\"\")","v":1732},{"$f":"IFERROR(SMALL(Helper2_1,A1733),\"\")","v":1732},null,1732,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1734)),$A1733,\"\")","v":1732},{"$f":"IFERROR(SMALL(Helper2_2,A1733),\"\")","v":1732},{"$f":"COUNTIF(Helper3_1,\"=\"&G1733)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1733)=1, G1733, \"\")","v":1732},{"$f":"IFERROR(SMALL(Index_2,A1733),\"\")","v":1732},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:J1733)),\"\")","v":"GCU_82"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:K1733)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:L1733)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:M1733)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:N1733)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:O1733)),\"\")","v":"82 Overall, the ELIR team confirmed that GCU has an effective approach to gathering and responding to student feedback. Following the 2015 ELIR, the University undertook a review of its approach to student surveys, making a number of enhancements including establishing a Survey Unit and the Student Survey Working Group which support a centralised institutional approach to survey management and the dissemination of outcomes."}]
[{"$f":"IF('> FILTER <'!B1735<>\"\",ROW(OFFSET(A1734,-1,0)),\"\")","v":1733},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1735)),A1734,\"\")","v":1733},{"$f":"IFERROR(SMALL(Helper2_1,A1734),\"\")","v":1733},null,1733,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1735)),$A1734,\"\")","v":1733},{"$f":"IFERROR(SMALL(Helper2_2,A1734),\"\")","v":1733},{"$f":"COUNTIF(Helper3_1,\"=\"&G1734)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1734)=1, G1734, \"\")","v":1733},{"$f":"IFERROR(SMALL(Index_2,A1734),\"\")","v":1733},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:J1734)),\"\")","v":"GCU_83"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:K1734)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:L1734)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:M1734)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:N1734)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:O1734)),\"\")","v":"83 The University has made significant progress to embed equality, diversity and inclusion in all aspects of university life, adopting an approach which is based on a genuine and respectful appreciation of the diverse needs of its students. This is demonstrated through the continued use of initiatives such as school and directorate-based Equality Champions, its approaches to tackling gender-based violence and racism, and a range of policy developments including the Dignity at Work and Study Policy, the Trans Student Policy and the Gender and Race Equality action plans. Progression and retention data provide evidence of its successful approach."}]
[{"$f":"IF('> FILTER <'!B1736<>\"\",ROW(OFFSET(A1735,-1,0)),\"\")","v":1734},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1736)),A1735,\"\")","v":1734},{"$f":"IFERROR(SMALL(Helper2_1,A1735),\"\")","v":1734},null,1734,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1736)),$A1735,\"\")","v":1734},{"$f":"IFERROR(SMALL(Helper2_2,A1735),\"\")","v":1734},{"$f":"COUNTIF(Helper3_1,\"=\"&G1735)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1735)=1, G1735, \"\")","v":1734},{"$f":"IFERROR(SMALL(Index_2,A1735),\"\")","v":1734},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:J1735)),\"\")","v":"GCU_84"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:K1735)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:L1735)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:M1735)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:N1735)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:O1735)),\"\")","v":"84 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."}]
[{"$f":"IF('> FILTER <'!B1737<>\"\",ROW(OFFSET(A1736,-1,0)),\"\")","v":1735},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1737)),A1736,\"\")","v":1735},{"$f":"IFERROR(SMALL(Helper2_1,A1736),\"\")","v":1735},null,1735,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1737)),$A1736,\"\")","v":1735},{"$f":"IFERROR(SMALL(Helper2_2,A1736),\"\")","v":1735},{"$f":"COUNTIF(Helper3_1,\"=\"&G1736)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1736)=1, G1736, \"\")","v":1735},{"$f":"IFERROR(SMALL(Index_2,A1736),\"\")","v":1735},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:J1736)),\"\")","v":"GCU_84"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:K1736)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:L1736)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:M1736)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:N1736)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:O1736)),\"\")","v":"84 The University's long-standing strategic commitment to widening participation has been effectively embedded in the institutional culture and represents excellent practice. Examples of effective outreach initiatives include the well-established Caledonian Club, the Advanced Higher Hub and the School Connect programme. The evidence-based approach taken ensures proactive interventions to support student success are evident at all stages of the student journey. This is demonstrated by the University's progression and retention data and the development of ongoing targeted support for the University's diverse student population which includes a dedicated team who work with care experienced students, estranged students and young carers."}]
[{"$f":"IF('> FILTER <'!B1738<>\"\",ROW(OFFSET(A1737,-1,0)),\"\")","v":1736},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1738)),A1737,\"\")","v":1736},{"$f":"IFERROR(SMALL(Helper2_1,A1737),\"\")","v":1736},null,1736,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1738)),$A1737,\"\")","v":1736},{"$f":"IFERROR(SMALL(Helper2_2,A1737),\"\")","v":1736},{"$f":"COUNTIF(Helper3_1,\"=\"&G1737)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1737)=1, G1737, \"\")","v":1736},{"$f":"IFERROR(SMALL(Index_2,A1737),\"\")","v":1736},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:J1737)),\"\")","v":"GCU_85"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:K1737)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:L1737)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:M1737)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:N1737)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:O1737)),\"\")","v":"85 The University recognises the need to continue with its commitment to improve the student experience of feedback on assessments. Recent developments include a Digital Assessment Policy which seeks to move all assessment submission, marking and feedback online and through enhancements to the Student Performance Feedback Policy. It is recommended that building on progress made through a range of recent improvements in policy and practice relating to feedback on assessment, the University should continue to work with students, across all modes of study, to address the improvements they would like to see around consistency in both the quality and timeliness of assessment feedback."}]
[{"$f":"IF('> FILTER <'!B1739<>\"\",ROW(OFFSET(A1738,-1,0)),\"\")","v":1737},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1739)),A1738,\"\")","v":1737},{"$f":"IFERROR(SMALL(Helper2_1,A1738),\"\")","v":1737},null,1737,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1739)),$A1738,\"\")","v":1737},{"$f":"IFERROR(SMALL(Helper2_2,A1738),\"\")","v":1737},{"$f":"COUNTIF(Helper3_1,\"=\"&G1738)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1738)=1, G1738, \"\")","v":1737},{"$f":"IFERROR(SMALL(Index_2,A1738),\"\")","v":1737},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:J1738)),\"\")","v":"GCU_86"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:K1738)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:L1738)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:M1738)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:N1738)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:O1738)),\"\")","v":"86 The University has an effective approach to managing and enhancing the postgraduate student experience. The University has recently changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community, taken a number of positive actions to address this issue including establishing a PGR-only library space, ensuring PGRs are located close to their supervisory teams and offering cohort-based induction"}]
[{"$f":"IF('> FILTER <'!B1740<>\"\",ROW(OFFSET(A1739,-1,0)),\"\")","v":1738},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1740)),A1739,\"\")","v":1738},{"$f":"IFERROR(SMALL(Helper2_1,A1739),\"\")","v":1738},null,1738,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1740)),$A1739,\"\")","v":1738},{"$f":"IFERROR(SMALL(Helper2_2,A1739),\"\")","v":1738},{"$f":"COUNTIF(Helper3_1,\"=\"&G1739)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1739)=1, G1739, \"\")","v":1738},{"$f":"IFERROR(SMALL(Index_2,A1739),\"\")","v":1738},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:J1739)),\"\")","v":"GCU_86"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:K1739)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:L1739)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:M1739)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:N1739)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:O1739)),\"\")","v":"86 The University has an effective approach to managing and enhancing the postgraduate student experience. The University has recently changed the way it elicits feedback from its postgraduate students to ensure their voice is heard more effectively. This is reflected in both its revised approach to conducting postgraduate student surveys and changes to the postgraduate representation systems. The University has also recognised the ongoing challenges of developing a postgraduate research student community, taken a number of positive actions to address this issue including establishing a PGR-only library space, ensuring PGRs are located close to their supervisory teams and offering cohort-based induction"}]
[{"$f":"IF('> FILTER <'!B1741<>\"\",ROW(OFFSET(A1740,-1,0)),\"\")","v":1739},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1741)),A1740,\"\")","v":1739},{"$f":"IFERROR(SMALL(Helper2_1,A1740),\"\")","v":1739},null,1739,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1741)),$A1740,\"\")","v":1739},{"$f":"IFERROR(SMALL(Helper2_2,A1740),\"\")","v":1739},{"$f":"COUNTIF(Helper3_1,\"=\"&G1740)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1740)=1, G1740, \"\")","v":1739},{"$f":"IFERROR(SMALL(Index_2,A1740),\"\")","v":1739},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:J1740)),\"\")","v":"GCU_87"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:K1740)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:L1740)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:M1740)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:N1740)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:O1740)),\"\")","v":"87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1742<>\"\",ROW(OFFSET(A1741,-1,0)),\"\")","v":1740},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1742)),A1741,\"\")","v":1740},{"$f":"IFERROR(SMALL(Helper2_1,A1741),\"\")","v":1740},null,1740,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1742)),$A1741,\"\")","v":1740},{"$f":"IFERROR(SMALL(Helper2_2,A1741),\"\")","v":1740},{"$f":"COUNTIF(Helper3_1,\"=\"&G1741)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1741)=1, G1741, \"\")","v":1740},{"$f":"IFERROR(SMALL(Index_2,A1741),\"\")","v":1740},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:J1741)),\"\")","v":"GCU_87"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:K1741)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:L1741)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:M1741)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:N1741)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:O1741)),\"\")","v":"87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1743<>\"\",ROW(OFFSET(A1742,-1,0)),\"\")","v":1741},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1743)),A1742,\"\")","v":1741},{"$f":"IFERROR(SMALL(Helper2_1,A1742),\"\")","v":1741},null,1741,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1743)),$A1742,\"\")","v":1741},{"$f":"IFERROR(SMALL(Helper2_2,A1742),\"\")","v":1741},{"$f":"COUNTIF(Helper3_1,\"=\"&G1742)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1742)=1, G1742, \"\")","v":1741},{"$f":"IFERROR(SMALL(Index_2,A1742),\"\")","v":1741},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:J1742)),\"\")","v":"GCU_87"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:K1742)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:L1742)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:M1742)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:N1742)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:O1742)),\"\")","v":"87 The University has effective arrangements in place for managing the quality of the learning environment. Improvements in its physical environment have occurred as a result of its now completed 'Heart of the Campus' project. Prior to the pandemic, it was working to ensure the implementation of its Digital Strategy priorities which, as a result of COVID-19, have been accelerated. Recognising the rapid progress made in response to the pandemic, the team believe there would be benefits to the University from undertaking a review of the impact of recent innovative developments in digital learning and the use of technology-based systems through the University's Going Digital Framework, which have supported online access for students to learning and support services during the current pandemic. The University is encouraged to consider how its approach will most effectively support its future ambitions to provide a blended learning experience and continue to support its aim of enhancing the experience of its diverse student body, regardless of mode of study, and help develop a sense of community."}]
[{"$f":"IF('> FILTER <'!B1744<>\"\",ROW(OFFSET(A1743,-1,0)),\"\")","v":1742},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1744)),A1743,\"\")","v":1742},{"$f":"IFERROR(SMALL(Helper2_1,A1743),\"\")","v":1742},null,1742,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1744)),$A1743,\"\")","v":1742},{"$f":"IFERROR(SMALL(Helper2_2,A1743),\"\")","v":1742},{"$f":"COUNTIF(Helper3_1,\"=\"&G1743)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1743)=1, G1743, \"\")","v":1742},{"$f":"IFERROR(SMALL(Index_2,A1743),\"\")","v":1742},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:J1743)),\"\")","v":"GCU_88"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:K1743)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:L1743)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:M1743)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:N1743)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:O1743)),\"\")","v":"88 The University has an effective strategic approach to enhancing learning and teaching and the wider student experience, achieved through its management and governance structures. This is evidenced through an inclusive and dynamic approach to engaging staff and students in the development of strategy and plans, and a systematic and effective approach to implementing and monitoring strategy at all levels."}]
[{"$f":"IF('> FILTER <'!B1745<>\"\",ROW(OFFSET(A1744,-1,0)),\"\")","v":1743},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1745)),A1744,\"\")","v":1743},{"$f":"IFERROR(SMALL(Helper2_1,A1744),\"\")","v":1743},null,1743,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1745)),$A1744,\"\")","v":1743},{"$f":"IFERROR(SMALL(Helper2_2,A1744),\"\")","v":1743},{"$f":"COUNTIF(Helper3_1,\"=\"&G1744)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1744)=1, G1744, \"\")","v":1743},{"$f":"IFERROR(SMALL(Index_2,A1744),\"\")","v":1743},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:J1744)),\"\")","v":"GCU_89"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:K1744)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:L1744)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:M1744)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:N1744)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:O1744)),\"\")","v":"89 The University has a clear mission and vision, articulated as 'the University for the Common Good', which is strongly embedded in all aspects of it strategic planning and implementation. This mission was a key driver in Strategy 2020 and a strong influence in its Strategy for Learning (paragraph 90). The ELIR team found the 'Common Good' mission to be at the core of all aspects of university work and life, and it appears to be a central part of the University's culture. The University's approach to the development of strategies is genuinely consultative, and the ELIR team heard from both staff and students who confirmed they had been provided with the opportunity to contribute to the development of the new Strategy 2030. The strong link between the clearly understood mission and its articulation in strategies is due to the clear and consistent communication approach adopted. The team found the University's mission to be well understood by both staff and students."}]
[{"$f":"IF('> FILTER <'!B1746<>\"\",ROW(OFFSET(A1745,-1,0)),\"\")","v":1744},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1746)),A1745,\"\")","v":1744},{"$f":"IFERROR(SMALL(Helper2_1,A1745),\"\")","v":1744},null,1744,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1746)),$A1745,\"\")","v":1744},{"$f":"IFERROR(SMALL(Helper2_2,A1745),\"\")","v":1744},{"$f":"COUNTIF(Helper3_1,\"=\"&G1745)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1745)=1, G1745, \"\")","v":1744},{"$f":"IFERROR(SMALL(Index_2,A1745),\"\")","v":1744},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:J1745)),\"\")","v":"GCU_90"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:K1745)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:L1745)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:M1745)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:N1745)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:O1745)),\"\")","v":"90 The University's Strategy for Learning (SfL) helps supports the delivery of key elements of Strategy 2020; it is linked to learning and teaching and the delivery of an excellent student experience. The ELIR team understands the SfL will be reviewed again in line with development of Strategy 2030 (paragraph 2 and 89). Strategic responsibility for teaching and learning is the remit of the Deputy Vice-Chancellor (DVC) (Learning, Teaching and Student Experience) who chairs the Academic Policy and Practice Committee (APPC) - a sub-committee of the University Senate. This committee has responsibility for overseeing all aspects of the student journey, as well as the development of programmes, quality assurance and enhancement policies and processes, and the creation of teaching-related policy and regulations. Its sub-committee - Learning and Teaching Sub-Committee (LTSC) - is responsible for the effective implementation and monitoring of the University's quality assurance and enhancement processes."}]
[{"$f":"IF('> FILTER <'!B1747<>\"\",ROW(OFFSET(A1746,-1,0)),\"\")","v":1745},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1747)),A1746,\"\")","v":1745},{"$f":"IFERROR(SMALL(Helper2_1,A1746),\"\")","v":1745},null,1745,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1747)),$A1746,\"\")","v":1745},{"$f":"IFERROR(SMALL(Helper2_2,A1746),\"\")","v":1745},{"$f":"COUNTIF(Helper3_1,\"=\"&G1746)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1746)=1, G1746, \"\")","v":1745},{"$f":"IFERROR(SMALL(Index_2,A1746),\"\")","v":1745},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:J1746)),\"\")","v":"GCU_90"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:K1746)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:L1746)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:M1746)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:N1746)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:O1746)),\"\")","v":"90 The University's Strategy for Learning (SfL) helps supports the delivery of key elements of Strategy 2020; it is linked to learning and teaching and the delivery of an excellent student experience. The ELIR team understands the SfL will be reviewed again in line with development of Strategy 2030 (paragraph 2 and 89). Strategic responsibility for teaching and learning is the remit of the Deputy Vice-Chancellor (DVC) (Learning, Teaching and Student Experience) who chairs the Academic Policy and Practice Committee (APPC) - a sub-committee of the University Senate. This committee has responsibility for overseeing all aspects of the student journey, as well as the development of programmes, quality assurance and enhancement policies and processes, and the creation of teaching-related policy and regulations. Its sub-committee - Learning and Teaching Sub-Committee (LTSC) - is responsible for the effective implementation and monitoring of the University's quality assurance and enhancement processes."}]
[{"$f":"IF('> FILTER <'!B1748<>\"\",ROW(OFFSET(A1747,-1,0)),\"\")","v":1746},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1748)),A1747,\"\")","v":1746},{"$f":"IFERROR(SMALL(Helper2_1,A1747),\"\")","v":1746},null,1746,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1748)),$A1747,\"\")","v":1746},{"$f":"IFERROR(SMALL(Helper2_2,A1747),\"\")","v":1746},{"$f":"COUNTIF(Helper3_1,\"=\"&G1747)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1747)=1, G1747, \"\")","v":1746},{"$f":"IFERROR(SMALL(Index_2,A1747),\"\")","v":1746},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:J1747)),\"\")","v":"GCU_91"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:K1747)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:L1747)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:M1747)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:N1747)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:O1747)),\"\")","v":"91 The implementation of the SfL is supported by a university-level Student Experience Action Plan (SEAP) which is wide-ranging, with activity mapped to four main themes: student engagement and a sense of belonging; programme organisation, management and delivery; assessment and feedback; and the wider student experience. Each theme has a set of performance indicators which align to the University's Strategic Indicators. Chaired by the DVC (Learning, Teaching and the Student Experience) and with representatives from the Students' Association, the implementation of the SEAP is monitored by the Enhancing the Student Experience Steering Group (ETSE), which also reports to Executive Board, Senate and Court, on matters linked to learning and teaching and the wider student experience."}]
[{"$f":"IF('> FILTER <'!B1749<>\"\",ROW(OFFSET(A1748,-1,0)),\"\")","v":1747},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1749)),A1748,\"\")","v":1747},{"$f":"IFERROR(SMALL(Helper2_1,A1748),\"\")","v":1747},null,1747,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1749)),$A1748,\"\")","v":1747},{"$f":"IFERROR(SMALL(Helper2_2,A1748),\"\")","v":1747},{"$f":"COUNTIF(Helper3_1,\"=\"&G1748)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1748)=1, G1748, \"\")","v":1747},{"$f":"IFERROR(SMALL(Index_2,A1748),\"\")","v":1747},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:J1748)),\"\")","v":"GCU_92"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:K1748)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:L1748)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:M1748)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:N1748)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:O1748)),\"\")","v":"92 The ELIR team was able to confirm that schools and departments have their own local-level SEAPs, with activities overseen and actioned at school-level by programme and school boards, with regular reporting to ETSE required to support institutional oversight. The team understand that the implementation of local-level SEAPs allows tailoring to the needs and priorities of the school providing the actions identified remain consistent with the university-level SEAP themes. Professional service areas are able to access school and department plans to better design and enhance their services and produce their own action plans."}]
[{"$f":"IF('> FILTER <'!B1750<>\"\",ROW(OFFSET(A1749,-1,0)),\"\")","v":1748},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1750)),A1749,\"\")","v":1748},{"$f":"IFERROR(SMALL(Helper2_1,A1749),\"\")","v":1748},null,1748,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1750)),$A1749,\"\")","v":1748},{"$f":"IFERROR(SMALL(Helper2_2,A1749),\"\")","v":1748},{"$f":"COUNTIF(Helper3_1,\"=\"&G1749)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1749)=1, G1749, \"\")","v":1748},{"$f":"IFERROR(SMALL(Index_2,A1749),\"\")","v":1748},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:J1749)),\"\")","v":"GCU_93"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:K1749)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:L1749)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:M1749)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:N1749)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:O1749)),\"\")","v":"93 The team heard from staff that the 'Schools Refresh' (paragraph 3) has enhanced staff and student engagement with the SEAPs. The establishment of smaller academic departments provided greater ownership and accountability for implementing these action plans. Staff and students confirmed the SEAPs are well embedded across the University. Meetings with staff also confirmed that the SfL and SEAPs are considered in a number of the University's quality processes including curriculum development, Enhancement-led Institutional Subject Review (ELISR) and annual monitoring. The ELIR team commends the University for the effective use of SEAPs which ensure that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas. These plans - which are dynamic, regularly reviewed and updated in partnership with students and the Students' Association - ensure ownership of institutional targets by staff at all levels and provide clear accountability for action."}]
[{"$f":"IF('> FILTER <'!B1751<>\"\",ROW(OFFSET(A1750,-1,0)),\"\")","v":1749},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1751)),A1750,\"\")","v":1749},{"$f":"IFERROR(SMALL(Helper2_1,A1750),\"\")","v":1749},null,{"$f":"ROW(OFFSET(E1750,-1,0))","v":1749},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1751)),$A1750,\"\")","v":1749},{"$f":"IFERROR(SMALL(Helper2_2,A1750),\"\")","v":1749},{"$f":"COUNTIF(Helper3_1,\"=\"&G1750)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1750)=1, G1750, \"\")","v":1749},{"$f":"IFERROR(SMALL(Index_2,A1750),\"\")","v":1749},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:J1750)),\"\")","v":"GCU_94"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:K1750)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:L1750)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:M1750)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:N1750)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:O1750)),\"\")","v":"94 The ELIR team noted from the Reflective Analysis update supplied by the University in autumn 2020, that GCU has undertaken some further restructuring. A Director has been appointed to lead a new department - Academic Development and Student Learning (ADSL) - which will now take responsibility for the development, delivery and design of learning, teaching, educational research and academic development. This department also now provides oversight of the University's Academic Development Framework. The Academic Quality (AQ) team, which was part of the previous Academic Quality and Development department has moved into the Academic Registrar's portfolio, and Academic Development and Education Research and Evaluation (ERE) are part of ADSL."}]
[{"$f":"IF('> FILTER <'!B1752<>\"\",ROW(OFFSET(A1751,-1,0)),\"\")","v":1750},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1752)),A1751,\"\")","v":1750},{"$f":"IFERROR(SMALL(Helper2_1,A1751),\"\")","v":1750},null,1750,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1752)),$A1751,\"\")","v":1750},{"$f":"IFERROR(SMALL(Helper2_2,A1751),\"\")","v":1750},{"$f":"COUNTIF(Helper3_1,\"=\"&G1751)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1751)=1, G1751, \"\")","v":1750},{"$f":"IFERROR(SMALL(Index_2,A1751),\"\")","v":1750},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:J1751)),\"\")","v":"GCU_95"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:K1751)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:L1751)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:M1751)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:N1751)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:O1751)),\"\")","v":"95 The national Enhancement Themes are a key external reference point for the University and have impacted positively on its strategy, policy and practice development in learning and teaching, and the wider student experience. The University's stated approach is to link national Enhancement Theme activities to its strategic priorities. The ethos and priorities of the SEAP (paragraphs 91-93) aligned particularly well with the 'Evidence for Enhancement: Improving the Student Experience' Enhancement Theme (2017-20) resulting in work that was embarked upon for the SEAP contributing to this national Theme and vice versa. University engagement with the Themes extends from senior university staff supporting the leadership of the 'Evidence for Enhancement' Theme, to school staff engaging with the University's Enhancement Theme institutional plan and Theme collaborative cluster projects."}]
[{"$f":"IF('> FILTER <'!B1753<>\"\",ROW(OFFSET(A1752,-1,0)),\"\")","v":1751},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1753)),A1752,\"\")","v":1751},{"$f":"IFERROR(SMALL(Helper2_1,A1752),\"\")","v":1751},null,1751,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1753)),$A1752,\"\")","v":1751},{"$f":"IFERROR(SMALL(Helper2_2,A1752),\"\")","v":1751},{"$f":"COUNTIF(Helper3_1,\"=\"&G1752)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1752)=1, G1752, \"\")","v":1751},{"$f":"IFERROR(SMALL(Index_2,A1752),\"\")","v":1751},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:J1752)),\"\")","v":"GCU_96"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:K1752)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:L1752)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:M1752)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:N1752)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:O1752)),\"\")","v":"96 At the time of the review, the Educational Research and Evaluation (ERE) team was responsible for the organisation of Enhancement Theme activities, promoting SEAP Scholarship projects related to the Enhancement Themes, evaluating the impact of the various Themes-related initiatives undertaken, and the dissemination of their achievements and outputs. To foster staff engagement with the Enhancement Themes, the University funds projects to address cross-university challenges that align with each Theme. These Student Experience Scholarship projects are cross-school awards which must be underpinned by student engagement and should support developments in academic policy and practice. During the review, the ELIR team saw evidence that work linked to the previous Theme on 'Student Transitions' had produced a positive impact on the development of university policy and practice which extended beyond the lifetime of that Theme."}]
[{"$f":"IF('> FILTER <'!B1754<>\"\",ROW(OFFSET(A1753,-1,0)),\"\")","v":1752},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1754)),A1753,\"\")","v":1752},{"$f":"IFERROR(SMALL(Helper2_1,A1753),\"\")","v":1752},null,1752,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1754)),$A1753,\"\")","v":1752},{"$f":"IFERROR(SMALL(Helper2_2,A1753),\"\")","v":1752},{"$f":"COUNTIF(Helper3_1,\"=\"&G1753)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1753)=1, G1753, \"\")","v":1752},{"$f":"IFERROR(SMALL(Index_2,A1753),\"\")","v":1752},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:J1753)),\"\")","v":"GCU_97"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:K1753)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:L1753)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:M1753)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:N1753)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:O1753)),\"\")","v":"97 Staff who met the ELIR team had variable knowledge and understanding of the national programme of Enhancement Themes. However, it was clear to the ELIR team that staff who did engage with Theme-related activities and projects valued the experience, making a positive impact on their professional development."}]
[{"$f":"IF('> FILTER <'!B1755<>\"\",ROW(OFFSET(A1754,-1,0)),\"\")","v":1753},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1755)),A1754,\"\")","v":1753},{"$f":"IFERROR(SMALL(Helper2_1,A1754),\"\")","v":1753},null,1753,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1755)),$A1754,\"\")","v":1753},{"$f":"IFERROR(SMALL(Helper2_2,A1754),\"\")","v":1753},{"$f":"COUNTIF(Helper3_1,\"=\"&G1754)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1754)=1, G1754, \"\")","v":1753},{"$f":"IFERROR(SMALL(Index_2,A1754),\"\")","v":1753},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:J1754)),\"\")","v":"GCU_98"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:K1754)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:L1754)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:M1754)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:N1754)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:O1754)),\"\")","v":"98 The University has an effective and systematic approach to identifying and disseminating good practice that is primarily embedded in the University's staff development and quality assurance and enhancement policies and processes. The Educational Research and Evaluation (ER&E) team supports the enhancement of teaching and learning across the University, supporting educational research and cross-institutional projects. This team have established a range of initiatives to support the sharing of good teaching and learning practice including an Educational Research and Evaluation Community - a seminar series involving university staff and external speakers and the production of a twice-yearly newsletter which advertises events and showcases projects undertaken through the Student Experience Scholarship scheme (paragraph 96). Communities of practice have also been developed, such as the mentoring community and the Senior Fellow community where staff can get together to share ideas. In addition, each of the schools holds annual teaching and learning events and offer school-specific workshops - for example, the School of Health and Life Sciences piloted a series of CPD workshops aimed at module leaders. Informal practice sharing sessions - for example, the lunchtime 'brown bag' sessions in the Glasgow School for Business and Society (GSBS) - also encourage a peer-learning approach."}]
[{"$f":"IF('> FILTER <'!B1756<>\"\",ROW(OFFSET(A1755,-1,0)),\"\")","v":1754},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1756)),A1755,\"\")","v":1754},{"$f":"IFERROR(SMALL(Helper2_1,A1755),\"\")","v":1754},null,1754,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1756)),$A1755,\"\")","v":1754},{"$f":"IFERROR(SMALL(Helper2_2,A1755),\"\")","v":1754},{"$f":"COUNTIF(Helper3_1,\"=\"&G1755)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1755)=1, G1755, \"\")","v":1754},{"$f":"IFERROR(SMALL(Index_2,A1755),\"\")","v":1754},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:J1755)),\"\")","v":"GCU_99"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:K1755)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:L1755)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:M1755)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:N1755)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:O1755)),\"\")","v":"99 The ELIR team heard from staff that the 'Schools Refresh' (paragraph 3) has resulted in greater opportunities to identify and disseminate good practice across the schools and departments. The School Associate Deans for Learning, Teaching and Quality (ADLTQs) and at the London campus, the Learning and Teaching Quality Lead, undertake an important role in ensuring the implementation of key university policies and priorities associated with academic quality, and learning and teaching at school-level and provide a pivotal link between central academic development opportunities and the schools. Working across the departments within their schools, they identify and facilitate the sharing of good practice and ensure this is reported at key university committees and groups including the Enhancing the Student Experience (ETSE) group and the Academic Policy and Practice Committee (APPC). The ELIR team was able to confirm that this approach has supported the University in the identification of enhancement activities which have then been implemented cross-institutionally - for example, its review of academic advising and the move to using personal tutors (paragraph 54). Staff spoke positively about the ADLTQ roles in ensuring consistency of practice and supporting the sharing of good practice and enhancement across the University."}]
[{"$f":"IF('> FILTER <'!B1757<>\"\",ROW(OFFSET(A1756,-1,0)),\"\")","v":1755},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1757)),A1756,\"\")","v":1755},{"$f":"IFERROR(SMALL(Helper2_1,A1756),\"\")","v":1755},null,1755,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1757)),$A1756,\"\")","v":1755},{"$f":"IFERROR(SMALL(Helper2_2,A1756),\"\")","v":1755},{"$f":"COUNTIF(Helper3_1,\"=\"&G1756)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1756)=1, G1756, \"\")","v":1755},{"$f":"IFERROR(SMALL(Index_2,A1756),\"\")","v":1755},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:J1756)),\"\")","v":"GCU_100"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:K1756)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:L1756)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:M1756)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:N1756)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:O1756)),\"\")","v":"100 A number of the University's quality monitoring processes - including annual monitoring, external examining, programme approval events and programme reviews - through their reporting templates, ask colleagues to report on examples of good learning and teaching practice. Each year, one meeting of the Learning and Teaching Sub Committee (LTSC), a sub-committee of APPC, specifically focuses on the annual monitoring reports and discusses the good practice highlighted in these. Common themes for development or instances of good practice identified at LTSC are reported at APPC, with the ELIR team able to confirm that this approach also supports the identification of enhancement activities which are then implemented cross-institutionally. Cross-university membership of programme review panels and Enhancement-led Institutional Subject Review (ELISR) teams also provide an effective opportunity to learn of good practice from different areas of the University. The ELIR team confirmed that the University uses its Thematic Review process effectively, to reflect on whether good practice identified in one area, should be implemented cross-university."}]
[{"$f":"IF('> FILTER <'!B1758<>\"\",ROW(OFFSET(A1757,-1,0)),\"\")","v":1756},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1758)),A1757,\"\")","v":1756},{"$f":"IFERROR(SMALL(Helper2_1,A1757),\"\")","v":1756},null,1756,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1758)),$A1757,\"\")","v":1756},{"$f":"IFERROR(SMALL(Helper2_2,A1757),\"\")","v":1756},{"$f":"COUNTIF(Helper3_1,\"=\"&G1757)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1757)=1, G1757, \"\")","v":1756},{"$f":"IFERROR(SMALL(Index_2,A1757),\"\")","v":1756},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:J1757)),\"\")","v":"GCU_100"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:K1757)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:L1757)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:M1757)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:N1757)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:O1757)),\"\")","v":"100 A number of the University's quality monitoring processes - including annual monitoring, external examining, programme approval events and programme reviews - through their reporting templates, ask colleagues to report on examples of good learning and teaching practice. Each year, one meeting of the Learning and Teaching Sub Committee (LTSC), a sub-committee of APPC, specifically focuses on the annual monitoring reports and discusses the good practice highlighted in these. Common themes for development or instances of good practice identified at LTSC are reported at APPC, with the ELIR team able to confirm that this approach also supports the identification of enhancement activities which are then implemented cross-institutionally. Cross-university membership of programme review panels and Enhancement-led Institutional Subject Review (ELISR) teams also provide an effective opportunity to learn of good practice from different areas of the University. The ELIR team confirmed that the University uses its Thematic Review process effectively, to reflect on whether good practice identified in one area, should be implemented cross-university."}]
[{"$f":"IF('> FILTER <'!B1759<>\"\",ROW(OFFSET(A1758,-1,0)),\"\")","v":1757},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1759)),A1758,\"\")","v":1757},{"$f":"IFERROR(SMALL(Helper2_1,A1758),\"\")","v":1757},null,1757,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1759)),$A1758,\"\")","v":1757},{"$f":"IFERROR(SMALL(Helper2_2,A1758),\"\")","v":1757},{"$f":"COUNTIF(Helper3_1,\"=\"&G1758)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1758)=1, G1758, \"\")","v":1757},{"$f":"IFERROR(SMALL(Index_2,A1758),\"\")","v":1757},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:J1758)),\"\")","v":"GCU_101"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:K1758)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:L1758)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:M1758)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:N1758)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:O1758)),\"\")","v":"101 Module tutors who support the delivery of the PgCAP (paragraph 104) identify good practice from the case studies used by staff. These tutors and the ADLTQs, use this knowledge to encourage and support interested staff to consider undertaking pedagogical projects/research and consider sharing their practice by presenting at events, including the University's Learning and Teaching Symposium, the Learning and Student Experience Week and annual school learning and teaching events and workshops."}]
[{"$f":"IF('> FILTER <'!B1760<>\"\",ROW(OFFSET(A1759,-1,0)),\"\")","v":1758},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1760)),A1759,\"\")","v":1758},{"$f":"IFERROR(SMALL(Helper2_1,A1759),\"\")","v":1758},null,1758,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1760)),$A1759,\"\")","v":1758},{"$f":"IFERROR(SMALL(Helper2_2,A1759),\"\")","v":1758},{"$f":"COUNTIF(Helper3_1,\"=\"&G1759)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1759)=1, G1759, \"\")","v":1758},{"$f":"IFERROR(SMALL(Index_2,A1759),\"\")","v":1758},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:J1759)),\"\")","v":"GCU_102"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:K1759)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:L1759)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:M1759)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:N1759)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:O1759)),\"\")","v":"102 The University has a range of formal and informal mechanisms in place which are effective in supporting staff to develop their learning and teaching practice. The University also offers a range of broader staff development opportunities which are consistent with supporting the delivery of its strategic aims - for example, training and support of staff in the area of equality and diversity (paragraph 31)."}]
[{"$f":"IF('> FILTER <'!B1761<>\"\",ROW(OFFSET(A1760,-1,0)),\"\")","v":1759},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1761)),A1760,\"\")","v":1759},{"$f":"IFERROR(SMALL(Helper2_1,A1760),\"\")","v":1759},null,1759,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1761)),$A1760,\"\")","v":1759},{"$f":"IFERROR(SMALL(Helper2_2,A1760),\"\")","v":1759},{"$f":"COUNTIF(Helper3_1,\"=\"&G1760)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1760)=1, G1760, \"\")","v":1759},{"$f":"IFERROR(SMALL(Index_2,A1760),\"\")","v":1759},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:J1760)),\"\")","v":"GCU_103"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:K1760)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:L1760)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:M1760)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:N1760)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:O1760)),\"\")","v":"103 The Academic Development and Student Learning (ADSL) team has responsibility for staff development in learning and teaching and oversees the implementation of the Academic Development Framework (ADF). The ADF provides a structure for staff development and career progression with discrete pathways to follow depending on the experience of the staff member. New academic staff have the opportunity to complete an online orientation module that outlines the University's approaches to learning, teaching and quality and the principles of the Strategy for Learning (SfL). Engagement of staff in the professional recognition of teaching and learning is encouraged by linking recognition to the University's selection and promotion criteria."}]
[{"$f":"IF('> FILTER <'!B1762<>\"\",ROW(OFFSET(A1761,-1,0)),\"\")","v":1760},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1762)),A1761,\"\")","v":1760},{"$f":"IFERROR(SMALL(Helper2_1,A1761),\"\")","v":1760},null,1760,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1762)),$A1761,\"\")","v":1760},{"$f":"IFERROR(SMALL(Helper2_2,A1761),\"\")","v":1760},{"$f":"COUNTIF(Helper3_1,\"=\"&G1761)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1761)=1, G1761, \"\")","v":1760},{"$f":"IFERROR(SMALL(Index_2,A1761),\"\")","v":1760},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:J1761)),\"\")","v":"GCU_104"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:K1761)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:L1761)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:M1761)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:N1761)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:O1761)),\"\")","v":"104 The ADF framework supports staff to gain professional recognition across all levels of the UK Professional Standards Framework (UKPSF) and categories of fellowship with Advance HE. New staff are supported through the University's Postgraduate Certificate in Academic Practice (PgCAP), which is accredited by Advance HE. The PgCAP also has an early exit award (Post Experience Certificate in Student Engagement) which is available to non-academic staff in student-facing support roles and enables the award of Associate Fellow status. Full-Time Officers of the Students' Association also have the opportunity to complete this award (paragraph 20)."}]
[{"$f":"IF('> FILTER <'!B1763<>\"\",ROW(OFFSET(A1762,-1,0)),\"\")","v":1761},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1763)),A1762,\"\")","v":1761},{"$f":"IFERROR(SMALL(Helper2_1,A1762),\"\")","v":1761},null,1761,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1763)),$A1762,\"\")","v":1761},{"$f":"IFERROR(SMALL(Helper2_2,A1762),\"\")","v":1761},{"$f":"COUNTIF(Helper3_1,\"=\"&G1762)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1762)=1, G1762, \"\")","v":1761},{"$f":"IFERROR(SMALL(Index_2,A1762),\"\")","v":1761},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:J1762)),\"\")","v":"GCU_105"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:K1762)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:L1762)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:M1762)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:N1762)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:O1762)),\"\")","v":"105 Staff with experience of completing the PgCAP or gaining fellowship through Advance HE, talked positively about their experience, acknowledging that the opportunities provided to reflect on their own teaching practice had been invaluable in developing their teaching. They also valued the opportunity and scope it had given them to undertake pedagogic projects. They spoke positively about the opportunity to undertake pedagogic research, to apply this research to their teaching practice, and disseminate their findings to other areas of the University. Staff who acted as tutors and mentors for colleagues working on fellowship applications for Advance HE and the PgCAP, attested to the clear development as educators that could be seen in staff undertaking these professional development programmes. Such is the perceived value of the PgCAP that staff outlined to the ELIR team disappointment that currently the programme only offers a single intake each year (in September) which was not considered useful for staff who were employed at other times in the academic session."}]
[{"$f":"IF('> FILTER <'!B1764<>\"\",ROW(OFFSET(A1763,-1,0)),\"\")","v":1762},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1764)),A1763,\"\")","v":1762},{"$f":"IFERROR(SMALL(Helper2_1,A1763),\"\")","v":1762},null,1762,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1764)),$A1763,\"\")","v":1762},{"$f":"IFERROR(SMALL(Helper2_2,A1763),\"\")","v":1762},{"$f":"COUNTIF(Helper3_1,\"=\"&G1763)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1763)=1, G1763, \"\")","v":1762},{"$f":"IFERROR(SMALL(Index_2,A1763),\"\")","v":1762},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:J1763)),\"\")","v":"GCU_106"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:K1763)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:L1763)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:M1763)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:N1763)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:O1763)),\"\")","v":"106 The University also offers a range of broader staff development opportunities which are consistent with supporting the delivery of its strategic aims. The University's People Strategy 2020 commits to the principle of 'Working Well' and staff webpages contain a series of resources to support mental health and wellbeing, and also advertises events and training courses. During the review, the ELIR team learned from senior colleagues that a number of approaches, such as mandating 'No Teams Friday' and encouraging flexible working have been introduced during the pandemic to mitigate some of the pressures that staff were experiencing as a result of the move to blended learning and remote working. These measures are supported by a specific webpage giving wellbeing support and resources."}]
[{"$f":"IF('> FILTER <'!B1765<>\"\",ROW(OFFSET(A1764,-1,0)),\"\")","v":1763},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1765)),A1764,\"\")","v":1763},{"$f":"IFERROR(SMALL(Helper2_1,A1764),\"\")","v":1763},null,1763,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1765)),$A1764,\"\")","v":1763},{"$f":"IFERROR(SMALL(Helper2_2,A1764),\"\")","v":1763},{"$f":"COUNTIF(Helper3_1,\"=\"&G1764)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1764)=1, G1764, \"\")","v":1763},{"$f":"IFERROR(SMALL(Index_2,A1764),\"\")","v":1763},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:J1764)),\"\")","v":"GCU_107"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:K1764)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:L1764)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:M1764)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:N1764)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:O1764)),\"\")","v":"107 The University has an effective approach to enhancing teaching and learning and the wider student experience managed through its governance and committee structures. The University has a clearly articulated strategy and vision, which is effectively embedded as part of its culture. In particular, the University's desire to align all goals with its 'Common Good' mission is clearly articulated and consistently communicated, adopted by staff and well recognised by students."}]
[{"$f":"IF('> FILTER <'!B1766<>\"\",ROW(OFFSET(A1765,-1,0)),\"\")","v":1764},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1766)),A1765,\"\")","v":1764},{"$f":"IFERROR(SMALL(Helper2_1,A1765),\"\")","v":1764},null,1764,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1766)),$A1765,\"\")","v":1764},{"$f":"IFERROR(SMALL(Helper2_2,A1765),\"\")","v":1764},{"$f":"COUNTIF(Helper3_1,\"=\"&G1765)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1765)=1, G1765, \"\")","v":1764},{"$f":"IFERROR(SMALL(Index_2,A1765),\"\")","v":1764},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:J1765)),\"\")","v":"GCU_108"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:K1765)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:L1765)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:M1765)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:N1765)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:O1765)),\"\")","v":"108 The University has effective mechanisms for managing enhancement of teaching, learning and the student experience. The University makes effective use of Student Experience Action Plans (SEAPs) which ensure that activities that drive enhancement to the student experience are coherent, consistent and well-focused across the University's schools and professional services areas. These plans - which are dynamic, regularly reviewed and updated in partnership with students - ensure ownership of institutional targets by staff at all levels and provide clear accountability for action."}]
[{"$f":"IF('> FILTER <'!B1767<>\"\",ROW(OFFSET(A1766,-1,0)),\"\")","v":1765},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1767)),A1766,\"\")","v":1765},{"$f":"IFERROR(SMALL(Helper2_1,A1766),\"\")","v":1765},null,1765,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1767)),$A1766,\"\")","v":1765},{"$f":"IFERROR(SMALL(Helper2_2,A1766),\"\")","v":1765},{"$f":"COUNTIF(Helper3_1,\"=\"&G1766)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1766)=1, G1766, \"\")","v":1765},{"$f":"IFERROR(SMALL(Index_2,A1766),\"\")","v":1765},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:J1766)),\"\")","v":"GCU_109"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:K1766)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:L1766)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:M1766)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:N1766)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:O1766)),\"\")","v":"109 The University has an effective and systematic approach for identifying and sharing good practice links to learning and teaching and the broader student experience. School Associate Deans for Learning, Teaching and Quality (ADLTQs) and at the London campus by the Learning and Teaching Quality Lead, play an important role in ensuring the implementation of key university policies and priorities associated with learning and teaching at school-level and the sharing of good practice. The University also offers a comprehensive range of formal and informal mechanisms to achieve this."}]
[{"$f":"IF('> FILTER <'!B1768<>\"\",ROW(OFFSET(A1767,-1,0)),\"\")","v":1766},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1768)),A1767,\"\")","v":1766},{"$f":"IFERROR(SMALL(Helper2_1,A1767),\"\")","v":1766},null,1766,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1768)),$A1767,\"\")","v":1766},{"$f":"IFERROR(SMALL(Helper2_2,A1767),\"\")","v":1766},{"$f":"COUNTIF(Helper3_1,\"=\"&G1767)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1767)=1, G1767, \"\")","v":1766},{"$f":"IFERROR(SMALL(Index_2,A1767),\"\")","v":1766},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:J1767)),\"\")","v":"GCU_110"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:K1767)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:L1767)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:M1767)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:N1767)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:O1767)),\"\")","v":"110 The University also offers a wide range of staff development opportunities which support staff and enable it to achieve its strategic objectives. The University has a systematic approach to monitoring and identifying staff development needs."}]
[{"$f":"IF('> FILTER <'!B1769<>\"\",ROW(OFFSET(A1768,-1,0)),\"\")","v":1767},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1769)),A1768,\"\")","v":1767},{"$f":"IFERROR(SMALL(Helper2_1,A1768),\"\")","v":1767},null,1767,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1769)),$A1768,\"\")","v":1767},{"$f":"IFERROR(SMALL(Helper2_2,A1768),\"\")","v":1767},{"$f":"COUNTIF(Helper3_1,\"=\"&G1768)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1768)=1, G1768, \"\")","v":1767},{"$f":"IFERROR(SMALL(Index_2,A1768),\"\")","v":1767},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:J1768)),\"\")","v":"GCU_111"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:K1768)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:L1768)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:M1768)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:N1768)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:O1768)),\"\")","v":"111 The University has effective and systematic arrangements in place for managing quality which meets sector expectations. It also has effective processes in place for reviewing and securing academic standards which meet the Expectations of the UK Quality Code for Higher Education (the Quality Code) and the Scottish Funding Council (SFC) guidance to higher education institutions on quality (2017-22). University quality structures"}]
[{"$f":"IF('> FILTER <'!B1770<>\"\",ROW(OFFSET(A1769,-1,0)),\"\")","v":1768},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1770)),A1769,\"\")","v":1768},{"$f":"IFERROR(SMALL(Helper2_1,A1769),\"\")","v":1768},null,1768,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1770)),$A1769,\"\")","v":1768},{"$f":"IFERROR(SMALL(Helper2_2,A1769),\"\")","v":1768},{"$f":"COUNTIF(Helper3_1,\"=\"&G1769)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1769)=1, G1769, \"\")","v":1768},{"$f":"IFERROR(SMALL(Index_2,A1769),\"\")","v":1768},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:J1769)),\"\")","v":"GCU_112"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:K1769)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:L1769)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:M1769)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:N1769)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:O1769)),\"\")","v":"112 The Academic Policy and Practice Committee (APPC), chaired by the DVC (Learning, Teaching and Student Experience), plays a key role in the management of quality processes and academic standards. The Academic Quality Department (AQD) has responsibility for the operational management of the University's quality processes. To support a cross-school approach to managing academic quality and enhancement, the department has established a number of school-facing staff including the Academic Quality Business Partners (AQBPs). In addition, a Curriculum Quality and Accreditation (CQA) team is located within the Directorate of School Professional Services and staff within are allied to each of the academic schools. These teams work closely with school staff to ensure consistency in the implementation of quality processes and procedures and quality assurance monitoring. The ELIR team noted from the Reflective Analysis that the University has also established the Academic Quality and Development Advisory Group (AQDAG) and the Assessment Regulations Working Group (ARWG). These cross-university groups, with representation from the Students' Association, led developments in academic quality with examples including banded grading. Induction for new academic staff includes training on the University's quality processes delivered by the AQD."}]
[{"$f":"IF('> FILTER <'!B1771<>\"\",ROW(OFFSET(A1770,-1,0)),\"\")","v":1769},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1771)),A1770,\"\")","v":1769},{"$f":"IFERROR(SMALL(Helper2_1,A1770),\"\")","v":1769},null,1769,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1771)),$A1770,\"\")","v":1769},{"$f":"IFERROR(SMALL(Helper2_2,A1770),\"\")","v":1769},{"$f":"COUNTIF(Helper3_1,\"=\"&G1770)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1770)=1, G1770, \"\")","v":1769},{"$f":"IFERROR(SMALL(Index_2,A1770),\"\")","v":1769},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:J1770)),\"\")","v":"GCU_113"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:K1770)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:L1770)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:M1770)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:N1770)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:O1770)),\"\")","v":"113 At school level, oversight of academic quality assurance and enhancement is the responsibility of the Associate Deans Learning, Teaching and Quality (ADLTQs) (paragraph 99) who are also members of key university committees with responsibilities for teaching, learning and quality such as ETSE and APPC. The 'Schools Refresh' has given schools more autonomy and responsibility for quality and assuring standards, with the ADLTQs playing a pivotal role in ensuring central policies and practice are implemented consistently at a local level and advising on policy and process changes. The ELIR team heard from senior staff that an advantage of the 'Schools Refresh' has been greater staff ownership, engagement, understanding, responsibility and accountability for quality and enhancement processes at local levels."}]
[{"$f":"IF('> FILTER <'!B1772<>\"\",ROW(OFFSET(A1771,-1,0)),\"\")","v":1770},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1772)),A1771,\"\")","v":1770},{"$f":"IFERROR(SMALL(Helper2_1,A1771),\"\")","v":1770},null,1770,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1772)),$A1771,\"\")","v":1770},{"$f":"IFERROR(SMALL(Helper2_2,A1771),\"\")","v":1770},{"$f":"COUNTIF(Helper3_1,\"=\"&G1771)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1771)=1, G1771, \"\")","v":1770},{"$f":"IFERROR(SMALL(Index_2,A1771),\"\")","v":1770},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:J1771)),\"\")","v":"GCU_114"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:K1771)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:L1771)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:M1771)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:N1771)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:O1771)),\"\")","v":"114 Since the 2015 ELIR, the University has completed a review of its quality process and handbook, Academic Quality Policy and Practice (AQPP). This review was informed - in 2015-16 by a 'Back to Basics with Quality Assurance' continuing professional development programme; and the 'GCU Academic Pillars for Learning, Teaching and Quality' programme in 2016-17 - which were development programmes for staff. Feedback from these and the review prompted the University to streamline some of its quality processes including programme review, new programme approval, programme monitoring and external examiners. Approved by University Senate in 2018-19, the AQPP is comprehensive and applies to all of the University's provision including programmes delivered by collaborative partners and contains clear responsibilities of key teaching-related roles, such as module and programme leaders. Staff who spoke with the ELIR team were clearly aware of these responsibilities, noting these were considered to be the core responsibilities of the roles but stated there was scope for discipline contextualisation. Staff who met the ELIR team confirmed that the current arrangements and structures have resulted in increased consistency in implementation of quality processes."}]
[{"$f":"IF('> FILTER <'!B1773<>\"\",ROW(OFFSET(A1772,-1,0)),\"\")","v":1771},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1773)),A1772,\"\")","v":1771},{"$f":"IFERROR(SMALL(Helper2_1,A1772),\"\")","v":1771},null,1771,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1773)),$A1772,\"\")","v":1771},{"$f":"IFERROR(SMALL(Helper2_2,A1772),\"\")","v":1771},{"$f":"COUNTIF(Helper3_1,\"=\"&G1772)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1772)=1, G1772, \"\")","v":1771},{"$f":"IFERROR(SMALL(Index_2,A1772),\"\")","v":1771},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:J1772)),\"\")","v":"GCU_115"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:K1772)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:L1772)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:M1772)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:N1772)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:O1772)),\"\")","v":"115 The Reflective Analysis states that GCU is a 'programme-centred' university with modules belonging to a host programme. The University's detailed process for new programme approval meets sector expectations. In developing any new programme, a proposal document must firstly be approved by APPC demonstrating the programme is consistent with university and school portfolios and Strategy 2020. The Academic Quality Department (AQD) is responsible for the management of programme approval boards, with each board having appropriate external stakeholder involvement, as well as external subject specialists and student representation. Programme review and modification normally takes place as part of Enhancement-led Institutional Subject Review (ELISR) (paragraph 120) although provision exists to make changes out with the ELISR cycle - for example, to support minor changes to modules resulting from academic discipline developments. Such changes are permitted where the overall programme learning outcomes remain unchanged."}]
[{"$f":"IF('> FILTER <'!B1774<>\"\",ROW(OFFSET(A1773,-1,0)),\"\")","v":1772},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1774)),A1773,\"\")","v":1772},{"$f":"IFERROR(SMALL(Helper2_1,A1773),\"\")","v":1772},null,1772,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1774)),$A1773,\"\")","v":1772},{"$f":"IFERROR(SMALL(Helper2_2,A1773),\"\")","v":1772},{"$f":"COUNTIF(Helper3_1,\"=\"&G1773)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1773)=1, G1773, \"\")","v":1772},{"$f":"IFERROR(SMALL(Index_2,A1773),\"\")","v":1772},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:J1773)),\"\")","v":"GCU_116"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:K1773)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:L1773)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:M1773)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:N1773)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:O1773)),\"\")","v":"116 The University's use of a programme specification pro forma includes a mapping of the programme to the University's SfL and to the 'Common Good' attributes, with an assessment matrix providing an overview of the workload for students and progression through the programme. The sample of programme specifications reviewed by the ELIR teams indicates variation in the completeness of this documentation, with the team questioning the relevance and specificity of some of the information included by programme teams. Drawing on its experience of the sector, the ELIR team considers some elements of the programme approval and review process are too generic and the process may be improved by focusing more on the programme-specific aspects of the documentation which would reduce the workload for the approval board without losing consideration of the specific features of the programme."}]
[{"$f":"IF('> FILTER <'!B1775<>\"\",ROW(OFFSET(A1774,-1,0)),\"\")","v":1773},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1775)),A1774,\"\")","v":1773},{"$f":"IFERROR(SMALL(Helper2_1,A1774),\"\")","v":1773},null,1773,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1775)),$A1774,\"\")","v":1773},{"$f":"IFERROR(SMALL(Helper2_2,A1774),\"\")","v":1773},{"$f":"COUNTIF(Helper3_1,\"=\"&G1774)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1774)=1, G1774, \"\")","v":1773},{"$f":"IFERROR(SMALL(Index_2,A1774),\"\")","v":1773},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:J1774)),\"\")","v":"GCU_117"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:K1774)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:L1774)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:M1774)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:N1774)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:O1774)),\"\")","v":"117 The University has a systematic approach to annual programme monitoring which requires detailed consideration of each programme. Annual programme monitoring reports reviewed by the ELIR team are detailed, requiring information, data and commentary on admissions, progression, analysis of student feedback, external examiner reports, consideration of how programmes fit into SfL, interactions with employers and other external stakeholders, areas of good practice and areas for wider department and/or school consideration. Information from the University's Data Analytics Shared Hub (DASH) (paragraph 137), is used effectively to support the annual monitoring processes, providing useful insights into student attainment and progression."}]
[{"$f":"IF('> FILTER <'!B1776<>\"\",ROW(OFFSET(A1775,-1,0)),\"\")","v":1774},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1776)),A1775,\"\")","v":1774},{"$f":"IFERROR(SMALL(Helper2_1,A1775),\"\")","v":1774},null,1774,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1776)),$A1775,\"\")","v":1774},{"$f":"IFERROR(SMALL(Helper2_2,A1775),\"\")","v":1774},{"$f":"COUNTIF(Helper3_1,\"=\"&G1775)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1775)=1, G1775, \"\")","v":1774},{"$f":"IFERROR(SMALL(Index_2,A1775),\"\")","v":1774},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:J1775)),\"\")","v":"GCU_117"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:K1775)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:L1775)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:M1775)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:N1775)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:O1775)),\"\")","v":"117 The University has a systematic approach to annual programme monitoring which requires detailed consideration of each programme. Annual programme monitoring reports reviewed by the ELIR team are detailed, requiring information, data and commentary on admissions, progression, analysis of student feedback, external examiner reports, consideration of how programmes fit into SfL, interactions with employers and other external stakeholders, areas of good practice and areas for wider department and/or school consideration. Information from the University's Data Analytics Shared Hub (DASH) (paragraph 137), is used effectively to support the annual monitoring processes, providing useful insights into student attainment and progression."}]
[{"$f":"IF('> FILTER <'!B1777<>\"\",ROW(OFFSET(A1776,-1,0)),\"\")","v":1775},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1777)),A1776,\"\")","v":1775},{"$f":"IFERROR(SMALL(Helper2_1,A1776),\"\")","v":1775},null,1775,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1777)),$A1776,\"\")","v":1775},{"$f":"IFERROR(SMALL(Helper2_2,A1776),\"\")","v":1775},{"$f":"COUNTIF(Helper3_1,\"=\"&G1776)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1776)=1, G1776, \"\")","v":1775},{"$f":"IFERROR(SMALL(Index_2,A1776),\"\")","v":1775},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:J1776)),\"\")","v":"GCU_118"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:K1776)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:L1776)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:M1776)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:N1776)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:O1776)),\"\")","v":"118 Annual monitoring is a multi-layered process, with individual programme reports reviewed and collated into a departmental annual monitoring report which, in turn, is reviewed and collated into a school annual monitoring report, prepared by the School ADLTQ. School annual monitoring reports, once approved by School Boards, are considered by the Learning and Teaching Sub Committee (LTSC) who identify school and cross-university issues, which are raised at Academic Policy and Practice Committee (APPC) (paragraph 112). The ELIR team recognised that this process supports the schools to highlight and disseminate examples of good learning and teaching practice and supports the University to identify where this best practice may be further developed cross-institutionally to enhance the student experience. However, in considering a sample of the reports associated with this process, the team found instances of duplication of information and too much condensing of key findings."}]
[{"$f":"IF('> FILTER <'!B1778<>\"\",ROW(OFFSET(A1777,-1,0)),\"\")","v":1776},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1778)),A1777,\"\")","v":1776},{"$f":"IFERROR(SMALL(Helper2_1,A1777),\"\")","v":1776},null,1776,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1778)),$A1777,\"\")","v":1776},{"$f":"IFERROR(SMALL(Helper2_2,A1777),\"\")","v":1776},{"$f":"COUNTIF(Helper3_1,\"=\"&G1777)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1777)=1, G1777, \"\")","v":1776},{"$f":"IFERROR(SMALL(Index_2,A1777),\"\")","v":1776},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:J1777)),\"\")","v":"GCU_119"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:K1777)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:L1777)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:M1777)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:N1777)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:O1777)),\"\")","v":"119 As a result of the COVID-19 pandemic, the ELIR team learned that during session 2019-20, the University had made some changes to reduce workload pressures on staff. This involved making some changes to the annual monitoring process for that session. These included moving reporting deadlines and trialling a shortened, more focused reporting template for departmental and school reports. Senior staff indicated the use of these new reporting templates would be evaluated with a view to determining whether there would be value in continuing to use them in future academic sessions. Enhancement-led Institutional Subject Review (ELISR)"}]
[{"$f":"IF('> FILTER <'!B1779<>\"\",ROW(OFFSET(A1778,-1,0)),\"\")","v":1777},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1779)),A1778,\"\")","v":1777},{"$f":"IFERROR(SMALL(Helper2_1,A1778),\"\")","v":1777},null,1777,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1779)),$A1778,\"\")","v":1777},{"$f":"IFERROR(SMALL(Helper2_2,A1778),\"\")","v":1777},{"$f":"COUNTIF(Helper3_1,\"=\"&G1778)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1778)=1, G1778, \"\")","v":1777},{"$f":"IFERROR(SMALL(Index_2,A1778),\"\")","v":1777},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:J1778)),\"\")","v":"GCU_119"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:K1778)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:L1778)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:M1778)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:N1778)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:O1778)),\"\")","v":"119 As a result of the COVID-19 pandemic, the ELIR team learned that during session 2019-20, the University had made some changes to reduce workload pressures on staff. This involved making some changes to the annual monitoring process for that session. These included moving reporting deadlines and trialling a shortened, more focused reporting template for departmental and school reports. Senior staff indicated the use of these new reporting templates would be evaluated with a view to determining whether there would be value in continuing to use them in future academic sessions. Enhancement-led Institutional Subject Review (ELISR)"}]
[{"$f":"IF('> FILTER <'!B1780<>\"\",ROW(OFFSET(A1779,-1,0)),\"\")","v":1778},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1780)),A1779,\"\")","v":1778},{"$f":"IFERROR(SMALL(Helper2_1,A1779),\"\")","v":1778},null,1778,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1780)),$A1779,\"\")","v":1778},{"$f":"IFERROR(SMALL(Helper2_2,A1779),\"\")","v":1778},{"$f":"COUNTIF(Helper3_1,\"=\"&G1779)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1779)=1, G1779, \"\")","v":1778},{"$f":"IFERROR(SMALL(Index_2,A1779),\"\")","v":1778},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:J1779)),\"\")","v":"GCU_120"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:K1779)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:L1779)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:M1779)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:N1779)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:O1779)),\"\")","v":"120 The University's Institution-led Review (ILR) process (ELISR) meets the requirements detailed in the SFC guidance to higher education institutions on quality and the Expectations of the Quality Code. Since the last ELIR and following the 'Schools Refresh', a greater number of academic departments now exist. This has allowed the University to refocus its unit of review from that of large multi-disciplinary departments to a single discipline focus (or, where relevant, a linked discipline) departmental approach. As part of its ELISR preparations, each department must produce a Self-Evaluation Document (SED) which uses an extensive range of information and data to support each department to conduct a critical reflection of its provision and identify areas for development and specific examples of good practice. Staff with experience of participating in the ELISR process spoke positively to the ELIR team about the fact that the cross-institutional membership of ELISR teams provided good opportunities for dissemination of good practice in relation to learning and teaching and quality matters. The sample of SEDs considered by the ELIR team showed that while each contains very detailed information, some of this can be generic, stating university policy and processes without much evaluation of, or reflection on, how these are adopted and adapted in the department."}]
[{"$f":"IF('> FILTER <'!B1781<>\"\",ROW(OFFSET(A1780,-1,0)),\"\")","v":1779},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1781)),A1780,\"\")","v":1779},{"$f":"IFERROR(SMALL(Helper2_1,A1780),\"\")","v":1779},null,1779,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1781)),$A1780,\"\")","v":1779},{"$f":"IFERROR(SMALL(Helper2_2,A1780),\"\")","v":1779},{"$f":"COUNTIF(Helper3_1,\"=\"&G1780)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1780)=1, G1780, \"\")","v":1779},{"$f":"IFERROR(SMALL(Index_2,A1780),\"\")","v":1779},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:J1780)),\"\")","v":"GCU_121"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:K1780)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:L1780)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:M1780)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:N1780)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:O1780)),\"\")","v":"121 During the review, the ELIR team learned that in response to staff feedback, AQD had undertaken further work to review and streamline the University's quality-related processes. This work started in 2018-19, with the ELIR team being informed that this remains an ongoing priority for the University. While staff who met the team acknowledged that some streamlining of quality assurance and enhancement processes had indeed taken place, many still believed that the level of documentation required was still too onerous and resource and time intensive to complete. On balance, the team recommends that the University further reflect on the ways it can streamline its quality assurance and enhancement processes, which while ensuring these continue to maintain academic standards and assure the quality of the student learning experience, also provide greater discipline focus and deliver more effective ways of promoting enhancement. In parallel, undertake a programme of communication and consultation on resultant changes made to ensure ownership of quality processes by staff at all levels, in turn providing clear accountability for action."}]
[{"$f":"IF('> FILTER <'!B1782<>\"\",ROW(OFFSET(A1781,-1,0)),\"\")","v":1780},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1782)),A1781,\"\")","v":1780},{"$f":"IFERROR(SMALL(Helper2_1,A1781),\"\")","v":1780},null,1780,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1782)),$A1781,\"\")","v":1780},{"$f":"IFERROR(SMALL(Helper2_2,A1781),\"\")","v":1780},{"$f":"COUNTIF(Helper3_1,\"=\"&G1781)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1781)=1, G1781, \"\")","v":1780},{"$f":"IFERROR(SMALL(Index_2,A1781),\"\")","v":1780},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:J1781)),\"\")","v":"GCU_122"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:K1781)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:L1781)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:M1781)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:N1781)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:O1781)),\"\")","v":"122 The University's external examiners play a pivotal role in securing and maintaining academic standards. They are asked to provide input from supporting initial approval of the programme through to the progression and degree-awarding processes. External examiners review module learning outcomes and assessments, ensuring they align and are at the appropriate level, and they are key members of programme/module assessment boards, giving assurance of academic quality and the maintenance of standards."}]
[{"$f":"IF('> FILTER <'!B1783<>\"\",ROW(OFFSET(A1782,-1,0)),\"\")","v":1781},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1783)),A1782,\"\")","v":1781},{"$f":"IFERROR(SMALL(Helper2_1,A1782),\"\")","v":1781},null,1781,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1783)),$A1782,\"\")","v":1781},{"$f":"IFERROR(SMALL(Helper2_2,A1782),\"\")","v":1781},{"$f":"COUNTIF(Helper3_1,\"=\"&G1782)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1782)=1, G1782, \"\")","v":1781},{"$f":"IFERROR(SMALL(Index_2,A1782),\"\")","v":1781},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:J1782)),\"\")","v":"GCU_123"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:K1782)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:L1782)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:M1782)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:N1782)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:O1782)),\"\")","v":"123 There are well-established processes for the nomination, approval and appointment of external examiners. The AQPP details the criteria and the processes for their appointment and also contains a handbook for external examiners which gives key information regarding their role, what is expected of them in terms of reporting, and background information on relevant assessment regulations. External examiners also receive induction training and have access to some online resources."}]
[{"$f":"IF('> FILTER <'!B1784<>\"\",ROW(OFFSET(A1783,-1,0)),\"\")","v":1782},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1784)),A1783,\"\")","v":1782},{"$f":"IFERROR(SMALL(Helper2_1,A1783),\"\")","v":1782},null,1782,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1784)),$A1783,\"\")","v":1782},{"$f":"IFERROR(SMALL(Helper2_2,A1783),\"\")","v":1782},{"$f":"COUNTIF(Helper3_1,\"=\"&G1783)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1783)=1, G1783, \"\")","v":1782},{"$f":"IFERROR(SMALL(Index_2,A1783),\"\")","v":1782},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:J1783)),\"\")","v":"GCU_124"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:K1783)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:L1783)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:M1783)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:N1783)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:O1783)),\"\")","v":"124 External examiner reports are submitted online system to AQD which provides institutional oversight of external examiner reports. AQD are responsible for forwarding the reports to the relevant school, where they are used to support module and programme leaders to complete their annual monitoring reporting and, as necessary, make changes to modules and programmes. Each school is responsible for disseminating external examiner reports to the relevant programme board for consideration, with these boards tasked with providing feedback to its external examiner(s) on any programme-specific issues. AQD respond directly to external examiners on behalf of the University where serious concerns regarding academic standards have been raised. Where such a response is required, AQD will provide this following consultation with the relevant school. The University's process for amending modules requires production of evidence that external examiners (or external subject specialists) have had sight of any proposed changes."}]
[{"$f":"IF('> FILTER <'!B1785<>\"\",ROW(OFFSET(A1784,-1,0)),\"\")","v":1783},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1785)),A1784,\"\")","v":1783},{"$f":"IFERROR(SMALL(Helper2_1,A1784),\"\")","v":1783},null,1783,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1785)),$A1784,\"\")","v":1783},{"$f":"IFERROR(SMALL(Helper2_2,A1784),\"\")","v":1783},{"$f":"COUNTIF(Helper3_1,\"=\"&G1784)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1784)=1, G1784, \"\")","v":1783},{"$f":"IFERROR(SMALL(Index_2,A1784),\"\")","v":1783},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:J1784)),\"\")","v":"GCU_125"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:K1784)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:L1784)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:M1784)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:N1784)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:O1784)),\"\")","v":"125 The AQD undertakes a cross-institutional analysis of the external examiner reports to identify areas of good practice, to identify key issues that may impact on academic standards and to identify common themes that require institution-level enhancement. This analysis is considered by the Learning and Teaching Sub-Committee (LTSC) (paragraph 90)."}]
[{"$f":"IF('> FILTER <'!B1786<>\"\",ROW(OFFSET(A1785,-1,0)),\"\")","v":1784},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1786)),A1785,\"\")","v":1784},{"$f":"IFERROR(SMALL(Helper2_1,A1785),\"\")","v":1784},null,1784,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1786)),$A1785,\"\")","v":1784},{"$f":"IFERROR(SMALL(Helper2_2,A1785),\"\")","v":1784},{"$f":"COUNTIF(Helper3_1,\"=\"&G1785)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1785)=1, G1785, \"\")","v":1784},{"$f":"IFERROR(SMALL(Index_2,A1785),\"\")","v":1784},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:J1785)),\"\")","v":"GCU_126"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:K1785)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:L1785)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:M1785)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:N1785)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:O1785)),\"\")","v":"126 The University has effective arrangements in place for managing its assessment and feedback processes. The Assessment Regulations Working Group (ARWG) has developed a staff handbook of assessment procedures. This is a comprehensive document containing a detailed description of the range of assessment procedures used with useful links to relevant associated regulations and policies. The handbook also sets out the responsibilities of module and programme leaders and external examiners in assessment and feedback processes. Assessment feedback information for students is located on the University's website and in module handbooks. Although external examiner reports reviewed by the ELIR team commented positively on the depth and quality of feedback provided to students on their assessments, students who met the team expressed conflicting views on the quality and timeliness of the feedback they had received suggesting that some inconsistencies still exist across the University (paragraphs 52 and 53)."}]
[{"$f":"IF('> FILTER <'!B1787<>\"\",ROW(OFFSET(A1786,-1,0)),\"\")","v":1785},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1787)),A1786,\"\")","v":1785},{"$f":"IFERROR(SMALL(Helper2_1,A1786),\"\")","v":1785},null,1785,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1787)),$A1786,\"\")","v":1785},{"$f":"IFERROR(SMALL(Helper2_2,A1786),\"\")","v":1785},{"$f":"COUNTIF(Helper3_1,\"=\"&G1786)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1786)=1, G1786, \"\")","v":1785},{"$f":"IFERROR(SMALL(Index_2,A1786),\"\")","v":1785},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:J1786)),\"\")","v":"GCU_127"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:K1786)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:L1786)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:M1786)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:N1786)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:O1786)),\"\")","v":"127 Overall, the University made effective use of external reference points in its quality processes and engaged with a variety of external stakeholders to ensure that the programmes offered are relevant, robust and that academic standards are being maintained."}]
[{"$f":"IF('> FILTER <'!B1788<>\"\",ROW(OFFSET(A1787,-1,0)),\"\")","v":1786},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1788)),A1787,\"\")","v":1786},{"$f":"IFERROR(SMALL(Helper2_1,A1787),\"\")","v":1786},null,1786,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1788)),$A1787,\"\")","v":1786},{"$f":"IFERROR(SMALL(Helper2_2,A1787),\"\")","v":1786},{"$f":"COUNTIF(Helper3_1,\"=\"&G1787)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1787)=1, G1787, \"\")","v":1786},{"$f":"IFERROR(SMALL(Index_2,A1787),\"\")","v":1786},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:J1787)),\"\")","v":"GCU_128"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:K1787)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:L1787)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:M1787)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:N1787)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:O1787)),\"\")","v":"128 Its quality and other student-facing processes have been mapped to the revised Quality Code and all programmes and modules are required to comply with the University's Qualifications Framework which is aligned to The Frameworks for Higher Education Qualifications. Programme specification pro formas require programme teams to indicate how programmes meet the relevant QAA Subject Benchmark Statements and, where relevant, accrediting professional, statutory and regulatory bodies (PSRB) requirements. Enhancement-led Institutional Subject Review reports (ELISR) confirm that professional services, such as careers, are included in the reviews, therefore meeting the expectations set out in the SFC guidance to higher education institutions on quality in terms of Institutionled Review (ILR)."}]
[{"$f":"IF('> FILTER <'!B1789<>\"\",ROW(OFFSET(A1788,-1,0)),\"\")","v":1787},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1789)),A1788,\"\")","v":1787},{"$f":"IFERROR(SMALL(Helper2_1,A1788),\"\")","v":1787},null,1787,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1789)),$A1788,\"\")","v":1787},{"$f":"IFERROR(SMALL(Helper2_2,A1788),\"\")","v":1787},{"$f":"COUNTIF(Helper3_1,\"=\"&G1788)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1788)=1, G1788, \"\")","v":1787},{"$f":"IFERROR(SMALL(Index_2,A1788),\"\")","v":1787},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:J1788)),\"\")","v":"GCU_129"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:K1788)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:L1788)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:M1788)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:N1788)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:O1788)),\"\")","v":"129 Programme approval boards, which consider proposals for new programmes and major changes to existing programmes, have external subject specialists and other external stakeholders, such as employers and Skills Development Scotland representatives for a new Graduate Apprenticeship programme as members. The University's ELISR panels also have appropriate external representation. Input from external examiners and external subject specialists is also required when making changes to modules. The effectiveness of the University's discussions with employers is exemplified by the discussions that took place to identify pressure points for students on an MBA programme which were impacting their learning as students."}]
[{"$f":"IF('> FILTER <'!B1790<>\"\",ROW(OFFSET(A1789,-1,0)),\"\")","v":1788},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1790)),A1789,\"\")","v":1788},{"$f":"IFERROR(SMALL(Helper2_1,A1789),\"\")","v":1788},null,1788,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1790)),$A1789,\"\")","v":1788},{"$f":"IFERROR(SMALL(Helper2_2,A1789),\"\")","v":1788},{"$f":"COUNTIF(Helper3_1,\"=\"&G1789)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1789)=1, G1789, \"\")","v":1788},{"$f":"IFERROR(SMALL(Index_2,A1789),\"\")","v":1788},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:J1789)),\"\")","v":"GCU_129"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:K1789)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:L1789)),\"\")","v":"ExternalEngagement_Research"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:M1789)),\"\")","v":"Employers"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:N1789)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:O1789)),\"\")","v":"129 Programme approval boards, which consider proposals for new programmes and major changes to existing programmes, have external subject specialists and other external stakeholders, such as employers and Skills Development Scotland representatives for a new Graduate Apprenticeship programme as members. The University's ELISR panels also have appropriate external representation. Input from external examiners and external subject specialists is also required when making changes to modules. The effectiveness of the University's discussions with employers is exemplified by the discussions that took place to identify pressure points for students on an MBA programme which were impacting their learning as students."}]
[{"$f":"IF('> FILTER <'!B1791<>\"\",ROW(OFFSET(A1790,-1,0)),\"\")","v":1789},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1791)),A1790,\"\")","v":1789},{"$f":"IFERROR(SMALL(Helper2_1,A1790),\"\")","v":1789},null,1789,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1791)),$A1790,\"\")","v":1789},{"$f":"IFERROR(SMALL(Helper2_2,A1790),\"\")","v":1789},{"$f":"COUNTIF(Helper3_1,\"=\"&G1790)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1790)=1, G1790, \"\")","v":1789},{"$f":"IFERROR(SMALL(Index_2,A1790),\"\")","v":1789},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:J1790)),\"\")","v":"GCU_130"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:K1790)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:L1790)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:M1790)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:N1790)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:O1790)),\"\")","v":"130 Many of the University's programmes are accredited by a PSRB, which results, where appropriate, in module and programme learning outcomes and curricular content being mapped to the accrediting body requirements. A good example of such mapping is found in the programme approval documentation for a graduate apprenticeship programme in construction where the curriculum has been mapped to the undergraduate educational framework for the Chartered Institute of Building and to the competencies expected from the Royal Institute of Chartered Surveyors. Some programmes - for example, BA (Hons) International Marketing - benefit from being able to access professional lectures delivered by the accrediting body and the use of an industry panel to provide student feedback which has been commented on favourably by external examiners. Several university staff members are also involved with accrediting bodies in a number of ways - for example, being members of expert advisory groups or accreditation panels, or learning and quality assurance groups."}]
[{"$f":"IF('> FILTER <'!B1792<>\"\",ROW(OFFSET(A1791,-1,0)),\"\")","v":1790},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1792)),A1791,\"\")","v":1790},{"$f":"IFERROR(SMALL(Helper2_1,A1791),\"\")","v":1790},null,1790,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1792)),$A1791,\"\")","v":1790},{"$f":"IFERROR(SMALL(Helper2_2,A1791),\"\")","v":1790},{"$f":"COUNTIF(Helper3_1,\"=\"&G1791)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1791)=1, G1791, \"\")","v":1790},{"$f":"IFERROR(SMALL(Index_2,A1791),\"\")","v":1790},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:J1791)),\"\")","v":"GCU_131"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:K1791)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:L1791)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:M1791)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:N1791)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:O1791)),\"\")","v":"131 The 2015 ELIR identified eight areas of positive practice and five areas for development. The current ELIR team agreed with the University that the areas of positive practice had all, to a greater or lesser extent, been developed further and embedded within the University's core policies and procedures. The team also confirmed that the University has made significant progress in the majority of areas for development and had worked to address them all. The University had made effective use of its Thematic Review process to focus on clarifying the support and enhancements required to the postgraduate research student (PGR) experience (paragraphs 65-73). The 2018 review focused on improving communication and commonality of approach to the management of processes linked to the research student experience across all schools/departments and the Graduate School. This Thematic Review has also addressed issues around the development and support of Graduate Teaching Assistants, with the ELIR team view being that the University had made significant progress in this particular area (paragraph 71)."}]
[{"$f":"IF('> FILTER <'!B1793<>\"\",ROW(OFFSET(A1792,-1,0)),\"\")","v":1791},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1793)),A1792,\"\")","v":1791},{"$f":"IFERROR(SMALL(Helper2_1,A1792),\"\")","v":1791},null,1791,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1793)),$A1792,\"\")","v":1791},{"$f":"IFERROR(SMALL(Helper2_2,A1792),\"\")","v":1791},{"$f":"COUNTIF(Helper3_1,\"=\"&G1792)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1792)=1, G1792, \"\")","v":1791},{"$f":"IFERROR(SMALL(Index_2,A1792),\"\")","v":1791},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:J1792)),\"\")","v":"GCU_132"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:K1792)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:L1792)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:M1792)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:N1792)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:O1792)),\"\")","v":"132 The ELIR team recognised that, following the last review, the University has undertaken a range of activities to improve the students' experience of assessment and feedback. The University confirmed work on assessment feedback remained ongoing and during the review, the ELIR team explored the institution's plans and progress in this area. Feedback from students and staff suggests that the University, like many other institutions across the higher education sector, is still experiencing inconsistency in the quality of assessment feedback and its timeliness (paragraphs 52 and 53)."}]
[{"$f":"IF('> FILTER <'!B1794<>\"\",ROW(OFFSET(A1793,-1,0)),\"\")","v":1792},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1794)),A1793,\"\")","v":1792},{"$f":"IFERROR(SMALL(Helper2_1,A1793),\"\")","v":1792},null,1792,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1794)),$A1793,\"\")","v":1792},{"$f":"IFERROR(SMALL(Helper2_2,A1793),\"\")","v":1792},{"$f":"COUNTIF(Helper3_1,\"=\"&G1793)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1793)=1, G1793, \"\")","v":1792},{"$f":"IFERROR(SMALL(Index_2,A1793),\"\")","v":1792},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:J1793)),\"\")","v":"GCU_133"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:K1793)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:L1793)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:M1793)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:N1793)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:O1793)),\"\")","v":"133 The ELIR team confirmed that the University had undertaken a range of activities to progress its focus and has a coherent approach to the implementation of strategy. Particularly positive developments include the Schools Refresh (paragraphs 3, 93, 99 and 113) which has supported the implementation of strategy in a way that is closer to the day-to-day operation of teaching, the introduction of the SEAPs at institutional and school level (paragraphs 2, 8, 13, 81, 91-93) and the introduction of a range of associate dean of school roles (paragraphs 68, 99, 109, 113 and 143)."}]
[{"$f":"IF('> FILTER <'!B1795<>\"\",ROW(OFFSET(A1794,-1,0)),\"\")","v":1793},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1795)),A1794,\"\")","v":1793},{"$f":"IFERROR(SMALL(Helper2_1,A1794),\"\")","v":1793},null,1793,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1795)),$A1794,\"\")","v":1793},{"$f":"IFERROR(SMALL(Helper2_2,A1794),\"\")","v":1793},{"$f":"COUNTIF(Helper3_1,\"=\"&G1794)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1794)=1, G1794, \"\")","v":1793},{"$f":"IFERROR(SMALL(Index_2,A1794),\"\")","v":1793},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:J1794)),\"\")","v":"GCU_134"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:K1794)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:L1794)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:M1794)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:N1794)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:O1794)),\"\")","v":"134 The University has also undertaken actions to support it to further capture and reflect on the views of its increasingly diverse student population, including the views of students studying off campus. This work includes developing its centralised institutional approach to survey management and the dissemination of outcomes (paragraph 21); expanding its range of internal survey mechanisms (paragraph 22); and establishing a Student Communication and Events team which offers strategic, centralised channels to promote campaigns and enhancements to the student experience (paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B1796<>\"\",ROW(OFFSET(A1795,-1,0)),\"\")","v":1794},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1796)),A1795,\"\")","v":1794},{"$f":"IFERROR(SMALL(Helper2_1,A1795),\"\")","v":1794},null,1794,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1796)),$A1795,\"\")","v":1794},{"$f":"IFERROR(SMALL(Helper2_2,A1795),\"\")","v":1794},{"$f":"COUNTIF(Helper3_1,\"=\"&G1795)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1795)=1, G1795, \"\")","v":1794},{"$f":"IFERROR(SMALL(Index_2,A1795),\"\")","v":1794},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:J1795)),\"\")","v":"GCU_135"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:K1795)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:L1795)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:M1795)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:N1795)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:O1795)),\"\")","v":"135 Overall, the University has an effective approach to using data to inform its decision-making and uses an appropriate range of both quantitative and qualitative information to support the development of strategy and inform enhancements to the student experience. Data underpins many of the University's quality processes, is available to support reflective analysis and is provided in a clear and consistent manner which supports the development of a shared understanding of good practice as well as responsiveness to emerging issues."}]
[{"$f":"IF('> FILTER <'!B1797<>\"\",ROW(OFFSET(A1796,-1,0)),\"\")","v":1795},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1797)),A1796,\"\")","v":1795},{"$f":"IFERROR(SMALL(Helper2_1,A1796),\"\")","v":1795},null,1795,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1797)),$A1796,\"\")","v":1795},{"$f":"IFERROR(SMALL(Helper2_2,A1796),\"\")","v":1795},{"$f":"COUNTIF(Helper3_1,\"=\"&G1796)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1796)=1, G1796, \"\")","v":1795},{"$f":"IFERROR(SMALL(Index_2,A1796),\"\")","v":1795},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:J1796)),\"\")","v":"GCU_136"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:K1796)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:L1796)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:M1796)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:N1796)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:O1796)),\"\")","v":"136 The University has adopted a sound framework for the evaluation of performance based on Key Performance Indicators (KPIs) which supports the monitoring of the delivery of Strategy 2020, and which informs similar indicators at school and department level. These KPIs are evaluated by the Strategy and Planning team, who are responsible for regularly reporting on student data and performance to the University Executive Board, the Deans' group, Senate and other key university committees. The KPIs also inform the work of the Planning and Performance Forum, which reports to the Executive Board and has responsibility for undertaking an annual review of this data and an analysis of the University's performance against the SFC's National Outcome Agreement measures. Qualitative data, such as student feedback on modules and services and external examiner feedback, is shared through the use of online folders which support communication of planning goals between schools, and with professional service areas."}]
[{"$f":"IF('> FILTER <'!B1798<>\"\",ROW(OFFSET(A1797,-1,0)),\"\")","v":1796},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1798)),A1797,\"\")","v":1796},{"$f":"IFERROR(SMALL(Helper2_1,A1797),\"\")","v":1796},null,1796,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1798)),$A1797,\"\")","v":1796},{"$f":"IFERROR(SMALL(Helper2_2,A1797),\"\")","v":1796},{"$f":"COUNTIF(Helper3_1,\"=\"&G1797)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1797)=1, G1797, \"\")","v":1796},{"$f":"IFERROR(SMALL(Index_2,A1797),\"\")","v":1796},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:J1797)),\"\")","v":"GCU_137"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:K1797)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:L1797)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:M1797)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:N1797)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:O1797)),\"\")","v":"137 The University's interactive Data Analytics Shared Hub (DASH) uses Higher Education Statistics Agency (HESA) information and data from the University's student record system to provide reporting on a range of performance measures related to student outcomes. The DASH supports the University to undertake an analysis of this data from University down to module-level and facilitates comparative analysis both across different modules, subjects and levels, and time periods. DASH information underpins the University's annual monitoring process (paragraphs 117-119) and is used in analysis of outcomes at module level. The DASH provides the University with the capacity to analyse data by protected characteristic, to determine differential outcomes for students who share a particular characteristic. The ELIR team heard from a range of staff about examples of how such analysis had been used effectively in support of the University's work on widening access and participation - for example, in the analysis of the attainment gap for black, Asian and minority ethnic (BAME) students (paragraph 30)."}]
[{"$f":"IF('> FILTER <'!B1799<>\"\",ROW(OFFSET(A1798,-1,0)),\"\")","v":1797},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1799)),A1798,\"\")","v":1797},{"$f":"IFERROR(SMALL(Helper2_1,A1798),\"\")","v":1797},null,1797,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1799)),$A1798,\"\")","v":1797},{"$f":"IFERROR(SMALL(Helper2_2,A1798),\"\")","v":1797},{"$f":"COUNTIF(Helper3_1,\"=\"&G1798)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1798)=1, G1798, \"\")","v":1797},{"$f":"IFERROR(SMALL(Index_2,A1798),\"\")","v":1797},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:J1798)),\"\")","v":"GCU_137"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:K1798)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:L1798)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:M1798)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:N1798)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:O1798)),\"\")","v":"137 The University's interactive Data Analytics Shared Hub (DASH) uses Higher Education Statistics Agency (HESA) information and data from the University's student record system to provide reporting on a range of performance measures related to student outcomes. The DASH supports the University to undertake an analysis of this data from University down to module-level and facilitates comparative analysis both across different modules, subjects and levels, and time periods. DASH information underpins the University's annual monitoring process (paragraphs 117-119) and is used in analysis of outcomes at module level. The DASH provides the University with the capacity to analyse data by protected characteristic, to determine differential outcomes for students who share a particular characteristic. The ELIR team heard from a range of staff about examples of how such analysis had been used effectively in support of the University's work on widening access and participation - for example, in the analysis of the attainment gap for black, Asian and minority ethnic (BAME) students (paragraph 30)."}]
[{"$f":"IF('> FILTER <'!B1800<>\"\",ROW(OFFSET(A1799,-1,0)),\"\")","v":1798},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1800)),A1799,\"\")","v":1798},{"$f":"IFERROR(SMALL(Helper2_1,A1799),\"\")","v":1798},null,1798,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1800)),$A1799,\"\")","v":1798},{"$f":"IFERROR(SMALL(Helper2_2,A1799),\"\")","v":1798},{"$f":"COUNTIF(Helper3_1,\"=\"&G1799)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1799)=1, G1799, \"\")","v":1798},{"$f":"IFERROR(SMALL(Index_2,A1799),\"\")","v":1798},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:J1799)),\"\")","v":"GCU_138"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:K1799)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:L1799)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:M1799)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:N1799)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:O1799)),\"\")","v":"138 The University has effective and systematic arrangements in place for setting and securing academic standards which meet the Expectations set out in the Quality Code and the SFC guidance to institutions on quality, making appropriate use of external reference points."}]
[{"$f":"IF('> FILTER <'!B1801<>\"\",ROW(OFFSET(A1800,-1,0)),\"\")","v":1799},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1801)),A1800,\"\")","v":1799},{"$f":"IFERROR(SMALL(Helper2_1,A1800),\"\")","v":1799},null,1799,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1801)),$A1800,\"\")","v":1799},{"$f":"IFERROR(SMALL(Helper2_2,A1800),\"\")","v":1799},{"$f":"COUNTIF(Helper3_1,\"=\"&G1800)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1800)=1, G1800, \"\")","v":1799},{"$f":"IFERROR(SMALL(Index_2,A1800),\"\")","v":1799},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:J1800)),\"\")","v":"GCU_139"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:K1800)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:L1800)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:M1800)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:N1800)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:O1800)),\"\")","v":"139 The University's Academic Quality Policy and Practice (AQPP) handbook comprehensively sets out all quality processes and references other policies, regulations and external reference points. University restructuring, and a number of staff development programmes delivered by AQC, a revised AQPP and the role of the Associate Deans for Learning, Teaching and Quality (ADLTQs) have been instrumental in ensuring staff at all levels are more aware of quality processes and their individual responsibility in maintaining them. The University makes systematic use of its external examiners, who play a key role in securing and maintaining academic standards across the University's portfolio."}]
[{"$f":"IF('> FILTER <'!B1802<>\"\",ROW(OFFSET(A1801,-1,0)),\"\")","v":1800},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1802)),A1801,\"\")","v":1800},{"$f":"IFERROR(SMALL(Helper2_1,A1801),\"\")","v":1800},null,1800,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1802)),$A1801,\"\")","v":1800},{"$f":"IFERROR(SMALL(Helper2_2,A1801),\"\")","v":1800},{"$f":"COUNTIF(Helper3_1,\"=\"&G1801)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1801)=1, G1801, \"\")","v":1800},{"$f":"IFERROR(SMALL(Index_2,A1801),\"\")","v":1800},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:J1801)),\"\")","v":"GCU_140"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:K1801)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:L1801)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:M1801)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:N1801)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:O1801)),\"\")","v":"140 While the documentation used to monitor quality and academic standards is extensive, the University is asked to further reflect on ways it can streamline its quality assurance and enhancement processes, which while ensuring these continue to maintain academic standards and assure the quality of the student learning experience, also provide greater discipline focus and deliver more effective ways of promoting enhancement. In parallel, undertake a programme of communication and consultation on resultant changes made to ensure ownership of quality processes by staff at all levels, in turn providing clear accountability for action."}]
[{"$f":"IF('> FILTER <'!B1803<>\"\",ROW(OFFSET(A1802,-1,0)),\"\")","v":1801},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1803)),A1802,\"\")","v":1801},{"$f":"IFERROR(SMALL(Helper2_1,A1802),\"\")","v":1801},null,1801,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1803)),$A1802,\"\")","v":1801},{"$f":"IFERROR(SMALL(Helper2_2,A1802),\"\")","v":1801},{"$f":"COUNTIF(Helper3_1,\"=\"&G1802)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1802)=1, G1802, \"\")","v":1801},{"$f":"IFERROR(SMALL(Index_2,A1802),\"\")","v":1801},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:J1802)),\"\")","v":"GCU_141"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:K1802)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:L1802)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:M1802)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:N1802)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:O1802)),\"\")","v":"141 The University is a self-reflective community which makes good use of data in supporting strategy development and decision-making. The development of the DASH suite of data supports a commonality of approach to the understanding of strengths and areas for development linked to learning and teaching and the wider student experience. Information available from the DASH is already informing key quality assurance and enhancement activities including Enhancement-led Institutional Subject Review and annual monitoring. There is a consistent use of data which supports self-reflection and analysis, which ensures that strategic goals and targets are clearly embedded at an operational level. This approach is understood by students and communicated effectively to a wide range of stakeholders."}]
[{"$f":"IF('> FILTER <'!B1804<>\"\",ROW(OFFSET(A1803,-1,0)),\"\")","v":1802},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1804)),A1803,\"\")","v":1802},{"$f":"IFERROR(SMALL(Helper2_1,A1803),\"\")","v":1802},null,1802,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1804)),$A1803,\"\")","v":1802},{"$f":"IFERROR(SMALL(Helper2_2,A1803),\"\")","v":1802},{"$f":"COUNTIF(Helper3_1,\"=\"&G1803)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1803)=1, G1803, \"\")","v":1802},{"$f":"IFERROR(SMALL(Index_2,A1803),\"\")","v":1802},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:J1803)),\"\")","v":"GCU_141"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:K1803)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:L1803)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:M1803)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:N1803)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:O1803)),\"\")","v":"141 The University is a self-reflective community which makes good use of data in supporting strategy development and decision-making. The development of the DASH suite of data supports a commonality of approach to the understanding of strengths and areas for development linked to learning and teaching and the wider student experience. Information available from the DASH is already informing key quality assurance and enhancement activities including Enhancement-led Institutional Subject Review and annual monitoring. There is a consistent use of data which supports self-reflection and analysis, which ensures that strategic goals and targets are clearly embedded at an operational level. This approach is understood by students and communicated effectively to a wide range of stakeholders."}]
[{"$f":"IF('> FILTER <'!B1805<>\"\",ROW(OFFSET(A1804,-1,0)),\"\")","v":1803},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1805)),A1804,\"\")","v":1803},{"$f":"IFERROR(SMALL(Helper2_1,A1804),\"\")","v":1803},null,1803,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1805)),$A1804,\"\")","v":1803},{"$f":"IFERROR(SMALL(Helper2_2,A1804),\"\")","v":1803},{"$f":"COUNTIF(Helper3_1,\"=\"&G1804)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1804)=1, G1804, \"\")","v":1803},{"$f":"IFERROR(SMALL(Index_2,A1804),\"\")","v":1803},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:J1804)),\"\")","v":"GCU_142"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:K1804)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:L1804)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:M1804)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:N1804)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:O1804)),\"\")","v":"142 The University has an effective approach to managing its collaborative provision, including appropriate arrangements for securing academic standards and enhancing the student experience. The University has a wide range of partnerships that include 58 collaborative partnership arrangements (at programme level), a further 22 articulation arrangements and 13 transnational partnerships. These partnerships range from long-standing institutional relationships such as Caledonian College of Education in Oman, to memoranda of understanding, with Stony Brook University, New York which is currently focused on facilitating student exchange. In evaluating the University's overall arrangements for the management of collaborative activity, the ELIR focused on three long-standing arrangements which encompassed the range of activity undertaken currently by the University. These are the partnerships with the College of Engineering of the National University of Science and Technology (NUST); the African Leadership College, Mauritius; and Transnet Freight Rail, South Africa. During the review visit, the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships."}]
[{"$f":"IF('> FILTER <'!B1806<>\"\",ROW(OFFSET(A1805,-1,0)),\"\")","v":1804},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1806)),A1805,\"\")","v":1804},{"$f":"IFERROR(SMALL(Helper2_1,A1805),\"\")","v":1804},null,1804,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1806)),$A1805,\"\")","v":1804},{"$f":"IFERROR(SMALL(Helper2_2,A1805),\"\")","v":1804},{"$f":"COUNTIF(Helper3_1,\"=\"&G1805)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1805)=1, G1805, \"\")","v":1804},{"$f":"IFERROR(SMALL(Index_2,A1805),\"\")","v":1804},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:J1805)),\"\")","v":"GCU_143"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:K1805)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:L1805)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:M1805)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:N1805)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:O1805)),\"\")","v":"143 The International Committee (IC) has lead responsibility for the University's Internationalisation Strategy (IS), which sets out its strategic approach. The overarching goal of the IS is 'to strengthen and enhance GCU's position as a globally networked community that is attractive to international students, academic staff and partner organisations in key areas around the world'. This positions the growth of transnational education as one of five 'key goals' to 'strengthen and enhance GCU's position as a globally networked community …'. Since the 2015 ELIR, the University has significantly expanded the scale and type of its academic partnership arrangements. This growth is based on the development of links with business and industry, as well as with other providers of education. Strategic leadership of internationalisation lies with the DVC (Strategy) and includes the TNE partnership arrangements which are led by the academic schools. For UK-based partnerships, once agreements are in place, responsibility for securing standards lies with the relevant academic school. For TNE, school-level associate deans (International) (ADI) lead on the development of school international partnerships, working with the Head of School and ADLTQ to maintain quality and standards. Each school operates an International Forum which is responsible for their school's international partnerships and collaborative arrangements and reports to the School Board. The International Director based at the London campus broadly mirrors the role of the school ADIs. Academic Quality also has a dedicated team who support TNE partnership activity and programme provision. APPC, has a primary role in the academic approval and monitoring of collaborative provision. The University's partnership agreements are subject to regular review and are held centrally by the Directorate of Marketing, Recruitment and Admissions. Its partnership register is administered by the Partnership Administration team within that Directorate."}]
[{"$f":"IF('> FILTER <'!B1807<>\"\",ROW(OFFSET(A1806,-1,0)),\"\")","v":1805},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1807)),A1806,\"\")","v":1805},{"$f":"IFERROR(SMALL(Helper2_1,A1806),\"\")","v":1805},null,1805,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1807)),$A1806,\"\")","v":1805},{"$f":"IFERROR(SMALL(Helper2_2,A1806),\"\")","v":1805},{"$f":"COUNTIF(Helper3_1,\"=\"&G1806)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1806)=1, G1806, \"\")","v":1805},{"$f":"IFERROR(SMALL(Index_2,A1806),\"\")","v":1805},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:J1806)),\"\")","v":"GCU_144"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:K1806)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:L1806)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:M1806)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:N1806)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:O1806)),\"\")","v":"144 At the time of the review, information supplied in the RA and on the University's website included reference to the University's London Campus and to Glasgow Caledonian New York College (GCNYC). The ELIR team's view is that neither the University's London Campus nor GCNYC can be viewed as collaborative partnerships. During the review, the ELIR team learned that the London Campus had until recently operated as a separate school within the University. Plans were being implemented to support the further integration of the University's Glasgow and London schools, with senior staff outlining the anticipated benefits to staff and students from closer engagement and collaborative working. Some early gains include London-based guest lectures being made available to Glasgow students."}]
[{"$f":"IF('> FILTER <'!B1808<>\"\",ROW(OFFSET(A1807,-1,0)),\"\")","v":1806},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1808)),A1807,\"\")","v":1806},{"$f":"IFERROR(SMALL(Helper2_1,A1807),\"\")","v":1806},null,1806,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1808)),$A1807,\"\")","v":1806},{"$f":"IFERROR(SMALL(Helper2_2,A1807),\"\")","v":1806},{"$f":"COUNTIF(Helper3_1,\"=\"&G1807)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1807)=1, G1807, \"\")","v":1806},{"$f":"IFERROR(SMALL(Index_2,A1807),\"\")","v":1806},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:J1807)),\"\")","v":"GCU_145"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:K1807)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:L1807)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:M1807)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:N1807)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:O1807)),\"\")","v":"145 The ELIR team confirmed that GCNYC operates as a separate legal entity and does not award Glasgow Caledonian University degrees, its awards being accredited by the New York State Education Department Board of Regents. Its establishment supports GCU's Internationalisation Strategy and GCNYC is accredited to deliver Master of Science awards. The Principal and Vice-Chancellor of GCU is also President of GCNYC. Longer-term GCU plans to work with GCNYC to explore expansion of its provision in education and research and support students and staff to undertake international mobility opportunities. The ELIR review team noted the distinction between these arrangements and others cited as collaborative partnerships on the University's website and viewed that the presentation of information generally but specifically related to GCNYC, was unclear to current and future applicants. The University is, therefore, recommended to consider how, in the future, this area of activity is best presented to stakeholders so that the distinctiveness of awarding bodies, in particular, is completely transparent. The ELIR team asks the University to ensure care is taken across all forms of communications to ensure that the University is clear to staff, students and members of the public about what aspects of the student experience are common/shared (mission, culture) and those that are not (accreditation, GCU degree), with particular reference to the relationship between Glasgow Caledonian University and Glasgow Caledonian New York College."}]
[{"$f":"IF('> FILTER <'!B1809<>\"\",ROW(OFFSET(A1808,-1,0)),\"\")","v":1807},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1809)),A1808,\"\")","v":1807},{"$f":"IFERROR(SMALL(Helper2_1,A1808),\"\")","v":1807},null,1807,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1809)),$A1808,\"\")","v":1807},{"$f":"IFERROR(SMALL(Helper2_2,A1808),\"\")","v":1807},{"$f":"COUNTIF(Helper3_1,\"=\"&G1808)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1808)=1, G1808, \"\")","v":1807},{"$f":"IFERROR(SMALL(Index_2,A1808),\"\")","v":1807},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:J1808)),\"\")","v":"GCU_146"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:K1808)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:L1808)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:M1808)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:N1808)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:O1808)),\"\")","v":"146 The University's policy and framework for the development, approval, monitoring and review of TNE and academic partnerships is set out in the Academic Quality Policy and Practice (AQPP) handbook. This policy applies to all learning opportunities leading or contributing to a Glasgow Caledonian award or to specific credits of the University delivered and/or assessed through a formal agreement with a partner institution. The AQPP goes on to specifically qualify that these arrangements do not apply to 'non-credit bearing student exchanges, work-based learning […] or placement learning, distance learning, consultancy or commercial activities coordinated by the Department of Research, Innovation and Enterprise'. This policy sets out the typology of approved partnership mechanisms operated by the University. These are expressed in terms of complexity, which includes evaluation of the risks associated with particular forms of collaboration and describes the quality assurance requirements necessary for each form of arrangement. The AQPP handbook is clear in its designation of a risk-based approach to the establishment and management of partnerships. Partnership arrangements are subject to a specific range of KPIs which focus on the potential benefit of the partnership to the University, balancing financial contribution against research, pedagogical development and reputational criteria. There are clear stages for partner identification, strategic and academic approval and the implementation of the partnership delivery plan."}]
[{"$f":"IF('> FILTER <'!B1810<>\"\",ROW(OFFSET(A1809,-1,0)),\"\")","v":1808},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1810)),A1809,\"\")","v":1808},{"$f":"IFERROR(SMALL(Helper2_1,A1809),\"\")","v":1808},null,1808,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1810)),$A1809,\"\")","v":1808},{"$f":"IFERROR(SMALL(Helper2_2,A1809),\"\")","v":1808},{"$f":"COUNTIF(Helper3_1,\"=\"&G1809)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1809)=1, G1809, \"\")","v":1808},{"$f":"IFERROR(SMALL(Index_2,A1809),\"\")","v":1808},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:J1809)),\"\")","v":"GCU_146"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:K1809)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:L1809)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:M1809)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:N1809)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:O1809)),\"\")","v":"146 The University's policy and framework for the development, approval, monitoring and review of TNE and academic partnerships is set out in the Academic Quality Policy and Practice (AQPP) handbook. This policy applies to all learning opportunities leading or contributing to a Glasgow Caledonian award or to specific credits of the University delivered and/or assessed through a formal agreement with a partner institution. The AQPP goes on to specifically qualify that these arrangements do not apply to 'non-credit bearing student exchanges, work-based learning […] or placement learning, distance learning, consultancy or commercial activities coordinated by the Department of Research, Innovation and Enterprise'. This policy sets out the typology of approved partnership mechanisms operated by the University. These are expressed in terms of complexity, which includes evaluation of the risks associated with particular forms of collaboration and describes the quality assurance requirements necessary for each form of arrangement. The AQPP handbook is clear in its designation of a risk-based approach to the establishment and management of partnerships. Partnership arrangements are subject to a specific range of KPIs which focus on the potential benefit of the partnership to the University, balancing financial contribution against research, pedagogical development and reputational criteria. There are clear stages for partner identification, strategic and academic approval and the implementation of the partnership delivery plan."}]
[{"$f":"IF('> FILTER <'!B1811<>\"\",ROW(OFFSET(A1810,-1,0)),\"\")","v":1809},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1811)),A1810,\"\")","v":1809},{"$f":"IFERROR(SMALL(Helper2_1,A1810),\"\")","v":1809},null,1809,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1811)),$A1810,\"\")","v":1809},{"$f":"IFERROR(SMALL(Helper2_2,A1810),\"\")","v":1809},{"$f":"COUNTIF(Helper3_1,\"=\"&G1810)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1810)=1, G1810, \"\")","v":1809},{"$f":"IFERROR(SMALL(Index_2,A1810),\"\")","v":1809},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:J1810)),\"\")","v":"GCU_147"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:K1810)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:L1810)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:M1810)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:N1810)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:O1810)),\"\")","v":"147 External examiners on collaborative provision are appointed within the remit of the Regulations for the Appointment and Responsibilities of External Examiners. The AQPP handbook states that external examiners should be capable of commenting on 'the effectiveness of assessment arrangements across locations (where this is applicable for the arrangement)'. It is the ELIR team's understanding that neither here, or in the regulations for the Appointment and Responsibilities of External Examiners is it entirely clear whether it is a requirement that the same external examiner be appointed to cover all iterations of a module, wherever delivered. As a result, the team believe there would be benefit to the University, in cases where different external examiners are responsible for iterations of the same module, of ensuring a comparative understanding of student achievement is possible wherever the module is delivered."}]
[{"$f":"IF('> FILTER <'!B1812<>\"\",ROW(OFFSET(A1811,-1,0)),\"\")","v":1810},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1812)),A1811,\"\")","v":1810},{"$f":"IFERROR(SMALL(Helper2_1,A1811),\"\")","v":1810},null,1810,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1812)),$A1811,\"\")","v":1810},{"$f":"IFERROR(SMALL(Helper2_2,A1811),\"\")","v":1810},{"$f":"COUNTIF(Helper3_1,\"=\"&G1811)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1811)=1, G1811, \"\")","v":1810},{"$f":"IFERROR(SMALL(Index_2,A1811),\"\")","v":1810},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:J1811)),\"\")","v":"GCU_147"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:K1811)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:L1811)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:M1811)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:N1811)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:O1811)),\"\")","v":"147 External examiners on collaborative provision are appointed within the remit of the Regulations for the Appointment and Responsibilities of External Examiners. The AQPP handbook states that external examiners should be capable of commenting on 'the effectiveness of assessment arrangements across locations (where this is applicable for the arrangement)'. It is the ELIR team's understanding that neither here, or in the regulations for the Appointment and Responsibilities of External Examiners is it entirely clear whether it is a requirement that the same external examiner be appointed to cover all iterations of a module, wherever delivered. As a result, the team believe there would be benefit to the University, in cases where different external examiners are responsible for iterations of the same module, of ensuring a comparative understanding of student achievement is possible wherever the module is delivered."}]
[{"$f":"IF('> FILTER <'!B1813<>\"\",ROW(OFFSET(A1812,-1,0)),\"\")","v":1811},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1813)),A1812,\"\")","v":1811},{"$f":"IFERROR(SMALL(Helper2_1,A1812),\"\")","v":1811},null,1811,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1813)),$A1812,\"\")","v":1811},{"$f":"IFERROR(SMALL(Helper2_2,A1812),\"\")","v":1811},{"$f":"COUNTIF(Helper3_1,\"=\"&G1812)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1812)=1, G1812, \"\")","v":1811},{"$f":"IFERROR(SMALL(Index_2,A1812),\"\")","v":1811},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:J1812)),\"\")","v":"GCU_148"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:K1812)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:L1812)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:M1812)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:N1812)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:O1812)),\"\")","v":"148 External examiners reports are considered at programme and school level and are subject to an overview report to the Learning and Teaching Sub-Committee. Although not explicitly referenced within these overview reports, it is clear that collaborative partnerships are covered therein. External examiner reports include commentary on the comparability of standards of the University's awards with those of other higher education institutions (paragraphs 122-125)."}]
[{"$f":"IF('> FILTER <'!B1814<>\"\",ROW(OFFSET(A1813,-1,0)),\"\")","v":1812},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1814)),A1813,\"\")","v":1812},{"$f":"IFERROR(SMALL(Helper2_1,A1813),\"\")","v":1812},null,1812,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1814)),$A1813,\"\")","v":1812},{"$f":"IFERROR(SMALL(Helper2_2,A1813),\"\")","v":1812},{"$f":"COUNTIF(Helper3_1,\"=\"&G1813)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1813)=1, G1813, \"\")","v":1812},{"$f":"IFERROR(SMALL(Index_2,A1813),\"\")","v":1812},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:J1813)),\"\")","v":"GCU_148"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:K1813)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:L1813)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:M1813)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:N1813)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:O1813)),\"\")","v":"148 External examiners reports are considered at programme and school level and are subject to an overview report to the Learning and Teaching Sub-Committee. Although not explicitly referenced within these overview reports, it is clear that collaborative partnerships are covered therein. External examiner reports include commentary on the comparability of standards of the University's awards with those of other higher education institutions (paragraphs 122-125)."}]
[{"$f":"IF('> FILTER <'!B1815<>\"\",ROW(OFFSET(A1814,-1,0)),\"\")","v":1813},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1815)),A1814,\"\")","v":1813},{"$f":"IFERROR(SMALL(Helper2_1,A1814),\"\")","v":1813},null,{"$f":"ROW(OFFSET(E1814,-1,0))","v":1813},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1815)),$A1814,\"\")","v":1813},{"$f":"IFERROR(SMALL(Helper2_2,A1814),\"\")","v":1813},{"$f":"COUNTIF(Helper3_1,\"=\"&G1814)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1814)=1, G1814, \"\")","v":1813},{"$f":"IFERROR(SMALL(Index_2,A1814),\"\")","v":1813},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:J1814)),\"\")","v":"GCU_149"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:K1814)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:L1814)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:M1814)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:N1814)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:O1814)),\"\")","v":"149 As part of the approval and delivery processes, a comprehensive handbook is produced for each partnership which outlines the responsibilities of the University and its partners. These handbooks typically include information on: programme structures, admissions requirements and student induction; professional registration and accreditation; assessment setting, marking and feedback, and assessment boards; student engagement; staff recruitment, induction and development, and teaching responsibilities, student support and IT and library services; and the operation of programme boards, module and programme evaluation and monitoring. On reviewing a number of partnership handbooks, the ELIR team reached the view that partnerships use the standard quality assurance and monitoring arrangements specified in the University's AQPP, along with the University's assessment and any other associated regulations. Where differential practices are put in place, these reflect the nature of the collaborative engagement and are planned in such a way as to mitigate risk. Approval for such variation, which appears minimal, is made through the relevant approval mechanism."}]
[{"$f":"IF('> FILTER <'!B1816<>\"\",ROW(OFFSET(A1815,-1,0)),\"\")","v":1814},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1816)),A1815,\"\")","v":1814},{"$f":"IFERROR(SMALL(Helper2_1,A1815),\"\")","v":1814},null,1814,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1816)),$A1815,\"\")","v":1814},{"$f":"IFERROR(SMALL(Helper2_2,A1815),\"\")","v":1814},{"$f":"COUNTIF(Helper3_1,\"=\"&G1815)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1815)=1, G1815, \"\")","v":1814},{"$f":"IFERROR(SMALL(Index_2,A1815),\"\")","v":1814},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:J1815)),\"\")","v":"GCU_149"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:K1815)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:L1815)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:M1815)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:N1815)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:O1815)),\"\")","v":"149 As part of the approval and delivery processes, a comprehensive handbook is produced for each partnership which outlines the responsibilities of the University and its partners. These handbooks typically include information on: programme structures, admissions requirements and student induction; professional registration and accreditation; assessment setting, marking and feedback, and assessment boards; student engagement; staff recruitment, induction and development, and teaching responsibilities, student support and IT and library services; and the operation of programme boards, module and programme evaluation and monitoring. On reviewing a number of partnership handbooks, the ELIR team reached the view that partnerships use the standard quality assurance and monitoring arrangements specified in the University's AQPP, along with the University's assessment and any other associated regulations. Where differential practices are put in place, these reflect the nature of the collaborative engagement and are planned in such a way as to mitigate risk. Approval for such variation, which appears minimal, is made through the relevant approval mechanism."}]
[{"$f":"IF('> FILTER <'!B1817<>\"\",ROW(OFFSET(A1816,-1,0)),\"\")","v":1815},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1817)),A1816,\"\")","v":1815},{"$f":"IFERROR(SMALL(Helper2_1,A1816),\"\")","v":1815},null,1815,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1817)),$A1816,\"\")","v":1815},{"$f":"IFERROR(SMALL(Helper2_2,A1816),\"\")","v":1815},{"$f":"COUNTIF(Helper3_1,\"=\"&G1816)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1816)=1, G1816, \"\")","v":1815},{"$f":"IFERROR(SMALL(Index_2,A1816),\"\")","v":1815},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:J1816)),\"\")","v":"GCU_150"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:K1816)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:L1816)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:M1816)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:N1816)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:O1816)),\"\")","v":"150 Partnership documentation makes it clear that the University remains ultimately responsible for the quality and standards of its partnerships and partnership programmes. Direct engagement by the University with staff and students at its collaborative partners varies with the nature of the partnership and is not directly related to the type of collaboration but to the contract between the University and its partner. While delivery models vary across the partnerships, they tend to be based on blended delivery, with the University and the partner sharing the administration, support and delivery of programmes. Normally, a senior member of GCU staff acts as the academic link between the University and the partner, providing oversight of the quality of the education provision and ensures the academic standards of the programmes are maintained."}]
[{"$f":"IF('> FILTER <'!B1818<>\"\",ROW(OFFSET(A1817,-1,0)),\"\")","v":1816},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1818)),A1817,\"\")","v":1816},{"$f":"IFERROR(SMALL(Helper2_1,A1817),\"\")","v":1816},null,1816,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1818)),$A1817,\"\")","v":1816},{"$f":"IFERROR(SMALL(Helper2_2,A1817),\"\")","v":1816},{"$f":"COUNTIF(Helper3_1,\"=\"&G1817)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1817)=1, G1817, \"\")","v":1816},{"$f":"IFERROR(SMALL(Index_2,A1817),\"\")","v":1816},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:J1817)),\"\")","v":"GCU_151"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:K1817)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:L1817)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:M1817)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:N1817)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:O1817)),\"\")","v":"151 GCU staff lead on module planning, assessment arrangements, and the development of learning resources, with a 'flying faculty' model predominantly in use. The ELIR team learned that academic staff working at the University's collaborative partners are supported in the development of their learning and teaching practice as part of the University's 'flying faculty' model. University staff taking time during their visits, to train collaborative staff in university policy and processes, and in teaching and assessment practices. GCU has a role in the approval of partner staff who contribute to the delivery of teaching and learning on its programmes. In order to be granted associate lecturer status, partnership staff CVs are reviewed and approved by the relevant head of school or a subject specialist. The Academic Quality and Development collate this information with these staff nominations going to LTSC for formal approval. Once granted associate lecturer status at GCU, academic staff from partners have access to key university resources such as GCU Learn, IT services and the library. While these vary, the ELIR team confirmed that appropriate induction and development opportunities exist for staff at each partnership as set out in the collaborative agreement and handbook. Staff at some of the University's collaborative partners have the opportunity to complete the University's Postgraduate Certificate in Academic Practice (PgCAP) (paragraphs 104 and 105)."}]
[{"$f":"IF('> FILTER <'!B1819<>\"\",ROW(OFFSET(A1818,-1,0)),\"\")","v":1817},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1819)),A1818,\"\")","v":1817},{"$f":"IFERROR(SMALL(Helper2_1,A1818),\"\")","v":1817},null,1817,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1819)),$A1818,\"\")","v":1817},{"$f":"IFERROR(SMALL(Helper2_2,A1818),\"\")","v":1817},{"$f":"COUNTIF(Helper3_1,\"=\"&G1818)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1818)=1, G1818, \"\")","v":1817},{"$f":"IFERROR(SMALL(Index_2,A1818),\"\")","v":1817},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:J1818)),\"\")","v":"GCU_152"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:K1818)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:L1818)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:M1818)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:N1818)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:O1818)),\"\")","v":"152 Several collaborative staff who spoke with the ELIR team indicated they were undertaking master's degrees and PhDs with support from the University, stating these further study opportunities had proved helpful for developing their teaching practice. In some partnerships, staff also take the opportunity to undertake peer observation, particularly when GCU 'flying faculty' staff visited the partners for master's-level teaching. Collaborative partner staff who had participated in peer observation indicated they had found the experience useful for developing their teaching skills. The team also heard that staff members, who had experience of undertaking a 'flying faculty' teaching role, appreciated the opportunity this provided them to increase their cultural awareness and their knowledge of different teaching practices."}]
[{"$f":"IF('> FILTER <'!B1820<>\"\",ROW(OFFSET(A1819,-1,0)),\"\")","v":1818},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1820)),A1819,\"\")","v":1818},{"$f":"IFERROR(SMALL(Helper2_1,A1819),\"\")","v":1818},null,1818,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1820)),$A1819,\"\")","v":1818},{"$f":"IFERROR(SMALL(Helper2_2,A1819),\"\")","v":1818},{"$f":"COUNTIF(Helper3_1,\"=\"&G1819)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1819)=1, G1819, \"\")","v":1818},{"$f":"IFERROR(SMALL(Index_2,A1819),\"\")","v":1818},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:J1819)),\"\")","v":"GCU_153"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:K1819)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:L1819)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:M1819)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:N1819)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:O1819)),\"\")","v":"153 The University has effective arrangements in place for assuring and enhancing the quality of the student experience with collaborative partners with students reflecting positively on the support offered by GCU and its partners. Arrangements for students are set out in detail within each partnership agreement and handbook. Students studying with partners are registered with the University which allows them access to the complete range of the University's online services including GCU Learn, IT services and the library. Support provided to collaborative students varied between partners with a differing mix of services provided by partner institutions or by GCU centrally. Students reflected positively on the support from local academic tutors or advisors and where local academic support was not available, they felt they could approach GCU staff in Glasgow. However, students who met with the ELIR team spoke about different experiences accessing wider support and learning resources and were not aware of materials which may be available to them in Glasgow. The ELIR team would therefore encourage the University to evaluate the consistency of, and provide greater clarity to students regarding, the support available to them locally and that available centrally."}]
[{"$f":"IF('> FILTER <'!B1821<>\"\",ROW(OFFSET(A1820,-1,0)),\"\")","v":1819},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1821)),A1820,\"\")","v":1819},{"$f":"IFERROR(SMALL(Helper2_1,A1820),\"\")","v":1819},null,1819,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1821)),$A1820,\"\")","v":1819},{"$f":"IFERROR(SMALL(Helper2_2,A1820),\"\")","v":1819},{"$f":"COUNTIF(Helper3_1,\"=\"&G1820)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1820)=1, G1820, \"\")","v":1819},{"$f":"IFERROR(SMALL(Index_2,A1820),\"\")","v":1819},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:J1820)),\"\")","v":"GCU_154"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:K1820)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:L1820)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:M1820)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:N1820)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:O1820)),\"\")","v":"154 The University's strategic approach to student partnership extends to collaborative partners (see paragraphs 12-14). Strategically, collaborative arrangements align with the University's 'Common Good' attributes with curriculum and student experience designed to reflect this. Arrangements to gather feedback from students are outlined in the partnership documentation, with this feedback, as specified in the AQPP, being used to support programme annual monitoring activities. At the College of Engineering of the National University of Science and Technology (NUST), formal Student Staff Consultative Groups (SSCG) are in place and there is student representation on programme boards and the Student Council is formally linked to this CENU's Academic Council. Transnet Freight Rail has implemented a system of 'class captains' who coordinate feedback from students to the University. The ELIR team heard about a number of examples from both staff and students where, as a result of regular engagement with flying faculty, staff and students had made enhancements to the student experience. Students and staff also highlighted instances where based on student feedback, materials were contextualised by staff to the local environment to improve the learning experience. Some collaborative students highlighted that at times, they felt disconnected from the University and that there were limited opportunities to make connections or interact with students in Glasgow and London. The ELIR team would encourage the University to continue with its ambitions to create a truly global community for its students and explore opportunities for international working between students studying with its collaborative partners and those based at its Glasgow and London campuses to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1822<>\"\",ROW(OFFSET(A1821,-1,0)),\"\")","v":1820},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1822)),A1821,\"\")","v":1820},{"$f":"IFERROR(SMALL(Helper2_1,A1821),\"\")","v":1820},null,1820,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1822)),$A1821,\"\")","v":1820},{"$f":"IFERROR(SMALL(Helper2_2,A1821),\"\")","v":1820},{"$f":"COUNTIF(Helper3_1,\"=\"&G1821)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1821)=1, G1821, \"\")","v":1820},{"$f":"IFERROR(SMALL(Index_2,A1821),\"\")","v":1820},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:J1821)),\"\")","v":"GCU_154"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:K1821)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:L1821)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:M1821)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:N1821)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:O1821)),\"\")","v":"154 The University's strategic approach to student partnership extends to collaborative partners (see paragraphs 12-14). Strategically, collaborative arrangements align with the University's 'Common Good' attributes with curriculum and student experience designed to reflect this. Arrangements to gather feedback from students are outlined in the partnership documentation, with this feedback, as specified in the AQPP, being used to support programme annual monitoring activities. At the College of Engineering of the National University of Science and Technology (NUST), formal Student Staff Consultative Groups (SSCG) are in place and there is student representation on programme boards and the Student Council is formally linked to this CENU's Academic Council. Transnet Freight Rail has implemented a system of 'class captains' who coordinate feedback from students to the University. The ELIR team heard about a number of examples from both staff and students where, as a result of regular engagement with flying faculty, staff and students had made enhancements to the student experience. Students and staff also highlighted instances where based on student feedback, materials were contextualised by staff to the local environment to improve the learning experience. Some collaborative students highlighted that at times, they felt disconnected from the University and that there were limited opportunities to make connections or interact with students in Glasgow and London. The ELIR team would encourage the University to continue with its ambitions to create a truly global community for its students and explore opportunities for international working between students studying with its collaborative partners and those based at its Glasgow and London campuses to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1823<>\"\",ROW(OFFSET(A1822,-1,0)),\"\")","v":1821},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1823)),A1822,\"\")","v":1821},{"$f":"IFERROR(SMALL(Helper2_1,A1822),\"\")","v":1821},null,1821,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1823)),$A1822,\"\")","v":1821},{"$f":"IFERROR(SMALL(Helper2_2,A1822),\"\")","v":1821},{"$f":"COUNTIF(Helper3_1,\"=\"&G1822)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1822)=1, G1822, \"\")","v":1821},{"$f":"IFERROR(SMALL(Index_2,A1822),\"\")","v":1821},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:J1822)),\"\")","v":"GCU_155"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:K1822)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:L1822)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:M1822)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:N1822)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:O1822)),\"\")","v":"155 The University has an effective approach to managing collaborative provision and has clearly assimilated this provision within its overall quality processes, ensuring the maintenance of academic standards and the enhancement of the student learning experience. It is clear that the University understands the risks associated with various categories of partnership and has established a typology of relationship which consider such risks and provides guidance on their management. The University has well-established processes for the approval, monitoring and review of collaborative partnerships and the long-standing nature of some partnerships points to their effectiveness. While the University is completely clear in its ambitions to develop this area of activity, the ELIR team has confidence in its ability to do so in a measured way without compromising existing partnership arrangements."}]
[{"$f":"IF('> FILTER <'!B1824<>\"\",ROW(OFFSET(A1823,-1,0)),\"\")","v":1822},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1824)),A1823,\"\")","v":1822},{"$f":"IFERROR(SMALL(Helper2_1,A1823),\"\")","v":1822},null,1822,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1824)),$A1823,\"\")","v":1822},{"$f":"IFERROR(SMALL(Helper2_2,A1823),\"\")","v":1822},{"$f":"COUNTIF(Helper3_1,\"=\"&G1823)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1823)=1, G1823, \"\")","v":1822},{"$f":"IFERROR(SMALL(Index_2,A1823),\"\")","v":1822},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:J1823)),\"\")","v":"GCU_155"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:K1823)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:L1823)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:M1823)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:N1823)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:O1823)),\"\")","v":"155 The University has an effective approach to managing collaborative provision and has clearly assimilated this provision within its overall quality processes, ensuring the maintenance of academic standards and the enhancement of the student learning experience. It is clear that the University understands the risks associated with various categories of partnership and has established a typology of relationship which consider such risks and provides guidance on their management. The University has well-established processes for the approval, monitoring and review of collaborative partnerships and the long-standing nature of some partnerships points to their effectiveness. While the University is completely clear in its ambitions to develop this area of activity, the ELIR team has confidence in its ability to do so in a measured way without compromising existing partnership arrangements."}]
[{"$f":"IF('> FILTER <'!B1825<>\"\",ROW(OFFSET(A1824,-1,0)),\"\")","v":1823},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1825)),A1824,\"\")","v":1823},{"$f":"IFERROR(SMALL(Helper2_1,A1824),\"\")","v":1823},null,1823,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1825)),$A1824,\"\")","v":1823},{"$f":"IFERROR(SMALL(Helper2_2,A1824),\"\")","v":1823},{"$f":"COUNTIF(Helper3_1,\"=\"&G1824)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1824)=1, G1824, \"\")","v":1823},{"$f":"IFERROR(SMALL(Index_2,A1824),\"\")","v":1823},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:J1824)),\"\")","v":"GCU_156"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:K1824)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:L1824)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:M1824)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:N1824)),\"\")","v":"Glasgow Caledonian University"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:O1824)),\"\")","v":"156 The University, understandably, wishes to present the broad scope of its activity within an overall context of international engagement. While recognising the complexity of this presentation within the broad range of activity undertaken, it is recommended that the University ensures care is taken across all forms of communications to ensure that the University is clear to staff, students, and members of the public about what aspects of the student experience are common/shared (mission, culture) and those that are not (accreditation, GCU degree), particularly with reference to the relationship between Glasgow Caledonian University and Glasgow Caledonian New York College."}]
[{"$f":"IF('> FILTER <'!B1826<>\"\",ROW(OFFSET(A1825,-1,0)),\"\")","v":1824},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1826)),A1825,\"\")","v":1824},{"$f":"IFERROR(SMALL(Helper2_1,A1825),\"\")","v":1824},null,1824,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1826)),$A1825,\"\")","v":1824},{"$f":"IFERROR(SMALL(Helper2_2,A1825),\"\")","v":1824},{"$f":"COUNTIF(Helper3_1,\"=\"&G1825)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1825)=1, G1825, \"\")","v":1824},{"$f":"IFERROR(SMALL(Index_2,A1825),\"\")","v":1824},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:J1825)),\"\")","v":"HWU_2"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:K1825)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:L1825)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:M1825)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:N1825)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:O1825)),\"\")","v":"2  The University's Strategic Plan: Strategy 2025, runs from 2019 to 2025 and has four strategic themes - Building Flourishing Communities; Pioneering in Education; Excellence in Research and Enterprise; and Being a Global University. Its vision is to be world-leading in all areas of specialism and this is underpinned by a mission to create and exchange knowledge that benefits society. Four values have been developed: Inspire, Collaborate, Belong and Celebrate.   "}]
[{"$f":"IF('> FILTER <'!B1827<>\"\",ROW(OFFSET(A1826,-1,0)),\"\")","v":1825},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1827)),A1826,\"\")","v":1825},{"$f":"IFERROR(SMALL(Helper2_1,A1826),\"\")","v":1825},null,1825,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1827)),$A1826,\"\")","v":1825},{"$f":"IFERROR(SMALL(Helper2_2,A1826),\"\")","v":1825},{"$f":"COUNTIF(Helper3_1,\"=\"&G1826)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1826)=1, G1826, \"\")","v":1825},{"$f":"IFERROR(SMALL(Index_2,A1826),\"\")","v":1825},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:J1826)),\"\")","v":"HWU_3"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:K1826)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:L1826)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:M1826)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:N1826)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:O1826)),\"\")","v":"3 Strategy 2025 was developed and endorsed collaboratively, exemplifying the 'One Heriot-Watt Worldwide' ethos. The Strategic Plan is complemented by resource and operational planning processes which support forward financial planning. Institutional Strategic Performance Indicators are reviewed at given points during the year by the Court and the University Executive to inform resource planning and strategic decision-making."}]
[{"$f":"IF('> FILTER <'!B1828<>\"\",ROW(OFFSET(A1827,-1,0)),\"\")","v":1826},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1828)),A1827,\"\")","v":1826},{"$f":"IFERROR(SMALL(Helper2_1,A1827),\"\")","v":1826},null,1826,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1828)),$A1827,\"\")","v":1826},{"$f":"IFERROR(SMALL(Helper2_2,A1827),\"\")","v":1826},{"$f":"COUNTIF(Helper3_1,\"=\"&G1827)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1827)=1, G1827, \"\")","v":1826},{"$f":"IFERROR(SMALL(Index_2,A1827),\"\")","v":1826},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:J1827)),\"\")","v":"HWU_4"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:K1827)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:L1827)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:M1827)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:N1827)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:O1827)),\"\")","v":"4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "}]
[{"$f":"IF('> FILTER <'!B1829<>\"\",ROW(OFFSET(A1828,-1,0)),\"\")","v":1827},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1829)),A1828,\"\")","v":1827},{"$f":"IFERROR(SMALL(Helper2_1,A1828),\"\")","v":1827},null,1827,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1829)),$A1828,\"\")","v":1827},{"$f":"IFERROR(SMALL(Helper2_2,A1828),\"\")","v":1827},{"$f":"COUNTIF(Helper3_1,\"=\"&G1828)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1828)=1, G1828, \"\")","v":1827},{"$f":"IFERROR(SMALL(Index_2,A1828),\"\")","v":1827},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:J1828)),\"\")","v":"HWU_4"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:K1828)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:L1828)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:M1828)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:N1828)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:O1828)),\"\")","v":"4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "}]
[{"$f":"IF('> FILTER <'!B1830<>\"\",ROW(OFFSET(A1829,-1,0)),\"\")","v":1828},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1830)),A1829,\"\")","v":1828},{"$f":"IFERROR(SMALL(Helper2_1,A1829),\"\")","v":1828},null,1828,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1830)),$A1829,\"\")","v":1828},{"$f":"IFERROR(SMALL(Helper2_2,A1829),\"\")","v":1828},{"$f":"COUNTIF(Helper3_1,\"=\"&G1829)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1829)=1, G1829, \"\")","v":1828},{"$f":"IFERROR(SMALL(Index_2,A1829),\"\")","v":1828},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:J1829)),\"\")","v":"HWU_4"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:K1829)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:L1829)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:M1829)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:N1829)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:O1829)),\"\")","v":"4 The distinctive features of the University are: the scale of its international activity; the range of opportunities for multi-location, multi-mode study; and the close alignment between academic provision and professional careers. The University has a number of international partnerships, as well as partnerships with other UK institutions. There are currently 200 partnerships in operation, which take a number of different forms: Joint Collaborative Partnerships; Articulation Agreements; Approved Learning Partnerships; Exchange Agreements and Individual Study Placements; Research Partnerships; and Industrial Partnerships including Graduate Apprenticeships.  "}]
[{"$f":"IF('> FILTER <'!B1831<>\"\",ROW(OFFSET(A1830,-1,0)),\"\")","v":1829},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1831)),A1830,\"\")","v":1829},{"$f":"IFERROR(SMALL(Helper2_1,A1830),\"\")","v":1829},null,1829,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1831)),$A1830,\"\")","v":1829},{"$f":"IFERROR(SMALL(Helper2_2,A1830),\"\")","v":1829},{"$f":"COUNTIF(Helper3_1,\"=\"&G1830)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1830)=1, G1830, \"\")","v":1829},{"$f":"IFERROR(SMALL(Index_2,A1830),\"\")","v":1829},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:J1830)),\"\")","v":"HWU_5"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:K1830)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:L1830)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:M1830)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:N1830)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:O1830)),\"\")","v":"5 The University's strategic ambition to be a globally-connected institution builds on longstanding plans to develop an integrated, multi-site campus institution. The Heriot-Watt University Dubai Campus (HWUD) has grown significantly since it was established in 2005 and in 2018-19, there were 3617 students enrolled on 92 programmes. The University's second overseas campus was opened in Malaysia in 2012. Heriot-Watt University Malaysia (HWUM) is a wholly-owned subsidiary of the University. In 2018-19, there were 1992 students in Malaysia across all programmes. Each overseas campus is run by a Vice-Principal (VP)/Provost who sits on the University Executive, the Malaysian VP is also CEO of HWUM. "}]
[{"$f":"IF('> FILTER <'!B1832<>\"\",ROW(OFFSET(A1831,-1,0)),\"\")","v":1830},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1832)),A1831,\"\")","v":1830},{"$f":"IFERROR(SMALL(Helper2_1,A1831),\"\")","v":1830},null,1830,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1832)),$A1831,\"\")","v":1830},{"$f":"IFERROR(SMALL(Helper2_2,A1831),\"\")","v":1830},{"$f":"COUNTIF(Helper3_1,\"=\"&G1831)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1831)=1, G1831, \"\")","v":1830},{"$f":"IFERROR(SMALL(Index_2,A1831),\"\")","v":1830},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:J1831)),\"\")","v":"HWU_6"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:K1831)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:L1831)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:M1831)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:N1831)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:O1831)),\"\")","v":"6 The University's extensive internationalisation has led to the establishment and mainstreaming of processes and structures for effective management, assurance and enhancement. A standard quality assurance and enhancement framework applies to all university provision across all modes and locations. All students are expected to achieve   the same learning outcomes irrespective of mode or location. The University's Code of Practice for the Management of Multi-Location, Multi-Mode Programmes (the 'Multi Code')   is in the process of being replaced with a new Global Code of Practice for the Management, Assurance and Enhancement of Taught programmes, although progress has been delayed by the pandemic."}]
[{"$f":"IF('> FILTER <'!B1833<>\"\",ROW(OFFSET(A1832,-1,0)),\"\")","v":1831},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1833)),A1832,\"\")","v":1831},{"$f":"IFERROR(SMALL(Helper2_1,A1832),\"\")","v":1831},null,1831,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1833)),$A1832,\"\")","v":1831},{"$f":"IFERROR(SMALL(Helper2_2,A1832),\"\")","v":1831},{"$f":"COUNTIF(Helper3_1,\"=\"&G1832)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1832)=1, G1832, \"\")","v":1831},{"$f":"IFERROR(SMALL(Index_2,A1832),\"\")","v":1831},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:J1832)),\"\")","v":"HWU_6"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:K1832)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:L1832)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:M1832)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:N1832)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:O1832)),\"\")","v":"6 The University's extensive internationalisation has led to the establishment and mainstreaming of processes and structures for effective management, assurance and enhancement. A standard quality assurance and enhancement framework applies to all university provision across all modes and locations. All students are expected to achieve   the same learning outcomes irrespective of mode or location. The University's Code of Practice for the Management of Multi-Location, Multi-Mode Programmes (the 'Multi Code')   is in the process of being replaced with a new Global Code of Practice for the Management, Assurance and Enhancement of Taught programmes, although progress has been delayed by the pandemic."}]
[{"$f":"IF('> FILTER <'!B1834<>\"\",ROW(OFFSET(A1833,-1,0)),\"\")","v":1832},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1834)),A1833,\"\")","v":1832},{"$f":"IFERROR(SMALL(Helper2_1,A1833),\"\")","v":1832},null,1832,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1834)),$A1833,\"\")","v":1832},{"$f":"IFERROR(SMALL(Helper2_2,A1833),\"\")","v":1832},{"$f":"COUNTIF(Helper3_1,\"=\"&G1833)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1833)=1, G1833, \"\")","v":1832},{"$f":"IFERROR(SMALL(Index_2,A1833),\"\")","v":1832},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:J1833)),\"\")","v":"HWU_9"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:K1833)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:L1833)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:M1833)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:N1833)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:O1833)),\"\")","v":"9 The University's response to the impact of COVID-19 on learning, teaching and assessment has been managed in two phases. The Learning and Teaching COVID-19 Contingency Planning Group, established in February 2020, was responsible for responding to the impact of the pandemic on learning, teaching and assessment for the remainder of 2019-20. This group was replaced, in May 2020, by the Learning and Teaching COVID-19 Task and Finish Group which focused on preparing for 2020-21. In its third incarnation, the Learning and Teaching AY2020/21 Group is continuing to manage the University's ongoing response to the pandemic. In addition to this, the Group will focus on three key projects over the next academic year: Portfolio Modernisation/Review; review of the academic architecture; and the transition to the new virtual learning environment (VLE).  "}]
[{"$f":"IF('> FILTER <'!B1835<>\"\",ROW(OFFSET(A1834,-1,0)),\"\")","v":1833},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1835)),A1834,\"\")","v":1833},{"$f":"IFERROR(SMALL(Helper2_1,A1834),\"\")","v":1833},null,1833,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1835)),$A1834,\"\")","v":1833},{"$f":"IFERROR(SMALL(Helper2_2,A1834),\"\")","v":1833},{"$f":"COUNTIF(Helper3_1,\"=\"&G1834)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1834)=1, G1834, \"\")","v":1833},{"$f":"IFERROR(SMALL(Index_2,A1834),\"\")","v":1833},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:J1834)),\"\")","v":"HWU_9"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:K1834)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:L1834)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:M1834)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:N1834)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:O1834)),\"\")","v":"9 The University's response to the impact of COVID-19 on learning, teaching and assessment has been managed in two phases. The Learning and Teaching COVID-19 Contingency Planning Group, established in February 2020, was responsible for responding to the impact of the pandemic on learning, teaching and assessment for the remainder of 2019-20. This group was replaced, in May 2020, by the Learning and Teaching COVID-19 Task and Finish Group which focused on preparing for 2020-21. In its third incarnation, the Learning and Teaching AY2020/21 Group is continuing to manage the University's ongoing response to the pandemic. In addition to this, the Group will focus on three key projects over the next academic year: Portfolio Modernisation/Review; review of the academic architecture; and the transition to the new virtual learning environment (VLE).  "}]
[{"$f":"IF('> FILTER <'!B1836<>\"\",ROW(OFFSET(A1835,-1,0)),\"\")","v":1834},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1836)),A1835,\"\")","v":1834},{"$f":"IFERROR(SMALL(Helper2_1,A1835),\"\")","v":1834},null,1834,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1836)),$A1835,\"\")","v":1834},{"$f":"IFERROR(SMALL(Helper2_2,A1835),\"\")","v":1834},{"$f":"COUNTIF(Helper3_1,\"=\"&G1835)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1835)=1, G1835, \"\")","v":1834},{"$f":"IFERROR(SMALL(Index_2,A1835),\"\")","v":1834},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:J1835)),\"\")","v":"HWU_10"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:K1835)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:L1835)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:M1835)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:N1835)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:O1835)),\"\")","v":"10 In 2018-19, the University had a total population of 23,969 (headcount) including 11,687 undergraduates (UG), 10,315 postgraduate taught students (PGT) and 1,359 postgraduate research students (PGR). Overall, there were 15,570 students at five campuses; and 8,399 students enrolled off-campus, studying as independent distance learners or through an academic partner."}]
[{"$f":"IF('> FILTER <'!B1837<>\"\",ROW(OFFSET(A1836,-1,0)),\"\")","v":1835},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1837)),A1836,\"\")","v":1835},{"$f":"IFERROR(SMALL(Helper2_1,A1836),\"\")","v":1835},null,1835,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1837)),$A1836,\"\")","v":1835},{"$f":"IFERROR(SMALL(Helper2_2,A1836),\"\")","v":1835},{"$f":"COUNTIF(Helper3_1,\"=\"&G1836)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1836)=1, G1836, \"\")","v":1835},{"$f":"IFERROR(SMALL(Index_2,A1836),\"\")","v":1835},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:J1836)),\"\")","v":"HWU_11"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:K1836)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:L1836)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:M1836)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:N1836)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:O1836)),\"\")","v":"11 Since the time of the 2015 ELIR, student numbers studying in Scotland have increased by around 11% (from 8,985 in 2013-14 to 9,961 in 2018-19).  Another noticeable change is the increase in the number of students at the Malaysian campus from 170 students in 2013-14 to 1992 students in 2018-19. In comparison, the number of students studying off-campus (studying online or through an academic partner) has decreased by almost 45% (from 15,199 in 2013-14 to 8,399 in 2018-19)."}]
[{"$f":"IF('> FILTER <'!B1838<>\"\",ROW(OFFSET(A1837,-1,0)),\"\")","v":1836},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1838)),A1837,\"\")","v":1836},{"$f":"IFERROR(SMALL(Helper2_1,A1837),\"\")","v":1836},null,1836,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1838)),$A1837,\"\")","v":1836},{"$f":"IFERROR(SMALL(Helper2_2,A1837),\"\")","v":1836},{"$f":"COUNTIF(Helper3_1,\"=\"&G1837)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1837)=1, G1837, \"\")","v":1836},{"$f":"IFERROR(SMALL(Index_2,A1837),\"\")","v":1836},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:J1837)),\"\")","v":"HWU_12"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:K1837)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:L1837)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:M1837)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:N1837)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:O1837)),\"\")","v":"12 The University's partnership arrangements have changed significantly since the 2015 ELIR, in particular in relation to Approved Learning Partners (ALPs), which have been reduced by about 50% in five years - 53 in 2013-14 (9,850 students); 29 in 2018-19 (3,360 students). This reflects the University's strategic decision to focus on strategic in-country collaborations, notably in China, and from 2019-20, in India."}]
[{"$f":"IF('> FILTER <'!B1839<>\"\",ROW(OFFSET(A1838,-1,0)),\"\")","v":1837},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1839)),A1838,\"\")","v":1837},{"$f":"IFERROR(SMALL(Helper2_1,A1838),\"\")","v":1837},null,1837,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1839)),$A1838,\"\")","v":1837},{"$f":"IFERROR(SMALL(Helper2_2,A1838),\"\")","v":1837},{"$f":"COUNTIF(Helper3_1,\"=\"&G1838)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1838)=1, G1838, \"\")","v":1837},{"$f":"IFERROR(SMALL(Index_2,A1838),\"\")","v":1837},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:J1838)),\"\")","v":"HWU_12"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:K1838)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:L1838)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:M1838)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:N1838)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:O1838)),\"\")","v":"12 The University's partnership arrangements have changed significantly since the 2015 ELIR, in particular in relation to Approved Learning Partners (ALPs), which have been reduced by about 50% in five years - 53 in 2013-14 (9,850 students); 29 in 2018-19 (3,360 students). This reflects the University's strategic decision to focus on strategic in-country collaborations, notably in China, and from 2019-20, in India."}]
[{"$f":"IF('> FILTER <'!B1840<>\"\",ROW(OFFSET(A1839,-1,0)),\"\")","v":1838},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1840)),A1839,\"\")","v":1838},{"$f":"IFERROR(SMALL(Helper2_1,A1839),\"\")","v":1838},null,1838,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1840)),$A1839,\"\")","v":1838},{"$f":"IFERROR(SMALL(Helper2_2,A1839),\"\")","v":1838},{"$f":"COUNTIF(Helper3_1,\"=\"&G1839)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1839)=1, G1839, \"\")","v":1838},{"$f":"IFERROR(SMALL(Index_2,A1839),\"\")","v":1838},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:J1839)),\"\")","v":"HWU_13"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:K1839)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:L1839)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:M1839)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:N1839)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:O1839)),\"\")","v":"13 The University notes an overall gender imbalance with 40% of students being female. The gender imbalance is significant on particular campuses, for example, 90% of students are female at the Scottish Borders Campus compared to the Orkney campus where 30% of students are female (see below paragraph 38)."}]
[{"$f":"IF('> FILTER <'!B1841<>\"\",ROW(OFFSET(A1840,-1,0)),\"\")","v":1839},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1841)),A1840,\"\")","v":1839},{"$f":"IFERROR(SMALL(Helper2_1,A1840),\"\")","v":1839},null,1839,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1841)),$A1840,\"\")","v":1839},{"$f":"IFERROR(SMALL(Helper2_2,A1840),\"\")","v":1839},{"$f":"COUNTIF(Helper3_1,\"=\"&G1840)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1840)=1, G1840, \"\")","v":1839},{"$f":"IFERROR(SMALL(Index_2,A1840),\"\")","v":1839},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:J1840)),\"\")","v":"HWU_14"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:K1840)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:L1840)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:M1840)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:N1840)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:O1840)),\"\")","v":"14 In line with the priorities in Strategy 2025, the University plans to grow the number of Scottish-domiciled undergraduate students from the 20% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD20). The number of SIMD20 students has increased by 70% since 2011-12 (from 90 entrants in 2011-12 to 153 entrants in 2017-18) with plans to increase this by a further 50% to over 200 entrants by 2021-22. The University is one of Scotland's largest providers of Graduate Apprenticeships (with 135 contracts with 70 employers across seven programmes) and had the largest cohort of Graduate Apprenticeships in 2018-19 (169 students). The University plans to grow this area further and has set a target of 1000 students by 2021-22."}]
[{"$f":"IF('> FILTER <'!B1842<>\"\",ROW(OFFSET(A1841,-1,0)),\"\")","v":1840},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1842)),A1841,\"\")","v":1840},{"$f":"IFERROR(SMALL(Helper2_1,A1841),\"\")","v":1840},null,1840,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1842)),$A1841,\"\")","v":1840},{"$f":"IFERROR(SMALL(Helper2_2,A1841),\"\")","v":1840},{"$f":"COUNTIF(Helper3_1,\"=\"&G1841)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1841)=1, G1841, \"\")","v":1840},{"$f":"IFERROR(SMALL(Index_2,A1841),\"\")","v":1840},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:J1841)),\"\")","v":"HWU_15"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:K1841)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:L1841)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:M1841)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:N1841)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:O1841)),\"\")","v":"15 One key area where student numbers are expected to grow is in postgraduate provision. The numbers of postgraduate research students should increase with recruitment to the six new PGR programmes at the Dubai and Malaysia campuses. In addition, the University is seeking to grow PGT online provision and is currently engaged in a portfolio review exercise, to explore potential areas for rapid growth. The recent merger of two academic schools has provided opportunities to develop an institution-wide approach to  PGT online provision."}]
[{"$f":"IF('> FILTER <'!B1843<>\"\",ROW(OFFSET(A1842,-1,0)),\"\")","v":1841},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1843)),A1842,\"\")","v":1841},{"$f":"IFERROR(SMALL(Helper2_1,A1842),\"\")","v":1841},null,1841,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1843)),$A1842,\"\")","v":1841},{"$f":"IFERROR(SMALL(Helper2_2,A1842),\"\")","v":1841},{"$f":"COUNTIF(Helper3_1,\"=\"&G1842)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1842)=1, G1842, \"\")","v":1841},{"$f":"IFERROR(SMALL(Index_2,A1842),\"\")","v":1841},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:J1842)),\"\")","v":"HWU_15"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:K1842)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:L1842)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:M1842)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:N1842)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:O1842)),\"\")","v":"15 One key area where student numbers are expected to grow is in postgraduate provision. The numbers of postgraduate research students should increase with recruitment to the six new PGR programmes at the Dubai and Malaysia campuses. In addition, the University is seeking to grow PGT online provision and is currently engaged in a portfolio review exercise, to explore potential areas for rapid growth. The recent merger of two academic schools has provided opportunities to develop an institution-wide approach to  PGT online provision."}]
[{"$f":"IF('> FILTER <'!B1844<>\"\",ROW(OFFSET(A1843,-1,0)),\"\")","v":1842},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1844)),A1843,\"\")","v":1842},{"$f":"IFERROR(SMALL(Helper2_1,A1843),\"\")","v":1842},null,1842,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1844)),$A1843,\"\")","v":1842},{"$f":"IFERROR(SMALL(Helper2_2,A1843),\"\")","v":1842},{"$f":"COUNTIF(Helper3_1,\"=\"&G1843)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1843)=1, G1843, \"\")","v":1842},{"$f":"IFERROR(SMALL(Index_2,A1843),\"\")","v":1842},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:J1843)),\"\")","v":"HWU_16"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:K1843)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:L1843)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:M1843)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:N1843)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:O1843)),\"\")","v":"16 The Retention Strategy and Operational Plan has been in place since 2016, responding to concerns about meeting the university target, and identifies retention as 'Everyone's Responsibility'. The University has not yet met its target retention rate of 93% but considers the figures positively in light of the increases in the diversity of the student population (the figure in 2017-18 was 89.4%). Retention data is monitored at key points in the academic year as part of planning process and within the Annual Monitoring and Review (AMR) process (see below paragraphs 116-125)."}]
[{"$f":"IF('> FILTER <'!B1845<>\"\",ROW(OFFSET(A1844,-1,0)),\"\")","v":1843},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1845)),A1844,\"\")","v":1843},{"$f":"IFERROR(SMALL(Helper2_1,A1844),\"\")","v":1843},null,1843,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1845)),$A1844,\"\")","v":1843},{"$f":"IFERROR(SMALL(Helper2_2,A1844),\"\")","v":1843},{"$f":"COUNTIF(Helper3_1,\"=\"&G1844)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1844)=1, G1844, \"\")","v":1843},{"$f":"IFERROR(SMALL(Index_2,A1844),\"\")","v":1843},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:J1844)),\"\")","v":"HWU_17"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:K1844)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:L1844)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:M1844)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:N1844)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:O1844)),\"\")","v":"17 The University indicated that it had used this ELIR as an ongoing opportunity to reflect on and develop approaches to learning and teaching. An ELIR Steering Group, chaired by the Deputy Principal (Learning and Teaching) (DP (L&T)) was established as a sub-group of University Committee for Learning and Teaching (UCLT). This group met on a monthly basis and guided the drafting of the Reflective Analysis (RA), consultations and development of themes."}]
[{"$f":"IF('> FILTER <'!B1846<>\"\",ROW(OFFSET(A1845,-1,0)),\"\")","v":1844},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1846)),A1845,\"\")","v":1844},{"$f":"IFERROR(SMALL(Helper2_1,A1845),\"\")","v":1844},null,1844,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1846)),$A1845,\"\")","v":1844},{"$f":"IFERROR(SMALL(Helper2_2,A1845),\"\")","v":1844},{"$f":"COUNTIF(Helper3_1,\"=\"&G1845)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1845)=1, G1845, \"\")","v":1844},{"$f":"IFERROR(SMALL(Index_2,A1845),\"\")","v":1844},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:J1845)),\"\")","v":"HWU_17"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:K1845)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:L1845)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:M1845)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:N1845)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:O1845)),\"\")","v":"17 The University indicated that it had used this ELIR as an ongoing opportunity to reflect on and develop approaches to learning and teaching. An ELIR Steering Group, chaired by the Deputy Principal (Learning and Teaching) (DP (L&T)) was established as a sub-group of University Committee for Learning and Teaching (UCLT). This group met on a monthly basis and guided the drafting of the Reflective Analysis (RA), consultations and development of themes."}]
[{"$f":"IF('> FILTER <'!B1847<>\"\",ROW(OFFSET(A1846,-1,0)),\"\")","v":1845},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1847)),A1846,\"\")","v":1845},{"$f":"IFERROR(SMALL(Helper2_1,A1846),\"\")","v":1845},null,1845,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1847)),$A1846,\"\")","v":1845},{"$f":"IFERROR(SMALL(Helper2_2,A1846),\"\")","v":1845},{"$f":"COUNTIF(Helper3_1,\"=\"&G1846)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1846)=1, G1846, \"\")","v":1845},{"$f":"IFERROR(SMALL(Index_2,A1846),\"\")","v":1845},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:J1846)),\"\")","v":"HWU_18"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:K1846)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:L1846)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:M1846)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:N1846)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:O1846)),\"\")","v":"18 The Academic Quality Team took day-to-day operational responsibility for ELIR preparations and reported progress to senior management as well as briefing staff and university committees. Broader consultation with staff, students, academic partners and employers had been facilitated through distribution of the draft RA, focus groups, surveys and open consultations and the final version of the RA was agreed by UCLT. "}]
[{"$f":"IF('> FILTER <'!B1848<>\"\",ROW(OFFSET(A1847,-1,0)),\"\")","v":1846},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1848)),A1847,\"\")","v":1846},{"$f":"IFERROR(SMALL(Helper2_1,A1847),\"\")","v":1846},null,1846,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1848)),$A1847,\"\")","v":1846},{"$f":"IFERROR(SMALL(Helper2_2,A1847),\"\")","v":1846},{"$f":"COUNTIF(Helper3_1,\"=\"&G1847)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1847)=1, G1847, \"\")","v":1846},{"$f":"IFERROR(SMALL(Index_2,A1847),\"\")","v":1846},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:J1847)),\"\")","v":"HWU_19"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:K1847)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:L1847)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:M1847)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:N1847)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:O1847)),\"\")","v":"19 Three contextualised themes were identified which emerged from and were refined through consultation with staff and students at committees and working groups: Global Learning and Teaching; Student Engagement; Fostering Partnership Cultures and Communities; Retention: Supporting Student Success."}]
[{"$f":"IF('> FILTER <'!B1849<>\"\",ROW(OFFSET(A1848,-1,0)),\"\")","v":1847},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1849)),A1848,\"\")","v":1847},{"$f":"IFERROR(SMALL(Helper2_1,A1848),\"\")","v":1847},null,1847,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1849)),$A1848,\"\")","v":1847},{"$f":"IFERROR(SMALL(Helper2_2,A1848),\"\")","v":1847},{"$f":"COUNTIF(Helper3_1,\"=\"&G1848)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1848)=1, G1848, \"\")","v":1847},{"$f":"IFERROR(SMALL(Index_2,A1848),\"\")","v":1847},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:J1848)),\"\")","v":"HWU_20"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:K1848)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:L1848)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:M1848)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:N1848)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:O1848)),\"\")","v":"20 The ELIR team recognised these themes as key areas of focus for the University and used them to steer discussions with staff and students."}]
[{"$f":"IF('> FILTER <'!B1850<>\"\",ROW(OFFSET(A1849,-1,0)),\"\")","v":1848},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1850)),A1849,\"\")","v":1848},{"$f":"IFERROR(SMALL(Helper2_1,A1849),\"\")","v":1848},null,1848,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1850)),$A1849,\"\")","v":1848},{"$f":"IFERROR(SMALL(Helper2_2,A1849),\"\")","v":1848},{"$f":"COUNTIF(Helper3_1,\"=\"&G1849)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1849)=1, G1849, \"\")","v":1848},{"$f":"IFERROR(SMALL(Index_2,A1849),\"\")","v":1848},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:J1849)),\"\")","v":"HWU_21"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:K1849)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:L1849)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:M1849)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:N1849)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:O1849)),\"\")","v":"21 The 2015 ELIR identified five areas for development and the RA detailed that the University had made significant progress in four of these areas. The University has chosen to maintain its position on not including the location and mode of study on certificates and transcripts, as recommended in the 2015 ELIR. This is argued on the basis that the University is a global institution with the 'One Heriot-Watt' ethos and maintains identical academic standards across all campuses. While the University acknowledges that some professional, statutory and regulatory bodies (PSRBs) find this difficult, an enhanced transcript can capture the location of study if students choose to share this. Students who met the ELIR team were all in agreement with the University's position. For further details  on actions taken see Section 4.3, paragraph 139. "}]
[{"$f":"IF('> FILTER <'!B1851<>\"\",ROW(OFFSET(A1850,-1,0)),\"\")","v":1849},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1851)),A1850,\"\")","v":1849},{"$f":"IFERROR(SMALL(Helper2_1,A1850),\"\")","v":1849},null,1849,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1851)),$A1850,\"\")","v":1849},{"$f":"IFERROR(SMALL(Helper2_2,A1850),\"\")","v":1849},{"$f":"COUNTIF(Helper3_1,\"=\"&G1850)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1850)=1, G1850, \"\")","v":1849},{"$f":"IFERROR(SMALL(Index_2,A1850),\"\")","v":1849},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:J1850)),\"\")","v":"HWU_22"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:K1850)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:L1850)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:M1850)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:N1850)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:O1850)),\"\")","v":"22 The student representative bodies (SRBs) were extensively engaged in ELIR preparations and drafting the RA, including as members of the ELIR Steering Group and University Committee for Learning and Teaching (UCLT). The contextualised themes were discussed with students on all campuses and also those at academic partner institutions. Student focus groups were set up at all five campuses. Students identified the PGT and PGR student learning experiences and student wellbeing as key topics. For students at academic partners and independent distance learners, community was identified as an issue. Student engagement was considered integral and valuable to the ELIR process.    The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. "}]
[{"$f":"IF('> FILTER <'!B1852<>\"\",ROW(OFFSET(A1851,-1,0)),\"\")","v":1850},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1852)),A1851,\"\")","v":1850},{"$f":"IFERROR(SMALL(Helper2_1,A1851),\"\")","v":1850},null,1850,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1852)),$A1851,\"\")","v":1850},{"$f":"IFERROR(SMALL(Helper2_2,A1851),\"\")","v":1850},{"$f":"COUNTIF(Helper3_1,\"=\"&G1851)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1851)=1, G1851, \"\")","v":1850},{"$f":"IFERROR(SMALL(Index_2,A1851),\"\")","v":1850},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:J1851)),\"\")","v":"HWU_23"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:K1851)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:L1851)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:M1851)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:N1851)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:O1851)),\"\")","v":"23 The University's approach to student representation and engagement is effective, underpinned by strong working relationships between senior management and student officers leading to effective enhancement of the student learning experience. The student representative bodies (SRBs) and the University work in partnership and are actively engaged in consultatively determining areas of focus and working on initiatives to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1853<>\"\",ROW(OFFSET(A1852,-1,0)),\"\")","v":1851},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1853)),A1852,\"\")","v":1851},{"$f":"IFERROR(SMALL(Helper2_1,A1852),\"\")","v":1851},null,1851,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1853)),$A1852,\"\")","v":1851},{"$f":"IFERROR(SMALL(Helper2_2,A1852),\"\")","v":1851},{"$f":"COUNTIF(Helper3_1,\"=\"&G1852)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1852)=1, G1852, \"\")","v":1851},{"$f":"IFERROR(SMALL(Index_2,A1852),\"\")","v":1851},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:J1852)),\"\")","v":"HWU_23"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:K1852)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:L1852)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:M1852)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:N1852)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:O1852)),\"\")","v":"23 The University's approach to student representation and engagement is effective, underpinned by strong working relationships between senior management and student officers leading to effective enhancement of the student learning experience. The student representative bodies (SRBs) and the University work in partnership and are actively engaged in consultatively determining areas of focus and working on initiatives to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1854<>\"\",ROW(OFFSET(A1853,-1,0)),\"\")","v":1852},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1854)),A1853,\"\")","v":1852},{"$f":"IFERROR(SMALL(Helper2_1,A1853),\"\")","v":1852},null,1852,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1854)),$A1853,\"\")","v":1852},{"$f":"IFERROR(SMALL(Helper2_2,A1853),\"\")","v":1852},{"$f":"COUNTIF(Helper3_1,\"=\"&G1853)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1853)=1, G1853, \"\")","v":1852},{"$f":"IFERROR(SMALL(Index_2,A1853),\"\")","v":1852},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:J1853)),\"\")","v":"HWU_24"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:K1853)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:L1853)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:M1853)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:N1853)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:O1853)),\"\")","v":"24 The ELIR team learned that there is a sustained, strong and productive partnership in place between the University and its SRBs. The University has in place SRBs at each of the three key geographical locations (Scotland, Malaysia and Dubai) and has made efforts to develop effective student representation in both the Dubai and Malaysia campuses where local legislation differs. Student representatives operate at three levels within the institution, which is mirrored at the three key locations: class representatives at the programme level; school officers at the discipline level; and sabbatical officers at the institutional level, with regular communication between them. Students and staff highlighted the success of the school officers and the key role they play within this structure. School officers meet as an International Committee to determine common priorities and share good practice across the global institution. The team learned there is positive engagement between SRBs, with the student presidents communicating regularly, through both formal and informal channels, to discuss key issues and priorities. The Annual Learning and Teaching Reports from SRBs are considered by the UCLT and were viewed positively by the ELIR team. The recent development of an Academic Coordinator role within the Scottish Campus Student Union allows for centralisation of academic representation activities, known as the Education Zone, and includes support for global student representation. The team commended the strong working relationship between the sabbatical officers of the SRBs and the senior management team of the institution, which have been built over a period of time and are sustained following yearly changes to student-elected positions. The team found that this effective approach had been sustained over a number of years facilitated by an inclusive culture promoted by senior management. This collaborative relationship allows for open discussions, with sabbatical officers regularly meeting with members of the senior management team, enabling enhancement of the student experience. Additionally, student representation is embedded in all key university committees at an institutional, school and programme level. This is evidenced further through the consultation with student representatives in a range of projects such as the development of the Learning and Teaching Strategy, in preparation for ELIR 4 and engagement in the Enhancement Themes."}]
[{"$f":"IF('> FILTER <'!B1855<>\"\",ROW(OFFSET(A1854,-1,0)),\"\")","v":1853},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1855)),A1854,\"\")","v":1853},{"$f":"IFERROR(SMALL(Helper2_1,A1854),\"\")","v":1853},null,1853,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1855)),$A1854,\"\")","v":1853},{"$f":"IFERROR(SMALL(Helper2_2,A1854),\"\")","v":1853},{"$f":"COUNTIF(Helper3_1,\"=\"&G1854)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1854)=1, G1854, \"\")","v":1853},{"$f":"IFERROR(SMALL(Index_2,A1854),\"\")","v":1853},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:J1854)),\"\")","v":"HWU_25"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:K1854)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:L1854)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:M1854)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:N1854)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:O1854)),\"\")","v":"25 The University works in collaboration with the three SRBs to produce a global Student Partnership Agreement (SPA), first launched in 2018. The global SPA focuses on three themes of academic, community and wellbeing. The ELIR team learned that the SRBs appreciate the move from three, location-specific SPAs to a global SPA and the University notes this as a step change in their working relationship with the SRBs. The University acknowledges the lack of awareness among the student body of the SPA itself; however, notes wider engagement in the enhancements resulting from it. Throughout the University, staff use the SPA to focus activities, even if they are not directly involved with it. The Global Student Liaison Committee (GSLC), a subcommittee of Court, monitors progress and outcomes resulting from the SPA and highlighted in September 2019 enhancements to employability, increased engagement with societies at Dubai and Malaysia campuses, and the introduction of Enhanced Transcripts. The ELIR team commends the University's global approach to the SPA and positive working relationship it fosters with the SRBs. The positive partnership and approach to the SPA has helped to enhance the student learning experience.  "}]
[{"$f":"IF('> FILTER <'!B1856<>\"\",ROW(OFFSET(A1855,-1,0)),\"\")","v":1854},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1856)),A1855,\"\")","v":1854},{"$f":"IFERROR(SMALL(Helper2_1,A1855),\"\")","v":1854},null,1854,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1856)),$A1855,\"\")","v":1854},{"$f":"IFERROR(SMALL(Helper2_2,A1855),\"\")","v":1854},{"$f":"COUNTIF(Helper3_1,\"=\"&G1855)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1855)=1, G1855, \"\")","v":1854},{"$f":"IFERROR(SMALL(Index_2,A1855),\"\")","v":1854},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:J1855)),\"\")","v":"HWU_25"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:K1855)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:L1855)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:M1855)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:N1855)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:O1855)),\"\")","v":"25 The University works in collaboration with the three SRBs to produce a global Student Partnership Agreement (SPA), first launched in 2018. The global SPA focuses on three themes of academic, community and wellbeing. The ELIR team learned that the SRBs appreciate the move from three, location-specific SPAs to a global SPA and the University notes this as a step change in their working relationship with the SRBs. The University acknowledges the lack of awareness among the student body of the SPA itself; however, notes wider engagement in the enhancements resulting from it. Throughout the University, staff use the SPA to focus activities, even if they are not directly involved with it. The Global Student Liaison Committee (GSLC), a subcommittee of Court, monitors progress and outcomes resulting from the SPA and highlighted in September 2019 enhancements to employability, increased engagement with societies at Dubai and Malaysia campuses, and the introduction of Enhanced Transcripts. The ELIR team commends the University's global approach to the SPA and positive working relationship it fosters with the SRBs. The positive partnership and approach to the SPA has helped to enhance the student learning experience.  "}]
[{"$f":"IF('> FILTER <'!B1857<>\"\",ROW(OFFSET(A1856,-1,0)),\"\")","v":1855},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1857)),A1856,\"\")","v":1855},{"$f":"IFERROR(SMALL(Helper2_1,A1856),\"\")","v":1855},null,1855,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1857)),$A1856,\"\")","v":1855},{"$f":"IFERROR(SMALL(Helper2_2,A1856),\"\")","v":1855},{"$f":"COUNTIF(Helper3_1,\"=\"&G1856)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1856)=1, G1856, \"\")","v":1855},{"$f":"IFERROR(SMALL(Index_2,A1856),\"\")","v":1855},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:J1856)),\"\")","v":"HWU_26"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:K1856)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:L1856)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:M1856)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:N1856)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:O1856)),\"\")","v":"26 The Scottish campuses' Student Union has restructured its sabbatical officer roles, removing the VP (Borders) and reinstating the VP (Education) in 2020-21. The ELIR team learned that, following this change, postgraduate representation falls to the Student President with undergraduate representation coming under the remit of the VP (Education). Both the Student President and VP (Education) are in regular contact with relevant post holders in the Dubai and Malaysia campuses enabling a connected approach to enhance the student experience. This effective working partnership helped to facilitate the University's strategic approach to international and multi-campus provision and was viewed positively by the   ELIR team."}]
[{"$f":"IF('> FILTER <'!B1858<>\"\",ROW(OFFSET(A1857,-1,0)),\"\")","v":1856},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1858)),A1857,\"\")","v":1856},{"$f":"IFERROR(SMALL(Helper2_1,A1857),\"\")","v":1856},null,1856,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1858)),$A1857,\"\")","v":1856},{"$f":"IFERROR(SMALL(Helper2_2,A1857),\"\")","v":1856},{"$f":"COUNTIF(Helper3_1,\"=\"&G1857)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1857)=1, G1857, \"\")","v":1856},{"$f":"IFERROR(SMALL(Index_2,A1857),\"\")","v":1856},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:J1857)),\"\")","v":"HWU_27"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:K1857)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:L1857)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:M1857)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:N1857)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:O1857)),\"\")","v":"27 The Scottish campuses' Student Union redeveloped its democratic structures in 2018-19, moving away from pre-defined roles, enabling students to stand for a Member of Parliament in the Student Union (MP) position split over five areas: Scottish Borders Campus; community; academic; wellbeing; and open. The ELIR team learned that student engagement with the Student Union has increased as a result of this development with more students nominating themselves for positions, with wider participation in the Student Union and the University in supporting this step-change. The Student Union has identified areas for further development within the School MP roles, ensuring they work well alongside school officers. The work taken to develop student representation and engage a wider student interest was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B1859<>\"\",ROW(OFFSET(A1858,-1,0)),\"\")","v":1857},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1859)),A1858,\"\")","v":1857},{"$f":"IFERROR(SMALL(Helper2_1,A1858),\"\")","v":1857},null,1857,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1859)),$A1858,\"\")","v":1857},{"$f":"IFERROR(SMALL(Helper2_2,A1858),\"\")","v":1857},{"$f":"COUNTIF(Helper3_1,\"=\"&G1858)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1858)=1, G1858, \"\")","v":1857},{"$f":"IFERROR(SMALL(Index_2,A1858),\"\")","v":1857},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:J1858)),\"\")","v":"HWU_28"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:K1858)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:L1858)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:M1858)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:N1858)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:O1858)),\"\")","v":"28 The Student Union, supported by the University, has worked to promote representation for PGR students across the institution, with positions for PGR representatives and a lead PGR representative, similar to the role of school officers, in each school. Students who met the ELIR team indicated variability in the effectiveness of these roles within different schools. The University is encouraged to continue developing these roles to ensure effectiveness in all schools. The University acknowledges difficulties with filling PGR positions on institutional-level committees, and the ELIR team encourages the University to continue to engage with the SRBs and directly with PGR students in order to address this. The ELIR team agreed that PGR representation should be strengthened to address concerns with the PGR student environment (as discussed later in paragraphs     61-68)."}]
[{"$f":"IF('> FILTER <'!B1860<>\"\",ROW(OFFSET(A1859,-1,0)),\"\")","v":1858},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1860)),A1859,\"\")","v":1858},{"$f":"IFERROR(SMALL(Helper2_1,A1859),\"\")","v":1858},null,1858,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1860)),$A1859,\"\")","v":1858},{"$f":"IFERROR(SMALL(Helper2_2,A1859),\"\")","v":1858},{"$f":"COUNTIF(Helper3_1,\"=\"&G1859)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1859)=1, G1859, \"\")","v":1858},{"$f":"IFERROR(SMALL(Index_2,A1859),\"\")","v":1858},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:J1859)),\"\")","v":"HWU_28"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:K1859)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:L1859)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:M1859)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:N1859)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:O1859)),\"\")","v":"28 The Student Union, supported by the University, has worked to promote representation for PGR students across the institution, with positions for PGR representatives and a lead PGR representative, similar to the role of school officers, in each school. Students who met the ELIR team indicated variability in the effectiveness of these roles within different schools. The University is encouraged to continue developing these roles to ensure effectiveness in all schools. The University acknowledges difficulties with filling PGR positions on institutional-level committees, and the ELIR team encourages the University to continue to engage with the SRBs and directly with PGR students in order to address this. The ELIR team agreed that PGR representation should be strengthened to address concerns with the PGR student environment (as discussed later in paragraphs     61-68)."}]
[{"$f":"IF('> FILTER <'!B1861<>\"\",ROW(OFFSET(A1860,-1,0)),\"\")","v":1859},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1861)),A1860,\"\")","v":1859},{"$f":"IFERROR(SMALL(Helper2_1,A1860),\"\")","v":1859},null,1859,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1861)),$A1860,\"\")","v":1859},{"$f":"IFERROR(SMALL(Helper2_2,A1860),\"\")","v":1859},{"$f":"COUNTIF(Helper3_1,\"=\"&G1860)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1860)=1, G1860, \"\")","v":1859},{"$f":"IFERROR(SMALL(Index_2,A1860),\"\")","v":1859},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:J1860)),\"\")","v":"HWU_29"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:K1860)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:L1860)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:M1860)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:N1860)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:O1860)),\"\")","v":"29 The ELIR team learned that representation of PGT students is a challenge. The University, in collaboration with the SRBs, introduced a separate representation system for PGT students in 2015-16, however, engagement is still low and as a result, the University is currently reviewing the PGT experience more widely. One outcome resulted in the Scottish campuses' Student Union introducing a PGT MP to help coordinate PGT representation and to engage directly with the institution. PGT class representatives who met the team, indicated that more detailed information on their role, including the time commitment, could be made clearer before applying."}]
[{"$f":"IF('> FILTER <'!B1862<>\"\",ROW(OFFSET(A1861,-1,0)),\"\")","v":1860},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1862)),A1861,\"\")","v":1860},{"$f":"IFERROR(SMALL(Helper2_1,A1861),\"\")","v":1860},null,1860,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1862)),$A1861,\"\")","v":1860},{"$f":"IFERROR(SMALL(Helper2_2,A1861),\"\")","v":1860},{"$f":"COUNTIF(Helper3_1,\"=\"&G1861)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1861)=1, G1861, \"\")","v":1860},{"$f":"IFERROR(SMALL(Index_2,A1861),\"\")","v":1860},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:J1861)),\"\")","v":"HWU_30"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:K1861)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:L1861)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:M1861)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:N1861)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:O1861)),\"\")","v":"30 Students enrolled as part of a Graduate Apprenticeship (GA), Articulation Agreements, or Joint Collaborative Partnership (JCP) are considered campus-based by the institution and are therefore represented by the formal structures (paragraph 24). The ELIR team learned that approved learning partner (ALP) and independent distance learner (IDL) students are not formally represented via the SRBs, with no representation structures in place. The 2015 ELIR recommended the establishment of formal representative structures for these students. The University, in response to the recommendation, noted traditional methods of representation are not workable for these cohorts and that individual feedback remains the most effective method for gathering student views through, for example, surveying. The ELIR team encourages the University to continue reflecting upon representation for these students and to consider a range of potential methods for ensuring feedback is collected from ALP and IDL students."}]
[{"$f":"IF('> FILTER <'!B1863<>\"\",ROW(OFFSET(A1862,-1,0)),\"\")","v":1861},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1863)),A1862,\"\")","v":1861},{"$f":"IFERROR(SMALL(Helper2_1,A1862),\"\")","v":1861},null,1861,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1863)),$A1862,\"\")","v":1861},{"$f":"IFERROR(SMALL(Helper2_2,A1862),\"\")","v":1861},{"$f":"COUNTIF(Helper3_1,\"=\"&G1862)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1862)=1, G1862, \"\")","v":1861},{"$f":"IFERROR(SMALL(Index_2,A1862),\"\")","v":1861},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:J1862)),\"\")","v":"HWU_31"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:K1862)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:L1862)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:M1862)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:N1862)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:O1862)),\"\")","v":"31 The Scottish campuses' Student Union is responsible for training school officers and class representatives in the Scottish Campuses. School officers receive in-person training led by the Academic Coordinator and VP (Education). Class representatives are trained by their respective SRB for their associated campus. In addition, class representatives receive a handbook prepared by the Scottish Campuses' Student Union's Academic Coordinator which is tailored for local context for individual campuses by their respective SRB. Students who met the ELIR team indicated that not all class representatives had received the handbook. In the Dubai and Malaysia campuses, students noted that there was a limited understanding of the distinction between class representatives and school officers. In the context of the COVID-19 pandemic, online training was provided alongside the handbook for class representatives, enabling further interaction. The team learned that student representative training includes details of student support services available to students, allowing for awareness raising and signposting of resources such as the Student Advice Hub and the Student Success Advisors. The University is encouraged to work with the SRBs to provide a connected and global approach ensuring all class representatives receive appropriate training, including a handbook and that students are clear about the roles of class representatives and school officers, particularly in the Malaysia and Dubai campuses.  "}]
[{"$f":"IF('> FILTER <'!B1864<>\"\",ROW(OFFSET(A1863,-1,0)),\"\")","v":1862},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1864)),A1863,\"\")","v":1862},{"$f":"IFERROR(SMALL(Helper2_1,A1863),\"\")","v":1862},null,1862,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1864)),$A1863,\"\")","v":1862},{"$f":"IFERROR(SMALL(Helper2_2,A1863),\"\")","v":1862},{"$f":"COUNTIF(Helper3_1,\"=\"&G1863)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1863)=1, G1863, \"\")","v":1862},{"$f":"IFERROR(SMALL(Index_2,A1863),\"\")","v":1862},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:J1863)),\"\")","v":"HWU_31"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:K1863)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:L1863)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:M1863)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:N1863)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:O1863)),\"\")","v":"31 The Scottish campuses' Student Union is responsible for training school officers and class representatives in the Scottish Campuses. School officers receive in-person training led by the Academic Coordinator and VP (Education). Class representatives are trained by their respective SRB for their associated campus. In addition, class representatives receive a handbook prepared by the Scottish Campuses' Student Union's Academic Coordinator which is tailored for local context for individual campuses by their respective SRB. Students who met the ELIR team indicated that not all class representatives had received the handbook. In the Dubai and Malaysia campuses, students noted that there was a limited understanding of the distinction between class representatives and school officers. In the context of the COVID-19 pandemic, online training was provided alongside the handbook for class representatives, enabling further interaction. The team learned that student representative training includes details of student support services available to students, allowing for awareness raising and signposting of resources such as the Student Advice Hub and the Student Success Advisors. The University is encouraged to work with the SRBs to provide a connected and global approach ensuring all class representatives receive appropriate training, including a handbook and that students are clear about the roles of class representatives and school officers, particularly in the Malaysia and Dubai campuses.  "}]
[{"$f":"IF('> FILTER <'!B1865<>\"\",ROW(OFFSET(A1864,-1,0)),\"\")","v":1863},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1865)),A1864,\"\")","v":1863},{"$f":"IFERROR(SMALL(Helper2_1,A1864),\"\")","v":1863},null,1863,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1865)),$A1864,\"\")","v":1863},{"$f":"IFERROR(SMALL(Helper2_2,A1864),\"\")","v":1863},{"$f":"COUNTIF(Helper3_1,\"=\"&G1864)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1864)=1, G1864, \"\")","v":1863},{"$f":"IFERROR(SMALL(Index_2,A1864),\"\")","v":1863},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:J1864)),\"\")","v":"HWU_32"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:K1864)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:L1864)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:M1864)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:N1864)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:O1864)),\"\")","v":"32 A wide range of formal and informal mechanisms are used to gather student feedback. Students who met with the ELIR team confirmed that Student Staff Liaison Committees (SSLCs), which take place twice a semester, are globally effective and provide a key opportunity to provide feedback to the School on their course and hear outcomes of actions taken. Students in Dubai were positive about the Town Hall meetings held by the school officers to report back to students on actions taken as a result of their feedback and as a platform for students to raise additional issues."}]
[{"$f":"IF('> FILTER <'!B1866<>\"\",ROW(OFFSET(A1865,-1,0)),\"\")","v":1864},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1866)),A1865,\"\")","v":1864},{"$f":"IFERROR(SMALL(Helper2_1,A1865),\"\")","v":1864},null,1864,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1866)),$A1865,\"\")","v":1864},{"$f":"IFERROR(SMALL(Helper2_2,A1865),\"\")","v":1864},{"$f":"COUNTIF(Helper3_1,\"=\"&G1865)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1865)=1, G1865, \"\")","v":1864},{"$f":"IFERROR(SMALL(Index_2,A1865),\"\")","v":1864},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:J1865)),\"\")","v":"HWU_33"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:K1865)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:L1865)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:M1865)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:N1865)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:O1865)),\"\")","v":"33 The ELIR team learned that the University has introduced a Student Survey Framework, in response to outcomes from the 2015 ELIR, to help close the feedback loop, ensuring actions are taken, communicated and evaluated. The University's Student Survey Management Group has oversight for all surveys conducted at the institution, reporting to the Student Learning Experience Committee (SLEC).  In addition, student-led redesign of the course feedback surveys (CFSs) through the Evidence for Enhancement Theme has enabled feedback to be given to cohorts before the end of the semester. "}]
[{"$f":"IF('> FILTER <'!B1867<>\"\",ROW(OFFSET(A1866,-1,0)),\"\")","v":1865},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1867)),A1866,\"\")","v":1865},{"$f":"IFERROR(SMALL(Helper2_1,A1866),\"\")","v":1865},null,1865,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1867)),$A1866,\"\")","v":1865},{"$f":"IFERROR(SMALL(Helper2_2,A1866),\"\")","v":1865},{"$f":"COUNTIF(Helper3_1,\"=\"&G1866)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1866)=1, G1866, \"\")","v":1865},{"$f":"IFERROR(SMALL(Index_2,A1866),\"\")","v":1865},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:J1866)),\"\")","v":"HWU_34"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:K1866)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:L1866)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:M1866)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:N1866)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:O1866)),\"\")","v":"34 In response to the COVID-19 pandemic, the University, in collaboration with the SRBs, has taken a new approach to surveying in the form of pulse surveys, implemented in weeks one, four and regularly thereafter, enabling actions to be taken quickly and helping to shape the approach to Responsive Blended Learning (RBL). These short surveys were administered to all students at all campuses with the aim of collecting key information to allow an agile response from the University. Both the student and staff communities have received these surveys positively. Information from these pulse surveys was used to inform the rapid and ongoing development of academic matters and of student support services such as addressing issues with responsive blended learning. "}]
[{"$f":"IF('> FILTER <'!B1868<>\"\",ROW(OFFSET(A1867,-1,0)),\"\")","v":1866},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1868)),A1867,\"\")","v":1866},{"$f":"IFERROR(SMALL(Helper2_1,A1867),\"\")","v":1866},null,1866,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1868)),$A1867,\"\")","v":1866},{"$f":"IFERROR(SMALL(Helper2_2,A1867),\"\")","v":1866},{"$f":"COUNTIF(Helper3_1,\"=\"&G1867)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1867)=1, G1867, \"\")","v":1866},{"$f":"IFERROR(SMALL(Index_2,A1867),\"\")","v":1866},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:J1867)),\"\")","v":"HWU_34"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:K1867)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:L1867)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:M1867)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:N1867)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:O1867)),\"\")","v":"34 In response to the COVID-19 pandemic, the University, in collaboration with the SRBs, has taken a new approach to surveying in the form of pulse surveys, implemented in weeks one, four and regularly thereafter, enabling actions to be taken quickly and helping to shape the approach to Responsive Blended Learning (RBL). These short surveys were administered to all students at all campuses with the aim of collecting key information to allow an agile response from the University. Both the student and staff communities have received these surveys positively. Information from these pulse surveys was used to inform the rapid and ongoing development of academic matters and of student support services such as addressing issues with responsive blended learning. "}]
[{"$f":"IF('> FILTER <'!B1869<>\"\",ROW(OFFSET(A1868,-1,0)),\"\")","v":1867},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1869)),A1868,\"\")","v":1867},{"$f":"IFERROR(SMALL(Helper2_1,A1868),\"\")","v":1867},null,1867,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1869)),$A1868,\"\")","v":1867},{"$f":"IFERROR(SMALL(Helper2_2,A1868),\"\")","v":1867},{"$f":"COUNTIF(Helper3_1,\"=\"&G1868)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1868)=1, G1868, \"\")","v":1867},{"$f":"IFERROR(SMALL(Index_2,A1868),\"\")","v":1867},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:J1868)),\"\")","v":"HWU_35"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:K1868)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:L1868)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:M1868)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:N1868)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:O1868)),\"\")","v":"35 The University has a range of systematic measures in place to support its students and staff in matters of equality and diversity. As an international institution with five campuses, Heriot Watt has a global widening participation strategy approved by UCLT which aims to include groups beyond the Scottish government definitions. The UCLT has oversight of diversity issues and is supported by an Equality and Diversity Advisory Group to advise on legal issues as the University has to work within different legal frameworks in UK, Dubai and Malaysia.  "}]
[{"$f":"IF('> FILTER <'!B1870<>\"\",ROW(OFFSET(A1869,-1,0)),\"\")","v":1868},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1870)),A1869,\"\")","v":1868},{"$f":"IFERROR(SMALL(Helper2_1,A1869),\"\")","v":1868},null,1868,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1870)),$A1869,\"\")","v":1868},{"$f":"IFERROR(SMALL(Helper2_2,A1869),\"\")","v":1868},{"$f":"COUNTIF(Helper3_1,\"=\"&G1869)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1869)=1, G1869, \"\")","v":1868},{"$f":"IFERROR(SMALL(Index_2,A1869),\"\")","v":1868},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:J1869)),\"\")","v":"HWU_36"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:K1869)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:L1869)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:M1869)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:N1869)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:O1869)),\"\")","v":"36 The University has a diverse student population with entry routes which have expanded since the 2015 ELIR and there are plans to further grow Graduate Apprenticeships (paragraph 14). This diverse student population is supported through the global admissions approaches operated at all campuses using a broad range of initiatives which include outreach, contextual admissions, summer schools and targeted bursaries. The University operates a global induction process at each of its campuses tailored for the local context. During the review visits, the ELIR team met students from the Edinburgh, Dubai and Malaysia campuses who confirmed the inductions were well organised, effective and provided opportunities for cross-campus interactions. Students had an appreciation of the mix of cultures which enriched their induction experience. Students in need of maths and statistics support can benefit from the Maths Gym initiative based at the Edinburgh campus. "}]
[{"$f":"IF('> FILTER <'!B1871<>\"\",ROW(OFFSET(A1870,-1,0)),\"\")","v":1869},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1871)),A1870,\"\")","v":1869},{"$f":"IFERROR(SMALL(Helper2_1,A1870),\"\")","v":1869},null,1869,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1871)),$A1870,\"\")","v":1869},{"$f":"IFERROR(SMALL(Helper2_2,A1870),\"\")","v":1869},{"$f":"COUNTIF(Helper3_1,\"=\"&G1870)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1870)=1, G1870, \"\")","v":1869},{"$f":"IFERROR(SMALL(Index_2,A1870),\"\")","v":1869},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:J1870)),\"\")","v":"HWU_36"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:K1870)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:L1870)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:M1870)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:N1870)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:O1870)),\"\")","v":"36 The University has a diverse student population with entry routes which have expanded since the 2015 ELIR and there are plans to further grow Graduate Apprenticeships (paragraph 14). This diverse student population is supported through the global admissions approaches operated at all campuses using a broad range of initiatives which include outreach, contextual admissions, summer schools and targeted bursaries. The University operates a global induction process at each of its campuses tailored for the local context. During the review visits, the ELIR team met students from the Edinburgh, Dubai and Malaysia campuses who confirmed the inductions were well organised, effective and provided opportunities for cross-campus interactions. Students had an appreciation of the mix of cultures which enriched their induction experience. Students in need of maths and statistics support can benefit from the Maths Gym initiative based at the Edinburgh campus. "}]
[{"$f":"IF('> FILTER <'!B1872<>\"\",ROW(OFFSET(A1871,-1,0)),\"\")","v":1870},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1872)),A1871,\"\")","v":1870},{"$f":"IFERROR(SMALL(Helper2_1,A1871),\"\")","v":1870},null,1870,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1872)),$A1871,\"\")","v":1870},{"$f":"IFERROR(SMALL(Helper2_2,A1871),\"\")","v":1870},{"$f":"COUNTIF(Helper3_1,\"=\"&G1871)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1871)=1, G1871, \"\")","v":1870},{"$f":"IFERROR(SMALL(Index_2,A1871),\"\")","v":1870},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:J1871)),\"\")","v":"HWU_37"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:K1871)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:L1871)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:M1871)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:N1871)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:O1871)),\"\")","v":"37 The University has a full-time Equality and Diversity Advisor in HR whose remit includes all staff and students at all campuses. UCLT has oversight of equality and diversity issues. There is an Equality and Diversity Advisory Group to advise on legal issues as a consequence of the University operating within different legal frameworks in UK, Dubai and Malaysia. Students that met the ELIR team considered the University to be a globally inclusive institution and cited several examples of cross-campus working which enhanced the diversity of the student experience.  "}]
[{"$f":"IF('> FILTER <'!B1873<>\"\",ROW(OFFSET(A1872,-1,0)),\"\")","v":1871},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1873)),A1872,\"\")","v":1871},{"$f":"IFERROR(SMALL(Helper2_1,A1872),\"\")","v":1871},null,1871,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1873)),$A1872,\"\")","v":1871},{"$f":"IFERROR(SMALL(Helper2_2,A1872),\"\")","v":1871},{"$f":"COUNTIF(Helper3_1,\"=\"&G1872)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1872)=1, G1872, \"\")","v":1871},{"$f":"IFERROR(SMALL(Index_2,A1872),\"\")","v":1871},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:J1872)),\"\")","v":"HWU_38"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:K1872)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:L1872)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:M1872)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:N1872)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:O1872)),\"\")","v":"38 The overall University male/female gender balance is 60/40 with some subjects having a much more pronounced imbalance. The University has developed a Gender Action Plan and continues to engage in initiatives to address gender imbalances, for example, the relatively low proportion of female students in technical and STEM subjects. The University recognises the importance of Athena SWAN in supporting this development. "}]
[{"$f":"IF('> FILTER <'!B1874<>\"\",ROW(OFFSET(A1873,-1,0)),\"\")","v":1872},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1874)),A1873,\"\")","v":1872},{"$f":"IFERROR(SMALL(Helper2_1,A1873),\"\")","v":1872},null,1872,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1874)),$A1873,\"\")","v":1872},{"$f":"IFERROR(SMALL(Helper2_2,A1873),\"\")","v":1872},{"$f":"COUNTIF(Helper3_1,\"=\"&G1873)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1873)=1, G1873, \"\")","v":1872},{"$f":"IFERROR(SMALL(Index_2,A1873),\"\")","v":1872},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:J1873)),\"\")","v":"HWU_39"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:K1873)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:L1873)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:M1873)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:N1873)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:O1873)),\"\")","v":"39 The University recognises that there is a need for improved data to track outcomes of different student groups and is working to put this in place (see paragraphs 92 and 140-144 for further information). At the time of the current ELIR, the University appointed a new Associate Principal with a remit of widening participation; in addition, there are four full-time members of staff working on widening participation. In summer 2020, the University ran a three-day, pre-entry programme at Edinburgh and the Borders campus ('Get Ready for Success'). Students and staff were very positive about the benefits of this course designed to: offer an introduction to academic and practical skills, learn about university support services, and be informed on approaches for success. "}]
[{"$f":"IF('> FILTER <'!B1875<>\"\",ROW(OFFSET(A1874,-1,0)),\"\")","v":1873},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1875)),A1874,\"\")","v":1873},{"$f":"IFERROR(SMALL(Helper2_1,A1874),\"\")","v":1873},null,1873,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1875)),$A1874,\"\")","v":1873},{"$f":"IFERROR(SMALL(Helper2_2,A1874),\"\")","v":1873},{"$f":"COUNTIF(Helper3_1,\"=\"&G1874)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1874)=1, G1874, \"\")","v":1873},{"$f":"IFERROR(SMALL(Index_2,A1874),\"\")","v":1873},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:J1874)),\"\")","v":"HWU_40"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:K1874)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:L1874)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:M1874)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:N1874)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:O1874)),\"\")","v":"40 The University has seen a 56% increase in those needing disability support in the five years between 2013 and 2018. There is a dedicated Disability Service which has disability/wellbeing advisers at each of the five campuses with distance-learner students being supported by the team at Edinburgh. Students considered the student support mechanisms effective and reported short waiting times for the counselling service. The Building Our Commonality project (BOC) has resulted in greater coordination and effectiveness of support services at all campuses (paragraph 132). "}]
[{"$f":"IF('> FILTER <'!B1876<>\"\",ROW(OFFSET(A1875,-1,0)),\"\")","v":1874},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1876)),A1875,\"\")","v":1874},{"$f":"IFERROR(SMALL(Helper2_1,A1875),\"\")","v":1874},null,1874,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1876)),$A1875,\"\")","v":1874},{"$f":"IFERROR(SMALL(Helper2_2,A1875),\"\")","v":1874},{"$f":"COUNTIF(Helper3_1,\"=\"&G1875)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1875)=1, G1875, \"\")","v":1874},{"$f":"IFERROR(SMALL(Index_2,A1875),\"\")","v":1874},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:J1875)),\"\")","v":"HWU_40"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:K1875)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:L1875)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:M1875)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:N1875)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:O1875)),\"\")","v":"40 The University has seen a 56% increase in those needing disability support in the five years between 2013 and 2018. There is a dedicated Disability Service which has disability/wellbeing advisers at each of the five campuses with distance-learner students being supported by the team at Edinburgh. Students considered the student support mechanisms effective and reported short waiting times for the counselling service. The Building Our Commonality project (BOC) has resulted in greater coordination and effectiveness of support services at all campuses (paragraph 132). "}]
[{"$f":"IF('> FILTER <'!B1877<>\"\",ROW(OFFSET(A1876,-1,0)),\"\")","v":1875},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1877)),A1876,\"\")","v":1875},{"$f":"IFERROR(SMALL(Helper2_1,A1876),\"\")","v":1875},null,1875,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1877)),$A1876,\"\")","v":1875},{"$f":"IFERROR(SMALL(Helper2_2,A1876),\"\")","v":1875},{"$f":"COUNTIF(Helper3_1,\"=\"&G1876)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1876)=1, G1876, \"\")","v":1875},{"$f":"IFERROR(SMALL(Index_2,A1876),\"\")","v":1875},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:J1876)),\"\")","v":"HWU_41"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:K1876)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:L1876)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:M1876)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:N1876)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:O1876)),\"\")","v":"41 Overall, the University has extensive arrangements in place to support its diverse population of students. The Learning and Teaching Strategy 2018-2025 sets out the University's strategic priorities for supporting students with the aim of creating a global community of students. The University has a clearly defined overarching institutional approach reflecting their global vision which is enabled by professional services who provide global support and is monitored by a Global Student Liaison Committee reporting to Court.  The approach is set out in a single 'Multi Code' which applies globally. The Building Our Commonality project (BOC) was established to transform professional services at the five campuses and provide an equivalent experience for all students delivered by local central services and working with schools locally."}]
[{"$f":"IF('> FILTER <'!B1878<>\"\",ROW(OFFSET(A1877,-1,0)),\"\")","v":1876},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1878)),A1877,\"\")","v":1876},{"$f":"IFERROR(SMALL(Helper2_1,A1877),\"\")","v":1876},null,1876,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1878)),$A1877,\"\")","v":1876},{"$f":"IFERROR(SMALL(Helper2_2,A1877),\"\")","v":1876},{"$f":"COUNTIF(Helper3_1,\"=\"&G1877)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1877)=1, G1877, \"\")","v":1876},{"$f":"IFERROR(SMALL(Index_2,A1877),\"\")","v":1876},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:J1877)),\"\")","v":"HWU_41"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:K1877)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:L1877)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:M1877)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:N1877)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:O1877)),\"\")","v":"41 Overall, the University has extensive arrangements in place to support its diverse population of students. The Learning and Teaching Strategy 2018-2025 sets out the University's strategic priorities for supporting students with the aim of creating a global community of students. The University has a clearly defined overarching institutional approach reflecting their global vision which is enabled by professional services who provide global support and is monitored by a Global Student Liaison Committee reporting to Court.  The approach is set out in a single 'Multi Code' which applies globally. The Building Our Commonality project (BOC) was established to transform professional services at the five campuses and provide an equivalent experience for all students delivered by local central services and working with schools locally."}]
[{"$f":"IF('> FILTER <'!B1879<>\"\",ROW(OFFSET(A1878,-1,0)),\"\")","v":1877},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1879)),A1878,\"\")","v":1877},{"$f":"IFERROR(SMALL(Helper2_1,A1878),\"\")","v":1877},null,{"$f":"ROW(OFFSET(E1878,-1,0))","v":1877},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1879)),$A1878,\"\")","v":1877},{"$f":"IFERROR(SMALL(Helper2_2,A1878),\"\")","v":1877},{"$f":"COUNTIF(Helper3_1,\"=\"&G1878)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1878)=1, G1878, \"\")","v":1877},{"$f":"IFERROR(SMALL(Index_2,A1878),\"\")","v":1877},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:J1878)),\"\")","v":"HWU_42"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:K1878)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:L1878)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:M1878)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:N1878)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:O1878)),\"\")","v":"42 Since the 2015 ELIR, the University has developed a global coordinated approach to induction and transition for all students. This work is led by the Student Experience Team which is located within Student Wellbeing Services. The University was able to draw on a long-established model of student induction from the Borders campus and develop a suitable model for use across all campuses. The induction is tailored for different student groups and the effectiveness of the induction process is monitored by a welcome survey. Recent areas for development were identified including pre-entry communication, building social networks, entrants from Scottish Colleges and Go Global Students. During the review visits, the ELIR team heard positive comments from undergraduate students about their induction experience; however, postgraduate taught students had mixed experiences. The team agreed that the University should use the feedback gained from the welcome survey to reflect on how PGT induction arrangements could be enhanced across the institution to provide an equivalent experience as offered to undergraduate students. The team noted this as an instance of local variation in the implementation of university policy (paragraph 109)."}]
[{"$f":"IF('> FILTER <'!B1880<>\"\",ROW(OFFSET(A1879,-1,0)),\"\")","v":1878},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1880)),A1879,\"\")","v":1878},{"$f":"IFERROR(SMALL(Helper2_1,A1879),\"\")","v":1878},null,1878,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1880)),$A1879,\"\")","v":1878},{"$f":"IFERROR(SMALL(Helper2_2,A1879),\"\")","v":1878},{"$f":"COUNTIF(Helper3_1,\"=\"&G1879)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1879)=1, G1879, \"\")","v":1878},{"$f":"IFERROR(SMALL(Index_2,A1879),\"\")","v":1878},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:J1879)),\"\")","v":"HWU_43"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:K1879)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:L1879)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:M1879)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:N1879)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:O1879)),\"\")","v":"43 At the time of the current ELIR, the University was in the process of integrating the range of learner support services and had completed phase one of a two-phased approach.  The first phase - to create a single landing page for 'Skills Development' - had been completed, providing a single source of information for all students with this programme provided by Learner and Academic Services, and Learning and Teaching Enhancement Services. Phase two will involve using additional resources to support the establishment     of a Global Learning Skills Programme for all students."}]
[{"$f":"IF('> FILTER <'!B1881<>\"\",ROW(OFFSET(A1880,-1,0)),\"\")","v":1879},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1881)),A1880,\"\")","v":1879},{"$f":"IFERROR(SMALL(Helper2_1,A1880),\"\")","v":1879},null,1879,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1881)),$A1880,\"\")","v":1879},{"$f":"IFERROR(SMALL(Helper2_2,A1880),\"\")","v":1879},{"$f":"COUNTIF(Helper3_1,\"=\"&G1880)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1880)=1, G1880, \"\")","v":1879},{"$f":"IFERROR(SMALL(Index_2,A1880),\"\")","v":1879},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:J1880)),\"\")","v":"HWU_44"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:K1880)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:L1880)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:M1880)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:N1880)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:O1880)),\"\")","v":"44 Student wellbeing is a priority in the University's Strategy 2025 and wellbeing is included in the Student Partnership Agreement which has enhanced collaborative working with the student representative bodies. The globally-connected approach to enhancing wellbeing and sharing of resources across campuses within student support services is designed to deliver wellbeing and pastoral support at all campuses in proportion to size.   The RA indicated high levels of student satisfaction with Wellbeing Services and students who met the ELIR team reported that services were effective and had short waiting times. The University is developing a more consistent approach for this provision across campuses by developing an Institutional Wellbeing Framework which will be supported by new activity from the Learning and Teaching Academy."}]
[{"$f":"IF('> FILTER <'!B1882<>\"\",ROW(OFFSET(A1881,-1,0)),\"\")","v":1880},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1882)),A1881,\"\")","v":1880},{"$f":"IFERROR(SMALL(Helper2_1,A1881),\"\")","v":1880},null,1880,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1882)),$A1881,\"\")","v":1880},{"$f":"IFERROR(SMALL(Helper2_2,A1881),\"\")","v":1880},{"$f":"COUNTIF(Helper3_1,\"=\"&G1881)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1881)=1, G1881, \"\")","v":1880},{"$f":"IFERROR(SMALL(Index_2,A1881),\"\")","v":1880},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:J1881)),\"\")","v":"HWU_45"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:K1881)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:L1881)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:M1881)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:N1881)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:O1881)),\"\")","v":"45 A key feature of academic support for the whole student body is provided through the Personal Tutoring system and the Student Success Advisors. The University operates a Personal Tutoring system and all on-campus undergraduate and postgraduate taught students are allocated a personal tutor who is a key source of advice, guidance and support for academic and non-academic issues. The ELIR team considered Personal Tutoring an area of strength which provides a solid framework of support for students and contributes to the University's global and connected approach to student support. Different schools use different approaches to allocate students to tutors appropriate for their context. In the period between March and November 2020, the University made significant revisions to the Personal Tutoring system, developing a single SharePoint site with resources for staff and students which resulted in greater consistency in the operation of the scheme by defining minimum points of contact and specifying the allowed forms of interaction during the closure of university buildings at different campuses. The team found that engagement with, and operation of, the revised scheme was particularly dynamic at the campuses in Malaysia and Dubai with students at these campuses reporting an effective approach to the management and subsequent engagement with personal tutors. Mandatory training for all personal tutors is in place supported by a handbook and the new SharePoint site. Staff who met the team indicated that this approach was effective in supporting personal tutors. "}]
[{"$f":"IF('> FILTER <'!B1883<>\"\",ROW(OFFSET(A1882,-1,0)),\"\")","v":1881},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1883)),A1882,\"\")","v":1881},{"$f":"IFERROR(SMALL(Helper2_1,A1882),\"\")","v":1881},null,1881,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1883)),$A1882,\"\")","v":1881},{"$f":"IFERROR(SMALL(Helper2_2,A1882),\"\")","v":1881},{"$f":"COUNTIF(Helper3_1,\"=\"&G1882)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1882)=1, G1882, \"\")","v":1881},{"$f":"IFERROR(SMALL(Index_2,A1882),\"\")","v":1881},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:J1882)),\"\")","v":"HWU_46"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:K1882)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:L1882)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:M1882)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:N1882)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:O1882)),\"\")","v":"46 Another recent approach to providing increased student support on a global scale is the introduction of Student Success Advisors. Student Success Advisors began in 2018 as a two-year pilot to improve student retention globally using a team of six recent Heriot Watt graduates based at Edinburgh, Borders, Dubai and Malaysia. Following an evaluation of the scheme by UCLT, roles were updated to provide clarity and align with support available from SRBs. At the time of the current ELIR, the ELIR team learned that the scheme had been extended for one further year. Meetings with students and members of the Student Success Advisor team confirmed that the scheme was operating effectively and that the support provided was well received by students. The team noted that the support provided through this scheme was integrated into the overall student support structure and that a secure system was used for recording interactions and monitoring impact. The team concluded   that Student Success Advisors are a positive addition to student support, and that the continuation of the pilot was a welcome development."}]
[{"$f":"IF('> FILTER <'!B1884<>\"\",ROW(OFFSET(A1883,-1,0)),\"\")","v":1882},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1884)),A1883,\"\")","v":1882},{"$f":"IFERROR(SMALL(Helper2_1,A1883),\"\")","v":1882},null,1882,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1884)),$A1883,\"\")","v":1882},{"$f":"IFERROR(SMALL(Helper2_2,A1883),\"\")","v":1882},{"$f":"COUNTIF(Helper3_1,\"=\"&G1883)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1883)=1, G1883, \"\")","v":1882},{"$f":"IFERROR(SMALL(Index_2,A1883),\"\")","v":1882},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:J1883)),\"\")","v":"HWU_47"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:K1883)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:L1883)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:M1883)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:N1883)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:O1883)),\"\")","v":"47 In the period up to March 2020, the University had an extensive mobility programme in place (Go Global) enabling international widening access study opportunities at other campuses. At the end of 2019 there were over 900 international students at Scottish campuses from overseas. The ELIR team learned that intercampus transfers had been growing at around 30% per annum for the last two years and that opportunities for PGT students had also been put in place. Although there are no comparable schemes promoted by the relevant governments in Dubai and Malaysia, the University uses local schemes to develop widening participation. Students in Dubai and Malaysia were particularly positive about the opportunity to attend the UK campus; those that were not able to travel did benefit from exchange of culture and ideas from incoming students. Students who met the team were positive about the opportunities offered by Go Global. The team learned that the Go Global scheme had been paused because of Covid-related travel restrictions during the pandemic. The University intends to restart the Go Global scheme when conditions allow and interest in the scheme is being maintained though invitations to students to register for future opportunities. The team would encourage the University to consider a more pro-active approach using online tools to continue to promote exchange and interaction across the global campuses, thereby providing some equivalent intercultural experiences while physical exchanges are not possible. "}]
[{"$f":"IF('> FILTER <'!B1885<>\"\",ROW(OFFSET(A1884,-1,0)),\"\")","v":1883},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1885)),A1884,\"\")","v":1883},{"$f":"IFERROR(SMALL(Helper2_1,A1884),\"\")","v":1883},null,1883,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1885)),$A1884,\"\")","v":1883},{"$f":"IFERROR(SMALL(Helper2_2,A1884),\"\")","v":1883},{"$f":"COUNTIF(Helper3_1,\"=\"&G1884)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1884)=1, G1884, \"\")","v":1883},{"$f":"IFERROR(SMALL(Index_2,A1884),\"\")","v":1883},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:J1884)),\"\")","v":"HWU_48"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:K1884)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:L1884)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:M1884)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:N1884)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:O1884)),\"\")","v":"48 Further mobility opportunities are provided through 127 Erasmus+ and exchange agreements with European partners. The scheme is only available at Scottish campuses and is managed by the Global Student Office."}]
[{"$f":"IF('> FILTER <'!B1886<>\"\",ROW(OFFSET(A1885,-1,0)),\"\")","v":1884},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1886)),A1885,\"\")","v":1884},{"$f":"IFERROR(SMALL(Helper2_1,A1885),\"\")","v":1884},null,1884,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1886)),$A1885,\"\")","v":1884},{"$f":"IFERROR(SMALL(Helper2_2,A1885),\"\")","v":1884},{"$f":"COUNTIF(Helper3_1,\"=\"&G1885)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1885)=1, G1885, \"\")","v":1884},{"$f":"IFERROR(SMALL(Index_2,A1885),\"\")","v":1884},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:J1885)),\"\")","v":"HWU_49"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:K1885)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:L1885)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:M1885)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:N1885)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:O1885)),\"\")","v":"49 For 2020-21, each multi-campus global course team developed a core set of digital materials covering the course learning outcomes, provided though the VLE. During the review visits, the ELIR team learned that this coordinated approach to the use of the university VLE, prompted by the introduction of the Responsive Blended Learning (RBL) framework, had resulted in a more coherent learning environment for students at all campuses. This approach had also facilitated greater interaction between students on the same programme at different campuses."}]
[{"$f":"IF('> FILTER <'!B1887<>\"\",ROW(OFFSET(A1886,-1,0)),\"\")","v":1885},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1887)),A1886,\"\")","v":1885},{"$f":"IFERROR(SMALL(Helper2_1,A1886),\"\")","v":1885},null,1885,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1887)),$A1886,\"\")","v":1885},{"$f":"IFERROR(SMALL(Helper2_2,A1886),\"\")","v":1885},{"$f":"COUNTIF(Helper3_1,\"=\"&G1886)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1886)=1, G1886, \"\")","v":1885},{"$f":"IFERROR(SMALL(Index_2,A1886),\"\")","v":1885},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:J1886)),\"\")","v":"HWU_50"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:K1886)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:L1886)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:M1886)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:N1886)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:O1886)),\"\")","v":"50 Assessment is identified as one of three priority areas in the Learning and Teaching Strategy 2018-2025. The University uses its assessment regime as a key indicator in demonstrating the achievement of the four Heriot-Watt graduate attributes (Specialist, Creative, Professional, Global) and has developed a set of university-wide assessment principles. Further developments in the University's assessment approach are being led by the Learning and Teaching Academy to promote assessment for learning. The University has identified assessment and feedback as an area of activity which routinely ranks lower than other areas in internal and external student surveys. Analysis of data and student comments by the University indicate that feedback on assessment and timeliness of feedback, is of particular concern. Students who met the ELIR team confirmed that their experience of feedback was variable. The University has taken steps to address student concerns related to feedback including the introduction of a three-week feedback policy and assessment featuring in 2019-20 SPA. The University is working to ensure formative assessment is included in all modules. "}]
[{"$f":"IF('> FILTER <'!B1888<>\"\",ROW(OFFSET(A1887,-1,0)),\"\")","v":1886},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1888)),A1887,\"\")","v":1886},{"$f":"IFERROR(SMALL(Helper2_1,A1887),\"\")","v":1886},null,1886,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1888)),$A1887,\"\")","v":1886},{"$f":"IFERROR(SMALL(Helper2_2,A1887),\"\")","v":1886},{"$f":"COUNTIF(Helper3_1,\"=\"&G1887)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1887)=1, G1887, \"\")","v":1886},{"$f":"IFERROR(SMALL(Index_2,A1887),\"\")","v":1886},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:J1887)),\"\")","v":"HWU_50"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:K1887)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:L1887)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:M1887)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:N1887)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:O1887)),\"\")","v":"50 Assessment is identified as one of three priority areas in the Learning and Teaching Strategy 2018-2025. The University uses its assessment regime as a key indicator in demonstrating the achievement of the four Heriot-Watt graduate attributes (Specialist, Creative, Professional, Global) and has developed a set of university-wide assessment principles. Further developments in the University's assessment approach are being led by the Learning and Teaching Academy to promote assessment for learning. The University has identified assessment and feedback as an area of activity which routinely ranks lower than other areas in internal and external student surveys. Analysis of data and student comments by the University indicate that feedback on assessment and timeliness of feedback, is of particular concern. Students who met the ELIR team confirmed that their experience of feedback was variable. The University has taken steps to address student concerns related to feedback including the introduction of a three-week feedback policy and assessment featuring in 2019-20 SPA. The University is working to ensure formative assessment is included in all modules. "}]
[{"$f":"IF('> FILTER <'!B1889<>\"\",ROW(OFFSET(A1888,-1,0)),\"\")","v":1887},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1889)),A1888,\"\")","v":1887},{"$f":"IFERROR(SMALL(Helper2_1,A1888),\"\")","v":1887},null,1887,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1889)),$A1888,\"\")","v":1887},{"$f":"IFERROR(SMALL(Helper2_2,A1888),\"\")","v":1887},{"$f":"COUNTIF(Helper3_1,\"=\"&G1888)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1888)=1, G1888, \"\")","v":1887},{"$f":"IFERROR(SMALL(Index_2,A1888),\"\")","v":1887},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:J1888)),\"\")","v":"HWU_51"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:K1888)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:L1888)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:M1888)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:N1888)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:O1888)),\"\")","v":"51 In terms of assessments, the University responded to the COVID-19 pandemic by removing around 80% of examinations and replacing these with alternative forms of assessment. After the changes made in response to COVID-19, students were positive about the timeliness of feedback - in particular, students at the Dubai and Malaysia campuses confirmed that all feedback was received within the timeframe specified by the assessment and feedback policy. "}]
[{"$f":"IF('> FILTER <'!B1890<>\"\",ROW(OFFSET(A1889,-1,0)),\"\")","v":1888},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1890)),A1889,\"\")","v":1888},{"$f":"IFERROR(SMALL(Helper2_1,A1889),\"\")","v":1888},null,1888,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1890)),$A1889,\"\")","v":1888},{"$f":"IFERROR(SMALL(Helper2_2,A1889),\"\")","v":1888},{"$f":"COUNTIF(Helper3_1,\"=\"&G1889)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1889)=1, G1889, \"\")","v":1888},{"$f":"IFERROR(SMALL(Index_2,A1889),\"\")","v":1888},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:J1889)),\"\")","v":"HWU_51"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:K1889)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:L1889)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:M1889)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:N1889)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:O1889)),\"\")","v":"51 In terms of assessments, the University responded to the COVID-19 pandemic by removing around 80% of examinations and replacing these with alternative forms of assessment. After the changes made in response to COVID-19, students were positive about the timeliness of feedback - in particular, students at the Dubai and Malaysia campuses confirmed that all feedback was received within the timeframe specified by the assessment and feedback policy. "}]
[{"$f":"IF('> FILTER <'!B1891<>\"\",ROW(OFFSET(A1890,-1,0)),\"\")","v":1889},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1891)),A1890,\"\")","v":1889},{"$f":"IFERROR(SMALL(Helper2_1,A1890),\"\")","v":1889},null,1889,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1891)),$A1890,\"\")","v":1889},{"$f":"IFERROR(SMALL(Helper2_2,A1890),\"\")","v":1889},{"$f":"COUNTIF(Helper3_1,\"=\"&G1890)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1890)=1, G1890, \"\")","v":1889},{"$f":"IFERROR(SMALL(Index_2,A1890),\"\")","v":1889},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:J1890)),\"\")","v":"HWU_52"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:K1890)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:L1890)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:M1890)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:N1890)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:O1890)),\"\")","v":"52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."}]
[{"$f":"IF('> FILTER <'!B1892<>\"\",ROW(OFFSET(A1891,-1,0)),\"\")","v":1890},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1892)),A1891,\"\")","v":1890},{"$f":"IFERROR(SMALL(Helper2_1,A1891),\"\")","v":1890},null,1890,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1892)),$A1891,\"\")","v":1890},{"$f":"IFERROR(SMALL(Helper2_2,A1891),\"\")","v":1890},{"$f":"COUNTIF(Helper3_1,\"=\"&G1891)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1891)=1, G1891, \"\")","v":1890},{"$f":"IFERROR(SMALL(Index_2,A1891),\"\")","v":1890},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:J1891)),\"\")","v":"HWU_52"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:K1891)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:L1891)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:M1891)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:N1891)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:O1891)),\"\")","v":"52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."}]
[{"$f":"IF('> FILTER <'!B1893<>\"\",ROW(OFFSET(A1892,-1,0)),\"\")","v":1891},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1893)),A1892,\"\")","v":1891},{"$f":"IFERROR(SMALL(Helper2_1,A1892),\"\")","v":1891},null,1891,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1893)),$A1892,\"\")","v":1891},{"$f":"IFERROR(SMALL(Helper2_2,A1892),\"\")","v":1891},{"$f":"COUNTIF(Helper3_1,\"=\"&G1892)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1892)=1, G1892, \"\")","v":1891},{"$f":"IFERROR(SMALL(Index_2,A1892),\"\")","v":1891},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:J1892)),\"\")","v":"HWU_52"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:K1892)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:L1892)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:M1892)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:N1892)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:O1892)),\"\")","v":"52 The University has a very proactive approach to employability through employer engagement and responding to feedback from employers. Graduate attributes and skills development are embedded in the curriculum. The University has monitored this through an additional optional National Student Survey (NSS) question on employability and skills, along with Destination of Leavers from Higher Education survey data. Many programmes delivered outwith the UK now have PSRB accreditation which has been a key factor in overseas expansion. The development of the Heriot-Watt Graduate is the focus of the Learning and Teaching Strategy and is based around the four HWU Graduate Attributes. Work is ongoing to raise awareness of these among the students, including support for schools in embedding Graduate Attributes into curricula."}]
[{"$f":"IF('> FILTER <'!B1894<>\"\",ROW(OFFSET(A1893,-1,0)),\"\")","v":1892},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1894)),A1893,\"\")","v":1892},{"$f":"IFERROR(SMALL(Helper2_1,A1893),\"\")","v":1892},null,1892,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1894)),$A1893,\"\")","v":1892},{"$f":"IFERROR(SMALL(Helper2_2,A1893),\"\")","v":1892},{"$f":"COUNTIF(Helper3_1,\"=\"&G1893)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1893)=1, G1893, \"\")","v":1892},{"$f":"IFERROR(SMALL(Index_2,A1893),\"\")","v":1892},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:J1893)),\"\")","v":"HWU_53"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:K1893)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:L1893)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:M1893)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:N1893)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:O1893)),\"\")","v":"53 To ensure employability is embedded in the curriculum, employability skills are considered as part of the programme approval process. The University has a number of initiatives to help students develop employability-related skills. Newly-introduced enterprise bootcamps have been developed which are described as being popular with students. A Global Challenge pilot week was run in February 2019 achieving positive responses prompting plans to expand this to Dubai and Malaysia. Feedback from employers indicates graduates can readily transfer skills to the workplace. During the ELIR visit, students were positive about employability approaches, including support from the Careers Service and opportunities to develop skills to enhance their careers. The global approach to careers support enables students to access resources and attend events from other campuses. It was evident to the ELIR team, from discussions with staff and students, that the global nature of Heriot-Watt provided opportunities for mobility and engaging with other cultures which were seen as good preparation for today's global employment market."}]
[{"$f":"IF('> FILTER <'!B1895<>\"\",ROW(OFFSET(A1894,-1,0)),\"\")","v":1893},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1895)),A1894,\"\")","v":1893},{"$f":"IFERROR(SMALL(Helper2_1,A1894),\"\")","v":1893},null,1893,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1895)),$A1894,\"\")","v":1893},{"$f":"IFERROR(SMALL(Helper2_2,A1894),\"\")","v":1893},{"$f":"COUNTIF(Helper3_1,\"=\"&G1894)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1894)=1, G1894, \"\")","v":1893},{"$f":"IFERROR(SMALL(Index_2,A1894),\"\")","v":1893},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:J1894)),\"\")","v":"HWU_54"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:K1894)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:L1894)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:M1894)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:N1894)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:O1894)),\"\")","v":"54 Volunteering is regarded as a positive dimension of employability with schemes promoted by the SRBs and the University encouraging engagement with charities in the UK, Malaysia and Dubai. Volunteering activity is formally recognised on the enhanced transcript and considered an integral part of the wider student experience."}]
[{"$f":"IF('> FILTER <'!B1896<>\"\",ROW(OFFSET(A1895,-1,0)),\"\")","v":1894},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1896)),A1895,\"\")","v":1894},{"$f":"IFERROR(SMALL(Helper2_1,A1895),\"\")","v":1894},null,1894,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1896)),$A1895,\"\")","v":1894},{"$f":"IFERROR(SMALL(Helper2_2,A1895),\"\")","v":1894},{"$f":"COUNTIF(Helper3_1,\"=\"&G1895)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1895)=1, G1895, \"\")","v":1894},{"$f":"IFERROR(SMALL(Index_2,A1895),\"\")","v":1894},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:J1895)),\"\")","v":"HWU_55"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:K1895)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:L1895)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:M1895)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:N1895)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:O1895)),\"\")","v":"55 There has been a reduction in the number of PGT students in the last five years due to the University discontinuing several approved learning partnerships (ALPs). Over this time, there has been an increase in the PGR student population with further growth planned at the Dubai and Malaysia campuses."}]
[{"$f":"IF('> FILTER <'!B1897<>\"\",ROW(OFFSET(A1896,-1,0)),\"\")","v":1895},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1897)),A1896,\"\")","v":1895},{"$f":"IFERROR(SMALL(Helper2_1,A1896),\"\")","v":1895},null,1895,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1897)),$A1896,\"\")","v":1895},{"$f":"IFERROR(SMALL(Helper2_2,A1896),\"\")","v":1895},{"$f":"COUNTIF(Helper3_1,\"=\"&G1896)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1896)=1, G1896, \"\")","v":1895},{"$f":"IFERROR(SMALL(Index_2,A1896),\"\")","v":1895},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:J1896)),\"\")","v":"HWU_56"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:K1896)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:L1896)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:M1896)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:N1896)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:O1896)),\"\")","v":"56 The University has been working on the postgraduate student experience since the 2015 ELIR and recognises some areas require further work. The ELIR team learned during the review visits of a range of activities being undertaken to help develop this experience - for example, each school has a student-led postgraduate society which helps to develop a sense of community. The University is encouraged to continue in a strategic approach in order to enhance this further."}]
[{"$f":"IF('> FILTER <'!B1898<>\"\",ROW(OFFSET(A1897,-1,0)),\"\")","v":1896},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1898)),A1897,\"\")","v":1896},{"$f":"IFERROR(SMALL(Helper2_1,A1897),\"\")","v":1896},null,1896,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1898)),$A1897,\"\")","v":1896},{"$f":"IFERROR(SMALL(Helper2_2,A1897),\"\")","v":1896},{"$f":"COUNTIF(Helper3_1,\"=\"&G1897)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1897)=1, G1897, \"\")","v":1896},{"$f":"IFERROR(SMALL(Index_2,A1897),\"\")","v":1896},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:J1897)),\"\")","v":"HWU_57"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:K1897)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:L1897)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:M1897)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:N1897)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:O1897)),\"\")","v":"57 Institutional oversight of the PGT learning experience is the responsibility of UCLT and its sub-committees. The ELIR team learned that UCLT is undertaking a review of the PGT experience as a result of low satisfaction - evidenced in the Postgraduate Taught Experience Survey (PTES) - through a working group. PGT provision is provided  both on-campus and off-campus, with the vast majority of independent distance learner (IDL) students belonging to the PGT cohort. The University plans to grow its PGT population through online provision and is undertaking work to enhance online learning materials and the underlying platforms to support this - as evidenced by their recent PGT online review - which has resulted in richer course content being provided online and the use of further interactive technologies such as blogs and webinars."}]
[{"$f":"IF('> FILTER <'!B1899<>\"\",ROW(OFFSET(A1898,-1,0)),\"\")","v":1897},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1899)),A1898,\"\")","v":1897},{"$f":"IFERROR(SMALL(Helper2_1,A1898),\"\")","v":1897},null,1897,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1899)),$A1898,\"\")","v":1897},{"$f":"IFERROR(SMALL(Helper2_2,A1898),\"\")","v":1897},{"$f":"COUNTIF(Helper3_1,\"=\"&G1898)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1898)=1, G1898, \"\")","v":1897},{"$f":"IFERROR(SMALL(Index_2,A1898),\"\")","v":1897},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:J1898)),\"\")","v":"HWU_58"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:K1898)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:L1898)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:M1898)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:N1898)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:O1898)),\"\")","v":"58 The Scottish campuses' Student Union acknowledges the difficulties in engaging PGT students within representative structures, thought to be due to the typical one-year programme duration. The SRBs are planning to establish a single, global and robust PGT representative structure going forward, as outlined in the global SPA. The creation of a PGT MP in 2020-21 has been received well by the Student Union and the University, allowing for clearer communication of key PGT issues. Student representatives noted that PGT students do raise issues in class and are generally engaged with SSLCs. In addition, the University had employed the use of school-level surveys and focus groups to supplement direct feedback from PGT students. The University is encouraged, in collaboration with the SRBs, to reflect upon appropriate representation structures for IDL students on an ongoing basis (paragraph 30)."}]
[{"$f":"IF('> FILTER <'!B1900<>\"\",ROW(OFFSET(A1899,-1,0)),\"\")","v":1898},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1900)),A1899,\"\")","v":1898},{"$f":"IFERROR(SMALL(Helper2_1,A1899),\"\")","v":1898},null,1898,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1900)),$A1899,\"\")","v":1898},{"$f":"IFERROR(SMALL(Helper2_2,A1899),\"\")","v":1898},{"$f":"COUNTIF(Helper3_1,\"=\"&G1899)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1899)=1, G1899, \"\")","v":1898},{"$f":"IFERROR(SMALL(Index_2,A1899),\"\")","v":1898},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:J1899)),\"\")","v":"HWU_59"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:K1899)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:L1899)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:M1899)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:N1899)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:O1899)),\"\")","v":"59 The University recognises that aspects of institutional oversight of the PGT provision could be further developed by using a suite of PGT-related performance data to underpin evaluation of the PGT experience. The ELIR team would encourage the University to take this forward as part of an institutional approach to systematic access to and use of data."}]
[{"$f":"IF('> FILTER <'!B1901<>\"\",ROW(OFFSET(A1900,-1,0)),\"\")","v":1899},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1901)),A1900,\"\")","v":1899},{"$f":"IFERROR(SMALL(Helper2_1,A1900),\"\")","v":1899},null,1899,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1901)),$A1900,\"\")","v":1899},{"$f":"IFERROR(SMALL(Helper2_2,A1900),\"\")","v":1899},{"$f":"COUNTIF(Helper3_1,\"=\"&G1900)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1900)=1, G1900, \"\")","v":1899},{"$f":"IFERROR(SMALL(Index_2,A1900),\"\")","v":1899},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:J1900)),\"\")","v":"HWU_60"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:K1900)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:L1900)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:M1900)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:N1900)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:O1900)),\"\")","v":"60 The University is developing a common PGT induction framework, with the aim to support a sense of community, delivered at school-level. PGT students see the initial inductions as a key step and a focus on accommodating requirements of an international body of students is a priority. The ELIR team learned during the review visits that PGT students at the Orkney campus have a strong sense of community derived from, for example, working alongside industry experts, effective student representation and a positive induction experience. The team encourages the University to reflect on such areas of good practice and consider developing these across other campuses as applicable.  "}]
[{"$f":"IF('> FILTER <'!B1902<>\"\",ROW(OFFSET(A1901,-1,0)),\"\")","v":1900},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1902)),A1901,\"\")","v":1900},{"$f":"IFERROR(SMALL(Helper2_1,A1901),\"\")","v":1900},null,1900,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1902)),$A1901,\"\")","v":1900},{"$f":"IFERROR(SMALL(Helper2_2,A1901),\"\")","v":1900},{"$f":"COUNTIF(Helper3_1,\"=\"&G1901)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1901)=1, G1901, \"\")","v":1900},{"$f":"IFERROR(SMALL(Index_2,A1901),\"\")","v":1900},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:J1901)),\"\")","v":"HWU_61"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:K1901)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:L1901)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:M1901)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:N1901)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:O1901)),\"\")","v":"61 At the time of the current ELIR, most PGR students were located at Edinburgh campus with a small number of PGR students in Dubai, Orkney and the Scottish Borders Campus. The University is planning to grow PGR numbers at the Dubai and Malaysia campuses. The University is considering introducing a Graduate School enabling centralisation of PGR-related administration to improve support consistently across the institution, following low satisfaction in the Postgraduate Research Experience Survey (PRES)."}]
[{"$f":"IF('> FILTER <'!B1903<>\"\",ROW(OFFSET(A1902,-1,0)),\"\")","v":1901},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1903)),A1902,\"\")","v":1901},{"$f":"IFERROR(SMALL(Helper2_1,A1902),\"\")","v":1901},null,1901,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1903)),$A1902,\"\")","v":1901},{"$f":"IFERROR(SMALL(Helper2_2,A1902),\"\")","v":1901},{"$f":"COUNTIF(Helper3_1,\"=\"&G1902)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1902)=1, G1902, \"\")","v":1901},{"$f":"IFERROR(SMALL(Index_2,A1902),\"\")","v":1901},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:J1902)),\"\")","v":"HWU_62"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:K1902)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:L1902)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:M1902)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:N1902)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:O1902)),\"\")","v":"62 The University implemented a new Research Degrees Committee (RDC) in April 2018 to oversee the PGR student lifecycle, informed by the QAA's Focus On series. Alongside this, a new post of Research Quality Enhancement Officer has been established providing clearer reporting lines and monitoring of PGR students. The RDC has oversight of PRES, following up on school action plans. The ELIR team noted there does not appear to be a clear, evidence-led and systematic approach to enhancing the PGR experience and encourages the University to reflect upon this, as recently recommended by the University Committee for Research and Innovation. The team encourages widening engagement and awareness in relation to PRES action plans with supervisors and PGR representatives to promote enhancement of the PGR experience. Additionally, the University is recommended to develop an institution-wide approach to enhancing the PGR student environment, engaging directly with PGR students in the process, to provide a sense of belonging to Heriot-Watt, beyond individual research communities."}]
[{"$f":"IF('> FILTER <'!B1904<>\"\",ROW(OFFSET(A1903,-1,0)),\"\")","v":1902},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1904)),A1903,\"\")","v":1902},{"$f":"IFERROR(SMALL(Helper2_1,A1903),\"\")","v":1902},null,1902,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1904)),$A1903,\"\")","v":1902},{"$f":"IFERROR(SMALL(Helper2_2,A1903),\"\")","v":1902},{"$f":"COUNTIF(Helper3_1,\"=\"&G1903)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1903)=1, G1903, \"\")","v":1902},{"$f":"IFERROR(SMALL(Index_2,A1903),\"\")","v":1902},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:J1903)),\"\")","v":"HWU_63"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:K1903)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:L1903)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:M1903)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:N1903)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:O1903)),\"\")","v":"63 Each school has a lead PGR representative to focus representation activities. PGR representatives engage in quarterly meetings within their school where staff and students can provide feedback on current actions. All schools are required to have a Research Student Committee for feeding back key issues on the PGR experience. Alongside this schools have a student-led postgraduate society, which aims to build a sense of community.  Students who met the ELIR team indicated that PGR students have a variable experience in relation to their sense of community depending on their school and field of research. Isolated areas of good practice exist, often focused through student-led postgraduate societies, such as student-run conferences, seminars and social activities. The team heard about the Research Futures Academy (RFA) which is responsible for enhancing the development of researchers and research culture throughout the institution in addition to enabling collaboration between researchers. Generic research skills and other professional development training is planned and delivered by the RFA. Additionally, the RFA launched the Research Culture Grant in 2019 to fund student and postdoctoral-led initiatives to enhance research culture at the University, funding a range of projects such as a Data Club and the development of culture in academia for female researchers. However, the team agreed that more needed to be done to enhance the wider experience of research students to create a vibrant and thriving community of early career researchers."}]
[{"$f":"IF('> FILTER <'!B1905<>\"\",ROW(OFFSET(A1904,-1,0)),\"\")","v":1903},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1905)),A1904,\"\")","v":1903},{"$f":"IFERROR(SMALL(Helper2_1,A1904),\"\")","v":1903},null,1903,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1905)),$A1904,\"\")","v":1903},{"$f":"IFERROR(SMALL(Helper2_2,A1904),\"\")","v":1903},{"$f":"COUNTIF(Helper3_1,\"=\"&G1904)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1904)=1, G1904, \"\")","v":1903},{"$f":"IFERROR(SMALL(Index_2,A1904),\"\")","v":1903},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:J1904)),\"\")","v":"HWU_63"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:K1904)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:L1904)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:M1904)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:N1904)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:O1904)),\"\")","v":"63 Each school has a lead PGR representative to focus representation activities. PGR representatives engage in quarterly meetings within their school where staff and students can provide feedback on current actions. All schools are required to have a Research Student Committee for feeding back key issues on the PGR experience. Alongside this schools have a student-led postgraduate society, which aims to build a sense of community.  Students who met the ELIR team indicated that PGR students have a variable experience in relation to their sense of community depending on their school and field of research. Isolated areas of good practice exist, often focused through student-led postgraduate societies, such as student-run conferences, seminars and social activities. The team heard about the Research Futures Academy (RFA) which is responsible for enhancing the development of researchers and research culture throughout the institution in addition to enabling collaboration between researchers. Generic research skills and other professional development training is planned and delivered by the RFA. Additionally, the RFA launched the Research Culture Grant in 2019 to fund student and postdoctoral-led initiatives to enhance research culture at the University, funding a range of projects such as a Data Club and the development of culture in academia for female researchers. However, the team agreed that more needed to be done to enhance the wider experience of research students to create a vibrant and thriving community of early career researchers."}]
[{"$f":"IF('> FILTER <'!B1906<>\"\",ROW(OFFSET(A1905,-1,0)),\"\")","v":1904},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1906)),A1905,\"\")","v":1904},{"$f":"IFERROR(SMALL(Helper2_1,A1905),\"\")","v":1904},null,1904,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1906)),$A1905,\"\")","v":1904},{"$f":"IFERROR(SMALL(Helper2_2,A1905),\"\")","v":1904},{"$f":"COUNTIF(Helper3_1,\"=\"&G1905)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1905)=1, G1905, \"\")","v":1904},{"$f":"IFERROR(SMALL(Index_2,A1905),\"\")","v":1904},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:J1905)),\"\")","v":"HWU_64"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:K1905)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:L1905)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:M1905)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:N1905)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:O1905)),\"\")","v":"64 The University has undertaken efforts to improve the induction for PGR students through the implementation of fixed start dates and a revamped induction programme. The University acknowledged that better coordination and messaging is required to ensure PGRs are aware of the difference in university, school and campus inductions. PGR students who met the ELIR team indicated that the changes had been positive."}]
[{"$f":"IF('> FILTER <'!B1907<>\"\",ROW(OFFSET(A1906,-1,0)),\"\")","v":1905},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1907)),A1906,\"\")","v":1905},{"$f":"IFERROR(SMALL(Helper2_1,A1906),\"\")","v":1905},null,1905,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1907)),$A1906,\"\")","v":1905},{"$f":"IFERROR(SMALL(Helper2_2,A1906),\"\")","v":1905},{"$f":"COUNTIF(Helper3_1,\"=\"&G1906)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1906)=1, G1906, \"\")","v":1905},{"$f":"IFERROR(SMALL(Index_2,A1906),\"\")","v":1905},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:J1906)),\"\")","v":"HWU_64"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:K1906)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:L1906)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:M1906)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:N1906)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:O1906)),\"\")","v":"64 The University has undertaken efforts to improve the induction for PGR students through the implementation of fixed start dates and a revamped induction programme. The University acknowledged that better coordination and messaging is required to ensure PGRs are aware of the difference in university, school and campus inductions. PGR students who met the ELIR team indicated that the changes had been positive."}]
[{"$f":"IF('> FILTER <'!B1908<>\"\",ROW(OFFSET(A1907,-1,0)),\"\")","v":1906},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1908)),A1907,\"\")","v":1906},{"$f":"IFERROR(SMALL(Helper2_1,A1907),\"\")","v":1906},null,1906,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1908)),$A1907,\"\")","v":1906},{"$f":"IFERROR(SMALL(Helper2_2,A1907),\"\")","v":1906},{"$f":"COUNTIF(Helper3_1,\"=\"&G1907)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1907)=1, G1907, \"\")","v":1906},{"$f":"IFERROR(SMALL(Index_2,A1907),\"\")","v":1906},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:J1907)),\"\")","v":"HWU_65"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:K1907)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:L1907)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:M1907)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:N1907)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:O1907)),\"\")","v":"65 All postgraduate students who teach can complete the Learning Enhancement and Development Skills (LEADS) programme and students who met the ELIR team spoke positively about it. The Orkney Campus had some difficulty in coordinating into LEADS, so bespoke arrangements were put in place to accommodate some distance engagement, supported by local mentoring. At the time of the current ELIR, the LEADS programme was being phased out and incorporated into the Postgraduate Certificate in Teaching and Learning (PGCertTL) overseen by the Learning and Teaching Academy (LTA paragraph 87). The PGCertLT is available globally and incorporates programmes on 'Getting Started in Teaching' and 'Learning about Learning'."}]
[{"$f":"IF('> FILTER <'!B1909<>\"\",ROW(OFFSET(A1908,-1,0)),\"\")","v":1907},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1909)),A1908,\"\")","v":1907},{"$f":"IFERROR(SMALL(Helper2_1,A1908),\"\")","v":1907},null,1907,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1909)),$A1908,\"\")","v":1907},{"$f":"IFERROR(SMALL(Helper2_2,A1908),\"\")","v":1907},{"$f":"COUNTIF(Helper3_1,\"=\"&G1908)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1908)=1, G1908, \"\")","v":1907},{"$f":"IFERROR(SMALL(Index_2,A1908),\"\")","v":1907},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:J1908)),\"\")","v":"HWU_66"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:K1908)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:L1908)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:M1908)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:N1908)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:O1908)),\"\")","v":"66 The Director of Academic Quality signs off Approved Tutor/Demonstrator status at school level, and this is tracked and monitored within the school. LTA maintains a record of PGR students who complete the required PGCertTL course to allow them to engage in teaching. Module leaders and PGR supervisors also need to confirm that a PGR student is approved to teach on a particular module. However, the ELIR team noted that it met several PGR students who were involved in teaching without any formal training, and the University is encouraged to reflect upon its system of Approved Tutor/Demonstrator status to ensure clarity of the procedure and that all PGR student who teach are fully trained to do so."}]
[{"$f":"IF('> FILTER <'!B1910<>\"\",ROW(OFFSET(A1909,-1,0)),\"\")","v":1908},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1910)),A1909,\"\")","v":1908},{"$f":"IFERROR(SMALL(Helper2_1,A1909),\"\")","v":1908},null,1908,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1910)),$A1909,\"\")","v":1908},{"$f":"IFERROR(SMALL(Helper2_2,A1909),\"\")","v":1908},{"$f":"COUNTIF(Helper3_1,\"=\"&G1909)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1909)=1, G1909, \"\")","v":1908},{"$f":"IFERROR(SMALL(Index_2,A1909),\"\")","v":1908},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:J1909)),\"\")","v":"HWU_67"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:K1909)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:L1909)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:M1909)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:N1909)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:O1909)),\"\")","v":"67 During the ELIR visit, students reported that PGR support through the supervisory team is not always consistent across the University - for example, supervisors leaving and not being replaced for an extended period of time, differences in expectations of the supervisory team's role and lack of supervisor training. Students who met the ELIR team indicated that further work needs to be undertaken in areas related to supervisory arrangements and support services. The ELIR team learned that some PGR students are allocated a mentor depending on their school's arrangements and the team encourages the sharing of this positive practice throughout the institution, ensuring PGR students have clear support contacts outside of their main supervisory team. The University is encouraged to review supervisory arrangements to ensure a consistent approach for supporting for PGR students, regardless of their school, in order to enhance their research experience.  Supervisors are a key aspect of the wider research culture offered by the University for all  its PGR students. Each school has responsibility to ensure that supervisors attend the RFA training. This is a professional development programme for all active research staff to share good practice and enhance their own research. Supervisors are required to take refresher courses every three years, and the University notes that within two years all supervisors    will have received the most up-to-date version of training. The RFA course 'Supervise - enhancing your academic practice' is to be made available globally, extending its provision across all campuses and the University has also introduced an electronic logbook to enhance supervisory support."}]
[{"$f":"IF('> FILTER <'!B1911<>\"\",ROW(OFFSET(A1910,-1,0)),\"\")","v":1909},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1911)),A1910,\"\")","v":1909},{"$f":"IFERROR(SMALL(Helper2_1,A1910),\"\")","v":1909},null,1909,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1911)),$A1910,\"\")","v":1909},{"$f":"IFERROR(SMALL(Helper2_2,A1910),\"\")","v":1909},{"$f":"COUNTIF(Helper3_1,\"=\"&G1910)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1910)=1, G1910, \"\")","v":1909},{"$f":"IFERROR(SMALL(Index_2,A1910),\"\")","v":1909},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:J1910)),\"\")","v":"HWU_68"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:K1910)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:L1910)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:M1910)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:N1910)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:O1910)),\"\")","v":"68 PGT and PGR students who met with the ELIR team noted that signposting for student support services in their communities was poor and PGT students noted variability in the support received depending on their assigned personal tutor. The team recommends developing a consistent approach for all PGT students. PGR students, in particular, felt they did not have sufficient support made available to them, particularly when issues relating to their supervisory team arose. The ELIR team recommends the University provides clear and accessible support for PGR students, beyond mentors and supervisory teams respectively, to support their completion of studies, thereby strengthening the environment for PGR students."}]
[{"$f":"IF('> FILTER <'!B1912<>\"\",ROW(OFFSET(A1911,-1,0)),\"\")","v":1910},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1912)),A1911,\"\")","v":1910},{"$f":"IFERROR(SMALL(Helper2_1,A1911),\"\")","v":1910},null,1910,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1912)),$A1911,\"\")","v":1910},{"$f":"IFERROR(SMALL(Helper2_2,A1911),\"\")","v":1910},{"$f":"COUNTIF(Helper3_1,\"=\"&G1911)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1911)=1, G1911, \"\")","v":1910},{"$f":"IFERROR(SMALL(Index_2,A1911),\"\")","v":1910},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:J1911)),\"\")","v":"HWU_68"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:K1911)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:L1911)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:M1911)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:N1911)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:O1911)),\"\")","v":"68 PGT and PGR students who met with the ELIR team noted that signposting for student support services in their communities was poor and PGT students noted variability in the support received depending on their assigned personal tutor. The team recommends developing a consistent approach for all PGT students. PGR students, in particular, felt they did not have sufficient support made available to them, particularly when issues relating to their supervisory team arose. The ELIR team recommends the University provides clear and accessible support for PGR students, beyond mentors and supervisory teams respectively, to support their completion of studies, thereby strengthening the environment for PGR students."}]
[{"$f":"IF('> FILTER <'!B1913<>\"\",ROW(OFFSET(A1912,-1,0)),\"\")","v":1911},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1913)),A1912,\"\")","v":1911},{"$f":"IFERROR(SMALL(Helper2_1,A1912),\"\")","v":1911},null,1911,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1913)),$A1912,\"\")","v":1911},{"$f":"IFERROR(SMALL(Helper2_2,A1912),\"\")","v":1911},{"$f":"COUNTIF(Helper3_1,\"=\"&G1912)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1912)=1, G1912, \"\")","v":1911},{"$f":"IFERROR(SMALL(Index_2,A1912),\"\")","v":1911},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:J1912)),\"\")","v":"HWU_69"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:K1912)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:L1912)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:M1912)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:N1912)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:O1912)),\"\")","v":"69 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The ELIR team learned that the COVID-19 pandemic, through the institution's Responsive Blended Learning (RBL) approach to learning and teaching, has accelerated progress towards their global goals of technology use."}]
[{"$f":"IF('> FILTER <'!B1914<>\"\",ROW(OFFSET(A1913,-1,0)),\"\")","v":1912},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1914)),A1913,\"\")","v":1912},{"$f":"IFERROR(SMALL(Helper2_1,A1913),\"\")","v":1912},null,1912,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1914)),$A1913,\"\")","v":1912},{"$f":"IFERROR(SMALL(Helper2_2,A1913),\"\")","v":1912},{"$f":"COUNTIF(Helper3_1,\"=\"&G1913)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1913)=1, G1913, \"\")","v":1912},{"$f":"IFERROR(SMALL(Index_2,A1913),\"\")","v":1912},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:J1913)),\"\")","v":"HWU_69"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:K1913)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:L1913)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:M1913)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:N1913)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:O1913)),\"\")","v":"69 The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The ELIR team learned that the COVID-19 pandemic, through the institution's Responsive Blended Learning (RBL) approach to learning and teaching, has accelerated progress towards their global goals of technology use."}]
[{"$f":"IF('> FILTER <'!B1915<>\"\",ROW(OFFSET(A1914,-1,0)),\"\")","v":1913},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1915)),A1914,\"\")","v":1913},{"$f":"IFERROR(SMALL(Helper2_1,A1914),\"\")","v":1913},null,1913,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1915)),$A1914,\"\")","v":1913},{"$f":"IFERROR(SMALL(Helper2_2,A1914),\"\")","v":1913},{"$f":"COUNTIF(Helper3_1,\"=\"&G1914)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1914)=1, G1914, \"\")","v":1913},{"$f":"IFERROR(SMALL(Index_2,A1914),\"\")","v":1913},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:J1914)),\"\")","v":"HWU_70"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:K1914)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:L1914)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:M1914)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:N1914)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:O1914)),\"\")","v":"70 The University had addressed issues with learning and teaching spaces at the Edinburgh campus through a major transformation, supported by the Student President and student focus groups. As part of the transformation, two Learning Commons, located in the central student services hub area and the Postgraduate Centre, have been established, with a focus on group and self-study spaces with associated technology. The ELIR team learned that some Borders Campus students feel excluded from the wider Heriot-Watt community despite the recent campus redevelopment. The ELIR team encourages the University to reflect upon the current situation to help integrate students at the Borders Campus into the One Heriot-Watt experience. "}]
[{"$f":"IF('> FILTER <'!B1916<>\"\",ROW(OFFSET(A1915,-1,0)),\"\")","v":1914},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1916)),A1915,\"\")","v":1914},{"$f":"IFERROR(SMALL(Helper2_1,A1915),\"\")","v":1914},null,1914,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1916)),$A1915,\"\")","v":1914},{"$f":"IFERROR(SMALL(Helper2_2,A1915),\"\")","v":1914},{"$f":"COUNTIF(Helper3_1,\"=\"&G1915)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1915)=1, G1915, \"\")","v":1914},{"$f":"IFERROR(SMALL(Index_2,A1915),\"\")","v":1914},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:J1915)),\"\")","v":"HWU_71"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:K1915)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:L1915)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:M1915)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:N1915)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:O1915)),\"\")","v":"71 At the time of the current ELIR, the Dubai campus was being relocated to a new central area, enabling new opportunities for collaborations with industry. As part of the move the University had consulted with the student community and aims to address issues relating to lack of available study space, shaping the institution's approach to redesigning educational spaces. Dubai students have been continually informed with updates to the relocation project and are currently satisfied with facilities in the intermediate location."}]
[{"$f":"IF('> FILTER <'!B1917<>\"\",ROW(OFFSET(A1916,-1,0)),\"\")","v":1915},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1917)),A1916,\"\")","v":1915},{"$f":"IFERROR(SMALL(Helper2_1,A1916),\"\")","v":1915},null,1915,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1917)),$A1916,\"\")","v":1915},{"$f":"IFERROR(SMALL(Helper2_2,A1916),\"\")","v":1915},{"$f":"COUNTIF(Helper3_1,\"=\"&G1916)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1916)=1, G1916, \"\")","v":1915},{"$f":"IFERROR(SMALL(Index_2,A1916),\"\")","v":1915},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:J1916)),\"\")","v":"HWU_72"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:K1916)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:L1916)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:M1916)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:N1916)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:O1916)),\"\")","v":"72 The University's Digital Learning Forum (DLF) has been set up to take a broad, strategic approach to progressing the Learning and Teaching Strategy elements concerned with technology, systems and learning spaces. The DLF has a wide student membership including online students, helping to shape a digital learning ecosystem for the institution. "}]
[{"$f":"IF('> FILTER <'!B1918<>\"\",ROW(OFFSET(A1917,-1,0)),\"\")","v":1916},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1918)),A1917,\"\")","v":1916},{"$f":"IFERROR(SMALL(Helper2_1,A1917),\"\")","v":1916},null,1916,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1918)),$A1917,\"\")","v":1916},{"$f":"IFERROR(SMALL(Helper2_2,A1917),\"\")","v":1916},{"$f":"COUNTIF(Helper3_1,\"=\"&G1917)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1917)=1, G1917, \"\")","v":1916},{"$f":"IFERROR(SMALL(Index_2,A1917),\"\")","v":1916},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:J1917)),\"\")","v":"HWU_73"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:K1917)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:L1917)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:M1917)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:N1917)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:O1917)),\"\")","v":"73 Lecture capture is increasingly used at the institution but needs technical enhancement to support global accessibility across all campuses, enabling sharing of resources. The approach to RBL has enabled acceleration of online provisions, including live and pre-recorded lectures which are, in some programmes, shared globally across the Scottish, Dubai and Malaysia courses where relevant. "}]
[{"$f":"IF('> FILTER <'!B1919<>\"\",ROW(OFFSET(A1918,-1,0)),\"\")","v":1917},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1919)),A1918,\"\")","v":1917},{"$f":"IFERROR(SMALL(Helper2_1,A1918),\"\")","v":1917},null,1917,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1919)),$A1918,\"\")","v":1917},{"$f":"IFERROR(SMALL(Helper2_2,A1918),\"\")","v":1917},{"$f":"COUNTIF(Helper3_1,\"=\"&G1918)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1918)=1, G1918, \"\")","v":1917},{"$f":"IFERROR(SMALL(Index_2,A1918),\"\")","v":1917},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:J1918)),\"\")","v":"HWU_73"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:K1918)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:L1918)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:M1918)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:N1918)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:O1918)),\"\")","v":"73 Lecture capture is increasingly used at the institution but needs technical enhancement to support global accessibility across all campuses, enabling sharing of resources. The approach to RBL has enabled acceleration of online provisions, including live and pre-recorded lectures which are, in some programmes, shared globally across the Scottish, Dubai and Malaysia courses where relevant. "}]
[{"$f":"IF('> FILTER <'!B1920<>\"\",ROW(OFFSET(A1919,-1,0)),\"\")","v":1918},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1920)),A1919,\"\")","v":1918},{"$f":"IFERROR(SMALL(Helper2_1,A1919),\"\")","v":1918},null,1918,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1920)),$A1919,\"\")","v":1918},{"$f":"IFERROR(SMALL(Helper2_2,A1919),\"\")","v":1918},{"$f":"COUNTIF(Helper3_1,\"=\"&G1919)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1919)=1, G1919, \"\")","v":1918},{"$f":"IFERROR(SMALL(Index_2,A1919),\"\")","v":1918},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:J1919)),\"\")","v":"HWU_74"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:K1919)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:L1919)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:M1919)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:N1919)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:O1919)),\"\")","v":"74 The University plans to a move to a single VLE platform supporting all students   and all modes of delivery. Prior to the COVID-19 pandemic, there was general student dissatisfaction with inconsistent use, and staff reluctance to engage with the current VLE   set-up; however, examples of good practice did, and continue to, exist within various programmes, such as using the VLE to allow students to work cross-campus on group projects. The decision to delay the move to a single VLE was taken ahead of the COVID-19 pandemic, and was supported by staff members, in order to focus on the portfolio review and the introduction of the global curriculum management system. The ELIR team learned that the University had implemented an agile and timely response to the COVID-19 pandemic by building on their experience of operating globally and accelerating the implementation of their Learning and Teaching Strategy to develop the RBL framework. As a result, staff engagement with the current VLE has improved and students report increased access to the available VLE features - such as discussion boards - enhancing the student experience. The team commends the institution's agile response, and wide buy-in from a global team of staff, to improve the use of online resources in the context of the COVID-19 pandemic achieved in a timely manner as a consequence of a mature and effective institutional quality framework. "}]
[{"$f":"IF('> FILTER <'!B1921<>\"\",ROW(OFFSET(A1920,-1,0)),\"\")","v":1919},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1921)),A1920,\"\")","v":1919},{"$f":"IFERROR(SMALL(Helper2_1,A1920),\"\")","v":1919},null,1919,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1921)),$A1920,\"\")","v":1919},{"$f":"IFERROR(SMALL(Helper2_2,A1920),\"\")","v":1919},{"$f":"COUNTIF(Helper3_1,\"=\"&G1920)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1920)=1, G1920, \"\")","v":1919},{"$f":"IFERROR(SMALL(Index_2,A1920),\"\")","v":1919},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:J1920)),\"\")","v":"HWU_74"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:K1920)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:L1920)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:M1920)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:N1920)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:O1920)),\"\")","v":"74 The University plans to a move to a single VLE platform supporting all students   and all modes of delivery. Prior to the COVID-19 pandemic, there was general student dissatisfaction with inconsistent use, and staff reluctance to engage with the current VLE   set-up; however, examples of good practice did, and continue to, exist within various programmes, such as using the VLE to allow students to work cross-campus on group projects. The decision to delay the move to a single VLE was taken ahead of the COVID-19 pandemic, and was supported by staff members, in order to focus on the portfolio review and the introduction of the global curriculum management system. The ELIR team learned that the University had implemented an agile and timely response to the COVID-19 pandemic by building on their experience of operating globally and accelerating the implementation of their Learning and Teaching Strategy to develop the RBL framework. As a result, staff engagement with the current VLE has improved and students report increased access to the available VLE features - such as discussion boards - enhancing the student experience. The team commends the institution's agile response, and wide buy-in from a global team of staff, to improve the use of online resources in the context of the COVID-19 pandemic achieved in a timely manner as a consequence of a mature and effective institutional quality framework. "}]
[{"$f":"IF('> FILTER <'!B1922<>\"\",ROW(OFFSET(A1921,-1,0)),\"\")","v":1920},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1922)),A1921,\"\")","v":1920},{"$f":"IFERROR(SMALL(Helper2_1,A1921),\"\")","v":1920},null,1920,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1922)),$A1921,\"\")","v":1920},{"$f":"IFERROR(SMALL(Helper2_2,A1921),\"\")","v":1920},{"$f":"COUNTIF(Helper3_1,\"=\"&G1921)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1921)=1, G1921, \"\")","v":1920},{"$f":"IFERROR(SMALL(Index_2,A1921),\"\")","v":1920},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:J1921)),\"\")","v":"HWU_75"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:K1921)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:L1921)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:M1921)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:N1921)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:O1921)),\"\")","v":"75 Students spoke favourably about access to resources, including journals, books and software, as part of the RBL approach. Where issues arose, such as access to specific journals not being available, the University was helpful in providing solutions. The use of an online platform to support learning and teaching activities, as well as helping to build communities, where students can meet to discuss course material, was received well, particularly by first-year students. "}]
[{"$f":"IF('> FILTER <'!B1923<>\"\",ROW(OFFSET(A1922,-1,0)),\"\")","v":1921},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1923)),A1922,\"\")","v":1921},{"$f":"IFERROR(SMALL(Helper2_1,A1922),\"\")","v":1921},null,1921,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1923)),$A1922,\"\")","v":1921},{"$f":"IFERROR(SMALL(Helper2_2,A1922),\"\")","v":1921},{"$f":"COUNTIF(Helper3_1,\"=\"&G1922)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1922)=1, G1922, \"\")","v":1921},{"$f":"IFERROR(SMALL(Index_2,A1922),\"\")","v":1921},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:J1922)),\"\")","v":"HWU_75"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:K1922)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:L1922)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:M1922)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:N1922)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:O1922)),\"\")","v":"75 Students spoke favourably about access to resources, including journals, books and software, as part of the RBL approach. Where issues arose, such as access to specific journals not being available, the University was helpful in providing solutions. The use of an online platform to support learning and teaching activities, as well as helping to build communities, where students can meet to discuss course material, was received well, particularly by first-year students. "}]
[{"$f":"IF('> FILTER <'!B1924<>\"\",ROW(OFFSET(A1923,-1,0)),\"\")","v":1922},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1924)),A1923,\"\")","v":1922},{"$f":"IFERROR(SMALL(Helper2_1,A1923),\"\")","v":1922},null,1922,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1924)),$A1923,\"\")","v":1922},{"$f":"IFERROR(SMALL(Helper2_2,A1923),\"\")","v":1922},{"$f":"COUNTIF(Helper3_1,\"=\"&G1923)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1923)=1, G1923, \"\")","v":1922},{"$f":"IFERROR(SMALL(Index_2,A1923),\"\")","v":1922},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:J1923)),\"\")","v":"HWU_76"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:K1923)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:L1923)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:M1923)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:N1923)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:O1923)),\"\")","v":"76 Overall, the University has an effective approach to enhancing the student learning experience. The ELIR team commends the University for its positive partnership working with student representative bodies. The team found there is an effective, ongoing and impactful working relationship between the University and the SRBs. The differently constituted representative bodies on each of the campuses contribute effectively to the enhancement agenda and there is good evidence of effective partnership working and sharing of practice through the three student presidents based at the Scottish, Dubai and Malaysia campuses. The updated Student Partnership Agreement facilitates improved support for students and works towards a common goal across all campuses. Recent changes to representation of postgraduate students are likely to have a positive impact."}]
[{"$f":"IF('> FILTER <'!B1925<>\"\",ROW(OFFSET(A1924,-1,0)),\"\")","v":1923},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1925)),A1924,\"\")","v":1923},{"$f":"IFERROR(SMALL(Helper2_1,A1924),\"\")","v":1923},null,1923,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1925)),$A1924,\"\")","v":1923},{"$f":"IFERROR(SMALL(Helper2_2,A1924),\"\")","v":1923},{"$f":"COUNTIF(Helper3_1,\"=\"&G1924)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1924)=1, G1924, \"\")","v":1923},{"$f":"IFERROR(SMALL(Index_2,A1924),\"\")","v":1923},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:J1924)),\"\")","v":"HWU_76"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:K1924)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:L1924)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:M1924)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:N1924)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:O1924)),\"\")","v":"76 Overall, the University has an effective approach to enhancing the student learning experience. The ELIR team commends the University for its positive partnership working with student representative bodies. The team found there is an effective, ongoing and impactful working relationship between the University and the SRBs. The differently constituted representative bodies on each of the campuses contribute effectively to the enhancement agenda and there is good evidence of effective partnership working and sharing of practice through the three student presidents based at the Scottish, Dubai and Malaysia campuses. The updated Student Partnership Agreement facilitates improved support for students and works towards a common goal across all campuses. Recent changes to representation of postgraduate students are likely to have a positive impact."}]
[{"$f":"IF('> FILTER <'!B1926<>\"\",ROW(OFFSET(A1925,-1,0)),\"\")","v":1924},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1926)),A1925,\"\")","v":1924},{"$f":"IFERROR(SMALL(Helper2_1,A1925),\"\")","v":1924},null,1924,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1926)),$A1925,\"\")","v":1924},{"$f":"IFERROR(SMALL(Helper2_2,A1925),\"\")","v":1924},{"$f":"COUNTIF(Helper3_1,\"=\"&G1925)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1925)=1, G1925, \"\")","v":1924},{"$f":"IFERROR(SMALL(Index_2,A1925),\"\")","v":1924},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:J1925)),\"\")","v":"HWU_77"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:K1925)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:L1925)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:M1925)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:N1925)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:O1925)),\"\")","v":"77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "}]
[{"$f":"IF('> FILTER <'!B1927<>\"\",ROW(OFFSET(A1926,-1,0)),\"\")","v":1925},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1927)),A1926,\"\")","v":1925},{"$f":"IFERROR(SMALL(Helper2_1,A1926),\"\")","v":1925},null,1925,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1927)),$A1926,\"\")","v":1925},{"$f":"IFERROR(SMALL(Helper2_2,A1926),\"\")","v":1925},{"$f":"COUNTIF(Helper3_1,\"=\"&G1926)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1926)=1, G1926, \"\")","v":1925},{"$f":"IFERROR(SMALL(Index_2,A1926),\"\")","v":1925},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:J1926)),\"\")","v":"HWU_77"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:K1926)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:L1926)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:M1926)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:N1926)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:O1926)),\"\")","v":"77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "}]
[{"$f":"IF('> FILTER <'!B1928<>\"\",ROW(OFFSET(A1927,-1,0)),\"\")","v":1926},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1928)),A1927,\"\")","v":1926},{"$f":"IFERROR(SMALL(Helper2_1,A1927),\"\")","v":1926},null,1926,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1928)),$A1927,\"\")","v":1926},{"$f":"IFERROR(SMALL(Helper2_2,A1927),\"\")","v":1926},{"$f":"COUNTIF(Helper3_1,\"=\"&G1927)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1927)=1, G1927, \"\")","v":1926},{"$f":"IFERROR(SMALL(Index_2,A1927),\"\")","v":1926},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:J1927)),\"\")","v":"HWU_77"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:K1927)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:L1927)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:M1927)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:N1927)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:O1927)),\"\")","v":"77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "}]
[{"$f":"IF('> FILTER <'!B1929<>\"\",ROW(OFFSET(A1928,-1,0)),\"\")","v":1927},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1929)),A1928,\"\")","v":1927},{"$f":"IFERROR(SMALL(Helper2_1,A1928),\"\")","v":1927},null,1927,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1929)),$A1928,\"\")","v":1927},{"$f":"IFERROR(SMALL(Helper2_2,A1928),\"\")","v":1927},{"$f":"COUNTIF(Helper3_1,\"=\"&G1928)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1928)=1, G1928, \"\")","v":1927},{"$f":"IFERROR(SMALL(Index_2,A1928),\"\")","v":1927},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:J1928)),\"\")","v":"HWU_77"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:K1928)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:L1928)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:M1928)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:N1928)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:O1928)),\"\")","v":"77 The University's vision is to create a global community of learners actively engaging in a vibrant and thriving digital ecosystem. The ELIR team commends the University's good practice in its strategic approach to international and multi-campus provision, and global and connected approach to student support. The current online learning arrangements provided through the RBL framework provide significant opportunities for students from all campuses to interact. An invigorated Personal Tutor support system enables students to receive tailored guidance and support throughout their studies. A Student Success Advisor pilot has been extended for another year providing targeted support for students referred when identified as being at risk of leaving their studies. This support is integrated with other support services to provide a global and connected approach to student support. Enhancements to the assessment framework have resulted in improved feedback to support student learning. A proactive approach to employability, focused on graduate attributes, has continued to ensure that the University has an effective approach to promoting and developing employability skills, which is further enhanced by the global opportunities available to students.  "}]
[{"$f":"IF('> FILTER <'!B1930<>\"\",ROW(OFFSET(A1929,-1,0)),\"\")","v":1928},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1930)),A1929,\"\")","v":1928},{"$f":"IFERROR(SMALL(Helper2_1,A1929),\"\")","v":1928},null,1928,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1930)),$A1929,\"\")","v":1928},{"$f":"IFERROR(SMALL(Helper2_2,A1929),\"\")","v":1928},{"$f":"COUNTIF(Helper3_1,\"=\"&G1929)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1929)=1, G1929, \"\")","v":1928},{"$f":"IFERROR(SMALL(Index_2,A1929),\"\")","v":1928},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:J1929)),\"\")","v":"HWU_78"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:K1929)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:L1929)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:M1929)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:N1929)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:O1929)),\"\")","v":"78 The recent shift to the RBL framework as a long-term vision for university teaching has led to a significant increase in the provision of online learning. The team found that this new approach had resulted in greater interaction between staff and students across campuses and that good practice was being shared. The University is aware of the need to develop support and provision at some of its campuses and is currently working to do so."}]
[{"$f":"IF('> FILTER <'!B1931<>\"\",ROW(OFFSET(A1930,-1,0)),\"\")","v":1929},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1931)),A1930,\"\")","v":1929},{"$f":"IFERROR(SMALL(Helper2_1,A1930),\"\")","v":1929},null,1929,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1931)),$A1930,\"\")","v":1929},{"$f":"IFERROR(SMALL(Helper2_2,A1930),\"\")","v":1929},{"$f":"COUNTIF(Helper3_1,\"=\"&G1930)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1930)=1, G1930, \"\")","v":1929},{"$f":"IFERROR(SMALL(Index_2,A1930),\"\")","v":1929},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:J1930)),\"\")","v":"HWU_79"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:K1930)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:L1930)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:M1930)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:N1930)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:O1930)),\"\")","v":"79 The University is working to enhance the experience it offers for postgraduate research students using PRES survey results as a key driver. The ELIR team recommends that the University engages proactively and works in partnership with PGR students to identify ways to improve their sense of belonging in the university community and develop a consistent institution-wide PGR student environment. This should includeestablishing clear arrangements forsupervisory teamsand promoting access to independent support mechanismsto support students to complete."}]
[{"$f":"IF('> FILTER <'!B1932<>\"\",ROW(OFFSET(A1931,-1,0)),\"\")","v":1930},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1932)),A1931,\"\")","v":1930},{"$f":"IFERROR(SMALL(Helper2_1,A1931),\"\")","v":1930},null,1930,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1932)),$A1931,\"\")","v":1930},{"$f":"IFERROR(SMALL(Helper2_2,A1931),\"\")","v":1930},{"$f":"COUNTIF(Helper3_1,\"=\"&G1931)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1931)=1, G1931, \"\")","v":1930},{"$f":"IFERROR(SMALL(Index_2,A1931),\"\")","v":1930},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:J1931)),\"\")","v":"HWU_80"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:K1931)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:L1931)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:M1931)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:N1931)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:O1931)),\"\")","v":"80 The University has an effective strategic approach to supporting and enhancing its learning and teaching practices and the wider student experience. Since the 2015 ELIR, the University has continued to develop the sense of shared identity to ensure a sense of global community. To support Strategy 2025 there is a Learning and Teaching Strategy in place which is student-focused and places its emphasis on 'learning to learn'. The University engaged staff and students from across all campuses in consultations over an 18-month period to develop the Learning and Teaching Strategy (2018-2025).There is strong commitment and vision from senior leadership to the implementation of the Strategy which is summarised for staff and students in a clear, concise overview document. The ELIR team learned that to further embed the Strategy, a University Committee for Learning and Teaching (UCLT) away day early in 2020, provided opportunities for staff to engage in discussions on the Learning and Teaching Strategy including a workshop on the delivery    of the vision of 'Inspiring Learning'. This was viewed positively by the team."}]
[{"$f":"IF('> FILTER <'!B1933<>\"\",ROW(OFFSET(A1932,-1,0)),\"\")","v":1931},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1933)),A1932,\"\")","v":1931},{"$f":"IFERROR(SMALL(Helper2_1,A1932),\"\")","v":1931},null,1931,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1933)),$A1932,\"\")","v":1931},{"$f":"IFERROR(SMALL(Helper2_2,A1932),\"\")","v":1931},{"$f":"COUNTIF(Helper3_1,\"=\"&G1932)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1932)=1, G1932, \"\")","v":1931},{"$f":"IFERROR(SMALL(Index_2,A1932),\"\")","v":1931},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:J1932)),\"\")","v":"HWU_80"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:K1932)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:L1932)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:M1932)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:N1932)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:O1932)),\"\")","v":"80 The University has an effective strategic approach to supporting and enhancing its learning and teaching practices and the wider student experience. Since the 2015 ELIR, the University has continued to develop the sense of shared identity to ensure a sense of global community. To support Strategy 2025 there is a Learning and Teaching Strategy in place which is student-focused and places its emphasis on 'learning to learn'. The University engaged staff and students from across all campuses in consultations over an 18-month period to develop the Learning and Teaching Strategy (2018-2025).There is strong commitment and vision from senior leadership to the implementation of the Strategy which is summarised for staff and students in a clear, concise overview document. The ELIR team learned that to further embed the Strategy, a University Committee for Learning and Teaching (UCLT) away day early in 2020, provided opportunities for staff to engage in discussions on the Learning and Teaching Strategy including a workshop on the delivery    of the vision of 'Inspiring Learning'. This was viewed positively by the team."}]
[{"$f":"IF('> FILTER <'!B1934<>\"\",ROW(OFFSET(A1933,-1,0)),\"\")","v":1932},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1934)),A1933,\"\")","v":1932},{"$f":"IFERROR(SMALL(Helper2_1,A1933),\"\")","v":1932},null,1932,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1934)),$A1933,\"\")","v":1932},{"$f":"IFERROR(SMALL(Helper2_2,A1933),\"\")","v":1932},{"$f":"COUNTIF(Helper3_1,\"=\"&G1933)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1933)=1, G1933, \"\")","v":1932},{"$f":"IFERROR(SMALL(Index_2,A1933),\"\")","v":1932},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:J1933)),\"\")","v":"HWU_81"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:K1933)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:L1933)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:M1933)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:N1933)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:O1933)),\"\")","v":"81 The Learning and Teaching Strategy is supported by an Operational Plan, which guides the work of the Student Learning Experience Committee (SLEC). This committee is responsible for operational matters relating to the student learning experience as delegated by UCLT. Each school and relevant professional service has a Learning and Teaching Strategy and Enhancement Plan that aligns with the institutional Learning and Teaching Strategy. Oversight of this alignment sits with the UCLT and overall responsibility with the DP (L&T).  "}]
[{"$f":"IF('> FILTER <'!B1935<>\"\",ROW(OFFSET(A1934,-1,0)),\"\")","v":1933},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1935)),A1934,\"\")","v":1933},{"$f":"IFERROR(SMALL(Helper2_1,A1934),\"\")","v":1933},null,1933,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1935)),$A1934,\"\")","v":1933},{"$f":"IFERROR(SMALL(Helper2_2,A1934),\"\")","v":1933},{"$f":"COUNTIF(Helper3_1,\"=\"&G1934)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1934)=1, G1934, \"\")","v":1933},{"$f":"IFERROR(SMALL(Index_2,A1934),\"\")","v":1933},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:J1934)),\"\")","v":"HWU_82"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:K1934)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:L1934)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:M1934)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:N1934)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:O1934)),\"\")","v":"82 The ELIR team commends the University for the institutional commitment to enhancing learning and teaching. There is strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures; the establishment of the LTA and the role of DLTs in schools. There are opportunities for staff engagement - for example, in Enhancement Workshops in Academic Review, Learning and Teaching Fora in Dubai and Malaysia campuses, and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy. "}]
[{"$f":"IF('> FILTER <'!B1936<>\"\",ROW(OFFSET(A1935,-1,0)),\"\")","v":1934},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1936)),A1935,\"\")","v":1934},{"$f":"IFERROR(SMALL(Helper2_1,A1935),\"\")","v":1934},null,1934,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1936)),$A1935,\"\")","v":1934},{"$f":"IFERROR(SMALL(Helper2_2,A1935),\"\")","v":1934},{"$f":"COUNTIF(Helper3_1,\"=\"&G1935)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1935)=1, G1935, \"\")","v":1934},{"$f":"IFERROR(SMALL(Index_2,A1935),\"\")","v":1934},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:J1935)),\"\")","v":"HWU_82"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:K1935)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:L1935)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:M1935)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:N1935)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:O1935)),\"\")","v":"82 The ELIR team commends the University for the institutional commitment to enhancing learning and teaching. There is strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures; the establishment of the LTA and the role of DLTs in schools. There are opportunities for staff engagement - for example, in Enhancement Workshops in Academic Review, Learning and Teaching Fora in Dubai and Malaysia campuses, and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy. "}]
[{"$f":"IF('> FILTER <'!B1937<>\"\",ROW(OFFSET(A1936,-1,0)),\"\")","v":1935},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1937)),A1936,\"\")","v":1935},{"$f":"IFERROR(SMALL(Helper2_1,A1936),\"\")","v":1935},null,1935,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1937)),$A1936,\"\")","v":1935},{"$f":"IFERROR(SMALL(Helper2_2,A1936),\"\")","v":1935},{"$f":"COUNTIF(Helper3_1,\"=\"&G1936)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1936)=1, G1936, \"\")","v":1935},{"$f":"IFERROR(SMALL(Index_2,A1936),\"\")","v":1935},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:J1936)),\"\")","v":"HWU_83"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:K1936)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:L1936)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:M1936)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:N1936)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:O1936)),\"\")","v":"83 Six major projects within the Learning and Teaching Strategy are overseen by the Learning and Teaching Strategy Oversight Board (LTSOB) chaired by the DP (L&T).  LTSOB brought together and established connections between the projects and project leaders involved in the projects. Once connections had been established, the LTSOB was disbanded and, at the time of the current ELIR, oversight sits with the Learning and Teaching AY2020/21 Group. Activity is maintained through fortnightly strategic meetings led by the DP (L&T).  "}]
[{"$f":"IF('> FILTER <'!B1938<>\"\",ROW(OFFSET(A1937,-1,0)),\"\")","v":1936},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1938)),A1937,\"\")","v":1936},{"$f":"IFERROR(SMALL(Helper2_1,A1937),\"\")","v":1936},null,1936,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1938)),$A1937,\"\")","v":1936},{"$f":"IFERROR(SMALL(Helper2_2,A1937),\"\")","v":1936},{"$f":"COUNTIF(Helper3_1,\"=\"&G1937)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1937)=1, G1937, \"\")","v":1936},{"$f":"IFERROR(SMALL(Index_2,A1937),\"\")","v":1936},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:J1937)),\"\")","v":"HWU_83"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:K1937)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:L1937)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:M1937)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:N1937)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:O1937)),\"\")","v":"83 Six major projects within the Learning and Teaching Strategy are overseen by the Learning and Teaching Strategy Oversight Board (LTSOB) chaired by the DP (L&T).  LTSOB brought together and established connections between the projects and project leaders involved in the projects. Once connections had been established, the LTSOB was disbanded and, at the time of the current ELIR, oversight sits with the Learning and Teaching AY2020/21 Group. Activity is maintained through fortnightly strategic meetings led by the DP (L&T).  "}]
[{"$f":"IF('> FILTER <'!B1939<>\"\",ROW(OFFSET(A1938,-1,0)),\"\")","v":1937},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1939)),A1938,\"\")","v":1937},{"$f":"IFERROR(SMALL(Helper2_1,A1938),\"\")","v":1937},null,1937,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1939)),$A1938,\"\")","v":1937},{"$f":"IFERROR(SMALL(Helper2_2,A1938),\"\")","v":1937},{"$f":"COUNTIF(Helper3_1,\"=\"&G1938)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1938)=1, G1938, \"\")","v":1937},{"$f":"IFERROR(SMALL(Index_2,A1938),\"\")","v":1937},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:J1938)),\"\")","v":"HWU_84"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:K1938)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:L1938)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:M1938)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:N1938)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:O1938)),\"\")","v":"84 At the time of the current ELIR, the University was engaged in a portfolio review exercise focusing on enhancing the University's PGT provision, reducing inefficiencies and generating income. The review also expedited the development of an integrated, aligned business and academic approval process including the establishment of the Programme Management Board which provides a link between business and academic decisions about new and existing programmes. It has led to the decision to withdraw several programmes that were not recruiting well and the introduction of a small number of new programmes."}]
[{"$f":"IF('> FILTER <'!B1940<>\"\",ROW(OFFSET(A1939,-1,0)),\"\")","v":1938},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1940)),A1939,\"\")","v":1938},{"$f":"IFERROR(SMALL(Helper2_1,A1939),\"\")","v":1938},null,1938,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1940)),$A1939,\"\")","v":1938},{"$f":"IFERROR(SMALL(Helper2_2,A1939),\"\")","v":1938},{"$f":"COUNTIF(Helper3_1,\"=\"&G1939)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1939)=1, G1939, \"\")","v":1938},{"$f":"IFERROR(SMALL(Index_2,A1939),\"\")","v":1938},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:J1939)),\"\")","v":"HWU_85"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:K1939)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:L1939)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:M1939)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:N1939)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:O1939)),\"\")","v":"85 In response to the pandemic, the University formed a Learning and Teaching COVID-19 Contingency Planning Group of senior staff, with student representation and chaired by the DP (L&T). This group had overall responsibility for learning, teaching and assessment in response to the COVID-19 pandemic for 2019-20. The participation of student officers in these weekly meetings was seen as positive practice by the ELIR team, as was the use of existing governance structures to ensure communication of decisions through to Senate.  "}]
[{"$f":"IF('> FILTER <'!B1941<>\"\",ROW(OFFSET(A1940,-1,0)),\"\")","v":1939},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1941)),A1940,\"\")","v":1939},{"$f":"IFERROR(SMALL(Helper2_1,A1940),\"\")","v":1939},null,1939,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1941)),$A1940,\"\")","v":1939},{"$f":"IFERROR(SMALL(Helper2_2,A1940),\"\")","v":1939},{"$f":"COUNTIF(Helper3_1,\"=\"&G1940)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1940)=1, G1940, \"\")","v":1939},{"$f":"IFERROR(SMALL(Index_2,A1940),\"\")","v":1939},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:J1940)),\"\")","v":"HWU_85"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:K1940)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:L1940)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:M1940)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:N1940)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:O1940)),\"\")","v":"85 In response to the pandemic, the University formed a Learning and Teaching COVID-19 Contingency Planning Group of senior staff, with student representation and chaired by the DP (L&T). This group had overall responsibility for learning, teaching and assessment in response to the COVID-19 pandemic for 2019-20. The participation of student officers in these weekly meetings was seen as positive practice by the ELIR team, as was the use of existing governance structures to ensure communication of decisions through to Senate.  "}]
[{"$f":"IF('> FILTER <'!B1942<>\"\",ROW(OFFSET(A1941,-1,0)),\"\")","v":1940},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1942)),A1941,\"\")","v":1940},{"$f":"IFERROR(SMALL(Helper2_1,A1941),\"\")","v":1940},null,1940,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1942)),$A1941,\"\")","v":1940},{"$f":"IFERROR(SMALL(Helper2_2,A1941),\"\")","v":1940},{"$f":"COUNTIF(Helper3_1,\"=\"&G1941)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1941)=1, G1941, \"\")","v":1940},{"$f":"IFERROR(SMALL(Index_2,A1941),\"\")","v":1940},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:J1941)),\"\")","v":"HWU_86"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:K1941)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:L1941)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:M1941)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:N1941)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:O1941)),\"\")","v":"86 The development of online learning environments throughout all campuses is through the Digital Learning Forum (DLF), which reports to UCLT via the Student Learning Enhancement Committee.  Membership of DLF covers all five campuses and includes representatives of all student groups. It is chaired by the Global Director of Information Services and is responsible for the learning and teaching digital environment at institutional level. Formation of the DLF (replacing the former VLE Management Group) was a strategic decision to broaden the approach to the digital learning environment. This group will take forward projects including the VLE and e-portfolio."}]
[{"$f":"IF('> FILTER <'!B1943<>\"\",ROW(OFFSET(A1942,-1,0)),\"\")","v":1941},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1943)),A1942,\"\")","v":1941},{"$f":"IFERROR(SMALL(Helper2_1,A1942),\"\")","v":1941},null,{"$f":"ROW(OFFSET(E1942,-1,0))","v":1941},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1943)),$A1942,\"\")","v":1941},{"$f":"IFERROR(SMALL(Helper2_2,A1942),\"\")","v":1941},{"$f":"COUNTIF(Helper3_1,\"=\"&G1942)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1942)=1, G1942, \"\")","v":1941},{"$f":"IFERROR(SMALL(Index_2,A1942),\"\")","v":1941},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:J1942)),\"\")","v":"HWU_87"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:K1942)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:L1942)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:M1942)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:N1942)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:O1942)),\"\")","v":"87 As part of the Learning and Teaching Strategy, the University recognised the need to establish a stronger capacity for professional development of staff involved in teaching, and the combination of the Learning and Teaching Academy (LTA) together with the Learning and Teaching Enhancement Services (LTES) aim to ensure that support for teaching staff can be provided more consistently and in line with institutional and local needs. The LTA, which was formed in September 2019, also provides a focus for sharing    of best practice in learning and teaching across all campuses. Staff who met the ELIR team were positive about LTA activities and level of engagement. In response to the COVID-19 pandemic, the LTA has supported staff with the additional planning and preparation required to maintain communication with students and support students in learning online. This has been done by producing guidance, toolkits and learning materials. During the review visits, the ELIR team met staff who confirmed the speed at which LTA had provided support and their willingness to work with individuals to provide tailored support.  "}]
[{"$f":"IF('> FILTER <'!B1944<>\"\",ROW(OFFSET(A1943,-1,0)),\"\")","v":1942},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1944)),A1943,\"\")","v":1942},{"$f":"IFERROR(SMALL(Helper2_1,A1943),\"\")","v":1942},null,1942,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1944)),$A1943,\"\")","v":1942},{"$f":"IFERROR(SMALL(Helper2_2,A1943),\"\")","v":1942},{"$f":"COUNTIF(Helper3_1,\"=\"&G1943)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1943)=1, G1943, \"\")","v":1942},{"$f":"IFERROR(SMALL(Index_2,A1943),\"\")","v":1942},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:J1943)),\"\")","v":"HWU_87"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:K1943)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:L1943)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:M1943)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:N1943)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:O1943)),\"\")","v":"87 As part of the Learning and Teaching Strategy, the University recognised the need to establish a stronger capacity for professional development of staff involved in teaching, and the combination of the Learning and Teaching Academy (LTA) together with the Learning and Teaching Enhancement Services (LTES) aim to ensure that support for teaching staff can be provided more consistently and in line with institutional and local needs. The LTA, which was formed in September 2019, also provides a focus for sharing    of best practice in learning and teaching across all campuses. Staff who met the ELIR team were positive about LTA activities and level of engagement. In response to the COVID-19 pandemic, the LTA has supported staff with the additional planning and preparation required to maintain communication with students and support students in learning online. This has been done by producing guidance, toolkits and learning materials. During the review visits, the ELIR team met staff who confirmed the speed at which LTA had provided support and their willingness to work with individuals to provide tailored support.  "}]
[{"$f":"IF('> FILTER <'!B1945<>\"\",ROW(OFFSET(A1944,-1,0)),\"\")","v":1943},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1945)),A1944,\"\")","v":1943},{"$f":"IFERROR(SMALL(Helper2_1,A1944),\"\")","v":1943},null,1943,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1945)),$A1944,\"\")","v":1943},{"$f":"IFERROR(SMALL(Helper2_2,A1944),\"\")","v":1943},{"$f":"COUNTIF(Helper3_1,\"=\"&G1944)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1944)=1, G1944, \"\")","v":1943},{"$f":"IFERROR(SMALL(Index_2,A1944),\"\")","v":1943},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:J1944)),\"\")","v":"HWU_88"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:K1944)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:L1944)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:M1944)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:N1944)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:O1944)),\"\")","v":"88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "}]
[{"$f":"IF('> FILTER <'!B1946<>\"\",ROW(OFFSET(A1945,-1,0)),\"\")","v":1944},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1946)),A1945,\"\")","v":1944},{"$f":"IFERROR(SMALL(Helper2_1,A1945),\"\")","v":1944},null,1944,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1946)),$A1945,\"\")","v":1944},{"$f":"IFERROR(SMALL(Helper2_2,A1945),\"\")","v":1944},{"$f":"COUNTIF(Helper3_1,\"=\"&G1945)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1945)=1, G1945, \"\")","v":1944},{"$f":"IFERROR(SMALL(Index_2,A1945),\"\")","v":1944},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:J1945)),\"\")","v":"HWU_88"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:K1945)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:L1945)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:M1945)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:N1945)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:O1945)),\"\")","v":"88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "}]
[{"$f":"IF('> FILTER <'!B1947<>\"\",ROW(OFFSET(A1946,-1,0)),\"\")","v":1945},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1947)),A1946,\"\")","v":1945},{"$f":"IFERROR(SMALL(Helper2_1,A1946),\"\")","v":1945},null,1945,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1947)),$A1946,\"\")","v":1945},{"$f":"IFERROR(SMALL(Helper2_2,A1946),\"\")","v":1945},{"$f":"COUNTIF(Helper3_1,\"=\"&G1946)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1946)=1, G1946, \"\")","v":1945},{"$f":"IFERROR(SMALL(Index_2,A1946),\"\")","v":1945},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:J1946)),\"\")","v":"HWU_88"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:K1946)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:L1946)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:M1946)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:N1946)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:O1946)),\"\")","v":"88 The development and implementation of RBL benefited from the close collaborative working between LTA and the Learning and Teaching Enhancement Services (LTES), the former providing advice, guidance and training relating to pedagogy and the latter providing advice and training in digital and information skills through webinars and drop-in sessions.  The LTES, which is part of Information Services, is responsible for a range of activities including audio visual, learning technologists, learning advisers and library liaison. Future plans are for LTES training to align closely with the academic developments within LTA to further develop staff capacity for digital learning and teaching practices. It is noted that the move to RBL has accelerated this activity, and staff and students recognised this as a positive development in response to COVID-19 that would become embedded in normal practice. Several members of staff recognised that RBL and the associated work had accelerated the implementation of the Learning and Teaching Strategy and aided progress towards the 'Pioneering in Education' and 'Being a global, connected University' ambitions of Strategy 2025.  "}]
[{"$f":"IF('> FILTER <'!B1948<>\"\",ROW(OFFSET(A1947,-1,0)),\"\")","v":1946},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1948)),A1947,\"\")","v":1946},{"$f":"IFERROR(SMALL(Helper2_1,A1947),\"\")","v":1946},null,1946,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1948)),$A1947,\"\")","v":1946},{"$f":"IFERROR(SMALL(Helper2_2,A1947),\"\")","v":1946},{"$f":"COUNTIF(Helper3_1,\"=\"&G1947)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1947)=1, G1947, \"\")","v":1946},{"$f":"IFERROR(SMALL(Index_2,A1947),\"\")","v":1946},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:J1947)),\"\")","v":"HWU_89"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:K1947)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:L1947)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:M1947)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:N1947)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:O1947)),\"\")","v":"89 The University uses the QAA national Enhancement Themes as an important reference point to manage enhancement. The University has engaged in several activities as part of the most recent Enhancement Theme (Evidence for Enhancement) led through the Learning and Teaching Enhancement Services and, since 2019, the LTA.  Eight projects across the University were funded as part of the work on the Evidence for Enhancement Theme. There is global engagement with, and learning from, the Enhancement Themes with a wide range of staff and students across the University leading projects and processes in place to share outcomes and to embed the projects into practice."}]
[{"$f":"IF('> FILTER <'!B1949<>\"\",ROW(OFFSET(A1948,-1,0)),\"\")","v":1947},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1949)),A1948,\"\")","v":1947},{"$f":"IFERROR(SMALL(Helper2_1,A1948),\"\")","v":1947},null,1947,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1949)),$A1948,\"\")","v":1947},{"$f":"IFERROR(SMALL(Helper2_2,A1948),\"\")","v":1947},{"$f":"COUNTIF(Helper3_1,\"=\"&G1948)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1948)=1, G1948, \"\")","v":1947},{"$f":"IFERROR(SMALL(Index_2,A1948),\"\")","v":1947},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:J1948)),\"\")","v":"HWU_90"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:K1948)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:L1948)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:M1948)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:N1948)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:O1948)),\"\")","v":"90 It was recognised that, in previous themes most of the University's engagement in Enhancement Themes had been by professional services staff. This has changed in recent years with the coordination of participation through LTES (and more recently through LTA) and oversight by UCLT facilitating a wider involvement in the themes, particularly 'Student Transitions' and 'Evidence for Enhancement'. A number of projects involving collaborations between schools and across campuses have produced results reported at Enhancement Themes conferences, workshops, presentations, and through involvement in three collaborative clusters- Learning Analytics, Developing Programme Leadership and Creating Inclusive Learning Environments. At national level there has been good student engagement from the University with two student members on SHEEC and presenting at Enhancement Theme conferences."}]
[{"$f":"IF('> FILTER <'!B1950<>\"\",ROW(OFFSET(A1949,-1,0)),\"\")","v":1948},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1950)),A1949,\"\")","v":1948},{"$f":"IFERROR(SMALL(Helper2_1,A1949),\"\")","v":1948},null,1948,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1950)),$A1949,\"\")","v":1948},{"$f":"IFERROR(SMALL(Helper2_2,A1949),\"\")","v":1948},{"$f":"COUNTIF(Helper3_1,\"=\"&G1949)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1949)=1, G1949, \"\")","v":1948},{"$f":"IFERROR(SMALL(Index_2,A1949),\"\")","v":1948},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:J1949)),\"\")","v":"HWU_91"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:K1949)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:L1949)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:M1949)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:N1949)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:O1949)),\"\")","v":"91 Work on the previous Enhancement Theme - Student Transitions - has resulted     in changes in practice. The Peer Mentoring Project, a collaborative project with the Student Union, has informed subsequent peer mentoring schemes. Work from this project is currently being developed by the Student Success Advisors and the multi-school pilot of   peer-assisted learning."}]
[{"$f":"IF('> FILTER <'!B1951<>\"\",ROW(OFFSET(A1950,-1,0)),\"\")","v":1949},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1951)),A1950,\"\")","v":1949},{"$f":"IFERROR(SMALL(Helper2_1,A1950),\"\")","v":1949},null,1949,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1951)),$A1950,\"\")","v":1949},{"$f":"IFERROR(SMALL(Helper2_2,A1950),\"\")","v":1949},{"$f":"COUNTIF(Helper3_1,\"=\"&G1950)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1950)=1, G1950, \"\")","v":1949},{"$f":"IFERROR(SMALL(Index_2,A1950),\"\")","v":1949},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:J1950)),\"\")","v":"HWU_92"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:K1950)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:L1950)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:M1950)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:N1950)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:O1950)),\"\")","v":"92 Engagement with the most recent theme - Evidence for Enhancement - has resulted in an extensive review of student surveys. As a result, the University's survey process and Course Feedback Survey have been redesigned. This does not appear to have led to any significant change in the way in which data is used to inform decisions. A wide range of resources have been developed by the sector through the Evidence for Enhancement Theme and the ELIR team recommend the University to use the resources   to reflect on the University's approach to using data to enhance the student experience (paragraph 140-144).  "}]
[{"$f":"IF('> FILTER <'!B1952<>\"\",ROW(OFFSET(A1951,-1,0)),\"\")","v":1950},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1952)),A1951,\"\")","v":1950},{"$f":"IFERROR(SMALL(Helper2_1,A1951),\"\")","v":1950},null,1950,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1952)),$A1951,\"\")","v":1950},{"$f":"IFERROR(SMALL(Helper2_2,A1951),\"\")","v":1950},{"$f":"COUNTIF(Helper3_1,\"=\"&G1951)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1951)=1, G1951, \"\")","v":1950},{"$f":"IFERROR(SMALL(Index_2,A1951),\"\")","v":1950},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:J1951)),\"\")","v":"HWU_93"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:K1951)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:L1951)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:M1951)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:N1951)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:O1951)),\"\")","v":"93 The University has a range of mechanisms to identify and share good practice across the institution at four levels: institutional, campus, school and individual. The establishment of the LTA is providing a central focus for sharing best practice across the University. Staff who met the ELIR team recognised that they had not been particularly active in the past at sharing best practice and learning together at school level, but progress had been made by the LTA. A range of activities are supported to facilitate enhancement of learning and teaching across the institution including: learning and teaching development funding in schools; global meetings of professional services teams; Learning and Teaching Enhancement Fora; UCLT half-day sessions focused on particular topics; meetings of Directors of L&T; school-based continuing professional development events opened up to other schools; and cross-campus sharing of practices through the LTA.  "}]
[{"$f":"IF('> FILTER <'!B1953<>\"\",ROW(OFFSET(A1952,-1,0)),\"\")","v":1951},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1953)),A1952,\"\")","v":1951},{"$f":"IFERROR(SMALL(Helper2_1,A1952),\"\")","v":1951},null,1951,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1953)),$A1952,\"\")","v":1951},{"$f":"IFERROR(SMALL(Helper2_2,A1952),\"\")","v":1951},{"$f":"COUNTIF(Helper3_1,\"=\"&G1952)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1952)=1, G1952, \"\")","v":1951},{"$f":"IFERROR(SMALL(Index_2,A1952),\"\")","v":1951},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:J1952)),\"\")","v":"HWU_94"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:K1952)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:L1952)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:M1952)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:N1952)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:O1952)),\"\")","v":"94 The formal committee structures enable cross-university sharing of learning and teaching practices and enhancement. For example, in relation to Annual Monitoring and Review (AMR), the Annual AMR Summary Report, provides a synopsis of all the reports for discussion through the committee structure to Senate. Academic staff in schools referred to their engagement with DLTs as a key connection with these formal structures. The ELIR team learned of a number of examples of this connection with DLTs including: discussions about the postponed VLE project and the supportive response towards concerns about workload; and DLTs working with LTA to identify staff requirements for development."}]
[{"$f":"IF('> FILTER <'!B1954<>\"\",ROW(OFFSET(A1953,-1,0)),\"\")","v":1952},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1954)),A1953,\"\")","v":1952},{"$f":"IFERROR(SMALL(Helper2_1,A1953),\"\")","v":1952},null,1952,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1954)),$A1953,\"\")","v":1952},{"$f":"IFERROR(SMALL(Helper2_2,A1953),\"\")","v":1952},{"$f":"COUNTIF(Helper3_1,\"=\"&G1953)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1953)=1, G1953, \"\")","v":1952},{"$f":"IFERROR(SMALL(Index_2,A1953),\"\")","v":1952},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:J1953)),\"\")","v":"HWU_95"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:K1953)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:L1953)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:M1953)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:N1953)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:O1953)),\"\")","v":"95 Opportunities to meet and to share best practice also include formal events such as academic reviews (ILR)and the new AMR annual dissemination event. Enhancement Workshops within Academic Reviews provide an opportunity to share good practice and discuss ideas between the discipline team and the review team. Scope for further enhancement opportunities within university processes include a more active engagement  in peer observation through the implementation of the Peer Support of Teaching framework promoted within LTA from 2019, and through engagement with the annual summary report to UCLT."}]
[{"$f":"IF('> FILTER <'!B1955<>\"\",ROW(OFFSET(A1954,-1,0)),\"\")","v":1953},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1955)),A1954,\"\")","v":1953},{"$f":"IFERROR(SMALL(Helper2_1,A1954),\"\")","v":1953},null,1953,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1955)),$A1954,\"\")","v":1953},{"$f":"IFERROR(SMALL(Helper2_2,A1954),\"\")","v":1953},{"$f":"COUNTIF(Helper3_1,\"=\"&G1954)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1954)=1, G1954, \"\")","v":1953},{"$f":"IFERROR(SMALL(Index_2,A1954),\"\")","v":1953},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:J1954)),\"\")","v":"HWU_95"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:K1954)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:L1954)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:M1954)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:N1954)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:O1954)),\"\")","v":"95 Opportunities to meet and to share best practice also include formal events such as academic reviews (ILR)and the new AMR annual dissemination event. Enhancement Workshops within Academic Reviews provide an opportunity to share good practice and discuss ideas between the discipline team and the review team. Scope for further enhancement opportunities within university processes include a more active engagement  in peer observation through the implementation of the Peer Support of Teaching framework promoted within LTA from 2019, and through engagement with the annual summary report to UCLT."}]
[{"$f":"IF('> FILTER <'!B1956<>\"\",ROW(OFFSET(A1955,-1,0)),\"\")","v":1954},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1956)),A1955,\"\")","v":1954},{"$f":"IFERROR(SMALL(Helper2_1,A1955),\"\")","v":1954},null,1954,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1956)),$A1955,\"\")","v":1954},{"$f":"IFERROR(SMALL(Helper2_2,A1955),\"\")","v":1954},{"$f":"COUNTIF(Helper3_1,\"=\"&G1955)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1955)=1, G1955, \"\")","v":1954},{"$f":"IFERROR(SMALL(Index_2,A1955),\"\")","v":1954},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:J1955)),\"\")","v":"HWU_96"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:K1955)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:L1955)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:M1955)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:N1955)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:O1955)),\"\")","v":"96 The introduction of RBL at a rapid pace provides a positive example of the ways in which academic and professional services staff work together and share expertise. In discussion with the ELIR team, staff gave examples of collaborative working, for example, RBL groups set up in schools, with academic, professional services and learning technologist staff working together, building community and sharing practice. Staff indicated that they were prepared for the move to RBL and viewed it as an enhancement to current practice. During the review visits, staff outlined the opportunities within schools to share practice, expressing the view that RBL is leading to more joint working on programmes. Staff on the Malaysia and Dubai campuses have formed school-based RBL action groups and 'buddy' groups to support this work."}]
[{"$f":"IF('> FILTER <'!B1957<>\"\",ROW(OFFSET(A1956,-1,0)),\"\")","v":1955},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1957)),A1956,\"\")","v":1955},{"$f":"IFERROR(SMALL(Helper2_1,A1956),\"\")","v":1955},null,1955,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1957)),$A1956,\"\")","v":1955},{"$f":"IFERROR(SMALL(Helper2_2,A1956),\"\")","v":1955},{"$f":"COUNTIF(Helper3_1,\"=\"&G1956)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1956)=1, G1956, \"\")","v":1955},{"$f":"IFERROR(SMALL(Index_2,A1956),\"\")","v":1955},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:J1956)),\"\")","v":"HWU_96"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:K1956)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:L1956)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:M1956)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:N1956)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:O1956)),\"\")","v":"96 The introduction of RBL at a rapid pace provides a positive example of the ways in which academic and professional services staff work together and share expertise. In discussion with the ELIR team, staff gave examples of collaborative working, for example, RBL groups set up in schools, with academic, professional services and learning technologist staff working together, building community and sharing practice. Staff indicated that they were prepared for the move to RBL and viewed it as an enhancement to current practice. During the review visits, staff outlined the opportunities within schools to share practice, expressing the view that RBL is leading to more joint working on programmes. Staff on the Malaysia and Dubai campuses have formed school-based RBL action groups and 'buddy' groups to support this work."}]
[{"$f":"IF('> FILTER <'!B1958<>\"\",ROW(OFFSET(A1957,-1,0)),\"\")","v":1956},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1958)),A1957,\"\")","v":1956},{"$f":"IFERROR(SMALL(Helper2_1,A1957),\"\")","v":1956},null,1956,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1958)),$A1957,\"\")","v":1956},{"$f":"IFERROR(SMALL(Helper2_2,A1957),\"\")","v":1956},{"$f":"COUNTIF(Helper3_1,\"=\"&G1957)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1957)=1, G1957, \"\")","v":1956},{"$f":"IFERROR(SMALL(Index_2,A1957),\"\")","v":1956},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:J1957)),\"\")","v":"HWU_97"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:K1957)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:L1957)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:M1957)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:N1957)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:O1957)),\"\")","v":"97 There are effective arrangements in place for engaging and supporting staff in the ongoing development of their learning and teaching practice. The 'Support, Development and Training of Staff' is one of the four enablers of the Learning and Teaching Strategy and lists 12 priorities to facilitate implementation. The University's approach to engaging, developing and supporting staff at all campuses is summarised in a series of key principles in the 'Multi Code'. The University plans a more coordinated global approach to the learning and teaching development of staff with the establishment of the LTA.  "}]
[{"$f":"IF('> FILTER <'!B1959<>\"\",ROW(OFFSET(A1958,-1,0)),\"\")","v":1957},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1959)),A1958,\"\")","v":1957},{"$f":"IFERROR(SMALL(Helper2_1,A1958),\"\")","v":1957},null,1957,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1959)),$A1958,\"\")","v":1957},{"$f":"IFERROR(SMALL(Helper2_2,A1958),\"\")","v":1957},{"$f":"COUNTIF(Helper3_1,\"=\"&G1958)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1958)=1, G1958, \"\")","v":1957},{"$f":"IFERROR(SMALL(Index_2,A1958),\"\")","v":1957},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:J1958)),\"\")","v":"HWU_98"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:K1958)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:L1958)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:M1958)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:N1958)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:O1958)),\"\")","v":"98 At the time of the current ELIR, the Postgraduate Certificate (PGCert) leading to HEA Fellowship, has been recently reviewed and offered to new academic staff at all campuses. The ELIR team learned that new teaching staff must take the PGCert and have a three-year probationary period. The team heard that previously there had not been a strong institutional-level engagement with HEA Fellowship, but this was now being taken forwards more actively through LTA and consideration was being given to incorporating HEA Fellowship recognition into promotions' criteria.  "}]
[{"$f":"IF('> FILTER <'!B1960<>\"\",ROW(OFFSET(A1959,-1,0)),\"\")","v":1958},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1960)),A1959,\"\")","v":1958},{"$f":"IFERROR(SMALL(Helper2_1,A1959),\"\")","v":1958},null,1958,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1960)),$A1959,\"\")","v":1958},{"$f":"IFERROR(SMALL(Helper2_2,A1959),\"\")","v":1958},{"$f":"COUNTIF(Helper3_1,\"=\"&G1959)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1959)=1, G1959, \"\")","v":1958},{"$f":"IFERROR(SMALL(Index_2,A1959),\"\")","v":1958},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:J1959)),\"\")","v":"HWU_99"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:K1959)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:L1959)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:M1959)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:N1959)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:O1959)),\"\")","v":"99 Individual staff needs are identified through the University's annual Performance and Development Review (PDR). To address development needs, schools, together with the University HR Department and LTA, provide staff development activities including bespoke events delivered on campuses outside of Edinburgh. During the review visits, the ELIR team learned of LTA workshops delivered to the Orkney campus on assessment and online learning. Staff who met the team reported that they were encouraged to undertake training, however, staff at the HWUD and HWUM campuses indicated that training opportunities can be limited by access and/or budget with some training only available at the Edinburgh campus. The team recommend that the University consider staff development opportunities across the institution to ensure equity of access at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required. At the time of the current ELIR, the mandatory PDR process was   under review in response to the staff engagement survey 2018. The ELIR team learned   that PDR will now take place during summer months to better align with workload planning, as practice varies in schools.   "}]
[{"$f":"IF('> FILTER <'!B1961<>\"\",ROW(OFFSET(A1960,-1,0)),\"\")","v":1959},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1961)),A1960,\"\")","v":1959},{"$f":"IFERROR(SMALL(Helper2_1,A1960),\"\")","v":1959},null,1959,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1961)),$A1960,\"\")","v":1959},{"$f":"IFERROR(SMALL(Helper2_2,A1960),\"\")","v":1959},{"$f":"COUNTIF(Helper3_1,\"=\"&G1960)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1960)=1, G1960, \"\")","v":1959},{"$f":"IFERROR(SMALL(Index_2,A1960),\"\")","v":1959},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:J1960)),\"\")","v":"HWU_100"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:K1960)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:L1960)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:M1960)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:N1960)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:O1960)),\"\")","v":"100 In addition to the PDR, there are also informal routes for identifying academic development needs, including the Learning and Teaching AY2020/21 Group, direct feedback from schools and the Learning and Teaching Enhancement Fora (Malaysia and Dubai). Two 'extra' snapshot surveys in weeks 1 and 7 in the context of the COVID-19 pandemic have led to rapid support in terms of addressing staff concerns over wellbeing and preparation for Semester 2. Staff who met the ELIR team indicated that the close working relationship between staff in learning technology and the LTA has ensured an agile response to needs."}]
[{"$f":"IF('> FILTER <'!B1962<>\"\",ROW(OFFSET(A1961,-1,0)),\"\")","v":1960},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1962)),A1961,\"\")","v":1960},{"$f":"IFERROR(SMALL(Helper2_1,A1961),\"\")","v":1960},null,1960,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1962)),$A1961,\"\")","v":1960},{"$f":"IFERROR(SMALL(Helper2_2,A1961),\"\")","v":1960},{"$f":"COUNTIF(Helper3_1,\"=\"&G1961)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1961)=1, G1961, \"\")","v":1960},{"$f":"IFERROR(SMALL(Index_2,A1961),\"\")","v":1960},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:J1961)),\"\")","v":"HWU_100"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:K1961)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:L1961)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:M1961)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:N1961)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:O1961)),\"\")","v":"100 In addition to the PDR, there are also informal routes for identifying academic development needs, including the Learning and Teaching AY2020/21 Group, direct feedback from schools and the Learning and Teaching Enhancement Fora (Malaysia and Dubai). Two 'extra' snapshot surveys in weeks 1 and 7 in the context of the COVID-19 pandemic have led to rapid support in terms of addressing staff concerns over wellbeing and preparation for Semester 2. Staff who met the ELIR team indicated that the close working relationship between staff in learning technology and the LTA has ensured an agile response to needs."}]
[{"$f":"IF('> FILTER <'!B1963<>\"\",ROW(OFFSET(A1962,-1,0)),\"\")","v":1961},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1963)),A1962,\"\")","v":1961},{"$f":"IFERROR(SMALL(Helper2_1,A1962),\"\")","v":1961},null,1961,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1963)),$A1962,\"\")","v":1961},{"$f":"IFERROR(SMALL(Helper2_2,A1962),\"\")","v":1961},{"$f":"COUNTIF(Helper3_1,\"=\"&G1962)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1962)=1, G1962, \"\")","v":1961},{"$f":"IFERROR(SMALL(Index_2,A1962),\"\")","v":1961},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:J1962)),\"\")","v":"HWU_101"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:K1962)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:L1962)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:M1962)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:N1962)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:O1962)),\"\")","v":"101 Schools have a point of contact in LTA who work with them on staff development including HEA Fellowship, with Malaysia Campus having six candidates for PGCert, and three for Senior Fellow, and mentoring arrangements inplace. LTA offers a 'New to Teaching' support programme and PGCert for new staff and mid-career support to gain  HEA Fellowship. There is recognition of the key role ofProgrammeDirectorandthe need   to provideinstitutional training and support including their access to anduse of data."}]
[{"$f":"IF('> FILTER <'!B1964<>\"\",ROW(OFFSET(A1963,-1,0)),\"\")","v":1962},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1964)),A1963,\"\")","v":1962},{"$f":"IFERROR(SMALL(Helper2_1,A1963),\"\")","v":1962},null,1962,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1964)),$A1963,\"\")","v":1962},{"$f":"IFERROR(SMALL(Helper2_2,A1963),\"\")","v":1962},{"$f":"COUNTIF(Helper3_1,\"=\"&G1963)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1963)=1, G1963, \"\")","v":1962},{"$f":"IFERROR(SMALL(Index_2,A1963),\"\")","v":1962},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:J1963)),\"\")","v":"HWU_102"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:K1963)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:L1963)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:M1963)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:N1963)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:O1963)),\"\")","v":"102 The University recognisesprevious under-resourcing of learning and teaching related development for academic staff and theneed forupskilling, especially digital skills, in light of planned growth in PGT online. The University plans to address this skills gap through the Learning and Teaching Academy (LTA) and the Learning and Teaching Enhancement Services (LTES), which provide training to improve digital skills and capabilities of staff (paragraph 87-88)."}]
[{"$f":"IF('> FILTER <'!B1965<>\"\",ROW(OFFSET(A1964,-1,0)),\"\")","v":1963},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1965)),A1964,\"\")","v":1963},{"$f":"IFERROR(SMALL(Helper2_1,A1964),\"\")","v":1963},null,1963,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1965)),$A1964,\"\")","v":1963},{"$f":"IFERROR(SMALL(Helper2_2,A1964),\"\")","v":1963},{"$f":"COUNTIF(Helper3_1,\"=\"&G1964)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1964)=1, G1964, \"\")","v":1963},{"$f":"IFERROR(SMALL(Index_2,A1964),\"\")","v":1963},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:J1964)),\"\")","v":"HWU_103"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:K1964)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:L1964)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:M1964)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:N1964)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:O1964)),\"\")","v":"103 The ELIR team commends the University's strategic approach to international and multi-campus provision and has continued to strengthen its approach to further develop the sense of a shared identity and 'One Heriot-Watt' ethos, engendering a sense of a global community. There is an effective approach to implementing strategies and enhancing learning and teaching, including a good understanding of the Learning and Teaching Strategy as a result of wide consultation and dissemination. While the year one implementation of the Strategy was deferred from January to September 2019, and some projects delayed (VLE, e-portfolio, Global Curriculum Management System), there   has been progress in implementation of the Portfolio Modernisation Review and the establishment of LTA. Introduction of RBL and the rapid development of digital learning methodology across all campuses has accelerated progress towards the ambitions of Strategy 2025. "}]
[{"$f":"IF('> FILTER <'!B1966<>\"\",ROW(OFFSET(A1965,-1,0)),\"\")","v":1964},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1966)),A1965,\"\")","v":1964},{"$f":"IFERROR(SMALL(Helper2_1,A1965),\"\")","v":1964},null,1964,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1966)),$A1965,\"\")","v":1964},{"$f":"IFERROR(SMALL(Helper2_2,A1965),\"\")","v":1964},{"$f":"COUNTIF(Helper3_1,\"=\"&G1965)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1965)=1, G1965, \"\")","v":1964},{"$f":"IFERROR(SMALL(Index_2,A1965),\"\")","v":1964},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:J1965)),\"\")","v":"HWU_103"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:K1965)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:L1965)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:M1965)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:N1965)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:O1965)),\"\")","v":"103 The ELIR team commends the University's strategic approach to international and multi-campus provision and has continued to strengthen its approach to further develop the sense of a shared identity and 'One Heriot-Watt' ethos, engendering a sense of a global community. There is an effective approach to implementing strategies and enhancing learning and teaching, including a good understanding of the Learning and Teaching Strategy as a result of wide consultation and dissemination. While the year one implementation of the Strategy was deferred from January to September 2019, and some projects delayed (VLE, e-portfolio, Global Curriculum Management System), there   has been progress in implementation of the Portfolio Modernisation Review and the establishment of LTA. Introduction of RBL and the rapid development of digital learning methodology across all campuses has accelerated progress towards the ambitions of Strategy 2025. "}]
[{"$f":"IF('> FILTER <'!B1967<>\"\",ROW(OFFSET(A1966,-1,0)),\"\")","v":1965},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1967)),A1966,\"\")","v":1965},{"$f":"IFERROR(SMALL(Helper2_1,A1966),\"\")","v":1965},null,1965,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1967)),$A1966,\"\")","v":1965},{"$f":"IFERROR(SMALL(Helper2_2,A1966),\"\")","v":1965},{"$f":"COUNTIF(Helper3_1,\"=\"&G1966)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1966)=1, G1966, \"\")","v":1965},{"$f":"IFERROR(SMALL(Index_2,A1966),\"\")","v":1965},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:J1966)),\"\")","v":"HWU_104"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:K1966)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:L1966)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:M1966)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:N1966)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:O1966)),\"\")","v":"104 The ELIR team commends the University's institutional commitment to enhancing learning and teaching with its strong commitment and vision from senior leadership to the implementation of the Learning and Teaching Strategy. This is exemplified through clear and accessible policies and procedures, the establishment of the LTA and the further development of the role of DLTs in schools. The University has ensured that all staff have opportunities to contribute to the enhancement of learning and teaching including engaging in Enhancement Workshops in Academic Review and the extensive consultative approach to developing and implementing the Learning and Teaching Strategy.  "}]
[{"$f":"IF('> FILTER <'!B1968<>\"\",ROW(OFFSET(A1967,-1,0)),\"\")","v":1966},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1968)),A1967,\"\")","v":1966},{"$f":"IFERROR(SMALL(Helper2_1,A1967),\"\")","v":1966},null,1966,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1968)),$A1967,\"\")","v":1966},{"$f":"IFERROR(SMALL(Helper2_2,A1967),\"\")","v":1966},{"$f":"COUNTIF(Helper3_1,\"=\"&G1967)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1967)=1, G1967, \"\")","v":1966},{"$f":"IFERROR(SMALL(Index_2,A1967),\"\")","v":1966},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:J1967)),\"\")","v":"HWU_105"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:K1967)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:L1967)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:M1967)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:N1967)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:O1967)),\"\")","v":"105 The University has an effective approach to promoting good practice in learning and teaching. There are a wide range of staff development opportunities available, however, not all opportunities are available at each campus. The ELIR team recommends that the University should consider staff development opportunities across the institution to ensure equity of access to opportunities at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required.    "}]
[{"$f":"IF('> FILTER <'!B1969<>\"\",ROW(OFFSET(A1968,-1,0)),\"\")","v":1967},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1969)),A1968,\"\")","v":1967},{"$f":"IFERROR(SMALL(Helper2_1,A1968),\"\")","v":1967},null,1967,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1969)),$A1968,\"\")","v":1967},{"$f":"IFERROR(SMALL(Helper2_2,A1968),\"\")","v":1967},{"$f":"COUNTIF(Helper3_1,\"=\"&G1968)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1968)=1, G1968, \"\")","v":1967},{"$f":"IFERROR(SMALL(Index_2,A1968),\"\")","v":1967},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:J1968)),\"\")","v":"HWU_105"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:K1968)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:L1968)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:M1968)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:N1968)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:O1968)),\"\")","v":"105 The University has an effective approach to promoting good practice in learning and teaching. There are a wide range of staff development opportunities available, however, not all opportunities are available at each campus. The ELIR team recommends that the University should consider staff development opportunities across the institution to ensure equity of access to opportunities at all campuses. In addressing this, the University should consider online delivery, the need for local provision and level of resourcing required.    "}]
[{"$f":"IF('> FILTER <'!B1970<>\"\",ROW(OFFSET(A1969,-1,0)),\"\")","v":1968},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1970)),A1969,\"\")","v":1968},{"$f":"IFERROR(SMALL(Helper2_1,A1969),\"\")","v":1968},null,1968,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1970)),$A1969,\"\")","v":1968},{"$f":"IFERROR(SMALL(Helper2_2,A1969),\"\")","v":1968},{"$f":"COUNTIF(Helper3_1,\"=\"&G1969)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1969)=1, G1969, \"\")","v":1968},{"$f":"IFERROR(SMALL(Index_2,A1969),\"\")","v":1968},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:J1969)),\"\")","v":"HWU_106"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:K1969)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:L1969)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:M1969)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:N1969)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:O1969)),\"\")","v":"106 The University has effective arrangements to secure academic standards and to enable it to manage quality. The policies, procedures and regulations are clear and comprehensive. Many of these are effectively summarised for use by staff and students in the series of Learning and Teaching and Quality Briefing Papers. These meet the Expectations set out in the UK Quality Code for Higher Education (the Quality Code) and the guidance of the Scottish Funding Council."}]
[{"$f":"IF('> FILTER <'!B1971<>\"\",ROW(OFFSET(A1970,-1,0)),\"\")","v":1969},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1971)),A1970,\"\")","v":1969},{"$f":"IFERROR(SMALL(Helper2_1,A1970),\"\")","v":1969},null,1969,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1971)),$A1970,\"\")","v":1969},{"$f":"IFERROR(SMALL(Helper2_2,A1970),\"\")","v":1969},{"$f":"COUNTIF(Helper3_1,\"=\"&G1970)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1970)=1, G1970, \"\")","v":1969},{"$f":"IFERROR(SMALL(Index_2,A1970),\"\")","v":1969},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:J1970)),\"\")","v":"HWU_107"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:K1970)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:L1970)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:M1970)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:N1970)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:O1970)),\"\")","v":"107 The University's robust and resilient institutional quality framework has enabled the University to provide an agile and effective response to the COVID-19 pandemic during 2019-20 and onwards. Through the provision of clear and accessible documentation, this established quality framework enabled a rapid and appropriate response that was effectively led and coordinated at a senior level and across all campuses comprising a phased response and demonstrating lessons learnt, working across different national contexts. The University's quality framework was evidently well understood by staff across all campuses enabling staff to work within the policies and processes to deliver effective learning and teaching even while responding to the COVID-19 pandemic. Examples of clear and accessible documentation, including the University's short Briefing Papers covering Quality Assurance and Learning and Teaching, contributed towards the broad understanding of the framework.   "}]
[{"$f":"IF('> FILTER <'!B1972<>\"\",ROW(OFFSET(A1971,-1,0)),\"\")","v":1970},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1972)),A1971,\"\")","v":1970},{"$f":"IFERROR(SMALL(Helper2_1,A1971),\"\")","v":1970},null,1970,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1972)),$A1971,\"\")","v":1970},{"$f":"IFERROR(SMALL(Helper2_2,A1971),\"\")","v":1970},{"$f":"COUNTIF(Helper3_1,\"=\"&G1971)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1971)=1, G1971, \"\")","v":1970},{"$f":"IFERROR(SMALL(Index_2,A1971),\"\")","v":1970},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:J1971)),\"\")","v":"HWU_107"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:K1971)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:L1971)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:M1971)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:N1971)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:O1971)),\"\")","v":"107 The University's robust and resilient institutional quality framework has enabled the University to provide an agile and effective response to the COVID-19 pandemic during 2019-20 and onwards. Through the provision of clear and accessible documentation, this established quality framework enabled a rapid and appropriate response that was effectively led and coordinated at a senior level and across all campuses comprising a phased response and demonstrating lessons learnt, working across different national contexts. The University's quality framework was evidently well understood by staff across all campuses enabling staff to work within the policies and processes to deliver effective learning and teaching even while responding to the COVID-19 pandemic. Examples of clear and accessible documentation, including the University's short Briefing Papers covering Quality Assurance and Learning and Teaching, contributed towards the broad understanding of the framework.   "}]
[{"$f":"IF('> FILTER <'!B1973<>\"\",ROW(OFFSET(A1972,-1,0)),\"\")","v":1971},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1973)),A1972,\"\")","v":1971},{"$f":"IFERROR(SMALL(Helper2_1,A1972),\"\")","v":1971},null,1971,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1973)),$A1972,\"\")","v":1971},{"$f":"IFERROR(SMALL(Helper2_2,A1972),\"\")","v":1971},{"$f":"COUNTIF(Helper3_1,\"=\"&G1972)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1972)=1, G1972, \"\")","v":1971},{"$f":"IFERROR(SMALL(Index_2,A1972),\"\")","v":1971},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:J1972)),\"\")","v":"HWU_108"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:K1972)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:L1972)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:M1972)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:N1972)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:O1972)),\"\")","v":"108 The University has an appropriate governance framework where overall responsibility for academic standards and quality rest ultimately with Senate. All education committees report to Senate, notably the University Committee for Learning and Teaching (UCLT) and University Committee for Quality and Standards (UCQS). Remits for UCQS and UCLT are primarily for taught provision, while University Committee for Research and Innovation (UCRI and its sub-committee RDC) has remit for postgraduate research provision, although UCQS also monitors postgraduate research student experience. All major committees have appropriate global membership with representation from the international campuses. UCQS and the Academic Quality team held an instrumental role     in managing the response to the COVID-19 pandemic and preparations for academic year 2020-21, including ensuring working within the regulatory framework when developing Responsive Blended Learning (RBL), consulting with PSRBs, rapid approval of course and programme changes, and managing the annual reporting system providing evidence that the University has a mature and effective institutional quality framework which is well understood by staff."}]
[{"$f":"IF('> FILTER <'!B1974<>\"\",ROW(OFFSET(A1973,-1,0)),\"\")","v":1972},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1974)),A1973,\"\")","v":1972},{"$f":"IFERROR(SMALL(Helper2_1,A1973),\"\")","v":1972},null,1972,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1974)),$A1973,\"\")","v":1972},{"$f":"IFERROR(SMALL(Helper2_2,A1973),\"\")","v":1972},{"$f":"COUNTIF(Helper3_1,\"=\"&G1973)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1973)=1, G1973, \"\")","v":1972},{"$f":"IFERROR(SMALL(Index_2,A1973),\"\")","v":1972},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:J1973)),\"\")","v":"HWU_108"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:K1973)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:L1973)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:M1973)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:N1973)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:O1973)),\"\")","v":"108 The University has an appropriate governance framework where overall responsibility for academic standards and quality rest ultimately with Senate. All education committees report to Senate, notably the University Committee for Learning and Teaching (UCLT) and University Committee for Quality and Standards (UCQS). Remits for UCQS and UCLT are primarily for taught provision, while University Committee for Research and Innovation (UCRI and its sub-committee RDC) has remit for postgraduate research provision, although UCQS also monitors postgraduate research student experience. All major committees have appropriate global membership with representation from the international campuses. UCQS and the Academic Quality team held an instrumental role     in managing the response to the COVID-19 pandemic and preparations for academic year 2020-21, including ensuring working within the regulatory framework when developing Responsive Blended Learning (RBL), consulting with PSRBs, rapid approval of course and programme changes, and managing the annual reporting system providing evidence that the University has a mature and effective institutional quality framework which is well understood by staff."}]
[{"$f":"IF('> FILTER <'!B1975<>\"\",ROW(OFFSET(A1974,-1,0)),\"\")","v":1973},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1975)),A1974,\"\")","v":1973},{"$f":"IFERROR(SMALL(Helper2_1,A1974),\"\")","v":1973},null,1973,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1975)),$A1974,\"\")","v":1973},{"$f":"IFERROR(SMALL(Helper2_2,A1974),\"\")","v":1973},{"$f":"COUNTIF(Helper3_1,\"=\"&G1974)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1974)=1, G1974, \"\")","v":1973},{"$f":"IFERROR(SMALL(Index_2,A1974),\"\")","v":1973},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:J1974)),\"\")","v":"HWU_109"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:K1974)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:L1974)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:M1974)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:N1974)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:O1974)),\"\")","v":"109 Quality assurance responsibilities are discharged through schools. Since 2014,   and embedded in Strategy 2025, the University has sought to harmonise and streamline processes and procedures through schools across all locations and modes of study. This resulted in the development of the University's Academic Management Structures (AMS) which has undergone three reviews since the 2015 ELIR. The University has recognised variations in implementation of policy and practice across schools and is encouraged to continue to seek, where appropriate, single institutional ways of operating in line with their global ethos. Under the AMS, school committee structures mirror university-level committees including School Studies Committees and School Learning and Teaching Committees.   Each school has a Director of Learning and Teaching (DLT) and a Director of Academic Quality (DAQ) who operate on a global level and, while not being campus-specific, are predominantly based in the UK. In some schools, these roles can be supported by additional Deputy and Associate Directors. The ELIR team learned of positive examples of a school having an Associate Director of Learning and Teaching being based at one of its international campuses. The team was satisfied that the school DLTs keep school staff informed of changes to regulations and policies and noted that DAQs sit on the UCQS committee."}]
[{"$f":"IF('> FILTER <'!B1976<>\"\",ROW(OFFSET(A1975,-1,0)),\"\")","v":1974},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1976)),A1975,\"\")","v":1974},{"$f":"IFERROR(SMALL(Helper2_1,A1975),\"\")","v":1974},null,1974,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1976)),$A1975,\"\")","v":1974},{"$f":"IFERROR(SMALL(Helper2_2,A1975),\"\")","v":1974},{"$f":"COUNTIF(Helper3_1,\"=\"&G1975)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1975)=1, G1975, \"\")","v":1974},{"$f":"IFERROR(SMALL(Index_2,A1975),\"\")","v":1974},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:J1975)),\"\")","v":"HWU_110"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:K1975)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:L1975)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:M1975)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:N1975)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:O1975)),\"\")","v":"110 In addition to school-based roles, the University has three deans who are integral to the institution's quality assurance system. They are elected for a three-year term by academic staff and play a role in approving 'Approved Teacher/Marker' status for ALP staff, the appointment and promotion of academic staff, and the monitoring of Exam Boards. They also approve the appointment of external examiners and the Chief External Examiner. The ELIR team noted how the deans had played a part in providing a consistent format for school responses to external examiner reports where there had previously been variation in approach by schools. The team learned that this had led to improved consistency in the consideration of external examiner responses across the University and considered it a positive example of the outcome of harmonisation. The ELIR team would encourage the University to use this example of harmonisation to reflect on other variations in implementation of policy and practice across schools which lead to unnecessary inconsistency.   "}]
[{"$f":"IF('> FILTER <'!B1977<>\"\",ROW(OFFSET(A1976,-1,0)),\"\")","v":1975},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1977)),A1976,\"\")","v":1975},{"$f":"IFERROR(SMALL(Helper2_1,A1976),\"\")","v":1975},null,1975,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1977)),$A1976,\"\")","v":1975},{"$f":"IFERROR(SMALL(Helper2_2,A1976),\"\")","v":1975},{"$f":"COUNTIF(Helper3_1,\"=\"&G1976)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1976)=1, G1976, \"\")","v":1975},{"$f":"IFERROR(SMALL(Index_2,A1976),\"\")","v":1975},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:J1976)),\"\")","v":"HWU_111"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:K1976)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:L1976)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:M1976)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:N1976)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:O1976)),\"\")","v":"111 The University approach to the global assurance of quality and standards is articulated in the 'Multi Code' - a document which provides the overarching framework within which all policies and procedures for assuring quality and academic standards of programmes are located. The ELIR team identified that staff who had need to utilise the Multi Code appeared aware of it and were engaged with it. The team recognised that this appropriately embedded approach to the management, assurance and enhancement of the University's multi-location, multi-mode programmes ensures a robust framework for assuring quality across locations and modes of study.  "}]
[{"$f":"IF('> FILTER <'!B1978<>\"\",ROW(OFFSET(A1977,-1,0)),\"\")","v":1976},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1978)),A1977,\"\")","v":1976},{"$f":"IFERROR(SMALL(Helper2_1,A1977),\"\")","v":1976},null,1976,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1978)),$A1977,\"\")","v":1976},{"$f":"IFERROR(SMALL(Helper2_2,A1977),\"\")","v":1976},{"$f":"COUNTIF(Helper3_1,\"=\"&G1977)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1977)=1, G1977, \"\")","v":1976},{"$f":"IFERROR(SMALL(Index_2,A1977),\"\")","v":1976},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:J1977)),\"\")","v":"HWU_112"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:K1977)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:L1977)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:M1977)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:N1977)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:O1977)),\"\")","v":"112 The ELIR team welcomed the development of the expansion of the Academic Quality team to the campuses in Malaysia and Dubai and the transfer of certain responsibilities, such as leading on local accreditation exercises. In addition to the role of the Global Quality Officer in the management of partnership arrangements, these roles support the global outlook for Academic Quality within the University.  "}]
[{"$f":"IF('> FILTER <'!B1979<>\"\",ROW(OFFSET(A1978,-1,0)),\"\")","v":1977},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1979)),A1978,\"\")","v":1977},{"$f":"IFERROR(SMALL(Helper2_1,A1978),\"\")","v":1977},null,1977,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1979)),$A1978,\"\")","v":1977},{"$f":"IFERROR(SMALL(Helper2_2,A1978),\"\")","v":1977},{"$f":"COUNTIF(Helper3_1,\"=\"&G1978)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1978)=1, G1978, \"\")","v":1977},{"$f":"IFERROR(SMALL(Index_2,A1978),\"\")","v":1977},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:J1978)),\"\")","v":"HWU_113"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:K1978)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:L1978)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:M1978)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:N1978)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:O1978)),\"\")","v":"113 The University evaluates the operational application of the different sections of the Multi Code through its suite of annual and periodic quality review processes (see below). The Multi Code is currently being updated as 'a Global Code' in a reflection of the University's shift from a 'hub and spoke' model to a more integrated global model. The   ELIR team noted that the timeline for the introduction of the Global Code had been delayed due to COVID-19 and was not unduly concerned, noting that the revision is primarily a consolidation and reframing of existing policies and procedures. "}]
[{"$f":"IF('> FILTER <'!B1980<>\"\",ROW(OFFSET(A1979,-1,0)),\"\")","v":1978},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1980)),A1979,\"\")","v":1978},{"$f":"IFERROR(SMALL(Helper2_1,A1979),\"\")","v":1978},null,1978,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1980)),$A1979,\"\")","v":1978},{"$f":"IFERROR(SMALL(Helper2_2,A1979),\"\")","v":1978},{"$f":"COUNTIF(Helper3_1,\"=\"&G1979)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1979)=1, G1979, \"\")","v":1978},{"$f":"IFERROR(SMALL(Index_2,A1979),\"\")","v":1978},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:J1979)),\"\")","v":"HWU_113"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:K1979)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:L1979)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:M1979)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:N1979)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:O1979)),\"\")","v":"113 The University evaluates the operational application of the different sections of the Multi Code through its suite of annual and periodic quality review processes (see below). The Multi Code is currently being updated as 'a Global Code' in a reflection of the University's shift from a 'hub and spoke' model to a more integrated global model. The   ELIR team noted that the timeline for the introduction of the Global Code had been delayed due to COVID-19 and was not unduly concerned, noting that the revision is primarily a consolidation and reframing of existing policies and procedures. "}]
[{"$f":"IF('> FILTER <'!B1981<>\"\",ROW(OFFSET(A1980,-1,0)),\"\")","v":1979},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1981)),A1980,\"\")","v":1979},{"$f":"IFERROR(SMALL(Helper2_1,A1980),\"\")","v":1979},null,1979,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1981)),$A1980,\"\")","v":1979},{"$f":"IFERROR(SMALL(Helper2_2,A1980),\"\")","v":1979},{"$f":"COUNTIF(Helper3_1,\"=\"&G1980)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1980)=1, G1980, \"\")","v":1979},{"$f":"IFERROR(SMALL(Index_2,A1980),\"\")","v":1979},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:J1980)),\"\")","v":"HWU_114"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:K1980)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:L1980)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:M1980)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:N1980)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:O1980)),\"\")","v":"114 Programme academic approval and major modification is managed through a  single university academic approval process and well-defined policies which provide clear categorisation and guidance to staff. In order to support the academic approval process, the University implemented a Programme Approval Management System (PAMS) in 2015-16 although the University is currently actively replacing this with a new Global Curriculum Management System (GCMS) which will be implemented in October 2021. Schools utilise PAMS to develop new taught programmes through their School Studies Committee, followed by scrutiny and approval by University Studies Committee (USC). Business case approval previously occurred independently to the academic approval process but, since spring 2020, a new Programme Management Board (PMB) will consider new programme proposals and closures prior to consideration by USC. This is in line with the University's plan to develop a more integrated business and academic approval process."}]
[{"$f":"IF('> FILTER <'!B1982<>\"\",ROW(OFFSET(A1981,-1,0)),\"\")","v":1980},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1982)),A1981,\"\")","v":1980},{"$f":"IFERROR(SMALL(Helper2_1,A1981),\"\")","v":1980},null,1980,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1982)),$A1981,\"\")","v":1980},{"$f":"IFERROR(SMALL(Helper2_2,A1981),\"\")","v":1980},{"$f":"COUNTIF(Helper3_1,\"=\"&G1981)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1981)=1, G1981, \"\")","v":1980},{"$f":"IFERROR(SMALL(Index_2,A1981),\"\")","v":1980},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:J1981)),\"\")","v":"HWU_115"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:K1981)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:L1981)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:M1981)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:N1981)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:O1981)),\"\")","v":"115 The University has introduced an appropriate temporary, expedited process for approving changes to courses or programmes related to RBL, along with changes being introduced temporarily due to COVID-19 for 2020-21. The University's Programme Approval policies and procedures ensure that only one version of a programme operates across multiple locations or modes of study, with commonality and variation determined through the Multi Code and other policies. The QAA transnational education case study of the University highlighted that challenges around delivering curricula in multiple locations were managed through appropriate planning prior to programme approval."}]
[{"$f":"IF('> FILTER <'!B1983<>\"\",ROW(OFFSET(A1982,-1,0)),\"\")","v":1981},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1983)),A1982,\"\")","v":1981},{"$f":"IFERROR(SMALL(Helper2_1,A1982),\"\")","v":1981},null,1981,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1983)),$A1982,\"\")","v":1981},{"$f":"IFERROR(SMALL(Helper2_2,A1982),\"\")","v":1981},{"$f":"COUNTIF(Helper3_1,\"=\"&G1982)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1982)=1, G1982, \"\")","v":1981},{"$f":"IFERROR(SMALL(Index_2,A1982),\"\")","v":1981},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:J1982)),\"\")","v":"HWU_115"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:K1982)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:L1982)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:M1982)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:N1982)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:O1982)),\"\")","v":"115 The University has introduced an appropriate temporary, expedited process for approving changes to courses or programmes related to RBL, along with changes being introduced temporarily due to COVID-19 for 2020-21. The University's Programme Approval policies and procedures ensure that only one version of a programme operates across multiple locations or modes of study, with commonality and variation determined through the Multi Code and other policies. The QAA transnational education case study of the University highlighted that challenges around delivering curricula in multiple locations were managed through appropriate planning prior to programme approval."}]
[{"$f":"IF('> FILTER <'!B1984<>\"\",ROW(OFFSET(A1983,-1,0)),\"\")","v":1982},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1984)),A1983,\"\")","v":1982},{"$f":"IFERROR(SMALL(Helper2_1,A1983),\"\")","v":1982},null,1982,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1984)),$A1983,\"\")","v":1982},{"$f":"IFERROR(SMALL(Helper2_2,A1983),\"\")","v":1982},{"$f":"COUNTIF(Helper3_1,\"=\"&G1983)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1983)=1, G1983, \"\")","v":1982},{"$f":"IFERROR(SMALL(Index_2,A1983),\"\")","v":1982},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:J1983)),\"\")","v":"HWU_116"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:K1983)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:L1983)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:M1983)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:N1983)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:O1983)),\"\")","v":"116 The University has appropriate and effective processes in place for the monitoring and review of programmes, the responsibility of which resides through UCQS and is operated through the external examining system, Annual Monitoring and Review (AMR), Internal Audit and Periodic Review processes."}]
[{"$f":"IF('> FILTER <'!B1985<>\"\",ROW(OFFSET(A1984,-1,0)),\"\")","v":1983},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1985)),A1984,\"\")","v":1983},{"$f":"IFERROR(SMALL(Helper2_1,A1984),\"\")","v":1983},null,1983,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1985)),$A1984,\"\")","v":1983},{"$f":"IFERROR(SMALL(Helper2_2,A1984),\"\")","v":1983},{"$f":"COUNTIF(Helper3_1,\"=\"&G1984)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1984)=1, G1984, \"\")","v":1983},{"$f":"IFERROR(SMALL(Index_2,A1984),\"\")","v":1983},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:J1984)),\"\")","v":"HWU_116"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:K1984)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:L1984)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:M1984)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:N1984)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:O1984)),\"\")","v":"116 The University has appropriate and effective processes in place for the monitoring and review of programmes, the responsibility of which resides through UCQS and is operated through the external examining system, Annual Monitoring and Review (AMR), Internal Audit and Periodic Review processes."}]
[{"$f":"IF('> FILTER <'!B1986<>\"\",ROW(OFFSET(A1985,-1,0)),\"\")","v":1984},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1986)),A1985,\"\")","v":1984},{"$f":"IFERROR(SMALL(Helper2_1,A1985),\"\")","v":1984},null,1984,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1986)),$A1985,\"\")","v":1984},{"$f":"IFERROR(SMALL(Helper2_2,A1985),\"\")","v":1984},{"$f":"COUNTIF(Helper3_1,\"=\"&G1985)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1985)=1, G1985, \"\")","v":1984},{"$f":"IFERROR(SMALL(Index_2,A1985),\"\")","v":1984},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:J1985)),\"\")","v":"HWU_117"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:K1985)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:L1985)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:M1985)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:N1985)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:O1985)),\"\")","v":"117 All of the University's taught provision, along with PGR student learning experience, are monitored annually through the AMR process. AMR has three main purposes: to monitor the academic standards, the quality of student learning experience, and progress towards institutional strategic objectives in learning and teaching. The AMR process also works to identify good practice and links to enhancement. The AMR process includes partnership monitoring (PAMR) where appropriate for collaborative provision. The AMR process was recently revised to ensure that schools were reflecting upon the current academic year and hence on current activities."}]
[{"$f":"IF('> FILTER <'!B1987<>\"\",ROW(OFFSET(A1986,-1,0)),\"\")","v":1985},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1987)),A1986,\"\")","v":1985},{"$f":"IFERROR(SMALL(Helper2_1,A1986),\"\")","v":1985},null,1985,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1987)),$A1986,\"\")","v":1985},{"$f":"IFERROR(SMALL(Helper2_2,A1986),\"\")","v":1985},{"$f":"COUNTIF(Helper3_1,\"=\"&G1986)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1986)=1, G1986, \"\")","v":1985},{"$f":"IFERROR(SMALL(Index_2,A1986),\"\")","v":1985},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:J1986)),\"\")","v":"HWU_118"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:K1986)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:L1986)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:M1986)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:N1986)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:O1986)),\"\")","v":"118 Due to COVID-19, in 2019-20 AMR was substituted for a weekly monitoring process alongside a planned AMR Dissemination Event which was held in early March 2020. Other processes were cancelled or postponed, including two Academic Reviews and one Internal Audit. Other processes were unaffected or had a later date specified for completion - for example, submission of external examiner reports and PAMR. During the review, the ELIR team heard from staff and reviewed documentation that led them to have confidence that the University fulfilled, and in some areas exceeded, core requirements in relation to assuring quality and standards during this period."}]
[{"$f":"IF('> FILTER <'!B1988<>\"\",ROW(OFFSET(A1987,-1,0)),\"\")","v":1986},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1988)),A1987,\"\")","v":1986},{"$f":"IFERROR(SMALL(Helper2_1,A1987),\"\")","v":1986},null,1986,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1988)),$A1987,\"\")","v":1986},{"$f":"IFERROR(SMALL(Helper2_2,A1987),\"\")","v":1986},{"$f":"COUNTIF(Helper3_1,\"=\"&G1987)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1987)=1, G1987, \"\")","v":1986},{"$f":"IFERROR(SMALL(Index_2,A1987),\"\")","v":1986},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:J1987)),\"\")","v":"HWU_118"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:K1987)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:L1987)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:M1987)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:N1987)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:O1987)),\"\")","v":"118 Due to COVID-19, in 2019-20 AMR was substituted for a weekly monitoring process alongside a planned AMR Dissemination Event which was held in early March 2020. Other processes were cancelled or postponed, including two Academic Reviews and one Internal Audit. Other processes were unaffected or had a later date specified for completion - for example, submission of external examiner reports and PAMR. During the review, the ELIR team heard from staff and reviewed documentation that led them to have confidence that the University fulfilled, and in some areas exceeded, core requirements in relation to assuring quality and standards during this period."}]
[{"$f":"IF('> FILTER <'!B1989<>\"\",ROW(OFFSET(A1988,-1,0)),\"\")","v":1987},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1989)),A1988,\"\")","v":1987},{"$f":"IFERROR(SMALL(Helper2_1,A1988),\"\")","v":1987},null,1987,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1989)),$A1988,\"\")","v":1987},{"$f":"IFERROR(SMALL(Helper2_2,A1988),\"\")","v":1987},{"$f":"COUNTIF(Helper3_1,\"=\"&G1988)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1988)=1, G1988, \"\")","v":1987},{"$f":"IFERROR(SMALL(Index_2,A1988),\"\")","v":1987},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:J1988)),\"\")","v":"HWU_119"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:K1988)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:L1988)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:M1988)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:N1988)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:O1988)),\"\")","v":"119 PGR student learning experience is evaluated on an annual basis through the Annual Monitoring and Review (AMR) process. In 2018-19, consideration was given to the effectiveness of the University's quality assurance processes for reviewing the postgraduate research student learning experience, concluding that the process was broadly effective but that PGR-specific sections would be shared with RDC. However, the University recognised that reporting was variable and hence revised the School-level Review and Enhancement Report (SRR) template to ensure that PGR representatives are now part of the        university-level group reviewing completed SRR reports. The ELIR team identified that   PGR students did not always feel that their voice was heard and recommends that the University should take steps to provide a more systematic and accountable response to PGR students' feedback and issues raised through PGR representation (see above paragraphs 62-63). This could potentially include RDC taking on a more proactive responsibility for actions taken in response to PRES and other forms of PGR student feedback and ensuring that actions are completed and communicated through Senate and to the PGR community. The team also noted the activity that had taken place under the recent Enhancement Theme regarding student surveys and the progress made with NSS and PTES actions that are reported to UCLT. The team considers that a similar proactive approach would benefit PGR feedback and encourages the University to ensure effective institutional leadership, with clear accountability, in order to drive enhancement of the postgraduate research student environment."}]
[{"$f":"IF('> FILTER <'!B1990<>\"\",ROW(OFFSET(A1989,-1,0)),\"\")","v":1988},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1990)),A1989,\"\")","v":1988},{"$f":"IFERROR(SMALL(Helper2_1,A1989),\"\")","v":1988},null,1988,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1990)),$A1989,\"\")","v":1988},{"$f":"IFERROR(SMALL(Helper2_2,A1989),\"\")","v":1988},{"$f":"COUNTIF(Helper3_1,\"=\"&G1989)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1989)=1, G1989, \"\")","v":1988},{"$f":"IFERROR(SMALL(Index_2,A1989),\"\")","v":1988},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:J1989)),\"\")","v":"HWU_119"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:K1989)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:L1989)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:M1989)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:N1989)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:O1989)),\"\")","v":"119 PGR student learning experience is evaluated on an annual basis through the Annual Monitoring and Review (AMR) process. In 2018-19, consideration was given to the effectiveness of the University's quality assurance processes for reviewing the postgraduate research student learning experience, concluding that the process was broadly effective but that PGR-specific sections would be shared with RDC. However, the University recognised that reporting was variable and hence revised the School-level Review and Enhancement Report (SRR) template to ensure that PGR representatives are now part of the        university-level group reviewing completed SRR reports. The ELIR team identified that   PGR students did not always feel that their voice was heard and recommends that the University should take steps to provide a more systematic and accountable response to PGR students' feedback and issues raised through PGR representation (see above paragraphs 62-63). This could potentially include RDC taking on a more proactive responsibility for actions taken in response to PRES and other forms of PGR student feedback and ensuring that actions are completed and communicated through Senate and to the PGR community. The team also noted the activity that had taken place under the recent Enhancement Theme regarding student surveys and the progress made with NSS and PTES actions that are reported to UCLT. The team considers that a similar proactive approach would benefit PGR feedback and encourages the University to ensure effective institutional leadership, with clear accountability, in order to drive enhancement of the postgraduate research student environment."}]
[{"$f":"IF('> FILTER <'!B1991<>\"\",ROW(OFFSET(A1990,-1,0)),\"\")","v":1989},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1991)),A1990,\"\")","v":1989},{"$f":"IFERROR(SMALL(Helper2_1,A1990),\"\")","v":1989},null,1989,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1991)),$A1990,\"\")","v":1989},{"$f":"IFERROR(SMALL(Helper2_2,A1990),\"\")","v":1989},{"$f":"COUNTIF(Helper3_1,\"=\"&G1990)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1990)=1, G1990, \"\")","v":1989},{"$f":"IFERROR(SMALL(Index_2,A1990),\"\")","v":1989},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:J1990)),\"\")","v":"HWU_120"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:K1990)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:L1990)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:M1990)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:N1990)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:O1990)),\"\")","v":"120 Periodic review of academic activity is undertaken through three main processes: Academic Review, Internal Audit and Academic-Related Professional Services Review (ARPS) along with Thematic Review.  Each academic discipline at the University is reviewed through an enhancement-led approach every five years in a process called Academic Review. The review covers all taught programmes globally within a discipline and serves as a reapproval process. Resulting reports and school action plans are approved at UCQS and an Annual Academic Review Summary Report is submitted to UCQS and UCLT and ultimately considered at Senate."}]
[{"$f":"IF('> FILTER <'!B1992<>\"\",ROW(OFFSET(A1991,-1,0)),\"\")","v":1990},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1992)),A1991,\"\")","v":1990},{"$f":"IFERROR(SMALL(Helper2_1,A1991),\"\")","v":1990},null,1990,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1992)),$A1991,\"\")","v":1990},{"$f":"IFERROR(SMALL(Helper2_2,A1991),\"\")","v":1990},{"$f":"COUNTIF(Helper3_1,\"=\"&G1991)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1991)=1, G1991, \"\")","v":1990},{"$f":"IFERROR(SMALL(Index_2,A1991),\"\")","v":1990},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:J1991)),\"\")","v":"HWU_121"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:K1991)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:L1991)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:M1991)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:N1991)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:O1991)),\"\")","v":"121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."}]
[{"$f":"IF('> FILTER <'!B1993<>\"\",ROW(OFFSET(A1992,-1,0)),\"\")","v":1991},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1993)),A1992,\"\")","v":1991},{"$f":"IFERROR(SMALL(Helper2_1,A1992),\"\")","v":1991},null,1991,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1993)),$A1992,\"\")","v":1991},{"$f":"IFERROR(SMALL(Helper2_2,A1992),\"\")","v":1991},{"$f":"COUNTIF(Helper3_1,\"=\"&G1992)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1992)=1, G1992, \"\")","v":1991},{"$f":"IFERROR(SMALL(Index_2,A1992),\"\")","v":1991},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:J1992)),\"\")","v":"HWU_121"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:K1992)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:L1992)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:M1992)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:N1992)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:O1992)),\"\")","v":"121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."}]
[{"$f":"IF('> FILTER <'!B1994<>\"\",ROW(OFFSET(A1993,-1,0)),\"\")","v":1992},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1994)),A1993,\"\")","v":1992},{"$f":"IFERROR(SMALL(Helper2_1,A1993),\"\")","v":1992},null,1992,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1994)),$A1993,\"\")","v":1992},{"$f":"IFERROR(SMALL(Helper2_2,A1993),\"\")","v":1992},{"$f":"COUNTIF(Helper3_1,\"=\"&G1993)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1993)=1, G1993, \"\")","v":1992},{"$f":"IFERROR(SMALL(Index_2,A1993),\"\")","v":1992},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:J1993)),\"\")","v":"HWU_121"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:K1993)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:L1993)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:M1993)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:N1993)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:O1993)),\"\")","v":"121 The University is commended for taking steps to align the Dubai and Malaysia campus Academic Review processes with the core processes and embed an enhancement-led approach at the campuses in line with its global ethos. The move to undertake global Academic Review processes and discontinue separate campus reviews has been accelerated by the global working practices brought about by the COVID-19 pandemic. The University recognises the challenges present in ensuring that Academic Review covers all student cohorts, especially IDL students and ALP students but the ELIR team noted their attempts to incorporate these student views within the review process and encourages the institution to actively review the level of engagement of these students within this process."}]
[{"$f":"IF('> FILTER <'!B1995<>\"\",ROW(OFFSET(A1994,-1,0)),\"\")","v":1993},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1995)),A1994,\"\")","v":1993},{"$f":"IFERROR(SMALL(Helper2_1,A1994),\"\")","v":1993},null,1993,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1995)),$A1994,\"\")","v":1993},{"$f":"IFERROR(SMALL(Helper2_2,A1994),\"\")","v":1993},{"$f":"COUNTIF(Helper3_1,\"=\"&G1994)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1994)=1, G1994, \"\")","v":1993},{"$f":"IFERROR(SMALL(Index_2,A1994),\"\")","v":1993},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:J1994)),\"\")","v":"HWU_122"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:K1994)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:L1994)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:M1994)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:N1994)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:O1994)),\"\")","v":"122 Enhancement Workshops are incorporated into the Academic Review process    and result in improved sharing of ideas and future actions at discipline level with an aim to strengthen the enhancement focus of Academic Review. The ELIR team noted positive engagement with this from staff across multiple locations."}]
[{"$f":"IF('> FILTER <'!B1996<>\"\",ROW(OFFSET(A1995,-1,0)),\"\")","v":1994},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1996)),A1995,\"\")","v":1994},{"$f":"IFERROR(SMALL(Helper2_1,A1995),\"\")","v":1994},null,1994,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1996)),$A1995,\"\")","v":1994},{"$f":"IFERROR(SMALL(Helper2_2,A1995),\"\")","v":1994},{"$f":"COUNTIF(Helper3_1,\"=\"&G1995)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1995)=1, G1995, \"\")","v":1994},{"$f":"IFERROR(SMALL(Index_2,A1995),\"\")","v":1994},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:J1995)),\"\")","v":"HWU_122"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:K1995)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:L1995)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:M1995)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:N1995)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:O1995)),\"\")","v":"122 Enhancement Workshops are incorporated into the Academic Review process    and result in improved sharing of ideas and future actions at discipline level with an aim to strengthen the enhancement focus of Academic Review. The ELIR team noted positive engagement with this from staff across multiple locations."}]
[{"$f":"IF('> FILTER <'!B1997<>\"\",ROW(OFFSET(A1996,-1,0)),\"\")","v":1995},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1997)),A1996,\"\")","v":1995},{"$f":"IFERROR(SMALL(Helper2_1,A1996),\"\")","v":1995},null,1995,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1997)),$A1996,\"\")","v":1995},{"$f":"IFERROR(SMALL(Helper2_2,A1996),\"\")","v":1995},{"$f":"COUNTIF(Helper3_1,\"=\"&G1996)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1996)=1, G1996, \"\")","v":1995},{"$f":"IFERROR(SMALL(Index_2,A1996),\"\")","v":1995},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:J1996)),\"\")","v":"HWU_123"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:K1996)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:L1996)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:M1996)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:N1996)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:O1996)),\"\")","v":"123 Internal Audit is undertaken for 'high risk' activity - for example, partnership activity such as graduate apprenticeships (GAs) and independent distance learners (IDL) - of a school and operates on a three-yearly cycle. The focus of Internal Audit is on assurance and covers the adequacy of management arrangements, risk management and resources for activity such as ALPs, student exchange, industrial placements, GAs and IDL. Reports and school action plans are received and approved by UCQS."}]
[{"$f":"IF('> FILTER <'!B1998<>\"\",ROW(OFFSET(A1997,-1,0)),\"\")","v":1996},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1998)),A1997,\"\")","v":1996},{"$f":"IFERROR(SMALL(Helper2_1,A1997),\"\")","v":1996},null,1996,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1998)),$A1997,\"\")","v":1996},{"$f":"IFERROR(SMALL(Helper2_2,A1997),\"\")","v":1996},{"$f":"COUNTIF(Helper3_1,\"=\"&G1997)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1997)=1, G1997, \"\")","v":1996},{"$f":"IFERROR(SMALL(Index_2,A1997),\"\")","v":1996},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:J1997)),\"\")","v":"HWU_124"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:K1997)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:L1997)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:M1997)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:N1997)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:O1997)),\"\")","v":"124 There is an appropriate process for the review of professional services which support teaching and learning. Historically, this was undertaken through the Academic-Related Professional Services Review (ARPS) process which tended to focus    on themes rather than service so could potentially involve more than one service. In 2019, the University decided to put the current ARPS process on hold pending completion of the Building Our Commonality (BOC) project. The BOC project is a significant strategic project aimed at the transformation of service provision within the global institution, whether those services are provided centrally or at school level. While the current ARPS process is on hold, the Academic Quality team has been conducting reviews in the interim period. The University expectation is that UCQS will approve a new five-year review schedule.  "}]
[{"$f":"IF('> FILTER <'!B1999<>\"\",ROW(OFFSET(A1998,-1,0)),\"\")","v":1997},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G1999)),A1998,\"\")","v":1997},{"$f":"IFERROR(SMALL(Helper2_1,A1998),\"\")","v":1997},null,1997,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G1999)),$A1998,\"\")","v":1997},{"$f":"IFERROR(SMALL(Helper2_2,A1998),\"\")","v":1997},{"$f":"COUNTIF(Helper3_1,\"=\"&G1998)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1998)=1, G1998, \"\")","v":1997},{"$f":"IFERROR(SMALL(Index_2,A1998),\"\")","v":1997},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:J1998)),\"\")","v":"HWU_125"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:K1998)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:L1998)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:M1998)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:N1998)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:O1998)),\"\")","v":"125 Thematic Review was introduced in 2015-16 with a topic-led teaching and learning focus following a similar format to Academic Review. Topics under review have included Technology-Enabled Learning and Teaching, Assessment and other themes. Although a five-year programme was initiated, the University has concluded that other well-established university processes would be more effective at delivering outcomes and, hence, themes have instead been adopted or embedded into other processes (for example, ARPS, AMR, Planning Round, and the Learning and Teaching Strategy). This embedding approach has enabled allocation of funding for pan-institutional initiatives which was not possible through Thematic Review as a standalone process in its own right. "}]
[{"$f":"IF('> FILTER <'!B2000<>\"\",ROW(OFFSET(A1999,-1,0)),\"\")","v":1998},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2000)),A1999,\"\")","v":1998},{"$f":"IFERROR(SMALL(Helper2_1,A1999),\"\")","v":1998},null,1998,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2000)),$A1999,\"\")","v":1998},{"$f":"IFERROR(SMALL(Helper2_2,A1999),\"\")","v":1998},{"$f":"COUNTIF(Helper3_1,\"=\"&G1999)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1999)=1, G1999, \"\")","v":1998},{"$f":"IFERROR(SMALL(Index_2,A1999),\"\")","v":1998},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:J1999)),\"\")","v":"HWU_126"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:K1999)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:L1999)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:M1999)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:N1999)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:O1999)),\"\")","v":"126 The University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards. The University's quality framework is aligned to the Quality Code and is regularly reviewed. "}]
[{"$f":"IF('> FILTER <'!B2001<>\"\",ROW(OFFSET(A2000,-1,0)),\"\")","v":1999},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2001)),A2000,\"\")","v":1999},{"$f":"IFERROR(SMALL(Helper2_1,A2000),\"\")","v":1999},null,1999,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2001)),$A2000,\"\")","v":1999},{"$f":"IFERROR(SMALL(Helper2_2,A2000),\"\")","v":1999},{"$f":"COUNTIF(Helper3_1,\"=\"&G2000)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2000)=1, G2000, \"\")","v":1999},{"$f":"IFERROR(SMALL(Index_2,A2000),\"\")","v":1999},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:J2000)),\"\")","v":"HWU_127"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:K2000)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:L2000)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:M2000)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:N2000)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:O2000)),\"\")","v":"127 The University has undertaken a thorough mapping to the Quality Code along with the use of the Scottish Credit and Qualifications Framework and Subject Benchmark Statements. In addition, external reference points such as PSRBs and employers, along with global reference points such as national agencies in Malaysia and Dubai, support institutional quality processes.  "}]
[{"$f":"IF('> FILTER <'!B2002<>\"\",ROW(OFFSET(A2001,-1,0)),\"\")","v":2000},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2002)),A2001,\"\")","v":2000},{"$f":"IFERROR(SMALL(Helper2_1,A2001),\"\")","v":2000},null,2000,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2002)),$A2001,\"\")","v":2000},{"$f":"IFERROR(SMALL(Helper2_2,A2001),\"\")","v":2000},{"$f":"COUNTIF(Helper3_1,\"=\"&G2001)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2001)=1, G2001, \"\")","v":2000},{"$f":"IFERROR(SMALL(Index_2,A2001),\"\")","v":2000},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:J2001)),\"\")","v":"HWU_128"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:K2001)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:L2001)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:M2001)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:N2001)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:O2001)),\"\")","v":"128 There is evidence of engagement with sector initiatives and developments, including producing case studies for QAA transnational education (TNE) reviews, most recently for the review of TNE in Malaysia in 2019. Key individuals at the University are instrumental in sector bodies such as the Deputy Principal (L&T) being the Scottish sector representative on UK Standing Committee for Quality Assurance and being an academic member of Teaching Excellence Framework (TEF) panels. The University identifies that engagement with the TEF exercise has led to enhancement through sector comparisons, with one example being the recognition of the value of high-quality teaching and the reintroduction of Teaching Excellence awards which seemed appreciated by staff. "}]
[{"$f":"IF('> FILTER <'!B2003<>\"\",ROW(OFFSET(A2002,-1,0)),\"\")","v":2001},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2003)),A2002,\"\")","v":2001},{"$f":"IFERROR(SMALL(Helper2_1,A2002),\"\")","v":2001},null,2001,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2003)),$A2002,\"\")","v":2001},{"$f":"IFERROR(SMALL(Helper2_2,A2002),\"\")","v":2001},{"$f":"COUNTIF(Helper3_1,\"=\"&G2002)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2002)=1, G2002, \"\")","v":2001},{"$f":"IFERROR(SMALL(Index_2,A2002),\"\")","v":2001},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:J2002)),\"\")","v":"HWU_129"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:K2002)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:L2002)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:M2002)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:N2002)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:O2002)),\"\")","v":"129 The University makes reasonable use of employers and industry as external reference points, having engaged employers in the development of Strategy 2025 and the Learning and Teaching Strategy 2018-2025. In some schools, employer engagement in quality assurance activities is delivered through Industrial Advisory Panels or Employer Liaison Fora. Alumni were similarly engaged in the development of Strategy 2025.  "}]
[{"$f":"IF('> FILTER <'!B2004<>\"\",ROW(OFFSET(A2003,-1,0)),\"\")","v":2002},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2004)),A2003,\"\")","v":2002},{"$f":"IFERROR(SMALL(Helper2_1,A2003),\"\")","v":2002},null,2002,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2004)),$A2003,\"\")","v":2002},{"$f":"IFERROR(SMALL(Helper2_2,A2003),\"\")","v":2002},{"$f":"COUNTIF(Helper3_1,\"=\"&G2003)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2003)=1, G2003, \"\")","v":2002},{"$f":"IFERROR(SMALL(Index_2,A2003),\"\")","v":2002},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:J2003)),\"\")","v":"HWU_129"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:K2003)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:L2003)),\"\")","v":"ExternalEngagement_Research"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:M2003)),\"\")","v":"Employers"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:N2003)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:O2003)),\"\")","v":"129 The University makes reasonable use of employers and industry as external reference points, having engaged employers in the development of Strategy 2025 and the Learning and Teaching Strategy 2018-2025. In some schools, employer engagement in quality assurance activities is delivered through Industrial Advisory Panels or Employer Liaison Fora. Alumni were similarly engaged in the development of Strategy 2025.  "}]
[{"$f":"IF('> FILTER <'!B2005<>\"\",ROW(OFFSET(A2004,-1,0)),\"\")","v":2003},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2005)),A2004,\"\")","v":2003},{"$f":"IFERROR(SMALL(Helper2_1,A2004),\"\")","v":2003},null,2003,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2005)),$A2004,\"\")","v":2003},{"$f":"IFERROR(SMALL(Helper2_2,A2004),\"\")","v":2003},{"$f":"COUNTIF(Helper3_1,\"=\"&G2004)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2004)=1, G2004, \"\")","v":2003},{"$f":"IFERROR(SMALL(Index_2,A2004),\"\")","v":2003},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:J2004)),\"\")","v":"HWU_130"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:K2004)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:L2004)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:M2004)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:N2004)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:O2004)),\"\")","v":"130 The external examining of assessment is a core element of assuring the University's academic quality and standards. The University has clear policies and procedures in relation to external examining, applying the same procedures in all forms of delivery (see above paragraphs 106-113). The University retains full responsibility for the appointment of external examiners where partner organisations are involved. The ELIR team noted the positive practice of the appointment of a Chief External Examiner who has oversight of all school provision across all modes and locations of delivery, ensuring a robust quality approach to assessment across global locations. "}]
[{"$f":"IF('> FILTER <'!B2006<>\"\",ROW(OFFSET(A2005,-1,0)),\"\")","v":2004},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2006)),A2005,\"\")","v":2004},{"$f":"IFERROR(SMALL(Helper2_1,A2005),\"\")","v":2004},null,2004,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2006)),$A2005,\"\")","v":2004},{"$f":"IFERROR(SMALL(Helper2_2,A2005),\"\")","v":2004},{"$f":"COUNTIF(Helper3_1,\"=\"&G2005)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2005)=1, G2005, \"\")","v":2004},{"$f":"IFERROR(SMALL(Index_2,A2005),\"\")","v":2004},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:J2005)),\"\")","v":"HWU_131"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:K2005)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:L2005)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:M2005)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:N2005)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:O2005)),\"\")","v":"131 The University has appropriate arrangements that maintain institutional oversight    of assessment supported by institutional policies and guidance. All student work in ALPs is either assessed directly by staff at Heriot-Watt University or else appropriately moderated (for example, in the case of coursework). The University operates a principle of 'identical academic standards; diversity of learning experiences' which informs its approach to assessment. Across all versions (modes or locations) of programmes, individual courses can offer different forms of formative and summative assessment provided that the same learning outcomes are assessed and that moderation processes take place. In practice, most schools tend to use the same assessment instruments between locations and manage time zone challenges through appropriate mechanisms. The ELIR team noted the effective arrangements for moderation of assessment, with bi-directional moderation occurring between campuses along with examples of marking practices between campus teaching teams reflecting the 'One Heriot- Watt' ethos.  "}]
[{"$f":"IF('> FILTER <'!B2007<>\"\",ROW(OFFSET(A2006,-1,0)),\"\")","v":2005},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2007)),A2006,\"\")","v":2005},{"$f":"IFERROR(SMALL(Helper2_1,A2006),\"\")","v":2005},null,{"$f":"ROW(OFFSET(E2006,-1,0))","v":2005},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2007)),$A2006,\"\")","v":2005},{"$f":"IFERROR(SMALL(Helper2_2,A2006),\"\")","v":2005},{"$f":"COUNTIF(Helper3_1,\"=\"&G2006)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2006)=1, G2006, \"\")","v":2005},{"$f":"IFERROR(SMALL(Index_2,A2006),\"\")","v":2005},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:J2006)),\"\")","v":"HWU_131"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:K2006)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:L2006)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:M2006)),\"\")","v":"Moderation"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:N2006)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:O2006)),\"\")","v":"131 The University has appropriate arrangements that maintain institutional oversight    of assessment supported by institutional policies and guidance. All student work in ALPs is either assessed directly by staff at Heriot-Watt University or else appropriately moderated (for example, in the case of coursework). The University operates a principle of 'identical academic standards; diversity of learning experiences' which informs its approach to assessment. Across all versions (modes or locations) of programmes, individual courses can offer different forms of formative and summative assessment provided that the same learning outcomes are assessed and that moderation processes take place. In practice, most schools tend to use the same assessment instruments between locations and manage time zone challenges through appropriate mechanisms. The ELIR team noted the effective arrangements for moderation of assessment, with bi-directional moderation occurring between campuses along with examples of marking practices between campus teaching teams reflecting the 'One Heriot- Watt' ethos.  "}]
[{"$f":"IF('> FILTER <'!B2008<>\"\",ROW(OFFSET(A2007,-1,0)),\"\")","v":2006},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2008)),A2007,\"\")","v":2006},{"$f":"IFERROR(SMALL(Helper2_1,A2007),\"\")","v":2006},null,2006,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2008)),$A2007,\"\")","v":2006},{"$f":"IFERROR(SMALL(Helper2_2,A2007),\"\")","v":2006},{"$f":"COUNTIF(Helper3_1,\"=\"&G2007)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2007)=1, G2007, \"\")","v":2006},{"$f":"IFERROR(SMALL(Index_2,A2007),\"\")","v":2006},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:J2007)),\"\")","v":"HWU_132"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:K2007)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:L2007)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:M2007)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:N2007)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:O2007)),\"\")","v":"132 Exam Boards operate globally across multiple campuses as multi-campus meetings with either in-person presence or using technology to link campuses. Deans maintain oversight of Exam Board processes and are present (or delegate) at every Exam Board where progression and award decisions are made. The University is currently reviewing its Exam Board processes within the Student Administration Revitalisation Project (SARP) and BOC for efficiency gains and to reduce duplication.  "}]
[{"$f":"IF('> FILTER <'!B2009<>\"\",ROW(OFFSET(A2008,-1,0)),\"\")","v":2007},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2009)),A2008,\"\")","v":2007},{"$f":"IFERROR(SMALL(Helper2_1,A2008),\"\")","v":2007},null,2007,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2009)),$A2008,\"\")","v":2007},{"$f":"IFERROR(SMALL(Helper2_2,A2008),\"\")","v":2007},{"$f":"COUNTIF(Helper3_1,\"=\"&G2008)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2008)=1, G2008, \"\")","v":2007},{"$f":"IFERROR(SMALL(Index_2,A2008),\"\")","v":2007},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:J2008)),\"\")","v":"HWU_133"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:K2008)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:L2008)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:M2008)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:N2008)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:O2008)),\"\")","v":"133 Reporting from external examiners and chief examiners is considered by the ELIR team to be effective, with the process effectively communicated through the External Examiner Handbook. External examiner reports are reviewed by the school, the Dean and the Head of Academic Quality while the Chief External Examiner reports are reviewed by the DP (L&T). An annual summary is presented to UCQS which has overall responsibility for oversight of the process. "}]
[{"$f":"IF('> FILTER <'!B2010<>\"\",ROW(OFFSET(A2009,-1,0)),\"\")","v":2008},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2010)),A2009,\"\")","v":2008},{"$f":"IFERROR(SMALL(Helper2_1,A2009),\"\")","v":2008},null,2008,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2010)),$A2009,\"\")","v":2008},{"$f":"IFERROR(SMALL(Helper2_2,A2009),\"\")","v":2008},{"$f":"COUNTIF(Helper3_1,\"=\"&G2009)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2009)=1, G2009, \"\")","v":2008},{"$f":"IFERROR(SMALL(Index_2,A2009),\"\")","v":2008},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:J2009)),\"\")","v":"HWU_134"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:K2009)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:L2009)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:M2009)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:N2009)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:O2009)),\"\")","v":"134 The ELIR team found evidence of prompt action taken on issues raised by external examiners, such as the variation in borderline algorithms in use. A new university-wide policy was introduced in May 2019 with immediate effect in response and yielded positive comments from external examiners. The team would encourage the University to continue to reflect upon any remaining issues already identified by the University in external examiner reports and take action where appropriate. "}]
[{"$f":"IF('> FILTER <'!B2011<>\"\",ROW(OFFSET(A2010,-1,0)),\"\")","v":2009},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2011)),A2010,\"\")","v":2009},{"$f":"IFERROR(SMALL(Helper2_1,A2010),\"\")","v":2009},null,2009,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2011)),$A2010,\"\")","v":2009},{"$f":"IFERROR(SMALL(Helper2_2,A2010),\"\")","v":2009},{"$f":"COUNTIF(Helper3_1,\"=\"&G2010)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2010)=1, G2010, \"\")","v":2009},{"$f":"IFERROR(SMALL(Index_2,A2010),\"\")","v":2009},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:J2010)),\"\")","v":"HWU_135"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:K2010)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:L2010)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:M2010)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:N2010)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:O2010)),\"\")","v":"135 The University provides students with information about the external examining system through a common link available in student handbooks which includes a central email address to which students can apply to receive a copy of an external examiner's report. Students who the ELIR team met were almost universally unfamiliar with the system or how to access external examiner reports, as indeed were some staff. The ELIR team would encourage the University to make external examiner reports readily and easily accessible to all staff in order to provide them with the opportunity to engage in discussion and consideration of this element of quality enhancement. Likewise, the team would encourage the University to reflect on the potential enhancement benefits in improving the ease of access by students to external examiner reports. "}]
[{"$f":"IF('> FILTER <'!B2012<>\"\",ROW(OFFSET(A2011,-1,0)),\"\")","v":2010},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2012)),A2011,\"\")","v":2010},{"$f":"IFERROR(SMALL(Helper2_1,A2011),\"\")","v":2010},null,2010,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2012)),$A2011,\"\")","v":2010},{"$f":"IFERROR(SMALL(Helper2_2,A2011),\"\")","v":2010},{"$f":"COUNTIF(Helper3_1,\"=\"&G2011)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2011)=1, G2011, \"\")","v":2010},{"$f":"IFERROR(SMALL(Index_2,A2011),\"\")","v":2010},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:J2011)),\"\")","v":"HWU_136"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:K2011)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:L2011)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:M2011)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:N2011)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:O2011)),\"\")","v":"136 The University delivers over 170 accredited programmes with oversight from 36 PSRBs. The ELIR team understood that each school maintains their own accreditation records. A review of the PSRB oversight process in 2017-18, indicated that greater oversight was needed by Academic Quality and resulted in a PSRB report pro-forma and sharing of information between schools. The implementation of the Global Curriculum Management System aims to provide a globally-accessible system for recording PSRB accreditations. "}]
[{"$f":"IF('> FILTER <'!B2013<>\"\",ROW(OFFSET(A2012,-1,0)),\"\")","v":2011},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2013)),A2012,\"\")","v":2011},{"$f":"IFERROR(SMALL(Helper2_1,A2012),\"\")","v":2011},null,2011,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2013)),$A2012,\"\")","v":2011},{"$f":"IFERROR(SMALL(Helper2_2,A2012),\"\")","v":2011},{"$f":"COUNTIF(Helper3_1,\"=\"&G2012)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2012)=1, G2012, \"\")","v":2011},{"$f":"IFERROR(SMALL(Index_2,A2012),\"\")","v":2011},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:J2012)),\"\")","v":"HWU_137"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:K2012)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:L2012)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:M2012)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:N2012)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:O2012)),\"\")","v":"137 The Knowledge and Human Development Authority (KHDA) in Dubai undertakes biannual, programme-by-programme reviews in order to deliver programmes at the campus in Dubai. The University is currently exploring with KHDA a request to move to a five-yearly process. Similarly, the University undertakes programme approval, accreditation and reaccreditation exercises with the Malaysian Qualifications Agency (MQA) at its Malaysia campus. The University engages with local rating exercises (SETARA in Malaysia) and PSRB approvals (such as the Engineering Accreditation Council in Malaysia). University-level oversight for programme approval and accreditation at the overseas campuses is maintained by Academic Quality and UCQS with operational responsibility delegated to the campus-based Academic Quality Officer/Team. "}]
[{"$f":"IF('> FILTER <'!B2014<>\"\",ROW(OFFSET(A2013,-1,0)),\"\")","v":2012},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2014)),A2013,\"\")","v":2012},{"$f":"IFERROR(SMALL(Helper2_1,A2013),\"\")","v":2012},null,2012,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2014)),$A2013,\"\")","v":2012},{"$f":"IFERROR(SMALL(Helper2_2,A2013),\"\")","v":2012},{"$f":"COUNTIF(Helper3_1,\"=\"&G2013)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2013)=1, G2013, \"\")","v":2012},{"$f":"IFERROR(SMALL(Index_2,A2013),\"\")","v":2012},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:J2013)),\"\")","v":"HWU_138"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:K2013)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:L2013)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:M2013)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:N2013)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:O2013)),\"\")","v":"138 The University has responded appropriately to the outcomes of the 2015 ELIR and continued to develop the areas of positive practice that were identified. Oversight of actions taken is the responsibility of UCLT (and its predecessor, Learning and Teaching Board). "}]
[{"$f":"IF('> FILTER <'!B2015<>\"\",ROW(OFFSET(A2014,-1,0)),\"\")","v":2013},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2015)),A2014,\"\")","v":2013},{"$f":"IFERROR(SMALL(Helper2_1,A2014),\"\")","v":2013},null,2013,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2015)),$A2014,\"\")","v":2013},{"$f":"IFERROR(SMALL(Helper2_2,A2014),\"\")","v":2013},{"$f":"COUNTIF(Helper3_1,\"=\"&G2014)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2014)=1, G2014, \"\")","v":2013},{"$f":"IFERROR(SMALL(Index_2,A2014),\"\")","v":2013},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:J2014)),\"\")","v":"HWU_139"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:K2014)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:L2014)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:M2014)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:N2014)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:O2014)),\"\")","v":"139 Five areas for development were identified:"}]
[{"$f":"IF('> FILTER <'!B2016<>\"\",ROW(OFFSET(A2015,-1,0)),\"\")","v":2014},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2016)),A2015,\"\")","v":2014},{"$f":"IFERROR(SMALL(Helper2_1,A2015),\"\")","v":2014},null,2014,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2016)),$A2015,\"\")","v":2014},{"$f":"IFERROR(SMALL(Helper2_2,A2015),\"\")","v":2014},{"$f":"COUNTIF(Helper3_1,\"=\"&G2015)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2015)=1, G2015, \"\")","v":2014},{"$f":"IFERROR(SMALL(Index_2,A2015),\"\")","v":2014},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:J2015)),\"\")","v":"HWU_139a"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:K2015)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:L2015)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:M2015)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:N2015)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:O2015)),\"\")","v":"139a Learning resources, support and environment - Learning resources have been improved with appropriate investment and the ELIR team learned that students were broadly content with this area of provision. "}]
[{"$f":"IF('> FILTER <'!B2017<>\"\",ROW(OFFSET(A2016,-1,0)),\"\")","v":2015},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2017)),A2016,\"\")","v":2015},{"$f":"IFERROR(SMALL(Helper2_1,A2016),\"\")","v":2015},null,2015,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2017)),$A2016,\"\")","v":2015},{"$f":"IFERROR(SMALL(Helper2_2,A2016),\"\")","v":2015},{"$f":"COUNTIF(Helper3_1,\"=\"&G2016)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2016)=1, G2016, \"\")","v":2015},{"$f":"IFERROR(SMALL(Index_2,A2016),\"\")","v":2015},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:J2016)),\"\")","v":"HWU_139b"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:K2016)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:L2016)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:M2016)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:N2016)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:O2016)),\"\")","v":"139b PGR student induction and training - The University had made some improvements in this area, including in rationalising intake dates (now three times per year) and providing induction at these occasions. The ELIR team noted examples of variation in approach between schools and locations which requires further attention. "}]
[{"$f":"IF('> FILTER <'!B2018<>\"\",ROW(OFFSET(A2017,-1,0)),\"\")","v":2016},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2018)),A2017,\"\")","v":2016},{"$f":"IFERROR(SMALL(Helper2_1,A2017),\"\")","v":2016},null,2016,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2018)),$A2017,\"\")","v":2016},{"$f":"IFERROR(SMALL(Helper2_2,A2017),\"\")","v":2016},{"$f":"COUNTIF(Helper3_1,\"=\"&G2017)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2017)=1, G2017, \"\")","v":2016},{"$f":"IFERROR(SMALL(Index_2,A2017),\"\")","v":2016},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:J2017)),\"\")","v":"HWU_139c"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:K2017)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:L2017)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:M2017)),\"\")","v":"Distance learning"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:N2017)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:O2017)),\"\")","v":"139c Sharing practice on distance learning - There has been positive progress on sharing good practice in distance learning. "}]
[{"$f":"IF('> FILTER <'!B2019<>\"\",ROW(OFFSET(A2018,-1,0)),\"\")","v":2017},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2019)),A2018,\"\")","v":2017},{"$f":"IFERROR(SMALL(Helper2_1,A2018),\"\")","v":2017},null,2017,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2019)),$A2018,\"\")","v":2017},{"$f":"IFERROR(SMALL(Helper2_2,A2018),\"\")","v":2017},{"$f":"COUNTIF(Helper3_1,\"=\"&G2018)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2018)=1, G2018, \"\")","v":2017},{"$f":"IFERROR(SMALL(Index_2,A2018),\"\")","v":2017},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:J2018)),\"\")","v":"HWU_139d"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:K2018)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:L2018)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:M2018)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:N2018)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:O2018)),\"\")","v":"139d Student representation - Student representation of offsite learners remains under review for IDL learners and evolving for ALP learners due to the changing nature of the provision to exclusively PGT. "}]
[{"$f":"IF('> FILTER <'!B2020<>\"\",ROW(OFFSET(A2019,-1,0)),\"\")","v":2018},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2020)),A2019,\"\")","v":2018},{"$f":"IFERROR(SMALL(Helper2_1,A2019),\"\")","v":2018},null,2018,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2020)),$A2019,\"\")","v":2018},{"$f":"IFERROR(SMALL(Helper2_2,A2019),\"\")","v":2018},{"$f":"COUNTIF(Helper3_1,\"=\"&G2019)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2019)=1, G2019, \"\")","v":2018},{"$f":"IFERROR(SMALL(Index_2,A2019),\"\")","v":2018},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:J2019)),\"\")","v":"HWU_139e"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:K2019)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:L2019)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:M2019)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:N2019)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:O2019)),\"\")","v":"139e Student transcripts - The University's Senate has confirmed its continued practice of not recording on certificates and transcripts, the details of the location or mode of study. The ELIR team found that students broadly welcomed this approach as they identified with a global institution and the team noted that enhanced transcripts may permit students to optionally indicate through inference where the location of study took place. Given the 2015 ELIR recommendation, feedback from PSRBs and Skills Development Scotland, and the fact that the University remains outside the sector norms with this practice, the ELIR team suggests that the University periodically revisits this decision."}]
[{"$f":"IF('> FILTER <'!B2021<>\"\",ROW(OFFSET(A2020,-1,0)),\"\")","v":2019},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2021)),A2020,\"\")","v":2019},{"$f":"IFERROR(SMALL(Helper2_1,A2020),\"\")","v":2019},null,2019,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2021)),$A2020,\"\")","v":2019},{"$f":"IFERROR(SMALL(Helper2_2,A2020),\"\")","v":2019},{"$f":"COUNTIF(Helper3_1,\"=\"&G2020)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2020)=1, G2020, \"\")","v":2019},{"$f":"IFERROR(SMALL(Index_2,A2020),\"\")","v":2019},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:J2020)),\"\")","v":"HWU_140"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:K2020)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:L2020)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:M2020)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:N2020)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:O2020)),\"\")","v":"140 The University broadly utilises the data that it currently has available for strategic decision-making and to inform teaching and learning and has affirmed a commitment to use a suite of learning and teaching benchmarked metrics as part of its Strategy 2025 process.  However, the University itself recognises that there are areas where more comprehensive data sets, or more readily accessible data would inform its decision-making and evaluation processes, including the provision of more enhanced data dashboards for staff, data on PGT performance and outcomes by characteristic group. At the time of the current ELIR, the University had recently appointed a new Director of Strategic Planning who will be collaborating closely with the new Vice-Principal and Provost who will themselves have         a key role in the institutional use of data to inform decision-making and to evaluate the impact of actions taken. The new Vice-Principal and Provost will have a role that will include the redesign of the annual planning process in order to deliver Strategy 2025 and will ensure that the revised planning process makes greater use of indicators and data."}]
[{"$f":"IF('> FILTER <'!B2022<>\"\",ROW(OFFSET(A2021,-1,0)),\"\")","v":2020},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2022)),A2021,\"\")","v":2020},{"$f":"IFERROR(SMALL(Helper2_1,A2021),\"\")","v":2020},null,2020,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2022)),$A2021,\"\")","v":2020},{"$f":"IFERROR(SMALL(Helper2_2,A2021),\"\")","v":2020},{"$f":"COUNTIF(Helper3_1,\"=\"&G2021)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2021)=1, G2021, \"\")","v":2020},{"$f":"IFERROR(SMALL(Index_2,A2021),\"\")","v":2020},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:J2021)),\"\")","v":"HWU_141"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:K2021)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:L2021)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:M2021)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:N2021)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:O2021)),\"\")","v":"141 The University makes appropriate use of student survey data, including NSS,   PTES and PRES. As part of its COVID-19 response, the University has made use of short, frequent 'pulse surveys', developed in collaboration with the three SRBs, enabling action to be taken quickly and to benefit the current cohort of students. Plans in relation to activity by the new Vice-Principal and Provost include utilising indicators such as student early experience surveys in order to benefit students in real time."}]
[{"$f":"IF('> FILTER <'!B2023<>\"\",ROW(OFFSET(A2022,-1,0)),\"\")","v":2021},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2023)),A2022,\"\")","v":2021},{"$f":"IFERROR(SMALL(Helper2_1,A2022),\"\")","v":2021},null,2021,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2023)),$A2022,\"\")","v":2021},{"$f":"IFERROR(SMALL(Helper2_2,A2022),\"\")","v":2021},{"$f":"COUNTIF(Helper3_1,\"=\"&G2022)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2022)=1, G2022, \"\")","v":2021},{"$f":"IFERROR(SMALL(Index_2,A2022),\"\")","v":2021},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:J2022)),\"\")","v":"HWU_141"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:K2022)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:L2022)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:M2022)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:N2022)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:O2022)),\"\")","v":"141 The University makes appropriate use of student survey data, including NSS,   PTES and PRES. As part of its COVID-19 response, the University has made use of short, frequent 'pulse surveys', developed in collaboration with the three SRBs, enabling action to be taken quickly and to benefit the current cohort of students. Plans in relation to activity by the new Vice-Principal and Provost include utilising indicators such as student early experience surveys in order to benefit students in real time."}]
[{"$f":"IF('> FILTER <'!B2024<>\"\",ROW(OFFSET(A2023,-1,0)),\"\")","v":2022},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2024)),A2023,\"\")","v":2022},{"$f":"IFERROR(SMALL(Helper2_1,A2023),\"\")","v":2022},null,2022,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2024)),$A2023,\"\")","v":2022},{"$f":"IFERROR(SMALL(Helper2_2,A2023),\"\")","v":2022},{"$f":"COUNTIF(Helper3_1,\"=\"&G2023)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2023)=1, G2023, \"\")","v":2022},{"$f":"IFERROR(SMALL(Index_2,A2023),\"\")","v":2022},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:J2023)),\"\")","v":"HWU_142"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:K2023)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:L2023)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:M2023)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:N2023)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:O2023)),\"\")","v":"142 The University aims to move to a position where staff can access data more easily, through the introduction of data dashboards - one example being the recognition of limitations in annual quality reports relying on dissemination through committee structures, whereas data dashboards could improve accessibility and analysis of data. Staff who met the ELIR team indicated a lack of ready access to dashboards and that centrally-held data was provided in either 'snapshot' or 'report card' format."}]
[{"$f":"IF('> FILTER <'!B2025<>\"\",ROW(OFFSET(A2024,-1,0)),\"\")","v":2023},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2025)),A2024,\"\")","v":2023},{"$f":"IFERROR(SMALL(Helper2_1,A2024),\"\")","v":2023},null,2023,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2025)),$A2024,\"\")","v":2023},{"$f":"IFERROR(SMALL(Helper2_2,A2024),\"\")","v":2023},{"$f":"COUNTIF(Helper3_1,\"=\"&G2024)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2024)=1, G2024, \"\")","v":2023},{"$f":"IFERROR(SMALL(Index_2,A2024),\"\")","v":2023},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:J2024)),\"\")","v":"HWU_143"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:K2024)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:L2024)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:M2024)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:N2024)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:O2024)),\"\")","v":"143 Across the University, the ELIR team learned that data may be held locally at school-level and analysis similarly was school-based from a package of KPI data provided centrally for AMR. Individual schools also run their own analysis of data captured locally, for example, attendance monitoring and student performance data. The University recognises that there is scope to improve analysis of available datasets by Programme Directors of Studies, especially for enhancement purposes."}]
[{"$f":"IF('> FILTER <'!B2026<>\"\",ROW(OFFSET(A2025,-1,0)),\"\")","v":2024},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2026)),A2025,\"\")","v":2024},{"$f":"IFERROR(SMALL(Helper2_1,A2025),\"\")","v":2024},null,2024,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2026)),$A2025,\"\")","v":2024},{"$f":"IFERROR(SMALL(Helper2_2,A2025),\"\")","v":2024},{"$f":"COUNTIF(Helper3_1,\"=\"&G2025)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2025)=1, G2025, \"\")","v":2024},{"$f":"IFERROR(SMALL(Index_2,A2025),\"\")","v":2024},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:J2025)),\"\")","v":"HWU_144"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:K2025)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:L2025)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:M2025)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:N2025)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:O2025)),\"\")","v":"144 The University has a limited approach to the development and implementation of learning analytics although it recognises potential benefits, particularly in relation to improved dashboards assisting in interventions and student retention. The ELIR team heard that staff were making simple use of data from the VLE to identify levels of student engagement with RBL; however, it was noted that this approach was not consistently used and, given that multiple VLEs are currently in operation, it was not clear that the level of analysis would be institution-wide. The University is recommended to implement an institutional approach to the use of data that is systematic and accessible to enhance the student learning experience and support student attainment (see paragraphs 39, 59, 92, 101). In order to provide appropriate support and guidance, the University should, in the short term, prioritise the development of a more systematic approach to identify students who may be disengaging from their studies. The University might wish to revisit the Exploring Learning Analytics strand and cluster work as part of the recent Evidence for Enhancement Theme. The University considers that progress has been made regarding PGR-related data, but further development is required to produce comprehensive, accessible data sets and the ELIR team would concur with this view. "}]
[{"$f":"IF('> FILTER <'!B2027<>\"\",ROW(OFFSET(A2026,-1,0)),\"\")","v":2025},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2027)),A2026,\"\")","v":2025},{"$f":"IFERROR(SMALL(Helper2_1,A2026),\"\")","v":2025},null,2025,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2027)),$A2026,\"\")","v":2025},{"$f":"IFERROR(SMALL(Helper2_2,A2026),\"\")","v":2025},{"$f":"COUNTIF(Helper3_1,\"=\"&G2026)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2026)=1, G2026, \"\")","v":2025},{"$f":"IFERROR(SMALL(Index_2,A2026),\"\")","v":2025},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:J2026)),\"\")","v":"HWU_145"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:K2026)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:L2026)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:M2026)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:N2026)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:O2026)),\"\")","v":"145 The University has effective arrangements for securing academic standards within  a global institution. It has comprehensive policies, appropriate regulations and robust processes derived from a mature and effective institutional quality framework. Policies, procedures and regulations are reviewed regularly, publicly available and effectively disseminated through clear and accessible documentation, enabling them to be well understood by staff across all campuses. Its quality framework is well managed and aligned to the expectations of external reference points including the Quality Code and makes effective use of the external examining system, although the University should seek to ensure that there is easy and ready access to external reports for staff and consider the ease of access for students. This resilient framework enabled an agile and effective response to the pandemic across all campuses which was effectively led and coordinated at a senior level.  "}]
[{"$f":"IF('> FILTER <'!B2028<>\"\",ROW(OFFSET(A2027,-1,0)),\"\")","v":2026},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2028)),A2027,\"\")","v":2026},{"$f":"IFERROR(SMALL(Helper2_1,A2027),\"\")","v":2026},null,2026,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2028)),$A2027,\"\")","v":2026},{"$f":"IFERROR(SMALL(Helper2_2,A2027),\"\")","v":2026},{"$f":"COUNTIF(Helper3_1,\"=\"&G2027)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2027)=1, G2027, \"\")","v":2026},{"$f":"IFERROR(SMALL(Index_2,A2027),\"\")","v":2026},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:J2027)),\"\")","v":"HWU_146"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:K2027)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:L2027)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:M2027)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:N2027)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:O2027)),\"\")","v":"146 The University has an effective approach to self-evaluation through self-reflection and has identified areas for development through both Strategy 2025 and the Learning and Teaching Strategy 2018-2025. The University makes effective use of currently accessible data and KPIs within its measurement of progress towards its strategic objectives. "}]
[{"$f":"IF('> FILTER <'!B2029<>\"\",ROW(OFFSET(A2028,-1,0)),\"\")","v":2027},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2029)),A2028,\"\")","v":2027},{"$f":"IFERROR(SMALL(Helper2_1,A2028),\"\")","v":2027},null,2027,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2029)),$A2028,\"\")","v":2027},{"$f":"IFERROR(SMALL(Helper2_2,A2028),\"\")","v":2027},{"$f":"COUNTIF(Helper3_1,\"=\"&G2028)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2028)=1, G2028, \"\")","v":2027},{"$f":"IFERROR(SMALL(Index_2,A2028),\"\")","v":2027},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:J2028)),\"\")","v":"HWU_147"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:K2028)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:L2028)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:M2028)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:N2028)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:O2028)),\"\")","v":"147 The University has identified areas where greater access to, and use of, data would benefit the institution and has active work ongoing in this regard, not least with the relatively new posts of Vice-Principal and Provost, and Director of Strategic Planning recognising the need to harness and utilise data more effectively. The University is recommended to implement an institutional approach to the use of data that is systematic and accessible to help improve decision-making, enhance the student learning experience and support student attainment.  "}]
[{"$f":"IF('> FILTER <'!B2030<>\"\",ROW(OFFSET(A2029,-1,0)),\"\")","v":2028},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2030)),A2029,\"\")","v":2028},{"$f":"IFERROR(SMALL(Helper2_1,A2029),\"\")","v":2028},null,2028,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2030)),$A2029,\"\")","v":2028},{"$f":"IFERROR(SMALL(Helper2_2,A2029),\"\")","v":2028},{"$f":"COUNTIF(Helper3_1,\"=\"&G2029)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2029)=1, G2029, \"\")","v":2028},{"$f":"IFERROR(SMALL(Index_2,A2029),\"\")","v":2028},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:J2029)),\"\")","v":"HWU_148"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:K2029)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:L2029)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:M2029)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:N2029)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:O2029)),\"\")","v":"148 There is a clearly articulated strategy for collaborative provision which has developed since the 2015 ELIR. The institutional approach to collaborative partnerships effectively aligns with the Institutional Strategy. The University does not have a separate Collaborative Provision Strategy or an Internationalisation Strategy, rather these are embedded within Strategy 2025. The University's approach to collaborative provision is evolving from a traditional hub-and-spoke TNE model to a 'globally integrated' institution model. The University plans to establish and maintain key, long-term and highly-valued partnerships. In particular, it is developing a defined China Strategy and is developing a similar approach for India. Major, large-scale, cross-university partnerships are managed through a project board approach. "}]
[{"$f":"IF('> FILTER <'!B2031<>\"\",ROW(OFFSET(A2030,-1,0)),\"\")","v":2029},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2031)),A2030,\"\")","v":2029},{"$f":"IFERROR(SMALL(Helper2_1,A2030),\"\")","v":2029},null,2029,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2031)),$A2030,\"\")","v":2029},{"$f":"IFERROR(SMALL(Helper2_2,A2030),\"\")","v":2029},{"$f":"COUNTIF(Helper3_1,\"=\"&G2030)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2030)=1, G2030, \"\")","v":2029},{"$f":"IFERROR(SMALL(Index_2,A2030),\"\")","v":2029},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:J2030)),\"\")","v":"HWU_149"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:K2030)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:L2030)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:M2030)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:N2030)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:O2030)),\"\")","v":"149 The University operates collaborative provision with over 200 partnership agreements across 37 countries. Provision includes Joint Collaborative Partnerships (JCP), Articulation Agreements, Approved Learning Partners (ALPs), graduate apprenticeships (GAs), student exchange and research partnerships. As a global institution, the University does not consider its international campus provision or independent distance learners (IDLs) as collaborative provision. "}]
[{"$f":"IF('> FILTER <'!B2032<>\"\",ROW(OFFSET(A2031,-1,0)),\"\")","v":2030},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2032)),A2031,\"\")","v":2030},{"$f":"IFERROR(SMALL(Helper2_1,A2031),\"\")","v":2030},null,2030,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2032)),$A2031,\"\")","v":2030},{"$f":"IFERROR(SMALL(Helper2_2,A2031),\"\")","v":2030},{"$f":"COUNTIF(Helper3_1,\"=\"&G2031)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2031)=1, G2031, \"\")","v":2030},{"$f":"IFERROR(SMALL(Index_2,A2031),\"\")","v":2030},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:J2031)),\"\")","v":"HWU_149"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:K2031)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:L2031)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:M2031)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:N2031)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:O2031)),\"\")","v":"149 The University operates collaborative provision with over 200 partnership agreements across 37 countries. Provision includes Joint Collaborative Partnerships (JCP), Articulation Agreements, Approved Learning Partners (ALPs), graduate apprenticeships (GAs), student exchange and research partnerships. As a global institution, the University does not consider its international campus provision or independent distance learners (IDLs) as collaborative provision. "}]
[{"$f":"IF('> FILTER <'!B2033<>\"\",ROW(OFFSET(A2032,-1,0)),\"\")","v":2031},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2033)),A2032,\"\")","v":2031},{"$f":"IFERROR(SMALL(Helper2_1,A2032),\"\")","v":2031},null,2031,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2033)),$A2032,\"\")","v":2031},{"$f":"IFERROR(SMALL(Helper2_2,A2032),\"\")","v":2031},{"$f":"COUNTIF(Helper3_1,\"=\"&G2032)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2032)=1, G2032, \"\")","v":2031},{"$f":"IFERROR(SMALL(Index_2,A2032),\"\")","v":2031},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:J2032)),\"\")","v":"HWU_150"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:K2032)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:L2032)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:M2032)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:N2032)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:O2032)),\"\")","v":"150 The University COVID Recovery Group, established to respond to the international pandemic, along with the International Development Unit, the Academic Quality team and the Learning and Teaching COVID-19 Contingency Planning Group, appropriately and rapidly managed the risks associated with partnership arrangements. Given the significant partnerships in China and the initial country-wide measures adopted to address COVID-19, this enabled effective mitigation of the potential impact, including considering January 2021 start dates for some PGT programmes. The institutional response to students studying through collaborative provision appeared to be consistent with that applied to its other taught provision. "}]
[{"$f":"IF('> FILTER <'!B2034<>\"\",ROW(OFFSET(A2033,-1,0)),\"\")","v":2032},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2034)),A2033,\"\")","v":2032},{"$f":"IFERROR(SMALL(Helper2_1,A2033),\"\")","v":2032},null,2032,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2034)),$A2033,\"\")","v":2032},{"$f":"IFERROR(SMALL(Helper2_2,A2033),\"\")","v":2032},{"$f":"COUNTIF(Helper3_1,\"=\"&G2033)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2033)=1, G2033, \"\")","v":2032},{"$f":"IFERROR(SMALL(Index_2,A2033),\"\")","v":2032},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:J2033)),\"\")","v":"HWU_150"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:K2033)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:L2033)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:M2033)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:N2033)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:O2033)),\"\")","v":"150 The University COVID Recovery Group, established to respond to the international pandemic, along with the International Development Unit, the Academic Quality team and the Learning and Teaching COVID-19 Contingency Planning Group, appropriately and rapidly managed the risks associated with partnership arrangements. Given the significant partnerships in China and the initial country-wide measures adopted to address COVID-19, this enabled effective mitigation of the potential impact, including considering January 2021 start dates for some PGT programmes. The institutional response to students studying through collaborative provision appeared to be consistent with that applied to its other taught provision. "}]
[{"$f":"IF('> FILTER <'!B2035<>\"\",ROW(OFFSET(A2034,-1,0)),\"\")","v":2033},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2035)),A2034,\"\")","v":2033},{"$f":"IFERROR(SMALL(Helper2_1,A2034),\"\")","v":2033},null,2033,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2035)),$A2034,\"\")","v":2033},{"$f":"IFERROR(SMALL(Helper2_2,A2034),\"\")","v":2033},{"$f":"COUNTIF(Helper3_1,\"=\"&G2034)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2034)=1, G2034, \"\")","v":2033},{"$f":"IFERROR(SMALL(Index_2,A2034),\"\")","v":2033},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:J2034)),\"\")","v":"HWU_151"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:K2034)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:L2034)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:M2034)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:N2034)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:O2034)),\"\")","v":"151 Since the 2015 ELIR, the number of ALPs has almost halved (paragraph 12) and there has been a dramatic reduction in the number of students studying at ALPs. The University has shifted to a strategy of deepening collaborations with the remaining ALPs  and is developing more multi-school partnerships. The shift in strategic direction to reduce the number of ALPs and focus on fewer, strategically significant articulation agreements   and joint collaborative partners was noted as a positive development by the ELIR team.   The University retains the responsibility for developing curriculum, learning outcomes, assessment, external examination, award and all quality assurance of the programme.     The partner institution provides local support and teaching through University approved teachers/tutors. Marking of assessments is undertaken by either University staff or approved teachers/tutors/markers. Communication between schools regarding collaborative provision primarily occurs through schools' Director of Learning and Teaching meetings and Head of School communications. "}]
[{"$f":"IF('> FILTER <'!B2036<>\"\",ROW(OFFSET(A2035,-1,0)),\"\")","v":2034},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2036)),A2035,\"\")","v":2034},{"$f":"IFERROR(SMALL(Helper2_1,A2035),\"\")","v":2034},null,2034,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2036)),$A2035,\"\")","v":2034},{"$f":"IFERROR(SMALL(Helper2_2,A2035),\"\")","v":2034},{"$f":"COUNTIF(Helper3_1,\"=\"&G2035)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2035)=1, G2035, \"\")","v":2034},{"$f":"IFERROR(SMALL(Index_2,A2035),\"\")","v":2034},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:J2035)),\"\")","v":"HWU_152"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:K2035)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:L2035)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:M2035)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:N2035)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:O2035)),\"\")","v":"152 Joint Collaborative Partnerships (JCPs) include joint and dual awards where both the University and the partner institution are jointly responsible for the development, management and delivery of the programmes of study. Partnerships include Xidian University and Tianjin University of Science and Technology in China as well as the multi-school partnership with Ocean University of China. Directors of Academic Quality in each school manage reporting from JCPs, providing input to Academic Quality and, in turn, to UCQS. "}]
[{"$f":"IF('> FILTER <'!B2037<>\"\",ROW(OFFSET(A2036,-1,0)),\"\")","v":2035},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2037)),A2036,\"\")","v":2035},{"$f":"IFERROR(SMALL(Helper2_1,A2036),\"\")","v":2035},null,2035,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2037)),$A2036,\"\")","v":2035},{"$f":"IFERROR(SMALL(Helper2_2,A2036),\"\")","v":2035},{"$f":"COUNTIF(Helper3_1,\"=\"&G2036)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2036)=1, G2036, \"\")","v":2035},{"$f":"IFERROR(SMALL(Index_2,A2036),\"\")","v":2035},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:J2036)),\"\")","v":"HWU_153"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:K2036)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:L2036)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:M2036)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:N2036)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:O2036)),\"\")","v":"153 The University has effective arrangements in place to deliver collaborative activity that encourages widening participation in Scotland. The University continues to develop and grow its articulation partnerships with Scottish colleges. Full credit articulation is facilitated through the Associate Student Scheme where the University collaborates with colleges on curriculum, assessment and student support. The ELIR team learned how students were well prepared through schools engaging in curriculum mapping and design, and transition support programmes including 'Get Ready for Success' (paragraph 39). Connectivity between the schools and the colleges is primarily led by the Schools' Directors of Learning and Teaching, and Programme Directors. "}]
[{"$f":"IF('> FILTER <'!B2038<>\"\",ROW(OFFSET(A2037,-1,0)),\"\")","v":2036},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2038)),A2037,\"\")","v":2036},{"$f":"IFERROR(SMALL(Helper2_1,A2037),\"\")","v":2036},null,2036,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2038)),$A2037,\"\")","v":2036},{"$f":"IFERROR(SMALL(Helper2_2,A2037),\"\")","v":2036},{"$f":"COUNTIF(Helper3_1,\"=\"&G2037)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2037)=1, G2037, \"\")","v":2036},{"$f":"IFERROR(SMALL(Index_2,A2037),\"\")","v":2036},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:J2037)),\"\")","v":"HWU_153"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:K2037)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:L2037)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:M2037)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:N2037)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:O2037)),\"\")","v":"153 The University has effective arrangements in place to deliver collaborative activity that encourages widening participation in Scotland. The University continues to develop and grow its articulation partnerships with Scottish colleges. Full credit articulation is facilitated through the Associate Student Scheme where the University collaborates with colleges on curriculum, assessment and student support. The ELIR team learned how students were well prepared through schools engaging in curriculum mapping and design, and transition support programmes including 'Get Ready for Success' (paragraph 39). Connectivity between the schools and the colleges is primarily led by the Schools' Directors of Learning and Teaching, and Programme Directors. "}]
[{"$f":"IF('> FILTER <'!B2039<>\"\",ROW(OFFSET(A2038,-1,0)),\"\")","v":2037},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2039)),A2038,\"\")","v":2037},{"$f":"IFERROR(SMALL(Helper2_1,A2038),\"\")","v":2037},null,2037,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2039)),$A2038,\"\")","v":2037},{"$f":"IFERROR(SMALL(Helper2_2,A2038),\"\")","v":2037},{"$f":"COUNTIF(Helper3_1,\"=\"&G2038)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2038)=1, G2038, \"\")","v":2037},{"$f":"IFERROR(SMALL(Index_2,A2038),\"\")","v":2037},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:J2038)),\"\")","v":"HWU_154"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:K2038)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:L2038)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:M2038)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:N2038)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:O2038)),\"\")","v":"154 The University is one of Scotland's largest providers of Graduate Apprenticeship (GA) schemes, partnering over 70 employers. The ELIR team considered that the University had a strategic approach to the development of the GA programme, noting, as an example, that it has invested in a Graduate Apprenticeship Office to manage the recruitment of apprentices to the scheme. The University uses Individual Learning Agreements (ILAs) to encourage reflection by the apprentices and each apprentice is assigned a Personal Tutor. While GAs are linked to existing degree programmes, they generally study as a separate cohort. The shift to RBL has been recognised as beneficial to GA students, providing flexibility to balance their studies around apprenticeship work, and is likely to remain as a mode of delivery. It is noted that this shift introduces increased potential for interaction with full-time students, and develops and shares good practice around remote and work-based learning. "}]
[{"$f":"IF('> FILTER <'!B2040<>\"\",ROW(OFFSET(A2039,-1,0)),\"\")","v":2038},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2040)),A2039,\"\")","v":2038},{"$f":"IFERROR(SMALL(Helper2_1,A2039),\"\")","v":2038},null,2038,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2040)),$A2039,\"\")","v":2038},{"$f":"IFERROR(SMALL(Helper2_2,A2039),\"\")","v":2038},{"$f":"COUNTIF(Helper3_1,\"=\"&G2039)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2039)=1, G2039, \"\")","v":2038},{"$f":"IFERROR(SMALL(Index_2,A2039),\"\")","v":2038},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:J2039)),\"\")","v":"HWU_154"},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:K2039)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:L2039)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:M2039)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:N2039)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2039,COLUMNS($J$2:O2039)),\"\")","v":"154 The University is one of Scotland's largest providers of Graduate Apprenticeship (GA) schemes, partnering over 70 employers. The ELIR team considered that the University had a strategic approach to the development of the GA programme, noting, as an example, that it has invested in a Graduate Apprenticeship Office to manage the recruitment of apprentices to the scheme. The University uses Individual Learning Agreements (ILAs) to encourage reflection by the apprentices and each apprentice is assigned a Personal Tutor. While GAs are linked to existing degree programmes, they generally study as a separate cohort. The shift to RBL has been recognised as beneficial to GA students, providing flexibility to balance their studies around apprenticeship work, and is likely to remain as a mode of delivery. It is noted that this shift introduces increased potential for interaction with full-time students, and develops and shares good practice around remote and work-based learning. "}]
[{"$f":"IF('> FILTER <'!B2041<>\"\",ROW(OFFSET(A2040,-1,0)),\"\")","v":2039},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2041)),A2040,\"\")","v":2039},{"$f":"IFERROR(SMALL(Helper2_1,A2040),\"\")","v":2039},null,2039,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2041)),$A2040,\"\")","v":2039},{"$f":"IFERROR(SMALL(Helper2_2,A2040),\"\")","v":2039},{"$f":"COUNTIF(Helper3_1,\"=\"&G2040)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2040)=1, G2040, \"\")","v":2039},{"$f":"IFERROR(SMALL(Index_2,A2040),\"\")","v":2039},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:J2040)),\"\")","v":"HWU_155"},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:K2040)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:L2040)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:M2040)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:N2040)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2040,COLUMNS($J$2:O2040)),\"\")","v":"155 At the time of the current ELIR, the University had recently transitioned towards a centralised repository of information around partnership arrangements and management information having previously held school-based registers. Collaborative provision appears to be offered among multiple modes and locations of delivery, often engaging multiple university campuses. The ELIR team took note of the positive development of a small number of recent partnerships originating from and being managed by the Malaysia and Dubai campuses in line with the University's aspirations as a global institution. "}]
[{"$f":"IF('> FILTER <'!B2042<>\"\",ROW(OFFSET(A2041,-1,0)),\"\")","v":2040},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2042)),A2041,\"\")","v":2040},{"$f":"IFERROR(SMALL(Helper2_1,A2041),\"\")","v":2040},null,2040,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2042)),$A2041,\"\")","v":2040},{"$f":"IFERROR(SMALL(Helper2_2,A2041),\"\")","v":2040},{"$f":"COUNTIF(Helper3_1,\"=\"&G2041)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2041)=1, G2041, \"\")","v":2040},{"$f":"IFERROR(SMALL(Index_2,A2041),\"\")","v":2040},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:J2041)),\"\")","v":"HWU_155"},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:K2041)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:L2041)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:M2041)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:N2041)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2041,COLUMNS($J$2:O2041)),\"\")","v":"155 At the time of the current ELIR, the University had recently transitioned towards a centralised repository of information around partnership arrangements and management information having previously held school-based registers. Collaborative provision appears to be offered among multiple modes and locations of delivery, often engaging multiple university campuses. The ELIR team took note of the positive development of a small number of recent partnerships originating from and being managed by the Malaysia and Dubai campuses in line with the University's aspirations as a global institution. "}]
[{"$f":"IF('> FILTER <'!B2043<>\"\",ROW(OFFSET(A2042,-1,0)),\"\")","v":2041},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2043)),A2042,\"\")","v":2041},{"$f":"IFERROR(SMALL(Helper2_1,A2042),\"\")","v":2041},null,2041,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2043)),$A2042,\"\")","v":2041},{"$f":"IFERROR(SMALL(Helper2_2,A2042),\"\")","v":2041},{"$f":"COUNTIF(Helper3_1,\"=\"&G2042)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2042)=1, G2042, \"\")","v":2041},{"$f":"IFERROR(SMALL(Index_2,A2042),\"\")","v":2041},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:J2042)),\"\")","v":"HWU_156"},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:K2042)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:L2042)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:M2042)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:N2042)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2042,COLUMNS($J$2:O2042)),\"\")","v":"156 The establishment of strategic partnerships are subject to business approval at senior level with appropriate consideration of due diligence and a business case alongside academic approval. Partnership arrangement details are specified within contracts and student handbooks which will include the nature of support for students, such as personal tutor support, access to online resources, skills development, and careers support. All partnership students have Personal Tutor support and access to online support tools and resources. Contracts are renewed every three to five years following review of the partnership and resources through the Academic Review and Internal Audit processes. "}]
[{"$f":"IF('> FILTER <'!B2044<>\"\",ROW(OFFSET(A2043,-1,0)),\"\")","v":2042},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2044)),A2043,\"\")","v":2042},{"$f":"IFERROR(SMALL(Helper2_1,A2043),\"\")","v":2042},null,2042,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2044)),$A2043,\"\")","v":2042},{"$f":"IFERROR(SMALL(Helper2_2,A2043),\"\")","v":2042},{"$f":"COUNTIF(Helper3_1,\"=\"&G2043)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2043)=1, G2043, \"\")","v":2042},{"$f":"IFERROR(SMALL(Index_2,A2043),\"\")","v":2042},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:J2043)),\"\")","v":"HWU_156"},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:K2043)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:L2043)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:M2043)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:N2043)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2043,COLUMNS($J$2:O2043)),\"\")","v":"156 The establishment of strategic partnerships are subject to business approval at senior level with appropriate consideration of due diligence and a business case alongside academic approval. Partnership arrangement details are specified within contracts and student handbooks which will include the nature of support for students, such as personal tutor support, access to online resources, skills development, and careers support. All partnership students have Personal Tutor support and access to online support tools and resources. Contracts are renewed every three to five years following review of the partnership and resources through the Academic Review and Internal Audit processes. "}]
[{"$f":"IF('> FILTER <'!B2045<>\"\",ROW(OFFSET(A2044,-1,0)),\"\")","v":2043},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2045)),A2044,\"\")","v":2043},{"$f":"IFERROR(SMALL(Helper2_1,A2044),\"\")","v":2043},null,2043,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2045)),$A2044,\"\")","v":2043},{"$f":"IFERROR(SMALL(Helper2_2,A2044),\"\")","v":2043},{"$f":"COUNTIF(Helper3_1,\"=\"&G2044)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2044)=1, G2044, \"\")","v":2043},{"$f":"IFERROR(SMALL(Index_2,A2044),\"\")","v":2043},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:J2044)),\"\")","v":"HWU_157"},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:K2044)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:L2044)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:M2044)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:N2044)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2044,COLUMNS($J$2:O2044)),\"\")","v":"157 The University states that in regard to student representation, JCP, articulation and GA students are deemed 'campus-based' and are therefore covered by class representative and school officer structures (paragraph 30). The ELIR team found a mixed response to the institutional understanding of student representation for students studying with collaborative partners but recognised that the University was aware of the challenges in this regard and in relation to ALP students in particular (together with the challenges of seeking IDL student views). The team learned that the University was applying varied and appropriate mechanisms through, for example, additional surveys for 'hard to reach' cohorts to hear these student voices. The team noted positively the proactive engagement by the Student Union officers in working in partnership with the University to support representative structures and feedback mechanisms for collaborative partner students (paragraph 30). "}]
[{"$f":"IF('> FILTER <'!B2046<>\"\",ROW(OFFSET(A2045,-1,0)),\"\")","v":2044},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2046)),A2045,\"\")","v":2044},{"$f":"IFERROR(SMALL(Helper2_1,A2045),\"\")","v":2044},null,2044,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2046)),$A2045,\"\")","v":2044},{"$f":"IFERROR(SMALL(Helper2_2,A2045),\"\")","v":2044},{"$f":"COUNTIF(Helper3_1,\"=\"&G2045)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2045)=1, G2045, \"\")","v":2044},{"$f":"IFERROR(SMALL(Index_2,A2045),\"\")","v":2044},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:J2045)),\"\")","v":"HWU_157"},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:K2045)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:L2045)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:M2045)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:N2045)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2045,COLUMNS($J$2:O2045)),\"\")","v":"157 The University states that in regard to student representation, JCP, articulation and GA students are deemed 'campus-based' and are therefore covered by class representative and school officer structures (paragraph 30). The ELIR team found a mixed response to the institutional understanding of student representation for students studying with collaborative partners but recognised that the University was aware of the challenges in this regard and in relation to ALP students in particular (together with the challenges of seeking IDL student views). The team learned that the University was applying varied and appropriate mechanisms through, for example, additional surveys for 'hard to reach' cohorts to hear these student voices. The team noted positively the proactive engagement by the Student Union officers in working in partnership with the University to support representative structures and feedback mechanisms for collaborative partner students (paragraph 30). "}]
[{"$f":"IF('> FILTER <'!B2047<>\"\",ROW(OFFSET(A2046,-1,0)),\"\")","v":2045},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2047)),A2046,\"\")","v":2045},{"$f":"IFERROR(SMALL(Helper2_1,A2046),\"\")","v":2045},null,2045,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2047)),$A2046,\"\")","v":2045},{"$f":"IFERROR(SMALL(Helper2_2,A2046),\"\")","v":2045},{"$f":"COUNTIF(Helper3_1,\"=\"&G2046)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2046)=1, G2046, \"\")","v":2045},{"$f":"IFERROR(SMALL(Index_2,A2046),\"\")","v":2045},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:J2046)),\"\")","v":"HWU_158"},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:K2046)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:L2046)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:M2046)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:N2046)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2046,COLUMNS($J$2:O2046)),\"\")","v":"158 Management of programmes, including responsibility for assessments and oversight of quality assurance, rests with schools operating with collaborative partners,       as for all of its other taught provision. However, schools with international partnerships are supported by the International Development team liaising with International Directors within each school. Since the 2015 ELIR, the University has established the appointment of a Global Quality Officer in the Academic Quality team who provides further support. All provision with external partners (and IDL activity) is regarded as 'high risk' and has more stringent procedures for approval and monitoring. As part of Annual Monitoring and Review (AMR), schools work with collaborative partners to complete Partner Annual Monitoring and Review (PAMR) reports which the ELIR team considered to provide appropriate monitoring of the student learning experience. An annual summary of PAMR reports is considered by UCQS which ensures that the University maintains an institutional oversight of quality and standards of its collaborative provision. "}]
[{"$f":"IF('> FILTER <'!B2048<>\"\",ROW(OFFSET(A2047,-1,0)),\"\")","v":2046},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2048)),A2047,\"\")","v":2046},{"$f":"IFERROR(SMALL(Helper2_1,A2047),\"\")","v":2046},null,2046,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2048)),$A2047,\"\")","v":2046},{"$f":"IFERROR(SMALL(Helper2_2,A2047),\"\")","v":2046},{"$f":"COUNTIF(Helper3_1,\"=\"&G2047)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2047)=1, G2047, \"\")","v":2046},{"$f":"IFERROR(SMALL(Index_2,A2047),\"\")","v":2046},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:J2047)),\"\")","v":"HWU_158"},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:K2047)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:L2047)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:M2047)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:N2047)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2047,COLUMNS($J$2:O2047)),\"\")","v":"158 Management of programmes, including responsibility for assessments and oversight of quality assurance, rests with schools operating with collaborative partners,       as for all of its other taught provision. However, schools with international partnerships are supported by the International Development team liaising with International Directors within each school. Since the 2015 ELIR, the University has established the appointment of a Global Quality Officer in the Academic Quality team who provides further support. All provision with external partners (and IDL activity) is regarded as 'high risk' and has more stringent procedures for approval and monitoring. As part of Annual Monitoring and Review (AMR), schools work with collaborative partners to complete Partner Annual Monitoring and Review (PAMR) reports which the ELIR team considered to provide appropriate monitoring of the student learning experience. An annual summary of PAMR reports is considered by UCQS which ensures that the University maintains an institutional oversight of quality and standards of its collaborative provision. "}]
[{"$f":"IF('> FILTER <'!B2049<>\"\",ROW(OFFSET(A2048,-1,0)),\"\")","v":2047},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2049)),A2048,\"\")","v":2047},{"$f":"IFERROR(SMALL(Helper2_1,A2048),\"\")","v":2047},null,2047,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2049)),$A2048,\"\")","v":2047},{"$f":"IFERROR(SMALL(Helper2_2,A2048),\"\")","v":2047},{"$f":"COUNTIF(Helper3_1,\"=\"&G2048)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2048)=1, G2048, \"\")","v":2047},{"$f":"IFERROR(SMALL(Index_2,A2048),\"\")","v":2047},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:J2048)),\"\")","v":"HWU_159"},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:K2048)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:L2048)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:M2048)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:N2048)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2048,COLUMNS($J$2:O2048)),\"\")","v":"159 The ELIR team considers the University has an effective approach to managing collaborative provision. The University has appropriate policies and procedures which ensure consistency of approach to collaborative provision and ensures that quality and standards are maintained along with appropriate monitoring of student experience. While partnerships are managed individually by schools, the University has effective oversight through the application of the Multi Code, and review and monitoring through the University's PAMR and Internal Audit processes with oversight from UCQS through the Academic Quality team. "}]
[{"$f":"IF('> FILTER <'!B2050<>\"\",ROW(OFFSET(A2049,-1,0)),\"\")","v":2048},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2050)),A2049,\"\")","v":2048},{"$f":"IFERROR(SMALL(Helper2_1,A2049),\"\")","v":2048},null,2048,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2050)),$A2049,\"\")","v":2048},{"$f":"IFERROR(SMALL(Helper2_2,A2049),\"\")","v":2048},{"$f":"COUNTIF(Helper3_1,\"=\"&G2049)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2049)=1, G2049, \"\")","v":2048},{"$f":"IFERROR(SMALL(Index_2,A2049),\"\")","v":2048},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:J2049)),\"\")","v":"HWU_160"},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:K2049)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:L2049)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:M2049)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:N2049)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2049,COLUMNS($J$2:O2049)),\"\")","v":"160 While the University recognises the challenges in ensuring effective student representation across all areas of study involving collaborative partners, the partnership between the Student Union and the University in seeking to develop and support representative structures is commended.  "}]
[{"$f":"IF('> FILTER <'!B2051<>\"\",ROW(OFFSET(A2050,-1,0)),\"\")","v":2049},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2051)),A2050,\"\")","v":2049},{"$f":"IFERROR(SMALL(Helper2_1,A2050),\"\")","v":2049},null,2049,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2051)),$A2050,\"\")","v":2049},{"$f":"IFERROR(SMALL(Helper2_2,A2050),\"\")","v":2049},{"$f":"COUNTIF(Helper3_1,\"=\"&G2050)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2050)=1, G2050, \"\")","v":2049},{"$f":"IFERROR(SMALL(Index_2,A2050),\"\")","v":2049},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:J2050)),\"\")","v":"HWU_160"},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:K2050)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:L2050)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:M2050)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:N2050)),\"\")","v":"Heriot-Watt University"},{"$f":"IFERROR(INDEX(AllData,$J2050,COLUMNS($J$2:O2050)),\"\")","v":"160 While the University recognises the challenges in ensuring effective student representation across all areas of study involving collaborative partners, the partnership between the Student Union and the University in seeking to develop and support representative structures is commended.  "}]
[{"$f":"IF('> FILTER <'!B2052<>\"\",ROW(OFFSET(A2051,-1,0)),\"\")","v":2050},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2052)),A2051,\"\")","v":2050},{"$f":"IFERROR(SMALL(Helper2_1,A2051),\"\")","v":2050},null,2050,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2052)),$A2051,\"\")","v":2050},{"$f":"IFERROR(SMALL(Helper2_2,A2051),\"\")","v":2050},{"$f":"COUNTIF(Helper3_1,\"=\"&G2051)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2051)=1, G2051, \"\")","v":2050},{"$f":"IFERROR(SMALL(Index_2,A2051),\"\")","v":2050},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:J2051)),\"\")","v":"StA_2"},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:K2051)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:L2051)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:M2051)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:N2051)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2051,COLUMNS($J$2:O2051)),\"\")","v":"2 The University's mission is to attract and nurture the best staff and the most promising students from around the world and provide an environment in which they can produce their best work for maximum societal benefit. The University's strategic plan embraces four themes: World-leading, Diverse, Global and Entrepreneurial. Implementation of the strategy is supported by five new enabling strategies: accommodation, estate, finance, digital and people. "}]
[{"$f":"IF('> FILTER <'!B2053<>\"\",ROW(OFFSET(A2052,-1,0)),\"\")","v":2051},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2053)),A2052,\"\")","v":2051},{"$f":"IFERROR(SMALL(Helper2_1,A2052),\"\")","v":2051},null,2051,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2053)),$A2052,\"\")","v":2051},{"$f":"IFERROR(SMALL(Helper2_2,A2052),\"\")","v":2051},{"$f":"COUNTIF(Helper3_1,\"=\"&G2052)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2052)=1, G2052, \"\")","v":2051},{"$f":"IFERROR(SMALL(Index_2,A2052),\"\")","v":2051},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:J2052)),\"\")","v":"StA_3"},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:K2052)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:L2052)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:M2052)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:N2052)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2052,COLUMNS($J$2:O2052)),\"\")","v":"3 Social responsibility is a core aspect of the strategy. Within it the University commits itself to acting ethically, transparently, sustainably, and for the wider public benefit at all times. In 2019, a new post of Community Engagement and Social Responsibility Officer, reporting directly to the Principal, was created in order to provide a focus for the University's social responsibility activities. "}]
[{"$f":"IF('> FILTER <'!B2054<>\"\",ROW(OFFSET(A2053,-1,0)),\"\")","v":2052},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2054)),A2053,\"\")","v":2052},{"$f":"IFERROR(SMALL(Helper2_1,A2053),\"\")","v":2052},null,2052,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2054)),$A2053,\"\")","v":2052},{"$f":"IFERROR(SMALL(Helper2_2,A2053),\"\")","v":2052},{"$f":"COUNTIF(Helper3_1,\"=\"&G2053)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2053)=1, G2053, \"\")","v":2052},{"$f":"IFERROR(SMALL(Index_2,A2053),\"\")","v":2052},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:J2053)),\"\")","v":"StA_4"},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:K2053)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:L2053)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:M2053)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:N2053)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2053,COLUMNS($J$2:O2053)),\"\")","v":"4 The University has 20 schools in four faculties (Arts, Divinity, Medicine and Science), each led by a Head of School. All schools have Directors of Teaching, Directors of Postgraduate Studies (Taught) and Directors of Postgraduate (Research), although in some smaller schools these two roles are combined. "}]
[{"$f":"IF('> FILTER <'!B2055<>\"\",ROW(OFFSET(A2054,-1,0)),\"\")","v":2053},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2055)),A2054,\"\")","v":2053},{"$f":"IFERROR(SMALL(Helper2_1,A2054),\"\")","v":2053},null,2053,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2055)),$A2054,\"\")","v":2053},{"$f":"IFERROR(SMALL(Helper2_2,A2054),\"\")","v":2053},{"$f":"COUNTIF(Helper3_1,\"=\"&G2054)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2054)=1, G2054, \"\")","v":2053},{"$f":"IFERROR(SMALL(Index_2,A2054),\"\")","v":2053},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:J2054)),\"\")","v":"StA_5"},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:K2054)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:L2054)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:M2054)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:N2054)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2054,COLUMNS($J$2:O2054)),\"\")","v":"5 A new Global Office was established in August 2019. The Office manages study abroad, collaborative programmes and strategic partnerships, and supports international activities more widely. A new Centre for Educational Enhancement and Development (CEED) has been created. CEED reports to the Vice-Principal (VP) Education (Proctor) and supports the development of teaching, and academic skills and qualifications of postgraduate research students (PGRs) and academic staff who teach. CEED also supports Technology Enhanced Learning, academic learning skills in students, pedagogical research skills in staff, pedagogical research through the St Andrews Learning and Teaching Initiative (SALTI), and research into higher education in the wider sense through the Centre for Higher Education Research (CHER)."}]
[{"$f":"IF('> FILTER <'!B2056<>\"\",ROW(OFFSET(A2055,-1,0)),\"\")","v":2054},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2056)),A2055,\"\")","v":2054},{"$f":"IFERROR(SMALL(Helper2_1,A2055),\"\")","v":2054},null,2054,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2056)),$A2055,\"\")","v":2054},{"$f":"IFERROR(SMALL(Helper2_2,A2055),\"\")","v":2054},{"$f":"COUNTIF(Helper3_1,\"=\"&G2055)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2055)=1, G2055, \"\")","v":2054},{"$f":"IFERROR(SMALL(Index_2,A2055),\"\")","v":2054},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:J2055)),\"\")","v":"StA_6"},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:K2055)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:L2055)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:M2055)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:N2055)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2055,COLUMNS($J$2:O2055)),\"\")","v":"6 The VP Education (Proctor) is responsible for learning and teaching, and student business including student experience, welfare and discipline. New roles have been added to the Proctor's office since the 2016 ELIR. These include two Associate Dean Education roles and four Academic Policy Officers supporting pedagogical research and sector-wide initiatives such as employability, sustainability and enterprise in the curriculum, as well as external initiatives."}]
[{"$f":"IF('> FILTER <'!B2057<>\"\",ROW(OFFSET(A2056,-1,0)),\"\")","v":2055},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2057)),A2056,\"\")","v":2055},{"$f":"IFERROR(SMALL(Helper2_1,A2056),\"\")","v":2055},null,2055,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2057)),$A2056,\"\")","v":2055},{"$f":"IFERROR(SMALL(Helper2_2,A2056),\"\")","v":2055},{"$f":"COUNTIF(Helper3_1,\"=\"&G2056)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2056)=1, G2056, \"\")","v":2055},{"$f":"IFERROR(SMALL(Index_2,A2056),\"\")","v":2055},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:J2056)),\"\")","v":"StA_7"},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:K2056)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:L2056)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:M2056)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:N2056)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2056,COLUMNS($J$2:O2056)),\"\")","v":"7 The University offers Gateway Programmes for disadvantaged students, articulation arrangements with local colleges where students enter directly into the second year, and part-time study for adults. The University also offers many postgraduate taught (PGT) programmes, including a small number of collaborative and distance-learning programmes. Most postgraduate students study for a PhD, out of which some take joint degrees."}]
[{"$f":"IF('> FILTER <'!B2058<>\"\",ROW(OFFSET(A2057,-1,0)),\"\")","v":2056},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2058)),A2057,\"\")","v":2056},{"$f":"IFERROR(SMALL(Helper2_1,A2057),\"\")","v":2056},null,2056,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2058)),$A2057,\"\")","v":2056},{"$f":"IFERROR(SMALL(Helper2_2,A2057),\"\")","v":2056},{"$f":"COUNTIF(Helper3_1,\"=\"&G2057)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2057)=1, G2057, \"\")","v":2056},{"$f":"IFERROR(SMALL(Index_2,A2057),\"\")","v":2056},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:J2057)),\"\")","v":"StA_8"},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:K2057)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:L2057)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:M2057)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:N2057)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2057,COLUMNS($J$2:O2057)),\"\")","v":"8 In 2018-19, the University had a total student population of just under 9,000 with broadly 80% undergraduate and 20% postgraduate students. The student body is diverse with 27% being Scottish, 28% from the remainder of the UK (RUK), 11% EU and 35% overseas. Since the last ELIR, the University's EU and overseas student population has grown by 15% - in line with the growth in overall student numbers."}]
[{"$f":"IF('> FILTER <'!B2059<>\"\",ROW(OFFSET(A2058,-1,0)),\"\")","v":2057},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2059)),A2058,\"\")","v":2057},{"$f":"IFERROR(SMALL(Helper2_1,A2058),\"\")","v":2057},null,2057,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2059)),$A2058,\"\")","v":2057},{"$f":"IFERROR(SMALL(Helper2_2,A2058),\"\")","v":2057},{"$f":"COUNTIF(Helper3_1,\"=\"&G2058)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2058)=1, G2058, \"\")","v":2057},{"$f":"IFERROR(SMALL(Index_2,A2058),\"\")","v":2057},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:J2058)),\"\")","v":"StA_9"},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:K2058)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:L2058)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:M2058)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:N2058)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2058,COLUMNS($J$2:O2058)),\"\")","v":"9 The University's strategic objective is to grow to 10,000 students by 2025, retaining the balance between undergraduate and postgraduate students. Such growth will require investment in the estate with a planned series of refurbishments and new builds to create additional capacity.  "}]
[{"$f":"IF('> FILTER <'!B2060<>\"\",ROW(OFFSET(A2059,-1,0)),\"\")","v":2058},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2060)),A2059,\"\")","v":2058},{"$f":"IFERROR(SMALL(Helper2_1,A2059),\"\")","v":2058},null,2058,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2060)),$A2059,\"\")","v":2058},{"$f":"IFERROR(SMALL(Helper2_2,A2059),\"\")","v":2058},{"$f":"COUNTIF(Helper3_1,\"=\"&G2059)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2059)=1, G2059, \"\")","v":2058},{"$f":"IFERROR(SMALL(Index_2,A2059),\"\")","v":2058},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:J2059)),\"\")","v":"StA_10"},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:K2059)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:L2059)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:M2059)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:N2059)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2059,COLUMNS($J$2:O2059)),\"\")","v":"10 In 2017-18, the University saw 49% of its undergraduate Scottish entrants and   19% of students coming from RUK flagged with an access marker. By academic year    2020-21, the University aimed to have 10% of its Scottish domiciled undergraduate entrants from Scottish Index of Multiple Deprivation 20 (SIMD20) areas. This goal was achieved in academic year 2018-19. In academic year 2017-18, the proportion of female research postgraduate students increased from 42% to 46%. The undergraduate gender mix has remained around 60%. In academic year 2017-18, 14% of the student body declared a disability - up from 10% in 2013-14. "}]
[{"$f":"IF('> FILTER <'!B2061<>\"\",ROW(OFFSET(A2060,-1,0)),\"\")","v":2059},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2061)),A2060,\"\")","v":2059},{"$f":"IFERROR(SMALL(Helper2_1,A2060),\"\")","v":2059},null,2059,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2061)),$A2060,\"\")","v":2059},{"$f":"IFERROR(SMALL(Helper2_2,A2060),\"\")","v":2059},{"$f":"COUNTIF(Helper3_1,\"=\"&G2060)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2060)=1, G2060, \"\")","v":2059},{"$f":"IFERROR(SMALL(Index_2,A2060),\"\")","v":2059},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:J2060)),\"\")","v":"StA_11"},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:K2060)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:L2060)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:M2060)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:N2060)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2060,COLUMNS($J$2:O2060)),\"\")","v":"11 The preparations and the ELIR visit were coordinated by the Vice-Principal Education (Proctor) and overseen by an ELIR Steering Group which comprised senior staff responsible for learning and teaching, and quality and standards, and the Students' Association. There were four writing groups reporting to the Steering Group. Staff were involved through focus groups, at the Learning and Teaching Committee, Postgraduate Research Committee, and Academic Council. "}]
[{"$f":"IF('> FILTER <'!B2062<>\"\",ROW(OFFSET(A2061,-1,0)),\"\")","v":2060},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2062)),A2061,\"\")","v":2060},{"$f":"IFERROR(SMALL(Helper2_1,A2061),\"\")","v":2060},null,2060,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2062)),$A2061,\"\")","v":2060},{"$f":"IFERROR(SMALL(Helper2_2,A2061),\"\")","v":2060},{"$f":"COUNTIF(Helper3_1,\"=\"&G2061)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2061)=1, G2061, \"\")","v":2060},{"$f":"IFERROR(SMALL(Index_2,A2061),\"\")","v":2060},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:J2061)),\"\")","v":"StA_12"},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:K2061)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:L2061)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:M2061)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:N2061)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2061,COLUMNS($J$2:O2061)),\"\")","v":"12 The Steering Group was closely involved in drafting the Reflective Analysis (RA), which had also been considered widely through the University's committee structure. The University actively involved students by including them in each of the writing groups, through focus groups and opportunities at formal meetings. The ELIR team met staff and students who demonstrated a thorough understanding of the process and were well-prepared to engage in discussion."}]
[{"$f":"IF('> FILTER <'!B2063<>\"\",ROW(OFFSET(A2062,-1,0)),\"\")","v":2061},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2063)),A2062,\"\")","v":2061},{"$f":"IFERROR(SMALL(Helper2_1,A2062),\"\")","v":2061},null,2061,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2063)),$A2062,\"\")","v":2061},{"$f":"IFERROR(SMALL(Helper2_2,A2062),\"\")","v":2061},{"$f":"COUNTIF(Helper3_1,\"=\"&G2062)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2062)=1, G2062, \"\")","v":2061},{"$f":"IFERROR(SMALL(Index_2,A2062),\"\")","v":2061},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:J2062)),\"\")","v":"StA_13"},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:K2062)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:L2062)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:M2062)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:N2062)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2062,COLUMNS($J$2:O2062)),\"\")","v":"13 The University asked the ELIR team to focus on two aspects of its strategy - Diverse St Andrews and Entrepreneurial St Andrews - which constitute two out of four themes in the University's Strategic Plan. The University believes that it has made great strides in order to increase diversity and continues to strive for greater racial and ethnic diversity. The University has also undertaken a number of initiatives to strengthen engagement with the rest of society, such as the partnership with the NHS to meet the pressing need for more generalist practitioners in Scotland (ScotGEM), and the creation at the Eden Campus of an entrepreneurial hub for staff and industry and business partners. However, the University wants to further develop its capacity in this area. "}]
[{"$f":"IF('> FILTER <'!B2064<>\"\",ROW(OFFSET(A2063,-1,0)),\"\")","v":2062},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2064)),A2063,\"\")","v":2062},{"$f":"IFERROR(SMALL(Helper2_1,A2063),\"\")","v":2062},null,2062,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2064)),$A2063,\"\")","v":2062},{"$f":"IFERROR(SMALL(Helper2_2,A2063),\"\")","v":2062},{"$f":"COUNTIF(Helper3_1,\"=\"&G2063)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2063)=1, G2063, \"\")","v":2062},{"$f":"IFERROR(SMALL(Index_2,A2063),\"\")","v":2062},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:J2063)),\"\")","v":"StA_14"},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:K2063)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:L2063)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:M2063)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:N2063)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2063,COLUMNS($J$2:O2063)),\"\")","v":"14 From the review documentation and discussions with staff and students, the ELIR team was able to confirm that the themes of diversity and enterprise represent a key focus for the University of St Andrews as an institution. The University viewed the ELIR process as an opportunity to reflect on its recent work in these areas and how it could enhance this further."}]
[{"$f":"IF('> FILTER <'!B2065<>\"\",ROW(OFFSET(A2064,-1,0)),\"\")","v":2063},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2065)),A2064,\"\")","v":2063},{"$f":"IFERROR(SMALL(Helper2_1,A2064),\"\")","v":2063},null,2063,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2065)),$A2064,\"\")","v":2063},{"$f":"IFERROR(SMALL(Helper2_2,A2064),\"\")","v":2063},{"$f":"COUNTIF(Helper3_1,\"=\"&G2064)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2064)=1, G2064, \"\")","v":2063},{"$f":"IFERROR(SMALL(Index_2,A2064),\"\")","v":2063},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:J2064)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:K2064)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:L2064)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:M2064)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:N2064)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2064,COLUMNS($J$2:O2064)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2066<>\"\",ROW(OFFSET(A2065,-1,0)),\"\")","v":2064},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2066)),A2065,\"\")","v":2064},{"$f":"IFERROR(SMALL(Helper2_1,A2065),\"\")","v":2064},null,2064,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2066)),$A2065,\"\")","v":2064},{"$f":"IFERROR(SMALL(Helper2_2,A2065),\"\")","v":2064},{"$f":"COUNTIF(Helper3_1,\"=\"&G2065)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2065)=1, G2065, \"\")","v":2064},{"$f":"IFERROR(SMALL(Index_2,A2065),\"\")","v":2064},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:J2065)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:K2065)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:L2065)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:M2065)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:N2065)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2065,COLUMNS($J$2:O2065)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2067<>\"\",ROW(OFFSET(A2066,-1,0)),\"\")","v":2065},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2067)),A2066,\"\")","v":2065},{"$f":"IFERROR(SMALL(Helper2_1,A2066),\"\")","v":2065},null,2065,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2067)),$A2066,\"\")","v":2065},{"$f":"IFERROR(SMALL(Helper2_2,A2066),\"\")","v":2065},{"$f":"COUNTIF(Helper3_1,\"=\"&G2066)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2066)=1, G2066, \"\")","v":2065},{"$f":"IFERROR(SMALL(Index_2,A2066),\"\")","v":2065},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:J2066)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:K2066)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:L2066)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:M2066)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:N2066)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2066,COLUMNS($J$2:O2066)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2068<>\"\",ROW(OFFSET(A2067,-1,0)),\"\")","v":2066},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2068)),A2067,\"\")","v":2066},{"$f":"IFERROR(SMALL(Helper2_1,A2067),\"\")","v":2066},null,2066,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2068)),$A2067,\"\")","v":2066},{"$f":"IFERROR(SMALL(Helper2_2,A2067),\"\")","v":2066},{"$f":"COUNTIF(Helper3_1,\"=\"&G2067)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2067)=1, G2067, \"\")","v":2066},{"$f":"IFERROR(SMALL(Index_2,A2067),\"\")","v":2066},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:J2067)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:K2067)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:L2067)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:M2067)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:N2067)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2067,COLUMNS($J$2:O2067)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2069<>\"\",ROW(OFFSET(A2068,-1,0)),\"\")","v":2067},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2069)),A2068,\"\")","v":2067},{"$f":"IFERROR(SMALL(Helper2_1,A2068),\"\")","v":2067},null,2067,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2069)),$A2068,\"\")","v":2067},{"$f":"IFERROR(SMALL(Helper2_2,A2068),\"\")","v":2067},{"$f":"COUNTIF(Helper3_1,\"=\"&G2068)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2068)=1, G2068, \"\")","v":2067},{"$f":"IFERROR(SMALL(Index_2,A2068),\"\")","v":2067},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:J2068)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:K2068)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:L2068)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:M2068)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:N2068)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2068,COLUMNS($J$2:O2068)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2070<>\"\",ROW(OFFSET(A2069,-1,0)),\"\")","v":2068},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2070)),A2069,\"\")","v":2068},{"$f":"IFERROR(SMALL(Helper2_1,A2069),\"\")","v":2068},null,2068,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2070)),$A2069,\"\")","v":2068},{"$f":"IFERROR(SMALL(Helper2_2,A2069),\"\")","v":2068},{"$f":"COUNTIF(Helper3_1,\"=\"&G2069)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2069)=1, G2069, \"\")","v":2068},{"$f":"IFERROR(SMALL(Index_2,A2069),\"\")","v":2068},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:J2069)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:K2069)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:L2069)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:M2069)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:N2069)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2069,COLUMNS($J$2:O2069)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2071<>\"\",ROW(OFFSET(A2070,-1,0)),\"\")","v":2069},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2071)),A2070,\"\")","v":2069},{"$f":"IFERROR(SMALL(Helper2_1,A2070),\"\")","v":2069},null,{"$f":"ROW(OFFSET(E2070,-1,0))","v":2069},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2071)),$A2070,\"\")","v":2069},{"$f":"IFERROR(SMALL(Helper2_2,A2070),\"\")","v":2069},{"$f":"COUNTIF(Helper3_1,\"=\"&G2070)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2070)=1, G2070, \"\")","v":2069},{"$f":"IFERROR(SMALL(Index_2,A2070),\"\")","v":2069},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:J2070)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:K2070)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:L2070)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:M2070)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:N2070)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2070,COLUMNS($J$2:O2070)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2072<>\"\",ROW(OFFSET(A2071,-1,0)),\"\")","v":2070},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2072)),A2071,\"\")","v":2070},{"$f":"IFERROR(SMALL(Helper2_1,A2071),\"\")","v":2070},null,2070,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2072)),$A2071,\"\")","v":2070},{"$f":"IFERROR(SMALL(Helper2_2,A2071),\"\")","v":2070},{"$f":"COUNTIF(Helper3_1,\"=\"&G2071)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2071)=1, G2071, \"\")","v":2070},{"$f":"IFERROR(SMALL(Index_2,A2071),\"\")","v":2070},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:J2071)),\"\")","v":"StA_15"},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:K2071)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:L2071)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:M2071)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:N2071)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2071,COLUMNS($J$2:O2071)),\"\")","v":"15 The University has taken relevant action to address each of the 11 areas for development identified in the 2015 ELIR. One such area was the further integration of the School of Medicine. Since the last ELIR, the Dean of Medicine has become part of the Strategic Curriculum Approvals Group, the Director of Teaching is involved in working groups, and two senior members of the School have become Associate Deans within the Proctor's office.  The University's response to the rest of the recommendations are addressed in relevant sections below, and include: academic oversight of collaborative activity (paragraph 5.1); role, status and promotion structure for teaching-only staff (paragraph 3.4); contextualised support for postgraduates who teach (paragraph 2.4); academic engagement in annual monitoring (paragraph 4.1); use of technology to support learning and teaching (paragraph 2.5); engaging with the student experience in the context of a more diverse student body (paragraph 2.2); develop a community of practice in pedagogical research (paragraph 3.3 and 3.4); increase support for mid-career and longer serving researchers (paragraph 3.4); student performance and assessment (paragraph 4.1); and publication of external examiner reports (paragraph 4.1). The ELIR team finds that the actions taken have been satisfactory but encourages the University to further address the support for postgraduates who teach, and the publication of external examiner reports, as reflected in the recommendations in the Outcomes Report. "}]
[{"$f":"IF('> FILTER <'!B2073<>\"\",ROW(OFFSET(A2072,-1,0)),\"\")","v":2071},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2073)),A2072,\"\")","v":2071},{"$f":"IFERROR(SMALL(Helper2_1,A2072),\"\")","v":2071},null,2071,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2073)),$A2072,\"\")","v":2071},{"$f":"IFERROR(SMALL(Helper2_2,A2072),\"\")","v":2071},{"$f":"COUNTIF(Helper3_1,\"=\"&G2072)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2072)=1, G2072, \"\")","v":2071},{"$f":"IFERROR(SMALL(Index_2,A2072),\"\")","v":2071},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:J2072)),\"\")","v":"StA_16"},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:K2072)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:L2072)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:M2072)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:N2072)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2072,COLUMNS($J$2:O2072)),\"\")","v":"16 Student representatives were involved in the ELIR Steering Group, and in all writing groups. School Presidents and other sabbatical officers were consulted, and the RA was discussed at the Students' Association and the Postgraduate Society. The University sought student input through focus groups and formal meetings. Students confirmed that they had a high degree of involvement in the process, and that the contextualised themes were relevant to them. The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective."}]
[{"$f":"IF('> FILTER <'!B2074<>\"\",ROW(OFFSET(A2073,-1,0)),\"\")","v":2072},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2074)),A2073,\"\")","v":2072},{"$f":"IFERROR(SMALL(Helper2_1,A2073),\"\")","v":2072},null,2072,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2074)),$A2073,\"\")","v":2072},{"$f":"IFERROR(SMALL(Helper2_2,A2073),\"\")","v":2072},{"$f":"COUNTIF(Helper3_1,\"=\"&G2073)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2073)=1, G2073, \"\")","v":2072},{"$f":"IFERROR(SMALL(Index_2,A2073),\"\")","v":2072},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:J2073)),\"\")","v":"StA_17"},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:K2073)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:L2073)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:M2073)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:N2073)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2073,COLUMNS($J$2:O2073)),\"\")","v":"17 The University has a well-established system of student representation with a strong and effective student voice supported by the Students' Association. This reinforces the University's recently published Education Strategy (March 2020), which states that the University will 'Embed the student voice at all stages of educational delivery and governance'. At university level, the student representation is clearly visible through the Students' Representative Council and through student representation on all key education-related committees. Postgraduate students, both taught and research, are also represented effectively at university level by elected executive representatives."}]
[{"$f":"IF('> FILTER <'!B2075<>\"\",ROW(OFFSET(A2074,-1,0)),\"\")","v":2073},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2075)),A2074,\"\")","v":2073},{"$f":"IFERROR(SMALL(Helper2_1,A2074),\"\")","v":2073},null,2073,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2075)),$A2074,\"\")","v":2073},{"$f":"IFERROR(SMALL(Helper2_2,A2074),\"\")","v":2073},{"$f":"COUNTIF(Helper3_1,\"=\"&G2074)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2074)=1, G2074, \"\")","v":2073},{"$f":"IFERROR(SMALL(Index_2,A2074),\"\")","v":2073},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:J2074)),\"\")","v":"StA_18"},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:K2074)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:L2074)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:M2074)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:N2074)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2074,COLUMNS($J$2:O2074)),\"\")","v":"18 The University has effective arrangements in place to support the engagement and representation of students. The overarching framework for student engagement is set out in the Partnership Agreement. The Partnership Agreement sets out the priorities agreed between the VP Education (Proctor) and the Students' Association Sabbatical Officers for staff-student collaborations. The Partnership Agreement was initially drafted by students, based on the sabbaticals' priorities for the academic year, and is updated each year. The value of the Partnership Agreement and the associated engagement were recognised by student representatives."}]
[{"$f":"IF('> FILTER <'!B2076<>\"\",ROW(OFFSET(A2075,-1,0)),\"\")","v":2074},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2076)),A2075,\"\")","v":2074},{"$f":"IFERROR(SMALL(Helper2_1,A2075),\"\")","v":2074},null,2074,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2076)),$A2075,\"\")","v":2074},{"$f":"IFERROR(SMALL(Helper2_2,A2075),\"\")","v":2074},{"$f":"COUNTIF(Helper3_1,\"=\"&G2075)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2075)=1, G2075, \"\")","v":2074},{"$f":"IFERROR(SMALL(Index_2,A2075),\"\")","v":2074},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:J2075)),\"\")","v":"StA_19"},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:K2075)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:L2075)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:M2075)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:N2075)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2075,COLUMNS($J$2:O2075)),\"\")","v":"19 At school level, student representation is through elected representatives who attend the Student-Staff Consultative Committees (SSCCs). These include both undergraduate and postgraduate students and are chaired by the elected School Presidents. Academic staff clearly demonstrated an openness to feedback from students, and addressed issues raised by students quickly and fully (paragraph 22). School Presidents welcomed the opportunity to discuss broader issues with the VP Education (Proctor) and the Faculty Deans at the regular School Presidents' Forum.  "}]
[{"$f":"IF('> FILTER <'!B2077<>\"\",ROW(OFFSET(A2076,-1,0)),\"\")","v":2075},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2077)),A2076,\"\")","v":2075},{"$f":"IFERROR(SMALL(Helper2_1,A2076),\"\")","v":2075},null,2075,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2077)),$A2076,\"\")","v":2075},{"$f":"IFERROR(SMALL(Helper2_2,A2076),\"\")","v":2075},{"$f":"COUNTIF(Helper3_1,\"=\"&G2076)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2076)=1, G2076, \"\")","v":2075},{"$f":"IFERROR(SMALL(Index_2,A2076),\"\")","v":2075},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:J2076)),\"\")","v":"StA_20"},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:K2076)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:L2076)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:M2076)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:N2076)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2076,COLUMNS($J$2:O2076)),\"\")","v":"20 The Centre for Academic, Professional and Organisational Development (CAPOD) - now replaced by the Centre for Educational Enhancement and Development (CEED) - and the Students' Association provide training for representatives and School Presidents. This is highly valued by students who spoke particularly positively regarding the training in facilitating meetings. However, postgraduate representatives met by the team felt that the training they received was more appropriate for undergraduates in terms of the information provided and the approaches to activities such as surveying student groups. The University may wish to consider providing more focused training for the postgraduate representatives."}]
[{"$f":"IF('> FILTER <'!B2078<>\"\",ROW(OFFSET(A2077,-1,0)),\"\")","v":2076},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2078)),A2077,\"\")","v":2076},{"$f":"IFERROR(SMALL(Helper2_1,A2077),\"\")","v":2076},null,2076,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2078)),$A2077,\"\")","v":2076},{"$f":"IFERROR(SMALL(Helper2_2,A2077),\"\")","v":2076},{"$f":"COUNTIF(Helper3_1,\"=\"&G2077)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2077)=1, G2077, \"\")","v":2076},{"$f":"IFERROR(SMALL(Index_2,A2077),\"\")","v":2076},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:J2077)),\"\")","v":"StA_21"},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:K2077)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:L2077)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:M2077)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:N2077)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2077,COLUMNS($J$2:O2077)),\"\")","v":"21 The ELIR team received very positive statements from the Students' Association Officers regarding the University's approach to dealing with the pandemic, and the ways in which they had been integrated into all the workstreams and involved as partners in   decision-making processes. "}]
[{"$f":"IF('> FILTER <'!B2079<>\"\",ROW(OFFSET(A2078,-1,0)),\"\")","v":2077},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2079)),A2078,\"\")","v":2077},{"$f":"IFERROR(SMALL(Helper2_1,A2078),\"\")","v":2077},null,2077,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2079)),$A2078,\"\")","v":2077},{"$f":"IFERROR(SMALL(Helper2_2,A2078),\"\")","v":2077},{"$f":"COUNTIF(Helper3_1,\"=\"&G2078)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2078)=1, G2078, \"\")","v":2077},{"$f":"IFERROR(SMALL(Index_2,A2078),\"\")","v":2077},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:J2078)),\"\")","v":"StA_22"},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:K2078)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:L2078)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:M2078)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:N2078)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2078,COLUMNS($J$2:O2078)),\"\")","v":"22 The ELIR team was able to identify examples of the positive impact of student representation at institutional and school levels, including developments around assessment and curricular inclusivity, student wellbeing activities, the increasing adoption of lecture capture and curricular enhancements. The schools took different approaches to the identification of topics raised by students and the way they were recorded. However, the undergraduate and postgraduate students met by the ELIR team, all spoke positively about the schools listening and responding to their feedback. They particularly welcomed how academic staff had explained the rationale in the event it was not possible to make a change. "}]
[{"$f":"IF('> FILTER <'!B2080<>\"\",ROW(OFFSET(A2079,-1,0)),\"\")","v":2078},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2080)),A2079,\"\")","v":2078},{"$f":"IFERROR(SMALL(Helper2_1,A2079),\"\")","v":2078},null,2078,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2080)),$A2079,\"\")","v":2078},{"$f":"IFERROR(SMALL(Helper2_2,A2079),\"\")","v":2078},{"$f":"COUNTIF(Helper3_1,\"=\"&G2079)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2079)=1, G2079, \"\")","v":2078},{"$f":"IFERROR(SMALL(Index_2,A2079),\"\")","v":2078},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:J2079)),\"\")","v":"StA_23"},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:K2079)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:L2079)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:M2079)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:N2079)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2079,COLUMNS($J$2:O2079)),\"\")","v":"23 Students spoke positively about the roles undertaken by the class representatives and the School Presidents in taking their requests forward and in feeding back to the student body. Examples cited were the use of Facebook groups by the class representatives and the weekly memos sent out by the School Presidents. They also reflected positively on actions taken in response to module evaluation questionnaires, such as the addition of maths support in some social science disciplines, but also that the staff were open about issues that could not be resolved in the short term."}]
[{"$f":"IF('> FILTER <'!B2081<>\"\",ROW(OFFSET(A2080,-1,0)),\"\")","v":2079},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2081)),A2080,\"\")","v":2079},{"$f":"IFERROR(SMALL(Helper2_1,A2080),\"\")","v":2079},null,2079,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2081)),$A2080,\"\")","v":2079},{"$f":"IFERROR(SMALL(Helper2_2,A2080),\"\")","v":2079},{"$f":"COUNTIF(Helper3_1,\"=\"&G2080)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2080)=1, G2080, \"\")","v":2079},{"$f":"IFERROR(SMALL(Index_2,A2080),\"\")","v":2079},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:J2080)),\"\")","v":"StA_24"},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:K2080)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:L2080)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:M2080)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:N2080)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2080,COLUMNS($J$2:O2080)),\"\")","v":"24 The University has taken action to improve its engagement with postgraduate (PG) students, including additional training for the PG representatives, though the team noted that the training was not always directly relevant to them (paragraph 20). The postgraduate students met by the ELIR team, were appreciative of the inclusion of PGR representation on the Postgraduate Research Committee. They were also aware of who their representatives were and observed that their schools were open and responsive to their feedback."}]
[{"$f":"IF('> FILTER <'!B2082<>\"\",ROW(OFFSET(A2081,-1,0)),\"\")","v":2080},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2082)),A2081,\"\")","v":2080},{"$f":"IFERROR(SMALL(Helper2_1,A2081),\"\")","v":2080},null,2080,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2082)),$A2081,\"\")","v":2080},{"$f":"IFERROR(SMALL(Helper2_2,A2081),\"\")","v":2080},{"$f":"COUNTIF(Helper3_1,\"=\"&G2081)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2081)=1, G2081, \"\")","v":2080},{"$f":"IFERROR(SMALL(Index_2,A2081),\"\")","v":2080},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:J2081)),\"\")","v":"StA_24"},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:K2081)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:L2081)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:M2081)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:N2081)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2081,COLUMNS($J$2:O2081)),\"\")","v":"24 The University has taken action to improve its engagement with postgraduate (PG) students, including additional training for the PG representatives, though the team noted that the training was not always directly relevant to them (paragraph 20). The postgraduate students met by the ELIR team, were appreciative of the inclusion of PGR representation on the Postgraduate Research Committee. They were also aware of who their representatives were and observed that their schools were open and responsive to their feedback."}]
[{"$f":"IF('> FILTER <'!B2083<>\"\",ROW(OFFSET(A2082,-1,0)),\"\")","v":2081},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2083)),A2082,\"\")","v":2081},{"$f":"IFERROR(SMALL(Helper2_1,A2082),\"\")","v":2081},null,2081,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2083)),$A2082,\"\")","v":2081},{"$f":"IFERROR(SMALL(Helper2_2,A2082),\"\")","v":2081},{"$f":"COUNTIF(Helper3_1,\"=\"&G2082)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2082)=1, G2082, \"\")","v":2081},{"$f":"IFERROR(SMALL(Index_2,A2082),\"\")","v":2081},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:J2082)),\"\")","v":"StA_25"},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:K2082)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:L2082)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:M2082)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:N2082)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2082,COLUMNS($J$2:O2082)),\"\")","v":"25 The University takes account of institution-wide feedback, in particular the National Student Survey, the PGT Experience Survey (PTES) and the PGR Experience Survey (PRES). These are considered through the Annual Academic Monitoring Reports which are discussed by the Academic Monitoring Group, and the Learning and Teaching, and Postgraduate Committees, respectively. The University paid good attention to the survey data, developing associated actions as well as identifying areas of good practice, and reporting on the actions from previous years. Senior staff who met with the ELIR team supported the importance of these analyses of student views. Overall, the review team commends the University for its partnership working and responsiveness to the student voice."}]
[{"$f":"IF('> FILTER <'!B2084<>\"\",ROW(OFFSET(A2083,-1,0)),\"\")","v":2082},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2084)),A2083,\"\")","v":2082},{"$f":"IFERROR(SMALL(Helper2_1,A2083),\"\")","v":2082},null,2082,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2084)),$A2083,\"\")","v":2082},{"$f":"IFERROR(SMALL(Helper2_2,A2083),\"\")","v":2082},{"$f":"COUNTIF(Helper3_1,\"=\"&G2083)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2083)=1, G2083, \"\")","v":2082},{"$f":"IFERROR(SMALL(Index_2,A2083),\"\")","v":2082},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:J2083)),\"\")","v":"StA_26"},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:K2083)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:L2083)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:M2083)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:N2083)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2083,COLUMNS($J$2:O2083)),\"\")","v":"26 The ELIR team recognised that the University is actively engaged in supporting widening access through a range of outreach programmes underpinned by the use of contextual information which has contributed to significant increases in the proportions of disabled students and those from disadvantaged backgrounds. It is also taking strategic actions to enhance its approach to diversity and address the current attainment gaps for minority student groups (paragraphs 31-34). "}]
[{"$f":"IF('> FILTER <'!B2085<>\"\",ROW(OFFSET(A2084,-1,0)),\"\")","v":2083},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2085)),A2084,\"\")","v":2083},{"$f":"IFERROR(SMALL(Helper2_1,A2084),\"\")","v":2083},null,2083,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2085)),$A2084,\"\")","v":2083},{"$f":"IFERROR(SMALL(Helper2_2,A2084),\"\")","v":2083},{"$f":"COUNTIF(Helper3_1,\"=\"&G2084)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2084)=1, G2084, \"\")","v":2083},{"$f":"IFERROR(SMALL(Index_2,A2084),\"\")","v":2083},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:J2084)),\"\")","v":"StA_27"},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:K2084)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:L2084)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:M2084)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:N2084)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2084,COLUMNS($J$2:O2084)),\"\")","v":"27 The University identified Diverse St Andrews as one of the four key themes in the new University Strategy that was launched in 2018. This theme sets out the intention that: 'Diversity and inclusion should be at the heart of the St Andrews experience, and should inform all that we do. As a truly international and world-class university, our ambition is to be a beacon of inclusivity.' The ELIR team noted that the Principal saw inclusion as one of the defining aims for the University and her Principalship. In 2019, the University established a new senior leadership role in the form of Assistant Vice-Principal for Diversity. "}]
[{"$f":"IF('> FILTER <'!B2086<>\"\",ROW(OFFSET(A2085,-1,0)),\"\")","v":2084},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2086)),A2085,\"\")","v":2084},{"$f":"IFERROR(SMALL(Helper2_1,A2085),\"\")","v":2084},null,2084,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2086)),$A2085,\"\")","v":2084},{"$f":"IFERROR(SMALL(Helper2_2,A2085),\"\")","v":2084},{"$f":"COUNTIF(Helper3_1,\"=\"&G2085)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2085)=1, G2085, \"\")","v":2084},{"$f":"IFERROR(SMALL(Index_2,A2085),\"\")","v":2084},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:J2085)),\"\")","v":"StA_28"},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:K2085)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:L2085)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:M2085)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:N2085)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2085,COLUMNS($J$2:O2085)),\"\")","v":"28 The University is actively engaged in supporting widening access, including  through a range of outreach programmes. The First Chances Fife Project aims to raise the aspirations and achievements of pupils from the end of primary education through to university entry, and includes workshops and summer schools for senior pupils. The University also has two articulation routes with local colleges which involve small numbers of students who transition to the 2nd year of the FE-HE pathway. The University has also adopted the use of contextual indicators as part of the information set informing the admissions process. Transitioning to higher education is also supported through the Gateway programmes and targeted support schemes."}]
[{"$f":"IF('> FILTER <'!B2087<>\"\",ROW(OFFSET(A2086,-1,0)),\"\")","v":2085},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2087)),A2086,\"\")","v":2085},{"$f":"IFERROR(SMALL(Helper2_1,A2086),\"\")","v":2085},null,2085,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2087)),$A2086,\"\")","v":2085},{"$f":"IFERROR(SMALL(Helper2_2,A2086),\"\")","v":2085},{"$f":"COUNTIF(Helper3_1,\"=\"&G2086)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2086)=1, G2086, \"\")","v":2085},{"$f":"IFERROR(SMALL(Index_2,A2086),\"\")","v":2085},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:J2086)),\"\")","v":"StA_28"},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:K2086)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:L2086)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:M2086)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:N2086)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2086,COLUMNS($J$2:O2086)),\"\")","v":"28 The University is actively engaged in supporting widening access, including  through a range of outreach programmes. The First Chances Fife Project aims to raise the aspirations and achievements of pupils from the end of primary education through to university entry, and includes workshops and summer schools for senior pupils. The University also has two articulation routes with local colleges which involve small numbers of students who transition to the 2nd year of the FE-HE pathway. The University has also adopted the use of contextual indicators as part of the information set informing the admissions process. Transitioning to higher education is also supported through the Gateway programmes and targeted support schemes."}]
[{"$f":"IF('> FILTER <'!B2088<>\"\",ROW(OFFSET(A2087,-1,0)),\"\")","v":2086},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2088)),A2087,\"\")","v":2086},{"$f":"IFERROR(SMALL(Helper2_1,A2087),\"\")","v":2086},null,2086,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2088)),$A2087,\"\")","v":2086},{"$f":"IFERROR(SMALL(Helper2_2,A2087),\"\")","v":2086},{"$f":"COUNTIF(Helper3_1,\"=\"&G2087)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2087)=1, G2087, \"\")","v":2086},{"$f":"IFERROR(SMALL(Index_2,A2087),\"\")","v":2086},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:J2087)),\"\")","v":"StA_29"},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:K2087)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:L2087)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:M2087)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:N2087)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2087,COLUMNS($J$2:O2087)),\"\")","v":"29 The team noted that these initiatives have had considerable impact. The University has significantly increased the proportion of students from disadvantaged backgrounds,   with the relative intake of students from SIMD40 backgrounds increasing from 8.2% in  2007-08 to 19.6% in 2017-18, while the proportion from SIMD20 backgrounds has doubled over the last four years. Likewise, the proportion of disabled students has also increased in recent years in both the undergraduate and postgraduate populations."}]
[{"$f":"IF('> FILTER <'!B2089<>\"\",ROW(OFFSET(A2088,-1,0)),\"\")","v":2087},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2089)),A2088,\"\")","v":2087},{"$f":"IFERROR(SMALL(Helper2_1,A2088),\"\")","v":2087},null,2087,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2089)),$A2088,\"\")","v":2087},{"$f":"IFERROR(SMALL(Helper2_2,A2088),\"\")","v":2087},{"$f":"COUNTIF(Helper3_1,\"=\"&G2088)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2088)=1, G2088, \"\")","v":2087},{"$f":"IFERROR(SMALL(Index_2,A2088),\"\")","v":2087},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:J2088)),\"\")","v":"StA_30"},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:K2088)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:L2088)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:M2088)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:N2088)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2088,COLUMNS($J$2:O2088)),\"\")","v":"30 Within the Diverse St Andrews theme, the University also identifies as a priority the aim of increasing racial and ethnic diversity and improving the experience of students from black, Asian and minority ethnic (BAME) communities through interventions in recruitment, representation and curriculum reform. While there is still progress to be made in this regard, as the proportion of UK domiciled BAME students in the undergraduate population has remained relatively unchanged at 10.9% for 2018-19, there have been increases in the proportions studying at PGT level. Taking account of the University's pro-active approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "}]
[{"$f":"IF('> FILTER <'!B2090<>\"\",ROW(OFFSET(A2089,-1,0)),\"\")","v":2088},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2090)),A2089,\"\")","v":2088},{"$f":"IFERROR(SMALL(Helper2_1,A2089),\"\")","v":2088},null,2088,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2090)),$A2089,\"\")","v":2088},{"$f":"IFERROR(SMALL(Helper2_2,A2089),\"\")","v":2088},{"$f":"COUNTIF(Helper3_1,\"=\"&G2089)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2089)=1, G2089, \"\")","v":2088},{"$f":"IFERROR(SMALL(Index_2,A2089),\"\")","v":2088},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:J2089)),\"\")","v":"StA_30"},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:K2089)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:L2089)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:M2089)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:N2089)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2089,COLUMNS($J$2:O2089)),\"\")","v":"30 Within the Diverse St Andrews theme, the University also identifies as a priority the aim of increasing racial and ethnic diversity and improving the experience of students from black, Asian and minority ethnic (BAME) communities through interventions in recruitment, representation and curriculum reform. While there is still progress to be made in this regard, as the proportion of UK domiciled BAME students in the undergraduate population has remained relatively unchanged at 10.9% for 2018-19, there have been increases in the proportions studying at PGT level. Taking account of the University's pro-active approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "}]
[{"$f":"IF('> FILTER <'!B2091<>\"\",ROW(OFFSET(A2090,-1,0)),\"\")","v":2089},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2091)),A2090,\"\")","v":2089},{"$f":"IFERROR(SMALL(Helper2_1,A2090),\"\")","v":2089},null,2089,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2091)),$A2090,\"\")","v":2089},{"$f":"IFERROR(SMALL(Helper2_2,A2090),\"\")","v":2089},{"$f":"COUNTIF(Helper3_1,\"=\"&G2090)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2090)=1, G2090, \"\")","v":2089},{"$f":"IFERROR(SMALL(Index_2,A2090),\"\")","v":2089},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:J2090)),\"\")","v":"StA_31"},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:K2090)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:L2090)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:M2090)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:N2090)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2090,COLUMNS($J$2:O2090)),\"\")","v":"31 Staff met by the ELIR team observed that a current focus of the University was on the development and analysis of data focusing on student diversity and attainment, and that this was beginning to inform a more detailed understanding of the attainment of different student groupings. "}]
[{"$f":"IF('> FILTER <'!B2092<>\"\",ROW(OFFSET(A2091,-1,0)),\"\")","v":2090},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2092)),A2091,\"\")","v":2090},{"$f":"IFERROR(SMALL(Helper2_1,A2091),\"\")","v":2090},null,2090,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2092)),$A2091,\"\")","v":2090},{"$f":"IFERROR(SMALL(Helper2_2,A2091),\"\")","v":2090},{"$f":"COUNTIF(Helper3_1,\"=\"&G2091)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2091)=1, G2091, \"\")","v":2090},{"$f":"IFERROR(SMALL(Index_2,A2091),\"\")","v":2090},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:J2091)),\"\")","v":"StA_32"},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:K2091)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:L2091)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:M2091)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:N2091)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2091,COLUMNS($J$2:O2091)),\"\")","v":"32 The University recruits a higher proportion of disabled students compared with the average for the UK (17.6%, compared to 14% in 2018-19) and recognises that, while the continuation rates for disabled students are good, there is a relatively large attainment gap of 4.5% for Good Honours and 11.2% for first-class degrees in 2018-19. Each school has a Disability Coordinator who works closely with the Director of Teaching and coordinates teaching and exam adjustments. The University approved a policy on Academic Adjustments for Disabled Students for implementation in 2019-20 which includes new procedures for requesting alternative modes of assessment. "}]
[{"$f":"IF('> FILTER <'!B2093<>\"\",ROW(OFFSET(A2092,-1,0)),\"\")","v":2091},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2093)),A2092,\"\")","v":2091},{"$f":"IFERROR(SMALL(Helper2_1,A2092),\"\")","v":2091},null,2091,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2093)),$A2092,\"\")","v":2091},{"$f":"IFERROR(SMALL(Helper2_2,A2092),\"\")","v":2091},{"$f":"COUNTIF(Helper3_1,\"=\"&G2092)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2092)=1, G2092, \"\")","v":2091},{"$f":"IFERROR(SMALL(Index_2,A2092),\"\")","v":2091},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:J2092)),\"\")","v":"StA_33"},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:K2092)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:L2092)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:M2092)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:N2092)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2092,COLUMNS($J$2:O2092)),\"\")","v":"33 The University is investigating the possible causes of the attainment gap including an ongoing review of academic adjustments and assessment policies. All pieces of assessment are identified by student number alone, wherever practicable, and, in 2016,    the University launched the Online Unconscious Bias Training Module which has been undertaken by a majority of staff. The University's BAME attainment gap is significant. In 2017-18, the Good Honours attainment gap was 14.6% and 12.3% for first-class degrees for UK-domiciled BAME undergraduates - both of which are higher than for Scotland as a whole. However, the overall retention gap at 1.9% is lower than the UK average."}]
[{"$f":"IF('> FILTER <'!B2094<>\"\",ROW(OFFSET(A2093,-1,0)),\"\")","v":2092},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2094)),A2093,\"\")","v":2092},{"$f":"IFERROR(SMALL(Helper2_1,A2093),\"\")","v":2092},null,2092,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2094)),$A2093,\"\")","v":2092},{"$f":"IFERROR(SMALL(Helper2_2,A2093),\"\")","v":2092},{"$f":"COUNTIF(Helper3_1,\"=\"&G2093)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2093)=1, G2093, \"\")","v":2092},{"$f":"IFERROR(SMALL(Index_2,A2093),\"\")","v":2092},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:J2093)),\"\")","v":"StA_34"},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:K2093)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:L2093)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:M2093)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:N2093)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2093,COLUMNS($J$2:O2093)),\"\")","v":"34 The University has recently taken a series of additional actions to understand and address the attainment gaps recorded for the different student groupings. A Race Equality Working Group was established in December 2019 with the remit of working towards   gaining the Advance HE Race Equality Charter. In March 2020, the University made new appointments to support equality, diversity and inclusion (EDI) initiatives with a Research Fellow and Project Manager in Equalities to support the work of the Associate Vice-President Diversity. The University is working to provide more detailed data regarding the admission, progress and attainment of different ethnic groups to help inform understanding of the gaps. Students met by the ELIR team, recognised the challenges the University faces but also observed that staff work hard to accommodate issues around diversity - for example, through the introduction of unconscious bias training in relation to admissions and assessment practices."}]
[{"$f":"IF('> FILTER <'!B2095<>\"\",ROW(OFFSET(A2094,-1,0)),\"\")","v":2093},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2095)),A2094,\"\")","v":2093},{"$f":"IFERROR(SMALL(Helper2_1,A2094),\"\")","v":2093},null,2093,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2095)),$A2094,\"\")","v":2093},{"$f":"IFERROR(SMALL(Helper2_2,A2094),\"\")","v":2093},{"$f":"COUNTIF(Helper3_1,\"=\"&G2094)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2094)=1, G2094, \"\")","v":2093},{"$f":"IFERROR(SMALL(Index_2,A2094),\"\")","v":2093},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:J2094)),\"\")","v":"StA_35"},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:K2094)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:L2094)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:M2094)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:N2094)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2094,COLUMNS($J$2:O2094)),\"\")","v":"35 The University is taking deliberate steps to support increased diversity in the curriculum, including a session on inclusivity during a recent Learning and Teaching Away Day for Directors of Teaching, specific projects including decolonising the curriculum, and broadening of reading lists. The Inclusive Curriculum Toolkit provides clear guidance for staff comprising extensive information about curriculum design, delivery and inclusive practice including exemplars of good practice from across the sector. At the time of the ELIR visit, the University was reviewing the impact of the Toolkit. The University also plans to adjust the new module proposal form to invite module coordinators to think about and comment on inclusion during module development. These approaches are supported effectively by the inclusion of the EDI Directors at school level in the approval processes for new modules and curricular changes, which were welcomed by staff and ensure that attention is paid to inclusivity."}]
[{"$f":"IF('> FILTER <'!B2096<>\"\",ROW(OFFSET(A2095,-1,0)),\"\")","v":2094},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2096)),A2095,\"\")","v":2094},{"$f":"IFERROR(SMALL(Helper2_1,A2095),\"\")","v":2094},null,2094,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2096)),$A2095,\"\")","v":2094},{"$f":"IFERROR(SMALL(Helper2_2,A2095),\"\")","v":2094},{"$f":"COUNTIF(Helper3_1,\"=\"&G2095)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2095)=1, G2095, \"\")","v":2094},{"$f":"IFERROR(SMALL(Index_2,A2095),\"\")","v":2094},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:J2095)),\"\")","v":"StA_36"},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:K2095)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:L2095)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:M2095)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:N2095)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2095,COLUMNS($J$2:O2095)),\"\")","v":"36 The University has established a Central Equality, Diversity and Inclusion Committee (CEDI) which is chaired by the Associate Vice-President (Diversity) and has student representation. This structure is replicated at school level where the EDI Directors are represented on the management teams, their presence being welcomed by the academic staff as an active signal of the importance attached by the University to ensuring a continued focus on EDI issues. The University holds a Bronze Athena Swan award and 16 of the 20 Schools hold awards. The University has signalled its intent to progress this work through the development of plans to apply for an institutional Silver award in 2022."}]
[{"$f":"IF('> FILTER <'!B2097<>\"\",ROW(OFFSET(A2096,-1,0)),\"\")","v":2095},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2097)),A2096,\"\")","v":2095},{"$f":"IFERROR(SMALL(Helper2_1,A2096),\"\")","v":2095},null,2095,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2097)),$A2096,\"\")","v":2095},{"$f":"IFERROR(SMALL(Helper2_2,A2096),\"\")","v":2095},{"$f":"COUNTIF(Helper3_1,\"=\"&G2096)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2096)=1, G2096, \"\")","v":2095},{"$f":"IFERROR(SMALL(Index_2,A2096),\"\")","v":2095},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:J2096)),\"\")","v":"StA_37"},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:K2096)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:L2096)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:M2096)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:N2096)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2096,COLUMNS($J$2:O2096)),\"\")","v":"37 The University's senior leadership demonstrated good awareness of the current issues affecting different groups of students as a result of the pandemic. The University is managing a short-term working group operating in conjunction with the Planning Office to provide ongoing monitoring of student retention and progression. Also, in support of students who are experiencing access difficulties in the pandemic, the University has made funds available for the purchase of IT equipment, including laptops and broadband packages. Student representatives met by the ELIR team, confirmed that they were working closely with university leadership and welcomed the support provided to the student population."}]
[{"$f":"IF('> FILTER <'!B2098<>\"\",ROW(OFFSET(A2097,-1,0)),\"\")","v":2096},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2098)),A2097,\"\")","v":2096},{"$f":"IFERROR(SMALL(Helper2_1,A2097),\"\")","v":2096},null,2096,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2098)),$A2097,\"\")","v":2096},{"$f":"IFERROR(SMALL(Helper2_2,A2097),\"\")","v":2096},{"$f":"COUNTIF(Helper3_1,\"=\"&G2097)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2097)=1, G2097, \"\")","v":2096},{"$f":"IFERROR(SMALL(Index_2,A2097),\"\")","v":2096},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:J2097)),\"\")","v":"StA_37"},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:K2097)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:L2097)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:M2097)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:N2097)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2097,COLUMNS($J$2:O2097)),\"\")","v":"37 The University's senior leadership demonstrated good awareness of the current issues affecting different groups of students as a result of the pandemic. The University is managing a short-term working group operating in conjunction with the Planning Office to provide ongoing monitoring of student retention and progression. Also, in support of students who are experiencing access difficulties in the pandemic, the University has made funds available for the purchase of IT equipment, including laptops and broadband packages. Student representatives met by the ELIR team, confirmed that they were working closely with university leadership and welcomed the support provided to the student population."}]
[{"$f":"IF('> FILTER <'!B2099<>\"\",ROW(OFFSET(A2098,-1,0)),\"\")","v":2097},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2099)),A2098,\"\")","v":2097},{"$f":"IFERROR(SMALL(Helper2_1,A2098),\"\")","v":2097},null,2097,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2099)),$A2098,\"\")","v":2097},{"$f":"IFERROR(SMALL(Helper2_2,A2098),\"\")","v":2097},{"$f":"COUNTIF(Helper3_1,\"=\"&G2098)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2098)=1, G2098, \"\")","v":2097},{"$f":"IFERROR(SMALL(Index_2,A2098),\"\")","v":2097},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:J2098)),\"\")","v":"StA_38"},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:K2098)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:L2098)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:M2098)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:N2098)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2098,COLUMNS($J$2:O2098)),\"\")","v":"38 The University of St Andrews has demonstrated a track record for the provision of an excellent overall student learning experience, which is evident through its Gold TEF award and NSS rankings, where it has been placed top 11 times in the last 13 years. At the time of the visit, the University was in the process of reviewing its Student Experience Strategy which has been developed through widespread engagement involving staff and students across the University.  "}]
[{"$f":"IF('> FILTER <'!B2100<>\"\",ROW(OFFSET(A2099,-1,0)),\"\")","v":2098},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2100)),A2099,\"\")","v":2098},{"$f":"IFERROR(SMALL(Helper2_1,A2099),\"\")","v":2098},null,2098,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2100)),$A2099,\"\")","v":2098},{"$f":"IFERROR(SMALL(Helper2_2,A2099),\"\")","v":2098},{"$f":"COUNTIF(Helper3_1,\"=\"&G2099)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2099)=1, G2099, \"\")","v":2098},{"$f":"IFERROR(SMALL(Index_2,A2099),\"\")","v":2098},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:J2099)),\"\")","v":"StA_39"},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:K2099)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:L2099)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:M2099)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:N2099)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2099,COLUMNS($J$2:O2099)),\"\")","v":"39 The University has developed a suite of outreach programmes to support its widening participation agenda. These programmes involve support activities such as mentoring and workshops and are underpinned by contextual admissions offers. The University has an FE-HE Supported Pathway which provides an entry route for further education students onto the general degree programme, with linked support and guidance that is promoted through the work of the Lifelong Learning Team. The University also provides five Gateway programmes to support admission and transition of about 10 widening participation applicants each year to specific disciplines. The transition of these students to the University is supported through academic and pastoral support as well as peer mentoring. Students met by the ELIR team who had entered the University through some of these programmes, spoke very positively. "}]
[{"$f":"IF('> FILTER <'!B2101<>\"\",ROW(OFFSET(A2100,-1,0)),\"\")","v":2099},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2101)),A2100,\"\")","v":2099},{"$f":"IFERROR(SMALL(Helper2_1,A2100),\"\")","v":2099},null,2099,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2101)),$A2100,\"\")","v":2099},{"$f":"IFERROR(SMALL(Helper2_2,A2100),\"\")","v":2099},{"$f":"COUNTIF(Helper3_1,\"=\"&G2100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2100)=1, G2100, \"\")","v":2099},{"$f":"IFERROR(SMALL(Index_2,A2100),\"\")","v":2099},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:J2100)),\"\")","v":"StA_40"},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:K2100)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:L2100)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:M2100)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:N2100)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2100,COLUMNS($J$2:O2100)),\"\")","v":"40 More generally, the ELIR team considered that there is an effective framework of induction and support in place for incoming students which includes visit days and an Orientation Week app. The University also provides a pre-arrival Transitions Toolkit which was launched in 2018 followed by a postgraduate version in 2019. This is designed to develop students' appreciation of the learning environment prior to arrival and to reflect on their approaches to learning. Students met by the ELIR team all spoke positively of their experience of induction and the provision of support, in particular for students from the college and access routes. All first-year undergraduates are guaranteed a place in residential accommodation where they are supported by the Hall Wardens. Again, students reported having a very positive experience of the pastoral support provided within the Halls.  "}]
[{"$f":"IF('> FILTER <'!B2102<>\"\",ROW(OFFSET(A2101,-1,0)),\"\")","v":2100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2102)),A2101,\"\")","v":2100},{"$f":"IFERROR(SMALL(Helper2_1,A2101),\"\")","v":2100},null,2100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2102)),$A2101,\"\")","v":2100},{"$f":"IFERROR(SMALL(Helper2_2,A2101),\"\")","v":2100},{"$f":"COUNTIF(Helper3_1,\"=\"&G2101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2101)=1, G2101, \"\")","v":2100},{"$f":"IFERROR(SMALL(Index_2,A2101),\"\")","v":2100},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:J2101)),\"\")","v":"StA_41"},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:K2101)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:L2101)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:M2101)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:N2101)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2101,COLUMNS($J$2:O2101)),\"\")","v":"41 The University provides international students with pre-sessional orientation courses delivered by the International Education Institute. The international students met    by the ELIR team also commented very positively on the assistance provided by the pre-sessional courses that are designed to help students with the transition to degree programme study. In summary, the ELIR team commends the University for its framework of induction and support for incoming students, in particular, focusing on the transition of widening participation students into higher education."}]
[{"$f":"IF('> FILTER <'!B2103<>\"\",ROW(OFFSET(A2102,-1,0)),\"\")","v":2101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2103)),A2102,\"\")","v":2101},{"$f":"IFERROR(SMALL(Helper2_1,A2102),\"\")","v":2101},null,2101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2103)),$A2102,\"\")","v":2101},{"$f":"IFERROR(SMALL(Helper2_2,A2102),\"\")","v":2101},{"$f":"COUNTIF(Helper3_1,\"=\"&G2102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2102)=1, G2102, \"\")","v":2101},{"$f":"IFERROR(SMALL(Index_2,A2102),\"\")","v":2101},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:J2102)),\"\")","v":"StA_42"},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:K2102)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:L2102)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:M2102)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:N2102)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2102,COLUMNS($J$2:O2102)),\"\")","v":"42 Support for student wellbeing is provided through the Student Services Unit which operates across the University, fronted by the Advice and Support Centre. With the exception of the School of Medicine, the University does not operate a personal tutor model of pastoral support. Academic adviser roles are focused on academic guidance. The ELIR team considered that this approach was effective in delivering academic and pastoral support for students."}]
[{"$f":"IF('> FILTER <'!B2104<>\"\",ROW(OFFSET(A2103,-1,0)),\"\")","v":2102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2104)),A2103,\"\")","v":2102},{"$f":"IFERROR(SMALL(Helper2_1,A2103),\"\")","v":2102},null,2102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2104)),$A2103,\"\")","v":2102},{"$f":"IFERROR(SMALL(Helper2_2,A2103),\"\")","v":2102},{"$f":"COUNTIF(Helper3_1,\"=\"&G2103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2103)=1, G2103, \"\")","v":2102},{"$f":"IFERROR(SMALL(Index_2,A2103),\"\")","v":2102},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:J2103)),\"\")","v":"StA_43"},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:K2103)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:L2103)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:M2103)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:N2103)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2103,COLUMNS($J$2:O2103)),\"\")","v":"43 Access to pastoral support has been enhanced through the recent introduction of Wellbeing Officers within some of the schools. In August 2020, the University set out the commitment to 'ensure that all Schools and Units have a School Director of Wellbeing and an Equality and Diversity Officer in place by the 2020-21 academic year' along with a commitment that these officers would be provided with training to promote positive mental health and wellbeing. At the time of the current ELIR, consultation was underway to finalise the role descriptors with the aim of recruiting to the positions early in 2021. The team viewed the role descriptor as representing a significant enhancement to the student support network. "}]
[{"$f":"IF('> FILTER <'!B2105<>\"\",ROW(OFFSET(A2104,-1,0)),\"\")","v":2103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2105)),A2104,\"\")","v":2103},{"$f":"IFERROR(SMALL(Helper2_1,A2104),\"\")","v":2103},null,2103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2105)),$A2104,\"\")","v":2103},{"$f":"IFERROR(SMALL(Helper2_2,A2104),\"\")","v":2103},{"$f":"COUNTIF(Helper3_1,\"=\"&G2104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2104)=1, G2104, \"\")","v":2103},{"$f":"IFERROR(SMALL(Index_2,A2104),\"\")","v":2103},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:J2104)),\"\")","v":"StA_44"},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:K2104)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:L2104)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:M2104)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:N2104)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2104,COLUMNS($J$2:O2104)),\"\")","v":"44 Students met by the ELIR team spoke very positively of the academic support provided by their schools, in particular, the approachability of the academic staff. This support was particularly evident during the period of lockdown. However, students also reported that there was variability of experience within the different schools which was particularly noted by joint honours students whose studies crossed different schools. "}]
[{"$f":"IF('> FILTER <'!B2106<>\"\",ROW(OFFSET(A2105,-1,0)),\"\")","v":2104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2106)),A2105,\"\")","v":2104},{"$f":"IFERROR(SMALL(Helper2_1,A2105),\"\")","v":2104},null,2104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2106)),$A2105,\"\")","v":2104},{"$f":"IFERROR(SMALL(Helper2_2,A2105),\"\")","v":2104},{"$f":"COUNTIF(Helper3_1,\"=\"&G2105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2105)=1, G2105, \"\")","v":2104},{"$f":"IFERROR(SMALL(Index_2,A2105),\"\")","v":2104},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:J2105)),\"\")","v":"StA_45"},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:K2105)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:L2105)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:M2105)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:N2105)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2105,COLUMNS($J$2:O2105)),\"\")","v":"45 Through the Student Services Unit, the University provides a comprehensive website with a range of online resources, workshops and individual support for student   wellbeing, including the development in 2018 of a Student Health Hub in conjunction with  the NHS to reduce waiting times. However, students met by the ELIR team expressed concern about the University's plans for the expansion of student numbers in light of the existing challenges for the recruitment of sufficient numbers of counsellors."}]
[{"$f":"IF('> FILTER <'!B2107<>\"\",ROW(OFFSET(A2106,-1,0)),\"\")","v":2105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2107)),A2106,\"\")","v":2105},{"$f":"IFERROR(SMALL(Helper2_1,A2106),\"\")","v":2105},null,2105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2107)),$A2106,\"\")","v":2105},{"$f":"IFERROR(SMALL(Helper2_2,A2106),\"\")","v":2105},{"$f":"COUNTIF(Helper3_1,\"=\"&G2106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2106)=1, G2106, \"\")","v":2105},{"$f":"IFERROR(SMALL(Index_2,A2106),\"\")","v":2105},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:J2106)),\"\")","v":"StA_46"},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:K2106)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:L2106)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:M2106)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:N2106)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2106,COLUMNS($J$2:O2106)),\"\")","v":"46 The University identified mental wellbeing as a specific focus. Its Mental Health Strategy was developed in consultation with staff and students. Of particular note is that the Student Services Counselling, Wellbeing and Mental Health Matching Care Framework was accredited in 2019 by the Royal College of Psychiatrists in partnership with the British Psychological Society. Student Services have delivered Mental Health Toolkit training to 500 staff and schools have also organised Wellbeing Days. A Mental Health Task Force is focused on mental health support for students and staff to support the implementation of the Mental Health Strategy and the development of a university-wide wellbeing strategy. The ELIR team noted that a number of other universities had expressed interest in adopting the University's model of the Student Mental Health Agreement and commends the University for the deliberate steps it has taken to address the mental wellbeing of students.  "}]
[{"$f":"IF('> FILTER <'!B2108<>\"\",ROW(OFFSET(A2107,-1,0)),\"\")","v":2106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2108)),A2107,\"\")","v":2106},{"$f":"IFERROR(SMALL(Helper2_1,A2107),\"\")","v":2106},null,2106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2108)),$A2107,\"\")","v":2106},{"$f":"IFERROR(SMALL(Helper2_2,A2107),\"\")","v":2106},{"$f":"COUNTIF(Helper3_1,\"=\"&G2107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2107)=1, G2107, \"\")","v":2106},{"$f":"IFERROR(SMALL(Index_2,A2107),\"\")","v":2106},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:J2107)),\"\")","v":"StA_47"},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:K2107)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:L2107)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:M2107)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:N2107)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2107,COLUMNS($J$2:O2107)),\"\")","v":"47 The University is developing a focus on skills development linked to a widening of the range of assessment formats to provide more diverse opportunities for students to demonstrate their learning. Students and staff met by the ELIR team confirmed that there was a range of assessment formats in use and that the programme structures ensured each student engaged with a variety of assessment."}]
[{"$f":"IF('> FILTER <'!B2109<>\"\",ROW(OFFSET(A2108,-1,0)),\"\")","v":2107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2109)),A2108,\"\")","v":2107},{"$f":"IFERROR(SMALL(Helper2_1,A2108),\"\")","v":2107},null,2107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2109)),$A2108,\"\")","v":2107},{"$f":"IFERROR(SMALL(Helper2_2,A2108),\"\")","v":2107},{"$f":"COUNTIF(Helper3_1,\"=\"&G2108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2108)=1, G2108, \"\")","v":2107},{"$f":"IFERROR(SMALL(Index_2,A2108),\"\")","v":2107},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:J2108)),\"\")","v":"StA_48"},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:K2108)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:L2108)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:M2108)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:N2108)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2108,COLUMNS($J$2:O2108)),\"\")","v":"48 The University has a feedback policy setting out the general parameters for the provision of feedback. There is no institutional directive regarding the return-time for individual assessments, other than the guidance that: 'feedback should, whenever possible, be delivered in time for students to benefit from it in their next assignment'. Academic staff met by the ELIR team confirmed that, while there was no overarching policy specifying turnround times, students were informed in advance of the return dates and that work was returned prior to submission of the next assignment. "}]
[{"$f":"IF('> FILTER <'!B2110<>\"\",ROW(OFFSET(A2109,-1,0)),\"\")","v":2108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2110)),A2109,\"\")","v":2108},{"$f":"IFERROR(SMALL(Helper2_1,A2109),\"\")","v":2108},null,2108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2110)),$A2109,\"\")","v":2108},{"$f":"IFERROR(SMALL(Helper2_2,A2109),\"\")","v":2108},{"$f":"COUNTIF(Helper3_1,\"=\"&G2109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2109)=1, G2109, \"\")","v":2108},{"$f":"IFERROR(SMALL(Index_2,A2109),\"\")","v":2108},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:J2109)),\"\")","v":"StA_49"},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:K2109)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:L2109)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:M2109)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:N2109)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2109,COLUMNS($J$2:O2109)),\"\")","v":"49 A minority of previous Annual Academic Monitoring reports indicate student dissatisfaction with feedback. However, students met by the ELIR team confirmed that they were made aware of when work was to be returned and that this was done within specified time frames. They also confirmed that the feedback was constructive. Students have access to a Moodle site which provides guidance on how to use feedback, and which has been viewed by one-third of students. Academic staff are supported in developing their feedback practices through an M-level module delivered by CAPOD which is available to all academic staff who teach. The team took the view that, although there was no direction regarding absolute turnround times for feedback provision, students did receive feedback within      pre-stated timeframes commensurate with the progression of their learning."}]
[{"$f":"IF('> FILTER <'!B2111<>\"\",ROW(OFFSET(A2110,-1,0)),\"\")","v":2109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2111)),A2110,\"\")","v":2109},{"$f":"IFERROR(SMALL(Helper2_1,A2110),\"\")","v":2109},null,2109,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2111)),$A2110,\"\")","v":2109},{"$f":"IFERROR(SMALL(Helper2_2,A2110),\"\")","v":2109},{"$f":"COUNTIF(Helper3_1,\"=\"&G2110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2110)=1, G2110, \"\")","v":2109},{"$f":"IFERROR(SMALL(Index_2,A2110),\"\")","v":2109},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:J2110)),\"\")","v":"StA_49"},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:K2110)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:L2110)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:M2110)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:N2110)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2110,COLUMNS($J$2:O2110)),\"\")","v":"49 A minority of previous Annual Academic Monitoring reports indicate student dissatisfaction with feedback. However, students met by the ELIR team confirmed that they were made aware of when work was to be returned and that this was done within specified time frames. They also confirmed that the feedback was constructive. Students have access to a Moodle site which provides guidance on how to use feedback, and which has been viewed by one-third of students. Academic staff are supported in developing their feedback practices through an M-level module delivered by CAPOD which is available to all academic staff who teach. The team took the view that, although there was no direction regarding absolute turnround times for feedback provision, students did receive feedback within      pre-stated timeframes commensurate with the progression of their learning."}]
[{"$f":"IF('> FILTER <'!B2112<>\"\",ROW(OFFSET(A2111,-1,0)),\"\")","v":2110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2112)),A2111,\"\")","v":2110},{"$f":"IFERROR(SMALL(Helper2_1,A2111),\"\")","v":2110},null,2110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2112)),$A2111,\"\")","v":2110},{"$f":"IFERROR(SMALL(Helper2_2,A2111),\"\")","v":2110},{"$f":"COUNTIF(Helper3_1,\"=\"&G2111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2111)=1, G2111, \"\")","v":2110},{"$f":"IFERROR(SMALL(Index_2,A2111),\"\")","v":2110},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:J2111)),\"\")","v":"StA_50"},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:K2111)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:L2111)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:M2111)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:N2111)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2111,COLUMNS($J$2:O2111)),\"\")","v":"50 The University maintains a strong performance in graduate employment with over 95% of graduates in employment or further study. However, the University is aware that performance of Scottish-domiciled students is below the national average, particularly those from more disadvantaged neighbourhoods. The team was informed that data are being used more effectively and programmes are being developed though, as yet, at a very early stage, to target support for identifying and raising aspirations for these students. The Careers Centre provides a range of workshops and employer events as well as individual support. Careers Link academics liaise between the schools and the Careers Centre, as do the School Presidents who receive training from the Careers Advisers."}]
[{"$f":"IF('> FILTER <'!B2113<>\"\",ROW(OFFSET(A2112,-1,0)),\"\")","v":2111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2113)),A2112,\"\")","v":2111},{"$f":"IFERROR(SMALL(Helper2_1,A2112),\"\")","v":2111},null,2111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2113)),$A2112,\"\")","v":2111},{"$f":"IFERROR(SMALL(Helper2_2,A2112),\"\")","v":2111},{"$f":"COUNTIF(Helper3_1,\"=\"&G2112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2112)=1, G2112, \"\")","v":2111},{"$f":"IFERROR(SMALL(Index_2,A2112),\"\")","v":2111},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:J2112)),\"\")","v":"StA_51"},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:K2112)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:L2112)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:M2112)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:N2112)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2112,COLUMNS($J$2:O2112)),\"\")","v":"51 The Careers Centre organises a programme of careers fairs, with attendance increasing over the last three years. These are mainly focused on Law, Management and Finance, and Science and Technology. The University has also developed an alumni engagement platform through which alumni are registered for providing mentoring and internship opportunities. Students confirmed that the Careers Centre and the schools provide an extensive range of activities and that there is very effective communication regarding the events and opportunities available."}]
[{"$f":"IF('> FILTER <'!B2114<>\"\",ROW(OFFSET(A2113,-1,0)),\"\")","v":2112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2114)),A2113,\"\")","v":2112},{"$f":"IFERROR(SMALL(Helper2_1,A2113),\"\")","v":2112},null,2112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2114)),$A2113,\"\")","v":2112},{"$f":"IFERROR(SMALL(Helper2_2,A2113),\"\")","v":2112},{"$f":"COUNTIF(Helper3_1,\"=\"&G2113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2113)=1, G2113, \"\")","v":2112},{"$f":"IFERROR(SMALL(Index_2,A2113),\"\")","v":2112},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:J2113)),\"\")","v":"StA_52"},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:K2113)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:L2113)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:M2113)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:N2113)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2113,COLUMNS($J$2:O2113)),\"\")","v":"52 The University recognises the challenge of balancing demand to resource and has invested in the engagement of student CV advisers to provide more capacity for individual appointments. It was reported in meetings with students that they appreciated the additional resource being made available in this area. There have also been initial discussions to develop bespoke support for the widening participation students. The Careers Centre is piloting a registration project to increase engagement by identifying students who are currently under-engaged."}]
[{"$f":"IF('> FILTER <'!B2115<>\"\",ROW(OFFSET(A2114,-1,0)),\"\")","v":2113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2115)),A2114,\"\")","v":2113},{"$f":"IFERROR(SMALL(Helper2_1,A2114),\"\")","v":2113},null,2113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2115)),$A2114,\"\")","v":2113},{"$f":"IFERROR(SMALL(Helper2_2,A2114),\"\")","v":2113},{"$f":"COUNTIF(Helper3_1,\"=\"&G2114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2114)=1, G2114, \"\")","v":2113},{"$f":"IFERROR(SMALL(Index_2,A2114),\"\")","v":2113},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:J2114)),\"\")","v":"StA_53"},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:K2114)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:L2114)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:M2114)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:N2114)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2114,COLUMNS($J$2:O2114)),\"\")","v":"53 At the time of the ELIR visit, the University had recently developed a Graduate Attributes Framework aligned with the revised University Strategy setting out the skill sets students can develop. "}]
[{"$f":"IF('> FILTER <'!B2116<>\"\",ROW(OFFSET(A2115,-1,0)),\"\")","v":2114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2116)),A2115,\"\")","v":2114},{"$f":"IFERROR(SMALL(Helper2_1,A2115),\"\")","v":2114},null,2114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2116)),$A2115,\"\")","v":2114},{"$f":"IFERROR(SMALL(Helper2_2,A2115),\"\")","v":2114},{"$f":"COUNTIF(Helper3_1,\"=\"&G2115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2115)=1, G2115, \"\")","v":2114},{"$f":"IFERROR(SMALL(Index_2,A2115),\"\")","v":2114},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:J2115)),\"\")","v":"StA_54"},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:K2115)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:L2115)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:M2115)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:N2115)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2115,COLUMNS($J$2:O2115)),\"\")","v":"54 The Professional Skills Curriculum (PSC) provides undergraduate and postgraduate students with the opportunity to access a range of employability training activities. Participation in the PSC is linked to an award which is gained through attendance at workshops and completion of a reflective essay, with recognition in the Higher Education Achievement Report (HEAR).  Students receive 'passport stamps' for attendance, with some 600 students having attended at least one workshop a year, and around 100 students having completed the award. Students met by the ELIR team reported that it could be difficult to get a place on the PSC programme. However, the team was informed that the physical restrictions on the numbers of places had been removed following the move to     put the PSC fully online as a result of the pandemic. The team also heard that, as a consequence, there was an increase in enrolment in recent months. In summary, the review team commends the University for strong performance in graduate employment underpinned by the support provided through the Careers Centre and the recent development of the Graduate Attributes Framework aligned with the University Strategy. "}]
[{"$f":"IF('> FILTER <'!B2117<>\"\",ROW(OFFSET(A2116,-1,0)),\"\")","v":2115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2117)),A2116,\"\")","v":2115},{"$f":"IFERROR(SMALL(Helper2_1,A2116),\"\")","v":2115},null,2115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2117)),$A2116,\"\")","v":2115},{"$f":"IFERROR(SMALL(Helper2_2,A2116),\"\")","v":2115},{"$f":"COUNTIF(Helper3_1,\"=\"&G2116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2116)=1, G2116, \"\")","v":2115},{"$f":"IFERROR(SMALL(Index_2,A2116),\"\")","v":2115},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:J2116)),\"\")","v":"StA_55"},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:K2116)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:L2116)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:M2116)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:N2116)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2116,COLUMNS($J$2:O2116)),\"\")","v":"55 Students who have successfully completed the PSC can undertake PSC Plus, which is delivered by CEED. This enables participants to develop specific skill sets, for example, in IT, investment banking, communications or consultancy. Successful completion is further recognised on the students' HEAR. "}]
[{"$f":"IF('> FILTER <'!B2118<>\"\",ROW(OFFSET(A2117,-1,0)),\"\")","v":2116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2118)),A2117,\"\")","v":2116},{"$f":"IFERROR(SMALL(Helper2_1,A2117),\"\")","v":2116},null,2116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2118)),$A2117,\"\")","v":2116},{"$f":"IFERROR(SMALL(Helper2_2,A2117),\"\")","v":2116},{"$f":"COUNTIF(Helper3_1,\"=\"&G2117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2117)=1, G2117, \"\")","v":2116},{"$f":"IFERROR(SMALL(Index_2,A2117),\"\")","v":2116},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:J2117)),\"\")","v":"StA_56"},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:K2117)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:L2117)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:M2117)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:N2117)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2117,COLUMNS($J$2:O2117)),\"\")","v":"56 Employability activities are also being developed through Enterprise Education as part of the Entrepreneurial St Andrews theme which was supported by the Enterprise Education Working Group and Enterprise Education Network. Subsequently, these two bodies have been replaced by a new Entrepreneurial Education Working Group in order to bring together more closely the work of incorporating entrepreneurial approaches within the curriculum. "}]
[{"$f":"IF('> FILTER <'!B2119<>\"\",ROW(OFFSET(A2118,-1,0)),\"\")","v":2117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2119)),A2118,\"\")","v":2117},{"$f":"IFERROR(SMALL(Helper2_1,A2118),\"\")","v":2117},null,2117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2119)),$A2118,\"\")","v":2117},{"$f":"IFERROR(SMALL(Helper2_2,A2118),\"\")","v":2117},{"$f":"COUNTIF(Helper3_1,\"=\"&G2118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2118)=1, G2118, \"\")","v":2117},{"$f":"IFERROR(SMALL(Index_2,A2118),\"\")","v":2117},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:J2118)),\"\")","v":"StA_57"},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:K2118)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:L2118)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:M2118)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:N2118)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2118,COLUMNS($J$2:O2118)),\"\")","v":"57 The University offers a range of enterprise-focused modules that are widely available to students. Those students met by the team who had engaged with the modules spoke very positively about the experience.  However, not all students expressed awareness and some also noted that they would have liked to take part, but their timetable was already very full. The University has recently completed an exercise to map the delivery of enterprise through the curriculum, developed in consultation with students and aimed at enabling students to log their skills' acquisition. "}]
[{"$f":"IF('> FILTER <'!B2120<>\"\",ROW(OFFSET(A2119,-1,0)),\"\")","v":2118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2120)),A2119,\"\")","v":2118},{"$f":"IFERROR(SMALL(Helper2_1,A2119),\"\")","v":2118},null,2118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2120)),$A2119,\"\")","v":2118},{"$f":"IFERROR(SMALL(Helper2_2,A2119),\"\")","v":2118},{"$f":"COUNTIF(Helper3_1,\"=\"&G2119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2119)=1, G2119, \"\")","v":2118},{"$f":"IFERROR(SMALL(Index_2,A2119),\"\")","v":2118},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:J2119)),\"\")","v":"StA_58"},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:K2119)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:L2119)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:M2119)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:N2119)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2119,COLUMNS($J$2:O2119)),\"\")","v":"58 In recent years, the University has introduced Vertically Integrated Projects (VIPs).  These VIPs are broad-based research projects undertaken by groups of students from across schools and years under the supervision of a member of academic staff. The projects enable students to gain a range of research and employability skills, along with credit on their academic record as an adjunct to their mainstream studies. In 2018-19, the Proctors' Office also introduced the Enterprising Mind of the Year Award which can be evidenced through curricular or co-curricular activities. "}]
[{"$f":"IF('> FILTER <'!B2121<>\"\",ROW(OFFSET(A2120,-1,0)),\"\")","v":2119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2121)),A2120,\"\")","v":2119},{"$f":"IFERROR(SMALL(Helper2_1,A2120),\"\")","v":2119},null,2119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2121)),$A2120,\"\")","v":2119},{"$f":"IFERROR(SMALL(Helper2_2,A2120),\"\")","v":2119},{"$f":"COUNTIF(Helper3_1,\"=\"&G2120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2120)=1, G2120, \"\")","v":2119},{"$f":"IFERROR(SMALL(Index_2,A2120),\"\")","v":2119},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:J2120)),\"\")","v":"StA_59"},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:K2120)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:L2120)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:M2120)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:N2120)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2120,COLUMNS($J$2:O2120)),\"\")","v":"59 The University offers a range of opportunities for internship programmes, a scheme to enable some undergraduates to undertake a research placement within their academic school, work placements and study abroad. First Abroad, which was developed since last ELIR, provides opportunities to visit US partners supporting internships and aims to broaden the potential uptake. Study Abroad Co-ordinators in each school support students in selection processes. Additional support has been put in place for students seeking placements or overseas positions including workshops being developed to support CV writing. The academic grades achieved by students from the host university on approved programmes contribute to their overall academic award. Students met by the team observed that the Careers Centre and their schools provided extensive information regarding the different opportunities and that there was a good range available. They also viewed preparation for internships as being very helpful."}]
[{"$f":"IF('> FILTER <'!B2122<>\"\",ROW(OFFSET(A2121,-1,0)),\"\")","v":2120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2122)),A2121,\"\")","v":2120},{"$f":"IFERROR(SMALL(Helper2_1,A2121),\"\")","v":2120},null,2120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2122)),$A2121,\"\")","v":2120},{"$f":"IFERROR(SMALL(Helper2_2,A2121),\"\")","v":2120},{"$f":"COUNTIF(Helper3_1,\"=\"&G2121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2121)=1, G2121, \"\")","v":2120},{"$f":"IFERROR(SMALL(Index_2,A2121),\"\")","v":2120},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:J2121)),\"\")","v":"StA_60"},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:K2121)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:L2121)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:M2121)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:N2121)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2121,COLUMNS($J$2:O2121)),\"\")","v":"60 St Leonard's Postgraduate College provides a strong community base for PGT and PGR students. The Graduate School for Interdisciplinary Studies comes under the umbrella of St Leonards College. In 2019, a Director of the Graduate School was appointed with responsibility for the postgraduate student experience. In association with the Postgraduate Society, the College runs a series of events to develop the community. The ELIR team noted that one of the perceived upsides to the pandemic has been that a large number of events have been put online which has enabled more PG students to participate. The College is considering how this can be maintained in future. "}]
[{"$f":"IF('> FILTER <'!B2123<>\"\",ROW(OFFSET(A2122,-1,0)),\"\")","v":2121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2123)),A2122,\"\")","v":2121},{"$f":"IFERROR(SMALL(Helper2_1,A2122),\"\")","v":2121},null,2121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2123)),$A2122,\"\")","v":2121},{"$f":"IFERROR(SMALL(Helper2_2,A2122),\"\")","v":2121},{"$f":"COUNTIF(Helper3_1,\"=\"&G2122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2122)=1, G2122, \"\")","v":2121},{"$f":"IFERROR(SMALL(Index_2,A2122),\"\")","v":2121},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:J2122)),\"\")","v":"StA_60"},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:K2122)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:L2122)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:M2122)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:N2122)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2122,COLUMNS($J$2:O2122)),\"\")","v":"60 St Leonard's Postgraduate College provides a strong community base for PGT and PGR students. The Graduate School for Interdisciplinary Studies comes under the umbrella of St Leonards College. In 2019, a Director of the Graduate School was appointed with responsibility for the postgraduate student experience. In association with the Postgraduate Society, the College runs a series of events to develop the community. The ELIR team noted that one of the perceived upsides to the pandemic has been that a large number of events have been put online which has enabled more PG students to participate. The College is considering how this can be maintained in future. "}]
[{"$f":"IF('> FILTER <'!B2124<>\"\",ROW(OFFSET(A2123,-1,0)),\"\")","v":2122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2124)),A2123,\"\")","v":2122},{"$f":"IFERROR(SMALL(Helper2_1,A2123),\"\")","v":2122},null,2122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2124)),$A2123,\"\")","v":2122},{"$f":"IFERROR(SMALL(Helper2_2,A2123),\"\")","v":2122},{"$f":"COUNTIF(Helper3_1,\"=\"&G2123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2123)=1, G2123, \"\")","v":2122},{"$f":"IFERROR(SMALL(Index_2,A2123),\"\")","v":2122},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:J2123)),\"\")","v":"StA_61"},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:K2123)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:L2123)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:M2123)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:N2123)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2123,COLUMNS($J$2:O2123)),\"\")","v":"61 As part of the University's development plans, there is the objective to grow the postgraduate population by a further 200 students over the next five years with some 40% of them coming from overseas. Linked to this, the University is establishing a postgraduate hub for St Leonard's Postgraduate College and the Graduate School for Interdisciplinary Studies which will move to a new site to include additional study and social spaces for all postgraduate students. "}]
[{"$f":"IF('> FILTER <'!B2125<>\"\",ROW(OFFSET(A2124,-1,0)),\"\")","v":2123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2125)),A2124,\"\")","v":2123},{"$f":"IFERROR(SMALL(Helper2_1,A2124),\"\")","v":2123},null,2123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2125)),$A2124,\"\")","v":2123},{"$f":"IFERROR(SMALL(Helper2_2,A2124),\"\")","v":2123},{"$f":"COUNTIF(Helper3_1,\"=\"&G2124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2124)=1, G2124, \"\")","v":2123},{"$f":"IFERROR(SMALL(Index_2,A2124),\"\")","v":2123},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:J2124)),\"\")","v":"StA_62"},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:K2124)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:L2124)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:M2124)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:N2124)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2124,COLUMNS($J$2:O2124)),\"\")","v":"62 The University has put in place an effective framework of support for postgraduate students. Incoming students are provided with comprehensive induction information and associated events as well as a specific induction Orientation Week for Postgraduate Taught students (PGT). The St Andrews Master's and St Andrews PhD annual events, which support induction are also available online. The Postgraduate Research students (PGR) met by the ELIR team, reflected positively on contact with their schools and the University prior to arrival. Two schools have developed pre-arrival mentoring schemes which were set up by PG students and attracted high levels of engagement.  "}]
[{"$f":"IF('> FILTER <'!B2126<>\"\",ROW(OFFSET(A2125,-1,0)),\"\")","v":2124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2126)),A2125,\"\")","v":2124},{"$f":"IFERROR(SMALL(Helper2_1,A2125),\"\")","v":2124},null,2124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2126)),$A2125,\"\")","v":2124},{"$f":"IFERROR(SMALL(Helper2_2,A2125),\"\")","v":2124},{"$f":"COUNTIF(Helper3_1,\"=\"&G2125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2125)=1, G2125, \"\")","v":2124},{"$f":"IFERROR(SMALL(Index_2,A2125),\"\")","v":2124},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:J2125)),\"\")","v":"StA_62"},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:K2125)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:L2125)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:M2125)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:N2125)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2125,COLUMNS($J$2:O2125)),\"\")","v":"62 The University has put in place an effective framework of support for postgraduate students. Incoming students are provided with comprehensive induction information and associated events as well as a specific induction Orientation Week for Postgraduate Taught students (PGT). The St Andrews Master's and St Andrews PhD annual events, which support induction are also available online. The Postgraduate Research students (PGR) met by the ELIR team, reflected positively on contact with their schools and the University prior to arrival. Two schools have developed pre-arrival mentoring schemes which were set up by PG students and attracted high levels of engagement.  "}]
[{"$f":"IF('> FILTER <'!B2127<>\"\",ROW(OFFSET(A2126,-1,0)),\"\")","v":2125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2127)),A2126,\"\")","v":2125},{"$f":"IFERROR(SMALL(Helper2_1,A2126),\"\")","v":2125},null,2125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2127)),$A2126,\"\")","v":2125},{"$f":"IFERROR(SMALL(Helper2_2,A2126),\"\")","v":2125},{"$f":"COUNTIF(Helper3_1,\"=\"&G2126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2126)=1, G2126, \"\")","v":2125},{"$f":"IFERROR(SMALL(Index_2,A2126),\"\")","v":2125},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:J2126)),\"\")","v":"StA_63"},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:K2126)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:L2126)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:M2126)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:N2126)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2126,COLUMNS($J$2:O2126)),\"\")","v":"63 Postgraduate students who met the ELIR team valued the personal support provided through Student Services, which include a Postgraduate Wellbeing Adviser and Coach and a Mental Health Development Worker. Postgraduates can also access pastoral support through the residences for those in university accommodation. All postgraduate students have access to non-academic mentoring schemes. The Wellbeing Working Group has identified postgraduate wellbeing as a focus, informed by a wellbeing research project which included identification of optimal times for provision of support. At the time of the review, the actions from this research had been put on hold due to the pandemic, although staff observed that the schools were already being more pro-active in supporting and engaging with the community through the representatives. "}]
[{"$f":"IF('> FILTER <'!B2128<>\"\",ROW(OFFSET(A2127,-1,0)),\"\")","v":2126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2128)),A2127,\"\")","v":2126},{"$f":"IFERROR(SMALL(Helper2_1,A2127),\"\")","v":2126},null,2126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2128)),$A2127,\"\")","v":2126},{"$f":"IFERROR(SMALL(Helper2_2,A2127),\"\")","v":2126},{"$f":"COUNTIF(Helper3_1,\"=\"&G2127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2127)=1, G2127, \"\")","v":2126},{"$f":"IFERROR(SMALL(Index_2,A2127),\"\")","v":2126},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:J2127)),\"\")","v":"StA_64"},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:K2127)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:L2127)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:M2127)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:N2127)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2127,COLUMNS($J$2:O2127)),\"\")","v":"64 In 2015-16, the University revised its policies on the annual progress review for PGRs to clarify the purpose of the annual review, the composition of the panel and the subsequent outcomes, including feedback to the student. Since 2019, Directors of Postgraduate Studies (Research) are now also required to report on the progression data generated from these review panels. PGR student progress is now recorded online to enable more effective monitoring across the schools and allow oversight of all dissertations and project submissions by the Pro Dean Postgraduate, providing an additional level of quality assurance."}]
[{"$f":"IF('> FILTER <'!B2129<>\"\",ROW(OFFSET(A2128,-1,0)),\"\")","v":2127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2129)),A2128,\"\")","v":2127},{"$f":"IFERROR(SMALL(Helper2_1,A2128),\"\")","v":2127},null,2127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2129)),$A2128,\"\")","v":2127},{"$f":"IFERROR(SMALL(Helper2_2,A2128),\"\")","v":2127},{"$f":"COUNTIF(Helper3_1,\"=\"&G2128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2128)=1, G2128, \"\")","v":2127},{"$f":"IFERROR(SMALL(Index_2,A2128),\"\")","v":2127},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:J2128)),\"\")","v":"StA_65"},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:K2128)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:L2128)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:M2128)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:N2128)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2128,COLUMNS($J$2:O2128)),\"\")","v":"65 In 2018, the University also amended its regulations to allow master's degrees to be awarded at pass, merit and distinction levels, which has resulted in a broadening of the range of marks awarded. Alongside these changes, the University also introduced greater flexibility within the PGT pathways, allowing students to change their programme when their circumstances change, a move that was introduced to increase retention."}]
[{"$f":"IF('> FILTER <'!B2130<>\"\",ROW(OFFSET(A2129,-1,0)),\"\")","v":2128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2130)),A2129,\"\")","v":2128},{"$f":"IFERROR(SMALL(Helper2_1,A2129),\"\")","v":2128},null,2128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2130)),$A2129,\"\")","v":2128},{"$f":"IFERROR(SMALL(Helper2_2,A2129),\"\")","v":2128},{"$f":"COUNTIF(Helper3_1,\"=\"&G2129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2129)=1, G2129, \"\")","v":2128},{"$f":"IFERROR(SMALL(Index_2,A2129),\"\")","v":2128},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:J2129)),\"\")","v":"StA_65"},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:K2129)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:L2129)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:M2129)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:N2129)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2129,COLUMNS($J$2:O2129)),\"\")","v":"65 In 2018, the University also amended its regulations to allow master's degrees to be awarded at pass, merit and distinction levels, which has resulted in a broadening of the range of marks awarded. Alongside these changes, the University also introduced greater flexibility within the PGT pathways, allowing students to change their programme when their circumstances change, a move that was introduced to increase retention."}]
[{"$f":"IF('> FILTER <'!B2131<>\"\",ROW(OFFSET(A2130,-1,0)),\"\")","v":2129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2131)),A2130,\"\")","v":2129},{"$f":"IFERROR(SMALL(Helper2_1,A2130),\"\")","v":2129},null,2129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2131)),$A2130,\"\")","v":2129},{"$f":"IFERROR(SMALL(Helper2_2,A2130),\"\")","v":2129},{"$f":"COUNTIF(Helper3_1,\"=\"&G2130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2130)=1, G2130, \"\")","v":2129},{"$f":"IFERROR(SMALL(Index_2,A2130),\"\")","v":2129},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:J2130)),\"\")","v":"StA_66"},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:K2130)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:L2130)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:M2130)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:N2130)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2130,COLUMNS($J$2:O2130)),\"\")","v":"66 Skills development for PGR students has been delivered both by Centre for Academic, Professional and Organisational Development (CAPOD) and the schools. In future, this will be shared between the Centre for Educational Enhancement and Development (CEED) and St Leonard's College. The team noted that the GRADskills Programme includes a wide range of workshops which are mapped to the Vitae Researcher Development Framework. However, a significant element of training is devolved to supervisors within the schools. "}]
[{"$f":"IF('> FILTER <'!B2132<>\"\",ROW(OFFSET(A2131,-1,0)),\"\")","v":2130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2132)),A2131,\"\")","v":2130},{"$f":"IFERROR(SMALL(Helper2_1,A2131),\"\")","v":2130},null,2130,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2132)),$A2131,\"\")","v":2130},{"$f":"IFERROR(SMALL(Helper2_2,A2131),\"\")","v":2130},{"$f":"COUNTIF(Helper3_1,\"=\"&G2131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2131)=1, G2131, \"\")","v":2130},{"$f":"IFERROR(SMALL(Index_2,A2131),\"\")","v":2130},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:J2131)),\"\")","v":"StA_67"},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:K2131)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:L2131)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:M2131)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:N2131)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2131,COLUMNS($J$2:O2131)),\"\")","v":"67 CAPOD, now CEED, also delivers a range of skills development programmes for PGT students. There is a joint Careers-CAPOD Officer role to support developmental skills training and skills advice, which is mainly focused on science students. This role operates alongside an Opportunities Manager position in Careers. Postgraduate students can also engage with the Professional Skills Curriculum (PSC) which was welcomed by the students who met with the ELIR team, although they observed that it had been difficult to get places on the programme as numbers were restricted. As a consequence of the pandemic, the PSC programme has been placed fully online and that has had the benefit of ensuring sufficient spaces for all students who wish to engage."}]
[{"$f":"IF('> FILTER <'!B2133<>\"\",ROW(OFFSET(A2132,-1,0)),\"\")","v":2131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2133)),A2132,\"\")","v":2131},{"$f":"IFERROR(SMALL(Helper2_1,A2132),\"\")","v":2131},null,2131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2133)),$A2132,\"\")","v":2131},{"$f":"IFERROR(SMALL(Helper2_2,A2132),\"\")","v":2131},{"$f":"COUNTIF(Helper3_1,\"=\"&G2132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2132)=1, G2132, \"\")","v":2131},{"$f":"IFERROR(SMALL(Index_2,A2132),\"\")","v":2131},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:J2132)),\"\")","v":"StA_68"},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:K2132)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:L2132)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:M2132)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:N2132)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2132,COLUMNS($J$2:O2132)),\"\")","v":"68 Student feedback through the Postgraduate Research Experience Survey (PRES) indicates satisfaction well above sector averages at 87%, and 90% of students satisfied with their supervision. From the start of the 2019-20 session, the University introduced a mandatory online training programme for new supervisors with the School PGR Director having oversight of completion. The ELIR team noted that the Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system to enable the University to monitor completion of mandatory training. The University is also currently reviewing the support for ongoing supervisors to keep them up to date. "}]
[{"$f":"IF('> FILTER <'!B2134<>\"\",ROW(OFFSET(A2133,-1,0)),\"\")","v":2132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2134)),A2133,\"\")","v":2132},{"$f":"IFERROR(SMALL(Helper2_1,A2133),\"\")","v":2132},null,2132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2134)),$A2133,\"\")","v":2132},{"$f":"IFERROR(SMALL(Helper2_2,A2133),\"\")","v":2132},{"$f":"COUNTIF(Helper3_1,\"=\"&G2133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2133)=1, G2133, \"\")","v":2132},{"$f":"IFERROR(SMALL(Index_2,A2133),\"\")","v":2132},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:J2133)),\"\")","v":"StA_68"},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:K2133)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:L2133)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:M2133)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:N2133)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2133,COLUMNS($J$2:O2133)),\"\")","v":"68 Student feedback through the Postgraduate Research Experience Survey (PRES) indicates satisfaction well above sector averages at 87%, and 90% of students satisfied with their supervision. From the start of the 2019-20 session, the University introduced a mandatory online training programme for new supervisors with the School PGR Director having oversight of completion. The ELIR team noted that the Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system to enable the University to monitor completion of mandatory training. The University is also currently reviewing the support for ongoing supervisors to keep them up to date. "}]
[{"$f":"IF('> FILTER <'!B2135<>\"\",ROW(OFFSET(A2134,-1,0)),\"\")","v":2133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2135)),A2134,\"\")","v":2133},{"$f":"IFERROR(SMALL(Helper2_1,A2134),\"\")","v":2133},null,{"$f":"ROW(OFFSET(E2134,-1,0))","v":2133},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2135)),$A2134,\"\")","v":2133},{"$f":"IFERROR(SMALL(Helper2_2,A2134),\"\")","v":2133},{"$f":"COUNTIF(Helper3_1,\"=\"&G2134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2134)=1, G2134, \"\")","v":2133},{"$f":"IFERROR(SMALL(Index_2,A2134),\"\")","v":2133},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:J2134)),\"\")","v":"StA_69"},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:K2134)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:L2134)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:M2134)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:N2134)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2134,COLUMNS($J$2:O2134)),\"\")","v":"69 Ensuring that all PGR students who teach receive support from their schools for undertaking this role was one of the actions arising from the 2015 ELIR. All such PGRs are now required to attend training delivered by CAPOD (now CEED) along with discipline-relevant training delivered by the schools. The University policy - 'Doctoral students who teach' - sets out the scope and range of teaching and assessment that may  be undertaken and schools are required to ensure that the core training has been undertaken before the student teaches. "}]
[{"$f":"IF('> FILTER <'!B2136<>\"\",ROW(OFFSET(A2135,-1,0)),\"\")","v":2134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2136)),A2135,\"\")","v":2134},{"$f":"IFERROR(SMALL(Helper2_1,A2135),\"\")","v":2134},null,2134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2136)),$A2135,\"\")","v":2134},{"$f":"IFERROR(SMALL(Helper2_2,A2135),\"\")","v":2134},{"$f":"COUNTIF(Helper3_1,\"=\"&G2135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2135)=1, G2135, \"\")","v":2134},{"$f":"IFERROR(SMALL(Index_2,A2135),\"\")","v":2134},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:J2135)),\"\")","v":"StA_70"},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:K2135)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:L2135)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:M2135)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:N2135)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2135,COLUMNS($J$2:O2135)),\"\")","v":"70 Some schools have established the role of PGR mentor who provides local support for the PGRs who teach. However, normally it is the responsibility of the programme or module leader to provide discipline-specific guidance and support. The University is currently working to establish parity of payment for the teaching activities of the PGRs. The PGR students met by the ELIR team all confirmed that they had undertaken the University's training programme. However, they reported variable experiences in the support and guidance provided by their schools for their teaching and marking activities, and associated workloads. The University is recommended to develop more effective oversight of the training and support provided at school level to PGRs who teach to ensure a more consistent experience in terms of the provision of guidance, support and workload management."}]
[{"$f":"IF('> FILTER <'!B2137<>\"\",ROW(OFFSET(A2136,-1,0)),\"\")","v":2135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2137)),A2136,\"\")","v":2135},{"$f":"IFERROR(SMALL(Helper2_1,A2136),\"\")","v":2135},null,2135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2137)),$A2136,\"\")","v":2135},{"$f":"IFERROR(SMALL(Helper2_2,A2136),\"\")","v":2135},{"$f":"COUNTIF(Helper3_1,\"=\"&G2136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2136)=1, G2136, \"\")","v":2135},{"$f":"IFERROR(SMALL(Index_2,A2136),\"\")","v":2135},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:J2136)),\"\")","v":"StA_71"},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:K2136)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:L2136)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:M2136)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:N2136)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2136,COLUMNS($J$2:O2136)),\"\")","v":"71 Postgraduate tutors can obtain Associate Fellowship of the HEA (AFHEA) through taking the two modules 'Introduction to University Teaching'. Since 2009, some 180 PGs have obtained recognition through this route. However, none of the PGR students met by the team, who engage in teaching, were aware of this route to recognition, which may reflect an area for further signposting."}]
[{"$f":"IF('> FILTER <'!B2138<>\"\",ROW(OFFSET(A2137,-1,0)),\"\")","v":2136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2138)),A2137,\"\")","v":2136},{"$f":"IFERROR(SMALL(Helper2_1,A2137),\"\")","v":2136},null,2136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2138)),$A2137,\"\")","v":2136},{"$f":"IFERROR(SMALL(Helper2_2,A2137),\"\")","v":2136},{"$f":"COUNTIF(Helper3_1,\"=\"&G2137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2137)=1, G2137, \"\")","v":2136},{"$f":"IFERROR(SMALL(Index_2,A2137),\"\")","v":2136},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:J2137)),\"\")","v":"StA_72"},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:K2137)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:L2137)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:M2137)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:N2137)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2137,COLUMNS($J$2:O2137)),\"\")","v":"72 The University has effective arrangements in place concerning its learning environment. Teaching space design was explored through the work of consultants and the Jisc Student Digital Tracker Survey, which revealed that students were dissatisfied with the design of teaching rooms. In response, the University has repurposed three teaching rooms as Technology Enhanced Active Learning (TEAL) spaces along with provision of additional TEAL space for staff. Initial feedback from staff and students is positive, with 74% of students considering that these spaces facilitated interaction."}]
[{"$f":"IF('> FILTER <'!B2139<>\"\",ROW(OFFSET(A2138,-1,0)),\"\")","v":2137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2139)),A2138,\"\")","v":2137},{"$f":"IFERROR(SMALL(Helper2_1,A2138),\"\")","v":2137},null,2137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2139)),$A2138,\"\")","v":2137},{"$f":"IFERROR(SMALL(Helper2_2,A2138),\"\")","v":2137},{"$f":"COUNTIF(Helper3_1,\"=\"&G2138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2138)=1, G2138, \"\")","v":2137},{"$f":"IFERROR(SMALL(Index_2,A2138),\"\")","v":2137},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:J2138)),\"\")","v":"StA_72"},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:K2138)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:L2138)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:M2138)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:N2138)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2138,COLUMNS($J$2:O2138)),\"\")","v":"72 The University has effective arrangements in place concerning its learning environment. Teaching space design was explored through the work of consultants and the Jisc Student Digital Tracker Survey, which revealed that students were dissatisfied with the design of teaching rooms. In response, the University has repurposed three teaching rooms as Technology Enhanced Active Learning (TEAL) spaces along with provision of additional TEAL space for staff. Initial feedback from staff and students is positive, with 74% of students considering that these spaces facilitated interaction."}]
[{"$f":"IF('> FILTER <'!B2140<>\"\",ROW(OFFSET(A2139,-1,0)),\"\")","v":2138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2140)),A2139,\"\")","v":2138},{"$f":"IFERROR(SMALL(Helper2_1,A2139),\"\")","v":2138},null,2138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2140)),$A2139,\"\")","v":2138},{"$f":"IFERROR(SMALL(Helper2_2,A2139),\"\")","v":2138},{"$f":"COUNTIF(Helper3_1,\"=\"&G2139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2139)=1, G2139, \"\")","v":2138},{"$f":"IFERROR(SMALL(Index_2,A2139),\"\")","v":2138},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:J2139)),\"\")","v":"StA_73"},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:K2139)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:L2139)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:M2139)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:N2139)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2139,COLUMNS($J$2:O2139)),\"\")","v":"73 The University is planning to provide additional teaching spaces, though the pressure on lab space is a constraint that is being reviewed by external consultants. Availability of study space is also identified as an existing problem and is being addressed through long-term plans to free-up existing space from other purposes. Students met by the team expressed concern about the growth in student numbers and the associated pressures on the estate for both teaching and social activities. The University has already reached their goal of 10,000 students but, due to the COVID-19 pandemic moving all teaching online, this has not proved to be a problem for the University's spaces. "}]
[{"$f":"IF('> FILTER <'!B2141<>\"\",ROW(OFFSET(A2140,-1,0)),\"\")","v":2139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2141)),A2140,\"\")","v":2139},{"$f":"IFERROR(SMALL(Helper2_1,A2140),\"\")","v":2139},null,2139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2141)),$A2140,\"\")","v":2139},{"$f":"IFERROR(SMALL(Helper2_2,A2140),\"\")","v":2139},{"$f":"COUNTIF(Helper3_1,\"=\"&G2140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2140)=1, G2140, \"\")","v":2139},{"$f":"IFERROR(SMALL(Index_2,A2140),\"\")","v":2139},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:J2140)),\"\")","v":"StA_73"},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:K2140)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:L2140)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:M2140)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:N2140)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2140,COLUMNS($J$2:O2140)),\"\")","v":"73 The University is planning to provide additional teaching spaces, though the pressure on lab space is a constraint that is being reviewed by external consultants. Availability of study space is also identified as an existing problem and is being addressed through long-term plans to free-up existing space from other purposes. Students met by the team expressed concern about the growth in student numbers and the associated pressures on the estate for both teaching and social activities. The University has already reached their goal of 10,000 students but, due to the COVID-19 pandemic moving all teaching online, this has not proved to be a problem for the University's spaces. "}]
[{"$f":"IF('> FILTER <'!B2142<>\"\",ROW(OFFSET(A2141,-1,0)),\"\")","v":2140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2142)),A2141,\"\")","v":2140},{"$f":"IFERROR(SMALL(Helper2_1,A2141),\"\")","v":2140},null,2140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2142)),$A2141,\"\")","v":2140},{"$f":"IFERROR(SMALL(Helper2_2,A2141),\"\")","v":2140},{"$f":"COUNTIF(Helper3_1,\"=\"&G2141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2141)=1, G2141, \"\")","v":2140},{"$f":"IFERROR(SMALL(Index_2,A2141),\"\")","v":2140},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:J2141)),\"\")","v":"StA_74"},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:K2141)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:L2141)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:M2141)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:N2141)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2141,COLUMNS($J$2:O2141)),\"\")","v":"74 The University has also begun a review of its planned study spaces to determine whether the original plans are suitable in the medium and long term following the changes to teaching. The University has issued surveys to determine whether students will have a quiet space to complete their exams, and it hopes to be able to support them in finding suitable bookable spaces for studying and exams if students do not have ready access. These changes have all been made in consultation with the student sabbatical officer team to ensure the student perspective is heard."}]
[{"$f":"IF('> FILTER <'!B2143<>\"\",ROW(OFFSET(A2142,-1,0)),\"\")","v":2141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2143)),A2142,\"\")","v":2141},{"$f":"IFERROR(SMALL(Helper2_1,A2142),\"\")","v":2141},null,2141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2143)),$A2142,\"\")","v":2141},{"$f":"IFERROR(SMALL(Helper2_2,A2142),\"\")","v":2141},{"$f":"COUNTIF(Helper3_1,\"=\"&G2142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2142)=1, G2142, \"\")","v":2141},{"$f":"IFERROR(SMALL(Index_2,A2142),\"\")","v":2141},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:J2142)),\"\")","v":"StA_75"},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:K2142)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:L2142)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:M2142)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:N2142)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2142,COLUMNS($J$2:O2142)),\"\")","v":"75 The University is moving to a new physical location for the postgraduate community, which will allow them to develop a range of extracurricular events that cater to a broader range of students, such as adding a children's play area to the site for students' children."}]
[{"$f":"IF('> FILTER <'!B2144<>\"\",ROW(OFFSET(A2143,-1,0)),\"\")","v":2142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2144)),A2143,\"\")","v":2142},{"$f":"IFERROR(SMALL(Helper2_1,A2143),\"\")","v":2142},null,2142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2144)),$A2143,\"\")","v":2142},{"$f":"IFERROR(SMALL(Helper2_2,A2143),\"\")","v":2142},{"$f":"COUNTIF(Helper3_1,\"=\"&G2143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2143)=1, G2143, \"\")","v":2142},{"$f":"IFERROR(SMALL(Index_2,A2143),\"\")","v":2142},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:J2143)),\"\")","v":"StA_76"},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:K2143)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:L2143)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:M2143)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:N2143)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2143,COLUMNS($J$2:O2143)),\"\")","v":"76 The University uses two main university-level virtual learning environments (VLEs) plus two more which are only used within the School of Medicine. Only 42.5% of students agreed that the VLE is well-designed, and only 51.1% agree that 'when digital technologies are used on my course, I understand things better'. The University recognises these issues and has just completed work to develop a single interface and improve student involvement. The students met by the ELIR team recognised the actions being taken by the University to simplify access to the VLEs."}]
[{"$f":"IF('> FILTER <'!B2145<>\"\",ROW(OFFSET(A2144,-1,0)),\"\")","v":2143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2145)),A2144,\"\")","v":2143},{"$f":"IFERROR(SMALL(Helper2_1,A2144),\"\")","v":2143},null,2143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2145)),$A2144,\"\")","v":2143},{"$f":"IFERROR(SMALL(Helper2_2,A2144),\"\")","v":2143},{"$f":"COUNTIF(Helper3_1,\"=\"&G2144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2144)=1, G2144, \"\")","v":2143},{"$f":"IFERROR(SMALL(Index_2,A2144),\"\")","v":2143},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:J2144)),\"\")","v":"StA_77"},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:K2144)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:L2144)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:M2144)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:N2144)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2144,COLUMNS($J$2:O2144)),\"\")","v":"77 Lecture capture is a developing teaching resource, following a pilot in 2016-17,   and is popular with students. Helpful resources are in place to support staff. There are also developments in blended learning, such as the use of conferencing software to bring together students teaching online. Students identify fragmentation of information as an issue as they struggle to find information online from relevant webpages. Due to the COVID-19 pandemic, more lecture-capture equipment has been provided and rolled out for staff to use. Students have generally responded positively to the introduction of lecture capture, although they also expressed worry that this would disappear post-pandemic. The pandemic has also led to many staff uploading pre-recorded lectures before class and using their contact hours for greater discussion - a move that has also been well received by students."}]
[{"$f":"IF('> FILTER <'!B2146<>\"\",ROW(OFFSET(A2145,-1,0)),\"\")","v":2144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2146)),A2145,\"\")","v":2144},{"$f":"IFERROR(SMALL(Helper2_1,A2145),\"\")","v":2144},null,2144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2146)),$A2145,\"\")","v":2144},{"$f":"IFERROR(SMALL(Helper2_2,A2145),\"\")","v":2144},{"$f":"COUNTIF(Helper3_1,\"=\"&G2145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2145)=1, G2145, \"\")","v":2144},{"$f":"IFERROR(SMALL(Index_2,A2145),\"\")","v":2144},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:J2145)),\"\")","v":"StA_77"},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:K2145)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:L2145)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:M2145)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:N2145)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2145,COLUMNS($J$2:O2145)),\"\")","v":"77 Lecture capture is a developing teaching resource, following a pilot in 2016-17,   and is popular with students. Helpful resources are in place to support staff. There are also developments in blended learning, such as the use of conferencing software to bring together students teaching online. Students identify fragmentation of information as an issue as they struggle to find information online from relevant webpages. Due to the COVID-19 pandemic, more lecture-capture equipment has been provided and rolled out for staff to use. Students have generally responded positively to the introduction of lecture capture, although they also expressed worry that this would disappear post-pandemic. The pandemic has also led to many staff uploading pre-recorded lectures before class and using their contact hours for greater discussion - a move that has also been well received by students."}]
[{"$f":"IF('> FILTER <'!B2147<>\"\",ROW(OFFSET(A2146,-1,0)),\"\")","v":2145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2147)),A2146,\"\")","v":2145},{"$f":"IFERROR(SMALL(Helper2_1,A2146),\"\")","v":2145},null,2145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2147)),$A2146,\"\")","v":2145},{"$f":"IFERROR(SMALL(Helper2_2,A2146),\"\")","v":2145},{"$f":"COUNTIF(Helper3_1,\"=\"&G2146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2146)=1, G2146, \"\")","v":2145},{"$f":"IFERROR(SMALL(Index_2,A2146),\"\")","v":2145},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:J2146)),\"\")","v":"StA_78"},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:K2146)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:L2146)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:M2146)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:N2146)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2146,COLUMNS($J$2:O2146)),\"\")","v":"78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."}]
[{"$f":"IF('> FILTER <'!B2148<>\"\",ROW(OFFSET(A2147,-1,0)),\"\")","v":2146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2148)),A2147,\"\")","v":2146},{"$f":"IFERROR(SMALL(Helper2_1,A2147),\"\")","v":2146},null,2146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2148)),$A2147,\"\")","v":2146},{"$f":"IFERROR(SMALL(Helper2_2,A2147),\"\")","v":2146},{"$f":"COUNTIF(Helper3_1,\"=\"&G2147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2147)=1, G2147, \"\")","v":2146},{"$f":"IFERROR(SMALL(Index_2,A2147),\"\")","v":2146},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:J2147)),\"\")","v":"StA_78"},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:K2147)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:L2147)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:M2147)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:N2147)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2147,COLUMNS($J$2:O2147)),\"\")","v":"78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."}]
[{"$f":"IF('> FILTER <'!B2149<>\"\",ROW(OFFSET(A2148,-1,0)),\"\")","v":2147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2149)),A2148,\"\")","v":2147},{"$f":"IFERROR(SMALL(Helper2_1,A2148),\"\")","v":2147},null,2147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2149)),$A2148,\"\")","v":2147},{"$f":"IFERROR(SMALL(Helper2_2,A2148),\"\")","v":2147},{"$f":"COUNTIF(Helper3_1,\"=\"&G2148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2148)=1, G2148, \"\")","v":2147},{"$f":"IFERROR(SMALL(Index_2,A2148),\"\")","v":2147},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:J2148)),\"\")","v":"StA_78"},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:K2148)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:L2148)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:M2148)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:N2148)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2148,COLUMNS($J$2:O2148)),\"\")","v":"78 Although their responses were generally positive, students also expressed some issues with the move to online learning as a result of the COVID-19 pandemic. Students felt that they could have been given better guidance on how to use the video conferencing platforms that were introduced, including the standard protocols for using these platforms. Students were also concerned about library resources that had not been digitised. The University intend to continue digitising resources as demand requires."}]
[{"$f":"IF('> FILTER <'!B2150<>\"\",ROW(OFFSET(A2149,-1,0)),\"\")","v":2148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2150)),A2149,\"\")","v":2148},{"$f":"IFERROR(SMALL(Helper2_1,A2149),\"\")","v":2148},null,2148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2150)),$A2149,\"\")","v":2148},{"$f":"IFERROR(SMALL(Helper2_2,A2149),\"\")","v":2148},{"$f":"COUNTIF(Helper3_1,\"=\"&G2149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2149)=1, G2149, \"\")","v":2148},{"$f":"IFERROR(SMALL(Index_2,A2149),\"\")","v":2148},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:J2149)),\"\")","v":"StA_79"},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:K2149)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:L2149)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:M2149)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:N2149)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2149,COLUMNS($J$2:O2149)),\"\")","v":"79 The University has in place a well-established and effective system of student representation at all levels with a strong student voice, fully supported by the Students' Association. The overarching framework for student engagement is established in a Partnership Agreement through which priorities are agreed between the VP Education (Proctor) and the Students' Association Sabbatical Officers. In the context of the University's approach to dealing with the pandemic, the team received very positive statements from the Students' Association Officers regarding the ways in which they had been integrated into all the workstreams and involved as partners in the decision-making processes."}]
[{"$f":"IF('> FILTER <'!B2151<>\"\",ROW(OFFSET(A2150,-1,0)),\"\")","v":2149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2151)),A2150,\"\")","v":2149},{"$f":"IFERROR(SMALL(Helper2_1,A2150),\"\")","v":2149},null,2149,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2151)),$A2150,\"\")","v":2149},{"$f":"IFERROR(SMALL(Helper2_2,A2150),\"\")","v":2149},{"$f":"COUNTIF(Helper3_1,\"=\"&G2150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2150)=1, G2150, \"\")","v":2149},{"$f":"IFERROR(SMALL(Index_2,A2150),\"\")","v":2149},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:J2150)),\"\")","v":"StA_80"},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:K2150)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:L2150)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:M2150)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:N2150)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2150,COLUMNS($J$2:O2150)),\"\")","v":"80 The students met by the ELIR team all spoke positively about the openness of the schools in listening and responding to their feedback provided both through the Student-Staff Consultative Committees (SSCCs) and questionnaire feedback, such as the module evaluations. In discussions with the team, the students cited a range of examples of responsive actions, or how the academic staff had explained the rationale in the event it was not possible to make a change. The review team commends the University for its partnership working and responsiveness to the student voice. "}]
[{"$f":"IF('> FILTER <'!B2152<>\"\",ROW(OFFSET(A2151,-1,0)),\"\")","v":2150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2152)),A2151,\"\")","v":2150},{"$f":"IFERROR(SMALL(Helper2_1,A2151),\"\")","v":2150},null,2150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2152)),$A2151,\"\")","v":2150},{"$f":"IFERROR(SMALL(Helper2_2,A2151),\"\")","v":2150},{"$f":"COUNTIF(Helper3_1,\"=\"&G2151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2151)=1, G2151, \"\")","v":2150},{"$f":"IFERROR(SMALL(Index_2,A2151),\"\")","v":2150},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:J2151)),\"\")","v":"StA_81"},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:K2151)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:L2151)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:M2151)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:N2151)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2151,COLUMNS($J$2:O2151)),\"\")","v":"81 The University is actively engaged in supporting widening access through a range of outreach programmes underpinned by the use of contextual information which has contributed to significant increases in the proportion of students from disadvantaged backgrounds. It has also taken strategic actions to enhance its approach to diversity and address the current attainment gaps for minority student groups. These include senior staff appointments and curricular initiatives such as the development of the Inclusive Curriculum Toolkit. Supporting these developments, EDI Directors at school level are involved in the approval of new modules and curricular changes to ensure that attention is paid to inclusivity. Taking account of the University's proactive approach to widening access, the review team found the support for access, diversity and inclusion to be commendable. "}]
[{"$f":"IF('> FILTER <'!B2153<>\"\",ROW(OFFSET(A2152,-1,0)),\"\")","v":2151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2153)),A2152,\"\")","v":2151},{"$f":"IFERROR(SMALL(Helper2_1,A2152),\"\")","v":2151},null,2151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2153)),$A2152,\"\")","v":2151},{"$f":"IFERROR(SMALL(Helper2_2,A2152),\"\")","v":2151},{"$f":"COUNTIF(Helper3_1,\"=\"&G2152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2152)=1, G2152, \"\")","v":2151},{"$f":"IFERROR(SMALL(Index_2,A2152),\"\")","v":2151},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:J2152)),\"\")","v":"StA_82"},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:K2152)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:L2152)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:M2152)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:N2152)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2152,COLUMNS($J$2:O2152)),\"\")","v":"82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."}]
[{"$f":"IF('> FILTER <'!B2154<>\"\",ROW(OFFSET(A2153,-1,0)),\"\")","v":2152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2154)),A2153,\"\")","v":2152},{"$f":"IFERROR(SMALL(Helper2_1,A2153),\"\")","v":2152},null,2152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2154)),$A2153,\"\")","v":2152},{"$f":"IFERROR(SMALL(Helper2_2,A2153),\"\")","v":2152},{"$f":"COUNTIF(Helper3_1,\"=\"&G2153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2153)=1, G2153, \"\")","v":2152},{"$f":"IFERROR(SMALL(Index_2,A2153),\"\")","v":2152},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:J2153)),\"\")","v":"StA_82"},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:K2153)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:L2153)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:M2153)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:N2153)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2153,COLUMNS($J$2:O2153)),\"\")","v":"82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."}]
[{"$f":"IF('> FILTER <'!B2155<>\"\",ROW(OFFSET(A2154,-1,0)),\"\")","v":2153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2155)),A2154,\"\")","v":2153},{"$f":"IFERROR(SMALL(Helper2_1,A2154),\"\")","v":2153},null,2153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2155)),$A2154,\"\")","v":2153},{"$f":"IFERROR(SMALL(Helper2_2,A2154),\"\")","v":2153},{"$f":"COUNTIF(Helper3_1,\"=\"&G2154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2154)=1, G2154, \"\")","v":2153},{"$f":"IFERROR(SMALL(Index_2,A2154),\"\")","v":2153},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:J2154)),\"\")","v":"StA_82"},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:K2154)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:L2154)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:M2154)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:N2154)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2154,COLUMNS($J$2:O2154)),\"\")","v":"82 The University has a very strong reputation for the provision of an excellent overall student learning experience, evident through its Gold TEF award and its NSS rankings where it has been placed top 11 times in the last 13 years. This is underpinned by a very effective framework of induction and support in place for incoming students, in particular focusing on the transition of widening participation students, with ongoing academic and pastoral support. Students met by the team, spoke very positively of the support they had received and of the willingness of academic staff to help them, in particular during the pandemic. They also reflected positively on the strongly collegial culture of the University. The University is commended for its comprehensive and proactive student support which underpins the provision of an excellent learning experience."}]
[{"$f":"IF('> FILTER <'!B2156<>\"\",ROW(OFFSET(A2155,-1,0)),\"\")","v":2154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2156)),A2155,\"\")","v":2154},{"$f":"IFERROR(SMALL(Helper2_1,A2155),\"\")","v":2154},null,2154,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2156)),$A2155,\"\")","v":2154},{"$f":"IFERROR(SMALL(Helper2_2,A2155),\"\")","v":2154},{"$f":"COUNTIF(Helper3_1,\"=\"&G2155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2155)=1, G2155, \"\")","v":2154},{"$f":"IFERROR(SMALL(Index_2,A2155),\"\")","v":2154},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:J2155)),\"\")","v":"StA_83"},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:K2155)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:L2155)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:M2155)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:N2155)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2155,COLUMNS($J$2:O2155)),\"\")","v":"83 The University is commended for its strong performance in graduate employment. This is underpinned by the support provided by the Careers Centre and the establishment of a Graduate Attributes Framework which is aligned with the University Strategy. Engagement with the Graduate Attributes Framework is facilitated through the Professional Skills Curriculum which is open to all students and recognised through the HEAR."}]
[{"$f":"IF('> FILTER <'!B2157<>\"\",ROW(OFFSET(A2156,-1,0)),\"\")","v":2155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2157)),A2156,\"\")","v":2155},{"$f":"IFERROR(SMALL(Helper2_1,A2156),\"\")","v":2155},null,2155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2157)),$A2156,\"\")","v":2155},{"$f":"IFERROR(SMALL(Helper2_2,A2156),\"\")","v":2155},{"$f":"COUNTIF(Helper3_1,\"=\"&G2156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2156)=1, G2156, \"\")","v":2155},{"$f":"IFERROR(SMALL(Index_2,A2156),\"\")","v":2155},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:J2156)),\"\")","v":"StA_84"},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:K2156)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:L2156)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:M2156)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:N2156)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2156,COLUMNS($J$2:O2156)),\"\")","v":"84 The University of St Andrews has effective provision for the learning environment. The University is cognisant of space issues on campus and is putting plans in place to counteract growth in student numbers, including developing new styles of teaching space in response to the Jisc Student Digital Tracker Survey. Their technological provision was received positively by both staff and students who met with the team."}]
[{"$f":"IF('> FILTER <'!B2158<>\"\",ROW(OFFSET(A2157,-1,0)),\"\")","v":2156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2158)),A2157,\"\")","v":2156},{"$f":"IFERROR(SMALL(Helper2_1,A2157),\"\")","v":2156},null,2156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2158)),$A2157,\"\")","v":2156},{"$f":"IFERROR(SMALL(Helper2_2,A2157),\"\")","v":2156},{"$f":"COUNTIF(Helper3_1,\"=\"&G2157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2157)=1, G2157, \"\")","v":2156},{"$f":"IFERROR(SMALL(Index_2,A2157),\"\")","v":2156},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:J2157)),\"\")","v":"StA_84"},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:K2157)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:L2157)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:M2157)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:N2157)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2157,COLUMNS($J$2:O2157)),\"\")","v":"84 The University of St Andrews has effective provision for the learning environment. The University is cognisant of space issues on campus and is putting plans in place to counteract growth in student numbers, including developing new styles of teaching space in response to the Jisc Student Digital Tracker Survey. Their technological provision was received positively by both staff and students who met with the team."}]
[{"$f":"IF('> FILTER <'!B2159<>\"\",ROW(OFFSET(A2158,-1,0)),\"\")","v":2157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2159)),A2158,\"\")","v":2157},{"$f":"IFERROR(SMALL(Helper2_1,A2158),\"\")","v":2157},null,2157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2159)),$A2158,\"\")","v":2157},{"$f":"IFERROR(SMALL(Helper2_2,A2158),\"\")","v":2157},{"$f":"COUNTIF(Helper3_1,\"=\"&G2158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2158)=1, G2158, \"\")","v":2157},{"$f":"IFERROR(SMALL(Index_2,A2158),\"\")","v":2157},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:J2158)),\"\")","v":"StA_85"},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:K2158)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:L2158)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:M2158)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:N2158)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2158,COLUMNS($J$2:O2158)),\"\")","v":"85 The University has put in place clear guidance regarding the generic teaching training provided to PGR students who teach which is mandatory. Disciplinary oversight of teaching and marking is the responsibility of the academic staff within the schools and students report a variable experience in terms of guidance, support and workload management. The University is recommended to develop more effective oversight of the training and support provided at school level to PGRs who teach."}]
[{"$f":"IF('> FILTER <'!B2160<>\"\",ROW(OFFSET(A2159,-1,0)),\"\")","v":2158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2160)),A2159,\"\")","v":2158},{"$f":"IFERROR(SMALL(Helper2_1,A2159),\"\")","v":2158},null,2158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2160)),$A2159,\"\")","v":2158},{"$f":"IFERROR(SMALL(Helper2_2,A2159),\"\")","v":2158},{"$f":"COUNTIF(Helper3_1,\"=\"&G2159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2159)=1, G2159, \"\")","v":2158},{"$f":"IFERROR(SMALL(Index_2,A2159),\"\")","v":2158},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:J2159)),\"\")","v":"StA_86"},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:K2159)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:L2159)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:M2159)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:N2159)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2159,COLUMNS($J$2:O2159)),\"\")","v":"86 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including robust annual monitoring and strong academic leadership linking the educational strategy to the overall University Strategy. The ELIR team noted the University's commitment to teaching and learning is evident in a new education strategy, which was approved by the Academic Council in   spring 2020 together with a range of underpinning enhancement activities, such as staff development, sharing best practice opportunities, and engagement with the enhancement themes in a manner aligned to institutional priorities. "}]
[{"$f":"IF('> FILTER <'!B2161<>\"\",ROW(OFFSET(A2160,-1,0)),\"\")","v":2159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2161)),A2160,\"\")","v":2159},{"$f":"IFERROR(SMALL(Helper2_1,A2160),\"\")","v":2159},null,2159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2161)),$A2160,\"\")","v":2159},{"$f":"IFERROR(SMALL(Helper2_2,A2160),\"\")","v":2159},{"$f":"COUNTIF(Helper3_1,\"=\"&G2160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2160)=1, G2160, \"\")","v":2159},{"$f":"IFERROR(SMALL(Index_2,A2160),\"\")","v":2159},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:J2160)),\"\")","v":"StA_86"},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:K2160)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:L2160)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:M2160)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:N2160)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2160,COLUMNS($J$2:O2160)),\"\")","v":"86 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including robust annual monitoring and strong academic leadership linking the educational strategy to the overall University Strategy. The ELIR team noted the University's commitment to teaching and learning is evident in a new education strategy, which was approved by the Academic Council in   spring 2020 together with a range of underpinning enhancement activities, such as staff development, sharing best practice opportunities, and engagement with the enhancement themes in a manner aligned to institutional priorities. "}]
[{"$f":"IF('> FILTER <'!B2162<>\"\",ROW(OFFSET(A2161,-1,0)),\"\")","v":2160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2162)),A2161,\"\")","v":2160},{"$f":"IFERROR(SMALL(Helper2_1,A2161),\"\")","v":2160},null,2160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2162)),$A2161,\"\")","v":2160},{"$f":"IFERROR(SMALL(Helper2_2,A2161),\"\")","v":2160},{"$f":"COUNTIF(Helper3_1,\"=\"&G2161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2161)=1, G2161, \"\")","v":2160},{"$f":"IFERROR(SMALL(Index_2,A2161),\"\")","v":2160},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:J2161)),\"\")","v":"StA_87"},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:K2161)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:L2161)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:M2161)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:N2161)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2161,COLUMNS($J$2:O2161)),\"\")","v":"87 The Education Strategy was developed under the leadership of the VP Education (Proctor), in consultation with UG and PG students and a range of academic and professional services staff. The Strategy is aligned with and supports the four distinct  themes in the overall University Strategy - World-Leading, Global, Diverse and Entrepreneurial St Andrews. The Strategy will be accompanied by a set of KPIs, which      are under development. "}]
[{"$f":"IF('> FILTER <'!B2163<>\"\",ROW(OFFSET(A2162,-1,0)),\"\")","v":2161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2163)),A2162,\"\")","v":2161},{"$f":"IFERROR(SMALL(Helper2_1,A2162),\"\")","v":2161},null,2161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2163)),$A2162,\"\")","v":2161},{"$f":"IFERROR(SMALL(Helper2_2,A2162),\"\")","v":2161},{"$f":"COUNTIF(Helper3_1,\"=\"&G2162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2162)=1, G2162, \"\")","v":2161},{"$f":"IFERROR(SMALL(Index_2,A2162),\"\")","v":2161},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:J2162)),\"\")","v":"StA_88"},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:K2162)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:L2162)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:M2162)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:N2162)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2162,COLUMNS($J$2:O2162)),\"\")","v":"88 The pandemic has not caused the University to substantively alter the strategy, although the pace of change of both the digital strategy and increasing student numbers has slowed. The University is carefully considering the impact of the strategy to increase student numbers and its impact on future planning and the balance of face-to-face and online study. "}]
[{"$f":"IF('> FILTER <'!B2164<>\"\",ROW(OFFSET(A2163,-1,0)),\"\")","v":2162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2164)),A2163,\"\")","v":2162},{"$f":"IFERROR(SMALL(Helper2_1,A2163),\"\")","v":2162},null,2162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2164)),$A2163,\"\")","v":2162},{"$f":"IFERROR(SMALL(Helper2_2,A2163),\"\")","v":2162},{"$f":"COUNTIF(Helper3_1,\"=\"&G2163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2163)=1, G2163, \"\")","v":2162},{"$f":"IFERROR(SMALL(Index_2,A2163),\"\")","v":2162},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:J2163)),\"\")","v":"StA_89"},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:K2163)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:L2163)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:M2163)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:N2163)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2163,COLUMNS($J$2:O2163)),\"\")","v":"89 Since the last ELIR, the strategic approach to enhancement has been reinforced, for example, by the appointment of an Education Strategy Manager, and creation of an Education Strategic Management Group (ESMG) chaired by the Proctor. The group was established in 2019 with plans to develop working groups and task groups to take forward specific pieces of work. For academic year 2020-21, two new groups have been established which report to ESMG - an Education Delivery Group and an Education Communications Group. The University has established a new Centre for Educational Enhancement and Development (CEED). The Director of CEED reports to the VP Education (Proctor) and is a member of ESMG. The membership of ESMG spans academic and professional services, and is designed to ensure an integrated approach to ownership of the strategy and monitoring of its impact against key deliverables."}]
[{"$f":"IF('> FILTER <'!B2165<>\"\",ROW(OFFSET(A2164,-1,0)),\"\")","v":2163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2165)),A2164,\"\")","v":2163},{"$f":"IFERROR(SMALL(Helper2_1,A2164),\"\")","v":2163},null,2163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2165)),$A2164,\"\")","v":2163},{"$f":"IFERROR(SMALL(Helper2_2,A2164),\"\")","v":2163},{"$f":"COUNTIF(Helper3_1,\"=\"&G2164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2164)=1, G2164, \"\")","v":2163},{"$f":"IFERROR(SMALL(Index_2,A2164),\"\")","v":2163},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:J2164)),\"\")","v":"StA_90"},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:K2164)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:L2164)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:M2164)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:N2164)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2164,COLUMNS($J$2:O2164)),\"\")","v":"90 Each school has a Director of Teaching (DoT), Director of Postgraduate Studies (Taught) and Director of Postgraduate (Research), with responsibility for the design and maintenance of modules, assessment, recruitment of tutors, teaching allocation and representing the school at the University's Learning and Teaching Committee (LTC). The FTE commitment to the role varies across schools and some have a deputy director role in support. Since the LTC is attended by all the DoTs, and led by the Proctor, the strategic and operational activities are well aligned. "}]
[{"$f":"IF('> FILTER <'!B2166<>\"\",ROW(OFFSET(A2165,-1,0)),\"\")","v":2164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2166)),A2165,\"\")","v":2164},{"$f":"IFERROR(SMALL(Helper2_1,A2165),\"\")","v":2164},null,2164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2166)),$A2165,\"\")","v":2164},{"$f":"IFERROR(SMALL(Helper2_2,A2165),\"\")","v":2164},{"$f":"COUNTIF(Helper3_1,\"=\"&G2165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2165)=1, G2165, \"\")","v":2164},{"$f":"IFERROR(SMALL(Index_2,A2165),\"\")","v":2164},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:J2165)),\"\")","v":"StA_91"},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:K2165)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:L2165)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:M2165)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:N2165)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2165,COLUMNS($J$2:O2165)),\"\")","v":"91 The University has effectively engaged with the national Enhancement Themes in recent cycles with evidence of activity and impact. This has been particularly evident in the postgraduate context leading to regulatory and policy revision at institutional level. The University has also ensured that successful local school innovations are being adopted more widely in the institution, such as the Academic Skills Project that originated in History. The University's approach to managing the Enhancement Themes since the last ELIR has changed from a large institutional group to a smaller steering group led by the Academic Policy Officer, working with a staff and student team to align to institutional priorities. This group provides regular updates to relevant university committees."}]
[{"$f":"IF('> FILTER <'!B2167<>\"\",ROW(OFFSET(A2166,-1,0)),\"\")","v":2165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2167)),A2166,\"\")","v":2165},{"$f":"IFERROR(SMALL(Helper2_1,A2166),\"\")","v":2165},null,2165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2167)),$A2166,\"\")","v":2165},{"$f":"IFERROR(SMALL(Helper2_2,A2166),\"\")","v":2165},{"$f":"COUNTIF(Helper3_1,\"=\"&G2166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2166)=1, G2166, \"\")","v":2165},{"$f":"IFERROR(SMALL(Index_2,A2166),\"\")","v":2165},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:J2166)),\"\")","v":"StA_92"},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:K2166)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:L2166)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:M2166)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:N2166)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2166,COLUMNS($J$2:O2166)),\"\")","v":"92 At the local school level, for the Transitions Theme, 28 student and staff-led projects (across 14 schools and four professional service units) were funded by the University, demonstrating breadth of involvement both by discipline and across academic and professional services roles. Evidence of impact includes establishment of a Wellbeing Working Group and a new academic advising system. Survey results indicate the latter has improved student satisfaction with academic advice."}]
[{"$f":"IF('> FILTER <'!B2168<>\"\",ROW(OFFSET(A2167,-1,0)),\"\")","v":2166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2168)),A2167,\"\")","v":2166},{"$f":"IFERROR(SMALL(Helper2_1,A2167),\"\")","v":2166},null,2166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2168)),$A2167,\"\")","v":2166},{"$f":"IFERROR(SMALL(Helper2_2,A2167),\"\")","v":2166},{"$f":"COUNTIF(Helper3_1,\"=\"&G2167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2167)=1, G2167, \"\")","v":2166},{"$f":"IFERROR(SMALL(Index_2,A2167),\"\")","v":2166},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:J2167)),\"\")","v":"StA_93"},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:K2167)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:L2167)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:M2167)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:N2167)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2167,COLUMNS($J$2:O2167)),\"\")","v":"93 The University also encouraged the introduction of new practices at local level   such as the establishment of peer mentoring schemes in a number of schools. These  involve more experienced students acting as mentors to Freshers, or, in the PG context, experienced students mentoring new students. In 2018, 1411 students were registered as mentors or mentees; in 2019, this had grown to 2174. The University aspires to every school having mentoring opportunities for their students. To address issues of inconsistent student experience and excessive responsibilities on school coordinators and presidents, a proposal to change the structure of student mentoring schemes and incorporate all incoming pre-arrival schemes into a single scheme managed by CEED was approved in February 2020."}]
[{"$f":"IF('> FILTER <'!B2169<>\"\",ROW(OFFSET(A2168,-1,0)),\"\")","v":2167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2169)),A2168,\"\")","v":2167},{"$f":"IFERROR(SMALL(Helper2_1,A2168),\"\")","v":2167},null,2167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2169)),$A2168,\"\")","v":2167},{"$f":"IFERROR(SMALL(Helper2_2,A2168),\"\")","v":2167},{"$f":"COUNTIF(Helper3_1,\"=\"&G2168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2168)=1, G2168, \"\")","v":2167},{"$f":"IFERROR(SMALL(Index_2,A2168),\"\")","v":2167},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:J2168)),\"\")","v":"StA_94"},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:K2168)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:L2168)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:M2168)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:N2168)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2168,COLUMNS($J$2:O2168)),\"\")","v":"94 The University's engagement with the 'Evidence for Enhancement: Improving the Student Experience' Theme has resulted in more elaborated analyses of attainment gaps and NSS data, as well as the development of teaching fact sheets and data dashboards. The University has also been involved in other Enhancement Themes in collaboration with other higher education institutions, including Learning Analytics, Employability and Distance Learning. Staff and student attendance at the QAA's annual Enhancement Theme conference has significantly increased since the last ELIR (from 2015 to 2018, it increased from 5 to 14)."}]
[{"$f":"IF('> FILTER <'!B2170<>\"\",ROW(OFFSET(A2169,-1,0)),\"\")","v":2168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2170)),A2169,\"\")","v":2168},{"$f":"IFERROR(SMALL(Helper2_1,A2169),\"\")","v":2168},null,2168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2170)),$A2169,\"\")","v":2168},{"$f":"IFERROR(SMALL(Helper2_2,A2169),\"\")","v":2168},{"$f":"COUNTIF(Helper3_1,\"=\"&G2169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2169)=1, G2169, \"\")","v":2168},{"$f":"IFERROR(SMALL(Index_2,A2169),\"\")","v":2168},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:J2169)),\"\")","v":"StA_95"},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:K2169)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:L2169)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:M2169)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:N2169)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2169,COLUMNS($J$2:O2169)),\"\")","v":"95 The University has effective approaches to identifying and sharing good practice. Key elements of the University's academic monitoring and review are within Annual Academic Monitoring (AAM) and a rotating cycle of University-led Reviews of Learning and Teaching (URLT). There is evidence that the AAM process leads to enhancements such as alterations in workload, increased resource availability and curriculum change. Themes and good practice emerging from this process are shared with the Academic Monitoring Group, the Learning and Teaching Committee, and the Postgraduate Research Committee, and feed into relevant university committees for wider dissemination. An annual dissemination event was established in session 2012-13 in response to requests from the Director of Teaching (DoT) for more opportunities to share experiences across schools. "}]
[{"$f":"IF('> FILTER <'!B2171<>\"\",ROW(OFFSET(A2170,-1,0)),\"\")","v":2169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2171)),A2170,\"\")","v":2169},{"$f":"IFERROR(SMALL(Helper2_1,A2170),\"\")","v":2169},null,2169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2171)),$A2170,\"\")","v":2169},{"$f":"IFERROR(SMALL(Helper2_2,A2170),\"\")","v":2169},{"$f":"COUNTIF(Helper3_1,\"=\"&G2170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2170)=1, G2170, \"\")","v":2169},{"$f":"IFERROR(SMALL(Index_2,A2170),\"\")","v":2169},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:J2170)),\"\")","v":"StA_95"},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:K2170)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:L2170)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:M2170)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:N2170)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2170,COLUMNS($J$2:O2170)),\"\")","v":"95 The University has effective approaches to identifying and sharing good practice. Key elements of the University's academic monitoring and review are within Annual Academic Monitoring (AAM) and a rotating cycle of University-led Reviews of Learning and Teaching (URLT). There is evidence that the AAM process leads to enhancements such as alterations in workload, increased resource availability and curriculum change. Themes and good practice emerging from this process are shared with the Academic Monitoring Group, the Learning and Teaching Committee, and the Postgraduate Research Committee, and feed into relevant university committees for wider dissemination. An annual dissemination event was established in session 2012-13 in response to requests from the Director of Teaching (DoT) for more opportunities to share experiences across schools. "}]
[{"$f":"IF('> FILTER <'!B2172<>\"\",ROW(OFFSET(A2171,-1,0)),\"\")","v":2170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2172)),A2171,\"\")","v":2170},{"$f":"IFERROR(SMALL(Helper2_1,A2171),\"\")","v":2170},null,2170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2172)),$A2171,\"\")","v":2170},{"$f":"IFERROR(SMALL(Helper2_2,A2171),\"\")","v":2170},{"$f":"COUNTIF(Helper3_1,\"=\"&G2171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2171)=1, G2171, \"\")","v":2170},{"$f":"IFERROR(SMALL(Index_2,A2171),\"\")","v":2170},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:J2171)),\"\")","v":"StA_96"},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:K2171)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:L2171)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:M2171)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:N2171)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2171,COLUMNS($J$2:O2171)),\"\")","v":"96 The Learning and Teaching Committee (LTC) is a major vehicle for discussing and sharing practice. It is attended by all the DoTs and provides a forum to discuss topical issues such as feedback and the student experience. As a result of the pandemic, the increased intensity of dialogue with DoTs has facilitated a shift in emphasis of the LTC to focus on more strategic issues, such as online examinations and future learning spaces."}]
[{"$f":"IF('> FILTER <'!B2173<>\"\",ROW(OFFSET(A2172,-1,0)),\"\")","v":2171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2173)),A2172,\"\")","v":2171},{"$f":"IFERROR(SMALL(Helper2_1,A2172),\"\")","v":2171},null,2171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2173)),$A2172,\"\")","v":2171},{"$f":"IFERROR(SMALL(Helper2_2,A2172),\"\")","v":2171},{"$f":"COUNTIF(Helper3_1,\"=\"&G2172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2172)=1, G2172, \"\")","v":2171},{"$f":"IFERROR(SMALL(Index_2,A2172),\"\")","v":2171},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:J2172)),\"\")","v":"StA_97"},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:K2172)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:L2172)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:M2172)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:N2172)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2172,COLUMNS($J$2:O2172)),\"\")","v":"97 The University runs a well-attended annual 'away afternoon' providing LTC members an opportunity to focus on areas of strategic importance to the development of the wider learning and teaching strategy. The 2019 event included sessions on equality and diversity in the curriculum, pastoral care and the university mental health agenda. In addition, to ensure all students and staff can engage with areas of strategic importance, twice-yearly academic fora are open to all students and staff. Less formal lunchtime seminars are also popular and considered by attendees as useful vehicles for sharing best practice and networking between schools."}]
[{"$f":"IF('> FILTER <'!B2174<>\"\",ROW(OFFSET(A2173,-1,0)),\"\")","v":2172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2174)),A2173,\"\")","v":2172},{"$f":"IFERROR(SMALL(Helper2_1,A2173),\"\")","v":2172},null,2172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2174)),$A2173,\"\")","v":2172},{"$f":"IFERROR(SMALL(Helper2_2,A2173),\"\")","v":2172},{"$f":"COUNTIF(Helper3_1,\"=\"&G2173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2173)=1, G2173, \"\")","v":2172},{"$f":"IFERROR(SMALL(Index_2,A2173),\"\")","v":2172},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:J2173)),\"\")","v":"StA_98"},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:K2173)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:L2173)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:M2173)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:N2173)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2173,COLUMNS($J$2:O2173)),\"\")","v":"98 The University presents awards for outstanding teaching at an annual Teaching Excellence Award ceremony held by the Students' Association and the Principal's Office. Award winners are invited to contribute to dissemination events or training courses organised across the University. Since the last ELIR review, the University has introduced master classes for early career members of academic staff in the Arts Faculty. In addition, the University awards bursaries to staff who advance the scholarship of learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B2175<>\"\",ROW(OFFSET(A2174,-1,0)),\"\")","v":2173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2175)),A2174,\"\")","v":2173},{"$f":"IFERROR(SMALL(Helper2_1,A2174),\"\")","v":2173},null,2173,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2175)),$A2174,\"\")","v":2173},{"$f":"IFERROR(SMALL(Helper2_2,A2174),\"\")","v":2173},{"$f":"COUNTIF(Helper3_1,\"=\"&G2174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2174)=1, G2174, \"\")","v":2173},{"$f":"IFERROR(SMALL(Index_2,A2174),\"\")","v":2173},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:J2174)),\"\")","v":"StA_99"},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:K2174)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:L2174)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:M2174)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:N2174)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2174,COLUMNS($J$2:O2174)),\"\")","v":"99 Since the last ELIR, the University has taken steps to develop a community of practice in pedagogical research by the establishment of the St Andrews Learning and Teaching Initiative (SALTI). SALTI focuses on the development of pedagogical research, while the Centre for Higher Education Research (CHER) supports higher education research more broadly. The work of SALTI and CHER is supported by the new Centre for Educational Enhancement and Development (CEED). Until 2018-19, a well-regarded Teaching Development Fund existed to support projects impacting the transitional culture of learning and teaching. This has been on hold since then but will be revisited as part of the ongoing review of SALTI/CHER and CEED. The institution has early plans to further develop pedagogical research to inform best practice in both learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B2176<>\"\",ROW(OFFSET(A2175,-1,0)),\"\")","v":2174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2176)),A2175,\"\")","v":2174},{"$f":"IFERROR(SMALL(Helper2_1,A2175),\"\")","v":2174},null,2174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2176)),$A2175,\"\")","v":2174},{"$f":"IFERROR(SMALL(Helper2_2,A2175),\"\")","v":2174},{"$f":"COUNTIF(Helper3_1,\"=\"&G2175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2175)=1, G2175, \"\")","v":2174},{"$f":"IFERROR(SMALL(Index_2,A2175),\"\")","v":2174},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:J2175)),\"\")","v":"StA_99"},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:K2175)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:L2175)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:M2175)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:N2175)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2175,COLUMNS($J$2:O2175)),\"\")","v":"99 Since the last ELIR, the University has taken steps to develop a community of practice in pedagogical research by the establishment of the St Andrews Learning and Teaching Initiative (SALTI). SALTI focuses on the development of pedagogical research, while the Centre for Higher Education Research (CHER) supports higher education research more broadly. The work of SALTI and CHER is supported by the new Centre for Educational Enhancement and Development (CEED). Until 2018-19, a well-regarded Teaching Development Fund existed to support projects impacting the transitional culture of learning and teaching. This has been on hold since then but will be revisited as part of the ongoing review of SALTI/CHER and CEED. The institution has early plans to further develop pedagogical research to inform best practice in both learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B2177<>\"\",ROW(OFFSET(A2176,-1,0)),\"\")","v":2175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2177)),A2176,\"\")","v":2175},{"$f":"IFERROR(SMALL(Helper2_1,A2176),\"\")","v":2175},null,2175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2177)),$A2176,\"\")","v":2175},{"$f":"IFERROR(SMALL(Helper2_2,A2176),\"\")","v":2175},{"$f":"COUNTIF(Helper3_1,\"=\"&G2176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2176)=1, G2176, \"\")","v":2175},{"$f":"IFERROR(SMALL(Index_2,A2176),\"\")","v":2175},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:J2176)),\"\")","v":"StA_100"},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:K2176)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:L2176)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:M2176)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:N2176)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2176,COLUMNS($J$2:O2176)),\"\")","v":"100 Peer observation is a requirement for research postgraduate students who teach. However, engagement by staff more generally is inconsistent across schools with no evidence of systematic monitoring. The team encourages the University to consider ways to encourage greater awareness and engagement with the scheme. "}]
[{"$f":"IF('> FILTER <'!B2178<>\"\",ROW(OFFSET(A2177,-1,0)),\"\")","v":2176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2178)),A2177,\"\")","v":2176},{"$f":"IFERROR(SMALL(Helper2_1,A2177),\"\")","v":2176},null,2176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2178)),$A2177,\"\")","v":2176},{"$f":"IFERROR(SMALL(Helper2_2,A2177),\"\")","v":2176},{"$f":"COUNTIF(Helper3_1,\"=\"&G2177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2177)=1, G2177, \"\")","v":2176},{"$f":"IFERROR(SMALL(Index_2,A2177),\"\")","v":2176},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:J2177)),\"\")","v":"StA_101"},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:K2177)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:L2177)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:M2177)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:N2177)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2177,COLUMNS($J$2:O2177)),\"\")","v":"101 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value that there are both formal and informal ways of sharing, within as well as beyond their own school. They also find that the online approach has become an enabler to access more sharing opportunities than before, particularly beyond the school. "}]
[{"$f":"IF('> FILTER <'!B2179<>\"\",ROW(OFFSET(A2178,-1,0)),\"\")","v":2177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2179)),A2178,\"\")","v":2177},{"$f":"IFERROR(SMALL(Helper2_1,A2178),\"\")","v":2177},null,2177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2179)),$A2178,\"\")","v":2177},{"$f":"IFERROR(SMALL(Helper2_2,A2178),\"\")","v":2177},{"$f":"COUNTIF(Helper3_1,\"=\"&G2178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2178)=1, G2178, \"\")","v":2177},{"$f":"IFERROR(SMALL(Index_2,A2178),\"\")","v":2177},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:J2178)),\"\")","v":"StA_101"},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:K2178)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:L2178)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:M2178)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:N2178)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2178,COLUMNS($J$2:O2178)),\"\")","v":"101 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value that there are both formal and informal ways of sharing, within as well as beyond their own school. They also find that the online approach has become an enabler to access more sharing opportunities than before, particularly beyond the school. "}]
[{"$f":"IF('> FILTER <'!B2180<>\"\",ROW(OFFSET(A2179,-1,0)),\"\")","v":2178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2180)),A2179,\"\")","v":2178},{"$f":"IFERROR(SMALL(Helper2_1,A2179),\"\")","v":2178},null,2178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2180)),$A2179,\"\")","v":2178},{"$f":"IFERROR(SMALL(Helper2_2,A2179),\"\")","v":2178},{"$f":"COUNTIF(Helper3_1,\"=\"&G2179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2179)=1, G2179, \"\")","v":2178},{"$f":"IFERROR(SMALL(Index_2,A2179),\"\")","v":2178},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:J2179)),\"\")","v":"StA_102"},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:K2179)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:L2179)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:M2179)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:N2179)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2179,COLUMNS($J$2:O2179)),\"\")","v":"102 The University has effective approaches for engaging, developing and supporting staff at different levels. Organisational and Staff Development Services (OSDS) (originally part of CAPOD) oversees a range of generic staff development activity including leadership development and succession planning in schools. "}]
[{"$f":"IF('> FILTER <'!B2181<>\"\",ROW(OFFSET(A2180,-1,0)),\"\")","v":2179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2181)),A2180,\"\")","v":2179},{"$f":"IFERROR(SMALL(Helper2_1,A2180),\"\")","v":2179},null,2179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2181)),$A2180,\"\")","v":2179},{"$f":"IFERROR(SMALL(Helper2_2,A2180),\"\")","v":2179},{"$f":"COUNTIF(Helper3_1,\"=\"&G2180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2180)=1, G2180, \"\")","v":2179},{"$f":"IFERROR(SMALL(Index_2,A2180),\"\")","v":2179},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:J2180)),\"\")","v":"StA_103"},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:K2180)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:L2180)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:M2180)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:N2180)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2180,COLUMNS($J$2:O2180)),\"\")","v":"103 The University has developed a more strategic approach to academic leadership development supported by the restructure of its Organisational and Staff Development Services (OSDS) and an ongoing review of the relationships between a number of other professional service units engaged in academic and educational development. The dedicated mentoring and support provided by OSDS for heads of school and directors of teaching has been particularly positive and the visibility of education-focused pathways promotes interest among staff in teaching leadership positions.  "}]
[{"$f":"IF('> FILTER <'!B2182<>\"\",ROW(OFFSET(A2181,-1,0)),\"\")","v":2180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2182)),A2181,\"\")","v":2180},{"$f":"IFERROR(SMALL(Helper2_1,A2181),\"\")","v":2180},null,2180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2182)),$A2181,\"\")","v":2180},{"$f":"IFERROR(SMALL(Helper2_2,A2181),\"\")","v":2180},{"$f":"COUNTIF(Helper3_1,\"=\"&G2181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2181)=1, G2181, \"\")","v":2180},{"$f":"IFERROR(SMALL(Index_2,A2181),\"\")","v":2180},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:J2181)),\"\")","v":"StA_104"},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:K2181)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:L2181)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:M2181)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:N2181)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2181,COLUMNS($J$2:O2181)),\"\")","v":"104 All new academic staff are encouraged to engage with the online Academic Induction Resource (AIR) accessible from various locations on the university website. However, the system cannot currently provide engagement data to monitor take-up although this will be addressed with the developments outlined in paragraph 108. Feedback from academic staff indicates the resource is a useful introduction. In addition, there is a general university staff induction event - a specific session for academic staff covering the University's strategies for learning and teaching, and research - and a 'New Staff Essentials' course covering health and safety, diversity awareness and career development. Heads of School meet with new academic staff to set objectives for the probationary period. The head of school (or deputy) reviews all academic and research staff annually."}]
[{"$f":"IF('> FILTER <'!B2183<>\"\",ROW(OFFSET(A2182,-1,0)),\"\")","v":2181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2183)),A2182,\"\")","v":2181},{"$f":"IFERROR(SMALL(Helper2_1,A2182),\"\")","v":2181},null,2181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2183)),$A2182,\"\")","v":2181},{"$f":"IFERROR(SMALL(Helper2_2,A2182),\"\")","v":2181},{"$f":"COUNTIF(Helper3_1,\"=\"&G2182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2182)=1, G2182, \"\")","v":2181},{"$f":"IFERROR(SMALL(Index_2,A2182),\"\")","v":2181},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:J2182)),\"\")","v":"StA_105"},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:K2182)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:L2182)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:M2182)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:N2182)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2182,COLUMNS($J$2:O2182)),\"\")","v":"105 All academic staff are encouraged to participate in the Academic Staff Development Programme (ASDP). In academic year 2017-18, 120 academic staff participated in the programme, although since then there has been a drop in total attendances from academic staff evenly distributed across all disciplines. Those who do attend report a high level of satisfaction. Attendance data are monitored longitudinally and although the proportion of attendances by discipline are roughly proportionate to staff numbers in that discipline, there are some significant variations in levels of engagement year-on-year, and between disciplines which the University is investigating in order to improve engagement."}]
[{"$f":"IF('> FILTER <'!B2184<>\"\",ROW(OFFSET(A2183,-1,0)),\"\")","v":2182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2184)),A2183,\"\")","v":2182},{"$f":"IFERROR(SMALL(Helper2_1,A2183),\"\")","v":2182},null,2182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2184)),$A2183,\"\")","v":2182},{"$f":"IFERROR(SMALL(Helper2_2,A2183),\"\")","v":2182},{"$f":"COUNTIF(Helper3_1,\"=\"&G2183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2183)=1, G2183, \"\")","v":2182},{"$f":"IFERROR(SMALL(Index_2,A2183),\"\")","v":2182},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:J2183)),\"\")","v":"StA_106"},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:K2183)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:L2183)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:M2183)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:N2183)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2183,COLUMNS($J$2:O2183)),\"\")","v":"106 The University recently reviewed the programme for PhD supervisor training and launched an online training package in 2020 with mandatory elements for supervisors      with engagement followed up by heads of school. 34% of total supervisors have attended       face-to-face training since 2015-16 and 29 have completed the new online refresher since June 2020. In addition, some schools organise their own local and discipline-specific refresher training. Organisational and Staff Development Services (OSDS) is currently working with the Business Transformation Portfolio Office to implement a system that will allow the University to monitor the completion of all mandatory training for staff, including supervisor training, in order to increase compliance. The timescale for completion is not yet clear. The ELIR team recommends that the University should continue developing systems to monitor staff engagement with mandatory training."}]
[{"$f":"IF('> FILTER <'!B2185<>\"\",ROW(OFFSET(A2184,-1,0)),\"\")","v":2183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2185)),A2184,\"\")","v":2183},{"$f":"IFERROR(SMALL(Helper2_1,A2184),\"\")","v":2183},null,2183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2185)),$A2184,\"\")","v":2183},{"$f":"IFERROR(SMALL(Helper2_2,A2184),\"\")","v":2183},{"$f":"COUNTIF(Helper3_1,\"=\"&G2184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2184)=1, G2184, \"\")","v":2183},{"$f":"IFERROR(SMALL(Index_2,A2184),\"\")","v":2183},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:J2184)),\"\")","v":"StA_107"},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:K2184)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:L2184)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:M2184)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:N2184)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2184,COLUMNS($J$2:O2184)),\"\")","v":"107 The University has been reviewing its strategic approach to staff development in learning and teaching and has recognised the need to reorganise and clarify the relationships of CEED, SALTI and CHER. CHER has been in existence for around 10 years and, following a period of limited activity, is beginning again to promote educational research and networking of colleagues active in this area. The review team commends the University's more strategic approach to academic leadership development supported by the restructure of its Organisational and Staff Development Services (OSDS) and the increased efforts to underpin the curriculum by pedagogical research, while also recognizing the need to clarify the roles of, and interaction between, CEED, CHER and SALTI."}]
[{"$f":"IF('> FILTER <'!B2186<>\"\",ROW(OFFSET(A2185,-1,0)),\"\")","v":2184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2186)),A2185,\"\")","v":2184},{"$f":"IFERROR(SMALL(Helper2_1,A2185),\"\")","v":2184},null,2184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2186)),$A2185,\"\")","v":2184},{"$f":"IFERROR(SMALL(Helper2_2,A2185),\"\")","v":2184},{"$f":"COUNTIF(Helper3_1,\"=\"&G2185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2185)=1, G2185, \"\")","v":2184},{"$f":"IFERROR(SMALL(Index_2,A2185),\"\")","v":2184},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:J2185)),\"\")","v":"StA_108"},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:K2185)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:L2185)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:M2185)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:N2185)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2185,COLUMNS($J$2:O2185)),\"\")","v":"108 CAPOD also supports colleagues developing applications for Higher Education Academy Fellowship via the individual route (funded by the institution since 2018-19). In 2018, CAPOD introduced a fund to cover the cost of individual route applications by staff to Advance HE, in addition to running workshops to support individual route applications. Since the fund was introduced 13 staff have successfully submitted applications. The University also recognises that staff can apply direct to Advance HE and achieve Fellowship without the University's knowledge. In addition, the University is planning to introduce a new Postgraduate Certificate in Higher Education in time for the upcoming academic year or     the next."}]
[{"$f":"IF('> FILTER <'!B2187<>\"\",ROW(OFFSET(A2186,-1,0)),\"\")","v":2185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2187)),A2186,\"\")","v":2185},{"$f":"IFERROR(SMALL(Helper2_1,A2186),\"\")","v":2185},null,2185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2187)),$A2186,\"\")","v":2185},{"$f":"IFERROR(SMALL(Helper2_2,A2186),\"\")","v":2185},{"$f":"COUNTIF(Helper3_1,\"=\"&G2186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2186)=1, G2186, \"\")","v":2185},{"$f":"IFERROR(SMALL(Index_2,A2186),\"\")","v":2185},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:J2186)),\"\")","v":"StA_109"},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:K2186)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:L2186)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:M2186)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:N2186)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2186,COLUMNS($J$2:O2186)),\"\")","v":"109 The University has been involved in the Aurora programme since 2014-15, with    72 participants having successfully completed to date. The programme was seen as very beneficial by staff with appreciation for the mentorship aspect managed by CAPOD.   "}]
[{"$f":"IF('> FILTER <'!B2188<>\"\",ROW(OFFSET(A2187,-1,0)),\"\")","v":2186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2188)),A2187,\"\")","v":2186},{"$f":"IFERROR(SMALL(Helper2_1,A2187),\"\")","v":2186},null,2186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2188)),$A2187,\"\")","v":2186},{"$f":"IFERROR(SMALL(Helper2_2,A2187),\"\")","v":2186},{"$f":"COUNTIF(Helper3_1,\"=\"&G2187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2187)=1, G2187, \"\")","v":2186},{"$f":"IFERROR(SMALL(Index_2,A2187),\"\")","v":2186},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:J2187)),\"\")","v":"StA_110"},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:K2187)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:L2187)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:M2187)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:N2187)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2187,COLUMNS($J$2:O2187)),\"\")","v":"110 The University has developed a new education-focused pathway with a route available to Professor linked to adjustment of the weighting of research versus teaching in the promotions criteria. The route is being actively utilised with evidence of successful applications across all faculties at grades 7 and 8. At present, there has only been one successful application to the grade 9 level on the education focused pathway. An indirect benefit of the education focused pathway is an increase in interest in teaching leadership positions. The ELIR team recognises the University's positive development with regard to the further recognition of teaching. "}]
[{"$f":"IF('> FILTER <'!B2189<>\"\",ROW(OFFSET(A2188,-1,0)),\"\")","v":2187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2189)),A2188,\"\")","v":2187},{"$f":"IFERROR(SMALL(Helper2_1,A2188),\"\")","v":2187},null,2187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2189)),$A2188,\"\")","v":2187},{"$f":"IFERROR(SMALL(Helper2_2,A2188),\"\")","v":2187},{"$f":"COUNTIF(Helper3_1,\"=\"&G2188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2188)=1, G2188, \"\")","v":2187},{"$f":"IFERROR(SMALL(Index_2,A2188),\"\")","v":2187},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:J2188)),\"\")","v":"StA_111"},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:K2188)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:L2188)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:M2188)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:N2188)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2188,COLUMNS($J$2:O2188)),\"\")","v":"111 The University has an effective approach to implementing institutional strategies. The Proctor's Office performs a pivotal role in providing institutional oversight and supporting schools to ensure systematic adherence with University policies and requirements that is coherent and timely. The staff located in the Office provide effective leadership for quality assurance and enhancement including responsiveness to, and engagement with, external and internal initiatives."}]
[{"$f":"IF('> FILTER <'!B2190<>\"\",ROW(OFFSET(A2189,-1,0)),\"\")","v":2188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2190)),A2189,\"\")","v":2188},{"$f":"IFERROR(SMALL(Helper2_1,A2189),\"\")","v":2188},null,2188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2190)),$A2189,\"\")","v":2188},{"$f":"IFERROR(SMALL(Helper2_2,A2189),\"\")","v":2188},{"$f":"COUNTIF(Helper3_1,\"=\"&G2189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2189)=1, G2189, \"\")","v":2188},{"$f":"IFERROR(SMALL(Index_2,A2189),\"\")","v":2188},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:J2189)),\"\")","v":"StA_112"},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:K2189)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:L2189)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:M2189)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:N2189)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2189,COLUMNS($J$2:O2189)),\"\")","v":"112 The University has developed a more strategic approach to academic leadership since the last ELIR. The dedicated mentoring and support provided by OSDS for heads of school and directors of teaching has been particularly positive and the visibility of education focused pathways promotes interest among staff in teaching leadership positions. The review team commends this more strategic approach to academic leadership development."}]
[{"$f":"IF('> FILTER <'!B2191<>\"\",ROW(OFFSET(A2190,-1,0)),\"\")","v":2189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2191)),A2190,\"\")","v":2189},{"$f":"IFERROR(SMALL(Helper2_1,A2190),\"\")","v":2189},null,2189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2191)),$A2190,\"\")","v":2189},{"$f":"IFERROR(SMALL(Helper2_2,A2190),\"\")","v":2189},{"$f":"COUNTIF(Helper3_1,\"=\"&G2190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2190)=1, G2190, \"\")","v":2189},{"$f":"IFERROR(SMALL(Index_2,A2190),\"\")","v":2189},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:J2190)),\"\")","v":"StA_113"},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:K2190)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:L2190)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:M2190)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:N2190)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2190,COLUMNS($J$2:O2190)),\"\")","v":"113 The University has an effective approach to enhancing learning and teaching which is underpinned by established quality processes. The University has been proactively engaged in recent national Enhancement Themes. This has resulted in the development of a wide range of activities and resources linked to student transitions, mentoring and exploring the use of evidence to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B2192<>\"\",ROW(OFFSET(A2191,-1,0)),\"\")","v":2190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2192)),A2191,\"\")","v":2190},{"$f":"IFERROR(SMALL(Helper2_1,A2191),\"\")","v":2190},null,2190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2192)),$A2191,\"\")","v":2190},{"$f":"IFERROR(SMALL(Helper2_2,A2191),\"\")","v":2190},{"$f":"COUNTIF(Helper3_1,\"=\"&G2191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2191)=1, G2191, \"\")","v":2190},{"$f":"IFERROR(SMALL(Index_2,A2191),\"\")","v":2190},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:J2191)),\"\")","v":"StA_114"},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:K2191)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:L2191)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:M2191)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:N2191)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2191,COLUMNS($J$2:O2191)),\"\")","v":"114 The team commends the wide range of opportunities to share good practice. The many possibilities are clearly appreciated by staff, including the variety of modes. Staff value the range of opportunities available - both formal and informal, and within and beyond their own school. "}]
[{"$f":"IF('> FILTER <'!B2193<>\"\",ROW(OFFSET(A2192,-1,0)),\"\")","v":2191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2193)),A2192,\"\")","v":2191},{"$f":"IFERROR(SMALL(Helper2_1,A2192),\"\")","v":2191},null,2191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2193)),$A2192,\"\")","v":2191},{"$f":"IFERROR(SMALL(Helper2_2,A2192),\"\")","v":2191},{"$f":"COUNTIF(Helper3_1,\"=\"&G2192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2192)=1, G2192, \"\")","v":2191},{"$f":"IFERROR(SMALL(Index_2,A2192),\"\")","v":2191},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:J2192)),\"\")","v":"StA_115"},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:K2192)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:L2192)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:M2192)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:N2192)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2192,COLUMNS($J$2:O2192)),\"\")","v":"115 The University is developing new mechanisms to collect and monitor data on engagement with staff development events and resources. The ELIR team recommends that the University continues with its development and implementation of systems to monitor staff engagement with mandatory training. "}]
[{"$f":"IF('> FILTER <'!B2194<>\"\",ROW(OFFSET(A2193,-1,0)),\"\")","v":2192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2194)),A2193,\"\")","v":2192},{"$f":"IFERROR(SMALL(Helper2_1,A2193),\"\")","v":2192},null,2192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2194)),$A2193,\"\")","v":2192},{"$f":"IFERROR(SMALL(Helper2_2,A2193),\"\")","v":2192},{"$f":"COUNTIF(Helper3_1,\"=\"&G2193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2193)=1, G2193, \"\")","v":2192},{"$f":"IFERROR(SMALL(Index_2,A2193),\"\")","v":2192},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:J2193)),\"\")","v":"StA_116"},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:K2193)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:L2193)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:M2193)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:N2193)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2193,COLUMNS($J$2:O2193)),\"\")","v":"116 The University has effective arrangements for managing quality and securing academic standards. These meet the sector expectations expressed in the UK Quality Code for Higher Education (Quality Code) and the Scottish Funding Council guidance. Although not required to do so, the institution has mapped its processes and policies to the Quality Code, which has enabled the identification of areas for further development. The overall approach is driven by principles of consistency, standardisation and shared responsibility for standards and quality. As a result, institutional procedures are clear, comprehensive and standardised, which permits significant devolution of responsibilities to schools."}]
[{"$f":"IF('> FILTER <'!B2195<>\"\",ROW(OFFSET(A2194,-1,0)),\"\")","v":2193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2195)),A2194,\"\")","v":2193},{"$f":"IFERROR(SMALL(Helper2_1,A2194),\"\")","v":2193},null,2193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2195)),$A2194,\"\")","v":2193},{"$f":"IFERROR(SMALL(Helper2_2,A2194),\"\")","v":2193},{"$f":"COUNTIF(Helper3_1,\"=\"&G2194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2194)=1, G2194, \"\")","v":2193},{"$f":"IFERROR(SMALL(Index_2,A2194),\"\")","v":2193},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:J2194)),\"\")","v":"StA_116"},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:K2194)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:L2194)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:M2194)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:N2194)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2194,COLUMNS($J$2:O2194)),\"\")","v":"116 The University has effective arrangements for managing quality and securing academic standards. These meet the sector expectations expressed in the UK Quality Code for Higher Education (Quality Code) and the Scottish Funding Council guidance. Although not required to do so, the institution has mapped its processes and policies to the Quality Code, which has enabled the identification of areas for further development. The overall approach is driven by principles of consistency, standardisation and shared responsibility for standards and quality. As a result, institutional procedures are clear, comprehensive and standardised, which permits significant devolution of responsibilities to schools."}]
[{"$f":"IF('> FILTER <'!B2196<>\"\",ROW(OFFSET(A2195,-1,0)),\"\")","v":2194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2196)),A2195,\"\")","v":2194},{"$f":"IFERROR(SMALL(Helper2_1,A2195),\"\")","v":2194},null,2194,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2196)),$A2195,\"\")","v":2194},{"$f":"IFERROR(SMALL(Helper2_2,A2195),\"\")","v":2194},{"$f":"COUNTIF(Helper3_1,\"=\"&G2195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2195)=1, G2195, \"\")","v":2194},{"$f":"IFERROR(SMALL(Index_2,A2195),\"\")","v":2194},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:J2195)),\"\")","v":"StA_117"},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:K2195)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:L2195)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:M2195)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:N2195)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2195,COLUMNS($J$2:O2195)),\"\")","v":"117 The University has an established and conventional governance framework. Senate has overall responsibility for quality and standards, although most of its business is devolved to Academic Council (AC), to which report the Learning and Teaching Committee (LTC) and the Postgraduate Research Committee (PGRC). These advise AC on learning and teaching policy and practice at undergraduate and postgraduate levels. The Audit and Risk Committee of the University Court provides an additional level of monitoring through the receipt of annual reports. Institutional committee structures are not directly mirrored at faculty or school levels. Faculties do not have governance structures relating to the management of quality and standards, but Pro Deans and Associate Deans at faculty level play important roles and lead strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B2197<>\"\",ROW(OFFSET(A2196,-1,0)),\"\")","v":2195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2197)),A2196,\"\")","v":2195},{"$f":"IFERROR(SMALL(Helper2_1,A2196),\"\")","v":2195},null,2195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2197)),$A2196,\"\")","v":2195},{"$f":"IFERROR(SMALL(Helper2_2,A2196),\"\")","v":2195},{"$f":"COUNTIF(Helper3_1,\"=\"&G2196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2196)=1, G2196, \"\")","v":2195},{"$f":"IFERROR(SMALL(Index_2,A2196),\"\")","v":2195},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:J2196)),\"\")","v":"StA_118"},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:K2196)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:L2196)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:M2196)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:N2196)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2196,COLUMNS($J$2:O2196)),\"\")","v":"118 Each of the University's 20 schools has a Teaching Committee. The institution does not prescribe common terms of reference for these, but it was clear from documentation provided to the ELIR team and meetings with relevant staff, that they fulfil broadly similar functions. School Teaching Committees are chaired by Directors of Teaching and, in order to ensure a consistent approach, the University provides common key roles for Directors of Teaching of Postgraduate Studies (Taught), and of Postgraduate Studies (Research). "}]
[{"$f":"IF('> FILTER <'!B2198<>\"\",ROW(OFFSET(A2197,-1,0)),\"\")","v":2196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2198)),A2197,\"\")","v":2196},{"$f":"IFERROR(SMALL(Helper2_1,A2197),\"\")","v":2196},null,2196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2198)),$A2197,\"\")","v":2196},{"$f":"IFERROR(SMALL(Helper2_2,A2197),\"\")","v":2196},{"$f":"COUNTIF(Helper3_1,\"=\"&G2197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2197)=1, G2197, \"\")","v":2196},{"$f":"IFERROR(SMALL(Index_2,A2197),\"\")","v":2196},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:J2197)),\"\")","v":"StA_119"},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:K2197)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:L2197)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:M2197)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:N2197)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2197,COLUMNS($J$2:O2197)),\"\")","v":"119 The established committee structure is augmented by the key role of Academic Monitoring Group (AMG) in receiving reports of external examiners, collaborations and partnerships, Annual Academic Monitoring (AAM) reports, AAM dialogues, feedback data, periodic review organisation, data on student progression and attainment. The Academic Assurance Group (AAG) is an effective mechanism for identifying and reporting to LTC features of good practice and identifying areas for enhancement. These processes ensure that schools, which have significant areas of autonomy, comply with institutional requirements. The ELIR team noted that School Directors of Teaching play central roles across the full range of learning and teaching activities. "}]
[{"$f":"IF('> FILTER <'!B2199<>\"\",ROW(OFFSET(A2198,-1,0)),\"\")","v":2197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2199)),A2198,\"\")","v":2197},{"$f":"IFERROR(SMALL(Helper2_1,A2198),\"\")","v":2197},null,{"$f":"ROW(OFFSET(E2198,-1,0))","v":2197},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2199)),$A2198,\"\")","v":2197},{"$f":"IFERROR(SMALL(Helper2_2,A2198),\"\")","v":2197},{"$f":"COUNTIF(Helper3_1,\"=\"&G2198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2198)=1, G2198, \"\")","v":2197},{"$f":"IFERROR(SMALL(Index_2,A2198),\"\")","v":2197},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:J2198)),\"\")","v":"StA_119"},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:K2198)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:L2198)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:M2198)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:N2198)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2198,COLUMNS($J$2:O2198)),\"\")","v":"119 The established committee structure is augmented by the key role of Academic Monitoring Group (AMG) in receiving reports of external examiners, collaborations and partnerships, Annual Academic Monitoring (AAM) reports, AAM dialogues, feedback data, periodic review organisation, data on student progression and attainment. The Academic Assurance Group (AAG) is an effective mechanism for identifying and reporting to LTC features of good practice and identifying areas for enhancement. These processes ensure that schools, which have significant areas of autonomy, comply with institutional requirements. The ELIR team noted that School Directors of Teaching play central roles across the full range of learning and teaching activities. "}]
[{"$f":"IF('> FILTER <'!B2200<>\"\",ROW(OFFSET(A2199,-1,0)),\"\")","v":2198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2200)),A2199,\"\")","v":2198},{"$f":"IFERROR(SMALL(Helper2_1,A2199),\"\")","v":2198},null,2198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2200)),$A2199,\"\")","v":2198},{"$f":"IFERROR(SMALL(Helper2_2,A2199),\"\")","v":2198},{"$f":"COUNTIF(Helper3_1,\"=\"&G2199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2199)=1, G2199, \"\")","v":2198},{"$f":"IFERROR(SMALL(Index_2,A2199),\"\")","v":2198},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:J2199)),\"\")","v":"StA_120"},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:K2199)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:L2199)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:M2199)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:N2199)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2199,COLUMNS($J$2:O2199)),\"\")","v":"120 The Proctor's Office has a major role in supporting schools and in strategic management of education. It has invested heavily in the human resource required to fulfil its tasks, including the creation of Policy Officer roles and Associate Dean roles. The institutional response to the pandemic has resulted in a greater intensity of dialogue with schools and their Directors of Teaching, which in turn has enabled the LTC to give greater attention to strategic elements in its remit. It was evident to the ELIR team that the Proctor's Office and its members have a pivotal role in providing institutional oversight and supporting schools to ensure adherence with university policies and requirements, and respond to external and internal initiatives. The staff located in the Office provide effective leadership for quality assurance and enhancement. The ELIR team commends the role of the Proctor's Office in supporting Schools in ensuring compliance with institutional requirements, responding to external and internal initiatives and educational issues, and the provision of strategic management of education."}]
[{"$f":"IF('> FILTER <'!B2201<>\"\",ROW(OFFSET(A2200,-1,0)),\"\")","v":2199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2201)),A2200,\"\")","v":2199},{"$f":"IFERROR(SMALL(Helper2_1,A2200),\"\")","v":2199},null,2199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2201)),$A2200,\"\")","v":2199},{"$f":"IFERROR(SMALL(Helper2_2,A2200),\"\")","v":2199},{"$f":"COUNTIF(Helper3_1,\"=\"&G2200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2200)=1, G2200, \"\")","v":2199},{"$f":"IFERROR(SMALL(Index_2,A2200),\"\")","v":2199},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:J2200)),\"\")","v":"StA_121"},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:K2200)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:L2200)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:M2200)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:N2200)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2200,COLUMNS($J$2:O2200)),\"\")","v":"121 New programme and associated module proposals are required to meet the University's academic strategies and plans. Institutional policies relating to programme development are aligned to sector expectations and take into account appropriate Subject Benchmark Statements; professional, statutory and regulatory body (PSRB) requirements; and relevant qualifications frameworks; as well as the University's regulations relating to student support and development and module structures, credits and academic levels. The University provides appropriate and clear guidance for module and programme developments (including matters requiring approval at institutional level), standard  templates and a centralised electronic portal to promote a consistent approach. Deans, through the Curriculum Approvals Group (CAG), have delegated authority for the approval  of new modules and significant changes to modules or programmes. Academic Council has ultimate authority to approve new programmes and to authorise the withdrawal of existing programmes. The process requires schools to align the format of assessment to intended learning outcomes, consult with relevant stakeholders, provide appropriate progression and exit points, and develop academic and business cases. "}]
[{"$f":"IF('> FILTER <'!B2202<>\"\",ROW(OFFSET(A2201,-1,0)),\"\")","v":2200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2202)),A2201,\"\")","v":2200},{"$f":"IFERROR(SMALL(Helper2_1,A2201),\"\")","v":2200},null,2200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2202)),$A2201,\"\")","v":2200},{"$f":"IFERROR(SMALL(Helper2_2,A2201),\"\")","v":2200},{"$f":"COUNTIF(Helper3_1,\"=\"&G2201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2201)=1, G2201, \"\")","v":2200},{"$f":"IFERROR(SMALL(Index_2,A2201),\"\")","v":2200},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:J2201)),\"\")","v":"StA_122"},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:K2201)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:L2201)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:M2201)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:N2201)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2201,COLUMNS($J$2:O2201)),\"\")","v":"122 There is appropriate distance between the approval of academic and financial rationales to ensure that academic approval is not in response to financial imperatives. Externality is provided by external examiners. The process, which is supported by a dedicated Curriculum Officer, is sufficiently flexible to permit the institution to respond in an agile fashion to necessary changes. The University provides supportive staff development and training and keeps the process under review in order to make enhancements. Documentation seen by the ELIR team confirmed that institutional and sector expectations were adhered to and that processes were robust. Staff demonstrated a good understanding of requirements.  "}]
[{"$f":"IF('> FILTER <'!B2203<>\"\",ROW(OFFSET(A2202,-1,0)),\"\")","v":2201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2203)),A2202,\"\")","v":2201},{"$f":"IFERROR(SMALL(Helper2_1,A2202),\"\")","v":2201},null,2201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2203)),$A2202,\"\")","v":2201},{"$f":"IFERROR(SMALL(Helper2_2,A2202),\"\")","v":2201},{"$f":"COUNTIF(Helper3_1,\"=\"&G2202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2202)=1, G2202, \"\")","v":2201},{"$f":"IFERROR(SMALL(Index_2,A2202),\"\")","v":2201},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:J2202)),\"\")","v":"StA_123"},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:K2202)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:L2202)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:M2202)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:N2202)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2202,COLUMNS($J$2:O2202)),\"\")","v":"123 The University has three processes which enable it to have effective oversight of, and opportunities to, enhance its academic standards and the quality of its provision - module evaluation, Annual Academic Monitoring (AAM) and University-led Reviews of Learning and Teaching (URLT). In the current pandemic, the institution has enhanced its monitoring process in order to protect outcomes for students. Research student progress is monitored through the annual review process. "}]
[{"$f":"IF('> FILTER <'!B2204<>\"\",ROW(OFFSET(A2203,-1,0)),\"\")","v":2202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2204)),A2203,\"\")","v":2202},{"$f":"IFERROR(SMALL(Helper2_1,A2203),\"\")","v":2202},null,2202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2204)),$A2203,\"\")","v":2202},{"$f":"IFERROR(SMALL(Helper2_2,A2203),\"\")","v":2202},{"$f":"COUNTIF(Helper3_1,\"=\"&G2203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2203)=1, G2203, \"\")","v":2202},{"$f":"IFERROR(SMALL(Index_2,A2203),\"\")","v":2202},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:J2203)),\"\")","v":"StA_124"},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:K2203)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:L2203)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:M2203)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:N2203)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2203,COLUMNS($J$2:O2203)),\"\")","v":"124 Student evaluation of modules is undertaken through structured questionnaires consisting of a standard set of questions which may be augmented by additional school-specific questions plus a Question of the Year. The latter is intended to enable the University to gather information and respond to topical issues and areas for enhancement, for example, around the Careers Link role in schools. In semester 2 of the academic year 2019-20, the use of module evaluation questionnaires was suspended and replaced with student surveys in order to provide feedback on online learning, remote examinations and study abroad. Module-level reports are available to module coordinators, with individual and generic feedback being available to lecturers. Results are analysed at school, faculty and university levels, and formal and informal feedback is provided to  schools and individual members of staff as appropriate. The University provides appropriate guidance on the interpretation of module evaluations and Directors of Teaching receive detailed comparative reports. The review team noted variability in the module evaluation questionnaire response rates. Schools are required to give feedback to students on issues raised through module evaluation questionnaires. "}]
[{"$f":"IF('> FILTER <'!B2205<>\"\",ROW(OFFSET(A2204,-1,0)),\"\")","v":2203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2205)),A2204,\"\")","v":2203},{"$f":"IFERROR(SMALL(Helper2_1,A2204),\"\")","v":2203},null,2203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2205)),$A2204,\"\")","v":2203},{"$f":"IFERROR(SMALL(Helper2_2,A2204),\"\")","v":2203},{"$f":"COUNTIF(Helper3_1,\"=\"&G2204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2204)=1, G2204, \"\")","v":2203},{"$f":"IFERROR(SMALL(Index_2,A2204),\"\")","v":2203},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:J2204)),\"\")","v":"StA_124"},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:K2204)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:L2204)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:M2204)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:N2204)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2204,COLUMNS($J$2:O2204)),\"\")","v":"124 Student evaluation of modules is undertaken through structured questionnaires consisting of a standard set of questions which may be augmented by additional school-specific questions plus a Question of the Year. The latter is intended to enable the University to gather information and respond to topical issues and areas for enhancement, for example, around the Careers Link role in schools. In semester 2 of the academic year 2019-20, the use of module evaluation questionnaires was suspended and replaced with student surveys in order to provide feedback on online learning, remote examinations and study abroad. Module-level reports are available to module coordinators, with individual and generic feedback being available to lecturers. Results are analysed at school, faculty and university levels, and formal and informal feedback is provided to  schools and individual members of staff as appropriate. The University provides appropriate guidance on the interpretation of module evaluations and Directors of Teaching receive detailed comparative reports. The review team noted variability in the module evaluation questionnaire response rates. Schools are required to give feedback to students on issues raised through module evaluation questionnaires. "}]
[{"$f":"IF('> FILTER <'!B2206<>\"\",ROW(OFFSET(A2205,-1,0)),\"\")","v":2204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2206)),A2205,\"\")","v":2204},{"$f":"IFERROR(SMALL(Helper2_1,A2205),\"\")","v":2204},null,2204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2206)),$A2205,\"\")","v":2204},{"$f":"IFERROR(SMALL(Helper2_2,A2205),\"\")","v":2204},{"$f":"COUNTIF(Helper3_1,\"=\"&G2205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2205)=1, G2205, \"\")","v":2204},{"$f":"IFERROR(SMALL(Index_2,A2205),\"\")","v":2204},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:J2205)),\"\")","v":"StA_125"},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:K2205)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:L2205)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:M2205)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:N2205)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2205,COLUMNS($J$2:O2205)),\"\")","v":"125  Module evaluation feeds into the Annual Academic Monitoring (AAM), which provides an opportunity for schools to reflect on their learning and teaching provision through a self-assessment process. Reports are intended to be a reflective, focused and concise evaluation of learning and teaching experience. The process has been designed to enable the dissemination of good practice, identify institution-level themes and areas where institutional intervention may be desirable. It is evidence-based, using data from student surveys, module evaluation questionnaires and external examiners. Since the 2015 ELIR, the process has been enhanced to engage a wider group of academic staff, reduce the level of documentation required from schools by utilising central data, and by requiring discussion of postgraduate research degree information."}]
[{"$f":"IF('> FILTER <'!B2207<>\"\",ROW(OFFSET(A2206,-1,0)),\"\")","v":2205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2207)),A2206,\"\")","v":2205},{"$f":"IFERROR(SMALL(Helper2_1,A2206),\"\")","v":2205},null,2205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2207)),$A2206,\"\")","v":2205},{"$f":"IFERROR(SMALL(Helper2_2,A2206),\"\")","v":2205},{"$f":"COUNTIF(Helper3_1,\"=\"&G2206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2206)=1, G2206, \"\")","v":2205},{"$f":"IFERROR(SMALL(Index_2,A2206),\"\")","v":2205},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:J2206)),\"\")","v":"StA_126"},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:K2206)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:L2206)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:M2206)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:N2206)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2206,COLUMNS($J$2:O2206)),\"\")","v":"126 From 2019 onwards, data provided on a dashboard has enhanced the ability to analyse more effectively. Examples of AAM reports seen by the ELIR team indicated a good level of reflective engagement and analysis. All AAM reports are considered by AMG and Deans of Faculty in a dedicated meeting where themes are identified. A concise summary of the generic matters arising from AAM forms part of an annual report to the University's Learning and Teaching Committee. The ELIR team saw clear evidence of how specific matters arising from AAM were addressed. The formal AAM reporting is augmented by AAM dialogues in which one-third of schools each year are invited to follow-up discussions to discuss issues in greater depth. Taken as a whole, the AAM process enables issues to be identified and addressed and good practice to be identified. "}]
[{"$f":"IF('> FILTER <'!B2208<>\"\",ROW(OFFSET(A2207,-1,0)),\"\")","v":2206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2208)),A2207,\"\")","v":2206},{"$f":"IFERROR(SMALL(Helper2_1,A2207),\"\")","v":2206},null,2206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2208)),$A2207,\"\")","v":2206},{"$f":"IFERROR(SMALL(Helper2_2,A2207),\"\")","v":2206},{"$f":"COUNTIF(Helper3_1,\"=\"&G2207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2207)=1, G2207, \"\")","v":2206},{"$f":"IFERROR(SMALL(Index_2,A2207),\"\")","v":2206},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:J2207)),\"\")","v":"StA_127"},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:K2207)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:L2207)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:M2207)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:N2207)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2207,COLUMNS($J$2:O2207)),\"\")","v":"127 University-led Reviews of Learning and Teaching (URLTs) are the institution's periodic review process. The composition of review teams is appropriate. Panels are led by the appropriate Dean, include two representatives external to the institution, a member of university staff from a cognate area, two student representatives and either the Head of Education Policy or the Academic Policy Officer (Quality). Documentation sets are required from departments and the University, along with a reflective analysis from the school or service department. There is clear guidance for the School President on gathering feedback from undergraduate, taught postgraduate and research postgraduate students to enable the production of a student view of the unit under review. Reviews culminate in the production of a report to a common template with recommendations and commendations. Schools are required to produce action plans, implementation of which is monitored by the Academic Monitoring Group (AMG). The University keeps the process under review and reports themes arising annually to the University's Learning and Teaching Committee. The ELIR team was able to confirm that the process is robust and thorough, and outcomes meet the expectations of the University and the Scottish Funding Council. "}]
[{"$f":"IF('> FILTER <'!B2209<>\"\",ROW(OFFSET(A2208,-1,0)),\"\")","v":2207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2209)),A2208,\"\")","v":2207},{"$f":"IFERROR(SMALL(Helper2_1,A2208),\"\")","v":2207},null,2207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2209)),$A2208,\"\")","v":2207},{"$f":"IFERROR(SMALL(Helper2_2,A2208),\"\")","v":2207},{"$f":"COUNTIF(Helper3_1,\"=\"&G2208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2208)=1, G2208, \"\")","v":2207},{"$f":"IFERROR(SMALL(Index_2,A2208),\"\")","v":2207},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:J2208)),\"\")","v":"StA_128"},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:K2208)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:L2208)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:M2208)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:N2208)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2208,COLUMNS($J$2:O2208)),\"\")","v":"128 The University's practices and policies relating to the monitoring of research degrees align with sector expectations and the requirements of the Quality Code. There are clear policies relating to supervision, progress reviews and termination of studies, assessment and examination. The University reviews its policies continuously to ensure compliance with external regulations and to support students. Students the ELIR team met were clear about expectations relating to progression and examination. Procedures relating to the establishment and operation of Doctoral Training Partnerships and Centres for Doctoral Training operate in accordance with documentation relevant to their establishment. The Academic Monitoring Group receives annual reports on postgraduate research student progression and data. Reports are comprehensive, covering, for instance, the numbers of students achieving their intended award, time taken, the disability attainment gap, retention and data on annual progress reviews. Although there are variations between schools, it was clear to the ELIR team that institutional oversight was thorough and robust."}]
[{"$f":"IF('> FILTER <'!B2210<>\"\",ROW(OFFSET(A2209,-1,0)),\"\")","v":2208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2210)),A2209,\"\")","v":2208},{"$f":"IFERROR(SMALL(Helper2_1,A2209),\"\")","v":2208},null,2208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2210)),$A2209,\"\")","v":2208},{"$f":"IFERROR(SMALL(Helper2_2,A2209),\"\")","v":2208},{"$f":"COUNTIF(Helper3_1,\"=\"&G2209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2209)=1, G2209, \"\")","v":2208},{"$f":"IFERROR(SMALL(Index_2,A2209),\"\")","v":2208},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:J2209)),\"\")","v":"StA_129"},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:K2209)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:L2209)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:M2209)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:N2209)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2209,COLUMNS($J$2:O2209)),\"\")","v":"129 Taken as a whole, the institution has effective and systematic processes to monitor and review academic standards."}]
[{"$f":"IF('> FILTER <'!B2211<>\"\",ROW(OFFSET(A2210,-1,0)),\"\")","v":2209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2211)),A2210,\"\")","v":2209},{"$f":"IFERROR(SMALL(Helper2_1,A2210),\"\")","v":2209},null,2209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2211)),$A2210,\"\")","v":2209},{"$f":"IFERROR(SMALL(Helper2_2,A2210),\"\")","v":2209},{"$f":"COUNTIF(Helper3_1,\"=\"&G2210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2210)=1, G2210, \"\")","v":2209},{"$f":"IFERROR(SMALL(Index_2,A2210),\"\")","v":2209},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:J2210)),\"\")","v":"StA_130"},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:K2210)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:L2210)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:M2210)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:N2210)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2210,COLUMNS($J$2:O2210)),\"\")","v":"130 The University expects students to be exposed to a variety of forms of assessment which are designed to enable them to demonstrate achievement of module and programme learning outcomes. This is monitored and approved by CAG to ensure compliance with the institution's Policy on Assessment. In response to student feedback and supported by research into practice elsewhere, some schools have reviewed and changed assessment strategies."}]
[{"$f":"IF('> FILTER <'!B2212<>\"\",ROW(OFFSET(A2211,-1,0)),\"\")","v":2210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2212)),A2211,\"\")","v":2210},{"$f":"IFERROR(SMALL(Helper2_1,A2211),\"\")","v":2210},null,2210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2212)),$A2211,\"\")","v":2210},{"$f":"IFERROR(SMALL(Helper2_2,A2211),\"\")","v":2210},{"$f":"COUNTIF(Helper3_1,\"=\"&G2211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2211)=1, G2211, \"\")","v":2210},{"$f":"IFERROR(SMALL(Index_2,A2211),\"\")","v":2210},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:J2211)),\"\")","v":"StA_131"},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:K2211)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:L2211)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:M2211)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:N2211)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2211,COLUMNS($J$2:O2211)),\"\")","v":"131 Schools are required to publish marking criteria, marking descriptors, and turnaround time for assessments. There are appropriate arrangements for moderation to ensure consistency and maintain and enhance standards, and assessment results may be tested to ensure consistency and reliability. University regulations are clear and comprehensive. "}]
[{"$f":"IF('> FILTER <'!B2213<>\"\",ROW(OFFSET(A2212,-1,0)),\"\")","v":2211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2213)),A2212,\"\")","v":2211},{"$f":"IFERROR(SMALL(Helper2_1,A2212),\"\")","v":2211},null,2211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2213)),$A2212,\"\")","v":2211},{"$f":"IFERROR(SMALL(Helper2_2,A2212),\"\")","v":2211},{"$f":"COUNTIF(Helper3_1,\"=\"&G2212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2212)=1, G2212, \"\")","v":2211},{"$f":"IFERROR(SMALL(Index_2,A2212),\"\")","v":2211},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:J2212)),\"\")","v":"StA_131"},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:K2212)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:L2212)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:M2212)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:N2212)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2212,COLUMNS($J$2:O2212)),\"\")","v":"131 Schools are required to publish marking criteria, marking descriptors, and turnaround time for assessments. There are appropriate arrangements for moderation to ensure consistency and maintain and enhance standards, and assessment results may be tested to ensure consistency and reliability. University regulations are clear and comprehensive. "}]
[{"$f":"IF('> FILTER <'!B2214<>\"\",ROW(OFFSET(A2213,-1,0)),\"\")","v":2212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2214)),A2213,\"\")","v":2212},{"$f":"IFERROR(SMALL(Helper2_1,A2213),\"\")","v":2212},null,2212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2214)),$A2213,\"\")","v":2212},{"$f":"IFERROR(SMALL(Helper2_2,A2213),\"\")","v":2212},{"$f":"COUNTIF(Helper3_1,\"=\"&G2213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2213)=1, G2213, \"\")","v":2212},{"$f":"IFERROR(SMALL(Index_2,A2213),\"\")","v":2212},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:J2213)),\"\")","v":"StA_132"},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:K2213)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:L2213)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:M2213)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:N2213)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2213,COLUMNS($J$2:O2213)),\"\")","v":"132 The University has appropriate arrangements to accommodate students with individual needs through reasonable adjustments in order to ensure that assessment is inclusive and equitable. Arrangements for the management of academic appeals conform to sector expectations. The University restructured its policy on good academic practice in 2018-19. All students are required to complete training in good academic practice. "}]
[{"$f":"IF('> FILTER <'!B2215<>\"\",ROW(OFFSET(A2214,-1,0)),\"\")","v":2213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2215)),A2214,\"\")","v":2213},{"$f":"IFERROR(SMALL(Helper2_1,A2214),\"\")","v":2213},null,2213,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2215)),$A2214,\"\")","v":2213},{"$f":"IFERROR(SMALL(Helper2_2,A2214),\"\")","v":2213},{"$f":"COUNTIF(Helper3_1,\"=\"&G2214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2214)=1, G2214, \"\")","v":2213},{"$f":"IFERROR(SMALL(Index_2,A2214),\"\")","v":2213},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:J2214)),\"\")","v":"StA_132"},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:K2214)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:L2214)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:M2214)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:N2214)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2214,COLUMNS($J$2:O2214)),\"\")","v":"132 The University has appropriate arrangements to accommodate students with individual needs through reasonable adjustments in order to ensure that assessment is inclusive and equitable. Arrangements for the management of academic appeals conform to sector expectations. The University restructured its policy on good academic practice in 2018-19. All students are required to complete training in good academic practice. "}]
[{"$f":"IF('> FILTER <'!B2216<>\"\",ROW(OFFSET(A2215,-1,0)),\"\")","v":2214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2216)),A2215,\"\")","v":2214},{"$f":"IFERROR(SMALL(Helper2_1,A2215),\"\")","v":2214},null,2214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2216)),$A2215,\"\")","v":2214},{"$f":"IFERROR(SMALL(Helper2_2,A2215),\"\")","v":2214},{"$f":"COUNTIF(Helper3_1,\"=\"&G2215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2215)=1, G2215, \"\")","v":2214},{"$f":"IFERROR(SMALL(Index_2,A2215),\"\")","v":2214},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:J2215)),\"\")","v":"StA_133"},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:K2215)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:L2215)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:M2215)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:N2215)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2215,COLUMNS($J$2:O2215)),\"\")","v":"133 The University effectively uses a range of external reference points in the setting and management of its academic standards and quality processes."}]
[{"$f":"IF('> FILTER <'!B2217<>\"\",ROW(OFFSET(A2216,-1,0)),\"\")","v":2215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2217)),A2216,\"\")","v":2215},{"$f":"IFERROR(SMALL(Helper2_1,A2216),\"\")","v":2215},null,2215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2217)),$A2216,\"\")","v":2215},{"$f":"IFERROR(SMALL(Helper2_2,A2216),\"\")","v":2215},{"$f":"COUNTIF(Helper3_1,\"=\"&G2216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2216)=1, G2216, \"\")","v":2215},{"$f":"IFERROR(SMALL(Index_2,A2216),\"\")","v":2215},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:J2216)),\"\")","v":"StA_134"},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:K2216)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:L2216)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:M2216)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:N2216)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2216,COLUMNS($J$2:O2216)),\"\")","v":"134 The University's policies and frameworks are aligned to the Quality Code. Following the introduction of the new Quality Code, the University carried out a comprehensive mapping exercise to ensure that it complied with the expectations and practices set out.     As a result, it is aware of areas where further development is required, for instance, around assessment and appeals, as well as where there is full alignment. It intends to undertake such an exercise each year which will be monitored by the Education Strategic Management Group. "}]
[{"$f":"IF('> FILTER <'!B2218<>\"\",ROW(OFFSET(A2217,-1,0)),\"\")","v":2216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2218)),A2217,\"\")","v":2216},{"$f":"IFERROR(SMALL(Helper2_1,A2217),\"\")","v":2216},null,2216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2218)),$A2217,\"\")","v":2216},{"$f":"IFERROR(SMALL(Helper2_2,A2217),\"\")","v":2216},{"$f":"COUNTIF(Helper3_1,\"=\"&G2217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2217)=1, G2217, \"\")","v":2216},{"$f":"IFERROR(SMALL(Index_2,A2217),\"\")","v":2216},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:J2217)),\"\")","v":"StA_135"},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:K2217)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:L2217)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:M2217)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:N2217)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2217,COLUMNS($J$2:O2217)),\"\")","v":"135  The University integrates the Quality Enhancement Framework, the Scottish Credit and Qualifications Framework (SCQF), and Subject Benchmark Statements into its procedures. Subject Benchmark Statements are used effectively in programme design. Programme specifications show the appropriate SCQF level and reference relevant accrediting body alignments where appropriate. Outcomes from URLTs reflect the use of external reference points.  "}]
[{"$f":"IF('> FILTER <'!B2219<>\"\",ROW(OFFSET(A2218,-1,0)),\"\")","v":2217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2219)),A2218,\"\")","v":2217},{"$f":"IFERROR(SMALL(Helper2_1,A2218),\"\")","v":2217},null,2217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2219)),$A2218,\"\")","v":2217},{"$f":"IFERROR(SMALL(Helper2_2,A2218),\"\")","v":2217},{"$f":"COUNTIF(Helper3_1,\"=\"&G2218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2218)=1, G2218, \"\")","v":2217},{"$f":"IFERROR(SMALL(Index_2,A2218),\"\")","v":2217},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:J2218)),\"\")","v":"StA_136"},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:K2218)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:L2218)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:M2218)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:N2218)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2218,COLUMNS($J$2:O2218)),\"\")","v":"136 The University makes appropriate use of external expertise in the development of new (and significant amendments to existing) modules and programmes, through consultation with external examiners. For new programmes, schools may also seek the advice of other external subject specialists who are not external examiners. External advisers serve on URLT panels and there is provision for senior international assessors to be appointed where appropriate. Requirements of accrediting bodies are also considered in the development and review of programmes. "}]
[{"$f":"IF('> FILTER <'!B2220<>\"\",ROW(OFFSET(A2219,-1,0)),\"\")","v":2218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2220)),A2219,\"\")","v":2218},{"$f":"IFERROR(SMALL(Helper2_1,A2219),\"\")","v":2218},null,2218,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2220)),$A2219,\"\")","v":2218},{"$f":"IFERROR(SMALL(Helper2_2,A2219),\"\")","v":2218},{"$f":"COUNTIF(Helper3_1,\"=\"&G2219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2219)=1, G2219, \"\")","v":2218},{"$f":"IFERROR(SMALL(Index_2,A2219),\"\")","v":2218},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:J2219)),\"\")","v":"StA_137"},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:K2219)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:L2219)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:M2219)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:N2219)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2219,COLUMNS($J$2:O2219)),\"\")","v":"137 Eight schools in the University deliver programmes which have PSRB accreditations. Where possible, the University seeks to align reaccreditation visits with its URLT processes and to minimise the burden on departments. Institutional oversight is provided by the Academic Monitoring Group (AMG) and some, but not all, schools routinely provide details of accreditation visit outcomes and evaluations to the AMG. The University recognises the benefits which would accrue from greater consistency in practice and oversight, for example, by requiring schools to provide letters of accreditation and evaluative reports to AMG for it to identify institutional themes."}]
[{"$f":"IF('> FILTER <'!B2221<>\"\",ROW(OFFSET(A2220,-1,0)),\"\")","v":2219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2221)),A2220,\"\")","v":2219},{"$f":"IFERROR(SMALL(Helper2_1,A2220),\"\")","v":2219},null,2219,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2221)),$A2220,\"\")","v":2219},{"$f":"IFERROR(SMALL(Helper2_2,A2220),\"\")","v":2219},{"$f":"COUNTIF(Helper3_1,\"=\"&G2220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2220)=1, G2220, \"\")","v":2219},{"$f":"IFERROR(SMALL(Index_2,A2220),\"\")","v":2219},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:J2220)),\"\")","v":"StA_137"},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:K2220)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:L2220)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:M2220)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:N2220)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2220,COLUMNS($J$2:O2220)),\"\")","v":"137 Eight schools in the University deliver programmes which have PSRB accreditations. Where possible, the University seeks to align reaccreditation visits with its URLT processes and to minimise the burden on departments. Institutional oversight is provided by the Academic Monitoring Group (AMG) and some, but not all, schools routinely provide details of accreditation visit outcomes and evaluations to the AMG. The University recognises the benefits which would accrue from greater consistency in practice and oversight, for example, by requiring schools to provide letters of accreditation and evaluative reports to AMG for it to identify institutional themes."}]
[{"$f":"IF('> FILTER <'!B2222<>\"\",ROW(OFFSET(A2221,-1,0)),\"\")","v":2220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2222)),A2221,\"\")","v":2220},{"$f":"IFERROR(SMALL(Helper2_1,A2221),\"\")","v":2220},null,2220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2222)),$A2221,\"\")","v":2220},{"$f":"IFERROR(SMALL(Helper2_2,A2221),\"\")","v":2220},{"$f":"COUNTIF(Helper3_1,\"=\"&G2221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2221)=1, G2221, \"\")","v":2220},{"$f":"IFERROR(SMALL(Index_2,A2221),\"\")","v":2220},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:J2221)),\"\")","v":"StA_138"},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:K2221)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:L2221)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:M2221)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:N2221)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2221,COLUMNS($J$2:O2221)),\"\")","v":"138 The University regards the external examining system as a crucial part of its approach to quality assurance and enhancement. It has a clear and recently updated policy that specifies its criteria for nomination and describes procedures for the appointment and term of office, setting out the purposes of the external examining system in ensuring the standards of its awards, the comparability of its standards and the role in the assessment and examination process. The role which external examiners play is further described in the University's Assessment Policies and Procedures. Broadly these adhere to sector expectations. External examiners are also consulted on new modules and programmes. External examiners report annually to the University through an online system, which are then distributed to Heads of School before consideration by the Proctor's office. Reports are analysed at faculty level with emergent themes being drawn out for further consideration by AMG and LTC."}]
[{"$f":"IF('> FILTER <'!B2223<>\"\",ROW(OFFSET(A2222,-1,0)),\"\")","v":2221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2223)),A2222,\"\")","v":2221},{"$f":"IFERROR(SMALL(Helper2_1,A2222),\"\")","v":2221},null,2221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2223)),$A2222,\"\")","v":2221},{"$f":"IFERROR(SMALL(Helper2_2,A2222),\"\")","v":2221},{"$f":"COUNTIF(Helper3_1,\"=\"&G2222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2222)=1, G2222, \"\")","v":2221},{"$f":"IFERROR(SMALL(Index_2,A2222),\"\")","v":2221},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:J2222)),\"\")","v":"StA_139"},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:K2222)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:L2222)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:M2222)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:N2222)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2222,COLUMNS($J$2:O2222)),\"\")","v":"139 The 2015 ELIR asked the University to reflect on the role of external examiners in degree classification. The focus of external examining is principally at the module level. Final-degree classification is algorithmic, based on aggregation of module performance. There are no discretionary border zones and there is no external examiner role in the determination of final-degree classification. The ELIR team noted that the University was satisfied with its current approach, and that analysis of classification of joint degrees indicated no substantive or significant differences to single honours degrees. However, the University also indicated that, on reflection, it would be useful to share the final analysis of degree classification with external examiners and ask them to consider distribution patterns when submitting their final reports. At the time of the review visit such an approach had not been confirmed as university policy. The ELIR team recommends that the University implement its intended approach to sharing a final analysis of degree classification with external examiners during 2020-21 academic year. "}]
[{"$f":"IF('> FILTER <'!B2224<>\"\",ROW(OFFSET(A2223,-1,0)),\"\")","v":2222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2224)),A2223,\"\")","v":2222},{"$f":"IFERROR(SMALL(Helper2_1,A2223),\"\")","v":2222},null,2222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2224)),$A2223,\"\")","v":2222},{"$f":"IFERROR(SMALL(Helper2_2,A2223),\"\")","v":2222},{"$f":"COUNTIF(Helper3_1,\"=\"&G2223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2223)=1, G2223, \"\")","v":2222},{"$f":"IFERROR(SMALL(Index_2,A2223),\"\")","v":2222},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:J2223)),\"\")","v":"StA_140"},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:K2223)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:L2223)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:M2223)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:N2223)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2223,COLUMNS($J$2:O2223)),\"\")","v":"140 The 2015 ELIR asked the University to 'publish external examiner reports in order to give students the opportunity to engage in discussion and consideration of this element of the assessment process'. In response, the University amended its external examining policy, required schools to summarise key issues raised by external examiners, list actions taken in response and present these to SSCCs. Although schools were reminded of the requirements, adherence was inconsistent. In the academic year 2019-20, the University decided to make reports available to students 'through Moodle or other means'. Students the ELIR team met confirmed that they had never seen external examiner reports and were not aware of having access to them. The ELIR team recommends that, by the end of the academic year 2020-21, the University should ensure that all students have easy access    to external examiners' reports for their programme of study. "}]
[{"$f":"IF('> FILTER <'!B2225<>\"\",ROW(OFFSET(A2224,-1,0)),\"\")","v":2223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2225)),A2224,\"\")","v":2223},{"$f":"IFERROR(SMALL(Helper2_1,A2224),\"\")","v":2223},null,2223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2225)),$A2224,\"\")","v":2223},{"$f":"IFERROR(SMALL(Helper2_2,A2224),\"\")","v":2223},{"$f":"COUNTIF(Helper3_1,\"=\"&G2224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2224)=1, G2224, \"\")","v":2223},{"$f":"IFERROR(SMALL(Index_2,A2224),\"\")","v":2223},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:J2224)),\"\")","v":"StA_141"},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:K2224)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:L2224)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:M2224)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:N2224)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2224,COLUMNS($J$2:O2224)),\"\")","v":"141 Overall, the ELIR team considered that the University makes systematic and appropriate use of its external examiners and other external stakeholders in approval and review mechanisms."}]
[{"$f":"IF('> FILTER <'!B2226<>\"\",ROW(OFFSET(A2225,-1,0)),\"\")","v":2224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2226)),A2225,\"\")","v":2224},{"$f":"IFERROR(SMALL(Helper2_1,A2225),\"\")","v":2224},null,2224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2226)),$A2225,\"\")","v":2224},{"$f":"IFERROR(SMALL(Helper2_2,A2225),\"\")","v":2224},{"$f":"COUNTIF(Helper3_1,\"=\"&G2225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2225)=1, G2225, \"\")","v":2224},{"$f":"IFERROR(SMALL(Index_2,A2225),\"\")","v":2224},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:J2225)),\"\")","v":"StA_142"},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:K2225)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:L2225)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:M2225)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:N2225)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2225,COLUMNS($J$2:O2225)),\"\")","v":"142 The University was requested to address 10 areas for development in the 2015 ELIR. The current ELIR team considered that the University had made satisfactory progress in addressing these, although there was some ongoing work. In making this progress the University has made some structural and procedural improvements to core quality assurance and quality enhancement processes. These have involved investment in human and technological resource, revisions to academic monitoring and feedback arrangements and investment in online management capabilities. It was also clear to the ELIR team that the University had continued to develop its approach in these areas since the Follow-up Report in 2016.   "}]
[{"$f":"IF('> FILTER <'!B2227<>\"\",ROW(OFFSET(A2226,-1,0)),\"\")","v":2225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2227)),A2226,\"\")","v":2225},{"$f":"IFERROR(SMALL(Helper2_1,A2226),\"\")","v":2225},null,2225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2227)),$A2226,\"\")","v":2225},{"$f":"IFERROR(SMALL(Helper2_2,A2226),\"\")","v":2225},{"$f":"COUNTIF(Helper3_1,\"=\"&G2226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2226)=1, G2226, \"\")","v":2225},{"$f":"IFERROR(SMALL(Index_2,A2226),\"\")","v":2225},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:J2226)),\"\")","v":"StA_143"},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:K2226)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:L2226)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:M2226)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:N2226)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2226,COLUMNS($J$2:O2226)),\"\")","v":"143 In addition, the ELIR team noted that there was substantial evidence that the institution was continuing to build upon and embed the areas of positive practice referred to in the 2015 ELIR - for instance, relating to the enhanced role of the Proctor's office, the approach to widening participation, and promotion of equality and diversity. It also continues to identify areas for further enhancement of the student experience. "}]
[{"$f":"IF('> FILTER <'!B2228<>\"\",ROW(OFFSET(A2227,-1,0)),\"\")","v":2226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2228)),A2227,\"\")","v":2226},{"$f":"IFERROR(SMALL(Helper2_1,A2227),\"\")","v":2226},null,2226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2228)),$A2227,\"\")","v":2226},{"$f":"IFERROR(SMALL(Helper2_2,A2227),\"\")","v":2226},{"$f":"COUNTIF(Helper3_1,\"=\"&G2227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2227)=1, G2227, \"\")","v":2226},{"$f":"IFERROR(SMALL(Index_2,A2227),\"\")","v":2226},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:J2227)),\"\")","v":"StA_144"},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:K2227)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:L2227)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:M2227)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:N2227)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2227,COLUMNS($J$2:O2227)),\"\")","v":"144 The University has an effective approach to the use of data to inform its reflection, decision-making and enhancement processes. Its approach continues to develop in order to support strategic priorities. Since the 2015 ELIR, it has developed its digital systems to enhance its ability to meet changing needs. The University has also used its engagement with Enhancement Themes, such as 'Evidence for Enhancement: Improving the Student Experience' Theme, and Learning Analytics, to inform its approach. "}]
[{"$f":"IF('> FILTER <'!B2229<>\"\",ROW(OFFSET(A2228,-1,0)),\"\")","v":2227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2229)),A2228,\"\")","v":2227},{"$f":"IFERROR(SMALL(Helper2_1,A2228),\"\")","v":2227},null,2227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2229)),$A2228,\"\")","v":2227},{"$f":"IFERROR(SMALL(Helper2_2,A2228),\"\")","v":2227},{"$f":"COUNTIF(Helper3_1,\"=\"&G2228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2228)=1, G2228, \"\")","v":2227},{"$f":"IFERROR(SMALL(Index_2,A2228),\"\")","v":2227},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:J2228)),\"\")","v":"StA_145"},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:K2228)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:L2228)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:M2228)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:N2228)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2228,COLUMNS($J$2:O2228)),\"\")","v":"145 The institution's overall approach is strategic and evidence-led, to ensure that stakeholders have access to a broad suite of essential information. The Planning Office works with schools and professional services to enhance the portfolio of data. Of note is its IMEDA programme, established with IT services to develop data assets and management capabilities to deliver cultural changes to working practices and thus embed new capabilities."}]
[{"$f":"IF('> FILTER <'!B2230<>\"\",ROW(OFFSET(A2229,-1,0)),\"\")","v":2228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2230)),A2229,\"\")","v":2228},{"$f":"IFERROR(SMALL(Helper2_1,A2229),\"\")","v":2228},null,2228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2230)),$A2229,\"\")","v":2228},{"$f":"IFERROR(SMALL(Helper2_2,A2229),\"\")","v":2228},{"$f":"COUNTIF(Helper3_1,\"=\"&G2229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2229)=1, G2229, \"\")","v":2228},{"$f":"IFERROR(SMALL(Index_2,A2229),\"\")","v":2228},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:J2229)),\"\")","v":"StA_146"},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:K2229)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:L2229)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:M2229)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:N2229)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2229,COLUMNS($J$2:O2229)),\"\")","v":"146 Data is generated from a range of sources, including its Planning Office, student surveys, module evaluation questionnaires, HESA, graduate outcomes, research postgraduate progress reviews, retention rates and degree outcomes. These feed into annual strategic planning meetings with schools' management teams and the Principal's Office. At the institutional level, data suites are provided to the Student Experience Committee, the Learning and Teaching Committee, the Postgraduate Research Committee, AMG and Academic Council. Qualitative data inform the organisation of teaching enhancement events. The Proctor's Office is responsible for the analysis of module and programme outcomes and results, with the assistance of software which identifies outliers. Work is continuing on the provision of more data to inform understanding of progress and attainment of different ethnic groups. The University's strengths in the National Student Survey have been used to identify and work on successes and weaknesses. In particular, the provision by the Planning Office of Teaching Fact Sheets for every school, provide key information to aid effective decision-making. Part of the work of the short-life working group reviewing the institution's approach to quality mechanisms in the light of the pandemic, is working with the Planning Office to collect and review data on student progression and outcomes."}]
[{"$f":"IF('> FILTER <'!B2231<>\"\",ROW(OFFSET(A2230,-1,0)),\"\")","v":2229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2231)),A2230,\"\")","v":2229},{"$f":"IFERROR(SMALL(Helper2_1,A2230),\"\")","v":2229},null,2229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2231)),$A2230,\"\")","v":2229},{"$f":"IFERROR(SMALL(Helper2_2,A2230),\"\")","v":2229},{"$f":"COUNTIF(Helper3_1,\"=\"&G2230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2230)=1, G2230, \"\")","v":2229},{"$f":"IFERROR(SMALL(Index_2,A2230),\"\")","v":2229},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:J2230)),\"\")","v":"StA_147"},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:K2230)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:L2230)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:M2230)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:N2230)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2230,COLUMNS($J$2:O2230)),\"\")","v":"147 Overall, the University recognises the benefits accruing from its approach to     data-informed decision making and the way in which extensive suites of data are made available. "}]
[{"$f":"IF('> FILTER <'!B2232<>\"\",ROW(OFFSET(A2231,-1,0)),\"\")","v":2230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2232)),A2231,\"\")","v":2230},{"$f":"IFERROR(SMALL(Helper2_1,A2231),\"\")","v":2230},null,2230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2232)),$A2231,\"\")","v":2230},{"$f":"IFERROR(SMALL(Helper2_2,A2231),\"\")","v":2230},{"$f":"COUNTIF(Helper3_1,\"=\"&G2231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2231)=1, G2231, \"\")","v":2230},{"$f":"IFERROR(SMALL(Index_2,A2231),\"\")","v":2230},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:J2231)),\"\")","v":"StA_148"},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:K2231)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:L2231)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:M2231)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:N2231)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2231,COLUMNS($J$2:O2231)),\"\")","v":"148 The University has an effective approach to securing academic standards. Policies are comprehensive, regularly reviewed and updated, with appropriate regulations and structured processes. Its overall quality framework is aligned to the Quality Code and other reference points. Students are appropriately engaged in quality processes. The University makes effective and systematic use of its external examiners. The institution is aware of areas where improvements can be made and of opportunities for enhancements, especially relating to feedback on teaching, and the use of marking scales and in module grade distribution between different schools."}]
[{"$f":"IF('> FILTER <'!B2233<>\"\",ROW(OFFSET(A2232,-1,0)),\"\")","v":2231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2233)),A2232,\"\")","v":2231},{"$f":"IFERROR(SMALL(Helper2_1,A2232),\"\")","v":2231},null,2231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2233)),$A2232,\"\")","v":2231},{"$f":"IFERROR(SMALL(Helper2_2,A2232),\"\")","v":2231},{"$f":"COUNTIF(Helper3_1,\"=\"&G2232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2232)=1, G2232, \"\")","v":2231},{"$f":"IFERROR(SMALL(Index_2,A2232),\"\")","v":2231},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:J2232)),\"\")","v":"StA_149"},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:K2232)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:L2232)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:M2232)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:N2232)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2232,COLUMNS($J$2:O2232)),\"\")","v":"149 It was clear to the ELIR team that schools enjoyed a relatively high degree of autonomy and that in order to ensure consistent and equitable treatment of students, the institution needs to maintain its systematic approach to monitoring the application of university policies. "}]
[{"$f":"IF('> FILTER <'!B2234<>\"\",ROW(OFFSET(A2233,-1,0)),\"\")","v":2232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2234)),A2233,\"\")","v":2232},{"$f":"IFERROR(SMALL(Helper2_1,A2233),\"\")","v":2232},null,2232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2234)),$A2233,\"\")","v":2232},{"$f":"IFERROR(SMALL(Helper2_2,A2233),\"\")","v":2232},{"$f":"COUNTIF(Helper3_1,\"=\"&G2233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2233)=1, G2233, \"\")","v":2232},{"$f":"IFERROR(SMALL(Index_2,A2233),\"\")","v":2232},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:J2233)),\"\")","v":"StA_150"},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:K2233)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:L2233)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:M2233)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:N2233)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2233,COLUMNS($J$2:O2233)),\"\")","v":"150 Overall, the University has effective arrangements for self-evaluation, including its use of data to inform decision-making. Extensive data suites are widely available and inform evaluation within schools and university committees. Evaluative mechanisms apply to student facing services as well as academic units. The University has appropriate systems which enable the identification of good practice for wider dissemination. The way in which the institution has built on and developed areas of positive practice since last ELIR demonstrate the institution's determination to improve the overall student experience."}]
[{"$f":"IF('> FILTER <'!B2235<>\"\",ROW(OFFSET(A2234,-1,0)),\"\")","v":2233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2235)),A2234,\"\")","v":2233},{"$f":"IFERROR(SMALL(Helper2_1,A2234),\"\")","v":2233},null,2233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2235)),$A2234,\"\")","v":2233},{"$f":"IFERROR(SMALL(Helper2_2,A2234),\"\")","v":2233},{"$f":"COUNTIF(Helper3_1,\"=\"&G2234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2234)=1, G2234, \"\")","v":2233},{"$f":"IFERROR(SMALL(Index_2,A2234),\"\")","v":2233},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:J2234)),\"\")","v":"StA_150"},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:K2234)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:L2234)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:M2234)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:N2234)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2234,COLUMNS($J$2:O2234)),\"\")","v":"150 Overall, the University has effective arrangements for self-evaluation, including its use of data to inform decision-making. Extensive data suites are widely available and inform evaluation within schools and university committees. Evaluative mechanisms apply to student facing services as well as academic units. The University has appropriate systems which enable the identification of good practice for wider dissemination. The way in which the institution has built on and developed areas of positive practice since last ELIR demonstrate the institution's determination to improve the overall student experience."}]
[{"$f":"IF('> FILTER <'!B2236<>\"\",ROW(OFFSET(A2235,-1,0)),\"\")","v":2234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2236)),A2235,\"\")","v":2234},{"$f":"IFERROR(SMALL(Helper2_1,A2235),\"\")","v":2234},null,2234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2236)),$A2235,\"\")","v":2234},{"$f":"IFERROR(SMALL(Helper2_2,A2235),\"\")","v":2234},{"$f":"COUNTIF(Helper3_1,\"=\"&G2235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2235)=1, G2235, \"\")","v":2234},{"$f":"IFERROR(SMALL(Index_2,A2235),\"\")","v":2234},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:J2235)),\"\")","v":"StA_151"},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:K2235)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:L2235)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:M2235)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:N2235)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2235,COLUMNS($J$2:O2235)),\"\")","v":"151 The University has a strategic approach to the development of partnerships which support research and teaching. Global St Andrews is a key element of the institution's strategy. A new VP (International Strategy and External Relations) and a recently created International Committee steer the approach to international strategy and partnership development, driven by synergies in teaching and research. Other partnerships arise through proposals submitted from schools, but with the International Committee retaining oversight. Support is provided by a new Global Office. Staff the ELIR team met were clear that partnerships were developed in accordance with the University's Strategy, to support and enhance its academic reputation and its widening access ambitions. "}]
[{"$f":"IF('> FILTER <'!B2237<>\"\",ROW(OFFSET(A2236,-1,0)),\"\")","v":2235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2237)),A2236,\"\")","v":2235},{"$f":"IFERROR(SMALL(Helper2_1,A2236),\"\")","v":2235},null,2235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2237)),$A2236,\"\")","v":2235},{"$f":"IFERROR(SMALL(Helper2_2,A2236),\"\")","v":2235},{"$f":"COUNTIF(Helper3_1,\"=\"&G2236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2236)=1, G2236, \"\")","v":2235},{"$f":"IFERROR(SMALL(Index_2,A2236),\"\")","v":2235},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:J2236)),\"\")","v":"StA_152"},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:K2236)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:L2236)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:M2236)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:N2236)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2236,COLUMNS($J$2:O2236)),\"\")","v":"152 The framework within which collaborative provision is developed and managed was approved by the Academic Council in January 2020. It sets out the principles underpinning activity in this area, institutional responsibilities, a taxonomy of provision, approval and monitoring arrangements. The framework articulates arrangements put in place following the 2011 ELIR, especially relating to the five-stage review process, but also reflects in part the institution's response to a recommendation in the 2015 ELIR. The University was strongly encouraged to ensure: 'clear academic oversight of collaborative activity, including the systematic engagement of academic staff in the arrangements for monitoring student performance as well as reflecting on the wider student experience'. The institution's response was fourfold. From professional services, the creation of a new Global Office in 2019 which, with its Director, manages all of the University's collaborative programmes (including those which are UK based) and study abroad opportunities. The AMG receives annual reports of collaborative agreements and study abroad. A new AMG (Collaborations and Partnerships) meets each semester and monitors quality assurance and enhancement.  Finally, as well as the new framework, there is a new policy on the Management of Work Placements and annual training events for study abroad coordinators in schools. The University indicated to the ELIR team that its approach to academic oversight of collaborative activity continues to develop. The view of the ELIR team was that the institution's current approach was effective and would be enhanced by planned developments "}]
[{"$f":"IF('> FILTER <'!B2238<>\"\",ROW(OFFSET(A2237,-1,0)),\"\")","v":2236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2238)),A2237,\"\")","v":2236},{"$f":"IFERROR(SMALL(Helper2_1,A2237),\"\")","v":2236},null,2236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2238)),$A2237,\"\")","v":2236},{"$f":"IFERROR(SMALL(Helper2_2,A2237),\"\")","v":2236},{"$f":"COUNTIF(Helper3_1,\"=\"&G2237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2237)=1, G2237, \"\")","v":2236},{"$f":"IFERROR(SMALL(Index_2,A2237),\"\")","v":2236},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:J2237)),\"\")","v":"StA_153"},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:K2237)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:L2237)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:M2237)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:N2237)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2237,COLUMNS($J$2:O2237)),\"\")","v":"153 The majority of the partnerships which the University has with other institutions are at postgraduate level, in particular joint doctoral programmes. Since 2018, the University has preferred to establish what it describes as 'umbrella' arrangements (at school, faculty or university level) for collaborative PhDs in preference to individual co-tutelle arrangements. These have been found to be effective in enhancing the research student experience and strengthening the support available to, for example, supervisors and partners."}]
[{"$f":"IF('> FILTER <'!B2239<>\"\",ROW(OFFSET(A2238,-1,0)),\"\")","v":2237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2239)),A2238,\"\")","v":2237},{"$f":"IFERROR(SMALL(Helper2_1,A2238),\"\")","v":2237},null,2237,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2239)),$A2238,\"\")","v":2237},{"$f":"IFERROR(SMALL(Helper2_2,A2238),\"\")","v":2237},{"$f":"COUNTIF(Helper3_1,\"=\"&G2238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2238)=1, G2238, \"\")","v":2237},{"$f":"IFERROR(SMALL(Index_2,A2238),\"\")","v":2237},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:J2238)),\"\")","v":"StA_154"},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:K2238)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:L2238)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:M2238)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:N2238)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2238,COLUMNS($J$2:O2238)),\"\")","v":"154  The University intends to expand its provision of articulation and pathway arrangements, providing flexible entry and FE-HE supported pathways. It has a clear approach to their development and management. Articulation agreements offer entry to science and arts programmes with flexible routes. It plans to develop such pathways through expanding the range of subjects into which students can articulate and develop further agreements with two additional further education colleges. "}]
[{"$f":"IF('> FILTER <'!B2240<>\"\",ROW(OFFSET(A2239,-1,0)),\"\")","v":2238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2240)),A2239,\"\")","v":2238},{"$f":"IFERROR(SMALL(Helper2_1,A2239),\"\")","v":2238},null,2238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2240)),$A2239,\"\")","v":2238},{"$f":"IFERROR(SMALL(Helper2_2,A2239),\"\")","v":2238},{"$f":"COUNTIF(Helper3_1,\"=\"&G2239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2239)=1, G2239, \"\")","v":2238},{"$f":"IFERROR(SMALL(Index_2,A2239),\"\")","v":2238},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:J2239)),\"\")","v":"StA_155"},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:K2239)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:L2239)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:M2239)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:N2239)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2239,COLUMNS($J$2:O2239)),\"\")","v":"155 Other developments since the last ELIR include a joint PhD programme and award validation, an innovative and complex collaboration for the Scottish Graduate Entry to Medicine (ScotGEM) programme between the University, two other higher education institutions and four NHS trusts, a graduate apprenticeship programme, and a new undergraduate degree with partner-taught elements. There are also long-standing partnerships for taught programmes at undergraduate and postgraduate levels which the University continues to develop and enhance. "}]
[{"$f":"IF('> FILTER <'!B2241<>\"\",ROW(OFFSET(A2240,-1,0)),\"\")","v":2239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2241)),A2240,\"\")","v":2239},{"$f":"IFERROR(SMALL(Helper2_1,A2240),\"\")","v":2239},null,2239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2241)),$A2240,\"\")","v":2239},{"$f":"IFERROR(SMALL(Helper2_2,A2240),\"\")","v":2239},{"$f":"COUNTIF(Helper3_1,\"=\"&G2240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2240)=1, G2240, \"\")","v":2239},{"$f":"IFERROR(SMALL(Index_2,A2240),\"\")","v":2239},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:J2240)),\"\")","v":"StA_156"},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:K2240)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:L2240)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:M2240)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:N2240)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2240,COLUMNS($J$2:O2240)),\"\")","v":"156 Since the last ELIR in 2015, the University has established a set of template contracts for the management of collaborative arrangements, which ensure compliance   with institutional policy and legal requirements. Due diligence processes are robust and appropriate and are managed through the Global Office. "}]
[{"$f":"IF('> FILTER <'!B2242<>\"\",ROW(OFFSET(A2241,-1,0)),\"\")","v":2240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2242)),A2241,\"\")","v":2240},{"$f":"IFERROR(SMALL(Helper2_1,A2241),\"\")","v":2240},null,2240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2242)),$A2241,\"\")","v":2240},{"$f":"IFERROR(SMALL(Helper2_2,A2241),\"\")","v":2240},{"$f":"COUNTIF(Helper3_1,\"=\"&G2241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2241)=1, G2241, \"\")","v":2240},{"$f":"IFERROR(SMALL(Index_2,A2241),\"\")","v":2240},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:J2241)),\"\")","v":"StA_157"},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:K2241)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:L2241)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:M2241)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:N2241)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2241,COLUMNS($J$2:O2241)),\"\")","v":"157 The establishment and management of collaborative programmes are a joint enterprise between academic and professional services. Proposal and approval processes, though aligned to those for non-collaborative proposals, are bespoke in order to secure standards and a shared understanding between the partners. The ELIR team saw examples of completed documentation which complied with institutional requirements and the expectation of the Quality Code. Collaborative proposals are detailed, receive input from the Pro Dean Postgraduate (Taught and Research) and the Pro Deans Curriculum, before being reviewed and approved by the Principal's Office. The Global Office ensures that policy, regulatory, assessment requirements are considered. Academic consideration of collaborative programmes is undertaken through the CAG, with external input. "}]
[{"$f":"IF('> FILTER <'!B2243<>\"\",ROW(OFFSET(A2242,-1,0)),\"\")","v":2241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2243)),A2242,\"\")","v":2241},{"$f":"IFERROR(SMALL(Helper2_1,A2242),\"\")","v":2241},null,2241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2243)),$A2242,\"\")","v":2241},{"$f":"IFERROR(SMALL(Helper2_2,A2242),\"\")","v":2241},{"$f":"COUNTIF(Helper3_1,\"=\"&G2242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2242)=1, G2242, \"\")","v":2241},{"$f":"IFERROR(SMALL(Index_2,A2242),\"\")","v":2241},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:J2242)),\"\")","v":"StA_158"},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:K2242)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:L2242)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:M2242)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:N2242)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2242,COLUMNS($J$2:O2242)),\"\")","v":"158  Review processes are structured and embedded, although there is ongoing work around the renewal of agreements and the framework to support them, and ensuring the timely signing of memoranda of agreement. The University recognises that it is responsible for the academic standards and quality of collaborative awards and expects review procedures to be adhered to as rigorously as for internal provision, but proportionate to the nature of the collaboration. At an institutional level, the AMG (Partnerships and Collaborations) oversees standards and quality for all collaborative provision. Reviews take place at an early stage in a new collaboration to monitor progress and resolve issues. Collaborative programmes are included in school annual academic monitoring processes. Full reviews take place prior to the end of the period of any agreement to review the management and development of the partnership and are considered by AMG. Documentation seen by the ELIR team confirmed that these arrangements were in place.    It noted the recommendations to the University arising from the First Collaborative Review of the ScotGEM programme, especially around risks, supporting the development of new programmes, resources and timescales. "}]
[{"$f":"IF('> FILTER <'!B2244<>\"\",ROW(OFFSET(A2243,-1,0)),\"\")","v":2242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2244)),A2243,\"\")","v":2242},{"$f":"IFERROR(SMALL(Helper2_1,A2243),\"\")","v":2242},null,2242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2244)),$A2243,\"\")","v":2242},{"$f":"IFERROR(SMALL(Helper2_2,A2243),\"\")","v":2242},{"$f":"COUNTIF(Helper3_1,\"=\"&G2243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2243)=1, G2243, \"\")","v":2242},{"$f":"IFERROR(SMALL(Index_2,A2243),\"\")","v":2242},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:J2243)),\"\")","v":"StA_159"},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:K2243)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:L2243)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:M2243)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:N2243)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2243,COLUMNS($J$2:O2243)),\"\")","v":"159 Collaborative doctoral programmes are monitored, and student progress is clearly defined and operated in accordance with the progress review policy. Supervisors are required to hold at least one joint supervision session with the student each year. "}]
[{"$f":"IF('> FILTER <'!B2245<>\"\",ROW(OFFSET(A2244,-1,0)),\"\")","v":2243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2245)),A2244,\"\")","v":2243},{"$f":"IFERROR(SMALL(Helper2_1,A2244),\"\")","v":2243},null,2243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2245)),$A2244,\"\")","v":2243},{"$f":"IFERROR(SMALL(Helper2_2,A2244),\"\")","v":2243},{"$f":"COUNTIF(Helper3_1,\"=\"&G2244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2244)=1, G2244, \"\")","v":2243},{"$f":"IFERROR(SMALL(Index_2,A2244),\"\")","v":2243},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:J2244)),\"\")","v":"StA_159"},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:K2244)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:L2244)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:M2244)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:N2244)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2244,COLUMNS($J$2:O2244)),\"\")","v":"159 Collaborative doctoral programmes are monitored, and student progress is clearly defined and operated in accordance with the progress review policy. Supervisors are required to hold at least one joint supervision session with the student each year. "}]
[{"$f":"IF('> FILTER <'!B2246<>\"\",ROW(OFFSET(A2245,-1,0)),\"\")","v":2244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2246)),A2245,\"\")","v":2244},{"$f":"IFERROR(SMALL(Helper2_1,A2245),\"\")","v":2244},null,2244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2246)),$A2245,\"\")","v":2244},{"$f":"IFERROR(SMALL(Helper2_2,A2245),\"\")","v":2244},{"$f":"COUNTIF(Helper3_1,\"=\"&G2245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2245)=1, G2245, \"\")","v":2244},{"$f":"IFERROR(SMALL(Index_2,A2245),\"\")","v":2244},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:J2245)),\"\")","v":"StA_160"},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:K2245)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:L2245)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:M2245)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:N2245)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2245,COLUMNS($J$2:O2245)),\"\")","v":"160  The taught collaborative degree programmes are overseen by joint committees of the institutions to ensure that academic standards are monitored effectively, although the constitution of each committee is bespoke. The AMG is working with the Global Office and schools to harmonise the structure and remit of these joint committees, intending to have a standardised joint committee meeting at least once each year. The intention is to ensure that this structure applies to all collaborative programmes when they are due for review and renewal. The AMG works with schools and the Global Office to ensure consistency and the new AMG (Collaborations and Partnerships) monitors quality assurance and enhancement arrangements. "}]
[{"$f":"IF('> FILTER <'!B2247<>\"\",ROW(OFFSET(A2246,-1,0)),\"\")","v":2245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2247)),A2246,\"\")","v":2245},{"$f":"IFERROR(SMALL(Helper2_1,A2246),\"\")","v":2245},null,2245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2247)),$A2246,\"\")","v":2245},{"$f":"IFERROR(SMALL(Helper2_2,A2246),\"\")","v":2245},{"$f":"COUNTIF(Helper3_1,\"=\"&G2246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2246)=1, G2246, \"\")","v":2245},{"$f":"IFERROR(SMALL(Index_2,A2246),\"\")","v":2245},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:J2246)),\"\")","v":"StA_161"},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:K2246)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:L2246)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:M2246)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:N2246)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2246,COLUMNS($J$2:O2246)),\"\")","v":"161 The University has a programme of work underway to enhance the experience of students on collaborative programmes, including the development of new websites, provision of information, an expansion to the joint programme with the College of William and Mary, a fresh approach to transition between institutions and careers development. "}]
[{"$f":"IF('> FILTER <'!B2248<>\"\",ROW(OFFSET(A2247,-1,0)),\"\")","v":2246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2248)),A2247,\"\")","v":2246},{"$f":"IFERROR(SMALL(Helper2_1,A2247),\"\")","v":2246},null,2246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2248)),$A2247,\"\")","v":2246},{"$f":"IFERROR(SMALL(Helper2_2,A2247),\"\")","v":2246},{"$f":"COUNTIF(Helper3_1,\"=\"&G2247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2247)=1, G2247, \"\")","v":2246},{"$f":"IFERROR(SMALL(Index_2,A2247),\"\")","v":2246},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:J2247)),\"\")","v":"StA_162"},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:K2247)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:L2247)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:M2247)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:N2247)),\"\")","v":"University of St Andrews"},{"$f":"IFERROR(INDEX(AllData,$J2247,COLUMNS($J$2:O2247)),\"\")","v":"162 Overall, the University has an effective approach to the management and enhancement of its collaborative provision. It is aware of the areas where further development is required, for example, the remit and structure of joint committees, and is taking appropriate action."}]
[{"$f":"IF('> FILTER <'!B2249<>\"\",ROW(OFFSET(A2248,-1,0)),\"\")","v":2247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2249)),A2248,\"\")","v":2247},{"$f":"IFERROR(SMALL(Helper2_1,A2248),\"\")","v":2247},null,2247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2249)),$A2248,\"\")","v":2247},{"$f":"IFERROR(SMALL(Helper2_2,A2248),\"\")","v":2247},{"$f":"COUNTIF(Helper3_1,\"=\"&G2248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2248)=1, G2248, \"\")","v":2247},{"$f":"IFERROR(SMALL(Index_2,A2248),\"\")","v":2247},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:J2248)),\"\")","v":"GSA_2"},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:K2248)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:L2248)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:M2248)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:N2248)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2248,COLUMNS($J$2:O2248)),\"\")","v":"2 GSA comprises three campuses: the Garnethill campus in central Glasgow; the Highlands and Islands campus near Forres; and the Singapore campus at the Singapore Institute of Technology (SIT), although the GSA courses offered at the latter were due to cease in summer 2021."}]
[{"$f":"IF('> FILTER <'!B2250<>\"\",ROW(OFFSET(A2249,-1,0)),\"\")","v":2248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2250)),A2249,\"\")","v":2248},{"$f":"IFERROR(SMALL(Helper2_1,A2249),\"\")","v":2248},null,2248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2250)),$A2249,\"\")","v":2248},{"$f":"IFERROR(SMALL(Helper2_2,A2249),\"\")","v":2248},{"$f":"COUNTIF(Helper3_1,\"=\"&G2249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2249)=1, G2249, \"\")","v":2248},{"$f":"IFERROR(SMALL(Index_2,A2249),\"\")","v":2248},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:J2249)),\"\")","v":"GSA_3"},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:K2249)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:L2249)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:M2249)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:N2249)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2249,COLUMNS($J$2:O2249)),\"\")","v":"3 At the time of this ELIR, GSA comprised five schools: the School of Fine Art; the School of Design; the Mackintosh School of Architecture; and two - the Innovation School and the School of Simulation and Visualisation - which had been established since the previous ELIR in 2014."}]
[{"$f":"IF('> FILTER <'!B2251<>\"\",ROW(OFFSET(A2250,-1,0)),\"\")","v":2249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2251)),A2250,\"\")","v":2249},{"$f":"IFERROR(SMALL(Helper2_1,A2250),\"\")","v":2249},null,2249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2251)),$A2250,\"\")","v":2249},{"$f":"IFERROR(SMALL(Helper2_2,A2250),\"\")","v":2249},{"$f":"COUNTIF(Helper3_1,\"=\"&G2250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2250)=1, G2250, \"\")","v":2249},{"$f":"IFERROR(SMALL(Index_2,A2250),\"\")","v":2249},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:J2250)),\"\")","v":"GSA_4"},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:K2250)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:L2250)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:M2250)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:N2250)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2250,COLUMNS($J$2:O2250)),\"\")","v":"4 GSA's development since the previous ELIR had been impacted significantly by the fires in the Mackintosh building in 2014 and 2018. The fires had wide-ranging implications for every aspect of GSA's activity, particularly estate management, senior leadership composition, staff and student experience, and curriculum design and location. A further consequence of the second fire had been the postponement of this ELIR from 2018-19 to 2019-20. "}]
[{"$f":"IF('> FILTER <'!B2252<>\"\",ROW(OFFSET(A2251,-1,0)),\"\")","v":2250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2252)),A2251,\"\")","v":2250},{"$f":"IFERROR(SMALL(Helper2_1,A2251),\"\")","v":2250},null,2250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2252)),$A2251,\"\")","v":2250},{"$f":"IFERROR(SMALL(Helper2_2,A2251),\"\")","v":2250},{"$f":"COUNTIF(Helper3_1,\"=\"&G2251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2251)=1, G2251, \"\")","v":2250},{"$f":"IFERROR(SMALL(Index_2,A2251),\"\")","v":2250},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:J2251)),\"\")","v":"GSA_5"},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:K2251)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:L2251)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:M2251)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:N2251)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2251,COLUMNS($J$2:O2251)),\"\")","v":"5 GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR, citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this   ELIR 4'. "}]
[{"$f":"IF('> FILTER <'!B2253<>\"\",ROW(OFFSET(A2252,-1,0)),\"\")","v":2251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2253)),A2252,\"\")","v":2251},{"$f":"IFERROR(SMALL(Helper2_1,A2252),\"\")","v":2251},null,2251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2253)),$A2252,\"\")","v":2251},{"$f":"IFERROR(SMALL(Helper2_2,A2252),\"\")","v":2251},{"$f":"COUNTIF(Helper3_1,\"=\"&G2252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2252)=1, G2252, \"\")","v":2251},{"$f":"IFERROR(SMALL(Index_2,A2252),\"\")","v":2251},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:J2252)),\"\")","v":"GSA_6"},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:K2252)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:L2252)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:M2252)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:N2252)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2252,COLUMNS($J$2:O2252)),\"\")","v":"6 GSA had been due to commence implementation of its 2018-21 Strategic Plan in academic year 2018-19. However, following the 2018 fire, the strategy was withdrawn by the Senior Leadership Group (SLG) and annual operational plans were put in its place to ensure continuity of service until a new strategic plan could be agreed. Each academic school had also developed operational strategies for Learning and Teaching Enhancement (LTES), Research and Enterprise (R&E), and Internationalisation to support the 2018-21 Strategic Plan. The LTES and R&E strategies have continued to operate within each school; the Internationalisation Strategy is currently under review. At the time of this ELIR, GSA was preparing to develop a new Strategic Plan for the period to 2025."}]
[{"$f":"IF('> FILTER <'!B2254<>\"\",ROW(OFFSET(A2253,-1,0)),\"\")","v":2252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2254)),A2253,\"\")","v":2252},{"$f":"IFERROR(SMALL(Helper2_1,A2253),\"\")","v":2252},null,2252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2254)),$A2253,\"\")","v":2252},{"$f":"IFERROR(SMALL(Helper2_2,A2253),\"\")","v":2252},{"$f":"COUNTIF(Helper3_1,\"=\"&G2253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2253)=1, G2253, \"\")","v":2252},{"$f":"IFERROR(SMALL(Index_2,A2253),\"\")","v":2252},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:J2253)),\"\")","v":"GSA_7"},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:K2253)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:L2253)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:M2253)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:N2253)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2253,COLUMNS($J$2:O2253)),\"\")","v":"7 Also at the time of the ELIR, responsibility for GSA's day-to-day management, policy and planning was vested in the Senior Leadership Group (SLG) comprising the Director; Deputy Director (Academic); Deputy Director (Research and Innovation); Registrar and Secretary; Director of Marketing, Communications and Strategy; Director of Development; Director of Human Resources; and Director of Finance and Resources. The SLG was established in November 2018 to facilitate operational needs following the second fire and the departure of the then Director. The SLG replaced a larger body - the Executive - which had included, in addition to all members of what became the SLG, significantly greater academic representation, including all Heads of School and the Heads of Learning and Teaching, and of Research and Enterprise. "}]
[{"$f":"IF('> FILTER <'!B2255<>\"\",ROW(OFFSET(A2254,-1,0)),\"\")","v":2253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2255)),A2254,\"\")","v":2253},{"$f":"IFERROR(SMALL(Helper2_1,A2254),\"\")","v":2253},null,2253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2255)),$A2254,\"\")","v":2253},{"$f":"IFERROR(SMALL(Helper2_2,A2254),\"\")","v":2253},{"$f":"COUNTIF(Helper3_1,\"=\"&G2254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2254)=1, G2254, \"\")","v":2253},{"$f":"IFERROR(SMALL(Index_2,A2254),\"\")","v":2253},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:J2254)),\"\")","v":"GSA_8"},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:K2254)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:L2254)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:M2254)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:N2254)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2254,COLUMNS($J$2:O2254)),\"\")","v":"8 Since 2018, GSA had been led by an Interim Director until the current Director took up her post in May 2020. The Deputy Director (Academic) left GSA in early 2020, and his replacement was not due to join the institution until December 2020. This combination of staffing changes meant that, during the period coinciding with this ELIR, GSA's capacity for senior academic leadership and strategic direction had been limited."}]
[{"$f":"IF('> FILTER <'!B2256<>\"\",ROW(OFFSET(A2255,-1,0)),\"\")","v":2254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2256)),A2255,\"\")","v":2254},{"$f":"IFERROR(SMALL(Helper2_1,A2255),\"\")","v":2254},null,2254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2256)),$A2255,\"\")","v":2254},{"$f":"IFERROR(SMALL(Helper2_2,A2255),\"\")","v":2254},{"$f":"COUNTIF(Helper3_1,\"=\"&G2255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2255)=1, G2255, \"\")","v":2254},{"$f":"IFERROR(SMALL(Index_2,A2255),\"\")","v":2254},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:J2255)),\"\")","v":"GSA_9"},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:K2255)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:L2255)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:M2255)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:N2255)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2255,COLUMNS($J$2:O2255)),\"\")","v":"9 Ultimate authority for academic decision-making within GSA is vested in the Academic Council. Academic Council is advised on matters of quality and standards by the Undergraduate and Postgraduate Committee (UPC), which is in turn supported by the Learning and Teaching Committee (LTC) in respect of quality enhancement. Research degrees are overseen by the Research Degrees Sub Committee (RDSC), which reports to Academic Council via the Research and Enterprise Committee (REC). "}]
[{"$f":"IF('> FILTER <'!B2257<>\"\",ROW(OFFSET(A2256,-1,0)),\"\")","v":2255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2257)),A2256,\"\")","v":2255},{"$f":"IFERROR(SMALL(Helper2_1,A2256),\"\")","v":2255},null,2255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2257)),$A2256,\"\")","v":2255},{"$f":"IFERROR(SMALL(Helper2_2,A2256),\"\")","v":2255},{"$f":"COUNTIF(Helper3_1,\"=\"&G2256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2256)=1, G2256, \"\")","v":2255},{"$f":"IFERROR(SMALL(Index_2,A2256),\"\")","v":2255},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:J2256)),\"\")","v":"GSA_10"},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:K2256)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:L2256)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:M2256)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:N2256)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2256,COLUMNS($J$2:O2256)),\"\")","v":"10 At the time of this ELIR, the Learning and Teaching Committee had temporarily been suspended because of the COVID-19 pandemic. In its place, GSA-wide academic decision-making had been managed by an Academic Continuity Group (ACG), comprising the Heads of School, the Academic Registrar, and the Heads of Learning and Teaching, Technical Support, Library Services, IT Services, and Professional and Continuing Education. There was no student representation on the ACG. This Group reported to the Senior Leadership Group."}]
[{"$f":"IF('> FILTER <'!B2258<>\"\",ROW(OFFSET(A2257,-1,0)),\"\")","v":2256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2258)),A2257,\"\")","v":2256},{"$f":"IFERROR(SMALL(Helper2_1,A2257),\"\")","v":2256},null,2256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2258)),$A2257,\"\")","v":2256},{"$f":"IFERROR(SMALL(Helper2_2,A2257),\"\")","v":2256},{"$f":"COUNTIF(Helper3_1,\"=\"&G2257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2257)=1, G2257, \"\")","v":2256},{"$f":"IFERROR(SMALL(Index_2,A2257),\"\")","v":2256},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:J2257)),\"\")","v":"GSA_10"},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:K2257)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:L2257)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:M2257)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:N2257)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2257,COLUMNS($J$2:O2257)),\"\")","v":"10 At the time of this ELIR, the Learning and Teaching Committee had temporarily been suspended because of the COVID-19 pandemic. In its place, GSA-wide academic decision-making had been managed by an Academic Continuity Group (ACG), comprising the Heads of School, the Academic Registrar, and the Heads of Learning and Teaching, Technical Support, Library Services, IT Services, and Professional and Continuing Education. There was no student representation on the ACG. This Group reported to the Senior Leadership Group."}]
[{"$f":"IF('> FILTER <'!B2259<>\"\",ROW(OFFSET(A2258,-1,0)),\"\")","v":2257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2259)),A2258,\"\")","v":2257},{"$f":"IFERROR(SMALL(Helper2_1,A2258),\"\")","v":2257},null,2257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2259)),$A2258,\"\")","v":2257},{"$f":"IFERROR(SMALL(Helper2_2,A2258),\"\")","v":2257},{"$f":"COUNTIF(Helper3_1,\"=\"&G2258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2258)=1, G2258, \"\")","v":2257},{"$f":"IFERROR(SMALL(Index_2,A2258),\"\")","v":2257},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:J2258)),\"\")","v":"GSA_11"},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:K2258)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:L2258)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:M2258)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:N2258)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2258,COLUMNS($J$2:O2258)),\"\")","v":"11 In 2019-20, GSA had a total headcount of 2,622 students. Of these, 73.3% were undergraduate, 24.8% taught postgraduate, and 1.9% postgraduate research students. 2,396 students were based in Glasgow, 35 at the Highlands and Islands campus and 191 at the Singapore campus. Of these, 37.6% of students were classified as Scottish, 18.7% were from the rest of the UK, 15% were from the EU and 28.7% were non-EU international students.  "}]
[{"$f":"IF('> FILTER <'!B2260<>\"\",ROW(OFFSET(A2259,-1,0)),\"\")","v":2258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2260)),A2259,\"\")","v":2258},{"$f":"IFERROR(SMALL(Helper2_1,A2259),\"\")","v":2258},null,2258,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2260)),$A2259,\"\")","v":2258},{"$f":"IFERROR(SMALL(Helper2_2,A2259),\"\")","v":2258},{"$f":"COUNTIF(Helper3_1,\"=\"&G2259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2259)=1, G2259, \"\")","v":2258},{"$f":"IFERROR(SMALL(Index_2,A2259),\"\")","v":2258},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:J2259)),\"\")","v":"GSA_12"},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:K2259)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:L2259)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:M2259)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:N2259)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2259,COLUMNS($J$2:O2259)),\"\")","v":"12 93 students entering their first year in September 2019 were from Scottish Index of Multiple Deprivation (SIMD) 20/40 backgrounds, against a target of 77 outlined in the Scottish Funding Council Outcome Agreement, with GSA outperforming their target. The number of students entering from further education with advanced standing doubled from 73 to 146 between academic years 2013-14 and 2017-18."}]
[{"$f":"IF('> FILTER <'!B2261<>\"\",ROW(OFFSET(A2260,-1,0)),\"\")","v":2259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2261)),A2260,\"\")","v":2259},{"$f":"IFERROR(SMALL(Helper2_1,A2260),\"\")","v":2259},null,2259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2261)),$A2260,\"\")","v":2259},{"$f":"IFERROR(SMALL(Helper2_2,A2260),\"\")","v":2259},{"$f":"COUNTIF(Helper3_1,\"=\"&G2260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2260)=1, G2260, \"\")","v":2259},{"$f":"IFERROR(SMALL(Index_2,A2260),\"\")","v":2259},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:J2260)),\"\")","v":"GSA_13"},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:K2260)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:L2260)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:M2260)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:N2260)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2260,COLUMNS($J$2:O2260)),\"\")","v":"13 There has been an increase of around 24% in overall student numbers since the 2014 ELIR. This incorporates variable rates of increase in different components of the student body, with the greatest increase among taught postgraduate students. At the time   of the ELIR in autumn 2020, GSA had no plans for any further increase in student numbers; rather its intention was to consolidate numbers around current levels."}]
[{"$f":"IF('> FILTER <'!B2262<>\"\",ROW(OFFSET(A2261,-1,0)),\"\")","v":2260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2262)),A2261,\"\")","v":2260},{"$f":"IFERROR(SMALL(Helper2_1,A2261),\"\")","v":2260},null,2260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2262)),$A2261,\"\")","v":2260},{"$f":"IFERROR(SMALL(Helper2_2,A2261),\"\")","v":2260},{"$f":"COUNTIF(Helper3_1,\"=\"&G2261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2261)=1, G2261, \"\")","v":2260},{"$f":"IFERROR(SMALL(Index_2,A2261),\"\")","v":2260},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:J2261)),\"\")","v":"GSA_14"},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:K2261)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:L2261)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:M2261)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:N2261)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2261,COLUMNS($J$2:O2261)),\"\")","v":"14 In 2018-19, 66.6% of students identified as female, 31.9% as male and 1.5% as other, and GSA offers several disciplines that do not currently meet the Scottish Funding Council (SFC) target that, by 2030, no discipline in a Scottish higher education institution should have an overall gender imbalance greater than 75:25. Although a number of actions had been identified at school level to start addressing this, at the time of the ELIR GSA did not have an institutional gender action plan. "}]
[{"$f":"IF('> FILTER <'!B2263<>\"\",ROW(OFFSET(A2262,-1,0)),\"\")","v":2261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2263)),A2262,\"\")","v":2261},{"$f":"IFERROR(SMALL(Helper2_1,A2262),\"\")","v":2261},null,{"$f":"ROW(OFFSET(E2262,-1,0))","v":2261},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2263)),$A2262,\"\")","v":2261},{"$f":"IFERROR(SMALL(Helper2_2,A2262),\"\")","v":2261},{"$f":"COUNTIF(Helper3_1,\"=\"&G2262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2262)=1, G2262, \"\")","v":2261},{"$f":"IFERROR(SMALL(Index_2,A2262),\"\")","v":2261},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:J2262)),\"\")","v":"GSA_15"},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:K2262)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:L2262)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:M2262)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:N2262)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2262,COLUMNS($J$2:O2262)),\"\")","v":"15 The number of black, Asian and minority ethnic (BAME) students, including EU and international students, has increased in all five schools since the 2014 ELIR. GSA attributes the enhanced progression of Scottish-domiciled BAME students into undergraduate study to the work done on developing extensive outreach activities.  "}]
[{"$f":"IF('> FILTER <'!B2264<>\"\",ROW(OFFSET(A2263,-1,0)),\"\")","v":2262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2264)),A2263,\"\")","v":2262},{"$f":"IFERROR(SMALL(Helper2_1,A2263),\"\")","v":2262},null,2262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2264)),$A2263,\"\")","v":2262},{"$f":"IFERROR(SMALL(Helper2_2,A2263),\"\")","v":2262},{"$f":"COUNTIF(Helper3_1,\"=\"&G2263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2263)=1, G2263, \"\")","v":2262},{"$f":"IFERROR(SMALL(Index_2,A2263),\"\")","v":2262},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:J2263)),\"\")","v":"GSA_16"},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:K2263)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:L2263)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:M2263)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:N2263)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2263,COLUMNS($J$2:O2263)),\"\")","v":"16 Since the 2014 ELIR, progression and retention rates for students have fluctuated in all five schools but are, as stated by GSA, 'above Office for Students calculated benchmarks'. In 2018-19, the percentage of students eligible to progress or graduate ranged from 83.1% in the School of Design to 98% in the Innovation School."}]
[{"$f":"IF('> FILTER <'!B2265<>\"\",ROW(OFFSET(A2264,-1,0)),\"\")","v":2263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2265)),A2264,\"\")","v":2263},{"$f":"IFERROR(SMALL(Helper2_1,A2264),\"\")","v":2263},null,2263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2265)),$A2264,\"\")","v":2263},{"$f":"IFERROR(SMALL(Helper2_2,A2264),\"\")","v":2263},{"$f":"COUNTIF(Helper3_1,\"=\"&G2264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2264)=1, G2264, \"\")","v":2263},{"$f":"IFERROR(SMALL(Index_2,A2264),\"\")","v":2263},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:J2264)),\"\")","v":"GSA_16"},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:K2264)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:L2264)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:M2264)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:N2264)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2264,COLUMNS($J$2:O2264)),\"\")","v":"16 Since the 2014 ELIR, progression and retention rates for students have fluctuated in all five schools but are, as stated by GSA, 'above Office for Students calculated benchmarks'. In 2018-19, the percentage of students eligible to progress or graduate ranged from 83.1% in the School of Design to 98% in the Innovation School."}]
[{"$f":"IF('> FILTER <'!B2266<>\"\",ROW(OFFSET(A2265,-1,0)),\"\")","v":2264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2266)),A2265,\"\")","v":2264},{"$f":"IFERROR(SMALL(Helper2_1,A2265),\"\")","v":2264},null,2264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2266)),$A2265,\"\")","v":2264},{"$f":"IFERROR(SMALL(Helper2_2,A2265),\"\")","v":2264},{"$f":"COUNTIF(Helper3_1,\"=\"&G2265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2265)=1, G2265, \"\")","v":2264},{"$f":"IFERROR(SMALL(Index_2,A2265),\"\")","v":2264},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:J2265)),\"\")","v":"GSA_17"},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:K2265)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:L2265)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:M2265)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:N2265)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2265,COLUMNS($J$2:O2265)),\"\")","v":"17 During the period since the last ELIR, the proportion of undergraduates awarded First or Upper-Second Class degrees was relatively stable, fluctuating between 48% and 54%, until 2018-19, when it increased to 67%; this included 29% of students being awarded First-Class degrees, compared with 31% in 2013-14."}]
[{"$f":"IF('> FILTER <'!B2267<>\"\",ROW(OFFSET(A2266,-1,0)),\"\")","v":2265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2267)),A2266,\"\")","v":2265},{"$f":"IFERROR(SMALL(Helper2_1,A2266),\"\")","v":2265},null,2265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2267)),$A2266,\"\")","v":2265},{"$f":"IFERROR(SMALL(Helper2_2,A2266),\"\")","v":2265},{"$f":"COUNTIF(Helper3_1,\"=\"&G2266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2266)=1, G2266, \"\")","v":2265},{"$f":"IFERROR(SMALL(Index_2,A2266),\"\")","v":2265},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:J2266)),\"\")","v":"GSA_18"},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:K2266)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:L2266)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:M2266)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:N2266)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2266,COLUMNS($J$2:O2266)),\"\")","v":"18 Attainment gaps for BAME students are inconsistent across the period documented online but, overall, appear healthy in comparison with national averages, and have narrowed significantly since 2015-16. Gender shows a more mixed position, with the attainment gap favouring women in some years and men in others. The degree attainment gap between students who disclosed a disability, and those who did not, was 2% in favour of students who disclosed a disability in 2017-18. However, in 2018-19 this had reversed to a gap of 12% in favour of students who had not disclosed a disability. The most striking attainment gap is that between students from overseas in favour of those from Scotland and the rest of the UK, which has varied between 14 and 38 percentage points in the period from 2014-15 and 2018-19. There would be value in GSA considering the underlying reasons for gaps in attainment between different groups of students, and identifying strategies for addressing them."}]
[{"$f":"IF('> FILTER <'!B2268<>\"\",ROW(OFFSET(A2267,-1,0)),\"\")","v":2266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2268)),A2267,\"\")","v":2266},{"$f":"IFERROR(SMALL(Helper2_1,A2267),\"\")","v":2266},null,2266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2268)),$A2267,\"\")","v":2266},{"$f":"IFERROR(SMALL(Helper2_2,A2267),\"\")","v":2266},{"$f":"COUNTIF(Helper3_1,\"=\"&G2267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2267)=1, G2267, \"\")","v":2266},{"$f":"IFERROR(SMALL(Index_2,A2267),\"\")","v":2266},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:J2267)),\"\")","v":"GSA_19"},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:K2267)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:L2267)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:M2267)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:N2267)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2267,COLUMNS($J$2:O2267)),\"\")","v":"19 A GSA-wide Admissions Target Group plans student numbers at programme level by fee status and widening participation status. This ensures that programmes recruit in accordance with their capacity, while GSA meets institution-wide targets. The ELIR team consider that GSA is effective in planning and managing its student population. "}]
[{"$f":"IF('> FILTER <'!B2269<>\"\",ROW(OFFSET(A2268,-1,0)),\"\")","v":2267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2269)),A2268,\"\")","v":2267},{"$f":"IFERROR(SMALL(Helper2_1,A2268),\"\")","v":2267},null,2267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2269)),$A2268,\"\")","v":2267},{"$f":"IFERROR(SMALL(Helper2_2,A2268),\"\")","v":2267},{"$f":"COUNTIF(Helper3_1,\"=\"&G2268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2268)=1, G2268, \"\")","v":2267},{"$f":"IFERROR(SMALL(Index_2,A2268),\"\")","v":2267},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:J2268)),\"\")","v":"GSA_20"},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:K2268)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:L2268)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:M2268)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:N2268)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2268,COLUMNS($J$2:O2268)),\"\")","v":"20 Pre-pandemic preparations for this ELIR were led by the Head of Learning and Teaching and overseen by the Learning and Teaching Committee, which includes the Deputy Director (Academic), all Heads of Schools and Professional Services Departments, and student representatives. A series of writing workshops were central to identifying the core themes of the Reflective Analysis (RA). These workshops, which involved all members of the Learning and Teaching Committee, were organised around a series of questions drawn from the documentary evidence that was being gathered in parallel, and aligned to each section of the RA. At the end of this process, a final workshop was held with Heads of School to clarify GSA's overarching strengths and challenges."}]
[{"$f":"IF('> FILTER <'!B2270<>\"\",ROW(OFFSET(A2269,-1,0)),\"\")","v":2268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2270)),A2269,\"\")","v":2268},{"$f":"IFERROR(SMALL(Helper2_1,A2269),\"\")","v":2268},null,2268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2270)),$A2269,\"\")","v":2268},{"$f":"IFERROR(SMALL(Helper2_2,A2269),\"\")","v":2268},{"$f":"COUNTIF(Helper3_1,\"=\"&G2269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2269)=1, G2269, \"\")","v":2268},{"$f":"IFERROR(SMALL(Index_2,A2269),\"\")","v":2268},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:J2269)),\"\")","v":"GSA_20"},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:K2269)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:L2269)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:M2269)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:N2269)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2269,COLUMNS($J$2:O2269)),\"\")","v":"20 Pre-pandemic preparations for this ELIR were led by the Head of Learning and Teaching and overseen by the Learning and Teaching Committee, which includes the Deputy Director (Academic), all Heads of Schools and Professional Services Departments, and student representatives. A series of writing workshops were central to identifying the core themes of the Reflective Analysis (RA). These workshops, which involved all members of the Learning and Teaching Committee, were organised around a series of questions drawn from the documentary evidence that was being gathered in parallel, and aligned to each section of the RA. At the end of this process, a final workshop was held with Heads of School to clarify GSA's overarching strengths and challenges."}]
[{"$f":"IF('> FILTER <'!B2271<>\"\",ROW(OFFSET(A2270,-1,0)),\"\")","v":2269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2271)),A2270,\"\")","v":2269},{"$f":"IFERROR(SMALL(Helper2_1,A2270),\"\")","v":2269},null,2269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2271)),$A2270,\"\")","v":2269},{"$f":"IFERROR(SMALL(Helper2_2,A2270),\"\")","v":2269},{"$f":"COUNTIF(Helper3_1,\"=\"&G2270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2270)=1, G2270, \"\")","v":2269},{"$f":"IFERROR(SMALL(Index_2,A2270),\"\")","v":2269},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:J2270)),\"\")","v":"GSA_21"},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:K2270)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:L2270)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:M2270)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:N2270)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2270,COLUMNS($J$2:O2270)),\"\")","v":"21 To facilitate effective student engagement in preparations for the ELIR, GSA's Learning and Teaching team held an away day with all Lead Representatives in December 2018 to capture their input. The Lead Representatives subsequently ran three workshops with 26 students from the wider student body to ensure these themes reflected the perspectives of students from across GSA. The Learning and Teaching team held a second workshop in November 2019 with Lead Representatives prior to the submission of the RA to ensure that the strengths and weaknesses outlined in chapter 2 of this document reflected student perceptions. "}]
[{"$f":"IF('> FILTER <'!B2272<>\"\",ROW(OFFSET(A2271,-1,0)),\"\")","v":2270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2272)),A2271,\"\")","v":2270},{"$f":"IFERROR(SMALL(Helper2_1,A2271),\"\")","v":2270},null,2270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2272)),$A2271,\"\")","v":2270},{"$f":"IFERROR(SMALL(Helper2_2,A2271),\"\")","v":2270},{"$f":"COUNTIF(Helper3_1,\"=\"&G2271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2271)=1, G2271, \"\")","v":2270},{"$f":"IFERROR(SMALL(Index_2,A2271),\"\")","v":2270},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:J2271)),\"\")","v":"GSA_22"},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:K2271)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:L2271)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:M2271)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:N2271)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2271,COLUMNS($J$2:O2271)),\"\")","v":"22 Staff were engaged in preparations for the ELIR through several avenues, including the Learning and Teaching Committee, Undergraduate and Postgraduate Committee, schools Boards of Studies and Academic Council."}]
[{"$f":"IF('> FILTER <'!B2273<>\"\",ROW(OFFSET(A2272,-1,0)),\"\")","v":2271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2273)),A2272,\"\")","v":2271},{"$f":"IFERROR(SMALL(Helper2_1,A2272),\"\")","v":2271},null,2271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2273)),$A2272,\"\")","v":2271},{"$f":"IFERROR(SMALL(Helper2_2,A2272),\"\")","v":2271},{"$f":"COUNTIF(Helper3_1,\"=\"&G2272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2272)=1, G2272, \"\")","v":2271},{"$f":"IFERROR(SMALL(Index_2,A2272),\"\")","v":2271},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:J2272)),\"\")","v":"GSA_23"},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:K2272)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:L2272)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:M2272)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:N2272)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2272,COLUMNS($J$2:O2272)),\"\")","v":"23 As an outcome of this process, GSA agreed the following contextual themes: maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, and the practical, organisational and emotional challenges GSA has faced since the last ELIR; exploring ways to improve student representation and engagement; engaging with equality, diversity and inclusion; developing cross-GSA strategic approaches to enhancement and change management."}]
[{"$f":"IF('> FILTER <'!B2274<>\"\",ROW(OFFSET(A2273,-1,0)),\"\")","v":2272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2274)),A2273,\"\")","v":2272},{"$f":"IFERROR(SMALL(Helper2_1,A2273),\"\")","v":2272},null,2272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2274)),$A2273,\"\")","v":2272},{"$f":"IFERROR(SMALL(Helper2_2,A2273),\"\")","v":2272},{"$f":"COUNTIF(Helper3_1,\"=\"&G2273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2273)=1, G2273, \"\")","v":2272},{"$f":"IFERROR(SMALL(Index_2,A2273),\"\")","v":2272},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:J2273)),\"\")","v":"GSA_24"},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:K2273)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:L2273)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:M2273)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:N2273)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2273,COLUMNS($J$2:O2273)),\"\")","v":"24 Overall, the team concluded that GSA's preparation for the ELIR had been effective and inclusive, and that these themes represented key aspects of GSA's operational context, capturing topics which have had a substantive impact on the staff and student experience and enhancement activities. "}]
[{"$f":"IF('> FILTER <'!B2275<>\"\",ROW(OFFSET(A2274,-1,0)),\"\")","v":2273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2275)),A2274,\"\")","v":2273},{"$f":"IFERROR(SMALL(Helper2_1,A2274),\"\")","v":2273},null,2273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2275)),$A2274,\"\")","v":2273},{"$f":"IFERROR(SMALL(Helper2_2,A2274),\"\")","v":2273},{"$f":"COUNTIF(Helper3_1,\"=\"&G2274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2274)=1, G2274, \"\")","v":2273},{"$f":"IFERROR(SMALL(Index_2,A2274),\"\")","v":2273},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:J2274)),\"\")","v":"GSA_24"},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:K2274)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:L2274)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:M2274)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:N2274)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2274,COLUMNS($J$2:O2274)),\"\")","v":"24 Overall, the team concluded that GSA's preparation for the ELIR had been effective and inclusive, and that these themes represented key aspects of GSA's operational context, capturing topics which have had a substantive impact on the staff and student experience and enhancement activities. "}]
[{"$f":"IF('> FILTER <'!B2276<>\"\",ROW(OFFSET(A2275,-1,0)),\"\")","v":2274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2276)),A2275,\"\")","v":2274},{"$f":"IFERROR(SMALL(Helper2_1,A2275),\"\")","v":2274},null,2274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2276)),$A2275,\"\")","v":2274},{"$f":"IFERROR(SMALL(Helper2_2,A2275),\"\")","v":2274},{"$f":"COUNTIF(Helper3_1,\"=\"&G2275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2275)=1, G2275, \"\")","v":2274},{"$f":"IFERROR(SMALL(Index_2,A2275),\"\")","v":2274},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:J2275)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:K2275)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:L2275)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:M2275)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:N2275)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2275,COLUMNS($J$2:O2275)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2277<>\"\",ROW(OFFSET(A2276,-1,0)),\"\")","v":2275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2277)),A2276,\"\")","v":2275},{"$f":"IFERROR(SMALL(Helper2_1,A2276),\"\")","v":2275},null,2275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2277)),$A2276,\"\")","v":2275},{"$f":"IFERROR(SMALL(Helper2_2,A2276),\"\")","v":2275},{"$f":"COUNTIF(Helper3_1,\"=\"&G2276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2276)=1, G2276, \"\")","v":2275},{"$f":"IFERROR(SMALL(Index_2,A2276),\"\")","v":2275},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:J2276)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:K2276)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:L2276)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:M2276)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:N2276)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2276,COLUMNS($J$2:O2276)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2278<>\"\",ROW(OFFSET(A2277,-1,0)),\"\")","v":2276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2278)),A2277,\"\")","v":2276},{"$f":"IFERROR(SMALL(Helper2_1,A2277),\"\")","v":2276},null,2276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2278)),$A2277,\"\")","v":2276},{"$f":"IFERROR(SMALL(Helper2_2,A2277),\"\")","v":2276},{"$f":"COUNTIF(Helper3_1,\"=\"&G2277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2277)=1, G2277, \"\")","v":2276},{"$f":"IFERROR(SMALL(Index_2,A2277),\"\")","v":2276},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:J2277)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:K2277)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:L2277)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:M2277)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:N2277)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2277,COLUMNS($J$2:O2277)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2279<>\"\",ROW(OFFSET(A2278,-1,0)),\"\")","v":2277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2279)),A2278,\"\")","v":2277},{"$f":"IFERROR(SMALL(Helper2_1,A2278),\"\")","v":2277},null,2277,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2279)),$A2278,\"\")","v":2277},{"$f":"IFERROR(SMALL(Helper2_2,A2278),\"\")","v":2277},{"$f":"COUNTIF(Helper3_1,\"=\"&G2278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2278)=1, G2278, \"\")","v":2277},{"$f":"IFERROR(SMALL(Index_2,A2278),\"\")","v":2277},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:J2278)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:K2278)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:L2278)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:M2278)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:N2278)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2278,COLUMNS($J$2:O2278)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2280<>\"\",ROW(OFFSET(A2279,-1,0)),\"\")","v":2278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2280)),A2279,\"\")","v":2278},{"$f":"IFERROR(SMALL(Helper2_1,A2279),\"\")","v":2278},null,2278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2280)),$A2279,\"\")","v":2278},{"$f":"IFERROR(SMALL(Helper2_2,A2279),\"\")","v":2278},{"$f":"COUNTIF(Helper3_1,\"=\"&G2279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2279)=1, G2279, \"\")","v":2278},{"$f":"IFERROR(SMALL(Index_2,A2279),\"\")","v":2278},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:J2279)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:K2279)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:L2279)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:M2279)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:N2279)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2279,COLUMNS($J$2:O2279)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2281<>\"\",ROW(OFFSET(A2280,-1,0)),\"\")","v":2279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2281)),A2280,\"\")","v":2279},{"$f":"IFERROR(SMALL(Helper2_1,A2280),\"\")","v":2279},null,2279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2281)),$A2280,\"\")","v":2279},{"$f":"IFERROR(SMALL(Helper2_2,A2280),\"\")","v":2279},{"$f":"COUNTIF(Helper3_1,\"=\"&G2280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2280)=1, G2280, \"\")","v":2279},{"$f":"IFERROR(SMALL(Index_2,A2280),\"\")","v":2279},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:J2280)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:K2280)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:L2280)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:M2280)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:N2280)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2280,COLUMNS($J$2:O2280)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2282<>\"\",ROW(OFFSET(A2281,-1,0)),\"\")","v":2280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2282)),A2281,\"\")","v":2280},{"$f":"IFERROR(SMALL(Helper2_1,A2281),\"\")","v":2280},null,2280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2282)),$A2281,\"\")","v":2280},{"$f":"IFERROR(SMALL(Helper2_2,A2281),\"\")","v":2280},{"$f":"COUNTIF(Helper3_1,\"=\"&G2281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2281)=1, G2281, \"\")","v":2280},{"$f":"IFERROR(SMALL(Index_2,A2281),\"\")","v":2280},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:J2281)),\"\")","v":"GSA_25"},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:K2281)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:L2281)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:M2281)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:N2281)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2281,COLUMNS($J$2:O2281)),\"\")","v":"25 The 2014 ELIR identified positive practice in the following areas: student engagement; student exchange; student support; employability initiatives; professional development for academic staff; identifying and sharing good practice; GSA Singapore; collaborative provision policy. The RA described action taken since 2014 to consolidate these strengths, or planned activities designed to build upon them further."}]
[{"$f":"IF('> FILTER <'!B2283<>\"\",ROW(OFFSET(A2282,-1,0)),\"\")","v":2281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2283)),A2282,\"\")","v":2281},{"$f":"IFERROR(SMALL(Helper2_1,A2282),\"\")","v":2281},null,2281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2283)),$A2282,\"\")","v":2281},{"$f":"IFERROR(SMALL(Helper2_2,A2282),\"\")","v":2281},{"$f":"COUNTIF(Helper3_1,\"=\"&G2282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2282)=1, G2282, \"\")","v":2281},{"$f":"IFERROR(SMALL(Index_2,A2282),\"\")","v":2281},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:J2282)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:K2282)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:L2282)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:M2282)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:N2282)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2282,COLUMNS($J$2:O2282)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2284<>\"\",ROW(OFFSET(A2283,-1,0)),\"\")","v":2282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2284)),A2283,\"\")","v":2282},{"$f":"IFERROR(SMALL(Helper2_1,A2283),\"\")","v":2282},null,2282,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2284)),$A2283,\"\")","v":2282},{"$f":"IFERROR(SMALL(Helper2_2,A2283),\"\")","v":2282},{"$f":"COUNTIF(Helper3_1,\"=\"&G2283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2283)=1, G2283, \"\")","v":2282},{"$f":"IFERROR(SMALL(Index_2,A2283),\"\")","v":2282},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:J2283)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:K2283)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:L2283)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:M2283)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:N2283)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2283,COLUMNS($J$2:O2283)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2285<>\"\",ROW(OFFSET(A2284,-1,0)),\"\")","v":2283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2285)),A2284,\"\")","v":2283},{"$f":"IFERROR(SMALL(Helper2_1,A2284),\"\")","v":2283},null,2283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2285)),$A2284,\"\")","v":2283},{"$f":"IFERROR(SMALL(Helper2_2,A2284),\"\")","v":2283},{"$f":"COUNTIF(Helper3_1,\"=\"&G2284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2284)=1, G2284, \"\")","v":2283},{"$f":"IFERROR(SMALL(Index_2,A2284),\"\")","v":2283},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:J2284)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:K2284)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:L2284)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:M2284)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:N2284)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2284,COLUMNS($J$2:O2284)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2286<>\"\",ROW(OFFSET(A2285,-1,0)),\"\")","v":2284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2286)),A2285,\"\")","v":2284},{"$f":"IFERROR(SMALL(Helper2_1,A2285),\"\")","v":2284},null,2284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2286)),$A2285,\"\")","v":2284},{"$f":"IFERROR(SMALL(Helper2_2,A2285),\"\")","v":2284},{"$f":"COUNTIF(Helper3_1,\"=\"&G2285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2285)=1, G2285, \"\")","v":2284},{"$f":"IFERROR(SMALL(Index_2,A2285),\"\")","v":2284},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:J2285)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:K2285)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:L2285)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:M2285)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:N2285)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2285,COLUMNS($J$2:O2285)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2287<>\"\",ROW(OFFSET(A2286,-1,0)),\"\")","v":2285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2287)),A2286,\"\")","v":2285},{"$f":"IFERROR(SMALL(Helper2_1,A2286),\"\")","v":2285},null,2285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2287)),$A2286,\"\")","v":2285},{"$f":"IFERROR(SMALL(Helper2_2,A2286),\"\")","v":2285},{"$f":"COUNTIF(Helper3_1,\"=\"&G2286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2286)=1, G2286, \"\")","v":2285},{"$f":"IFERROR(SMALL(Index_2,A2286),\"\")","v":2285},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:J2286)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:K2286)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:L2286)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:M2286)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:N2286)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2286,COLUMNS($J$2:O2286)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2288<>\"\",ROW(OFFSET(A2287,-1,0)),\"\")","v":2286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2288)),A2287,\"\")","v":2286},{"$f":"IFERROR(SMALL(Helper2_1,A2287),\"\")","v":2286},null,2286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2288)),$A2287,\"\")","v":2286},{"$f":"IFERROR(SMALL(Helper2_2,A2287),\"\")","v":2286},{"$f":"COUNTIF(Helper3_1,\"=\"&G2287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2287)=1, G2287, \"\")","v":2286},{"$f":"IFERROR(SMALL(Index_2,A2287),\"\")","v":2286},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:J2287)),\"\")","v":"GSA_26"},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:K2287)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:L2287)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:M2287)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:N2287)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2287,COLUMNS($J$2:O2287)),\"\")","v":"26 The 2014 ELIR also identified seven areas for development: assessment and feedback; Learning and Teaching Enhancement Strategy; management of enhancement projects; strategic approach to employability; provision for postgraduate research students; provision of information; management information. The RA described actions GSA had taken, which had varying levels of effectiveness, since 2014 to address these areas. The RA identified that assessment and feedback continued to present particular challenges, and that the effectiveness of GSA's practices in this area remained a focus of negative student perceptions. In respect of employability, while GSA had developed a strategic institutional approach, it remained a challenge to ensure that students recognised employability-related learning encounters within their programmes. These themes are discussed further in Section 2. "}]
[{"$f":"IF('> FILTER <'!B2289<>\"\",ROW(OFFSET(A2288,-1,0)),\"\")","v":2287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2289)),A2288,\"\")","v":2287},{"$f":"IFERROR(SMALL(Helper2_1,A2288),\"\")","v":2287},null,2287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2289)),$A2288,\"\")","v":2287},{"$f":"IFERROR(SMALL(Helper2_2,A2288),\"\")","v":2287},{"$f":"COUNTIF(Helper3_1,\"=\"&G2288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2288)=1, G2288, \"\")","v":2287},{"$f":"IFERROR(SMALL(Index_2,A2288),\"\")","v":2287},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:J2288)),\"\")","v":"GSA_27"},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:K2288)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:L2288)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:M2288)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:N2288)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2288,COLUMNS($J$2:O2288)),\"\")","v":"27 Engagement with student representatives, particularly Lead Representatives, and with the broader student body through student-led workshops (paragraphs 46 and 48) were significant factors in shaping the contextualised themes for the ELIR, and informing commentary and analysis throughout the RA. In particular, student perceptions fed into explicit summaries of strengths and weaknesses in the provision that concluded each chapter of the RA. Wider sources of student feedback, including the NSS and GSA's internal Student Experience Survey (SES), were also analysed to ensure direct feedback from students informed the RA. Meetings during the ELIR provided evidence that students, particularly Student Association officers and Lead Representatives, had a good understanding both of the process, and of the themes that formed the focus of the ELIR. Taken as a whole, the ELIR team considered these activities provided a range of opportunities for staff and students to engage with and influence the School's ELIR preparations."}]
[{"$f":"IF('> FILTER <'!B2290<>\"\",ROW(OFFSET(A2289,-1,0)),\"\")","v":2288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2290)),A2289,\"\")","v":2288},{"$f":"IFERROR(SMALL(Helper2_1,A2289),\"\")","v":2288},null,2288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2290)),$A2289,\"\")","v":2288},{"$f":"IFERROR(SMALL(Helper2_2,A2289),\"\")","v":2288},{"$f":"COUNTIF(Helper3_1,\"=\"&G2289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2289)=1, G2289, \"\")","v":2288},{"$f":"IFERROR(SMALL(Index_2,A2289),\"\")","v":2288},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:J2289)),\"\")","v":"GSA_28"},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:K2289)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:L2289)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:M2289)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:N2289)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2289,COLUMNS($J$2:O2289)),\"\")","v":"28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "}]
[{"$f":"IF('> FILTER <'!B2291<>\"\",ROW(OFFSET(A2290,-1,0)),\"\")","v":2289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2291)),A2290,\"\")","v":2289},{"$f":"IFERROR(SMALL(Helper2_1,A2290),\"\")","v":2289},null,2289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2291)),$A2290,\"\")","v":2289},{"$f":"IFERROR(SMALL(Helper2_2,A2290),\"\")","v":2289},{"$f":"COUNTIF(Helper3_1,\"=\"&G2290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2290)=1, G2290, \"\")","v":2289},{"$f":"IFERROR(SMALL(Index_2,A2290),\"\")","v":2289},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:J2290)),\"\")","v":"GSA_28"},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:K2290)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:L2290)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:M2290)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:N2290)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2290,COLUMNS($J$2:O2290)),\"\")","v":"28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "}]
[{"$f":"IF('> FILTER <'!B2292<>\"\",ROW(OFFSET(A2291,-1,0)),\"\")","v":2290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2292)),A2291,\"\")","v":2290},{"$f":"IFERROR(SMALL(Helper2_1,A2291),\"\")","v":2290},null,2290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2292)),$A2291,\"\")","v":2290},{"$f":"IFERROR(SMALL(Helper2_2,A2291),\"\")","v":2290},{"$f":"COUNTIF(Helper3_1,\"=\"&G2291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2291)=1, G2291, \"\")","v":2290},{"$f":"IFERROR(SMALL(Index_2,A2291),\"\")","v":2290},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:J2291)),\"\")","v":"GSA_28"},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:K2291)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:L2291)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:M2291)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:N2291)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2291,COLUMNS($J$2:O2291)),\"\")","v":"28 The effectiveness of GSA's arrangements for managing quality is limited currently, such that the quality of the student learning experience and the academic standards of the awards it offers would continue to be placed at risk if GSA did not take action. As a matter of priority, GSA should make demonstrable progress in particular in its work on partnership, communication and consultation with the student body, responding to student views, and ensuring that staff and students have a clear understanding of institutional expectations around assessment and feedback. "}]
[{"$f":"IF('> FILTER <'!B2293<>\"\",ROW(OFFSET(A2292,-1,0)),\"\")","v":2291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2293)),A2292,\"\")","v":2291},{"$f":"IFERROR(SMALL(Helper2_1,A2292),\"\")","v":2291},null,2291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2293)),$A2292,\"\")","v":2291},{"$f":"IFERROR(SMALL(Helper2_2,A2292),\"\")","v":2291},{"$f":"COUNTIF(Helper3_1,\"=\"&G2292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2292)=1, G2292, \"\")","v":2291},{"$f":"IFERROR(SMALL(Index_2,A2292),\"\")","v":2291},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:J2292)),\"\")","v":"GSA_29"},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:K2292)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:L2292)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:M2292)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:N2292)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2292,COLUMNS($J$2:O2292)),\"\")","v":"29 Throughout GSA's operational plans between 2014-19, there has been a commitment to explore ways of improving student representation and engagement. The institution identified this as an area of contextualisation for the ELIR, stating in the RA: 'before the first fire, GSA had identified the need to improve its student voice approach. Whilst it has remained clear since then that students value the community of GSA, the need to systematically engage with the students through renewed forms of student engagement has been a constant since 2014 and the majority of our enhancement activity has been in response to this'. "}]
[{"$f":"IF('> FILTER <'!B2294<>\"\",ROW(OFFSET(A2293,-1,0)),\"\")","v":2292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2294)),A2293,\"\")","v":2292},{"$f":"IFERROR(SMALL(Helper2_1,A2293),\"\")","v":2292},null,2292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2294)),$A2293,\"\")","v":2292},{"$f":"IFERROR(SMALL(Helper2_2,A2293),\"\")","v":2292},{"$f":"COUNTIF(Helper3_1,\"=\"&G2293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2293)=1, G2293, \"\")","v":2292},{"$f":"IFERROR(SMALL(Index_2,A2293),\"\")","v":2292},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:J2293)),\"\")","v":"GSA_30"},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:K2293)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:L2293)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:M2293)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:N2293)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2293,COLUMNS($J$2:O2293)),\"\")","v":"30 GSA recognises that, in particular, 'closing the feedback loop' has been an 'intractable concern' since 2014. Since 2016-17, NSS scores related to Student Voice and Organisation and Management have been poor, recorded at between 55.07-62% and 48.84-52.58% satisfaction respectively. In all student meetings during the Planning and Review visits, students indicated that communication, including responding to student feedback, remained a priority area for development."}]
[{"$f":"IF('> FILTER <'!B2295<>\"\",ROW(OFFSET(A2294,-1,0)),\"\")","v":2293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2295)),A2294,\"\")","v":2293},{"$f":"IFERROR(SMALL(Helper2_1,A2294),\"\")","v":2293},null,2293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2295)),$A2294,\"\")","v":2293},{"$f":"IFERROR(SMALL(Helper2_2,A2294),\"\")","v":2293},{"$f":"COUNTIF(Helper3_1,\"=\"&G2294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2294)=1, G2294, \"\")","v":2293},{"$f":"IFERROR(SMALL(Index_2,A2294),\"\")","v":2293},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:J2294)),\"\")","v":"GSA_31"},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:K2294)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:L2294)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:M2294)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:N2294)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2294,COLUMNS($J$2:O2294)),\"\")","v":"31 GSA funds the Students' Association (GSASA) which supports a range of clubs  and societies and coordinates student representative activities. In 2016, the GSA-led Student Voice initiative was launched, which comprised a collaborative review of the formal mechanisms for student representation. The new structure for student representation, introduced in 2018, includes remunerated Lead Representative posts for each school at undergraduate and taught postgraduate (PGT) levels, and a similar cross-school postgraduate research (PGR) post. Lead Representatives sit on each School Forum, programme-level Student-Staff Consultative Committees (SSCC) and Boards of Study, acting as a conduit between the student body and senior management. In turn, these Lead Representatives support class representatives, one for each year group per programme. Lead Representatives are supported through training from GSASA, in partnership with Student Partnership in Quality Scotland (sparqs) and the GSA Learning and Teaching team."}]
[{"$f":"IF('> FILTER <'!B2296<>\"\",ROW(OFFSET(A2295,-1,0)),\"\")","v":2294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2296)),A2295,\"\")","v":2294},{"$f":"IFERROR(SMALL(Helper2_1,A2295),\"\")","v":2294},null,2294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2296)),$A2295,\"\")","v":2294},{"$f":"IFERROR(SMALL(Helper2_2,A2295),\"\")","v":2294},{"$f":"COUNTIF(Helper3_1,\"=\"&G2295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2295)=1, G2295, \"\")","v":2294},{"$f":"IFERROR(SMALL(Index_2,A2295),\"\")","v":2294},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:J2295)),\"\")","v":"GSA_32"},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:K2295)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:L2295)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:M2295)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:N2295)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2295,COLUMNS($J$2:O2295)),\"\")","v":"32 A full review and evaluation of the new representation structure was undertaken in partnership with sparqs in 2018-19. A one-day workshop, held in February 2019, attended by 20 staff and students from across GSA, acknowledged the opportunities that the new structure afforded students in having better access to decision-making, increased opportunities to offer feedback and increased representation on school-level committees. Key areas identified for further development included students' lack of clarity in how their feedback is considered and responded to, as well as challenges in the student representative recruitment cycle. It was agreed that Student Representative Recruitment, Training and Development activities would be revised, a set of actions designed to help close the feedback loop would be put in place, and a Student Voice Working Group would be established. Students who met with the ELIR team showed little awareness of the Student Voice initiative. During the ELIR, the team was told by staff that their ambition was to work in partnership with students in decision-making and that there was a need to change the culture around the student voice. "}]
[{"$f":"IF('> FILTER <'!B2297<>\"\",ROW(OFFSET(A2296,-1,0)),\"\")","v":2295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2297)),A2296,\"\")","v":2295},{"$f":"IFERROR(SMALL(Helper2_1,A2296),\"\")","v":2295},null,2295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2297)),$A2296,\"\")","v":2295},{"$f":"IFERROR(SMALL(Helper2_2,A2296),\"\")","v":2295},{"$f":"COUNTIF(Helper3_1,\"=\"&G2296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2296)=1, G2296, \"\")","v":2295},{"$f":"IFERROR(SMALL(Index_2,A2296),\"\")","v":2295},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:J2296)),\"\")","v":"GSA_33"},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:K2296)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:L2296)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:M2296)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:N2296)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2296,COLUMNS($J$2:O2296)),\"\")","v":"33 Lead Representatives reported that they feel central to their School. The team found that the Lead Representative system was viewed positively by staff and students, and was working 'reasonably well' but the support provided for student representatives could be enhanced. During the ELIR, student representatives reported that there were meetings with class representatives and programme leaders, but not with Heads of School, and cited an example of a Board of Studies where no training was provided and students were faced with 'piles of papers'. The ELIR team heard from senior staff that GSA was planning to hold meetings with GSASA and Lead Representatives prior to Boards of Study but, at the time of the ELIR, this initiative to prepare students effectively for their roles on committees had not yet commenced. "}]
[{"$f":"IF('> FILTER <'!B2298<>\"\",ROW(OFFSET(A2297,-1,0)),\"\")","v":2296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2298)),A2297,\"\")","v":2296},{"$f":"IFERROR(SMALL(Helper2_1,A2297),\"\")","v":2296},null,2296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2298)),$A2297,\"\")","v":2296},{"$f":"IFERROR(SMALL(Helper2_2,A2297),\"\")","v":2296},{"$f":"COUNTIF(Helper3_1,\"=\"&G2297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2297)=1, G2297, \"\")","v":2296},{"$f":"IFERROR(SMALL(Index_2,A2297),\"\")","v":2296},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:J2297)),\"\")","v":"GSA_34"},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:K2297)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:L2297)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:M2297)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:N2297)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2297,COLUMNS($J$2:O2297)),\"\")","v":"34 GSA's Annual Report to the Scottish Funding Council for 2017-18 notes that 'there was some concern that international students could feel isolated and that more could be done to assist with integration.' During the ELIR, student representatives who met with the team indicated that they would like there to be an additional, remunerated international representative to ensure that international students' views are fully represented within the student body. This was considered to be particularly important at the Forres campus, where most students are international. The ELIR team subsequently learned from additional information supplied by GSA that, from the beginning of academic year 2020-21, an additional Lead Representative had been appointed for the Forres campus."}]
[{"$f":"IF('> FILTER <'!B2299<>\"\",ROW(OFFSET(A2298,-1,0)),\"\")","v":2297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2299)),A2298,\"\")","v":2297},{"$f":"IFERROR(SMALL(Helper2_1,A2298),\"\")","v":2297},null,2297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2299)),$A2298,\"\")","v":2297},{"$f":"IFERROR(SMALL(Helper2_2,A2298),\"\")","v":2297},{"$f":"COUNTIF(Helper3_1,\"=\"&G2298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2298)=1, G2298, \"\")","v":2297},{"$f":"IFERROR(SMALL(Index_2,A2298),\"\")","v":2297},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:J2298)),\"\")","v":"GSA_35"},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:K2298)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:L2298)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:M2298)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:N2298)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2298,COLUMNS($J$2:O2298)),\"\")","v":"35 The ELIR team was told by postgraduate students during the review, that the PGT Lead Representatives held regular meetings with staff, who operated an open-door policy, and that the system was working well. PGR students reported that their student representatives were effective in reporting concerns to the Head of Doctoral Studies. Although students viewed the system as being relatively effective at postgraduate level,  they would welcome 'greater diversity' in student representation.  "}]
[{"$f":"IF('> FILTER <'!B2300<>\"\",ROW(OFFSET(A2299,-1,0)),\"\")","v":2298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2300)),A2299,\"\")","v":2298},{"$f":"IFERROR(SMALL(Helper2_1,A2299),\"\")","v":2298},null,2298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2300)),$A2299,\"\")","v":2298},{"$f":"IFERROR(SMALL(Helper2_2,A2299),\"\")","v":2298},{"$f":"COUNTIF(Helper3_1,\"=\"&G2299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2299)=1, G2299, \"\")","v":2298},{"$f":"IFERROR(SMALL(Index_2,A2299),\"\")","v":2298},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:J2299)),\"\")","v":"GSA_35"},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:K2299)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:L2299)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:M2299)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:N2299)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2299,COLUMNS($J$2:O2299)),\"\")","v":"35 The ELIR team was told by postgraduate students during the review, that the PGT Lead Representatives held regular meetings with staff, who operated an open-door policy, and that the system was working well. PGR students reported that their student representatives were effective in reporting concerns to the Head of Doctoral Studies. Although students viewed the system as being relatively effective at postgraduate level,  they would welcome 'greater diversity' in student representation.  "}]
[{"$f":"IF('> FILTER <'!B2301<>\"\",ROW(OFFSET(A2300,-1,0)),\"\")","v":2299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2301)),A2300,\"\")","v":2299},{"$f":"IFERROR(SMALL(Helper2_1,A2300),\"\")","v":2299},null,2299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2301)),$A2300,\"\")","v":2299},{"$f":"IFERROR(SMALL(Helper2_2,A2300),\"\")","v":2299},{"$f":"COUNTIF(Helper3_1,\"=\"&G2300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2300)=1, G2300, \"\")","v":2299},{"$f":"IFERROR(SMALL(Index_2,A2300),\"\")","v":2299},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:J2300)),\"\")","v":"GSA_36"},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:K2300)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:L2300)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:M2300)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:N2300)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2300,COLUMNS($J$2:O2300)),\"\")","v":"36 Although the introduction of Lead Representatives has been welcomed as a positive step, the ELIR team established that the overall student representation structure is not making an impact on the students' perception and experience of their relationship with GSA. Students expressed the view that, while programme level committees work well and staff are responsive, the institutional response is poor and, beyond Lead Representative level, undergraduate issues 'disappear into the ether'. The GSASA reported that problems become incremental because they are not addressed in 'a timely way.' A proposal for a remunerated 'Liberation Representative' had also been made by the GSASA to GSA and although the new Director had been in favour, at the time of the ELIR, this had not yet been initiated. "}]
[{"$f":"IF('> FILTER <'!B2302<>\"\",ROW(OFFSET(A2301,-1,0)),\"\")","v":2300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2302)),A2301,\"\")","v":2300},{"$f":"IFERROR(SMALL(Helper2_1,A2301),\"\")","v":2300},null,2300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2302)),$A2301,\"\")","v":2300},{"$f":"IFERROR(SMALL(Helper2_2,A2301),\"\")","v":2300},{"$f":"COUNTIF(Helper3_1,\"=\"&G2301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2301)=1, G2301, \"\")","v":2300},{"$f":"IFERROR(SMALL(Index_2,A2301),\"\")","v":2300},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:J2301)),\"\")","v":"GSA_37"},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:K2301)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:L2301)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:M2301)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:N2301)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2301,COLUMNS($J$2:O2301)),\"\")","v":"37 The President of GSASA is a member of Academic Council, the Undergraduate and Postgraduate Committee (UPG), the UPC Programme Approval Group (UPCPAG), the Programme Amendment and Course  Approval and Amendment Group (PACAAG) and the Board of Governors. Student representatives who met with the ELIR team reported that more training was required to support the President in their role. GSA reported that it was currently reviewing student representation on the Board of Governors, to include another representative in addition to the President, and widening representation on Academic Council. These changes are to comply with the Higher Education Governance (Scotland) Act 2016 and the Scottish Code of Good Higher Education Governance (2017 edition), but at the time of the ELIR these changes were not yet implemented. "}]
[{"$f":"IF('> FILTER <'!B2303<>\"\",ROW(OFFSET(A2302,-1,0)),\"\")","v":2301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2303)),A2302,\"\")","v":2301},{"$f":"IFERROR(SMALL(Helper2_1,A2302),\"\")","v":2301},null,2301,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2303)),$A2302,\"\")","v":2301},{"$f":"IFERROR(SMALL(Helper2_2,A2302),\"\")","v":2301},{"$f":"COUNTIF(Helper3_1,\"=\"&G2302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2302)=1, G2302, \"\")","v":2301},{"$f":"IFERROR(SMALL(Index_2,A2302),\"\")","v":2301},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:J2302)),\"\")","v":"GSA_37"},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:K2302)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:L2302)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:M2302)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:N2302)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2302,COLUMNS($J$2:O2302)),\"\")","v":"37 The President of GSASA is a member of Academic Council, the Undergraduate and Postgraduate Committee (UPG), the UPC Programme Approval Group (UPCPAG), the Programme Amendment and Course  Approval and Amendment Group (PACAAG) and the Board of Governors. Student representatives who met with the ELIR team reported that more training was required to support the President in their role. GSA reported that it was currently reviewing student representation on the Board of Governors, to include another representative in addition to the President, and widening representation on Academic Council. These changes are to comply with the Higher Education Governance (Scotland) Act 2016 and the Scottish Code of Good Higher Education Governance (2017 edition), but at the time of the ELIR these changes were not yet implemented. "}]
[{"$f":"IF('> FILTER <'!B2304<>\"\",ROW(OFFSET(A2303,-1,0)),\"\")","v":2302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2304)),A2303,\"\")","v":2302},{"$f":"IFERROR(SMALL(Helper2_1,A2303),\"\")","v":2302},null,2302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2304)),$A2303,\"\")","v":2302},{"$f":"IFERROR(SMALL(Helper2_2,A2303),\"\")","v":2302},{"$f":"COUNTIF(Helper3_1,\"=\"&G2303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2303)=1, G2303, \"\")","v":2302},{"$f":"IFERROR(SMALL(Index_2,A2303),\"\")","v":2302},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:J2303)),\"\")","v":"GSA_38"},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:K2303)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:L2303)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:M2303)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:N2303)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2303,COLUMNS($J$2:O2303)),\"\")","v":"38 Building on positive progress made with the introduction of Lead Representatives, GSA should continue to embed effective arrangements for student representation. In particular, GSA should aim to promote a culture where student representatives are involved wherever possible, including in any groupings outside the formal committee structure, at     all levels. GSA should also work with student representatives in a mutually-beneficial partnership to consider what tailored training and briefing would be most effective to allow them to contribute effectively to committees and groups, and ensure that representatives have the information they need to fulfil their roles with confidence. "}]
[{"$f":"IF('> FILTER <'!B2305<>\"\",ROW(OFFSET(A2304,-1,0)),\"\")","v":2303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2305)),A2304,\"\")","v":2303},{"$f":"IFERROR(SMALL(Helper2_1,A2304),\"\")","v":2303},null,2303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2305)),$A2304,\"\")","v":2303},{"$f":"IFERROR(SMALL(Helper2_2,A2304),\"\")","v":2303},{"$f":"COUNTIF(Helper3_1,\"=\"&G2304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2304)=1, G2304, \"\")","v":2303},{"$f":"IFERROR(SMALL(Index_2,A2304),\"\")","v":2303},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:J2304)),\"\")","v":"GSA_39"},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:K2304)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:L2304)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:M2304)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:N2304)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2304,COLUMNS($J$2:O2304)),\"\")","v":"39 GSA aspires to effective partnership working between staff and students but recognises from student feedback that this is experienced more strongly at the level of the programme than it is at a broader institutional level."}]
[{"$f":"IF('> FILTER <'!B2306<>\"\",ROW(OFFSET(A2305,-1,0)),\"\")","v":2304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2306)),A2305,\"\")","v":2304},{"$f":"IFERROR(SMALL(Helper2_1,A2305),\"\")","v":2304},null,2304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2306)),$A2305,\"\")","v":2304},{"$f":"IFERROR(SMALL(Helper2_2,A2305),\"\")","v":2304},{"$f":"COUNTIF(Helper3_1,\"=\"&G2305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2305)=1, G2305, \"\")","v":2304},{"$f":"IFERROR(SMALL(Index_2,A2305),\"\")","v":2304},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:J2305)),\"\")","v":"GSA_40"},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:K2305)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:L2305)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:M2305)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:N2305)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2305,COLUMNS($J$2:O2305)),\"\")","v":"40 GSASA and GSA have attempted to formalise a Relationship Agreement but this has never been finalised. During the ELIR, senior staff reported that a draft was produced in 2017, written principally by the Director of Finance but agreement was hampered by the liquidation of GSASA's commercial operation. The RA noted that the Relationship Agreement was nearing completion in 2019. GSA confirmed that the Relationship Agreement would not be finalised until after a new GSASA Executive Manager was appointed in November 2020. The ELIR team was not able to see the draft agreement as requested. GSA indicated that it was under negotiation and, at the time of the current ELIR, senior staff indicated that there were no agreed timescales in place for its resolution but that they expected this to be in the near future."}]
[{"$f":"IF('> FILTER <'!B2307<>\"\",ROW(OFFSET(A2306,-1,0)),\"\")","v":2305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2307)),A2306,\"\")","v":2305},{"$f":"IFERROR(SMALL(Helper2_1,A2306),\"\")","v":2305},null,2305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2307)),$A2306,\"\")","v":2305},{"$f":"IFERROR(SMALL(Helper2_2,A2306),\"\")","v":2305},{"$f":"COUNTIF(Helper3_1,\"=\"&G2306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2306)=1, G2306, \"\")","v":2305},{"$f":"IFERROR(SMALL(Index_2,A2306),\"\")","v":2305},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:J2306)),\"\")","v":"GSA_41"},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:K2306)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:L2306)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:M2306)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:N2306)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2306,COLUMNS($J$2:O2306)),\"\")","v":"41 The ELIR team learned that the GSASA attributes the delay in finalising the Relationship Agreement to the changes and vacancies in the GSA management team. As a result, the GSASA feels itself held 'at arms' length' by GSA's senior management. GSASA representatives expressed a desire to see an agreement that sets out areas of mutual priority and makes clear that GSA and GSASA are equal partners, and it is not merely a 'mouthpiece for management'. The team heard that GSASA wishes to be recognised as a mature and strategic vehicle to facilitate student engagement with the potential to support the institution. "}]
[{"$f":"IF('> FILTER <'!B2308<>\"\",ROW(OFFSET(A2307,-1,0)),\"\")","v":2306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2308)),A2307,\"\")","v":2306},{"$f":"IFERROR(SMALL(Helper2_1,A2307),\"\")","v":2306},null,2306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2308)),$A2307,\"\")","v":2306},{"$f":"IFERROR(SMALL(Helper2_2,A2307),\"\")","v":2306},{"$f":"COUNTIF(Helper3_1,\"=\"&G2307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2307)=1, G2307, \"\")","v":2306},{"$f":"IFERROR(SMALL(Index_2,A2307),\"\")","v":2306},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:J2307)),\"\")","v":"GSA_42"},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:K2307)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:L2307)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:M2307)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:N2307)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2307,COLUMNS($J$2:O2307)),\"\")","v":"42 A Student Voice Working Group (SVWG) was proposed following a workshop delivered by Student Partnerships in Quality Scotland (sparqs), in February 2019, which delivered a Student Engagement Analysis evaluation workshop of GSA's student engagement infrastructure. Attended by 20 staff and students from across the schools at GSA, it identified the need for student representatives to have better access to decision-makers, increased opportunities for students to offer feedback, and increased student representation on school-level committees. However, at the time of the ELIR, the SVWG had only met once, in the first semester 2019-20 and student representatives who met with the ELIR team seemed largely unaware of its existence. Minutes were not taken    at the SVWG. The second planned meeting was cancelled as GSA responded to the COVID-19 pandemic. Staff reported that the ambition was to work in partnership with students and recognised the need to change the culture around the student voice and to involve students in decision-making, but reported that the SVWG was on hold until the arrival of the new Deputy Director (Academic). "}]
[{"$f":"IF('> FILTER <'!B2309<>\"\",ROW(OFFSET(A2308,-1,0)),\"\")","v":2307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2309)),A2308,\"\")","v":2307},{"$f":"IFERROR(SMALL(Helper2_1,A2308),\"\")","v":2307},null,2307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2309)),$A2308,\"\")","v":2307},{"$f":"IFERROR(SMALL(Helper2_2,A2308),\"\")","v":2307},{"$f":"COUNTIF(Helper3_1,\"=\"&G2308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2308)=1, G2308, \"\")","v":2307},{"$f":"IFERROR(SMALL(Index_2,A2308),\"\")","v":2307},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:J2308)),\"\")","v":"GSA_43"},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:K2308)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:L2308)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:M2308)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:N2308)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2308,COLUMNS($J$2:O2308)),\"\")","v":"43 GSA highlights that the Student Voice site hosted its virtual learning environment as a key part of its mechanism for facilitating student feedback via representation. The ELIR team noted that the site links to a blog written by the Deputy Director, where the front page contains the message, 'We are aware that in the past there has been a gap in how we have communicated our responses to your feedback: the impact that feedback has, how it is listened to, considered, and put into use. This new blog is a space in which we hope to start to address this and is one part of a series of steps that we are taking to make this information more available to you'. However, there have been no new posts to this blog since February 2019 and the ELIR team learned it had lapsed after the departure of the Deputy Director in 2020. The team considered that there would be value in ensuring that the Student Voice initiative, given its strategic nature, is owned and embedded at institutional level and operationalised through institutional committee structures, rather than being reliant on one individual staff member."}]
[{"$f":"IF('> FILTER <'!B2310<>\"\",ROW(OFFSET(A2309,-1,0)),\"\")","v":2308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2310)),A2309,\"\")","v":2308},{"$f":"IFERROR(SMALL(Helper2_1,A2309),\"\")","v":2308},null,2308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2310)),$A2309,\"\")","v":2308},{"$f":"IFERROR(SMALL(Helper2_2,A2309),\"\")","v":2308},{"$f":"COUNTIF(Helper3_1,\"=\"&G2309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2309)=1, G2309, \"\")","v":2308},{"$f":"IFERROR(SMALL(Index_2,A2309),\"\")","v":2308},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:J2309)),\"\")","v":"GSA_44"},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:K2309)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:L2309)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:M2309)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:N2309)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2309,COLUMNS($J$2:O2309)),\"\")","v":"44 It is recommended that GSA works to establish a culture where students are seen as equal partners, engaged individually and collectively in the development and enhancement of their educational experience. This should include setting out an agreed approach which allows progress to be made on matters of mutual priority where GSA and its Students' Association work together to enhance the student experience - for example, making demonstrable progress in finalising the existing Relationship Agreement and developing a new Student Partnership Agreement which both codifies the ways of working and facilitates actions being taken."}]
[{"$f":"IF('> FILTER <'!B2311<>\"\",ROW(OFFSET(A2310,-1,0)),\"\")","v":2309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2311)),A2310,\"\")","v":2309},{"$f":"IFERROR(SMALL(Helper2_1,A2310),\"\")","v":2309},null,2309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2311)),$A2310,\"\")","v":2309},{"$f":"IFERROR(SMALL(Helper2_2,A2310),\"\")","v":2309},{"$f":"COUNTIF(Helper3_1,\"=\"&G2310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2310)=1, G2310, \"\")","v":2309},{"$f":"IFERROR(SMALL(Index_2,A2310),\"\")","v":2309},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:J2310)),\"\")","v":"GSA_45"},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:K2310)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:L2310)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:M2310)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:N2310)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2310,COLUMNS($J$2:O2310)),\"\")","v":"45 GSA recognises that processes for communicating with students appear to have suffered in the wake of the various institutional disruptions and is aware of the need to establish a sense of engagement with students in its communications rather than simply relaying information. "}]
[{"$f":"IF('> FILTER <'!B2312<>\"\",ROW(OFFSET(A2311,-1,0)),\"\")","v":2310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2312)),A2311,\"\")","v":2310},{"$f":"IFERROR(SMALL(Helper2_1,A2311),\"\")","v":2310},null,2310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2312)),$A2311,\"\")","v":2310},{"$f":"IFERROR(SMALL(Helper2_2,A2311),\"\")","v":2310},{"$f":"COUNTIF(Helper3_1,\"=\"&G2311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2311)=1, G2311, \"\")","v":2310},{"$f":"IFERROR(SMALL(Index_2,A2311),\"\")","v":2310},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:J2311)),\"\")","v":"GSA_46"},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:K2311)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:L2311)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:M2311)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:N2311)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2311,COLUMNS($J$2:O2311)),\"\")","v":"46 Students stated that they were not satisfied with the communication processes and consultation in the pre-pandemic period. In student-led ELIR workshops to identify positive feedback and areas to improve for inclusion in the RA, the following areas were identified: 'lack of cohesive communication between higher staff (senior management) and staff and therefore staff and students'; staff in general, 'not being aware of what is going on in other courses, and in some cases in regards to their own submissions and feedback, for example an essay due a few days after a studio submission or students being expected to continue developing work without feedback after a submission'; and 'last minute/lack of communication' and 'lack of information provided to students (and staff) around crucial changes happening within GSA, for example the move to Stow building and the move of the administration staff'."}]
[{"$f":"IF('> FILTER <'!B2313<>\"\",ROW(OFFSET(A2312,-1,0)),\"\")","v":2311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2313)),A2312,\"\")","v":2311},{"$f":"IFERROR(SMALL(Helper2_1,A2312),\"\")","v":2311},null,2311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2313)),$A2312,\"\")","v":2311},{"$f":"IFERROR(SMALL(Helper2_2,A2312),\"\")","v":2311},{"$f":"COUNTIF(Helper3_1,\"=\"&G2312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2312)=1, G2312, \"\")","v":2311},{"$f":"IFERROR(SMALL(Index_2,A2312),\"\")","v":2311},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:J2312)),\"\")","v":"GSA_47"},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:K2312)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:L2312)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:M2312)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:N2312)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2312,COLUMNS($J$2:O2312)),\"\")","v":"47 During the ELIR visits, students who met with the team reported that, while communication can work well at programme level, they considered there to be an issue at the institutional level. Students perceived that GSA presents itself to them in too corporate a manner, with emails sent out that present a picture of an institution concerned with reputation and perhaps more appropriate to those external to it rather than addressing issues that directly concern students - for example, the UCU staff strike in November 2019. Corporate or institutional language was perceived as a barrier to understanding important information by students. "}]
[{"$f":"IF('> FILTER <'!B2314<>\"\",ROW(OFFSET(A2313,-1,0)),\"\")","v":2312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2314)),A2313,\"\")","v":2312},{"$f":"IFERROR(SMALL(Helper2_1,A2313),\"\")","v":2312},null,2312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2314)),$A2313,\"\")","v":2312},{"$f":"IFERROR(SMALL(Helper2_2,A2313),\"\")","v":2312},{"$f":"COUNTIF(Helper3_1,\"=\"&G2313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2313)=1, G2313, \"\")","v":2312},{"$f":"IFERROR(SMALL(Index_2,A2313),\"\")","v":2312},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:J2313)),\"\")","v":"GSA_48"},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:K2313)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:L2313)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:M2313)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:N2313)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2313,COLUMNS($J$2:O2313)),\"\")","v":"48 In the summary report of the student-led ELIR workshops, written by students and presented to GSA LTC in June 2019, student views around communication included: the need for better organisation of information - be it on the virtual learning environment (VLE),  email or printed posters; an over saturation of information both physically and digitally; and too many irrelevant emails and notifications. Students who met with the ELIR team, and those involved in student-led workshops in preparation for ELIR, indicated that a reliance on email and the VLE for institutional communications led to an overwhelming number of emails, and difficulty in differentiating between important information and generic marketing communications."}]
[{"$f":"IF('> FILTER <'!B2315<>\"\",ROW(OFFSET(A2314,-1,0)),\"\")","v":2313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2315)),A2314,\"\")","v":2313},{"$f":"IFERROR(SMALL(Helper2_1,A2314),\"\")","v":2313},null,2313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2315)),$A2314,\"\")","v":2313},{"$f":"IFERROR(SMALL(Helper2_2,A2314),\"\")","v":2313},{"$f":"COUNTIF(Helper3_1,\"=\"&G2314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2314)=1, G2314, \"\")","v":2313},{"$f":"IFERROR(SMALL(Index_2,A2314),\"\")","v":2313},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:J2314)),\"\")","v":"GSA_49"},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:K2314)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:L2314)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:M2314)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:N2314)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2314,COLUMNS($J$2:O2314)),\"\")","v":"49 Students also reported a lack of capacity to communicate easily with each other via GSA mechanisms, citing an absence of student-run forums or groups on the VLE or the availability of email distribution lists, and stated that while committees on which students sit provide a platform for communicating directly with staff, they do not seem to have a significant impact. The student perception is that they give feedback but communication about how feedback is acted upon is sometimes missing.  "}]
[{"$f":"IF('> FILTER <'!B2316<>\"\",ROW(OFFSET(A2315,-1,0)),\"\")","v":2314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2316)),A2315,\"\")","v":2314},{"$f":"IFERROR(SMALL(Helper2_1,A2315),\"\")","v":2314},null,2314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2316)),$A2315,\"\")","v":2314},{"$f":"IFERROR(SMALL(Helper2_2,A2315),\"\")","v":2314},{"$f":"COUNTIF(Helper3_1,\"=\"&G2315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2315)=1, G2315, \"\")","v":2314},{"$f":"IFERROR(SMALL(Index_2,A2315),\"\")","v":2314},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:J2315)),\"\")","v":"GSA_50"},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:K2315)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:L2315)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:M2315)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:N2315)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2315,COLUMNS($J$2:O2315)),\"\")","v":"50 The importance of establishing effective communication with students has been recognised by GSA and highlighted further recently as a priority area in feedback from GSA's Complaints Handling Procedure and submissions to the QAA Scottish Concerns Scheme following the cessation of face-to-face teaching and the closure of buildings in March due to the COVID-19 pandemic.[1] A new strategy for communications is planned and will be taken forward by the incoming Deputy Director Academic and the Director of Communications. The ELIR team understand that the President of GSASA will be involved in ensuring student engagement in the development of this strategy. "}]
[{"$f":"IF('> FILTER <'!B2317<>\"\",ROW(OFFSET(A2316,-1,0)),\"\")","v":2315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2317)),A2316,\"\")","v":2315},{"$f":"IFERROR(SMALL(Helper2_1,A2316),\"\")","v":2315},null,2315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2317)),$A2316,\"\")","v":2315},{"$f":"IFERROR(SMALL(Helper2_2,A2316),\"\")","v":2315},{"$f":"COUNTIF(Helper3_1,\"=\"&G2316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2316)=1, G2316, \"\")","v":2315},{"$f":"IFERROR(SMALL(Index_2,A2316),\"\")","v":2315},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:J2316)),\"\")","v":"GSA_51"},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:K2316)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:L2316)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:M2316)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:N2316)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2316,COLUMNS($J$2:O2316)),\"\")","v":"51 It is recommended that GSA reviews (as planned), develops and implements a comprehensive and effective communications strategy, which includes all key stakeholders. In particular, in partnership with students, establish and embed effective and accessible communication channels which are responsive to student comment and engagement, and which foster a culture of mutual respect, openness and information sharing."}]
[{"$f":"IF('> FILTER <'!B2318<>\"\",ROW(OFFSET(A2317,-1,0)),\"\")","v":2316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2318)),A2317,\"\")","v":2316},{"$f":"IFERROR(SMALL(Helper2_1,A2317),\"\")","v":2316},null,2316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2318)),$A2317,\"\")","v":2316},{"$f":"IFERROR(SMALL(Helper2_2,A2317),\"\")","v":2316},{"$f":"COUNTIF(Helper3_1,\"=\"&G2317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2317)=1, G2317, \"\")","v":2316},{"$f":"IFERROR(SMALL(Index_2,A2317),\"\")","v":2316},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:J2317)),\"\")","v":"GSA_52"},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:K2317)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:L2317)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:M2317)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:N2317)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2317,COLUMNS($J$2:O2317)),\"\")","v":"52 GSA collects student feedback through a variety of mechanisms: the National Student Survey (NSS); the internal Student Experience Survey (SES) for undergraduate students, which runs twice a year; an equivalent survey for postgraduate students (PGTSES) which replaced the external Postgraduate Taught Experience Survey (PTES) survey run by Advance HE, where responses had been low for many years; and an annual postgraduate research student survey, results from which are considered alongside school and programme level feedback. Staff reported that the internal postgraduate survey was yielding useful data and was proving to be an effective tool. Results from these surveys have informed the development of various initiatives designed to improve the student experience including the development of the Learning and Teaching Enhancement Strategy and Student Voice Initiative (paragraphs 42-43). "}]
[{"$f":"IF('> FILTER <'!B2319<>\"\",ROW(OFFSET(A2318,-1,0)),\"\")","v":2317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2319)),A2318,\"\")","v":2317},{"$f":"IFERROR(SMALL(Helper2_1,A2318),\"\")","v":2317},null,2317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2319)),$A2318,\"\")","v":2317},{"$f":"IFERROR(SMALL(Helper2_2,A2318),\"\")","v":2317},{"$f":"COUNTIF(Helper3_1,\"=\"&G2318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2318)=1, G2318, \"\")","v":2317},{"$f":"IFERROR(SMALL(Index_2,A2318),\"\")","v":2317},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:J2318)),\"\")","v":"GSA_53"},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:K2318)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:L2318)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:M2318)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:N2318)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2318,COLUMNS($J$2:O2318)),\"\")","v":"53 GSA acknowledges that, despite a range of GSA-wide surveys related to the student experience and action taken in the light of analysis of the views expressed - both    in internal and external surveys - results have witnessed a downward trend in student satisfaction scores. GSA identify the headline concerns in its NSS as: organisation and management; access to specialist equipment and resources; communication and closing the feedback loop; embedding of professional practice; and assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B2320<>\"\",ROW(OFFSET(A2319,-1,0)),\"\")","v":2318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2320)),A2319,\"\")","v":2318},{"$f":"IFERROR(SMALL(Helper2_1,A2319),\"\")","v":2318},null,2318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2320)),$A2319,\"\")","v":2318},{"$f":"IFERROR(SMALL(Helper2_2,A2319),\"\")","v":2318},{"$f":"COUNTIF(Helper3_1,\"=\"&G2319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2319)=1, G2319, \"\")","v":2318},{"$f":"IFERROR(SMALL(Index_2,A2319),\"\")","v":2318},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:J2319)),\"\")","v":"GSA_54"},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:K2319)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:L2319)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:M2319)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:N2319)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2319,COLUMNS($J$2:O2319)),\"\")","v":"54 In a summary report on the National Student Survey 2019-20 considered at its Undergraduate and Postgraduate Committee, GSA reported that overall satisfaction reduced from 68.6% in 2019 to 57.66% in 2020 and state that, 'this overall satisfaction result does not meet the sector average, nor the GSA target performance indicator, and represents a continued downward trend over the last five years'. Declines in satisfaction were seen across all eight main areas of the survey, with the biggest occurring in the following categories: student voice, organisation and management, academic support, assessment and feedback and teaching quality."}]
[{"$f":"IF('> FILTER <'!B2321<>\"\",ROW(OFFSET(A2320,-1,0)),\"\")","v":2319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2321)),A2320,\"\")","v":2319},{"$f":"IFERROR(SMALL(Helper2_1,A2320),\"\")","v":2319},null,2319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2321)),$A2320,\"\")","v":2319},{"$f":"IFERROR(SMALL(Helper2_2,A2320),\"\")","v":2319},{"$f":"COUNTIF(Helper3_1,\"=\"&G2320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2320)=1, G2320, \"\")","v":2319},{"$f":"IFERROR(SMALL(Index_2,A2320),\"\")","v":2319},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:J2320)),\"\")","v":"GSA_55"},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:K2320)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:L2320)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:M2320)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:N2320)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2320,COLUMNS($J$2:O2320)),\"\")","v":"55 In the light of actions taken by GSA not prompting improvement in the NSS scores, GSA introduced a Student Experience Action Tracker (SEAT) in 2018 to facilitate a more rigorous approach to action tracking on cross-institutional issues and provide a means of communicating to students where progress stands on specific actions. The tracker was posted on the Student Voice Canvas site and updates were reported regularly to LTC. However, the ELIR team understands that work on the SEAT had been paused following  the departure of the Deputy Director and the ongoing impact of the pandemic and, at the time of the ELIR, the SEAT had not been updated since November 2019. The SEAT has considerable potential as a vehicle for monitoring and communicating enhancement actions, and the team encourages GSA to ensure this work resumes."}]
[{"$f":"IF('> FILTER <'!B2322<>\"\",ROW(OFFSET(A2321,-1,0)),\"\")","v":2320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2322)),A2321,\"\")","v":2320},{"$f":"IFERROR(SMALL(Helper2_1,A2321),\"\")","v":2320},null,2320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2322)),$A2321,\"\")","v":2320},{"$f":"IFERROR(SMALL(Helper2_2,A2321),\"\")","v":2320},{"$f":"COUNTIF(Helper3_1,\"=\"&G2321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2321)=1, G2321, \"\")","v":2320},{"$f":"IFERROR(SMALL(Index_2,A2321),\"\")","v":2320},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:J2321)),\"\")","v":"GSA_56"},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:K2321)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:L2321)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:M2321)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:N2321)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2321,COLUMNS($J$2:O2321)),\"\")","v":"56 GSA acknowledged that the way in which enhancement was currently approached was not effective and placed a burden on staff. In response, the new Director is developing a collaborative and transparent approach to manage GSA's response to the results and feedback it receives via the NSS. From meetings during the review, the ELIR team understand that the Director is taking personal responsibility for the reworking of the NSS action plan to take account of four areas: teaching and learning; assessment; organisation and management; and equality and diversity."}]
[{"$f":"IF('> FILTER <'!B2323<>\"\",ROW(OFFSET(A2322,-1,0)),\"\")","v":2321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2323)),A2322,\"\")","v":2321},{"$f":"IFERROR(SMALL(Helper2_1,A2322),\"\")","v":2321},null,2321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2323)),$A2322,\"\")","v":2321},{"$f":"IFERROR(SMALL(Helper2_2,A2322),\"\")","v":2321},{"$f":"COUNTIF(Helper3_1,\"=\"&G2322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2322)=1, G2322, \"\")","v":2321},{"$f":"IFERROR(SMALL(Index_2,A2322),\"\")","v":2321},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:J2322)),\"\")","v":"GSA_57"},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:K2322)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:L2322)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:M2322)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:N2322)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2322,COLUMNS($J$2:O2322)),\"\")","v":"57 Students that met with the ELIR team considered that the Heads of Departments were very receptive to student feedback, but also believed there was a perceived unwillingness to make changes at school and institutional level. Students also expressed the view that course tutors did not always receive effective communication from more senior staff and that there was little interaction between senior management and the general student body. "}]
[{"$f":"IF('> FILTER <'!B2324<>\"\",ROW(OFFSET(A2323,-1,0)),\"\")","v":2322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2324)),A2323,\"\")","v":2322},{"$f":"IFERROR(SMALL(Helper2_1,A2323),\"\")","v":2322},null,2322,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2324)),$A2323,\"\")","v":2322},{"$f":"IFERROR(SMALL(Helper2_2,A2323),\"\")","v":2322},{"$f":"COUNTIF(Helper3_1,\"=\"&G2323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2323)=1, G2323, \"\")","v":2322},{"$f":"IFERROR(SMALL(Index_2,A2323),\"\")","v":2322},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:J2323)),\"\")","v":"GSA_58"},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:K2323)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:L2323)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:M2323)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:N2323)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2323,COLUMNS($J$2:O2323)),\"\")","v":"58 It is recommended that GSA continues to develop an effective and systematic approach to understanding and addressing student feedback, drawing on the National Student Survey and institutional surveys, which allows for the identification and resolution of issues in sufficient detail, both at institutional and programme level, and which supports the effective sharing of good practice. "}]
[{"$f":"IF('> FILTER <'!B2325<>\"\",ROW(OFFSET(A2324,-1,0)),\"\")","v":2323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2325)),A2324,\"\")","v":2323},{"$f":"IFERROR(SMALL(Helper2_1,A2324),\"\")","v":2323},null,2323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2325)),$A2324,\"\")","v":2323},{"$f":"IFERROR(SMALL(Helper2_2,A2324),\"\")","v":2323},{"$f":"COUNTIF(Helper3_1,\"=\"&G2324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2324)=1, G2324, \"\")","v":2323},{"$f":"IFERROR(SMALL(Index_2,A2324),\"\")","v":2323},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:J2324)),\"\")","v":"GSA_59"},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:K2324)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:L2324)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:M2324)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:N2324)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2324,COLUMNS($J$2:O2324)),\"\")","v":"59 GSA identified 'Engaging with Equality, Diversity and Inclusion' as an area of contextualisation for the ELIR, citing that, 'operationally this has meant not just an increase in administrative mechanisms to drive change, but also a significant debate about curriculum and the way art, design, and architecture are fostered'. GSA state in their SFC Outcome Agreement Update 2019-20 that, 'Equality, diversity and participation are embedded within our Outcome Agreement and made explicit through our specific actions which can be evidenced through local-level Equality Impact Assessments, in relation to specific SFC aims and priorities. This is in line with the GSA's approach to mainstreaming equality'. "}]
[{"$f":"IF('> FILTER <'!B2326<>\"\",ROW(OFFSET(A2325,-1,0)),\"\")","v":2324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2326)),A2325,\"\")","v":2324},{"$f":"IFERROR(SMALL(Helper2_1,A2325),\"\")","v":2324},null,2324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2326)),$A2325,\"\")","v":2324},{"$f":"IFERROR(SMALL(Helper2_2,A2325),\"\")","v":2324},{"$f":"COUNTIF(Helper3_1,\"=\"&G2325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2325)=1, G2325, \"\")","v":2324},{"$f":"IFERROR(SMALL(Index_2,A2325),\"\")","v":2324},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:J2325)),\"\")","v":"GSA_60"},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:K2325)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:L2325)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:M2325)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:N2325)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2325,COLUMNS($J$2:O2325)),\"\")","v":"60 GSA has a diverse student population with students from 79 countries and strong international recruitment overall (paragraph 11). The student population at undergraduate level is predominantly white and female (paragraph 14), with between 20% and 30% of students identifying as BAME on most programmes - although most of this statistic is accounted for by overseas students; 10% of UK-domiciled students are from BAME backgrounds.Equality, Diversity and Inclusion training is mandatory for all staff through an online module introduced in 2018, completion of which is monitored by the Human Resources Committee and the Senior Leadership Group. "}]
[{"$f":"IF('> FILTER <'!B2327<>\"\",ROW(OFFSET(A2326,-1,0)),\"\")","v":2325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2327)),A2326,\"\")","v":2325},{"$f":"IFERROR(SMALL(Helper2_1,A2326),\"\")","v":2325},null,{"$f":"ROW(OFFSET(E2326,-1,0))","v":2325},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2327)),$A2326,\"\")","v":2325},{"$f":"IFERROR(SMALL(Helper2_2,A2326),\"\")","v":2325},{"$f":"COUNTIF(Helper3_1,\"=\"&G2326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2326)=1, G2326, \"\")","v":2325},{"$f":"IFERROR(SMALL(Index_2,A2326),\"\")","v":2325},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:J2326)),\"\")","v":"GSA_61"},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:K2326)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:L2326)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:M2326)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:N2326)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2326,COLUMNS($J$2:O2326)),\"\")","v":"61 GSA has engaged in a comprehensive programme of writing and reviewing policy  in relation to equality and diversity, with Equality Impact Assessment (EIA) Summary Reports both for processes and individual programmes published on its website. GSA reported that significant resources had been provided to support undertaking Equality Impact Assessments. There are five separate frameworks and each department uses the model that works best for them. Staff that met with the ELIR team considered the production of EIAs as a positive activity with genuine impact and reported that EIAs had guided a great deal of work in response to the changing student demographic, leading to the integration of inclusive practices, particularly relating to learning and teaching. Actions are identified on an ongoing basis through the EIA summary report action plans which are reflected upon in an iterative process through programme-level Quality Enhancement Action Plans (QEAPs) submitted as part of the Programme Monitoring and Annual Reporting (PMAR) process (paragraphs 188 and 189). QEAPs are discussed at SSCC meetings, which include student representation. School QEAPs bring together cross-school actions. "}]
[{"$f":"IF('> FILTER <'!B2328<>\"\",ROW(OFFSET(A2327,-1,0)),\"\")","v":2326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2328)),A2327,\"\")","v":2326},{"$f":"IFERROR(SMALL(Helper2_1,A2327),\"\")","v":2326},null,2326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2328)),$A2327,\"\")","v":2326},{"$f":"IFERROR(SMALL(Helper2_2,A2327),\"\")","v":2326},{"$f":"COUNTIF(Helper3_1,\"=\"&G2327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2327)=1, G2327, \"\")","v":2326},{"$f":"IFERROR(SMALL(Index_2,A2327),\"\")","v":2326},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:J2327)),\"\")","v":"GSA_62"},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:K2327)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:L2327)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:M2327)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:N2327)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2327,COLUMNS($J$2:O2327)),\"\")","v":"62 Students that met with the ELIR team stated that they were aware of GSA's approach to EIA but perceived little tangible change as a result, reporting their perception that too many EIAs were marked 'not applicable' (particularly during the period of the pandemic from March 2020) and they were 'generally not used as rigorously as they should be'. Students also stated their views that some areas of equality and diversity support are not yet sufficiently developed and that more could be done. During the ELIR, students cited examples of issues including: a lack of LGBTQ+ trained counsellors; considerable work needed from student representatives and the GSASA to have designated gender-neutral toilets and no functioning lifts being available for a significant period in some key student areas."}]
[{"$f":"IF('> FILTER <'!B2329<>\"\",ROW(OFFSET(A2328,-1,0)),\"\")","v":2327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2329)),A2328,\"\")","v":2327},{"$f":"IFERROR(SMALL(Helper2_1,A2328),\"\")","v":2327},null,2327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2329)),$A2328,\"\")","v":2327},{"$f":"IFERROR(SMALL(Helper2_2,A2328),\"\")","v":2327},{"$f":"COUNTIF(Helper3_1,\"=\"&G2328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2328)=1, G2328, \"\")","v":2327},{"$f":"IFERROR(SMALL(Index_2,A2328),\"\")","v":2327},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:J2328)),\"\")","v":"GSA_63"},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:K2328)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:L2328)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:M2328)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:N2328)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2328,COLUMNS($J$2:O2328)),\"\")","v":"63 Staff and students are both aware that BAME groups are underrepresented among staff, with only 5% of staff indicating they are from a BAME background. The EIAs have been productive since 2015 in identifying areas for action, and positive initiatives for tackling underrepresentation at programme level have included talks and symposia. There is also a gender imbalance among both staff and students. The ELIR team learned that measures were being taken to address this on a course basis through annual monitoring and GSA is about to work on a four-year plan, using EIAs, but this work remained at the stage of evidence gathering.  "}]
[{"$f":"IF('> FILTER <'!B2330<>\"\",ROW(OFFSET(A2329,-1,0)),\"\")","v":2328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2330)),A2329,\"\")","v":2328},{"$f":"IFERROR(SMALL(Helper2_1,A2329),\"\")","v":2328},null,2328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2330)),$A2329,\"\")","v":2328},{"$f":"IFERROR(SMALL(Helper2_2,A2329),\"\")","v":2328},{"$f":"COUNTIF(Helper3_1,\"=\"&G2329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2329)=1, G2329, \"\")","v":2328},{"$f":"IFERROR(SMALL(Index_2,A2329),\"\")","v":2328},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:J2329)),\"\")","v":"GSA_64"},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:K2329)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:L2329)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:M2329)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:N2329)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2329,COLUMNS($J$2:O2329)),\"\")","v":"64 The GSASA organised responses to Black History Month, funded by GSA, and staff pointed to the Black Art Matters initiative. Students considered that GSA had not provided an adequate response to Black Lives Matter and Black History Month, and were concerned that they were not yet involved in the formulation of the institution's Race Action Plan. The ELIR team established that GSA is discussing a Race Action Plan at institutional level but acknowledges that work is still at a very early stage."}]
[{"$f":"IF('> FILTER <'!B2331<>\"\",ROW(OFFSET(A2330,-1,0)),\"\")","v":2329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2331)),A2330,\"\")","v":2329},{"$f":"IFERROR(SMALL(Helper2_1,A2330),\"\")","v":2329},null,2329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2331)),$A2330,\"\")","v":2329},{"$f":"IFERROR(SMALL(Helper2_2,A2330),\"\")","v":2329},{"$f":"COUNTIF(Helper3_1,\"=\"&G2330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2330)=1, G2330, \"\")","v":2329},{"$f":"IFERROR(SMALL(Index_2,A2330),\"\")","v":2329},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:J2330)),\"\")","v":"GSA_65"},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:K2330)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:L2330)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:M2330)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:N2330)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2330,COLUMNS($J$2:O2330)),\"\")","v":"65 As a result of the mismatch in staff and student views on equality and diversity expressed during the review, it was the ELIR team's view that there would be considerable benefit in GSA continuing progress with plans to develop and embed the institutional approach to equality and diversity, introducing an effective mechanism to oversee and monitor GSA-wide action including implementation of recommendations resulting from Equality Impact Assessments."}]
[{"$f":"IF('> FILTER <'!B2332<>\"\",ROW(OFFSET(A2331,-1,0)),\"\")","v":2330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2332)),A2331,\"\")","v":2330},{"$f":"IFERROR(SMALL(Helper2_1,A2331),\"\")","v":2330},null,2330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2332)),$A2331,\"\")","v":2330},{"$f":"IFERROR(SMALL(Helper2_2,A2331),\"\")","v":2330},{"$f":"COUNTIF(Helper3_1,\"=\"&G2331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2331)=1, G2331, \"\")","v":2330},{"$f":"IFERROR(SMALL(Index_2,A2331),\"\")","v":2330},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:J2331)),\"\")","v":"GSA_66"},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:K2331)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:L2331)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:M2331)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:N2331)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2331,COLUMNS($J$2:O2331)),\"\")","v":"66 Diversifying and decolonising the curriculum are both areas that GSA has addressed at programme and institutional levels to some extent. Some of the work has  been led by GSASA. Diversifying the curriculum has been tackled through broadening the scope of cultural reference and the matter of access and inclusivity through professional development for staff. Decolonising the curriculum has been approached via specific strategies, groups and events, such as: the GSASA-supported People of Colour Collective; the Race, Rights and Sovereignty public lecture series; and the renewal of course reading lists and library initiatives in relation to collections. Other initiatives included dedicated library resources, online packages on Equality and Diversity, and classes on related topics but this was considered to be 'a work in progress' by academic staff who met with the ELIR team. During meetings with the team, students attested that there was a will to address these issues (paragraphs 110-111)."}]
[{"$f":"IF('> FILTER <'!B2333<>\"\",ROW(OFFSET(A2332,-1,0)),\"\")","v":2331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2333)),A2332,\"\")","v":2331},{"$f":"IFERROR(SMALL(Helper2_1,A2332),\"\")","v":2331},null,2331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2333)),$A2332,\"\")","v":2331},{"$f":"IFERROR(SMALL(Helper2_2,A2332),\"\")","v":2331},{"$f":"COUNTIF(Helper3_1,\"=\"&G2332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2332)=1, G2332, \"\")","v":2331},{"$f":"IFERROR(SMALL(Index_2,A2332),\"\")","v":2331},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:J2332)),\"\")","v":"GSA_67"},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:K2332)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:L2332)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:M2332)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:N2332)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2332,COLUMNS($J$2:O2332)),\"\")","v":"67 GSA's campus at Forres, situated in a rural environment, has experienced a rapid increase in international students, leading the institution to consider how best to manage its community engagement. The Innovation School, which delivers programmes at Forres, is considering expanding the current programme offering at Forres, as it is considered that the campus is currently under-used. The ELIR team heard from staff about examples of excellent community building activity in the Forres campus with a large number of entrepreneurship and employment-related opportunities arising."}]
[{"$f":"IF('> FILTER <'!B2334<>\"\",ROW(OFFSET(A2333,-1,0)),\"\")","v":2332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2334)),A2333,\"\")","v":2332},{"$f":"IFERROR(SMALL(Helper2_1,A2333),\"\")","v":2332},null,2332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2334)),$A2333,\"\")","v":2332},{"$f":"IFERROR(SMALL(Helper2_2,A2333),\"\")","v":2332},{"$f":"COUNTIF(Helper3_1,\"=\"&G2333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2333)=1, G2333, \"\")","v":2332},{"$f":"IFERROR(SMALL(Index_2,A2333),\"\")","v":2332},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:J2333)),\"\")","v":"GSA_67"},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:K2333)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:L2333)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:M2333)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:N2333)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2333,COLUMNS($J$2:O2333)),\"\")","v":"67 GSA's campus at Forres, situated in a rural environment, has experienced a rapid increase in international students, leading the institution to consider how best to manage its community engagement. The Innovation School, which delivers programmes at Forres, is considering expanding the current programme offering at Forres, as it is considered that the campus is currently under-used. The ELIR team heard from staff about examples of excellent community building activity in the Forres campus with a large number of entrepreneurship and employment-related opportunities arising."}]
[{"$f":"IF('> FILTER <'!B2335<>\"\",ROW(OFFSET(A2334,-1,0)),\"\")","v":2333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2335)),A2334,\"\")","v":2333},{"$f":"IFERROR(SMALL(Helper2_1,A2334),\"\")","v":2333},null,2333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2335)),$A2334,\"\")","v":2333},{"$f":"IFERROR(SMALL(Helper2_2,A2334),\"\")","v":2333},{"$f":"COUNTIF(Helper3_1,\"=\"&G2334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2334)=1, G2334, \"\")","v":2333},{"$f":"IFERROR(SMALL(Index_2,A2334),\"\")","v":2333},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:J2334)),\"\")","v":"GSA_68"},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:K2334)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:L2334)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:M2334)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:N2334)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2334,COLUMNS($J$2:O2334)),\"\")","v":"68 GSA's PGTSES identified language and cultural barriers as affecting the experience of some students. Students also reported that international postgraduate students would benefit from more support given there is only one language tutor in post. The ELIR team also heard that there was some inconsistency in the subtitling of pre-recorded lectures. There is  a Chinese student assistant to support the high number of Chinese students. Students reported that this was an area which, in their view, could be improved. Staff reported that     a pilot pre-sessional English course had been introduced in response to PGTSES which  had been well attended and, as a result, students felt more confident."}]
[{"$f":"IF('> FILTER <'!B2336<>\"\",ROW(OFFSET(A2335,-1,0)),\"\")","v":2334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2336)),A2335,\"\")","v":2334},{"$f":"IFERROR(SMALL(Helper2_1,A2335),\"\")","v":2334},null,2334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2336)),$A2335,\"\")","v":2334},{"$f":"IFERROR(SMALL(Helper2_2,A2335),\"\")","v":2334},{"$f":"COUNTIF(Helper3_1,\"=\"&G2335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2335)=1, G2335, \"\")","v":2334},{"$f":"IFERROR(SMALL(Index_2,A2335),\"\")","v":2334},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:J2335)),\"\")","v":"GSA_69"},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:K2335)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:L2335)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:M2335)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:N2335)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2335,COLUMNS($J$2:O2335)),\"\")","v":"69 In 2018-19, 19% of students disclosed a disability. GSA has clear policies for understanding and providing support for students through the use of its Individual Requirement Form. Students are aware that there are a large number of students with disabilities and specific learning difficulties within the population and felt that support services are stretched. Support for disabled students has been provided by the Learning and Teaching Support Team online during the pandemic. The library has implemented a neurodiversity guide to better support students with learning differences."}]
[{"$f":"IF('> FILTER <'!B2337<>\"\",ROW(OFFSET(A2336,-1,0)),\"\")","v":2335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2337)),A2336,\"\")","v":2335},{"$f":"IFERROR(SMALL(Helper2_1,A2336),\"\")","v":2335},null,2335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2337)),$A2336,\"\")","v":2335},{"$f":"IFERROR(SMALL(Helper2_2,A2336),\"\")","v":2335},{"$f":"COUNTIF(Helper3_1,\"=\"&G2336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2336)=1, G2336, \"\")","v":2335},{"$f":"IFERROR(SMALL(Index_2,A2336),\"\")","v":2335},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:J2336)),\"\")","v":"GSA_70"},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:K2336)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:L2336)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:M2336)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:N2336)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2336,COLUMNS($J$2:O2336)),\"\")","v":"70 The number of students reporting a mental health condition has doubled from  2016-17 to 130 students in 2018-19. GSA provides Scottish Mental Health First Aid Training which is open to all staff, and Student Mental Health short courses which are open to academic staff. These have been seen as a very positive step by both students and staff  and GSA may wish to consider further promotion and expansion of these activities."}]
[{"$f":"IF('> FILTER <'!B2338<>\"\",ROW(OFFSET(A2337,-1,0)),\"\")","v":2336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2338)),A2337,\"\")","v":2336},{"$f":"IFERROR(SMALL(Helper2_1,A2337),\"\")","v":2336},null,2336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2338)),$A2337,\"\")","v":2336},{"$f":"IFERROR(SMALL(Helper2_2,A2337),\"\")","v":2336},{"$f":"COUNTIF(Helper3_1,\"=\"&G2337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2337)=1, G2337, \"\")","v":2336},{"$f":"IFERROR(SMALL(Index_2,A2337),\"\")","v":2336},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:J2337)),\"\")","v":"GSA_71"},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:K2337)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:L2337)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:M2337)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:N2337)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2337,COLUMNS($J$2:O2337)),\"\")","v":"71 Of GSA's Scottish-domiciled students, 40% come from SIMD 20/40 postcode areas, with almost half of these from SIMD 20 areas. The institution's Equality Monitoring Report: Students, contains no data about attainment levels for this group. Students that met with the ELIR team acknowledged the excellent work of the Widening Participation department but stated that they were concerned about underrepresentation of these groups moving from undergraduate to postgraduate study."}]
[{"$f":"IF('> FILTER <'!B2339<>\"\",ROW(OFFSET(A2338,-1,0)),\"\")","v":2337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2339)),A2338,\"\")","v":2337},{"$f":"IFERROR(SMALL(Helper2_1,A2338),\"\")","v":2337},null,2337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2339)),$A2338,\"\")","v":2337},{"$f":"IFERROR(SMALL(Helper2_2,A2338),\"\")","v":2337},{"$f":"COUNTIF(Helper3_1,\"=\"&G2338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2338)=1, G2338, \"\")","v":2337},{"$f":"IFERROR(SMALL(Index_2,A2338),\"\")","v":2337},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:J2338)),\"\")","v":"GSA_72"},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:K2338)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:L2338)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:M2338)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:N2338)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2338,COLUMNS($J$2:O2338)),\"\")","v":"72 GSA's widening participation work is not used as a recruitment tool but to encourage engagement with, and progression into, creative subjects in higher education. Current students are aware of the work being undertaken, but some feel it could be celebrated more publicly by GSA.It was evident to the ELIR team, that GSA has implemented a range of targeted activities in this area. 'Open Studio' provides the strategic framework to support widening participation and key outreach and partnership development opportunities. Initiatives include the development of GSA's approach to contextualised admissions, mock interview sessions, the implementation of an associate student scheme (paragraphs 81-83) and support for portfolio preparation. Portfolio preparation programmes work particularly well in targeting students for application and increasing the pool of students from the lowest quintile applying and successfully gaining places at GSA. The individual elements of GSA's widening access programme, as well as the programme as a whole, are evaluated annually."}]
[{"$f":"IF('> FILTER <'!B2340<>\"\",ROW(OFFSET(A2339,-1,0)),\"\")","v":2338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2340)),A2339,\"\")","v":2338},{"$f":"IFERROR(SMALL(Helper2_1,A2339),\"\")","v":2338},null,2338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2340)),$A2339,\"\")","v":2338},{"$f":"IFERROR(SMALL(Helper2_2,A2339),\"\")","v":2338},{"$f":"COUNTIF(Helper3_1,\"=\"&G2339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2339)=1, G2339, \"\")","v":2338},{"$f":"IFERROR(SMALL(Index_2,A2339),\"\")","v":2338},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:J2339)),\"\")","v":"GSA_73"},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:K2339)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:L2339)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:M2339)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:N2339)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2339,COLUMNS($J$2:O2339)),\"\")","v":"73 GSA works with 90 partner schools across the West of Scotland through the Access to Creative Education in Scotland (ACES) programme. The programme of work with these pupils is designed carefully to progress from aspiration raising and developing technical ability at S4; fostering independent working and critical thinking at S5; to discipline-focused work at S6, designed to prepare pupils for development of a portfolio. As a measure of the impact of this activity, the applicant to offer conversion rate for ACES applicants has improved significantly since ELIR 3, and in both 2017-18 and 2018-19 the conversion       rate for students from these widening participation (WP) target schools was higher than     for other Scottish applicants."}]
[{"$f":"IF('> FILTER <'!B2341<>\"\",ROW(OFFSET(A2340,-1,0)),\"\")","v":2339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2341)),A2340,\"\")","v":2339},{"$f":"IFERROR(SMALL(Helper2_1,A2340),\"\")","v":2339},null,2339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2341)),$A2340,\"\")","v":2339},{"$f":"IFERROR(SMALL(Helper2_2,A2340),\"\")","v":2339},{"$f":"COUNTIF(Helper3_1,\"=\"&G2340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2340)=1, G2340, \"\")","v":2339},{"$f":"IFERROR(SMALL(Index_2,A2340),\"\")","v":2339},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:J2340)),\"\")","v":"GSA_74"},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:K2340)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:L2340)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:M2340)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:N2340)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2340,COLUMNS($J$2:O2340)),\"\")","v":"74 A particularly successful collaboration is that between GSA and Castlehead High School where GSA has developed a collaboration in which it aims to apply the learning and teaching models of the studio across all subjects in order to raise pupil attainment and ambition. In 2018-19, GSA worked with 210 S1 and S2 pupils, bringing them onto campus to engage in studio-based work in a range of creative workshops. GSA also works with the school to engage teachers in developing creativity across the whole curriculum. This example of good practice has been recognised by Education Scotland, as well as demonstrated in an uptake in the number of pupils engaging with creative subjects."}]
[{"$f":"IF('> FILTER <'!B2342<>\"\",ROW(OFFSET(A2341,-1,0)),\"\")","v":2340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2342)),A2341,\"\")","v":2340},{"$f":"IFERROR(SMALL(Helper2_1,A2341),\"\")","v":2340},null,2340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2342)),$A2341,\"\")","v":2340},{"$f":"IFERROR(SMALL(Helper2_2,A2341),\"\")","v":2340},{"$f":"COUNTIF(Helper3_1,\"=\"&G2341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2341)=1, G2341, \"\")","v":2340},{"$f":"IFERROR(SMALL(Index_2,A2341),\"\")","v":2340},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:J2341)),\"\")","v":"GSA_75"},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:K2341)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:L2341)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:M2341)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:N2341)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2341,COLUMNS($J$2:O2341)),\"\")","v":"75 GSA is also involved in a range of activities working with specific groups of young people rather than only with specific institutions: for example, the 'Architects in the Making' workshops are open to S5-S6 pupils in particular schools but also any other participants from SIMD 20/40 postcodes or with care experience. Former participants who have progressed to GSA act as mentors on such initiatives, with small but significant numbers of these participants applying and receiving offers from GSA and other higher education institutions (HEIs). GSA has an excellent track record with respect to its support for transitions into the institution. This includes a number of partnerships across Glasgow and the rest of Scotland's central belt. Many of the young people undertaking outreach activities delivered by GSA in their schools, enter other institutions across Scotland. Some of this partnership work includes research projects in the Equality and Diversity area and also teacher continuing professional development. Transitions workshops each September bring all WP applicants together for a programme just prior to matriculation. Individual components of work between schools and GSA are constantly evaluated and the number of positive destinations of the participants speaks for itself. Formal responsibility for retention and progression are discussed by the Admissions Target Group and WP staff maintain an oversight of the data. Data is reported in Programme Monitoring and Annual Reporting (PMARs) and are reflected in the Undergraduate and Postgraduate Committee PMAR for central oversight."}]
[{"$f":"IF('> FILTER <'!B2343<>\"\",ROW(OFFSET(A2342,-1,0)),\"\")","v":2341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2343)),A2342,\"\")","v":2341},{"$f":"IFERROR(SMALL(Helper2_1,A2342),\"\")","v":2341},null,2341,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2343)),$A2342,\"\")","v":2341},{"$f":"IFERROR(SMALL(Helper2_2,A2342),\"\")","v":2341},{"$f":"COUNTIF(Helper3_1,\"=\"&G2342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2342)=1, G2342, \"\")","v":2341},{"$f":"IFERROR(SMALL(Index_2,A2342),\"\")","v":2341},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:J2342)),\"\")","v":"GSA_76"},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:K2342)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:L2342)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:M2342)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:N2342)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2342,COLUMNS($J$2:O2342)),\"\")","v":"76 The team heard from students that widening access taster sessions were very well received. Students spoke positively about feeling welcomed and being made to feel part of the GSA community while still studying at college. This included orientation activities to introduce them to the different areas of the institution and the programmes of study available."}]
[{"$f":"IF('> FILTER <'!B2344<>\"\",ROW(OFFSET(A2343,-1,0)),\"\")","v":2342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2344)),A2343,\"\")","v":2342},{"$f":"IFERROR(SMALL(Helper2_1,A2343),\"\")","v":2342},null,2342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2344)),$A2343,\"\")","v":2342},{"$f":"IFERROR(SMALL(Helper2_2,A2343),\"\")","v":2342},{"$f":"COUNTIF(Helper3_1,\"=\"&G2343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2343)=1, G2343, \"\")","v":2342},{"$f":"IFERROR(SMALL(Index_2,A2343),\"\")","v":2342},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:J2343)),\"\")","v":"GSA_77"},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:K2343)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:L2343)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:M2343)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:N2343)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2343,COLUMNS($J$2:O2343)),\"\")","v":"77 Retention is excellent with students in widening participation groups often at 100%  and falling no lower than 92% in recent years. This is above the sector average and the support mechanisms in place to facilitate student transitions and the overall experience are to be commended. "}]
[{"$f":"IF('> FILTER <'!B2345<>\"\",ROW(OFFSET(A2344,-1,0)),\"\")","v":2343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2345)),A2344,\"\")","v":2343},{"$f":"IFERROR(SMALL(Helper2_1,A2344),\"\")","v":2343},null,2343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2345)),$A2344,\"\")","v":2343},{"$f":"IFERROR(SMALL(Helper2_2,A2344),\"\")","v":2343},{"$f":"COUNTIF(Helper3_1,\"=\"&G2344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2344)=1, G2344, \"\")","v":2343},{"$f":"IFERROR(SMALL(Index_2,A2344),\"\")","v":2343},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:J2344)),\"\")","v":"GSA_78"},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:K2344)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:L2344)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:M2344)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:N2344)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2344,COLUMNS($J$2:O2344)),\"\")","v":"78 GSA has worked hard to recruit students from SIMD 20/40 backgrounds, with a number of initiatives designed to target and support these students pre-application.       The team commended GSA for its strategic and sustained commitment, evidenced by a range of targeted activities, to promote widening access which supports students to enter GSA or other higher education institutions. GSA has established a variety of successful long-standing school and college partnerships - notably with Castlehead High School - which raise the aspirations and achievement of young people. The ongoing support provided by GSA to widening access students contributes to high retention rates."}]
[{"$f":"IF('> FILTER <'!B2346<>\"\",ROW(OFFSET(A2345,-1,0)),\"\")","v":2344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2346)),A2345,\"\")","v":2344},{"$f":"IFERROR(SMALL(Helper2_1,A2345),\"\")","v":2344},null,2344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2346)),$A2345,\"\")","v":2344},{"$f":"IFERROR(SMALL(Helper2_2,A2345),\"\")","v":2344},{"$f":"COUNTIF(Helper3_1,\"=\"&G2345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2345)=1, G2345, \"\")","v":2344},{"$f":"IFERROR(SMALL(Index_2,A2345),\"\")","v":2344},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:J2345)),\"\")","v":"GSA_79"},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:K2345)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:L2345)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:M2345)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:N2345)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2345,COLUMNS($J$2:O2345)),\"\")","v":"79 Since 2013-14, the Scottish Funding Council (SFC) has increased the number of funded places at GSA by 200. 86 of these have been allocated to students entering through an articulation route. In parallel, GSA's arrangements for articulating students have further developed since the 2014 ELIR. Analysis undertaken by GSA over the past two years has ensured that students now enter programmes at the correct academic level and students spoke enthusiastically about the support that they and their peers had received. "}]
[{"$f":"IF('> FILTER <'!B2347<>\"\",ROW(OFFSET(A2346,-1,0)),\"\")","v":2345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2347)),A2346,\"\")","v":2345},{"$f":"IFERROR(SMALL(Helper2_1,A2346),\"\")","v":2345},null,2345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2347)),$A2346,\"\")","v":2345},{"$f":"IFERROR(SMALL(Helper2_2,A2346),\"\")","v":2345},{"$f":"COUNTIF(Helper3_1,\"=\"&G2346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2346)=1, G2346, \"\")","v":2345},{"$f":"IFERROR(SMALL(Index_2,A2346),\"\")","v":2345},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:J2346)),\"\")","v":"GSA_80"},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:K2346)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:L2346)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:M2346)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:N2346)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2346,COLUMNS($J$2:O2346)),\"\")","v":"80 The ELIR team heard of the extremely positive impact of GSA's established articulation routes on the student profile. This has arisen, in part, due to the lessons learnt through the partnership with Singapore Institute of Technology and the experience gained therein with running 2+2 articulation arrangements. The success of the suite of articulation support arrangements in place was also evident in the ELIR team's meeting with undergraduate students, where students spoke positively about these. Positive impacts   have been observed in a number of areas, particularly in Fine Art, with the school working   in conjunction with GSA's Progression Manager. This work continues and has included increased contact with the students prior to articulation into their chosen programme. Staff commented that this work to understand the needs of articulating students had been used   to drive curriculum development, taking elements of diversity into consideration."}]
[{"$f":"IF('> FILTER <'!B2348<>\"\",ROW(OFFSET(A2347,-1,0)),\"\")","v":2346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2348)),A2347,\"\")","v":2346},{"$f":"IFERROR(SMALL(Helper2_1,A2347),\"\")","v":2346},null,2346,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2348)),$A2347,\"\")","v":2346},{"$f":"IFERROR(SMALL(Helper2_2,A2347),\"\")","v":2346},{"$f":"COUNTIF(Helper3_1,\"=\"&G2347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2347)=1, G2347, \"\")","v":2346},{"$f":"IFERROR(SMALL(Index_2,A2347),\"\")","v":2346},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:J2347)),\"\")","v":"GSA_81"},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:K2347)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:L2347)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:M2347)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:N2347)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2347,COLUMNS($J$2:O2347)),\"\")","v":"81 As part of its collaborative provision, in 2015 GSA instigated an Associate Student Scheme with the aim of ensuring successful integration of articulating students into the GSA community. Associate Students are able to access subject-specific support and transition workshops, and are supported by the Widening Participation team. The Associate Student Scheme (FE to HE articulation route) for direct entry into year two has been developed with Glasgow Clyde College and Forth Valley College. The ELIR team heard of the success of students matriculating through this route, including positive results on degree classifications. On the basis of its success, discussions are underway to extend formal articulations with Glasgow Clyde College and with programmes at City of Glasgow and Edinburgh Colleges. Additionally, a number of students from other colleges gain full credit for their previous learning and progress to the third year of GSA's undergraduate programmes.  "}]
[{"$f":"IF('> FILTER <'!B2349<>\"\",ROW(OFFSET(A2348,-1,0)),\"\")","v":2347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2349)),A2348,\"\")","v":2347},{"$f":"IFERROR(SMALL(Helper2_1,A2348),\"\")","v":2347},null,2347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2349)),$A2348,\"\")","v":2347},{"$f":"IFERROR(SMALL(Helper2_2,A2348),\"\")","v":2347},{"$f":"COUNTIF(Helper3_1,\"=\"&G2348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2348)=1, G2348, \"\")","v":2347},{"$f":"IFERROR(SMALL(Index_2,A2348),\"\")","v":2347},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:J2348)),\"\")","v":"GSA_82"},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:K2348)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:L2348)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:M2348)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:N2348)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2348,COLUMNS($J$2:O2348)),\"\")","v":"82 Entry to GSA programmes is not guaranteed for Associate Students, however, all prospective students are entitled to an interview. This has had a positive impact on student recruitment to specific schools and has been a key part of growth in the School of Simulation and Visualisation. GSA clearly recognises that students entering via articulation routes have different academic needs and a wider range of social and personal issues. Students entering through these pathways are supported very well by the institution and there are a number of excellent initiatives which enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B2350<>\"\",ROW(OFFSET(A2349,-1,0)),\"\")","v":2348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2350)),A2349,\"\")","v":2348},{"$f":"IFERROR(SMALL(Helper2_1,A2349),\"\")","v":2348},null,2348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2350)),$A2349,\"\")","v":2348},{"$f":"IFERROR(SMALL(Helper2_2,A2349),\"\")","v":2348},{"$f":"COUNTIF(Helper3_1,\"=\"&G2349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2349)=1, G2349, \"\")","v":2348},{"$f":"IFERROR(SMALL(Index_2,A2349),\"\")","v":2348},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:J2349)),\"\")","v":"GSA_83"},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:K2349)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:L2349)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:M2349)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:N2349)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2349,COLUMNS($J$2:O2349)),\"\")","v":"83 It was the view of the ELIR team that GSA be commended for the effective support in place for students entering through an articulation route, and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."}]
[{"$f":"IF('> FILTER <'!B2351<>\"\",ROW(OFFSET(A2350,-1,0)),\"\")","v":2349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2351)),A2350,\"\")","v":2349},{"$f":"IFERROR(SMALL(Helper2_1,A2350),\"\")","v":2349},null,2349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2351)),$A2350,\"\")","v":2349},{"$f":"IFERROR(SMALL(Helper2_2,A2350),\"\")","v":2349},{"$f":"COUNTIF(Helper3_1,\"=\"&G2350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2350)=1, G2350, \"\")","v":2349},{"$f":"IFERROR(SMALL(Index_2,A2350),\"\")","v":2349},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:J2350)),\"\")","v":"GSA_83"},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:K2350)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:L2350)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:M2350)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:N2350)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2350,COLUMNS($J$2:O2350)),\"\")","v":"83 It was the view of the ELIR team that GSA be commended for the effective support in place for students entering through an articulation route, and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."}]
[{"$f":"IF('> FILTER <'!B2352<>\"\",ROW(OFFSET(A2351,-1,0)),\"\")","v":2350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2352)),A2351,\"\")","v":2350},{"$f":"IFERROR(SMALL(Helper2_1,A2351),\"\")","v":2350},null,2350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2352)),$A2351,\"\")","v":2350},{"$f":"IFERROR(SMALL(Helper2_2,A2351),\"\")","v":2350},{"$f":"COUNTIF(Helper3_1,\"=\"&G2351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2351)=1, G2351, \"\")","v":2350},{"$f":"IFERROR(SMALL(Index_2,A2351),\"\")","v":2350},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:J2351)),\"\")","v":"GSA_84"},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:K2351)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:L2351)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:M2351)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:N2351)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2351,COLUMNS($J$2:O2351)),\"\")","v":"84 GSA has an effective suite of support services available to students. During the ELIR, both students and staff praised the work of the staff within these services in supporting and enhancing the student learning experience. Each of these services is reflective, responds effectively to student feedback gathered specifically on its provision, and has managed the transition to online working well."}]
[{"$f":"IF('> FILTER <'!B2353<>\"\",ROW(OFFSET(A2352,-1,0)),\"\")","v":2351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2353)),A2352,\"\")","v":2351},{"$f":"IFERROR(SMALL(Helper2_1,A2352),\"\")","v":2351},null,2351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2353)),$A2352,\"\")","v":2351},{"$f":"IFERROR(SMALL(Helper2_2,A2352),\"\")","v":2351},{"$f":"COUNTIF(Helper3_1,\"=\"&G2352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2352)=1, G2352, \"\")","v":2351},{"$f":"IFERROR(SMALL(Index_2,A2352),\"\")","v":2351},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:J2352)),\"\")","v":"GSA_85"},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:K2352)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:L2352)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:M2352)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:N2352)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2352,COLUMNS($J$2:O2352)),\"\")","v":"85 Student support services are well used and appreciated by the students. There   has been a 97% increase in uptake in these services over a five-year period, with staff acknowledging that, during the pandemic these numbers have remained consistent, but anxiety among the student body has risen. The rise in concerns has led to the delivery of a specific anxiety-related workshop by the student support team to help students manage their anxiety. GSA has also appointed a full-time mental health adviser but students report that counselling services remain stretched. "}]
[{"$f":"IF('> FILTER <'!B2354<>\"\",ROW(OFFSET(A2353,-1,0)),\"\")","v":2352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2354)),A2353,\"\")","v":2352},{"$f":"IFERROR(SMALL(Helper2_1,A2353),\"\")","v":2352},null,2352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2354)),$A2353,\"\")","v":2352},{"$f":"IFERROR(SMALL(Helper2_2,A2353),\"\")","v":2352},{"$f":"COUNTIF(Helper3_1,\"=\"&G2353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2353)=1, G2353, \"\")","v":2352},{"$f":"IFERROR(SMALL(Index_2,A2353),\"\")","v":2352},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:J2353)),\"\")","v":"GSA_86"},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:K2353)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:L2353)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:M2353)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:N2353)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2353,COLUMNS($J$2:O2353)),\"\")","v":"86 In response to the pandemic, student support services moved all their resources online. Student counsellors have undertaken a diploma in online counselling in order to better support students remotely and are working with the Mental Health Adviser to provide online workshops on a variety of topics. Support Services staff reported higher attendance with fewer students missing their appointments. Face-to-face appointments are not taking place but might be considered for emergencies. A space has been identified in line with the safe campus policy for students to engage in confidential counselling sessions on campus, but without face-to-face contact. Remote mindfulness sessions are also being offered online. Students welcomed the responsiveness of student support services during the pandemic, describing counselling as flawless, responsive and highly professional. "}]
[{"$f":"IF('> FILTER <'!B2355<>\"\",ROW(OFFSET(A2354,-1,0)),\"\")","v":2353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2355)),A2354,\"\")","v":2353},{"$f":"IFERROR(SMALL(Helper2_1,A2354),\"\")","v":2353},null,2353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2355)),$A2354,\"\")","v":2353},{"$f":"IFERROR(SMALL(Helper2_2,A2354),\"\")","v":2353},{"$f":"COUNTIF(Helper3_1,\"=\"&G2354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2354)=1, G2354, \"\")","v":2353},{"$f":"IFERROR(SMALL(Index_2,A2354),\"\")","v":2353},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:J2354)),\"\")","v":"GSA_86"},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:K2354)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:L2354)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:M2354)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:N2354)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2354,COLUMNS($J$2:O2354)),\"\")","v":"86 In response to the pandemic, student support services moved all their resources online. Student counsellors have undertaken a diploma in online counselling in order to better support students remotely and are working with the Mental Health Adviser to provide online workshops on a variety of topics. Support Services staff reported higher attendance with fewer students missing their appointments. Face-to-face appointments are not taking place but might be considered for emergencies. A space has been identified in line with the safe campus policy for students to engage in confidential counselling sessions on campus, but without face-to-face contact. Remote mindfulness sessions are also being offered online. Students welcomed the responsiveness of student support services during the pandemic, describing counselling as flawless, responsive and highly professional. "}]
[{"$f":"IF('> FILTER <'!B2356<>\"\",ROW(OFFSET(A2355,-1,0)),\"\")","v":2354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2356)),A2355,\"\")","v":2354},{"$f":"IFERROR(SMALL(Helper2_1,A2355),\"\")","v":2354},null,2354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2356)),$A2355,\"\")","v":2354},{"$f":"IFERROR(SMALL(Helper2_2,A2355),\"\")","v":2354},{"$f":"COUNTIF(Helper3_1,\"=\"&G2355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2355)=1, G2355, \"\")","v":2354},{"$f":"IFERROR(SMALL(Index_2,A2355),\"\")","v":2354},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:J2355)),\"\")","v":"GSA_87"},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:K2355)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:L2355)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:M2355)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:N2355)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2355,COLUMNS($J$2:O2355)),\"\")","v":"87 Learning support services are accessible and the ELIR team heard that they were appreciated by students. Workshops and one-to-one appointments, led by the Learning Support and Development team, are well attended by students. English as a second language training is offered to international students before the session begins, with a focus on the vocabulary of the studio environment. This focus on the practicalities of studio language was seen as an area of good practice by the team."}]
[{"$f":"IF('> FILTER <'!B2357<>\"\",ROW(OFFSET(A2356,-1,0)),\"\")","v":2355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2357)),A2356,\"\")","v":2355},{"$f":"IFERROR(SMALL(Helper2_1,A2356),\"\")","v":2355},null,2355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2357)),$A2356,\"\")","v":2355},{"$f":"IFERROR(SMALL(Helper2_2,A2356),\"\")","v":2355},{"$f":"COUNTIF(Helper3_1,\"=\"&G2356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2356)=1, G2356, \"\")","v":2355},{"$f":"IFERROR(SMALL(Index_2,A2356),\"\")","v":2355},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:J2356)),\"\")","v":"GSA_88"},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:K2356)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:L2356)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:M2356)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:N2356)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2356,COLUMNS($J$2:O2356)),\"\")","v":"88 Health and safety in the studio, both for face-to-face and at home practice, is well supported by the Technical Support team. The use of online induction to workshop processes in order to maximise studio time while maintaining safety, has been effective during the transition to blended learning models in response to the pandemic. The work done GSA staff to facilitate safe working practices at home is recognised and appreciated by students."}]
[{"$f":"IF('> FILTER <'!B2358<>\"\",ROW(OFFSET(A2357,-1,0)),\"\")","v":2356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2358)),A2357,\"\")","v":2356},{"$f":"IFERROR(SMALL(Helper2_1,A2357),\"\")","v":2356},null,2356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2358)),$A2357,\"\")","v":2356},{"$f":"IFERROR(SMALL(Helper2_2,A2357),\"\")","v":2356},{"$f":"COUNTIF(Helper3_1,\"=\"&G2357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2357)=1, G2357, \"\")","v":2356},{"$f":"IFERROR(SMALL(Index_2,A2357),\"\")","v":2356},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:J2357)),\"\")","v":"GSA_88"},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:K2357)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:L2357)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:M2357)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:N2357)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2357,COLUMNS($J$2:O2357)),\"\")","v":"88 Health and safety in the studio, both for face-to-face and at home practice, is well supported by the Technical Support team. The use of online induction to workshop processes in order to maximise studio time while maintaining safety, has been effective during the transition to blended learning models in response to the pandemic. The work done GSA staff to facilitate safe working practices at home is recognised and appreciated by students."}]
[{"$f":"IF('> FILTER <'!B2359<>\"\",ROW(OFFSET(A2358,-1,0)),\"\")","v":2357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2359)),A2358,\"\")","v":2357},{"$f":"IFERROR(SMALL(Helper2_1,A2358),\"\")","v":2357},null,2357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2359)),$A2358,\"\")","v":2357},{"$f":"IFERROR(SMALL(Helper2_2,A2358),\"\")","v":2357},{"$f":"COUNTIF(Helper3_1,\"=\"&G2358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2358)=1, G2358, \"\")","v":2357},{"$f":"IFERROR(SMALL(Index_2,A2358),\"\")","v":2357},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:J2358)),\"\")","v":"GSA_89"},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:K2358)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:L2358)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:M2358)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:N2358)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2358,COLUMNS($J$2:O2358)),\"\")","v":"89 GSA has developed a Digital Inclusion Strategy and has invested in assistive technology which students can access remotely. A short-term assistance grant is available for EU and international students who are unable to access other funding and £46k has been invested since the start of summer 2020. GSA invested in 388 laptops and the Digital Inclusion panel allocated these based-on Student Awards Agency Scotland and similar UK criteria, rather than students being requested to produce onerous evidence of need. At the time of the ELIR, GSA planned that any surplus laptops would be placed in a pool for general access."}]
[{"$f":"IF('> FILTER <'!B2360<>\"\",ROW(OFFSET(A2359,-1,0)),\"\")","v":2358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2360)),A2359,\"\")","v":2358},{"$f":"IFERROR(SMALL(Helper2_1,A2359),\"\")","v":2358},null,2358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2360)),$A2359,\"\")","v":2358},{"$f":"IFERROR(SMALL(Helper2_2,A2359),\"\")","v":2358},{"$f":"COUNTIF(Helper3_1,\"=\"&G2359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2359)=1, G2359, \"\")","v":2358},{"$f":"IFERROR(SMALL(Index_2,A2359),\"\")","v":2358},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:J2359)),\"\")","v":"GSA_90"},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:K2359)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:L2359)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:M2359)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:N2359)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2359,COLUMNS($J$2:O2359)),\"\")","v":"90 Student support services are reviewed through the Programme Monitoring and Annual Reporting (PMAR) process, feeding into Boards of Study across the schools. GSA is encouraged to undertake a periodic review of student support services, with input from external peers, to further assure and enhance the good practice in this area. "}]
[{"$f":"IF('> FILTER <'!B2361<>\"\",ROW(OFFSET(A2360,-1,0)),\"\")","v":2359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2361)),A2360,\"\")","v":2359},{"$f":"IFERROR(SMALL(Helper2_1,A2360),\"\")","v":2359},null,2359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2361)),$A2360,\"\")","v":2359},{"$f":"IFERROR(SMALL(Helper2_2,A2360),\"\")","v":2359},{"$f":"COUNTIF(Helper3_1,\"=\"&G2360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2360)=1, G2360, \"\")","v":2359},{"$f":"IFERROR(SMALL(Index_2,A2360),\"\")","v":2359},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:J2360)),\"\")","v":"GSA_91"},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:K2360)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:L2360)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:M2360)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:N2360)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2360,COLUMNS($J$2:O2360)),\"\")","v":"91 The ELIR team commended GSA on providing a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."}]
[{"$f":"IF('> FILTER <'!B2362<>\"\",ROW(OFFSET(A2361,-1,0)),\"\")","v":2360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2362)),A2361,\"\")","v":2360},{"$f":"IFERROR(SMALL(Helper2_1,A2361),\"\")","v":2360},null,2360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2362)),$A2361,\"\")","v":2360},{"$f":"IFERROR(SMALL(Helper2_2,A2361),\"\")","v":2360},{"$f":"COUNTIF(Helper3_1,\"=\"&G2361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2361)=1, G2361, \"\")","v":2360},{"$f":"IFERROR(SMALL(Index_2,A2361),\"\")","v":2360},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:J2361)),\"\")","v":"GSA_91"},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:K2361)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:L2361)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:M2361)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:N2361)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2361,COLUMNS($J$2:O2361)),\"\")","v":"91 The ELIR team commended GSA on providing a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."}]
[{"$f":"IF('> FILTER <'!B2363<>\"\",ROW(OFFSET(A2362,-1,0)),\"\")","v":2361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2363)),A2362,\"\")","v":2361},{"$f":"IFERROR(SMALL(Helper2_1,A2362),\"\")","v":2361},null,2361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2363)),$A2362,\"\")","v":2361},{"$f":"IFERROR(SMALL(Helper2_2,A2362),\"\")","v":2361},{"$f":"COUNTIF(Helper3_1,\"=\"&G2362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2362)=1, G2362, \"\")","v":2361},{"$f":"IFERROR(SMALL(Index_2,A2362),\"\")","v":2361},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:J2362)),\"\")","v":"GSA_92"},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:K2362)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:L2362)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:M2362)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:N2362)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2362,COLUMNS($J$2:O2362)),\"\")","v":"92 The Personal Tutor Scheme was piloted in 2017-18 and was positively received by students and staff, but students that met with the ELIR team expressed concern about the impact the scheme has on the workload of already busy staff. The planned expansion of the scheme was paused in session 2018-19 due to the impact of the Mackintosh building fire, however, the ELIR team understands that implementation has resumed in 2020. The allocation of tutees is undertaken at local level."}]
[{"$f":"IF('> FILTER <'!B2364<>\"\",ROW(OFFSET(A2363,-1,0)),\"\")","v":2362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2364)),A2363,\"\")","v":2362},{"$f":"IFERROR(SMALL(Helper2_1,A2363),\"\")","v":2362},null,2362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2364)),$A2363,\"\")","v":2362},{"$f":"IFERROR(SMALL(Helper2_2,A2363),\"\")","v":2362},{"$f":"COUNTIF(Helper3_1,\"=\"&G2363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2363)=1, G2363, \"\")","v":2362},{"$f":"IFERROR(SMALL(Index_2,A2363),\"\")","v":2362},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:J2363)),\"\")","v":"GSA_93"},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:K2363)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:L2363)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:M2363)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:N2363)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2363,COLUMNS($J$2:O2363)),\"\")","v":"93 The presence of significant numbers of students (40% of Scottish domiciled students) from SIMD 20/40 backgrounds raises issues of equality of access to programme materials and activities where students are required to bear the financial cost themselves. Following the loss of their graduation show work in the first fire, all 2014 School of Fine Art graduates received funding via a bursary and materials budget provided by the UK and Scottish governments, but there is no ongoing provision via bursaries or awards for materials and exhibition costs - only for financial hardship arising from expenditure on course requirements. "}]
[{"$f":"IF('> FILTER <'!B2365<>\"\",ROW(OFFSET(A2364,-1,0)),\"\")","v":2363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2365)),A2364,\"\")","v":2363},{"$f":"IFERROR(SMALL(Helper2_1,A2364),\"\")","v":2363},null,2363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2365)),$A2364,\"\")","v":2363},{"$f":"IFERROR(SMALL(Helper2_2,A2364),\"\")","v":2363},{"$f":"COUNTIF(Helper3_1,\"=\"&G2364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2364)=1, G2364, \"\")","v":2363},{"$f":"IFERROR(SMALL(Index_2,A2364),\"\")","v":2363},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:J2364)),\"\")","v":"GSA_93"},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:K2364)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:L2364)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:M2364)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:N2364)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2364,COLUMNS($J$2:O2364)),\"\")","v":"93 The presence of significant numbers of students (40% of Scottish domiciled students) from SIMD 20/40 backgrounds raises issues of equality of access to programme materials and activities where students are required to bear the financial cost themselves. Following the loss of their graduation show work in the first fire, all 2014 School of Fine Art graduates received funding via a bursary and materials budget provided by the UK and Scottish governments, but there is no ongoing provision via bursaries or awards for materials and exhibition costs - only for financial hardship arising from expenditure on course requirements. "}]
[{"$f":"IF('> FILTER <'!B2366<>\"\",ROW(OFFSET(A2365,-1,0)),\"\")","v":2364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2366)),A2365,\"\")","v":2364},{"$f":"IFERROR(SMALL(Helper2_1,A2365),\"\")","v":2364},null,2364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2366)),$A2365,\"\")","v":2364},{"$f":"IFERROR(SMALL(Helper2_2,A2365),\"\")","v":2364},{"$f":"COUNTIF(Helper3_1,\"=\"&G2365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2365)=1, G2365, \"\")","v":2364},{"$f":"IFERROR(SMALL(Index_2,A2365),\"\")","v":2364},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:J2365)),\"\")","v":"GSA_94"},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:K2365)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:L2365)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:M2365)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:N2365)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2365,COLUMNS($J$2:O2365)),\"\")","v":"94 While GSA sends information to incoming students about part-time work, some students that met with the ELIR team expressed the view that they are 'judged' for having to take time out of their studies in order to work to financially support themselves during their studies. With extra costs for course materials, the students suggested this can create a disparity of student experience and the potential financial inequalities can militate against students who do not have additional family financial resources to draw on. Students that met with the ELIR team stated that that there were bursaries, but these were difficult to get and depended on a student being in extreme financial hardship. Students reported a mixed picture in terms of GSA's response, varying from no help for material costs, to loans of      the necessary equipment. Some students spoke positively about the cost of access to darkrooms having been reduced, but cited arrangements for camera loans were ineffective. Staff confirmed that there was no uniform GSA strategy and that each school approached the matter differently. "}]
[{"$f":"IF('> FILTER <'!B2367<>\"\",ROW(OFFSET(A2366,-1,0)),\"\")","v":2365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2367)),A2366,\"\")","v":2365},{"$f":"IFERROR(SMALL(Helper2_1,A2366),\"\")","v":2365},null,2365,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2367)),$A2366,\"\")","v":2365},{"$f":"IFERROR(SMALL(Helper2_2,A2366),\"\")","v":2365},{"$f":"COUNTIF(Helper3_1,\"=\"&G2366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2366)=1, G2366, \"\")","v":2365},{"$f":"IFERROR(SMALL(Index_2,A2366),\"\")","v":2365},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:J2366)),\"\")","v":"GSA_95"},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:K2366)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:L2366)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:M2366)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:N2366)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2366,COLUMNS($J$2:O2366)),\"\")","v":"95 Students are briefed on the additional costs of study and this is outlined in an overarching proforma issued for programmes located on the GSA website. However, the team judged that this was not presented in a format that many students would find easily accessible; it was insufficiently comprehensive; and the degree of uniformity masked the range of additional costs that students might be exposed to in different programmes. "}]
[{"$f":"IF('> FILTER <'!B2368<>\"\",ROW(OFFSET(A2367,-1,0)),\"\")","v":2366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2368)),A2367,\"\")","v":2366},{"$f":"IFERROR(SMALL(Helper2_1,A2367),\"\")","v":2366},null,2366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2368)),$A2367,\"\")","v":2366},{"$f":"IFERROR(SMALL(Helper2_2,A2367),\"\")","v":2366},{"$f":"COUNTIF(Helper3_1,\"=\"&G2367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2367)=1, G2367, \"\")","v":2366},{"$f":"IFERROR(SMALL(Index_2,A2367),\"\")","v":2366},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:J2367)),\"\")","v":"GSA_96"},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:K2367)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:L2367)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:M2367)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:N2367)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2367,COLUMNS($J$2:O2367)),\"\")","v":"96 It is recommended that GSA develops a clear and effective process for identifying and communicating additional programme costs (building on the existing fees document) and develop an equitable institutional approach to support students in meeting these. In parallel, the team recommends that GSA continues to promote creative means of achieving learning outcomes in sustainable alternative ways through options that are made available to all students."}]
[{"$f":"IF('> FILTER <'!B2369<>\"\",ROW(OFFSET(A2368,-1,0)),\"\")","v":2367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2369)),A2368,\"\")","v":2367},{"$f":"IFERROR(SMALL(Helper2_1,A2368),\"\")","v":2367},null,2367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2369)),$A2368,\"\")","v":2367},{"$f":"IFERROR(SMALL(Helper2_2,A2368),\"\")","v":2367},{"$f":"COUNTIF(Helper3_1,\"=\"&G2368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2368)=1, G2368, \"\")","v":2367},{"$f":"IFERROR(SMALL(Index_2,A2368),\"\")","v":2367},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:J2368)),\"\")","v":"GSA_97"},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:K2368)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:L2368)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:M2368)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:N2368)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2368,COLUMNS($J$2:O2368)),\"\")","v":"97 GSA has consistently poor NSS results for assessment and feedback. Scores sit in the lower quartiles of benchmarks with declines in satisfaction between 2014 and 2018 especially acute. ELIR 3 made detailed recommendations regarding assessment and feedback, and a series of actions were taken in response including the introduction of programme handbooks and clear programme specifications. GSA's own analysis of NSS results notes that 'a lack of clear assessment criteria is often identified along with a delay in feedback turnaround time'. Students continue to feel that assessment processes are often not clearly explained, nor provided early enough in the sessionand that the language used by staff to describe learning outcomes is not clear. These concerns are also consistent with GSA's internal student surveys which find that 'students identify a lack of clarity with assessment criteria and the assessment process within their programmes'. 'Headline' concerns from the PGT Student Experience Survey include unclear grading criteria and feedback turnaround times."}]
[{"$f":"IF('> FILTER <'!B2370<>\"\",ROW(OFFSET(A2369,-1,0)),\"\")","v":2368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2370)),A2369,\"\")","v":2368},{"$f":"IFERROR(SMALL(Helper2_1,A2369),\"\")","v":2368},null,2368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2370)),$A2369,\"\")","v":2368},{"$f":"IFERROR(SMALL(Helper2_2,A2369),\"\")","v":2368},{"$f":"COUNTIF(Helper3_1,\"=\"&G2369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2369)=1, G2369, \"\")","v":2368},{"$f":"IFERROR(SMALL(Index_2,A2369),\"\")","v":2368},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:J2369)),\"\")","v":"GSA_98"},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:K2369)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:L2369)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:M2369)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:N2369)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2369,COLUMNS($J$2:O2369)),\"\")","v":"98 Students who met with the ELIR team expressed the view that assessment criteria should be standardised across all schools around a clear set of guidance. Students recognised the desire not to be prescriptive in the creative arts but indicated that there were often contradictions and uncertainty about what their tutors' expectations were in relation to assessment. They reported that each academic discipline grades differently and feel the advice they are given is not always useful. Students commented on what they perceived to be reticence on the part of some staff to engage in discussion about assessment. Some students reported receiving positive formative feedback for work that then failed at the summative stage.Students expressed the view that marking criteria are vague and it is often not clear on what basis work is graded, or what was required in order to improve grades. Some students reported that formative feedback 'fell through the cracks' and they did not receive it in a timely manner."}]
[{"$f":"IF('> FILTER <'!B2371<>\"\",ROW(OFFSET(A2370,-1,0)),\"\")","v":2369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2371)),A2370,\"\")","v":2369},{"$f":"IFERROR(SMALL(Helper2_1,A2370),\"\")","v":2369},null,2369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2371)),$A2370,\"\")","v":2369},{"$f":"IFERROR(SMALL(Helper2_2,A2370),\"\")","v":2369},{"$f":"COUNTIF(Helper3_1,\"=\"&G2370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2370)=1, G2370, \"\")","v":2369},{"$f":"IFERROR(SMALL(Index_2,A2370),\"\")","v":2369},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:J2370)),\"\")","v":"GSA_99"},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:K2370)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:L2370)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:M2370)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:N2370)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2370,COLUMNS($J$2:O2370)),\"\")","v":"99 GSA is aware of the need to improve in this area and have put in place a review of the Code of Assessment, which currently lays down minimal requirements in terms of assessment criteria and feedback. This review was intended to lead to a 'renewal of assessment and feedback processes across GSA', but progress was hampered by the second fire. The ELIR team understands the review is now close to completion. Senior staff who met with the team noted that having more explicit assessment criteria, as adopted by other institutions, would be inimical to GSA's culture. Academic staff who met the team were unaware of any expectations or requirements that GSA lay down for them to follow when defining assessment criteria for specific assignments or of any specific institutional requirements in respect of the feedback they provide to students on their work. The team also noted a reference in a PMAR to a view among teaching staff that many learning outcomes are written 'in non-accessible \"academic speak\" and as such are essentially meaningless to students when included as part of a brief'. Graduate Teaching Assistants who met the team also said that they found assessment criteria, against which they were expected to grade students, confusing. "}]
[{"$f":"IF('> FILTER <'!B2372<>\"\",ROW(OFFSET(A2371,-1,0)),\"\")","v":2370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2372)),A2371,\"\")","v":2370},{"$f":"IFERROR(SMALL(Helper2_1,A2371),\"\")","v":2370},null,2370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2372)),$A2371,\"\")","v":2370},{"$f":"IFERROR(SMALL(Helper2_2,A2371),\"\")","v":2370},{"$f":"COUNTIF(Helper3_1,\"=\"&G2371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2371)=1, G2371, \"\")","v":2370},{"$f":"IFERROR(SMALL(Index_2,A2371),\"\")","v":2370},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:J2371)),\"\")","v":"GSA_100"},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:K2371)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:L2371)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:M2371)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:N2371)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2371,COLUMNS($J$2:O2371)),\"\")","v":"100 External examiners have also commented on the need to improve the constructiveness of feedback for future learning, the timeliness of feedback and, in some areas, more explicit reference to assessment criteria. The RA referred to a model of good practice in assessment and feedback in the Mackintosh School of Architecture (MSA), but GSA was unable to provide any detail about this and it was unclear that staff outside MSA were aware of it."}]
[{"$f":"IF('> FILTER <'!B2373<>\"\",ROW(OFFSET(A2372,-1,0)),\"\")","v":2371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2373)),A2372,\"\")","v":2371},{"$f":"IFERROR(SMALL(Helper2_1,A2372),\"\")","v":2371},null,2371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2373)),$A2372,\"\")","v":2371},{"$f":"IFERROR(SMALL(Helper2_2,A2372),\"\")","v":2371},{"$f":"COUNTIF(Helper3_1,\"=\"&G2372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2372)=1, G2372, \"\")","v":2371},{"$f":"IFERROR(SMALL(Index_2,A2372),\"\")","v":2371},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:J2372)),\"\")","v":"GSA_101"},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:K2372)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:L2372)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:M2372)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:N2372)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2372,COLUMNS($J$2:O2372)),\"\")","v":"101 It is recommended that GSA ensures staff and students have a clear understanding of institutional expectations around grading criteria and practices. GSA should also ensure that there are clearer expectations for feedback practice which are implemented effectively across the institution, so that all students receive timely, relevant and high-quality formative feedback on their progress at key points during their programmes. Students should be supported to understand how their assessed work relates to learning outcomes, how assessment criteria are used to make judgements about the achievement of learning outcomes, and how feedback should help their understanding of why a particular grade has been awarded. Feedback on formative assessment - for example, at the existing Mid-Year Review - should be shared with students on all programmes."}]
[{"$f":"IF('> FILTER <'!B2374<>\"\",ROW(OFFSET(A2373,-1,0)),\"\")","v":2372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2374)),A2373,\"\")","v":2372},{"$f":"IFERROR(SMALL(Helper2_1,A2373),\"\")","v":2372},null,2372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2374)),$A2373,\"\")","v":2372},{"$f":"IFERROR(SMALL(Helper2_2,A2373),\"\")","v":2372},{"$f":"COUNTIF(Helper3_1,\"=\"&G2373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2373)=1, G2373, \"\")","v":2372},{"$f":"IFERROR(SMALL(Index_2,A2373),\"\")","v":2372},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:J2373)),\"\")","v":"GSA_102"},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:K2373)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:L2373)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:M2373)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:N2373)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2373,COLUMNS($J$2:O2373)),\"\")","v":"102 GSA has considered how best to embed professional skills within the curriculum, and developed a suite of extra-curricular activities that enhance the student experience. Students who met with the ELIR team spoke of the self-directed nature of enterprise skills in their courses, and acknowledged the usefulness of Professional Practice lectures, but indicated that these sessions could place more emphasis on how to secure funding. "}]
[{"$f":"IF('> FILTER <'!B2375<>\"\",ROW(OFFSET(A2374,-1,0)),\"\")","v":2373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2375)),A2374,\"\")","v":2373},{"$f":"IFERROR(SMALL(Helper2_1,A2374),\"\")","v":2373},null,2373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2375)),$A2374,\"\")","v":2373},{"$f":"IFERROR(SMALL(Helper2_2,A2374),\"\")","v":2373},{"$f":"COUNTIF(Helper3_1,\"=\"&G2374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2374)=1, G2374, \"\")","v":2373},{"$f":"IFERROR(SMALL(Index_2,A2374),\"\")","v":2373},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:J2374)),\"\")","v":"GSA_103"},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:K2374)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:L2374)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:M2374)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:N2374)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2374,COLUMNS($J$2:O2374)),\"\")","v":"103 The Employability and Careers Service has been relaunched as the Enterprise Studio, with the aim of creating 'greater awareness of, and more cohesion between, careers and enterprise'. The careers advice offered to students was seen as helpful, timely and useful to students across programmes. The development of the Enterprise Studio Summer School in collaboration with partners, has received positive student feedback from those that took part. While there are good informal links between the Enterprise Studio and academics, GSA could explore how positive practice can be embedded further throughout programmes."}]
[{"$f":"IF('> FILTER <'!B2376<>\"\",ROW(OFFSET(A2375,-1,0)),\"\")","v":2374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2376)),A2375,\"\")","v":2374},{"$f":"IFERROR(SMALL(Helper2_1,A2375),\"\")","v":2374},null,2374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2376)),$A2375,\"\")","v":2374},{"$f":"IFERROR(SMALL(Helper2_2,A2375),\"\")","v":2374},{"$f":"COUNTIF(Helper3_1,\"=\"&G2375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2375)=1, G2375, \"\")","v":2374},{"$f":"IFERROR(SMALL(Index_2,A2375),\"\")","v":2374},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:J2375)),\"\")","v":"GSA_104"},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:K2375)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:L2375)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:M2375)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:N2375)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2375,COLUMNS($J$2:O2375)),\"\")","v":"104 As stated in the RA, GSA's most recent DLHE results, for 2016-17, give some cause for concern compared with other art schools. In that year, the percentage of graduates who were employed or in further study (or both) - among all those who were employed, unemployed, or studying - was 91.5%, having fallen from 93.3% two years previously."}]
[{"$f":"IF('> FILTER <'!B2377<>\"\",ROW(OFFSET(A2376,-1,0)),\"\")","v":2375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2377)),A2376,\"\")","v":2375},{"$f":"IFERROR(SMALL(Helper2_1,A2376),\"\")","v":2375},null,2375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2377)),$A2376,\"\")","v":2375},{"$f":"IFERROR(SMALL(Helper2_2,A2376),\"\")","v":2375},{"$f":"COUNTIF(Helper3_1,\"=\"&G2376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2376)=1, G2376, \"\")","v":2375},{"$f":"IFERROR(SMALL(Index_2,A2376),\"\")","v":2375},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:J2376)),\"\")","v":"GSA_105"},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:K2376)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:L2376)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:M2376)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:N2376)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2376,COLUMNS($J$2:O2376)),\"\")","v":"105 Postgraduate taught student numbers increased by 52% between 2014-15 and 2017-18, in line with the objectives outlined as part of the Strategic Plan 2015-2018. This increase in numbers has posed challenges to the GSA estate, given the impact of the two fires, and GSA has no current plans to increase the PGT number further."}]
[{"$f":"IF('> FILTER <'!B2378<>\"\",ROW(OFFSET(A2377,-1,0)),\"\")","v":2376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2378)),A2377,\"\")","v":2376},{"$f":"IFERROR(SMALL(Helper2_1,A2377),\"\")","v":2376},null,2376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2378)),$A2377,\"\")","v":2376},{"$f":"IFERROR(SMALL(Helper2_2,A2377),\"\")","v":2376},{"$f":"COUNTIF(Helper3_1,\"=\"&G2377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2377)=1, G2377, \"\")","v":2376},{"$f":"IFERROR(SMALL(Index_2,A2377),\"\")","v":2376},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:J2377)),\"\")","v":"GSA_106"},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:K2377)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:L2377)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:M2377)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:N2377)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2377,COLUMNS($J$2:O2377)),\"\")","v":"106 In 2016-17, postgraduate students were commissioned as -co-creators of the PGT Student Experience Project, engaging with staff and students in evaluating the student experience at postgraduate level in GSA. This student-led project ensured support from the student body, and an accurate representation of the range of views and thematic issues across the whole PGT community was outlined in the resulting report. Recommendations included: increasing cross-school activity; creating a better sense of postgraduate community (in particular to avoid issues of isolation in particular groups); addressing the mismatch between student expectations of courses with resources available; improving dialogue between students and staff; communicating to students more effectively (including better use of the VLE) and improving access to technical services, studio and workshop space."}]
[{"$f":"IF('> FILTER <'!B2379<>\"\",ROW(OFFSET(A2378,-1,0)),\"\")","v":2377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2379)),A2378,\"\")","v":2377},{"$f":"IFERROR(SMALL(Helper2_1,A2378),\"\")","v":2377},null,2377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2379)),$A2378,\"\")","v":2377},{"$f":"IFERROR(SMALL(Helper2_2,A2378),\"\")","v":2377},{"$f":"COUNTIF(Helper3_1,\"=\"&G2378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2378)=1, G2378, \"\")","v":2377},{"$f":"IFERROR(SMALL(Index_2,A2378),\"\")","v":2377},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:J2378)),\"\")","v":"GSA_107"},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:K2378)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:L2378)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:M2378)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:N2378)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2378,COLUMNS($J$2:O2378)),\"\")","v":"107 GSA offer a cross-school electives programme to postgraduate taught (PGT) students as a way to create a PGT community at GSA. A review of the electives programme was undertaken in 2016, informed by student feedback in the Postgraduate Taught Experience Survey (PTES). The review of the electives programme took place in parallel with a move from 15/30 credit modules to 20 credit modules. "}]
[{"$f":"IF('> FILTER <'!B2380<>\"\",ROW(OFFSET(A2379,-1,0)),\"\")","v":2378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2380)),A2379,\"\")","v":2378},{"$f":"IFERROR(SMALL(Helper2_1,A2379),\"\")","v":2378},null,2378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2380)),$A2379,\"\")","v":2378},{"$f":"IFERROR(SMALL(Helper2_2,A2379),\"\")","v":2378},{"$f":"COUNTIF(Helper3_1,\"=\"&G2379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2379)=1, G2379, \"\")","v":2378},{"$f":"IFERROR(SMALL(Index_2,A2379),\"\")","v":2378},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:J2379)),\"\")","v":"GSA_107"},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:K2379)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:L2379)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:M2379)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:N2379)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2379,COLUMNS($J$2:O2379)),\"\")","v":"107 GSA offer a cross-school electives programme to postgraduate taught (PGT) students as a way to create a PGT community at GSA. A review of the electives programme was undertaken in 2016, informed by student feedback in the Postgraduate Taught Experience Survey (PTES). The review of the electives programme took place in parallel with a move from 15/30 credit modules to 20 credit modules. "}]
[{"$f":"IF('> FILTER <'!B2381<>\"\",ROW(OFFSET(A2380,-1,0)),\"\")","v":2379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2381)),A2380,\"\")","v":2379},{"$f":"IFERROR(SMALL(Helper2_1,A2380),\"\")","v":2379},null,2379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2381)),$A2380,\"\")","v":2379},{"$f":"IFERROR(SMALL(Helper2_2,A2380),\"\")","v":2379},{"$f":"COUNTIF(Helper3_1,\"=\"&G2380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2380)=1, G2380, \"\")","v":2379},{"$f":"IFERROR(SMALL(Index_2,A2380),\"\")","v":2379},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:J2380)),\"\")","v":"GSA_108"},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:K2380)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:L2380)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:M2380)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:N2380)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2380,COLUMNS($J$2:O2380)),\"\")","v":"108 Responsibility for postgraduate research (PGR) programmes has been devolved from an institutional graduate school to the academic schools. While this has enhanced opportunities to interact with other researchers within their schools and has allowed     school-wide PGR communities to form, students who met with the ELIR team expressed dissatisfaction at the lack of a cohesive PGR community across GSA. They commented that after the mandatory research skills training in their first year, which was praised by students as a valuable preparation for their studies, students feel 'abandoned' to 'isolated work'. Students felt that a dedicated space for PGR students would be of benefit, including project space for exhibitions and showcasing research. Research community was also highlighted as a developmental theme arising from PGR student survey results from 2018, with 20% of students disagreeing with positive statements relating to research community. GSA explain this dissatisfaction as being due to 'impacts resulting from the Mack fire, reducing opportunities for research sharing. This is being addressed through opening up staff research seminars to PGR students as well as reinstating the Research and Enterprise  Sharing Knowledge and Insight (SKI) event series'. As part of the recommendations from the 2018-19 PGR periodic review undertaken by GSA, budget was allocated to support PGR community building events."}]
[{"$f":"IF('> FILTER <'!B2382<>\"\",ROW(OFFSET(A2381,-1,0)),\"\")","v":2380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2382)),A2381,\"\")","v":2380},{"$f":"IFERROR(SMALL(Helper2_1,A2381),\"\")","v":2380},null,2380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2382)),$A2381,\"\")","v":2380},{"$f":"IFERROR(SMALL(Helper2_2,A2381),\"\")","v":2380},{"$f":"COUNTIF(Helper3_1,\"=\"&G2381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2381)=1, G2381, \"\")","v":2380},{"$f":"IFERROR(SMALL(Index_2,A2381),\"\")","v":2380},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:J2381)),\"\")","v":"GSA_108"},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:K2381)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:L2381)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:M2381)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:N2381)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2381,COLUMNS($J$2:O2381)),\"\")","v":"108 Responsibility for postgraduate research (PGR) programmes has been devolved from an institutional graduate school to the academic schools. While this has enhanced opportunities to interact with other researchers within their schools and has allowed     school-wide PGR communities to form, students who met with the ELIR team expressed dissatisfaction at the lack of a cohesive PGR community across GSA. They commented that after the mandatory research skills training in their first year, which was praised by students as a valuable preparation for their studies, students feel 'abandoned' to 'isolated work'. Students felt that a dedicated space for PGR students would be of benefit, including project space for exhibitions and showcasing research. Research community was also highlighted as a developmental theme arising from PGR student survey results from 2018, with 20% of students disagreeing with positive statements relating to research community. GSA explain this dissatisfaction as being due to 'impacts resulting from the Mack fire, reducing opportunities for research sharing. This is being addressed through opening up staff research seminars to PGR students as well as reinstating the Research and Enterprise  Sharing Knowledge and Insight (SKI) event series'. As part of the recommendations from the 2018-19 PGR periodic review undertaken by GSA, budget was allocated to support PGR community building events."}]
[{"$f":"IF('> FILTER <'!B2383<>\"\",ROW(OFFSET(A2382,-1,0)),\"\")","v":2381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2383)),A2382,\"\")","v":2381},{"$f":"IFERROR(SMALL(Helper2_1,A2382),\"\")","v":2381},null,2381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2383)),$A2382,\"\")","v":2381},{"$f":"IFERROR(SMALL(Helper2_2,A2382),\"\")","v":2381},{"$f":"COUNTIF(Helper3_1,\"=\"&G2382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2382)=1, G2382, \"\")","v":2381},{"$f":"IFERROR(SMALL(Index_2,A2382),\"\")","v":2381},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:J2382)),\"\")","v":"GSA_109"},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:K2382)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:L2382)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:M2382)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:N2382)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2382,COLUMNS($J$2:O2382)),\"\")","v":"109 GSA has a developed Graduate Teaching Assistant scheme, with focused training and clear expectations that are well communicated to research students in advance of teaching undergraduate students. PGR students that had participated in the scheme indicated that there is a wide range of teaching training available, and that teaching allowed PGR students to build connections and community within their school. "}]
[{"$f":"IF('> FILTER <'!B2384<>\"\",ROW(OFFSET(A2383,-1,0)),\"\")","v":2382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2384)),A2383,\"\")","v":2382},{"$f":"IFERROR(SMALL(Helper2_1,A2383),\"\")","v":2382},null,2382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2384)),$A2383,\"\")","v":2382},{"$f":"IFERROR(SMALL(Helper2_2,A2383),\"\")","v":2382},{"$f":"COUNTIF(Helper3_1,\"=\"&G2383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2383)=1, G2383, \"\")","v":2382},{"$f":"IFERROR(SMALL(Index_2,A2383),\"\")","v":2382},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:J2383)),\"\")","v":"GSA_110"},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:K2383)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:L2383)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:M2383)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:N2383)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2383,COLUMNS($J$2:O2383)),\"\")","v":"110 The GSA library has worked quickly to ensure that their collections are accessible in an online model of delivery, with students confirming that they have the resources they need for their course. The library carries out its own internal student surveys, and is quick to respond to student feedback regarding collections and the training needs of students and staff. The library is central to the institution's work on decolonising the curriculum with both students and staff speaking highly of the work that the library has done in this area."}]
[{"$f":"IF('> FILTER <'!B2385<>\"\",ROW(OFFSET(A2384,-1,0)),\"\")","v":2383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2385)),A2384,\"\")","v":2383},{"$f":"IFERROR(SMALL(Helper2_1,A2384),\"\")","v":2383},null,2383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2385)),$A2384,\"\")","v":2383},{"$f":"IFERROR(SMALL(Helper2_2,A2384),\"\")","v":2383},{"$f":"COUNTIF(Helper3_1,\"=\"&G2384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2384)=1, G2384, \"\")","v":2383},{"$f":"IFERROR(SMALL(Index_2,A2384),\"\")","v":2383},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:J2384)),\"\")","v":"GSA_111"},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:K2384)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:L2384)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:M2384)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:N2384)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2384,COLUMNS($J$2:O2384)),\"\")","v":"111 The ELIR team commended the work of the GSA library towards decolonising the curriculum, as library staff have worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment."}]
[{"$f":"IF('> FILTER <'!B2386<>\"\",ROW(OFFSET(A2385,-1,0)),\"\")","v":2384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2386)),A2385,\"\")","v":2384},{"$f":"IFERROR(SMALL(Helper2_1,A2385),\"\")","v":2384},null,2384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2386)),$A2385,\"\")","v":2384},{"$f":"IFERROR(SMALL(Helper2_2,A2385),\"\")","v":2384},{"$f":"COUNTIF(Helper3_1,\"=\"&G2385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2385)=1, G2385, \"\")","v":2384},{"$f":"IFERROR(SMALL(Index_2,A2385),\"\")","v":2384},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:J2385)),\"\")","v":"GSA_112"},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:K2385)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:L2385)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:M2385)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:N2385)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2385,COLUMNS($J$2:O2385)),\"\")","v":"112 GSA's virtual learning environment (VLE) is used extensively throughout the School. Staff work creatively using the VLE for their courses, as well as using it as a repository for course information. GSA state in the RA that student satisfaction with the VLE has been increasing (up 13% on the previous platform and at 54% in 2018-19, up from 46% in 2017-18), and both students and staff are offered training in its use. GSA has been able to effectively embed the use of the VLE throughout its courses, and good practice is shared internally at an annual showcase event."}]
[{"$f":"IF('> FILTER <'!B2387<>\"\",ROW(OFFSET(A2386,-1,0)),\"\")","v":2385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2387)),A2386,\"\")","v":2385},{"$f":"IFERROR(SMALL(Helper2_1,A2386),\"\")","v":2385},null,2385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2387)),$A2386,\"\")","v":2385},{"$f":"IFERROR(SMALL(Helper2_2,A2386),\"\")","v":2385},{"$f":"COUNTIF(Helper3_1,\"=\"&G2386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2386)=1, G2386, \"\")","v":2385},{"$f":"IFERROR(SMALL(Index_2,A2386),\"\")","v":2385},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:J2386)),\"\")","v":"GSA_113"},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:K2386)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:L2386)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:M2386)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:N2386)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2386,COLUMNS($J$2:O2386)),\"\")","v":"113 At the time of the COVID-19 pandemic, GSA was operating with what they describe as a perceived deficit in staff skills in the use of online platforms while, at the same time, increasing the digital literacies of students was identified as a core objective of the Learning, Teaching and Enhancement Strategy. In response to the pandemic, GSA established the Digital Capacity Group which reported directly to the Academic Contingency Group and had a remit for increasing digital capacity, upskilling staff and students, and acquiring new software to enable a move to online learning. From summer 2020, the group was able to begin to provide remote access to course-specific software, and provide software licences for students to work at home. Students that met the ELIR team appreciated the institutional investment in these technologies that were supporting them to continue their studies remotely.  "}]
[{"$f":"IF('> FILTER <'!B2388<>\"\",ROW(OFFSET(A2387,-1,0)),\"\")","v":2386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2388)),A2387,\"\")","v":2386},{"$f":"IFERROR(SMALL(Helper2_1,A2387),\"\")","v":2386},null,2386,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2388)),$A2387,\"\")","v":2386},{"$f":"IFERROR(SMALL(Helper2_2,A2387),\"\")","v":2386},{"$f":"COUNTIF(Helper3_1,\"=\"&G2387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2387)=1, G2387, \"\")","v":2386},{"$f":"IFERROR(SMALL(Index_2,A2387),\"\")","v":2386},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:J2387)),\"\")","v":"GSA_113"},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:K2387)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:L2387)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:M2387)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:N2387)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2387,COLUMNS($J$2:O2387)),\"\")","v":"113 At the time of the COVID-19 pandemic, GSA was operating with what they describe as a perceived deficit in staff skills in the use of online platforms while, at the same time, increasing the digital literacies of students was identified as a core objective of the Learning, Teaching and Enhancement Strategy. In response to the pandemic, GSA established the Digital Capacity Group which reported directly to the Academic Contingency Group and had a remit for increasing digital capacity, upskilling staff and students, and acquiring new software to enable a move to online learning. From summer 2020, the group was able to begin to provide remote access to course-specific software, and provide software licences for students to work at home. Students that met the ELIR team appreciated the institutional investment in these technologies that were supporting them to continue their studies remotely.  "}]
[{"$f":"IF('> FILTER <'!B2389<>\"\",ROW(OFFSET(A2388,-1,0)),\"\")","v":2387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2389)),A2388,\"\")","v":2387},{"$f":"IFERROR(SMALL(Helper2_1,A2388),\"\")","v":2387},null,2387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2389)),$A2388,\"\")","v":2387},{"$f":"IFERROR(SMALL(Helper2_2,A2388),\"\")","v":2387},{"$f":"COUNTIF(Helper3_1,\"=\"&G2388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2388)=1, G2388, \"\")","v":2387},{"$f":"IFERROR(SMALL(Index_2,A2388),\"\")","v":2387},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:J2388)),\"\")","v":"GSA_114"},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:K2388)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:L2388)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:M2388)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:N2388)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2388,COLUMNS($J$2:O2388)),\"\")","v":"114 The Learning Technology team has provided online resources and bespoke training to staff based on staff surveys, as well as running webinars and ensuring all key texts were available electronically. The Learning Technology team also designed and implemented online inductions both to IT packages and to 'studio working' for staff and students which were received positively by both."}]
[{"$f":"IF('> FILTER <'!B2390<>\"\",ROW(OFFSET(A2389,-1,0)),\"\")","v":2388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2390)),A2389,\"\")","v":2388},{"$f":"IFERROR(SMALL(Helper2_1,A2389),\"\")","v":2388},null,2388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2390)),$A2389,\"\")","v":2388},{"$f":"IFERROR(SMALL(Helper2_2,A2389),\"\")","v":2388},{"$f":"COUNTIF(Helper3_1,\"=\"&G2389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2389)=1, G2389, \"\")","v":2388},{"$f":"IFERROR(SMALL(Index_2,A2389),\"\")","v":2388},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:J2389)),\"\")","v":"GSA_114"},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:K2389)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:L2389)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:M2389)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:N2389)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2389,COLUMNS($J$2:O2389)),\"\")","v":"114 The Learning Technology team has provided online resources and bespoke training to staff based on staff surveys, as well as running webinars and ensuring all key texts were available electronically. The Learning Technology team also designed and implemented online inductions both to IT packages and to 'studio working' for staff and students which were received positively by both."}]
[{"$f":"IF('> FILTER <'!B2391<>\"\",ROW(OFFSET(A2390,-1,0)),\"\")","v":2389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2391)),A2390,\"\")","v":2389},{"$f":"IFERROR(SMALL(Helper2_1,A2390),\"\")","v":2389},null,{"$f":"ROW(OFFSET(E2390,-1,0))","v":2389},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2391)),$A2390,\"\")","v":2389},{"$f":"IFERROR(SMALL(Helper2_2,A2390),\"\")","v":2389},{"$f":"COUNTIF(Helper3_1,\"=\"&G2390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2390)=1, G2390, \"\")","v":2389},{"$f":"IFERROR(SMALL(Index_2,A2390),\"\")","v":2389},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:J2390)),\"\")","v":"GSA_115"},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:K2390)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:L2390)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:M2390)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:N2390)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2390,COLUMNS($J$2:O2390)),\"\")","v":"115 In parallel with increasing digital capacity, GSA's Digital Inclusion Strategy focused on ensuring that students were not disadvantaged through not having access to hardware such as laptops. At the start of the 2020-21 academic session, GSA invested in 388 laptop computers that would be distributed to those who needed them. While the timeline for this has been perceived to be slow by students, forcing some to rely on handheld devices, GSA indicated that they needed to ensure that those students who needed the technology the most were prioritised. The use of contextual data for this service, such as the Student Awards Agency Scotland and funding details, allowed students to apply without providing large amounts of evidence. While the application process opened shortly before the review visit, which was later than anticipated, staff moved quickly to distribute the laptops to those selected, with any surplus being available for short-term loan to the general student population."}]
[{"$f":"IF('> FILTER <'!B2392<>\"\",ROW(OFFSET(A2391,-1,0)),\"\")","v":2390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2392)),A2391,\"\")","v":2390},{"$f":"IFERROR(SMALL(Helper2_1,A2391),\"\")","v":2390},null,2390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2392)),$A2391,\"\")","v":2390},{"$f":"IFERROR(SMALL(Helper2_2,A2391),\"\")","v":2390},{"$f":"COUNTIF(Helper3_1,\"=\"&G2391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2391)=1, G2391, \"\")","v":2390},{"$f":"IFERROR(SMALL(Index_2,A2391),\"\")","v":2390},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:J2391)),\"\")","v":"GSA_116"},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:K2391)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:L2391)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:M2391)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:N2391)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2391,COLUMNS($J$2:O2391)),\"\")","v":"116 Accessibility of online materials has also been embedded as part of the Digital Inclusion Strategy, with the use of captioning and alt-text for all online materials. There were also examples of staff being aware of the increase in screen time for students, and the negative impacts this could have on certain students. While some progress has been made in this area, students indicated that there could be more creative solutions to the problems of online accessibility and GSA is encouraged to work in partnership with students regarding their experiences of online learning."}]
[{"$f":"IF('> FILTER <'!B2393<>\"\",ROW(OFFSET(A2392,-1,0)),\"\")","v":2391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2393)),A2392,\"\")","v":2391},{"$f":"IFERROR(SMALL(Helper2_1,A2392),\"\")","v":2391},null,2391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2393)),$A2392,\"\")","v":2391},{"$f":"IFERROR(SMALL(Helper2_2,A2392),\"\")","v":2391},{"$f":"COUNTIF(Helper3_1,\"=\"&G2392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2392)=1, G2392, \"\")","v":2391},{"$f":"IFERROR(SMALL(Index_2,A2392),\"\")","v":2391},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:J2392)),\"\")","v":"GSA_116"},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:K2392)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:L2392)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:M2392)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:N2392)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2392,COLUMNS($J$2:O2392)),\"\")","v":"116 Accessibility of online materials has also been embedded as part of the Digital Inclusion Strategy, with the use of captioning and alt-text for all online materials. There were also examples of staff being aware of the increase in screen time for students, and the negative impacts this could have on certain students. While some progress has been made in this area, students indicated that there could be more creative solutions to the problems of online accessibility and GSA is encouraged to work in partnership with students regarding their experiences of online learning."}]
[{"$f":"IF('> FILTER <'!B2394<>\"\",ROW(OFFSET(A2393,-1,0)),\"\")","v":2392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2394)),A2393,\"\")","v":2392},{"$f":"IFERROR(SMALL(Helper2_1,A2393),\"\")","v":2392},null,2392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2394)),$A2393,\"\")","v":2392},{"$f":"IFERROR(SMALL(Helper2_2,A2393),\"\")","v":2392},{"$f":"COUNTIF(Helper3_1,\"=\"&G2393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2393)=1, G2393, \"\")","v":2392},{"$f":"IFERROR(SMALL(Index_2,A2393),\"\")","v":2392},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:J2393)),\"\")","v":"GSA_117"},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:K2393)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:L2393)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:M2393)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:N2393)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2393,COLUMNS($J$2:O2393)),\"\")","v":"117 GSA purchased an institutional licence for an online platform to host meetings and classes, allowing all students and staff to host their own meetings or classes using the platform. While this has worked well for students, some voiced concerns regarding the privacy and security of the specific platform purchased with these raised through the rep system, with a perception that these concerns had not been fed back to those making the decisions. GSA are encouraged to consider student representation on the Digital Capacity Group. "}]
[{"$f":"IF('> FILTER <'!B2395<>\"\",ROW(OFFSET(A2394,-1,0)),\"\")","v":2393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2395)),A2394,\"\")","v":2393},{"$f":"IFERROR(SMALL(Helper2_1,A2394),\"\")","v":2393},null,2393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2395)),$A2394,\"\")","v":2393},{"$f":"IFERROR(SMALL(Helper2_2,A2394),\"\")","v":2393},{"$f":"COUNTIF(Helper3_1,\"=\"&G2394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2394)=1, G2394, \"\")","v":2393},{"$f":"IFERROR(SMALL(Index_2,A2394),\"\")","v":2393},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:J2394)),\"\")","v":"GSA_117"},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:K2394)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:L2394)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:M2394)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:N2394)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2394,COLUMNS($J$2:O2394)),\"\")","v":"117 GSA purchased an institutional licence for an online platform to host meetings and classes, allowing all students and staff to host their own meetings or classes using the platform. While this has worked well for students, some voiced concerns regarding the privacy and security of the specific platform purchased with these raised through the rep system, with a perception that these concerns had not been fed back to those making the decisions. GSA are encouraged to consider student representation on the Digital Capacity Group. "}]
[{"$f":"IF('> FILTER <'!B2396<>\"\",ROW(OFFSET(A2395,-1,0)),\"\")","v":2394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2396)),A2395,\"\")","v":2394},{"$f":"IFERROR(SMALL(Helper2_1,A2395),\"\")","v":2394},null,2394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2396)),$A2395,\"\")","v":2394},{"$f":"IFERROR(SMALL(Helper2_2,A2395),\"\")","v":2394},{"$f":"COUNTIF(Helper3_1,\"=\"&G2395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2395)=1, G2395, \"\")","v":2394},{"$f":"IFERROR(SMALL(Index_2,A2395),\"\")","v":2394},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:J2395)),\"\")","v":"GSA_118"},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:K2395)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:L2395)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:M2395)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:N2395)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2395,COLUMNS($J$2:O2395)),\"\")","v":"118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."}]
[{"$f":"IF('> FILTER <'!B2397<>\"\",ROW(OFFSET(A2396,-1,0)),\"\")","v":2395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2397)),A2396,\"\")","v":2395},{"$f":"IFERROR(SMALL(Helper2_1,A2396),\"\")","v":2395},null,2395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2397)),$A2396,\"\")","v":2395},{"$f":"IFERROR(SMALL(Helper2_2,A2396),\"\")","v":2395},{"$f":"COUNTIF(Helper3_1,\"=\"&G2396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2396)=1, G2396, \"\")","v":2395},{"$f":"IFERROR(SMALL(Index_2,A2396),\"\")","v":2395},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:J2396)),\"\")","v":"GSA_118"},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:K2396)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:L2396)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:M2396)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:N2396)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2396,COLUMNS($J$2:O2396)),\"\")","v":"118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."}]
[{"$f":"IF('> FILTER <'!B2398<>\"\",ROW(OFFSET(A2397,-1,0)),\"\")","v":2396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2398)),A2397,\"\")","v":2396},{"$f":"IFERROR(SMALL(Helper2_1,A2397),\"\")","v":2396},null,2396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2398)),$A2397,\"\")","v":2396},{"$f":"IFERROR(SMALL(Helper2_2,A2397),\"\")","v":2396},{"$f":"COUNTIF(Helper3_1,\"=\"&G2397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2397)=1, G2397, \"\")","v":2396},{"$f":"IFERROR(SMALL(Index_2,A2397),\"\")","v":2396},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:J2397)),\"\")","v":"GSA_118"},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:K2397)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:L2397)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:M2397)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:N2397)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2397,COLUMNS($J$2:O2397)),\"\")","v":"118 The ELIR team commended staff from the Learning Technology and Learning and Teaching teams who have worked effectively together to support the upskilling of staff in online curriculum delivery. In addition, the team commended the Technical Support teams who have introduced a variety of initiatives to support students in producing work in an online environment. GSA has also made good progress, from summer 2020, in implementing a digital inclusion strategy to support students in producing work in an     online environment."}]
[{"$f":"IF('> FILTER <'!B2399<>\"\",ROW(OFFSET(A2398,-1,0)),\"\")","v":2397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2399)),A2398,\"\")","v":2397},{"$f":"IFERROR(SMALL(Helper2_1,A2398),\"\")","v":2397},null,2397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2399)),$A2398,\"\")","v":2397},{"$f":"IFERROR(SMALL(Helper2_2,A2398),\"\")","v":2397},{"$f":"COUNTIF(Helper3_1,\"=\"&G2398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2398)=1, G2398, \"\")","v":2397},{"$f":"IFERROR(SMALL(Index_2,A2398),\"\")","v":2397},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:J2398)),\"\")","v":"GSA_119"},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:K2398)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:L2398)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:M2398)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:N2398)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2398,COLUMNS($J$2:O2398)),\"\")","v":"119 Access to studio space continues to be an area of challenge for GSA. Managing student expectations on this matter has been a priority for the Technical Support Department. Work has been undertaken to ensure that workshop access is tailored to student specialisms. Outwith this, students can request access to resources for projects through a one-to-one tutorial with a member of the Technical Services Department. This student-centric approach, while heavy on staff time, allows the student to proceed in a supported manner and signposts students to the most appropriate studio resource."}]
[{"$f":"IF('> FILTER <'!B2400<>\"\",ROW(OFFSET(A2399,-1,0)),\"\")","v":2398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2400)),A2399,\"\")","v":2398},{"$f":"IFERROR(SMALL(Helper2_1,A2399),\"\")","v":2398},null,2398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2400)),$A2399,\"\")","v":2398},{"$f":"IFERROR(SMALL(Helper2_2,A2399),\"\")","v":2398},{"$f":"COUNTIF(Helper3_1,\"=\"&G2399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2399)=1, G2399, \"\")","v":2398},{"$f":"IFERROR(SMALL(Index_2,A2399),\"\")","v":2398},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:J2399)),\"\")","v":"GSA_119"},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:K2399)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:L2399)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:M2399)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:N2399)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2399,COLUMNS($J$2:O2399)),\"\")","v":"119 Access to studio space continues to be an area of challenge for GSA. Managing student expectations on this matter has been a priority for the Technical Support Department. Work has been undertaken to ensure that workshop access is tailored to student specialisms. Outwith this, students can request access to resources for projects through a one-to-one tutorial with a member of the Technical Services Department. This student-centric approach, while heavy on staff time, allows the student to proceed in a supported manner and signposts students to the most appropriate studio resource."}]
[{"$f":"IF('> FILTER <'!B2401<>\"\",ROW(OFFSET(A2400,-1,0)),\"\")","v":2399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2401)),A2400,\"\")","v":2399},{"$f":"IFERROR(SMALL(Helper2_1,A2400),\"\")","v":2399},null,2399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2401)),$A2400,\"\")","v":2399},{"$f":"IFERROR(SMALL(Helper2_2,A2400),\"\")","v":2399},{"$f":"COUNTIF(Helper3_1,\"=\"&G2400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2400)=1, G2400, \"\")","v":2399},{"$f":"IFERROR(SMALL(Index_2,A2400),\"\")","v":2399},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:J2400)),\"\")","v":"GSA_120"},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:K2400)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:L2400)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:M2400)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:N2400)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2400,COLUMNS($J$2:O2400)),\"\")","v":"120 Managing student expectations of workshop availability remains a challenge, and there would be considerable benefit in GSA continuing to work on communicating these expectations clearly to students in partnership with student representatives. Students that met with the ELIR team commented that resources can look good at 'surface level' and that the expectations of new students are higher than the reality when they arrive on campus."}]
[{"$f":"IF('> FILTER <'!B2402<>\"\",ROW(OFFSET(A2401,-1,0)),\"\")","v":2400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2402)),A2401,\"\")","v":2400},{"$f":"IFERROR(SMALL(Helper2_1,A2401),\"\")","v":2400},null,2400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2402)),$A2401,\"\")","v":2400},{"$f":"IFERROR(SMALL(Helper2_2,A2401),\"\")","v":2400},{"$f":"COUNTIF(Helper3_1,\"=\"&G2401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2401)=1, G2401, \"\")","v":2400},{"$f":"IFERROR(SMALL(Index_2,A2401),\"\")","v":2400},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:J2401)),\"\")","v":"GSA_121"},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:K2401)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:L2401)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:M2401)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:N2401)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2401,COLUMNS($J$2:O2401)),\"\")","v":"121 Workshop space has seen increased usage over the last three years, with an average of 1,300 visits to a single workshop per month. Access to workshop space has  been a developmental theme captured consistently in student feedback and annual monitoring and reporting, with GSA aware of the need to ensure that the quality of their  offer, especially for PGR students, is commensurate with the rest of the sector. This has been of significant challenge for the School of Fine Art, whose exhibitions have historically been accommodated in the GSA Students' Association which, as a result of the dissolution  of the commercial arm of the GSASA, is no longer available. Plans to develop the GSA estate further are underway, including the development of another 3D workshop in the Stow Building. The ELIR team considered that there would be considerable benefit in GSA undertaking a survey of workshop space as it relates to expected student utilisation to ensure that every student is provided with the opportunity to access the space required by their programme."}]
[{"$f":"IF('> FILTER <'!B2403<>\"\",ROW(OFFSET(A2402,-1,0)),\"\")","v":2401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2403)),A2402,\"\")","v":2401},{"$f":"IFERROR(SMALL(Helper2_1,A2402),\"\")","v":2401},null,2401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2403)),$A2402,\"\")","v":2401},{"$f":"IFERROR(SMALL(Helper2_2,A2402),\"\")","v":2401},{"$f":"COUNTIF(Helper3_1,\"=\"&G2402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2402)=1, G2402, \"\")","v":2401},{"$f":"IFERROR(SMALL(Index_2,A2402),\"\")","v":2401},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:J2402)),\"\")","v":"GSA_122"},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:K2402)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:L2402)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:M2402)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:N2402)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2402,COLUMNS($J$2:O2402)),\"\")","v":"122 Since 2014, GSA has consistently underperformed against its benchmarks for student satisfaction with learning resources in National Student Survey results across all its subject areas. There was a reduction in student satisfaction in Learning Resources in 2020 from 2019 (70% compared to 64%), and the majority of free text comments (both positive and negative) were given in this field, indicating this issue is impacting on the student learning experience. This is consistent with GSA's Undergraduate Student Experience Survey results from 2018-19 where only 55.4% of students indicated that they were able to access course-specific technical resources when needed. Students who met the ELIR team confirmed these concerns. The team believe that there would be value in GSA considering the management of student perceptions of workshop space at every stage of the learner journey, by clearly outlining minimum expectations for each programme of study from advertising and pre-admission, through to graduation."}]
[{"$f":"IF('> FILTER <'!B2404<>\"\",ROW(OFFSET(A2403,-1,0)),\"\")","v":2402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2404)),A2403,\"\")","v":2402},{"$f":"IFERROR(SMALL(Helper2_1,A2403),\"\")","v":2402},null,2402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2404)),$A2403,\"\")","v":2402},{"$f":"IFERROR(SMALL(Helper2_2,A2403),\"\")","v":2402},{"$f":"COUNTIF(Helper3_1,\"=\"&G2403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2403)=1, G2403, \"\")","v":2402},{"$f":"IFERROR(SMALL(Index_2,A2403),\"\")","v":2402},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:J2403)),\"\")","v":"GSA_122"},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:K2403)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:L2403)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:M2403)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:N2403)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2403,COLUMNS($J$2:O2403)),\"\")","v":"122 Since 2014, GSA has consistently underperformed against its benchmarks for student satisfaction with learning resources in National Student Survey results across all its subject areas. There was a reduction in student satisfaction in Learning Resources in 2020 from 2019 (70% compared to 64%), and the majority of free text comments (both positive and negative) were given in this field, indicating this issue is impacting on the student learning experience. This is consistent with GSA's Undergraduate Student Experience Survey results from 2018-19 where only 55.4% of students indicated that they were able to access course-specific technical resources when needed. Students who met the ELIR team confirmed these concerns. The team believe that there would be value in GSA considering the management of student perceptions of workshop space at every stage of the learner journey, by clearly outlining minimum expectations for each programme of study from advertising and pre-admission, through to graduation."}]
[{"$f":"IF('> FILTER <'!B2405<>\"\",ROW(OFFSET(A2404,-1,0)),\"\")","v":2403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2405)),A2404,\"\")","v":2403},{"$f":"IFERROR(SMALL(Helper2_1,A2404),\"\")","v":2403},null,2403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2405)),$A2404,\"\")","v":2403},{"$f":"IFERROR(SMALL(Helper2_2,A2404),\"\")","v":2403},{"$f":"COUNTIF(Helper3_1,\"=\"&G2404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2404)=1, G2404, \"\")","v":2403},{"$f":"IFERROR(SMALL(Index_2,A2404),\"\")","v":2403},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:J2404)),\"\")","v":"GSA_123"},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:K2404)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:L2404)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:M2404)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:N2404)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2404,COLUMNS($J$2:O2404)),\"\")","v":"123 The ELIR team understands that GSA have plans to review the development of the technical estate as part of an estates masterplan. There would be value in GSA working in partnership with its student body to further consider its approach to studio and workspace allocation as part of this work in order to better understand and address the concerns of students raised through student surveys."}]
[{"$f":"IF('> FILTER <'!B2406<>\"\",ROW(OFFSET(A2405,-1,0)),\"\")","v":2404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2406)),A2405,\"\")","v":2404},{"$f":"IFERROR(SMALL(Helper2_1,A2405),\"\")","v":2404},null,2404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2406)),$A2405,\"\")","v":2404},{"$f":"IFERROR(SMALL(Helper2_2,A2405),\"\")","v":2404},{"$f":"COUNTIF(Helper3_1,\"=\"&G2405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2405)=1, G2405, \"\")","v":2404},{"$f":"IFERROR(SMALL(Index_2,A2405),\"\")","v":2404},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:J2405)),\"\")","v":"GSA_124"},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:K2405)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:L2405)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:M2405)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:N2405)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2405,COLUMNS($J$2:O2405)),\"\")","v":"124 The ELIR team recommends that GSA ensures that processes to align the demands of curricula and the resources available to support students in achieving learning outcomes are effective and equitable. In parallel, establish and make clear to students before entry, minimum levels of studio availability and technical support that can be expected on each programme of study to ensure consistency and equity of provision."}]
[{"$f":"IF('> FILTER <'!B2407<>\"\",ROW(OFFSET(A2406,-1,0)),\"\")","v":2405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2407)),A2406,\"\")","v":2405},{"$f":"IFERROR(SMALL(Helper2_1,A2406),\"\")","v":2405},null,2405,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2407)),$A2406,\"\")","v":2405},{"$f":"IFERROR(SMALL(Helper2_2,A2406),\"\")","v":2405},{"$f":"COUNTIF(Helper3_1,\"=\"&G2406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2406)=1, G2406, \"\")","v":2405},{"$f":"IFERROR(SMALL(Index_2,A2406),\"\")","v":2405},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:J2406)),\"\")","v":"GSA_125"},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:K2406)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:L2406)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:M2406)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:N2406)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2406,COLUMNS($J$2:O2406)),\"\")","v":"125 There is a strategic and sustained commitment, evidenced by a range of targeted activities, to promote widening access which supports students to enter GSA or other higher education institutions. GSA has established a variety of successful long-standing school and college partnerships - notably with Castlehead High School - which raise the aspirations and achievement of young people. The ongoing support provided by GSA to widening access students contributes to high retention rates."}]
[{"$f":"IF('> FILTER <'!B2408<>\"\",ROW(OFFSET(A2407,-1,0)),\"\")","v":2406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2408)),A2407,\"\")","v":2406},{"$f":"IFERROR(SMALL(Helper2_1,A2407),\"\")","v":2406},null,2406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2408)),$A2407,\"\")","v":2406},{"$f":"IFERROR(SMALL(Helper2_2,A2407),\"\")","v":2406},{"$f":"COUNTIF(Helper3_1,\"=\"&G2407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2407)=1, G2407, \"\")","v":2406},{"$f":"IFERROR(SMALL(Index_2,A2407),\"\")","v":2406},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:J2407)),\"\")","v":"GSA_126"},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:K2407)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:L2407)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:M2407)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:N2407)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2407,COLUMNS($J$2:O2407)),\"\")","v":"126 GSA has effective support in place for students entering the School through an articulation route and has made significant progress in supporting students to successful completion. In particular, the Associate Student Scheme provides college students with valuable access to the library and VLE, as well as enabling students to benefit from a range of engagement opportunities at GSA."}]
[{"$f":"IF('> FILTER <'!B2409<>\"\",ROW(OFFSET(A2408,-1,0)),\"\")","v":2407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2409)),A2408,\"\")","v":2407},{"$f":"IFERROR(SMALL(Helper2_1,A2408),\"\")","v":2407},null,2407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2409)),$A2408,\"\")","v":2407},{"$f":"IFERROR(SMALL(Helper2_2,A2408),\"\")","v":2407},{"$f":"COUNTIF(Helper3_1,\"=\"&G2408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2408)=1, G2408, \"\")","v":2407},{"$f":"IFERROR(SMALL(Index_2,A2408),\"\")","v":2407},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:J2408)),\"\")","v":"GSA_127"},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:K2408)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:L2408)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:M2408)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:N2408)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2408,COLUMNS($J$2:O2408)),\"\")","v":"127 GSA provides a range of support services that are successful and responsive in meeting evolving student needs. These services have been particularly effective in supporting students with the move to online provision. It is positive that a number of staff have completed qualifications focused on the provision of counselling services in a digital environment."}]
[{"$f":"IF('> FILTER <'!B2410<>\"\",ROW(OFFSET(A2409,-1,0)),\"\")","v":2408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2410)),A2409,\"\")","v":2408},{"$f":"IFERROR(SMALL(Helper2_1,A2409),\"\")","v":2408},null,2408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2410)),$A2409,\"\")","v":2408},{"$f":"IFERROR(SMALL(Helper2_2,A2409),\"\")","v":2408},{"$f":"COUNTIF(Helper3_1,\"=\"&G2409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2409)=1, G2409, \"\")","v":2408},{"$f":"IFERROR(SMALL(Index_2,A2409),\"\")","v":2408},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:J2409)),\"\")","v":"GSA_128"},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:K2409)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:L2409)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:M2409)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:N2409)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2409,COLUMNS($J$2:O2409)),\"\")","v":"128 To support progress at GSA towards decolonising the curriculum, library staff     have worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment."}]
[{"$f":"IF('> FILTER <'!B2411<>\"\",ROW(OFFSET(A2410,-1,0)),\"\")","v":2409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2411)),A2410,\"\")","v":2409},{"$f":"IFERROR(SMALL(Helper2_1,A2410),\"\")","v":2409},null,2409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2411)),$A2410,\"\")","v":2409},{"$f":"IFERROR(SMALL(Helper2_2,A2410),\"\")","v":2409},{"$f":"COUNTIF(Helper3_1,\"=\"&G2410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2410)=1, G2410, \"\")","v":2409},{"$f":"IFERROR(SMALL(Index_2,A2410),\"\")","v":2409},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:J2410)),\"\")","v":"GSA_129"},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:K2410)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:L2410)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:M2410)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:N2410)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2410,COLUMNS($J$2:O2410)),\"\")","v":"129 Staff from the Learning Technology and Learning and Teaching teams have worked effectively together to support the upskilling of staff in online curriculum delivery. The Technical Support team has introduced a variety of initiatives to support students in producing work in an online environment."}]
[{"$f":"IF('> FILTER <'!B2412<>\"\",ROW(OFFSET(A2411,-1,0)),\"\")","v":2410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2412)),A2411,\"\")","v":2410},{"$f":"IFERROR(SMALL(Helper2_1,A2411),\"\")","v":2410},null,2410,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2412)),$A2411,\"\")","v":2410},{"$f":"IFERROR(SMALL(Helper2_2,A2411),\"\")","v":2410},{"$f":"COUNTIF(Helper3_1,\"=\"&G2411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2411)=1, G2411, \"\")","v":2410},{"$f":"IFERROR(SMALL(Index_2,A2411),\"\")","v":2410},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:J2411)),\"\")","v":"GSA_130"},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:K2411)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:L2411)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:M2411)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:N2411)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2411,COLUMNS($J$2:O2411)),\"\")","v":"130 To enable all students to engage in online study effectively during the pandemic, GSA has made good progress in implementing a digital inclusion strategy to support students with the transition to a blended model of learning."}]
[{"$f":"IF('> FILTER <'!B2413<>\"\",ROW(OFFSET(A2412,-1,0)),\"\")","v":2411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2413)),A2412,\"\")","v":2411},{"$f":"IFERROR(SMALL(Helper2_1,A2412),\"\")","v":2411},null,2411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2413)),$A2412,\"\")","v":2411},{"$f":"IFERROR(SMALL(Helper2_2,A2412),\"\")","v":2411},{"$f":"COUNTIF(Helper3_1,\"=\"&G2412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2412)=1, G2412, \"\")","v":2411},{"$f":"IFERROR(SMALL(Index_2,A2412),\"\")","v":2411},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:J2412)),\"\")","v":"GSA_130"},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:K2412)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:L2412)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:M2412)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:N2412)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2412,COLUMNS($J$2:O2412)),\"\")","v":"130 To enable all students to engage in online study effectively during the pandemic, GSA has made good progress in implementing a digital inclusion strategy to support students with the transition to a blended model of learning."}]
[{"$f":"IF('> FILTER <'!B2414<>\"\",ROW(OFFSET(A2413,-1,0)),\"\")","v":2412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2414)),A2413,\"\")","v":2412},{"$f":"IFERROR(SMALL(Helper2_1,A2413),\"\")","v":2412},null,2412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2414)),$A2413,\"\")","v":2412},{"$f":"IFERROR(SMALL(Helper2_2,A2413),\"\")","v":2412},{"$f":"COUNTIF(Helper3_1,\"=\"&G2413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2413)=1, G2413, \"\")","v":2412},{"$f":"IFERROR(SMALL(Index_2,A2413),\"\")","v":2412},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:J2413)),\"\")","v":"GSA_131"},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:K2413)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:L2413)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:M2413)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:N2413)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2413,COLUMNS($J$2:O2413)),\"\")","v":"131 To build on positive progress made with the introduction of Lead Representatives, GSA should continue to embed effective arrangements for student representation. In particular, GSA should aim to promote a culture where student representatives are involved wherever possible, including in any groupings outside the formal committee structure, at all levels. GSA should also work with student representatives in a mutually-beneficial partnership to consider what tailored training and briefing would be most effective to allow them to contribute effectively to committees and groups, and ensure that representatives have the information they need to fulfil their roles with confidence."}]
[{"$f":"IF('> FILTER <'!B2415<>\"\",ROW(OFFSET(A2414,-1,0)),\"\")","v":2413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2415)),A2414,\"\")","v":2413},{"$f":"IFERROR(SMALL(Helper2_1,A2414),\"\")","v":2413},null,2413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2415)),$A2414,\"\")","v":2413},{"$f":"IFERROR(SMALL(Helper2_2,A2414),\"\")","v":2413},{"$f":"COUNTIF(Helper3_1,\"=\"&G2414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2414)=1, G2414, \"\")","v":2413},{"$f":"IFERROR(SMALL(Index_2,A2414),\"\")","v":2413},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:J2414)),\"\")","v":"GSA_132"},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:K2414)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:L2414)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:M2414)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:N2414)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2414,COLUMNS($J$2:O2414)),\"\")","v":"132 GSA should work to establish a culture where students are seen as equal partners, engaged individually and collectively in the development and enhancement of their educational experience. This should include setting out an agreed approach which allows progress to be made on matters of mutual priority where GSA and its Students' Association work together to enhance the student experience - for example, making demonstrable progress in finalising the existing Relationship Agreement and developing a new Student Partnership Agreement which both codifies the ways of working and facilitates actions being taken."}]
[{"$f":"IF('> FILTER <'!B2416<>\"\",ROW(OFFSET(A2415,-1,0)),\"\")","v":2414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2416)),A2415,\"\")","v":2414},{"$f":"IFERROR(SMALL(Helper2_1,A2415),\"\")","v":2414},null,2414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2416)),$A2415,\"\")","v":2414},{"$f":"IFERROR(SMALL(Helper2_2,A2415),\"\")","v":2414},{"$f":"COUNTIF(Helper3_1,\"=\"&G2415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2415)=1, G2415, \"\")","v":2414},{"$f":"IFERROR(SMALL(Index_2,A2415),\"\")","v":2414},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:J2415)),\"\")","v":"GSA_133"},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:K2415)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:L2415)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:M2415)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:N2415)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2415,COLUMNS($J$2:O2415)),\"\")","v":"133 It is recommended that GSA reviews (as planned), develops and implements a comprehensive and effective communications strategy, which includes all key stakeholders. In particular, in partnership with students, establish and embed effective and accessible communication channels which are responsive to student comment and engagement, and which foster a culture of mutual respect, openness and information sharing."}]
[{"$f":"IF('> FILTER <'!B2417<>\"\",ROW(OFFSET(A2416,-1,0)),\"\")","v":2415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2417)),A2416,\"\")","v":2415},{"$f":"IFERROR(SMALL(Helper2_1,A2416),\"\")","v":2415},null,2415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2417)),$A2416,\"\")","v":2415},{"$f":"IFERROR(SMALL(Helper2_2,A2416),\"\")","v":2415},{"$f":"COUNTIF(Helper3_1,\"=\"&G2416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2416)=1, G2416, \"\")","v":2415},{"$f":"IFERROR(SMALL(Index_2,A2416),\"\")","v":2415},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:J2416)),\"\")","v":"GSA_134"},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:K2416)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:L2416)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:M2416)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:N2416)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2416,COLUMNS($J$2:O2416)),\"\")","v":"134 GSA should ensure that processes to align the demands of curricula and the resources available to support students in achieving learning outcomes are effective and equitable. In parallel, establish and make clear to students before entry, minimum levels of studio availability and technical support that can be expected on each programme of study to ensure consistency and equity of provision."}]
[{"$f":"IF('> FILTER <'!B2418<>\"\",ROW(OFFSET(A2417,-1,0)),\"\")","v":2416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2418)),A2417,\"\")","v":2416},{"$f":"IFERROR(SMALL(Helper2_1,A2417),\"\")","v":2416},null,2416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2418)),$A2417,\"\")","v":2416},{"$f":"IFERROR(SMALL(Helper2_2,A2417),\"\")","v":2416},{"$f":"COUNTIF(Helper3_1,\"=\"&G2417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2417)=1, G2417, \"\")","v":2416},{"$f":"IFERROR(SMALL(Index_2,A2417),\"\")","v":2416},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:J2417)),\"\")","v":"GSA_135"},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:K2417)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:L2417)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:M2417)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:N2417)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2417,COLUMNS($J$2:O2417)),\"\")","v":"135 GSA should develop a clear and effective process for identifying and communicating additional programme costs (building on the existing fees document) and an equitable institutional approach to support students in meeting these. In parallel, GSA should continue to promote creative means of achieving learning outcomes in sustainable alternative ways through options that are made available to all students."}]
[{"$f":"IF('> FILTER <'!B2419<>\"\",ROW(OFFSET(A2418,-1,0)),\"\")","v":2417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2419)),A2418,\"\")","v":2417},{"$f":"IFERROR(SMALL(Helper2_1,A2418),\"\")","v":2417},null,2417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2419)),$A2418,\"\")","v":2417},{"$f":"IFERROR(SMALL(Helper2_2,A2418),\"\")","v":2417},{"$f":"COUNTIF(Helper3_1,\"=\"&G2418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2418)=1, G2418, \"\")","v":2417},{"$f":"IFERROR(SMALL(Index_2,A2418),\"\")","v":2417},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:J2418)),\"\")","v":"GSA_136"},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:K2418)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:L2418)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:M2418)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:N2418)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2418,COLUMNS($J$2:O2418)),\"\")","v":"136 It is recommended that GSA continues to develop an effective and systematic approach to understanding and addressing student feedback, drawing on the National Student Survey and institutional surveys, which allows for the identification and resolution of issues in sufficient detail, both at institutional and programme level, and which supports the effective sharing of good practice. "}]
[{"$f":"IF('> FILTER <'!B2420<>\"\",ROW(OFFSET(A2419,-1,0)),\"\")","v":2418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2420)),A2419,\"\")","v":2418},{"$f":"IFERROR(SMALL(Helper2_1,A2419),\"\")","v":2418},null,2418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2420)),$A2419,\"\")","v":2418},{"$f":"IFERROR(SMALL(Helper2_2,A2419),\"\")","v":2418},{"$f":"COUNTIF(Helper3_1,\"=\"&G2419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2419)=1, G2419, \"\")","v":2418},{"$f":"IFERROR(SMALL(Index_2,A2419),\"\")","v":2418},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:J2419)),\"\")","v":"GSA_137"},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:K2419)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:L2419)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:M2419)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:N2419)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2419,COLUMNS($J$2:O2419)),\"\")","v":"137 It is recommended that GSA progresses with plans to develop and embed the institutional approach to equality and diversity, introducing an effective mechanism to oversee and monitor GSA-wide action including implementation of recommendations resulting from Equality Impact Assessments."}]
[{"$f":"IF('> FILTER <'!B2421<>\"\",ROW(OFFSET(A2420,-1,0)),\"\")","v":2419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2421)),A2420,\"\")","v":2419},{"$f":"IFERROR(SMALL(Helper2_1,A2420),\"\")","v":2419},null,2419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2421)),$A2420,\"\")","v":2419},{"$f":"IFERROR(SMALL(Helper2_2,A2420),\"\")","v":2419},{"$f":"COUNTIF(Helper3_1,\"=\"&G2420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2420)=1, G2420, \"\")","v":2419},{"$f":"IFERROR(SMALL(Index_2,A2420),\"\")","v":2419},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:J2420)),\"\")","v":"GSA_138"},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:K2420)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:L2420)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:M2420)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:N2420)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2420,COLUMNS($J$2:O2420)),\"\")","v":"138 GSA should ensure staff and students have a clear understanding of institutional expectations around grading criteria and practices. GSA should also ensure that there are clearer expectations for feedback practice which are implemented effectively across the institution, so that all students receive timely, relevant and high-quality formative feedback on their progress at key points during their programmes. Students should be supported to understand how their assessed work relates to learning outcomes, how assessment criteria are used to make judgements about the achievement of learning outcomes, and how feedback should help their understanding of why a particular grade has been awarded. Feedback on formative assessment - for example, at the existing Mid-Year Review - should be shared with students on all programmes."}]
[{"$f":"IF('> FILTER <'!B2422<>\"\",ROW(OFFSET(A2421,-1,0)),\"\")","v":2420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2422)),A2421,\"\")","v":2420},{"$f":"IFERROR(SMALL(Helper2_1,A2421),\"\")","v":2420},null,2420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2422)),$A2421,\"\")","v":2420},{"$f":"IFERROR(SMALL(Helper2_2,A2421),\"\")","v":2420},{"$f":"COUNTIF(Helper3_1,\"=\"&G2421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2421)=1, G2421, \"\")","v":2420},{"$f":"IFERROR(SMALL(Index_2,A2421),\"\")","v":2420},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:J2421)),\"\")","v":"GSA_139"},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:K2421)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:L2421)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:M2421)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:N2421)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2421,COLUMNS($J$2:O2421)),\"\")","v":"139 GSA's strategy and practice for enhancing learning and teaching is currently limited in its effectiveness. While there is an overarching institutional level Learning and Teaching Enhancement Strategy (LTES), significant responsibility for managing and embedding change, and establishing and implementing policy and practice, sits at school level. At the time of the current review, the ELIR team saw limited evidence that GSA could assure itself that institutional priorities for enhancing learning and teaching could be delivered effectively within the devolved school structure to assure parity of student experience. The team found that academic staff who they met had limited understanding of institutional priorities and expectations in key areas of the student experience, such as assessment and feedback, and that the School was working in an operational rather than strategically-driven way."}]
[{"$f":"IF('> FILTER <'!B2423<>\"\",ROW(OFFSET(A2422,-1,0)),\"\")","v":2421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2423)),A2422,\"\")","v":2421},{"$f":"IFERROR(SMALL(Helper2_1,A2422),\"\")","v":2421},null,2421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2423)),$A2422,\"\")","v":2421},{"$f":"IFERROR(SMALL(Helper2_2,A2422),\"\")","v":2421},{"$f":"COUNTIF(Helper3_1,\"=\"&G2422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2422)=1, G2422, \"\")","v":2421},{"$f":"IFERROR(SMALL(Index_2,A2422),\"\")","v":2421},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:J2422)),\"\")","v":"GSA_139"},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:K2422)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:L2422)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:M2422)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:N2422)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2422,COLUMNS($J$2:O2422)),\"\")","v":"139 GSA's strategy and practice for enhancing learning and teaching is currently limited in its effectiveness. While there is an overarching institutional level Learning and Teaching Enhancement Strategy (LTES), significant responsibility for managing and embedding change, and establishing and implementing policy and practice, sits at school level. At the time of the current review, the ELIR team saw limited evidence that GSA could assure itself that institutional priorities for enhancing learning and teaching could be delivered effectively within the devolved school structure to assure parity of student experience. The team found that academic staff who they met had limited understanding of institutional priorities and expectations in key areas of the student experience, such as assessment and feedback, and that the School was working in an operational rather than strategically-driven way."}]
[{"$f":"IF('> FILTER <'!B2424<>\"\",ROW(OFFSET(A2423,-1,0)),\"\")","v":2422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2424)),A2423,\"\")","v":2422},{"$f":"IFERROR(SMALL(Helper2_1,A2423),\"\")","v":2422},null,2422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2424)),$A2423,\"\")","v":2422},{"$f":"IFERROR(SMALL(Helper2_2,A2423),\"\")","v":2422},{"$f":"COUNTIF(Helper3_1,\"=\"&G2423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2423)=1, G2423, \"\")","v":2422},{"$f":"IFERROR(SMALL(Index_2,A2423),\"\")","v":2422},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:J2423)),\"\")","v":"GSA_140"},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:K2423)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:L2423)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:M2423)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:N2423)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2423,COLUMNS($J$2:O2423)),\"\")","v":"140 GSA has been impacted by two significant fires (paragraph 4) and, at the time of the ELIR, along with the rest of the UK higher education sector, was experiencing the impacts of the COVID-19 pandemic. The demands of maintaining the student experience in light of these extraordinary events, led GSA to respond, in its own words, in 'critical incident contingency mode' which appears to have limited GSA's ability to deliver fully on its ambitions for the enhancement of learning and teaching. GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR (paragraphs 5 and 23), citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this ELIR 4'. GSA also recognised that it, 'had to prioritise some enhancement activities over others' and that, 'whilst…we have undertaken significant enhancement activities in relation to the student experience, we have not achieved all that we had hoped to achieve in the period since the last ELIR'. "}]
[{"$f":"IF('> FILTER <'!B2425<>\"\",ROW(OFFSET(A2424,-1,0)),\"\")","v":2423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2425)),A2424,\"\")","v":2423},{"$f":"IFERROR(SMALL(Helper2_1,A2424),\"\")","v":2423},null,2423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2425)),$A2424,\"\")","v":2423},{"$f":"IFERROR(SMALL(Helper2_2,A2424),\"\")","v":2423},{"$f":"COUNTIF(Helper3_1,\"=\"&G2424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2424)=1, G2424, \"\")","v":2423},{"$f":"IFERROR(SMALL(Index_2,A2424),\"\")","v":2423},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:J2424)),\"\")","v":"GSA_140"},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:K2424)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:L2424)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:M2424)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:N2424)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2424,COLUMNS($J$2:O2424)),\"\")","v":"140 GSA has been impacted by two significant fires (paragraph 4) and, at the time of the ELIR, along with the rest of the UK higher education sector, was experiencing the impacts of the COVID-19 pandemic. The demands of maintaining the student experience in light of these extraordinary events, led GSA to respond, in its own words, in 'critical incident contingency mode' which appears to have limited GSA's ability to deliver fully on its ambitions for the enhancement of learning and teaching. GSA identified 'Maintaining the student and staff experience and engaging in enhancement in the face of turbulence in the physical estate, as well as the practical, organisational and emotional challenges the School has faced since the last ELIR in 2014' as an area of contextualisation for the ELIR (paragraphs 5 and 23), citing that, 'the effects of the operational emergencies to which GSA has had to respond since 2014 dominate the period of this ELIR 4'. GSA also recognised that it, 'had to prioritise some enhancement activities over others' and that, 'whilst…we have undertaken significant enhancement activities in relation to the student experience, we have not achieved all that we had hoped to achieve in the period since the last ELIR'. "}]
[{"$f":"IF('> FILTER <'!B2426<>\"\",ROW(OFFSET(A2425,-1,0)),\"\")","v":2424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2426)),A2425,\"\")","v":2424},{"$f":"IFERROR(SMALL(Helper2_1,A2425),\"\")","v":2424},null,2424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2426)),$A2425,\"\")","v":2424},{"$f":"IFERROR(SMALL(Helper2_2,A2425),\"\")","v":2424},{"$f":"COUNTIF(Helper3_1,\"=\"&G2425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2425)=1, G2425, \"\")","v":2424},{"$f":"IFERROR(SMALL(Index_2,A2425),\"\")","v":2424},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:J2425)),\"\")","v":"GSA_141"},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:K2425)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:L2425)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:M2425)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:N2425)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2425,COLUMNS($J$2:O2425)),\"\")","v":"141 A further area of contextualisation for the ELIR identified and recognised by GSA was, 'Developing cross-GSA strategic approaches to enhancement and change management' and the RA outlines that 'As well as periods of emergency planning, GSA has been attempting to develop methods of change which maintain the strengths of disciplinary identity at the same time as cross-GSA working. Managing such a strategy around how we operate was a theme before the second fire in 2018 and has continued to be so'."}]
[{"$f":"IF('> FILTER <'!B2427<>\"\",ROW(OFFSET(A2426,-1,0)),\"\")","v":2425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2427)),A2426,\"\")","v":2425},{"$f":"IFERROR(SMALL(Helper2_1,A2426),\"\")","v":2425},null,2425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2427)),$A2426,\"\")","v":2425},{"$f":"IFERROR(SMALL(Helper2_2,A2426),\"\")","v":2425},{"$f":"COUNTIF(Helper3_1,\"=\"&G2426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2426)=1, G2426, \"\")","v":2425},{"$f":"IFERROR(SMALL(Index_2,A2426),\"\")","v":2425},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:J2426)),\"\")","v":"GSA_142"},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:K2426)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:L2426)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:M2426)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:N2426)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2426,COLUMNS($J$2:O2426)),\"\")","v":"142 GSA's Senior Leadership Group (SLG) withdrew the 2018-21 Strategic Plan in favour of Operational Plans following the 2018 fire. Senior staff that met with the ELIR team described a 'place-holder' approach, waiting for the appointment of a new Director, and that some elements of the Strategic Plan had become redundant. During the ELIR, the new Director stated that she recognised that the SLG had been operating in an operational rather than strategic way, and that GSA was now beginning to work towards the co-production of a new Strategic Plan, but at the time of the current ELIR, this had not yet begun."}]
[{"$f":"IF('> FILTER <'!B2428<>\"\",ROW(OFFSET(A2427,-1,0)),\"\")","v":2426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2428)),A2427,\"\")","v":2426},{"$f":"IFERROR(SMALL(Helper2_1,A2427),\"\")","v":2426},null,2426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2428)),$A2427,\"\")","v":2426},{"$f":"IFERROR(SMALL(Helper2_2,A2427),\"\")","v":2426},{"$f":"COUNTIF(Helper3_1,\"=\"&G2427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2427)=1, G2427, \"\")","v":2426},{"$f":"IFERROR(SMALL(Index_2,A2427),\"\")","v":2426},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:J2427)),\"\")","v":"GSA_142"},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:K2427)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:L2427)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:M2427)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:N2427)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2427,COLUMNS($J$2:O2427)),\"\")","v":"142 GSA's Senior Leadership Group (SLG) withdrew the 2018-21 Strategic Plan in favour of Operational Plans following the 2018 fire. Senior staff that met with the ELIR team described a 'place-holder' approach, waiting for the appointment of a new Director, and that some elements of the Strategic Plan had become redundant. During the ELIR, the new Director stated that she recognised that the SLG had been operating in an operational rather than strategic way, and that GSA was now beginning to work towards the co-production of a new Strategic Plan, but at the time of the current ELIR, this had not yet begun."}]
[{"$f":"IF('> FILTER <'!B2429<>\"\",ROW(OFFSET(A2428,-1,0)),\"\")","v":2427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2429)),A2428,\"\")","v":2427},{"$f":"IFERROR(SMALL(Helper2_1,A2428),\"\")","v":2427},null,2427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2429)),$A2428,\"\")","v":2427},{"$f":"IFERROR(SMALL(Helper2_2,A2428),\"\")","v":2427},{"$f":"COUNTIF(Helper3_1,\"=\"&G2428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2428)=1, G2428, \"\")","v":2427},{"$f":"IFERROR(SMALL(Index_2,A2428),\"\")","v":2427},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:J2428)),\"\")","v":"GSA_143"},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:K2428)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:L2428)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:M2428)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:N2428)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2428,COLUMNS($J$2:O2428)),\"\")","v":"143 Individual academic schools' operational strategies, aligned with the Learning and Teaching Enhancement Strategy (LTES) and the SFC Outcome Agreement, have been supporting systematic approaches to identifying, reporting on and evaluating the enhancement of learning. While this may have promoted change at school level, it has failed to achieve consistent GSA-wide enhancement in areas of strategic importance to the student learning experience, such as assessment and feedback. As part of the emergent LTES  (2015-18) (paragraphs 145), GSA in 2016 introduced the Learning and Teaching Enhancement Working Group (LTEWG). In 2017, GSA developed the LTEWG into a constitutional Learning and Teaching Committee (LTC) which reports directly to the Undergraduate and Postgraduate Committee (UPC) with regard to strategic approaches     to enhancement."}]
[{"$f":"IF('> FILTER <'!B2430<>\"\",ROW(OFFSET(A2429,-1,0)),\"\")","v":2428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2430)),A2429,\"\")","v":2428},{"$f":"IFERROR(SMALL(Helper2_1,A2429),\"\")","v":2428},null,2428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2430)),$A2429,\"\")","v":2428},{"$f":"IFERROR(SMALL(Helper2_2,A2429),\"\")","v":2428},{"$f":"COUNTIF(Helper3_1,\"=\"&G2429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2429)=1, G2429, \"\")","v":2428},{"$f":"IFERROR(SMALL(Index_2,A2429),\"\")","v":2428},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:J2429)),\"\")","v":"GSA_143"},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:K2429)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:L2429)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:M2429)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:N2429)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2429,COLUMNS($J$2:O2429)),\"\")","v":"143 Individual academic schools' operational strategies, aligned with the Learning and Teaching Enhancement Strategy (LTES) and the SFC Outcome Agreement, have been supporting systematic approaches to identifying, reporting on and evaluating the enhancement of learning. While this may have promoted change at school level, it has failed to achieve consistent GSA-wide enhancement in areas of strategic importance to the student learning experience, such as assessment and feedback. As part of the emergent LTES  (2015-18) (paragraphs 145), GSA in 2016 introduced the Learning and Teaching Enhancement Working Group (LTEWG). In 2017, GSA developed the LTEWG into a constitutional Learning and Teaching Committee (LTC) which reports directly to the Undergraduate and Postgraduate Committee (UPC) with regard to strategic approaches     to enhancement."}]
[{"$f":"IF('> FILTER <'!B2431<>\"\",ROW(OFFSET(A2430,-1,0)),\"\")","v":2429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2431)),A2430,\"\")","v":2429},{"$f":"IFERROR(SMALL(Helper2_1,A2430),\"\")","v":2429},null,2429,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2431)),$A2430,\"\")","v":2429},{"$f":"IFERROR(SMALL(Helper2_2,A2430),\"\")","v":2429},{"$f":"COUNTIF(Helper3_1,\"=\"&G2430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2430)=1, G2430, \"\")","v":2429},{"$f":"IFERROR(SMALL(Index_2,A2430),\"\")","v":2429},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:J2430)),\"\")","v":"GSA_144"},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:K2430)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:L2430)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:M2430)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:N2430)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2430,COLUMNS($J$2:O2430)),\"\")","v":"144 The ELIR team viewed the establishment of the LTC at GSA as a positive development, which could enhance the strategic approach to learning and teaching across the institution, as it serves as the main means to achieve the work of the Learning and Teaching Enhancement Strategy. At the time of the current ELIR, the LTC had not met since the formation of the Academic Contingency Group in response to the COVID-19 pandemic, in March 2020. During the review, the ELIR team was told by the Director, that the LTC would be reinstated in December 2020 when the new Deputy Director (Academic) took up post."}]
[{"$f":"IF('> FILTER <'!B2432<>\"\",ROW(OFFSET(A2431,-1,0)),\"\")","v":2430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2432)),A2431,\"\")","v":2430},{"$f":"IFERROR(SMALL(Helper2_1,A2431),\"\")","v":2430},null,2430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2432)),$A2431,\"\")","v":2430},{"$f":"IFERROR(SMALL(Helper2_2,A2431),\"\")","v":2430},{"$f":"COUNTIF(Helper3_1,\"=\"&G2431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2431)=1, G2431, \"\")","v":2430},{"$f":"IFERROR(SMALL(Index_2,A2431),\"\")","v":2430},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:J2431)),\"\")","v":"GSA_145"},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:K2431)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:L2431)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:M2431)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:N2431)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2431,COLUMNS($J$2:O2431)),\"\")","v":"145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."}]
[{"$f":"IF('> FILTER <'!B2433<>\"\",ROW(OFFSET(A2432,-1,0)),\"\")","v":2431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2433)),A2432,\"\")","v":2431},{"$f":"IFERROR(SMALL(Helper2_1,A2432),\"\")","v":2431},null,2431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2433)),$A2432,\"\")","v":2431},{"$f":"IFERROR(SMALL(Helper2_2,A2432),\"\")","v":2431},{"$f":"COUNTIF(Helper3_1,\"=\"&G2432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2432)=1, G2432, \"\")","v":2431},{"$f":"IFERROR(SMALL(Index_2,A2432),\"\")","v":2431},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:J2432)),\"\")","v":"GSA_145"},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:K2432)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:L2432)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:M2432)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:N2432)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2432,COLUMNS($J$2:O2432)),\"\")","v":"145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."}]
[{"$f":"IF('> FILTER <'!B2434<>\"\",ROW(OFFSET(A2433,-1,0)),\"\")","v":2432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2434)),A2433,\"\")","v":2432},{"$f":"IFERROR(SMALL(Helper2_1,A2433),\"\")","v":2432},null,2432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2434)),$A2433,\"\")","v":2432},{"$f":"IFERROR(SMALL(Helper2_2,A2433),\"\")","v":2432},{"$f":"COUNTIF(Helper3_1,\"=\"&G2433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2433)=1, G2433, \"\")","v":2432},{"$f":"IFERROR(SMALL(Index_2,A2433),\"\")","v":2432},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:J2433)),\"\")","v":"GSA_145"},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:K2433)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:L2433)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:M2433)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:N2433)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2433,COLUMNS($J$2:O2433)),\"\")","v":"145 The LTES is divided into two parts: an emergent strategy (2015-18) which was seen to be flexible with respect to recovering from the first fire, and the consolidating strategy, in which objectives were agreed for 2015-21 to 'demonstrate the effectiveness of [GSA's] strategic approach to enhancement'. The emergent strategy was 'co-created' with inputs from various members of academic staff, as well as from the Student President, the Student Engagement Officer, and the Head of Learning Resources. GSA identified seven top-level objectives for the emergent strategy which directed the focus of each academic school's enhancement of learning and teaching, including various activities like the First Year Experience, clarifying learning outcomes, developing approaches to employability and introducing the VLE. The consolidating strategy (2018-21) maintained the emergent strategy's values, and its focus on 'staff student dialogue, equality and diversity, widening participation, sustainability, progression, and innovation and enterprise', and looked to systematise enhancement under seven headings: a renewed holistic curriculum (implementing strategies from the UG and PG space, particularly PGT credit structure and the new First Year Experience); an improved student experience; a more systematic approach to supporting students and graduates to prosper, linked directly to the section of GSA's Research and Enterprise strategy that outlines the Enterprise Studio and Enterprise Framework; a supported staff body; a streamlined Programme Monitoring and Annual Report process; a new Internationalisation Strategy; providing leadership in creative practices' education.\nWhile there is an overarching institutional-level LTES, each school plans and prioritises its own enhancement activities against the core objectives of the LTES. Consequently, the ELIR team found the emphasis placed on individual school enhancement objectives varies across GSA, and when coupled with the variable approaches adopted - for example, to improving assessment feedback - the results are inconsistent and fail to impact sufficiently in areas where GSA has consistently underperformed."}]
[{"$f":"IF('> FILTER <'!B2435<>\"\",ROW(OFFSET(A2434,-1,0)),\"\")","v":2433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2435)),A2434,\"\")","v":2433},{"$f":"IFERROR(SMALL(Helper2_1,A2434),\"\")","v":2433},null,2433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2435)),$A2434,\"\")","v":2433},{"$f":"IFERROR(SMALL(Helper2_2,A2434),\"\")","v":2433},{"$f":"COUNTIF(Helper3_1,\"=\"&G2434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2434)=1, G2434, \"\")","v":2433},{"$f":"IFERROR(SMALL(Index_2,A2434),\"\")","v":2433},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:J2434)),\"\")","v":"GSA_146"},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:K2434)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:L2434)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:M2434)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:N2434)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2434,COLUMNS($J$2:O2434)),\"\")","v":"146 In the period between the 2018 fire and the current ELIR, GSA operationalised its approach to enhancement through the use of annual operational plans, its Outcome Agreement with SFC (with senior staff stating during the ELIR that the 'thrust of the previous Strategic Plan became the Outcome Agreement'), the work of LTC and through its academic quality processes - in particular, Programme Monitoring and Annual Reporting (PMAR), periodic reviews and Quality Enhancement Action Plans (QEAPs)."}]
[{"$f":"IF('> FILTER <'!B2436<>\"\",ROW(OFFSET(A2435,-1,0)),\"\")","v":2434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2436)),A2435,\"\")","v":2434},{"$f":"IFERROR(SMALL(Helper2_1,A2435),\"\")","v":2434},null,2434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2436)),$A2435,\"\")","v":2434},{"$f":"IFERROR(SMALL(Helper2_2,A2435),\"\")","v":2434},{"$f":"COUNTIF(Helper3_1,\"=\"&G2435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2435)=1, G2435, \"\")","v":2434},{"$f":"IFERROR(SMALL(Index_2,A2435),\"\")","v":2434},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:J2435)),\"\")","v":"GSA_147"},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:K2435)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:L2435)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:M2435)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:N2435)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2435,COLUMNS($J$2:O2435)),\"\")","v":"147 The ELIR team understands from its reading of the RA that the LTES (2018-21), through its core objectives, was intended to link directly to other institutional strategies, as it sets out to 'ensure systematic enhancement of learning, teaching and assessment related to the Research and Enterprise Strategy and Internationalisation Strategy'. However, in the RA, GSA describe the Internationalisation Strategy as 'put on hold following the second fire and the decision by the Senior Leadership Group to focus on consolidation of the student body as part of a contingency response by SLG after the second fire'.  "}]
[{"$f":"IF('> FILTER <'!B2437<>\"\",ROW(OFFSET(A2436,-1,0)),\"\")","v":2435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2437)),A2436,\"\")","v":2435},{"$f":"IFERROR(SMALL(Helper2_1,A2436),\"\")","v":2435},null,2435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2437)),$A2436,\"\")","v":2435},{"$f":"IFERROR(SMALL(Helper2_2,A2436),\"\")","v":2435},{"$f":"COUNTIF(Helper3_1,\"=\"&G2436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2436)=1, G2436, \"\")","v":2435},{"$f":"IFERROR(SMALL(Index_2,A2436),\"\")","v":2435},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:J2436)),\"\")","v":"GSA_148"},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:K2436)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:L2436)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:M2436)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:N2436)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2436,COLUMNS($J$2:O2436)),\"\")","v":"148 Staff who met with the ELIR team confirmed that work on the Internationalisation Strategy would resume as part of the forthcoming strategic planning cycle. Also, as noted by GSA, part of the Internationalisation Strategy involved decolonising the curriculum. While the library has worked effectively to ensure library collections and reading lists better reflect GSA's multi-cultural environment (paragraphs 110-111), progress with work on decolonising the curriculum is variable across the schools. The ELIR team believe there would be benefit to GSA in reviewing actions taken at school level and sharing good practice in order to benefit its overall institutional approach to internationalisation."}]
[{"$f":"IF('> FILTER <'!B2438<>\"\",ROW(OFFSET(A2437,-1,0)),\"\")","v":2436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2438)),A2437,\"\")","v":2436},{"$f":"IFERROR(SMALL(Helper2_1,A2437),\"\")","v":2436},null,2436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2438)),$A2437,\"\")","v":2436},{"$f":"IFERROR(SMALL(Helper2_2,A2437),\"\")","v":2436},{"$f":"COUNTIF(Helper3_1,\"=\"&G2437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2437)=1, G2437, \"\")","v":2436},{"$f":"IFERROR(SMALL(Index_2,A2437),\"\")","v":2436},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:J2437)),\"\")","v":"GSA_149"},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:K2437)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:L2437)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:M2437)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:N2437)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2437,COLUMNS($J$2:O2437)),\"\")","v":"149 The Learning and Teaching Committee has been a key driver in beginning to progress with the following learning and teaching enhancements: student voice; piloting the personal tutor pilot scheme; PGT credit reform; PGT electives reform; programme monitoring and annual reporting; first year experience project"}]
[{"$f":"IF('> FILTER <'!B2439<>\"\",ROW(OFFSET(A2438,-1,0)),\"\")","v":2437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2439)),A2438,\"\")","v":2437},{"$f":"IFERROR(SMALL(Helper2_1,A2438),\"\")","v":2437},null,2437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2439)),$A2438,\"\")","v":2437},{"$f":"IFERROR(SMALL(Helper2_2,A2438),\"\")","v":2437},{"$f":"COUNTIF(Helper3_1,\"=\"&G2438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2438)=1, G2438, \"\")","v":2437},{"$f":"IFERROR(SMALL(Index_2,A2438),\"\")","v":2437},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:J2438)),\"\")","v":"GSA_149"},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:K2438)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:L2438)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:M2438)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:N2438)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2438,COLUMNS($J$2:O2438)),\"\")","v":"149 The Learning and Teaching Committee has been a key driver in beginning to progress with the following learning and teaching enhancements: student voice; piloting the personal tutor pilot scheme; PGT credit reform; PGT electives reform; programme monitoring and annual reporting; first year experience project"}]
[{"$f":"IF('> FILTER <'!B2440<>\"\",ROW(OFFSET(A2439,-1,0)),\"\")","v":2438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2440)),A2439,\"\")","v":2438},{"$f":"IFERROR(SMALL(Helper2_1,A2439),\"\")","v":2438},null,2438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2440)),$A2439,\"\")","v":2438},{"$f":"IFERROR(SMALL(Helper2_2,A2439),\"\")","v":2438},{"$f":"COUNTIF(Helper3_1,\"=\"&G2439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2439)=1, G2439, \"\")","v":2438},{"$f":"IFERROR(SMALL(Index_2,A2439),\"\")","v":2438},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:J2439)),\"\")","v":"GSA_150"},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:K2439)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:L2439)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:M2439)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:N2439)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2439,COLUMNS($J$2:O2439)),\"\")","v":"150 The ELIR team recognised that the aspirations set out in the LTES were appropriate and acknowledged that the LTC was working hard to make progress in several areas, but the failure to make significant impact across the institution continues to be reflected in the results of the NSS and internal student surveys. GSA acknowledges that - for example, in assessment and feedback - 'students require more systematic improvements' but that 'managing disciplinary-orientated enhancements through a GSA wide framework' can be a significant challenge. For example, in respect of assessment and feedback, the RA notes that the 'distributed disciplinary nature' of GSA's interventions has not increased positive sentiment among students, although the Code of Assessment was intended to provide a GSA-wide framework. It was also noted by senior staff in a workshop preparing for ELIR, when reflecting on weaknesses in GSA's strategic approach that 'at times, there can be a lack of an institution-wide approach to issues. GSA can be too localised. These divergent practices need to be addressed. This is important when considering parity for students.' The ELIR team agreed with the conclusion drawn by GSA and would encourage greater consistency across all provision to enhance the student learning experience."}]
[{"$f":"IF('> FILTER <'!B2441<>\"\",ROW(OFFSET(A2440,-1,0)),\"\")","v":2439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2441)),A2440,\"\")","v":2439},{"$f":"IFERROR(SMALL(Helper2_1,A2440),\"\")","v":2439},null,2439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2441)),$A2440,\"\")","v":2439},{"$f":"IFERROR(SMALL(Helper2_2,A2440),\"\")","v":2439},{"$f":"COUNTIF(Helper3_1,\"=\"&G2440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2440)=1, G2440, \"\")","v":2439},{"$f":"IFERROR(SMALL(Index_2,A2440),\"\")","v":2439},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:J2440)),\"\")","v":"GSA_150"},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:K2440)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:L2440)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:M2440)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:N2440)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2440,COLUMNS($J$2:O2440)),\"\")","v":"150 The ELIR team recognised that the aspirations set out in the LTES were appropriate and acknowledged that the LTC was working hard to make progress in several areas, but the failure to make significant impact across the institution continues to be reflected in the results of the NSS and internal student surveys. GSA acknowledges that - for example, in assessment and feedback - 'students require more systematic improvements' but that 'managing disciplinary-orientated enhancements through a GSA wide framework' can be a significant challenge. For example, in respect of assessment and feedback, the RA notes that the 'distributed disciplinary nature' of GSA's interventions has not increased positive sentiment among students, although the Code of Assessment was intended to provide a GSA-wide framework. It was also noted by senior staff in a workshop preparing for ELIR, when reflecting on weaknesses in GSA's strategic approach that 'at times, there can be a lack of an institution-wide approach to issues. GSA can be too localised. These divergent practices need to be addressed. This is important when considering parity for students.' The ELIR team agreed with the conclusion drawn by GSA and would encourage greater consistency across all provision to enhance the student learning experience."}]
[{"$f":"IF('> FILTER <'!B2442<>\"\",ROW(OFFSET(A2441,-1,0)),\"\")","v":2440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2442)),A2441,\"\")","v":2440},{"$f":"IFERROR(SMALL(Helper2_1,A2441),\"\")","v":2440},null,2440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2442)),$A2441,\"\")","v":2440},{"$f":"IFERROR(SMALL(Helper2_2,A2441),\"\")","v":2440},{"$f":"COUNTIF(Helper3_1,\"=\"&G2441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2441)=1, G2441, \"\")","v":2440},{"$f":"IFERROR(SMALL(Index_2,A2441),\"\")","v":2440},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:J2441)),\"\")","v":"GSA_151"},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:K2441)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:L2441)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:M2441)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:N2441)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2441,COLUMNS($J$2:O2441)),\"\")","v":"151 With LTC not operational from March 2020, and a number of areas of work from its remit were progressed by the Academic Continuity Group, GSA should ensure that LTC resumes its work once the new Deputy Director (Academic) is in post, and that priorities such as the Student Voice are effectively overseen by it. Similarly, the ELIR team would encourage GSA that the work of the Race Action Group, if it continues, should be integrated into the institutional committee structure, again ensuring that, in future, areas of strategic priority do not rely on individuals. The team also noted that, following the departure of the previous Deputy Director (Academic), only one of the seven members of GSA's Senior Leadership Group (SLG) was a senior academic. Following the appointment of a new Director and Deputy Director (Academic), there will be a stronger academic voice in the SLG, and the Director informed the team that this would be enhanced by the inclusion of all Heads of School at alternate meetings.     "}]
[{"$f":"IF('> FILTER <'!B2443<>\"\",ROW(OFFSET(A2442,-1,0)),\"\")","v":2441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2443)),A2442,\"\")","v":2441},{"$f":"IFERROR(SMALL(Helper2_1,A2442),\"\")","v":2441},null,2441,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2443)),$A2442,\"\")","v":2441},{"$f":"IFERROR(SMALL(Helper2_2,A2442),\"\")","v":2441},{"$f":"COUNTIF(Helper3_1,\"=\"&G2442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2442)=1, G2442, \"\")","v":2441},{"$f":"IFERROR(SMALL(Index_2,A2442),\"\")","v":2441},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:J2442)),\"\")","v":"GSA_152"},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:K2442)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:L2442)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:M2442)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:N2442)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2442,COLUMNS($J$2:O2442)),\"\")","v":"152 The ELIR team recommends that GSA should ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should also monitor and review the effectiveness of the amended constitution of the Senior Leadership Group."}]
[{"$f":"IF('> FILTER <'!B2444<>\"\",ROW(OFFSET(A2443,-1,0)),\"\")","v":2442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2444)),A2443,\"\")","v":2442},{"$f":"IFERROR(SMALL(Helper2_1,A2443),\"\")","v":2442},null,2442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2444)),$A2443,\"\")","v":2442},{"$f":"IFERROR(SMALL(Helper2_2,A2443),\"\")","v":2442},{"$f":"COUNTIF(Helper3_1,\"=\"&G2443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2443)=1, G2443, \"\")","v":2442},{"$f":"IFERROR(SMALL(Index_2,A2443),\"\")","v":2442},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:J2443)),\"\")","v":"GSA_153"},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:K2443)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:L2443)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:M2443)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:N2443)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2443,COLUMNS($J$2:O2443)),\"\")","v":"153 The institution has engaged with the national Enhancement Themes and emphasises their importance in shaping GSA's agenda. GSA has used the Enhancement Themes to try to understand the discipline-specific nature of learning and teaching enhancement within the creative arts. The Enhancement Themes have had a wide range of impacts on practice at GSA, including influencing on their policy approach to ensure effective student articulation and informing the approach to the First Year Experience project."}]
[{"$f":"IF('> FILTER <'!B2445<>\"\",ROW(OFFSET(A2444,-1,0)),\"\")","v":2443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2445)),A2444,\"\")","v":2443},{"$f":"IFERROR(SMALL(Helper2_1,A2444),\"\")","v":2443},null,2443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2445)),$A2444,\"\")","v":2443},{"$f":"IFERROR(SMALL(Helper2_2,A2444),\"\")","v":2443},{"$f":"COUNTIF(Helper3_1,\"=\"&G2444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2444)=1, G2444, \"\")","v":2443},{"$f":"IFERROR(SMALL(Index_2,A2444),\"\")","v":2443},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:J2444)),\"\")","v":"GSA_154"},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:K2444)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:L2444)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:M2444)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:N2444)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2444,COLUMNS($J$2:O2444)),\"\")","v":"154 Developed as part of the Student Transitions theme (2014-17), the 'Transitions Out of Fine Art' project focused on the whole route of the student journey. GSA worked on preparation for incoming students, particularly on articulation from further education. It is evident that GSA have established some good practices in this area, having effective support in place for articulating students, and having made significant progress in supporting those students to successful completion on their courses (paragraphs 79-83)."}]
[{"$f":"IF('> FILTER <'!B2446<>\"\",ROW(OFFSET(A2445,-1,0)),\"\")","v":2444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2446)),A2445,\"\")","v":2444},{"$f":"IFERROR(SMALL(Helper2_1,A2445),\"\")","v":2444},null,2444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2446)),$A2445,\"\")","v":2444},{"$f":"IFERROR(SMALL(Helper2_2,A2445),\"\")","v":2444},{"$f":"COUNTIF(Helper3_1,\"=\"&G2445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2445)=1, G2445, \"\")","v":2444},{"$f":"IFERROR(SMALL(Index_2,A2445),\"\")","v":2444},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:J2445)),\"\")","v":"GSA_155"},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:K2445)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:L2445)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:M2445)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:N2445)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2445,COLUMNS($J$2:O2445)),\"\")","v":"155 During the Evidence for Enhancement Theme (2017-20), GSA, through its LTC chair, has taken a co-leadership role in establishing a creative disciplines' collaborative cluster (which represented all the creative disciplines in Scotland's higher education institutions) which looked at how to engage and manage evidence regarding the impact of enhancements in learning and teaching. A key driver for the work was to explore GSA's approach to the use of data in planning and decision-making. GSA had three aims: to build its own confidence in using metrics data to inform and evaluate strategic enhancements in the light of the NSS results; to look at using student voice mechanisms to understand (and if necessary mitigate) the impact of developing curricular enhancements (using the Student Experience Survey) and to explore gathering discipline-specific evidence (Fine Art) in the area of participatory art projects to evaluate student experience. It is clear that the engagement with the Evidence for Enhancement Theme, although aiding GSA's self-evaluation of its practice in the use of data and metrics, has not yet resulted in significant institutional shifts in the use of evidence (paragraphs 196-205). However, the ELIR team understands that GSA intends to engage strategically with the use of metrics, and the new Director has explicitly expressed their desire to strengthen staffing in this area. The team would encourage GSA to take forward these plans believing there would be considerable benefit to GSA from being able to interrogate data sets in an integrated way to support its enhancement agenda."}]
[{"$f":"IF('> FILTER <'!B2447<>\"\",ROW(OFFSET(A2446,-1,0)),\"\")","v":2445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2447)),A2446,\"\")","v":2445},{"$f":"IFERROR(SMALL(Helper2_1,A2446),\"\")","v":2445},null,2445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2447)),$A2446,\"\")","v":2445},{"$f":"IFERROR(SMALL(Helper2_2,A2446),\"\")","v":2445},{"$f":"COUNTIF(Helper3_1,\"=\"&G2446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2446)=1, G2446, \"\")","v":2445},{"$f":"IFERROR(SMALL(Index_2,A2446),\"\")","v":2445},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:J2446)),\"\")","v":"GSA_156"},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:K2446)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:L2446)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:M2446)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:N2446)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2446,COLUMNS($J$2:O2446)),\"\")","v":"156 GSA identifies good practice through its quality assurance processes, including explicitly in Programme Monitoring and Annual Reporting (PMAR) which asks staff to provide 'three aspects of good practice leading to staff and student successes' and comment on 'how these have led to enhancements within the curriculum'. PMARs are presented at Boards of Study annually, and good practice relating to programmes and schools is disseminated through the schools' PMARs which are considered at UPC. Good practice is also shared in a systematic way through the Periodic Review and Revalidation processes. Additionally, through the Programme Approval and Validation processes good practice is identified within curriculum design and delivery modes, and this can be evidenced through approval panels' commendations (paragraphs 187-192)."}]
[{"$f":"IF('> FILTER <'!B2448<>\"\",ROW(OFFSET(A2447,-1,0)),\"\")","v":2446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2448)),A2447,\"\")","v":2446},{"$f":"IFERROR(SMALL(Helper2_1,A2447),\"\")","v":2446},null,2446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2448)),$A2447,\"\")","v":2446},{"$f":"IFERROR(SMALL(Helper2_2,A2447),\"\")","v":2446},{"$f":"COUNTIF(Helper3_1,\"=\"&G2447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2447)=1, G2447, \"\")","v":2446},{"$f":"IFERROR(SMALL(Index_2,A2447),\"\")","v":2446},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:J2447)),\"\")","v":"GSA_156"},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:K2447)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:L2447)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:M2447)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:N2447)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2447,COLUMNS($J$2:O2447)),\"\")","v":"156 GSA identifies good practice through its quality assurance processes, including explicitly in Programme Monitoring and Annual Reporting (PMAR) which asks staff to provide 'three aspects of good practice leading to staff and student successes' and comment on 'how these have led to enhancements within the curriculum'. PMARs are presented at Boards of Study annually, and good practice relating to programmes and schools is disseminated through the schools' PMARs which are considered at UPC. Good practice is also shared in a systematic way through the Periodic Review and Revalidation processes. Additionally, through the Programme Approval and Validation processes good practice is identified within curriculum design and delivery modes, and this can be evidenced through approval panels' commendations (paragraphs 187-192)."}]
[{"$f":"IF('> FILTER <'!B2449<>\"\",ROW(OFFSET(A2448,-1,0)),\"\")","v":2447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2449)),A2448,\"\")","v":2447},{"$f":"IFERROR(SMALL(Helper2_1,A2448),\"\")","v":2447},null,2447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2449)),$A2448,\"\")","v":2447},{"$f":"IFERROR(SMALL(Helper2_2,A2448),\"\")","v":2447},{"$f":"COUNTIF(Helper3_1,\"=\"&G2448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2448)=1, G2448, \"\")","v":2447},{"$f":"IFERROR(SMALL(Index_2,A2448),\"\")","v":2447},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:J2448)),\"\")","v":"GSA_157"},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:K2448)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:L2448)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:M2448)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:N2448)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2448,COLUMNS($J$2:O2448)),\"\")","v":"157 The online Learning and Teaching Enhancement Hub was launched in 2017 on the VLE to provide a resource bank for staff. Resources include modules on Personal Tutoring and approaches to evaluating learning and teaching, and the student learning experience.  In addition, in response to the pandemic and the move to online teaching, GSA developed a blog called GSA eLearning News: Glasgow School of Art's Learning Technology office blog. This is a very up-to-date, well-curated blog which has been extremely helpful with supporting staff to develop their knowledge of online learning and teaching. Staff who met with the ELIR team spoke positively about this development. There are posts called '2 Minute Tech Tips' and others which show examples of how to create video content. It was the ELIR team's view that this was an effective, well-used, live and updated resource."}]
[{"$f":"IF('> FILTER <'!B2450<>\"\",ROW(OFFSET(A2449,-1,0)),\"\")","v":2448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2450)),A2449,\"\")","v":2448},{"$f":"IFERROR(SMALL(Helper2_1,A2449),\"\")","v":2448},null,2448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2450)),$A2449,\"\")","v":2448},{"$f":"IFERROR(SMALL(Helper2_2,A2449),\"\")","v":2448},{"$f":"COUNTIF(Helper3_1,\"=\"&G2449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2449)=1, G2449, \"\")","v":2448},{"$f":"IFERROR(SMALL(Index_2,A2449),\"\")","v":2448},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:J2449)),\"\")","v":"GSA_158"},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:K2449)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:L2449)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:M2449)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:N2449)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2449,COLUMNS($J$2:O2449)),\"\")","v":"158 While quality assurance processes and committee structures afford possibilities to disseminate good practice, GSA recognised that its structures rely on particular membership of those committees and best practice identified was not necessarily being disseminated as widely as was anticipated. The RA states that in response, in 2019-20, the Learning and Teaching team set out to produce summary bulletins of good practice emerging from quality processes and share these with staff through the Learning and Teaching Enhancement Hub. At the time of the review, the ELIR team could find no evidence of these bulletins, the posting of which would have supported GSA in its efforts to disseminate good practice identified through its quality assurance processes and committee structures. As a result, the team would encourage GSA to consider resuming this practice."}]
[{"$f":"IF('> FILTER <'!B2451<>\"\",ROW(OFFSET(A2450,-1,0)),\"\")","v":2449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2451)),A2450,\"\")","v":2449},{"$f":"IFERROR(SMALL(Helper2_1,A2450),\"\")","v":2449},null,2449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2451)),$A2450,\"\")","v":2449},{"$f":"IFERROR(SMALL(Helper2_2,A2450),\"\")","v":2449},{"$f":"COUNTIF(Helper3_1,\"=\"&G2450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2450)=1, G2450, \"\")","v":2449},{"$f":"IFERROR(SMALL(Index_2,A2450),\"\")","v":2449},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:J2450)),\"\")","v":"GSA_159"},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:K2450)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:L2450)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:M2450)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:N2450)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2450,COLUMNS($J$2:O2450)),\"\")","v":"159 The Learning and Teaching conference which took place in 2015 provided an effective way to share good practice and was instituted, in part, in response to the commendation of the previous ELIR. GSA's ambitions to host a similar conference on a more regular basis have been derailed by the two fires and the ongoing pandemic. The ELIR team considered that there would be benefit to both staff and students from GSA giving due consideration to holding a sharing practice conference online to further disseminate good practice and support staff."}]
[{"$f":"IF('> FILTER <'!B2452<>\"\",ROW(OFFSET(A2451,-1,0)),\"\")","v":2450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2452)),A2451,\"\")","v":2450},{"$f":"IFERROR(SMALL(Helper2_1,A2451),\"\")","v":2450},null,2450,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2452)),$A2451,\"\")","v":2450},{"$f":"IFERROR(SMALL(Helper2_2,A2451),\"\")","v":2450},{"$f":"COUNTIF(Helper3_1,\"=\"&G2451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2451)=1, G2451, \"\")","v":2450},{"$f":"IFERROR(SMALL(Index_2,A2451),\"\")","v":2450},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:J2451)),\"\")","v":"GSA_160"},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:K2451)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:L2451)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:M2451)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:N2451)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2451,COLUMNS($J$2:O2451)),\"\")","v":"160 GSA has an effective approach to staff development. One of GSA's key approaches to engage staff in the enhancement of their teaching and learning practice is through its MEd suite (revalidated in 2018) which has various routes: the PG Certificate in Higher Education Learning and Teaching; the PG Certificate in Supervisory Practice; and the full MEd - Diploma in Learning, Teaching and Supervisory Practices. While completion rates have fallen off significantly (between 2014 and 2019), it is important to put this into perspective: since the previous ELIR, 43 staff completed the programme, and an additional 16 members of the professional support staff and GTAs completed Course 1 of the programme. Currently there are 22 staff members working towards completion."}]
[{"$f":"IF('> FILTER <'!B2453<>\"\",ROW(OFFSET(A2452,-1,0)),\"\")","v":2451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2453)),A2452,\"\")","v":2451},{"$f":"IFERROR(SMALL(Helper2_1,A2452),\"\")","v":2451},null,2451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2453)),$A2452,\"\")","v":2451},{"$f":"IFERROR(SMALL(Helper2_2,A2452),\"\")","v":2451},{"$f":"COUNTIF(Helper3_1,\"=\"&G2452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2452)=1, G2452, \"\")","v":2451},{"$f":"IFERROR(SMALL(Index_2,A2452),\"\")","v":2451},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:J2452)),\"\")","v":"GSA_160"},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:K2452)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:L2452)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:M2452)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:N2452)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2452,COLUMNS($J$2:O2452)),\"\")","v":"160 GSA has an effective approach to staff development. One of GSA's key approaches to engage staff in the enhancement of their teaching and learning practice is through its MEd suite (revalidated in 2018) which has various routes: the PG Certificate in Higher Education Learning and Teaching; the PG Certificate in Supervisory Practice; and the full MEd - Diploma in Learning, Teaching and Supervisory Practices. While completion rates have fallen off significantly (between 2014 and 2019), it is important to put this into perspective: since the previous ELIR, 43 staff completed the programme, and an additional 16 members of the professional support staff and GTAs completed Course 1 of the programme. Currently there are 22 staff members working towards completion."}]
[{"$f":"IF('> FILTER <'!B2454<>\"\",ROW(OFFSET(A2453,-1,0)),\"\")","v":2452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2454)),A2453,\"\")","v":2452},{"$f":"IFERROR(SMALL(Helper2_1,A2453),\"\")","v":2452},null,2452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2454)),$A2453,\"\")","v":2452},{"$f":"IFERROR(SMALL(Helper2_2,A2453),\"\")","v":2452},{"$f":"COUNTIF(Helper3_1,\"=\"&G2453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2453)=1, G2453, \"\")","v":2452},{"$f":"IFERROR(SMALL(Index_2,A2453),\"\")","v":2452},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:J2453)),\"\")","v":"GSA_161"},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:K2453)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:L2453)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:M2453)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:N2453)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2453,COLUMNS($J$2:O2453)),\"\")","v":"161 The Learning and Teaching team also support school staff through the delivery of bespoke development opportunities which works well within the devolved GSA structure, and accommodates the high proportion of fractional staff employed. Of note is the work with the School of Simulation and Visualisation to support their new curriculum, and support provided to staff in the School of Design with assessment and feedback issues."}]
[{"$f":"IF('> FILTER <'!B2455<>\"\",ROW(OFFSET(A2454,-1,0)),\"\")","v":2453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2455)),A2454,\"\")","v":2453},{"$f":"IFERROR(SMALL(Helper2_1,A2454),\"\")","v":2453},null,{"$f":"ROW(OFFSET(E2454,-1,0))","v":2453},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2455)),$A2454,\"\")","v":2453},{"$f":"IFERROR(SMALL(Helper2_2,A2454),\"\")","v":2453},{"$f":"COUNTIF(Helper3_1,\"=\"&G2454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2454)=1, G2454, \"\")","v":2453},{"$f":"IFERROR(SMALL(Index_2,A2454),\"\")","v":2453},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:J2454)),\"\")","v":"GSA_162"},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:K2454)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:L2454)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:M2454)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:N2454)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2454,COLUMNS($J$2:O2454)),\"\")","v":"162 Other developmental opportunities for staff have been offered through GSA's hosting of sector-wide events, including: a 'Transitions Out' symposium in Fine Art; a Council for Higher Education in Art and Design (CHEAD) Leadership in learning and teaching conference; an International Journal of Art and Design Education Annual Conference; and an Enhancement Theme collaborative round table meeting entitled 'Evidencing Enhancement in Art and Design'."}]
[{"$f":"IF('> FILTER <'!B2456<>\"\",ROW(OFFSET(A2455,-1,0)),\"\")","v":2454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2456)),A2455,\"\")","v":2454},{"$f":"IFERROR(SMALL(Helper2_1,A2455),\"\")","v":2454},null,2454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2456)),$A2455,\"\")","v":2454},{"$f":"IFERROR(SMALL(Helper2_2,A2455),\"\")","v":2454},{"$f":"COUNTIF(Helper3_1,\"=\"&G2455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2455)=1, G2455, \"\")","v":2454},{"$f":"IFERROR(SMALL(Index_2,A2455),\"\")","v":2454},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:J2455)),\"\")","v":"GSA_163"},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:K2455)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:L2455)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:M2455)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:N2455)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2455,COLUMNS($J$2:O2455)),\"\")","v":"163 Developmental opportunities are provided not only for academic and professional staff, but also for doctoral candidates to support their engagement in teaching as part of   their postgraduate experience. Introduced in 2015-16, the Graduate Teaching (GTA) Scheme supported GTAs at course/programme level to develop their teaching practice.      In 2016-17, the Learning and Teaching team introduced 'Learning and Teaching in an Art School' - a formal short course to support GTAs. The day and half course built upon the QAA Focus On project - 'Training and support for postgraduate students who teach (PGWT)'. Feedback from students on the course is that they value it in preparing them for their teaching roles."}]
[{"$f":"IF('> FILTER <'!B2457<>\"\",ROW(OFFSET(A2456,-1,0)),\"\")","v":2455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2457)),A2456,\"\")","v":2455},{"$f":"IFERROR(SMALL(Helper2_1,A2456),\"\")","v":2455},null,2455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2457)),$A2456,\"\")","v":2455},{"$f":"IFERROR(SMALL(Helper2_2,A2456),\"\")","v":2455},{"$f":"COUNTIF(Helper3_1,\"=\"&G2456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2456)=1, G2456, \"\")","v":2455},{"$f":"IFERROR(SMALL(Index_2,A2456),\"\")","v":2455},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:J2456)),\"\")","v":"GSA_164"},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:K2456)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:L2456)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:M2456)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:N2456)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2456,COLUMNS($J$2:O2456)),\"\")","v":"164 In the RA, GSA state that a key challenge to staff engagement in development activity is workload. In response to a recommendation at the last ELIR, GSA introduced an Activity Planning Model to support workload management. GSA's Activity Planning protocols enable staff to discuss with their line manager how their time is deployed across scholarship, research, teaching and administrative duties. This process takes place at annual Career Development Reviews, and is particularly important because of the large numbers of fractional staff which result in ongoing difficulties to schedule staff development activities on such limited contracts. To help facilitate staff engagement, GSA contractually protects development time through, for instance, by designating a pro-rata allocation of 0.1 day per week (per 1.0 FTE) for scholarship. GSA also reserves, for some cases, a small contingency fund to enable staff to work 'overtime' in order to attend key meetings and events. It was noted by staff during the ELIR that effort is taken to engage with careful workload planning particularly for staff on fractional contracts. Senior staff indicated that a new Workload Allocation Model was in development, and that this work would be taken forward by the incoming Deputy Director (Academic)."}]
[{"$f":"IF('> FILTER <'!B2458<>\"\",ROW(OFFSET(A2457,-1,0)),\"\")","v":2456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2458)),A2457,\"\")","v":2456},{"$f":"IFERROR(SMALL(Helper2_1,A2457),\"\")","v":2456},null,2456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2458)),$A2457,\"\")","v":2456},{"$f":"IFERROR(SMALL(Helper2_2,A2457),\"\")","v":2456},{"$f":"COUNTIF(Helper3_1,\"=\"&G2457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2457)=1, G2457, \"\")","v":2456},{"$f":"IFERROR(SMALL(Index_2,A2457),\"\")","v":2456},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:J2457)),\"\")","v":"GSA_165"},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:K2457)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:L2457)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:M2457)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:N2457)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2457,COLUMNS($J$2:O2457)),\"\")","v":"165 Following the Periodic Review of Postgraduate Research in September 2018, the Research and Enterprise team began to revise the Research Degrees Guidance documentation to better support the role of PhD supervisor; when complete, the documentation will act as a Supervisor's Code of Practice. Compulsory attendance (every three years) at an annual supervisor training session was to be implemented; however, during the review, the ELIR team could find no evidence that this was yet in place. One way that less experienced supervisors get 'training' is through acting as second supervisor. The team would encourage GSA to restart its work to formalise training for PhD supervisors and ensure its approach is documented and implemented."}]
[{"$f":"IF('> FILTER <'!B2459<>\"\",ROW(OFFSET(A2458,-1,0)),\"\")","v":2457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2459)),A2458,\"\")","v":2457},{"$f":"IFERROR(SMALL(Helper2_1,A2458),\"\")","v":2457},null,2457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2459)),$A2458,\"\")","v":2457},{"$f":"IFERROR(SMALL(Helper2_2,A2458),\"\")","v":2457},{"$f":"COUNTIF(Helper3_1,\"=\"&G2458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2458)=1, G2458, \"\")","v":2457},{"$f":"IFERROR(SMALL(Index_2,A2458),\"\")","v":2457},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:J2458)),\"\")","v":"GSA_165"},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:K2458)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:L2458)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:M2458)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:N2458)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2458,COLUMNS($J$2:O2458)),\"\")","v":"165 Following the Periodic Review of Postgraduate Research in September 2018, the Research and Enterprise team began to revise the Research Degrees Guidance documentation to better support the role of PhD supervisor; when complete, the documentation will act as a Supervisor's Code of Practice. Compulsory attendance (every three years) at an annual supervisor training session was to be implemented; however, during the review, the ELIR team could find no evidence that this was yet in place. One way that less experienced supervisors get 'training' is through acting as second supervisor. The team would encourage GSA to restart its work to formalise training for PhD supervisors and ensure its approach is documented and implemented."}]
[{"$f":"IF('> FILTER <'!B2460<>\"\",ROW(OFFSET(A2459,-1,0)),\"\")","v":2458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2460)),A2459,\"\")","v":2458},{"$f":"IFERROR(SMALL(Helper2_1,A2459),\"\")","v":2458},null,2458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2460)),$A2459,\"\")","v":2458},{"$f":"IFERROR(SMALL(Helper2_2,A2459),\"\")","v":2458},{"$f":"COUNTIF(Helper3_1,\"=\"&G2459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2459)=1, G2459, \"\")","v":2458},{"$f":"IFERROR(SMALL(Index_2,A2459),\"\")","v":2458},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:J2459)),\"\")","v":"GSA_166"},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:K2459)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:L2459)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:M2459)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:N2459)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2459,COLUMNS($J$2:O2459)),\"\")","v":"166 In the last five years, GSA has found itself, due to a series of unforeseen circumstances, including two fires and more recently a global pandemic, necessarily operating in a more operational than strategic manner. Going forward, GSA is asked to ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should monitor and review the effectiveness of the amended constitution of the Senior Leadership Group"}]
[{"$f":"IF('> FILTER <'!B2461<>\"\",ROW(OFFSET(A2460,-1,0)),\"\")","v":2459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2461)),A2460,\"\")","v":2459},{"$f":"IFERROR(SMALL(Helper2_1,A2460),\"\")","v":2459},null,2459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2461)),$A2460,\"\")","v":2459},{"$f":"IFERROR(SMALL(Helper2_2,A2460),\"\")","v":2459},{"$f":"COUNTIF(Helper3_1,\"=\"&G2460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2460)=1, G2460, \"\")","v":2459},{"$f":"IFERROR(SMALL(Index_2,A2460),\"\")","v":2459},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:J2460)),\"\")","v":"GSA_166"},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:K2460)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:L2460)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:M2460)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:N2460)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2460,COLUMNS($J$2:O2460)),\"\")","v":"166 In the last five years, GSA has found itself, due to a series of unforeseen circumstances, including two fires and more recently a global pandemic, necessarily operating in a more operational than strategic manner. Going forward, GSA is asked to ensure that oversight and responsibility for taking action on matters of strategic priority are invested effectively in the institutional committee structure, avoiding overreliance on individuals. GSA should also reflect on the balance between institutional and school responsibilities for managing and embedding change effectively, and establishing and implementing policy and practice. This would enable GSA to assure itself that institutional priorities can be delivered effectively within the devolved school structure and that students have parity of experience. Related to the above, GSA should monitor and review the effectiveness of the amended constitution of the Senior Leadership Group"}]
[{"$f":"IF('> FILTER <'!B2462<>\"\",ROW(OFFSET(A2461,-1,0)),\"\")","v":2460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2462)),A2461,\"\")","v":2460},{"$f":"IFERROR(SMALL(Helper2_1,A2461),\"\")","v":2460},null,2460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2462)),$A2461,\"\")","v":2460},{"$f":"IFERROR(SMALL(Helper2_2,A2461),\"\")","v":2460},{"$f":"COUNTIF(Helper3_1,\"=\"&G2461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2461)=1, G2461, \"\")","v":2460},{"$f":"IFERROR(SMALL(Index_2,A2461),\"\")","v":2460},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:J2461)),\"\")","v":"GSA_167"},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:K2461)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:L2461)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:M2461)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:N2461)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2461,COLUMNS($J$2:O2461)),\"\")","v":"167 The institution has continued to try to promote and share good practice, notably through PMAR and the Learning Technology and Learning and Teaching teams, whose work includes timely blog spots on online technology tips, the Learning and Teaching Enhancement Hub and the MEd suite. There would be benefit in building on this work perhaps through re-establishing the Learning and Teaching Conference online."}]
[{"$f":"IF('> FILTER <'!B2463<>\"\",ROW(OFFSET(A2462,-1,0)),\"\")","v":2461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2463)),A2462,\"\")","v":2461},{"$f":"IFERROR(SMALL(Helper2_1,A2462),\"\")","v":2461},null,2461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2463)),$A2462,\"\")","v":2461},{"$f":"IFERROR(SMALL(Helper2_2,A2462),\"\")","v":2461},{"$f":"COUNTIF(Helper3_1,\"=\"&G2462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2462)=1, G2462, \"\")","v":2461},{"$f":"IFERROR(SMALL(Index_2,A2462),\"\")","v":2461},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:J2462)),\"\")","v":"GSA_168"},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:K2462)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:L2462)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:M2462)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:N2462)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2462,COLUMNS($J$2:O2462)),\"\")","v":"168 Glasgow School of Art's arrangements for managing quality and securing academic standards are currently limited, such that the standards of the awards it offers would continue to be placed at risk if GSA did not take appropriate action. GSA should,     in particular, ensure that the revised Memorandum of Agreement with the University of Glasgow is widely understood and its processes followed, and make progress on its planned changes to the GSA Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2464<>\"\",ROW(OFFSET(A2463,-1,0)),\"\")","v":2462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2464)),A2463,\"\")","v":2462},{"$f":"IFERROR(SMALL(Helper2_1,A2463),\"\")","v":2462},null,2462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2464)),$A2463,\"\")","v":2462},{"$f":"IFERROR(SMALL(Helper2_2,A2463),\"\")","v":2462},{"$f":"COUNTIF(Helper3_1,\"=\"&G2463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2463)=1, G2463, \"\")","v":2462},{"$f":"IFERROR(SMALL(Index_2,A2463),\"\")","v":2462},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:J2463)),\"\")","v":"GSA_168"},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:K2463)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:L2463)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:M2463)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:N2463)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2463,COLUMNS($J$2:O2463)),\"\")","v":"168 Glasgow School of Art's arrangements for managing quality and securing academic standards are currently limited, such that the standards of the awards it offers would continue to be placed at risk if GSA did not take appropriate action. GSA should,     in particular, ensure that the revised Memorandum of Agreement with the University of Glasgow is widely understood and its processes followed, and make progress on its planned changes to the GSA Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2465<>\"\",ROW(OFFSET(A2464,-1,0)),\"\")","v":2463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2465)),A2464,\"\")","v":2463},{"$f":"IFERROR(SMALL(Helper2_1,A2464),\"\")","v":2463},null,2463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2465)),$A2464,\"\")","v":2463},{"$f":"IFERROR(SMALL(Helper2_2,A2464),\"\")","v":2463},{"$f":"COUNTIF(Helper3_1,\"=\"&G2464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2464)=1, G2464, \"\")","v":2463},{"$f":"IFERROR(SMALL(Index_2,A2464),\"\")","v":2463},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:J2464)),\"\")","v":"GSA_169"},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:K2464)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:L2464)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:M2464)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:N2464)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2464,COLUMNS($J$2:O2464)),\"\")","v":"169 GSA is an accredited institution of the University of Glasgow (UoG). GSA is responsible for the development, monitoring, evaluation and updating of its quality framework, while the Senate of the University of Glasgow has ultimate responsibility for GSA awards. University of Glasgow and GSA state that GSA has delegated authority for academic standards and quality assurance, and operates quality assurance and enhancement procedures agreed with the University. GSA's procedures are aligned with the University of Glasgow's own procedures, which in turn align with the expectations set out in the Scottish Funding Council guidance to higher education institutions on quality."}]
[{"$f":"IF('> FILTER <'!B2466<>\"\",ROW(OFFSET(A2465,-1,0)),\"\")","v":2464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2466)),A2465,\"\")","v":2464},{"$f":"IFERROR(SMALL(Helper2_1,A2465),\"\")","v":2464},null,2464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2466)),$A2465,\"\")","v":2464},{"$f":"IFERROR(SMALL(Helper2_2,A2465),\"\")","v":2464},{"$f":"COUNTIF(Helper3_1,\"=\"&G2465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2465)=1, G2465, \"\")","v":2464},{"$f":"IFERROR(SMALL(Index_2,A2465),\"\")","v":2464},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:J2465)),\"\")","v":"GSA_169"},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:K2465)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:L2465)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:M2465)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:N2465)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2465,COLUMNS($J$2:O2465)),\"\")","v":"169 GSA is an accredited institution of the University of Glasgow (UoG). GSA is responsible for the development, monitoring, evaluation and updating of its quality framework, while the Senate of the University of Glasgow has ultimate responsibility for GSA awards. University of Glasgow and GSA state that GSA has delegated authority for academic standards and quality assurance, and operates quality assurance and enhancement procedures agreed with the University. GSA's procedures are aligned with the University of Glasgow's own procedures, which in turn align with the expectations set out in the Scottish Funding Council guidance to higher education institutions on quality."}]
[{"$f":"IF('> FILTER <'!B2467<>\"\",ROW(OFFSET(A2466,-1,0)),\"\")","v":2465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2467)),A2466,\"\")","v":2465},{"$f":"IFERROR(SMALL(Helper2_1,A2466),\"\")","v":2465},null,2465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2467)),$A2466,\"\")","v":2465},{"$f":"IFERROR(SMALL(Helper2_2,A2466),\"\")","v":2465},{"$f":"COUNTIF(Helper3_1,\"=\"&G2466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2466)=1, G2466, \"\")","v":2465},{"$f":"IFERROR(SMALL(Index_2,A2466),\"\")","v":2465},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:J2466)),\"\")","v":"GSA_170"},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:K2466)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:L2466)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:M2466)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:N2466)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2466,COLUMNS($J$2:O2466)),\"\")","v":"170 A revised Memorandum of Agreement (MoA) between GSA and UoG had been due to be implemented from 1 April 2020, as outlined in the Reflective Analysis. At the time of the ELIR (autumn 2020), it became apparent that the revisions to the MoA had not been concluded on schedule. The ELIR team heard that the revised agreement had now been signed off, but with a small number of 'minor points' to be finalised. The new agreement included new and revised sections including: Memorandum of Understanding; General Partnership Terms; Memorandum of Agreement for Taught Provision; Memorandum of Agreement for Research Provision; Joint Programme Framework Agreement; Data Processing Agreement; Service Teaching Agreement MLitt Art Writing and Service Teaching Agreement BEng/MEng Civil Engineering with Architecture. In the week following the ELIR, GSA indicated to the team that revisions to the MoA are in essence 'the creation of a more flexible legal structure in which the components are now housed and partly a simplification of the financial arrangements'. GSA confirm that the full suite of documentation associated with this MoA was considered and approved at the GSA Academic Council meeting on 13 May 2020 and then considered and approved at the        1 June 2020 meeting of the GSA Board of Governors. GSA confirmed that the entire process was overseen by the University-GSA Strategic Partnership Group, chaired by the University's Vice-Principal (Academic Planning and Technological Innovation). However, the ELIR team was unable to confirm with senior staff when the revised MoA had been or was to be approved by the University of Glasgow, but learnt subsequently that it had been signed by the University's Principal and Vice-Chancellor on 8 October 2020."}]
[{"$f":"IF('> FILTER <'!B2468<>\"\",ROW(OFFSET(A2467,-1,0)),\"\")","v":2466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2468)),A2467,\"\")","v":2466},{"$f":"IFERROR(SMALL(Helper2_1,A2467),\"\")","v":2466},null,2466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2468)),$A2467,\"\")","v":2466},{"$f":"IFERROR(SMALL(Helper2_2,A2467),\"\")","v":2466},{"$f":"COUNTIF(Helper3_1,\"=\"&G2467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2467)=1, G2467, \"\")","v":2466},{"$f":"IFERROR(SMALL(Index_2,A2467),\"\")","v":2466},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:J2467)),\"\")","v":"GSA_171"},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:K2467)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:L2467)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:M2467)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:N2467)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2467,COLUMNS($J$2:O2467)),\"\")","v":"171 Since 2017, following negotiation with the University of Glasgow, GSA's Academic Council has acquired delegated responsibility for approving the appointment of external examiners for all taught programmes. Responsibility for the approval of most     new programmes and major programme changes has also been transferred to GSA from 2017-18. "}]
[{"$f":"IF('> FILTER <'!B2469<>\"\",ROW(OFFSET(A2468,-1,0)),\"\")","v":2467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2469)),A2468,\"\")","v":2467},{"$f":"IFERROR(SMALL(Helper2_1,A2468),\"\")","v":2467},null,2467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2469)),$A2468,\"\")","v":2467},{"$f":"IFERROR(SMALL(Helper2_2,A2468),\"\")","v":2467},{"$f":"COUNTIF(Helper3_1,\"=\"&G2468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2468)=1, G2468, \"\")","v":2467},{"$f":"IFERROR(SMALL(Index_2,A2468),\"\")","v":2467},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:J2468)),\"\")","v":"GSA_171"},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:K2468)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:L2468)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:M2468)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:N2468)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2468,COLUMNS($J$2:O2468)),\"\")","v":"171 Since 2017, following negotiation with the University of Glasgow, GSA's Academic Council has acquired delegated responsibility for approving the appointment of external examiners for all taught programmes. Responsibility for the approval of most     new programmes and major programme changes has also been transferred to GSA from 2017-18. "}]
[{"$f":"IF('> FILTER <'!B2470<>\"\",ROW(OFFSET(A2469,-1,0)),\"\")","v":2468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2470)),A2469,\"\")","v":2468},{"$f":"IFERROR(SMALL(Helper2_1,A2469),\"\")","v":2468},null,2468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2470)),$A2469,\"\")","v":2468},{"$f":"IFERROR(SMALL(Helper2_2,A2469),\"\")","v":2468},{"$f":"COUNTIF(Helper3_1,\"=\"&G2469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2469)=1, G2469, \"\")","v":2468},{"$f":"IFERROR(SMALL(Index_2,A2469),\"\")","v":2468},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:J2469)),\"\")","v":"GSA_172"},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:K2469)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:L2469)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:M2469)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:N2469)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2469,COLUMNS($J$2:O2469)),\"\")","v":"172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."}]
[{"$f":"IF('> FILTER <'!B2471<>\"\",ROW(OFFSET(A2470,-1,0)),\"\")","v":2469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2471)),A2470,\"\")","v":2469},{"$f":"IFERROR(SMALL(Helper2_1,A2470),\"\")","v":2469},null,2469,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2471)),$A2470,\"\")","v":2469},{"$f":"IFERROR(SMALL(Helper2_2,A2470),\"\")","v":2469},{"$f":"COUNTIF(Helper3_1,\"=\"&G2470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2470)=1, G2470, \"\")","v":2469},{"$f":"IFERROR(SMALL(Index_2,A2470),\"\")","v":2469},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:J2470)),\"\")","v":"GSA_172"},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:K2470)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:L2470)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:M2470)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:N2470)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2470,COLUMNS($J$2:O2470)),\"\")","v":"172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."}]
[{"$f":"IF('> FILTER <'!B2472<>\"\",ROW(OFFSET(A2471,-1,0)),\"\")","v":2470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2472)),A2471,\"\")","v":2470},{"$f":"IFERROR(SMALL(Helper2_1,A2471),\"\")","v":2470},null,2470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2472)),$A2471,\"\")","v":2470},{"$f":"IFERROR(SMALL(Helper2_2,A2471),\"\")","v":2470},{"$f":"COUNTIF(Helper3_1,\"=\"&G2471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2471)=1, G2471, \"\")","v":2470},{"$f":"IFERROR(SMALL(Index_2,A2471),\"\")","v":2470},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:J2471)),\"\")","v":"GSA_172"},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:K2471)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:L2471)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:M2471)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:N2471)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2471,COLUMNS($J$2:O2471)),\"\")","v":"172 GSA plans in response to the COVID-19 pandemic included cessation of all teaching on academic programmes and revisions to assessment processes which meant that 'no further work needed to be submitted for assessment and that the determination of Honours classification would proceed based upon work already produced'. In addition, GSA cancelled in-person degree shows and as an alternative launched its Graduate Showcase on 29 May 2020 in line with the published Degree Show opening date. The ELIR team heard that revised arrangements for assessment arising from COVID-19 were communicated to the University of Glasgow at the meeting of the Strategic Partnership Group on 15 April 2020, and that a paper outlining the changes to assessment was also presented to the May 2020 meeting of the GSA Academic Council. Academic Council membership includes two representatives from the University and the GSA Student Association President. In addition, the University's Academic Collaborations Office was also informed. Following the ELIR review visit, GSA confirmed that it would be providing a comprehensive update on assessment to the meeting of the University-GSA Joint Liaison Committee in spring 2021 as scheduled. However, the ELIR team could not confirm that the revised GSA COVID-19 assessment arrangements had been approved by the Senate of the University of Glasgow. The team noted this is a requirement of GSA's Code of Assessment, which states that any change to the scheme will be subject to the approval of the Convener of Academic Council (GSA) and the Clerk of Senate (Glasgow). An Equality Impact Assessment of any changes proposed must be also be submitted when seeking approval (paragraph 188). During the ELIR, in response to discussions between the team and senior staff regarding how GSA was engaging with the University of Glasgow (in preparation for academic session 2020-21) - for example, by providing any formal documentation for approval in line with the academic regulations set out above, senior   GSA staff outlined that there are two University of Glasgow representatives on Academic Council who would be asked if they want to take any matters to UoG but that they were 'not altogether clear who has to approve what'."}]
[{"$f":"IF('> FILTER <'!B2473<>\"\",ROW(OFFSET(A2472,-1,0)),\"\")","v":2471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2473)),A2472,\"\")","v":2471},{"$f":"IFERROR(SMALL(Helper2_1,A2472),\"\")","v":2471},null,2471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2473)),$A2472,\"\")","v":2471},{"$f":"IFERROR(SMALL(Helper2_2,A2472),\"\")","v":2471},{"$f":"COUNTIF(Helper3_1,\"=\"&G2472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2472)=1, G2472, \"\")","v":2471},{"$f":"IFERROR(SMALL(Index_2,A2472),\"\")","v":2471},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:J2472)),\"\")","v":"GSA_173"},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:K2472)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:L2472)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:M2472)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:N2472)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2472,COLUMNS($J$2:O2472)),\"\")","v":"173 Considering the approval and oversight arrangements with the awarding body (UoG), GSA is recommended to ensure that the respective responsibilities of both parties under the Memorandum of Agreement are clear and well understood by key GSA staff. In addition, and in the light of the QAA Scottish Concerns Scheme (SCS) investigations[2] conducted with GSA in October 2020, GSA is recommended to ensure that any significant changes to assessment, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2474<>\"\",ROW(OFFSET(A2473,-1,0)),\"\")","v":2472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2474)),A2473,\"\")","v":2472},{"$f":"IFERROR(SMALL(Helper2_1,A2473),\"\")","v":2472},null,2472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2474)),$A2473,\"\")","v":2472},{"$f":"IFERROR(SMALL(Helper2_2,A2473),\"\")","v":2472},{"$f":"COUNTIF(Helper3_1,\"=\"&G2473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2473)=1, G2473, \"\")","v":2472},{"$f":"IFERROR(SMALL(Index_2,A2473),\"\")","v":2472},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:J2473)),\"\")","v":"GSA_174"},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:K2473)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:L2473)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:M2473)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:N2473)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2473,COLUMNS($J$2:O2473)),\"\")","v":"174 A need to review the existing GSA Code of Assessment had been identified as part of the Learning and Teaching Enhancement Strategy (LTES) (2018-21). Work was due to commence in 2020 for implementation in September 2020, however, development was effectively halted due to the 2018 fire and remained uncompleted at the time of the ELIR. In respect to the Code of Assessment, the ELIR team recommends that GSA ensures that the planned changes are clearly outlined in addenda to the GSA Code of Assessment and communicated to students in consultation with student representatives. In light of the recent SCS investigations conducted with GSA in October 2020, particular attention should be paid as to how to communicate assessment arrangements to staff and students to ensure that they fully understand what they are required to do and by when. "}]
[{"$f":"IF('> FILTER <'!B2475<>\"\",ROW(OFFSET(A2474,-1,0)),\"\")","v":2473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2475)),A2474,\"\")","v":2473},{"$f":"IFERROR(SMALL(Helper2_1,A2474),\"\")","v":2473},null,2473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2475)),$A2474,\"\")","v":2473},{"$f":"IFERROR(SMALL(Helper2_2,A2474),\"\")","v":2473},{"$f":"COUNTIF(Helper3_1,\"=\"&G2474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2474)=1, G2474, \"\")","v":2473},{"$f":"IFERROR(SMALL(Index_2,A2474),\"\")","v":2473},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:J2474)),\"\")","v":"GSA_175"},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:K2474)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:L2474)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:M2474)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:N2474)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2474,COLUMNS($J$2:O2474)),\"\")","v":"175 GSA state in the RA that 'responsibility for the management and operation of programme assessment scheme rests with the relevant programme leader reporting to the Head of Academic School'. A key role of a programme leader is to emphasise the importance of ensuring that all staff are fully aware of GSA's assessment requirements and expectations. However, staff who met the team, including programme leaders, appeared to have limited understanding of GSA's requirements in this respect. The examiners for the assessment scheme are made up of the internal and external examiners. The GSA final Examination Board is convened by the Deputy Director (Academic) and includes the programme leader and head of school, its purpose is to determine the results of the assessment procedure. The Head of Academic Registry is responsible for managing appeals against the outcomes of assessment."}]
[{"$f":"IF('> FILTER <'!B2476<>\"\",ROW(OFFSET(A2475,-1,0)),\"\")","v":2474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2476)),A2475,\"\")","v":2474},{"$f":"IFERROR(SMALL(Helper2_1,A2475),\"\")","v":2474},null,2474,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2476)),$A2475,\"\")","v":2474},{"$f":"IFERROR(SMALL(Helper2_2,A2475),\"\")","v":2474},{"$f":"COUNTIF(Helper3_1,\"=\"&G2475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2475)=1, G2475, \"\")","v":2474},{"$f":"IFERROR(SMALL(Index_2,A2475),\"\")","v":2474},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:J2475)),\"\")","v":"GSA_176"},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:K2475)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:L2475)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:M2475)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:N2475)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2475,COLUMNS($J$2:O2475)),\"\")","v":"176 GSA operates a Code of Assessment based upon the University of Glasgow's Code, and which adheres to the principles of UK Quality Code for Higher Education. The purpose of the Code of Assessment is to assure parity of standards and degrees across programmes at GSA and across the degree awards of the University of Glasgow. The code includes descriptors for the attainment of intended learning outcomes, a definition of primary grades, secondary band grading, grade points and banding related to honours classification. Each approved GSA programme is intended to be assessed against the stated learning outcomes of the course, and assessment should include a combination of formative and summative elements. It is intended that assessment may only be changed through procedures approved by the GSA Academic Council and the University of Glasgow Senate. However, during recent Scottish Concerns Scheme investigations, it was learnt that this procedure was not followed in the period of the pandemic immediately after lockdown in March 2020."}]
[{"$f":"IF('> FILTER <'!B2477<>\"\",ROW(OFFSET(A2476,-1,0)),\"\")","v":2475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2477)),A2476,\"\")","v":2475},{"$f":"IFERROR(SMALL(Helper2_1,A2476),\"\")","v":2475},null,2475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2477)),$A2476,\"\")","v":2475},{"$f":"IFERROR(SMALL(Helper2_2,A2476),\"\")","v":2475},{"$f":"COUNTIF(Helper3_1,\"=\"&G2476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2476)=1, G2476, \"\")","v":2475},{"$f":"IFERROR(SMALL(Index_2,A2476),\"\")","v":2475},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:J2476)),\"\")","v":"GSA_177"},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:K2476)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:L2476)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:M2476)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:N2476)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2476,COLUMNS($J$2:O2476)),\"\")","v":"177 The Code of Assessment also states that candidates will receive feedback to guide their subsequent learning. During the ELIR, GSA staff noted for postgraduate taught courses that formative assessment was designed to take place in the middle of a stage. Students would be assessed against learning outcomes and the indicative content of the course and would receive formal written feedback prior to the summative assessment. This process was designed to allow time for students to capitalise on strengths, address weaknesses and respond to advice on direction prior to summative assessment. They felt this was consistent with the cycle in PGT."}]
[{"$f":"IF('> FILTER <'!B2478<>\"\",ROW(OFFSET(A2477,-1,0)),\"\")","v":2476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2478)),A2477,\"\")","v":2476},{"$f":"IFERROR(SMALL(Helper2_1,A2477),\"\")","v":2476},null,2476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2478)),$A2477,\"\")","v":2476},{"$f":"IFERROR(SMALL(Helper2_2,A2477),\"\")","v":2476},{"$f":"COUNTIF(Helper3_1,\"=\"&G2477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2477)=1, G2477, \"\")","v":2476},{"$f":"IFERROR(SMALL(Index_2,A2477),\"\")","v":2476},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:J2477)),\"\")","v":"GSA_178"},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:K2477)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:L2477)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:M2477)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:N2477)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2477,COLUMNS($J$2:O2477)),\"\")","v":"178  It was noted that in planned revisions to the Code of Assessment, GSA were looking at how all programmes are designed to ensure there are distinct assessment points to ensure evidence of achievement. Based on the earlier recommendations on assessment and feedback (paragraphs 101 and 138), the ELIR team would strongly encourage GSA to progress promptly on the implementation of these plans.  "}]
[{"$f":"IF('> FILTER <'!B2479<>\"\",ROW(OFFSET(A2478,-1,0)),\"\")","v":2477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2479)),A2478,\"\")","v":2477},{"$f":"IFERROR(SMALL(Helper2_1,A2478),\"\")","v":2477},null,2477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2479)),$A2478,\"\")","v":2477},{"$f":"IFERROR(SMALL(Helper2_2,A2478),\"\")","v":2477},{"$f":"COUNTIF(Helper3_1,\"=\"&G2478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2478)=1, G2478, \"\")","v":2477},{"$f":"IFERROR(SMALL(Index_2,A2478),\"\")","v":2477},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:J2478)),\"\")","v":"GSA_179"},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:K2478)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:L2478)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:M2478)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:N2478)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2478,COLUMNS($J$2:O2478)),\"\")","v":"179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "}]
[{"$f":"IF('> FILTER <'!B2480<>\"\",ROW(OFFSET(A2479,-1,0)),\"\")","v":2478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2480)),A2479,\"\")","v":2478},{"$f":"IFERROR(SMALL(Helper2_1,A2479),\"\")","v":2478},null,2478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2480)),$A2479,\"\")","v":2478},{"$f":"IFERROR(SMALL(Helper2_2,A2479),\"\")","v":2478},{"$f":"COUNTIF(Helper3_1,\"=\"&G2479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2479)=1, G2479, \"\")","v":2478},{"$f":"IFERROR(SMALL(Index_2,A2479),\"\")","v":2478},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:J2479)),\"\")","v":"GSA_179"},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:K2479)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:L2479)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:M2479)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:N2479)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2479,COLUMNS($J$2:O2479)),\"\")","v":"179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "}]
[{"$f":"IF('> FILTER <'!B2481<>\"\",ROW(OFFSET(A2480,-1,0)),\"\")","v":2479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2481)),A2480,\"\")","v":2479},{"$f":"IFERROR(SMALL(Helper2_1,A2480),\"\")","v":2479},null,2479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2481)),$A2480,\"\")","v":2479},{"$f":"IFERROR(SMALL(Helper2_2,A2480),\"\")","v":2479},{"$f":"COUNTIF(Helper3_1,\"=\"&G2480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2480)=1, G2480, \"\")","v":2479},{"$f":"IFERROR(SMALL(Index_2,A2480),\"\")","v":2479},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:J2480)),\"\")","v":"GSA_179"},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:K2480)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:L2480)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:M2480)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:N2480)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2480,COLUMNS($J$2:O2480)),\"\")","v":"179 In light of the pandemic and the closure of the campuses in March 2020, GSA attempted to develop an equitable approach to assessment and the progression of all students across the institution. This approach was based upon the previous institutional experience from the emergency situations of the two fires. GSA senior staff confirmed that academic staff were asked to determine the extent of work students had submitted up to the point of lockdown and to analyse formative performance. Subsequently, programme leaders were asked to make an assessment on a pass/fail basis. To ensure academic progression or graduation, GSA agreed an assessment regime based upon their 'Teaching Intelligence' process, which GSA describes as based on creating an attainment trajectory informed by prior engagement between student and academic. In March 2020, in some cases, students had not begun the pieces of work they intended to submit for their final awards at the point at which GSA made the decision to stop teaching and stop receiving any further work from students for assessment (albeit that the academic year began in September and that the students year-long development process was underway). This means that in some instances, academic staff had not had the opportunity to assess student work or were having to base their assessment decisions on a much smaller sample of the work than was the case following the 2014 and 2018 fires. This is compounded by the non-modular structure of the GSA awards in which the final assessment (including the final degree classification) depends to a substantial extent on assessment of the final work produced for the degree show. "}]
[{"$f":"IF('> FILTER <'!B2482<>\"\",ROW(OFFSET(A2481,-1,0)),\"\")","v":2480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2482)),A2481,\"\")","v":2480},{"$f":"IFERROR(SMALL(Helper2_1,A2481),\"\")","v":2480},null,2480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2482)),$A2481,\"\")","v":2480},{"$f":"IFERROR(SMALL(Helper2_2,A2481),\"\")","v":2480},{"$f":"COUNTIF(Helper3_1,\"=\"&G2481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2481)=1, G2481, \"\")","v":2480},{"$f":"IFERROR(SMALL(Index_2,A2481),\"\")","v":2480},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:J2481)),\"\")","v":"GSA_180"},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:K2481)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:L2481)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:M2481)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:N2481)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2481,COLUMNS($J$2:O2481)),\"\")","v":"180 Students who raised concerns through the QAA Scottish Concerns Scheme[3]  indicated that they were unclear about how they would be assessed during the remainder of session 2019-20 - for example, they were not aware of the production of a Mid-Year grade or of any tutorial records or formal feedback, and were confused about how academic staff were in a position to make an assessment judgement in order to meet programme-level intended learning outcomes, given that they had submitted no work for assessment during the period between March and June 2020. In addition, during the ELIR review, some undergraduate and postgraduate students said that they were still unclear as to how they would be assessed, that there 'did not appear to have been an attempt to adapt the curriculum to an online format and that no attempt had been made to change the delivery methods' used by staff. In preparation for the 2020-21 academic session, GSA had developed a 'COVID-19 Response Student Guide' which was made available in August 2020 to returning and new students. However, due to the timing of the review, the ELIR team was unable to confirm if the new guide had or would be effective in dealing with earlier student concerns. The team found that some students remained unclear about how their course had and would be assessed, how summative assessments would be completed and, therefore, what the implications were for their progression and the calculation of final awards. Although the ELIR team was provided with some contingency proformas which were useful as a summary, the team did not see detailed assessment arrangements for 2022-21 during the review visit."}]
[{"$f":"IF('> FILTER <'!B2483<>\"\",ROW(OFFSET(A2482,-1,0)),\"\")","v":2481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2483)),A2482,\"\")","v":2481},{"$f":"IFERROR(SMALL(Helper2_1,A2482),\"\")","v":2481},null,2481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2483)),$A2482,\"\")","v":2481},{"$f":"IFERROR(SMALL(Helper2_2,A2482),\"\")","v":2481},{"$f":"COUNTIF(Helper3_1,\"=\"&G2482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2482)=1, G2482, \"\")","v":2481},{"$f":"IFERROR(SMALL(Index_2,A2482),\"\")","v":2481},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:J2482)),\"\")","v":"GSA_180"},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:K2482)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:L2482)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:M2482)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:N2482)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2482,COLUMNS($J$2:O2482)),\"\")","v":"180 Students who raised concerns through the QAA Scottish Concerns Scheme[3]  indicated that they were unclear about how they would be assessed during the remainder of session 2019-20 - for example, they were not aware of the production of a Mid-Year grade or of any tutorial records or formal feedback, and were confused about how academic staff were in a position to make an assessment judgement in order to meet programme-level intended learning outcomes, given that they had submitted no work for assessment during the period between March and June 2020. In addition, during the ELIR review, some undergraduate and postgraduate students said that they were still unclear as to how they would be assessed, that there 'did not appear to have been an attempt to adapt the curriculum to an online format and that no attempt had been made to change the delivery methods' used by staff. In preparation for the 2020-21 academic session, GSA had developed a 'COVID-19 Response Student Guide' which was made available in August 2020 to returning and new students. However, due to the timing of the review, the ELIR team was unable to confirm if the new guide had or would be effective in dealing with earlier student concerns. The team found that some students remained unclear about how their course had and would be assessed, how summative assessments would be completed and, therefore, what the implications were for their progression and the calculation of final awards. Although the ELIR team was provided with some contingency proformas which were useful as a summary, the team did not see detailed assessment arrangements for 2022-21 during the review visit."}]
[{"$f":"IF('> FILTER <'!B2484<>\"\",ROW(OFFSET(A2483,-1,0)),\"\")","v":2482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2484)),A2483,\"\")","v":2482},{"$f":"IFERROR(SMALL(Helper2_1,A2483),\"\")","v":2482},null,2482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2484)),$A2483,\"\")","v":2482},{"$f":"IFERROR(SMALL(Helper2_2,A2483),\"\")","v":2482},{"$f":"COUNTIF(Helper3_1,\"=\"&G2483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2483)=1, G2483, \"\")","v":2482},{"$f":"IFERROR(SMALL(Index_2,A2483),\"\")","v":2482},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:J2483)),\"\")","v":"GSA_181"},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:K2483)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:L2483)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:M2483)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:N2483)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2483,COLUMNS($J$2:O2483)),\"\")","v":"181 GSA stated that the arrangements for assessing the programmes were shared with the University of Glasgow via its representatives at GSA's Academic Council (paragraph 176). This was a line of enquiry in the Scottish Concerns Scheme investigation in the week preceding the ELIR, where, during a meeting with senior representatives from UoG, the investigating team was unable to confirm that UoG was aware, or had oversight of the details of the changes to the assessment of GSA awards, or that formal approval of the proposed arrangements (cessation of programme related teaching, learning and assessment) had been received by GSA from UoG, although reference was made to the 'force majeure' clause in the Memorandum of Agreement which allows for mutual reassurance by informal means.  Minutes from the Strategic Partnership Group give no further detail of arrangements for assessment or for formal approval. Following the review visit the ELIR team was informed by the Director that GSA's approach to assessment had been reflected upon and had been codified in an addendum to the Code of Assessment which was to be considered by the Academic Council on 9 December 2020. At the time of the review, this was not available to the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B2485<>\"\",ROW(OFFSET(A2484,-1,0)),\"\")","v":2483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2485)),A2484,\"\")","v":2483},{"$f":"IFERROR(SMALL(Helper2_1,A2484),\"\")","v":2483},null,2483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2485)),$A2484,\"\")","v":2483},{"$f":"IFERROR(SMALL(Helper2_2,A2484),\"\")","v":2483},{"$f":"COUNTIF(Helper3_1,\"=\"&G2484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2484)=1, G2484, \"\")","v":2483},{"$f":"IFERROR(SMALL(Index_2,A2484),\"\")","v":2483},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:J2484)),\"\")","v":"GSA_181"},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:K2484)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:L2484)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:M2484)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:N2484)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2484,COLUMNS($J$2:O2484)),\"\")","v":"181 GSA stated that the arrangements for assessing the programmes were shared with the University of Glasgow via its representatives at GSA's Academic Council (paragraph 176). This was a line of enquiry in the Scottish Concerns Scheme investigation in the week preceding the ELIR, where, during a meeting with senior representatives from UoG, the investigating team was unable to confirm that UoG was aware, or had oversight of the details of the changes to the assessment of GSA awards, or that formal approval of the proposed arrangements (cessation of programme related teaching, learning and assessment) had been received by GSA from UoG, although reference was made to the 'force majeure' clause in the Memorandum of Agreement which allows for mutual reassurance by informal means.  Minutes from the Strategic Partnership Group give no further detail of arrangements for assessment or for formal approval. Following the review visit the ELIR team was informed by the Director that GSA's approach to assessment had been reflected upon and had been codified in an addendum to the Code of Assessment which was to be considered by the Academic Council on 9 December 2020. At the time of the review, this was not available to the ELIR team. "}]
[{"$f":"IF('> FILTER <'!B2486<>\"\",ROW(OFFSET(A2485,-1,0)),\"\")","v":2484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2486)),A2485,\"\")","v":2484},{"$f":"IFERROR(SMALL(Helper2_1,A2485),\"\")","v":2484},null,2484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2486)),$A2485,\"\")","v":2484},{"$f":"IFERROR(SMALL(Helper2_2,A2485),\"\")","v":2484},{"$f":"COUNTIF(Helper3_1,\"=\"&G2485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2485)=1, G2485, \"\")","v":2484},{"$f":"IFERROR(SMALL(Index_2,A2485),\"\")","v":2484},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:J2485)),\"\")","v":"GSA_182"},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:K2485)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:L2485)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:M2485)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:N2485)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2485,COLUMNS($J$2:O2485)),\"\")","v":"182 In respect to assessment design the ELIR team would ask GSA to reflect on the structure of its degree programmes and revisit final end-of-year assessments, particularly in response to the COVID-19 pandemic and the inability to deliver a physical degree show in 2020 due to government restrictions, and which could potentially happen again in 2021. In addition, and again in light of the continuing pandemic, the team recommends that GSA explores alternative approaches to assessment that ensure the security of standards. "}]
[{"$f":"IF('> FILTER <'!B2487<>\"\",ROW(OFFSET(A2486,-1,0)),\"\")","v":2485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2487)),A2486,\"\")","v":2485},{"$f":"IFERROR(SMALL(Helper2_1,A2486),\"\")","v":2485},null,2485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2487)),$A2486,\"\")","v":2485},{"$f":"IFERROR(SMALL(Helper2_2,A2486),\"\")","v":2485},{"$f":"COUNTIF(Helper3_1,\"=\"&G2486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2486)=1, G2486, \"\")","v":2485},{"$f":"IFERROR(SMALL(Index_2,A2486),\"\")","v":2485},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:J2486)),\"\")","v":"GSA_182"},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:K2486)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:L2486)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:M2486)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:N2486)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2486,COLUMNS($J$2:O2486)),\"\")","v":"182 In respect to assessment design the ELIR team would ask GSA to reflect on the structure of its degree programmes and revisit final end-of-year assessments, particularly in response to the COVID-19 pandemic and the inability to deliver a physical degree show in 2020 due to government restrictions, and which could potentially happen again in 2021. In addition, and again in light of the continuing pandemic, the team recommends that GSA explores alternative approaches to assessment that ensure the security of standards. "}]
[{"$f":"IF('> FILTER <'!B2488<>\"\",ROW(OFFSET(A2487,-1,0)),\"\")","v":2486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2488)),A2487,\"\")","v":2486},{"$f":"IFERROR(SMALL(Helper2_1,A2487),\"\")","v":2486},null,2486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2488)),$A2487,\"\")","v":2486},{"$f":"IFERROR(SMALL(Helper2_2,A2487),\"\")","v":2486},{"$f":"COUNTIF(Helper3_1,\"=\"&G2487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2487)=1, G2487, \"\")","v":2486},{"$f":"IFERROR(SMALL(Index_2,A2487),\"\")","v":2486},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:J2487)),\"\")","v":"GSA_183"},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:K2487)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:L2487)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:M2487)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:N2487)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2487,COLUMNS($J$2:O2487)),\"\")","v":"183 On assessment design, the ELIR team recommends that in view of the ongoing pandemic, GSA should continue to implement its timetabled plan to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly. "}]
[{"$f":"IF('> FILTER <'!B2489<>\"\",ROW(OFFSET(A2488,-1,0)),\"\")","v":2487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2489)),A2488,\"\")","v":2487},{"$f":"IFERROR(SMALL(Helper2_1,A2488),\"\")","v":2487},null,2487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2489)),$A2488,\"\")","v":2487},{"$f":"IFERROR(SMALL(Helper2_2,A2488),\"\")","v":2487},{"$f":"COUNTIF(Helper3_1,\"=\"&G2488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2488)=1, G2488, \"\")","v":2487},{"$f":"IFERROR(SMALL(Index_2,A2488),\"\")","v":2487},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:J2488)),\"\")","v":"GSA_183"},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:K2488)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:L2488)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:M2488)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:N2488)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2488,COLUMNS($J$2:O2488)),\"\")","v":"183 On assessment design, the ELIR team recommends that in view of the ongoing pandemic, GSA should continue to implement its timetabled plan to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly. "}]
[{"$f":"IF('> FILTER <'!B2490<>\"\",ROW(OFFSET(A2489,-1,0)),\"\")","v":2488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2490)),A2489,\"\")","v":2488},{"$f":"IFERROR(SMALL(Helper2_1,A2489),\"\")","v":2488},null,2488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2490)),$A2489,\"\")","v":2488},{"$f":"IFERROR(SMALL(Helper2_2,A2489),\"\")","v":2488},{"$f":"COUNTIF(Helper3_1,\"=\"&G2489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2489)=1, G2489, \"\")","v":2488},{"$f":"IFERROR(SMALL(Index_2,A2489),\"\")","v":2488},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:J2489)),\"\")","v":"GSA_184"},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:K2489)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:L2489)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:M2489)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:N2489)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2489,COLUMNS($J$2:O2489)),\"\")","v":"184 In respect to academic standards, the ELIR team, considering the continuing pandemic, also recommends that GSA implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes. "}]
[{"$f":"IF('> FILTER <'!B2491<>\"\",ROW(OFFSET(A2490,-1,0)),\"\")","v":2489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2491)),A2490,\"\")","v":2489},{"$f":"IFERROR(SMALL(Helper2_1,A2490),\"\")","v":2489},null,2489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2491)),$A2490,\"\")","v":2489},{"$f":"IFERROR(SMALL(Helper2_2,A2490),\"\")","v":2489},{"$f":"COUNTIF(Helper3_1,\"=\"&G2490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2490)=1, G2490, \"\")","v":2489},{"$f":"IFERROR(SMALL(Index_2,A2490),\"\")","v":2489},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:J2490)),\"\")","v":"GSA_184"},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:K2490)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:L2490)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:M2490)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:N2490)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2490,COLUMNS($J$2:O2490)),\"\")","v":"184 In respect to academic standards, the ELIR team, considering the continuing pandemic, also recommends that GSA implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes. "}]
[{"$f":"IF('> FILTER <'!B2492<>\"\",ROW(OFFSET(A2491,-1,0)),\"\")","v":2490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2492)),A2491,\"\")","v":2490},{"$f":"IFERROR(SMALL(Helper2_1,A2491),\"\")","v":2490},null,2490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2492)),$A2491,\"\")","v":2490},{"$f":"IFERROR(SMALL(Helper2_2,A2491),\"\")","v":2490},{"$f":"COUNTIF(Helper3_1,\"=\"&G2491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2491)=1, G2491, \"\")","v":2490},{"$f":"IFERROR(SMALL(Index_2,A2491),\"\")","v":2490},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:J2491)),\"\")","v":"GSA_185"},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:K2491)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:L2491)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:M2491)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:N2491)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2491,COLUMNS($J$2:O2491)),\"\")","v":"185 GSA provided the ELIR team with an 'Analysis of External Examiner Comments for 2017-18' which detailed both 'Positive Themes' and 'Developmental Themes'. Positive themes included: curriculum design and creative freedom; assessment and feedback; collaboration; academic support; professional practice; and tutors. The developmental themes included: organisation and management; assessment and feedback; learning resources including technical skills and access to specialist equipment; curriculum design, staff resource and professional practice. In discussion with GSA staff, the team heard that this overview report was specifically constructed for the team and therefore not routinely produced. The team believe that there would be value to the institution in routinely producing this type of overview report for UPC and the Academic Council, supporting GSA  to identify key areas of good practice and themes for development, and support it to tackle  key themes consistently across the School. "}]
[{"$f":"IF('> FILTER <'!B2493<>\"\",ROW(OFFSET(A2492,-1,0)),\"\")","v":2491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2493)),A2492,\"\")","v":2491},{"$f":"IFERROR(SMALL(Helper2_1,A2492),\"\")","v":2491},null,2491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2493)),$A2492,\"\")","v":2491},{"$f":"IFERROR(SMALL(Helper2_2,A2492),\"\")","v":2491},{"$f":"COUNTIF(Helper3_1,\"=\"&G2492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2492)=1, G2492, \"\")","v":2491},{"$f":"IFERROR(SMALL(Index_2,A2492),\"\")","v":2491},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:J2492)),\"\")","v":"GSA_186"},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:K2492)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:L2492)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:M2492)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:N2492)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2492,COLUMNS($J$2:O2492)),\"\")","v":"186 The ELIR team was informed that students meet periodically with external examiners as part of institution-led review visits and are provided access to their reports through SSCCs. In addition, the Academic Quality Office had been exploring options to make external examiner reports more readily available to the wider student population through the VLE, however, at the time of the ELIR, this work had not been fully concluded. Some students that met the team were unaware of how to access external examiner reports. GSA staff said that students are told they are available and occasionally ask to see them. The team would encourage GSA to reinforce with all students that the reports are published on GSA's VLE following conclusion of the Programme Monitoring and Annual Reporting (PMAR) exercise. This would enable all students to be given the opportunity to engage in discussion and consideration of this element of the assessment process."}]
[{"$f":"IF('> FILTER <'!B2494<>\"\",ROW(OFFSET(A2493,-1,0)),\"\")","v":2492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2494)),A2493,\"\")","v":2492},{"$f":"IFERROR(SMALL(Helper2_1,A2493),\"\")","v":2492},null,2492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2494)),$A2493,\"\")","v":2492},{"$f":"IFERROR(SMALL(Helper2_2,A2493),\"\")","v":2492},{"$f":"COUNTIF(Helper3_1,\"=\"&G2493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2493)=1, G2493, \"\")","v":2492},{"$f":"IFERROR(SMALL(Index_2,A2493),\"\")","v":2492},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:J2493)),\"\")","v":"GSA_187"},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:K2493)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:L2493)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:M2493)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:N2493)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2493,COLUMNS($J$2:O2493)),\"\")","v":"187 The Academic Council has ultimate responsibility for approval and oversight of GSA's quality framework, with the Academic Quality Office responsible for ensuring that quality assurance and enhancement processes are implemented. The UPC advises the Academic Council on quality and standards and in turn is supported by the Learning and Teaching Committee which takes a lead in respect to Quality Enhancement. Research degrees are overseen by the Research Degrees Sub-Committee (RDSC), reporting to the Academic Council via the Research and Enterprise Committee. Academic schools are responsible for ensuring engagement with the quality framework. This takes place through membership of academic committees throughout the institution. "}]
[{"$f":"IF('> FILTER <'!B2495<>\"\",ROW(OFFSET(A2494,-1,0)),\"\")","v":2493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2495)),A2494,\"\")","v":2493},{"$f":"IFERROR(SMALL(Helper2_1,A2494),\"\")","v":2493},null,2493,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2495)),$A2494,\"\")","v":2493},{"$f":"IFERROR(SMALL(Helper2_2,A2494),\"\")","v":2493},{"$f":"COUNTIF(Helper3_1,\"=\"&G2494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2494)=1, G2494, \"\")","v":2493},{"$f":"IFERROR(SMALL(Index_2,A2494),\"\")","v":2493},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:J2494)),\"\")","v":"GSA_188"},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:K2494)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:L2494)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:M2494)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:N2494)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2494,COLUMNS($J$2:O2494)),\"\")","v":"188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."}]
[{"$f":"IF('> FILTER <'!B2496<>\"\",ROW(OFFSET(A2495,-1,0)),\"\")","v":2494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2496)),A2495,\"\")","v":2494},{"$f":"IFERROR(SMALL(Helper2_1,A2495),\"\")","v":2494},null,2494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2496)),$A2495,\"\")","v":2494},{"$f":"IFERROR(SMALL(Helper2_2,A2495),\"\")","v":2494},{"$f":"COUNTIF(Helper3_1,\"=\"&G2495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2495)=1, G2495, \"\")","v":2494},{"$f":"IFERROR(SMALL(Index_2,A2495),\"\")","v":2494},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:J2495)),\"\")","v":"GSA_188"},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:K2495)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:L2495)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:M2495)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:N2495)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2495,COLUMNS($J$2:O2495)),\"\")","v":"188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."}]
[{"$f":"IF('> FILTER <'!B2497<>\"\",ROW(OFFSET(A2496,-1,0)),\"\")","v":2495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2497)),A2496,\"\")","v":2495},{"$f":"IFERROR(SMALL(Helper2_1,A2496),\"\")","v":2495},null,2495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2497)),$A2496,\"\")","v":2495},{"$f":"IFERROR(SMALL(Helper2_2,A2496),\"\")","v":2495},{"$f":"COUNTIF(Helper3_1,\"=\"&G2496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2496)=1, G2496, \"\")","v":2495},{"$f":"IFERROR(SMALL(Index_2,A2496),\"\")","v":2495},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:J2496)),\"\")","v":"GSA_188"},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:K2496)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:L2496)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:M2496)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:N2496)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2496,COLUMNS($J$2:O2496)),\"\")","v":"188 Since 2017-18, Programme Approval (Validation) and Programme and Course Amendment (major) have followed a two-stage process. The first stage involves consideration and approval of a Statement of Intent by the relevant GSA and University of Glasgow committees. The latter stage focuses on the Programme Information Document, Specification and also Course Specifications. The approval stage also requires an Equality Impact Assessment (EIA) to be carried out. Programme Monitoring and Annual Reporting (PMAR) documentation was extensively reviewed in 2018-19, leading to a refinement of proformas and focusing on key areas of learning and the student experience. Staff consider EIAs have had a positive impact on programme development (paragraph 61). Professional statutory and regulatory body (PSRB) requirements act as an external point of reference in validation, monitoring and review processes for a small number of GSA programmes."}]
[{"$f":"IF('> FILTER <'!B2498<>\"\",ROW(OFFSET(A2497,-1,0)),\"\")","v":2496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2498)),A2497,\"\")","v":2496},{"$f":"IFERROR(SMALL(Helper2_1,A2497),\"\")","v":2496},null,2496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2498)),$A2497,\"\")","v":2496},{"$f":"IFERROR(SMALL(Helper2_2,A2497),\"\")","v":2496},{"$f":"COUNTIF(Helper3_1,\"=\"&G2497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2497)=1, G2497, \"\")","v":2496},{"$f":"IFERROR(SMALL(Index_2,A2497),\"\")","v":2496},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:J2497)),\"\")","v":"GSA_189"},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:K2497)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:L2497)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:M2497)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:N2497)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2497,COLUMNS($J$2:O2497)),\"\")","v":"189 GSA places great emphasis on the PMAR process which is a key component of its quality assurance processes. It is also used to follow progress with programme and school-level actions arising from SFC Outcome Agreements, the Learning and Teaching Enhancement Strategy (LTES) and recommendations from Periodic Review. The PMAR process is overseen by UPC and comprises the Annual School Summary Report (ASR) for each school within the institution, Annual Programme Report (APR), Support Department Overview Report, Critical Friend Report (CFR) and the Quality Enhancement Action Plan (QEAP) which is linked to the Student Experience Action Tracker (SEAT) (paragraph 55). PMAR also takes into consideration information from Institution-led Review (six-year cycle), student survey data, reports from the Staff-Student Consultative Committees (SSCC) and external examiner reports. Staff who met with the ELIR team considered the revisions to the PMAR process to be positive, as a more reflective process had developed."}]
[{"$f":"IF('> FILTER <'!B2499<>\"\",ROW(OFFSET(A2498,-1,0)),\"\")","v":2497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2499)),A2498,\"\")","v":2497},{"$f":"IFERROR(SMALL(Helper2_1,A2498),\"\")","v":2497},null,2497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2499)),$A2498,\"\")","v":2497},{"$f":"IFERROR(SMALL(Helper2_2,A2498),\"\")","v":2497},{"$f":"COUNTIF(Helper3_1,\"=\"&G2498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2498)=1, G2498, \"\")","v":2497},{"$f":"IFERROR(SMALL(Index_2,A2498),\"\")","v":2497},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:J2498)),\"\")","v":"GSA_190"},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:K2498)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:L2498)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:M2498)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:N2498)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2498,COLUMNS($J$2:O2498)),\"\")","v":"190 Periodic Review and Revalidation is carried out on a cycle of no more than six years and is managed by the GSA Academic Quality Office. The sample of Periodic Review and Revalidation documents (up to academic year 2017-18) considered by the ELIR team indicated that academic standards were being effectively monitored by GSA. Staff who met the team were familiar with the expectations of these processes and the connection to quality assurance at GSA. As part of the periodic review process, external subject experts are engaged."}]
[{"$f":"IF('> FILTER <'!B2500<>\"\",ROW(OFFSET(A2499,-1,0)),\"\")","v":2498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2500)),A2499,\"\")","v":2498},{"$f":"IFERROR(SMALL(Helper2_1,A2499),\"\")","v":2498},null,2498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2500)),$A2499,\"\")","v":2498},{"$f":"IFERROR(SMALL(Helper2_2,A2499),\"\")","v":2498},{"$f":"COUNTIF(Helper3_1,\"=\"&G2499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2499)=1, G2499, \"\")","v":2498},{"$f":"IFERROR(SMALL(Index_2,A2499),\"\")","v":2498},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:J2499)),\"\")","v":"GSA_191"},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:K2499)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:L2499)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:M2499)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:N2499)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2499,COLUMNS($J$2:O2499)),\"\")","v":"191 A revision and enhancement of PGR regulations and guidance was reported     as underway, led by the Head of Doctoral Studies, following the Periodic Review of PGR    in 2018. However, at the time of the ELIR, the completion of key conditions and recommendations arising from the review remain outstanding."}]
[{"$f":"IF('> FILTER <'!B2501<>\"\",ROW(OFFSET(A2500,-1,0)),\"\")","v":2499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2501)),A2500,\"\")","v":2499},{"$f":"IFERROR(SMALL(Helper2_1,A2500),\"\")","v":2499},null,2499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2501)),$A2500,\"\")","v":2499},{"$f":"IFERROR(SMALL(Helper2_2,A2500),\"\")","v":2499},{"$f":"COUNTIF(Helper3_1,\"=\"&G2500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2500)=1, G2500, \"\")","v":2499},{"$f":"IFERROR(SMALL(Index_2,A2500),\"\")","v":2499},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:J2500)),\"\")","v":"GSA_192"},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:K2500)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:L2500)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:M2500)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:N2500)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2500,COLUMNS($J$2:O2500)),\"\")","v":"192 Professional Support Departments report annually on their services as part of   the PMAR process. The ELIR team heard that although the Professional Support Departments' reports were useful and had been commended in the past, there was no systematic periodic review of professional services. In respect to the identification and sharing of good practice across the institution, including professional services, the RA commented that 'further work could be done to enhance our approach, particularly in relation to dissemination'. The Learning and Teaching Committee review (2018) identified that institutional and school-level committees had a key role to play in sharing good practice, but that there was an 'overreliance on personal communication chains' given their limited membership. For the 2018-19 academic year, Professional Support Department actions had been included in the Student Experience Action Tracker (paragraph 55). The ELIR team was informed that the incoming Director intended to adapt GSA's academic periodic review process to better align, and make more consistent, the review of student facing professional support services with that of the academic schools. The team learned that a revised review process would be approved in January 2021, with the first review scheduled to be completed by the end of the 2020-21 academic year. The team recommended that GSA implement its plan to introduce a systematic and effective mechanism for reviewing the contribution of the professional support services to the quality of the student experience, incorporating external specialist expertise and student engagement. "}]
[{"$f":"IF('> FILTER <'!B2502<>\"\",ROW(OFFSET(A2501,-1,0)),\"\")","v":2500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2502)),A2501,\"\")","v":2500},{"$f":"IFERROR(SMALL(Helper2_1,A2501),\"\")","v":2500},null,2500,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2502)),$A2501,\"\")","v":2500},{"$f":"IFERROR(SMALL(Helper2_2,A2501),\"\")","v":2500},{"$f":"COUNTIF(Helper3_1,\"=\"&G2501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2501)=1, G2501, \"\")","v":2500},{"$f":"IFERROR(SMALL(Index_2,A2501),\"\")","v":2500},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:J2501)),\"\")","v":"GSA_193"},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:K2501)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:L2501)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:M2501)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:N2501)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2501,COLUMNS($J$2:O2501)),\"\")","v":"193 Through both the QAA Scottish Concerns Scheme investigations in October 2020 that preceded the ELIR, and during the review, the ELIR team became aware that several GSA processes did not refer explicitly to 'independence' in order to avoid conflicts of interest. For example, although GSA's Complaints Handling Procedure follows requirements set down by the Scottish Public Sector Ombudsman, GSA's processes do not ensure that those who investigate a complaint internally are not at the same time involved in contributing to key school-level strategic decisions around which the complaints could be based. In addition, students commented that the Good Cause procedures (the term GSA use to refer to regulations for making appropriate allowance for unforeseen or unavoidable circumstances which may affect student assessments), in their view, lacked transparency about the operation of the process, including which members of staff would be making the decision and who would have access to their personal circumstances. Therefore, to avoid potential conflicts of interest and aid transparency, the ELIR team recommends that GSA undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."}]
[{"$f":"IF('> FILTER <'!B2503<>\"\",ROW(OFFSET(A2502,-1,0)),\"\")","v":2501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2503)),A2502,\"\")","v":2501},{"$f":"IFERROR(SMALL(Helper2_1,A2502),\"\")","v":2501},null,2501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2503)),$A2502,\"\")","v":2501},{"$f":"IFERROR(SMALL(Helper2_2,A2502),\"\")","v":2501},{"$f":"COUNTIF(Helper3_1,\"=\"&G2502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2502)=1, G2502, \"\")","v":2501},{"$f":"IFERROR(SMALL(Index_2,A2502),\"\")","v":2501},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:J2502)),\"\")","v":"GSA_193"},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:K2502)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:L2502)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:M2502)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:N2502)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2502,COLUMNS($J$2:O2502)),\"\")","v":"193 Through both the QAA Scottish Concerns Scheme investigations in October 2020 that preceded the ELIR, and during the review, the ELIR team became aware that several GSA processes did not refer explicitly to 'independence' in order to avoid conflicts of interest. For example, although GSA's Complaints Handling Procedure follows requirements set down by the Scottish Public Sector Ombudsman, GSA's processes do not ensure that those who investigate a complaint internally are not at the same time involved in contributing to key school-level strategic decisions around which the complaints could be based. In addition, students commented that the Good Cause procedures (the term GSA use to refer to regulations for making appropriate allowance for unforeseen or unavoidable circumstances which may affect student assessments), in their view, lacked transparency about the operation of the process, including which members of staff would be making the decision and who would have access to their personal circumstances. Therefore, to avoid potential conflicts of interest and aid transparency, the ELIR team recommends that GSA undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."}]
[{"$f":"IF('> FILTER <'!B2504<>\"\",ROW(OFFSET(A2503,-1,0)),\"\")","v":2502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2504)),A2503,\"\")","v":2502},{"$f":"IFERROR(SMALL(Helper2_1,A2503),\"\")","v":2502},null,2502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2504)),$A2503,\"\")","v":2502},{"$f":"IFERROR(SMALL(Helper2_2,A2503),\"\")","v":2502},{"$f":"COUNTIF(Helper3_1,\"=\"&G2503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2503)=1, G2503, \"\")","v":2502},{"$f":"IFERROR(SMALL(Index_2,A2503),\"\")","v":2502},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:J2503)),\"\")","v":"GSA_194"},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:K2503)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:L2503)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:M2503)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:N2503)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2503,COLUMNS($J$2:O2503)),\"\")","v":"194 Overall, GSA has an effective approach to using external reference points in managing its academic standards, including QAA Subject Benchmark Statements, qualification frameworks and the UK Quality Code for Higher Education. GSA engage with a variety of organisations such as the NESTA Policy and Evidence Centre, other enterprise bodies and relevant employers in the creative arts on areas of strategic importance to the institution. Additionally, GSA draws upon external information from Universities Scotland Learning and Teaching Committee, the Scottish Higher Education Enhancement Committee (SHEEC), and the Council for Higher Education Art and Design."}]
[{"$f":"IF('> FILTER <'!B2505<>\"\",ROW(OFFSET(A2504,-1,0)),\"\")","v":2503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2505)),A2504,\"\")","v":2503},{"$f":"IFERROR(SMALL(Helper2_1,A2504),\"\")","v":2503},null,2503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2505)),$A2504,\"\")","v":2503},{"$f":"IFERROR(SMALL(Helper2_2,A2504),\"\")","v":2503},{"$f":"COUNTIF(Helper3_1,\"=\"&G2504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2504)=1, G2504, \"\")","v":2503},{"$f":"IFERROR(SMALL(Index_2,A2504),\"\")","v":2503},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:J2504)),\"\")","v":"GSA_195"},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:K2504)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:L2504)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:M2504)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:N2504)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2504,COLUMNS($J$2:O2504)),\"\")","v":"195 The 2014 ELIR identified seven areas for development and the current ELIR team agreed with GSA that some progress had been made in each area. However, key areas such as 'Assessment and Feedback' remain priority areas and require further development. Additionally, the evaluation of particular GSA-wide initiatives is hard to follow, as reporting in the devolved school model does not always allow for the systematic tracking of actions and follow-up at institutional level."}]
[{"$f":"IF('> FILTER <'!B2506<>\"\",ROW(OFFSET(A2505,-1,0)),\"\")","v":2504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2506)),A2505,\"\")","v":2504},{"$f":"IFERROR(SMALL(Helper2_1,A2505),\"\")","v":2504},null,2504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2506)),$A2505,\"\")","v":2504},{"$f":"IFERROR(SMALL(Helper2_2,A2505),\"\")","v":2504},{"$f":"COUNTIF(Helper3_1,\"=\"&G2505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2505)=1, G2505, \"\")","v":2504},{"$f":"IFERROR(SMALL(Index_2,A2505),\"\")","v":2504},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:J2505)),\"\")","v":"GSA_196"},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:K2505)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:L2505)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:M2505)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:N2505)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2505,COLUMNS($J$2:O2505)),\"\")","v":"196 GSA's approach to using data to inform its decision-making and support its evaluative processes is currently limited. Management information was identified as an area for development in the 2010 ELIR. At the time of ELIR 3, management information - in the context of GSA's ability to monitor the numbers and roles of part-time staff on permanent and temporary contracts - was a continued area for development. At the time of the current ELIR, GSA recognised that its approach to using data strategically was an area that the institution would like to prioritise, and this was a particular area of focus outlined by the new Director."}]
[{"$f":"IF('> FILTER <'!B2507<>\"\",ROW(OFFSET(A2506,-1,0)),\"\")","v":2505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2507)),A2506,\"\")","v":2505},{"$f":"IFERROR(SMALL(Helper2_1,A2506),\"\")","v":2505},null,2505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2507)),$A2506,\"\")","v":2505},{"$f":"IFERROR(SMALL(Helper2_2,A2506),\"\")","v":2505},{"$f":"COUNTIF(Helper3_1,\"=\"&G2506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2506)=1, G2506, \"\")","v":2505},{"$f":"IFERROR(SMALL(Index_2,A2506),\"\")","v":2505},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:J2506)),\"\")","v":"GSA_197"},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:K2506)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:L2506)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:M2506)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:N2506)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2506,COLUMNS($J$2:O2506)),\"\")","v":"197 The ELIR team heard that GSA had full confidence in the effectiveness of their approach to self-evaluation through their interaction with their quality processes and cycle and their use of data to inform decision-making. GSA stated in the RA that annual reporting through the PMAR process, the use of external examiners reports, and reporting from professional services provide clear evidence of the maintenance of quality and academic standards. "}]
[{"$f":"IF('> FILTER <'!B2508<>\"\",ROW(OFFSET(A2507,-1,0)),\"\")","v":2506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2508)),A2507,\"\")","v":2506},{"$f":"IFERROR(SMALL(Helper2_1,A2507),\"\")","v":2506},null,2506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2508)),$A2507,\"\")","v":2506},{"$f":"IFERROR(SMALL(Helper2_2,A2507),\"\")","v":2506},{"$f":"COUNTIF(Helper3_1,\"=\"&G2507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2507)=1, G2507, \"\")","v":2506},{"$f":"IFERROR(SMALL(Index_2,A2507),\"\")","v":2506},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:J2507)),\"\")","v":"GSA_198"},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:K2507)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:L2507)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:M2507)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:N2507)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2507,COLUMNS($J$2:O2507)),\"\")","v":"198 GSA uses a range of key metrics data including student demographics, progression and continuation, equality and diversity, grade distribution, and student satisfaction surveys. The ELIR team was informed of the leadership role that GSA had taken in the national Enhancement Theme 'Evidence for Enhancement' (2017-20), with this viewed by GSA as a positive move to building confidence in its use of data. Discussion of data, information and analysis takes place at Senior Leadership Group, Planning and Management Group, Undergraduate and Postgraduate Committee as well as by devolved interaction at Academic School and Professional Services level and through the PMAR process.                                                                                       "}]
[{"$f":"IF('> FILTER <'!B2509<>\"\",ROW(OFFSET(A2508,-1,0)),\"\")","v":2507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2509)),A2508,\"\")","v":2507},{"$f":"IFERROR(SMALL(Helper2_1,A2508),\"\")","v":2507},null,2507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2509)),$A2508,\"\")","v":2507},{"$f":"IFERROR(SMALL(Helper2_2,A2508),\"\")","v":2507},{"$f":"COUNTIF(Helper3_1,\"=\"&G2508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2508)=1, G2508, \"\")","v":2507},{"$f":"IFERROR(SMALL(Index_2,A2508),\"\")","v":2507},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:J2508)),\"\")","v":"GSA_199"},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:K2508)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:L2508)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:M2508)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:N2508)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2508,COLUMNS($J$2:O2508)),\"\")","v":"199 However, the RA identified that data analysis is not centralised but devolved to professional and academic services departments depending on the data set. For example, equality and diversity data sets are held by Registry, while student survey data sets are overseen by the Learning and Teaching team, and Graduate Outcomes and the PGR experience surveys data sets are overseen and analysed by the Research and Enterprise team. The ELIR team viewed this lack of a centralised approach to the analysis and consideration of data as a 'missed opportunity' for GSA, given the value that could be derived from the ability to analyse these datasets holistically. In addition, the team thought that GSA could more make better use of student feedback and student survey data and respond more effectively to students on actions made in response. "}]
[{"$f":"IF('> FILTER <'!B2510<>\"\",ROW(OFFSET(A2509,-1,0)),\"\")","v":2508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2510)),A2509,\"\")","v":2508},{"$f":"IFERROR(SMALL(Helper2_1,A2509),\"\")","v":2508},null,2508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2510)),$A2509,\"\")","v":2508},{"$f":"IFERROR(SMALL(Helper2_2,A2509),\"\")","v":2508},{"$f":"COUNTIF(Helper3_1,\"=\"&G2509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2509)=1, G2509, \"\")","v":2508},{"$f":"IFERROR(SMALL(Index_2,A2509),\"\")","v":2508},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:J2509)),\"\")","v":"GSA_200"},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:K2509)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:L2509)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:M2509)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:N2509)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2509,COLUMNS($J$2:O2509)),\"\")","v":"200 Some student data is captured centrally at enrolment to provide demographic information about protected characteristics. The student record system is key in monitoring and reviewing progression and achievement data which is considered through PMAR and which in turn is used to inform quality enhancement plans, and forms a key data set for Periodic Review and Revalidation. Students are surveyed through several internal and external surveys in order to capture feedback on their studies (paragraph 52). Data collected has driven decisions such as the reform of the first-year experience and the PGT system."}]
[{"$f":"IF('> FILTER <'!B2511<>\"\",ROW(OFFSET(A2510,-1,0)),\"\")","v":2509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2511)),A2510,\"\")","v":2509},{"$f":"IFERROR(SMALL(Helper2_1,A2510),\"\")","v":2509},null,2509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2511)),$A2510,\"\")","v":2509},{"$f":"IFERROR(SMALL(Helper2_2,A2510),\"\")","v":2509},{"$f":"COUNTIF(Helper3_1,\"=\"&G2510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2510)=1, G2510, \"\")","v":2509},{"$f":"IFERROR(SMALL(Index_2,A2510),\"\")","v":2509},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:J2510)),\"\")","v":"GSA_201"},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:K2510)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:L2510)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:M2510)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:N2510)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2510,COLUMNS($J$2:O2510)),\"\")","v":"201 A small number of programmes have started to use the learning analytics functions in the VLE to monitor student engagement and identify students at risk of failure. However, in discussion with GSA, the ELIR team was informed by staff that 'Learning analytics were not on the GSA agenda due to student concerns about perceived 'surveillance''."}]
[{"$f":"IF('> FILTER <'!B2512<>\"\",ROW(OFFSET(A2511,-1,0)),\"\")","v":2510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2512)),A2511,\"\")","v":2510},{"$f":"IFERROR(SMALL(Helper2_1,A2511),\"\")","v":2510},null,2510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2512)),$A2511,\"\")","v":2510},{"$f":"IFERROR(SMALL(Helper2_2,A2511),\"\")","v":2510},{"$f":"COUNTIF(Helper3_1,\"=\"&G2511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2511)=1, G2511, \"\")","v":2510},{"$f":"IFERROR(SMALL(Index_2,A2511),\"\")","v":2510},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:J2511)),\"\")","v":"GSA_202"},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:K2511)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:L2511)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:M2511)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:N2511)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2511,COLUMNS($J$2:O2511)),\"\")","v":"202 Annual Equality Monitoring is undertaken at an institutional level in order to analyse GSA's student and staff populations comparatively with sectoral benchmarks. Equality and diversity data are analysed through the PMAR process and at school level through the School Annual Summary report to identify trends in student attainment and progression. The analysis of data provides key reference points for Equality Impact Assessments, Equality Outcomes and Equality Action Plans."}]
[{"$f":"IF('> FILTER <'!B2513<>\"\",ROW(OFFSET(A2512,-1,0)),\"\")","v":2511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2513)),A2512,\"\")","v":2511},{"$f":"IFERROR(SMALL(Helper2_1,A2512),\"\")","v":2511},null,2511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2513)),$A2512,\"\")","v":2511},{"$f":"IFERROR(SMALL(Helper2_2,A2512),\"\")","v":2511},{"$f":"COUNTIF(Helper3_1,\"=\"&G2512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2512)=1, G2512, \"\")","v":2511},{"$f":"IFERROR(SMALL(Index_2,A2512),\"\")","v":2511},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:J2512)),\"\")","v":"GSA_202"},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:K2512)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:L2512)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:M2512)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:N2512)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2512,COLUMNS($J$2:O2512)),\"\")","v":"202 Annual Equality Monitoring is undertaken at an institutional level in order to analyse GSA's student and staff populations comparatively with sectoral benchmarks. Equality and diversity data are analysed through the PMAR process and at school level through the School Annual Summary report to identify trends in student attainment and progression. The analysis of data provides key reference points for Equality Impact Assessments, Equality Outcomes and Equality Action Plans."}]
[{"$f":"IF('> FILTER <'!B2514<>\"\",ROW(OFFSET(A2513,-1,0)),\"\")","v":2512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2514)),A2513,\"\")","v":2512},{"$f":"IFERROR(SMALL(Helper2_1,A2513),\"\")","v":2512},null,2512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2514)),$A2513,\"\")","v":2512},{"$f":"IFERROR(SMALL(Helper2_2,A2513),\"\")","v":2512},{"$f":"COUNTIF(Helper3_1,\"=\"&G2513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2513)=1, G2513, \"\")","v":2512},{"$f":"IFERROR(SMALL(Index_2,A2513),\"\")","v":2512},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:J2513)),\"\")","v":"GSA_203"},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:K2513)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:L2513)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:M2513)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:N2513)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2513,COLUMNS($J$2:O2513)),\"\")","v":"203 The RA stated that one of GSA's challenges institutionally is that its methods for data analysis 'remain relatively uni-dimensional' and that the decentralised nature of the School make it more difficult to undertake cross-referencing and trend analysis, and that further work was required to improve data management. GSA recognise the challenges of the decentralised nature its current arrangements for data monitoring and analysis, and reported to the ELIR team that the use of academic school-wide data trend analysis within their devolved processes of data-gathering and reflection was challenging and currently in a basic state. During the review, staff who met with the ELIR team demonstrated limited understanding of using data to improve the student experience. The team agree with GSA's assessment and considered that data systems were not connected. GSA staff told the team that before the appointment of the new Director, there was limited appetite in senior management to look at data strategically."}]
[{"$f":"IF('> FILTER <'!B2515<>\"\",ROW(OFFSET(A2514,-1,0)),\"\")","v":2513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2515)),A2514,\"\")","v":2513},{"$f":"IFERROR(SMALL(Helper2_1,A2514),\"\")","v":2513},null,2513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2515)),$A2514,\"\")","v":2513},{"$f":"IFERROR(SMALL(Helper2_2,A2514),\"\")","v":2513},{"$f":"COUNTIF(Helper3_1,\"=\"&G2514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2514)=1, G2514, \"\")","v":2513},{"$f":"IFERROR(SMALL(Index_2,A2514),\"\")","v":2513},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:J2514)),\"\")","v":"GSA_204"},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:K2514)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:L2514)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:M2514)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:N2514)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2514,COLUMNS($J$2:O2514)),\"\")","v":"204 GSA introduced the institution-level Student Experience Action Tracker (SEAT)  in late 2018 (paragraph 55). Matters prioritised and monitored through the SEAT are identified from GSA's analysis of its performance in NSS, the internal Student Experience Survey (SES), the internal Postgraduate Student Experience Survey (PGTSES), and what GSA consider to be key priorities emerging from this intelligence. Up until March 2020, when the COVID-19 emergency procedures were implemented, the SEAT had been reported to the Learning and Teaching Committee (LTC) on a monthly basis and to the Academic Council, UPC, and the Planning and Management Group on a quarterly basis. Updating and reporting on the SEAT was led by the out-going Deputy Director (Academic) and, at the time of the ELIR, the SEAT had not been revised since his departure. During the ELIR, GSA staff expressed the view that actions to improve the institution's NSS results, the SEAT process, and in turn the impact on the student experience had been slow to be embedded and had lacked impact. For the 2018-19 academic year, Professional Support Department actions had been included in the SEAT."}]
[{"$f":"IF('> FILTER <'!B2516<>\"\",ROW(OFFSET(A2515,-1,0)),\"\")","v":2514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2516)),A2515,\"\")","v":2514},{"$f":"IFERROR(SMALL(Helper2_1,A2515),\"\")","v":2514},null,2514,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2516)),$A2515,\"\")","v":2514},{"$f":"IFERROR(SMALL(Helper2_2,A2515),\"\")","v":2514},{"$f":"COUNTIF(Helper3_1,\"=\"&G2515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2515)=1, G2515, \"\")","v":2514},{"$f":"IFERROR(SMALL(Index_2,A2515),\"\")","v":2514},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:J2515)),\"\")","v":"GSA_204"},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:K2515)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:L2515)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:M2515)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:N2515)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2515,COLUMNS($J$2:O2515)),\"\")","v":"204 GSA introduced the institution-level Student Experience Action Tracker (SEAT)  in late 2018 (paragraph 55). Matters prioritised and monitored through the SEAT are identified from GSA's analysis of its performance in NSS, the internal Student Experience Survey (SES), the internal Postgraduate Student Experience Survey (PGTSES), and what GSA consider to be key priorities emerging from this intelligence. Up until March 2020, when the COVID-19 emergency procedures were implemented, the SEAT had been reported to the Learning and Teaching Committee (LTC) on a monthly basis and to the Academic Council, UPC, and the Planning and Management Group on a quarterly basis. Updating and reporting on the SEAT was led by the out-going Deputy Director (Academic) and, at the time of the ELIR, the SEAT had not been revised since his departure. During the ELIR, GSA staff expressed the view that actions to improve the institution's NSS results, the SEAT process, and in turn the impact on the student experience had been slow to be embedded and had lacked impact. For the 2018-19 academic year, Professional Support Department actions had been included in the SEAT."}]
[{"$f":"IF('> FILTER <'!B2517<>\"\",ROW(OFFSET(A2516,-1,0)),\"\")","v":2515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2517)),A2516,\"\")","v":2515},{"$f":"IFERROR(SMALL(Helper2_1,A2516),\"\")","v":2515},null,2515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2517)),$A2516,\"\")","v":2515},{"$f":"IFERROR(SMALL(Helper2_2,A2516),\"\")","v":2515},{"$f":"COUNTIF(Helper3_1,\"=\"&G2516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2516)=1, G2516, \"\")","v":2515},{"$f":"IFERROR(SMALL(Index_2,A2516),\"\")","v":2515},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:J2516)),\"\")","v":"GSA_205"},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:K2516)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:L2516)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:M2516)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:N2516)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2516,COLUMNS($J$2:O2516)),\"\")","v":"205 However, it was the team's view that the institution's capacity for self-evaluation   is restricted by its limited approach to using data. The ELIR team concluded that GSA does not have an overarching data strategy or approach to data management to enhance the student experience, and therefore recommends that GSA progresses with the development of a Data Strategy to facilitate the integration of data from diverse sources and inform institutional decision-making and the development of policy and practice for use across the entire School."}]
[{"$f":"IF('> FILTER <'!B2518<>\"\",ROW(OFFSET(A2517,-1,0)),\"\")","v":2516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2518)),A2517,\"\")","v":2516},{"$f":"IFERROR(SMALL(Helper2_1,A2517),\"\")","v":2516},null,2516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2518)),$A2517,\"\")","v":2516},{"$f":"IFERROR(SMALL(Helper2_2,A2517),\"\")","v":2516},{"$f":"COUNTIF(Helper3_1,\"=\"&G2517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2517)=1, G2517, \"\")","v":2516},{"$f":"IFERROR(SMALL(Index_2,A2517),\"\")","v":2516},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:J2517)),\"\")","v":"GSA_206"},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:K2517)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:L2517)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:M2517)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:N2517)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2517,COLUMNS($J$2:O2517)),\"\")","v":"206 The institution's arrangements for securing academic standards at the time of this ELIR are limited due to issues identified in GSA's assessment policy, assessment standards and assessment design. "}]
[{"$f":"IF('> FILTER <'!B2519<>\"\",ROW(OFFSET(A2518,-1,0)),\"\")","v":2517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2519)),A2518,\"\")","v":2517},{"$f":"IFERROR(SMALL(Helper2_1,A2518),\"\")","v":2517},null,{"$f":"ROW(OFFSET(E2518,-1,0))","v":2517},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2519)),$A2518,\"\")","v":2517},{"$f":"IFERROR(SMALL(Helper2_2,A2518),\"\")","v":2517},{"$f":"COUNTIF(Helper3_1,\"=\"&G2518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2518)=1, G2518, \"\")","v":2517},{"$f":"IFERROR(SMALL(Index_2,A2518),\"\")","v":2517},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:J2518)),\"\")","v":"GSA_207"},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:K2518)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:L2518)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:M2518)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:N2518)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2518,COLUMNS($J$2:O2518)),\"\")","v":"207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2520<>\"\",ROW(OFFSET(A2519,-1,0)),\"\")","v":2518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2520)),A2519,\"\")","v":2518},{"$f":"IFERROR(SMALL(Helper2_1,A2519),\"\")","v":2518},null,2518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2520)),$A2519,\"\")","v":2518},{"$f":"IFERROR(SMALL(Helper2_2,A2519),\"\")","v":2518},{"$f":"COUNTIF(Helper3_1,\"=\"&G2519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2519)=1, G2519, \"\")","v":2518},{"$f":"IFERROR(SMALL(Index_2,A2519),\"\")","v":2518},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:J2519)),\"\")","v":"GSA_207"},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:K2519)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:L2519)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:M2519)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:N2519)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2519,COLUMNS($J$2:O2519)),\"\")","v":"207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2521<>\"\",ROW(OFFSET(A2520,-1,0)),\"\")","v":2519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2521)),A2520,\"\")","v":2519},{"$f":"IFERROR(SMALL(Helper2_1,A2520),\"\")","v":2519},null,2519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2521)),$A2520,\"\")","v":2519},{"$f":"IFERROR(SMALL(Helper2_2,A2520),\"\")","v":2519},{"$f":"COUNTIF(Helper3_1,\"=\"&G2520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2520)=1, G2520, \"\")","v":2519},{"$f":"IFERROR(SMALL(Index_2,A2520),\"\")","v":2519},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:J2520)),\"\")","v":"GSA_207"},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:K2520)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:L2520)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:M2520)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:N2520)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2520,COLUMNS($J$2:O2520)),\"\")","v":"207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2522<>\"\",ROW(OFFSET(A2521,-1,0)),\"\")","v":2520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2522)),A2521,\"\")","v":2520},{"$f":"IFERROR(SMALL(Helper2_1,A2521),\"\")","v":2520},null,2520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2522)),$A2521,\"\")","v":2520},{"$f":"IFERROR(SMALL(Helper2_2,A2521),\"\")","v":2520},{"$f":"COUNTIF(Helper3_1,\"=\"&G2521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2521)=1, G2521, \"\")","v":2520},{"$f":"IFERROR(SMALL(Index_2,A2521),\"\")","v":2520},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:J2521)),\"\")","v":"GSA_207"},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:K2521)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:L2521)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:M2521)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:N2521)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2521,COLUMNS($J$2:O2521)),\"\")","v":"207 GSA should complete the work undertaken to date on the revisions to the Memorandum of Agreement with the University of Glasgow and ensure that the respective responsibilities of both parties are clear and well understood by key GSA staff. In addition, GSA should ensure that any significant changes to assessment practices, especially where these impact on student progression and/or degree awards and classification, are communicated and implemented following the agreed approval processes as detailed in GSA's Code of Assessment."}]
[{"$f":"IF('> FILTER <'!B2523<>\"\",ROW(OFFSET(A2522,-1,0)),\"\")","v":2521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2523)),A2522,\"\")","v":2521},{"$f":"IFERROR(SMALL(Helper2_1,A2522),\"\")","v":2521},null,2521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2523)),$A2522,\"\")","v":2521},{"$f":"IFERROR(SMALL(Helper2_2,A2522),\"\")","v":2521},{"$f":"COUNTIF(Helper3_1,\"=\"&G2522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2522)=1, G2522, \"\")","v":2521},{"$f":"IFERROR(SMALL(Index_2,A2522),\"\")","v":2521},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:J2522)),\"\")","v":"GSA_208"},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:K2522)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:L2522)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:M2522)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:N2522)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2522,COLUMNS($J$2:O2522)),\"\")","v":"208 In view of the ongoing pandemic, GSA should continue to develop an approach to delivering alternative assessments, in particular for studio-based courses, that can be used online if necessary, and ensure students are able to demonstrate attainment of intended learning outcomes and achieve minimum threshold academic standards for their programmes. GSA should also consider its programme structure, including whether the distribution of formative and summative assessment allows adequate flexibility to assess student attainment fairly."}]
[{"$f":"IF('> FILTER <'!B2524<>\"\",ROW(OFFSET(A2523,-1,0)),\"\")","v":2522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2524)),A2523,\"\")","v":2522},{"$f":"IFERROR(SMALL(Helper2_1,A2523),\"\")","v":2522},null,2522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2524)),$A2523,\"\")","v":2522},{"$f":"IFERROR(SMALL(Helper2_2,A2523),\"\")","v":2522},{"$f":"COUNTIF(Helper3_1,\"=\"&G2523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2523)=1, G2523, \"\")","v":2522},{"$f":"IFERROR(SMALL(Index_2,A2523),\"\")","v":2522},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:J2523)),\"\")","v":"GSA_209"},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:K2523)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:L2523)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:M2523)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:N2523)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2523,COLUMNS($J$2:O2523)),\"\")","v":"209 GSA should also ensure that the planned changes to assessment policy are clearly outlined in addenda to the GSA Code of Assessment and communicated to students in consultation with student representatives. Particular attention should be paid  to how to communicate arrangements to staff and students to ensure that they fully understand what they are required to do and by when."}]
[{"$f":"IF('> FILTER <'!B2525<>\"\",ROW(OFFSET(A2524,-1,0)),\"\")","v":2523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2525)),A2524,\"\")","v":2523},{"$f":"IFERROR(SMALL(Helper2_1,A2524),\"\")","v":2523},null,2523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2525)),$A2524,\"\")","v":2523},{"$f":"IFERROR(SMALL(Helper2_2,A2524),\"\")","v":2523},{"$f":"COUNTIF(Helper3_1,\"=\"&G2524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2524)=1, G2524, \"\")","v":2523},{"$f":"IFERROR(SMALL(Index_2,A2524),\"\")","v":2523},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:J2524)),\"\")","v":"GSA_210"},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:K2524)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:L2524)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:M2524)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:N2524)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2524,COLUMNS($J$2:O2524)),\"\")","v":"210 In respect to academic standards, and in view of the continuing pandemic, GSA should implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of GSA programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes."}]
[{"$f":"IF('> FILTER <'!B2526<>\"\",ROW(OFFSET(A2525,-1,0)),\"\")","v":2524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2526)),A2525,\"\")","v":2524},{"$f":"IFERROR(SMALL(Helper2_1,A2525),\"\")","v":2524},null,2524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2526)),$A2525,\"\")","v":2524},{"$f":"IFERROR(SMALL(Helper2_2,A2525),\"\")","v":2524},{"$f":"COUNTIF(Helper3_1,\"=\"&G2525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2525)=1, G2525, \"\")","v":2524},{"$f":"IFERROR(SMALL(Index_2,A2525),\"\")","v":2524},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:J2525)),\"\")","v":"GSA_210"},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:K2525)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:L2525)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:M2525)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:N2525)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2525,COLUMNS($J$2:O2525)),\"\")","v":"210 In respect to academic standards, and in view of the continuing pandemic, GSA should implement the plan to establish acceptable minimum threshold standards for progression between stages, up to and including the final stage of GSA programmes. GSA should be clear about the amount of credit being assessed for progression between stages and the minimum acceptable level of credit needed for the successful completion of each programme. The procedures developed should also demonstrate how external examiners will be involved in endorsing any future use of the 'Teaching Intelligence' model to ensure that assessment decisions are robust, valid and reliable. GSA should also ensure that external examiners are consulted in sufficient detail on any changes."}]
[{"$f":"IF('> FILTER <'!B2527<>\"\",ROW(OFFSET(A2526,-1,0)),\"\")","v":2525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2527)),A2526,\"\")","v":2525},{"$f":"IFERROR(SMALL(Helper2_1,A2526),\"\")","v":2525},null,2525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2527)),$A2526,\"\")","v":2525},{"$f":"IFERROR(SMALL(Helper2_2,A2526),\"\")","v":2525},{"$f":"COUNTIF(Helper3_1,\"=\"&G2526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2526)=1, G2526, \"\")","v":2525},{"$f":"IFERROR(SMALL(Index_2,A2526),\"\")","v":2525},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:J2526)),\"\")","v":"GSA_211"},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:K2526)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:L2526)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:M2526)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:N2526)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2526,COLUMNS($J$2:O2526)),\"\")","v":"211 GSA's arrangements for self-evaluation are of limited effectiveness due to the diverse nature of its data sources and lack of a data strategy to inform institutional decision-making for use across the entire School. The ELIR team recommends that GSA should progress with the development of a Data Strategy to facilitate the integration of data from diverse sources, and inform institutional decision-making and the development of policy and practice for use across the entire School."}]
[{"$f":"IF('> FILTER <'!B2528<>\"\",ROW(OFFSET(A2527,-1,0)),\"\")","v":2526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2528)),A2527,\"\")","v":2526},{"$f":"IFERROR(SMALL(Helper2_1,A2527),\"\")","v":2526},null,2526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2528)),$A2527,\"\")","v":2526},{"$f":"IFERROR(SMALL(Helper2_2,A2527),\"\")","v":2526},{"$f":"COUNTIF(Helper3_1,\"=\"&G2527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2527)=1, G2527, \"\")","v":2526},{"$f":"IFERROR(SMALL(Index_2,A2527),\"\")","v":2526},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:J2527)),\"\")","v":"GSA_211"},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:K2527)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:L2527)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:M2527)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:N2527)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2527,COLUMNS($J$2:O2527)),\"\")","v":"211 GSA's arrangements for self-evaluation are of limited effectiveness due to the diverse nature of its data sources and lack of a data strategy to inform institutional decision-making for use across the entire School. The ELIR team recommends that GSA should progress with the development of a Data Strategy to facilitate the integration of data from diverse sources, and inform institutional decision-making and the development of policy and practice for use across the entire School."}]
[{"$f":"IF('> FILTER <'!B2529<>\"\",ROW(OFFSET(A2528,-1,0)),\"\")","v":2527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2529)),A2528,\"\")","v":2527},{"$f":"IFERROR(SMALL(Helper2_1,A2528),\"\")","v":2527},null,2527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2529)),$A2528,\"\")","v":2527},{"$f":"IFERROR(SMALL(Helper2_2,A2528),\"\")","v":2527},{"$f":"COUNTIF(Helper3_1,\"=\"&G2528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2528)=1, G2528, \"\")","v":2527},{"$f":"IFERROR(SMALL(Index_2,A2528),\"\")","v":2527},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:J2528)),\"\")","v":"GSA_212"},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:K2528)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:L2528)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:M2528)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:N2528)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2528,COLUMNS($J$2:O2528)),\"\")","v":"212 As outlined in the Scottish Funding Council guidance to higher education institutions on quality, the ELIR team recommends that GSA should also implement a systematic and effective mechanism for reviewing the contribution of the professional support services to the quality of the student experience, incorporating external specialist expertise and student engagement."}]
[{"$f":"IF('> FILTER <'!B2530<>\"\",ROW(OFFSET(A2529,-1,0)),\"\")","v":2528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2530)),A2529,\"\")","v":2528},{"$f":"IFERROR(SMALL(Helper2_1,A2529),\"\")","v":2528},null,2528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2530)),$A2529,\"\")","v":2528},{"$f":"IFERROR(SMALL(Helper2_2,A2529),\"\")","v":2528},{"$f":"COUNTIF(Helper3_1,\"=\"&G2529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2529)=1, G2529, \"\")","v":2528},{"$f":"IFERROR(SMALL(Index_2,A2529),\"\")","v":2528},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:J2529)),\"\")","v":"GSA_213"},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:K2529)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:L2529)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:M2529)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:N2529)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2529,COLUMNS($J$2:O2529)),\"\")","v":"213 In order to avoid potential conflicts of interest, transparency and perception of fairness, GSA should undertake a review of the extent to which there is independence of decision-making in the complaints handling process, in the Good Cause procedure for summative assessments, including the Good Cause Board, and similar procedures."}]
[{"$f":"IF('> FILTER <'!B2531<>\"\",ROW(OFFSET(A2530,-1,0)),\"\")","v":2529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2531)),A2530,\"\")","v":2529},{"$f":"IFERROR(SMALL(Helper2_1,A2530),\"\")","v":2529},null,2529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2531)),$A2530,\"\")","v":2529},{"$f":"IFERROR(SMALL(Helper2_2,A2530),\"\")","v":2529},{"$f":"COUNTIF(Helper3_1,\"=\"&G2530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2530)=1, G2530, \"\")","v":2529},{"$f":"IFERROR(SMALL(Index_2,A2530),\"\")","v":2529},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:J2530)),\"\")","v":"GSA_214"},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:K2530)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:L2530)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:M2530)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:N2530)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2530,COLUMNS($J$2:O2530)),\"\")","v":"214 Strategic planning, including collaborative activity, has been significantly impacted by the second fire and changes in institutional leadership (paragraph 8). The ELIR team understands that work in this area is now progressing following the arrival of the new Director and the appointment of a new Deputy Director who will be in post in early December 2020. "}]
[{"$f":"IF('> FILTER <'!B2532<>\"\",ROW(OFFSET(A2531,-1,0)),\"\")","v":2530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2532)),A2531,\"\")","v":2530},{"$f":"IFERROR(SMALL(Helper2_1,A2531),\"\")","v":2530},null,2530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2532)),$A2531,\"\")","v":2530},{"$f":"IFERROR(SMALL(Helper2_2,A2531),\"\")","v":2530},{"$f":"COUNTIF(Helper3_1,\"=\"&G2531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2531)=1, G2531, \"\")","v":2530},{"$f":"IFERROR(SMALL(Index_2,A2531),\"\")","v":2530},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:J2531)),\"\")","v":"GSA_215"},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:K2531)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:L2531)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:M2531)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:N2531)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2531,COLUMNS($J$2:O2531)),\"\")","v":"215 The Internationalisation Strategy (2018-21) focuses on four key outcomes: Internationalising the Curriculum; Collaboration and Partnership; Research and Impact; and International Community. This strategy aims to 'develop, refine and strengthen international collaborative educational partnerships in order to deepen transcultural understanding, promote opportunities for students and staff, and enhance the international reputation of the School'. "}]
[{"$f":"IF('> FILTER <'!B2533<>\"\",ROW(OFFSET(A2532,-1,0)),\"\")","v":2531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2533)),A2532,\"\")","v":2531},{"$f":"IFERROR(SMALL(Helper2_1,A2532),\"\")","v":2531},null,2531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2533)),$A2532,\"\")","v":2531},{"$f":"IFERROR(SMALL(Helper2_2,A2532),\"\")","v":2531},{"$f":"COUNTIF(Helper3_1,\"=\"&G2532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2532)=1, G2532, \"\")","v":2531},{"$f":"IFERROR(SMALL(Index_2,A2532),\"\")","v":2531},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:J2532)),\"\")","v":"GSA_216"},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:K2532)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:L2532)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:M2532)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:N2532)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2532,COLUMNS($J$2:O2532)),\"\")","v":"216 Key features of the strategic approach to collaborative partnerships included fostering disciplinary-driven relationships which build on the existing international profile and embedding articulation arrangements, inside and outside Scotland, to enable student mobility. A number of partnerships have arisen from individual school and research relationships. "}]
[{"$f":"IF('> FILTER <'!B2534<>\"\",ROW(OFFSET(A2533,-1,0)),\"\")","v":2532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2534)),A2533,\"\")","v":2532},{"$f":"IFERROR(SMALL(Helper2_1,A2533),\"\")","v":2532},null,2532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2534)),$A2533,\"\")","v":2532},{"$f":"IFERROR(SMALL(Helper2_2,A2533),\"\")","v":2532},{"$f":"COUNTIF(Helper3_1,\"=\"&G2533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2533)=1, G2533, \"\")","v":2532},{"$f":"IFERROR(SMALL(Index_2,A2533),\"\")","v":2532},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:J2533)),\"\")","v":"GSA_217"},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:K2533)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:L2533)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:M2533)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:N2533)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2533,COLUMNS($J$2:O2533)),\"\")","v":"217 During the risk assessment of a proposed collaboration, investigatory reports cover the possible risks and the Memorandum of Understanding is signed off by the Deputy Director, with the full legal agreement validated by the Director of the institution. GSA's Collaborative Provision: Risk Assessment Policy is used to assure quality and standards. For all new collaborations, a proposal, including a business case and academic rationale, must be approved by the Senior Leadership Group. All academic partnerships are reviewed after the first year and considered through the Programme Monitoring and Review (PMAR) (paragraphs 188 and 189) and Collaborative Review processes."}]
[{"$f":"IF('> FILTER <'!B2535<>\"\",ROW(OFFSET(A2534,-1,0)),\"\")","v":2533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2535)),A2534,\"\")","v":2533},{"$f":"IFERROR(SMALL(Helper2_1,A2534),\"\")","v":2533},null,2533,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2535)),$A2534,\"\")","v":2533},{"$f":"IFERROR(SMALL(Helper2_2,A2534),\"\")","v":2533},{"$f":"COUNTIF(Helper3_1,\"=\"&G2534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2534)=1, G2534, \"\")","v":2533},{"$f":"IFERROR(SMALL(Index_2,A2534),\"\")","v":2533},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:J2534)),\"\")","v":"GSA_218"},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:K2534)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:L2534)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:M2534)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:N2534)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2534,COLUMNS($J$2:O2534)),\"\")","v":"218 The ELIR team was informed by senior staff that the Internationalisation Strategy was on hold until the new Senior Leadership Group (SLG) was in place in second semester, 2020-21. However, it was confirmed that expanding GSA's overseas provision to other international partners will not be a priority in the near future."}]
[{"$f":"IF('> FILTER <'!B2536<>\"\",ROW(OFFSET(A2535,-1,0)),\"\")","v":2534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2536)),A2535,\"\")","v":2534},{"$f":"IFERROR(SMALL(Helper2_1,A2535),\"\")","v":2534},null,2534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2536)),$A2535,\"\")","v":2534},{"$f":"IFERROR(SMALL(Helper2_2,A2535),\"\")","v":2534},{"$f":"COUNTIF(Helper3_1,\"=\"&G2535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2535)=1, G2535, \"\")","v":2534},{"$f":"IFERROR(SMALL(Index_2,A2535),\"\")","v":2534},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:J2535)),\"\")","v":"GSA_219"},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:K2535)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:L2535)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:M2535)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:N2535)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2535,COLUMNS($J$2:O2535)),\"\")","v":"219 The largest shift in strategy has been to show restraint in projects related to internationalisation, including development of international collaborations. Staff stated that it has been recognised that the institution is 'overly exposed to the Chinese market. The immediate focus of the SLG in this area is to be on the provision of scholarships to facilitate recruitment, and enhancement of the international student experience."}]
[{"$f":"IF('> FILTER <'!B2537<>\"\",ROW(OFFSET(A2536,-1,0)),\"\")","v":2535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2537)),A2536,\"\")","v":2535},{"$f":"IFERROR(SMALL(Helper2_1,A2536),\"\")","v":2535},null,2535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2537)),$A2536,\"\")","v":2535},{"$f":"IFERROR(SMALL(Helper2_2,A2536),\"\")","v":2535},{"$f":"COUNTIF(Helper3_1,\"=\"&G2536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2536)=1, G2536, \"\")","v":2535},{"$f":"IFERROR(SMALL(Index_2,A2536),\"\")","v":2535},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:J2536)),\"\")","v":"GSA_220"},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:K2536)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:L2536)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:M2536)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:N2536)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2536,COLUMNS($J$2:O2536)),\"\")","v":"220 The Head of International Academic Development has responsibility to support, identify and form suitable partnerships in collaboration with academic schools. Academic proposals are approved by Academic Council. Other matters for approval follow GSA's relevant committee processes. The Board of Governors also consider partnerships with relevant strategic, legal, financial and governance implications. "}]
[{"$f":"IF('> FILTER <'!B2538<>\"\",ROW(OFFSET(A2537,-1,0)),\"\")","v":2536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2538)),A2537,\"\")","v":2536},{"$f":"IFERROR(SMALL(Helper2_1,A2537),\"\")","v":2536},null,2536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2538)),$A2537,\"\")","v":2536},{"$f":"IFERROR(SMALL(Helper2_2,A2537),\"\")","v":2536},{"$f":"COUNTIF(Helper3_1,\"=\"&G2537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2537)=1, G2537, \"\")","v":2536},{"$f":"IFERROR(SMALL(Index_2,A2537),\"\")","v":2536},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:J2537)),\"\")","v":"GSA_220"},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:K2537)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:L2537)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:M2537)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:N2537)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2537,COLUMNS($J$2:O2537)),\"\")","v":"220 The Head of International Academic Development has responsibility to support, identify and form suitable partnerships in collaboration with academic schools. Academic proposals are approved by Academic Council. Other matters for approval follow GSA's relevant committee processes. The Board of Governors also consider partnerships with relevant strategic, legal, financial and governance implications. "}]
[{"$f":"IF('> FILTER <'!B2539<>\"\",ROW(OFFSET(A2538,-1,0)),\"\")","v":2537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2539)),A2538,\"\")","v":2537},{"$f":"IFERROR(SMALL(Helper2_1,A2538),\"\")","v":2537},null,2537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2539)),$A2538,\"\")","v":2537},{"$f":"IFERROR(SMALL(Helper2_2,A2538),\"\")","v":2537},{"$f":"COUNTIF(Helper3_1,\"=\"&G2538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2538)=1, G2538, \"\")","v":2537},{"$f":"IFERROR(SMALL(Index_2,A2538),\"\")","v":2537},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:J2538)),\"\")","v":"GSA_221"},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:K2538)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:L2538)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:M2538)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:N2538)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2538,COLUMNS($J$2:O2538)),\"\")","v":"221 At the time of the ELIR, GSA had one full transnational education partnership with the Singapore Institute of Technology (SIT) and a number of other international articulation agreements. Where taught input is provided from GSA, this is facilitated by GSA faculty or with local tutors teaching GSA materials, depending on the nature of the relationship. Staff undertaking this work are supported by GSA staff development processes."}]
[{"$f":"IF('> FILTER <'!B2540<>\"\",ROW(OFFSET(A2539,-1,0)),\"\")","v":2538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2540)),A2539,\"\")","v":2538},{"$f":"IFERROR(SMALL(Helper2_1,A2539),\"\")","v":2538},null,2538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2540)),$A2539,\"\")","v":2538},{"$f":"IFERROR(SMALL(Helper2_2,A2539),\"\")","v":2538},{"$f":"COUNTIF(Helper3_1,\"=\"&G2539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2539)=1, G2539, \"\")","v":2538},{"$f":"IFERROR(SMALL(Index_2,A2539),\"\")","v":2538},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:J2539)),\"\")","v":"GSA_221"},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:K2539)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:L2539)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:M2539)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:N2539)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2539,COLUMNS($J$2:O2539)),\"\")","v":"221 At the time of the ELIR, GSA had one full transnational education partnership with the Singapore Institute of Technology (SIT) and a number of other international articulation agreements. Where taught input is provided from GSA, this is facilitated by GSA faculty or with local tutors teaching GSA materials, depending on the nature of the relationship. Staff undertaking this work are supported by GSA staff development processes."}]
[{"$f":"IF('> FILTER <'!B2541<>\"\",ROW(OFFSET(A2540,-1,0)),\"\")","v":2539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2541)),A2540,\"\")","v":2539},{"$f":"IFERROR(SMALL(Helper2_1,A2540),\"\")","v":2539},null,2539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2541)),$A2540,\"\")","v":2539},{"$f":"IFERROR(SMALL(Helper2_2,A2540),\"\")","v":2539},{"$f":"COUNTIF(Helper3_1,\"=\"&G2540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2540)=1, G2540, \"\")","v":2539},{"$f":"IFERROR(SMALL(Index_2,A2540),\"\")","v":2539},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:J2540)),\"\")","v":"GSA_222"},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:K2540)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:L2540)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:M2540)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:N2540)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2540,COLUMNS($J$2:O2540)),\"\")","v":"222 The partnership with SIT has been in operation since 2012-13 and is a 2+2 programme with students entering the third year of GSA's BA programmes in Communication Design or Interior Design. Student representation and feedback takes place through student representatives from SIT feeding into Boards of Studies and SSCCs mirroring standard GSA practice. The SIT partnership is managed on a day-to-day basis by the Director of Programmes at GSA Singapore and the Academic Coordinator based in Glasgow. The curriculum design and quality assurance processes are managed and completed entirely by GSA, with the University of Glasgow being the validating institution and degree-awarding body. For example, a number of enhancements were made following recommendations from the Collaborative Review of GSA Singapore, the impact of which were realised in the 2018 Graduate Employment Survey."}]
[{"$f":"IF('> FILTER <'!B2542<>\"\",ROW(OFFSET(A2541,-1,0)),\"\")","v":2540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2542)),A2541,\"\")","v":2540},{"$f":"IFERROR(SMALL(Helper2_1,A2541),\"\")","v":2540},null,2540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2542)),$A2541,\"\")","v":2540},{"$f":"IFERROR(SMALL(Helper2_2,A2541),\"\")","v":2540},{"$f":"COUNTIF(Helper3_1,\"=\"&G2541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2541)=1, G2541, \"\")","v":2540},{"$f":"IFERROR(SMALL(Index_2,A2541),\"\")","v":2540},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:J2541)),\"\")","v":"GSA_223"},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:K2541)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:L2541)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:M2541)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:N2541)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2541,COLUMNS($J$2:O2541)),\"\")","v":"223 The RA states that the campus in Singapore is central to GSA's strategic approach to collaborative partnerships, however, the ELIR team was informed by senior GSA staff that the partnership with SIT is ending and will conclude with the summer graduations in 2021. An Interim Partnership Group to oversee the dissolution stages of the collaboration was established in August 2020, reporting to the Senior Leadership Group and to the Board of Governors, and reported annually to the University of Glasgow."}]
[{"$f":"IF('> FILTER <'!B2543<>\"\",ROW(OFFSET(A2542,-1,0)),\"\")","v":2541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2543)),A2542,\"\")","v":2541},{"$f":"IFERROR(SMALL(Helper2_1,A2542),\"\")","v":2541},null,2541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2543)),$A2542,\"\")","v":2541},{"$f":"IFERROR(SMALL(Helper2_2,A2542),\"\")","v":2541},{"$f":"COUNTIF(Helper3_1,\"=\"&G2542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2542)=1, G2542, \"\")","v":2541},{"$f":"IFERROR(SMALL(Index_2,A2542),\"\")","v":2541},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:J2542)),\"\")","v":"GSA_224"},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:K2542)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:L2542)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:M2542)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:N2542)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2542,COLUMNS($J$2:O2542)),\"\")","v":"224 The ELIR team understands that no specific policy exists for the closure of  collaborative provision, however, the team was informed that the latter stages of the partnership are operating in accordance with the information in the Memorandum of Agreement. All GSA staff in Singapore have opted to remain in post until the end of the teaching period and there is little, or no, change to teaching operation and student experience other than those, such as a reduction in contact hours, influenced through the adherence to strict public health guidelines in Singapore in the context of the current global pandemic. Contracted staff have been retained on 0.5 FTE contracts, the External Examiner's contract has been extended to cover the final year, and the Programme Director and the GSA Academic Co-ordinator are remaining in post until the withdrawal process is complete. "}]
[{"$f":"IF('> FILTER <'!B2544<>\"\",ROW(OFFSET(A2543,-1,0)),\"\")","v":2542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2544)),A2543,\"\")","v":2542},{"$f":"IFERROR(SMALL(Helper2_1,A2543),\"\")","v":2542},null,2542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2544)),$A2543,\"\")","v":2542},{"$f":"IFERROR(SMALL(Helper2_2,A2543),\"\")","v":2542},{"$f":"COUNTIF(Helper3_1,\"=\"&G2543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2543)=1, G2543, \"\")","v":2542},{"$f":"IFERROR(SMALL(Index_2,A2543),\"\")","v":2542},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:J2543)),\"\")","v":"GSA_224"},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:K2543)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:L2543)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:M2543)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:N2543)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2543,COLUMNS($J$2:O2543)),\"\")","v":"224 The ELIR team understands that no specific policy exists for the closure of  collaborative provision, however, the team was informed that the latter stages of the partnership are operating in accordance with the information in the Memorandum of Agreement. All GSA staff in Singapore have opted to remain in post until the end of the teaching period and there is little, or no, change to teaching operation and student experience other than those, such as a reduction in contact hours, influenced through the adherence to strict public health guidelines in Singapore in the context of the current global pandemic. Contracted staff have been retained on 0.5 FTE contracts, the External Examiner's contract has been extended to cover the final year, and the Programme Director and the GSA Academic Co-ordinator are remaining in post until the withdrawal process is complete. "}]
[{"$f":"IF('> FILTER <'!B2545<>\"\",ROW(OFFSET(A2544,-1,0)),\"\")","v":2543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2545)),A2544,\"\")","v":2543},{"$f":"IFERROR(SMALL(Helper2_1,A2544),\"\")","v":2543},null,2543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2545)),$A2544,\"\")","v":2543},{"$f":"IFERROR(SMALL(Helper2_2,A2544),\"\")","v":2543},{"$f":"COUNTIF(Helper3_1,\"=\"&G2544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2544)=1, G2544, \"\")","v":2543},{"$f":"IFERROR(SMALL(Index_2,A2544),\"\")","v":2543},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:J2544)),\"\")","v":"GSA_225"},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:K2544)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:L2544)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:M2544)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:N2544)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2544,COLUMNS($J$2:O2544)),\"\")","v":"225 GSA started a new collaboration with Audencia Business School in Nantes in 2017-18 (MSc in Management and Entrepreneurship in the Creative Economy). Taught input is provided by staff from GSA's Innovation School. Part of this programme involves students from France spending two weeks at the Highlands and Islands campus as part of the annual Winter School. The ELIR team learned that Audencia had recently unilaterally withdrawn from the agreement. Recruitment to the programme has proved difficult and no students have been recruited this academic year."}]
[{"$f":"IF('> FILTER <'!B2546<>\"\",ROW(OFFSET(A2545,-1,0)),\"\")","v":2544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2546)),A2545,\"\")","v":2544},{"$f":"IFERROR(SMALL(Helper2_1,A2545),\"\")","v":2544},null,2544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2546)),$A2545,\"\")","v":2544},{"$f":"IFERROR(SMALL(Helper2_2,A2545),\"\")","v":2544},{"$f":"COUNTIF(Helper3_1,\"=\"&G2545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2545)=1, G2545, \"\")","v":2544},{"$f":"IFERROR(SMALL(Index_2,A2545),\"\")","v":2544},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:J2545)),\"\")","v":"GSA_226"},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:K2545)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:L2545)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:M2545)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:N2545)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2545,COLUMNS($J$2:O2545)),\"\")","v":"226 Articulation agreements with institutions outside of the UK exist with Ljosmyndaskolinn - The School of Photography, Iceland and Taylor's University in Kuala Lumpur (Architecture), the School of Arts, Singapore (SoTA), and Reykjavik School of Visual Arts. These programmes normally follow either a 1+3 or 2+2 delivery format. The ELIR team was informed that the termination of the partnership with SIT would have no impact on that with SoTA as this was a stand-alone agreement. "}]
[{"$f":"IF('> FILTER <'!B2547<>\"\",ROW(OFFSET(A2546,-1,0)),\"\")","v":2545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2547)),A2546,\"\")","v":2545},{"$f":"IFERROR(SMALL(Helper2_1,A2546),\"\")","v":2545},null,2545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2547)),$A2546,\"\")","v":2545},{"$f":"IFERROR(SMALL(Helper2_2,A2546),\"\")","v":2545},{"$f":"COUNTIF(Helper3_1,\"=\"&G2546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2546)=1, G2546, \"\")","v":2545},{"$f":"IFERROR(SMALL(Index_2,A2546),\"\")","v":2545},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:J2546)),\"\")","v":"GSA_227"},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:K2546)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:L2546)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:M2546)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:N2546)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2546,COLUMNS($J$2:O2546)),\"\")","v":"227 Within the UK, GSA has two formal articulation agreements with Scottish colleges (Glasgow Clyde and Forth Valley) for Associate Student routes. These are 1+3 or 2+2 agreements dependant on the programme. "}]
[{"$f":"IF('> FILTER <'!B2548<>\"\",ROW(OFFSET(A2547,-1,0)),\"\")","v":2546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2548)),A2547,\"\")","v":2546},{"$f":"IFERROR(SMALL(Helper2_1,A2547),\"\")","v":2546},null,2546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2548)),$A2547,\"\")","v":2546},{"$f":"IFERROR(SMALL(Helper2_2,A2547),\"\")","v":2546},{"$f":"COUNTIF(Helper3_1,\"=\"&G2547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2547)=1, G2547, \"\")","v":2546},{"$f":"IFERROR(SMALL(Index_2,A2547),\"\")","v":2546},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:J2547)),\"\")","v":"GSA_228"},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:K2547)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:L2547)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:M2547)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:N2547)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2547,COLUMNS($J$2:O2547)),\"\")","v":"228 The strategic approach of GSA to collaborative activity in the UK also extends to an academic partnership with their accrediting body, the University of Glasgow. This partnership comprises six programmes spanning both undergraduate and postgraduate level. "}]
[{"$f":"IF('> FILTER <'!B2549<>\"\",ROW(OFFSET(A2548,-1,0)),\"\")","v":2547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2549)),A2548,\"\")","v":2547},{"$f":"IFERROR(SMALL(Helper2_1,A2548),\"\")","v":2547},null,2547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2549)),$A2548,\"\")","v":2547},{"$f":"IFERROR(SMALL(Helper2_2,A2548),\"\")","v":2547},{"$f":"COUNTIF(Helper3_1,\"=\"&G2548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2548)=1, G2548, \"\")","v":2547},{"$f":"IFERROR(SMALL(Index_2,A2548),\"\")","v":2547},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:J2548)),\"\")","v":"GSA_229"},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:K2548)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:L2548)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:M2548)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:N2548)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2548,COLUMNS($J$2:O2548)),\"\")","v":"229 The ELIR team learned that monitoring of provision and the student experience in collaborative partnerships is the responsibility of the individual schools. Information on school's collaborative partnerships is included in school PMARs and considered at the UPC PMAR as part of the overarching institutional process. Individual schools are also responsible for determining how the risk register will be used for regular review during the duration of the partnership. Schools are required to follow GSA processes in their monitoring, however, without effective institutional oversight this is a potential risk to quality and standards. "}]
[{"$f":"IF('> FILTER <'!B2550<>\"\",ROW(OFFSET(A2549,-1,0)),\"\")","v":2548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2550)),A2549,\"\")","v":2548},{"$f":"IFERROR(SMALL(Helper2_1,A2549),\"\")","v":2548},null,2548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2550)),$A2549,\"\")","v":2548},{"$f":"IFERROR(SMALL(Helper2_2,A2549),\"\")","v":2548},{"$f":"COUNTIF(Helper3_1,\"=\"&G2549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2549)=1, G2549, \"\")","v":2548},{"$f":"IFERROR(SMALL(Index_2,A2549),\"\")","v":2548},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:J2549)),\"\")","v":"GSA_230"},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:K2549)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:L2549)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:M2549)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:N2549)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2549,COLUMNS($J$2:O2549)),\"\")","v":"230 Management of enhancement and maintaining oversight of the student learning experience of collaborative partnership delivery is achieved via the School's academic approvals structure. This has included the establishment of a suite of policies and procedures used to assure the quality of provision and support the enhancement of the learning experience. A guidance document has been developed this year (2020) to summarise all processes associated with this provision. "}]
[{"$f":"IF('> FILTER <'!B2551<>\"\",ROW(OFFSET(A2550,-1,0)),\"\")","v":2549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2551)),A2550,\"\")","v":2549},{"$f":"IFERROR(SMALL(Helper2_1,A2550),\"\")","v":2549},null,2549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2551)),$A2550,\"\")","v":2549},{"$f":"IFERROR(SMALL(Helper2_2,A2550),\"\")","v":2549},{"$f":"COUNTIF(Helper3_1,\"=\"&G2550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2550)=1, G2550, \"\")","v":2549},{"$f":"IFERROR(SMALL(Index_2,A2550),\"\")","v":2549},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:J2550)),\"\")","v":"GSA_231"},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:K2550)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:L2550)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:M2550)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:N2550)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2550,COLUMNS($J$2:O2550)),\"\")","v":"231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."}]
[{"$f":"IF('> FILTER <'!B2552<>\"\",ROW(OFFSET(A2551,-1,0)),\"\")","v":2550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2552)),A2551,\"\")","v":2550},{"$f":"IFERROR(SMALL(Helper2_1,A2551),\"\")","v":2550},null,2550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2552)),$A2551,\"\")","v":2550},{"$f":"IFERROR(SMALL(Helper2_2,A2551),\"\")","v":2550},{"$f":"COUNTIF(Helper3_1,\"=\"&G2551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2551)=1, G2551, \"\")","v":2550},{"$f":"IFERROR(SMALL(Index_2,A2551),\"\")","v":2550},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:J2551)),\"\")","v":"GSA_231"},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:K2551)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:L2551)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:M2551)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:N2551)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2551,COLUMNS($J$2:O2551)),\"\")","v":"231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."}]
[{"$f":"IF('> FILTER <'!B2553<>\"\",ROW(OFFSET(A2552,-1,0)),\"\")","v":2551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2553)),A2552,\"\")","v":2551},{"$f":"IFERROR(SMALL(Helper2_1,A2552),\"\")","v":2551},null,2551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2553)),$A2552,\"\")","v":2551},{"$f":"IFERROR(SMALL(Helper2_2,A2552),\"\")","v":2551},{"$f":"COUNTIF(Helper3_1,\"=\"&G2552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2552)=1, G2552, \"\")","v":2551},{"$f":"IFERROR(SMALL(Index_2,A2552),\"\")","v":2551},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:J2552)),\"\")","v":"GSA_231"},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:K2552)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:L2552)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:M2552)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:N2552)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2552,COLUMNS($J$2:O2552)),\"\")","v":"231 Student feedback is gathered and considered through the established review and monitoring procedures. The RA details that class representatives of students studying in Singapore contribute to Student-Staff Consultative Committees as well as being surveyed through course questionnaires and an annual survey. Programme Directors in Singapore review and respond on behalf of GSA and raise any issues of concern through PMAR processes. In 2019-20, students were able to complete the Student Experience Survey. Student feedback is also gathered through the programme and school Boards of Studies which in turn is fed through the PMAR process and reviewed by UPC."}]
[{"$f":"IF('> FILTER <'!B2554<>\"\",ROW(OFFSET(A2553,-1,0)),\"\")","v":2552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2554)),A2553,\"\")","v":2552},{"$f":"IFERROR(SMALL(Helper2_1,A2553),\"\")","v":2552},null,2552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2554)),$A2553,\"\")","v":2552},{"$f":"IFERROR(SMALL(Helper2_2,A2553),\"\")","v":2552},{"$f":"COUNTIF(Helper3_1,\"=\"&G2553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2553)=1, G2553, \"\")","v":2552},{"$f":"IFERROR(SMALL(Index_2,A2553),\"\")","v":2552},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:J2553)),\"\")","v":"GSA_232"},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:K2553)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:L2553)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:M2553)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:N2553)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2553,COLUMNS($J$2:O2553)),\"\")","v":"232 During the meeting with the ELIR team, student representatives commented on their perceptions relating to poor representation for students studying with SIT and indicated that they were not entirely clear how representatives from partnerships fitted in to the GSA committee structure (paragraphs 7 and 9). The team was later informed by academic staff that SIT students had representation via Boards of Studies. During the ELIR, students commented that activities intended to provide direct links between the Students' Association in Glasgow and students in Singapore - for example, the SA President travelling to Singapore annually to a speech at graduation - had not happened as planned. "}]
[{"$f":"IF('> FILTER <'!B2555<>\"\",ROW(OFFSET(A2554,-1,0)),\"\")","v":2553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2555)),A2554,\"\")","v":2553},{"$f":"IFERROR(SMALL(Helper2_1,A2554),\"\")","v":2553},null,2553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2555)),$A2554,\"\")","v":2553},{"$f":"IFERROR(SMALL(Helper2_2,A2554),\"\")","v":2553},{"$f":"COUNTIF(Helper3_1,\"=\"&G2554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2554)=1, G2554, \"\")","v":2553},{"$f":"IFERROR(SMALL(Index_2,A2554),\"\")","v":2553},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:J2554)),\"\")","v":"GSA_232"},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:K2554)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:L2554)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:M2554)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:N2554)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2554,COLUMNS($J$2:O2554)),\"\")","v":"232 During the meeting with the ELIR team, student representatives commented on their perceptions relating to poor representation for students studying with SIT and indicated that they were not entirely clear how representatives from partnerships fitted in to the GSA committee structure (paragraphs 7 and 9). The team was later informed by academic staff that SIT students had representation via Boards of Studies. During the ELIR, students commented that activities intended to provide direct links between the Students' Association in Glasgow and students in Singapore - for example, the SA President travelling to Singapore annually to a speech at graduation - had not happened as planned. "}]
[{"$f":"IF('> FILTER <'!B2556<>\"\",ROW(OFFSET(A2555,-1,0)),\"\")","v":2554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2556)),A2555,\"\")","v":2554},{"$f":"IFERROR(SMALL(Helper2_1,A2555),\"\")","v":2554},null,2554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2556)),$A2555,\"\")","v":2554},{"$f":"IFERROR(SMALL(Helper2_2,A2555),\"\")","v":2554},{"$f":"COUNTIF(Helper3_1,\"=\"&G2555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2555)=1, G2555, \"\")","v":2554},{"$f":"IFERROR(SMALL(Index_2,A2555),\"\")","v":2554},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:J2555)),\"\")","v":"GSA_233"},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:K2555)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:L2555)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:M2555)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:N2555)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2555,COLUMNS($J$2:O2555)),\"\")","v":"233 A Collaborative Provision: Student and Staff Experience Policy, developed in 2014, outlines GSA's commitment to providing students with a comparable learning experience to that of students studying in Scotland. This includes a four-week Overseas Immersion programme in Glasgow designed to help support understanding of GSA approaches to teaching and learning. Feedback from students undertaking this programme is very positive. "}]
[{"$f":"IF('> FILTER <'!B2557<>\"\",ROW(OFFSET(A2556,-1,0)),\"\")","v":2555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2557)),A2556,\"\")","v":2555},{"$f":"IFERROR(SMALL(Helper2_1,A2556),\"\")","v":2555},null,2555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2557)),$A2556,\"\")","v":2555},{"$f":"IFERROR(SMALL(Helper2_2,A2556),\"\")","v":2555},{"$f":"COUNTIF(Helper3_1,\"=\"&G2556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2556)=1, G2556, \"\")","v":2555},{"$f":"IFERROR(SMALL(Index_2,A2556),\"\")","v":2555},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:J2556)),\"\")","v":"GSA_234"},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:K2556)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:L2556)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:M2556)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:N2556)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2556,COLUMNS($J$2:O2556)),\"\")","v":"234 Staff working at partner institutions are supported with their professional development in an equivalent manner to colleagues in Glasgow. Opportunities include registering to complete the PG Certificate in Higher Education Learning and Development on a distance-learning basis. GSA Singapore staff also have access to the Learning and Teaching Enhancement Hub (paragraph 157)."}]
[{"$f":"IF('> FILTER <'!B2558<>\"\",ROW(OFFSET(A2557,-1,0)),\"\")","v":2556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2558)),A2557,\"\")","v":2556},{"$f":"IFERROR(SMALL(Helper2_1,A2557),\"\")","v":2556},null,2556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2558)),$A2557,\"\")","v":2556},{"$f":"IFERROR(SMALL(Helper2_2,A2557),\"\")","v":2556},{"$f":"COUNTIF(Helper3_1,\"=\"&G2557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2557)=1, G2557, \"\")","v":2556},{"$f":"IFERROR(SMALL(Index_2,A2557),\"\")","v":2556},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:J2557)),\"\")","v":"GSA_235"},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:K2557)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:L2557)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:M2557)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:N2557)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2557,COLUMNS($J$2:O2557)),\"\")","v":"235 GSA has an effective approach to managing collaborative provision, including arrangements for securing academic standards and enhancing the student learning experience. All agreements follow standard approval processes. This is true of articulation agreements and is based on the use of institutional processes and the ability of students to feedback through standard processes. "}]
[{"$f":"IF('> FILTER <'!B2559<>\"\",ROW(OFFSET(A2558,-1,0)),\"\")","v":2557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2559)),A2558,\"\")","v":2557},{"$f":"IFERROR(SMALL(Helper2_1,A2558),\"\")","v":2557},null,2557,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2559)),$A2558,\"\")","v":2557},{"$f":"IFERROR(SMALL(Helper2_2,A2558),\"\")","v":2557},{"$f":"COUNTIF(Helper3_1,\"=\"&G2558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2558)=1, G2558, \"\")","v":2557},{"$f":"IFERROR(SMALL(Index_2,A2558),\"\")","v":2557},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:J2558)),\"\")","v":"GSA_236"},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:K2558)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:L2558)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:M2558)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:N2558)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2558,COLUMNS($J$2:O2558)),\"\")","v":"236 Appropriate arrangements are in place to assure academic standards of GSA's collaborative provision. Programme-level collaborations are managed in accordance with the School's standard quality processes including programme approval, PMAR, external examining and Periodic Review, supported by external benchmarking. Collaborative provision links to the enhancement activity at GSA via the PMAR process. Processes and protocols governing collaborative provision have been introduced as the number of international and UK articulations has increased."}]
[{"$f":"IF('> FILTER <'!B2560<>\"\",ROW(OFFSET(A2559,-1,0)),\"\")","v":2558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2560)),A2559,\"\")","v":2558},{"$f":"IFERROR(SMALL(Helper2_1,A2559),\"\")","v":2558},null,2558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2560)),$A2559,\"\")","v":2558},{"$f":"IFERROR(SMALL(Helper2_2,A2559),\"\")","v":2558},{"$f":"COUNTIF(Helper3_1,\"=\"&G2559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2559)=1, G2559, \"\")","v":2558},{"$f":"IFERROR(SMALL(Index_2,A2559),\"\")","v":2558},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:J2559)),\"\")","v":"GSA_237"},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:K2559)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:L2559)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:M2559)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:N2559)),\"\")","v":"Glasgow School of Art"},{"$f":"IFERROR(INDEX(AllData,$J2559,COLUMNS($J$2:O2559)),\"\")","v":"237 GSA recognise that balancing the strategic focus of the institution in regard to collaborative provision, with managing evolving partnerships at the school-level, presents challenges. Balancing the geographical spread of partnerships and considering how these can best be managed has also been recognised as a challenge. These matters will be  considered as part of the forthcoming work on the Internationalisation Strategy."}]
[{"$f":"IF('> FILTER <'!B2561<>\"\",ROW(OFFSET(A2560,-1,0)),\"\")","v":2559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2561)),A2560,\"\")","v":2559},{"$f":"IFERROR(SMALL(Helper2_1,A2560),\"\")","v":2559},null,2559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2561)),$A2560,\"\")","v":2559},{"$f":"IFERROR(SMALL(Helper2_2,A2560),\"\")","v":2559},{"$f":"COUNTIF(Helper3_1,\"=\"&G2560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2560)=1, G2560, \"\")","v":2559},{"$f":"IFERROR(SMALL(Index_2,A2560),\"\")","v":2559},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:J2560)),\"\")","v":"RGU_1"},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:K2560)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:L2560)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:M2560)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:N2560)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2560,COLUMNS($J$2:O2560)),\"\")","v":"1 Robert Gordon University (RGU) can trace its roots back over 250 years and was established as a university in 1992 when the Robert Gordon Institute of Technology was awarded university status. The University has a clear mission to transform people and communities by providing teaching and research which is demand-led, contributing to economic, social and cultural development not only regionally but also nationally and internationally. Through its relationships with professional bodies and employers, it develops a curriculum that addresses specific skills needs and through its provision seeks to drive  employability and to support individuals throughout their professional careers. "}]
[{"$f":"IF('> FILTER <'!B2562<>\"\",ROW(OFFSET(A2561,-1,0)),\"\")","v":2560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2562)),A2561,\"\")","v":2560},{"$f":"IFERROR(SMALL(Helper2_1,A2561),\"\")","v":2560},null,2560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2562)),$A2561,\"\")","v":2560},{"$f":"IFERROR(SMALL(Helper2_2,A2561),\"\")","v":2560},{"$f":"COUNTIF(Helper3_1,\"=\"&G2561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2561)=1, G2561, \"\")","v":2560},{"$f":"IFERROR(SMALL(Index_2,A2561),\"\")","v":2560},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:J2561)),\"\")","v":"RGU_2"},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:K2561)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:L2561)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:M2561)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:N2561)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2561,COLUMNS($J$2:O2561)),\"\")","v":"2 The University states its purpose, through its Strategy Map (see paragraph 4), to be an innovative, inclusive, impactful, professionally-focused institution. It aims to ensure a high-quality student experience through active engagement with students in the design and delivery of the curriculum. The University creates an inclusive environment through a student-centred approach to the learning experience."}]
[{"$f":"IF('> FILTER <'!B2563<>\"\",ROW(OFFSET(A2562,-1,0)),\"\")","v":2561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2563)),A2562,\"\")","v":2561},{"$f":"IFERROR(SMALL(Helper2_1,A2562),\"\")","v":2561},null,2561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2563)),$A2562,\"\")","v":2561},{"$f":"IFERROR(SMALL(Helper2_2,A2562),\"\")","v":2561},{"$f":"COUNTIF(Helper3_1,\"=\"&G2562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2562)=1, G2562, \"\")","v":2561},{"$f":"IFERROR(SMALL(Index_2,A2562),\"\")","v":2561},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:J2562)),\"\")","v":"RGU_3"},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:K2562)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:L2562)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:M2562)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:N2562)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2562,COLUMNS($J$2:O2562)),\"\")","v":"3 A major academic restructuring was implemented at the start of 2016-17, replacing the existing three faculty-based structure with its constituent schools or departments, with a school-based structure comprising 11 academic schools and a Graduate School. The purpose of this restructure was to facilitate greater authority to Heads of School and to achieve a closer engagement and interaction between the University's Executive and its academic activity. It also provides greater agility in decision-making. In 2016, the role of Assistant Chief Academic Officer was created, undertaking some of the roles of the previous three Deans of faculty. In 2018, the role expanded to incorporate the role of Secretary to the Board, subsuming the role of Academic Registrar and Secretary to the Board."}]
[{"$f":"IF('> FILTER <'!B2564<>\"\",ROW(OFFSET(A2563,-1,0)),\"\")","v":2562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2564)),A2563,\"\")","v":2562},{"$f":"IFERROR(SMALL(Helper2_1,A2563),\"\")","v":2562},null,2562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2564)),$A2563,\"\")","v":2562},{"$f":"IFERROR(SMALL(Helper2_2,A2563),\"\")","v":2562},{"$f":"COUNTIF(Helper3_1,\"=\"&G2563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2563)=1, G2563, \"\")","v":2562},{"$f":"IFERROR(SMALL(Index_2,A2563),\"\")","v":2562},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:J2563)),\"\")","v":"RGU_4"},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:K2563)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:L2563)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:M2563)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:N2563)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2563,COLUMNS($J$2:O2563)),\"\")","v":"4 The University's strategic plan at the time of the 2016 ELIR was 'A Clear Future for a Leading University in a New Era'. A revised university strategy was launched in 2018, expressed in a Strategy Map which sets a clear framework for all aspects of university business - identifying purpose, mission, culture aims and enablers as well as the key performance indicators (KPIs). The Strategy Map includes a culture statement: that RGU will thrive by valuing and celebrating a culture of authenticity, approachability, collaboration, innovation, ambition and respectfulness. This culture has developed a resilient staff community which has enabled the University to respond to recent environmental challenges including the Black Lives Matter movement and the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B2565<>\"\",ROW(OFFSET(A2564,-1,0)),\"\")","v":2563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2565)),A2564,\"\")","v":2563},{"$f":"IFERROR(SMALL(Helper2_1,A2564),\"\")","v":2563},null,2563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2565)),$A2564,\"\")","v":2563},{"$f":"IFERROR(SMALL(Helper2_2,A2564),\"\")","v":2563},{"$f":"COUNTIF(Helper3_1,\"=\"&G2564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2564)=1, G2564, \"\")","v":2563},{"$f":"IFERROR(SMALL(Index_2,A2564),\"\")","v":2563},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:J2564)),\"\")","v":"RGU_5"},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:K2564)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:L2564)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:M2564)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:N2564)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2564,COLUMNS($J$2:O2564)),\"\")","v":"5 The University Business Plan normally spans a three-year period (currently 2019-20 to 2021-22). All academic schools and professional and support departments develop school/departmental plans which feed into, map onto and are informed by the Business Plan. Targets for the University's performance against its KPIs are outlined within the Robert Gordon University Business Plan, and the Plan has been developed in tandem with a revised High-Level Risk register and three-year financial forecast. The Risk Appetite Statement is reviewed annually. Performance against the Business Plan is monitored within the University and reported to the Board of Governors."}]
[{"$f":"IF('> FILTER <'!B2566<>\"\",ROW(OFFSET(A2565,-1,0)),\"\")","v":2564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2566)),A2565,\"\")","v":2564},{"$f":"IFERROR(SMALL(Helper2_1,A2565),\"\")","v":2564},null,2564,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2566)),$A2565,\"\")","v":2564},{"$f":"IFERROR(SMALL(Helper2_2,A2565),\"\")","v":2564},{"$f":"COUNTIF(Helper3_1,\"=\"&G2565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2565)=1, G2565, \"\")","v":2564},{"$f":"IFERROR(SMALL(Index_2,A2565),\"\")","v":2564},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:J2565)),\"\")","v":"RGU_6"},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:K2565)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:L2565)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:M2565)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:N2565)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2565,COLUMNS($J$2:O2565)),\"\")","v":"6 Leadership is centrally provided by the Executive, the composition of which was extended when the new Principal began office in 2020. The Executive, supported by senior managers such as Heads of School and Directors and heads of professional and support departments, make up the University Management Group (UMG) which meets on a regular basis. The committee membership was reconstituted in 2017 to include wider staff representation and student membership for a number of key committees. Following the institutional-led periodic review of the Navitas (who run the International College at RGU) partnership there is a clear link between the University's committee structure and that of the International College at RGU (ICRGU). These and other revised arrangements have been designed to create enhancements including faster decision-making and more consistent implementation of institutional policies and practices."}]
[{"$f":"IF('> FILTER <'!B2567<>\"\",ROW(OFFSET(A2566,-1,0)),\"\")","v":2565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2567)),A2566,\"\")","v":2565},{"$f":"IFERROR(SMALL(Helper2_1,A2566),\"\")","v":2565},null,2565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2567)),$A2566,\"\")","v":2565},{"$f":"IFERROR(SMALL(Helper2_2,A2566),\"\")","v":2565},{"$f":"COUNTIF(Helper3_1,\"=\"&G2566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2566)=1, G2566, \"\")","v":2565},{"$f":"IFERROR(SMALL(Index_2,A2566),\"\")","v":2565},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:J2566)),\"\")","v":"RGU_7"},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:K2566)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:L2566)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:M2566)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:N2566)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2566,COLUMNS($J$2:O2566)),\"\")","v":"7 The University coordinated its response to the COVID-19 pandemic through two groups established for the purpose: a Teaching and Learning Group and, for returning to campus, a Campus Enabling Group. Both groups included a Student President as a member. This was to enable decisions of the group to be directly informed through the provision of feedback gathered through the student representative arrangements and to communicate decisions back to the student body. The University was able to benefit from its existing widespread practice in the deployment of the virtual learning environment to improve the student experience and apply this to the challenges presented by the pandemic. All teaching resumed online one week after the imposition of the first lockdown in March 2020. Remote assessment at all stages of each course was arranged and completed successfully. Quality processes were adapted where necessary to ensure that any modifications of module delivery or assessment were successfully planned and reported to the relevant assessment boards. All student support services were effectively moved online and maintained and adapted as appropriate. Special arrangements were introduced to replicate industrial and business placements where necessary and online programmes were developed to support existing and start-up businesses and enable them to adapt to the challenges presented by the pandemic. Arrangements are in place to enable a return to (or in some cases a move to) blended learning post-pandemic."}]
[{"$f":"IF('> FILTER <'!B2568<>\"\",ROW(OFFSET(A2567,-1,0)),\"\")","v":2566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2568)),A2567,\"\")","v":2566},{"$f":"IFERROR(SMALL(Helper2_1,A2567),\"\")","v":2566},null,2566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2568)),$A2567,\"\")","v":2566},{"$f":"IFERROR(SMALL(Helper2_2,A2567),\"\")","v":2566},{"$f":"COUNTIF(Helper3_1,\"=\"&G2567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2567)=1, G2567, \"\")","v":2566},{"$f":"IFERROR(SMALL(Index_2,A2567),\"\")","v":2566},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:J2567)),\"\")","v":"RGU_7"},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:K2567)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:L2567)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:M2567)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:N2567)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2567,COLUMNS($J$2:O2567)),\"\")","v":"7 The University coordinated its response to the COVID-19 pandemic through two groups established for the purpose: a Teaching and Learning Group and, for returning to campus, a Campus Enabling Group. Both groups included a Student President as a member. This was to enable decisions of the group to be directly informed through the provision of feedback gathered through the student representative arrangements and to communicate decisions back to the student body. The University was able to benefit from its existing widespread practice in the deployment of the virtual learning environment to improve the student experience and apply this to the challenges presented by the pandemic. All teaching resumed online one week after the imposition of the first lockdown in March 2020. Remote assessment at all stages of each course was arranged and completed successfully. Quality processes were adapted where necessary to ensure that any modifications of module delivery or assessment were successfully planned and reported to the relevant assessment boards. All student support services were effectively moved online and maintained and adapted as appropriate. Special arrangements were introduced to replicate industrial and business placements where necessary and online programmes were developed to support existing and start-up businesses and enable them to adapt to the challenges presented by the pandemic. Arrangements are in place to enable a return to (or in some cases a move to) blended learning post-pandemic."}]
[{"$f":"IF('> FILTER <'!B2569<>\"\",ROW(OFFSET(A2568,-1,0)),\"\")","v":2567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2569)),A2568,\"\")","v":2567},{"$f":"IFERROR(SMALL(Helper2_1,A2568),\"\")","v":2567},null,2567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2569)),$A2568,\"\")","v":2567},{"$f":"IFERROR(SMALL(Helper2_2,A2568),\"\")","v":2567},{"$f":"COUNTIF(Helper3_1,\"=\"&G2568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2568)=1, G2568, \"\")","v":2567},{"$f":"IFERROR(SMALL(Index_2,A2568),\"\")","v":2567},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:J2568)),\"\")","v":"RGU_8"},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:K2568)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:L2568)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:M2568)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:N2568)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2568,COLUMNS($J$2:O2568)),\"\")","v":"8 The University, as of October 2020, had a total of 15,779 students (headcount) of whom 10,965 were full-time students and 4,814 were studying part-time. Of these students, 11,608 were classified as home students, 3,482 were overseas students and 686 were RUK students. Undergraduate students totalled 9,164 full-time and 782 part-time. There were 1,615 full-time postgraduate taught (PGT) students and 3,887 were part-time. Of the postgraduate research (PGR) students, 186 were full-time and 145 part-time. Of the overall total student population, 11,479 were on-campus students and 4,300 were online students. A significant number of the online students (3,233) were postgraduate taught students. The 2018-19 HESA figures showed the University to be the third largest UK provider of online learning master's courses where over 30 online degree options are offered."}]
[{"$f":"IF('> FILTER <'!B2570<>\"\",ROW(OFFSET(A2569,-1,0)),\"\")","v":2568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2570)),A2569,\"\")","v":2568},{"$f":"IFERROR(SMALL(Helper2_1,A2569),\"\")","v":2568},null,2568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2570)),$A2569,\"\")","v":2568},{"$f":"IFERROR(SMALL(Helper2_2,A2569),\"\")","v":2568},{"$f":"COUNTIF(Helper3_1,\"=\"&G2569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2569)=1, G2569, \"\")","v":2568},{"$f":"IFERROR(SMALL(Index_2,A2569),\"\")","v":2568},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:J2569)),\"\")","v":"RGU_8"},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:K2569)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:L2569)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:M2569)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:N2569)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2569,COLUMNS($J$2:O2569)),\"\")","v":"8 The University, as of October 2020, had a total of 15,779 students (headcount) of whom 10,965 were full-time students and 4,814 were studying part-time. Of these students, 11,608 were classified as home students, 3,482 were overseas students and 686 were RUK students. Undergraduate students totalled 9,164 full-time and 782 part-time. There were 1,615 full-time postgraduate taught (PGT) students and 3,887 were part-time. Of the postgraduate research (PGR) students, 186 were full-time and 145 part-time. Of the overall total student population, 11,479 were on-campus students and 4,300 were online students. A significant number of the online students (3,233) were postgraduate taught students. The 2018-19 HESA figures showed the University to be the third largest UK provider of online learning master's courses where over 30 online degree options are offered."}]
[{"$f":"IF('> FILTER <'!B2571<>\"\",ROW(OFFSET(A2570,-1,0)),\"\")","v":2569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2571)),A2570,\"\")","v":2569},{"$f":"IFERROR(SMALL(Helper2_1,A2570),\"\")","v":2569},null,2569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2571)),$A2570,\"\")","v":2569},{"$f":"IFERROR(SMALL(Helper2_2,A2570),\"\")","v":2569},{"$f":"COUNTIF(Helper3_1,\"=\"&G2570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2570)=1, G2570, \"\")","v":2569},{"$f":"IFERROR(SMALL(Index_2,A2570),\"\")","v":2569},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:J2570)),\"\")","v":"RGU_9"},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:K2570)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:L2570)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:M2570)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:N2570)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2570,COLUMNS($J$2:O2570)),\"\")","v":"9 Notwithstanding the strategic aim to grow student numbers, a small decline was recorded in recent years from a total of 16,074 students in 2015-16 to 15,776 students in 2019-20. This was particularly evident in postgraduate numbers due in part to the decline in the oil and gas sector."}]
[{"$f":"IF('> FILTER <'!B2572<>\"\",ROW(OFFSET(A2571,-1,0)),\"\")","v":2570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2572)),A2571,\"\")","v":2570},{"$f":"IFERROR(SMALL(Helper2_1,A2571),\"\")","v":2570},null,2570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2572)),$A2571,\"\")","v":2570},{"$f":"IFERROR(SMALL(Helper2_2,A2571),\"\")","v":2570},{"$f":"COUNTIF(Helper3_1,\"=\"&G2571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2571)=1, G2571, \"\")","v":2570},{"$f":"IFERROR(SMALL(Index_2,A2571),\"\")","v":2570},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:J2571)),\"\")","v":"RGU_10"},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:K2571)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:L2571)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:M2571)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:N2571)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2571,COLUMNS($J$2:O2571)),\"\")","v":"10 The University has a larger percentage of female undergraduate students than the Scottish average as 63% of first-degree students were female compared with 37% male (the average for the Scottish sector is currently 58.8% female and 41.2% male). Corresponding figures for postgraduate research students were almost equal at 49.8% female and 50.2% male; while 56.2% of postgraduate taught students were female and 43.8% male. There is a significant gender imbalance in favour of female students in nursing, midwifery and health sciences although this is balanced to some extent by the number of male undergraduates in engineering and computer science. Various gender imbalance initiatives have been undertaken at subject level (see paragraph 33). The University has an increasing population of black and minority ethnic students across all three levels of study, exceeding the Scottish average, particularly among postgraduate taught and research students (the University figure is 14% and 13.4% respectively against the sector average of 6.8% and 6.5%)."}]
[{"$f":"IF('> FILTER <'!B2573<>\"\",ROW(OFFSET(A2572,-1,0)),\"\")","v":2571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2573)),A2572,\"\")","v":2571},{"$f":"IFERROR(SMALL(Helper2_1,A2572),\"\")","v":2571},null,2571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2573)),$A2572,\"\")","v":2571},{"$f":"IFERROR(SMALL(Helper2_2,A2572),\"\")","v":2571},{"$f":"COUNTIF(Helper3_1,\"=\"&G2572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2572)=1, G2572, \"\")","v":2571},{"$f":"IFERROR(SMALL(Index_2,A2572),\"\")","v":2571},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:J2572)),\"\")","v":"RGU_11"},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:K2572)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:L2572)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:M2572)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:N2572)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2572,COLUMNS($J$2:O2572)),\"\")","v":"11 The University is committed to widening access and this is reflected in the comparatively large number of Scottish-domiciled undergraduate entrants from the 20% most deprived postcodes, as defined in the Scottish Index of Multiple Deprivation (SIMD20). The number and proportion of MD20 students has seen a slight decline overall from 163 (7.2%) in 2014-15, to 157 in 2018-19, compared with the Scottish sector average which has risen from 14.1% to 15.3% in that timeframe. The retention of MD20 students has constantly been above the Scottish national average and, in 2018-19, this was 89.4% compared with national figure of 86.3%. The University's key college partner, North East Scotland College (NESCol), provides a large cohort of articulating students who enrol with enhanced standing each year."}]
[{"$f":"IF('> FILTER <'!B2574<>\"\",ROW(OFFSET(A2573,-1,0)),\"\")","v":2572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2574)),A2573,\"\")","v":2572},{"$f":"IFERROR(SMALL(Helper2_1,A2573),\"\")","v":2572},null,2572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2574)),$A2573,\"\")","v":2572},{"$f":"IFERROR(SMALL(Helper2_2,A2573),\"\")","v":2572},{"$f":"COUNTIF(Helper3_1,\"=\"&G2573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2573)=1, G2573, \"\")","v":2572},{"$f":"IFERROR(SMALL(Index_2,A2573),\"\")","v":2572},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:J2573)),\"\")","v":"RGU_12"},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:K2573)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:L2573)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:M2573)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:N2573)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2573,COLUMNS($J$2:O2573)),\"\")","v":"12 Preparations for ELIR were overseen by a Steering Group, led by Assistant Chief Academic Officer and included the Deputy Principal and Vice-Principal for Academic Development, the Student President (Education and Welfare) and the Student Union Manager. Following an ELIR Preparation event facilitated by QAA, the Steering Group met regularly and identified that the thematic context for ELIR 2021 would be built upon the Strategy Map work. This work had identified significant strengths that had made the University distinctive: graduate employability, delivery of workforce learning, and a university committed to widening access."}]
[{"$f":"IF('> FILTER <'!B2575<>\"\",ROW(OFFSET(A2574,-1,0)),\"\")","v":2573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2575)),A2574,\"\")","v":2573},{"$f":"IFERROR(SMALL(Helper2_1,A2574),\"\")","v":2573},null,2573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2575)),$A2574,\"\")","v":2573},{"$f":"IFERROR(SMALL(Helper2_2,A2574),\"\")","v":2573},{"$f":"COUNTIF(Helper3_1,\"=\"&G2574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2574)=1, G2574, \"\")","v":2573},{"$f":"IFERROR(SMALL(Index_2,A2574),\"\")","v":2573},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:J2574)),\"\")","v":"RGU_13"},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:K2574)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:L2574)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:M2574)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:N2574)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2574,COLUMNS($J$2:O2574)),\"\")","v":"13 The Steering Group identified four core underlying themes around how the University operates to ensure a focus on high-quality teaching, learning and assessment, and these were contextualised in the Reflective Analysis as: • student partnership at the core of decisions and at the heart of the institution • using data to enhance provision and student experience • widening access • employability."}]
[{"$f":"IF('> FILTER <'!B2576<>\"\",ROW(OFFSET(A2575,-1,0)),\"\")","v":2574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2576)),A2575,\"\")","v":2574},{"$f":"IFERROR(SMALL(Helper2_1,A2575),\"\")","v":2574},null,2574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2576)),$A2575,\"\")","v":2574},{"$f":"IFERROR(SMALL(Helper2_2,A2575),\"\")","v":2574},{"$f":"COUNTIF(Helper3_1,\"=\"&G2575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2575)=1, G2575, \"\")","v":2574},{"$f":"IFERROR(SMALL(Index_2,A2575),\"\")","v":2574},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:J2575)),\"\")","v":"RGU_14"},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:K2575)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:L2575)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:M2575)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:N2575)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2575,COLUMNS($J$2:O2575)),\"\")","v":"14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."}]
[{"$f":"IF('> FILTER <'!B2577<>\"\",ROW(OFFSET(A2576,-1,0)),\"\")","v":2575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2577)),A2576,\"\")","v":2575},{"$f":"IFERROR(SMALL(Helper2_1,A2576),\"\")","v":2575},null,2575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2577)),$A2576,\"\")","v":2575},{"$f":"IFERROR(SMALL(Helper2_2,A2576),\"\")","v":2575},{"$f":"COUNTIF(Helper3_1,\"=\"&G2576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2576)=1, G2576, \"\")","v":2575},{"$f":"IFERROR(SMALL(Index_2,A2576),\"\")","v":2575},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:J2576)),\"\")","v":"RGU_14"},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:K2576)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:L2576)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:M2576)),\"\")","v":"Staff engagement"},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:N2576)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2576,COLUMNS($J$2:O2576)),\"\")","v":"14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."}]
[{"$f":"IF('> FILTER <'!B2578<>\"\",ROW(OFFSET(A2577,-1,0)),\"\")","v":2576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2578)),A2577,\"\")","v":2576},{"$f":"IFERROR(SMALL(Helper2_1,A2577),\"\")","v":2576},null,2576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2578)),$A2577,\"\")","v":2576},{"$f":"IFERROR(SMALL(Helper2_2,A2577),\"\")","v":2576},{"$f":"COUNTIF(Helper3_1,\"=\"&G2577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2577)=1, G2577, \"\")","v":2576},{"$f":"IFERROR(SMALL(Index_2,A2577),\"\")","v":2576},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:J2577)),\"\")","v":"RGU_14"},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:K2577)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:L2577)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:M2577)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:N2577)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2577,COLUMNS($J$2:O2577)),\"\")","v":"14 The themes having been adopted by Academic Council were then shared and discussed throughout the university committee structure and in open staff sessions and student partnership sessions. The review documentation provided by the institution and the discussions with staff and students, enabled the ELIR team to confirm that these themes represent the key aspects of Robert Gordon University as an institution."}]
[{"$f":"IF('> FILTER <'!B2579<>\"\",ROW(OFFSET(A2578,-1,0)),\"\")","v":2577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2579)),A2578,\"\")","v":2577},{"$f":"IFERROR(SMALL(Helper2_1,A2578),\"\")","v":2577},null,2577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2579)),$A2578,\"\")","v":2577},{"$f":"IFERROR(SMALL(Helper2_2,A2578),\"\")","v":2577},{"$f":"COUNTIF(Helper3_1,\"=\"&G2578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2578)=1, G2578, \"\")","v":2577},{"$f":"IFERROR(SMALL(Index_2,A2578),\"\")","v":2577},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:J2578)),\"\")","v":"RGU_15"},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:K2578)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:L2578)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:M2578)),\"\")","v":"Reflective Analysis"},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:N2578)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2578,COLUMNS($J$2:O2578)),\"\")","v":"15 Drafting of the Reflective Analysis (RA) was overseen by the Steering Group. Staff and students, including the three Student Presidents and the Student Union Manager, contributed to and commented on the RA. General staff engagement sessions were held on the ELIR themes and the process, followed by focus groups which submitted further inputs to the RA. The RA was considered by the Quality Assurance and Enhancement Committee (QAEC) prior to publication."}]
[{"$f":"IF('> FILTER <'!B2580<>\"\",ROW(OFFSET(A2579,-1,0)),\"\")","v":2578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2580)),A2579,\"\")","v":2578},{"$f":"IFERROR(SMALL(Helper2_1,A2579),\"\")","v":2578},null,2578,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2580)),$A2579,\"\")","v":2578},{"$f":"IFERROR(SMALL(Helper2_2,A2579),\"\")","v":2578},{"$f":"COUNTIF(Helper3_1,\"=\"&G2579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2579)=1, G2579, \"\")","v":2578},{"$f":"IFERROR(SMALL(Index_2,A2579),\"\")","v":2578},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:J2579)),\"\")","v":"RGU_16"},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:K2579)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:L2579)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:M2579)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:N2579)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2579,COLUMNS($J$2:O2579)),\"\")","v":"16 The University has taken action to address the five areas for development identified in the 2016 ELIR. The work to address the recommendation to enhance consistency of practice in assessment and feedback was led by the Department for the Enhancement of Learning, Teaching and Access (DELTA) and overseen by the University's Teaching, Learning and Assessment Sub-Committee. Of the eight areas of positive practice identified in ELIR 2016, four of these link directly to the contextualised themes identified for the current ELIR."}]
[{"$f":"IF('> FILTER <'!B2581<>\"\",ROW(OFFSET(A2580,-1,0)),\"\")","v":2579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2581)),A2580,\"\")","v":2579},{"$f":"IFERROR(SMALL(Helper2_1,A2580),\"\")","v":2579},null,2579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2581)),$A2580,\"\")","v":2579},{"$f":"IFERROR(SMALL(Helper2_2,A2580),\"\")","v":2579},{"$f":"COUNTIF(Helper3_1,\"=\"&G2580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2580)=1, G2580, \"\")","v":2579},{"$f":"IFERROR(SMALL(Index_2,A2580),\"\")","v":2579},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:J2580)),\"\")","v":"RGU_17"},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:K2580)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:L2580)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:M2580)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:N2580)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2580,COLUMNS($J$2:O2580)),\"\")","v":"17 Students at the University were closely involved in the preparations for ELIR. The Student President (Education and Welfare) and the Student Union Manager were members of the ELIR Steering Group. In addition, the University sought student input through focus groups."}]
[{"$f":"IF('> FILTER <'!B2582<>\"\",ROW(OFFSET(A2581,-1,0)),\"\")","v":2580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2582)),A2581,\"\")","v":2580},{"$f":"IFERROR(SMALL(Helper2_1,A2581),\"\")","v":2580},null,2580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2582)),$A2581,\"\")","v":2580},{"$f":"IFERROR(SMALL(Helper2_2,A2581),\"\")","v":2580},{"$f":"COUNTIF(Helper3_1,\"=\"&G2581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2581)=1, G2581, \"\")","v":2580},{"$f":"IFERROR(SMALL(Index_2,A2581),\"\")","v":2580},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:J2581)),\"\")","v":"RGU_18"},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:K2581)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:L2581)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:M2581)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:N2581)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2581,COLUMNS($J$2:O2581)),\"\")","v":"18 The ELIR team considered the University's approach to engaging its students in preparations for ELIR to have been effective. During discussions with the ELIR team students described how they had been involved with ELIR preparations from the beginning of the process. They had been supported and provided with documentation explaining the ELIR method and process. Students had been involved in drafting the Reflective Analysis and changes raised by the students had been incorporated into the final document. Students confirmed that the contextualised themes resonated with them and they felt proud of the way that the University and the Students' Union (RGU:Union) had worked together throughout the ELIR preparations."}]
[{"$f":"IF('> FILTER <'!B2583<>\"\",ROW(OFFSET(A2582,-1,0)),\"\")","v":2581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2583)),A2582,\"\")","v":2581},{"$f":"IFERROR(SMALL(Helper2_1,A2582),\"\")","v":2581},null,2581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2583)),$A2582,\"\")","v":2581},{"$f":"IFERROR(SMALL(Helper2_2,A2582),\"\")","v":2581},{"$f":"COUNTIF(Helper3_1,\"=\"&G2582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2582)=1, G2582, \"\")","v":2581},{"$f":"IFERROR(SMALL(Index_2,A2582),\"\")","v":2581},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:J2582)),\"\")","v":"RGU_19"},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:K2582)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:L2582)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:M2582)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:N2582)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2582,COLUMNS($J$2:O2582)),\"\")","v":"19 The University has a well-established and effective approach to working in partnership with students and the RGU:Union. Students' views are central to University decision-making and contribute to strategy development and implementation. During the review visits, the ELIR team met staff and students who gave examples of this including: the university-wide project that aimed to standardise and enhance approaches to student assessment and feedback; experience of online learning students pre-Covid; and a refocus on equality and diversity being shaped by student feedback."}]
[{"$f":"IF('> FILTER <'!B2584<>\"\",ROW(OFFSET(A2583,-1,0)),\"\")","v":2582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2584)),A2583,\"\")","v":2582},{"$f":"IFERROR(SMALL(Helper2_1,A2583),\"\")","v":2582},null,2582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2584)),$A2583,\"\")","v":2582},{"$f":"IFERROR(SMALL(Helper2_2,A2583),\"\")","v":2582},{"$f":"COUNTIF(Helper3_1,\"=\"&G2583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2583)=1, G2583, \"\")","v":2582},{"$f":"IFERROR(SMALL(Index_2,A2583),\"\")","v":2582},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:J2583)),\"\")","v":"RGU_20"},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:K2583)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:L2583)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:M2583)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:N2583)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2583,COLUMNS($J$2:O2583)),\"\")","v":"20 The role of Director of Student Life was created in 2016 as part of the University restructure. This role assumed operational leadership and management of student services with the aim of driving forward the student experience and had particular responsibility for linking the University with RGU:Union. Students and staff who met with the ELIR team reported strong and effective partnership working reinforced by both parties' ongoing commitment to the Partnership Agreement. The Student Partnership Agreement (SPA) is jointly owned by RGU:Union and the University and includes annual objectives agreed collectively."}]
[{"$f":"IF('> FILTER <'!B2585<>\"\",ROW(OFFSET(A2584,-1,0)),\"\")","v":2583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2585)),A2584,\"\")","v":2583},{"$f":"IFERROR(SMALL(Helper2_1,A2584),\"\")","v":2583},null,2583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2585)),$A2584,\"\")","v":2583},{"$f":"IFERROR(SMALL(Helper2_2,A2584),\"\")","v":2583},{"$f":"COUNTIF(Helper3_1,\"=\"&G2584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2584)=1, G2584, \"\")","v":2583},{"$f":"IFERROR(SMALL(Index_2,A2584),\"\")","v":2583},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:J2584)),\"\")","v":"RGU_21"},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:K2584)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:L2584)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:M2584)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:N2584)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2584,COLUMNS($J$2:O2584)),\"\")","v":"21 There are well-established formal and informal liaison opportunities which support close working between the University Executive, academic schools, professional service departments, the RGU:Union, and students with student representatives appointed at course and school levels. School-level appointments (Student School Officer) are open to both undergraduate (UG) and postgraduate (PG) students although many are held by undergraduate students (at the time of the current ELIR, 10 of the 11 schools had undergraduate Student School Officers (SSOs) while one school had a postgraduate SSO). Each academic school has as a minimum of one SSO who works in partnership with school senior leadership and staff, liaising with class representatives. The SSO also works on a mutually-agreed school-based enhancement project (see paragraph 26). School activity is reported through the School Academic Board Annual Appraisal Report (see paragraphs 25, 77-79 and 91). Joint meetings between staff and student representatives are arranged to discuss student feedback received through formal and informal mechanisms and any data related to the feedback. Students who met the ELIR team reported very positively on the range of both formal and informal opportunities available to SSOs, student representatives and students including the opportunity to liaise with Executive Board members as well as programme and support staff. The ELIR team would commend the effective partnership working at the University (see paragraphs 27 and 69)."}]
[{"$f":"IF('> FILTER <'!B2586<>\"\",ROW(OFFSET(A2585,-1,0)),\"\")","v":2584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2586)),A2585,\"\")","v":2584},{"$f":"IFERROR(SMALL(Helper2_1,A2585),\"\")","v":2584},null,2584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2586)),$A2585,\"\")","v":2584},{"$f":"IFERROR(SMALL(Helper2_2,A2585),\"\")","v":2584},{"$f":"COUNTIF(Helper3_1,\"=\"&G2585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2585)=1, G2585, \"\")","v":2584},{"$f":"IFERROR(SMALL(Index_2,A2585),\"\")","v":2584},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:J2585)),\"\")","v":"RGU_22"},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:K2585)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:L2585)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:M2585)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:N2585)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2585,COLUMNS($J$2:O2585)),\"\")","v":"22 At the time of the current ELIR, there were five student governors on Academic Council drawn from the Students' Union, undergraduate, postgraduate taught and postgraduate research student communities. Student governors are inducted into the role and supported by the Department of Governance and Academic Quality. The opportunities to hear the student voice and to have student representation are the same for the university international partnership programmes as the home provision. In addition, the international student representatives work with the Student Vice-President (International) to raise feedback and to work on specific projects, ensuring the student voice is heard and acted upon. Similar formal and informal mechanisms are in place for those students studying Graduate Apprenticeships and for distance learners. PGR students' representation is managed through the Graduate School whose primary focus is to enhance postgraduate research students' experience and performance. PGR students who met the ELIR team indicated that the representative practice and structure was effective and responsive."}]
[{"$f":"IF('> FILTER <'!B2587<>\"\",ROW(OFFSET(A2586,-1,0)),\"\")","v":2585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2587)),A2586,\"\")","v":2585},{"$f":"IFERROR(SMALL(Helper2_1,A2586),\"\")","v":2585},null,2585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2587)),$A2586,\"\")","v":2585},{"$f":"IFERROR(SMALL(Helper2_2,A2586),\"\")","v":2585},{"$f":"COUNTIF(Helper3_1,\"=\"&G2586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2586)=1, G2586, \"\")","v":2585},{"$f":"IFERROR(SMALL(Index_2,A2586),\"\")","v":2585},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:J2586)),\"\")","v":"RGU_23"},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:K2586)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:L2586)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:M2586)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:N2586)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2586,COLUMNS($J$2:O2586)),\"\")","v":"23 There are three elected Student President positions (sabbaticals) with remit for: education and welfare; communications and democracy; and sport and physical activity. The sabbatical officers with the elected vice-presidents form the RGU:Union Executive Committee. RGU:Union in partnership with the Department for the Enhancement of Learning, Teaching and Assessment (DELTA) manages the student representative system and provides training to circa 400 student representatives annually. Training sessions are run each semester and focus on representation as well as including the University approach to partnership working with students and the importance of both formal and informal mechanisms for providing feedback at all levels and across all departments and functions. Evidence shows that student representatives found the training to be effective. An online representative's forum is used to support student representatives. The Graduate School has made school representative sessions an integral part of the Researcher Development Training. These sessions are open to all PGR students and provide regular informal opportunities for students to discuss and feed back on their learning experience. PGR students also have formal opportunities to feed back on their learning experience - for example, through the Internal Postgraduate Research Experience Survey. Responding to the student voice"}]
[{"$f":"IF('> FILTER <'!B2588<>\"\",ROW(OFFSET(A2587,-1,0)),\"\")","v":2586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2588)),A2587,\"\")","v":2586},{"$f":"IFERROR(SMALL(Helper2_1,A2587),\"\")","v":2586},null,2586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2588)),$A2587,\"\")","v":2586},{"$f":"IFERROR(SMALL(Helper2_2,A2587),\"\")","v":2586},{"$f":"COUNTIF(Helper3_1,\"=\"&G2587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2587)=1, G2587, \"\")","v":2586},{"$f":"IFERROR(SMALL(Index_2,A2587),\"\")","v":2586},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:J2587)),\"\")","v":"RGU_24"},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:K2587)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:L2587)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:M2587)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:N2587)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2587,COLUMNS($J$2:O2587)),\"\")","v":"24 Students who met the ELIR team reported a strong ethos of partnership working between students and the University where the student voice impacts positively at programme level, through the committee structure, in strategy development and in shaping student enhancement activities (school and university wide). The student voice is also heard at the University Board of Governors' level through two student governor appointments (UG and PG). Students are active and equal members of the key university committees, and of the School Academic Boards. Student membership has been increased on a number of the University's key committees, notably the Academic Regulations Sub-Committee (ARSC) and the Learning Infrastructure Sub-Committee (LISC)."}]
[{"$f":"IF('> FILTER <'!B2589<>\"\",ROW(OFFSET(A2588,-1,0)),\"\")","v":2587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2589)),A2588,\"\")","v":2587},{"$f":"IFERROR(SMALL(Helper2_1,A2588),\"\")","v":2587},null,2587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2589)),$A2588,\"\")","v":2587},{"$f":"IFERROR(SMALL(Helper2_2,A2588),\"\")","v":2587},{"$f":"COUNTIF(Helper3_1,\"=\"&G2588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2588)=1, G2588, \"\")","v":2587},{"$f":"IFERROR(SMALL(Index_2,A2588),\"\")","v":2587},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:J2588)),\"\")","v":"RGU_25"},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:K2588)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:L2588)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:M2588)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:N2588)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2588,COLUMNS($J$2:O2588)),\"\")","v":"25 The University has a well-established and understood policy and practice in relation to annual appraisal of taught provision (see paragraphs 77-79 and 91) and students are central to the data collection process. Schools use a range of information including Annual Course Appraisal Reports; data gathered from the data dashboard system (RGU Insights); survey outputs; qualitative student feedback; and notes, feedback and actions from Student Staff Liaison Committee. These data feed into subsequent school discussions along with direct feedback received from school and class representatives, external examiner reports and professional services feedback to enable schools to reflect on the past year and to develop a School Academic Board Appraisal Report which contains an Action and Enhancement Plan. The Annual Appraisal Reports and Action and Enhancement Plans are reviewed and discussed at School Academic Boards of which the Student School Officer is a member. Implementation of the Action and Enhancement Plans and the RGU Learning and Teaching Framework are clearly linked to the School's Learning and Teaching plans; these are monitored by School Academic Boards and overseen at university level by QAEC."}]
[{"$f":"IF('> FILTER <'!B2590<>\"\",ROW(OFFSET(A2589,-1,0)),\"\")","v":2588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2590)),A2589,\"\")","v":2588},{"$f":"IFERROR(SMALL(Helper2_1,A2589),\"\")","v":2588},null,2588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2590)),$A2589,\"\")","v":2588},{"$f":"IFERROR(SMALL(Helper2_2,A2589),\"\")","v":2588},{"$f":"COUNTIF(Helper3_1,\"=\"&G2589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2589)=1, G2589, \"\")","v":2588},{"$f":"IFERROR(SMALL(Index_2,A2589),\"\")","v":2588},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:J2589)),\"\")","v":"RGU_25"},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:K2589)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:L2589)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:M2589)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:N2589)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2589,COLUMNS($J$2:O2589)),\"\")","v":"25 The University has a well-established and understood policy and practice in relation to annual appraisal of taught provision (see paragraphs 77-79 and 91) and students are central to the data collection process. Schools use a range of information including Annual Course Appraisal Reports; data gathered from the data dashboard system (RGU Insights); survey outputs; qualitative student feedback; and notes, feedback and actions from Student Staff Liaison Committee. These data feed into subsequent school discussions along with direct feedback received from school and class representatives, external examiner reports and professional services feedback to enable schools to reflect on the past year and to develop a School Academic Board Appraisal Report which contains an Action and Enhancement Plan. The Annual Appraisal Reports and Action and Enhancement Plans are reviewed and discussed at School Academic Boards of which the Student School Officer is a member. Implementation of the Action and Enhancement Plans and the RGU Learning and Teaching Framework are clearly linked to the School's Learning and Teaching plans; these are monitored by School Academic Boards and overseen at university level by QAEC."}]
[{"$f":"IF('> FILTER <'!B2591<>\"\",ROW(OFFSET(A2590,-1,0)),\"\")","v":2589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2591)),A2590,\"\")","v":2589},{"$f":"IFERROR(SMALL(Helper2_1,A2590),\"\")","v":2589},null,2589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2591)),$A2590,\"\")","v":2589},{"$f":"IFERROR(SMALL(Helper2_2,A2590),\"\")","v":2589},{"$f":"COUNTIF(Helper3_1,\"=\"&G2590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2590)=1, G2590, \"\")","v":2589},{"$f":"IFERROR(SMALL(Index_2,A2590),\"\")","v":2589},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:J2590)),\"\")","v":"RGU_26"},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:K2590)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:L2590)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:M2590)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:N2590)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2590,COLUMNS($J$2:O2590)),\"\")","v":"26 Academic Quality Officers (AQOs) provide SSOs with specific support for Annual Appraisal and School Academic Boards. The AQOs meet each SSO individually to go through their school's data dashboards for Annual Appraisal at both course and school level to support students to be able to review, consider and interrogate the qualitative and quantitative data. Student School Officers and Sabbaticals who met the ELIR team reported that these sessions were very helpful and were conducted in a collegiate manner which enabled students to feel they could question and challenge the data. As a result of student feedback and the annual appraisal process, school enhancement projects emerge in addition or complementary to the university-wide enhancement projects. Student representatives are fully involved in agreeing and leading the school-level enhancement projects. All projects have students as part of the working groups as well as being consulted at various stages in the project. Following the consideration of annual appraisal data at course and school levels, the Vice-Principal for Academic Development and Student Experience and the Assistant Chief Academic Officer and relevant Academic Quality Officer meet with each Head of School to discuss respective School Academic Board Appraisal Reports. There is demonstrable engagement in the Annual Appraisal Process by the Heads of School. Summaries of the meetings with Heads are reviewed by the Quality Assurance and Enhancement Committee (QAEC) and institutional level actions and enhancements are then taken forward, supported by DELTA. These meetings assist the University in maintaining institutional oversight and in identifying emerging enhancement themes and good practice. University priorities that aim to further enhance the student experience can emerge from any of these committees or groups, for consideration by the University."}]
[{"$f":"IF('> FILTER <'!B2592<>\"\",ROW(OFFSET(A2591,-1,0)),\"\")","v":2590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2592)),A2591,\"\")","v":2590},{"$f":"IFERROR(SMALL(Helper2_1,A2591),\"\")","v":2590},null,2590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2592)),$A2591,\"\")","v":2590},{"$f":"IFERROR(SMALL(Helper2_2,A2591),\"\")","v":2590},{"$f":"COUNTIF(Helper3_1,\"=\"&G2591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2591)=1, G2591, \"\")","v":2590},{"$f":"IFERROR(SMALL(Index_2,A2591),\"\")","v":2590},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:J2591)),\"\")","v":"RGU_27"},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:K2591)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:L2591)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:M2591)),\"\")","v":0},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:N2591)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2591,COLUMNS($J$2:O2591)),\"\")","v":"27 The ELIR team learned that staff and students valued, not only the formal mechanisms for giving and receiving feedback, but also the informal mechanisms which had been developed through an embedded partnership culture where students and the RGU:Union feel able to raise issues or concerns at any point in the semester. Not waiting for end-of-module evaluations, which were seen by some students as less valuable due to the retrospective nature of these surveys, allowed staff to respond quickly to resolve any issues. It was evident from discussions with students that they valued the supportive and engaged culture at the University. The School of Computing created both formal and informal processes to facilitate wider discussions with staff and students centred on the Student Evaluation Questionnaire (SEQ) results which were viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B2593<>\"\",ROW(OFFSET(A2592,-1,0)),\"\")","v":2591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2593)),A2592,\"\")","v":2591},{"$f":"IFERROR(SMALL(Helper2_1,A2592),\"\")","v":2591},null,2591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2593)),$A2592,\"\")","v":2591},{"$f":"IFERROR(SMALL(Helper2_2,A2592),\"\")","v":2591},{"$f":"COUNTIF(Helper3_1,\"=\"&G2592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2592)=1, G2592, \"\")","v":2591},{"$f":"IFERROR(SMALL(Index_2,A2592),\"\")","v":2591},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:J2592)),\"\")","v":"RGU_"},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:K2592)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:L2592)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:M2592)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:N2592)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2592,COLUMNS($J$2:O2592)),\"\")","v":" 28 The Step Change team in DELTA work closely with schools and professional support services to coordinate institutional learning, teaching and student experience projects. Local and institutional projects are identified on an annual basis as part of the annual appraisal process but may span several academic sessions depending on the scope of the project. An example of projects includes the RGU Baseline online learning project (see paragraph 82). As part of ongoing enhancement activity, work is being coordinated through Governance and Academic Quality to expand and integrate data related to student services into the RGU Insights database to allow data from all aspects of the student experience to be easily accessed and considered. The use of data to inform decision making at all levels was clearly demonstrated to the ELIR team."}]
[{"$f":"IF('> FILTER <'!B2594<>\"\",ROW(OFFSET(A2593,-1,0)),\"\")","v":2592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2594)),A2593,\"\")","v":2592},{"$f":"IFERROR(SMALL(Helper2_1,A2593),\"\")","v":2592},null,2592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2594)),$A2593,\"\")","v":2592},{"$f":"IFERROR(SMALL(Helper2_2,A2593),\"\")","v":2592},{"$f":"COUNTIF(Helper3_1,\"=\"&G2593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2593)=1, G2593, \"\")","v":2592},{"$f":"IFERROR(SMALL(Index_2,A2593),\"\")","v":2592},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:J2593)),\"\")","v":"RGU_29"},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:K2593)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:L2593)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:M2593)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:N2593)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2593,COLUMNS($J$2:O2593)),\"\")","v":"29 The ELIR team confirmed that the University had an effective approach to gathering and responding to the student voice through a variety of processes: Student Experience Questionnaires and closing feedback loop; internal pulse surveys; internal research survey; national surveys, including the National Student Survey (NSS); Internal Postgraduate Research Experience Survey (IPRES); Student AGM and Ask RGU platforms as well as through informal mechanisms directly with staff. Students are made aware of actions taken in response to their feedback through a variety of methods. At module level these are communicated through staff-student liaison meeting updates, posting information in the virtual learning environment (VLE) and through class representatives. School Action Plans are considered at School Academic Boards and the information cascaded by Student School Officers to the student representatives. This cascade approach also applies through the committee structure where representatives - for example, on QAEC - not only feed into discussions and decision-making but are expected to feedback to their constituents. University student and staff communication channels including social media are used to disseminate key enhancement activities and outcomes."}]
[{"$f":"IF('> FILTER <'!B2595<>\"\",ROW(OFFSET(A2594,-1,0)),\"\")","v":2593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2595)),A2594,\"\")","v":2593},{"$f":"IFERROR(SMALL(Helper2_1,A2594),\"\")","v":2593},null,2593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2595)),$A2594,\"\")","v":2593},{"$f":"IFERROR(SMALL(Helper2_2,A2594),\"\")","v":2593},{"$f":"COUNTIF(Helper3_1,\"=\"&G2594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2594)=1, G2594, \"\")","v":2593},{"$f":"IFERROR(SMALL(Index_2,A2594),\"\")","v":2593},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:J2594)),\"\")","v":"RGU_30"},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:K2594)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:L2594)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:M2594)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:N2594)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2594,COLUMNS($J$2:O2594)),\"\")","v":"30 Based on the evidence, the ELIR team commends the University for a genuine culture of effective collaboration, between the University and the student body, which is embedded through both formal and informal mechanisms at all levels of the institution. The student voice is actively sought, valued and acted upon across the University (see paragraphs 21, 25, 29 and 69)."}]
[{"$f":"IF('> FILTER <'!B2596<>\"\",ROW(OFFSET(A2595,-1,0)),\"\")","v":2594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2596)),A2595,\"\")","v":2594},{"$f":"IFERROR(SMALL(Helper2_1,A2595),\"\")","v":2594},null,2594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2596)),$A2595,\"\")","v":2594},{"$f":"IFERROR(SMALL(Helper2_2,A2595),\"\")","v":2594},{"$f":"COUNTIF(Helper3_1,\"=\"&G2595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2595)=1, G2595, \"\")","v":2594},{"$f":"IFERROR(SMALL(Index_2,A2595),\"\")","v":2594},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:J2595)),\"\")","v":"RGU_31"},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:K2595)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:L2595)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:M2595)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:N2595)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2595,COLUMNS($J$2:O2595)),\"\")","v":"31 Although the University has a range of approaches aimed at supporting equality and diversity, including working with local partners such as NHS Grampian, the University has identified equality and diversity structures and activity as needing further development. In August 2020, the University took steps to enhance the focus on equality and diversity through replacing the Equality and Diversity Advisory Group with a formal sub-committee of QAEC. The Equality and Diversity Sub-Committee is responsible for leading, monitoring and evaluating equality and diversity activity. The Student President (Education and Welfare) and Student Vice-President (Welfare) are core members of the sub-committee. In addition, a new Equality and Diversity Forum has been established to inform the work of the committee and the University aims to embed equality and diversity at all levels of annual appraisal. The new structure seeks to bring together various strands of work and enable impact to be assessed and responded to strategically. Staff and student Equality Champions have been established in the areas of age, disability, gender, sexual orientation, and race, religion and belief. The student Equality Champions work in partnership with RGU:Union to raise awareness and provide leadership for the equality strand being championed. In addition, the University is creating a new role in HR for an Equality, Diversity and Inclusion Adviser that will work alongside the existing structure of fair treatment advisers. Equality and Diversity Sub-Committee members have raised the need for further training and the University is considering the most appropriate additional training resources for staff."}]
[{"$f":"IF('> FILTER <'!B2597<>\"\",ROW(OFFSET(A2596,-1,0)),\"\")","v":2595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2597)),A2596,\"\")","v":2595},{"$f":"IFERROR(SMALL(Helper2_1,A2596),\"\")","v":2595},null,2595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2597)),$A2596,\"\")","v":2595},{"$f":"IFERROR(SMALL(Helper2_2,A2596),\"\")","v":2595},{"$f":"COUNTIF(Helper3_1,\"=\"&G2596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2596)=1, G2596, \"\")","v":2595},{"$f":"IFERROR(SMALL(Index_2,A2596),\"\")","v":2595},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:J2596)),\"\")","v":"RGU_32"},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:K2596)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:L2596)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:M2596)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:N2596)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2596,COLUMNS($J$2:O2596)),\"\")","v":"32 The new approach seeks to ensure strong institutional oversight, bringing together the various work strands of equality and diversity and to share internal and sector developments and best practice. The ELIR team learned that this work continued to be a priority for the University but the approach they are moving forward with was, at the time of the current ELIR, at an early stage since this was the first academic session with the new structure in place. The majority of staff and students who met the ELIR team were unaware of the equality and diversity work that was taking place within the institution. Therefore, based on the evidence, the ELIR team recommends that the University continues to develop and embed equality, diversity and inclusion strategy, actions and practices throughout all aspects of university activity and monitor the impact, ensuring that there is ownership and understanding among staff and students."}]
[{"$f":"IF('> FILTER <'!B2598<>\"\",ROW(OFFSET(A2597,-1,0)),\"\")","v":2596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2598)),A2597,\"\")","v":2596},{"$f":"IFERROR(SMALL(Helper2_1,A2597),\"\")","v":2596},null,2596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2598)),$A2597,\"\")","v":2596},{"$f":"IFERROR(SMALL(Helper2_2,A2597),\"\")","v":2596},{"$f":"COUNTIF(Helper3_1,\"=\"&G2597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2597)=1, G2597, \"\")","v":2596},{"$f":"IFERROR(SMALL(Index_2,A2597),\"\")","v":2596},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:J2597)),\"\")","v":"RGU_33"},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:K2597)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:L2597)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:M2597)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:N2597)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2597,COLUMNS($J$2:O2597)),\"\")","v":"33 The University recognises there is a significant gender imbalance in its student population with a larger than the sector average percentage of female undergraduate students (see paragraph 10). This is mainly due to a small number of discipline areas having significant gender imbalance - Nursing, Midwifery and Health Sciences which have a high proportion of female students (in line with the sector) and Engineering and Computing which have high proportion of male students. The University has implemented a number of initiatives at university and discipline levels as part of its Institutional Gender Action Plan (iGAP) (for example, Men Can Care, Women in Architecture and Construction) to narrow this imbalance. The Institutional Gender Action Plan has clear timelines, actions and owners from across the institution and is formally monitored, twice per year, through the Equality and Diversity Sub-Committee and Executive Board, before going to Board of Governors. The University has set key targets regarding programme imbalance - for example, 75% of more than one gender is halved by 2025-26 and that the overall male-female gap is narrowed. Monitoring of gender actions is also a feature of the annual appraisal process."}]
[{"$f":"IF('> FILTER <'!B2599<>\"\",ROW(OFFSET(A2598,-1,0)),\"\")","v":2597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2599)),A2598,\"\")","v":2597},{"$f":"IFERROR(SMALL(Helper2_1,A2598),\"\")","v":2597},null,2597,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2599)),$A2598,\"\")","v":2597},{"$f":"IFERROR(SMALL(Helper2_2,A2598),\"\")","v":2597},{"$f":"COUNTIF(Helper3_1,\"=\"&G2598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2598)=1, G2598, \"\")","v":2597},{"$f":"IFERROR(SMALL(Index_2,A2598),\"\")","v":2597},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:J2598)),\"\")","v":"RGU_34"},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:K2598)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:L2598)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:M2598)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:N2598)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2598,COLUMNS($J$2:O2598)),\"\")","v":"34 The University collects data in relation to protected characteristics and the wider equality and diversity agenda. Equalities data for 2019-20 identified withdrawal rates for those students with a declared disability was higher than any other category of students. Overall, retention had dropped for all protected characteristics except disability. The continuation rate for those who declared a disability is 88.8% compared to 89.6% for those students who do not declare a disability. Disabled student satisfaction was lower in some discipline areas of the University. Recognising the small numbers in some disciplines, local actions are developed and monitored as part of the annual appraisal process. QAEC and the Equality and Diversity Sub-Committee consider data relating to all protected characteristics and student performance and feeds into action planning. The Inclusion Centre provides confidential support to students with a wide range of disabilities including dyslexia screening and evaluation. The service continued to operate throughout the COVID-19 pandemic in the online environment."}]
[{"$f":"IF('> FILTER <'!B2600<>\"\",ROW(OFFSET(A2599,-1,0)),\"\")","v":2598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2600)),A2599,\"\")","v":2598},{"$f":"IFERROR(SMALL(Helper2_1,A2599),\"\")","v":2598},null,2598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2600)),$A2599,\"\")","v":2598},{"$f":"IFERROR(SMALL(Helper2_2,A2599),\"\")","v":2598},{"$f":"COUNTIF(Helper3_1,\"=\"&G2599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2599)=1, G2599, \"\")","v":2598},{"$f":"IFERROR(SMALL(Index_2,A2599),\"\")","v":2598},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:J2599)),\"\")","v":"RGU_35"},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:K2599)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:L2599)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:M2599)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:N2599)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2599,COLUMNS($J$2:O2599)),\"\")","v":"35 The University's population of black, Asian and minority ethnic (BAME) students exceeds the Scottish sector average. For first-degree students, 8.3% of students were BAME (compared with a sector average of 7.7%). The percentage of BAME students was larger in the postgraduate student community with 13.4% at postgraduate research level (compared with a sector average of 6.5%) and 14% at postgraduate taught level (compared with a sector average of 6.8%) with strong recruitment from West Africa. The ELIR team noted the positive, ongoing higher levels of BAME student recruitment across programmes and the strong retention rates for BAME students - 89.4% compared to 88.9% for white students. At the time of the current ELIR, university figures showed attainment gaps within some of the protected characteristics - for example, Asian students' 'good honours' were below the university average. The ELIR team would encourage the University to continue to make attainment data and planned actions clearly available to committees and teams across the institution to ensure action planning is clearly understood and monitored."}]
[{"$f":"IF('> FILTER <'!B2601<>\"\",ROW(OFFSET(A2600,-1,0)),\"\")","v":2599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2601)),A2600,\"\")","v":2599},{"$f":"IFERROR(SMALL(Helper2_1,A2600),\"\")","v":2599},null,2599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2601)),$A2600,\"\")","v":2599},{"$f":"IFERROR(SMALL(Helper2_2,A2600),\"\")","v":2599},{"$f":"COUNTIF(Helper3_1,\"=\"&G2600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2600)=1, G2600, \"\")","v":2599},{"$f":"IFERROR(SMALL(Index_2,A2600),\"\")","v":2599},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:J2600)),\"\")","v":"RGU_35"},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:K2600)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:L2600)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:M2600)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:N2600)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2600,COLUMNS($J$2:O2600)),\"\")","v":"35 The University's population of black, Asian and minority ethnic (BAME) students exceeds the Scottish sector average. For first-degree students, 8.3% of students were BAME (compared with a sector average of 7.7%). The percentage of BAME students was larger in the postgraduate student community with 13.4% at postgraduate research level (compared with a sector average of 6.5%) and 14% at postgraduate taught level (compared with a sector average of 6.8%) with strong recruitment from West Africa. The ELIR team noted the positive, ongoing higher levels of BAME student recruitment across programmes and the strong retention rates for BAME students - 89.4% compared to 88.9% for white students. At the time of the current ELIR, university figures showed attainment gaps within some of the protected characteristics - for example, Asian students' 'good honours' were below the university average. The ELIR team would encourage the University to continue to make attainment data and planned actions clearly available to committees and teams across the institution to ensure action planning is clearly understood and monitored."}]
[{"$f":"IF('> FILTER <'!B2602<>\"\",ROW(OFFSET(A2601,-1,0)),\"\")","v":2600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2602)),A2601,\"\")","v":2600},{"$f":"IFERROR(SMALL(Helper2_1,A2601),\"\")","v":2600},null,2600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2602)),$A2601,\"\")","v":2600},{"$f":"IFERROR(SMALL(Helper2_2,A2601),\"\")","v":2600},{"$f":"COUNTIF(Helper3_1,\"=\"&G2601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2601)=1, G2601, \"\")","v":2600},{"$f":"IFERROR(SMALL(Index_2,A2601),\"\")","v":2600},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:J2601)),\"\")","v":"RGU_36"},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:K2601)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:L2601)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:M2601)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:N2601)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2601,COLUMNS($J$2:O2601)),\"\")","v":"36 Working in partnership with students and the Students' Union, there is a heightened commitment to tackling racism and decolonising the curriculum. The ELIR team heard from student sabbaticals of the positive responses made by the University in listening to BAME students and the commitment to working in partnership to tackle issues. A number of key events and commitments have been made including the University signing the Advance HE sector anti-racism pledge, Black History month in 2020, and RGU:Union's Black liberation Group established a project developed with staff and students to examine and inform the Social Work curriculum."}]
[{"$f":"IF('> FILTER <'!B2603<>\"\",ROW(OFFSET(A2602,-1,0)),\"\")","v":2601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2603)),A2602,\"\")","v":2601},{"$f":"IFERROR(SMALL(Helper2_1,A2602),\"\")","v":2601},null,2601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2603)),$A2602,\"\")","v":2601},{"$f":"IFERROR(SMALL(Helper2_2,A2602),\"\")","v":2601},{"$f":"COUNTIF(Helper3_1,\"=\"&G2602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2602)=1, G2602, \"\")","v":2601},{"$f":"IFERROR(SMALL(Index_2,A2602),\"\")","v":2601},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:J2602)),\"\")","v":"RGU_37"},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:K2602)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:L2602)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:M2602)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:N2602)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2602,COLUMNS($J$2:O2602)),\"\")","v":"37 The University has a long-established commitment to widening participation and has embedded support systems to facilitate students to succeed. Widening participation and inclusion remain key strategic objectives of the University as outlined in the University Strategy Map. During 2019, the University developed an approach focused on promoting and implementing 'Access Excellence'. This approach - 'ACCESS RGU' - targets individuals who are underrepresented in higher education including MD20, care experienced learners and Schools for Higher Education Programme (SHEP) schools. ACCESS RGU seeks to support the recruitment, transition and achievement of learners from diverse backgrounds and circumstances, removing barriers and raising aspirations. Free ACCESS RGU Enrolment Support Packs are distributed to eligible students at the start of the first semester. The pack comprises financial goods (including accommodation discounts, book vouchers and travel vouchers) to aid the learner in areas such as living costs, digital technology and travel, all enabling a smooth transition to university."}]
[{"$f":"IF('> FILTER <'!B2604<>\"\",ROW(OFFSET(A2603,-1,0)),\"\")","v":2602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2604)),A2603,\"\")","v":2602},{"$f":"IFERROR(SMALL(Helper2_1,A2603),\"\")","v":2602},null,2602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2604)),$A2603,\"\")","v":2602},{"$f":"IFERROR(SMALL(Helper2_2,A2603),\"\")","v":2602},{"$f":"COUNTIF(Helper3_1,\"=\"&G2603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2603)=1, G2603, \"\")","v":2602},{"$f":"IFERROR(SMALL(Index_2,A2603),\"\")","v":2602},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:J2603)),\"\")","v":"RGU_38"},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:K2603)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:L2603)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:M2603)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:N2603)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2603,COLUMNS($J$2:O2603)),\"\")","v":"38 The University has a strong track record in enabling students with higher national qualifications to enter with advanced standing and supports around 400 students annually. An embedded partnership with NESCOL is central to RGU's approach to college articulation and has informed the University's new College Engagement Strategy. To further embed partnership working, a representative from NESCOL is included in Academic Development Committee membership. In seeking to expand the number of articulating students and particularly those from MD20 backgrounds, the University's new College Engagement Strategy was developed to establish new agreements with colleges from other regions, expanding the number and focus of qualifications recognised. These have focused mainly on disciplines where recruitment to NESCOL has been traditionally lower. The University runs an Associate Student Scheme to support transitions and allow college students to access university resources. During the review visits, the ELIR team met students who confirmed the benefits of the associate student scheme."}]
[{"$f":"IF('> FILTER <'!B2605<>\"\",ROW(OFFSET(A2604,-1,0)),\"\")","v":2603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2605)),A2604,\"\")","v":2603},{"$f":"IFERROR(SMALL(Helper2_1,A2604),\"\")","v":2603},null,2603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2605)),$A2604,\"\")","v":2603},{"$f":"IFERROR(SMALL(Helper2_2,A2604),\"\")","v":2603},{"$f":"COUNTIF(Helper3_1,\"=\"&G2604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2604)=1, G2604, \"\")","v":2603},{"$f":"IFERROR(SMALL(Index_2,A2604),\"\")","v":2603},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:J2604)),\"\")","v":"RGU_39"},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:K2604)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:L2604)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:M2604)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:N2604)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2604,COLUMNS($J$2:O2604)),\"\")","v":"39 A strong emphasis on regional recruitment limits the available pool of local MD20 students. The proportion of Scottish domiciled MD20 students has dropped slightly in recent years but the University has taken steps to address this decline through refreshed outreach activities such as the Gray's Mobile Art School, extending the SHEP work to SHEP schools outside the region, and the Access To programme. The University recognises that despite high levels of participation in outreach activities, conversion to enrolments remains a challenge with approximately 50% of participants applying to the University. The University continues to develop transition and outreach activities to enhance the student experience and increase conversion rates. Specific support arrangements have been developed to support students who are estranged from parents or carers and students who are care experienced students, including developing a Corporate Parenting Plan and appointing a dedicated Care Experience (CE) lead who provides advice and support at all stages of the learner journey."}]
[{"$f":"IF('> FILTER <'!B2606<>\"\",ROW(OFFSET(A2605,-1,0)),\"\")","v":2604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2606)),A2605,\"\")","v":2604},{"$f":"IFERROR(SMALL(Helper2_1,A2605),\"\")","v":2604},null,2604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2606)),$A2605,\"\")","v":2604},{"$f":"IFERROR(SMALL(Helper2_2,A2605),\"\")","v":2604},{"$f":"COUNTIF(Helper3_1,\"=\"&G2605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2605)=1, G2605, \"\")","v":2604},{"$f":"IFERROR(SMALL(Index_2,A2605),\"\")","v":2604},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:J2605)),\"\")","v":"RGU_40"},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:K2605)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:L2605)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:M2605)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:N2605)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2605,COLUMNS($J$2:O2605)),\"\")","v":"40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."}]
[{"$f":"IF('> FILTER <'!B2607<>\"\",ROW(OFFSET(A2606,-1,0)),\"\")","v":2605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2607)),A2606,\"\")","v":2605},{"$f":"IFERROR(SMALL(Helper2_1,A2606),\"\")","v":2605},null,2605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2607)),$A2606,\"\")","v":2605},{"$f":"IFERROR(SMALL(Helper2_2,A2606),\"\")","v":2605},{"$f":"COUNTIF(Helper3_1,\"=\"&G2606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2606)=1, G2606, \"\")","v":2605},{"$f":"IFERROR(SMALL(Index_2,A2606),\"\")","v":2605},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:J2606)),\"\")","v":"RGU_40"},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:K2606)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:L2606)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:M2606)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:N2606)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2606,COLUMNS($J$2:O2606)),\"\")","v":"40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."}]
[{"$f":"IF('> FILTER <'!B2608<>\"\",ROW(OFFSET(A2607,-1,0)),\"\")","v":2606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2608)),A2607,\"\")","v":2606},{"$f":"IFERROR(SMALL(Helper2_1,A2607),\"\")","v":2606},null,2606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2608)),$A2607,\"\")","v":2606},{"$f":"IFERROR(SMALL(Helper2_2,A2607),\"\")","v":2606},{"$f":"COUNTIF(Helper3_1,\"=\"&G2607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2607)=1, G2607, \"\")","v":2606},{"$f":"IFERROR(SMALL(Index_2,A2607),\"\")","v":2606},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:J2607)),\"\")","v":"RGU_40"},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:K2607)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:L2607)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:M2607)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:N2607)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2607,COLUMNS($J$2:O2607)),\"\")","v":"40 Graduate Apprentice (GA) student numbers have increased steadily since the first intake in 2017, involving four academic schools and a portfolio of seven GA programmes. 175 fully-funded places have been awarded to RGU for session 2020-21. An institutional approach was taken to the development, design and delivery of GA programmes to ensure the student experience met academic, employer and student expectations, building on the experience of the University in work-based learning. Quality assurance and enhancement is managed through normal university quality processes. GA course leaders attend bimonthly cross-school meetings to enable planning and facilitate sharing good practice. At the time of the current ELIR, GA student satisfaction levels were high with a minimum of 87% satisfaction in the last two years of Student Evaluation Questionnaires (SEQ). In addition to SEQs, the student experience is evaluated through site visits and student-staff Liaison Group Meetings. GA students who met with the ELIR team reported strong staff partnership working and that they valued the workplace mentor and the good communication between the University and the work placement, facilitated by a dedicated VLE page. Students reported that academic staff were considered very approachable and any issues raised were addressed quickly. Based on the evidence, the ELIR team commends the University for an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."}]
[{"$f":"IF('> FILTER <'!B2609<>\"\",ROW(OFFSET(A2608,-1,0)),\"\")","v":2607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2609)),A2608,\"\")","v":2607},{"$f":"IFERROR(SMALL(Helper2_1,A2608),\"\")","v":2607},null,2607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2609)),$A2608,\"\")","v":2607},{"$f":"IFERROR(SMALL(Helper2_2,A2608),\"\")","v":2607},{"$f":"COUNTIF(Helper3_1,\"=\"&G2608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2608)=1, G2608, \"\")","v":2607},{"$f":"IFERROR(SMALL(Index_2,A2608),\"\")","v":2607},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:J2608)),\"\")","v":"RGU_41"},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:K2608)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:L2608)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:M2608)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:N2608)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2608,COLUMNS($J$2:O2608)),\"\")","v":"41 A strategic focus on online programme development and delivery has seen the University recruit on average around 4,500 students per year since ELIR 2016. Particular emphasis has been on postgraduate taught students, enabling the University to become the third largest provider of online master's programmes in the UK. Although the decline in student numbers was reflected in this group of learners, data for 2020-21 shows early signs of a reversal of this trend. To support this growth of online students, guidance and minimum standards have been developed and are being monitored across the institution with the aim of achieving greater consistency and enhancing the student experience of online learners. It is evident from discussions with students and staff that the university-wide projects on online learning and assessment have had a positive impact on the student experience."}]
[{"$f":"IF('> FILTER <'!B2610<>\"\",ROW(OFFSET(A2609,-1,0)),\"\")","v":2608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2610)),A2609,\"\")","v":2608},{"$f":"IFERROR(SMALL(Helper2_1,A2609),\"\")","v":2608},null,2608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2610)),$A2609,\"\")","v":2608},{"$f":"IFERROR(SMALL(Helper2_2,A2609),\"\")","v":2608},{"$f":"COUNTIF(Helper3_1,\"=\"&G2609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2609)=1, G2609, \"\")","v":2608},{"$f":"IFERROR(SMALL(Index_2,A2609),\"\")","v":2608},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:J2609)),\"\")","v":"RGU_42"},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:K2609)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:L2609)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:M2609)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:N2609)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2609,COLUMNS($J$2:O2609)),\"\")","v":"42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."}]
[{"$f":"IF('> FILTER <'!B2611<>\"\",ROW(OFFSET(A2610,-1,0)),\"\")","v":2609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2611)),A2610,\"\")","v":2609},{"$f":"IFERROR(SMALL(Helper2_1,A2610),\"\")","v":2609},null,2609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2611)),$A2610,\"\")","v":2609},{"$f":"IFERROR(SMALL(Helper2_2,A2610),\"\")","v":2609},{"$f":"COUNTIF(Helper3_1,\"=\"&G2610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2610)=1, G2610, \"\")","v":2609},{"$f":"IFERROR(SMALL(Index_2,A2610),\"\")","v":2609},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:J2610)),\"\")","v":"RGU_42"},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:K2610)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:L2610)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:M2610)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:N2610)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2610,COLUMNS($J$2:O2610)),\"\")","v":"42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."}]
[{"$f":"IF('> FILTER <'!B2612<>\"\",ROW(OFFSET(A2611,-1,0)),\"\")","v":2610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2612)),A2611,\"\")","v":2610},{"$f":"IFERROR(SMALL(Helper2_1,A2611),\"\")","v":2610},null,2610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2612)),$A2611,\"\")","v":2610},{"$f":"IFERROR(SMALL(Helper2_2,A2611),\"\")","v":2610},{"$f":"COUNTIF(Helper3_1,\"=\"&G2611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2611)=1, G2611, \"\")","v":2610},{"$f":"IFERROR(SMALL(Index_2,A2611),\"\")","v":2610},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:J2611)),\"\")","v":"RGU_42"},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:K2611)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:L2611)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:M2611)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:N2611)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2611,COLUMNS($J$2:O2611)),\"\")","v":"42 The University has an effective, student-centred approach to supporting students across their learner journey - regardless of stage, mode or location of study - with additional dedicated support for students who have particular characteristics and needs. Supporting employability was seen as a particular strength, by the institution and the ELIR team, where the work of the central Employability team is embedded in programmes. The establishment of the eHub (see paragraph 51) is valued by staff and students. The Access team, previously located in DELTA, was moved to become part of the Department of Student Recruitment and Admissions as the institution sought to capitalise on synergies between the two areas. The University has an inclusive approach to admissions and utilises contextual admissions to ensure a fair approach that recognises different learner journeys and backgrounds. The restructure and refocus of recruitment, marketing and admissions has impacted positively on student numbers and supports a more agile response to external markets."}]
[{"$f":"IF('> FILTER <'!B2613<>\"\",ROW(OFFSET(A2612,-1,0)),\"\")","v":2611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2613)),A2612,\"\")","v":2611},{"$f":"IFERROR(SMALL(Helper2_1,A2612),\"\")","v":2611},null,2611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2613)),$A2612,\"\")","v":2611},{"$f":"IFERROR(SMALL(Helper2_2,A2612),\"\")","v":2611},{"$f":"COUNTIF(Helper3_1,\"=\"&G2612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2612)=1, G2612, \"\")","v":2611},{"$f":"IFERROR(SMALL(Index_2,A2612),\"\")","v":2611},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:J2612)),\"\")","v":"RGU_43"},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:K2612)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:L2612)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:M2612)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:N2612)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2612,COLUMNS($J$2:O2612)),\"\")","v":"43 The University operates a strong partnership approach between schools, support services and RGU:Union to deliver and develop student support services. Student feedback is actively sought and informs practice. At the time of the current ELIR, the support services data was not fully integrated within the RGU Insights database. While an amount of data is available to support services from the current RGU Insights databases, the University is exploring what other data could be drawn from support services to provide further understanding of the wider student experience. As with the student data in RGU Insights, data and student feedback on support services is actively sought, listened to and has  impact. With the rapid move to online delivery, the University responded quickly to make student services available to students in the online environment. The students who met with the ELIR team reported positively of their experience of support services and the availability of resources. It was acknowledged by students on practical/creative programmes of study that online was a little more challenging due to the need to create physically and to fully use more advanced software packages off-campus. Library resources were available to students in the online environment pre-pandemic; in addition, a click-and-collect service was introduced for stock not available online, and bookable study spaces were created on-campus. Bookable study spaces were particularly welcomed by students who recognised that the University was seeking to help students whose home environment was not fully conducive to study."}]
[{"$f":"IF('> FILTER <'!B2614<>\"\",ROW(OFFSET(A2613,-1,0)),\"\")","v":2612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2614)),A2613,\"\")","v":2612},{"$f":"IFERROR(SMALL(Helper2_1,A2613),\"\")","v":2612},null,2612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2614)),$A2613,\"\")","v":2612},{"$f":"IFERROR(SMALL(Helper2_2,A2613),\"\")","v":2612},{"$f":"COUNTIF(Helper3_1,\"=\"&G2613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2613)=1, G2613, \"\")","v":2612},{"$f":"IFERROR(SMALL(Index_2,A2613),\"\")","v":2612},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:J2613)),\"\")","v":"RGU_43"},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:K2613)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:L2613)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:M2613)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:N2613)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2613,COLUMNS($J$2:O2613)),\"\")","v":"43 The University operates a strong partnership approach between schools, support services and RGU:Union to deliver and develop student support services. Student feedback is actively sought and informs practice. At the time of the current ELIR, the support services data was not fully integrated within the RGU Insights database. While an amount of data is available to support services from the current RGU Insights databases, the University is exploring what other data could be drawn from support services to provide further understanding of the wider student experience. As with the student data in RGU Insights, data and student feedback on support services is actively sought, listened to and has  impact. With the rapid move to online delivery, the University responded quickly to make student services available to students in the online environment. The students who met with the ELIR team reported positively of their experience of support services and the availability of resources. It was acknowledged by students on practical/creative programmes of study that online was a little more challenging due to the need to create physically and to fully use more advanced software packages off-campus. Library resources were available to students in the online environment pre-pandemic; in addition, a click-and-collect service was introduced for stock not available online, and bookable study spaces were created on-campus. Bookable study spaces were particularly welcomed by students who recognised that the University was seeking to help students whose home environment was not fully conducive to study."}]
[{"$f":"IF('> FILTER <'!B2615<>\"\",ROW(OFFSET(A2614,-1,0)),\"\")","v":2613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2615)),A2614,\"\")","v":2613},{"$f":"IFERROR(SMALL(Helper2_1,A2614),\"\")","v":2613},null,2613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2615)),$A2614,\"\")","v":2613},{"$f":"IFERROR(SMALL(Helper2_2,A2614),\"\")","v":2613},{"$f":"COUNTIF(Helper3_1,\"=\"&G2614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2614)=1, G2614, \"\")","v":2613},{"$f":"IFERROR(SMALL(Index_2,A2614),\"\")","v":2613},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:J2614)),\"\")","v":"RGU_44"},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:K2614)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:L2614)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:M2614)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:N2614)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2614,COLUMNS($J$2:O2614)),\"\")","v":"44 Targeted transition support is provided to college articulating students, such as subject-specific DegreePrep programmes and the Associate Student Scheme. The University responded to the Student Transitions Enhancement theme, which ran from 2014 to 2017, by developing a range of work streams around three themes: cross university, discipline areas and students. This work has left a legacy in the institution that remains, keeping transition activity at the forefront of admissions and outreach work. This work includes developing study skills; supporting specific groups - for example, care experienced students; and offering Enrolment Support Packs that provide financial, technology and travel support, particularly for MD20 and care experienced students. The Associate Student Scheme is aimed at students who plan to progress to Robert Gordon University directly into year two or three of a linked degree course from a partner college. The scheme gives students access to academic resources and university facilities in advance of starting at the University to ensure a smooth transition."}]
[{"$f":"IF('> FILTER <'!B2616<>\"\",ROW(OFFSET(A2615,-1,0)),\"\")","v":2614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2616)),A2615,\"\")","v":2614},{"$f":"IFERROR(SMALL(Helper2_1,A2615),\"\")","v":2614},null,2614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2616)),$A2615,\"\")","v":2614},{"$f":"IFERROR(SMALL(Helper2_2,A2615),\"\")","v":2614},{"$f":"COUNTIF(Helper3_1,\"=\"&G2615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2615)=1, G2615, \"\")","v":2614},{"$f":"IFERROR(SMALL(Index_2,A2615),\"\")","v":2614},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:J2615)),\"\")","v":"RGU_45"},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:K2615)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:L2615)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:M2615)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:N2615)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2615,COLUMNS($J$2:O2615)),\"\")","v":"45 Students who met with the ELIR team identified that a wide range of student support services were available including academic, pastoral, finance, health and wellbeing, and spoke positively about the services. Students and staff noted the University's focus on enhancing student services and the positive impact of the pandemic which has significantly advanced the accessibility of student services online, such as Ask RGU and online counselling. Aiming to ensure the quality of services, the University introduced an annual appraisal of student-facing support services. This process is informed by student feedback and other data and encourages service departments to reflect upon the delivery of services and their impact on the student experience. In addition to the Annual Appraisal Process, the University conducts an annual Student-Facing Support Services Review. Thematic review methodology is used to review a particular aspect of student services, the results of which inform enhancements to services. Data from a variety of sources inform the reviews including survey results, NSS and student feedback from the Student Voice Forum, the Student AGM, sabbatical officers and student representatives. The theme for academic year 2020-21 was 'Ask RGU: Effectively facilitating students raising questions, obtaining advice and help during their RGU journey'. This review will be the first review of the Ask RGU platform and the University will use the outcomes from the review to inform future enhancements in student communications."}]
[{"$f":"IF('> FILTER <'!B2617<>\"\",ROW(OFFSET(A2616,-1,0)),\"\")","v":2615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2617)),A2616,\"\")","v":2615},{"$f":"IFERROR(SMALL(Helper2_1,A2616),\"\")","v":2615},null,2615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2617)),$A2616,\"\")","v":2615},{"$f":"IFERROR(SMALL(Helper2_2,A2616),\"\")","v":2615},{"$f":"COUNTIF(Helper3_1,\"=\"&G2616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2616)=1, G2616, \"\")","v":2615},{"$f":"IFERROR(SMALL(Index_2,A2616),\"\")","v":2615},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:J2616)),\"\")","v":"RGU_46"},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:K2616)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:L2616)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:M2616)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:N2616)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2616,COLUMNS($J$2:O2616)),\"\")","v":"46 Students are able to access academic and pastoral support through the Personal Tutoring system within academic schools. Pastoral and wellbeing support is also accessible to students through both the Students' Union and central student services. Dedicated university services have been developed such as the network of trained First Responders for victims of gender-based violence and training of staff and students as mental health first aiders. RGU:Union also provides pastoral support of students, offering advice and support  on a range of practical matters including academic appeals and complaints. In addition, RGU:Union provides other student-led support including RGU Peer Support which is a student-led, peer-to-peer service which provides an opportunity for students to chat with a trained Peer Supporter."}]
[{"$f":"IF('> FILTER <'!B2618<>\"\",ROW(OFFSET(A2617,-1,0)),\"\")","v":2616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2618)),A2617,\"\")","v":2616},{"$f":"IFERROR(SMALL(Helper2_1,A2617),\"\")","v":2616},null,2616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2618)),$A2617,\"\")","v":2616},{"$f":"IFERROR(SMALL(Helper2_2,A2617),\"\")","v":2616},{"$f":"COUNTIF(Helper3_1,\"=\"&G2617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2617)=1, G2617, \"\")","v":2616},{"$f":"IFERROR(SMALL(Index_2,A2617),\"\")","v":2616},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:J2617)),\"\")","v":"RGU_46"},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:K2617)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:L2617)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:M2617)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:N2617)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2617,COLUMNS($J$2:O2617)),\"\")","v":"46 Students are able to access academic and pastoral support through the Personal Tutoring system within academic schools. Pastoral and wellbeing support is also accessible to students through both the Students' Union and central student services. Dedicated university services have been developed such as the network of trained First Responders for victims of gender-based violence and training of staff and students as mental health first aiders. RGU:Union also provides pastoral support of students, offering advice and support  on a range of practical matters including academic appeals and complaints. In addition, RGU:Union provides other student-led support including RGU Peer Support which is a student-led, peer-to-peer service which provides an opportunity for students to chat with a trained Peer Supporter."}]
[{"$f":"IF('> FILTER <'!B2619<>\"\",ROW(OFFSET(A2618,-1,0)),\"\")","v":2617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2619)),A2618,\"\")","v":2617},{"$f":"IFERROR(SMALL(Helper2_1,A2618),\"\")","v":2617},null,2617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2619)),$A2618,\"\")","v":2617},{"$f":"IFERROR(SMALL(Helper2_2,A2618),\"\")","v":2617},{"$f":"COUNTIF(Helper3_1,\"=\"&G2618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2618)=1, G2618, \"\")","v":2617},{"$f":"IFERROR(SMALL(Index_2,A2618),\"\")","v":2617},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:J2618)),\"\")","v":"RGU_47"},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:K2618)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:L2618)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:M2618)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:N2618)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2618,COLUMNS($J$2:O2618)),\"\")","v":"47 The University launched training for Personal Tutors in 2018-19 and refreshed the Personal Tutoring system in 2019-20 in response to student feedback regarding variations in access and implementation across academic schools and departments. All academic schools have a Personal Tutoring scheme in place, in line with university policy on personal tutoring, which specifies the core aims of such systems and required characteristics. The Head of School is responsible for school implementation and monitoring of the Personal Tutoring scheme within the school. The Learning Infrastructure Committee reviewed operations of the Personal Tutoring scheme across schools and, from 2019-20, evaluation of the Personal Tutoring system has been included in annual appraisal processes. Students who met with the ELIR team reported significant progress in students' understanding of and access to Personal Tutors, although some were still unaware of who their Personal Tutor was, and they confirmed that variations in availability and level of support still existed across disciplines, schools and mode of study. Local implementation is part of the university policy and monitoring has been recently built into the annual appraisal processes (introduced 2019-20) but the University recognises through reviewing the annual appraisal information, feedback from students and feedback provided through the RGU:Union partnership meetings, that there are still areas where improvement is required. The ELIR team considered the Personal Tutoring scheme as one example of how the implementation of policy varied at school level (see paragraphs 49, 58, 74, 103, 108 and 127). The ELIR team recommend that the University reflects on the way in which the Personal Tutoring scheme is implemented at school level to ensure that taught students have access to and receive comparable student support."}]
[{"$f":"IF('> FILTER <'!B2620<>\"\",ROW(OFFSET(A2619,-1,0)),\"\")","v":2618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2620)),A2619,\"\")","v":2618},{"$f":"IFERROR(SMALL(Helper2_1,A2619),\"\")","v":2618},null,2618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2620)),$A2619,\"\")","v":2618},{"$f":"IFERROR(SMALL(Helper2_2,A2619),\"\")","v":2618},{"$f":"COUNTIF(Helper3_1,\"=\"&G2619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2619)=1, G2619, \"\")","v":2618},{"$f":"IFERROR(SMALL(Index_2,A2619),\"\")","v":2618},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:J2619)),\"\")","v":"RGU_48"},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:K2619)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:L2619)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:M2619)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:N2619)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2619,COLUMNS($J$2:O2619)),\"\")","v":"48 The University has a strategic approach to developments in learning, teaching and assessment which it drives forward through cross-university actions located within the Learning and Teaching Framework, which is overseen by the Quality Assurance and Enhancement Committee. In response to the 2016 ELIR, the University initiated a project to transform assessment and feedback with the recommendations being implemented from session 2017-18. The focus of the work was to reduce variability of feedback, implement good practice and to enhance clarity of feedback timescales. This resulted in a 5% increase in student overall satisfaction in the NSS and 7% increase in satisfaction regarding timeliness of feedback. A two-year project was also initiated that engaged with all academic schools in moving to online submission, marking and feedback. Recognising the different assessment practices deployed at discipline level, a hub-and-spoke model was adopted that ensured responsibility for local implementation sat with schools while cross-institutional coordination was led by the project team in DELTA providing centralised management. A project board consisting of senior management, academic staff and students provided institutional oversight and governance."}]
[{"$f":"IF('> FILTER <'!B2621<>\"\",ROW(OFFSET(A2620,-1,0)),\"\")","v":2619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2621)),A2620,\"\")","v":2619},{"$f":"IFERROR(SMALL(Helper2_1,A2620),\"\")","v":2619},null,2619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2621)),$A2620,\"\")","v":2619},{"$f":"IFERROR(SMALL(Helper2_2,A2620),\"\")","v":2619},{"$f":"COUNTIF(Helper3_1,\"=\"&G2620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2620)=1, G2620, \"\")","v":2619},{"$f":"IFERROR(SMALL(Index_2,A2620),\"\")","v":2619},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:J2620)),\"\")","v":"RGU_49"},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:K2620)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:L2620)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:M2620)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:N2620)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2620,COLUMNS($J$2:O2620)),\"\")","v":"49 The University introduced a 20-working day turnaround period in 2016-17 as part of the assessment and feedback work following ELIR 2016. This included a requirement that student handbooks were to include a section on assessment dates with feedback return dates. An audit of student handbooks was carried out in 2019-20 to ensure compliance. The University has driven enhancement in assessment and feedback across the institution. During 2019-20, student feedback via RGU:Union highlighted that within some courses the required 20-working day feedback policy was not being fully implemented in a couple of schools. Discussions with the relevant Heads were held to explore and understand issues and the outcomes were communicated to the relevant student cohorts. The University  recognises the need to ensure that schools meet the 20-working day feedback deadline, and, where necessary, the time to return feedback forms part of the annual appraisal discussions. The ELIR team acknowledged the amount of work that the institution has conducted to enhance assessment and feedback, and the notable impact this has had on student satisfaction. The University is encouraged to continue this work. 50 At the time of the 2016 ELIR, the team observed some variable practice in the operation of the institution's criterion-referenced grading scheme. The current ELIR team noted that the issue remained current. The University has recognised this is an area of work that needs to be concluded and has convened a working party to make final recommendations during 2021-22. The ELIR team recommend that the University should consider and resolve the institutional approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022."}]
[{"$f":"IF('> FILTER <'!B2622<>\"\",ROW(OFFSET(A2621,-1,0)),\"\")","v":2620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2622)),A2621,\"\")","v":2620},{"$f":"IFERROR(SMALL(Helper2_1,A2621),\"\")","v":2620},null,2620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2622)),$A2621,\"\")","v":2620},{"$f":"IFERROR(SMALL(Helper2_2,A2621),\"\")","v":2620},{"$f":"COUNTIF(Helper3_1,\"=\"&G2621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2621)=1, G2621, \"\")","v":2620},{"$f":"IFERROR(SMALL(Index_2,A2621),\"\")","v":2620},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:J2621)),\"\")","v":"RGU_51"},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:K2621)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:L2621)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:M2621)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:N2621)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2621,COLUMNS($J$2:O2621)),\"\")","v":"51 The University has a long-established, embedded approach to developing employability knowledge and skills in its graduates, the success of which is evident from the employability and graduate employability metrics with RGU second in UK and 46th in the world for graduate employment (QS Graduate Employability Rankings 2020). Since ELIR 2016, the University has brought together the Aberdeen Business School and the Design and Technology School placement offices with the study abroad and careers teams to create the Employability and Professional Enrichment Hub (Hub) which developed the eHub - the online employability platform. The Hub seeks to coordinate the delivery, development and deployment of employability support services including placements, study abroad and careers services. The eHub is available to all students, staff and alumni, and most academic schools are using the eHub, with current users exceeding 6,500 and over 220,000 activities since the 2018 launch. Staff and students who met with the ELIR team reported the University's clear strategic focus on employability was well understood, with the activities offered being valued by students across academic disciplines. Many of the resources available through the eHub have been embedded in programmes within academic schools to increase accessibility for students."}]
[{"$f":"IF('> FILTER <'!B2623<>\"\",ROW(OFFSET(A2622,-1,0)),\"\")","v":2621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2623)),A2622,\"\")","v":2621},{"$f":"IFERROR(SMALL(Helper2_1,A2622),\"\")","v":2621},null,2621,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2623)),$A2622,\"\")","v":2621},{"$f":"IFERROR(SMALL(Helper2_2,A2622),\"\")","v":2621},{"$f":"COUNTIF(Helper3_1,\"=\"&G2622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2622)=1, G2622, \"\")","v":2621},{"$f":"IFERROR(SMALL(Index_2,A2622),\"\")","v":2621},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:J2622)),\"\")","v":"RGU_52"},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:K2622)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:L2622)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:M2622)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:N2622)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2622,COLUMNS($J$2:O2622)),\"\")","v":"52 Academic programmes are designed to ensure a variety of learning and teaching activities. Employer engagement is a central feature and shapes the curriculum. The Centre for Collaborative and Interprofessional Practice enhances the employability of students through exposing them to other professions, collaborative working and interprofessional learning and practice. The University has sought to increase study abroad opportunities to further enhance employability skills in graduates, and support is provided by the Employability and Professional Enrichment Team supported by a link coordinator in each school. The ELIR team heard how international students or those seeking to work overseas after graduation are supported to gain placements and then industry contacts in their chosen country while still studying at RGU."}]
[{"$f":"IF('> FILTER <'!B2624<>\"\",ROW(OFFSET(A2623,-1,0)),\"\")","v":2622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2624)),A2623,\"\")","v":2622},{"$f":"IFERROR(SMALL(Helper2_1,A2623),\"\")","v":2622},null,2622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2624)),$A2623,\"\")","v":2622},{"$f":"IFERROR(SMALL(Helper2_2,A2623),\"\")","v":2622},{"$f":"COUNTIF(Helper3_1,\"=\"&G2623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2623)=1, G2623, \"\")","v":2622},{"$f":"IFERROR(SMALL(Index_2,A2623),\"\")","v":2622},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:J2623)),\"\")","v":"RGU_53"},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:K2623)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:L2623)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:M2623)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:N2623)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2623,COLUMNS($J$2:O2623)),\"\")","v":"53 The RGU Employability Framework, an eight-module programme that can be undertaken in stages, supports students to reflect on, enhance and evidence their knowledge and skills prior to and throughout their programme of study. Partnership working with RGU:Union has enhanced planning and engagement with events, such as What's Next Conference, the implementation of the international student employment platform Student Circus, and the expansion of the Connect to Business programme. Further enhancement of the Employer Engagement Strategy was launched in 2019, providing a structured framework and partnership model that ensures employers are visible and engaged with students, and to help create talent pipelines. "}]
[{"$f":"IF('> FILTER <'!B2625<>\"\",ROW(OFFSET(A2624,-1,0)),\"\")","v":2623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2625)),A2624,\"\")","v":2623},{"$f":"IFERROR(SMALL(Helper2_1,A2624),\"\")","v":2623},null,2623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2625)),$A2624,\"\")","v":2623},{"$f":"IFERROR(SMALL(Helper2_2,A2624),\"\")","v":2623},{"$f":"COUNTIF(Helper3_1,\"=\"&G2624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2624)=1, G2624, \"\")","v":2623},{"$f":"IFERROR(SMALL(Index_2,A2624),\"\")","v":2623},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:J2624)),\"\")","v":"RGU_54"},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:K2624)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:L2624)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:M2624)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:N2624)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2624,COLUMNS($J$2:O2624)),\"\")","v":"54 The University invested resources in establishing an Entrepreneurship and Innovation Group (EIG) to provide support to students, staff and alumni - a key strategic objective of the University's Strategy which includes embedding entrepreneurship in all academic programmes and supporting the diversification of the local economy. Students are supported to develop enterprise skills through access to Innovation Master Classes, innovation skills events, workshops and entrepreneur training programmes. The University runs an accelerator programme to support students aiming to establish their own business. The accelerator programme is an annual competition offering five months of training, mentorship, co-working space resources and seed funding for each team."}]
[{"$f":"IF('> FILTER <'!B2626<>\"\",ROW(OFFSET(A2625,-1,0)),\"\")","v":2624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2626)),A2625,\"\")","v":2624},{"$f":"IFERROR(SMALL(Helper2_1,A2625),\"\")","v":2624},null,2624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2626)),$A2625,\"\")","v":2624},{"$f":"IFERROR(SMALL(Helper2_2,A2625),\"\")","v":2624},{"$f":"COUNTIF(Helper3_1,\"=\"&G2625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2625)=1, G2625, \"\")","v":2624},{"$f":"IFERROR(SMALL(Index_2,A2625),\"\")","v":2624},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:J2625)),\"\")","v":"RGU_55"},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:K2625)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:L2625)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:M2625)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:N2625)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2625,COLUMNS($J$2:O2625)),\"\")","v":"55 The University has established a wide range of approaches and initiatives to help students succeed in their chosen career or business opportunity. Students and staff clearly understood and supported the University's focus on employability and talked positively about the opportunities available. The University collects its own employability data as well as benchmarking against sector data, which are used to inform decisions and drive enhancements. Based on the evidence, the ELIR team commends the University for the deliberate steps it continues to take to further enhance the development of employability and entrepreneurship across the student population through both curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach."}]
[{"$f":"IF('> FILTER <'!B2627<>\"\",ROW(OFFSET(A2626,-1,0)),\"\")","v":2625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2627)),A2626,\"\")","v":2625},{"$f":"IFERROR(SMALL(Helper2_1,A2626),\"\")","v":2625},null,2625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2627)),$A2626,\"\")","v":2625},{"$f":"IFERROR(SMALL(Helper2_2,A2626),\"\")","v":2625},{"$f":"COUNTIF(Helper3_1,\"=\"&G2626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2626)=1, G2626, \"\")","v":2625},{"$f":"IFERROR(SMALL(Index_2,A2626),\"\")","v":2625},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:J2626)),\"\")","v":"RGU_56"},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:K2626)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:L2626)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:M2626)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:N2626)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2626,COLUMNS($J$2:O2626)),\"\")","v":"56 Separate to the very comprehensive and targeted work relating to student employability, the ELIR team commends the University for the strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships."}]
[{"$f":"IF('> FILTER <'!B2628<>\"\",ROW(OFFSET(A2627,-1,0)),\"\")","v":2626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2628)),A2627,\"\")","v":2626},{"$f":"IFERROR(SMALL(Helper2_1,A2627),\"\")","v":2626},null,2626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2628)),$A2627,\"\")","v":2626},{"$f":"IFERROR(SMALL(Helper2_2,A2627),\"\")","v":2626},{"$f":"COUNTIF(Helper3_1,\"=\"&G2627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2627)=1, G2627, \"\")","v":2626},{"$f":"IFERROR(SMALL(Index_2,A2627),\"\")","v":2626},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:J2627)),\"\")","v":"RGU_57"},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:K2627)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:L2627)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:M2627)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:N2627)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2627,COLUMNS($J$2:O2627)),\"\")","v":"57 The University has effective quality assurance and enhancement processes in place to ensure the academic standards of its postgraduate provision. Student representation for postgraduate taught (PGT) students mirrors that in place for undergraduate programmes and PGT students can apply for school representative roles and University Governor positions. Professional services recognise the differing student support needs of PGT students both on and off campus. The expansion of online student support and guidance was welcomed by students who met with the ELIR team as this had made access to support much easier for various groups of students including Graduate Apprenticeships, international and online students, and those students who are also in work."}]
[{"$f":"IF('> FILTER <'!B2629<>\"\",ROW(OFFSET(A2628,-1,0)),\"\")","v":2627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2629)),A2628,\"\")","v":2627},{"$f":"IFERROR(SMALL(Helper2_1,A2628),\"\")","v":2627},null,2627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2629)),$A2628,\"\")","v":2627},{"$f":"IFERROR(SMALL(Helper2_2,A2628),\"\")","v":2627},{"$f":"COUNTIF(Helper3_1,\"=\"&G2628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2628)=1, G2628, \"\")","v":2627},{"$f":"IFERROR(SMALL(Index_2,A2628),\"\")","v":2627},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:J2628)),\"\")","v":"RGU_58"},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:K2628)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:L2628)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:M2628)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:N2628)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2628,COLUMNS($J$2:O2628)),\"\")","v":"58 PGT student satisfaction and feedback are gathered through the same mechanisms in place for undergraduate students. All postgraduate taught students are allocated a Personal Tutor on commencement of their programme although the individual and process varies across schools (see paragraphs 46-47 and 74). Personal tutor interactions can be in person, online, via email or telephone. Students reported that there was some variability in access to Personal Tutors, assessment and feedback, and in the online experience in some programmes but, overall, the students spoke highly of their learning experience."}]
[{"$f":"IF('> FILTER <'!B2630<>\"\",ROW(OFFSET(A2629,-1,0)),\"\")","v":2628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2630)),A2629,\"\")","v":2628},{"$f":"IFERROR(SMALL(Helper2_1,A2629),\"\")","v":2628},null,2628,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2630)),$A2629,\"\")","v":2628},{"$f":"IFERROR(SMALL(Helper2_2,A2629),\"\")","v":2628},{"$f":"COUNTIF(Helper3_1,\"=\"&G2629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2629)=1, G2629, \"\")","v":2628},{"$f":"IFERROR(SMALL(Index_2,A2629),\"\")","v":2628},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:J2629)),\"\")","v":"RGU_58"},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:K2629)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:L2629)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:M2629)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:N2629)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2629,COLUMNS($J$2:O2629)),\"\")","v":"58 PGT student satisfaction and feedback are gathered through the same mechanisms in place for undergraduate students. All postgraduate taught students are allocated a Personal Tutor on commencement of their programme although the individual and process varies across schools (see paragraphs 46-47 and 74). Personal tutor interactions can be in person, online, via email or telephone. Students reported that there was some variability in access to Personal Tutors, assessment and feedback, and in the online experience in some programmes but, overall, the students spoke highly of their learning experience."}]
[{"$f":"IF('> FILTER <'!B2631<>\"\",ROW(OFFSET(A2630,-1,0)),\"\")","v":2629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2631)),A2630,\"\")","v":2629},{"$f":"IFERROR(SMALL(Helper2_1,A2630),\"\")","v":2629},null,2629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2631)),$A2630,\"\")","v":2629},{"$f":"IFERROR(SMALL(Helper2_2,A2630),\"\")","v":2629},{"$f":"COUNTIF(Helper3_1,\"=\"&G2630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2630)=1, G2630, \"\")","v":2629},{"$f":"IFERROR(SMALL(Index_2,A2630),\"\")","v":2629},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:J2630)),\"\")","v":"RGU_59"},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:K2630)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:L2630)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:M2630)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:N2630)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2630,COLUMNS($J$2:O2630)),\"\")","v":"59 The University has taken deliberate and comprehensive steps to ensure those studying online and/or at a distance have a consistent, high-quality student experience, known as the RGU Baseline for Online Learning (see paragraph 82). Examples include: enhancements to the VLE; online programme hub and the website; support student access to information; and two-way communication. Lecture capture software has been integrated into the VLE to assist staff in creating online content and to meet accessibility requirements. Online collaborative platforms were deployed in tandem with additional staff development in the use of technology and online learning. Postgraduate students studying creative programmes who met with the ELIR team acknowledged that some aspects of practical courses had been challenging but, overall, the experience was good. Students and class representatives reported that university staff were very approachable and any issues that may arise were resolved quickly."}]
[{"$f":"IF('> FILTER <'!B2632<>\"\",ROW(OFFSET(A2631,-1,0)),\"\")","v":2630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2632)),A2631,\"\")","v":2630},{"$f":"IFERROR(SMALL(Helper2_1,A2631),\"\")","v":2630},null,2630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2632)),$A2631,\"\")","v":2630},{"$f":"IFERROR(SMALL(Helper2_2,A2631),\"\")","v":2630},{"$f":"COUNTIF(Helper3_1,\"=\"&G2631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2631)=1, G2631, \"\")","v":2630},{"$f":"IFERROR(SMALL(Index_2,A2631),\"\")","v":2630},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:J2631)),\"\")","v":"RGU_60"},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:K2631)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:L2631)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:M2631)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:N2631)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2631,COLUMNS($J$2:O2631)),\"\")","v":"60 The University introduced a single Graduate School in the 2016-17 academic session to enhance the postgraduate research (PGR) student experience and create a more consistent approach across the University. The Graduate School has primary responsibility for the enhancement and monitoring of the PGR student experience, promoting a vibrant research culture, growing institutional research outputs and improving the University's research performance. During 2019-20, the University has noted increased engagement by PGR students demonstrated by the increased number of student representatives, the appointment of PGR students to university committees and the presence of a PGR student as a governor of the University."}]
[{"$f":"IF('> FILTER <'!B2633<>\"\",ROW(OFFSET(A2632,-1,0)),\"\")","v":2631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2633)),A2632,\"\")","v":2631},{"$f":"IFERROR(SMALL(Helper2_1,A2632),\"\")","v":2631},null,2631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2633)),$A2632,\"\")","v":2631},{"$f":"IFERROR(SMALL(Helper2_2,A2632),\"\")","v":2631},{"$f":"COUNTIF(Helper3_1,\"=\"&G2632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2632)=1, G2632, \"\")","v":2631},{"$f":"IFERROR(SMALL(Index_2,A2632),\"\")","v":2631},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:J2632)),\"\")","v":"RGU_60"},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:K2632)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:L2632)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:M2632)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:N2632)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2632,COLUMNS($J$2:O2632)),\"\")","v":"60 The University introduced a single Graduate School in the 2016-17 academic session to enhance the postgraduate research (PGR) student experience and create a more consistent approach across the University. The Graduate School has primary responsibility for the enhancement and monitoring of the PGR student experience, promoting a vibrant research culture, growing institutional research outputs and improving the University's research performance. During 2019-20, the University has noted increased engagement by PGR students demonstrated by the increased number of student representatives, the appointment of PGR students to university committees and the presence of a PGR student as a governor of the University."}]
[{"$f":"IF('> FILTER <'!B2634<>\"\",ROW(OFFSET(A2633,-1,0)),\"\")","v":2632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2634)),A2633,\"\")","v":2632},{"$f":"IFERROR(SMALL(Helper2_1,A2633),\"\")","v":2632},null,2632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2634)),$A2633,\"\")","v":2632},{"$f":"IFERROR(SMALL(Helper2_2,A2633),\"\")","v":2632},{"$f":"COUNTIF(Helper3_1,\"=\"&G2633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2633)=1, G2633, \"\")","v":2632},{"$f":"IFERROR(SMALL(Index_2,A2633),\"\")","v":2632},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:J2633)),\"\")","v":"RGU_61"},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:K2633)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:L2633)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:M2633)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:N2633)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2633,COLUMNS($J$2:O2633)),\"\")","v":"61 The University provides a range of opportunities for PGR students to feed back on their experience. The Research Degree Appraisal Overview is overseen by the Research Degrees Committee in addition to monitoring PGR student progression every six months. Transfer to doctoral study and examination timeframes are also monitored. The University provides a range of resources to support PGR students - from specialist journals and equipment, to bookable spaces in the Research Hub and technology. Students who met the ELIR team considered there to be a wide range of effective support structures in place. Access to funding for conference presentations was reported as good for UK events but more difficult for international conference, however, this varied across schools. The Graduate School encourages formal (study days) and informal (coffee and a blether) student engagement. The ELIR team noted that the Graduate School attempted to accommodate different time zones and those students in work."}]
[{"$f":"IF('> FILTER <'!B2635<>\"\",ROW(OFFSET(A2634,-1,0)),\"\")","v":2633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2635)),A2634,\"\")","v":2633},{"$f":"IFERROR(SMALL(Helper2_1,A2634),\"\")","v":2633},null,2633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2635)),$A2634,\"\")","v":2633},{"$f":"IFERROR(SMALL(Helper2_2,A2634),\"\")","v":2633},{"$f":"COUNTIF(Helper3_1,\"=\"&G2634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2634)=1, G2634, \"\")","v":2633},{"$f":"IFERROR(SMALL(Index_2,A2634),\"\")","v":2633},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:J2634)),\"\")","v":"RGU_62"},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:K2634)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:L2634)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:M2634)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:N2634)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2634,COLUMNS($J$2:O2634)),\"\")","v":"62 Since the introduction of the 'new' Graduate School, PGR completion rates have increased from 30% of students in 2014-15 completing within four years to 73% in 2019-20. The PGR experience has been enhanced through linking to the nationally-recognised Vitae Researcher Development Framework and the inclusion of a refreshed and refocused Postgraduate Certificate in Researcher Professional Development, in the PGR programme of study. Supervisory arrangements were clearly understood and regular feedback on performance is provided to PGR students. Students reported that pastoral support was readily available from supervisors, student services or RGU:Union."}]
[{"$f":"IF('> FILTER <'!B2636<>\"\",ROW(OFFSET(A2635,-1,0)),\"\")","v":2634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2636)),A2635,\"\")","v":2634},{"$f":"IFERROR(SMALL(Helper2_1,A2635),\"\")","v":2634},null,2634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2636)),$A2635,\"\")","v":2634},{"$f":"IFERROR(SMALL(Helper2_2,A2635),\"\")","v":2634},{"$f":"COUNTIF(Helper3_1,\"=\"&G2635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2635)=1, G2635, \"\")","v":2634},{"$f":"IFERROR(SMALL(Index_2,A2635),\"\")","v":2634},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:J2635)),\"\")","v":"RGU_63"},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:K2635)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:L2635)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:M2635)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:N2635)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2635,COLUMNS($J$2:O2635)),\"\")","v":"63 The University provides a range of opportunities for doctoral and master's research students to strengthen research culture; these include participating in the Three Minute Thesis, providing teaching opportunities and the launch of the professional development framework (RDF). Responding to student feedback, the Graduate School initiated a collaboration with the Brilliant Club in 2019 to secure paid teaching opportunities for students. Students who met the ELIR team indicated that further development of research culture would be welcome as they reported they tended to stay within their 'bubble'. Building a stronger research community institutionally and in schools has been acknowledged by the University as an area for further development."}]
[{"$f":"IF('> FILTER <'!B2637<>\"\",ROW(OFFSET(A2636,-1,0)),\"\")","v":2635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2637)),A2636,\"\")","v":2635},{"$f":"IFERROR(SMALL(Helper2_1,A2636),\"\")","v":2635},null,2635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2637)),$A2636,\"\")","v":2635},{"$f":"IFERROR(SMALL(Helper2_2,A2636),\"\")","v":2635},{"$f":"COUNTIF(Helper3_1,\"=\"&G2636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2636)=1, G2636, \"\")","v":2635},{"$f":"IFERROR(SMALL(Index_2,A2636),\"\")","v":2635},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:J2636)),\"\")","v":"RGU_64"},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:K2636)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:L2636)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:M2636)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:N2636)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2636,COLUMNS($J$2:O2636)),\"\")","v":"64 The University has a policy to support PG students who teach whereby a mandatory one-day short course - 'Introduction to Teaching and Demonstrating' - must be completed prior to commencing teaching. Peer support from academic colleagues was provided and cross-marking undertaken to ensure academic standards are upheld. Students were encouraged to seek fellowship/associate fellowship of Advance HE which was  supported by the learning and teaching module available to all staff and students new to teaching. The ELIR team heard that the University previously monitored the training undertaken by PGR students who teach through HR where a contract could not be issued until the student had completed the mandatory training as a minimum. There were some variations in understanding and reported activity in relation to formal training for students who teach across the University. The ELIR team recommend that by the start of academic session 2021-22, the University should develop an effective oversight mechanism to ensure that all postgraduate students receive formal training before commencing teaching and assessment."}]
[{"$f":"IF('> FILTER <'!B2638<>\"\",ROW(OFFSET(A2637,-1,0)),\"\")","v":2636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2638)),A2637,\"\")","v":2636},{"$f":"IFERROR(SMALL(Helper2_1,A2637),\"\")","v":2636},null,2636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2638)),$A2637,\"\")","v":2636},{"$f":"IFERROR(SMALL(Helper2_2,A2637),\"\")","v":2636},{"$f":"COUNTIF(Helper3_1,\"=\"&G2637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2637)=1, G2637, \"\")","v":2636},{"$f":"IFERROR(SMALL(Index_2,A2637),\"\")","v":2636},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:J2637)),\"\")","v":"RGU_65"},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:K2637)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:L2637)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:M2637)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:N2637)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2637,COLUMNS($J$2:O2637)),\"\")","v":"65 The University has an effective, structured and strategic approach to developing its learning infrastructure which focuses on three key areas: the physical campus in Aberdeen, the digital/online environment and the provision of service both on and off campus. The University's 2016 ELIR identified support for online distance learners as an area for development. To address this, a major project was initiated in 2017 to develop and enhance the digital infrastructure to support online learning. This was followed by the Digital Estate Project in 2019 which aimed to upgrade the virtual learning environment. IT Services works closely with DELTA to ensure the University's IT infrastructure is maintained and aligns with learning and teaching developments. More recently, the University has invested significantly in the IT infrastructure to support learning, teaching and assessment beyond the VLE baseline implemented prior to the pandemic. The investment included student-facing services such as additional resources for the Employability Hub, online examinations and an online 24/7 support service for mental health and wellbeing."}]
[{"$f":"IF('> FILTER <'!B2639<>\"\",ROW(OFFSET(A2638,-1,0)),\"\")","v":2637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2639)),A2638,\"\")","v":2637},{"$f":"IFERROR(SMALL(Helper2_1,A2638),\"\")","v":2637},null,2637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2639)),$A2638,\"\")","v":2637},{"$f":"IFERROR(SMALL(Helper2_2,A2638),\"\")","v":2637},{"$f":"COUNTIF(Helper3_1,\"=\"&G2638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2638)=1, G2638, \"\")","v":2637},{"$f":"IFERROR(SMALL(Index_2,A2638),\"\")","v":2637},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:J2638)),\"\")","v":"RGU_65"},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:K2638)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:L2638)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:M2638)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:N2638)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2638,COLUMNS($J$2:O2638)),\"\")","v":"65 The University has an effective, structured and strategic approach to developing its learning infrastructure which focuses on three key areas: the physical campus in Aberdeen, the digital/online environment and the provision of service both on and off campus. The University's 2016 ELIR identified support for online distance learners as an area for development. To address this, a major project was initiated in 2017 to develop and enhance the digital infrastructure to support online learning. This was followed by the Digital Estate Project in 2019 which aimed to upgrade the virtual learning environment. IT Services works closely with DELTA to ensure the University's IT infrastructure is maintained and aligns with learning and teaching developments. More recently, the University has invested significantly in the IT infrastructure to support learning, teaching and assessment beyond the VLE baseline implemented prior to the pandemic. The investment included student-facing services such as additional resources for the Employability Hub, online examinations and an online 24/7 support service for mental health and wellbeing."}]
[{"$f":"IF('> FILTER <'!B2640<>\"\",ROW(OFFSET(A2639,-1,0)),\"\")","v":2638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2640)),A2639,\"\")","v":2638},{"$f":"IFERROR(SMALL(Helper2_1,A2639),\"\")","v":2638},null,2638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2640)),$A2639,\"\")","v":2638},{"$f":"IFERROR(SMALL(Helper2_2,A2639),\"\")","v":2638},{"$f":"COUNTIF(Helper3_1,\"=\"&G2639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2639)=1, G2639, \"\")","v":2638},{"$f":"IFERROR(SMALL(Index_2,A2639),\"\")","v":2638},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:J2639)),\"\")","v":"RGU_66"},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:K2639)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:L2639)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:M2639)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:N2639)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2639,COLUMNS($J$2:O2639)),\"\")","v":"66 Staff and students worked together to increase the consistency of the online student learner experience by the introduction of the RGU Baseline for Online Learning (see paragraph 82) which gives standardised guidance for all staff. An audit of online provision conducted in 2017 identified good practice and areas for development. The output from the audit shaped strategic objectives endorsed by University Executive to improve the quality and consistency of online experience and to enhance provision of student services for online learners. In addition, staff development was offered to support colleagues engaging with the baseline and sharing of good practice. This work, led by DELTA, was the feature of the University's annual teaching and learning conference. Further enhancements were initiated in 2019-20 including guidance on partnership working with students, standard welcome for students, easier access to support services and the upgrade of the VLE. Staff and students who met with the ELIR team endorsed the benefits of the baseline standards in helping staff and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B2641<>\"\",ROW(OFFSET(A2640,-1,0)),\"\")","v":2639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2641)),A2640,\"\")","v":2639},{"$f":"IFERROR(SMALL(Helper2_1,A2640),\"\")","v":2639},null,2639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2641)),$A2640,\"\")","v":2639},{"$f":"IFERROR(SMALL(Helper2_2,A2640),\"\")","v":2639},{"$f":"COUNTIF(Helper3_1,\"=\"&G2640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2640)=1, G2640, \"\")","v":2639},{"$f":"IFERROR(SMALL(Index_2,A2640),\"\")","v":2639},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:J2640)),\"\")","v":"RGU_66"},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:K2640)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:L2640)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:M2640)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:N2640)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2640,COLUMNS($J$2:O2640)),\"\")","v":"66 Staff and students worked together to increase the consistency of the online student learner experience by the introduction of the RGU Baseline for Online Learning (see paragraph 82) which gives standardised guidance for all staff. An audit of online provision conducted in 2017 identified good practice and areas for development. The output from the audit shaped strategic objectives endorsed by University Executive to improve the quality and consistency of online experience and to enhance provision of student services for online learners. In addition, staff development was offered to support colleagues engaging with the baseline and sharing of good practice. This work, led by DELTA, was the feature of the University's annual teaching and learning conference. Further enhancements were initiated in 2019-20 including guidance on partnership working with students, standard welcome for students, easier access to support services and the upgrade of the VLE. Staff and students who met with the ELIR team endorsed the benefits of the baseline standards in helping staff and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B2642<>\"\",ROW(OFFSET(A2641,-1,0)),\"\")","v":2640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2642)),A2641,\"\")","v":2640},{"$f":"IFERROR(SMALL(Helper2_1,A2641),\"\")","v":2640},null,2640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2642)),$A2641,\"\")","v":2640},{"$f":"IFERROR(SMALL(Helper2_2,A2641),\"\")","v":2640},{"$f":"COUNTIF(Helper3_1,\"=\"&G2641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2641)=1, G2641, \"\")","v":2640},{"$f":"IFERROR(SMALL(Index_2,A2641),\"\")","v":2640},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:J2641)),\"\")","v":"RGU_67"},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:K2641)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:L2641)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:M2641)),\"\")","v":"Study space"},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:N2641)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2641,COLUMNS($J$2:O2641)),\"\")","v":"67 Specialist facilities are available aligned to programmes of study - for example, Clinical Skills Suite for Nursing and Health Sciences and Dart Simulator for Engineering. The University Estate Plan outlines the move of the Gray's School of Art Annex Building to a new purpose-built facility to be initiated in 2020-21. The University library offers study facilities on campus and access to a range of resources both on and off campus. Charging points have been introduced to support students bringing their own device to campus. The Library provides development for staff and students throughout the academic year and created safe bookable spaces on campus during the pandemic, to support student learning."}]
[{"$f":"IF('> FILTER <'!B2643<>\"\",ROW(OFFSET(A2642,-1,0)),\"\")","v":2641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2643)),A2642,\"\")","v":2641},{"$f":"IFERROR(SMALL(Helper2_1,A2642),\"\")","v":2641},null,2641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2643)),$A2642,\"\")","v":2641},{"$f":"IFERROR(SMALL(Helper2_2,A2642),\"\")","v":2641},{"$f":"COUNTIF(Helper3_1,\"=\"&G2642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2642)=1, G2642, \"\")","v":2641},{"$f":"IFERROR(SMALL(Index_2,A2642),\"\")","v":2641},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:J2642)),\"\")","v":"RGU_68"},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:K2642)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:L2642)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:M2642)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:N2642)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2642,COLUMNS($J$2:O2642)),\"\")","v":"68 There was considerable evidence of partnership working between students, academic and professional services staff to enhance the student learning experience and environment. Examples include Student School Officers who not only have regular meetings with senior staff but are also charged with leading school enhancement projects; and part of the annual appraisal process includes student representatives meeting with Academic Quality Officers to consider quantitative and qualitative feedback where students report they  felt confident in questioning data and or challenging actions. Being listened to and ease of access to colleagues was reported by students and Student School Officers. The University and the students have developed a genuine culture of effective collaboration which is embedded through both formal and informal channels at all levels. The student voice is actively sought, valued and acted upon (see paragraphs 24-30 and 69)."}]
[{"$f":"IF('> FILTER <'!B2644<>\"\",ROW(OFFSET(A2643,-1,0)),\"\")","v":2642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2644)),A2643,\"\")","v":2642},{"$f":"IFERROR(SMALL(Helper2_1,A2643),\"\")","v":2642},null,2642,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2644)),$A2643,\"\")","v":2642},{"$f":"IFERROR(SMALL(Helper2_2,A2643),\"\")","v":2642},{"$f":"COUNTIF(Helper3_1,\"=\"&G2643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2643)=1, G2643, \"\")","v":2642},{"$f":"IFERROR(SMALL(Index_2,A2643),\"\")","v":2642},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:J2643)),\"\")","v":"RGU_68"},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:K2643)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:L2643)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:M2643)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:N2643)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2643,COLUMNS($J$2:O2643)),\"\")","v":"68 There was considerable evidence of partnership working between students, academic and professional services staff to enhance the student learning experience and environment. Examples include Student School Officers who not only have regular meetings with senior staff but are also charged with leading school enhancement projects; and part of the annual appraisal process includes student representatives meeting with Academic Quality Officers to consider quantitative and qualitative feedback where students report they  felt confident in questioning data and or challenging actions. Being listened to and ease of access to colleagues was reported by students and Student School Officers. The University and the students have developed a genuine culture of effective collaboration which is embedded through both formal and informal channels at all levels. The student voice is actively sought, valued and acted upon (see paragraphs 24-30 and 69)."}]
[{"$f":"IF('> FILTER <'!B2645<>\"\",ROW(OFFSET(A2644,-1,0)),\"\")","v":2643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2645)),A2644,\"\")","v":2643},{"$f":"IFERROR(SMALL(Helper2_1,A2644),\"\")","v":2643},null,2643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2645)),$A2644,\"\")","v":2643},{"$f":"IFERROR(SMALL(Helper2_2,A2644),\"\")","v":2643},{"$f":"COUNTIF(Helper3_1,\"=\"&G2644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2644)=1, G2644, \"\")","v":2643},{"$f":"IFERROR(SMALL(Index_2,A2644),\"\")","v":2643},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:J2644)),\"\")","v":"RGU_69"},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:K2644)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:L2644)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:M2644)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:N2644)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2644,COLUMNS($J$2:O2644)),\"\")","v":"69 The University has, throughout the period since the 2016 ELIR, aimed to enhance student engagement through continuing to develop formal and informal mechanisms. The University and the student body have developed a genuine culture of effective collaboration which is embedded through both formal and informal mechanisms at all levels of the institution. The student voice is actively sought, valued and acted upon across the University. Overall, the University is effective in its arrangements for enhancing the student experience. The open and active partnership working that exists at all levels between the University, students and RGU:Union is to be commended."}]
[{"$f":"IF('> FILTER <'!B2646<>\"\",ROW(OFFSET(A2645,-1,0)),\"\")","v":2644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2646)),A2645,\"\")","v":2644},{"$f":"IFERROR(SMALL(Helper2_1,A2645),\"\")","v":2644},null,2644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2646)),$A2645,\"\")","v":2644},{"$f":"IFERROR(SMALL(Helper2_2,A2645),\"\")","v":2644},{"$f":"COUNTIF(Helper3_1,\"=\"&G2645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2645)=1, G2645, \"\")","v":2644},{"$f":"IFERROR(SMALL(Index_2,A2645),\"\")","v":2644},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:J2645)),\"\")","v":"RGU_70"},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:K2645)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:L2645)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:M2645)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:N2645)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2645,COLUMNS($J$2:O2645)),\"\")","v":"70 The University took a student and staff-centred approach in responding to the COVID-19 pandemic, building on earlier developments in online and distance learning to successfully pivot to fully online during lockdown. Academic, pastoral and wellbeing support was made available online to ensure students could access support regardless of mode or location of study."}]
[{"$f":"IF('> FILTER <'!B2647<>\"\",ROW(OFFSET(A2646,-1,0)),\"\")","v":2645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2647)),A2646,\"\")","v":2645},{"$f":"IFERROR(SMALL(Helper2_1,A2646),\"\")","v":2645},null,2645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2647)),$A2646,\"\")","v":2645},{"$f":"IFERROR(SMALL(Helper2_2,A2646),\"\")","v":2645},{"$f":"COUNTIF(Helper3_1,\"=\"&G2646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2646)=1, G2646, \"\")","v":2645},{"$f":"IFERROR(SMALL(Index_2,A2646),\"\")","v":2645},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:J2646)),\"\")","v":"RGU_71"},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:K2646)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:L2646)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:M2646)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:N2646)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2646,COLUMNS($J$2:O2646)),\"\")","v":"71 The University is to be commended for the deliberate steps to further enhance the development of employability and entrepreneurship skills across the student population through the use of curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach. Staff and students recognise and endorse the University's focus on employability. Support for students extends to all student groups including targeted support with partners or in-country for international students."}]
[{"$f":"IF('> FILTER <'!B2648<>\"\",ROW(OFFSET(A2647,-1,0)),\"\")","v":2646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2648)),A2647,\"\")","v":2646},{"$f":"IFERROR(SMALL(Helper2_1,A2647),\"\")","v":2646},null,2646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2648)),$A2647,\"\")","v":2646},{"$f":"IFERROR(SMALL(Helper2_2,A2647),\"\")","v":2646},{"$f":"COUNTIF(Helper3_1,\"=\"&G2647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2647)=1, G2647, \"\")","v":2646},{"$f":"IFERROR(SMALL(Index_2,A2647),\"\")","v":2646},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:J2647)),\"\")","v":"RGU_71"},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:K2647)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:L2647)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:M2647)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:N2647)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2647,COLUMNS($J$2:O2647)),\"\")","v":"71 The University is to be commended for the deliberate steps to further enhance the development of employability and entrepreneurship skills across the student population through the use of curricular and extra-curricular activities which are integral to the RGU graduate attribute 'Whole Person' educational approach. Staff and students recognise and endorse the University's focus on employability. Support for students extends to all student groups including targeted support with partners or in-country for international students."}]
[{"$f":"IF('> FILTER <'!B2649<>\"\",ROW(OFFSET(A2648,-1,0)),\"\")","v":2647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2649)),A2648,\"\")","v":2647},{"$f":"IFERROR(SMALL(Helper2_1,A2648),\"\")","v":2647},null,2647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2649)),$A2648,\"\")","v":2647},{"$f":"IFERROR(SMALL(Helper2_2,A2648),\"\")","v":2647},{"$f":"COUNTIF(Helper3_1,\"=\"&G2648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2648)=1, G2648, \"\")","v":2647},{"$f":"IFERROR(SMALL(Index_2,A2648),\"\")","v":2647},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:J2648)),\"\")","v":"RGU_72"},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:K2648)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:L2648)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:M2648)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:N2648)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2648,COLUMNS($J$2:O2648)),\"\")","v":"72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."}]
[{"$f":"IF('> FILTER <'!B2650<>\"\",ROW(OFFSET(A2649,-1,0)),\"\")","v":2648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2650)),A2649,\"\")","v":2648},{"$f":"IFERROR(SMALL(Helper2_1,A2649),\"\")","v":2648},null,2648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2650)),$A2649,\"\")","v":2648},{"$f":"IFERROR(SMALL(Helper2_2,A2649),\"\")","v":2648},{"$f":"COUNTIF(Helper3_1,\"=\"&G2649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2649)=1, G2649, \"\")","v":2648},{"$f":"IFERROR(SMALL(Index_2,A2649),\"\")","v":2648},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:J2649)),\"\")","v":"RGU_72"},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:K2649)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:L2649)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:M2649)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:N2649)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2649,COLUMNS($J$2:O2649)),\"\")","v":"72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."}]
[{"$f":"IF('> FILTER <'!B2651<>\"\",ROW(OFFSET(A2650,-1,0)),\"\")","v":2649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2651)),A2650,\"\")","v":2649},{"$f":"IFERROR(SMALL(Helper2_1,A2650),\"\")","v":2649},null,2649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2651)),$A2650,\"\")","v":2649},{"$f":"IFERROR(SMALL(Helper2_2,A2650),\"\")","v":2649},{"$f":"COUNTIF(Helper3_1,\"=\"&G2650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2650)=1, G2650, \"\")","v":2649},{"$f":"IFERROR(SMALL(Index_2,A2650),\"\")","v":2649},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:J2650)),\"\")","v":"RGU_72"},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:K2650)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:L2650)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:M2650)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:N2650)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2650,COLUMNS($J$2:O2650)),\"\")","v":"72 In addition to the clear strategic and embedded approach to student employability, the University has developed an effective strategic approach to developing and working with partner organisations that spans business, industry, services and government bodies - nationally and internationally - which has a clear focus on economic, social and educational impact. This further informs and enhances the University's approach to work-based learning including its Graduate Apprenticeships. The University's sustained, systematic and impactful strategic approach continues to have a positive impact on students' learning and life chances post-completion of their studies. Examples of effective partnerships with industry, external stakeholders and local communities are evident at institutional, school and programme levels. These collaborations impact locally, nationally and internationally and include long-standing partnership programmes with Lucerne, Human Development Scotland and Mexican Government Economic initiative."}]
[{"$f":"IF('> FILTER <'!B2652<>\"\",ROW(OFFSET(A2651,-1,0)),\"\")","v":2650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2652)),A2651,\"\")","v":2650},{"$f":"IFERROR(SMALL(Helper2_1,A2651),\"\")","v":2650},null,2650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2652)),$A2651,\"\")","v":2650},{"$f":"IFERROR(SMALL(Helper2_2,A2651),\"\")","v":2650},{"$f":"COUNTIF(Helper3_1,\"=\"&G2651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2651)=1, G2651, \"\")","v":2650},{"$f":"IFERROR(SMALL(Index_2,A2651),\"\")","v":2650},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:J2651)),\"\")","v":"RGU_73"},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:K2651)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:L2651)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:M2651)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:N2651)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2651,COLUMNS($J$2:O2651)),\"\")","v":"73 There were some variations in understanding and reported activity in relation to postgraduate students who teach across the University. The University has in place appropriate mechanisms to support postgraduate students who teach, including mandatory training, optional courses and peer review of teaching. However, the University's formal system for ensuring students undergo mandatory training prior to teaching, previously monitored through Human Resources, is not currently in operation. The University should, by the start of academic session 2021-22, develop an effective oversight mechanism to ensure that all postgraduate students receive formal training before commencing teaching and assessment."}]
[{"$f":"IF('> FILTER <'!B2653<>\"\",ROW(OFFSET(A2652,-1,0)),\"\")","v":2651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2653)),A2652,\"\")","v":2651},{"$f":"IFERROR(SMALL(Helper2_1,A2652),\"\")","v":2651},null,2651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2653)),$A2652,\"\")","v":2651},{"$f":"IFERROR(SMALL(Helper2_2,A2652),\"\")","v":2651},{"$f":"COUNTIF(Helper3_1,\"=\"&G2652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2652)=1, G2652, \"\")","v":2651},{"$f":"IFERROR(SMALL(Index_2,A2652),\"\")","v":2651},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:J2652)),\"\")","v":"RGU_74"},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:K2652)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:L2652)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:M2652)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:N2652)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2652,COLUMNS($J$2:O2652)),\"\")","v":"74 The University has a clear strategic approach whereby policies are deployed and monitored at school level with institutional oversight being managed through annual appraisal and the committee structure. The ELIR team noted some inconsistencies in staff and students' understanding of policies and their application at school level that may impact on the student experience. The ELIR team recommend that the University reflects on the way in which institutional policies and practice are implemented at school level to ensure parity of student experience across the institution. In particular, the University is asked to consider the Personal Tutor system to ensure all taught students have access to and receive comparable student support."}]
[{"$f":"IF('> FILTER <'!B2654<>\"\",ROW(OFFSET(A2653,-1,0)),\"\")","v":2652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2654)),A2653,\"\")","v":2652},{"$f":"IFERROR(SMALL(Helper2_1,A2653),\"\")","v":2652},null,2652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2654)),$A2653,\"\")","v":2652},{"$f":"IFERROR(SMALL(Helper2_2,A2653),\"\")","v":2652},{"$f":"COUNTIF(Helper3_1,\"=\"&G2653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2653)=1, G2653, \"\")","v":2652},{"$f":"IFERROR(SMALL(Index_2,A2653),\"\")","v":2652},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:J2653)),\"\")","v":"RGU_74"},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:K2653)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:L2653)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:M2653)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:N2653)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2653,COLUMNS($J$2:O2653)),\"\")","v":"74 The University has a clear strategic approach whereby policies are deployed and monitored at school level with institutional oversight being managed through annual appraisal and the committee structure. The ELIR team noted some inconsistencies in staff and students' understanding of policies and their application at school level that may impact on the student experience. The ELIR team recommend that the University reflects on the way in which institutional policies and practice are implemented at school level to ensure parity of student experience across the institution. In particular, the University is asked to consider the Personal Tutor system to ensure all taught students have access to and receive comparable student support."}]
[{"$f":"IF('> FILTER <'!B2655<>\"\",ROW(OFFSET(A2654,-1,0)),\"\")","v":2653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2655)),A2654,\"\")","v":2653},{"$f":"IFERROR(SMALL(Helper2_1,A2654),\"\")","v":2653},null,2653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2655)),$A2654,\"\")","v":2653},{"$f":"IFERROR(SMALL(Helper2_2,A2654),\"\")","v":2653},{"$f":"COUNTIF(Helper3_1,\"=\"&G2654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2654)=1, G2654, \"\")","v":2653},{"$f":"IFERROR(SMALL(Index_2,A2654),\"\")","v":2653},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:J2654)),\"\")","v":"RGU_75"},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:K2654)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:L2654)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:M2654)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:N2654)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2654,COLUMNS($J$2:O2654)),\"\")","v":"75 The University made a commitment in 2016 to minimise pockets of variability in assessment practices that had been identified regarding the deployment of the criterion referenced grading scheme. As this work has not yet concluded, the ongoing variability in implementation provides ongoing opportunities for student confusion and inconsistencies where programmes are delivered by more than one school. The ELIR team recommend that the University considers and resolves the institutional approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022."}]
[{"$f":"IF('> FILTER <'!B2656<>\"\",ROW(OFFSET(A2655,-1,0)),\"\")","v":2654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2656)),A2655,\"\")","v":2654},{"$f":"IFERROR(SMALL(Helper2_1,A2655),\"\")","v":2654},null,2654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2656)),$A2655,\"\")","v":2654},{"$f":"IFERROR(SMALL(Helper2_2,A2655),\"\")","v":2654},{"$f":"COUNTIF(Helper3_1,\"=\"&G2655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2655)=1, G2655, \"\")","v":2654},{"$f":"IFERROR(SMALL(Index_2,A2655),\"\")","v":2654},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:J2655)),\"\")","v":"RGU_76"},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:K2655)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:L2655)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:M2655)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:N2655)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2655,COLUMNS($J$2:O2655)),\"\")","v":"76 The ELIR team noted the recently refreshed strategic approach to equality, diversity and inclusion (EDI) and recognised that this is still a developing area for the University. The new committee structure has been established and is already providing a forum for discussion. However, staff and students who met with the ELIR team did not demonstrate understanding of the University's focus, priority areas and actions. The ELIR team recommend that the University continues to develop and embed equality, diversity and inclusion strategy, actions and practices throughout all aspects of university activity and monitor the impact, ensuring that there is ownership and understanding among staff and students. 3 Strategy and practice for enhancing learning and teaching 3.1 Strategic approach to enhancement 77 The University has effective and established systems in place to promote the strategic enhancement of learning and teaching. The University's commitment to learning and teaching is evident in the University Strategy Map and associated yearly Business Plans and key performance indicators (KPIs) as well as School Academic Board Appraisal Reports. The RGU Insights dashboard data sources provide levels of analysis which ensures that KPIs are reflected at course level and inform the course Annual Appraisal Process and resulting Learning and Teaching Enhancement Plans. The University Strategy Map, Business Plans and KPIs align and play a key role in identifying and sharing good practice and enhancement activity at school and institutional level. The strategic enhancement of learning and teaching is guided by the Deputy Principal and Vice-Principal for Academic Development and Student Experience."}]
[{"$f":"IF('> FILTER <'!B2657<>\"\",ROW(OFFSET(A2656,-1,0)),\"\")","v":2655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2657)),A2656,\"\")","v":2655},{"$f":"IFERROR(SMALL(Helper2_1,A2656),\"\")","v":2655},null,2655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2657)),$A2656,\"\")","v":2655},{"$f":"IFERROR(SMALL(Helper2_2,A2656),\"\")","v":2655},{"$f":"COUNTIF(Helper3_1,\"=\"&G2656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2656)=1, G2656, \"\")","v":2655},{"$f":"IFERROR(SMALL(Index_2,A2656),\"\")","v":2655},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:J2656)),\"\")","v":"RGU_78"},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:K2656)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:L2656)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:M2656)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:N2656)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2656,COLUMNS($J$2:O2656)),\"\")","v":"78 The enhancement of learning and teaching and the wider student experience is articulated through the University's Learning and Teaching Framework, launched in 2019-20. The framework comprises a set of principles aligned to the University's aim of providing 'Whole Person Education'. The key components of the framework are: The Future Professional; Collaborative Practice; Lifelong Learning; Authentic Learning; Technology Enabled Learning; Flexibility and Inclusion. Staff who met the ELIR team were familiar with both the framework and Whole Person Education concept and confirmed that it is central to their approach to learning and teaching. Learning and Teaching Enhancement Action Plans require course teams to map how this is embedded within courses as well as identify any gaps and how these will be addressed. For postgraduate research students, the concept of Whole Person Education is embedded in the Vitae Researcher Development Framework in which students engage as part of their mandatory Postgraduate Certificate in Researcher Professional Development module."}]
[{"$f":"IF('> FILTER <'!B2658<>\"\",ROW(OFFSET(A2657,-1,0)),\"\")","v":2656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2658)),A2657,\"\")","v":2656},{"$f":"IFERROR(SMALL(Helper2_1,A2657),\"\")","v":2656},null,2656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2658)),$A2657,\"\")","v":2656},{"$f":"IFERROR(SMALL(Helper2_2,A2657),\"\")","v":2656},{"$f":"COUNTIF(Helper3_1,\"=\"&G2657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2657)=1, G2657, \"\")","v":2656},{"$f":"IFERROR(SMALL(Index_2,A2657),\"\")","v":2656},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:J2657)),\"\")","v":"RGU_78"},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:K2657)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:L2657)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:M2657)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:N2657)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2657,COLUMNS($J$2:O2657)),\"\")","v":"78 The enhancement of learning and teaching and the wider student experience is articulated through the University's Learning and Teaching Framework, launched in 2019-20. The framework comprises a set of principles aligned to the University's aim of providing 'Whole Person Education'. The key components of the framework are: The Future Professional; Collaborative Practice; Lifelong Learning; Authentic Learning; Technology Enabled Learning; Flexibility and Inclusion. Staff who met the ELIR team were familiar with both the framework and Whole Person Education concept and confirmed that it is central to their approach to learning and teaching. Learning and Teaching Enhancement Action Plans require course teams to map how this is embedded within courses as well as identify any gaps and how these will be addressed. For postgraduate research students, the concept of Whole Person Education is embedded in the Vitae Researcher Development Framework in which students engage as part of their mandatory Postgraduate Certificate in Researcher Professional Development module."}]
[{"$f":"IF('> FILTER <'!B2659<>\"\",ROW(OFFSET(A2658,-1,0)),\"\")","v":2657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2659)),A2658,\"\")","v":2657},{"$f":"IFERROR(SMALL(Helper2_1,A2658),\"\")","v":2657},null,2657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2659)),$A2658,\"\")","v":2657},{"$f":"IFERROR(SMALL(Helper2_2,A2658),\"\")","v":2657},{"$f":"COUNTIF(Helper3_1,\"=\"&G2658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2658)=1, G2658, \"\")","v":2657},{"$f":"IFERROR(SMALL(Index_2,A2658),\"\")","v":2657},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:J2658)),\"\")","v":"RGU_79"},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:K2658)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:L2658)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:M2658)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:N2658)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2658,COLUMNS($J$2:O2658)),\"\")","v":"79 The Learning and Teaching Framework is implemented at school level and aligns with the quality assurance and enhancement processes, specifically the Annual Appraisal Process, to drive enhancement from the ground up. A key output of the Annual Appraisal Process are the individual school-level Learning and Teaching Plans which form part of the School Action and Enhancement Plans and are linked to/align with the University's Learning and Teaching Framework. Fundamental to the conceptualisation of the framework is flexibility and latitude so that ownership is situated at school level, with enhancement at institutional level shared through the central committee structure and School Academic Boards. In discussions with the ELIR team, staff were familiar with and positive about the approach of implementing the framework at school level through annual appraisal and their school Teaching and Learning Committees."}]
[{"$f":"IF('> FILTER <'!B2660<>\"\",ROW(OFFSET(A2659,-1,0)),\"\")","v":2658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2660)),A2659,\"\")","v":2658},{"$f":"IFERROR(SMALL(Helper2_1,A2659),\"\")","v":2658},null,2658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2660)),$A2659,\"\")","v":2658},{"$f":"IFERROR(SMALL(Helper2_2,A2659),\"\")","v":2658},{"$f":"COUNTIF(Helper3_1,\"=\"&G2659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2659)=1, G2659, \"\")","v":2658},{"$f":"IFERROR(SMALL(Index_2,A2659),\"\")","v":2658},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:J2659)),\"\")","v":"RGU_79"},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:K2659)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:L2659)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:M2659)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:N2659)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2659,COLUMNS($J$2:O2659)),\"\")","v":"79 The Learning and Teaching Framework is implemented at school level and aligns with the quality assurance and enhancement processes, specifically the Annual Appraisal Process, to drive enhancement from the ground up. A key output of the Annual Appraisal Process are the individual school-level Learning and Teaching Plans which form part of the School Action and Enhancement Plans and are linked to/align with the University's Learning and Teaching Framework. Fundamental to the conceptualisation of the framework is flexibility and latitude so that ownership is situated at school level, with enhancement at institutional level shared through the central committee structure and School Academic Boards. In discussions with the ELIR team, staff were familiar with and positive about the approach of implementing the framework at school level through annual appraisal and their school Teaching and Learning Committees."}]
[{"$f":"IF('> FILTER <'!B2661<>\"\",ROW(OFFSET(A2660,-1,0)),\"\")","v":2659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2661)),A2660,\"\")","v":2659},{"$f":"IFERROR(SMALL(Helper2_1,A2660),\"\")","v":2659},null,2659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2661)),$A2660,\"\")","v":2659},{"$f":"IFERROR(SMALL(Helper2_2,A2660),\"\")","v":2659},{"$f":"COUNTIF(Helper3_1,\"=\"&G2660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2660)=1, G2660, \"\")","v":2659},{"$f":"IFERROR(SMALL(Index_2,A2660),\"\")","v":2659},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:J2660)),\"\")","v":"RGU_80"},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:K2660)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:L2660)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:M2660)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:N2660)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2660,COLUMNS($J$2:O2660)),\"\")","v":"80 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. The Teaching, Learning and Assessment Sub-Committee is one of four sub-committees of QAEC. Together with Institution-Led Subject Review and the Annual Appraisal Process, the sub-committee is a key mechanism in operationalising the strategy for learning and teaching enhancement. Teaching Excellence Fellows are core members of the Teaching, Learning and Assessment Sub-Committee where good practice is collated and shared as a standing item on the agenda. QAEC also considers outcomes from Institution-Led Subject Reviews and validations. Good practice emerging from this process as well as that identified through annual appraisal across all schools is shared through School Academic Boards and the committee structure by QAEC members. Academic Strategic Leads (one for each school) (see paragraph 103) are members of QAEC and key conduit for sharing good practice."}]
[{"$f":"IF('> FILTER <'!B2662<>\"\",ROW(OFFSET(A2661,-1,0)),\"\")","v":2660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2662)),A2661,\"\")","v":2660},{"$f":"IFERROR(SMALL(Helper2_1,A2661),\"\")","v":2660},null,2660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2662)),$A2661,\"\")","v":2660},{"$f":"IFERROR(SMALL(Helper2_2,A2661),\"\")","v":2660},{"$f":"COUNTIF(Helper3_1,\"=\"&G2661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2661)=1, G2661, \"\")","v":2660},{"$f":"IFERROR(SMALL(Index_2,A2661),\"\")","v":2660},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:J2661)),\"\")","v":"RGU_80"},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:K2661)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:L2661)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:M2661)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:N2661)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2661,COLUMNS($J$2:O2661)),\"\")","v":"80 The proactive and strategic development and enhancement of learning and teaching at the University is the responsibility of the Quality Assurance and Enhancement Committee (QAEC) which reports directly to Academic Council. The Teaching, Learning and Assessment Sub-Committee is one of four sub-committees of QAEC. Together with Institution-Led Subject Review and the Annual Appraisal Process, the sub-committee is a key mechanism in operationalising the strategy for learning and teaching enhancement. Teaching Excellence Fellows are core members of the Teaching, Learning and Assessment Sub-Committee where good practice is collated and shared as a standing item on the agenda. QAEC also considers outcomes from Institution-Led Subject Reviews and validations. Good practice emerging from this process as well as that identified through annual appraisal across all schools is shared through School Academic Boards and the committee structure by QAEC members. Academic Strategic Leads (one for each school) (see paragraph 103) are members of QAEC and key conduit for sharing good practice."}]
[{"$f":"IF('> FILTER <'!B2663<>\"\",ROW(OFFSET(A2662,-1,0)),\"\")","v":2661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2663)),A2662,\"\")","v":2661},{"$f":"IFERROR(SMALL(Helper2_1,A2662),\"\")","v":2661},null,2661,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2663)),$A2662,\"\")","v":2661},{"$f":"IFERROR(SMALL(Helper2_2,A2662),\"\")","v":2661},{"$f":"COUNTIF(Helper3_1,\"=\"&G2662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2662)=1, G2662, \"\")","v":2661},{"$f":"IFERROR(SMALL(Index_2,A2662),\"\")","v":2661},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:J2662)),\"\")","v":"RGU_81"},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:K2662)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:L2662)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:M2662)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:N2662)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2662,COLUMNS($J$2:O2662)),\"\")","v":"81 School Appraisal Reports require schools to specifically document EDI data and actions and these are discussed in annual appraisal meetings. The minutes of the Equality and Diversity Sub-Committee (EDSC) also highlight other areas where EDI-focused activity and actions could be improved, including an identified need to improve the data sets available for the appraisal process, particularly in respect of student services, to enable future monitoring. In the review visit meetings, the ELIR team was encouraged to learn that the University was now taking additional steps to develop the focus on EDI to ensure success for all students including for some specific groups where outcomes had been recognised as areas of concern (see paragraph 35). Since the EDSC had only been in existence for a few months at the time of the current ELIR, the full impact of this new approach was yet to be realised and the ELIR team encourages the University to continue to develop and embed its EDI strategy, actions and practices and evaluate the impact and effectiveness going forward."}]
[{"$f":"IF('> FILTER <'!B2664<>\"\",ROW(OFFSET(A2663,-1,0)),\"\")","v":2662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2664)),A2663,\"\")","v":2662},{"$f":"IFERROR(SMALL(Helper2_1,A2663),\"\")","v":2662},null,2662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2664)),$A2663,\"\")","v":2662},{"$f":"IFERROR(SMALL(Helper2_2,A2663),\"\")","v":2662},{"$f":"COUNTIF(Helper3_1,\"=\"&G2663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2663)=1, G2663, \"\")","v":2662},{"$f":"IFERROR(SMALL(Index_2,A2663),\"\")","v":2662},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:J2663)),\"\")","v":"RGU_81"},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:K2663)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:L2663)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:M2663)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:N2663)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2663,COLUMNS($J$2:O2663)),\"\")","v":"81 School Appraisal Reports require schools to specifically document EDI data and actions and these are discussed in annual appraisal meetings. The minutes of the Equality and Diversity Sub-Committee (EDSC) also highlight other areas where EDI-focused activity and actions could be improved, including an identified need to improve the data sets available for the appraisal process, particularly in respect of student services, to enable future monitoring. In the review visit meetings, the ELIR team was encouraged to learn that the University was now taking additional steps to develop the focus on EDI to ensure success for all students including for some specific groups where outcomes had been recognised as areas of concern (see paragraph 35). Since the EDSC had only been in existence for a few months at the time of the current ELIR, the full impact of this new approach was yet to be realised and the ELIR team encourages the University to continue to develop and embed its EDI strategy, actions and practices and evaluate the impact and effectiveness going forward."}]
[{"$f":"IF('> FILTER <'!B2665<>\"\",ROW(OFFSET(A2664,-1,0)),\"\")","v":2663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2665)),A2664,\"\")","v":2663},{"$f":"IFERROR(SMALL(Helper2_1,A2664),\"\")","v":2663},null,2663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2665)),$A2664,\"\")","v":2663},{"$f":"IFERROR(SMALL(Helper2_2,A2664),\"\")","v":2663},{"$f":"COUNTIF(Helper3_1,\"=\"&G2664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2664)=1, G2664, \"\")","v":2663},{"$f":"IFERROR(SMALL(Index_2,A2664),\"\")","v":2663},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:J2664)),\"\")","v":"RGU_82"},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:K2664)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:L2664)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:M2664)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:N2664)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2664,COLUMNS($J$2:O2664)),\"\")","v":"82 The Department of Enhancement of Learning, Teaching and Assessment (DELTA) has a central role in coordinating and operationalising the enhancement of learning and teaching and is responsible directly to the Deputy Principal and Vice-Principal for Academic Development and Student Experience. The Step Change team within DELTA, working in partnership with colleagues and students from across the wider university, and particularly school-facing Teaching Excellence Fellows, are responsible for the management and coordination of institutional enhancement-focused learning and teaching projects. Yearly enhancement projects are identified through student feedback and prioritised through the university committee structure. An example is the 'Distance Learning Enhancement Project', focused on understanding and further enhancing the support for online distance learners. The project led to the development and publication of the RGU 'Baseline for Online Learning' and enabled DELTA to realign and update its staff development provision in online and distance learning. This resulted in an enhanced support package offered to 13 course teams to help them meet the expectations set out in the Baseline."}]
[{"$f":"IF('> FILTER <'!B2666<>\"\",ROW(OFFSET(A2665,-1,0)),\"\")","v":2664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2666)),A2665,\"\")","v":2664},{"$f":"IFERROR(SMALL(Helper2_1,A2665),\"\")","v":2664},null,2664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2666)),$A2665,\"\")","v":2664},{"$f":"IFERROR(SMALL(Helper2_2,A2665),\"\")","v":2664},{"$f":"COUNTIF(Helper3_1,\"=\"&G2665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2665)=1, G2665, \"\")","v":2664},{"$f":"IFERROR(SMALL(Index_2,A2665),\"\")","v":2664},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:J2665)),\"\")","v":"RGU_83"},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:K2665)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:L2665)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:M2665)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:N2665)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2665,COLUMNS($J$2:O2665)),\"\")","v":"83 The annual appraisal process in schools ensures an active link between the planning process and enhancement of the student experience more broadly. Individual course management teams incorporate relevant actions into their course-level Learning and Teaching Plans which, in turn, feed into the School Learning and Teaching Action and Enhancement Plans which are overseen by the School Academic Boards. The plans are increasingly informed by rich data and evidence supplied via the RGU Insights dashboard. Staff are supported in using the dashboard effectively through briefings which take place between June and September, to coincide with the release of new yearly data. The ELIR team learned that enhancements to the dashboard are routinely made each year, based on feedback from users. It is evident that data is driving decision-making at all levels and the use of data is playing an increasingly critical role in translating the high-level strategy for enhancing the learning and teaching experience into targeted requirements at course and school level (see paragraphs 129-132 and 134). An example provided to the ELIR team was the changes made to some modules to improve the attainment and enhance the student experience for articulating students. All staff that the ELIR team spoke to were enthusiastic about the use of RGU Insights in profiling course performance and driving enhancement through the annual appraisal process, with one staff member describing it as 'transformational' to their practice."}]
[{"$f":"IF('> FILTER <'!B2667<>\"\",ROW(OFFSET(A2666,-1,0)),\"\")","v":2665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2667)),A2666,\"\")","v":2665},{"$f":"IFERROR(SMALL(Helper2_1,A2666),\"\")","v":2665},null,2665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2667)),$A2666,\"\")","v":2665},{"$f":"IFERROR(SMALL(Helper2_2,A2666),\"\")","v":2665},{"$f":"COUNTIF(Helper3_1,\"=\"&G2666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2666)=1, G2666, \"\")","v":2665},{"$f":"IFERROR(SMALL(Index_2,A2666),\"\")","v":2665},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:J2666)),\"\")","v":"RGU_84"},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:K2666)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:L2666)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:M2666)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:N2666)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2666,COLUMNS($J$2:O2666)),\"\")","v":"84 A second QAEC sub-committee, the Learning Infrastructure Sub-Committee (LISC), is responsible for setting policy and overseeing enhancement activity in relation to student facing support services. As with academic schools, the annual appraisal process for student-facing support services encourages departments to reflect upon delivery of services and the impact on the student experience. Action and Enhancement Plans are produced which are shared and monitored through the academic cycle by LISC, reporting to QAEC. The ELIR team were informed of plans to develop the RGU Insights dashboard to include additional data sets that would more directly support the student support services appraisal process."}]
[{"$f":"IF('> FILTER <'!B2668<>\"\",ROW(OFFSET(A2667,-1,0)),\"\")","v":2666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2668)),A2667,\"\")","v":2666},{"$f":"IFERROR(SMALL(Helper2_1,A2667),\"\")","v":2666},null,2666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2668)),$A2667,\"\")","v":2666},{"$f":"IFERROR(SMALL(Helper2_2,A2667),\"\")","v":2666},{"$f":"COUNTIF(Helper3_1,\"=\"&G2667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2667)=1, G2667, \"\")","v":2666},{"$f":"IFERROR(SMALL(Index_2,A2667),\"\")","v":2666},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:J2667)),\"\")","v":"RGU_85"},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:K2667)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:L2667)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:M2667)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:N2667)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2667,COLUMNS($J$2:O2667)),\"\")","v":"85 The national Enhancement Themes are a key external reference point for the University and staff engage with the work of the Enhancement Themes to manage enhancement initiatives across the institution."}]
[{"$f":"IF('> FILTER <'!B2669<>\"\",ROW(OFFSET(A2668,-1,0)),\"\")","v":2667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2669)),A2668,\"\")","v":2667},{"$f":"IFERROR(SMALL(Helper2_1,A2668),\"\")","v":2667},null,2667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2669)),$A2668,\"\")","v":2667},{"$f":"IFERROR(SMALL(Helper2_2,A2668),\"\")","v":2667},{"$f":"COUNTIF(Helper3_1,\"=\"&G2668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2668)=1, G2668, \"\")","v":2667},{"$f":"IFERROR(SMALL(Index_2,A2668),\"\")","v":2667},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:J2668)),\"\")","v":"RGU_86"},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:K2668)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:L2668)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:M2668)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:N2668)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2668,COLUMNS($J$2:O2668)),\"\")","v":"86 The University makes strategic use of the outcomes of Enhancement Themes to modify their practice and policies. A clear example of this is the previous theme – 'Evidence for Enhancement: Improving the Student Experience' - which facilitated strategic opportunities to build on the institutional use of data, commended in the 2016 ELIR, to evolve a culture of evidence-based enhancement within the institution. This resulted in further strategic investment in RGU Insights and its integration with the annual appraisal process and development of Action and Enhancement Plans."}]
[{"$f":"IF('> FILTER <'!B2670<>\"\",ROW(OFFSET(A2669,-1,0)),\"\")","v":2668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2670)),A2669,\"\")","v":2668},{"$f":"IFERROR(SMALL(Helper2_1,A2669),\"\")","v":2668},null,2668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2670)),$A2669,\"\")","v":2668},{"$f":"IFERROR(SMALL(Helper2_2,A2669),\"\")","v":2668},{"$f":"COUNTIF(Helper3_1,\"=\"&G2669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2669)=1, G2669, \"\")","v":2668},{"$f":"IFERROR(SMALL(Index_2,A2669),\"\")","v":2668},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:J2669)),\"\")","v":"RGU_87"},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:K2669)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:L2669)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:M2669)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:N2669)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2669,COLUMNS($J$2:O2669)),\"\")","v":"87 The University aims to maintain a balance of new activity aligned to the national Enhancement Themes and Focus On projects with institutional priorities using an evidence-based approach. This has enabled the University to progress a range of annual institutional-level projects providing opportunity for engagement and interpretation at practitioner level as well as student engagement in the theme. Student Presidents (Education and Welfare) have been key enablers, augmented by contributions from Student School Officers, as well as students directly involved in projects. An institutional Steering Group for Enhancement Themes, reporting to the Teaching, Learning and Assessment Sub-Committee of QAEC, oversees projects linked to the Enhancement Themes, including: Supporting our Course Leaders; Development of 'Borderless Learning'; and Understanding the Graduate Apprenticeship Experience. Outcomes of the projects are disseminated through a variety of mechanisms including updates to committees, facilitated conversations and bespoke workshops. A 'Showcase Event' held in 2019 where project leads shared findings with heads of academic areas, professional services and students was viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B2671<>\"\",ROW(OFFSET(A2670,-1,0)),\"\")","v":2669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2671)),A2670,\"\")","v":2669},{"$f":"IFERROR(SMALL(Helper2_1,A2670),\"\")","v":2669},null,2669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2671)),$A2670,\"\")","v":2669},{"$f":"IFERROR(SMALL(Helper2_2,A2670),\"\")","v":2669},{"$f":"COUNTIF(Helper3_1,\"=\"&G2670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2670)=1, G2670, \"\")","v":2669},{"$f":"IFERROR(SMALL(Index_2,A2670),\"\")","v":2669},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:J2670)),\"\")","v":"RGU_88"},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:K2670)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:L2670)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:M2670)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:N2670)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2670,COLUMNS($J$2:O2670)),\"\")","v":"88 The University's early plans for engagement with the current Enhancement Theme - 'Resilient Learning Communities' - outlines how the Theme aligns well with the strategic objectives and the ambitions outlined in the University's Learning and Teaching Framework. The University acknowledges that in order to fully capitalise on positive enhancements introduced as a result of their response to COVID-19, it will be essential to take stock of these developments in considering the future direction for online learning. It was clear to the ELIR team that the University had adopted a student-centred approach in response to COVID-19 which was viewed positively by the team. The University is encouraged to continue to drive enhancement through lessons learned and the positive practices which were developed and have been identified by staff and students."}]
[{"$f":"IF('> FILTER <'!B2672<>\"\",ROW(OFFSET(A2671,-1,0)),\"\")","v":2670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2672)),A2671,\"\")","v":2670},{"$f":"IFERROR(SMALL(Helper2_1,A2671),\"\")","v":2670},null,2670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2672)),$A2671,\"\")","v":2670},{"$f":"IFERROR(SMALL(Helper2_2,A2671),\"\")","v":2670},{"$f":"COUNTIF(Helper3_1,\"=\"&G2671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2671)=1, G2671, \"\")","v":2670},{"$f":"IFERROR(SMALL(Index_2,A2671),\"\")","v":2670},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:J2671)),\"\")","v":"RGU_89"},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:K2671)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:L2671)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:M2671)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:N2671)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2671,COLUMNS($J$2:O2671)),\"\")","v":"89 The University also engages with other sector activities such as Focus On projects. The University Principal chaired the 2019 QAA 'Focus On: Graduate Skills - Shaping Strategy' event investigating graduate and employer perspectives on skills. In 2020, RGU became the first university in Scotland to be awarded Scottish Innovative Student Award (SISA) self-accreditation status from the Scottish Institute for Enterprise (SIE). Overall, it was evident to the ELIR team that the University has an effective approach to engaging staff with the national Enhancement Themes and other sector work."}]
[{"$f":"IF('> FILTER <'!B2673<>\"\",ROW(OFFSET(A2672,-1,0)),\"\")","v":2671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2673)),A2672,\"\")","v":2671},{"$f":"IFERROR(SMALL(Helper2_1,A2672),\"\")","v":2671},null,2671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2673)),$A2672,\"\")","v":2671},{"$f":"IFERROR(SMALL(Helper2_2,A2672),\"\")","v":2671},{"$f":"COUNTIF(Helper3_1,\"=\"&G2672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2672)=1, G2672, \"\")","v":2671},{"$f":"IFERROR(SMALL(Index_2,A2672),\"\")","v":2671},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:J2672)),\"\")","v":"RGU_90"},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:K2672)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:L2672)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:M2672)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:N2672)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2672,COLUMNS($J$2:O2672)),\"\")","v":"90 The University has an effective and systematic approach to identifying and sharing good practice. There is a multi-layered approach to identify and disseminate good practice across the institution including: the annual appraisal process; Institution-Led Subject Review of taught provision; the annual Teaching and Learning Conference; and a range of formal and more informal practice sharing mechanisms."}]
[{"$f":"IF('> FILTER <'!B2674<>\"\",ROW(OFFSET(A2673,-1,0)),\"\")","v":2672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2674)),A2673,\"\")","v":2672},{"$f":"IFERROR(SMALL(Helper2_1,A2673),\"\")","v":2672},null,2672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2674)),$A2673,\"\")","v":2672},{"$f":"IFERROR(SMALL(Helper2_2,A2673),\"\")","v":2672},{"$f":"COUNTIF(Helper3_1,\"=\"&G2673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2673)=1, G2673, \"\")","v":2672},{"$f":"IFERROR(SMALL(Index_2,A2673),\"\")","v":2672},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:J2673)),\"\")","v":"RGU_91"},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:K2673)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:L2673)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:M2673)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:N2673)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2673,COLUMNS($J$2:O2673)),\"\")","v":"91 During the review visits, the ELIR team met staff who identified the annual school appraisal process as an important mechanism for sharing good practice. The active participation of students at all stages throughout the annual appraisal process was also considered important, and illustrative of the embedded partnership approach in action and a driver of enhancement and continuous improvement. Student representatives are supported in their role through training and development offered by DELTA, Academic Quality Officers and RGU:Union. Students who met the ELIR team particularly welcomed the open and transparent ways in which they are supported in understanding data around appraisal, and how their contribution to the process ensured the student voice was actively represented. The ELIR team noted that the students felt particularly empowered to challenge and make suggestions which were acted upon."}]
[{"$f":"IF('> FILTER <'!B2675<>\"\",ROW(OFFSET(A2674,-1,0)),\"\")","v":2673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2675)),A2674,\"\")","v":2673},{"$f":"IFERROR(SMALL(Helper2_1,A2674),\"\")","v":2673},null,2673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2675)),$A2674,\"\")","v":2673},{"$f":"IFERROR(SMALL(Helper2_2,A2674),\"\")","v":2673},{"$f":"COUNTIF(Helper3_1,\"=\"&G2674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2674)=1, G2674, \"\")","v":2673},{"$f":"IFERROR(SMALL(Index_2,A2674),\"\")","v":2673},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:J2674)),\"\")","v":"RGU_91"},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:K2674)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:L2674)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:M2674)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:N2674)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2674,COLUMNS($J$2:O2674)),\"\")","v":"91 During the review visits, the ELIR team met staff who identified the annual school appraisal process as an important mechanism for sharing good practice. The active participation of students at all stages throughout the annual appraisal process was also considered important, and illustrative of the embedded partnership approach in action and a driver of enhancement and continuous improvement. Student representatives are supported in their role through training and development offered by DELTA, Academic Quality Officers and RGU:Union. Students who met the ELIR team particularly welcomed the open and transparent ways in which they are supported in understanding data around appraisal, and how their contribution to the process ensured the student voice was actively represented. The ELIR team noted that the students felt particularly empowered to challenge and make suggestions which were acted upon."}]
[{"$f":"IF('> FILTER <'!B2676<>\"\",ROW(OFFSET(A2675,-1,0)),\"\")","v":2674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2676)),A2675,\"\")","v":2674},{"$f":"IFERROR(SMALL(Helper2_1,A2675),\"\")","v":2674},null,2674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2676)),$A2675,\"\")","v":2674},{"$f":"IFERROR(SMALL(Helper2_2,A2675),\"\")","v":2674},{"$f":"COUNTIF(Helper3_1,\"=\"&G2675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2675)=1, G2675, \"\")","v":2674},{"$f":"IFERROR(SMALL(Index_2,A2675),\"\")","v":2674},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:J2675)),\"\")","v":"RGU_92"},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:K2675)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:L2675)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:M2675)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:N2675)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2675,COLUMNS($J$2:O2675)),\"\")","v":"92 The University's annual Learning and Teaching Conference attracts over 200 attendees each year and is organised jointly by DELTA and the Teaching Excellence Fellows. The conference themes link to strategic priorities and include external speakers and contributions from staff from academic schools, professional and support departments as well as students."}]
[{"$f":"IF('> FILTER <'!B2677<>\"\",ROW(OFFSET(A2676,-1,0)),\"\")","v":2675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2677)),A2676,\"\")","v":2675},{"$f":"IFERROR(SMALL(Helper2_1,A2676),\"\")","v":2675},null,2675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2677)),$A2676,\"\")","v":2675},{"$f":"IFERROR(SMALL(Helper2_2,A2676),\"\")","v":2675},{"$f":"COUNTIF(Helper3_1,\"=\"&G2676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2676)=1, G2676, \"\")","v":2675},{"$f":"IFERROR(SMALL(Index_2,A2676),\"\")","v":2675},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:J2676)),\"\")","v":"RGU_93"},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:K2676)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:L2676)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:M2676)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:N2676)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2676,COLUMNS($J$2:O2676)),\"\")","v":"93 Academic courses are the significant unit of responsibility for teaching delivery and therefore the annual appraisal process is an important means of identifying and sharing elements of practice that are effective at subject and school level. QAEC and its sub-committees provide the formal mechanisms to share good practice at institutional level. Areas of good or innovative practice identified in School Academic Board Annual Appraisal Reports are considered by QAEC and those considered worthy of wider dissemination are shared at School Academic Boards. Themes arising from the annual appraisal process, as well as RGU Insights data, help inform the focus of staff development priorities and activities for DELTA. The Academic Regulations Sub-Committee of QAEC also holds two staff development seminars each year to support the smooth running of Assessment Boards."}]
[{"$f":"IF('> FILTER <'!B2678<>\"\",ROW(OFFSET(A2677,-1,0)),\"\")","v":2676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2678)),A2677,\"\")","v":2676},{"$f":"IFERROR(SMALL(Helper2_1,A2677),\"\")","v":2676},null,2676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2678)),$A2677,\"\")","v":2676},{"$f":"IFERROR(SMALL(Helper2_2,A2677),\"\")","v":2676},{"$f":"COUNTIF(Helper3_1,\"=\"&G2677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2677)=1, G2677, \"\")","v":2676},{"$f":"IFERROR(SMALL(Index_2,A2677),\"\")","v":2676},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:J2677)),\"\")","v":"RGU_93"},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:K2677)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:L2677)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:M2677)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:N2677)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2677,COLUMNS($J$2:O2677)),\"\")","v":"93 Academic courses are the significant unit of responsibility for teaching delivery and therefore the annual appraisal process is an important means of identifying and sharing elements of practice that are effective at subject and school level. QAEC and its sub-committees provide the formal mechanisms to share good practice at institutional level. Areas of good or innovative practice identified in School Academic Board Annual Appraisal Reports are considered by QAEC and those considered worthy of wider dissemination are shared at School Academic Boards. Themes arising from the annual appraisal process, as well as RGU Insights data, help inform the focus of staff development priorities and activities for DELTA. The Academic Regulations Sub-Committee of QAEC also holds two staff development seminars each year to support the smooth running of Assessment Boards."}]
[{"$f":"IF('> FILTER <'!B2679<>\"\",ROW(OFFSET(A2678,-1,0)),\"\")","v":2677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2679)),A2678,\"\")","v":2677},{"$f":"IFERROR(SMALL(Helper2_1,A2678),\"\")","v":2677},null,2677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2679)),$A2678,\"\")","v":2677},{"$f":"IFERROR(SMALL(Helper2_2,A2678),\"\")","v":2677},{"$f":"COUNTIF(Helper3_1,\"=\"&G2678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2678)=1, G2678, \"\")","v":2677},{"$f":"IFERROR(SMALL(Index_2,A2678),\"\")","v":2677},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:J2678)),\"\")","v":"RGU_94"},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:K2678)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:L2678)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:M2678)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:N2678)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2678,COLUMNS($J$2:O2678)),\"\")","v":"94 DELTA is responsible for identifying, developing and disseminating good practice across the institution through regular activities such as the Focus On series and RGU:TeachMeets. The Network for the Enhancement of Teaching and Learning is a practitioner-led network to enable dialogue and sharing of practice across disciplines and was established following the dissolution of the Faculty Quality Enhancement Sub-Committees in 2017."}]
[{"$f":"IF('> FILTER <'!B2680<>\"\",ROW(OFFSET(A2679,-1,0)),\"\")","v":2678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2680)),A2679,\"\")","v":2678},{"$f":"IFERROR(SMALL(Helper2_1,A2679),\"\")","v":2678},null,2678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2680)),$A2679,\"\")","v":2678},{"$f":"IFERROR(SMALL(Helper2_2,A2679),\"\")","v":2678},{"$f":"COUNTIF(Helper3_1,\"=\"&G2679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2679)=1, G2679, \"\")","v":2678},{"$f":"IFERROR(SMALL(Index_2,A2679),\"\")","v":2678},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:J2679)),\"\")","v":"RGU_95"},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:K2679)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:L2679)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:M2679)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:N2679)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2679,COLUMNS($J$2:O2679)),\"\")","v":"95 During the COVID-19 pandemic, additional means of sharing good practice were introduced including a new online forum for staff; dedicated meeting of the Teaching Learning and Assessment Sub-Committee; provision of enhanced resources to support all staff in the shift to online learning and assessment; specific online seminars and 'In Conversation With…' sessions; and the replacement of the planned Learning and Teaching Conference with a series of virtual events and presentations. Staff who met with the ELIR team welcomed these opportunities to share good practice and learn from each other. These activities were viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B2681<>\"\",ROW(OFFSET(A2680,-1,0)),\"\")","v":2679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2681)),A2680,\"\")","v":2679},{"$f":"IFERROR(SMALL(Helper2_1,A2680),\"\")","v":2679},null,2679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2681)),$A2680,\"\")","v":2679},{"$f":"IFERROR(SMALL(Helper2_2,A2680),\"\")","v":2679},{"$f":"COUNTIF(Helper3_1,\"=\"&G2680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2680)=1, G2680, \"\")","v":2679},{"$f":"IFERROR(SMALL(Index_2,A2680),\"\")","v":2679},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:J2680)),\"\")","v":"RGU_95"},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:K2680)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:L2680)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:M2680)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:N2680)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2680,COLUMNS($J$2:O2680)),\"\")","v":"95 During the COVID-19 pandemic, additional means of sharing good practice were introduced including a new online forum for staff; dedicated meeting of the Teaching Learning and Assessment Sub-Committee; provision of enhanced resources to support all staff in the shift to online learning and assessment; specific online seminars and 'In Conversation With…' sessions; and the replacement of the planned Learning and Teaching Conference with a series of virtual events and presentations. Staff who met with the ELIR team welcomed these opportunities to share good practice and learn from each other. These activities were viewed positively by the ELIR team."}]
[{"$f":"IF('> FILTER <'!B2682<>\"\",ROW(OFFSET(A2681,-1,0)),\"\")","v":2680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2682)),A2681,\"\")","v":2680},{"$f":"IFERROR(SMALL(Helper2_1,A2681),\"\")","v":2680},null,2680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2682)),$A2681,\"\")","v":2680},{"$f":"IFERROR(SMALL(Helper2_2,A2681),\"\")","v":2680},{"$f":"COUNTIF(Helper3_1,\"=\"&G2681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2681)=1, G2681, \"\")","v":2680},{"$f":"IFERROR(SMALL(Index_2,A2681),\"\")","v":2680},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:J2681)),\"\")","v":"RGU_96"},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:K2681)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:L2681)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:M2681)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:N2681)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2681,COLUMNS($J$2:O2681)),\"\")","v":"96 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching through its Employee Performance Review process, associated staff development and CPD offerings, and new career progression pathways aligned to recognition of excellence in learning and teaching. A range of staff development opportunities and CPD are provided through the Organisational Development team within the Department of Human Resources and the Academic Development team within DELTA. Organisational Development coordinate induction for new staff, the Employee Performance and Review process (EPR), and aspects of staff development in leadership and management ranging from one-day 'essentials' courses to broader leadership programmes including national programmes such as AURORA. The team also coordinate a mentoring programme. Individual staff development priorities are identified through the EPR process and resulting personal development plan. Staff informed the ELIR team that they were supported in accessing staff development opportunities - both those provided internally by the University and externally where appropriate, for example, in subject area specialisms such as Green Energy."}]
[{"$f":"IF('> FILTER <'!B2683<>\"\",ROW(OFFSET(A2682,-1,0)),\"\")","v":2681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2683)),A2682,\"\")","v":2681},{"$f":"IFERROR(SMALL(Helper2_1,A2682),\"\")","v":2681},null,2681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2683)),$A2682,\"\")","v":2681},{"$f":"IFERROR(SMALL(Helper2_2,A2682),\"\")","v":2681},{"$f":"COUNTIF(Helper3_1,\"=\"&G2682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2682)=1, G2682, \"\")","v":2681},{"$f":"IFERROR(SMALL(Index_2,A2682),\"\")","v":2681},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:J2682)),\"\")","v":"RGU_96"},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:K2682)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:L2682)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:M2682)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:N2682)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2682,COLUMNS($J$2:O2682)),\"\")","v":"96 The University has effective approaches for engaging and supporting staff in their continued development and for the ongoing enhancement of learning and teaching through its Employee Performance Review process, associated staff development and CPD offerings, and new career progression pathways aligned to recognition of excellence in learning and teaching. A range of staff development opportunities and CPD are provided through the Organisational Development team within the Department of Human Resources and the Academic Development team within DELTA. Organisational Development coordinate induction for new staff, the Employee Performance and Review process (EPR), and aspects of staff development in leadership and management ranging from one-day 'essentials' courses to broader leadership programmes including national programmes such as AURORA. The team also coordinate a mentoring programme. Individual staff development priorities are identified through the EPR process and resulting personal development plan. Staff informed the ELIR team that they were supported in accessing staff development opportunities - both those provided internally by the University and externally where appropriate, for example, in subject area specialisms such as Green Energy."}]
[{"$f":"IF('> FILTER <'!B2684<>\"\",ROW(OFFSET(A2683,-1,0)),\"\")","v":2682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2684)),A2683,\"\")","v":2682},{"$f":"IFERROR(SMALL(Helper2_1,A2683),\"\")","v":2682},null,2682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2684)),$A2683,\"\")","v":2682},{"$f":"IFERROR(SMALL(Helper2_2,A2683),\"\")","v":2682},{"$f":"COUNTIF(Helper3_1,\"=\"&G2683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2683)=1, G2683, \"\")","v":2682},{"$f":"IFERROR(SMALL(Index_2,A2683),\"\")","v":2682},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:J2683)),\"\")","v":"RGU_97"},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:K2683)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:L2683)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:M2683)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:N2683)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2683,COLUMNS($J$2:O2683)),\"\")","v":"97 The University's Advance HE-accredited Professional Teaching Framework comprises a taught programme (PgCert) for less experienced staff and an Experiential Programme for those with more substantial experience. The framework was redeveloped and enhanced in 2017 and has resulted in a 46% increase in the number of staff achieving HEA Fellowship (from 328 in 2016-17 to 479 in 2018-19) and growth in Senior Fellowships from 19 in 2015-16 to 59 in 2018-19. It is a requirement for all new staff to gain Fellowship Status as part of their probation. While, deliberately, no institutional targets have been set, the percentage of staff at RGU with HEA Fellowship status is 20% above the UK sector average. Staff, including non-academic staff, are encouraged to seek Senior Fellowship status and are supported to do this through the Experiential Programme route."}]
[{"$f":"IF('> FILTER <'!B2685<>\"\",ROW(OFFSET(A2684,-1,0)),\"\")","v":2683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2685)),A2684,\"\")","v":2683},{"$f":"IFERROR(SMALL(Helper2_1,A2684),\"\")","v":2683},null,2683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2685)),$A2684,\"\")","v":2683},{"$f":"IFERROR(SMALL(Helper2_2,A2684),\"\")","v":2683},{"$f":"COUNTIF(Helper3_1,\"=\"&G2684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2684)=1, G2684, \"\")","v":2683},{"$f":"IFERROR(SMALL(Index_2,A2684),\"\")","v":2683},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:J2684)),\"\")","v":"RGU_98"},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:K2684)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:L2684)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:M2684)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:N2684)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2684,COLUMNS($J$2:O2684)),\"\")","v":"98 Peer review of teaching is recognised as an important element of personal development and quality enhancement, and is used across the University in a number of different ways: as a mandatory element of the DELTA short course 'Introduction to Teaching and Demonstrating' for staff new to teaching; as an element of assessment within the Professional Teaching Framework Taught Programme (PgCert); and within school-based schemes, some of which are mandatory for all staff, and some voluntary. In the latter two cases, staff may choose to have any aspect of their practice observed that is relevant to the UK Professional Standards Framework Areas of Activity - for example, online learning design or the provision of feedback."}]
[{"$f":"IF('> FILTER <'!B2686<>\"\",ROW(OFFSET(A2685,-1,0)),\"\")","v":2684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2686)),A2685,\"\")","v":2684},{"$f":"IFERROR(SMALL(Helper2_1,A2685),\"\")","v":2684},null,2684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2686)),$A2685,\"\")","v":2684},{"$f":"IFERROR(SMALL(Helper2_2,A2685),\"\")","v":2684},{"$f":"COUNTIF(Helper3_1,\"=\"&G2685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2685)=1, G2685, \"\")","v":2684},{"$f":"IFERROR(SMALL(Index_2,A2685),\"\")","v":2684},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:J2685)),\"\")","v":"RGU_99"},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:K2685)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:L2685)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:M2685)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:N2685)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2685,COLUMNS($J$2:O2685)),\"\")","v":"99 DELTA plays a strategic role in coordinating and delivering staff development to enhance learning and teaching and offers a comprehensive range of development opportunities. In addition to coordinating the Professional Teaching Framework, DELTA supports workshops, the Focus On series, RGU:TeachMeets, the annual Teaching and Learning Conference, and less formal events such as 'Enhancing Practice Days'. In addition, it produces a comprehensive range of guides and resources in learning and teaching. The ELIR team viewed the work of DELTA positively."}]
[{"$f":"IF('> FILTER <'!B2687<>\"\",ROW(OFFSET(A2686,-1,0)),\"\")","v":2685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2687)),A2686,\"\")","v":2685},{"$f":"IFERROR(SMALL(Helper2_1,A2686),\"\")","v":2685},null,2685,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2687)),$A2686,\"\")","v":2685},{"$f":"IFERROR(SMALL(Helper2_2,A2686),\"\")","v":2685},{"$f":"COUNTIF(Helper3_1,\"=\"&G2686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2686)=1, G2686, \"\")","v":2685},{"$f":"IFERROR(SMALL(Index_2,A2686),\"\")","v":2685},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:J2686)),\"\")","v":"RGU_100"},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:K2686)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:L2686)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:M2686)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:N2686)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2686,COLUMNS($J$2:O2686)),\"\")","v":"100 During the COVID-19 pandemic, additional means of supporting staff through the move to fully online learning and assessment were provided by both DELTA and IT Services. In discussions with the ELIR team, staff confirmed they were very satisfied with the additional support provided and reported on the positive impact that this has had on developing their practice, some of which they intended to continue after returning to in-person teaching."}]
[{"$f":"IF('> FILTER <'!B2688<>\"\",ROW(OFFSET(A2687,-1,0)),\"\")","v":2686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2688)),A2687,\"\")","v":2686},{"$f":"IFERROR(SMALL(Helper2_1,A2687),\"\")","v":2686},null,2686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2688)),$A2687,\"\")","v":2686},{"$f":"IFERROR(SMALL(Helper2_2,A2687),\"\")","v":2686},{"$f":"COUNTIF(Helper3_1,\"=\"&G2687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2687)=1, G2687, \"\")","v":2686},{"$f":"IFERROR(SMALL(Index_2,A2687),\"\")","v":2686},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:J2687)),\"\")","v":"RGU_100"},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:K2687)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:L2687)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:M2687)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:N2687)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2687,COLUMNS($J$2:O2687)),\"\")","v":"100 During the COVID-19 pandemic, additional means of supporting staff through the move to fully online learning and assessment were provided by both DELTA and IT Services. In discussions with the ELIR team, staff confirmed they were very satisfied with the additional support provided and reported on the positive impact that this has had on developing their practice, some of which they intended to continue after returning to in-person teaching."}]
[{"$f":"IF('> FILTER <'!B2689<>\"\",ROW(OFFSET(A2688,-1,0)),\"\")","v":2687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2689)),A2688,\"\")","v":2687},{"$f":"IFERROR(SMALL(Helper2_1,A2688),\"\")","v":2687},null,2687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2689)),$A2688,\"\")","v":2687},{"$f":"IFERROR(SMALL(Helper2_2,A2688),\"\")","v":2687},{"$f":"COUNTIF(Helper3_1,\"=\"&G2688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2688)=1, G2688, \"\")","v":2687},{"$f":"IFERROR(SMALL(Index_2,A2688),\"\")","v":2687},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:J2688)),\"\")","v":"RGU_101"},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:K2688)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:L2688)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:M2688)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:N2688)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2688,COLUMNS($J$2:O2688)),\"\")","v":"101 The University conducted a major review of academic roles in 2016 which resulted in significant changes to recognition, reward and career progression for academic staff. The underlying objectives of this review included the expansion of career progression opportunities through revision of grade structures mapped against the UK Professional Standards Framework; introduction of a more transparent progression application process; introduction of incentivisation through performance-related pay; and clearer alignment between roles and university KPIs. The RGU Insights dashboard provides the evidence against which course leader performance is reviewed. Senior staff cited greater consistency and improvement in the clarity of the new grades and roles that the review had brought about and were positive about the impact the introduction of additional payments for sustained performance for course leaders made to the enhancement of the student experience. Academic staff were also generally enthusiastic about the changes and welcomed the revision of academic roles to reflect contemporary practice and the clear merit-based promotions structure. While the ultimate aim is to enable conferment of full professorship through the new Learning and Teaching route, currently there are none in place and so the full impact of the new promotion pathway has yet to be fully realised. Teaching Excellence Fellows"}]
[{"$f":"IF('> FILTER <'!B2690<>\"\",ROW(OFFSET(A2689,-1,0)),\"\")","v":2688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2690)),A2689,\"\")","v":2688},{"$f":"IFERROR(SMALL(Helper2_1,A2689),\"\")","v":2688},null,2688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2690)),$A2689,\"\")","v":2688},{"$f":"IFERROR(SMALL(Helper2_2,A2689),\"\")","v":2688},{"$f":"COUNTIF(Helper3_1,\"=\"&G2689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2689)=1, G2689, \"\")","v":2688},{"$f":"IFERROR(SMALL(Index_2,A2689),\"\")","v":2688},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:J2689)),\"\")","v":"RGU_102"},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:K2689)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:L2689)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:M2689)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:N2689)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2689,COLUMNS($J$2:O2689)),\"\")","v":"102 As part of the academic role review project, the previous titular roles of Learning Enhancement Co-ordinator and Teaching Fellows were replaced by 'Teaching Excellence Fellow' (TEF) roles which are open to application annually by all academic staff. TEFs work on institutional-level strategic priorities alongside DELTA as well as supporting enhancement at school level. At institutional level, the TEFs play an important role in the Teaching and Learning Sub-Committee where they lead on sharing of good practice across schools and they support the Institution-Led Subject Review (ILSR) process as well as the annual Teaching and Learning Conference. In addition, TEFs played a major role in the development and implementation of the Learning and Teaching Framework. In schools where there currently is no TEF appointment, a TEF from another school can be allocated to provide support."}]
[{"$f":"IF('> FILTER <'!B2691<>\"\",ROW(OFFSET(A2690,-1,0)),\"\")","v":2689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2691)),A2690,\"\")","v":2689},{"$f":"IFERROR(SMALL(Helper2_1,A2690),\"\")","v":2689},null,2689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2691)),$A2690,\"\")","v":2689},{"$f":"IFERROR(SMALL(Helper2_2,A2690),\"\")","v":2689},{"$f":"COUNTIF(Helper3_1,\"=\"&G2690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2690)=1, G2690, \"\")","v":2689},{"$f":"IFERROR(SMALL(Index_2,A2690),\"\")","v":2689},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:J2690)),\"\")","v":"RGU_103"},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:K2690)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:L2690)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:M2690)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:N2690)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2690,COLUMNS($J$2:O2690)),\"\")","v":"103 Academic Strategic Lead (ASL) roles were also introduced to support Heads of School in implementing university policy and strategy, and the management of academic staff. ASLs are involved in quality and enhancement processes, such as validation panels, and committees, such as QAEC. The number of ASL roles and their specific responsibilities within each school varies depending on the focus required by the Head of School. Sample job descriptions of ASL roles from across three schools show that there is variation in the duties, and essential and desirable requirements for the role, and it was confirmed in discussions with staff that workload allocation varies across schools too. There is leadership training provided for ASLs and the University is working to ensure that ASLs have adequate time allocated to fulfil these roles. Opportunities for ASLs to engage further in university committees and projects is being explored. The ELIR team learned that there is ongoing work to develop the ASL role and improve consistency, including review of the workload allocation for the role and plans to expand leadership training to embrace aspects of academic leadership including annual appraisal work. This was described as a 'work in progress'. The ELIR team encourages the University to continue with its work to develop an acceptable balance of consistency with local variation to ensure equity in roles across all schools."}]
[{"$f":"IF('> FILTER <'!B2692<>\"\",ROW(OFFSET(A2691,-1,0)),\"\")","v":2690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2692)),A2691,\"\")","v":2690},{"$f":"IFERROR(SMALL(Helper2_1,A2691),\"\")","v":2690},null,2690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2692)),$A2691,\"\")","v":2690},{"$f":"IFERROR(SMALL(Helper2_2,A2691),\"\")","v":2690},{"$f":"COUNTIF(Helper3_1,\"=\"&G2691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2691)=1, G2691, \"\")","v":2690},{"$f":"IFERROR(SMALL(Index_2,A2691),\"\")","v":2690},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:J2691)),\"\")","v":"RGU_104"},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:K2691)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:L2691)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:M2691)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:N2691)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2691,COLUMNS($J$2:O2691)),\"\")","v":"104 It is evident that the University has a clear strategic framework (the Learning and Teaching Framework) and effective arrangements for enhancing learning and teaching and for promoting good practice across the University. Strategies are embedded within School Academic Board Annual Appraisal Reports and are monitored effectively by University and School Academic Boards. Student partnership in the process is strategic and evident. The increased focus on useful data for management and staff, feeding into the annual appraisal process, is providing both with greater insights into the operation and effectiveness of all facets of the university. The ELIR team noted the creation of the new Equality and Diversity Sub-Committee and encourages RGU to continue to develop its plans for a more focused and strategic use of EDI data to drive action and enhancement activities to support positive outcomes for all students."}]
[{"$f":"IF('> FILTER <'!B2693<>\"\",ROW(OFFSET(A2692,-1,0)),\"\")","v":2691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2693)),A2692,\"\")","v":2691},{"$f":"IFERROR(SMALL(Helper2_1,A2692),\"\")","v":2691},null,2691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2693)),$A2692,\"\")","v":2691},{"$f":"IFERROR(SMALL(Helper2_2,A2692),\"\")","v":2691},{"$f":"COUNTIF(Helper3_1,\"=\"&G2692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2692)=1, G2692, \"\")","v":2691},{"$f":"IFERROR(SMALL(Index_2,A2692),\"\")","v":2691},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:J2692)),\"\")","v":"RGU_104"},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:K2692)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:L2692)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:M2692)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:N2692)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2692,COLUMNS($J$2:O2692)),\"\")","v":"104 It is evident that the University has a clear strategic framework (the Learning and Teaching Framework) and effective arrangements for enhancing learning and teaching and for promoting good practice across the University. Strategies are embedded within School Academic Board Annual Appraisal Reports and are monitored effectively by University and School Academic Boards. Student partnership in the process is strategic and evident. The increased focus on useful data for management and staff, feeding into the annual appraisal process, is providing both with greater insights into the operation and effectiveness of all facets of the university. The ELIR team noted the creation of the new Equality and Diversity Sub-Committee and encourages RGU to continue to develop its plans for a more focused and strategic use of EDI data to drive action and enhancement activities to support positive outcomes for all students."}]
[{"$f":"IF('> FILTER <'!B2694<>\"\",ROW(OFFSET(A2693,-1,0)),\"\")","v":2692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2694)),A2693,\"\")","v":2692},{"$f":"IFERROR(SMALL(Helper2_1,A2693),\"\")","v":2692},null,2692,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2694)),$A2693,\"\")","v":2692},{"$f":"IFERROR(SMALL(Helper2_2,A2693),\"\")","v":2692},{"$f":"COUNTIF(Helper3_1,\"=\"&G2693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2693)=1, G2693, \"\")","v":2692},{"$f":"IFERROR(SMALL(Index_2,A2693),\"\")","v":2692},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:J2693)),\"\")","v":"RGU_105"},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:K2693)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:L2693)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:M2693)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:N2693)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2693,COLUMNS($J$2:O2693)),\"\")","v":"105 The revision of staff roles, reward systems and career progression structures are aligned to the purpose of driving enhancement of the student experience. Although it is early days for some of these changes to play out fully, there is still some evidence of variability across schools and the University is encouraged to continue to monitor the impact and effectiveness of these changes going forward to ensure the new structures and roles produce the required effect."}]
[{"$f":"IF('> FILTER <'!B2695<>\"\",ROW(OFFSET(A2694,-1,0)),\"\")","v":2693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2695)),A2694,\"\")","v":2693},{"$f":"IFERROR(SMALL(Helper2_1,A2694),\"\")","v":2693},null,2693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2695)),$A2694,\"\")","v":2693},{"$f":"IFERROR(SMALL(Helper2_2,A2694),\"\")","v":2693},{"$f":"COUNTIF(Helper3_1,\"=\"&G2694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2694)=1, G2694, \"\")","v":2693},{"$f":"IFERROR(SMALL(Index_2,A2694),\"\")","v":2693},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:J2694)),\"\")","v":"RGU_106"},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:K2694)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:L2694)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:M2694)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:N2694)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2694,COLUMNS($J$2:O2694)),\"\")","v":"106 Taking forward the benefits learned through the University's response to COVID-19, aligned to the 'Resilient Learning Communities' Enhancement Theme, will provide a valuable opportunity to drive progress against the University's strategic objectives and ambitions."}]
[{"$f":"IF('> FILTER <'!B2696<>\"\",ROW(OFFSET(A2695,-1,0)),\"\")","v":2694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2696)),A2695,\"\")","v":2694},{"$f":"IFERROR(SMALL(Helper2_1,A2695),\"\")","v":2694},null,2694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2696)),$A2695,\"\")","v":2694},{"$f":"IFERROR(SMALL(Helper2_2,A2695),\"\")","v":2694},{"$f":"COUNTIF(Helper3_1,\"=\"&G2695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2695)=1, G2695, \"\")","v":2694},{"$f":"IFERROR(SMALL(Index_2,A2695),\"\")","v":2694},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:J2695)),\"\")","v":"RGU_107"},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:K2695)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:L2695)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:M2695)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:N2695)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2695,COLUMNS($J$2:O2695)),\"\")","v":"107 The University has effective and systematic arrangements for managing the quality and securing academic standards of its provision. Procedures and regulations are clear, comprehensive, and are standard across the institution and its schools. They meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). The institution has mapped its approach to the Quality Code and is aware of areas where enhancements may be made."}]
[{"$f":"IF('> FILTER <'!B2697<>\"\",ROW(OFFSET(A2696,-1,0)),\"\")","v":2695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2697)),A2696,\"\")","v":2695},{"$f":"IFERROR(SMALL(Helper2_1,A2696),\"\")","v":2695},null,2695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2697)),$A2696,\"\")","v":2695},{"$f":"IFERROR(SMALL(Helper2_2,A2696),\"\")","v":2695},{"$f":"COUNTIF(Helper3_1,\"=\"&G2696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2696)=1, G2696, \"\")","v":2695},{"$f":"IFERROR(SMALL(Index_2,A2696),\"\")","v":2695},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:J2696)),\"\")","v":"RGU_108"},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:K2696)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:L2696)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:M2696)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:N2696)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2696,COLUMNS($J$2:O2696)),\"\")","v":"108 The University's governance framework has an inclusive structure to engage all academic schools. Academic Council (AC), which is chaired by the Principal, has overall responsibility for the planning, supervision and development of the institution's academic work and for maintaining academic standards. Four standing committees report into Academic Council, including the Quality Assurance and Enhancement Committee (QAEC) and the Research Degrees Committee. The key role of the QAEC is informed by the work of a further four sub-committees: Academic Regulations, Learning Infrastructure, Teaching, Learning and Assessment and, with effect from the start of the 2020-2021 academic year, Equality and Diversity. At the school level, School Academic Boards (SABs) are responsible for a range of quality and enhancement practices affecting their taught provision and report into the QAEC. Each school is represented on QAEC by one of the school's ASLs which ensures a two-way flow of information on key policies and initiatives. The ELIR team noted some variability in the roles, duties and requirements for the ASL role and understood that there was ongoing work to further develop the role and ensure adequate time is allocated to fulfil these roles (see paragraphs 74 and 103). The University's organisational regulations set out clear and appropriate terms of reference and membership of the committees with responsibility for academic standards and quality processes. The ELIR team noted that the terms of reference of QAEC had been amended recently to strengthen its approach to the consideration of quality assurance process outputs, following the mappings to the Quality Code."}]
[{"$f":"IF('> FILTER <'!B2698<>\"\",ROW(OFFSET(A2697,-1,0)),\"\")","v":2696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2698)),A2697,\"\")","v":2696},{"$f":"IFERROR(SMALL(Helper2_1,A2697),\"\")","v":2696},null,2696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2698)),$A2697,\"\")","v":2696},{"$f":"IFERROR(SMALL(Helper2_2,A2697),\"\")","v":2696},{"$f":"COUNTIF(Helper3_1,\"=\"&G2697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2697)=1, G2697, \"\")","v":2696},{"$f":"IFERROR(SMALL(Index_2,A2697),\"\")","v":2696},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:J2697)),\"\")","v":"RGU_108"},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:K2697)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:L2697)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:M2697)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:N2697)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2697,COLUMNS($J$2:O2697)),\"\")","v":"108 The University's governance framework has an inclusive structure to engage all academic schools. Academic Council (AC), which is chaired by the Principal, has overall responsibility for the planning, supervision and development of the institution's academic work and for maintaining academic standards. Four standing committees report into Academic Council, including the Quality Assurance and Enhancement Committee (QAEC) and the Research Degrees Committee. The key role of the QAEC is informed by the work of a further four sub-committees: Academic Regulations, Learning Infrastructure, Teaching, Learning and Assessment and, with effect from the start of the 2020-2021 academic year, Equality and Diversity. At the school level, School Academic Boards (SABs) are responsible for a range of quality and enhancement practices affecting their taught provision and report into the QAEC. Each school is represented on QAEC by one of the school's ASLs which ensures a two-way flow of information on key policies and initiatives. The ELIR team noted some variability in the roles, duties and requirements for the ASL role and understood that there was ongoing work to further develop the role and ensure adequate time is allocated to fulfil these roles (see paragraphs 74 and 103). The University's organisational regulations set out clear and appropriate terms of reference and membership of the committees with responsibility for academic standards and quality processes. The ELIR team noted that the terms of reference of QAEC had been amended recently to strengthen its approach to the consideration of quality assurance process outputs, following the mappings to the Quality Code."}]
[{"$f":"IF('> FILTER <'!B2699<>\"\",ROW(OFFSET(A2698,-1,0)),\"\")","v":2697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2699)),A2698,\"\")","v":2697},{"$f":"IFERROR(SMALL(Helper2_1,A2698),\"\")","v":2697},null,2697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2699)),$A2698,\"\")","v":2697},{"$f":"IFERROR(SMALL(Helper2_2,A2698),\"\")","v":2697},{"$f":"COUNTIF(Helper3_1,\"=\"&G2698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2698)=1, G2698, \"\")","v":2697},{"$f":"IFERROR(SMALL(Index_2,A2698),\"\")","v":2697},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:J2698)),\"\")","v":"RGU_109"},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:K2698)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:L2698)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:M2698)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:N2698)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2698,COLUMNS($J$2:O2698)),\"\")","v":"109 Executive responsibility for the University's taught and postgraduate research provision lies with the Deputy Principal and Vice-Principal for Academic Development and Student Experience and the Vice-Principal Research respectively. The role of the Assistant Chief Academic Officer (ACAO) complements the established committee structure, having a key function in the management of quality and standards, particularly relating to the periodic reviews process - Institution-Led Subject Review - in ensuring a consistency of approach. The Graduate School is responsible for research degree provision and DELTA and the Department for Governance and Academic Quality (DGAQ) provide operational support for enhancement and quality assurance respectively. The University's regulatory framework is appropriate and assessment boards operate to university-wide regulations. The Academic Regulations Sub-Committee has oversight of the institution's regulations and the ELIR team noted that its work promotes consistency and good practice in their application."}]
[{"$f":"IF('> FILTER <'!B2700<>\"\",ROW(OFFSET(A2699,-1,0)),\"\")","v":2698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2700)),A2699,\"\")","v":2698},{"$f":"IFERROR(SMALL(Helper2_1,A2699),\"\")","v":2698},null,2698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2700)),$A2699,\"\")","v":2698},{"$f":"IFERROR(SMALL(Helper2_2,A2699),\"\")","v":2698},{"$f":"COUNTIF(Helper3_1,\"=\"&G2699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2699)=1, G2699, \"\")","v":2698},{"$f":"IFERROR(SMALL(Index_2,A2699),\"\")","v":2698},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:J2699)),\"\")","v":"RGU_110"},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:K2699)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:L2699)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:M2699)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:N2699)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2699,COLUMNS($J$2:O2699)),\"\")","v":"110 Institutional policies relating to course and module development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. Institutional guidance is clear, comprehensive and promotes a consistent approach. Staff who met the ELIR team observed that, over the last five years, the Academic Quality Handbook had been regularly updated, guidance had become more explicit and that regular training was provided."}]
[{"$f":"IF('> FILTER <'!B2701<>\"\",ROW(OFFSET(A2700,-1,0)),\"\")","v":2699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2701)),A2700,\"\")","v":2699},{"$f":"IFERROR(SMALL(Helper2_1,A2700),\"\")","v":2699},null,2699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2701)),$A2700,\"\")","v":2699},{"$f":"IFERROR(SMALL(Helper2_2,A2700),\"\")","v":2699},{"$f":"COUNTIF(Helper3_1,\"=\"&G2700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2700)=1, G2700, \"\")","v":2699},{"$f":"IFERROR(SMALL(Index_2,A2700),\"\")","v":2699},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:J2700)),\"\")","v":"RGU_111"},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:K2700)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:L2700)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:M2700)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:N2700)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2700,COLUMNS($J$2:O2700)),\"\")","v":"111 New course approvals commence at school level and require the approval of the Academic Development Committee (ADC) before the completion of the relevant proposal documentation. Course approval follows a validation procedure with a specially convened panel, the composition of which is approved by the ACAO, and which includes an ASL, an external academic expert and a student member, and, where appropriate, effective employer and professional, statutory and regulatory body (PSRB) involvement. In discussions with the ELIR team students confirmed involvement in approval processes and that training was provided. Validated courses are subject to reapproval during ILSRs. Procedures for amendments to existing provision and for module and short course approval are clearly set out with some appropriate devolved authority within schools. Academic Quality Officers maintain oversight of the cumulative impact of changes and a revalidation is triggered if the accumulated volume exceeds a prescribed proportion. The University has a large number of courses recognised or accredited by PSRBs and, where possible, approval, accreditation and validation events are scheduled to coincide. QAEC maintains oversight to ensure that this happens where possible. Due to the pandemic the University implemented processes to enable any necessary temporary changes to be dealt with in an agile manner, be shared with external examiners and documented at assessment boards; the ELIR team considered such an approach to be appropriate. The documentation seen by the ELIR team enabled it to confirm that the process was robust, structured and systematic and that institutional and sector expectations were adhered to. Staff the ELIR team met demonstrated a sound understanding of the institutional requirements for new course approval."}]
[{"$f":"IF('> FILTER <'!B2702<>\"\",ROW(OFFSET(A2701,-1,0)),\"\")","v":2700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2702)),A2701,\"\")","v":2700},{"$f":"IFERROR(SMALL(Helper2_1,A2701),\"\")","v":2700},null,2700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2702)),$A2701,\"\")","v":2700},{"$f":"IFERROR(SMALL(Helper2_2,A2701),\"\")","v":2700},{"$f":"COUNTIF(Helper3_1,\"=\"&G2701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2701)=1, G2701, \"\")","v":2700},{"$f":"IFERROR(SMALL(Index_2,A2701),\"\")","v":2700},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:J2701)),\"\")","v":"RGU_111"},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:K2701)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:L2701)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:M2701)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:N2701)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2701,COLUMNS($J$2:O2701)),\"\")","v":"111 New course approvals commence at school level and require the approval of the Academic Development Committee (ADC) before the completion of the relevant proposal documentation. Course approval follows a validation procedure with a specially convened panel, the composition of which is approved by the ACAO, and which includes an ASL, an external academic expert and a student member, and, where appropriate, effective employer and professional, statutory and regulatory body (PSRB) involvement. In discussions with the ELIR team students confirmed involvement in approval processes and that training was provided. Validated courses are subject to reapproval during ILSRs. Procedures for amendments to existing provision and for module and short course approval are clearly set out with some appropriate devolved authority within schools. Academic Quality Officers maintain oversight of the cumulative impact of changes and a revalidation is triggered if the accumulated volume exceeds a prescribed proportion. The University has a large number of courses recognised or accredited by PSRBs and, where possible, approval, accreditation and validation events are scheduled to coincide. QAEC maintains oversight to ensure that this happens where possible. Due to the pandemic the University implemented processes to enable any necessary temporary changes to be dealt with in an agile manner, be shared with external examiners and documented at assessment boards; the ELIR team considered such an approach to be appropriate. The documentation seen by the ELIR team enabled it to confirm that the process was robust, structured and systematic and that institutional and sector expectations were adhered to. Staff the ELIR team met demonstrated a sound understanding of the institutional requirements for new course approval."}]
[{"$f":"IF('> FILTER <'!B2703<>\"\",ROW(OFFSET(A2702,-1,0)),\"\")","v":2701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2703)),A2702,\"\")","v":2701},{"$f":"IFERROR(SMALL(Helper2_1,A2702),\"\")","v":2701},null,2701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2703)),$A2702,\"\")","v":2701},{"$f":"IFERROR(SMALL(Helper2_2,A2702),\"\")","v":2701},{"$f":"COUNTIF(Helper3_1,\"=\"&G2702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2702)=1, G2702, \"\")","v":2701},{"$f":"IFERROR(SMALL(Index_2,A2702),\"\")","v":2701},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:J2702)),\"\")","v":"RGU_112"},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:K2702)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:L2702)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:M2702)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:N2702)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2702,COLUMNS($J$2:O2702)),\"\")","v":"112 The University was one of the first providers of graduate apprenticeship degrees in 2017 (see paragraph 40). Working strategically with industry and employers it has expanded its graduate apprenticeship portfolio and the number of students studying through those routes. To facilitate this expansion, the University has adapted its standard approval practices and utilised a blended learning approach. These have enabled the development of an institution-level graduate apprenticeship model, the approval and enhancement of which, while using the flexibility of normal approval processes, are responsive to employer and student needs and build on the institution's work-based learning experience. Validation events included staff from Skills Development Scotland. The University's approach to the development of graduate apprenticeships illustrates its strategic approach to working with industry and key stakeholders (see paragraphs 51-56)."}]
[{"$f":"IF('> FILTER <'!B2704<>\"\",ROW(OFFSET(A2703,-1,0)),\"\")","v":2702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2704)),A2703,\"\")","v":2702},{"$f":"IFERROR(SMALL(Helper2_1,A2703),\"\")","v":2702},null,2702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2704)),$A2703,\"\")","v":2702},{"$f":"IFERROR(SMALL(Helper2_2,A2703),\"\")","v":2702},{"$f":"COUNTIF(Helper3_1,\"=\"&G2703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2703)=1, G2703, \"\")","v":2702},{"$f":"IFERROR(SMALL(Index_2,A2703),\"\")","v":2702},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:J2703)),\"\")","v":"RGU_113"},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:K2703)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:L2703)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:M2703)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:N2703)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2703,COLUMNS($J$2:O2703)),\"\")","v":"113 The University has two main quality assurance processes to enable it to have effective oversight of and opportunities to enhance the academic standards of its taught provision: Annual Appraisal and Institution-Led Subject Review (ILSR) - its periodic review process. Since ELIR 2016, the former has been significantly enhanced through the use of data dashboards (RGU Insights) which inform the process (see paragraphs 83-84). In discussions with the ELIR team, staff spoke positively about the way in which the use of data enables monitoring and enhancements in courses. In addition, the annual appraisal process for student-facing support services was developed during 2017-18 to enable the Learning Infrastructure Sub-Committee (LISC) to have confidence in the quality of services for students. The processes are robust and enable identification of any problem areas with plans for effective enhancement."}]
[{"$f":"IF('> FILTER <'!B2705<>\"\",ROW(OFFSET(A2704,-1,0)),\"\")","v":2703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2705)),A2704,\"\")","v":2703},{"$f":"IFERROR(SMALL(Helper2_1,A2704),\"\")","v":2703},null,2703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2705)),$A2704,\"\")","v":2703},{"$f":"IFERROR(SMALL(Helper2_2,A2704),\"\")","v":2703},{"$f":"COUNTIF(Helper3_1,\"=\"&G2704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2704)=1, G2704, \"\")","v":2703},{"$f":"IFERROR(SMALL(Index_2,A2704),\"\")","v":2703},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:J2704)),\"\")","v":"RGU_113"},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:K2704)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:L2704)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:M2704)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:N2704)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2704,COLUMNS($J$2:O2704)),\"\")","v":"113 The University has two main quality assurance processes to enable it to have effective oversight of and opportunities to enhance the academic standards of its taught provision: Annual Appraisal and Institution-Led Subject Review (ILSR) - its periodic review process. Since ELIR 2016, the former has been significantly enhanced through the use of data dashboards (RGU Insights) which inform the process (see paragraphs 83-84). In discussions with the ELIR team, staff spoke positively about the way in which the use of data enables monitoring and enhancements in courses. In addition, the annual appraisal process for student-facing support services was developed during 2017-18 to enable the Learning Infrastructure Sub-Committee (LISC) to have confidence in the quality of services for students. The processes are robust and enable identification of any problem areas with plans for effective enhancement."}]
[{"$f":"IF('> FILTER <'!B2706<>\"\",ROW(OFFSET(A2705,-1,0)),\"\")","v":2704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2706)),A2705,\"\")","v":2704},{"$f":"IFERROR(SMALL(Helper2_1,A2705),\"\")","v":2704},null,2704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2706)),$A2705,\"\")","v":2704},{"$f":"IFERROR(SMALL(Helper2_2,A2705),\"\")","v":2704},{"$f":"COUNTIF(Helper3_1,\"=\"&G2705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2705)=1, G2705, \"\")","v":2704},{"$f":"IFERROR(SMALL(Index_2,A2705),\"\")","v":2704},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:J2705)),\"\")","v":"RGU_114"},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:K2705)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:L2705)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:M2705)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:N2705)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2705,COLUMNS($J$2:O2705)),\"\")","v":"114 The cycle for annual appraisal starts with an institutional-level review of relevant data to identify themes to be followed up. Data drawn on includes analyses of student feedback, equality and diversity, evaluations of external examiners' comments and findings from internal audit reports. Course Leaders complete appraisals for their courses together with action plans which are approved and monitored by Schools Academic Boards (SABs) with oversight by the QAEC. Consideration of these by SABs leads to a SAB Appraisal Report, with Student School Officer input facilitated by Academic Quality Officers. SAB Appraisal Reports are informed by additional data sets and include Action and Enhancement Plans which in turn are integrated into School Learning and Teaching plans. Relevant senior staff meet with the Head of School and a summary report is submitted to QAEC for consideration (see paragraphs 77-80). The consideration of Course Annual Appraisals and action and enhancement plans, along with the SAB Insights Data dashboard, leads to the preparation of a SAB Annual Appraisal Report including SAB actions and an Enhancement Plan in which enhancement element maps to the Teaching and Learning Plan. Thereafter, the Head of School meets with the Assistant Chief Academic Officer, Deputy Principal and Vice-Principal for Academic Development and Student Experience and the Academic Quality Officer to consider the SAB report. The Academic Quality Officer's summary of this meeting is provided to QAEC together with the course and SAB appraisal reports."}]
[{"$f":"IF('> FILTER <'!B2707<>\"\",ROW(OFFSET(A2706,-1,0)),\"\")","v":2705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2707)),A2706,\"\")","v":2705},{"$f":"IFERROR(SMALL(Helper2_1,A2706),\"\")","v":2705},null,2705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2707)),$A2706,\"\")","v":2705},{"$f":"IFERROR(SMALL(Helper2_2,A2706),\"\")","v":2705},{"$f":"COUNTIF(Helper3_1,\"=\"&G2706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2706)=1, G2706, \"\")","v":2705},{"$f":"IFERROR(SMALL(Index_2,A2706),\"\")","v":2705},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:J2706)),\"\")","v":"RGU_115"},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:K2706)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:L2706)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:M2706)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:N2706)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2706,COLUMNS($J$2:O2706)),\"\")","v":"115 A similar process applies to postgraduate taught courses, although the sample report provided to the ELIR team was not informed by the same quality of data. However, the data which would normally be used, together with Enhancement and Action Plans enabled the ELIR team to have confidence that there was a clear commitment to ensuring academic standards and enhancing the student experience in response to their feedback."}]
[{"$f":"IF('> FILTER <'!B2708<>\"\",ROW(OFFSET(A2707,-1,0)),\"\")","v":2706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2708)),A2707,\"\")","v":2706},{"$f":"IFERROR(SMALL(Helper2_1,A2707),\"\")","v":2706},null,2706,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2708)),$A2707,\"\")","v":2706},{"$f":"IFERROR(SMALL(Helper2_2,A2707),\"\")","v":2706},{"$f":"COUNTIF(Helper3_1,\"=\"&G2707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2707)=1, G2707, \"\")","v":2706},{"$f":"IFERROR(SMALL(Index_2,A2707),\"\")","v":2706},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:J2707)),\"\")","v":"RGU_116"},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:K2707)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:L2707)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:M2707)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:N2707)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2707,COLUMNS($J$2:O2707)),\"\")","v":"116 The monitoring of taught courses is complemented by the preparation of annual appraisal reports for student-facing support services (see paragraph 84). These enable service departments to reflect on service delivery, their utility to students and to produce action plans. Consideration and monitoring of these is undertaken by LISC to inform QAEC."}]
[{"$f":"IF('> FILTER <'!B2709<>\"\",ROW(OFFSET(A2708,-1,0)),\"\")","v":2707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2709)),A2708,\"\")","v":2707},{"$f":"IFERROR(SMALL(Helper2_1,A2708),\"\")","v":2707},null,2707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2709)),$A2708,\"\")","v":2707},{"$f":"IFERROR(SMALL(Helper2_2,A2708),\"\")","v":2707},{"$f":"COUNTIF(Helper3_1,\"=\"&G2708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2708)=1, G2708, \"\")","v":2707},{"$f":"IFERROR(SMALL(Index_2,A2708),\"\")","v":2707},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:J2708)),\"\")","v":"RGU_117"},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:K2708)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:L2708)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:M2708)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:N2708)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2708,COLUMNS($J$2:O2708)),\"\")","v":"117 ILSRs follow a clear and structured process on a six-year cycle to review subject provision, plan course enhancements and result in the formal reapproval of the subject course and module portfolios. The process is implemented at the school level and a review event covers all courses at undergraduate and postgraduate-taught levels within the relevant school. ILSRs are designed to comment on both standards and the quality of provision and focus on both assurance and enhancement. Composition of panels includes a student and external subject experts. Students are provided with training for the role by an Academic Quality Officer. Documentation provided enables the ILSR panels to engage in robust and constructive dialogue with the school. Formal reports on the outcomes of the process are prepared by the Department for Governance and Academic Quality (DGAQ) and a confirmed version is published. Outcomes are reported to QAEC, Academic Council and the Board of Governors, and are included in annual statements to the Scottish Funding Council (SFC). A follow-up interim review report is required from the relevant school three years after the review and is subject to approval by QAEC. Scrutiny of the reports provided to the ELIR team and discussions with staff enables the team to confirm that the process is robust, thorough and that outcomes meet the requirements of the University and SFC."}]
[{"$f":"IF('> FILTER <'!B2710<>\"\",ROW(OFFSET(A2709,-1,0)),\"\")","v":2708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2710)),A2709,\"\")","v":2708},{"$f":"IFERROR(SMALL(Helper2_1,A2709),\"\")","v":2708},null,2708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2710)),$A2709,\"\")","v":2708},{"$f":"IFERROR(SMALL(Helper2_2,A2709),\"\")","v":2708},{"$f":"COUNTIF(Helper3_1,\"=\"&G2709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2709)=1, G2709, \"\")","v":2708},{"$f":"IFERROR(SMALL(Index_2,A2709),\"\")","v":2708},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:J2709)),\"\")","v":"RGU_118"},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:K2709)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:L2709)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:M2709)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:N2709)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2709,COLUMNS($J$2:O2709)),\"\")","v":"118 The ELIR team noted that ILSR had also been applied to the International College at the University (ICRGU) to ensure confidence in academic standards, a commitment to enhancement of the student experience and to identify a forward development plan. The outcomes demonstrated strong relationships between the University and the ICRGU and effective quality assurance and enhancement mechanisms. In addition, as part of the implementation of outcomes arising from the review, the university committee structure now shows clear links between ICRGU committees and those of the University (see paragraphs 138-139)."}]
[{"$f":"IF('> FILTER <'!B2711<>\"\",ROW(OFFSET(A2710,-1,0)),\"\")","v":2709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2711)),A2710,\"\")","v":2709},{"$f":"IFERROR(SMALL(Helper2_1,A2710),\"\")","v":2709},null,2709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2711)),$A2710,\"\")","v":2709},{"$f":"IFERROR(SMALL(Helper2_2,A2710),\"\")","v":2709},{"$f":"COUNTIF(Helper3_1,\"=\"&G2710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2710)=1, G2710, \"\")","v":2709},{"$f":"IFERROR(SMALL(Index_2,A2710),\"\")","v":2709},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:J2710)),\"\")","v":"RGU_119"},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:K2710)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:L2710)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:M2710)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:N2710)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2710,COLUMNS($J$2:O2710)),\"\")","v":"119 In addition to its ILSR, the University has a Student-Facing Support Services Review process. This is designed to ensure that the support services offered by the institution are consistently enhanced and meet the needs of students. The process is robust and structured and the ELIR team was able to confirm that the implementation of the process meets its requirements."}]
[{"$f":"IF('> FILTER <'!B2712<>\"\",ROW(OFFSET(A2711,-1,0)),\"\")","v":2710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2712)),A2711,\"\")","v":2710},{"$f":"IFERROR(SMALL(Helper2_1,A2711),\"\")","v":2710},null,2710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2712)),$A2711,\"\")","v":2710},{"$f":"IFERROR(SMALL(Helper2_2,A2711),\"\")","v":2710},{"$f":"COUNTIF(Helper3_1,\"=\"&G2711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2711)=1, G2711, \"\")","v":2710},{"$f":"IFERROR(SMALL(Index_2,A2711),\"\")","v":2710},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:J2711)),\"\")","v":"RGU_120"},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:K2711)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:L2711)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:M2711)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:N2711)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2711,COLUMNS($J$2:O2711)),\"\")","v":"120 At the time of the 2016 ELIR no periodic review of the institution's research degree provision had taken place since 2012-13. The University had decided to create a single Graduate School. The Outcome report of the 2016 ELIR indicated that the University should '… make progress with the implementation of revised arrangements for periodic review of research degree provision'. Following the establishment of the Graduate School in 2016-17, the University developed policies and procedures for the annual and periodic monitoring of its research degree provision. Although there is some outdated information in its guidance, the University has a revised procedure for Research Degree Internal Review (RDIR), closely aligned to the ILSR process. The institution conducted its RDIR under the revised arrangements in 2018. In the view of the ELIR team, the guidance provided for the RDIR is clear and appropriate, and aligns with the requirements of the Quality Code and sector expectations. The RDIR was carried out in accordance with institutional guidance."}]
[{"$f":"IF('> FILTER <'!B2713<>\"\",ROW(OFFSET(A2712,-1,0)),\"\")","v":2711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2713)),A2712,\"\")","v":2711},{"$f":"IFERROR(SMALL(Helper2_1,A2712),\"\")","v":2711},null,2711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2713)),$A2712,\"\")","v":2711},{"$f":"IFERROR(SMALL(Helper2_2,A2712),\"\")","v":2711},{"$f":"COUNTIF(Helper3_1,\"=\"&G2712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2712)=1, G2712, \"\")","v":2711},{"$f":"IFERROR(SMALL(Index_2,A2712),\"\")","v":2711},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:J2712)),\"\")","v":"RGU_121"},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:K2712)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:L2712)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:M2712)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:N2712)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2712,COLUMNS($J$2:O2712)),\"\")","v":"121 The University has clear policies covering PGR supervision, monitoring, progress, assessment and examination. During the review visits the ELIR team met students who demonstrated an understanding about what was expected of them and what they could expect from the University. Although students are supported within their academic schools, it is the responsibility of the Graduate School to ensure the quality and enhancement of the postgraduate research student experience, with strategic oversight lying with the Research Degrees Committee and the Vice-Principal Research. The ELIR team saw examples of the Postgraduate Certificate Researcher Development Annual Appraisal, analysis of an internal Postgraduate Research Experience Survey and research student data. It was clear to the ELIR team that oversight by the University was generally thorough and robust."}]
[{"$f":"IF('> FILTER <'!B2714<>\"\",ROW(OFFSET(A2713,-1,0)),\"\")","v":2712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2714)),A2713,\"\")","v":2712},{"$f":"IFERROR(SMALL(Helper2_1,A2713),\"\")","v":2712},null,2712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2714)),$A2713,\"\")","v":2712},{"$f":"IFERROR(SMALL(Helper2_2,A2713),\"\")","v":2712},{"$f":"COUNTIF(Helper3_1,\"=\"&G2713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2713)=1, G2713, \"\")","v":2712},{"$f":"IFERROR(SMALL(Index_2,A2713),\"\")","v":2712},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:J2713)),\"\")","v":"RGU_122"},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:K2713)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:L2713)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:M2713)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:N2713)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2713,COLUMNS($J$2:O2713)),\"\")","v":"122 The University expects students to be assessed in a manner which provides an objective and comprehensive measure of individual student achievement and relates it to the national standard of awards. It follows that assessments are designed to enable students to demonstrate achievements of course learning outcomes as well as those at the level of the module. The overall approach to the management of assessment requirements and associated policies is overseen by the Academic Regulations Sub-Committee of the QAEC. It was evident to the ELIR team from consideration of documentation, that QAEC performed its functions diligently and in accordance with its terms of reference. Its work on, for example, fitness to practice, academic misconduct, assessment board decisions, appeals, self-certification and mitigating circumstances, seeks to ensure consistency across the institution and maintain and enhance standards. Students the ELIR team met were clear about where to find information about appeals. There are effective arrangements to accommodate the individual needs of students. The University's approach to changes required to recognise the impact of the pandemic was appropriate, recognising the need to enable students to succeed without endangering academic standards and quality. University Academic Regulations are clear and comprehensive and the ELIR team noted Academic Regulations Seminars to involve and update colleagues around the institution. Assessment Boards ensure the correct application of policies and regulations covering assessment progression and awards."}]
[{"$f":"IF('> FILTER <'!B2715<>\"\",ROW(OFFSET(A2714,-1,0)),\"\")","v":2713},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2715)),A2714,\"\")","v":2713},{"$f":"IFERROR(SMALL(Helper2_1,A2714),\"\")","v":2713},null,2713,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2715)),$A2714,\"\")","v":2713},{"$f":"IFERROR(SMALL(Helper2_2,A2714),\"\")","v":2713},{"$f":"COUNTIF(Helper3_1,\"=\"&G2714)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2714)=1, G2714, \"\")","v":2713},{"$f":"IFERROR(SMALL(Index_2,A2714),\"\")","v":2713},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:J2714)),\"\")","v":"RGU_123"},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:K2714)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:L2714)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:M2714)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:N2714)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2714,COLUMNS($J$2:O2714)),\"\")","v":"123 The University has an effective approach to using external reference points in setting, maintaining and enhancing academic standards and quality. The University's academic quality framework, as expressed in its Academic Quality Handbook, is aligned to the UK Quality Code. The University has mapped its approach to the new Quality Code to ensure that it complies with the Expectations for quality and standards and their respective Core practices. As a result, it is aware of areas for further enhancement; these include the review of the Assessment Policy and revisions to student handbooks. Courses and their constituent modules are designed using the Scottish Credit and Qualifications Framework (SCQF) and the European Credit Transfer System (ECTS) is also referenced in its academic regulations. QAA Subject Benchmark Statements and the requirements of PSRBs are taken into account in course validation and revalidation procedures and the outcomes of ILSRs reflect the use of external reference points. Graduate Apprenticeships are designed to map to the appropriate Skills Development Scotland framework. The University uses external expertise from academia, business and industry throughout its approval and review processes."}]
[{"$f":"IF('> FILTER <'!B2716<>\"\",ROW(OFFSET(A2715,-1,0)),\"\")","v":2714},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2716)),A2715,\"\")","v":2714},{"$f":"IFERROR(SMALL(Helper2_1,A2715),\"\")","v":2714},null,2714,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2716)),$A2715,\"\")","v":2714},{"$f":"IFERROR(SMALL(Helper2_2,A2715),\"\")","v":2714},{"$f":"COUNTIF(Helper3_1,\"=\"&G2715)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2715)=1, G2715, \"\")","v":2714},{"$f":"IFERROR(SMALL(Index_2,A2715),\"\")","v":2714},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:J2715)),\"\")","v":"RGU_124"},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:K2715)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:L2715)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:M2715)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:N2715)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2715,COLUMNS($J$2:O2715)),\"\")","v":"124 The University regards external examining as an important feature of its quality assurance system. It is crucial to its assessment process in ensuring objectivity, comparability of standards and ensuring the fair and equitable treatment of students. The institution's Academic Quality Handbook sets out clear policies and procedures. The role is essentially one of moderation, but they are also consulted on summative assessments and analyse grade profiles. Arrangements for appointment are robust and all external examiners receive an induction. The External Examiner Report Form Template is effective in covering the required topics and enables the external examiners to highlight good practice. Annual reports prepared by external examiners form part of the Annual Appraisal process and are read by the ACAO and the Deputy Principal and Vice-Principal for Academic Development and Student Experience. Institutional analysis of external examiner reports is clear and is considered by the QAEC to ensure that processes are completed in accordance with institutional policy. Arrangements for the appointment and involvement of external examiners in research degrees are overseen by the Research Degrees Committee and conform to sector norms and expectations."}]
[{"$f":"IF('> FILTER <'!B2717<>\"\",ROW(OFFSET(A2716,-1,0)),\"\")","v":2715},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2717)),A2716,\"\")","v":2715},{"$f":"IFERROR(SMALL(Helper2_1,A2716),\"\")","v":2715},null,2715,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2717)),$A2716,\"\")","v":2715},{"$f":"IFERROR(SMALL(Helper2_2,A2716),\"\")","v":2715},{"$f":"COUNTIF(Helper3_1,\"=\"&G2716)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2716)=1, G2716, \"\")","v":2715},{"$f":"IFERROR(SMALL(Index_2,A2716),\"\")","v":2715},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:J2716)),\"\")","v":"RGU_125"},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:K2716)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:L2716)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:M2716)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:N2716)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2716,COLUMNS($J$2:O2716)),\"\")","v":"125 The ELIR team noted that students had limited knowledge of the work of external examiners, their reports and how they were actioned. Staff also described some variability in the approach to sharing information and actions arising from the work of external examiners. Many reports comment favourably on the quality and standards of the University and the work students produce. Accordingly, the University may wish to reflect upon the ways in which such positive comments could be shared with students."}]
[{"$f":"IF('> FILTER <'!B2718<>\"\",ROW(OFFSET(A2717,-1,0)),\"\")","v":2716},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2718)),A2717,\"\")","v":2716},{"$f":"IFERROR(SMALL(Helper2_1,A2717),\"\")","v":2716},null,2716,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2718)),$A2717,\"\")","v":2716},{"$f":"IFERROR(SMALL(Helper2_2,A2717),\"\")","v":2716},{"$f":"COUNTIF(Helper3_1,\"=\"&G2717)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2717)=1, G2717, \"\")","v":2716},{"$f":"IFERROR(SMALL(Index_2,A2717),\"\")","v":2716},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:J2717)),\"\")","v":"RGU_126"},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:K2717)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:L2717)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:M2717)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:N2717)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2717,COLUMNS($J$2:O2717)),\"\")","v":"126 In the 2016 ELIR, the University was asked to consider five areas where further development was required. The current ELIR team considered that the University had made satisfactory progress in addressing them but noted that there was some ongoing work as the institution's approaches evolved."}]
[{"$f":"IF('> FILTER <'!B2719<>\"\",ROW(OFFSET(A2718,-1,0)),\"\")","v":2717},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2719)),A2718,\"\")","v":2717},{"$f":"IFERROR(SMALL(Helper2_1,A2718),\"\")","v":2717},null,2717,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2719)),$A2718,\"\")","v":2717},{"$f":"IFERROR(SMALL(Helper2_2,A2718),\"\")","v":2717},{"$f":"COUNTIF(Helper3_1,\"=\"&G2718)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2718)=1, G2718, \"\")","v":2717},{"$f":"IFERROR(SMALL(Index_2,A2718),\"\")","v":2717},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:J2718)),\"\")","v":"RGU_127"},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:K2718)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:L2718)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:M2718)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:N2718)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2718,COLUMNS($J$2:O2718)),\"\")","v":"127 The work to enhance consistency of practice in assessment and feedback was a major project to move to online submission, to reduce variability of experience, and enhance clarity of feedback timescales. The ELIR team noted the improvements in student satisfaction scores resulting from this. However, it also noted that students, depending on their academic school, continued to experience variability in the quality and timeliness of feedback and that the institution acknowledged the need for ongoing monitoring of its expectations. The creation and implementation of a single Graduate School was regarded as a positive development and, as noted above (see paragraph 120), revised arrangements for the periodic review of research degree provision had taken place. The University acknowledged that work to strengthen the research culture was still in progress. Specific mention of developments relating to support for online distance learners, the role of Learning Enhancement Co-ordinators and Teaching Fellows, and collaborative provision are found in sections 3 and 5 of this report."}]
[{"$f":"IF('> FILTER <'!B2720<>\"\",ROW(OFFSET(A2719,-1,0)),\"\")","v":2718},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2720)),A2719,\"\")","v":2718},{"$f":"IFERROR(SMALL(Helper2_1,A2719),\"\")","v":2718},null,2718,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2720)),$A2719,\"\")","v":2718},{"$f":"IFERROR(SMALL(Helper2_2,A2719),\"\")","v":2718},{"$f":"COUNTIF(Helper3_1,\"=\"&G2719)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2719)=1, G2719, \"\")","v":2718},{"$f":"IFERROR(SMALL(Index_2,A2719),\"\")","v":2718},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:J2719)),\"\")","v":"RGU_128"},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:K2719)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:L2719)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:M2719)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:N2719)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2719,COLUMNS($J$2:O2719)),\"\")","v":"128 The ELIR team noted evidence of the ways in which the University had built on, developed and embedded the eight areas of positive practice identified in the 2016 ELIR report, of which four linked directly to themes identified by the University for the current ELIR. In addition, it was clear to the ELIR team that the institution continues to identify areas where further enhancements can take place."}]
[{"$f":"IF('> FILTER <'!B2721<>\"\",ROW(OFFSET(A2720,-1,0)),\"\")","v":2719},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2721)),A2720,\"\")","v":2719},{"$f":"IFERROR(SMALL(Helper2_1,A2720),\"\")","v":2719},null,2719,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2721)),$A2720,\"\")","v":2719},{"$f":"IFERROR(SMALL(Helper2_2,A2720),\"\")","v":2719},{"$f":"COUNTIF(Helper3_1,\"=\"&G2720)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2720)=1, G2720, \"\")","v":2719},{"$f":"IFERROR(SMALL(Index_2,A2720),\"\")","v":2719},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:J2720)),\"\")","v":"RGU_129"},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:K2720)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:L2720)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:M2720)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:N2720)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2720,COLUMNS($J$2:O2720)),\"\")","v":"129 The University has an effective approach to the use of data to inform its decision-making, evaluation and enhancement processes. Its approach continues to develop to enable identification and progression of strategic priorities. The University has also used its engagement with the previous QAA Enhancement Theme - 'Evidence for Enhancement: Improving the Student Experience' - to inform its approach."}]
[{"$f":"IF('> FILTER <'!B2722<>\"\",ROW(OFFSET(A2721,-1,0)),\"\")","v":2720},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2722)),A2721,\"\")","v":2720},{"$f":"IFERROR(SMALL(Helper2_1,A2721),\"\")","v":2720},null,2720,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2722)),$A2721,\"\")","v":2720},{"$f":"IFERROR(SMALL(Helper2_2,A2721),\"\")","v":2720},{"$f":"COUNTIF(Helper3_1,\"=\"&G2721)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2721)=1, G2721, \"\")","v":2720},{"$f":"IFERROR(SMALL(Index_2,A2721),\"\")","v":2720},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:J2721)),\"\")","v":"RGU_130"},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:K2721)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:L2721)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:M2721)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:N2721)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2721,COLUMNS($J$2:O2721)),\"\")","v":"130 The 2016 ELIR identified the effective and strategic use of data as an area of positive practice. The University's strategic approach has evolved further, designed to ensure that data is available to support key processes such as the annual and periodic monitoring reviews. The University invested in business intelligence software to develop its RGU Insights dashboards (see paragraphs 83-84). The Department for Governance and Academic Quality led the redesign of annual monitoring and, with key inputs from other institutional stakeholders, the development of annual appraisal dashboards. These visualise data required at subject, school and institutional levels to ensure that review and action are data informed. For example, it allows analysis of student performance by demographic characteristics, and enables better assessment of progression and successful transition to employment. In turn, this has led to a better understanding of the student body and there are extensive capabilities to underpin enhancement activity. This is particularly evident in the way the data feeds into annual appraisal processes and course-level teaching plans. Support for staff in using the dashboards is coordinated through DGAQ and is effective. The AQOs provide bespoke support, while DELTA provides more general training on data in the university sector for students who sit on school and university committees to enable good understanding of the data. Staff the ELIR team met demonstrated a commitment to improve the overall student experience and use the data supplied to do this. The University is considering the development of the dashboards to provide richer data to support reviews of student-facing support services, complaints and benchmarking of courses."}]
[{"$f":"IF('> FILTER <'!B2723<>\"\",ROW(OFFSET(A2722,-1,0)),\"\")","v":2721},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2723)),A2722,\"\")","v":2721},{"$f":"IFERROR(SMALL(Helper2_1,A2722),\"\")","v":2721},null,2721,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2723)),$A2722,\"\")","v":2721},{"$f":"IFERROR(SMALL(Helper2_2,A2722),\"\")","v":2721},{"$f":"COUNTIF(Helper3_1,\"=\"&G2722)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2722)=1, G2722, \"\")","v":2721},{"$f":"IFERROR(SMALL(Index_2,A2722),\"\")","v":2721},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:J2722)),\"\")","v":"RGU_131"},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:K2722)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:L2722)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:M2722)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:N2722)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2722,COLUMNS($J$2:O2722)),\"\")","v":"131 The University also makes use of other data including the National Student Survey; its internal Student Experience Questionnaire which provides quantitative and qualitative feedback on module and course provision; Pulse Surveys; its own RGU Leavers Survey to fill a gap caused by the demise of the DLHE survey; and Graduate Outcomes data. These inform the annual appraisal process. In the view of the University, its approach to the use of data has resulted in an enhanced ability to self-evaluate and stronger metrics in key areas such a student satisfaction and employability."}]
[{"$f":"IF('> FILTER <'!B2724<>\"\",ROW(OFFSET(A2723,-1,0)),\"\")","v":2722},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2724)),A2723,\"\")","v":2722},{"$f":"IFERROR(SMALL(Helper2_1,A2723),\"\")","v":2722},null,2722,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2724)),$A2723,\"\")","v":2722},{"$f":"IFERROR(SMALL(Helper2_2,A2723),\"\")","v":2722},{"$f":"COUNTIF(Helper3_1,\"=\"&G2723)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2723)=1, G2723, \"\")","v":2722},{"$f":"IFERROR(SMALL(Index_2,A2723),\"\")","v":2722},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:J2723)),\"\")","v":"RGU_132"},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:K2723)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:L2723)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:M2723)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:N2723)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2723,COLUMNS($J$2:O2723)),\"\")","v":"132 The University recognises the benefits which accrue from its approach to data-informed review and decision-making. The ELIR team commends the institutional approach to gathering and using data which is easily accessible to academic and professional services staff and which informs evaluation, action planning and decision-making. The approach continues to evolve to ensure that all aspects of the University's student experience are captured and drives enhancement (see paragraphs 25-26, 83-84 and 104)."}]
[{"$f":"IF('> FILTER <'!B2725<>\"\",ROW(OFFSET(A2724,-1,0)),\"\")","v":2723},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2725)),A2724,\"\")","v":2723},{"$f":"IFERROR(SMALL(Helper2_1,A2724),\"\")","v":2723},null,2723,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2725)),$A2724,\"\")","v":2723},{"$f":"IFERROR(SMALL(Helper2_2,A2724),\"\")","v":2723},{"$f":"COUNTIF(Helper3_1,\"=\"&G2724)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2724)=1, G2724, \"\")","v":2723},{"$f":"IFERROR(SMALL(Index_2,A2724),\"\")","v":2723},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:J2724)),\"\")","v":"RGU_133"},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:K2724)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:L2724)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:M2724)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:N2724)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2724,COLUMNS($J$2:O2724)),\"\")","v":"133 The University has effective arrangements for securing academic standards. Its policies are comprehensive; its regulations are appropriate and clear; its processes are structured and administered soundly. All of them are reviewed regularly, publicly-available and disseminated. The institution's quality framework is aligned to the Quality Code and other reference points and it is aware of areas in need of enhancement, including those around its grading scheme (see paragraphs 50 and 75). Students are engaged in quality processes and the University makes systematic use of its external examiners. Externality is used appropriately in course approval, and periodic review processes. Oversight of standards and quality through the governance system is robust and is allied to a determination to continually improve."}]
[{"$f":"IF('> FILTER <'!B2726<>\"\",ROW(OFFSET(A2725,-1,0)),\"\")","v":2724},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2726)),A2725,\"\")","v":2724},{"$f":"IFERROR(SMALL(Helper2_1,A2725),\"\")","v":2724},null,2724,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2726)),$A2725,\"\")","v":2724},{"$f":"IFERROR(SMALL(Helper2_2,A2725),\"\")","v":2724},{"$f":"COUNTIF(Helper3_1,\"=\"&G2725)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2725)=1, G2725, \"\")","v":2724},{"$f":"IFERROR(SMALL(Index_2,A2725),\"\")","v":2724},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:J2725)),\"\")","v":"RGU_134"},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:K2725)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:L2725)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:M2725)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:N2725)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2725,COLUMNS($J$2:O2725)),\"\")","v":"134 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. Extensive data suites are widely available within schools and the broader University and play a key role in annual and periodic review mechanisms and in decision-making. Evaluative processes apply not just to academic courses but also to student-facing services, research provision and collaborative activity. The institution's processes are systematic and this enables it to identify good practice for dissemination. The University has developed the areas of positive practice since the 2016 ELIR in its determination to enhance quality."}]
[{"$f":"IF('> FILTER <'!B2727<>\"\",ROW(OFFSET(A2726,-1,0)),\"\")","v":2725},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2727)),A2726,\"\")","v":2725},{"$f":"IFERROR(SMALL(Helper2_1,A2726),\"\")","v":2725},null,2725,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2727)),$A2726,\"\")","v":2725},{"$f":"IFERROR(SMALL(Helper2_2,A2726),\"\")","v":2725},{"$f":"COUNTIF(Helper3_1,\"=\"&G2726)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2726)=1, G2726, \"\")","v":2725},{"$f":"IFERROR(SMALL(Index_2,A2726),\"\")","v":2725},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:J2726)),\"\")","v":"RGU_134"},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:K2726)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:L2726)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:M2726)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:N2726)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2726,COLUMNS($J$2:O2726)),\"\")","v":"134 The University has effective arrangements for self-evaluation including effective use of data to inform decision-making. Extensive data suites are widely available within schools and the broader University and play a key role in annual and periodic review mechanisms and in decision-making. Evaluative processes apply not just to academic courses but also to student-facing services, research provision and collaborative activity. The institution's processes are systematic and this enables it to identify good practice for dissemination. The University has developed the areas of positive practice since the 2016 ELIR in its determination to enhance quality."}]
[{"$f":"IF('> FILTER <'!B2728<>\"\",ROW(OFFSET(A2727,-1,0)),\"\")","v":2726},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2728)),A2727,\"\")","v":2726},{"$f":"IFERROR(SMALL(Helper2_1,A2727),\"\")","v":2726},null,2726,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2728)),$A2727,\"\")","v":2726},{"$f":"IFERROR(SMALL(Helper2_2,A2727),\"\")","v":2726},{"$f":"COUNTIF(Helper3_1,\"=\"&G2727)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2727)=1, G2727, \"\")","v":2726},{"$f":"IFERROR(SMALL(Index_2,A2727),\"\")","v":2726},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:J2727)),\"\")","v":"RGU_135"},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:K2727)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:L2727)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:M2727)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:N2727)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2727,COLUMNS($J$2:O2727)),\"\")","v":"135 The University's strategy map indicates an intention to 'expand the range and depth of partnerships with employers, the professions and other educational providers' and to 'enhance … regional impact through more effective and extensive partnership and community engagement'. The University does not have a discreet strategy which articulates its plans, but the ELIR team found that the overall approach to collaborative partnerships effectively aligns with the strategy map. In meetings with the ELIR team, some staff characterised the University's approach as being one of caution while planning for growth."}]
[{"$f":"IF('> FILTER <'!B2729<>\"\",ROW(OFFSET(A2728,-1,0)),\"\")","v":2727},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2729)),A2728,\"\")","v":2727},{"$f":"IFERROR(SMALL(Helper2_1,A2728),\"\")","v":2727},null,2727,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2729)),$A2728,\"\")","v":2727},{"$f":"IFERROR(SMALL(Helper2_2,A2728),\"\")","v":2727},{"$f":"COUNTIF(Helper3_1,\"=\"&G2728)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2728)=1, G2728, \"\")","v":2727},{"$f":"IFERROR(SMALL(Index_2,A2728),\"\")","v":2727},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:J2728)),\"\")","v":"RGU_136"},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:K2728)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:L2728)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:M2728)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:N2728)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2728,COLUMNS($J$2:O2728)),\"\")","v":"136 The institution's collaborative provision has three main foci: widening participation partnerships through articulation agreements with colleges; work-related partnerships, including the credit-rating of external provision and graduate apprenticeships (see paragraphs 40 and 112); and a small number of international collaborations. In connection with the latter, the institution has recently reviewed its approach to transnational education (TNE) which it views as part of its international business and economic development strategy. Arising from this review, the University has removed non-productive relationships and agreements and now has two active and successful partnerships, reduced speculative activity, determined to improve and grow its two remaining TNE partnerships with Informatics Institute of Technology (IIT) in Sri Lanka, and Benedict International Group, Switzerland and build on new opportunities focusing on two key countries. The University has also adopted an industry-informed approach to identify developments in two priority sectors with several cross-sectoral themes. It anticipates that this review will result in a new TNE strategy to be rolled out later in 2020-21. In accordance with its College Engagement Strategy, the University has extended its articulation arrangements and substantially increased articulation routes. Overall, therefore, the University is building a strategic approach to the development of its collaborative activity."}]
[{"$f":"IF('> FILTER <'!B2730<>\"\",ROW(OFFSET(A2729,-1,0)),\"\")","v":2728},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2730)),A2729,\"\")","v":2728},{"$f":"IFERROR(SMALL(Helper2_1,A2729),\"\")","v":2728},null,2728,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2730)),$A2729,\"\")","v":2728},{"$f":"IFERROR(SMALL(Helper2_2,A2729),\"\")","v":2728},{"$f":"COUNTIF(Helper3_1,\"=\"&G2729)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2729)=1, G2729, \"\")","v":2728},{"$f":"IFERROR(SMALL(Index_2,A2729),\"\")","v":2728},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:J2729)),\"\")","v":"RGU_136"},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:K2729)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:L2729)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:M2729)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:N2729)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2729,COLUMNS($J$2:O2729)),\"\")","v":"136 The institution's collaborative provision has three main foci: widening participation partnerships through articulation agreements with colleges; work-related partnerships, including the credit-rating of external provision and graduate apprenticeships (see paragraphs 40 and 112); and a small number of international collaborations. In connection with the latter, the institution has recently reviewed its approach to transnational education (TNE) which it views as part of its international business and economic development strategy. Arising from this review, the University has removed non-productive relationships and agreements and now has two active and successful partnerships, reduced speculative activity, determined to improve and grow its two remaining TNE partnerships with Informatics Institute of Technology (IIT) in Sri Lanka, and Benedict International Group, Switzerland and build on new opportunities focusing on two key countries. The University has also adopted an industry-informed approach to identify developments in two priority sectors with several cross-sectoral themes. It anticipates that this review will result in a new TNE strategy to be rolled out later in 2020-21. In accordance with its College Engagement Strategy, the University has extended its articulation arrangements and substantially increased articulation routes. Overall, therefore, the University is building a strategic approach to the development of its collaborative activity."}]
[{"$f":"IF('> FILTER <'!B2731<>\"\",ROW(OFFSET(A2730,-1,0)),\"\")","v":2729},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2731)),A2730,\"\")","v":2729},{"$f":"IFERROR(SMALL(Helper2_1,A2730),\"\")","v":2729},null,2729,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2731)),$A2730,\"\")","v":2729},{"$f":"IFERROR(SMALL(Helper2_2,A2730),\"\")","v":2729},{"$f":"COUNTIF(Helper3_1,\"=\"&G2730)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2730)=1, G2730, \"\")","v":2729},{"$f":"IFERROR(SMALL(Index_2,A2730),\"\")","v":2729},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:J2730)),\"\")","v":"RGU_137"},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:K2730)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:L2730)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:M2730)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:N2730)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2730,COLUMNS($J$2:O2730)),\"\")","v":"137 At the time of the 2016 ELIR, the University was restructuring roles and responsibilities, including those for aspects of collaborative activity. It was also further enhancing institutional oversight of its collaborations through reviewing arrangements for consideration, approval, monitoring and review. The ELIR team could see that progress had been made in those aspects. The 2016 ELIR recommended that the University 'continue to develop the operational infrastructure and strategic approach to the management and oversight of collaborative activity'. In committee terms, ultimate responsibility lies with Academic Council. The Academic Development Committee provides institutional and operational oversight, and grants initial approval using a triage system for assessing opportunities. Formal approval, monitoring and review closely follow the processes outlined in section 4 (see paragraphs 110-122) for all university courses. The Associate Vice-Principal Business and Economic Development (BAED) supported by the Department of BAED leads on TNE developments linking with academic schools and the Department for Governance and Academic Quality. The BAED, through its Graduate Apprenticeships section, has responsibility for the strategic development of graduate apprenticeship work-based learning partnerships. Validated courses and credit-rated provision are managed effectively through schools and routine quality processes. Articulation agreements between the University's undergraduate provision and UK further education colleges are coordinated by Access Unit (which was moved in academic year 2020-21 from DELTA to Student Recruitment). Articulation arrangements with overseas partners are also coordinated by Student Recruitment. Although it was reported at the time of the 2016 ELIR that the University was considering the establishment of a 'partnership unit' to provide oversight of collaborative arrangements, this did not materialise. The University will wish to maintain strategic oversight of the management arrangements for its collaborative activity to ensure that they remain fit-for-purpose as it continues to develop its portfolio of collaborative activity."}]
[{"$f":"IF('> FILTER <'!B2732<>\"\",ROW(OFFSET(A2731,-1,0)),\"\")","v":2730},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2732)),A2731,\"\")","v":2730},{"$f":"IFERROR(SMALL(Helper2_1,A2731),\"\")","v":2730},null,2730,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2732)),$A2731,\"\")","v":2730},{"$f":"IFERROR(SMALL(Helper2_2,A2731),\"\")","v":2730},{"$f":"COUNTIF(Helper3_1,\"=\"&G2731)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2731)=1, G2731, \"\")","v":2730},{"$f":"IFERROR(SMALL(Index_2,A2731),\"\")","v":2730},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:J2731)),\"\")","v":"RGU_138"},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:K2731)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:L2731)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:M2731)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:N2731)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2731,COLUMNS($J$2:O2731)),\"\")","v":"138 The University collaborative activity involved a limited number of collaborative partners at the time of the 2016 ELIR. Long-standing arrangements include those with NESCol and Navitas for the ICRGU, which provide extensive access links into the University's undergraduate and master's courses. The collaboration with the Benedict International Group in Lucerne and Zurich has a mature portfolio which has expanded since 2016. Relationships with the Informatics Institute of Technology in Sri Lanka, Human Development Scotland, Edinburgh College and an expanded network of further education colleges have all been developed, resulting in an expansion of partnership course student numbers."}]
[{"$f":"IF('> FILTER <'!B2733<>\"\",ROW(OFFSET(A2732,-1,0)),\"\")","v":2731},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2733)),A2732,\"\")","v":2731},{"$f":"IFERROR(SMALL(Helper2_1,A2732),\"\")","v":2731},null,2731,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2733)),$A2732,\"\")","v":2731},{"$f":"IFERROR(SMALL(Helper2_2,A2732),\"\")","v":2731},{"$f":"COUNTIF(Helper3_1,\"=\"&G2732)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2732)=1, G2732, \"\")","v":2731},{"$f":"IFERROR(SMALL(Index_2,A2732),\"\")","v":2731},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:J2732)),\"\")","v":"RGU_139"},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:K2732)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:L2732)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:M2732)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:N2732)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2732,COLUMNS($J$2:O2732)),\"\")","v":"139 Broadly, proposal, approval and reapproval processes follow a similar procedure to those for non-collaborative proposals. These are set out in section five of the Academic Quality Handbook which was revised in March 2021. Financial plans, due diligence, risk assessments and arrangements for annual and periodic review are robust and meet the Expectations of the UK Quality Code. The University has templates for Memoranda of Understanding contracts of collaboration and for termination of partnership arrangements which meet sector norms. The ELIR team was able to confirm from reviewing sample documentation that institutional requirements were met. In discussions with the ELIR team staff demonstrated a sound understanding of approval, monitoring and external examining arrangements for collaborative provision. Following a periodic review of the ICRGU and a QAA Educational Oversight - Exceptional Arrangements review (which had positive judgements) there are now clearer links with university quality structures, which ensure effective engagement of both parties and aid student transition. The University maintains a register of its collaborative provision for taught credit-rated provision."}]
[{"$f":"IF('> FILTER <'!B2734<>\"\",ROW(OFFSET(A2733,-1,0)),\"\")","v":2732},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2734)),A2733,\"\")","v":2732},{"$f":"IFERROR(SMALL(Helper2_1,A2733),\"\")","v":2732},null,2732,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2734)),$A2733,\"\")","v":2732},{"$f":"IFERROR(SMALL(Helper2_2,A2733),\"\")","v":2732},{"$f":"COUNTIF(Helper3_1,\"=\"&G2733)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2733)=1, G2733, \"\")","v":2732},{"$f":"IFERROR(SMALL(Index_2,A2733),\"\")","v":2732},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:J2733)),\"\")","v":"RGU_140"},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:K2733)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:L2733)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:M2733)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:N2733)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2733,COLUMNS($J$2:O2733)),\"\")","v":"140 For some collaborations there is a Partnership Steering Group. In mapping its provision to the UK Quality Code advice and guidance for partnerships, the University indicated that 'new steering group arrangements being implemented across all collaborative arrangements will be referenced in the Academic Quality Handbook'. The Partnership Steering Group comprises senior members for each partner and, in addition to normal quality processes, ensures contract monitoring and compliance. It was evident to the ELIR team that some Partnership Steering Groups had been formed. However, in meetings with staff there was uneven knowledge and understanding of Partnership Steering Groups and their application to all collaborative arrangements; the groups were not referenced in the recent revision of the relevant section of the Academic Quality Handbook. Evidence provided to the ELIR team suggested that they were likely to be effective in enabling the institution to manage collaborations and maintain and enhance quality and standards."}]
[{"$f":"IF('> FILTER <'!B2735<>\"\",ROW(OFFSET(A2734,-1,0)),\"\")","v":2733},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2735)),A2734,\"\")","v":2733},{"$f":"IFERROR(SMALL(Helper2_1,A2734),\"\")","v":2733},null,2733,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2735)),$A2734,\"\")","v":2733},{"$f":"IFERROR(SMALL(Helper2_2,A2734),\"\")","v":2733},{"$f":"COUNTIF(Helper3_1,\"=\"&G2734)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2734)=1, G2734, \"\")","v":2733},{"$f":"IFERROR(SMALL(Index_2,A2734),\"\")","v":2733},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:J2734)),\"\")","v":"RGU_141"},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:K2734)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:L2734)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:M2734)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:N2734)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2734,COLUMNS($J$2:O2734)),\"\")","v":"141 The University requires the appointment of a Link Co-ordinator for the general operation and monitoring of a collaboration. The role is critical in securing standards and enhancing the student experience, ensuring that students have a designated contact at the University for feedback. The role has a clear specification which, at the time of the current ELIR, was recently updated. In discussions with the ELIR team staff showed a good understanding of the role and were in regular contact with the partner organisation. The Link Co-Ordinator Report Form is clear and robust and used in annual monitoring. In addition, the RGU Insights dashboards provide information on student performance and progress to the Link Co-ordinator which is reviewed during annual monitoring purposes. It was evident to the ELIR team that appropriate regard is given to partnership activity in annual and periodic monitoring processes."}]
[{"$f":"IF('> FILTER <'!B2736<>\"\",ROW(OFFSET(A2735,-1,0)),\"\")","v":2734},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2736)),A2735,\"\")","v":2734},{"$f":"IFERROR(SMALL(Helper2_1,A2735),\"\")","v":2734},null,2734,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2736)),$A2735,\"\")","v":2734},{"$f":"IFERROR(SMALL(Helper2_2,A2735),\"\")","v":2734},{"$f":"COUNTIF(Helper3_1,\"=\"&G2735)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2735)=1, G2735, \"\")","v":2734},{"$f":"IFERROR(SMALL(Index_2,A2735),\"\")","v":2734},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:J2735)),\"\")","v":"RGU_142"},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:K2735)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:L2735)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:M2735)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:N2735)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2735,COLUMNS($J$2:O2735)),\"\")","v":"142 In discussions with the ELIR team, students who had transitioned to the University through articulation or other advanced standing arrangements and students on graduate apprenticeships were positive about their experience and the dedicated transition support which was available. To facilitate transition, the University has restructured courses to manage expectations and integrate students into existing cohorts. Assessment practices have also been adapted to enhance authenticity. The views of students studying with partners is sought through evaluation questionnaires, the analysis of which feeds into annual appraisal mechanisms. Staff availability and the support for transitions between years were commented on favourably."}]
[{"$f":"IF('> FILTER <'!B2737<>\"\",ROW(OFFSET(A2736,-1,0)),\"\")","v":2735},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2737)),A2736,\"\")","v":2735},{"$f":"IFERROR(SMALL(Helper2_1,A2736),\"\")","v":2735},null,2735,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2737)),$A2736,\"\")","v":2735},{"$f":"IFERROR(SMALL(Helper2_2,A2736),\"\")","v":2735},{"$f":"COUNTIF(Helper3_1,\"=\"&G2736)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2736)=1, G2736, \"\")","v":2735},{"$f":"IFERROR(SMALL(Index_2,A2736),\"\")","v":2735},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:J2736)),\"\")","v":"RGU_143"},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:K2736)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:L2736)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:M2736)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:N2736)),\"\")","v":"Robert Gordon University"},{"$f":"IFERROR(INDEX(AllData,$J2736,COLUMNS($J$2:O2736)),\"\")","v":"143 The University has an effective approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Opportunities and associated risks are carefully weighed. The new approach to TNE is the result of careful analysis. The University is aware of areas in need of further development to support its approach. "}]
[{"$f":"IF('> FILTER <'!B2738<>\"\",ROW(OFFSET(A2737,-1,0)),\"\")","v":2736},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2738)),A2737,\"\")","v":2736},{"$f":"IFERROR(SMALL(Helper2_1,A2737),\"\")","v":2736},null,2736,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2738)),$A2737,\"\")","v":2736},{"$f":"IFERROR(SMALL(Helper2_2,A2737),\"\")","v":2736},{"$f":"COUNTIF(Helper3_1,\"=\"&G2737)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2737)=1, G2737, \"\")","v":2736},{"$f":"IFERROR(SMALL(Index_2,A2737),\"\")","v":2736},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:J2737)),\"\")","v":"UHI_1"},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:K2737)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:L2737)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:M2737)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:N2737)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2737,COLUMNS($J$2:O2737)),\"\")","v":"1 The University of the Highlands and Islands (UHI) originated as a proposal first explored in 1991 to create a federal institution, based on existing further and higher education provision in the region. This led to an incorporated institution with validated degrees in 1998, known from 2001 as the UHI Millennium Institute. The UHI Millennium Institute received its Taught Degree Awarding Powers (TDAP) in 2008 and University Title  in 2011; Research Degree Awarding Powers (RDAP) were granted in 2017. The University of the Highlands and Islands is a partnership of colleges and research institutions. The 12 colleges and research institutions that form UHI remain as separate autonomous institutions, but have entered into an academic partnership agreement with the University which covers their further education (FE) and higher education (HE) provision. UHI refers to the 12 colleges and research institutions as Academic Partners (APs). With its coverage both of  FE and HE, UHI is a tertiary institution, the first in Scotland and one of only a few in Europe. "}]
[{"$f":"IF('> FILTER <'!B2739<>\"\",ROW(OFFSET(A2738,-1,0)),\"\")","v":2737},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2739)),A2738,\"\")","v":2737},{"$f":"IFERROR(SMALL(Helper2_1,A2738),\"\")","v":2737},null,2737,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2739)),$A2738,\"\")","v":2737},{"$f":"IFERROR(SMALL(Helper2_2,A2738),\"\")","v":2737},{"$f":"COUNTIF(Helper3_1,\"=\"&G2738)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2738)=1, G2738, \"\")","v":2737},{"$f":"IFERROR(SMALL(Index_2,A2738),\"\")","v":2737},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:J2738)),\"\")","v":"UHI_2"},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:K2738)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:L2738)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:M2738)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:N2738)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2738,COLUMNS($J$2:O2738)),\"\")","v":"2 The 12 Academic Partners range in size, discipline and focus and each has its own character and strong local identity. Many APs have multiple sites and satellite learning centres. In total, in addition to the main campuses, UHI encompasses delivery at over 70 centres spread across the Highlands and Islands as well as extensive online provision. The University employs the senior management team and provides administrative and executive functions across the partnership. However most staff, including academic, administration and professional staff are employed by APs and work together to deliver programmes (which are often offered in more than one AP) and cross-partnership services. "}]
[{"$f":"IF('> FILTER <'!B2740<>\"\",ROW(OFFSET(A2739,-1,0)),\"\")","v":2738},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2740)),A2739,\"\")","v":2738},{"$f":"IFERROR(SMALL(Helper2_1,A2739),\"\")","v":2738},null,2738,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2740)),$A2739,\"\")","v":2738},{"$f":"IFERROR(SMALL(Helper2_2,A2739),\"\")","v":2738},{"$f":"COUNTIF(Helper3_1,\"=\"&G2739)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2739)=1, G2739, \"\")","v":2738},{"$f":"IFERROR(SMALL(Index_2,A2739),\"\")","v":2738},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:J2739)),\"\")","v":"UHI_3"},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:K2739)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:L2739)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:M2739)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:N2739)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2739,COLUMNS($J$2:O2739)),\"\")","v":"3 UHI is organised academically into two faculties, each headed by a Dean, with Subject Networks within each faculty (Faculty of Arts, Humanities and Business and Faculty of Science, Health and Engineering each have three Subject Networks). In addition to the  six Subject Networks, UHI has one further entity within the Faculty of Science, Health and Engineering: the Department of Nursing and Midwifery. The Graduate School covers the interests of all PGR students and supervisory staff in all research areas, and is also headed by a Dean. The Subject Networks operate across APs and are the key University structure for the management of quality, academic standards and enhancement, overseen by the Quality Assurance and Enhancement Committee (QAEC). Within the devolved quality management framework, a designated AP and programme leader have responsibility for the operation of academic programmes, and have first line responsibility for quality assurance and enhancement. "}]
[{"$f":"IF('> FILTER <'!B2741<>\"\",ROW(OFFSET(A2740,-1,0)),\"\")","v":2739},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2741)),A2740,\"\")","v":2739},{"$f":"IFERROR(SMALL(Helper2_1,A2740),\"\")","v":2739},null,2739,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2741)),$A2740,\"\")","v":2739},{"$f":"IFERROR(SMALL(Helper2_2,A2740),\"\")","v":2739},{"$f":"COUNTIF(Helper3_1,\"=\"&G2740)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2740)=1, G2740, \"\")","v":2739},{"$f":"IFERROR(SMALL(Index_2,A2740),\"\")","v":2739},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:J2740)),\"\")","v":"UHI_4"},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:K2740)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:L2740)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:M2740)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:N2740)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2740,COLUMNS($J$2:O2740)),\"\")","v":"4 At the time of the ELIR, the University had recently been through some significant changes, including the appointment of a new Principal and Vice-Chancellor, a senior management reorganisation, and the development and launch of the new University Strategic Plan 2021-25, 'Daring to be Different'. The Strategic Plan is organised around  four Strategic Pillars: tertiary education; research impact; enterprise; and engagement. The Strategic Plan is supported by eight Operational Plans in areas such as student recruitment, research and digital enhancement. In addition there are five Enabling Plans in areas such  as international, Gaelic language, and the Student Partnership Agreement with HISA (Highlands and Islands Students Association). A key focus now is on a Strategic Curriculum Review, initiated in late 2020 (paragraph 97). "}]
[{"$f":"IF('> FILTER <'!B2742<>\"\",ROW(OFFSET(A2741,-1,0)),\"\")","v":2740},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2742)),A2741,\"\")","v":2740},{"$f":"IFERROR(SMALL(Helper2_1,A2741),\"\")","v":2740},null,2740,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2742)),$A2741,\"\")","v":2740},{"$f":"IFERROR(SMALL(Helper2_2,A2741),\"\")","v":2740},{"$f":"COUNTIF(Helper3_1,\"=\"&G2741)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2741)=1, G2741, \"\")","v":2740},{"$f":"IFERROR(SMALL(Index_2,A2741),\"\")","v":2740},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:J2741)),\"\")","v":"UHI_5"},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:K2741)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:L2741)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:M2741)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:N2741)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2741,COLUMNS($J$2:O2741)),\"\")","v":"5 As a tertiary institution enrolling both further and higher education students,  UHI's total headcount in 2019-20 was 35,517 students, with HE accounting for 10,220 by headcount (7,309 full-time equivalent (FTE)). Of these students, 92% were studying on undergraduate (and PGDE) programmes, 6% were postgraduate taught (PGT) and 2%  were postgraduate research (PGR); 87% of students were UK national, 9% EU and 4% international. These proportions have been maintained but overall numbers have grown by 15% since 2015-16. Undergraduate study includes a significant proportion of students on Higher National Certificates (HNCs) and Higher National Diplomas (HNDs), although recent years have seen a decline from 49% of all students in 2015-16 to 38% in 2019-20 with more students taking, or transitioning, to bachelor's study. The three largest APs (Perth College, Inverness College and Moray College) enrolled 66% of the total student FTE in 2019-20. "}]
[{"$f":"IF('> FILTER <'!B2743<>\"\",ROW(OFFSET(A2742,-1,0)),\"\")","v":2741},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2743)),A2742,\"\")","v":2741},{"$f":"IFERROR(SMALL(Helper2_1,A2742),\"\")","v":2741},null,2741,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2743)),$A2742,\"\")","v":2741},{"$f":"IFERROR(SMALL(Helper2_2,A2742),\"\")","v":2741},{"$f":"COUNTIF(Helper3_1,\"=\"&G2742)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2742)=1, G2742, \"\")","v":2741},{"$f":"IFERROR(SMALL(Index_2,A2742),\"\")","v":2741},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:J2742)),\"\")","v":"UHI_6"},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:K2742)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:L2742)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:M2742)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:N2742)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2742,COLUMNS($J$2:O2742)),\"\")","v":"6 UHI has a distinctive profile, and there have been some noticeable trends over the period from 2015-16 to 2019-20, including growth in part-time study (36% of total headcount in 2015-16 to 42% in 2019-20) and an increase in the proportion of mature students (46% of total headcount in 2015-16 to 52% in 2019-20). While the overall population of students has been largely stable, UHI has seen a growth of over 400 full-time students studying on campus. The numbers of both PGT and PGR students have increased since 2015-16 from  a headcount of 429 to 1,033 for PGT and from 119 to 151 for PGR."}]
[{"$f":"IF('> FILTER <'!B2744<>\"\",ROW(OFFSET(A2743,-1,0)),\"\")","v":2742},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2744)),A2743,\"\")","v":2742},{"$f":"IFERROR(SMALL(Helper2_1,A2743),\"\")","v":2742},null,2742,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2744)),$A2743,\"\")","v":2742},{"$f":"IFERROR(SMALL(Helper2_2,A2743),\"\")","v":2742},{"$f":"COUNTIF(Helper3_1,\"=\"&G2743)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2743)=1, G2743, \"\")","v":2742},{"$f":"IFERROR(SMALL(Index_2,A2743),\"\")","v":2742},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:J2743)),\"\")","v":"UHI_7"},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:K2743)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:L2743)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:M2743)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:N2743)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2743,COLUMNS($J$2:O2743)),\"\")","v":"7 UHI's data shows a slight rise in non-continuation of all full-time degree entrants over the four year period from 2014-15 to 2018-19 from 12.2% to 13.3%. For other undergraduates (forming a significant proportion at UHI) the data shows an improvement over the same period from 21.7% to 15.6%. For students undertaking part-time degrees,  the figures show a slight reduction from 42.3% to 39.5%. "}]
[{"$f":"IF('> FILTER <'!B2745<>\"\",ROW(OFFSET(A2744,-1,0)),\"\")","v":2743},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2745)),A2744,\"\")","v":2743},{"$f":"IFERROR(SMALL(Helper2_1,A2744),\"\")","v":2743},null,2743,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2745)),$A2744,\"\")","v":2743},{"$f":"IFERROR(SMALL(Helper2_2,A2744),\"\")","v":2743},{"$f":"COUNTIF(Helper3_1,\"=\"&G2744)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2744)=1, G2744, \"\")","v":2743},{"$f":"IFERROR(SMALL(Index_2,A2744),\"\")","v":2743},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:J2744)),\"\")","v":"UHI_8"},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:K2744)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:L2744)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:M2744)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:N2744)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2744,COLUMNS($J$2:O2744)),\"\")","v":"8 The University's profile includes a significant proportion of students taking HNC/Ds (paragraph 5), many of whom progress to bachelor's study, but of those who continue, approximately a third leave with an ordinary degree and do not continue to honours. Of those enrolled on the third year of an honours programme in the 2020-21 cohort, 383 departed with an ordinary degree and 901 progressed to the honours year. There are some particular factors influencing these decisions including professional accreditation to practice on some degrees at ordinary degree level in areas such childhood practice. In addition to this internal progression from HN to degree, many UHI students articulate directly to degrees outwith UHI and the overall proportion of articulating students is the highest in Scotland (74% of degree entrants in 2018-19). "}]
[{"$f":"IF('> FILTER <'!B2746<>\"\",ROW(OFFSET(A2745,-1,0)),\"\")","v":2744},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2746)),A2745,\"\")","v":2744},{"$f":"IFERROR(SMALL(Helper2_1,A2745),\"\")","v":2744},null,2744,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2746)),$A2745,\"\")","v":2744},{"$f":"IFERROR(SMALL(Helper2_2,A2745),\"\")","v":2744},{"$f":"COUNTIF(Helper3_1,\"=\"&G2745)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2745)=1, G2745, \"\")","v":2744},{"$f":"IFERROR(SMALL(Index_2,A2745),\"\")","v":2744},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:J2745)),\"\")","v":"UHI_9"},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:K2745)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:L2745)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:M2745)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:N2745)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2745,COLUMNS($J$2:O2745)),\"\")","v":"9 Preparations for the current ELIR were led by a steering group comprising largely  of members of the University's Quality Assurance and Enhancement Committee (QAEC). Focus groups were held with staff and the draft Reflective Analysis was shared widely with staff and students via publication on the University website and promotion in newsletters. Preparation also used a 'Getting Ready for ELIR' infographic which set out the context and importance of ELIR to UHI. "}]
[{"$f":"IF('> FILTER <'!B2747<>\"\",ROW(OFFSET(A2746,-1,0)),\"\")","v":2745},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2747)),A2746,\"\")","v":2745},{"$f":"IFERROR(SMALL(Helper2_1,A2746),\"\")","v":2745},null,2745,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2747)),$A2746,\"\")","v":2745},{"$f":"IFERROR(SMALL(Helper2_2,A2746),\"\")","v":2745},{"$f":"COUNTIF(Helper3_1,\"=\"&G2746)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2746)=1, G2746, \"\")","v":2745},{"$f":"IFERROR(SMALL(Index_2,A2746),\"\")","v":2745},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:J2746)),\"\")","v":"UHI_10"},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:K2746)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:L2746)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:M2746)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:N2746)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2746,COLUMNS($J$2:O2746)),\"\")","v":"10 The University identified four contextualised themes: Use of data to enhance the student experience; Student voice; Employability and employer engagement; Learning and Teaching Enhancement Strategy development, implementation and impact."}]
[{"$f":"IF('> FILTER <'!B2748<>\"\",ROW(OFFSET(A2747,-1,0)),\"\")","v":2746},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2748)),A2747,\"\")","v":2746},{"$f":"IFERROR(SMALL(Helper2_1,A2747),\"\")","v":2746},null,2746,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2748)),$A2747,\"\")","v":2746},{"$f":"IFERROR(SMALL(Helper2_2,A2747),\"\")","v":2746},{"$f":"COUNTIF(Helper3_1,\"=\"&G2747)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2747)=1, G2747, \"\")","v":2746},{"$f":"IFERROR(SMALL(Index_2,A2747),\"\")","v":2746},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:J2747)),\"\")","v":"UHI_11"},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:K2747)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:L2747)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:M2747)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:N2747)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2747,COLUMNS($J$2:O2747)),\"\")","v":"11  The ELIR team explored these themes with University staff and students and were able to confirm that they did reflect the strategic priorities and action underway at UHI; all are areas where the University acknowledges there are enhancement opportunities and were used by the ELIR team to enable discussions with staff and students.  "}]
[{"$f":"IF('> FILTER <'!B2749<>\"\",ROW(OFFSET(A2748,-1,0)),\"\")","v":2747},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2749)),A2748,\"\")","v":2747},{"$f":"IFERROR(SMALL(Helper2_1,A2748),\"\")","v":2747},null,2747,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2749)),$A2748,\"\")","v":2747},{"$f":"IFERROR(SMALL(Helper2_2,A2748),\"\")","v":2747},{"$f":"COUNTIF(Helper3_1,\"=\"&G2748)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2748)=1, G2748, \"\")","v":2747},{"$f":"IFERROR(SMALL(Index_2,A2748),\"\")","v":2747},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:J2748)),\"\")","v":"UHI_12"},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:K2748)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:L2748)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:M2748)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:N2748)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2748,COLUMNS($J$2:O2748)),\"\")","v":"12  The 2016 ELIR identified 10 areas for development. The institutional response  to ELIR 3 has been overseen by QAEC and actions are embedded into the committee's enhancement priorities. The ELIR team was able to confirm that the University had taken action in all areas, many of which had been addressed or ongoing action was in progress (paragraphs 151-152). However in two areas the team found that the matters identified in 2016 remain unresolved in relation to institution-wide strategic approach to student retention to address the challenges of non-continuation, (paragraph 156) and the development of an overarching staff development policy in support of delivering the University strategies (paragraph 113). In another three areas, the ELIR team made recommendations for additional supporting actions associated to previous areas for development in relation to support for postgraduate students who teach (paragraph 70), approach to the development of collaborative partnerships (paragraph 172) and student feedback (paragraph 158)."}]
[{"$f":"IF('> FILTER <'!B2750<>\"\",ROW(OFFSET(A2749,-1,0)),\"\")","v":2748},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2750)),A2749,\"\")","v":2748},{"$f":"IFERROR(SMALL(Helper2_1,A2749),\"\")","v":2748},null,2748,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2750)),$A2749,\"\")","v":2748},{"$f":"IFERROR(SMALL(Helper2_2,A2749),\"\")","v":2748},{"$f":"COUNTIF(Helper3_1,\"=\"&G2749)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2749)=1, G2749, \"\")","v":2748},{"$f":"IFERROR(SMALL(Index_2,A2749),\"\")","v":2748},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:J2749)),\"\")","v":"UHI_13"},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:K2749)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:L2749)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:M2749)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:N2749)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2749,COLUMNS($J$2:O2749)),\"\")","v":"13  The University works closely with HISA and has an effective and valuable partnership approach (paragraphs 14-16). The HISA Vice-President was a member  of the ELIR Steering Group and students were involved in early discussions through an engagement event to discuss the themes held in June 2019. Drafts of the reflective analysis were available to all students, as was the infographic (paragraph 9) but student input was primarily progressed through HISA. The ELIR team was satisfied that the views of students were effectively represented in the Reflective Analysis, including in the choice of themes."}]
[{"$f":"IF('> FILTER <'!B2751<>\"\",ROW(OFFSET(A2750,-1,0)),\"\")","v":2749},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2751)),A2750,\"\")","v":2749},{"$f":"IFERROR(SMALL(Helper2_1,A2750),\"\")","v":2749},null,2749,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2751)),$A2750,\"\")","v":2749},{"$f":"IFERROR(SMALL(Helper2_2,A2750),\"\")","v":2749},{"$f":"COUNTIF(Helper3_1,\"=\"&G2750)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2750)=1, G2750, \"\")","v":2749},{"$f":"IFERROR(SMALL(Index_2,A2750),\"\")","v":2749},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:J2750)),\"\")","v":"UHI_14"},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:K2750)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:L2750)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:M2750)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:N2750)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2750,COLUMNS($J$2:O2750)),\"\")","v":"14  The University has an effective strategic approach to student partnership both centrally and within APs through the focus on 'Our Students' as part of the Strategic Plan 2015-20 and 'Tertiary Education' in the Strategic Plan 2021-25. Students who met the ELIR team reflected that the institution listens to their views and that the University works in partnership with them. "}]
[{"$f":"IF('> FILTER <'!B2752<>\"\",ROW(OFFSET(A2751,-1,0)),\"\")","v":2750},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2752)),A2751,\"\")","v":2750},{"$f":"IFERROR(SMALL(Helper2_1,A2751),\"\")","v":2750},null,2750,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2752)),$A2751,\"\")","v":2750},{"$f":"IFERROR(SMALL(Helper2_2,A2751),\"\")","v":2750},{"$f":"COUNTIF(Helper3_1,\"=\"&G2751)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2751)=1, G2751, \"\")","v":2750},{"$f":"IFERROR(SMALL(Index_2,A2751),\"\")","v":2750},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:J2751)),\"\")","v":"UHI_15"},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:K2751)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:L2751)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:M2751)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:N2751)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2751,COLUMNS($J$2:O2751)),\"\")","v":"15  The commitment to partnership is evidenced in the development of the Student Engagement Vision and Strategy designed in partnership with students on the Student Engagement Group which has raised the visibility of student engagement activities. This strategy maps activities to the Strategic Plan 2021-25 and key areas of student engagement work including implementation of the Student Partnership Agreement (SPA), activities of the Class Representative Group, delivery of student surveys and development of the student-led teaching awards. "}]
[{"$f":"IF('> FILTER <'!B2753<>\"\",ROW(OFFSET(A2752,-1,0)),\"\")","v":2751},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2753)),A2752,\"\")","v":2751},{"$f":"IFERROR(SMALL(Helper2_1,A2752),\"\")","v":2751},null,2751,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2753)),$A2752,\"\")","v":2751},{"$f":"IFERROR(SMALL(Helper2_2,A2752),\"\")","v":2751},{"$f":"COUNTIF(Helper3_1,\"=\"&G2752)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2752)=1, G2752, \"\")","v":2751},{"$f":"IFERROR(SMALL(Index_2,A2752),\"\")","v":2751},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:J2752)),\"\")","v":"UHI_16"},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:K2752)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:L2752)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:M2752)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:N2752)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2752,COLUMNS($J$2:O2752)),\"\")","v":"16  The University has a SPA which details how the student voice is heard across the institution as well as identifying enhancement themes. This has resulted in developments in a number of areas including student funding, online learning resources, videoconferencing, and mental health. Since ELIR 3, the University has continued to enhance its approach to the SPA and the enhancement themes are decided collaboratively between students and staff and have taken on a new format, moving away from distinct annual projects to capturing the wider range of partnership working, with University staff and HISA student officers and staff meeting monthly to review progress. Annual action plans are created and progress on the plans and student generated targets set at the 2020 HISA Conference are reported in the annual HISA impact report. "}]
[{"$f":"IF('> FILTER <'!B2754<>\"\",ROW(OFFSET(A2753,-1,0)),\"\")","v":2752},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2754)),A2753,\"\")","v":2752},{"$f":"IFERROR(SMALL(Helper2_1,A2753),\"\")","v":2752},null,2752,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2754)),$A2753,\"\")","v":2752},{"$f":"IFERROR(SMALL(Helper2_2,A2753),\"\")","v":2752},{"$f":"COUNTIF(Helper3_1,\"=\"&G2753)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2753)=1, G2753, \"\")","v":2752},{"$f":"IFERROR(SMALL(Index_2,A2753),\"\")","v":2752},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:J2753)),\"\")","v":"UHI_17"},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:K2753)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:L2753)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:M2753)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:N2753)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2753,COLUMNS($J$2:O2753)),\"\")","v":"17  The University has an embedded class representative system with representatives appointed or elected to cover each year group for programmes across most of the provision (paragraph 18). The representative system is overseen by the Class Representative Group and Student Engagement Group which report into QAEC. This oversight and the increased role of HISA in running the representation system has resulted in greater equivalency across the partnership evidenced through the development of shared resources such as standardised training and a Class Representative Toolkit. "}]
[{"$f":"IF('> FILTER <'!B2755<>\"\",ROW(OFFSET(A2754,-1,0)),\"\")","v":2753},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2755)),A2754,\"\")","v":2753},{"$f":"IFERROR(SMALL(Helper2_1,A2754),\"\")","v":2753},null,2753,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2755)),$A2754,\"\")","v":2753},{"$f":"IFERROR(SMALL(Helper2_2,A2754),\"\")","v":2753},{"$f":"COUNTIF(Helper3_1,\"=\"&G2754)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2754)=1, G2754, \"\")","v":2753},{"$f":"IFERROR(SMALL(Index_2,A2754),\"\")","v":2753},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:J2754)),\"\")","v":"UHI_18"},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:K2754)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:L2754)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:M2754)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:N2754)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2754,COLUMNS($J$2:O2754)),\"\")","v":"18  Over 600 representatives were elected or appointed in 2020-21, although this is a decrease compared to over 800 in 2019-20, which is partly attributable to the pandemic, and includes students studying on FE provision. Staff reflected that recruiting representatives can be challenging and that evidence from the class representative exit survey suggests the majority of representatives are full-time FE students studying on-campus. The University has recognised that postgraduate students are underrepresented by the formal structures and staff highlighted that, whilst traditionally online student representation had been poorer, the pandemic had resulted in improvements. HISA has not been able to identify the gaps in representation due to a lack of data, but the Class Representative Group is exploring the possibility of conducting a gap analysis as well as ways of improving postgraduate representation. "}]
[{"$f":"IF('> FILTER <'!B2756<>\"\",ROW(OFFSET(A2755,-1,0)),\"\")","v":2754},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2756)),A2755,\"\")","v":2754},{"$f":"IFERROR(SMALL(Helper2_1,A2755),\"\")","v":2754},null,2754,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2756)),$A2755,\"\")","v":2754},{"$f":"IFERROR(SMALL(Helper2_2,A2755),\"\")","v":2754},{"$f":"COUNTIF(Helper3_1,\"=\"&G2755)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2755)=1, G2755, \"\")","v":2754},{"$f":"IFERROR(SMALL(Index_2,A2755),\"\")","v":2754},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:J2755)),\"\")","v":"UHI_19"},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:K2755)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:L2755)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:M2755)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:N2755)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2755,COLUMNS($J$2:O2755)),\"\")","v":"19  The University has undertaken activity to improve the parity of experience in the implementation of the representative system including consistent terminology, registration, and guidelines around representative meetings, although there remains some variability across the partnership in how class representative meetings are held. Class representatives reflected that they also have opportunities to attend board meetings at their APs, which include a student business item, and that they were valued in the process. Staff highlighted positive practice in working in partnership with students including inviting representatives to weekly faculty meetings which also supported the management of the response to the COVID-19 pandemic. The ELIR team considered that there would be value in the University continuing to build on the good practice identified in the implementation of the representative system to increase formal representative engagements at all levels of provision. "}]
[{"$f":"IF('> FILTER <'!B2757<>\"\",ROW(OFFSET(A2756,-1,0)),\"\")","v":2755},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2757)),A2756,\"\")","v":2755},{"$f":"IFERROR(SMALL(Helper2_1,A2756),\"\")","v":2755},null,2755,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2757)),$A2756,\"\")","v":2755},{"$f":"IFERROR(SMALL(Helper2_2,A2756),\"\")","v":2755},{"$f":"COUNTIF(Helper3_1,\"=\"&G2756)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2756)=1, G2756, \"\")","v":2755},{"$f":"IFERROR(SMALL(Index_2,A2756),\"\")","v":2755},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:J2756)),\"\")","v":"UHI_20"},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:K2756)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:L2756)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:M2756)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:N2756)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2756,COLUMNS($J$2:O2756)),\"\")","v":"20  Class representatives are offered training locally by academic partner staff, HISA staff, or HISA officers and an online training module, developed initially for online learners, was opened up to all students as a result of the COVID-19 pandemic. Training has been enhanced in response to student feedback including shorter sessions and restructured workshops. Class representatives reflected that their experience of the training was mixed, with some finding it useful, while others had not received any. Students reflected that there were barriers to becoming a representative, citing the training and volume of material as potentially deterring representatives. There would be benefit in the University continuing to develop its approach to class representative training to ensure it is accessible to students at all levels of study and that monitoring takes place to ensure all representatives are trained. The ELIR team recommends that the University work in partnership with HISA to ensure that there are appropriate mechanisms in place to monitor and address vacancies in student representative structures and to promote the value of the student representative role to students and staff across the University and with collaborative partners."}]
[{"$f":"IF('> FILTER <'!B2758<>\"\",ROW(OFFSET(A2757,-1,0)),\"\")","v":2756},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2758)),A2757,\"\")","v":2756},{"$f":"IFERROR(SMALL(Helper2_1,A2757),\"\")","v":2756},null,2756,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2758)),$A2757,\"\")","v":2756},{"$f":"IFERROR(SMALL(Helper2_2,A2757),\"\")","v":2756},{"$f":"COUNTIF(Helper3_1,\"=\"&G2757)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2757)=1, G2757, \"\")","v":2756},{"$f":"IFERROR(SMALL(Index_2,A2757),\"\")","v":2756},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:J2757)),\"\")","v":"UHI_21"},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:K2757)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:L2757)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:M2757)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:N2757)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2757,COLUMNS($J$2:O2757)),\"\")","v":"21  The University has invested in enhancing HISA with the staff team growing from three to 30 in five years with a staff member in each AP. Each AP has a local HISA officer who sits on the HISA Executive Committee with elected regional officers."}]
[{"$f":"IF('> FILTER <'!B2759<>\"\",ROW(OFFSET(A2758,-1,0)),\"\")","v":2757},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2759)),A2758,\"\")","v":2757},{"$f":"IFERROR(SMALL(Helper2_1,A2758),\"\")","v":2757},null,2757,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2759)),$A2758,\"\")","v":2757},{"$f":"IFERROR(SMALL(Helper2_2,A2758),\"\")","v":2757},{"$f":"COUNTIF(Helper3_1,\"=\"&G2758)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2758)=1, G2758, \"\")","v":2757},{"$f":"IFERROR(SMALL(Index_2,A2758),\"\")","v":2757},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:J2758)),\"\")","v":"UHI_22"},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:K2758)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:L2758)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:M2758)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:N2758)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2758,COLUMNS($J$2:O2758)),\"\")","v":"22  The value of HISA to the University is evident in the HISA President and Chief Executive Officer being invited to take part in the Crisis Management Group as part of the response to the COVID-19 pandemic to ensure their voices could feed into decision making. Also, staff recognised the value of HISA representatives attending faculty meetings to share the student voice."}]
[{"$f":"IF('> FILTER <'!B2760<>\"\",ROW(OFFSET(A2759,-1,0)),\"\")","v":2758},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2760)),A2759,\"\")","v":2758},{"$f":"IFERROR(SMALL(Helper2_1,A2759),\"\")","v":2758},null,2758,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2760)),$A2759,\"\")","v":2758},{"$f":"IFERROR(SMALL(Helper2_2,A2759),\"\")","v":2758},{"$f":"COUNTIF(Helper3_1,\"=\"&G2759)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2759)=1, G2759, \"\")","v":2758},{"$f":"IFERROR(SMALL(Index_2,A2759),\"\")","v":2758},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:J2759)),\"\")","v":"UHI_23"},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:K2759)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:L2759)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:M2759)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:N2759)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2759,COLUMNS($J$2:O2759)),\"\")","v":"23  The value of HISA to the student body is variable with staff and students noting that students often go directly to their tutors or Personal Academic Tutor (PAT) instead of HISA. The students use of informal mechanisms is evidenced by the National Student Survey results for 2021 which show all student voice questions on opportunities to feed back, staff valuing the student voice and feedback being acted on being marginally above the Scottish benchmark, while when asked about the Students' Association representing students' academic interests, this scored 49% satisfaction compared to a Scottish benchmark of 52%. The institution has recognised this challenge around awareness of HISA and the ELIR team encourages the University and HISA to continue to raise the profile of HISA and articulate its value to the wider student body."}]
[{"$f":"IF('> FILTER <'!B2761<>\"\",ROW(OFFSET(A2760,-1,0)),\"\")","v":2759},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2761)),A2760,\"\")","v":2759},{"$f":"IFERROR(SMALL(Helper2_1,A2760),\"\")","v":2759},null,2759,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2761)),$A2760,\"\")","v":2759},{"$f":"IFERROR(SMALL(Helper2_2,A2760),\"\")","v":2759},{"$f":"COUNTIF(Helper3_1,\"=\"&G2760)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2760)=1, G2760, \"\")","v":2759},{"$f":"IFERROR(SMALL(Index_2,A2760),\"\")","v":2759},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:J2760)),\"\")","v":"UHI_23"},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:K2760)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:L2760)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:M2760)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:N2760)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2760,COLUMNS($J$2:O2760)),\"\")","v":"23  The value of HISA to the student body is variable with staff and students noting that students often go directly to their tutors or Personal Academic Tutor (PAT) instead of HISA. The students use of informal mechanisms is evidenced by the National Student Survey results for 2021 which show all student voice questions on opportunities to feed back, staff valuing the student voice and feedback being acted on being marginally above the Scottish benchmark, while when asked about the Students' Association representing students' academic interests, this scored 49% satisfaction compared to a Scottish benchmark of 52%. The institution has recognised this challenge around awareness of HISA and the ELIR team encourages the University and HISA to continue to raise the profile of HISA and articulate its value to the wider student body."}]
[{"$f":"IF('> FILTER <'!B2762<>\"\",ROW(OFFSET(A2761,-1,0)),\"\")","v":2760},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2762)),A2761,\"\")","v":2760},{"$f":"IFERROR(SMALL(Helper2_1,A2761),\"\")","v":2760},null,2760,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2762)),$A2761,\"\")","v":2760},{"$f":"IFERROR(SMALL(Helper2_2,A2761),\"\")","v":2760},{"$f":"COUNTIF(Helper3_1,\"=\"&G2761)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2761)=1, G2761, \"\")","v":2760},{"$f":"IFERROR(SMALL(Index_2,A2761),\"\")","v":2760},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:J2761)),\"\")","v":"UHI_24"},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:K2761)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:L2761)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:M2761)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:N2761)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2761,COLUMNS($J$2:O2761)),\"\")","v":"24  The institution makes use of a range of student survey mechanisms, end-of-module or unit surveys at the end of each semester, a Student Satisfaction and Engagement Survey (SSES), an Early Student Experience Survey (ESES) and external methods such as National Student Survey (NSS), Postgraduate Research Experience Survey (PRES) and Postgraduate Taught Experience Survey (PTES). These mechanisms are clearly embedded, (paragraphs 123 and 158) however, response rates in particular for the end of module or unit survey remain low at less than 30% in 2020-21. The University is encouraged to explore methods to improve the response rate for surveys to ensure the widest perspective of the student experience is captured in formal mechanisms. "}]
[{"$f":"IF('> FILTER <'!B2763<>\"\",ROW(OFFSET(A2762,-1,0)),\"\")","v":2761},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2763)),A2762,\"\")","v":2761},{"$f":"IFERROR(SMALL(Helper2_1,A2762),\"\")","v":2761},null,2761,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2763)),$A2762,\"\")","v":2761},{"$f":"IFERROR(SMALL(Helper2_2,A2762),\"\")","v":2761},{"$f":"COUNTIF(Helper3_1,\"=\"&G2762)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2762)=1, G2762, \"\")","v":2761},{"$f":"IFERROR(SMALL(Index_2,A2762),\"\")","v":2761},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:J2762)),\"\")","v":"UHI_25"},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:K2762)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:L2762)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:M2762)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:N2762)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2762,COLUMNS($J$2:O2762)),\"\")","v":"25  The University makes use of additional feedback mechanisms in particular the Red Button web system that allows students to report issues or positive practice. Students were aware of the Red Button and staff highlighted it as a useful tool for getting a wide picture of the student experience with comprehensive reports produced. The impact of the Red Button has included investigations being conducted into issues, students being signposted to support services and provision of resources. Furthermore, the University introduced a student panel in partnership with HISA to gather feedback during the COVID-19 pandemic on issues ranging from student communication to assessment and exams; however, the University does not plan to continue to use the panel beyond the pandemic due to variable student engagement."}]
[{"$f":"IF('> FILTER <'!B2764<>\"\",ROW(OFFSET(A2763,-1,0)),\"\")","v":2762},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2764)),A2763,\"\")","v":2762},{"$f":"IFERROR(SMALL(Helper2_1,A2763),\"\")","v":2762},null,2762,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2764)),$A2763,\"\")","v":2762},{"$f":"IFERROR(SMALL(Helper2_2,A2763),\"\")","v":2762},{"$f":"COUNTIF(Helper3_1,\"=\"&G2763)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2763)=1, G2763, \"\")","v":2762},{"$f":"IFERROR(SMALL(Index_2,A2763),\"\")","v":2762},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:J2763)),\"\")","v":"UHI_26"},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:K2763)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:L2763)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:M2763)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:N2763)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2763,COLUMNS($J$2:O2763)),\"\")","v":"26  The ELIR team considers that the University has effective processes for identifying areas of concern and taking action in response to student feedback data from each individual survey or mechanism such as the NSS action planning process, which involves the Faculty Dean, programme team, and student representatives and has resulted in either increased or maintained scores as a result. Staff have highlighted that this process is effective and had been used to design changes. The University does not require the same approach for PRES and PTES in view of consistently high levels of satisfaction although areas for enhancement are identified following analysis of the outcomes. There is less evidence of a similarly well-developed action planning process for the SSES and ESES.  The University has acknowledged that while survey outcomes are effectively explored individually, there is a challenge in triangulating the evidence and building a collective view of the student experience. To help address this challenge, the University is developing new dashboards and data visualisation to collate and present data to staff (paragraphs 154-156)."}]
[{"$f":"IF('> FILTER <'!B2765<>\"\",ROW(OFFSET(A2764,-1,0)),\"\")","v":2763},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2765)),A2764,\"\")","v":2763},{"$f":"IFERROR(SMALL(Helper2_1,A2764),\"\")","v":2763},null,2763,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2765)),$A2764,\"\")","v":2763},{"$f":"IFERROR(SMALL(Helper2_2,A2764),\"\")","v":2763},{"$f":"COUNTIF(Helper3_1,\"=\"&G2764)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2764)=1, G2764, \"\")","v":2763},{"$f":"IFERROR(SMALL(Index_2,A2764),\"\")","v":2763},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:J2764)),\"\")","v":"UHI_27"},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:K2764)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:L2764)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:M2764)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:N2764)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2764,COLUMNS($J$2:O2764)),\"\")","v":"27  The University produces effective action plans in response to student survey data; however, it has acknowledged that improvements could be made to the communication of actions to students as highlighted in the 2016 ELIR. Staff described a range of variable practice in sharing the outcomes of feedback including 'You Said, We Did' campaigns, posters on notice boards, information in handbooks, sharing information about changes or presenting proposed improvement actions and designing these with students in class. The University set up a 'Closing the Feedback Loop' Group to deliver enhancements including an 'Achieved in Partnership' campaign and a toolkit of staff resources, but this work was paused during the pandemic and has since resumed."}]
[{"$f":"IF('> FILTER <'!B2766<>\"\",ROW(OFFSET(A2765,-1,0)),\"\")","v":2764},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2766)),A2765,\"\")","v":2764},{"$f":"IFERROR(SMALL(Helper2_1,A2765),\"\")","v":2764},null,2764,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2766)),$A2765,\"\")","v":2764},{"$f":"IFERROR(SMALL(Helper2_2,A2765),\"\")","v":2764},{"$f":"COUNTIF(Helper3_1,\"=\"&G2765)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2765)=1, G2765, \"\")","v":2764},{"$f":"IFERROR(SMALL(Index_2,A2765),\"\")","v":2764},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:J2765)),\"\")","v":"UHI_28"},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:K2765)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:L2765)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:M2765)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:N2765)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2765,COLUMNS($J$2:O2765)),\"\")","v":"28  While students highlighted that they did feel listened to, often through informal relationships with course staff, many stated that they did not see the impact or results from formal survey mechanisms, in particular postgraduate students stated they did not know the actions taken from their feedback. The University has been collaborating with HISA in enhancing both student representation and student surveys, although the direct engagement with PATs remains the most effective route for change for many students. The University acknowledges that there is still action to be taken in promoting the value of student representation and in closing the feedback loop in relation to student surveys. The institution is encouraged to ensure the mechanisms for closing the feedback loop to students is formalised in particular in relation to student surveys to achieve greater equivalency of the student voice across the academic partnership (see also paragraph 158 on the University's approach to using data to inform decision-making and evaluation)."}]
[{"$f":"IF('> FILTER <'!B2767<>\"\",ROW(OFFSET(A2766,-1,0)),\"\")","v":2765},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2767)),A2766,\"\")","v":2765},{"$f":"IFERROR(SMALL(Helper2_1,A2766),\"\")","v":2765},null,2765,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2767)),$A2766,\"\")","v":2765},{"$f":"IFERROR(SMALL(Helper2_2,A2766),\"\")","v":2765},{"$f":"COUNTIF(Helper3_1,\"=\"&G2766)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2766)=1, G2766, \"\")","v":2765},{"$f":"IFERROR(SMALL(Index_2,A2766),\"\")","v":2765},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:J2766)),\"\")","v":"UHI_28"},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:K2766)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:L2766)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:M2766)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:N2766)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2766,COLUMNS($J$2:O2766)),\"\")","v":"28  While students highlighted that they did feel listened to, often through informal relationships with course staff, many stated that they did not see the impact or results from formal survey mechanisms, in particular postgraduate students stated they did not know the actions taken from their feedback. The University has been collaborating with HISA in enhancing both student representation and student surveys, although the direct engagement with PATs remains the most effective route for change for many students. The University acknowledges that there is still action to be taken in promoting the value of student representation and in closing the feedback loop in relation to student surveys. The institution is encouraged to ensure the mechanisms for closing the feedback loop to students is formalised in particular in relation to student surveys to achieve greater equivalency of the student voice across the academic partnership (see also paragraph 158 on the University's approach to using data to inform decision-making and evaluation)."}]
[{"$f":"IF('> FILTER <'!B2768<>\"\",ROW(OFFSET(A2767,-1,0)),\"\")","v":2766},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2768)),A2767,\"\")","v":2766},{"$f":"IFERROR(SMALL(Helper2_1,A2767),\"\")","v":2766},null,2766,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2768)),$A2767,\"\")","v":2766},{"$f":"IFERROR(SMALL(Helper2_2,A2767),\"\")","v":2766},{"$f":"COUNTIF(Helper3_1,\"=\"&G2767)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2767)=1, G2767, \"\")","v":2766},{"$f":"IFERROR(SMALL(Index_2,A2767),\"\")","v":2766},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:J2767)),\"\")","v":"UHI_29"},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:K2767)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:L2767)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:M2767)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:N2767)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2767,COLUMNS($J$2:O2767)),\"\")","v":"29  The University has in place effective mechanisms to recognise and respond to equality and diversity across its diverse student population. These mechanisms include the development and implementation of a range of initiatives and projects to support equality and diversity such as the STEM Femmes and Minority Men initiatives, the development and implementation of appropriate policies and procedures including its Equality, Diversity and Inclusivity (EDI) Policy and provision of a range of targeted student support for the identified priority groups. Recent developments have included the steps being taken to develop a more standardised approach to EDI across the APs. The University's approach to widening access is embedded in its policies and practice and it has in place a number  of activities to support its work in this area including its work with schools and colleges."}]
[{"$f":"IF('> FILTER <'!B2769<>\"\",ROW(OFFSET(A2768,-1,0)),\"\")","v":2767},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2769)),A2768,\"\")","v":2767},{"$f":"IFERROR(SMALL(Helper2_1,A2768),\"\")","v":2767},null,2767,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2769)),$A2768,\"\")","v":2767},{"$f":"IFERROR(SMALL(Helper2_2,A2768),\"\")","v":2767},{"$f":"COUNTIF(Helper3_1,\"=\"&G2768)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2768)=1, G2768, \"\")","v":2767},{"$f":"IFERROR(SMALL(Index_2,A2768),\"\")","v":2767},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:J2768)),\"\")","v":"UHI_29"},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:K2768)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:L2768)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:M2768)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:N2768)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2768,COLUMNS($J$2:O2768)),\"\")","v":"29  The University has in place effective mechanisms to recognise and respond to equality and diversity across its diverse student population. These mechanisms include the development and implementation of a range of initiatives and projects to support equality and diversity such as the STEM Femmes and Minority Men initiatives, the development and implementation of appropriate policies and procedures including its Equality, Diversity and Inclusivity (EDI) Policy and provision of a range of targeted student support for the identified priority groups. Recent developments have included the steps being taken to develop a more standardised approach to EDI across the APs. The University's approach to widening access is embedded in its policies and practice and it has in place a number  of activities to support its work in this area including its work with schools and colleges."}]
[{"$f":"IF('> FILTER <'!B2770<>\"\",ROW(OFFSET(A2769,-1,0)),\"\")","v":2768},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2770)),A2769,\"\")","v":2768},{"$f":"IFERROR(SMALL(Helper2_1,A2769),\"\")","v":2768},null,2768,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2770)),$A2769,\"\")","v":2768},{"$f":"IFERROR(SMALL(Helper2_2,A2769),\"\")","v":2768},{"$f":"COUNTIF(Helper3_1,\"=\"&G2769)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2769)=1, G2769, \"\")","v":2768},{"$f":"IFERROR(SMALL(Index_2,A2769),\"\")","v":2768},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:J2769)),\"\")","v":"UHI_30"},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:K2769)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:L2769)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:M2769)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:N2769)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2769,COLUMNS($J$2:O2769)),\"\")","v":"30  The University's strong commitment to equality of opportunity, inclusion and non-discrimination is reflected in its Strategic Plan 2021-2025 and in its Equality, Diversity and Inclusivity (EDI) Policy. The EDI Policy was developed by the UHI partnership in 2019, and can be contextualised by all academic partners to take account of the different locations and circumstances through which students study. "}]
[{"$f":"IF('> FILTER <'!B2771<>\"\",ROW(OFFSET(A2770,-1,0)),\"\")","v":2769},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2771)),A2770,\"\")","v":2769},{"$f":"IFERROR(SMALL(Helper2_1,A2770),\"\")","v":2769},null,2769,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2771)),$A2770,\"\")","v":2769},{"$f":"IFERROR(SMALL(Helper2_2,A2770),\"\")","v":2769},{"$f":"COUNTIF(Helper3_1,\"=\"&G2770)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2770)=1, G2770, \"\")","v":2769},{"$f":"IFERROR(SMALL(Index_2,A2770),\"\")","v":2769},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:J2770)),\"\")","v":"UHI_31"},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:K2770)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:L2770)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:M2770)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:N2770)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2770,COLUMNS($J$2:O2770)),\"\")","v":"31  Proactive and effective steps are being taken by the University to develop a  more standardised approach to EDI across the APs. This has involved the appointment  of an Equality and Diversity Adviser, replacing individual University and partner Gender Action Plans (GAPs) with a single partnership report, increasing the number of partners participating in Athena SWAN, forming a senior partnership EDI committee (EDICT) and  an Inclusive Practitioner Network, cross-partnership projects and moving towards more shared reporting. Staff confirmed that training on equality, diversity and inclusion is also in place. Access and inclusion is one of the current QAEC enhancement priorities, with regular updates provided to QAEC on the identified activities. "}]
[{"$f":"IF('> FILTER <'!B2772<>\"\",ROW(OFFSET(A2771,-1,0)),\"\")","v":2770},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2772)),A2771,\"\")","v":2770},{"$f":"IFERROR(SMALL(Helper2_1,A2771),\"\")","v":2770},null,2770,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2772)),$A2771,\"\")","v":2770},{"$f":"IFERROR(SMALL(Helper2_2,A2771),\"\")","v":2770},{"$f":"COUNTIF(Helper3_1,\"=\"&G2771)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2771)=1, G2771, \"\")","v":2770},{"$f":"IFERROR(SMALL(Index_2,A2771),\"\")","v":2770},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:J2771)),\"\")","v":"UHI_32"},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:K2771)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:L2771)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:M2771)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:N2771)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2771,COLUMNS($J$2:O2771)),\"\")","v":"32  The University's comprehensive 2019 Public Sector Equalities Duty (PSED) report demonstrates that the institution has made good progress towards achieving the equality outcomes and in embedding EDI in its day-to-day activities. The University  has recognised the need to improve its collection and use of protected characteristics data and has trialled a new reporting dashboard, with the intention of future implementation of  a student services data management system. The University's commitment to equality, diversity and inclusion is further evidenced by a range of initiatives and projects including providing support through the Learning and Teaching Academy (LTA) for female staff to undertake the Advance HE Aurora Leadership Development programme. The appointment of Science, Technology, Engineering and Mathematics (STEM) champions (UHI STEM Femmes) to encourage women in STEM subjects and UHI Minority Men champions to encourage male participation in under-represented areas was viewed positively by staff and students in relation to the aim of increasing the participation of under-represented groups. A dedicated website outlines the University's work on gender-based violence including the setting up of an Equally Safe Group. The University also led the development of an online gender-based violence staff development resource, jointly funded by Scottish universities, and offered free to all Scottish higher education institutions (HEIs) and colleges. "}]
[{"$f":"IF('> FILTER <'!B2773<>\"\",ROW(OFFSET(A2772,-1,0)),\"\")","v":2771},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2773)),A2772,\"\")","v":2771},{"$f":"IFERROR(SMALL(Helper2_1,A2772),\"\")","v":2771},null,2771,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2773)),$A2772,\"\")","v":2771},{"$f":"IFERROR(SMALL(Helper2_2,A2772),\"\")","v":2771},{"$f":"COUNTIF(Helper3_1,\"=\"&G2772)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2772)=1, G2772, \"\")","v":2771},{"$f":"IFERROR(SMALL(Index_2,A2772),\"\")","v":2771},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:J2772)),\"\")","v":"UHI_32"},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:K2772)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:L2772)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:M2772)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:N2772)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2772,COLUMNS($J$2:O2772)),\"\")","v":"32  The University's comprehensive 2019 Public Sector Equalities Duty (PSED) report demonstrates that the institution has made good progress towards achieving the equality outcomes and in embedding EDI in its day-to-day activities. The University  has recognised the need to improve its collection and use of protected characteristics data and has trialled a new reporting dashboard, with the intention of future implementation of  a student services data management system. The University's commitment to equality, diversity and inclusion is further evidenced by a range of initiatives and projects including providing support through the Learning and Teaching Academy (LTA) for female staff to undertake the Advance HE Aurora Leadership Development programme. The appointment of Science, Technology, Engineering and Mathematics (STEM) champions (UHI STEM Femmes) to encourage women in STEM subjects and UHI Minority Men champions to encourage male participation in under-represented areas was viewed positively by staff and students in relation to the aim of increasing the participation of under-represented groups. A dedicated website outlines the University's work on gender-based violence including the setting up of an Equally Safe Group. The University also led the development of an online gender-based violence staff development resource, jointly funded by Scottish universities, and offered free to all Scottish higher education institutions (HEIs) and colleges. "}]
[{"$f":"IF('> FILTER <'!B2774<>\"\",ROW(OFFSET(A2773,-1,0)),\"\")","v":2772},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2774)),A2773,\"\")","v":2772},{"$f":"IFERROR(SMALL(Helper2_1,A2773),\"\")","v":2772},null,{"$f":"ROW(OFFSET(E2773,-1,0))","v":2772},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2774)),$A2773,\"\")","v":2772},{"$f":"IFERROR(SMALL(Helper2_2,A2773),\"\")","v":2772},{"$f":"COUNTIF(Helper3_1,\"=\"&G2773)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2773)=1, G2773, \"\")","v":2772},{"$f":"IFERROR(SMALL(Index_2,A2773),\"\")","v":2772},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:J2773)),\"\")","v":"UHI_33"},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:K2773)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:L2773)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:M2773)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:N2773)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2773,COLUMNS($J$2:O2773)),\"\")","v":"33  A number of priority student groups are identified by the University including care experienced students, student carers and estranged students. The University provides a range of useful, targeted support for these groups including corporate parenting plans for  the University and the APs, mandatory online training for staff to support care experienced students, dedicated webpages and the signing of a Standalone Pledge relating to estranged students and online staff guidance regarding student carers with additional training being offered to staff through external organisations such as the local Connecting Carers Centre and the Carers Trust Scotland. A cross-partnership Priority Groups Forum supports and allows staff to meet to discuss issues relevant to these student groups and a survey of care experienced students in 2020 has led to the identification of areas for further support and action which are monitored through the forum. "}]
[{"$f":"IF('> FILTER <'!B2775<>\"\",ROW(OFFSET(A2774,-1,0)),\"\")","v":2773},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2775)),A2774,\"\")","v":2773},{"$f":"IFERROR(SMALL(Helper2_1,A2774),\"\")","v":2773},null,2773,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2775)),$A2774,\"\")","v":2773},{"$f":"IFERROR(SMALL(Helper2_2,A2774),\"\")","v":2773},{"$f":"COUNTIF(Helper3_1,\"=\"&G2774)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2774)=1, G2774, \"\")","v":2773},{"$f":"IFERROR(SMALL(Index_2,A2774),\"\")","v":2773},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:J2774)),\"\")","v":"UHI_34"},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:K2774)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:L2774)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:M2774)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:N2774)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2774,COLUMNS($J$2:O2774)),\"\")","v":"34  The University has experienced a growth in disability disclosures from 16% in  2015-16 to 27% in 2019-20. The University has established effective processes to identify the support needs of students who declare a disability and keeps these under review. The range of support available to students who declare a disability is detailed on the University's website, with support also provided through the APs. Students and staff confirmed that students who declare a disability are invited to have their needs assessed and to set up a Personal Learning Support Plan (PLSP) and students were very positive about the proactive approach taken to addressing their specific needs. Staff highlighted the plans as a valuable tool. The ELIR team viewed positively the support provided to disabled students and those in the University's other priority groups."}]
[{"$f":"IF('> FILTER <'!B2776<>\"\",ROW(OFFSET(A2775,-1,0)),\"\")","v":2774},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2776)),A2775,\"\")","v":2774},{"$f":"IFERROR(SMALL(Helper2_1,A2775),\"\")","v":2774},null,2774,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2776)),$A2775,\"\")","v":2774},{"$f":"IFERROR(SMALL(Helper2_2,A2775),\"\")","v":2774},{"$f":"COUNTIF(Helper3_1,\"=\"&G2775)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2775)=1, G2775, \"\")","v":2774},{"$f":"IFERROR(SMALL(Index_2,A2775),\"\")","v":2774},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:J2775)),\"\")","v":"UHI_34"},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:K2775)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:L2775)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:M2775)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:N2775)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2775,COLUMNS($J$2:O2775)),\"\")","v":"34  The University has experienced a growth in disability disclosures from 16% in  2015-16 to 27% in 2019-20. The University has established effective processes to identify the support needs of students who declare a disability and keeps these under review. The range of support available to students who declare a disability is detailed on the University's website, with support also provided through the APs. Students and staff confirmed that students who declare a disability are invited to have their needs assessed and to set up a Personal Learning Support Plan (PLSP) and students were very positive about the proactive approach taken to addressing their specific needs. Staff highlighted the plans as a valuable tool. The ELIR team viewed positively the support provided to disabled students and those in the University's other priority groups."}]
[{"$f":"IF('> FILTER <'!B2777<>\"\",ROW(OFFSET(A2776,-1,0)),\"\")","v":2775},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2777)),A2776,\"\")","v":2775},{"$f":"IFERROR(SMALL(Helper2_1,A2776),\"\")","v":2775},null,2775,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2777)),$A2776,\"\")","v":2775},{"$f":"IFERROR(SMALL(Helper2_2,A2776),\"\")","v":2775},{"$f":"COUNTIF(Helper3_1,\"=\"&G2776)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2776)=1, G2776, \"\")","v":2775},{"$f":"IFERROR(SMALL(Index_2,A2776),\"\")","v":2775},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:J2776)),\"\")","v":"UHI_35"},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:K2776)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:L2776)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:M2776)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:N2776)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2776,COLUMNS($J$2:O2776)),\"\")","v":"35  The University has taken a strategic approach to expanding resources in this area following increased student demand and a service review of student support for mental health in 2018. Since the review, the University has created a regional post of a Mental Health and Counselling Manager (MHCM), developed a Student Mental Health Strategy, partnered with HISA on a Student Mental Health Agreement, launched a Green Button online counselling service, launched a mental health toolkit, invested in an online mental health support platform TogetherAll, co-invested with HISA in an out-of-hours crisis telephone service, produced new resources for postgraduate researchers on mental health, created two part-time student mental health officers and used additional Scottish Funding Council (SFC) investment to recruit 6.4FTE counsellors. "}]
[{"$f":"IF('> FILTER <'!B2778<>\"\",ROW(OFFSET(A2777,-1,0)),\"\")","v":2776},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2778)),A2777,\"\")","v":2776},{"$f":"IFERROR(SMALL(Helper2_1,A2777),\"\")","v":2776},null,2776,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2778)),$A2777,\"\")","v":2776},{"$f":"IFERROR(SMALL(Helper2_2,A2777),\"\")","v":2776},{"$f":"COUNTIF(Helper3_1,\"=\"&G2777)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2777)=1, G2777, \"\")","v":2776},{"$f":"IFERROR(SMALL(Index_2,A2777),\"\")","v":2776},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:J2777)),\"\")","v":"UHI_36"},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:K2777)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:L2777)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:M2777)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:N2777)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2777,COLUMNS($J$2:O2777)),\"\")","v":"36  The MHCM supports staff across the University and has responsibility for implementation of the key themes in the Student Mental Health Strategy (2019-2022). Actions arising from the strategy are coordinated and taken forward by steering groups and each AP has a local implementation plan. Counselling is provided online by the MHCM; this complements local AP provision and is accessible to students through the Green Button. The University has received positive feedback from students, although there was still limited awareness of the Green Button amongst students who met with the ELIR team. In meetings with the ELIR team, staff highlighted how the investment in mental health has helped increase support in each AP and has been transformational for staff and students. The impact of this development can be seen in the NSS 2021 COVID-19 related questions where the University scored 21% higher than the Scottish average in students' confidence that the institution had taken steps to support their mental health. "}]
[{"$f":"IF('> FILTER <'!B2779<>\"\",ROW(OFFSET(A2778,-1,0)),\"\")","v":2777},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2779)),A2778,\"\")","v":2777},{"$f":"IFERROR(SMALL(Helper2_1,A2778),\"\")","v":2777},null,2777,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2779)),$A2778,\"\")","v":2777},{"$f":"IFERROR(SMALL(Helper2_2,A2778),\"\")","v":2777},{"$f":"COUNTIF(Helper3_1,\"=\"&G2778)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2778)=1, G2778, \"\")","v":2777},{"$f":"IFERROR(SMALL(Index_2,A2778),\"\")","v":2777},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:J2778)),\"\")","v":"UHI_37"},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:K2778)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:L2778)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:M2778)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:N2778)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2778,COLUMNS($J$2:O2778)),\"\")","v":"37  The University's strong commitment to providing support for student mental health is demonstrated in its various initiatives referenced above which are supported by additional mental health training and support for staff as well as several practitioner networks which include HISA representation. In response to the COVID-19 pandemic, relevant resources were moved online, and TogetherAll was introduced (paragraph 35). The ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and AP levels.  "}]
[{"$f":"IF('> FILTER <'!B2780<>\"\",ROW(OFFSET(A2779,-1,0)),\"\")","v":2778},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2780)),A2779,\"\")","v":2778},{"$f":"IFERROR(SMALL(Helper2_1,A2779),\"\")","v":2778},null,2778,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2780)),$A2779,\"\")","v":2778},{"$f":"IFERROR(SMALL(Helper2_2,A2779),\"\")","v":2778},{"$f":"COUNTIF(Helper3_1,\"=\"&G2779)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2779)=1, G2779, \"\")","v":2778},{"$f":"IFERROR(SMALL(Index_2,A2779),\"\")","v":2778},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:J2779)),\"\")","v":"UHI_38"},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:K2779)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:L2779)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:M2779)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:N2779)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2779,COLUMNS($J$2:O2779)),\"\")","v":"38  The University's strong commitment to widening access is reflected in its role as a tertiary institution and recognising its diverse student population. The ELIR team found that this commitment manifests itself in the University's recruitment and admissions policies and practices, pedagogical approaches, flexible curriculum structures, use of technologies and student support structures. "}]
[{"$f":"IF('> FILTER <'!B2781<>\"\",ROW(OFFSET(A2780,-1,0)),\"\")","v":2779},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2781)),A2780,\"\")","v":2779},{"$f":"IFERROR(SMALL(Helper2_1,A2780),\"\")","v":2779},null,2779,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2781)),$A2780,\"\")","v":2779},{"$f":"IFERROR(SMALL(Helper2_2,A2780),\"\")","v":2779},{"$f":"COUNTIF(Helper3_1,\"=\"&G2780)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2780)=1, G2780, \"\")","v":2779},{"$f":"IFERROR(SMALL(Index_2,A2780),\"\")","v":2779},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:J2780)),\"\")","v":"UHI_39"},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:K2780)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:L2780)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:M2780)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:N2780)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2780,COLUMNS($J$2:O2780)),\"\")","v":"39  The Widening Access Framework sets out the University approach to widening access and identifies seven priority target groups. The University has in place a range of activities with schools and colleges to support widening access including its Virtual Schools Programme which allows senior secondary school pupils across 29 schools to access a range of online courses, and the provision of online vocational courses and work experience opportunities for young people, in response to the Scottish Government's Developing the Young Workforce programme which aims to increase engagement between employers and young people and reduce youth unemployment. Following admission, support is provided for students in a number of ways including targeted support for priority student groups (paragraph 33), student support services and through the PAT system (paragraphs 50-51). "}]
[{"$f":"IF('> FILTER <'!B2782<>\"\",ROW(OFFSET(A2781,-1,0)),\"\")","v":2780},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2782)),A2781,\"\")","v":2780},{"$f":"IFERROR(SMALL(Helper2_1,A2781),\"\")","v":2780},null,2780,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2782)),$A2781,\"\")","v":2780},{"$f":"IFERROR(SMALL(Helper2_2,A2781),\"\")","v":2780},{"$f":"COUNTIF(Helper3_1,\"=\"&G2781)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2781)=1, G2781, \"\")","v":2780},{"$f":"IFERROR(SMALL(Index_2,A2781),\"\")","v":2780},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:J2781)),\"\")","v":"UHI_40"},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:K2781)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:L2781)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:M2781)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:N2781)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2781,COLUMNS($J$2:O2781)),\"\")","v":"40  Contextual admissions is a key part of the University's admissions policy and practice and aims to mitigate the effect of contextual factors which could act as barriers  to progression to HE. The University sets entry requirements at the minimum required for success on a programme but also encourages applications from prospective students who may not have standard entry qualifications and now receives more than 500 Recognition  of Prior Learning (RPL) applications each academic year which are managed through its comprehensive RPL procedures. "}]
[{"$f":"IF('> FILTER <'!B2783<>\"\",ROW(OFFSET(A2782,-1,0)),\"\")","v":2781},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2783)),A2782,\"\")","v":2781},{"$f":"IFERROR(SMALL(Helper2_1,A2782),\"\")","v":2781},null,2781,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2783)),$A2782,\"\")","v":2781},{"$f":"IFERROR(SMALL(Helper2_2,A2782),\"\")","v":2781},{"$f":"COUNTIF(Helper3_1,\"=\"&G2782)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2782)=1, G2782, \"\")","v":2781},{"$f":"IFERROR(SMALL(Index_2,A2782),\"\")","v":2781},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:J2782)),\"\")","v":"UHI_41"},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:K2782)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:L2782)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:M2782)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:N2782)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2782,COLUMNS($J$2:O2782)),\"\")","v":"41  The University has a comprehensive and effective approach to supporting students at all stages of their learner journey with support provided both locally at each AP and institutionally through central teams. Students felt well supported and mechanisms such  as the PAT system are well embedded and effective."}]
[{"$f":"IF('> FILTER <'!B2784<>\"\",ROW(OFFSET(A2783,-1,0)),\"\")","v":2782},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2784)),A2783,\"\")","v":2782},{"$f":"IFERROR(SMALL(Helper2_1,A2783),\"\")","v":2782},null,2782,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2784)),$A2783,\"\")","v":2782},{"$f":"IFERROR(SMALL(Helper2_2,A2783),\"\")","v":2782},{"$f":"COUNTIF(Helper3_1,\"=\"&G2783)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2783)=1, G2783, \"\")","v":2782},{"$f":"IFERROR(SMALL(Index_2,A2783),\"\")","v":2782},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:J2783)),\"\")","v":"UHI_42"},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:K2783)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:L2783)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:M2783)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:N2783)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2783,COLUMNS($J$2:O2783)),\"\")","v":"42  The University has a distinct learner journey, providing tertiary education to a student community across the highlands and islands of Scotland with a commitment to widening access both through geographical factors and teaching and learning design.  The institution undertakes effective outreach activities including the award-winning 'Virtual School' programme (paragraph 39). The University makes use of a contextual admissions process (paragraph 40) and the institution's admissions requirements offer accessible entry routes and pathways for students from a range of backgrounds and experiences. "}]
[{"$f":"IF('> FILTER <'!B2785<>\"\",ROW(OFFSET(A2784,-1,0)),\"\")","v":2783},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2785)),A2784,\"\")","v":2783},{"$f":"IFERROR(SMALL(Helper2_1,A2784),\"\")","v":2783},null,2783,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2785)),$A2784,\"\")","v":2783},{"$f":"IFERROR(SMALL(Helper2_2,A2784),\"\")","v":2783},{"$f":"COUNTIF(Helper3_1,\"=\"&G2784)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2784)=1, G2784, \"\")","v":2783},{"$f":"IFERROR(SMALL(Index_2,A2784),\"\")","v":2783},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:J2784)),\"\")","v":"UHI_43"},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:K2784)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:L2784)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:M2784)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:N2784)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2784,COLUMNS($J$2:O2784)),\"\")","v":"43  As a tertiary institution, the University is able to offer flexible learning pathways through all levels of the SCQF and aims to provide progression pathways from FE to postgraduate levels in all curriculum areas. Articulation routes are well established across the University's own provision and with other Scottish colleges with the intention to develop additional arrangements with the latter to provide more students with routes to higher education (paragraph 176). The institution has implemented a range of shared resources on bridging arrangements for those articulating as part of the Student Transitions Enhancement Theme (paragraph 100). "}]
[{"$f":"IF('> FILTER <'!B2786<>\"\",ROW(OFFSET(A2785,-1,0)),\"\")","v":2784},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2786)),A2785,\"\")","v":2784},{"$f":"IFERROR(SMALL(Helper2_1,A2785),\"\")","v":2784},null,2784,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2786)),$A2785,\"\")","v":2784},{"$f":"IFERROR(SMALL(Helper2_2,A2785),\"\")","v":2784},{"$f":"COUNTIF(Helper3_1,\"=\"&G2785)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2785)=1, G2785, \"\")","v":2784},{"$f":"IFERROR(SMALL(Index_2,A2785),\"\")","v":2784},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:J2785)),\"\")","v":"UHI_44"},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:K2785)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:L2785)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:M2785)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:N2785)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2785,COLUMNS($J$2:O2785)),\"\")","v":"44  Induction is delivered by each AP and each programme team with variability across the University. The AP is responsible for providing induction and orientation to services available which may be delivered virtually or physically. Staff and students highlighted a range of practice from longitudinal induction over an extended period, to a residency, to dedicated sessions. Students broadly indicated that the induction was valuable which is evidenced in feedback from ESES 2020 results which found 96.3% of students were made to feel welcome in their first week and 83.7% found the induction a useful preparation."}]
[{"$f":"IF('> FILTER <'!B2787<>\"\",ROW(OFFSET(A2786,-1,0)),\"\")","v":2785},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2787)),A2786,\"\")","v":2785},{"$f":"IFERROR(SMALL(Helper2_1,A2786),\"\")","v":2785},null,2785,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2787)),$A2786,\"\")","v":2785},{"$f":"IFERROR(SMALL(Helper2_2,A2786),\"\")","v":2785},{"$f":"COUNTIF(Helper3_1,\"=\"&G2786)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2786)=1, G2786, \"\")","v":2785},{"$f":"IFERROR(SMALL(Index_2,A2786),\"\")","v":2785},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:J2786)),\"\")","v":"UHI_45"},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:K2786)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:L2786)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:M2786)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:N2786)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2786,COLUMNS($J$2:O2786)),\"\")","v":"45  HISA coordinates and organises annual freshers' week events to welcome students. While activities were moved online due to the COVID-19 pandemic, the University and HISA recognise that engagement with social activities has been challenging and the ESES shows only 5% of those responding attended freshers' events. The ELIR team considers that there would be value in the University reflecting on the ways in which activities can build community and help students integrate with the University. "}]
[{"$f":"IF('> FILTER <'!B2788<>\"\",ROW(OFFSET(A2787,-1,0)),\"\")","v":2786},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2788)),A2787,\"\")","v":2786},{"$f":"IFERROR(SMALL(Helper2_1,A2787),\"\")","v":2786},null,2786,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2788)),$A2787,\"\")","v":2786},{"$f":"IFERROR(SMALL(Helper2_2,A2787),\"\")","v":2786},{"$f":"COUNTIF(Helper3_1,\"=\"&G2787)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2787)=1, G2787, \"\")","v":2786},{"$f":"IFERROR(SMALL(Index_2,A2787),\"\")","v":2786},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:J2787)),\"\")","v":"UHI_46"},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:K2787)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:L2787)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:M2787)),\"\")","v":"Academic Skills"},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:N2787)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2787,COLUMNS($J$2:O2787)),\"\")","v":"46  The University has developed an online Essential Student Skills (ESS) resource which is available to all students prior to enrolment and can be accessed throughout their studies either in their own time or as part of academic teaching. Staff highlighted the value  of the resources and how they had used them in inductions while students had mixed responses with some having never used the resources and others speaking positively  about them and highlighting how graduate attributes were embedded in the materials. The resources have been accessed widely with 170,000 views in the first three months of term for 2020-21 and 93,500 views for the first three months of term in 2021-22. "}]
[{"$f":"IF('> FILTER <'!B2789<>\"\",ROW(OFFSET(A2788,-1,0)),\"\")","v":2787},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2789)),A2788,\"\")","v":2787},{"$f":"IFERROR(SMALL(Helper2_1,A2788),\"\")","v":2787},null,2787,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2789)),$A2788,\"\")","v":2787},{"$f":"IFERROR(SMALL(Helper2_2,A2788),\"\")","v":2787},{"$f":"COUNTIF(Helper3_1,\"=\"&G2788)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2788)=1, G2788, \"\")","v":2787},{"$f":"IFERROR(SMALL(Index_2,A2788),\"\")","v":2787},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:J2788)),\"\")","v":"UHI_47"},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:K2788)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:L2788)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:M2788)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:N2788)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2788,COLUMNS($J$2:O2788)),\"\")","v":"47  The responsibility for providing student support is delivered through each AP  with a small central student support team who work together as part of cross-partnership practitioner groups and the Student Support Group (SSG) to share best practice and improve equivalency. Examples of practitioner groups include groups focused on student hardship funds, gender-based violence or mental health. Staff highlighted that there is a designated staff member with oversight of student support in each AP and support is  coordinated to ensure effective oversight of the support network. Students who met with the ELIR team were generally positive about the range of support services provided. Students recognised the presence of local support within their AP and highlighted the PAT as the gateway to seeking support. Awareness of student support services is high with 87% of respondents to the ESES in 2020 stating they knew how to access support. "}]
[{"$f":"IF('> FILTER <'!B2790<>\"\",ROW(OFFSET(A2789,-1,0)),\"\")","v":2788},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2790)),A2789,\"\")","v":2788},{"$f":"IFERROR(SMALL(Helper2_1,A2789),\"\")","v":2788},null,2788,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2790)),$A2789,\"\")","v":2788},{"$f":"IFERROR(SMALL(Helper2_2,A2789),\"\")","v":2788},{"$f":"COUNTIF(Helper3_1,\"=\"&G2789)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2789)=1, G2789, \"\")","v":2788},{"$f":"IFERROR(SMALL(Index_2,A2789),\"\")","v":2788},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:J2789)),\"\")","v":"UHI_47"},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:K2789)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:L2789)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:M2789)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:N2789)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2789,COLUMNS($J$2:O2789)),\"\")","v":"47  The responsibility for providing student support is delivered through each AP  with a small central student support team who work together as part of cross-partnership practitioner groups and the Student Support Group (SSG) to share best practice and improve equivalency. Examples of practitioner groups include groups focused on student hardship funds, gender-based violence or mental health. Staff highlighted that there is a designated staff member with oversight of student support in each AP and support is  coordinated to ensure effective oversight of the support network. Students who met with the ELIR team were generally positive about the range of support services provided. Students recognised the presence of local support within their AP and highlighted the PAT as the gateway to seeking support. Awareness of student support services is high with 87% of respondents to the ESES in 2020 stating they knew how to access support. "}]
[{"$f":"IF('> FILTER <'!B2791<>\"\",ROW(OFFSET(A2790,-1,0)),\"\")","v":2789},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2791)),A2790,\"\")","v":2789},{"$f":"IFERROR(SMALL(Helper2_1,A2790),\"\")","v":2789},null,2789,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2791)),$A2790,\"\")","v":2789},{"$f":"IFERROR(SMALL(Helper2_2,A2790),\"\")","v":2789},{"$f":"COUNTIF(Helper3_1,\"=\"&G2790)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2790)=1, G2790, \"\")","v":2789},{"$f":"IFERROR(SMALL(Index_2,A2790),\"\")","v":2789},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:J2790)),\"\")","v":"UHI_48"},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:K2790)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:L2790)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:M2790)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:N2790)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2790,COLUMNS($J$2:O2790)),\"\")","v":"48  As a result of the COVID-19 pandemic, the University took an active approach to student hardship and digital poverty with a Hardship Practitioner Group retaining oversight  of initiatives across all APs. The University secured a range of funding to support its diverse community and issued hundreds of laptops to students as well as mobile broadband devices to support students to connect to the internet and effectively engage with their studies. "}]
[{"$f":"IF('> FILTER <'!B2792<>\"\",ROW(OFFSET(A2791,-1,0)),\"\")","v":2790},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2792)),A2791,\"\")","v":2790},{"$f":"IFERROR(SMALL(Helper2_1,A2791),\"\")","v":2790},null,2790,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2792)),$A2791,\"\")","v":2790},{"$f":"IFERROR(SMALL(Helper2_2,A2791),\"\")","v":2790},{"$f":"COUNTIF(Helper3_1,\"=\"&G2791)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2791)=1, G2791, \"\")","v":2790},{"$f":"IFERROR(SMALL(Index_2,A2791),\"\")","v":2790},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:J2791)),\"\")","v":"UHI_49"},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:K2791)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:L2791)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:M2791)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:N2791)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2791,COLUMNS($J$2:O2791)),\"\")","v":"49  The University has taken proactive steps to enhance mental health student support including conducting a service review in 2018, reflecting on feedback from students and responding to a rise in demand (paragraphs 35-37). This strategic approach to mental health support has ensured that each AP was able to enhance mental wellbeing provision with staff and students positive about the changes (paragraph 37). "}]
[{"$f":"IF('> FILTER <'!B2793<>\"\",ROW(OFFSET(A2792,-1,0)),\"\")","v":2791},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2793)),A2792,\"\")","v":2791},{"$f":"IFERROR(SMALL(Helper2_1,A2792),\"\")","v":2791},null,2791,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2793)),$A2792,\"\")","v":2791},{"$f":"IFERROR(SMALL(Helper2_2,A2792),\"\")","v":2791},{"$f":"COUNTIF(Helper3_1,\"=\"&G2792)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2792)=1, G2792, \"\")","v":2791},{"$f":"IFERROR(SMALL(Index_2,A2792),\"\")","v":2791},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:J2792)),\"\")","v":"UHI_50"},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:K2792)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:L2792)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:M2792)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:N2792)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2792,COLUMNS($J$2:O2792)),\"\")","v":"50  The University has an embedded Personal Academic Tutor (PAT) system in place at both undergraduate and postgraduate taught levels, the PAT role being to signpost students to services for support, advise on the academic programme and study methods, and support the production of a personal development plan. Each student is contacted by their PAT at least once per semester and the staff providing this support have access to online resources and training through a PAT Development Day. Staff reflected that the PAT system was integral to the University and a critical intervention for students at risk of non-continuation; however, the University recognises the need for a more integrated institutional support in addition to the PAT system (paragraph 156). Implementation of the PAT system includes varied practices including some staff holding group sessions, some offering a scheduled meeting time, and some holding drop-in sessions. "}]
[{"$f":"IF('> FILTER <'!B2794<>\"\",ROW(OFFSET(A2793,-1,0)),\"\")","v":2792},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2794)),A2793,\"\")","v":2792},{"$f":"IFERROR(SMALL(Helper2_1,A2793),\"\")","v":2792},null,2792,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2794)),$A2793,\"\")","v":2792},{"$f":"IFERROR(SMALL(Helper2_2,A2793),\"\")","v":2792},{"$f":"COUNTIF(Helper3_1,\"=\"&G2793)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2793)=1, G2793, \"\")","v":2792},{"$f":"IFERROR(SMALL(Index_2,A2793),\"\")","v":2792},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:J2793)),\"\")","v":"UHI_51"},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:K2793)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:L2793)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:M2793)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:N2793)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2793,COLUMNS($J$2:O2793)),\"\")","v":"51  Students were highly supportive of the PAT system regularly referring to PATs as their first contact point for a broad range of matters, often beyond academic issues including sharing feedback, seeking careers advice or looking for wellbeing support. A review of  the PAT system is planned, and the ELIR team encourages the University to explore the responsibilities and expectations of PATs. The ELIR team commends the University for the Personal Academic Tutor system embedded across the University academic partner network which provides an identified point of contact for students, an effective referral mechanism  to other University services and results in the effective delivery of an accessible and personalised approach to student support. The system is highly valued by students, provides a fundamental support connection point and is viewed as being integral to their student experience."}]
[{"$f":"IF('> FILTER <'!B2795<>\"\",ROW(OFFSET(A2794,-1,0)),\"\")","v":2793},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2795)),A2794,\"\")","v":2793},{"$f":"IFERROR(SMALL(Helper2_1,A2794),\"\")","v":2793},null,2793,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2795)),$A2794,\"\")","v":2793},{"$f":"IFERROR(SMALL(Helper2_2,A2794),\"\")","v":2793},{"$f":"COUNTIF(Helper3_1,\"=\"&G2794)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2794)=1, G2794, \"\")","v":2793},{"$f":"IFERROR(SMALL(Index_2,A2794),\"\")","v":2793},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:J2794)),\"\")","v":"UHI_52"},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:K2794)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:L2794)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:M2794)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:N2794)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2794,COLUMNS($J$2:O2794)),\"\")","v":"52  The University's Assessment, Feedback and Feedforward Policy outlines the institutional approach to assessment and feedback as well as a commitment that feedback shall be returned within 15 working days. The institution's performance in student satisfaction with assessment and feedback has improved with a score of 77% satisfaction  in the NSS in 2021, higher than the sector average of 66%, and the SSES satisfaction being at 82.6% in 2021. "}]
[{"$f":"IF('> FILTER <'!B2796<>\"\",ROW(OFFSET(A2795,-1,0)),\"\")","v":2794},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2796)),A2795,\"\")","v":2794},{"$f":"IFERROR(SMALL(Helper2_1,A2795),\"\")","v":2794},null,2794,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2796)),$A2795,\"\")","v":2794},{"$f":"IFERROR(SMALL(Helper2_2,A2795),\"\")","v":2794},{"$f":"COUNTIF(Helper3_1,\"=\"&G2795)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2795)=1, G2795, \"\")","v":2794},{"$f":"IFERROR(SMALL(Index_2,A2795),\"\")","v":2794},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:J2795)),\"\")","v":"UHI_53"},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:K2795)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:L2795)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:M2795)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:N2795)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2795,COLUMNS($J$2:O2795)),\"\")","v":"53  Students reflected that assessment briefs are clear, a comprehensive marking grid is provided, staff are accessible for help, and feedback is comprehensive and helpful. Students provided examples of practice including receiving video feedback and the use of cover sheets which invited students to reflect on previous work and align assessment to graduate attributes, which were viewed positively by the ELIR team (paragraph 141)."}]
[{"$f":"IF('> FILTER <'!B2797<>\"\",ROW(OFFSET(A2796,-1,0)),\"\")","v":2795},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2797)),A2796,\"\")","v":2795},{"$f":"IFERROR(SMALL(Helper2_1,A2796),\"\")","v":2795},null,2795,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2797)),$A2796,\"\")","v":2795},{"$f":"IFERROR(SMALL(Helper2_2,A2796),\"\")","v":2795},{"$f":"COUNTIF(Helper3_1,\"=\"&G2796)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2796)=1, G2796, \"\")","v":2795},{"$f":"IFERROR(SMALL(Index_2,A2796),\"\")","v":2795},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:J2796)),\"\")","v":"UHI_54"},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:K2796)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:L2796)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:M2796)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:N2796)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2796,COLUMNS($J$2:O2796)),\"\")","v":"54  Students broadly agreed that the 15-day turnaround policy is adhered to, although some PGT students confirmed that this had not been followed. The University states that expectations outlined in the Assessment, Feedback and Feedforward policy are monitored through Subject Network Leaders and annual self-evaluation documents (SEDs); however, the University should explore whether sufficient monitoring processes are in place to enact the policy. In further developing its positive approach to assessment and feedback, the ELIR team encourages the University to consider the introduction of an institution-wide process for monitoring its policy of a 15-day turnaround for returning feedback on assessment in order to facilitate consistency in supporting students' future learning. "}]
[{"$f":"IF('> FILTER <'!B2798<>\"\",ROW(OFFSET(A2797,-1,0)),\"\")","v":2796},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2798)),A2797,\"\")","v":2796},{"$f":"IFERROR(SMALL(Helper2_1,A2797),\"\")","v":2796},null,2796,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2798)),$A2797,\"\")","v":2796},{"$f":"IFERROR(SMALL(Helper2_2,A2797),\"\")","v":2796},{"$f":"COUNTIF(Helper3_1,\"=\"&G2797)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2797)=1, G2797, \"\")","v":2796},{"$f":"IFERROR(SMALL(Index_2,A2797),\"\")","v":2796},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:J2797)),\"\")","v":"UHI_55"},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:K2797)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:L2797)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:M2797)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:N2797)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2797,COLUMNS($J$2:O2797)),\"\")","v":"55  The University makes use of a range of communication channels for engaging students including e-mail, poster boards, social media and the MyDay app. In particular, MyDay acts as a central portal and dashboard for students with news updates, links to services such as the library, Red Button feedback tool, ESS modules, HISA support and wellbeing support through the TogetherAll service. This platform is an effective mechanism with 97% of students in the 2020 ESES being aware of MyDay and an average of 4,800 users per day in 2021-22. Students reflected that they had been well communicated with around the transition of the virtual learning environment (VLE) and the changes implemented because of the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B2799<>\"\",ROW(OFFSET(A2798,-1,0)),\"\")","v":2797},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2799)),A2798,\"\")","v":2797},{"$f":"IFERROR(SMALL(Helper2_1,A2798),\"\")","v":2797},null,2797,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2799)),$A2798,\"\")","v":2797},{"$f":"IFERROR(SMALL(Helper2_2,A2798),\"\")","v":2797},{"$f":"COUNTIF(Helper3_1,\"=\"&G2798)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2798)=1, G2798, \"\")","v":2797},{"$f":"IFERROR(SMALL(Index_2,A2798),\"\")","v":2797},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:J2798)),\"\")","v":"UHI_56"},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:K2798)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:L2798)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:M2798)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:N2798)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2798,COLUMNS($J$2:O2798)),\"\")","v":"56  The University's diverse student community studies across multiple APs covering  a vast geographical area with students often studying online and therefore the institution recognises that building a sense of belonging and community is an area for development. Staff reflected that students on networked degrees where a programme is offered at multiple APs may struggle to find an identity with the programme while students had a mixed sense of identity with some associating community with their AP and others with the University overall. Student feedback regularly highlights a sense of community scoring lower, with learning community scoring below the sector average at 64% satisfaction in the 2021 NSS and the 2020 PTES analysis recognising that students would like more opportunities to build learning communities with their peers. Initiatives developed include those relating to student engagement (paragraph 15), HISA and freshers' events and student engagement through sport. Acknowledging the University's challenges, the ELIR team encourages the University to continue to develop initiatives to build a sense of belonging in the student body. "}]
[{"$f":"IF('> FILTER <'!B2800<>\"\",ROW(OFFSET(A2799,-1,0)),\"\")","v":2798},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2800)),A2799,\"\")","v":2798},{"$f":"IFERROR(SMALL(Helper2_1,A2799),\"\")","v":2798},null,2798,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2800)),$A2799,\"\")","v":2798},{"$f":"IFERROR(SMALL(Helper2_2,A2799),\"\")","v":2798},{"$f":"COUNTIF(Helper3_1,\"=\"&G2799)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2799)=1, G2799, \"\")","v":2798},{"$f":"IFERROR(SMALL(Index_2,A2799),\"\")","v":2798},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:J2799)),\"\")","v":"UHI_57"},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:K2799)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:L2799)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:M2799)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:N2799)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2799,COLUMNS($J$2:O2799)),\"\")","v":"57  The University has defined academic skills, self-management, social awareness, communication, and interpersonal skills as its five graduate attributes which were designed in consultation with staff, students and employers. Since ELIR 3, the institution has taken action to extend and further embed the graduate attributes including through integrating them as part of the programme approval process and developing a dedicated webpage as part of the cover sheet for assessment submission (paragraph 141). Staff noted how graduate attributes were often explicitly mentioned in programmes and integrated into learning outcomes but that awareness remains low among students. Students had mixed awareness of graduate attributes with some having never heard of them, to others having seen them used in their course. The ELIR team encourages the University to continue with its plan to work in partnership with HISA to improve awareness of and share best practice around the use of graduate attributes. "}]
[{"$f":"IF('> FILTER <'!B2801<>\"\",ROW(OFFSET(A2800,-1,0)),\"\")","v":2799},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2801)),A2800,\"\")","v":2799},{"$f":"IFERROR(SMALL(Helper2_1,A2800),\"\")","v":2799},null,2799,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2801)),$A2800,\"\")","v":2799},{"$f":"IFERROR(SMALL(Helper2_2,A2800),\"\")","v":2799},{"$f":"COUNTIF(Helper3_1,\"=\"&G2800)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2800)=1, G2800, \"\")","v":2799},{"$f":"IFERROR(SMALL(Index_2,A2800),\"\")","v":2799},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:J2800)),\"\")","v":"UHI_58"},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:K2800)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:L2800)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:M2800)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:N2800)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2800,COLUMNS($J$2:O2800)),\"\")","v":"58  The University has identified employability as a strategic enhancement priority for QAEC and one of the identified contextualised themes for ELIR 4, having noted 74.5% of UHI graduates were in employment compared to a Scottish average of 84% in 2017-18 with the institution's score falling to 72% in 2018-19. As part of the strategic curriculum review, the provision offered by the institution will be evaluated with employability as a specific dimension. "}]
[{"$f":"IF('> FILTER <'!B2802<>\"\",ROW(OFFSET(A2801,-1,0)),\"\")","v":2800},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2802)),A2801,\"\")","v":2800},{"$f":"IFERROR(SMALL(Helper2_1,A2801),\"\")","v":2800},null,2800,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2802)),$A2801,\"\")","v":2800},{"$f":"IFERROR(SMALL(Helper2_2,A2801),\"\")","v":2800},{"$f":"COUNTIF(Helper3_1,\"=\"&G2801)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2801)=1, G2801, \"\")","v":2800},{"$f":"IFERROR(SMALL(Index_2,A2801),\"\")","v":2800},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:J2801)),\"\")","v":"UHI_58"},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:K2801)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:L2801)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:M2801)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:N2801)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2801,COLUMNS($J$2:O2801)),\"\")","v":"58  The University has identified employability as a strategic enhancement priority for QAEC and one of the identified contextualised themes for ELIR 4, having noted 74.5% of UHI graduates were in employment compared to a Scottish average of 84% in 2017-18 with the institution's score falling to 72% in 2018-19. As part of the strategic curriculum review, the provision offered by the institution will be evaluated with employability as a specific dimension. "}]
[{"$f":"IF('> FILTER <'!B2803<>\"\",ROW(OFFSET(A2802,-1,0)),\"\")","v":2801},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2803)),A2802,\"\")","v":2801},{"$f":"IFERROR(SMALL(Helper2_1,A2802),\"\")","v":2801},null,2801,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2803)),$A2802,\"\")","v":2801},{"$f":"IFERROR(SMALL(Helper2_2,A2802),\"\")","v":2801},{"$f":"COUNTIF(Helper3_1,\"=\"&G2802)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2802)=1, G2802, \"\")","v":2801},{"$f":"IFERROR(SMALL(Index_2,A2802),\"\")","v":2801},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:J2802)),\"\")","v":"UHI_59"},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:K2802)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:L2802)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:M2802)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:N2802)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2802,COLUMNS($J$2:O2802)),\"\")","v":"59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "}]
[{"$f":"IF('> FILTER <'!B2804<>\"\",ROW(OFFSET(A2803,-1,0)),\"\")","v":2802},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2804)),A2803,\"\")","v":2802},{"$f":"IFERROR(SMALL(Helper2_1,A2803),\"\")","v":2802},null,2802,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2804)),$A2803,\"\")","v":2802},{"$f":"IFERROR(SMALL(Helper2_2,A2803),\"\")","v":2802},{"$f":"COUNTIF(Helper3_1,\"=\"&G2803)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2803)=1, G2803, \"\")","v":2802},{"$f":"IFERROR(SMALL(Index_2,A2803),\"\")","v":2802},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:J2803)),\"\")","v":"UHI_59"},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:K2803)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:L2803)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:M2803)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:N2803)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2803,COLUMNS($J$2:O2803)),\"\")","v":"59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "}]
[{"$f":"IF('> FILTER <'!B2805<>\"\",ROW(OFFSET(A2804,-1,0)),\"\")","v":2803},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2805)),A2804,\"\")","v":2803},{"$f":"IFERROR(SMALL(Helper2_1,A2804),\"\")","v":2803},null,2803,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2805)),$A2804,\"\")","v":2803},{"$f":"IFERROR(SMALL(Helper2_2,A2804),\"\")","v":2803},{"$f":"COUNTIF(Helper3_1,\"=\"&G2804)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2804)=1, G2804, \"\")","v":2803},{"$f":"IFERROR(SMALL(Index_2,A2804),\"\")","v":2803},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:J2804)),\"\")","v":"UHI_59"},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:K2804)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:L2804)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:M2804)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:N2804)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2804,COLUMNS($J$2:O2804)),\"\")","v":"59  The University's Careers and Employability Centre (CEC) offers some support centrally together with local provision through the academic partners. The comprehensive services offered by the Centre include one-to-one meetings, personalised CV and application support, interview preparation, career development workshops and online employability resources such as the Future Me platform. The platform is a gateway to student participation in self-directed career development pathways. Students had limited awareness of the careers support offered and stated they would be more likely to speak to their PAT or course staff. The University has identified enhancement actions through the student support service review of Careers Education, Information, Advice and Guidance (CEIAG) that took place in 2019-20 including developing a new communication approach and implementing a Continuing Professional Development (CPD) programme for staff such as PATs in relation to careers advice. The University is encouraged to progress the actions from the service review and improve awareness and use of the careers services provided to create a seamless offering across the AP network. "}]
[{"$f":"IF('> FILTER <'!B2806<>\"\",ROW(OFFSET(A2805,-1,0)),\"\")","v":2804},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2806)),A2805,\"\")","v":2804},{"$f":"IFERROR(SMALL(Helper2_1,A2805),\"\")","v":2804},null,2804,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2806)),$A2805,\"\")","v":2804},{"$f":"IFERROR(SMALL(Helper2_2,A2805),\"\")","v":2804},{"$f":"COUNTIF(Helper3_1,\"=\"&G2805)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2805)=1, G2805, \"\")","v":2804},{"$f":"IFERROR(SMALL(Index_2,A2805),\"\")","v":2804},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:J2805)),\"\")","v":"UHI_60"},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:K2805)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:L2805)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:M2805)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:N2805)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2805,COLUMNS($J$2:O2805)),\"\")","v":"60  The University coordinates placements through the CEC with a Placement Practitioner Network providing additional support. The University provided a list showing placement activity on 49 higher education programmes out of approximately 240 named awards. Students had mixed experiences of placement with some having to find their own placement while others had their place arranged for them by the University. Those who had undertaken a placement confirmed that they were supported during the process. The University has developed effective policies and recently underwent an audit to validate the effectiveness of the placement processes. Aligned with the curriculum review, the ELIR team considers that the University may find value in exploring and expanding the range of courses which include placement or work experience and providing greater consistency in supporting students in securing opportunities.  "}]
[{"$f":"IF('> FILTER <'!B2807<>\"\",ROW(OFFSET(A2806,-1,0)),\"\")","v":2805},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2807)),A2806,\"\")","v":2805},{"$f":"IFERROR(SMALL(Helper2_1,A2806),\"\")","v":2805},null,2805,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2807)),$A2806,\"\")","v":2805},{"$f":"IFERROR(SMALL(Helper2_2,A2806),\"\")","v":2805},{"$f":"COUNTIF(Helper3_1,\"=\"&G2806)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2806)=1, G2806, \"\")","v":2805},{"$f":"IFERROR(SMALL(Index_2,A2806),\"\")","v":2805},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:J2806)),\"\")","v":"UHI_60"},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:K2806)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:L2806)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:M2806)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:N2806)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2806,COLUMNS($J$2:O2806)),\"\")","v":"60  The University coordinates placements through the CEC with a Placement Practitioner Network providing additional support. The University provided a list showing placement activity on 49 higher education programmes out of approximately 240 named awards. Students had mixed experiences of placement with some having to find their own placement while others had their place arranged for them by the University. Those who had undertaken a placement confirmed that they were supported during the process. The University has developed effective policies and recently underwent an audit to validate the effectiveness of the placement processes. Aligned with the curriculum review, the ELIR team considers that the University may find value in exploring and expanding the range of courses which include placement or work experience and providing greater consistency in supporting students in securing opportunities.  "}]
[{"$f":"IF('> FILTER <'!B2808<>\"\",ROW(OFFSET(A2807,-1,0)),\"\")","v":2806},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2808)),A2807,\"\")","v":2806},{"$f":"IFERROR(SMALL(Helper2_1,A2807),\"\")","v":2806},null,2806,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2808)),$A2807,\"\")","v":2806},{"$f":"IFERROR(SMALL(Helper2_2,A2807),\"\")","v":2806},{"$f":"COUNTIF(Helper3_1,\"=\"&G2807)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2807)=1, G2807, \"\")","v":2806},{"$f":"IFERROR(SMALL(Index_2,A2807),\"\")","v":2806},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:J2807)),\"\")","v":"UHI_61"},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:K2807)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:L2807)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:M2807)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:N2807)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2807,COLUMNS($J$2:O2807)),\"\")","v":"61  The University has identified Enterprise as a theme in the Strategic Plan  2021-25 and provides student-facing enterprise support through the CREATE (Creating Entrepreneurship and Innovation) team which develops skills training and events for aspiring entrepreneurs. The University runs programmes such as the Catalyst online small business training programme, the Scottish Entrepreneurship and Enterprise Educators 'train the trainer' programme and initiatives such as UHI Business Competition by offering prize funding to those submitting business ideas. Students noted that entrepreneurship skills  had been gained as part of teaching on their modules. "}]
[{"$f":"IF('> FILTER <'!B2809<>\"\",ROW(OFFSET(A2808,-1,0)),\"\")","v":2807},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2809)),A2808,\"\")","v":2807},{"$f":"IFERROR(SMALL(Helper2_1,A2808),\"\")","v":2807},null,2807,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2809)),$A2808,\"\")","v":2807},{"$f":"IFERROR(SMALL(Helper2_2,A2808),\"\")","v":2807},{"$f":"COUNTIF(Helper3_1,\"=\"&G2808)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2808)=1, G2808, \"\")","v":2807},{"$f":"IFERROR(SMALL(Index_2,A2808),\"\")","v":2807},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:J2808)),\"\")","v":"UHI_62"},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:K2808)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:L2808)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:M2808)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:N2808)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2808,COLUMNS($J$2:O2808)),\"\")","v":"62  The University has a 'UHI for Work and Enterprise' employer engagement strategy overseen by a programme board and a Business Development practitioners' group, which builds connections between the curriculum and employers and identifies local and regional skills gaps. The impact of this strategy has been demonstrated with the introduction of Curriculum Development Employer Engagement Officers (CDEEOs) as part of the Careers and Employability team which work as a single point of contact for external organisations resulting in the development of 26 new courses, increased student exposure to industry and increased placement and work experience opportunities. Staff reflected that the new CDEEO roles had been valuable in building links with industry and finding new placement opportunities. Staff shared examples of how employability is embedded in the curriculum including skills outlined in Module Information Packs, developing industry-aligned assignments and engaging industry guest speakers. "}]
[{"$f":"IF('> FILTER <'!B2810<>\"\",ROW(OFFSET(A2809,-1,0)),\"\")","v":2808},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2810)),A2809,\"\")","v":2808},{"$f":"IFERROR(SMALL(Helper2_1,A2809),\"\")","v":2808},null,2808,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2810)),$A2809,\"\")","v":2808},{"$f":"IFERROR(SMALL(Helper2_2,A2809),\"\")","v":2808},{"$f":"COUNTIF(Helper3_1,\"=\"&G2809)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2809)=1, G2809, \"\")","v":2808},{"$f":"IFERROR(SMALL(Index_2,A2809),\"\")","v":2808},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:J2809)),\"\")","v":"UHI_62"},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:K2809)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:L2809)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:M2809)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:N2809)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2809,COLUMNS($J$2:O2809)),\"\")","v":"62  The University has a 'UHI for Work and Enterprise' employer engagement strategy overseen by a programme board and a Business Development practitioners' group, which builds connections between the curriculum and employers and identifies local and regional skills gaps. The impact of this strategy has been demonstrated with the introduction of Curriculum Development Employer Engagement Officers (CDEEOs) as part of the Careers and Employability team which work as a single point of contact for external organisations resulting in the development of 26 new courses, increased student exposure to industry and increased placement and work experience opportunities. Staff reflected that the new CDEEO roles had been valuable in building links with industry and finding new placement opportunities. Staff shared examples of how employability is embedded in the curriculum including skills outlined in Module Information Packs, developing industry-aligned assignments and engaging industry guest speakers. "}]
[{"$f":"IF('> FILTER <'!B2811<>\"\",ROW(OFFSET(A2810,-1,0)),\"\")","v":2809},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2811)),A2810,\"\")","v":2809},{"$f":"IFERROR(SMALL(Helper2_1,A2810),\"\")","v":2809},null,2809,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2811)),$A2810,\"\")","v":2809},{"$f":"IFERROR(SMALL(Helper2_2,A2810),\"\")","v":2809},{"$f":"COUNTIF(Helper3_1,\"=\"&G2810)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2810)=1, G2810, \"\")","v":2809},{"$f":"IFERROR(SMALL(Index_2,A2810),\"\")","v":2809},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:J2810)),\"\")","v":"UHI_63"},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:K2810)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:L2810)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:M2810)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:N2810)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2810,COLUMNS($J$2:O2810)),\"\")","v":"63  The University has an effective approach to managing and enhancing the postgraduate student experience. Feedback from both PGT and PGR students is generally positive as evidenced by the outcomes of the most recent PTES (2021) and PRES (2019) surveys. The University has recognised the need, and is taking steps to engage more PGTs in the class representation system and to promote the work of the careers service. Since gaining RDAP in 2017, the University has taken a number of steps to enhance the resources available to PGRs and has developed and implemented its own PGR monitoring and review processes. The University continues to take action to further develop and embed its research culture. "}]
[{"$f":"IF('> FILTER <'!B2812<>\"\",ROW(OFFSET(A2811,-1,0)),\"\")","v":2810},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2812)),A2811,\"\")","v":2810},{"$f":"IFERROR(SMALL(Helper2_1,A2811),\"\")","v":2810},null,2810,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2812)),$A2811,\"\")","v":2810},{"$f":"IFERROR(SMALL(Helper2_2,A2811),\"\")","v":2810},{"$f":"COUNTIF(Helper3_1,\"=\"&G2811)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2811)=1, G2811, \"\")","v":2810},{"$f":"IFERROR(SMALL(Index_2,A2811),\"\")","v":2810},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:J2811)),\"\")","v":"UHI_64"},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:K2811)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:L2811)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:M2811)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:N2811)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2811,COLUMNS($J$2:O2811)),\"\")","v":"64  The University offers a growing number of Postgraduate Taught courses that may be studied on a full or part-time basis, with much of the provision being fully online. The number of PGT students has increased significantly from 429 (159 FTE) in 2015-16 to 1,033 (412 FTE) in 2019-20, with further growth planned focusing on online provision. The majority of PGT students study part-time. Support for PGT students is managed and provided on a similar basis to that for undergraduate students, and PGTs who met the ELIR team confirmed that they are registered at one of the APs and are able to access the resources  of that AP or associated learning centre including staff support. PGT students who met the team also commented positively on the support they received through their PATs, course leaders, tutors and local support services but a small number were less positive about the support received from the wider University and in particular noted the lack of social and networking opportunities available to them (paragraph 56). "}]
[{"$f":"IF('> FILTER <'!B2813<>\"\",ROW(OFFSET(A2812,-1,0)),\"\")","v":2811},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2813)),A2812,\"\")","v":2811},{"$f":"IFERROR(SMALL(Helper2_1,A2812),\"\")","v":2811},null,2811,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2813)),$A2812,\"\")","v":2811},{"$f":"IFERROR(SMALL(Helper2_2,A2812),\"\")","v":2811},{"$f":"COUNTIF(Helper3_1,\"=\"&G2812)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2812)=1, G2812, \"\")","v":2811},{"$f":"IFERROR(SMALL(Index_2,A2812),\"\")","v":2811},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:J2812)),\"\")","v":"UHI_64"},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:K2812)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:L2812)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:M2812)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:N2812)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2812,COLUMNS($J$2:O2812)),\"\")","v":"64  The University offers a growing number of Postgraduate Taught courses that may be studied on a full or part-time basis, with much of the provision being fully online. The number of PGT students has increased significantly from 429 (159 FTE) in 2015-16 to 1,033 (412 FTE) in 2019-20, with further growth planned focusing on online provision. The majority of PGT students study part-time. Support for PGT students is managed and provided on a similar basis to that for undergraduate students, and PGTs who met the ELIR team confirmed that they are registered at one of the APs and are able to access the resources  of that AP or associated learning centre including staff support. PGT students who met the team also commented positively on the support they received through their PATs, course leaders, tutors and local support services but a small number were less positive about the support received from the wider University and in particular noted the lack of social and networking opportunities available to them (paragraph 56). "}]
[{"$f":"IF('> FILTER <'!B2814<>\"\",ROW(OFFSET(A2813,-1,0)),\"\")","v":2812},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2814)),A2813,\"\")","v":2812},{"$f":"IFERROR(SMALL(Helper2_1,A2813),\"\")","v":2812},null,2812,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2814)),$A2813,\"\")","v":2812},{"$f":"IFERROR(SMALL(Helper2_2,A2813),\"\")","v":2812},{"$f":"COUNTIF(Helper3_1,\"=\"&G2813)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2813)=1, G2813, \"\")","v":2812},{"$f":"IFERROR(SMALL(Index_2,A2813),\"\")","v":2812},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:J2813)),\"\")","v":"UHI_65"},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:K2813)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:L2813)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:M2813)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:N2813)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2813,COLUMNS($J$2:O2813)),\"\")","v":"65  Feedback is gathered from PGTs through PTES which shows generally high satisfaction, although PGTs who met the ELIR team were largely unaware of the survey and any actions taken as a result. Overall satisfaction in the 2021 survey was 9% above both the national and Scottish sector average at 87% (compared to 85% in 2020 and 87% in 2019); the response rate in 2021 was also above the sector average of 23%, having risen to 32% from 14% in 2020. PTES outcomes are shared with programme leaders, quality managers and senior staff through the annual report to QAEC and Academic Council and actions are followed up at the appropriate level. The 2020 Programme Leaders' Forum, organised to share good practice and ideas for enhancement, led to the identification of careers provision and course-level communications as areas that needed enhancement and the ELIR team heard that action had been taken to promote the work of the careers and employability services which resulted in improved satisfaction in 2020. "}]
[{"$f":"IF('> FILTER <'!B2815<>\"\",ROW(OFFSET(A2814,-1,0)),\"\")","v":2813},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2815)),A2814,\"\")","v":2813},{"$f":"IFERROR(SMALL(Helper2_1,A2814),\"\")","v":2813},null,2813,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2815)),$A2814,\"\")","v":2813},{"$f":"IFERROR(SMALL(Helper2_2,A2814),\"\")","v":2813},{"$f":"COUNTIF(Helper3_1,\"=\"&G2814)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2814)=1, G2814, \"\")","v":2813},{"$f":"IFERROR(SMALL(Index_2,A2814),\"\")","v":2813},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:J2814)),\"\")","v":"UHI_66"},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:K2814)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:L2814)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:M2814)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:N2814)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2814,COLUMNS($J$2:O2814)),\"\")","v":"66  PGT students are represented through the University's system of class representatives who attend class committees, or equivalent fora (paragraphs 17-18). The University acknowledges that PGTs are under-represented in the class representative system and the ELIR team found that some PGTs were unaware of their class representatives. To address this issue, HISA and the Class Representative Group are exploring ways to engage more PGTs as student representatives. "}]
[{"$f":"IF('> FILTER <'!B2816<>\"\",ROW(OFFSET(A2815,-1,0)),\"\")","v":2814},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2816)),A2815,\"\")","v":2814},{"$f":"IFERROR(SMALL(Helper2_1,A2815),\"\")","v":2814},null,2814,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2816)),$A2815,\"\")","v":2814},{"$f":"IFERROR(SMALL(Helper2_2,A2815),\"\")","v":2814},{"$f":"COUNTIF(Helper3_1,\"=\"&G2815)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2815)=1, G2815, \"\")","v":2814},{"$f":"IFERROR(SMALL(Index_2,A2815),\"\")","v":2814},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:J2815)),\"\")","v":"UHI_67"},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:K2815)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:L2815)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:M2815)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:N2815)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2815,COLUMNS($J$2:O2815)),\"\")","v":"67  Since 2017, following its successful RDAP application, the University has offered  its own research degrees with the final Aberdeen registered students under the previous validation arrangement nearing completion and the majority of PGR students now registered on a UHI award. The University offers both MRes and PhD programmes in a number of its specialist fields. The number of Postgraduate Research students has increased from 119 (57 FTE) in 2015-16 to 157 (132 FTE) in 2019-20."}]
[{"$f":"IF('> FILTER <'!B2817<>\"\",ROW(OFFSET(A2816,-1,0)),\"\")","v":2815},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2817)),A2816,\"\")","v":2815},{"$f":"IFERROR(SMALL(Helper2_1,A2816),\"\")","v":2815},null,2815,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2817)),$A2816,\"\")","v":2815},{"$f":"IFERROR(SMALL(Helper2_2,A2816),\"\")","v":2815},{"$f":"COUNTIF(Helper3_1,\"=\"&G2816)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2816)=1, G2816, \"\")","v":2815},{"$f":"IFERROR(SMALL(Index_2,A2816),\"\")","v":2815},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:J2816)),\"\")","v":"UHI_67"},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:K2816)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:L2816)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:M2816)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:N2816)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2816,COLUMNS($J$2:O2816)),\"\")","v":"67  Since 2017, following its successful RDAP application, the University has offered  its own research degrees with the final Aberdeen registered students under the previous validation arrangement nearing completion and the majority of PGR students now registered on a UHI award. The University offers both MRes and PhD programmes in a number of its specialist fields. The number of Postgraduate Research students has increased from 119 (57 FTE) in 2015-16 to 157 (132 FTE) in 2019-20."}]
[{"$f":"IF('> FILTER <'!B2818<>\"\",ROW(OFFSET(A2817,-1,0)),\"\")","v":2816},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2818)),A2817,\"\")","v":2816},{"$f":"IFERROR(SMALL(Helper2_1,A2817),\"\")","v":2816},null,2816,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2818)),$A2817,\"\")","v":2816},{"$f":"IFERROR(SMALL(Helper2_2,A2817),\"\")","v":2816},{"$f":"COUNTIF(Helper3_1,\"=\"&G2817)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2817)=1, G2817, \"\")","v":2816},{"$f":"IFERROR(SMALL(Index_2,A2817),\"\")","v":2816},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:J2817)),\"\")","v":"UHI_68"},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:K2817)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:L2817)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:M2817)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:N2817)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2817,COLUMNS($J$2:O2817)),\"\")","v":"68  The Dean of Research has overall responsibility for PGR students and works with Research Degrees Committee (RDC) and its sub-group, Graduate School Committee which oversees student progression and monitoring. The Graduate School Office (GSO) administers the PGR student experience, supervisor support training and development, policy and guidance development on behalf of RDC and organises PGR student induction. PGR students commented positively about their experience of induction and of the role of the GSO in communicating with, and providing support for, PGRs across the AP network. "}]
[{"$f":"IF('> FILTER <'!B2819<>\"\",ROW(OFFSET(A2818,-1,0)),\"\")","v":2817},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2819)),A2818,\"\")","v":2817},{"$f":"IFERROR(SMALL(Helper2_1,A2818),\"\")","v":2817},null,2817,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2819)),$A2818,\"\")","v":2817},{"$f":"IFERROR(SMALL(Helper2_2,A2818),\"\")","v":2817},{"$f":"COUNTIF(Helper3_1,\"=\"&G2818)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2818)=1, G2818, \"\")","v":2817},{"$f":"IFERROR(SMALL(Index_2,A2818),\"\")","v":2817},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:J2818)),\"\")","v":"UHI_68"},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:K2818)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:L2818)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:M2818)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:N2818)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2818,COLUMNS($J$2:O2818)),\"\")","v":"68  The Dean of Research has overall responsibility for PGR students and works with Research Degrees Committee (RDC) and its sub-group, Graduate School Committee which oversees student progression and monitoring. The Graduate School Office (GSO) administers the PGR student experience, supervisor support training and development, policy and guidance development on behalf of RDC and organises PGR student induction. PGR students commented positively about their experience of induction and of the role of the GSO in communicating with, and providing support for, PGRs across the AP network. "}]
[{"$f":"IF('> FILTER <'!B2820<>\"\",ROW(OFFSET(A2819,-1,0)),\"\")","v":2818},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2820)),A2819,\"\")","v":2818},{"$f":"IFERROR(SMALL(Helper2_1,A2819),\"\")","v":2818},null,2818,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2820)),$A2819,\"\")","v":2818},{"$f":"IFERROR(SMALL(Helper2_2,A2819),\"\")","v":2818},{"$f":"COUNTIF(Helper3_1,\"=\"&G2819)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2819)=1, G2819, \"\")","v":2818},{"$f":"IFERROR(SMALL(Index_2,A2819),\"\")","v":2818},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:J2819)),\"\")","v":"UHI_69"},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:K2819)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:L2819)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:M2819)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:N2819)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2819,COLUMNS($J$2:O2819)),\"\")","v":"69  PGR students are enrolled and located at an AP, or in some cases, the Executive Office, through which supervision, facilities and resources are provided. PGR students are appropriately supported by supervisory teams consisting of at least two research active members of staff led by a Director of Studies; supervisors may be external to the University, often utilised to strengthen specific subject expertise, but cannot be appointed as Directors of Studies. Staff and PGR students confirmed that a wide range of student and supervisor development and training opportunities are offered by the University including mentorship and compulsory training for new supervisors and regular refresher training for existing supervisors. Students also confirmed that they have access to financial support for attendance at conferences and training events and have regular opportunities to present their work at internal seminars and other events. The annual two-day PGR student conference, linked in alternate years to the University-wide Staff-Student Research Conference (which was cancelled in 2020 due to COVID-19), allows PGR students to present their work and to network with other PGR students."}]
[{"$f":"IF('> FILTER <'!B2821<>\"\",ROW(OFFSET(A2820,-1,0)),\"\")","v":2819},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2821)),A2820,\"\")","v":2819},{"$f":"IFERROR(SMALL(Helper2_1,A2820),\"\")","v":2819},null,2819,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2821)),$A2820,\"\")","v":2819},{"$f":"IFERROR(SMALL(Helper2_2,A2820),\"\")","v":2819},{"$f":"COUNTIF(Helper3_1,\"=\"&G2820)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2820)=1, G2820, \"\")","v":2819},{"$f":"IFERROR(SMALL(Index_2,A2820),\"\")","v":2819},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:J2820)),\"\")","v":"UHI_69"},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:K2820)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:L2820)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:M2820)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:N2820)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2820,COLUMNS($J$2:O2820)),\"\")","v":"69  PGR students are enrolled and located at an AP, or in some cases, the Executive Office, through which supervision, facilities and resources are provided. PGR students are appropriately supported by supervisory teams consisting of at least two research active members of staff led by a Director of Studies; supervisors may be external to the University, often utilised to strengthen specific subject expertise, but cannot be appointed as Directors of Studies. Staff and PGR students confirmed that a wide range of student and supervisor development and training opportunities are offered by the University including mentorship and compulsory training for new supervisors and regular refresher training for existing supervisors. Students also confirmed that they have access to financial support for attendance at conferences and training events and have regular opportunities to present their work at internal seminars and other events. The annual two-day PGR student conference, linked in alternate years to the University-wide Staff-Student Research Conference (which was cancelled in 2020 due to COVID-19), allows PGR students to present their work and to network with other PGR students."}]
[{"$f":"IF('> FILTER <'!B2822<>\"\",ROW(OFFSET(A2821,-1,0)),\"\")","v":2820},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2822)),A2821,\"\")","v":2820},{"$f":"IFERROR(SMALL(Helper2_1,A2821),\"\")","v":2820},null,2820,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2822)),$A2821,\"\")","v":2820},{"$f":"IFERROR(SMALL(Helper2_2,A2821),\"\")","v":2820},{"$f":"COUNTIF(Helper3_1,\"=\"&G2821)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2821)=1, G2821, \"\")","v":2820},{"$f":"IFERROR(SMALL(Index_2,A2821),\"\")","v":2820},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:J2821)),\"\")","v":"UHI_70"},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:K2821)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:L2821)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:M2821)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:N2821)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2821,COLUMNS($J$2:O2821)),\"\")","v":"70  The University has endorsed and adopted the principles in QAA's Statement of expectations for the support of postgraduates who teach. In response to recommendations in the previous two ELIRs, a standard training course for PGR students to engage in teaching is in place. This was initially provided by the GSO, and in some cases supplemented by the APs, and is now incorporated in the LTA programme of events  thereby allowing monitoring of participation. The University acknowledges that not all postgraduate students will get opportunities for teaching; however, all students involved in formal teaching activity are required to undertake relevant training. The ELIR team found that not all students who were undertaking teaching had undergone the standard or other formal training course, with some students describing more informal support mechanisms provided by academic staff. In addition, the outcomes of PRES 2019 showed that of those who had been offered opportunities to teach, only 53% indicated that they had been given appropriate support (compared with 61% across the sector) and only 56% said they had received formal training (compared to 70% across the sector). The ELIR team recommends that the University should ensure that all current and future postgraduate research students undertaking teaching roles complete the University's standard training course prior to commencing teaching and that an appropriate monitoring mechanism is developed to ensure completion of this training is recorded and monitored to enable institutional oversight."}]
[{"$f":"IF('> FILTER <'!B2823<>\"\",ROW(OFFSET(A2822,-1,0)),\"\")","v":2821},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2823)),A2822,\"\")","v":2821},{"$f":"IFERROR(SMALL(Helper2_1,A2822),\"\")","v":2821},null,2821,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2823)),$A2822,\"\")","v":2821},{"$f":"IFERROR(SMALL(Helper2_2,A2822),\"\")","v":2821},{"$f":"COUNTIF(Helper3_1,\"=\"&G2822)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2822)=1, G2822, \"\")","v":2821},{"$f":"IFERROR(SMALL(Index_2,A2822),\"\")","v":2821},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:J2822)),\"\")","v":"UHI_71"},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:K2822)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:L2822)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:M2822)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:N2822)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2822,COLUMNS($J$2:O2822)),\"\")","v":"71  Due to the growth in PGR student numbers, the University has kept space and resources for PGRs under review, articulating a minimum baseline provision aimed at ensuring a broadly equivalent student experience regardless of location or discipline area. Although PGRs who met the ELIR team were largely unaware of this requirement they confirmed that their resources were generally adequate. The University has also invested  in system developments to enhance the PGR student experience including the recently implemented PGR management software, a new online system for ethical approval and  a Graduate School site within the University's document management system. "}]
[{"$f":"IF('> FILTER <'!B2824<>\"\",ROW(OFFSET(A2823,-1,0)),\"\")","v":2822},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2824)),A2823,\"\")","v":2822},{"$f":"IFERROR(SMALL(Helper2_1,A2823),\"\")","v":2822},null,2822,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2824)),$A2823,\"\")","v":2822},{"$f":"IFERROR(SMALL(Helper2_2,A2823),\"\")","v":2822},{"$f":"COUNTIF(Helper3_1,\"=\"&G2823)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2823)=1, G2823, \"\")","v":2822},{"$f":"IFERROR(SMALL(Index_2,A2823),\"\")","v":2822},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:J2823)),\"\")","v":"UHI_71"},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:K2823)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:L2823)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:M2823)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:N2823)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2823,COLUMNS($J$2:O2823)),\"\")","v":"71  Due to the growth in PGR student numbers, the University has kept space and resources for PGRs under review, articulating a minimum baseline provision aimed at ensuring a broadly equivalent student experience regardless of location or discipline area. Although PGRs who met the ELIR team were largely unaware of this requirement they confirmed that their resources were generally adequate. The University has also invested  in system developments to enhance the PGR student experience including the recently implemented PGR management software, a new online system for ethical approval and  a Graduate School site within the University's document management system. "}]
[{"$f":"IF('> FILTER <'!B2825<>\"\",ROW(OFFSET(A2824,-1,0)),\"\")","v":2823},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2825)),A2824,\"\")","v":2823},{"$f":"IFERROR(SMALL(Helper2_1,A2824),\"\")","v":2823},null,2823,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2825)),$A2824,\"\")","v":2823},{"$f":"IFERROR(SMALL(Helper2_2,A2824),\"\")","v":2823},{"$f":"COUNTIF(Helper3_1,\"=\"&G2824)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2824)=1, G2824, \"\")","v":2823},{"$f":"IFERROR(SMALL(Index_2,A2824),\"\")","v":2823},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:J2824)),\"\")","v":"UHI_72"},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:K2824)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:L2824)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:M2824)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:N2824)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2824,COLUMNS($J$2:O2824)),\"\")","v":"72  The University reviewed its processes for PGR quality assurance, monitoring  and student progression following attainment of RDAP in 2017. A quinquennial internal  re-validation programme for research degree areas takes place. As the final Aberdeen registered students complete, the University has moved to its own annual quality reporting process involving routine reporting to RDC, an annual report from the Graduate School to QAEC and Academic Council and, from 2020 biennial engagement with the quality monitoring dialogue process. The comprehensive PGR Code of Practice, which provides  the framework through which the University delivers its postgraduate research degrees,  is reviewed annually and any significant changes or updates are reported and approved through RDC. Available within the Code of Practice, the Postgraduate Structured Management Framework (PSMF) helpfully sets out the milestones relating to PhD study,  the activities and support to enable these milestones to be achieved, related training and development, the role of the supervisory team and the timing of monitoring and review processes. To better align with sector expectations and practice the University has also changed to an annual formal review point for PGRs, with a thesis and progression panel instead of having biannual formal reviews from the second year onwards, and PGR students met by the team were aware of these requirements for review and progression."}]
[{"$f":"IF('> FILTER <'!B2826<>\"\",ROW(OFFSET(A2825,-1,0)),\"\")","v":2824},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2826)),A2825,\"\")","v":2824},{"$f":"IFERROR(SMALL(Helper2_1,A2825),\"\")","v":2824},null,2824,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2826)),$A2825,\"\")","v":2824},{"$f":"IFERROR(SMALL(Helper2_2,A2825),\"\")","v":2824},{"$f":"COUNTIF(Helper3_1,\"=\"&G2825)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2825)=1, G2825, \"\")","v":2824},{"$f":"IFERROR(SMALL(Index_2,A2825),\"\")","v":2824},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:J2825)),\"\")","v":"UHI_73"},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:K2825)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:L2825)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:M2825)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:N2825)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2825,COLUMNS($J$2:O2825)),\"\")","v":"73  Feedback is sought from PGR students through the University's participation in PRES on a biennial basis. Overall satisfaction in the 2019 PRES was 85%, 1% higher than the 2017 outcomes, 7% higher than the 2015 outcomes and 4% higher than the sector average; the completion rate in 2019 was 46.4%. Two areas scored less positively than the overall sector average: research culture and research skills. The results, and a development and action plan, are considered through the committee structure, with actions followed up through RDC, and PGR students confirmed that the results are shared with them. Due to COVID-19 the University will next participate in PRES in 2022 to allow the action plan from 2019 to be more fully developed. "}]
[{"$f":"IF('> FILTER <'!B2827<>\"\",ROW(OFFSET(A2826,-1,0)),\"\")","v":2825},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2827)),A2826,\"\")","v":2825},{"$f":"IFERROR(SMALL(Helper2_1,A2826),\"\")","v":2825},null,2825,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2827)),$A2826,\"\")","v":2825},{"$f":"IFERROR(SMALL(Helper2_2,A2826),\"\")","v":2825},{"$f":"COUNTIF(Helper3_1,\"=\"&G2826)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2826)=1, G2826, \"\")","v":2825},{"$f":"IFERROR(SMALL(Index_2,A2826),\"\")","v":2825},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:J2826)),\"\")","v":"UHI_73"},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:K2826)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:L2826)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:M2826)),\"\")","v":"Postgraduate research"},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:N2826)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2826,COLUMNS($J$2:O2826)),\"\")","v":"73  Feedback is sought from PGR students through the University's participation in PRES on a biennial basis. Overall satisfaction in the 2019 PRES was 85%, 1% higher than the 2017 outcomes, 7% higher than the 2015 outcomes and 4% higher than the sector average; the completion rate in 2019 was 46.4%. Two areas scored less positively than the overall sector average: research culture and research skills. The results, and a development and action plan, are considered through the committee structure, with actions followed up through RDC, and PGR students confirmed that the results are shared with them. Due to COVID-19 the University will next participate in PRES in 2022 to allow the action plan from 2019 to be more fully developed. "}]
[{"$f":"IF('> FILTER <'!B2828<>\"\",ROW(OFFSET(A2827,-1,0)),\"\")","v":2826},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2828)),A2827,\"\")","v":2826},{"$f":"IFERROR(SMALL(Helper2_1,A2827),\"\")","v":2826},null,2826,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2828)),$A2827,\"\")","v":2826},{"$f":"IFERROR(SMALL(Helper2_2,A2827),\"\")","v":2826},{"$f":"COUNTIF(Helper3_1,\"=\"&G2827)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2827)=1, G2827, \"\")","v":2826},{"$f":"IFERROR(SMALL(Index_2,A2827),\"\")","v":2826},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:J2827)),\"\")","v":"UHI_74"},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:K2827)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:L2827)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:M2827)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:N2827)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2827,COLUMNS($J$2:O2827)),\"\")","v":"74  Staff and students confirmed that PGR student representatives are included in the membership of RDC and are supported through an induction and handover facilitated by the Dean of Research who also meets regularly with the PGR student representatives, although PGRs noted that no formal training is in place (paragraphs 17-20). Some representatives are also members of their local AP committees. PGR representatives communicate with students via email and PGR students confirmed that, overall, their voices are heard."}]
[{"$f":"IF('> FILTER <'!B2829<>\"\",ROW(OFFSET(A2828,-1,0)),\"\")","v":2827},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2829)),A2828,\"\")","v":2827},{"$f":"IFERROR(SMALL(Helper2_1,A2828),\"\")","v":2827},null,2827,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2829)),$A2828,\"\")","v":2827},{"$f":"IFERROR(SMALL(Helper2_2,A2828),\"\")","v":2827},{"$f":"COUNTIF(Helper3_1,\"=\"&G2828)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2828)=1, G2828, \"\")","v":2827},{"$f":"IFERROR(SMALL(Index_2,A2828),\"\")","v":2827},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:J2828)),\"\")","v":"UHI_75"},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:K2828)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:L2828)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:M2828)),\"\")","v":"Postgraduate research"},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:N2828)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2828,COLUMNS($J$2:O2828)),\"\")","v":"75  Further support provided to PGRs during the COVID-19 pandemic included a move to viva by video conference, student and supervisor surveys to gauge impact on planned research, facilitating dialogue with internal and external budget-holders regarding additional funding for those students with registration and funding due to end in 2020-21, and scheduled weekly drop-in sessions with the Graduate School Manager. "}]
[{"$f":"IF('> FILTER <'!B2830<>\"\",ROW(OFFSET(A2829,-1,0)),\"\")","v":2828},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2830)),A2829,\"\")","v":2828},{"$f":"IFERROR(SMALL(Helper2_1,A2829),\"\")","v":2828},null,2828,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2830)),$A2829,\"\")","v":2828},{"$f":"IFERROR(SMALL(Helper2_2,A2829),\"\")","v":2828},{"$f":"COUNTIF(Helper3_1,\"=\"&G2829)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2829)=1, G2829, \"\")","v":2828},{"$f":"IFERROR(SMALL(Index_2,A2829),\"\")","v":2828},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:J2829)),\"\")","v":"UHI_75"},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:K2829)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:L2829)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:M2829)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:N2829)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2829,COLUMNS($J$2:O2829)),\"\")","v":"75  Further support provided to PGRs during the COVID-19 pandemic included a move to viva by video conference, student and supervisor surveys to gauge impact on planned research, facilitating dialogue with internal and external budget-holders regarding additional funding for those students with registration and funding due to end in 2020-21, and scheduled weekly drop-in sessions with the Graduate School Manager. "}]
[{"$f":"IF('> FILTER <'!B2831<>\"\",ROW(OFFSET(A2830,-1,0)),\"\")","v":2829},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2831)),A2830,\"\")","v":2829},{"$f":"IFERROR(SMALL(Helper2_1,A2830),\"\")","v":2829},null,2829,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2831)),$A2830,\"\")","v":2829},{"$f":"IFERROR(SMALL(Helper2_2,A2830),\"\")","v":2829},{"$f":"COUNTIF(Helper3_1,\"=\"&G2830)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2830)=1, G2830, \"\")","v":2829},{"$f":"IFERROR(SMALL(Index_2,A2830),\"\")","v":2829},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:J2830)),\"\")","v":"UHI_76"},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:K2830)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:L2830)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:M2830)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:N2830)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2830,COLUMNS($J$2:O2830)),\"\")","v":"76  The University has effective arrangements in place for managing the quality of the learning environment. The student learning environment is managed collaboratively across the University partnership. APs are responsible for providing students with an appropriate physical learning environment and resources, with ICT, Library Services and online resources being offered on a cross-partnership basis. All students have access to the University's networked facilities and services. During the COVID-19 pandemic, a COVID campus planning group was established, for the purposes of coordination and information-sharing across the different AP campus locations. The ELIR team learned in meetings that students had raised issues in relation to access to physical resources during the pandemic due to restrictions in relation to access times and student numbers and communication of availability of online resources. These topics were discussed and addressed through the Student Panel set up in partnership with HISA to gather and respond to student feedback on changes made during the pandemic resulting, for example, in improvements to communications with students during that period (paragraph 25).  "}]
[{"$f":"IF('> FILTER <'!B2832<>\"\",ROW(OFFSET(A2831,-1,0)),\"\")","v":2830},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2832)),A2831,\"\")","v":2830},{"$f":"IFERROR(SMALL(Helper2_1,A2831),\"\")","v":2830},null,2830,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2832)),$A2831,\"\")","v":2830},{"$f":"IFERROR(SMALL(Helper2_2,A2831),\"\")","v":2830},{"$f":"COUNTIF(Helper3_1,\"=\"&G2831)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2831)=1, G2831, \"\")","v":2830},{"$f":"IFERROR(SMALL(Index_2,A2831),\"\")","v":2830},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:J2831)),\"\")","v":"UHI_76"},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:K2831)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:L2831)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:M2831)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:N2831)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2831,COLUMNS($J$2:O2831)),\"\")","v":"76  The University has effective arrangements in place for managing the quality of the learning environment. The student learning environment is managed collaboratively across the University partnership. APs are responsible for providing students with an appropriate physical learning environment and resources, with ICT, Library Services and online resources being offered on a cross-partnership basis. All students have access to the University's networked facilities and services. During the COVID-19 pandemic, a COVID campus planning group was established, for the purposes of coordination and information-sharing across the different AP campus locations. The ELIR team learned in meetings that students had raised issues in relation to access to physical resources during the pandemic due to restrictions in relation to access times and student numbers and communication of availability of online resources. These topics were discussed and addressed through the Student Panel set up in partnership with HISA to gather and respond to student feedback on changes made during the pandemic resulting, for example, in improvements to communications with students during that period (paragraph 25).  "}]
[{"$f":"IF('> FILTER <'!B2833<>\"\",ROW(OFFSET(A2832,-1,0)),\"\")","v":2831},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2833)),A2832,\"\")","v":2831},{"$f":"IFERROR(SMALL(Helper2_1,A2832),\"\")","v":2831},null,2831,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2833)),$A2832,\"\")","v":2831},{"$f":"IFERROR(SMALL(Helper2_2,A2832),\"\")","v":2831},{"$f":"COUNTIF(Helper3_1,\"=\"&G2832)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2832)=1, G2832, \"\")","v":2831},{"$f":"IFERROR(SMALL(Index_2,A2832),\"\")","v":2831},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:J2832)),\"\")","v":"UHI_77"},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:K2832)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:L2832)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:M2832)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:N2832)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2832,COLUMNS($J$2:O2832)),\"\")","v":"77  The University has considerable experience of providing a digital learning environment for delivery of blended learning. The Educational Development Unit (EDU) promotes the use of core learning and teaching technologies using the Benchmarks for the Use of Technology in Learning and Teaching and its development standards to underpin curriculum development projects. The University's experience in this area supported its response to the COVID-19 pandemic including support for those programme teams (paragraph 112) and to address the issue of digital poverty (paragraph 48). "}]
[{"$f":"IF('> FILTER <'!B2834<>\"\",ROW(OFFSET(A2833,-1,0)),\"\")","v":2832},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2834)),A2833,\"\")","v":2832},{"$f":"IFERROR(SMALL(Helper2_1,A2833),\"\")","v":2832},null,2832,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2834)),$A2833,\"\")","v":2832},{"$f":"IFERROR(SMALL(Helper2_2,A2833),\"\")","v":2832},{"$f":"COUNTIF(Helper3_1,\"=\"&G2833)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2833)=1, G2833, \"\")","v":2832},{"$f":"IFERROR(SMALL(Index_2,A2833),\"\")","v":2832},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:J2833)),\"\")","v":"UHI_78"},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:K2833)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:L2833)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:M2833)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:N2833)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2833,COLUMNS($J$2:O2833)),\"\")","v":"78  A new virtual learning environment (VLE) has been in operation since August 2019. The transition to the new VLE was effectively overseen by a project board. The ELIR team heard in meetings with staff that an operational group allowed the project team to respond to operational matters quickly and is now a permanent practitioner group reporting to QAEC, with an expanded learning technology remit and student membership. Staff were also supported during the transition to the VLE by EDU and through a group of 'Champions' from each AP who enabled staff across the partnership to ask and receive timely answers to their queries. In addition, an AP communications group was set up, the members of which had responsibility for disseminating news and updates to staff at their own AP to secure improved staff engagement. To support the effective implementation and subsequent use of the new VLE in terms of learning, teaching and assessment practice, the University updated its VLE checklist, originally developed to help address student feedback about consistency. "}]
[{"$f":"IF('> FILTER <'!B2835<>\"\",ROW(OFFSET(A2834,-1,0)),\"\")","v":2833},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2835)),A2834,\"\")","v":2833},{"$f":"IFERROR(SMALL(Helper2_1,A2834),\"\")","v":2833},null,2833,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2835)),$A2834,\"\")","v":2833},{"$f":"IFERROR(SMALL(Helper2_2,A2834),\"\")","v":2833},{"$f":"COUNTIF(Helper3_1,\"=\"&G2834)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2834)=1, G2834, \"\")","v":2833},{"$f":"IFERROR(SMALL(Index_2,A2834),\"\")","v":2833},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:J2834)),\"\")","v":"UHI_79"},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:K2834)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:L2834)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:M2834)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:N2834)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2834,COLUMNS($J$2:O2834)),\"\")","v":"79  Students who met with the ELIR team were extremely positive about the transition to the new VLE, although they noted and the University acknowledges that there are still enhancements to be made. The project team held a 'lessons-learned' event to reflect on the successes and challenges of the transition and the University is undertaking an internal evaluation of the VLE to determine future needs. The ELIR team commends the University for the effective planning, communication and implementation of the VLE project which ensured that a smooth transition was effectively achieved by working collaboratively  across the University academic partner network. In particular, the approach was well communicated, provided staff and student support, and retained a focus on the use of the VLE as a tool for learning and supporting the student experience. "}]
[{"$f":"IF('> FILTER <'!B2836<>\"\",ROW(OFFSET(A2835,-1,0)),\"\")","v":2834},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2836)),A2835,\"\")","v":2834},{"$f":"IFERROR(SMALL(Helper2_1,A2835),\"\")","v":2834},null,2834,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2836)),$A2835,\"\")","v":2834},{"$f":"IFERROR(SMALL(Helper2_2,A2835),\"\")","v":2834},{"$f":"COUNTIF(Helper3_1,\"=\"&G2835)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2835)=1, G2835, \"\")","v":2834},{"$f":"IFERROR(SMALL(Index_2,A2835),\"\")","v":2834},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:J2835)),\"\")","v":"UHI_80"},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:K2835)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:L2835)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:M2835)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:N2835)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2835,COLUMNS($J$2:O2835)),\"\")","v":"80  The student support service review of ICT services in 2017 led to a range of enhancements including the establishment of the regional ICT committee aimed at improving coordination and planning. Student feedback has also prompted enhancements to provision including upgrades to Wi-Fi and improvements to MyDay, the student portal which provides a common interface to all students. Although the 2021 NSS outcomes showed a lower score than previously for IT resources at 73.4% down from 80.7% in 2020, the ELIR team found that all students they met were broadly positive about the IT resources available to them. "}]
[{"$f":"IF('> FILTER <'!B2837<>\"\",ROW(OFFSET(A2836,-1,0)),\"\")","v":2835},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2837)),A2836,\"\")","v":2835},{"$f":"IFERROR(SMALL(Helper2_1,A2836),\"\")","v":2835},null,2835,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2837)),$A2836,\"\")","v":2835},{"$f":"IFERROR(SMALL(Helper2_2,A2836),\"\")","v":2835},{"$f":"COUNTIF(Helper3_1,\"=\"&G2836)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2836)=1, G2836, \"\")","v":2835},{"$f":"IFERROR(SMALL(Index_2,A2836),\"\")","v":2835},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:J2836)),\"\")","v":"UHI_81"},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:K2836)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:L2836)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:M2836)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:N2836)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2836,COLUMNS($J$2:O2836)),\"\")","v":"81  A cyber incident in March 2021 was handled through the University's cyber incident procedure. While the majority of student-facing resources were unaffected and all students were able to complete assessments on time, some core and all on-campus services, such as Wi-Fi, telephones, access to computers and printing were taken offline. The ELIR team concluded that the University had handled this incident appropriately."}]
[{"$f":"IF('> FILTER <'!B2838<>\"\",ROW(OFFSET(A2837,-1,0)),\"\")","v":2836},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2838)),A2837,\"\")","v":2836},{"$f":"IFERROR(SMALL(Helper2_1,A2837),\"\")","v":2836},null,{"$f":"ROW(OFFSET(E2837,-1,0))","v":2836},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2838)),$A2837,\"\")","v":2836},{"$f":"IFERROR(SMALL(Helper2_2,A2837),\"\")","v":2836},{"$f":"COUNTIF(Helper3_1,\"=\"&G2837)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2837)=1, G2837, \"\")","v":2836},{"$f":"IFERROR(SMALL(Index_2,A2837),\"\")","v":2836},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:J2837)),\"\")","v":"UHI_82"},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:K2837)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:L2837)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:M2837)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:N2837)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2837,COLUMNS($J$2:O2837)),\"\")","v":"82  Library services are provided collectively by a central team with a regional remit, together with the AP teams. All library staff are part of the Library Practitioner Group (LPG) which responds to staff and student feedback and strives to ensure that the needs of all staff, students and researchers are met in a consistent and seamless manner regardless of their location or mode of study. APs are responsible for the purchase of physical library resources and for providing designated library spaces. A joint Library Management System is used across the University through which physical resources can be accessed across the partnership. Inter-Site Loans, and the British Library Inter-Library Loan scheme are also in place to support access to resources for all students. As a result  of the increased dependency on e-resources because of the COVID-19 pandemic, the University increased its expenditure on e-books by 68% during this period. There are high levels of satisfaction with the online library services with a score of over 90% satisfaction in SSES. Library resources for PGRs and researchers have been enhanced since RDAP was achieved and PGR and PGT students spoke very positively about the available resources and the responsiveness and helpfulness of library services across the University, for example citing the ability, often from remote locations, to access the live chat service, staffed across the APs on a rota basis, and receive an immediate and helpful response. During the COVID-19 pandemic a free click and collect and postal service was available to, and valued, by staff and students."}]
[{"$f":"IF('> FILTER <'!B2839<>\"\",ROW(OFFSET(A2838,-1,0)),\"\")","v":2837},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2839)),A2838,\"\")","v":2837},{"$f":"IFERROR(SMALL(Helper2_1,A2838),\"\")","v":2837},null,2837,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2839)),$A2838,\"\")","v":2837},{"$f":"IFERROR(SMALL(Helper2_2,A2838),\"\")","v":2837},{"$f":"COUNTIF(Helper3_1,\"=\"&G2838)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2838)=1, G2838, \"\")","v":2837},{"$f":"IFERROR(SMALL(Index_2,A2838),\"\")","v":2837},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:J2838)),\"\")","v":"UHI_83"},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:K2838)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:L2838)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:M2838)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:N2838)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2838,COLUMNS($J$2:O2838)),\"\")","v":"83  The student support service review of the library in 2015 led to a number of effective enhancements including the re-establishment of the post of University librarian, setting up of the LPG, formalisation of the role of Subject Network librarians, adoption of a variety of technologies, a Live Chat service to respond to student queries and the abolition of late return fines. NSS scores relating to library resources improved from 69% in 2016 to 82% for the years 2019 and 2020, although they dropped to 73.2 % in 2021. Positive free text comments related to the help and support received from library staff with less positive comments around library space. In the 2021 PTES, physical library resources achieved a low score (55%, just below the Scottish sector average of 57%), while access to online library resources scored highly (88%, above the Scottish sector average of 85%) PRES scores for resources have increased steadily since 2015 and are now above sector average. The library service is responsive to student feedback and, for example, the LPG has formulated an action plan to address the issues arising from these surveys which, as noted above, mainly relate to library space. "}]
[{"$f":"IF('> FILTER <'!B2840<>\"\",ROW(OFFSET(A2839,-1,0)),\"\")","v":2838},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2840)),A2839,\"\")","v":2838},{"$f":"IFERROR(SMALL(Helper2_1,A2839),\"\")","v":2838},null,2838,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2840)),$A2839,\"\")","v":2838},{"$f":"IFERROR(SMALL(Helper2_2,A2839),\"\")","v":2838},{"$f":"COUNTIF(Helper3_1,\"=\"&G2839)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2839)=1, G2839, \"\")","v":2838},{"$f":"IFERROR(SMALL(Index_2,A2839),\"\")","v":2838},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:J2839)),\"\")","v":"UHI_83"},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:K2839)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:L2839)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:M2839)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:N2839)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2839,COLUMNS($J$2:O2839)),\"\")","v":"83  The student support service review of the library in 2015 led to a number of effective enhancements including the re-establishment of the post of University librarian, setting up of the LPG, formalisation of the role of Subject Network librarians, adoption of a variety of technologies, a Live Chat service to respond to student queries and the abolition of late return fines. NSS scores relating to library resources improved from 69% in 2016 to 82% for the years 2019 and 2020, although they dropped to 73.2 % in 2021. Positive free text comments related to the help and support received from library staff with less positive comments around library space. In the 2021 PTES, physical library resources achieved a low score (55%, just below the Scottish sector average of 57%), while access to online library resources scored highly (88%, above the Scottish sector average of 85%) PRES scores for resources have increased steadily since 2015 and are now above sector average. The library service is responsive to student feedback and, for example, the LPG has formulated an action plan to address the issues arising from these surveys which, as noted above, mainly relate to library space. "}]
[{"$f":"IF('> FILTER <'!B2841<>\"\",ROW(OFFSET(A2840,-1,0)),\"\")","v":2839},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2841)),A2840,\"\")","v":2839},{"$f":"IFERROR(SMALL(Helper2_1,A2840),\"\")","v":2839},null,2839,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2841)),$A2840,\"\")","v":2839},{"$f":"IFERROR(SMALL(Helper2_2,A2840),\"\")","v":2839},{"$f":"COUNTIF(Helper3_1,\"=\"&G2840)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2840)=1, G2840, \"\")","v":2839},{"$f":"IFERROR(SMALL(Index_2,A2840),\"\")","v":2839},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:J2840)),\"\")","v":"UHI_84"},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:K2840)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:L2840)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:M2840)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:N2840)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2840,COLUMNS($J$2:O2840)),\"\")","v":"84  All students who met the team were extremely positive about the responsiveness of, and the help and support they had received from, the library services team no matter their location, the usefulness of the live chat service which supports the seamless service offered by the team, the availability of electronic library resources and the additional support received during the pandemic. The ELIR team commends the Library Services which delivers an integrated, helpful, and responsive team-based approach which operates effectively as a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, such as the free click and collect and postal service available to both staff and students. "}]
[{"$f":"IF('> FILTER <'!B2842<>\"\",ROW(OFFSET(A2841,-1,0)),\"\")","v":2840},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2842)),A2841,\"\")","v":2840},{"$f":"IFERROR(SMALL(Helper2_1,A2841),\"\")","v":2840},null,2840,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2842)),$A2841,\"\")","v":2840},{"$f":"IFERROR(SMALL(Helper2_2,A2841),\"\")","v":2840},{"$f":"COUNTIF(Helper3_1,\"=\"&G2841)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2841)=1, G2841, \"\")","v":2840},{"$f":"IFERROR(SMALL(Index_2,A2841),\"\")","v":2840},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:J2841)),\"\")","v":"UHI_84"},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:K2841)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:L2841)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:M2841)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:N2841)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2841,COLUMNS($J$2:O2841)),\"\")","v":"84  All students who met the team were extremely positive about the responsiveness of, and the help and support they had received from, the library services team no matter their location, the usefulness of the live chat service which supports the seamless service offered by the team, the availability of electronic library resources and the additional support received during the pandemic. The ELIR team commends the Library Services which delivers an integrated, helpful, and responsive team-based approach which operates effectively as a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, such as the free click and collect and postal service available to both staff and students. "}]
[{"$f":"IF('> FILTER <'!B2843<>\"\",ROW(OFFSET(A2842,-1,0)),\"\")","v":2841},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2843)),A2842,\"\")","v":2841},{"$f":"IFERROR(SMALL(Helper2_1,A2842),\"\")","v":2841},null,2841,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2843)),$A2842,\"\")","v":2841},{"$f":"IFERROR(SMALL(Helper2_2,A2842),\"\")","v":2841},{"$f":"COUNTIF(Helper3_1,\"=\"&G2842)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2842)=1, G2842, \"\")","v":2841},{"$f":"IFERROR(SMALL(Index_2,A2842),\"\")","v":2841},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:J2842)),\"\")","v":"UHI_85"},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:K2842)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:L2842)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:M2842)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:N2842)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2842,COLUMNS($J$2:O2842)),\"\")","v":"85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."}]
[{"$f":"IF('> FILTER <'!B2844<>\"\",ROW(OFFSET(A2843,-1,0)),\"\")","v":2842},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2844)),A2843,\"\")","v":2842},{"$f":"IFERROR(SMALL(Helper2_1,A2843),\"\")","v":2842},null,2842,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2844)),$A2843,\"\")","v":2842},{"$f":"IFERROR(SMALL(Helper2_2,A2843),\"\")","v":2842},{"$f":"COUNTIF(Helper3_1,\"=\"&G2843)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2843)=1, G2843, \"\")","v":2842},{"$f":"IFERROR(SMALL(Index_2,A2843),\"\")","v":2842},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:J2843)),\"\")","v":"UHI_85"},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:K2843)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:L2843)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:M2843)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:N2843)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2843,COLUMNS($J$2:O2843)),\"\")","v":"85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."}]
[{"$f":"IF('> FILTER <'!B2845<>\"\",ROW(OFFSET(A2844,-1,0)),\"\")","v":2843},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2845)),A2844,\"\")","v":2843},{"$f":"IFERROR(SMALL(Helper2_1,A2844),\"\")","v":2843},null,2843,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2845)),$A2844,\"\")","v":2843},{"$f":"IFERROR(SMALL(Helper2_2,A2844),\"\")","v":2843},{"$f":"COUNTIF(Helper3_1,\"=\"&G2844)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2844)=1, G2844, \"\")","v":2843},{"$f":"IFERROR(SMALL(Index_2,A2844),\"\")","v":2843},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:J2844)),\"\")","v":"UHI_85"},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:K2844)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:L2844)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:M2844)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:N2844)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2844,COLUMNS($J$2:O2844)),\"\")","v":"85  The University has an effective approach to enhancing the student learning experience with a strong and clear commitment to mainstreaming equality and diversity in  all its activities and to widening participation. This is demonstrated through the development and implementation of policies and procedures and the provision of a wide variety of support and initiatives aimed at ensuring that all students achieve successful outcomes. Student Mental Health support has been significantly enhanced and the ELIR team commends the University's strategic approach to developing its student mental health provision which has resulted in an effective, well utilised and highly valued set of resources embedded at both University and academic partner levels."}]
[{"$f":"IF('> FILTER <'!B2846<>\"\",ROW(OFFSET(A2845,-1,0)),\"\")","v":2844},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2846)),A2845,\"\")","v":2844},{"$f":"IFERROR(SMALL(Helper2_1,A2845),\"\")","v":2844},null,2844,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2846)),$A2845,\"\")","v":2844},{"$f":"IFERROR(SMALL(Helper2_2,A2845),\"\")","v":2844},{"$f":"COUNTIF(Helper3_1,\"=\"&G2845)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2845)=1, G2845, \"\")","v":2844},{"$f":"IFERROR(SMALL(Index_2,A2845),\"\")","v":2844},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:J2845)),\"\")","v":"UHI_86"},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:K2845)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:L2845)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:M2845)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:N2845)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2845,COLUMNS($J$2:O2845)),\"\")","v":"86  Students on taught programmes are effectively supported through the Personal Academic Tutoring system. The ELIR team commends the Personal Academic Tutor system embedded across the University academic partner network which provides an identified point of contact for students, an effective referral mechanism to other University services  and results in the effective delivery of an accessible and personalised approach to student support. The system is highly valued by students, provides a fundamental support connection point and is viewed as being integral to their student experience."}]
[{"$f":"IF('> FILTER <'!B2847<>\"\",ROW(OFFSET(A2846,-1,0)),\"\")","v":2845},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2847)),A2846,\"\")","v":2845},{"$f":"IFERROR(SMALL(Helper2_1,A2846),\"\")","v":2845},null,2845,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2847)),$A2846,\"\")","v":2845},{"$f":"IFERROR(SMALL(Helper2_2,A2846),\"\")","v":2845},{"$f":"COUNTIF(Helper3_1,\"=\"&G2846)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2846)=1, G2846, \"\")","v":2845},{"$f":"IFERROR(SMALL(Index_2,A2846),\"\")","v":2845},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:J2846)),\"\")","v":"UHI_87"},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:K2846)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:L2846)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:M2846)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:N2846)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2846,COLUMNS($J$2:O2846)),\"\")","v":"87  A new VLE is in place supporting learning and teaching and the ELIR team commends the University for the effective planning, communication and implementation  of the VLE project which ensured that a smooth transition was effectively achieved by working collaboratively across the University academic partner network. In particular, the approach was well communicated, provided staff and student support, and retained a focus on the use of the VLE as a tool for learning and supporting the student experience."}]
[{"$f":"IF('> FILTER <'!B2848<>\"\",ROW(OFFSET(A2847,-1,0)),\"\")","v":2846},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2848)),A2847,\"\")","v":2846},{"$f":"IFERROR(SMALL(Helper2_1,A2847),\"\")","v":2846},null,2846,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2848)),$A2847,\"\")","v":2846},{"$f":"IFERROR(SMALL(Helper2_2,A2847),\"\")","v":2846},{"$f":"COUNTIF(Helper3_1,\"=\"&G2847)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2847)=1, G2847, \"\")","v":2846},{"$f":"IFERROR(SMALL(Index_2,A2847),\"\")","v":2846},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:J2847)),\"\")","v":"UHI_88"},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:K2847)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:L2847)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:M2847)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:N2847)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2847,COLUMNS($J$2:O2847)),\"\")","v":"88  The University has effective arrangements in place for managing the quality of the student learning environment. Reviews of services have resulted in enhancements to provision in these areas. The ELIR team commends the Library Services who deliver an integrated, helpful, and responsive team-based approach which operates effectively as  a seamless single service across the University academic partner network and provides support to students across all locations. The service provides parity of provision to all students through its use of digital resources and the targeted support provided during COVID-19, including the free click and collect and postal service available to both staff  and students."}]
[{"$f":"IF('> FILTER <'!B2849<>\"\",ROW(OFFSET(A2848,-1,0)),\"\")","v":2847},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2849)),A2848,\"\")","v":2847},{"$f":"IFERROR(SMALL(Helper2_1,A2848),\"\")","v":2847},null,2847,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2849)),$A2848,\"\")","v":2847},{"$f":"IFERROR(SMALL(Helper2_2,A2848),\"\")","v":2847},{"$f":"COUNTIF(Helper3_1,\"=\"&G2848)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2848)=1, G2848, \"\")","v":2847},{"$f":"IFERROR(SMALL(Index_2,A2848),\"\")","v":2847},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:J2848)),\"\")","v":"UHI_89"},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:K2848)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:L2848)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:M2848)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:N2848)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2848,COLUMNS($J$2:O2848)),\"\")","v":"89  The University has a strategic approach to student engagement and representation. The University provides students with a range of opportunities to provide feedback on their experience and there is clear evidence of partnership with HISA including the Student Partnership Agreement. In support of this approach, the ELIR team recommends that the University works in partnership with the Highlands and Islands Student Association to ensure that there are appropriate mechanisms in place to monitor and address vacancies in student representative structures and to promote the value of the student representative role to students and staff across the University and with collaborative partners."}]
[{"$f":"IF('> FILTER <'!B2850<>\"\",ROW(OFFSET(A2849,-1,0)),\"\")","v":2848},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2850)),A2849,\"\")","v":2848},{"$f":"IFERROR(SMALL(Helper2_1,A2849),\"\")","v":2848},null,2848,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2850)),$A2849,\"\")","v":2848},{"$f":"IFERROR(SMALL(Helper2_2,A2849),\"\")","v":2848},{"$f":"COUNTIF(Helper3_1,\"=\"&G2849)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2849)=1, G2849, \"\")","v":2848},{"$f":"IFERROR(SMALL(Index_2,A2849),\"\")","v":2848},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:J2849)),\"\")","v":"UHI_90"},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:K2849)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:L2849)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:M2849)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:N2849)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2849,COLUMNS($J$2:O2849)),\"\")","v":"90  The support provided for postgraduate students meets external reference points. The University acknowledges the ongoing challenges of developing a research community across the University and has taken a number of actions to address this issue. While the University offers postgraduate students a range of development opportunities, the ELIR team recommends that all current and future postgraduate research students undertaking teaching roles complete the University's standard training course prior to commencing teaching and that an appropriate monitoring mechanism is developed to ensure completion of this training is recorded and monitored to enable institutional oversight."}]
[{"$f":"IF('> FILTER <'!B2851<>\"\",ROW(OFFSET(A2850,-1,0)),\"\")","v":2849},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2851)),A2850,\"\")","v":2849},{"$f":"IFERROR(SMALL(Helper2_1,A2850),\"\")","v":2849},null,2849,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2851)),$A2850,\"\")","v":2849},{"$f":"IFERROR(SMALL(Helper2_2,A2850),\"\")","v":2849},{"$f":"COUNTIF(Helper3_1,\"=\"&G2850)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2850)=1, G2850, \"\")","v":2849},{"$f":"IFERROR(SMALL(Index_2,A2850),\"\")","v":2849},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:J2850)),\"\")","v":"UHI_91"},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:K2850)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:L2850)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:M2850)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:N2850)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2850,COLUMNS($J$2:O2850)),\"\")","v":"91  The University has effective and well established systems in place to promote  the strategic enhancement of learning and teaching which is underpinned by educational research and scholarship submitted to Research Excellence Framework (REF) 2021. QAEC has overall responsibility for delivery of the strategic aims and direction of enhancement priorities supported by the LTA and EDU. The LTA leads on embedding the Learning and Teaching Enhancement Strategy (LTES), professional development and recognition, and educational scholarship and research. The EDU leads on curriculum development projects, use of technologies, development of digital learning materials and a range of curriculum design and development interventions. The LTA and the EDU identify good practice and offer opportunities to share these more widely to enhance learning and teaching practice. Both work closely with the Head of Academic Development who leads on a range of projects which have directly informed teaching practice. Examples include the current learning analytics work (paragraphs 154-156) and support for the first educational research submission to the Research Excellence Framework (REF) in 2021 with 53 articles being considered for inclusion in the submission. "}]
[{"$f":"IF('> FILTER <'!B2852<>\"\",ROW(OFFSET(A2851,-1,0)),\"\")","v":2850},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2852)),A2851,\"\")","v":2850},{"$f":"IFERROR(SMALL(Helper2_1,A2851),\"\")","v":2850},null,2850,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2852)),$A2851,\"\")","v":2850},{"$f":"IFERROR(SMALL(Helper2_2,A2851),\"\")","v":2850},{"$f":"COUNTIF(Helper3_1,\"=\"&G2851)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2851)=1, G2851, \"\")","v":2850},{"$f":"IFERROR(SMALL(Index_2,A2851),\"\")","v":2850},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:J2851)),\"\")","v":"UHI_91"},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:K2851)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:L2851)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:M2851)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:N2851)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2851,COLUMNS($J$2:O2851)),\"\")","v":"91  The University has effective and well established systems in place to promote  the strategic enhancement of learning and teaching which is underpinned by educational research and scholarship submitted to Research Excellence Framework (REF) 2021. QAEC has overall responsibility for delivery of the strategic aims and direction of enhancement priorities supported by the LTA and EDU. The LTA leads on embedding the Learning and Teaching Enhancement Strategy (LTES), professional development and recognition, and educational scholarship and research. The EDU leads on curriculum development projects, use of technologies, development of digital learning materials and a range of curriculum design and development interventions. The LTA and the EDU identify good practice and offer opportunities to share these more widely to enhance learning and teaching practice. Both work closely with the Head of Academic Development who leads on a range of projects which have directly informed teaching practice. Examples include the current learning analytics work (paragraphs 154-156) and support for the first educational research submission to the Research Excellence Framework (REF) in 2021 with 53 articles being considered for inclusion in the submission. "}]
[{"$f":"IF('> FILTER <'!B2853<>\"\",ROW(OFFSET(A2852,-1,0)),\"\")","v":2851},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2853)),A2852,\"\")","v":2851},{"$f":"IFERROR(SMALL(Helper2_1,A2852),\"\")","v":2851},null,2851,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2853)),$A2852,\"\")","v":2851},{"$f":"IFERROR(SMALL(Helper2_2,A2852),\"\")","v":2851},{"$f":"COUNTIF(Helper3_1,\"=\"&G2852)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2852)=1, G2852, \"\")","v":2851},{"$f":"IFERROR(SMALL(Index_2,A2852),\"\")","v":2851},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:J2852)),\"\")","v":"UHI_92"},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:K2852)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:L2852)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:M2852)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:N2852)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2852,COLUMNS($J$2:O2852)),\"\")","v":"92  The QAEC has a wide and inclusive remit. In 2021 six enhancement priorities  were identified and monitored by QAEC: using student data for monitoring and evaluation, professional development and support, student engagement, employability and employer engagement, access and inclusion, and curriculum/portfolio review, each with a number of sub-themes. QAEC is used to share information and ensure efficiency and oversight and its broad remit is achieved through the support of 19 groups which provide regular reports and updates to the committee (paragraph 120). "}]
[{"$f":"IF('> FILTER <'!B2854<>\"\",ROW(OFFSET(A2853,-1,0)),\"\")","v":2852},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2854)),A2853,\"\")","v":2852},{"$f":"IFERROR(SMALL(Helper2_1,A2853),\"\")","v":2852},null,2852,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2854)),$A2853,\"\")","v":2852},{"$f":"IFERROR(SMALL(Helper2_2,A2853),\"\")","v":2852},{"$f":"COUNTIF(Helper3_1,\"=\"&G2853)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2853)=1, G2853, \"\")","v":2852},{"$f":"IFERROR(SMALL(Index_2,A2853),\"\")","v":2852},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:J2853)),\"\")","v":"UHI_93"},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:K2853)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:L2853)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:M2853)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:N2853)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2853,COLUMNS($J$2:O2853)),\"\")","v":"93  The Learning and Teaching Enhancement Strategy (LTES), which identifies 12 core values (based on the 3E Framework - Enhance, Extend, Empower), is the central focus for driving strategic enhancement in learning and teaching. The purpose of the LTES is to establish a 'common language' between APs as not only a mechanism to think about, recognise and share good practice, but to enable a single unified Learning and Teaching Strategy which is the ambition of the University and identified as an objective of the LTES. The LTES was adopted by five of the APs. Ten of the 12 LTES's objectives are complete or nearing completion and all curricula are required to demonstrate how LTES values are met. An evaluation of the impact of LTES is underway and due to conclude within the academic year, alongside a consultation focused on delivering the final objective to achieve a single unified LTES, which works at both the University and AP levels."}]
[{"$f":"IF('> FILTER <'!B2855<>\"\",ROW(OFFSET(A2854,-1,0)),\"\")","v":2853},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2855)),A2854,\"\")","v":2853},{"$f":"IFERROR(SMALL(Helper2_1,A2854),\"\")","v":2853},null,2853,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2855)),$A2854,\"\")","v":2853},{"$f":"IFERROR(SMALL(Helper2_2,A2854),\"\")","v":2853},{"$f":"COUNTIF(Helper3_1,\"=\"&G2854)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2854)=1, G2854, \"\")","v":2853},{"$f":"IFERROR(SMALL(Index_2,A2854),\"\")","v":2853},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:J2854)),\"\")","v":"UHI_93"},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:K2854)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:L2854)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:M2854)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:N2854)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2854,COLUMNS($J$2:O2854)),\"\")","v":"93  The Learning and Teaching Enhancement Strategy (LTES), which identifies 12 core values (based on the 3E Framework - Enhance, Extend, Empower), is the central focus for driving strategic enhancement in learning and teaching. The purpose of the LTES is to establish a 'common language' between APs as not only a mechanism to think about, recognise and share good practice, but to enable a single unified Learning and Teaching Strategy which is the ambition of the University and identified as an objective of the LTES. The LTES was adopted by five of the APs. Ten of the 12 LTES's objectives are complete or nearing completion and all curricula are required to demonstrate how LTES values are met. An evaluation of the impact of LTES is underway and due to conclude within the academic year, alongside a consultation focused on delivering the final objective to achieve a single unified LTES, which works at both the University and AP levels."}]
[{"$f":"IF('> FILTER <'!B2856<>\"\",ROW(OFFSET(A2855,-1,0)),\"\")","v":2854},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2856)),A2855,\"\")","v":2854},{"$f":"IFERROR(SMALL(Helper2_1,A2855),\"\")","v":2854},null,2854,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2856)),$A2855,\"\")","v":2854},{"$f":"IFERROR(SMALL(Helper2_2,A2855),\"\")","v":2854},{"$f":"COUNTIF(Helper3_1,\"=\"&G2855)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2855)=1, G2855, \"\")","v":2854},{"$f":"IFERROR(SMALL(Index_2,A2855),\"\")","v":2854},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:J2855)),\"\")","v":"UHI_94"},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:K2855)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:L2855)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:M2855)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:N2855)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2855,COLUMNS($J$2:O2855)),\"\")","v":"94  The LTES values are high level and although they have not been formally adopted by all APs, there are some core touch points for all staff, for example through the Accredited Learning, Professional Development and Innovation in Education (ALPINE) programme (paragraph 107); however, the University does not formally monitor engagement with the LTES as it has not been adopted across all APs. A new LTES is under development alongside the new University Strategic Plan. The University acknowledges that barriers remain to achieving a common LTES across all the APs as some have their own teaching strategies; however, a single LTES remains the University ambition. The ELIR team strongly encourages the University to build on the current strategy and develop a common LTES which works for all partners, and to monitor its implementation (paragraph 99).  "}]
[{"$f":"IF('> FILTER <'!B2857<>\"\",ROW(OFFSET(A2856,-1,0)),\"\")","v":2855},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2857)),A2856,\"\")","v":2855},{"$f":"IFERROR(SMALL(Helper2_1,A2856),\"\")","v":2855},null,2855,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2857)),$A2856,\"\")","v":2855},{"$f":"IFERROR(SMALL(Helper2_2,A2856),\"\")","v":2855},{"$f":"COUNTIF(Helper3_1,\"=\"&G2856)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2856)=1, G2856, \"\")","v":2855},{"$f":"IFERROR(SMALL(Index_2,A2856),\"\")","v":2855},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:J2856)),\"\")","v":"UHI_95"},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:K2856)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:L2856)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:M2856)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:N2856)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2856,COLUMNS($J$2:O2856)),\"\")","v":"95  The implementation of the University's strategic approach to enhancement is supported by a number of initiatives and frameworks and drawn from key external standards and Benchmark reference points (paragraphs 142-148) including the Advance HE Professional Standards framework. Internal reference documents include Benchmarks for the Use of Technology in Learning and Teaching which provides evidence-based examples for use by staff to encourage LTES values to be embedded. "}]
[{"$f":"IF('> FILTER <'!B2858<>\"\",ROW(OFFSET(A2857,-1,0)),\"\")","v":2856},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2858)),A2857,\"\")","v":2856},{"$f":"IFERROR(SMALL(Helper2_1,A2857),\"\")","v":2856},null,2856,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2858)),$A2857,\"\")","v":2856},{"$f":"IFERROR(SMALL(Helper2_2,A2857),\"\")","v":2856},{"$f":"COUNTIF(Helper3_1,\"=\"&G2857)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2857)=1, G2857, \"\")","v":2856},{"$f":"IFERROR(SMALL(Index_2,A2857),\"\")","v":2856},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:J2857)),\"\")","v":"UHI_95"},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:K2857)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:L2857)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:M2857)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:N2857)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2857,COLUMNS($J$2:O2857)),\"\")","v":"95  The implementation of the University's strategic approach to enhancement is supported by a number of initiatives and frameworks and drawn from key external standards and Benchmark reference points (paragraphs 142-148) including the Advance HE Professional Standards framework. Internal reference documents include Benchmarks for the Use of Technology in Learning and Teaching which provides evidence-based examples for use by staff to encourage LTES values to be embedded. "}]
[{"$f":"IF('> FILTER <'!B2859<>\"\",ROW(OFFSET(A2858,-1,0)),\"\")","v":2857},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2859)),A2858,\"\")","v":2857},{"$f":"IFERROR(SMALL(Helper2_1,A2858),\"\")","v":2857},null,2857,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2859)),$A2858,\"\")","v":2857},{"$f":"IFERROR(SMALL(Helper2_2,A2858),\"\")","v":2857},{"$f":"COUNTIF(Helper3_1,\"=\"&G2858)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2858)=1, G2858, \"\")","v":2857},{"$f":"IFERROR(SMALL(Index_2,A2858),\"\")","v":2857},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:J2858)),\"\")","v":"UHI_96"},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:K2858)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:L2858)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:M2858)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:N2858)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2858,COLUMNS($J$2:O2858)),\"\")","v":"96  There is clear evidence of a range of strategic enhancement initiatives and a culture of reflection, learning and quality monitoring. For example, the impact of the move to the new VLE offers features not available in the previous VLE, and facilitates the development of new teaching and learning practices and delivers the LTES values (paragraphs 78-79). The move has also supported the introduction of Learning Analytics to improve the use of data, overseen by the Learning Analytics Steering Group. This has also been identified as a core QAEC enhancement priority. Other enhancements include updates to Graduate Attributes (paragraph 57), and a Framework for the Development of Open Educational Practices which has developed an Open Educational Resource (OER) bank, directly supporting one of the LTES values and provides a roadmap for delivery including advice on policy, legal aspects, copyright and accessibility."}]
[{"$f":"IF('> FILTER <'!B2860<>\"\",ROW(OFFSET(A2859,-1,0)),\"\")","v":2858},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2860)),A2859,\"\")","v":2858},{"$f":"IFERROR(SMALL(Helper2_1,A2859),\"\")","v":2858},null,2858,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2860)),$A2859,\"\")","v":2858},{"$f":"IFERROR(SMALL(Helper2_2,A2859),\"\")","v":2858},{"$f":"COUNTIF(Helper3_1,\"=\"&G2859)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2859)=1, G2859, \"\")","v":2858},{"$f":"IFERROR(SMALL(Index_2,A2859),\"\")","v":2858},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:J2859)),\"\")","v":"UHI_96"},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:K2859)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:L2859)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:M2859)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:N2859)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2859,COLUMNS($J$2:O2859)),\"\")","v":"96  There is clear evidence of a range of strategic enhancement initiatives and a culture of reflection, learning and quality monitoring. For example, the impact of the move to the new VLE offers features not available in the previous VLE, and facilitates the development of new teaching and learning practices and delivers the LTES values (paragraphs 78-79). The move has also supported the introduction of Learning Analytics to improve the use of data, overseen by the Learning Analytics Steering Group. This has also been identified as a core QAEC enhancement priority. Other enhancements include updates to Graduate Attributes (paragraph 57), and a Framework for the Development of Open Educational Practices which has developed an Open Educational Resource (OER) bank, directly supporting one of the LTES values and provides a roadmap for delivery including advice on policy, legal aspects, copyright and accessibility."}]
[{"$f":"IF('> FILTER <'!B2861<>\"\",ROW(OFFSET(A2860,-1,0)),\"\")","v":2859},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2861)),A2860,\"\")","v":2859},{"$f":"IFERROR(SMALL(Helper2_1,A2860),\"\")","v":2859},null,2859,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2861)),$A2860,\"\")","v":2859},{"$f":"IFERROR(SMALL(Helper2_2,A2860),\"\")","v":2859},{"$f":"COUNTIF(Helper3_1,\"=\"&G2860)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2860)=1, G2860, \"\")","v":2859},{"$f":"IFERROR(SMALL(Index_2,A2860),\"\")","v":2859},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:J2860)),\"\")","v":"UHI_97"},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:K2860)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:L2860)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:M2860)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:N2860)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2860,COLUMNS($J$2:O2860)),\"\")","v":"97  The focus of the curriculum review, initiated in late 2020 as part of a change management plan, comprises a revised curriculum structure, a curriculum plan and revised curriculum planning arrangements. The strategic curriculum review framework sets the planned approach to reviewing the curriculum portfolio and a series of clear objectives, several of which will be taken forward in tandem with the development of the next LTES.  The objectives include a range of rebalancing initiatives such as agreeing targets and mechanisms to reduce the total number of modules and units to support the curriculum, enabling initiatives such as increasing the levels of articulation from colleges outside of UHI partners, and futureproofing initiatives such as optimising the use of OERs and reviewing curricula for equality and diversity. Noting the challenges of a diverse and tertiary curriculum, the University focus is to find a balance between homogeneity and celebrating differences. The ELIR team noted how differences can make consensus building and establishing equivalency across the institution challenging. "}]
[{"$f":"IF('> FILTER <'!B2862<>\"\",ROW(OFFSET(A2861,-1,0)),\"\")","v":2860},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2862)),A2861,\"\")","v":2860},{"$f":"IFERROR(SMALL(Helper2_1,A2861),\"\")","v":2860},null,2860,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2862)),$A2861,\"\")","v":2860},{"$f":"IFERROR(SMALL(Helper2_2,A2861),\"\")","v":2860},{"$f":"COUNTIF(Helper3_1,\"=\"&G2861)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2861)=1, G2861, \"\")","v":2860},{"$f":"IFERROR(SMALL(Index_2,A2861),\"\")","v":2860},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:J2861)),\"\")","v":"UHI_98"},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:K2861)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:L2861)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:M2861)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:N2861)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2861,COLUMNS($J$2:O2861)),\"\")","v":"98  The University has effective mechanisms for self-evaluation and enhancement. Initiatives may arise in a variety of ways for example through committees' activities, and  all policies are formally approved through appropriate mechanisms and actions are taken  to embed new policies across the APs. Given the diversity of APs and approaches, considerable time is spent in consultation and consensus building. Recognising the partnership nature of the University structures and the diversity of the UHI academic partner network, the University sets out its approach to assuring quality and academic standards in its Equivalence Policy (paragraph 122) which recognises differences in student experiences but sets out criteria to ensure equivalency in the student experience relating to areas including programmes, credit, module evaluation, monitoring and information for students. This approach is, however, not applied across all aspects of University policy and strategy and outside of the Equivalence Policy, there are a number of areas which the University has not considered or has been unable to achieve consensus, including the lack of a consistent or equivalent approach to implementation of the LTES (paragraphs 93-94) universal grading scheme (paragraph 139), staff development (paragraph 113) or approach to enhance teaching through peer review (paragraphs 105 and 113). The ELIR team reflected that the consensus building approach had impacted on the ability of the University to implement University-wide policies in these areas to advance the strategic ambitions of the institution articulated through its strategic initiatives such as the LTES and that there would be benefit in extending the equivalency approach through articulation and embedding of institutional expectations."}]
[{"$f":"IF('> FILTER <'!B2863<>\"\",ROW(OFFSET(A2862,-1,0)),\"\")","v":2861},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2863)),A2862,\"\")","v":2861},{"$f":"IFERROR(SMALL(Helper2_1,A2862),\"\")","v":2861},null,2861,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2863)),$A2862,\"\")","v":2861},{"$f":"IFERROR(SMALL(Helper2_2,A2862),\"\")","v":2861},{"$f":"COUNTIF(Helper3_1,\"=\"&G2862)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2862)=1, G2862, \"\")","v":2861},{"$f":"IFERROR(SMALL(Index_2,A2862),\"\")","v":2861},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:J2862)),\"\")","v":"UHI_99"},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:K2862)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:L2862)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:M2862)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:N2862)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2862,COLUMNS($J$2:O2862)),\"\")","v":"99  Building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy. In developing this approach, for example, the University is encouraged to develop a common Learning Teaching and Enhancement Strategy adopted across the University academic partner network."}]
[{"$f":"IF('> FILTER <'!B2864<>\"\",ROW(OFFSET(A2863,-1,0)),\"\")","v":2862},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2864)),A2863,\"\")","v":2862},{"$f":"IFERROR(SMALL(Helper2_1,A2863),\"\")","v":2862},null,2862,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2864)),$A2863,\"\")","v":2862},{"$f":"IFERROR(SMALL(Helper2_2,A2863),\"\")","v":2862},{"$f":"COUNTIF(Helper3_1,\"=\"&G2863)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2863)=1, G2863, \"\")","v":2862},{"$f":"IFERROR(SMALL(Index_2,A2863),\"\")","v":2862},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:J2863)),\"\")","v":"UHI_99"},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:K2863)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:L2863)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:M2863)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:N2863)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2863,COLUMNS($J$2:O2863)),\"\")","v":"99  Building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy. In developing this approach, for example, the University is encouraged to develop a common Learning Teaching and Enhancement Strategy adopted across the University academic partner network."}]
[{"$f":"IF('> FILTER <'!B2865<>\"\",ROW(OFFSET(A2864,-1,0)),\"\")","v":2863},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2865)),A2864,\"\")","v":2863},{"$f":"IFERROR(SMALL(Helper2_1,A2864),\"\")","v":2863},null,2863,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2865)),$A2864,\"\")","v":2863},{"$f":"IFERROR(SMALL(Helper2_2,A2864),\"\")","v":2863},{"$f":"COUNTIF(Helper3_1,\"=\"&G2864)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2864)=1, G2864, \"\")","v":2863},{"$f":"IFERROR(SMALL(Index_2,A2864),\"\")","v":2863},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:J2864)),\"\")","v":"UHI_100"},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:K2864)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:L2864)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:M2864)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:N2864)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2864,COLUMNS($J$2:O2864)),\"\")","v":"100  The national Enhancement Themes are a key reference point for the University and have had a substantial impact on its activities at all levels. Engagement with the national Enhancement Themes is coordinated through LTA and overseen by a steering group which reports to QAEC Projects and reports are evaluated by the staff theme lead. The benefits of this approach have been wide engagement with activities and the ability to align with LTA events, reaching a wide University audience across the APs and raising their profile. It also addressed the issue prior to 2017 where impact had been limited to specific subject areas as the focus had been projects within Subject Networks. As a result of this new approach, the impact of the Enhancement Themes has resulted in a range of good practice case studies, such as those in Student Transitions. These focused on transitions in the UHI context such as from HN to degree study. Results of a number of small-scale projects were disseminated internally and promoted via the Transition Champions in each AP, as well as externally via a number of mechanisms such as a contribution to the national Student Transitions Map sector resource. Another example from the Evidence for Enhancement Theme is the Student Engagement Indicators where the LTA worked closely with HISA on learning analytics and how to use data for student support. This resulted in joint events, including a world café session for students where they articulated their views about learning analytics and student engagement indicators for student support purposes, which have now been taken forward through the Learning Analytics Steering Group. There are also opportunities through the LTA to undertake funded research on teaching practice in relation to the QAA enhancement themes. "}]
[{"$f":"IF('> FILTER <'!B2866<>\"\",ROW(OFFSET(A2865,-1,0)),\"\")","v":2864},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2866)),A2865,\"\")","v":2864},{"$f":"IFERROR(SMALL(Helper2_1,A2865),\"\")","v":2864},null,2864,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2866)),$A2865,\"\")","v":2864},{"$f":"IFERROR(SMALL(Helper2_2,A2865),\"\")","v":2864},{"$f":"COUNTIF(Helper3_1,\"=\"&G2865)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2865)=1, G2865, \"\")","v":2864},{"$f":"IFERROR(SMALL(Index_2,A2865),\"\")","v":2864},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:J2865)),\"\")","v":"UHI_100"},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:K2865)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:L2865)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:M2865)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:N2865)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2865,COLUMNS($J$2:O2865)),\"\")","v":"100  The national Enhancement Themes are a key reference point for the University and have had a substantial impact on its activities at all levels. Engagement with the national Enhancement Themes is coordinated through LTA and overseen by a steering group which reports to QAEC Projects and reports are evaluated by the staff theme lead. The benefits of this approach have been wide engagement with activities and the ability to align with LTA events, reaching a wide University audience across the APs and raising their profile. It also addressed the issue prior to 2017 where impact had been limited to specific subject areas as the focus had been projects within Subject Networks. As a result of this new approach, the impact of the Enhancement Themes has resulted in a range of good practice case studies, such as those in Student Transitions. These focused on transitions in the UHI context such as from HN to degree study. Results of a number of small-scale projects were disseminated internally and promoted via the Transition Champions in each AP, as well as externally via a number of mechanisms such as a contribution to the national Student Transitions Map sector resource. Another example from the Evidence for Enhancement Theme is the Student Engagement Indicators where the LTA worked closely with HISA on learning analytics and how to use data for student support. This resulted in joint events, including a world café session for students where they articulated their views about learning analytics and student engagement indicators for student support purposes, which have now been taken forward through the Learning Analytics Steering Group. There are also opportunities through the LTA to undertake funded research on teaching practice in relation to the QAA enhancement themes. "}]
[{"$f":"IF('> FILTER <'!B2867<>\"\",ROW(OFFSET(A2866,-1,0)),\"\")","v":2865},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2867)),A2866,\"\")","v":2865},{"$f":"IFERROR(SMALL(Helper2_1,A2866),\"\")","v":2865},null,2865,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2867)),$A2866,\"\")","v":2865},{"$f":"IFERROR(SMALL(Helper2_2,A2866),\"\")","v":2865},{"$f":"COUNTIF(Helper3_1,\"=\"&G2866)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2866)=1, G2866, \"\")","v":2865},{"$f":"IFERROR(SMALL(Index_2,A2866),\"\")","v":2865},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:J2866)),\"\")","v":"UHI_101"},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:K2866)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:L2866)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:M2866)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:N2866)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2866,COLUMNS($J$2:O2866)),\"\")","v":"101  There is clear engagement with the themes and evidence of outcomes. The University's reflective analysis provides clear evidence of a range of activities across all enhancement themes as well as the activities, projects and outputs which have resulted from embedding the enhancements in programmes to providing outputs for the sector, including the open toolkit, on how to develop a sense of belonging in online distance learning. Key outputs of the enhancement themes work include a Class Representative Summit in 2019,  a Class Representative Toolkit to help staff better understand how to support and harness student representation and an annual Assessment and Feedback Symposium. "}]
[{"$f":"IF('> FILTER <'!B2868<>\"\",ROW(OFFSET(A2867,-1,0)),\"\")","v":2866},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2868)),A2867,\"\")","v":2866},{"$f":"IFERROR(SMALL(Helper2_1,A2867),\"\")","v":2866},null,2866,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2868)),$A2867,\"\")","v":2866},{"$f":"IFERROR(SMALL(Helper2_2,A2867),\"\")","v":2866},{"$f":"COUNTIF(Helper3_1,\"=\"&G2867)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2867)=1, G2867, \"\")","v":2866},{"$f":"IFERROR(SMALL(Index_2,A2867),\"\")","v":2866},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:J2867)),\"\")","v":"UHI_101"},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:K2867)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:L2867)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:M2867)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:N2867)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2867,COLUMNS($J$2:O2867)),\"\")","v":"101  There is clear engagement with the themes and evidence of outcomes. The University's reflective analysis provides clear evidence of a range of activities across all enhancement themes as well as the activities, projects and outputs which have resulted from embedding the enhancements in programmes to providing outputs for the sector, including the open toolkit, on how to develop a sense of belonging in online distance learning. Key outputs of the enhancement themes work include a Class Representative Summit in 2019,  a Class Representative Toolkit to help staff better understand how to support and harness student representation and an annual Assessment and Feedback Symposium. "}]
[{"$f":"IF('> FILTER <'!B2869<>\"\",ROW(OFFSET(A2868,-1,0)),\"\")","v":2867},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2869)),A2868,\"\")","v":2867},{"$f":"IFERROR(SMALL(Helper2_1,A2868),\"\")","v":2867},null,2867,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2869)),$A2868,\"\")","v":2867},{"$f":"IFERROR(SMALL(Helper2_2,A2868),\"\")","v":2867},{"$f":"COUNTIF(Helper3_1,\"=\"&G2868)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2868)=1, G2868, \"\")","v":2867},{"$f":"IFERROR(SMALL(Index_2,A2868),\"\")","v":2867},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:J2868)),\"\")","v":"UHI_102"},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:K2868)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:L2868)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:M2868)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:N2868)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2868,COLUMNS($J$2:O2868)),\"\")","v":"102  The University has an effective approach to sharing good practice through a range of processes and structures and the approach is delivered through a matrix of initiatives including groups, events and networks. The LTA, led by a Professor of Pedagogy, and the EDU are key structures which support staff to share and develop good practice through a range of mechanisms such as quarterly Learning and Teaching newsletters and a rolling programme of events including webinars, conferences and symposia. Other mechanisms include the annual Student Support Initiative Awards which highlight and share good practice. A range of sources such as student and external feedback and Key Performance Indicator (KPI) data drive reflection in the annual and periodic review processes to continually enhance practice. "}]
[{"$f":"IF('> FILTER <'!B2870<>\"\",ROW(OFFSET(A2869,-1,0)),\"\")","v":2868},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2870)),A2869,\"\")","v":2868},{"$f":"IFERROR(SMALL(Helper2_1,A2869),\"\")","v":2868},null,2868,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2870)),$A2869,\"\")","v":2868},{"$f":"IFERROR(SMALL(Helper2_2,A2869),\"\")","v":2868},{"$f":"COUNTIF(Helper3_1,\"=\"&G2869)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2869)=1, G2869, \"\")","v":2868},{"$f":"IFERROR(SMALL(Index_2,A2869),\"\")","v":2868},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:J2869)),\"\")","v":"UHI_102"},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:K2869)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:L2869)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:M2869)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:N2869)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2869,COLUMNS($J$2:O2869)),\"\")","v":"102  The University has an effective approach to sharing good practice through a range of processes and structures and the approach is delivered through a matrix of initiatives including groups, events and networks. The LTA, led by a Professor of Pedagogy, and the EDU are key structures which support staff to share and develop good practice through a range of mechanisms such as quarterly Learning and Teaching newsletters and a rolling programme of events including webinars, conferences and symposia. Other mechanisms include the annual Student Support Initiative Awards which highlight and share good practice. A range of sources such as student and external feedback and Key Performance Indicator (KPI) data drive reflection in the annual and periodic review processes to continually enhance practice. "}]
[{"$f":"IF('> FILTER <'!B2871<>\"\",ROW(OFFSET(A2870,-1,0)),\"\")","v":2869},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2871)),A2870,\"\")","v":2869},{"$f":"IFERROR(SMALL(Helper2_1,A2870),\"\")","v":2869},null,2869,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2871)),$A2870,\"\")","v":2869},{"$f":"IFERROR(SMALL(Helper2_2,A2870),\"\")","v":2869},{"$f":"COUNTIF(Helper3_1,\"=\"&G2870)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2870)=1, G2870, \"\")","v":2869},{"$f":"IFERROR(SMALL(Index_2,A2870),\"\")","v":2869},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:J2870)),\"\")","v":"UHI_103"},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:K2870)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:L2870)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:M2870)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:N2870)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2870,COLUMNS($J$2:O2870)),\"\")","v":"103  QAEC coordinates and leads a range of cross-partner practitioner groups, and short life working groups which facilitate the sharing of expertise and resources, and feed into policy and practice. It is recognised that dissemination to the wider group of staff needs further work; however, Subject Networks and faculties hold a range of themed events in support of this agenda. An example of sharing good practice, informed by research, is the engagement of staff publishing in the area of open education to facilitate a workshop related to this topic. "}]
[{"$f":"IF('> FILTER <'!B2872<>\"\",ROW(OFFSET(A2871,-1,0)),\"\")","v":2870},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2872)),A2871,\"\")","v":2870},{"$f":"IFERROR(SMALL(Helper2_1,A2871),\"\")","v":2870},null,2870,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2872)),$A2871,\"\")","v":2870},{"$f":"IFERROR(SMALL(Helper2_2,A2871),\"\")","v":2870},{"$f":"COUNTIF(Helper3_1,\"=\"&G2871)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2871)=1, G2871, \"\")","v":2870},{"$f":"IFERROR(SMALL(Index_2,A2871),\"\")","v":2870},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:J2871)),\"\")","v":"UHI_104"},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:K2871)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:L2871)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:M2871)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:N2871)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2871,COLUMNS($J$2:O2871)),\"\")","v":"104  The University has a range of approaches to identify and share good practice in learning and teaching. For example, reflection on a number of data sources, such as student feedback, external feedback (for example from external examiners' reports), and KPI data,  to inform practice. Practice is shared at a range of levels, including module, programme, Subject Networks and University. Self-evaluation document pro formas are structured to identify and draw out areas of good practice for sharing. Example reports from subject reviews clearly show how good practice is evidenced and how actions are documented  to ensure they are shared. All reports are presented to QAEC and published internally, providing additional mechanisms to showcase areas of good practice (paragraphs 134-135). In addition, there are a range of committees at Subject Network and Faculty level which also facilitate the sharing of good practice such as networking events themed around pedagogical approaches and curriculum review. Practice is also shared through ALPINE work, the EDU, and the annual Subject Network Leaders' dialogues. While the University has a good range of mechanisms to share good practice, it is unclear how widespread engagement is with these across all the APs given the different workload models across the APs which, depending on resources, can have issues for parity and equity in terms of time for CPD (paragraph 98). As a result, core staff development opportunities are provided centrally as much as possible. The approach would be enhanced if engagement by staff was tracked to ensure wide reach and impact across all APs. "}]
[{"$f":"IF('> FILTER <'!B2873<>\"\",ROW(OFFSET(A2872,-1,0)),\"\")","v":2871},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2873)),A2872,\"\")","v":2871},{"$f":"IFERROR(SMALL(Helper2_1,A2872),\"\")","v":2871},null,2871,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2873)),$A2872,\"\")","v":2871},{"$f":"IFERROR(SMALL(Helper2_2,A2872),\"\")","v":2871},{"$f":"COUNTIF(Helper3_1,\"=\"&G2872)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2872)=1, G2872, \"\")","v":2871},{"$f":"IFERROR(SMALL(Index_2,A2872),\"\")","v":2871},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:J2872)),\"\")","v":"UHI_104"},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:K2872)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:L2872)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:M2872)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:N2872)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2872,COLUMNS($J$2:O2872)),\"\")","v":"104  The University has a range of approaches to identify and share good practice in learning and teaching. For example, reflection on a number of data sources, such as student feedback, external feedback (for example from external examiners' reports), and KPI data,  to inform practice. Practice is shared at a range of levels, including module, programme, Subject Networks and University. Self-evaluation document pro formas are structured to identify and draw out areas of good practice for sharing. Example reports from subject reviews clearly show how good practice is evidenced and how actions are documented  to ensure they are shared. All reports are presented to QAEC and published internally, providing additional mechanisms to showcase areas of good practice (paragraphs 134-135). In addition, there are a range of committees at Subject Network and Faculty level which also facilitate the sharing of good practice such as networking events themed around pedagogical approaches and curriculum review. Practice is also shared through ALPINE work, the EDU, and the annual Subject Network Leaders' dialogues. While the University has a good range of mechanisms to share good practice, it is unclear how widespread engagement is with these across all the APs given the different workload models across the APs which, depending on resources, can have issues for parity and equity in terms of time for CPD (paragraph 98). As a result, core staff development opportunities are provided centrally as much as possible. The approach would be enhanced if engagement by staff was tracked to ensure wide reach and impact across all APs. "}]
[{"$f":"IF('> FILTER <'!B2874<>\"\",ROW(OFFSET(A2873,-1,0)),\"\")","v":2872},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2874)),A2873,\"\")","v":2872},{"$f":"IFERROR(SMALL(Helper2_1,A2873),\"\")","v":2872},null,2872,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2874)),$A2873,\"\")","v":2872},{"$f":"IFERROR(SMALL(Helper2_2,A2873),\"\")","v":2872},{"$f":"COUNTIF(Helper3_1,\"=\"&G2873)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2873)=1, G2873, \"\")","v":2872},{"$f":"IFERROR(SMALL(Index_2,A2873),\"\")","v":2872},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:J2873)),\"\")","v":"UHI_105"},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:K2873)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:L2873)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:M2873)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:N2873)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2873,COLUMNS($J$2:O2873)),\"\")","v":"105  The University does not have a scheme for peer review of teaching; however, teaching reviews do occur, for example in the taught route of the ALPINE scheme and in the University mentoring schemes and some APs such as Argyll College run an opt-in scheme. In 2018-19 some APs piloted a mandatory approach, the evaluation of which showed it worked well and the approach continues in some APs. In developing a strategic approach to enhancement and recognition of learning and teaching practice, the ELIR team encourages the University to consider including processes for ongoing peer review of learning and teaching (paragraph 113). "}]
[{"$f":"IF('> FILTER <'!B2875<>\"\",ROW(OFFSET(A2874,-1,0)),\"\")","v":2873},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2875)),A2874,\"\")","v":2873},{"$f":"IFERROR(SMALL(Helper2_1,A2874),\"\")","v":2873},null,2873,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2875)),$A2874,\"\")","v":2873},{"$f":"IFERROR(SMALL(Helper2_2,A2874),\"\")","v":2873},{"$f":"COUNTIF(Helper3_1,\"=\"&G2874)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2874)=1, G2874, \"\")","v":2873},{"$f":"IFERROR(SMALL(Index_2,A2874),\"\")","v":2873},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:J2874)),\"\")","v":"UHI_106"},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:K2874)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:L2874)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:M2874)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:N2874)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2874,COLUMNS($J$2:O2874)),\"\")","v":"106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2876<>\"\",ROW(OFFSET(A2875,-1,0)),\"\")","v":2874},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2876)),A2875,\"\")","v":2874},{"$f":"IFERROR(SMALL(Helper2_1,A2875),\"\")","v":2874},null,2874,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2876)),$A2875,\"\")","v":2874},{"$f":"IFERROR(SMALL(Helper2_2,A2875),\"\")","v":2874},{"$f":"COUNTIF(Helper3_1,\"=\"&G2875)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2875)=1, G2875, \"\")","v":2874},{"$f":"IFERROR(SMALL(Index_2,A2875),\"\")","v":2874},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:J2875)),\"\")","v":"UHI_106"},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:K2875)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:L2875)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:M2875)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:N2875)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2875,COLUMNS($J$2:O2875)),\"\")","v":"106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2877<>\"\",ROW(OFFSET(A2876,-1,0)),\"\")","v":2875},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2877)),A2876,\"\")","v":2875},{"$f":"IFERROR(SMALL(Helper2_1,A2876),\"\")","v":2875},null,2875,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2877)),$A2876,\"\")","v":2875},{"$f":"IFERROR(SMALL(Helper2_2,A2876),\"\")","v":2875},{"$f":"COUNTIF(Helper3_1,\"=\"&G2876)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2876)=1, G2876, \"\")","v":2875},{"$f":"IFERROR(SMALL(Index_2,A2876),\"\")","v":2875},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:J2876)),\"\")","v":"UHI_106"},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:K2876)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:L2876)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:M2876)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:N2876)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2876,COLUMNS($J$2:O2876)),\"\")","v":"106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2878<>\"\",ROW(OFFSET(A2877,-1,0)),\"\")","v":2876},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2878)),A2877,\"\")","v":2876},{"$f":"IFERROR(SMALL(Helper2_1,A2877),\"\")","v":2876},null,2876,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2878)),$A2877,\"\")","v":2876},{"$f":"IFERROR(SMALL(Helper2_2,A2877),\"\")","v":2876},{"$f":"COUNTIF(Helper3_1,\"=\"&G2877)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2877)=1, G2877, \"\")","v":2876},{"$f":"IFERROR(SMALL(Index_2,A2877),\"\")","v":2876},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:J2877)),\"\")","v":"UHI_106"},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:K2877)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:L2877)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:M2877)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:N2877)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2877,COLUMNS($J$2:O2877)),\"\")","v":"106  The University has effective approaches and mechanisms in place for engaging, developing and supporting staff in the continued development of their pedagogic practices. The LTA has a core remit to support staff development and share good practice, providing a central hub and framework of interlinked activities to help develop staff, share and recognise best practice. It is valued by staff and acts as a central point of coordination across the University offering an annual series of professional development workshops, events, symposia and webinars, guided by the LTES (paragraph 110). Throughout the COVID-19 pandemic engagement by staff has increased (including 1,600 attendees registered for the programme of LTC webinars) further evidencing the value and impact. In addition, APs also offer a range of development opportunities such as conferences and other events. The work of the LTA is highly valued by all staff who recognise the unifying support and enhancement-led and developmental approach. The ELIR team commends the LTA for providing an engaging learning and teaching community hub which is highly valued by staff as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2879<>\"\",ROW(OFFSET(A2878,-1,0)),\"\")","v":2877},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2879)),A2878,\"\")","v":2877},{"$f":"IFERROR(SMALL(Helper2_1,A2878),\"\")","v":2877},null,2877,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2879)),$A2878,\"\")","v":2877},{"$f":"IFERROR(SMALL(Helper2_2,A2878),\"\")","v":2877},{"$f":"COUNTIF(Helper3_1,\"=\"&G2878)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2878)=1, G2878, \"\")","v":2877},{"$f":"IFERROR(SMALL(Index_2,A2878),\"\")","v":2877},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:J2878)),\"\")","v":"UHI_107"},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:K2878)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:L2878)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:M2878)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:N2878)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2878,COLUMNS($J$2:O2878)),\"\")","v":"107  Since ELIR 3, the range of development opportunities for staff has been substantially enhanced, resulting in more staff achieving professional recognition. ALPINE is the University's institutional framework for recognising good practice in learning and teaching and supporting learning and teaching for educational leadership in HE through awarding HEA fellowships. Since ALPINE was launched in 2016, 162 HEA fellowships (Associate Fellow through to Principal Fellow) have been supported across the APs. All APs encourage staff to obtain a higher education teaching qualification or professional recognition although it is not mandated. The number of staff qualified to teach at HE level is not tracked and no targets are set and therefore the ELIR team encourages the University to develop an approach to enable tracking (paragraph 113). "}]
[{"$f":"IF('> FILTER <'!B2880<>\"\",ROW(OFFSET(A2879,-1,0)),\"\")","v":2878},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2880)),A2879,\"\")","v":2878},{"$f":"IFERROR(SMALL(Helper2_1,A2879),\"\")","v":2878},null,2878,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2880)),$A2879,\"\")","v":2878},{"$f":"IFERROR(SMALL(Helper2_2,A2879),\"\")","v":2878},{"$f":"COUNTIF(Helper3_1,\"=\"&G2879)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2879)=1, G2879, \"\")","v":2878},{"$f":"IFERROR(SMALL(Index_2,A2879),\"\")","v":2878},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:J2879)),\"\")","v":"UHI_108"},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:K2879)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:L2879)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:M2879)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:N2879)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2879,COLUMNS($J$2:O2879)),\"\")","v":"108  Peer support is part of the University culture and is fostered in a variety of  ways including through ALPINE, applications for National Teaching Fellow (NTF) and Collaborative Awards for Teaching Excellence (CATE). Scholarship development became the fourth strand of the University's mentoring activities from 2019-20, the others being Learning and Teaching Enhancement, Professional Recognition and Research. The University Mentoring Scheme is evaluated annually and results from the range of activities, which include creating effective relationships and networks, sharing news, resources and reflections, indicate the scheme is considered beneficial and meets the needs of staff. "}]
[{"$f":"IF('> FILTER <'!B2881<>\"\",ROW(OFFSET(A2880,-1,0)),\"\")","v":2879},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2881)),A2880,\"\")","v":2879},{"$f":"IFERROR(SMALL(Helper2_1,A2880),\"\")","v":2879},null,2879,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2881)),$A2880,\"\")","v":2879},{"$f":"IFERROR(SMALL(Helper2_2,A2880),\"\")","v":2879},{"$f":"COUNTIF(Helper3_1,\"=\"&G2880)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2880)=1, G2880, \"\")","v":2879},{"$f":"IFERROR(SMALL(Index_2,A2880),\"\")","v":2879},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:J2880)),\"\")","v":"UHI_109"},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:K2880)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:L2880)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:M2880)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:N2880)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2880,COLUMNS($J$2:O2880)),\"\")","v":"109  A range of additional, supportive schemes includes the development of leadership capacity promoting engagement in external higher education specific development programmes, such as those offered by Advance HE. Staff attending external courses are then encouraged to share their learning, and in 2020 the University held its first Educational Leadership Symposium. The University also participates in the Aurora Programme, Advance HE's Leadership Programme for Women and, since 2018, 21 participants have completed the programme (paragraph 32). Through the pandemic, UHI has shared practice with the sector in how to support professional development at a distance. Staff have subsequently been supported to share their learning through a variety of mechanisms such as webinars, conferences, mentoring activities and the establishment of action learning sets. All staff have access to a Development Fund, overseen by a panel, which, in 2019-20 contributed to the development of 50 staff and ensures alignment with strategic priorities, and explicitly the LTES values. "}]
[{"$f":"IF('> FILTER <'!B2882<>\"\",ROW(OFFSET(A2881,-1,0)),\"\")","v":2880},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2882)),A2881,\"\")","v":2880},{"$f":"IFERROR(SMALL(Helper2_1,A2881),\"\")","v":2880},null,2880,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2882)),$A2881,\"\")","v":2880},{"$f":"IFERROR(SMALL(Helper2_2,A2881),\"\")","v":2880},{"$f":"COUNTIF(Helper3_1,\"=\"&G2881)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2881)=1, G2881, \"\")","v":2880},{"$f":"IFERROR(SMALL(Index_2,A2881),\"\")","v":2880},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:J2881)),\"\")","v":"UHI_110"},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:K2881)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:L2881)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:M2881)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:N2881)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2881,COLUMNS($J$2:O2881)),\"\")","v":"110  The ELIR team considered the support by the LTA for colleagues to engage in pedagogic research an example of sector good practice. The LTA provides a range of opportunities, and support includes guidance on how to carry out research, how to publish, the provision of scholarship and small grant funding, a learning labs facility hosting a  range of configurable tools and equipment, and writing retreats. Benefits not only include strengthening the link between teaching and research but outputs from this initiative have supported the University's first education REF submission in 2021. A specific project on research-teaching linkages was initiated in 2017 and is now working with programme teams in 15 different disciplines and has resulted in resources including case studies, literature reviews and module changes. "}]
[{"$f":"IF('> FILTER <'!B2883<>\"\",ROW(OFFSET(A2882,-1,0)),\"\")","v":2881},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2883)),A2882,\"\")","v":2881},{"$f":"IFERROR(SMALL(Helper2_1,A2882),\"\")","v":2881},null,2881,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2883)),$A2882,\"\")","v":2881},{"$f":"IFERROR(SMALL(Helper2_2,A2882),\"\")","v":2881},{"$f":"COUNTIF(Helper3_1,\"=\"&G2882)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2882)=1, G2882, \"\")","v":2881},{"$f":"IFERROR(SMALL(Index_2,A2882),\"\")","v":2881},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:J2882)),\"\")","v":"UHI_111"},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:K2882)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:L2882)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:M2882)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:N2882)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2882,COLUMNS($J$2:O2882)),\"\")","v":"111  EDU supports staff to embed the LTES values in teaching. Key support includes staff digital literacy relating to the design and development of learning resources. The in-house developed tool, Forge, designed to facilitate the creation, editing and publishing of high-quality interactive learning resources now has 550 users, and national recognition for the developer in the 2020 'Learning Technologist of the Year' ALT (Association for Learning Technology) awards. "}]
[{"$f":"IF('> FILTER <'!B2884<>\"\",ROW(OFFSET(A2883,-1,0)),\"\")","v":2882},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2884)),A2883,\"\")","v":2882},{"$f":"IFERROR(SMALL(Helper2_1,A2883),\"\")","v":2882},null,2882,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2884)),$A2883,\"\")","v":2882},{"$f":"IFERROR(SMALL(Helper2_2,A2883),\"\")","v":2882},{"$f":"COUNTIF(Helper3_1,\"=\"&G2883)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2883)=1, G2883, \"\")","v":2882},{"$f":"IFERROR(SMALL(Index_2,A2883),\"\")","v":2882},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:J2883)),\"\")","v":"UHI_112"},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:K2883)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:L2883)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:M2883)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:N2883)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2883,COLUMNS($J$2:O2883)),\"\")","v":"112  The EDU team is responsive to staff needs, offering a range of professionally developed resources and support including webinars for staff in response to the COVID-19 pandemic. Webinars focused on a range of upskilling, for example implementing virtual field trips and how to create a sense of belonging for online learners. More recently they have supported the delivery of a blended learning experience for students. In response to the COVID-19 pandemic, the Head of Academic Development coordinated and collated a teaching continuity plan to address the needs of different disciplines and programmes with regard to teaching and assessments, supporting home working for staff, and home learning for students. Each Subject Network was assigned a specific member of the EDU team to work with. Advice, webinars and drop-in sessions were also available to support staff. The EDU team is held in high regard by staff for the range of services and support they offer to staff."}]
[{"$f":"IF('> FILTER <'!B2885<>\"\",ROW(OFFSET(A2884,-1,0)),\"\")","v":2883},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2885)),A2884,\"\")","v":2883},{"$f":"IFERROR(SMALL(Helper2_1,A2884),\"\")","v":2883},null,2883,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2885)),$A2884,\"\")","v":2883},{"$f":"IFERROR(SMALL(Helper2_2,A2884),\"\")","v":2883},{"$f":"COUNTIF(Helper3_1,\"=\"&G2884)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2884)=1, G2884, \"\")","v":2883},{"$f":"IFERROR(SMALL(Index_2,A2884),\"\")","v":2883},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:J2884)),\"\")","v":"UHI_112"},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:K2884)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:L2884)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:M2884)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:N2884)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2884,COLUMNS($J$2:O2884)),\"\")","v":"112  The EDU team is responsive to staff needs, offering a range of professionally developed resources and support including webinars for staff in response to the COVID-19 pandemic. Webinars focused on a range of upskilling, for example implementing virtual field trips and how to create a sense of belonging for online learners. More recently they have supported the delivery of a blended learning experience for students. In response to the COVID-19 pandemic, the Head of Academic Development coordinated and collated a teaching continuity plan to address the needs of different disciplines and programmes with regard to teaching and assessments, supporting home working for staff, and home learning for students. Each Subject Network was assigned a specific member of the EDU team to work with. Advice, webinars and drop-in sessions were also available to support staff. The EDU team is held in high regard by staff for the range of services and support they offer to staff."}]
[{"$f":"IF('> FILTER <'!B2886<>\"\",ROW(OFFSET(A2885,-1,0)),\"\")","v":2884},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2886)),A2885,\"\")","v":2884},{"$f":"IFERROR(SMALL(Helper2_1,A2885),\"\")","v":2884},null,2884,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2886)),$A2885,\"\")","v":2884},{"$f":"IFERROR(SMALL(Helper2_2,A2885),\"\")","v":2884},{"$f":"COUNTIF(Helper3_1,\"=\"&G2885)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2885)=1, G2885, \"\")","v":2884},{"$f":"IFERROR(SMALL(Index_2,A2885),\"\")","v":2884},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:J2885)),\"\")","v":"UHI_113"},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:K2885)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:L2885)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:M2885)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:N2885)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2885,COLUMNS($J$2:O2885)),\"\")","v":"113  An ELIR 3 recommendation was to establish an overarching staff development policy. Since the last ELIR, the University has appointed a senior cross-partnership Director of Strategic Organisational and HE Development who has the remit to establish an overarching workforce strategy that aligns with UHI's strategic aims. The ELIR team considered that recognising the challenge of staff on different AP contracts, the impact of  not having an overarching staff development policy may result in inequality of development opportunities including access to a range of promotion routes. Academic staff were clear regarding progression routes through research or into management but stated that they  were unclear how to achieve a professorship through a teaching route. The ELIR team recommends that in support of the University's aspirations, and in the context of the academic partnership model, the University should develop and articulate an institution-wide staff development approach which supports the enhancement of teaching practice, appropriately values and recognises teaching practice and ensures parity of esteem between teaching and research. In developing this strategic approach, the University is encouraged to consider learning and teaching sector practice including: learning and teaching career development pathways; setting a clear institutional expectation around teaching qualifications and professional recognition for all staff teaching on higher education programmes; and processes for ongoing peer review of learning and teaching."}]
[{"$f":"IF('> FILTER <'!B2887<>\"\",ROW(OFFSET(A2886,-1,0)),\"\")","v":2885},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2887)),A2886,\"\")","v":2885},{"$f":"IFERROR(SMALL(Helper2_1,A2886),\"\")","v":2885},null,2885,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2887)),$A2886,\"\")","v":2885},{"$f":"IFERROR(SMALL(Helper2_2,A2886),\"\")","v":2885},{"$f":"COUNTIF(Helper3_1,\"=\"&G2886)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2886)=1, G2886, \"\")","v":2885},{"$f":"IFERROR(SMALL(Index_2,A2886),\"\")","v":2885},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:J2886)),\"\")","v":"UHI_114"},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:K2886)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:L2886)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:M2886)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:N2886)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2886,COLUMNS($J$2:O2886)),\"\")","v":"114  The University has an effective approach to implementing institutional strategies and enhancing learning and teaching. The ELIR team commends the LTA for providing an engaging learning and teaching community hub, which is highly valued by staff and acts as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2888<>\"\",ROW(OFFSET(A2887,-1,0)),\"\")","v":2886},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2888)),A2887,\"\")","v":2886},{"$f":"IFERROR(SMALL(Helper2_1,A2887),\"\")","v":2886},null,2886,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2888)),$A2887,\"\")","v":2886},{"$f":"IFERROR(SMALL(Helper2_2,A2887),\"\")","v":2886},{"$f":"COUNTIF(Helper3_1,\"=\"&G2887)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2887)=1, G2887, \"\")","v":2886},{"$f":"IFERROR(SMALL(Index_2,A2887),\"\")","v":2886},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:J2887)),\"\")","v":"UHI_114"},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:K2887)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:L2887)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:M2887)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:N2887)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2887,COLUMNS($J$2:O2887)),\"\")","v":"114  The University has an effective approach to implementing institutional strategies and enhancing learning and teaching. The ELIR team commends the LTA for providing an engaging learning and teaching community hub, which is highly valued by staff and acts as an effective connection point across the University academic partner network for academic development and enhancement."}]
[{"$f":"IF('> FILTER <'!B2889<>\"\",ROW(OFFSET(A2888,-1,0)),\"\")","v":2887},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2889)),A2888,\"\")","v":2887},{"$f":"IFERROR(SMALL(Helper2_1,A2888),\"\")","v":2887},null,2887,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2889)),$A2888,\"\")","v":2887},{"$f":"IFERROR(SMALL(Helper2_2,A2888),\"\")","v":2887},{"$f":"COUNTIF(Helper3_1,\"=\"&G2888)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2888)=1, G2888, \"\")","v":2887},{"$f":"IFERROR(SMALL(Index_2,A2888),\"\")","v":2887},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:J2888)),\"\")","v":"UHI_115"},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:K2888)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:L2888)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:M2888)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:N2888)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2888,COLUMNS($J$2:O2888)),\"\")","v":"115  In support of the University's ambitions and building on the University's achievements of effectively and consistently embedding its quality framework and its Equivalence Policy, the ELIR team recommends that the institution should establish a systematic approach to articulating and embedding institutional expectations for other policy and practice across the University academic partner network to support integration and implementation of University initiatives. As part of this, the University is asked to increase the setting and monitoring of institutional expectations to ensure equivalency and to support the achievement of the University's ambitions and strategy."}]
[{"$f":"IF('> FILTER <'!B2890<>\"\",ROW(OFFSET(A2889,-1,0)),\"\")","v":2888},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2890)),A2889,\"\")","v":2888},{"$f":"IFERROR(SMALL(Helper2_1,A2889),\"\")","v":2888},null,2888,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2890)),$A2889,\"\")","v":2888},{"$f":"IFERROR(SMALL(Helper2_2,A2889),\"\")","v":2888},{"$f":"COUNTIF(Helper3_1,\"=\"&G2889)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2889)=1, G2889, \"\")","v":2888},{"$f":"IFERROR(SMALL(Index_2,A2889),\"\")","v":2888},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:J2889)),\"\")","v":"UHI_116"},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:K2889)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:L2889)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:M2889)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:N2889)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2889,COLUMNS($J$2:O2889)),\"\")","v":"116  The University has some good approaches to staff development offered centrally; however, in support of the University's aspirations and in the context of the academic partnership model, the ELIR team recommends that the University develop and articulate an institution-wide staff development approach which supports the enhancement of teaching practice, appropriately values and recognises teaching practice and ensures parity of esteem between teaching and research. "}]
[{"$f":"IF('> FILTER <'!B2891<>\"\",ROW(OFFSET(A2890,-1,0)),\"\")","v":2889},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2891)),A2890,\"\")","v":2889},{"$f":"IFERROR(SMALL(Helper2_1,A2890),\"\")","v":2889},null,2889,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2891)),$A2890,\"\")","v":2889},{"$f":"IFERROR(SMALL(Helper2_2,A2890),\"\")","v":2889},{"$f":"COUNTIF(Helper3_1,\"=\"&G2890)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2890)=1, G2890, \"\")","v":2889},{"$f":"IFERROR(SMALL(Index_2,A2890),\"\")","v":2889},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:J2890)),\"\")","v":"UHI_117"},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:K2890)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:L2890)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:M2890)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:N2890)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2890,COLUMNS($J$2:O2890)),\"\")","v":"117  The University has effective arrangements in place for managing quality and for setting, maintaining, reviewing and assessing academic standards. Its principles, procedures and regulations, as set out in the Academic Standards and Quality Regulations (ASQR), are clear, comprehensive, well understood and meet the expectations set out in the UK Quality Code for Higher Education (Quality Code) and the guidance of the SFC to institutions on quality. There is a demonstrable enhancement focus to quality processes from modular to strategic levels and across all modes of study.  "}]
[{"$f":"IF('> FILTER <'!B2892<>\"\",ROW(OFFSET(A2891,-1,0)),\"\")","v":2890},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2892)),A2891,\"\")","v":2890},{"$f":"IFERROR(SMALL(Helper2_1,A2891),\"\")","v":2890},null,2890,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2892)),$A2891,\"\")","v":2890},{"$f":"IFERROR(SMALL(Helper2_2,A2891),\"\")","v":2890},{"$f":"COUNTIF(Helper3_1,\"=\"&G2891)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2891)=1, G2891, \"\")","v":2890},{"$f":"IFERROR(SMALL(Index_2,A2891),\"\")","v":2890},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:J2891)),\"\")","v":"UHI_118"},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:K2891)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:L2891)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:M2891)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:N2891)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2891,COLUMNS($J$2:O2891)),\"\")","v":"118  The University makes systematic use of its quality processes to maintain and enhance quality and academic standards across APs, and its Executive Office provision  is fully integrated into quality monitoring processes. There is clear evidence of all quality-related matters being considered at multiple levels: institutional; Subject Network; programme and module levels. "}]
[{"$f":"IF('> FILTER <'!B2893<>\"\",ROW(OFFSET(A2892,-1,0)),\"\")","v":2891},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2893)),A2892,\"\")","v":2891},{"$f":"IFERROR(SMALL(Helper2_1,A2892),\"\")","v":2891},null,2891,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2893)),$A2892,\"\")","v":2891},{"$f":"IFERROR(SMALL(Helper2_2,A2892),\"\")","v":2891},{"$f":"COUNTIF(Helper3_1,\"=\"&G2892)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2892)=1, G2892, \"\")","v":2891},{"$f":"IFERROR(SMALL(Index_2,A2892),\"\")","v":2891},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:J2892)),\"\")","v":"UHI_119"},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:K2892)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:L2892)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:M2892)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:N2892)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2892,COLUMNS($J$2:O2892)),\"\")","v":"119  The University has made a robust, measured and proportionate response to mitigating the impact of the COVID-19 pandemic on quality and standards. Decisions on adjustments to assessment and award criteria have been taken collaboratively across the partnership and in conjunction with students and with external examiners, and have been supported by clear, accessible and widely communicated information. Quality processes have been adapted flexibly and have provided a model for enhancing their future operation (paragraph 132)."}]
[{"$f":"IF('> FILTER <'!B2894<>\"\",ROW(OFFSET(A2893,-1,0)),\"\")","v":2892},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2894)),A2893,\"\")","v":2892},{"$f":"IFERROR(SMALL(Helper2_1,A2893),\"\")","v":2892},null,2892,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2894)),$A2893,\"\")","v":2892},{"$f":"IFERROR(SMALL(Helper2_2,A2893),\"\")","v":2892},{"$f":"COUNTIF(Helper3_1,\"=\"&G2893)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2893)=1, G2893, \"\")","v":2892},{"$f":"IFERROR(SMALL(Index_2,A2893),\"\")","v":2892},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:J2893)),\"\")","v":"UHI_120"},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:K2893)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:L2893)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:M2893)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:N2893)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2893,COLUMNS($J$2:O2893)),\"\")","v":"120  The Academic Council has delegated responsibility to QAEC for institutional oversight of the quality framework and of quality assurance agendas and priorities, as well as for quality enhancement, in relation to taught and research provision. QAEC has an extensive remit, which it discharges effectively and primarily through a number of established sub-groups, such as the Quality Forum, the Quality Monitoring Group and associated Subject Network Leaders/Quality Managers (SNLQM) Forum. Additionally, short-term project-based groups also report to QAEC, such as the Dashboard Reporting Project and the Learning Analytics Steering Group. QAEC coordinates a number of practitioner groups including the Student Engagement Group and the Placement Practitioner Network. Each AP has its own Academic Partner Quality Committee and a designated Quality Manager. "}]
[{"$f":"IF('> FILTER <'!B2895<>\"\",ROW(OFFSET(A2894,-1,0)),\"\")","v":2893},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2895)),A2894,\"\")","v":2893},{"$f":"IFERROR(SMALL(Helper2_1,A2894),\"\")","v":2893},null,2893,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2895)),$A2894,\"\")","v":2893},{"$f":"IFERROR(SMALL(Helper2_2,A2894),\"\")","v":2893},{"$f":"COUNTIF(Helper3_1,\"=\"&G2894)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2894)=1, G2894, \"\")","v":2893},{"$f":"IFERROR(SMALL(Index_2,A2894),\"\")","v":2893},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:J2894)),\"\")","v":"UHI_121"},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:K2894)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:L2894)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:M2894)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:N2894)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2894,COLUMNS($J$2:O2894)),\"\")","v":"121  The University's key reference point for setting, maintaining, reviewing and assessing quality and academic standards is the ASQR, which is underpinned by related procedural guidance and pro formas. Staff who met the ELIR team expressed a clear understanding of how the institutional quality framework enables academic standards to  be secured and quality to be enhanced. Staff are made aware of changes to quality-related regulations, policies and procedures through regular communications, briefing sessions and standing items on the agendas of local committees."}]
[{"$f":"IF('> FILTER <'!B2896<>\"\",ROW(OFFSET(A2895,-1,0)),\"\")","v":2894},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2896)),A2895,\"\")","v":2894},{"$f":"IFERROR(SMALL(Helper2_1,A2895),\"\")","v":2894},null,2894,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2896)),$A2895,\"\")","v":2894},{"$f":"IFERROR(SMALL(Helper2_2,A2895),\"\")","v":2894},{"$f":"COUNTIF(Helper3_1,\"=\"&G2895)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2895)=1, G2895, \"\")","v":2894},{"$f":"IFERROR(SMALL(Index_2,A2895),\"\")","v":2894},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:J2895)),\"\")","v":"UHI_122"},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:K2895)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:L2895)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:M2895)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:N2895)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2895,COLUMNS($J$2:O2895)),\"\")","v":"122  The overarching framework for assuring quality and academic standards in multi-location, multi-mode provision is set out in the Equivalence Policy, which specifies that the learning outcomes of a programme are identical, regardless of location, mode of delivery or mode of study. The policy recognises that student experiences are not identical, but sets out criteria which all programmes must adhere to in order to ensure equivalence of experience and identical learning outcomes. Such criteria include arrangements for assessment, external moderation, module evaluation and the core quality processes of approval, annual monitoring and periodic review. There was clear evidence of the Equivalence Policy in relation to quality and standards throughout the ELIR documentation and in discussions with staff as well as its contribution to the development of well defined institutional expectations (paragraph 98)."}]
[{"$f":"IF('> FILTER <'!B2897<>\"\",ROW(OFFSET(A2896,-1,0)),\"\")","v":2895},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2897)),A2896,\"\")","v":2895},{"$f":"IFERROR(SMALL(Helper2_1,A2896),\"\")","v":2895},null,2895,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2897)),$A2896,\"\")","v":2895},{"$f":"IFERROR(SMALL(Helper2_2,A2896),\"\")","v":2895},{"$f":"COUNTIF(Helper3_1,\"=\"&G2896)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2896)=1, G2896, \"\")","v":2895},{"$f":"IFERROR(SMALL(Index_2,A2896),\"\")","v":2895},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:J2896)),\"\")","v":"UHI_123"},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:K2896)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:L2896)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:M2896)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:N2896)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2896,COLUMNS($J$2:O2896)),\"\")","v":"123  Minutes of meetings demonstrate that QAEC uses outcomes of institutional monitoring processes, student surveys and institutional strategic priorities such as curriculum review to shape its enhancement priorities."}]
[{"$f":"IF('> FILTER <'!B2898<>\"\",ROW(OFFSET(A2897,-1,0)),\"\")","v":2896},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2898)),A2897,\"\")","v":2896},{"$f":"IFERROR(SMALL(Helper2_1,A2897),\"\")","v":2896},null,2896,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2898)),$A2897,\"\")","v":2896},{"$f":"IFERROR(SMALL(Helper2_2,A2897),\"\")","v":2896},{"$f":"COUNTIF(Helper3_1,\"=\"&G2897)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2897)=1, G2897, \"\")","v":2896},{"$f":"IFERROR(SMALL(Index_2,A2897),\"\")","v":2896},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:J2897)),\"\")","v":"UHI_124"},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:K2897)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:L2897)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:M2897)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:N2897)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2897,COLUMNS($J$2:O2897)),\"\")","v":"124  The ELIR team commend the effective approaches to support the dissemination, implementation and embedding of the institutional quality framework across the network of 12 academic partners. The approaches, including well defined institutional expectations, which are supported by clear and accessible information and guidance, are well understood, valued by staff and provide a model for the implementation and integration of other University initiatives."}]
[{"$f":"IF('> FILTER <'!B2899<>\"\",ROW(OFFSET(A2898,-1,0)),\"\")","v":2897},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2899)),A2898,\"\")","v":2897},{"$f":"IFERROR(SMALL(Helper2_1,A2898),\"\")","v":2897},null,2897,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2899)),$A2898,\"\")","v":2897},{"$f":"IFERROR(SMALL(Helper2_2,A2898),\"\")","v":2897},{"$f":"COUNTIF(Helper3_1,\"=\"&G2898)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2898)=1, G2898, \"\")","v":2897},{"$f":"IFERROR(SMALL(Index_2,A2898),\"\")","v":2897},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:J2898)),\"\")","v":"UHI_125"},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:K2898)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:L2898)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:M2898)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:N2898)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2898,COLUMNS($J$2:O2898)),\"\")","v":"125  Procedures for programme design and approval are outlined in the ASQR - framework for curriculum development, programme development and programme approval, reflecting the key stages in the development of a new programme and demonstrating a clear, comprehensive and effective integration between business and academic approval. "}]
[{"$f":"IF('> FILTER <'!B2900<>\"\",ROW(OFFSET(A2899,-1,0)),\"\")","v":2898},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2900)),A2899,\"\")","v":2898},{"$f":"IFERROR(SMALL(Helper2_1,A2899),\"\")","v":2898},null,2898,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2900)),$A2899,\"\")","v":2898},{"$f":"IFERROR(SMALL(Helper2_2,A2899),\"\")","v":2898},{"$f":"COUNTIF(Helper3_1,\"=\"&G2899)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2899)=1, G2899, \"\")","v":2898},{"$f":"IFERROR(SMALL(Index_2,A2899),\"\")","v":2898},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:J2899)),\"\")","v":"UHI_126"},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:K2899)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:L2899)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:M2899)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:N2899)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2899,COLUMNS($J$2:O2899)),\"\")","v":"126  The process comprises three stages and approval is needed at each stage.  The Advisory Group process whereby a panel collaborates with the programme team in developing the programme and documentation provides support for programme teams  prior to the formal approval event. The Advisory Group reports seen by the ELIR team demonstrate an effective robust process, highlighting where programmes were not yet ready to go forward for approval. Additionally, there is a clear enhancement function, as the process supports programme teams in developing the curriculum and documentation prior  to approval events and provides an effective opportunity for sharing good practice through internal and external expertise. Approval event and reapproval event reports provided show variability in format, with the reapproval reports being more detailed than the approval event reports, as the latter are preceded by the Advisory Group process. Staff whom the ELIR team met highly valued the process, including the engagement with externals. The ELIR team viewed positively the use of the supportive Advisory Group process as a formal part  of programme development and approval."}]
[{"$f":"IF('> FILTER <'!B2901<>\"\",ROW(OFFSET(A2900,-1,0)),\"\")","v":2899},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2901)),A2900,\"\")","v":2899},{"$f":"IFERROR(SMALL(Helper2_1,A2900),\"\")","v":2899},null,2899,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2901)),$A2900,\"\")","v":2899},{"$f":"IFERROR(SMALL(Helper2_2,A2900),\"\")","v":2899},{"$f":"COUNTIF(Helper3_1,\"=\"&G2900)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2900)=1, G2900, \"\")","v":2899},{"$f":"IFERROR(SMALL(Index_2,A2900),\"\")","v":2899},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:J2900)),\"\")","v":"UHI_127"},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:K2900)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:L2900)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:M2900)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:N2900)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2900,COLUMNS($J$2:O2900)),\"\")","v":"127  Programmes are approved initially for four years and thereafter subject to one reapproval unless specifically requested by the Faculty Board. The University has highlighted that it is considering the introduction of an ongoing periodic reapproval  process of programmes, recognising that multiple changes over time can impact on overall programme coherence. The ELIR team would encourage the institution to continue with its plans to introduce an ongoing periodic reapproval process of programmes, particularly in  the context of issues related to programme coherence and oversight identified through  a Scottish Concerns Scheme initial inquiry and in view of plans to roll out a risk-based approach to programme annual monitoring (paragraphs 131-2). Additionally, the ELIR team suggests that the introduction of a periodic process for programme reapproval would provide institutional, holistic oversight of programme currency and adaptation to institutional change and would facilitate the intended alignment between quality processes and the planned regular curriculum review process. "}]
[{"$f":"IF('> FILTER <'!B2902<>\"\",ROW(OFFSET(A2901,-1,0)),\"\")","v":2900},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2902)),A2901,\"\")","v":2900},{"$f":"IFERROR(SMALL(Helper2_1,A2901),\"\")","v":2900},null,{"$f":"ROW(OFFSET(E2901,-1,0))","v":2900},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2902)),$A2901,\"\")","v":2900},{"$f":"IFERROR(SMALL(Helper2_2,A2901),\"\")","v":2900},{"$f":"COUNTIF(Helper3_1,\"=\"&G2901)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2901)=1, G2901, \"\")","v":2900},{"$f":"IFERROR(SMALL(Index_2,A2901),\"\")","v":2900},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:J2901)),\"\")","v":"UHI_128"},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:K2901)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:L2901)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:M2901)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:N2901)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2901,COLUMNS($J$2:O2901)),\"\")","v":"128  The established Annual Quality Monitoring (AQM) process is extensive in its range of levels of review: each degree module, programme and Subject Network produces a self-evaluation document (SED). There is a clear process of sequencing so that reports inform each other, demonstrating triangulation throughout. The key themes from Subject Network reports and Annual Quality Monitoring Dialogues are considered by QAEC. Reports show detailed consideration of the impact of and adaptations as a result of the COVID-19 pandemic, highlighting both positives and challenges, and therefore exemplifying the self-evaluative aspects of the process. "}]
[{"$f":"IF('> FILTER <'!B2903<>\"\",ROW(OFFSET(A2902,-1,0)),\"\")","v":2901},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2903)),A2902,\"\")","v":2901},{"$f":"IFERROR(SMALL(Helper2_1,A2902),\"\")","v":2901},null,2901,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2903)),$A2902,\"\")","v":2901},{"$f":"IFERROR(SMALL(Helper2_2,A2902),\"\")","v":2901},{"$f":"COUNTIF(Helper3_1,\"=\"&G2902)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2902)=1, G2902, \"\")","v":2901},{"$f":"IFERROR(SMALL(Index_2,A2902),\"\")","v":2901},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:J2902)),\"\")","v":"UHI_129"},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:K2902)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:L2902)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:M2902)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:N2902)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2902,COLUMNS($J$2:O2902)),\"\")","v":"129  The Subject Network SEDs are comprehensive reports and are structured according to common thematic areas, reflecting institutional priorities, such as employer engagement and skills development. Due consideration is given to KPIs, student voice and student population data. Appendices show tracking against previous actions as well as a forward-looking action plan. The module and programme reflection and reporting are comprehensive, featuring a narrative evaluation and detailed KPI dashboard information,  as well as an update on actions from the previous year."}]
[{"$f":"IF('> FILTER <'!B2904<>\"\",ROW(OFFSET(A2903,-1,0)),\"\")","v":2902},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2904)),A2903,\"\")","v":2902},{"$f":"IFERROR(SMALL(Helper2_1,A2903),\"\")","v":2902},null,2902,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2904)),$A2903,\"\")","v":2902},{"$f":"IFERROR(SMALL(Helper2_2,A2903),\"\")","v":2902},{"$f":"COUNTIF(Helper3_1,\"=\"&G2903)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2903)=1, G2903, \"\")","v":2902},{"$f":"IFERROR(SMALL(Index_2,A2903),\"\")","v":2902},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:J2903)),\"\")","v":"UHI_129"},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:K2903)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:L2903)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:M2903)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:N2903)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2903,COLUMNS($J$2:O2903)),\"\")","v":"129  The Subject Network SEDs are comprehensive reports and are structured according to common thematic areas, reflecting institutional priorities, such as employer engagement and skills development. Due consideration is given to KPIs, student voice and student population data. Appendices show tracking against previous actions as well as a forward-looking action plan. The module and programme reflection and reporting are comprehensive, featuring a narrative evaluation and detailed KPI dashboard information,  as well as an update on actions from the previous year."}]
[{"$f":"IF('> FILTER <'!B2905<>\"\",ROW(OFFSET(A2904,-1,0)),\"\")","v":2903},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2905)),A2904,\"\")","v":2903},{"$f":"IFERROR(SMALL(Helper2_1,A2904),\"\")","v":2903},null,2903,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2905)),$A2904,\"\")","v":2903},{"$f":"IFERROR(SMALL(Helper2_2,A2904),\"\")","v":2903},{"$f":"COUNTIF(Helper3_1,\"=\"&G2904)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2904)=1, G2904, \"\")","v":2903},{"$f":"IFERROR(SMALL(Index_2,A2904),\"\")","v":2903},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:J2904)),\"\")","v":"UHI_130"},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:K2904)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:L2904)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:M2904)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:N2904)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2904,COLUMNS($J$2:O2904)),\"\")","v":"130  The AQM process is augmented by the annual Quality Monitoring (QM) dialogues which are conducted by the Quality Monitoring Group. Students whom the ELIR team met confirmed their participation in, and usefulness of, these dialogues. Outcomes and key themes from dialogues are considered at the annual SNLQM Forum which provides opportunities for sharing practice and for discussing and informing QAEC enhancement priorities, including the dashboard reporting project and optimising use of student survey data. "}]
[{"$f":"IF('> FILTER <'!B2906<>\"\",ROW(OFFSET(A2905,-1,0)),\"\")","v":2904},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2906)),A2905,\"\")","v":2904},{"$f":"IFERROR(SMALL(Helper2_1,A2905),\"\")","v":2904},null,2904,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2906)),$A2905,\"\")","v":2904},{"$f":"IFERROR(SMALL(Helper2_2,A2905),\"\")","v":2904},{"$f":"COUNTIF(Helper3_1,\"=\"&G2905)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2905)=1, G2905, \"\")","v":2904},{"$f":"IFERROR(SMALL(Index_2,A2905),\"\")","v":2904},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:J2905)),\"\")","v":"UHI_131"},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:K2905)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:L2905)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:M2905)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:N2905)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2905,COLUMNS($J$2:O2905)),\"\")","v":"131  Various adaptations have been made to the process including introduction of PGR student experience in the dialogues, and piloting a shorter SED pro forma for programmes underpinned by programme-level dialogues. The revised approach was welcomed by programme teams, particularly the opportunity for constructive discussions and for linking with NSS. Staff also confirmed that the shorter SED resulted in more effective action planning. The University is continuing to review its approaches with a view to increasing the use of KPI and student survey data (paragraphs 154-156). The revised process intends to provide a risk-based process concentrated at the programme level, and to replicate the NSS action planning process, linking quality and performance and maintaining the benefits of self-evaluation while measuring progress against strategic objectives. As part of the piloted approach, module and programme SEDs were not mandatory for 2021-22, nor were Subject Network QM dialogues held. The University highlights that there will continue to be overview reports to QAEC and opportunities for networking and sharing good practice events within Subject Networks. "}]
[{"$f":"IF('> FILTER <'!B2907<>\"\",ROW(OFFSET(A2906,-1,0)),\"\")","v":2905},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2907)),A2906,\"\")","v":2905},{"$f":"IFERROR(SMALL(Helper2_1,A2906),\"\")","v":2905},null,2905,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2907)),$A2906,\"\")","v":2905},{"$f":"IFERROR(SMALL(Helper2_2,A2906),\"\")","v":2905},{"$f":"COUNTIF(Helper3_1,\"=\"&G2906)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2906)=1, G2906, \"\")","v":2905},{"$f":"IFERROR(SMALL(Index_2,A2906),\"\")","v":2905},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:J2906)),\"\")","v":"UHI_132"},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:K2906)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:L2906)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:M2906)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:N2906)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2906,COLUMNS($J$2:O2906)),\"\")","v":"132  The University has shown itself to be responsive and adaptive in keeping the  AQM process under review and ensuring that it remains fit for purpose. The process is very thorough, robust and well understood, with alignment at all levels. There is a clear assurance and enhancement function at each level, and staff value in particular the opportunity for dialogue. The modifications to reduce the reporting burden and to expand the dialogues were viewed positively by the ELIR team. The University is encouraged to continue its plans to redevelop its approaches, including introducing a risk-based approach in alignment with the NSS action planning process and discontinuing programme and module SEDs. In doing so, the University is encouraged to reflect on ways to ensure that the beneficial aspects of the process related to enhancement and dialogue are not adversely impacted."}]
[{"$f":"IF('> FILTER <'!B2908<>\"\",ROW(OFFSET(A2907,-1,0)),\"\")","v":2906},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2908)),A2907,\"\")","v":2906},{"$f":"IFERROR(SMALL(Helper2_1,A2907),\"\")","v":2906},null,2906,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2908)),$A2907,\"\")","v":2906},{"$f":"IFERROR(SMALL(Helper2_2,A2907),\"\")","v":2906},{"$f":"COUNTIF(Helper3_1,\"=\"&G2907)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2907)=1, G2907, \"\")","v":2906},{"$f":"IFERROR(SMALL(Index_2,A2907),\"\")","v":2906},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:J2907)),\"\")","v":"UHI_133"},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:K2907)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:L2907)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:M2907)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:N2907)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2907,COLUMNS($J$2:O2907)),\"\")","v":"133  The University's internal periodic review process - Subject Review - evaluates provision on a six-year cycle in accordance with SFC guidance. The review is conducted at the SN level and informed by the AQM SEDs for all taught programmes. "}]
[{"$f":"IF('> FILTER <'!B2909<>\"\",ROW(OFFSET(A2908,-1,0)),\"\")","v":2907},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2909)),A2908,\"\")","v":2907},{"$f":"IFERROR(SMALL(Helper2_1,A2908),\"\")","v":2907},null,2907,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2909)),$A2908,\"\")","v":2907},{"$f":"IFERROR(SMALL(Helper2_2,A2908),\"\")","v":2907},{"$f":"COUNTIF(Helper3_1,\"=\"&G2908)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2908)=1, G2908, \"\")","v":2907},{"$f":"IFERROR(SMALL(Index_2,A2908),\"\")","v":2907},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:J2908)),\"\")","v":"UHI_134"},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:K2908)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:L2908)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:M2908)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:N2908)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2908,COLUMNS($J$2:O2908)),\"\")","v":"134  Subject Review reports reviewed by the ELIR team provided evidence of an effective thorough process featuring clear action plans and subsequent updates on progress with consideration of institutional developments, such as the transition to the new VLE,  as well as a focus on quality-related matters such as assessment. The reports feature commendations, requirements and recommendations, with the latter being differentiated for the SN and the University. QAEC minutes demonstrate that Subject Review reports action plans and follow-up reports are effectively considered and actioned at the institutional level. The ELIR team viewed positively the involvement of employers and alumni in the process. "}]
[{"$f":"IF('> FILTER <'!B2910<>\"\",ROW(OFFSET(A2909,-1,0)),\"\")","v":2908},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2910)),A2909,\"\")","v":2908},{"$f":"IFERROR(SMALL(Helper2_1,A2909),\"\")","v":2908},null,2908,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2910)),$A2909,\"\")","v":2908},{"$f":"IFERROR(SMALL(Helper2_2,A2909),\"\")","v":2908},{"$f":"COUNTIF(Helper3_1,\"=\"&G2909)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2909)=1, G2909, \"\")","v":2908},{"$f":"IFERROR(SMALL(Index_2,A2909),\"\")","v":2908},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:J2909)),\"\")","v":"UHI_135"},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:K2909)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:L2909)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:M2909)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:N2909)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2909,COLUMNS($J$2:O2909)),\"\")","v":"135  The University highlights that Subject Reviews facilitate the sharing of good practice and developing networks and communities of practice. Subject Network Leaders whom the ELIR team met confirmed the value of the process, particularly the reflection involved in producing the SED and while acknowledging that the unit of review was large (for example, 60 programmes), emphasised that the broader scope allowed common issues to be identified. Programme teams valued the process in its preparatory stages, providing an opportunity for self-evaluation, dialogue and sharing practice. The ELIR team encourages the University to consider the effectiveness of the SN as the unit of review in enabling the institution to have a detailed oversight at the programme level of the curriculum, teaching, learning and the student learning experience. This is in light of the programme-related matters highlighted through the Scottish Concerns Scheme initial inquiry, adaptations to AQM and the planned roll-out of a risk-based approach to programme monitoring (paragraph 127)."}]
[{"$f":"IF('> FILTER <'!B2911<>\"\",ROW(OFFSET(A2910,-1,0)),\"\")","v":2909},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2911)),A2910,\"\")","v":2909},{"$f":"IFERROR(SMALL(Helper2_1,A2910),\"\")","v":2909},null,2909,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2911)),$A2910,\"\")","v":2909},{"$f":"IFERROR(SMALL(Helper2_2,A2910),\"\")","v":2909},{"$f":"COUNTIF(Helper3_1,\"=\"&G2910)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2910)=1, G2910, \"\")","v":2909},{"$f":"IFERROR(SMALL(Index_2,A2910),\"\")","v":2909},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:J2910)),\"\")","v":"UHI_136"},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:K2910)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:L2910)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:M2910)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:N2910)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2910,COLUMNS($J$2:O2910)),\"\")","v":"136  The University operates a separate Student Support Service Review process.  A service or thematic area might be prioritised in light of student feedback and KPI data, following discussion at QAEC and in consultation with HISA. Since ELIR 3, service-level reviews have been conducted for ICT, mental health support and careers. QAEC minutes demonstrate that service review recommendations are effectively considered and actioned at the institutional level. Staff whom the ELIR team met confirmed the value of the process, highlighting in particular the positive outcomes of the Mental Health Review in 2018-19 and students were appreciative of the positive impact of these reviews (paragraphs 35-37 and 83)."}]
[{"$f":"IF('> FILTER <'!B2912<>\"\",ROW(OFFSET(A2911,-1,0)),\"\")","v":2910},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2912)),A2911,\"\")","v":2910},{"$f":"IFERROR(SMALL(Helper2_1,A2911),\"\")","v":2910},null,2910,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2912)),$A2911,\"\")","v":2910},{"$f":"IFERROR(SMALL(Helper2_2,A2911),\"\")","v":2910},{"$f":"COUNTIF(Helper3_1,\"=\"&G2911)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2911)=1, G2911, \"\")","v":2910},{"$f":"IFERROR(SMALL(Index_2,A2911),\"\")","v":2910},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:J2911)),\"\")","v":"UHI_136"},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:K2911)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:L2911)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:M2911)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:N2911)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2911,COLUMNS($J$2:O2911)),\"\")","v":"136  The University operates a separate Student Support Service Review process.  A service or thematic area might be prioritised in light of student feedback and KPI data, following discussion at QAEC and in consultation with HISA. Since ELIR 3, service-level reviews have been conducted for ICT, mental health support and careers. QAEC minutes demonstrate that service review recommendations are effectively considered and actioned at the institutional level. Staff whom the ELIR team met confirmed the value of the process, highlighting in particular the positive outcomes of the Mental Health Review in 2018-19 and students were appreciative of the positive impact of these reviews (paragraphs 35-37 and 83)."}]
[{"$f":"IF('> FILTER <'!B2913<>\"\",ROW(OFFSET(A2912,-1,0)),\"\")","v":2911},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2913)),A2912,\"\")","v":2911},{"$f":"IFERROR(SMALL(Helper2_1,A2912),\"\")","v":2911},null,2911,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2913)),$A2912,\"\")","v":2911},{"$f":"IFERROR(SMALL(Helper2_2,A2912),\"\")","v":2911},{"$f":"COUNTIF(Helper3_1,\"=\"&G2912)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2912)=1, G2912, \"\")","v":2911},{"$f":"IFERROR(SMALL(Index_2,A2912),\"\")","v":2911},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:J2912)),\"\")","v":"UHI_137"},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:K2912)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:L2912)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:M2912)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:N2912)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2912,COLUMNS($J$2:O2912)),\"\")","v":"137  The University has adapted, rather than radically changed, its approval, monitoring and review processes for PGR provision following RDAPs (paragraph 72). Processes are specified in the PGR Code of Practice and aligned with the ASQR. Annual monitoring includes: reports to the RDC; annual report by the Graduate School to QAEC; and biennial PGR Quality Monitoring Dialogues. The Graduate School Annual Report summarises a diverse range of PGR-related matters such: new programmes approved; conditions of re-approval; annual review of the PGR Code of Practice and Regulations; process review changes; PGR programme changes; fees; staffing; enrolments and outcomes."}]
[{"$f":"IF('> FILTER <'!B2914<>\"\",ROW(OFFSET(A2913,-1,0)),\"\")","v":2912},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2914)),A2913,\"\")","v":2912},{"$f":"IFERROR(SMALL(Helper2_1,A2913),\"\")","v":2912},null,2912,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2914)),$A2913,\"\")","v":2912},{"$f":"IFERROR(SMALL(Helper2_2,A2913),\"\")","v":2912},{"$f":"COUNTIF(Helper3_1,\"=\"&G2913)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2913)=1, G2913, \"\")","v":2912},{"$f":"IFERROR(SMALL(Index_2,A2913),\"\")","v":2912},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:J2913)),\"\")","v":"UHI_137"},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:K2913)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:L2913)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:M2913)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:N2913)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2913,COLUMNS($J$2:O2913)),\"\")","v":"137  The University has adapted, rather than radically changed, its approval, monitoring and review processes for PGR provision following RDAPs (paragraph 72). Processes are specified in the PGR Code of Practice and aligned with the ASQR. Annual monitoring includes: reports to the RDC; annual report by the Graduate School to QAEC; and biennial PGR Quality Monitoring Dialogues. The Graduate School Annual Report summarises a diverse range of PGR-related matters such: new programmes approved; conditions of re-approval; annual review of the PGR Code of Practice and Regulations; process review changes; PGR programme changes; fees; staffing; enrolments and outcomes."}]
[{"$f":"IF('> FILTER <'!B2915<>\"\",ROW(OFFSET(A2914,-1,0)),\"\")","v":2913},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2915)),A2914,\"\")","v":2913},{"$f":"IFERROR(SMALL(Helper2_1,A2914),\"\")","v":2913},null,2913,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2915)),$A2914,\"\")","v":2913},{"$f":"IFERROR(SMALL(Helper2_2,A2914),\"\")","v":2913},{"$f":"COUNTIF(Helper3_1,\"=\"&G2914)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2914)=1, G2914, \"\")","v":2913},{"$f":"IFERROR(SMALL(Index_2,A2914),\"\")","v":2913},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:J2914)),\"\")","v":"UHI_138"},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:K2914)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:L2914)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:M2914)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:N2914)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2914,COLUMNS($J$2:O2914)),\"\")","v":"138  The University's arrangements for the management of assessment are outlined  in ASQR and supported by a range of policies, including the Assessment, Feedback and Feedforward Policy (paragraphs 52-54). Assessment is considered as part of the AQM process and by Examination Boards. Examination Boards are supported by standardised data reports and the annual evaluation meetings provide an opportunity for operational and policy review. A central Exam Centre provides cross-partnership management of all aspects of exams across APs."}]
[{"$f":"IF('> FILTER <'!B2916<>\"\",ROW(OFFSET(A2915,-1,0)),\"\")","v":2914},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2916)),A2915,\"\")","v":2914},{"$f":"IFERROR(SMALL(Helper2_1,A2915),\"\")","v":2914},null,2914,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2916)),$A2915,\"\")","v":2914},{"$f":"IFERROR(SMALL(Helper2_2,A2915),\"\")","v":2914},{"$f":"COUNTIF(Helper3_1,\"=\"&G2915)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2915)=1, G2915, \"\")","v":2914},{"$f":"IFERROR(SMALL(Index_2,A2915),\"\")","v":2914},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:J2915)),\"\")","v":"UHI_139"},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:K2915)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:L2915)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:M2915)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:N2915)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2915,COLUMNS($J$2:O2915)),\"\")","v":"139  The University is proactive in reviewing and adapting its approaches to assessment, as demonstrated by the review of academic misconduct and academic integrity, leading to an increased focus on student engagement. Policies and procedures related to academic integrity are well understood by staff and students, and the students whom the ELIR team met were positive about advice and guidance provided on avoiding academic misconduct.  A review of Honours classification regulations was undertaken in response to feedback including from external examiners. The new policy of basing classification only on Scottish Credit and Qualification Framework (SCQF) level 10 did not result in significantly different performance to the three previous years, demonstrating the effectiveness of the modelling  of predicted results undertaken prior to its introduction. Since the 2016 ELIR, the University has considered, but not introduced, a universal grading system due to subject differences; the focus instead has been on standardising marking criteria and approaches to moderation and second marking. In light of its aspirations for increased alignment across the partnership, the ELIR team noted that there may be benefit in the University reflecting on  its decision regarding a universal grading system (paragraph 98)."}]
[{"$f":"IF('> FILTER <'!B2917<>\"\",ROW(OFFSET(A2916,-1,0)),\"\")","v":2915},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2917)),A2916,\"\")","v":2915},{"$f":"IFERROR(SMALL(Helper2_1,A2916),\"\")","v":2915},null,2915,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2917)),$A2916,\"\")","v":2915},{"$f":"IFERROR(SMALL(Helper2_2,A2916),\"\")","v":2915},{"$f":"COUNTIF(Helper3_1,\"=\"&G2916)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2916)=1, G2916, \"\")","v":2915},{"$f":"IFERROR(SMALL(Index_2,A2916),\"\")","v":2915},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:J2916)),\"\")","v":"UHI_140"},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:K2916)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:L2916)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:M2916)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:N2916)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2916,COLUMNS($J$2:O2916)),\"\")","v":"140  The University has demonstrated an effective, responsive approach to assessment throughout the COVID-19 pandemic, as evidenced by its proactive development of remote invigilation guidance and its advice and support to staff and students. The University has shown due regard for academic standards throughout, with COVID-19 approaches being reduced or phased out as the impact lessened. The assessment-related response was underpinned by a series of over-arching objectives, developed in collaboration with HISA, and was coordinated by the specially established Faculties Group. In response to the COVID-19 pandemic the University introduced Ungraded Credit for compensation and 'No Detriment' for Honours classification and has continued to monitor the impact."}]
[{"$f":"IF('> FILTER <'!B2918<>\"\",ROW(OFFSET(A2917,-1,0)),\"\")","v":2916},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2918)),A2917,\"\")","v":2916},{"$f":"IFERROR(SMALL(Helper2_1,A2917),\"\")","v":2916},null,2916,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2918)),$A2917,\"\")","v":2916},{"$f":"IFERROR(SMALL(Helper2_2,A2917),\"\")","v":2916},{"$f":"COUNTIF(Helper3_1,\"=\"&G2917)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2917)=1, G2917, \"\")","v":2916},{"$f":"IFERROR(SMALL(Index_2,A2917),\"\")","v":2916},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:J2917)),\"\")","v":"UHI_141"},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:K2917)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:L2917)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:M2917)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:N2917)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2917,COLUMNS($J$2:O2917)),\"\")","v":"141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."}]
[{"$f":"IF('> FILTER <'!B2919<>\"\",ROW(OFFSET(A2918,-1,0)),\"\")","v":2917},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2919)),A2918,\"\")","v":2917},{"$f":"IFERROR(SMALL(Helper2_1,A2918),\"\")","v":2917},null,2917,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2919)),$A2918,\"\")","v":2917},{"$f":"IFERROR(SMALL(Helper2_2,A2918),\"\")","v":2917},{"$f":"COUNTIF(Helper3_1,\"=\"&G2918)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2918)=1, G2918, \"\")","v":2917},{"$f":"IFERROR(SMALL(Index_2,A2918),\"\")","v":2917},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:J2918)),\"\")","v":"UHI_141"},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:K2918)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:L2918)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:M2918)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:N2918)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2918,COLUMNS($J$2:O2918)),\"\")","v":"141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."}]
[{"$f":"IF('> FILTER <'!B2920<>\"\",ROW(OFFSET(A2919,-1,0)),\"\")","v":2918},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2920)),A2919,\"\")","v":2918},{"$f":"IFERROR(SMALL(Helper2_1,A2919),\"\")","v":2918},null,2918,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2920)),$A2919,\"\")","v":2918},{"$f":"IFERROR(SMALL(Helper2_2,A2919),\"\")","v":2918},{"$f":"COUNTIF(Helper3_1,\"=\"&G2919)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2919)=1, G2919, \"\")","v":2918},{"$f":"IFERROR(SMALL(Index_2,A2919),\"\")","v":2918},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:J2919)),\"\")","v":"UHI_141"},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:K2919)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:L2919)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:M2919)),\"\")","v":"Moderation"},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:N2919)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2919,COLUMNS($J$2:O2919)),\"\")","v":"141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."}]
[{"$f":"IF('> FILTER <'!B2921<>\"\",ROW(OFFSET(A2920,-1,0)),\"\")","v":2919},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2921)),A2920,\"\")","v":2919},{"$f":"IFERROR(SMALL(Helper2_1,A2920),\"\")","v":2919},null,2919,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2921)),$A2920,\"\")","v":2919},{"$f":"IFERROR(SMALL(Helper2_2,A2920),\"\")","v":2919},{"$f":"COUNTIF(Helper3_1,\"=\"&G2920)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2920)=1, G2920, \"\")","v":2919},{"$f":"IFERROR(SMALL(Index_2,A2920),\"\")","v":2919},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:J2920)),\"\")","v":"UHI_141"},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:K2920)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:L2920)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:M2920)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:N2920)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2920,COLUMNS($J$2:O2920)),\"\")","v":"141  The University's processes for the management of assessment are robust, effective and responsive, as confirmed by external examiner reports and were viewed positively by the ELIR team. Since the 2016 ELIR, the University has enhanced its processes as evidenced by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward. Students receive timely, informative feedback, which is supported by the use of institution-wide assessment coversheets, examples of which encourage reflection by students to support future learning or reflection on progress towards Graduate Attributes. The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."}]
[{"$f":"IF('> FILTER <'!B2922<>\"\",ROW(OFFSET(A2921,-1,0)),\"\")","v":2920},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2922)),A2921,\"\")","v":2920},{"$f":"IFERROR(SMALL(Helper2_1,A2921),\"\")","v":2920},null,2920,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2922)),$A2921,\"\")","v":2920},{"$f":"IFERROR(SMALL(Helper2_2,A2921),\"\")","v":2920},{"$f":"COUNTIF(Helper3_1,\"=\"&G2921)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2921)=1, G2921, \"\")","v":2920},{"$f":"IFERROR(SMALL(Index_2,A2921),\"\")","v":2920},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:J2921)),\"\")","v":"UHI_142"},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:K2921)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:L2921)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:M2921)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:N2921)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2921,COLUMNS($J$2:O2921)),\"\")","v":"142  The University makes effective use of external reference points in the management of its quality assurance and enhancement processes. "}]
[{"$f":"IF('> FILTER <'!B2923<>\"\",ROW(OFFSET(A2922,-1,0)),\"\")","v":2921},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2923)),A2922,\"\")","v":2921},{"$f":"IFERROR(SMALL(Helper2_1,A2922),\"\")","v":2921},null,2921,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2923)),$A2922,\"\")","v":2921},{"$f":"IFERROR(SMALL(Helper2_2,A2922),\"\")","v":2921},{"$f":"COUNTIF(Helper3_1,\"=\"&G2922)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2922)=1, G2922, \"\")","v":2921},{"$f":"IFERROR(SMALL(Index_2,A2922),\"\")","v":2921},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:J2922)),\"\")","v":"UHI_143"},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:K2922)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:L2922)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:M2922)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:N2922)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2922,COLUMNS($J$2:O2922)),\"\")","v":"143  Regulations and policies are aligned to the UK Quality Code and a detailed mapping, which is monitored by QAEC, has been undertaken to demonstrate this alignment. The mapping demonstrates that the University has adopted the Scottish sector's comprehensive approach of mapping to all of 12 Advice and Guidance themes. There is an established process in place for reviewing and responding to the UK Quality Code and other sector guidance. The issues highlighted in the mapping document are likewise covered in the Reflective Analysis and are being addressed, such as consistency around second marking and technical difficulties with the approvals workflow. "}]
[{"$f":"IF('> FILTER <'!B2924<>\"\",ROW(OFFSET(A2923,-1,0)),\"\")","v":2922},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2924)),A2923,\"\")","v":2922},{"$f":"IFERROR(SMALL(Helper2_1,A2923),\"\")","v":2922},null,2922,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2924)),$A2923,\"\")","v":2922},{"$f":"IFERROR(SMALL(Helper2_2,A2923),\"\")","v":2922},{"$f":"COUNTIF(Helper3_1,\"=\"&G2923)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2923)=1, G2923, \"\")","v":2922},{"$f":"IFERROR(SMALL(Index_2,A2923),\"\")","v":2922},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:J2923)),\"\")","v":"UHI_144"},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:K2923)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:L2923)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:M2923)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:N2923)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2923,COLUMNS($J$2:O2923)),\"\")","v":"144  The process of making use of external reference points including SCQF, qualifications descriptors and Subject Benchmark Statements in curriculum design, approval and review is outlined in the detailed procedures, guidance and templates which support approval, annual monitoring and periodic review. SCQF is used additionally for credit transfer, RPL and articulation. Several programmes require professional, statutory and regulatory bodies' (PSRB) accreditation, which provides further external verification of quality and standards."}]
[{"$f":"IF('> FILTER <'!B2925<>\"\",ROW(OFFSET(A2924,-1,0)),\"\")","v":2923},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2925)),A2924,\"\")","v":2923},{"$f":"IFERROR(SMALL(Helper2_1,A2924),\"\")","v":2923},null,2923,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2925)),$A2924,\"\")","v":2923},{"$f":"IFERROR(SMALL(Helper2_2,A2924),\"\")","v":2923},{"$f":"COUNTIF(Helper3_1,\"=\"&G2924)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2924)=1, G2924, \"\")","v":2923},{"$f":"IFERROR(SMALL(Index_2,A2924),\"\")","v":2923},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:J2924)),\"\")","v":"UHI_145"},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:K2924)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:L2924)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:M2924)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:N2924)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2924,COLUMNS($J$2:O2924)),\"\")","v":"145  There are external members on the panels for core quality processes, as well as on the pre-approval Advisory Groups, demonstrating effective externality. Also positive is the extent of external membership of academic committees such as Faculty Boards, Subject Network Committees and RDC, which enables the institution to benefit from their expertise in progressing developments such as reviewing processes and timescales for PGR progress monitoring (paragraph 72). There is clear evidence of engagement and collaboration with employers and industry in programme delivery, development and modification. The CDEEO have a pivotal role in effecting this academic-employer collaboration (paragraph 62). "}]
[{"$f":"IF('> FILTER <'!B2926<>\"\",ROW(OFFSET(A2925,-1,0)),\"\")","v":2924},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2926)),A2925,\"\")","v":2924},{"$f":"IFERROR(SMALL(Helper2_1,A2925),\"\")","v":2924},null,2924,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2926)),$A2925,\"\")","v":2924},{"$f":"IFERROR(SMALL(Helper2_2,A2925),\"\")","v":2924},{"$f":"COUNTIF(Helper3_1,\"=\"&G2925)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2925)=1, G2925, \"\")","v":2924},{"$f":"IFERROR(SMALL(Index_2,A2925),\"\")","v":2924},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:J2925)),\"\")","v":"UHI_146"},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:K2925)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:L2925)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:M2925)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:N2925)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2925,COLUMNS($J$2:O2925)),\"\")","v":"146  The University has a two-tiered system of external examining for taught provision, at module and award level, which mirrors its two-tiered Examination Board process. External examiners are appointed in accordance with ASQR, the checklist used by Faculty Officers ensures consistency and appropriate nominations, and the Joint Faculty Executive minutes demonstrate due consideration of nominations. PGR external examiners are approved by the RDC and reports are reviewed by a sub-group of RDC."}]
[{"$f":"IF('> FILTER <'!B2927<>\"\",ROW(OFFSET(A2926,-1,0)),\"\")","v":2925},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2927)),A2926,\"\")","v":2925},{"$f":"IFERROR(SMALL(Helper2_1,A2926),\"\")","v":2925},null,2925,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2927)),$A2926,\"\")","v":2925},{"$f":"IFERROR(SMALL(Helper2_2,A2926),\"\")","v":2925},{"$f":"COUNTIF(Helper3_1,\"=\"&G2926)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2926)=1, G2926, \"\")","v":2925},{"$f":"IFERROR(SMALL(Index_2,A2926),\"\")","v":2925},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:J2926)),\"\")","v":"UHI_147"},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:K2926)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:L2926)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:M2926)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:N2926)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2926,COLUMNS($J$2:O2926)),\"\")","v":"147  HISA Officers confirmed that they had access to external examiner reports, but students who met the ELIR team were unaware of the reports. The University has confirmed that it has made available external examiner reports to students in response to the ELIR 3 recommendation through its quality landing page, but recognises that there is further work to be done in raising awareness among students of this data set. The ELIR team encourages the University to continue in its collaboration with HISA to raise awareness among students of availability and usefulness of external examiner reports."}]
[{"$f":"IF('> FILTER <'!B2928<>\"\",ROW(OFFSET(A2927,-1,0)),\"\")","v":2926},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2928)),A2927,\"\")","v":2926},{"$f":"IFERROR(SMALL(Helper2_1,A2927),\"\")","v":2926},null,2926,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2928)),$A2927,\"\")","v":2926},{"$f":"IFERROR(SMALL(Helper2_2,A2927),\"\")","v":2926},{"$f":"COUNTIF(Helper3_1,\"=\"&G2927)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2927)=1, G2927, \"\")","v":2926},{"$f":"IFERROR(SMALL(Index_2,A2927),\"\")","v":2926},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:J2927)),\"\")","v":"UHI_148"},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:K2927)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:L2927)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:M2927)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:N2927)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2927,COLUMNS($J$2:O2927)),\"\")","v":"148  External examiner reports are considered by programme teams and Examination Board Chairs, with further consideration through the AQM process at programme and Subject Network levels. Responses to reports are overseen by Examination Board Chairs. Each Faculty produces a summary of external examiner reports, both of which are considered together by the Joint Faculty Executive and then by QAEC, providing institutional oversight."}]
[{"$f":"IF('> FILTER <'!B2929<>\"\",ROW(OFFSET(A2928,-1,0)),\"\")","v":2927},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2929)),A2928,\"\")","v":2927},{"$f":"IFERROR(SMALL(Helper2_1,A2928),\"\")","v":2927},null,2927,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2929)),$A2928,\"\")","v":2927},{"$f":"IFERROR(SMALL(Helper2_2,A2928),\"\")","v":2927},{"$f":"COUNTIF(Helper3_1,\"=\"&G2928)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2928)=1, G2928, \"\")","v":2927},{"$f":"IFERROR(SMALL(Index_2,A2928),\"\")","v":2927},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:J2928)),\"\")","v":"UHI_149"},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:K2928)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:L2928)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:M2928)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:N2928)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2928,COLUMNS($J$2:O2928)),\"\")","v":"149  The University's actions related to second marking and moderation demonstrate institutional responsiveness to issues raised by external examiners, who highlighted operational differences at module level, but not significant concerns. Following a review conducted by a working group, operational guidance on second marking and moderation was produced, which included advice on resolving discrepancies between markers. These developments were received positively by external examiners. External examiner reports also demonstrate active involvement in assessment design and staff viewed external examiners as critical friends. "}]
[{"$f":"IF('> FILTER <'!B2930<>\"\",ROW(OFFSET(A2929,-1,0)),\"\")","v":2928},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2930)),A2929,\"\")","v":2928},{"$f":"IFERROR(SMALL(Helper2_1,A2929),\"\")","v":2928},null,2928,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2930)),$A2929,\"\")","v":2928},{"$f":"IFERROR(SMALL(Helper2_2,A2929),\"\")","v":2928},{"$f":"COUNTIF(Helper3_1,\"=\"&G2929)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2929)=1, G2929, \"\")","v":2928},{"$f":"IFERROR(SMALL(Index_2,A2929),\"\")","v":2928},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:J2929)),\"\")","v":"UHI_150"},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:K2929)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:L2929)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:M2929)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:N2929)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2929,COLUMNS($J$2:O2929)),\"\")","v":"150  The University makes use of the national Enhancement Themes in quality processes, with the development of student engagement indicators and activity to improve the accessibility of survey data both being influenced by participation in the Evidence for Enhancement Theme (paragraphs 100-101). "}]
[{"$f":"IF('> FILTER <'!B2931<>\"\",ROW(OFFSET(A2930,-1,0)),\"\")","v":2929},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2931)),A2930,\"\")","v":2929},{"$f":"IFERROR(SMALL(Helper2_1,A2930),\"\")","v":2929},null,2929,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2931)),$A2930,\"\")","v":2929},{"$f":"IFERROR(SMALL(Helper2_2,A2930),\"\")","v":2929},{"$f":"COUNTIF(Helper3_1,\"=\"&G2930)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2930)=1, G2930, \"\")","v":2929},{"$f":"IFERROR(SMALL(Index_2,A2930),\"\")","v":2929},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:J2930)),\"\")","v":"UHI_151"},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:K2930)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:L2930)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:M2930)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:N2930)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2930,COLUMNS($J$2:O2930)),\"\")","v":"151  The University has taken a range of actions in response to the outcomes of the 2016 ELIR, although there remain areas for development which have been highlighted again by the current ELIR team (paragraph 12). The University has continued to enhance areas identified as positive practice. "}]
[{"$f":"IF('> FILTER <'!B2932<>\"\",ROW(OFFSET(A2931,-1,0)),\"\")","v":2930},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2932)),A2931,\"\")","v":2930},{"$f":"IFERROR(SMALL(Helper2_1,A2931),\"\")","v":2930},null,2930,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2932)),$A2931,\"\")","v":2930},{"$f":"IFERROR(SMALL(Helper2_2,A2931),\"\")","v":2930},{"$f":"COUNTIF(Helper3_1,\"=\"&G2931)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2931)=1, G2931, \"\")","v":2930},{"$f":"IFERROR(SMALL(Index_2,A2931),\"\")","v":2930},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:J2931)),\"\")","v":"UHI_152"},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:K2931)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:L2931)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:M2931)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:N2931)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2931,COLUMNS($J$2:O2931)),\"\")","v":"152  The 2016 ELIR identified 10 areas for development and the current ELIR team explored the action taken in respect of: realising the benefit of the student partnership agreement (paragraphs 14-16); student feedback (paragraphs 20, 27-28 and 158); graduate attributes (paragraphs 46, 53, 57 and 141); student retention (paragraph 156); assessment (paragraphs 52-54 and 138-141); availability of external examiner reports (paragraph 147); staff development policy (paragraph 113); support for postgraduates who teach (paragraph 70); mapping policy and practice against the Quality Code (paragraph 143); and strategic approach to developing collaborative partnerships (paragraph 164)."}]
[{"$f":"IF('> FILTER <'!B2933<>\"\",ROW(OFFSET(A2932,-1,0)),\"\")","v":2931},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2933)),A2932,\"\")","v":2931},{"$f":"IFERROR(SMALL(Helper2_1,A2932),\"\")","v":2931},null,2931,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2933)),$A2932,\"\")","v":2931},{"$f":"IFERROR(SMALL(Helper2_2,A2932),\"\")","v":2931},{"$f":"COUNTIF(Helper3_1,\"=\"&G2932)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2932)=1, G2932, \"\")","v":2931},{"$f":"IFERROR(SMALL(Index_2,A2932),\"\")","v":2931},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:J2932)),\"\")","v":"UHI_153"},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:K2932)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:L2932)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:M2932)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:N2932)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2932,COLUMNS($J$2:O2932)),\"\")","v":"153  The University has an effective approach to using data to inform decision-making, evaluation and for enhancement purposes embedded in its key quality processes, which  are themselves subject to evaluation and adaptation. KPI data used in monitoring and review is provided at module, programme, SN and institution level, with thresholds within the data identified for commentary and action. There is a clear, well understood process from strategic to module levels, and staff confirmed the range of available data and were positive about the emerging reporting functionality. There is clear evidence of the University effectively using data for action at the institutional level, such as the detailed modelling and data analysis which informed the policy related to minimum average mark for entry to level 10, and the pilot of the BRAG (blue, red, amber, green) based tracking system in one AP to track student engagement across networked programmes in one Subject Network."}]
[{"$f":"IF('> FILTER <'!B2934<>\"\",ROW(OFFSET(A2933,-1,0)),\"\")","v":2932},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2934)),A2933,\"\")","v":2932},{"$f":"IFERROR(SMALL(Helper2_1,A2933),\"\")","v":2932},null,2932,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2934)),$A2933,\"\")","v":2932},{"$f":"IFERROR(SMALL(Helper2_2,A2933),\"\")","v":2932},{"$f":"COUNTIF(Helper3_1,\"=\"&G2933)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2933)=1, G2933, \"\")","v":2932},{"$f":"IFERROR(SMALL(Index_2,A2933),\"\")","v":2932},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:J2933)),\"\")","v":"UHI_154"},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:K2933)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:L2933)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:M2933)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:N2933)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2933,COLUMNS($J$2:O2933)),\"\")","v":"154  At the time of the current ELIR, the University is at a key stage in further enhancing access to, and use of, data. This includes the establishment of a Learning Analytics Steering Group and the development of student engagement indicators to enable early intervention  to improve learning and teaching practice, and to support PATs. The University has also highlighted its intentions to link more effectively its annual and periodic planning and quality processes through evaluation of common data sets. Initial progress in effecting this linkage has been demonstrated through the Curriculum Review, which is focusing on programme performance and viability. "}]
[{"$f":"IF('> FILTER <'!B2935<>\"\",ROW(OFFSET(A2934,-1,0)),\"\")","v":2933},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2935)),A2934,\"\")","v":2933},{"$f":"IFERROR(SMALL(Helper2_1,A2934),\"\")","v":2933},null,2933,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2935)),$A2934,\"\")","v":2933},{"$f":"IFERROR(SMALL(Helper2_2,A2934),\"\")","v":2933},{"$f":"COUNTIF(Helper3_1,\"=\"&G2934)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2934)=1, G2934, \"\")","v":2933},{"$f":"IFERROR(SMALL(Index_2,A2934),\"\")","v":2933},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:J2934)),\"\")","v":"UHI_155"},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:K2934)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:L2934)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:M2934)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:N2934)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2934,COLUMNS($J$2:O2934)),\"\")","v":"155   The University is progressing its plans to enhance and integrate data currently held in different areas, with live data dashboards. The Dashboard Project, which was overseen by QAEC as one of its enhancement priorities, represented the initial stages in a more strategic, tertiary-focused approach to data. The data management reporting system has been enhanced and staff were particularly positive about the functionality within the data management reporting system and its ease of use, with minimal training and support required, and were keen for further developments in relation to student survey data. Student access to quality-related data has been provided through a student-facing quality landing page site, but awareness and access remain areas for further action. The ELIR team encourages the University to continue with its positive plans to provide more accessible data to students through the visual reporting functionality within the data management reporting system. The University acknowledges the challenges of disparate data, including limitations in awareness and use of survey tools; volume of data and difficulties of access; and each  AP having its own approaches for storing and using data. The need for further awareness raising, staff development, resourcing and a strategic approach to data have been acknowledged. The ELIR team encourages the University to continue in its positive steps to enhance its data management functionality and to address the issues which it has already identified. "}]
[{"$f":"IF('> FILTER <'!B2936<>\"\",ROW(OFFSET(A2935,-1,0)),\"\")","v":2934},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2936)),A2935,\"\")","v":2934},{"$f":"IFERROR(SMALL(Helper2_1,A2935),\"\")","v":2934},null,2934,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2936)),$A2935,\"\")","v":2934},{"$f":"IFERROR(SMALL(Helper2_2,A2935),\"\")","v":2934},{"$f":"COUNTIF(Helper3_1,\"=\"&G2935)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2935)=1, G2935, \"\")","v":2934},{"$f":"IFERROR(SMALL(Index_2,A2935),\"\")","v":2934},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:J2935)),\"\")","v":"UHI_156"},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:K2935)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:L2935)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:M2935)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:N2935)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2935,COLUMNS($J$2:O2935)),\"\")","v":"156  The University has been developing its learning analytics functionality with regard  to student engagement and non-continuation. The University has taken steps towards an institution-wide approach to address the challenges of non-continuation by commissioning external research (which confirmed the need for a strategic approach) and establishing a non-continuation strategic working group and by developing over an extended period of  time, a series of student engagement indicators in collaboration with HISA. Recognising the University's diverse student population and that its student non-continuation data is above the institution benchmark, the ELIR team recommends that the University should make demonstrable progress, within the next academic year, to implement an institution-wide strategic approach to managing retention. In addressing this, the University should consider steps beyond the planned introduction of student engagement indicators and its developments in learning analytics, in order to ensure a more consistent, managed and monitored approach to student non-continuation. "}]
[{"$f":"IF('> FILTER <'!B2937<>\"\",ROW(OFFSET(A2936,-1,0)),\"\")","v":2935},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2937)),A2936,\"\")","v":2935},{"$f":"IFERROR(SMALL(Helper2_1,A2936),\"\")","v":2935},null,2935,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2937)),$A2936,\"\")","v":2935},{"$f":"IFERROR(SMALL(Helper2_2,A2936),\"\")","v":2935},{"$f":"COUNTIF(Helper3_1,\"=\"&G2936)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2936)=1, G2936, \"\")","v":2935},{"$f":"IFERROR(SMALL(Index_2,A2936),\"\")","v":2935},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:J2936)),\"\")","v":"UHI_157"},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:K2936)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:L2936)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:M2936)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:N2936)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2936,COLUMNS($J$2:O2936)),\"\")","v":"157  A review of the Module Survey is planned and will consider reasons for low response rates and the balance between a standardised format and different approaches. Many students who met with the ELIR team did not regard the Module Survey highly due  to perceiving there to be little action taken although other students gave clear examples of actions being taken in response to module and other surveys and then being communicated back to students. "}]
[{"$f":"IF('> FILTER <'!B2938<>\"\",ROW(OFFSET(A2937,-1,0)),\"\")","v":2936},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2938)),A2937,\"\")","v":2936},{"$f":"IFERROR(SMALL(Helper2_1,A2937),\"\")","v":2936},null,2936,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2938)),$A2937,\"\")","v":2936},{"$f":"IFERROR(SMALL(Helper2_2,A2937),\"\")","v":2936},{"$f":"COUNTIF(Helper3_1,\"=\"&G2937)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2937)=1, G2937, \"\")","v":2936},{"$f":"IFERROR(SMALL(Index_2,A2937),\"\")","v":2936},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:J2937)),\"\")","v":"UHI_157"},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:K2937)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:L2937)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:M2937)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:N2937)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2937,COLUMNS($J$2:O2937)),\"\")","v":"157  A review of the Module Survey is planned and will consider reasons for low response rates and the balance between a standardised format and different approaches. Many students who met with the ELIR team did not regard the Module Survey highly due  to perceiving there to be little action taken although other students gave clear examples of actions being taken in response to module and other surveys and then being communicated back to students. "}]
[{"$f":"IF('> FILTER <'!B2939<>\"\",ROW(OFFSET(A2938,-1,0)),\"\")","v":2937},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2939)),A2938,\"\")","v":2937},{"$f":"IFERROR(SMALL(Helper2_1,A2938),\"\")","v":2937},null,2937,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2939)),$A2938,\"\")","v":2937},{"$f":"IFERROR(SMALL(Helper2_2,A2938),\"\")","v":2937},{"$f":"COUNTIF(Helper3_1,\"=\"&G2938)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2938)=1, G2938, \"\")","v":2937},{"$f":"IFERROR(SMALL(Index_2,A2938),\"\")","v":2937},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:J2938)),\"\")","v":"UHI_158"},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:K2938)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:L2938)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:M2938)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:N2938)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2938,COLUMNS($J$2:O2938)),\"\")","v":"158  The Quality Forum coordinates institution-wide surveys and summary reports which are provided to QAEC, with key actions informing QAEC's enhancement priorities. There  is clear evidence of action planning (paragraph 26) and actions at multiple levels being progressed from NSS, SSES and ESES such as dissertation support guidance for students and developing student learning communities. The University's improved NSS scores in assessment and feedback demonstrate positive practice in taking an institution-wide approach to addressing issues in this area. There is alignment of internal and external surveys, but there is no integration across NSS, SSES and ESES surveys to provide an overarching suite of analysis and action, as identified by the institution. The ELIR team recommends that the University develop a process to consolidate and analyse the outcomes of all student surveys, so this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff (paragraph 155), and the mechanisms for closing the feedback loop to students formalised (paragraph 28)."}]
[{"$f":"IF('> FILTER <'!B2940<>\"\",ROW(OFFSET(A2939,-1,0)),\"\")","v":2938},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2940)),A2939,\"\")","v":2938},{"$f":"IFERROR(SMALL(Helper2_1,A2939),\"\")","v":2938},null,2938,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2940)),$A2939,\"\")","v":2938},{"$f":"IFERROR(SMALL(Helper2_2,A2939),\"\")","v":2938},{"$f":"COUNTIF(Helper3_1,\"=\"&G2939)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2939)=1, G2939, \"\")","v":2938},{"$f":"IFERROR(SMALL(Index_2,A2939),\"\")","v":2938},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:J2939)),\"\")","v":"UHI_158"},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:K2939)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:L2939)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:M2939)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:N2939)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2939,COLUMNS($J$2:O2939)),\"\")","v":"158  The Quality Forum coordinates institution-wide surveys and summary reports which are provided to QAEC, with key actions informing QAEC's enhancement priorities. There  is clear evidence of action planning (paragraph 26) and actions at multiple levels being progressed from NSS, SSES and ESES such as dissertation support guidance for students and developing student learning communities. The University's improved NSS scores in assessment and feedback demonstrate positive practice in taking an institution-wide approach to addressing issues in this area. There is alignment of internal and external surveys, but there is no integration across NSS, SSES and ESES surveys to provide an overarching suite of analysis and action, as identified by the institution. The ELIR team recommends that the University develop a process to consolidate and analyse the outcomes of all student surveys, so this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff (paragraph 155), and the mechanisms for closing the feedback loop to students formalised (paragraph 28)."}]
[{"$f":"IF('> FILTER <'!B2941<>\"\",ROW(OFFSET(A2940,-1,0)),\"\")","v":2939},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2941)),A2940,\"\")","v":2939},{"$f":"IFERROR(SMALL(Helper2_1,A2940),\"\")","v":2939},null,2939,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2941)),$A2940,\"\")","v":2939},{"$f":"IFERROR(SMALL(Helper2_2,A2940),\"\")","v":2939},{"$f":"COUNTIF(Helper3_1,\"=\"&G2940)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2940)=1, G2940, \"\")","v":2939},{"$f":"IFERROR(SMALL(Index_2,A2940),\"\")","v":2939},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:J2940)),\"\")","v":"UHI_159"},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:K2940)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:L2940)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:M2940)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:N2940)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2940,COLUMNS($J$2:O2940)),\"\")","v":"159  The University has effective arrangements in place for managing quality and securing academic standards. Procedures are robust, well established, widely understood and comprehensive, and meet the expectations set out in the UK Quality Code and the guidance of the SFC to institutions on quality. The University makes effective use of a range of external reference points. The ELIR team commends the effective approaches to support the dissemination, implementation and embedding of the institutional quality framework across the network of 12 academic partners. The approaches include well defined institutional expectations, which are supported by clear and accessible information and guidance, are well understood, valued by staff and provide a model for the implementation and integration of other University initiatives."}]
[{"$f":"IF('> FILTER <'!B2942<>\"\",ROW(OFFSET(A2941,-1,0)),\"\")","v":2940},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2942)),A2941,\"\")","v":2940},{"$f":"IFERROR(SMALL(Helper2_1,A2941),\"\")","v":2940},null,2940,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2942)),$A2941,\"\")","v":2940},{"$f":"IFERROR(SMALL(Helper2_2,A2941),\"\")","v":2940},{"$f":"COUNTIF(Helper3_1,\"=\"&G2941)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2941)=1, G2941, \"\")","v":2940},{"$f":"IFERROR(SMALL(Index_2,A2941),\"\")","v":2940},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:J2941)),\"\")","v":"UHI_160"},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:K2941)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:L2941)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:M2941)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:N2941)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2941,COLUMNS($J$2:O2941)),\"\")","v":"160  The ELIR team commends the positive steps taken by the University since the 2016 ELIR to enhance its approaches to assessment and feedback, as demonstrated by the development of institution-wide policies on marking criteria, moderation, academic integrity, feedback and feedforward."}]
[{"$f":"IF('> FILTER <'!B2943<>\"\",ROW(OFFSET(A2942,-1,0)),\"\")","v":2941},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2943)),A2942,\"\")","v":2941},{"$f":"IFERROR(SMALL(Helper2_1,A2942),\"\")","v":2941},null,2941,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2943)),$A2942,\"\")","v":2941},{"$f":"IFERROR(SMALL(Helper2_2,A2942),\"\")","v":2941},{"$f":"COUNTIF(Helper3_1,\"=\"&G2942)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2942)=1, G2942, \"\")","v":2941},{"$f":"IFERROR(SMALL(Index_2,A2942),\"\")","v":2941},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:J2942)),\"\")","v":"UHI_161"},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:K2942)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:L2942)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:M2942)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:N2942)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2942,COLUMNS($J$2:O2942)),\"\")","v":"161  The University has effective arrangements for self-evaluation, including effective use of data to inform decision-making. The University is developing its approach to data through a suite of dashboards. As the data-driven approaches develop further, the University is encouraged to ensure that the highly valued enhancement focus of quality processes remains in place."}]
[{"$f":"IF('> FILTER <'!B2944<>\"\",ROW(OFFSET(A2943,-1,0)),\"\")","v":2942},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2944)),A2943,\"\")","v":2942},{"$f":"IFERROR(SMALL(Helper2_1,A2943),\"\")","v":2942},null,2942,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2944)),$A2943,\"\")","v":2942},{"$f":"IFERROR(SMALL(Helper2_2,A2943),\"\")","v":2942},{"$f":"COUNTIF(Helper3_1,\"=\"&G2943)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2943)=1, G2943, \"\")","v":2942},{"$f":"IFERROR(SMALL(Index_2,A2943),\"\")","v":2942},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:J2943)),\"\")","v":"UHI_162"},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:K2943)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:L2943)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:M2943)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:N2943)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2943,COLUMNS($J$2:O2943)),\"\")","v":"162  There is a clear, widely understood process for analysing, synthesising and responding to action plans emerging from quality-related procedures, and the University  is engaged in an extensive series of initiatives to enhance this further. The ELIR team recommends that the University address further areas for enhancement in relation to development of a process to consolidate and analyse the outcomes of all student surveys, so that this information can be used to support cross network enhancements to the student learning experience. In support of a consolidated approach, the University is asked to ensure student survey outcomes are integrated, data made more accessible to staff, and the mechanisms for closing the feedback loop to students formalised."}]
[{"$f":"IF('> FILTER <'!B2945<>\"\",ROW(OFFSET(A2944,-1,0)),\"\")","v":2943},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2945)),A2944,\"\")","v":2943},{"$f":"IFERROR(SMALL(Helper2_1,A2944),\"\")","v":2943},null,2943,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2945)),$A2944,\"\")","v":2943},{"$f":"IFERROR(SMALL(Helper2_2,A2944),\"\")","v":2943},{"$f":"COUNTIF(Helper3_1,\"=\"&G2944)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2944)=1, G2944, \"\")","v":2943},{"$f":"IFERROR(SMALL(Index_2,A2944),\"\")","v":2943},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:J2944)),\"\")","v":"UHI_163"},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:K2944)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:L2944)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:M2944)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:N2944)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2944,COLUMNS($J$2:O2944)),\"\")","v":"163  Recognising the University's diverse student population and that its student non-continuation data is above the institution benchmark, the University should make demonstrable progress within the next academic year to implement an institution-wide, strategic approach to managing retention. In addressing this, the University should consider steps beyond the planned introduction of student engagement indicators and its developments in learning analytics, in order to ensure a more consistent, managed and monitored approach to student non-continuation."}]
[{"$f":"IF('> FILTER <'!B2946<>\"\",ROW(OFFSET(A2945,-1,0)),\"\")","v":2944},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2946)),A2945,\"\")","v":2944},{"$f":"IFERROR(SMALL(Helper2_1,A2945),\"\")","v":2944},null,2944,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2946)),$A2945,\"\")","v":2944},{"$f":"IFERROR(SMALL(Helper2_2,A2945),\"\")","v":2944},{"$f":"COUNTIF(Helper3_1,\"=\"&G2945)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2945)=1, G2945, \"\")","v":2944},{"$f":"IFERROR(SMALL(Index_2,A2945),\"\")","v":2944},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:J2945)),\"\")","v":"UHI_164"},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:K2945)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:L2945)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:M2945)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:N2945)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2945,COLUMNS($J$2:O2945)),\"\")","v":"164  Collaborative provision is a core element of the University's strategic plan 2021-2025 'Daring to be Different'. In response to the ELIR 3 recommendation, the University has chosen not to develop a separate strategy for collaborative partnerships and its plans for international collaborative partnerships are instead integrated into its Strategic Plan as  an enabling plan. Within the strategy, the University is seeking to increase international recruitment to UHI programmes (in Scotland and overseas) and to promote HE participation through increased articulation with FE colleges, joint delivery initiatives with Scottish Colleges and the development of Graduate Apprenticeships to meet local, regional and national needs. The University is now commencing work on an International Strategy to  help support its ambitions and is seeking to align its international activities with internal developments such as curriculum review and key external developments (including climate change and the response to the COVID-19 pandemic). The University acknowledges that the exit of the UK from the European Union will impact upon its short-term international activities, with the recent Change Management Plan including a workstream to consider  this aspect in more detail. "}]
[{"$f":"IF('> FILTER <'!B2947<>\"\",ROW(OFFSET(A2946,-1,0)),\"\")","v":2945},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2947)),A2946,\"\")","v":2945},{"$f":"IFERROR(SMALL(Helper2_1,A2946),\"\")","v":2945},null,2945,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2947)),$A2946,\"\")","v":2945},{"$f":"IFERROR(SMALL(Helper2_2,A2946),\"\")","v":2945},{"$f":"COUNTIF(Helper3_1,\"=\"&G2946)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2946)=1, G2946, \"\")","v":2945},{"$f":"IFERROR(SMALL(Index_2,A2946),\"\")","v":2945},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:J2946)),\"\")","v":"UHI_165"},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:K2946)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:L2946)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:M2946)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:N2946)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2946,COLUMNS($J$2:O2946)),\"\")","v":"165  Strategically, the responsibility for collaborative activity has, until recently, been vested with the Vice Principal (International and External Engagement), who acts as the Chair of the External Partnerships Steering Committee (EPSC). Under the revised management structure of the University, it is expected that this function will be undertaken by the Deputy Principal - Tertiary Education. Operationally, the responsibility for each specific collaborative partnership rests with the individual APs who are required to advise  the University of any significant or material changes to the partnership. "}]
[{"$f":"IF('> FILTER <'!B2948<>\"\",ROW(OFFSET(A2947,-1,0)),\"\")","v":2946},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2948)),A2947,\"\")","v":2946},{"$f":"IFERROR(SMALL(Helper2_1,A2947),\"\")","v":2946},null,2946,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2948)),$A2947,\"\")","v":2946},{"$f":"IFERROR(SMALL(Helper2_2,A2947),\"\")","v":2946},{"$f":"COUNTIF(Helper3_1,\"=\"&G2947)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2947)=1, G2947, \"\")","v":2946},{"$f":"IFERROR(SMALL(Index_2,A2947),\"\")","v":2946},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:J2947)),\"\")","v":"UHI_166"},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:K2947)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:L2947)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:M2947)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:N2947)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2947,COLUMNS($J$2:O2947)),\"\")","v":"166  The University exercises institutional oversight of its collaborative provision via EPSC, which reports directly to Academic Council. The terms of reference for the EPSC are clearly defined within the ASQR as are the principles that the University has established for collaborative activity. The full scope and scale of collaborative activity is captured within a Collaborative Register that is maintained by the EPSC on behalf of the University. "}]
[{"$f":"IF('> FILTER <'!B2949<>\"\",ROW(OFFSET(A2948,-1,0)),\"\")","v":2947},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2949)),A2948,\"\")","v":2947},{"$f":"IFERROR(SMALL(Helper2_1,A2948),\"\")","v":2947},null,2947,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2949)),$A2948,\"\")","v":2947},{"$f":"IFERROR(SMALL(Helper2_2,A2948),\"\")","v":2947},{"$f":"COUNTIF(Helper3_1,\"=\"&G2948)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2948)=1, G2948, \"\")","v":2947},{"$f":"IFERROR(SMALL(Index_2,A2948),\"\")","v":2947},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:J2948)),\"\")","v":"UHI_167"},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:K2948)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:L2948)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:M2948)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:N2948)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2948,COLUMNS($J$2:O2948)),\"\")","v":"167  Outside of Scotland, the University's current collaborative activity is focused on a small number of partners in both China and Europe. Transnational education programmes currently operate with three partners in China, which are all based upon dual award arrangements. Within Europe, the University is a key partner in an established joint postgraduate award with two European universities. To date, UHI has opted not to enter  into franchising or validation arrangements, instead electing to retain direct control of its collaborative provision to better manage risk associated with collaborative provision."}]
[{"$f":"IF('> FILTER <'!B2950<>\"\",ROW(OFFSET(A2949,-1,0)),\"\")","v":2948},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2950)),A2949,\"\")","v":2948},{"$f":"IFERROR(SMALL(Helper2_1,A2949),\"\")","v":2948},null,2948,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2950)),$A2949,\"\")","v":2948},{"$f":"IFERROR(SMALL(Helper2_2,A2949),\"\")","v":2948},{"$f":"COUNTIF(Helper3_1,\"=\"&G2949)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2949)=1, G2949, \"\")","v":2948},{"$f":"IFERROR(SMALL(Index_2,A2949),\"\")","v":2948},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:J2949)),\"\")","v":"UHI_168"},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:K2949)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:L2949)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:M2949)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:N2949)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2949,COLUMNS($J$2:O2949)),\"\")","v":"168  The University's quality assurance procedures are common across all taught awards, regardless of location or delivery mode. This means that QAEC retains oversight of academic standards, which is clearly articulated within the memorandum of collaboration that is signed with each collaborative partner. Should a partnership be subject to early termination, the EPSC is required to ensure that the closure of a programme is appropriately managed by the AP."}]
[{"$f":"IF('> FILTER <'!B2951<>\"\",ROW(OFFSET(A2950,-1,0)),\"\")","v":2949},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2951)),A2950,\"\")","v":2949},{"$f":"IFERROR(SMALL(Helper2_1,A2950),\"\")","v":2949},null,2949,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2951)),$A2950,\"\")","v":2949},{"$f":"IFERROR(SMALL(Helper2_2,A2950),\"\")","v":2949},{"$f":"COUNTIF(Helper3_1,\"=\"&G2950)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2950)=1, G2950, \"\")","v":2949},{"$f":"IFERROR(SMALL(Index_2,A2950),\"\")","v":2949},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:J2950)),\"\")","v":"UHI_169"},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:K2950)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:L2950)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:M2950)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:N2950)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2950,COLUMNS($J$2:O2950)),\"\")","v":"169  To support the development of partnerships, the University has an established due-diligence process which is used to review the standing of potential new partners with the exact process followed determined by the level of risk associated with the activity. The initial due diligence work is overseen by the EPSC and uses guidance developed by UHI which reflects the expectations of the Quality Code. However, the University acknowledges that,  at the institutional level, further work is required to ensure that ongoing due diligence of its partners is undertaken in a more structured manner and at more frequent intervals.  "}]
[{"$f":"IF('> FILTER <'!B2952<>\"\",ROW(OFFSET(A2951,-1,0)),\"\")","v":2950},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2952)),A2951,\"\")","v":2950},{"$f":"IFERROR(SMALL(Helper2_1,A2951),\"\")","v":2950},null,2950,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2952)),$A2951,\"\")","v":2950},{"$f":"IFERROR(SMALL(Helper2_2,A2951),\"\")","v":2950},{"$f":"COUNTIF(Helper3_1,\"=\"&G2951)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2951)=1, G2951, \"\")","v":2950},{"$f":"IFERROR(SMALL(Index_2,A2951),\"\")","v":2950},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:J2951)),\"\")","v":"UHI_170"},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:K2951)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:L2951)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:M2951)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:N2951)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2951,COLUMNS($J$2:O2951)),\"\")","v":"170  For all partnerships, the University has opted to retain the same approach to programme development and approval as used across the rest of the institution. This  means that new course proposals are considered by Faculty Boards of Study, with further consideration undertaken by the Partnership Planning Forum on the strategic impact of new collaborative partners on student numbers, curriculum planning, scheduling and HR implications for the University. Once a partnership has been approved and is operational,  the AP is responsible for undertaking annual monitoring in accordance with the procedures outlined in the ASQR, with each partnership allocated a Link Tutor to act as a main point of contact. "}]
[{"$f":"IF('> FILTER <'!B2953<>\"\",ROW(OFFSET(A2952,-1,0)),\"\")","v":2951},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2953)),A2952,\"\")","v":2951},{"$f":"IFERROR(SMALL(Helper2_1,A2952),\"\")","v":2951},null,2951,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2953)),$A2952,\"\")","v":2951},{"$f":"IFERROR(SMALL(Helper2_2,A2952),\"\")","v":2951},{"$f":"COUNTIF(Helper3_1,\"=\"&G2952)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2952)=1, G2952, \"\")","v":2951},{"$f":"IFERROR(SMALL(Index_2,A2952),\"\")","v":2951},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:J2952)),\"\")","v":"UHI_171"},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:K2952)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:L2952)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:M2952)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:N2952)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2952,COLUMNS($J$2:O2952)),\"\")","v":"171  As part of the ELIR 3 review, the Collaborative Handbook produced by the University had been identified as positive practice to support quality processes. However, during this review, the ELIR team found that this document was not maintained or in use by the University. Consequently, the ELIR team was concerned that operational detail on the processes, roles and responsibilities for collaborative provision to support the established processes was not documented beyond the individual memorandums of collaboration and that further guidance including, for example, articulation of how staff development was supported and the specific responsibilities of the Link Tutor would enhance the processes  in place. Noting that the University does not currently engage in validated or franchise provision, but given that UHI are continuing to seek opportunities for growth in collaborative provision, the ELIR team found that enhancing the existing processes with guidance would help improve management of risk and process implementation. In particular, the ELIR team identified that there would be benefit in establishing regular institutional-level partnership or planning reviews or formal processes for monitoring academic standards and staff expertise of partners beyond the AQM process."}]
[{"$f":"IF('> FILTER <'!B2954<>\"\",ROW(OFFSET(A2953,-1,0)),\"\")","v":2952},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2954)),A2953,\"\")","v":2952},{"$f":"IFERROR(SMALL(Helper2_1,A2953),\"\")","v":2952},null,2952,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2954)),$A2953,\"\")","v":2952},{"$f":"IFERROR(SMALL(Helper2_2,A2953),\"\")","v":2952},{"$f":"COUNTIF(Helper3_1,\"=\"&G2953)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2953)=1, G2953, \"\")","v":2952},{"$f":"IFERROR(SMALL(Index_2,A2953),\"\")","v":2952},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:J2953)),\"\")","v":"UHI_171"},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:K2953)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:L2953)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:M2953)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:N2953)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2953,COLUMNS($J$2:O2953)),\"\")","v":"171  As part of the ELIR 3 review, the Collaborative Handbook produced by the University had been identified as positive practice to support quality processes. However, during this review, the ELIR team found that this document was not maintained or in use by the University. Consequently, the ELIR team was concerned that operational detail on the processes, roles and responsibilities for collaborative provision to support the established processes was not documented beyond the individual memorandums of collaboration and that further guidance including, for example, articulation of how staff development was supported and the specific responsibilities of the Link Tutor would enhance the processes  in place. Noting that the University does not currently engage in validated or franchise provision, but given that UHI are continuing to seek opportunities for growth in collaborative provision, the ELIR team found that enhancing the existing processes with guidance would help improve management of risk and process implementation. In particular, the ELIR team identified that there would be benefit in establishing regular institutional-level partnership or planning reviews or formal processes for monitoring academic standards and staff expertise of partners beyond the AQM process."}]
[{"$f":"IF('> FILTER <'!B2955<>\"\",ROW(OFFSET(A2954,-1,0)),\"\")","v":2953},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2955)),A2954,\"\")","v":2953},{"$f":"IFERROR(SMALL(Helper2_1,A2954),\"\")","v":2953},null,2953,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2955)),$A2954,\"\")","v":2953},{"$f":"IFERROR(SMALL(Helper2_2,A2954),\"\")","v":2953},{"$f":"COUNTIF(Helper3_1,\"=\"&G2954)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2954)=1, G2954, \"\")","v":2953},{"$f":"IFERROR(SMALL(Index_2,A2954),\"\")","v":2953},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:J2954)),\"\")","v":"UHI_172"},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:K2954)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:L2954)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:M2954)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:N2954)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2954,COLUMNS($J$2:O2954)),\"\")","v":"172  The ELIR team recommends that the University improve oversight of collaborative activity, ensuring that effective arrangements are in place for identifying and addressing potential operational and strategic risks and concerns. In particular, within the current academic year, the University is asked to strengthen existing processes and develop guidance for the operational management of collaborative provision, along with the development of a review and monitoring process through which the University can more effectively maintain a systematic oversight of collaborative provision."}]
[{"$f":"IF('> FILTER <'!B2956<>\"\",ROW(OFFSET(A2955,-1,0)),\"\")","v":2954},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2956)),A2955,\"\")","v":2954},{"$f":"IFERROR(SMALL(Helper2_1,A2955),\"\")","v":2954},null,2954,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2956)),$A2955,\"\")","v":2954},{"$f":"IFERROR(SMALL(Helper2_2,A2955),\"\")","v":2954},{"$f":"COUNTIF(Helper3_1,\"=\"&G2955)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2955)=1, G2955, \"\")","v":2954},{"$f":"IFERROR(SMALL(Index_2,A2955),\"\")","v":2954},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:J2955)),\"\")","v":"UHI_173"},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:K2955)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:L2955)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:M2955)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:N2955)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2955,COLUMNS($J$2:O2955)),\"\")","v":"173  At the time of the current ELIR, the longest established TNE partnership is with Hunan Institute of Engineering (HIE). Initially, this provision was based on a joint delivery model, with the University retaining sole responsibility for the final awards. However, the University has now adopted a dual award model for this partnership. Using the same dual award model as HIE, the University has also established partnerships with two further Universities in China, Henan University of Urban Construction and Zhengzhou University of Aeronautics. As part of the programme structures, the students have the option to progress to Honours via study in Scotland; however, to date, only a limited number of students have chosen to exercise this option. "}]
[{"$f":"IF('> FILTER <'!B2957<>\"\",ROW(OFFSET(A2956,-1,0)),\"\")","v":2955},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2957)),A2956,\"\")","v":2955},{"$f":"IFERROR(SMALL(Helper2_1,A2956),\"\")","v":2955},null,2955,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2957)),$A2956,\"\")","v":2955},{"$f":"IFERROR(SMALL(Helper2_2,A2956),\"\")","v":2955},{"$f":"COUNTIF(Helper3_1,\"=\"&G2956)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2956)=1, G2956, \"\")","v":2955},{"$f":"IFERROR(SMALL(Index_2,A2956),\"\")","v":2955},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:J2956)),\"\")","v":"UHI_174"},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:K2956)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:L2956)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:M2956)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:N2956)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2956,COLUMNS($J$2:O2956)),\"\")","v":"174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."}]
[{"$f":"IF('> FILTER <'!B2958<>\"\",ROW(OFFSET(A2957,-1,0)),\"\")","v":2956},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2958)),A2957,\"\")","v":2956},{"$f":"IFERROR(SMALL(Helper2_1,A2957),\"\")","v":2956},null,2956,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2958)),$A2957,\"\")","v":2956},{"$f":"IFERROR(SMALL(Helper2_2,A2957),\"\")","v":2956},{"$f":"COUNTIF(Helper3_1,\"=\"&G2957)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2957)=1, G2957, \"\")","v":2956},{"$f":"IFERROR(SMALL(Index_2,A2957),\"\")","v":2956},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:J2957)),\"\")","v":"UHI_174"},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:K2957)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:L2957)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:M2957)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:N2957)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2957,COLUMNS($J$2:O2957)),\"\")","v":"174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."}]
[{"$f":"IF('> FILTER <'!B2959<>\"\",ROW(OFFSET(A2958,-1,0)),\"\")","v":2957},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2959)),A2958,\"\")","v":2957},{"$f":"IFERROR(SMALL(Helper2_1,A2958),\"\")","v":2957},null,2957,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2959)),$A2958,\"\")","v":2957},{"$f":"IFERROR(SMALL(Helper2_2,A2958),\"\")","v":2957},{"$f":"COUNTIF(Helper3_1,\"=\"&G2958)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2958)=1, G2958, \"\")","v":2957},{"$f":"IFERROR(SMALL(Index_2,A2958),\"\")","v":2957},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:J2958)),\"\")","v":"UHI_174"},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:K2958)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:L2958)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:M2958)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:N2958)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2958,COLUMNS($J$2:O2958)),\"\")","v":"174  All of the delivery for the TNE programmes is based in China, with the University providing lectures and tutorials via both flying faculty and online delivery. Upon joining the programme, all students receive an induction that includes details on the partnership and signposting to the support that is available. Bespoke material is provided via the VLE and students are able to access all online library resources and support services that the University offers. All students based in China are also full members of HISA although it  is acknowledged that engagement is limited."}]
[{"$f":"IF('> FILTER <'!B2960<>\"\",ROW(OFFSET(A2959,-1,0)),\"\")","v":2958},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2960)),A2959,\"\")","v":2958},{"$f":"IFERROR(SMALL(Helper2_1,A2959),\"\")","v":2958},null,2958,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2960)),$A2959,\"\")","v":2958},{"$f":"IFERROR(SMALL(Helper2_2,A2959),\"\")","v":2958},{"$f":"COUNTIF(Helper3_1,\"=\"&G2959)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2959)=1, G2959, \"\")","v":2958},{"$f":"IFERROR(SMALL(Index_2,A2959),\"\")","v":2958},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:J2959)),\"\")","v":"UHI_175"},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:K2959)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:L2959)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:M2959)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:N2959)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2959,COLUMNS($J$2:O2959)),\"\")","v":"175  Although the University applies its standard ASQR requirements to its TNE provision (including the appointment of external examiners for each programme) no further procedures are specified, nor are any specific UHI operational responsibilities documented beyond the memorandum of collaboration. Each of the TNE partners are permitted significant levels of autonomy in the recruitment of students and verification of English language standards. Although the ELIR team did not identify any specific concerns with current TNE provision, the University should ensure that its operational guidance and oversight of the programmes (including confirmation of English language competence) is also strengthened (paragraphs 171-2). This would also extend to the process to obtain student feedback, which is partly collected and collated by the student representatives on behalf of the University. Although some variance to feedback collection may be necessary, the University is asked to reflect on this process to determine if this approach is reliable and sufficiently inclusive (paragraph 20)."}]
[{"$f":"IF('> FILTER <'!B2961<>\"\",ROW(OFFSET(A2960,-1,0)),\"\")","v":2959},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2961)),A2960,\"\")","v":2959},{"$f":"IFERROR(SMALL(Helper2_1,A2960),\"\")","v":2959},null,2959,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2961)),$A2960,\"\")","v":2959},{"$f":"IFERROR(SMALL(Helper2_2,A2960),\"\")","v":2959},{"$f":"COUNTIF(Helper3_1,\"=\"&G2960)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2960)=1, G2960, \"\")","v":2959},{"$f":"IFERROR(SMALL(Index_2,A2960),\"\")","v":2959},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:J2960)),\"\")","v":"UHI_175"},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:K2960)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:L2960)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:M2960)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:N2960)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2960,COLUMNS($J$2:O2960)),\"\")","v":"175  Although the University applies its standard ASQR requirements to its TNE provision (including the appointment of external examiners for each programme) no further procedures are specified, nor are any specific UHI operational responsibilities documented beyond the memorandum of collaboration. Each of the TNE partners are permitted significant levels of autonomy in the recruitment of students and verification of English language standards. Although the ELIR team did not identify any specific concerns with current TNE provision, the University should ensure that its operational guidance and oversight of the programmes (including confirmation of English language competence) is also strengthened (paragraphs 171-2). This would also extend to the process to obtain student feedback, which is partly collected and collated by the student representatives on behalf of the University. Although some variance to feedback collection may be necessary, the University is asked to reflect on this process to determine if this approach is reliable and sufficiently inclusive (paragraph 20)."}]
[{"$f":"IF('> FILTER <'!B2962<>\"\",ROW(OFFSET(A2961,-1,0)),\"\")","v":2960},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2962)),A2961,\"\")","v":2960},{"$f":"IFERROR(SMALL(Helper2_1,A2961),\"\")","v":2960},null,2960,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2962)),$A2961,\"\")","v":2960},{"$f":"IFERROR(SMALL(Helper2_2,A2961),\"\")","v":2960},{"$f":"COUNTIF(Helper3_1,\"=\"&G2961)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2961)=1, G2961, \"\")","v":2960},{"$f":"IFERROR(SMALL(Index_2,A2961),\"\")","v":2960},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:J2961)),\"\")","v":"UHI_176"},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:K2961)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:L2961)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:M2961)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:N2961)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2961,COLUMNS($J$2:O2961)),\"\")","v":"176  To support the University's aims of serving diverse groups of learners, UHI  currently offers jointly delivered programmes with two Scottish partners. In each case, the partnerships provide an articulation between HND and bachelor's level programmes, with an opportunity for students to progress to an Honours degree also available. In addition to the joint delivery partnerships, the University has formal articulation arrangements in place with four Scottish FE colleges which aligns with the UHI strategy."}]
[{"$f":"IF('> FILTER <'!B2963<>\"\",ROW(OFFSET(A2962,-1,0)),\"\")","v":2961},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2963)),A2962,\"\")","v":2961},{"$f":"IFERROR(SMALL(Helper2_1,A2962),\"\")","v":2961},null,2961,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2963)),$A2962,\"\")","v":2961},{"$f":"IFERROR(SMALL(Helper2_2,A2962),\"\")","v":2961},{"$f":"COUNTIF(Helper3_1,\"=\"&G2962)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2962)=1, G2962, \"\")","v":2961},{"$f":"IFERROR(SMALL(Index_2,A2962),\"\")","v":2961},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:J2962)),\"\")","v":"UHI_177"},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:K2962)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:L2962)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:M2962)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:N2962)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2962,COLUMNS($J$2:O2962)),\"\")","v":"177  The University currently offers three Graduate Apprenticeship programmes delivered at SCQF levels 9 and 10. Other work-based learning programmes offered by  the University include programmes developed in conjunction with industry, once again highlighting UHI's commitment to serving the needs of the Scottish economy. In common with all other UHI programmes, all Graduate Apprenticeship and work-based learning programmes are subject to extant University quality assurance procedures for approval, monitoring and review (paragraphs 125-136).  "}]
[{"$f":"IF('> FILTER <'!B2964<>\"\",ROW(OFFSET(A2963,-1,0)),\"\")","v":2962},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2964)),A2963,\"\")","v":2962},{"$f":"IFERROR(SMALL(Helper2_1,A2963),\"\")","v":2962},null,2962,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2964)),$A2963,\"\")","v":2962},{"$f":"IFERROR(SMALL(Helper2_2,A2963),\"\")","v":2962},{"$f":"COUNTIF(Helper3_1,\"=\"&G2963)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2963)=1, G2963, \"\")","v":2962},{"$f":"IFERROR(SMALL(Index_2,A2963),\"\")","v":2962},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:J2963)),\"\")","v":"UHI_177"},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:K2963)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:L2963)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:M2963)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:N2963)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2963,COLUMNS($J$2:O2963)),\"\")","v":"177  The University currently offers three Graduate Apprenticeship programmes delivered at SCQF levels 9 and 10. Other work-based learning programmes offered by  the University include programmes developed in conjunction with industry, once again highlighting UHI's commitment to serving the needs of the Scottish economy. In common with all other UHI programmes, all Graduate Apprenticeship and work-based learning programmes are subject to extant University quality assurance procedures for approval, monitoring and review (paragraphs 125-136).  "}]
[{"$f":"IF('> FILTER <'!B2965<>\"\",ROW(OFFSET(A2964,-1,0)),\"\")","v":2963},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2965)),A2964,\"\")","v":2963},{"$f":"IFERROR(SMALL(Helper2_1,A2964),\"\")","v":2963},null,2963,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2965)),$A2964,\"\")","v":2963},{"$f":"IFERROR(SMALL(Helper2_2,A2964),\"\")","v":2963},{"$f":"COUNTIF(Helper3_1,\"=\"&G2964)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2964)=1, G2964, \"\")","v":2963},{"$f":"IFERROR(SMALL(Index_2,A2964),\"\")","v":2963},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:J2964)),\"\")","v":"UHI_178"},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:K2964)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:L2964)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:M2964)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:N2964)),\"\")","v":"University of the Highlands and Islands"},{"$f":"IFERROR(INDEX(AllData,$J2964,COLUMNS($J$2:O2964)),\"\")","v":"178         Overall, the University has effective arrangements for managing academic standards and the student learning experience in relation to its collaborative provision. In order to enhance the effectiveness of its arrangements, the University should improve oversight of collaborative activity, ensuring that effective arrangements are in place for identifying and addressing potential operational and strategic risks and concerns. In particular, within the current academic year, the University is asked to strengthen existing processes and develop guidance for the operational management of collaborative provision, along with the development of a review and monitoring process through which the University can more effectively maintain a systematic oversight of collaborative provision."}]
[{"$f":"IF('> FILTER <'!B2966<>\"\",ROW(OFFSET(A2965,-1,0)),\"\")","v":2964},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2966)),A2965,\"\")","v":2964},{"$f":"IFERROR(SMALL(Helper2_1,A2965),\"\")","v":2964},null,{"$f":"ROW(OFFSET(E2965,-1,0))","v":2964},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2966)),$A2965,\"\")","v":2964},{"$f":"IFERROR(SMALL(Helper2_2,A2965),\"\")","v":2964},{"$f":"COUNTIF(Helper3_1,\"=\"&G2965)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2965)=1, G2965, \"\")","v":2964},{"$f":"IFERROR(SMALL(Index_2,A2965),\"\")","v":2964},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:J2965)),\"\")","v":"STI_4"},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:K2965)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:L2965)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:M2965)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:N2965)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2965,COLUMNS($J$2:O2965)),\"\")","v":"4 The University's vision is to be recognised across the world as 'a university that addresses the needs of society through innovative interdisciplinary research, learning and teaching of the highest quality and by sharing knowledge with the world'. Its values are defined as excellence, openness, and ambition. "}]
[{"$f":"IF('> FILTER <'!B2967<>\"\",ROW(OFFSET(A2966,-1,0)),\"\")","v":2965},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2967)),A2966,\"\")","v":2965},{"$f":"IFERROR(SMALL(Helper2_1,A2966),\"\")","v":2965},null,2965,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2967)),$A2966,\"\")","v":2965},{"$f":"IFERROR(SMALL(Helper2_2,A2966),\"\")","v":2965},{"$f":"COUNTIF(Helper3_1,\"=\"&G2966)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2966)=1, G2966, \"\")","v":2965},{"$f":"IFERROR(SMALL(Index_2,A2966),\"\")","v":2965},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:J2966)),\"\")","v":"STI_5"},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:K2966)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:L2966)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:M2966)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:N2966)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2966,COLUMNS($J$2:O2966)),\"\")","v":"5 The University's current Strategic Plan was originally intended to run from 2016 to 2021. Within the Plan there are three overarching institutional ambitions: to be one of the top 25 universities in the UK; to increase annual income by £50 million; and to enhance the research profile by 100%, 'whilst ensuring that internationalisation is at the heart of everything the University does'. In light of the impact of the COVID-19 pandemic, in September 2020, the University Court agreed to extend the current Plan by two years to 2023."}]
[{"$f":"IF('> FILTER <'!B2968<>\"\",ROW(OFFSET(A2967,-1,0)),\"\")","v":2966},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2968)),A2967,\"\")","v":2966},{"$f":"IFERROR(SMALL(Helper2_1,A2967),\"\")","v":2966},null,2966,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2968)),$A2967,\"\")","v":2966},{"$f":"IFERROR(SMALL(Helper2_2,A2967),\"\")","v":2966},{"$f":"COUNTIF(Helper3_1,\"=\"&G2967)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2967)=1, G2967, \"\")","v":2966},{"$f":"IFERROR(SMALL(Index_2,A2967),\"\")","v":2966},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:J2967)),\"\")","v":"STI_6"},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:K2967)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:L2967)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:M2967)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:N2967)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2967,COLUMNS($J$2:O2967)),\"\")","v":"6 The University is led by the Principal and Vice-Chancellor, supported by the Senior Management Team (SMT) which comprises the University Secretary, Deputy Principals, Executive Directors, Faculty Deans and Institutional Deans. Within the SMT there is what the University describes as a 'distinct strategic forum' called the University Strategy and Policy Group (USPG), which advises on key areas of strategy and policy. The University also appoints institutional deans who provide 'focused academic and/or institution-wide leadership of particular areas of strategic priority'. At the time of this ELIR, there were five Institutional Deans with the following remits: Equality, Diversity and Inclusion; Research Engagement and Performance; Student Experience; Teaching Quality Enhancement; and the Institute for Advanced Studies (IAS). "}]
[{"$f":"IF('> FILTER <'!B2969<>\"\",ROW(OFFSET(A2968,-1,0)),\"\")","v":2967},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2969)),A2968,\"\")","v":2967},{"$f":"IFERROR(SMALL(Helper2_1,A2968),\"\")","v":2967},null,2967,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2969)),$A2968,\"\")","v":2967},{"$f":"IFERROR(SMALL(Helper2_2,A2968),\"\")","v":2967},{"$f":"COUNTIF(Helper3_1,\"=\"&G2968)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2968)=1, G2968, \"\")","v":2967},{"$f":"IFERROR(SMALL(Index_2,A2968),\"\")","v":2967},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:J2968)),\"\")","v":"STI_7"},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:K2968)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:L2968)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:M2968)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:N2968)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2968,COLUMNS($J$2:O2968)),\"\")","v":"7 At the time of this ELIR, the academic structure of the University comprised five faculties: Arts & Humanities; Health Sciences & Sport; Natural Sciences; Social Sciences; and the Stirling Management School. Each faculty is led by a Dean and includes a number of divisions in defined disciplinary areas. Professional services are organised in 10 directorates, each led by an Executive Director. "}]
[{"$f":"IF('> FILTER <'!B2970<>\"\",ROW(OFFSET(A2969,-1,0)),\"\")","v":2968},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2970)),A2969,\"\")","v":2968},{"$f":"IFERROR(SMALL(Helper2_1,A2969),\"\")","v":2968},null,2968,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2970)),$A2969,\"\")","v":2968},{"$f":"IFERROR(SMALL(Helper2_2,A2969),\"\")","v":2968},{"$f":"COUNTIF(Helper3_1,\"=\"&G2969)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2969)=1, G2969, \"\")","v":2968},{"$f":"IFERROR(SMALL(Index_2,A2969),\"\")","v":2968},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:J2969)),\"\")","v":"STI_8"},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:K2969)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:L2969)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:M2969)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:N2969)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2969,COLUMNS($J$2:O2969)),\"\")","v":"8 According to 2020-21 figures, the University had a total of approximately 10,900 full-time equivalent (FTE) students based at its Stirling campus. Of these students, 79.3% were undergraduate, 17.4% were postgraduate taught, and 3.2% were postgraduate research. 65% of students were classified as Scottish, with 11% from the rest of the UK (rUK); 12% from the European Union (EU); and 12% stated to be non-EU international. Over 120 nationalities were represented in the student body."}]
[{"$f":"IF('> FILTER <'!B2971<>\"\",ROW(OFFSET(A2970,-1,0)),\"\")","v":2969},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2971)),A2970,\"\")","v":2969},{"$f":"IFERROR(SMALL(Helper2_1,A2970),\"\")","v":2969},null,2969,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2971)),$A2970,\"\")","v":2969},{"$f":"IFERROR(SMALL(Helper2_2,A2970),\"\")","v":2969},{"$f":"COUNTIF(Helper3_1,\"=\"&G2970)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2970)=1, G2970, \"\")","v":2969},{"$f":"IFERROR(SMALL(Index_2,A2970),\"\")","v":2969},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:J2970)),\"\")","v":"STI_8"},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:K2970)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:L2970)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:M2970)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:N2970)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2970,COLUMNS($J$2:O2970)),\"\")","v":"8 According to 2020-21 figures, the University had a total of approximately 10,900 full-time equivalent (FTE) students based at its Stirling campus. Of these students, 79.3% were undergraduate, 17.4% were postgraduate taught, and 3.2% were postgraduate research. 65% of students were classified as Scottish, with 11% from the rest of the UK (rUK); 12% from the European Union (EU); and 12% stated to be non-EU international. Over 120 nationalities were represented in the student body."}]
[{"$f":"IF('> FILTER <'!B2972<>\"\",ROW(OFFSET(A2971,-1,0)),\"\")","v":2970},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2972)),A2971,\"\")","v":2970},{"$f":"IFERROR(SMALL(Helper2_1,A2971),\"\")","v":2970},null,2970,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2972)),$A2971,\"\")","v":2970},{"$f":"IFERROR(SMALL(Helper2_2,A2971),\"\")","v":2970},{"$f":"COUNTIF(Helper3_1,\"=\"&G2971)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2971)=1, G2971, \"\")","v":2970},{"$f":"IFERROR(SMALL(Index_2,A2971),\"\")","v":2970},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:J2971)),\"\")","v":"STI_9"},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:K2971)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:L2971)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:M2971)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:N2971)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2971,COLUMNS($J$2:O2971)),\"\")","v":"9 There has been a 14.4% increase in overall FTE student numbers since 2016-17. Within this increase, the overall numbers of full-time students from outside the UK have increased considerably, by 52%. Although the ELIR team noted that some cohorts of students from outside the UK fell in 2020-21 which the University believed to have been exacerbated by the impact of the pandemic on its study abroad programmes. The University confirmed that any future growth in student numbers will depend upon increases in unregulated numbers. Within this category, the University has a target of doubling postgraduate research (PGR) student numbers in the next four years, and further increases in the numbers of students studying with partners overseas."}]
[{"$f":"IF('> FILTER <'!B2973<>\"\",ROW(OFFSET(A2972,-1,0)),\"\")","v":2971},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2973)),A2972,\"\")","v":2971},{"$f":"IFERROR(SMALL(Helper2_1,A2972),\"\")","v":2971},null,2971,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2973)),$A2972,\"\")","v":2971},{"$f":"IFERROR(SMALL(Helper2_2,A2972),\"\")","v":2971},{"$f":"COUNTIF(Helper3_1,\"=\"&G2972)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2972)=1, G2972, \"\")","v":2971},{"$f":"IFERROR(SMALL(Index_2,A2972),\"\")","v":2971},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:J2972)),\"\")","v":"STI_10"},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:K2972)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:L2972)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:M2972)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:N2972)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2972,COLUMNS($J$2:O2972)),\"\")","v":"10  The University's RA states that 64% of students identify as female and 36% as male, and at the time of this ELIR the University offered several subject areas that did not currently meet the SFC target that, by 2030, no discipline in a Scottish HEI should have an overall gender imbalance greater than 75:25. The University confirmed that it has a Gender Action Plan in place which includes actions to address the imbalances in the gender profile of identified subject areas (paragraph 39)."}]
[{"$f":"IF('> FILTER <'!B2974<>\"\",ROW(OFFSET(A2973,-1,0)),\"\")","v":2972},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2974)),A2973,\"\")","v":2972},{"$f":"IFERROR(SMALL(Helper2_1,A2973),\"\")","v":2972},null,2972,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2974)),$A2973,\"\")","v":2972},{"$f":"IFERROR(SMALL(Helper2_2,A2973),\"\")","v":2972},{"$f":"COUNTIF(Helper3_1,\"=\"&G2973)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2973)=1, G2973, \"\")","v":2972},{"$f":"IFERROR(SMALL(Index_2,A2973),\"\")","v":2972},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:J2973)),\"\")","v":"STI_11"},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:K2973)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:L2973)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:M2973)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:N2973)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2973,COLUMNS($J$2:O2973)),\"\")","v":"11  According to the latest Higher Education Statistics Agency (HESA) data, the percentage of new full-time undergraduates who did not continue their studies into second year was 8.7% in 2019-20, compared with the HESA benchmark of 5% and the Scottish average of 7%. The University's analysis had identified that commuting students, particularly young males from SIMD 20/40 postcodes, were most likely to discontinue their studies.  "}]
[{"$f":"IF('> FILTER <'!B2975<>\"\",ROW(OFFSET(A2974,-1,0)),\"\")","v":2973},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2975)),A2974,\"\")","v":2973},{"$f":"IFERROR(SMALL(Helper2_1,A2974),\"\")","v":2973},null,2973,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2975)),$A2974,\"\")","v":2973},{"$f":"IFERROR(SMALL(Helper2_2,A2974),\"\")","v":2973},{"$f":"COUNTIF(Helper3_1,\"=\"&G2974)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2974)=1, G2974, \"\")","v":2973},{"$f":"IFERROR(SMALL(Index_2,A2974),\"\")","v":2973},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:J2974)),\"\")","v":"STI_11"},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:K2974)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:L2974)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:M2974)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:N2974)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2974,COLUMNS($J$2:O2974)),\"\")","v":"11  According to the latest Higher Education Statistics Agency (HESA) data, the percentage of new full-time undergraduates who did not continue their studies into second year was 8.7% in 2019-20, compared with the HESA benchmark of 5% and the Scottish average of 7%. The University's analysis had identified that commuting students, particularly young males from SIMD 20/40 postcodes, were most likely to discontinue their studies.  "}]
[{"$f":"IF('> FILTER <'!B2976<>\"\",ROW(OFFSET(A2975,-1,0)),\"\")","v":2974},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2976)),A2975,\"\")","v":2974},{"$f":"IFERROR(SMALL(Helper2_1,A2975),\"\")","v":2974},null,2974,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2976)),$A2975,\"\")","v":2974},{"$f":"IFERROR(SMALL(Helper2_2,A2975),\"\")","v":2974},{"$f":"COUNTIF(Helper3_1,\"=\"&G2975)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2975)=1, G2975, \"\")","v":2974},{"$f":"IFERROR(SMALL(Index_2,A2975),\"\")","v":2974},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:J2975)),\"\")","v":"STI_12"},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:K2975)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:L2975)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:M2975)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:N2975)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2975,COLUMNS($J$2:O2975)),\"\")","v":"12  Since the last ELIR in 2015, the proportion of undergraduates awarded First or Upper Second Class degrees declined from 81% in 2015-16 to 74% in 2019-20. According to the most recent Graduate Outcomes Survey, over 95% of the University's undergraduate leavers and 96% of postgraduate leavers in 2017-18 were in employment or further study fifteen months after graduation.  "}]
[{"$f":"IF('> FILTER <'!B2977<>\"\",ROW(OFFSET(A2976,-1,0)),\"\")","v":2975},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2977)),A2976,\"\")","v":2975},{"$f":"IFERROR(SMALL(Helper2_1,A2976),\"\")","v":2975},null,2975,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2977)),$A2976,\"\")","v":2975},{"$f":"IFERROR(SMALL(Helper2_2,A2976),\"\")","v":2975},{"$f":"COUNTIF(Helper3_1,\"=\"&G2976)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2976)=1, G2976, \"\")","v":2975},{"$f":"IFERROR(SMALL(Index_2,A2976),\"\")","v":2975},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:J2976)),\"\")","v":"STI_13"},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:K2976)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:L2976)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:M2976)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:N2976)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2976,COLUMNS($J$2:O2976)),\"\")","v":"13  The University's approach to managing student numbers is the responsibility of the Joint Policy, Planning and Resources Committee (JPPRC) of the University Court. Details are considered by a student number planning group which meets several times a year, advised by the University Strategy and Policy Group (USPG) (paragraph 6), which is responsible for ensuring that the necessary resources are provided to areas of growth."}]
[{"$f":"IF('> FILTER <'!B2978<>\"\",ROW(OFFSET(A2977,-1,0)),\"\")","v":2976},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2978)),A2977,\"\")","v":2976},{"$f":"IFERROR(SMALL(Helper2_1,A2977),\"\")","v":2976},null,2976,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2978)),$A2977,\"\")","v":2976},{"$f":"IFERROR(SMALL(Helper2_2,A2977),\"\")","v":2976},{"$f":"COUNTIF(Helper3_1,\"=\"&G2977)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2977)=1, G2977, \"\")","v":2976},{"$f":"IFERROR(SMALL(Index_2,A2977),\"\")","v":2976},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:J2977)),\"\")","v":"STI_13"},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:K2977)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:L2977)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:M2977)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:N2977)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2977,COLUMNS($J$2:O2977)),\"\")","v":"13  The University's approach to managing student numbers is the responsibility of the Joint Policy, Planning and Resources Committee (JPPRC) of the University Court. Details are considered by a student number planning group which meets several times a year, advised by the University Strategy and Policy Group (USPG) (paragraph 6), which is responsible for ensuring that the necessary resources are provided to areas of growth. The ELIR team concluded that the University has effective arrangements in place for the planning and management of its student population."}]
[{"$f":"IF('> FILTER <'!B2979<>\"\",ROW(OFFSET(A2978,-1,0)),\"\")","v":2977},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2979)),A2978,\"\")","v":2977},{"$f":"IFERROR(SMALL(Helper2_1,A2978),\"\")","v":2977},null,2977,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2979)),$A2978,\"\")","v":2977},{"$f":"IFERROR(SMALL(Helper2_2,A2978),\"\")","v":2977},{"$f":"COUNTIF(Helper3_1,\"=\"&G2978)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2978)=1, G2978, \"\")","v":2977},{"$f":"IFERROR(SMALL(Index_2,A2978),\"\")","v":2977},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:J2978)),\"\")","v":"STI_14"},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:K2978)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:L2978)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:M2978)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:N2978)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2978,COLUMNS($J$2:O2978)),\"\")","v":"14  Preparations for the ELIR were led by a steering group chaired by the Deputy Principal (Education and Students) and included a range of staff and student representatives. The steering group met approximately monthly since June 2019, and its remit included overseeing the development of the Reflective Analysis (RA)."}]
[{"$f":"IF('> FILTER <'!B2980<>\"\",ROW(OFFSET(A2979,-1,0)),\"\")","v":2978},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2980)),A2979,\"\")","v":2978},{"$f":"IFERROR(SMALL(Helper2_1,A2979),\"\")","v":2978},null,2978,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2980)),$A2979,\"\")","v":2978},{"$f":"IFERROR(SMALL(Helper2_2,A2979),\"\")","v":2978},{"$f":"COUNTIF(Helper3_1,\"=\"&G2979)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2979)=1, G2979, \"\")","v":2978},{"$f":"IFERROR(SMALL(Index_2,A2979),\"\")","v":2978},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:J2979)),\"\")","v":"STI_15"},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:K2979)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:L2979)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:M2979)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:N2979)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2979,COLUMNS($J$2:O2979)),\"\")","v":"15  The RA was prepared with input from a number of groups across the University. The initial draft was refined through engagement with staff, the Students' Union, the Education and Student Experience Committee (ESEC), the University Strategy and Planning Group, and Academic Council. The final version of the RA was approved by the University Court in December 2020. The University had planned to engage its student and staff more broadly in preparations, but these plans had been disrupted by the onset of the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B2981<>\"\",ROW(OFFSET(A2980,-1,0)),\"\")","v":2979},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2981)),A2980,\"\")","v":2979},{"$f":"IFERROR(SMALL(Helper2_1,A2980),\"\")","v":2979},null,2979,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2981)),$A2980,\"\")","v":2979},{"$f":"IFERROR(SMALL(Helper2_2,A2980),\"\")","v":2979},{"$f":"COUNTIF(Helper3_1,\"=\"&G2980)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2980)=1, G2980, \"\")","v":2979},{"$f":"IFERROR(SMALL(Index_2,A2980),\"\")","v":2979},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:J2980)),\"\")","v":"STI_16"},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:K2980)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:L2980)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:M2980)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:N2980)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2980,COLUMNS($J$2:O2980)),\"\")","v":"16  In considering appropriate contextualised themes for this ELIR, the University's approach was informed by its values of excellence, openness and ambition, and by the importance it attaches to 'place, people and communities'. The themes were therefore designed to be 'broad and overarching', with a range of specific activities within each theme. Four contextualised themes were therefore developed which the University judged would provide a framework for a range of cross-university priorities:  working with students, campus environment, health and wellbeing, collaborations and partnerships.  "}]
[{"$f":"IF('> FILTER <'!B2982<>\"\",ROW(OFFSET(A2981,-1,0)),\"\")","v":2980},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2982)),A2981,\"\")","v":2980},{"$f":"IFERROR(SMALL(Helper2_1,A2981),\"\")","v":2980},null,2980,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2982)),$A2981,\"\")","v":2980},{"$f":"IFERROR(SMALL(Helper2_2,A2981),\"\")","v":2980},{"$f":"COUNTIF(Helper3_1,\"=\"&G2981)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2981)=1, G2981, \"\")","v":2980},{"$f":"IFERROR(SMALL(Index_2,A2981),\"\")","v":2980},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:J2981)),\"\")","v":"STI_17"},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:K2981)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:L2981)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:M2981)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:N2981)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2981,COLUMNS($J$2:O2981)),\"\")","v":"17  The ELIR team concluded that the University's preparations for the review had been very thorough, and that the RA accurately reflected the University's strategic priorities. The team considered that the contextualised themes represented essential aspects of the University's context, capturing topics which were central to the staff and student experience. The themes informed the team's overall judgement, and its identification of areas of good practice and recommendations for further development."}]
[{"$f":"IF('> FILTER <'!B2983<>\"\",ROW(OFFSET(A2982,-1,0)),\"\")","v":2981},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2983)),A2982,\"\")","v":2981},{"$f":"IFERROR(SMALL(Helper2_1,A2982),\"\")","v":2981},null,2981,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2983)),$A2982,\"\")","v":2981},{"$f":"IFERROR(SMALL(Helper2_2,A2982),\"\")","v":2981},{"$f":"COUNTIF(Helper3_1,\"=\"&G2982)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2982)=1, G2982, \"\")","v":2981},{"$f":"IFERROR(SMALL(Index_2,A2982),\"\")","v":2981},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:J2982)),\"\")","v":"STI_18"},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:K2982)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:L2982)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:M2982)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:N2982)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2982,COLUMNS($J$2:O2982)),\"\")","v":"18  The 2015 ELIR identified five areas of positive practice, with the RA describing developments undertaken by the University since the review to build upon these strengths. The last ELIR also identified nine areas for development. In response the University agreed a set of actions in early 2016 to initiate developments in these areas. These formed the basis of detailed plans set out in the University's ELIR 3 Follow-up Report, published in February 2017. The RA also describes further actions taken since then to follow up on the outcomes of the ELIR, which were overseen by the Dean for Teaching Quality Enhancement and the Academic Registrar. In some areas, notably the postgraduate research (PGR) student experience and management of collaborative activity, the RA described continuing activity to enhance quality and assure standards."}]
[{"$f":"IF('> FILTER <'!B2984<>\"\",ROW(OFFSET(A2983,-1,0)),\"\")","v":2982},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2984)),A2983,\"\")","v":2982},{"$f":"IFERROR(SMALL(Helper2_1,A2983),\"\")","v":2982},null,2982,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2984)),$A2983,\"\")","v":2982},{"$f":"IFERROR(SMALL(Helper2_2,A2983),\"\")","v":2982},{"$f":"COUNTIF(Helper3_1,\"=\"&G2983)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2983)=1, G2983, \"\")","v":2982},{"$f":"IFERROR(SMALL(Index_2,A2983),\"\")","v":2982},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:J2983)),\"\")","v":"STI_19"},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:K2983)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:L2983)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:M2983)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:N2983)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2983,COLUMNS($J$2:O2983)),\"\")","v":"19  Student representatives were full members of the steering group that managed the University's preparations for this ELIR. The Students' Union President and Vice President Education confirmed that they had contributed to the writing of the Reflective Analysis, through content input and overall review and feedback, and the ELIR team was assured that the RA acknowledged the student perspective throughout. However, the University's intention to involve students more widely in its ELIR preparations had not progressed as planned due to the COVID-19 pandemic. While the team accept that the University had completed some of its ELIR preparations during the exceptional circumstances associated with the pandemic, it concluded that the engagement of the broader student population in the University's ELIR preparations had been relatively limited."}]
[{"$f":"IF('> FILTER <'!B2985<>\"\",ROW(OFFSET(A2984,-1,0)),\"\")","v":2983},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2985)),A2984,\"\")","v":2983},{"$f":"IFERROR(SMALL(Helper2_1,A2984),\"\")","v":2983},null,2983,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2985)),$A2984,\"\")","v":2983},{"$f":"IFERROR(SMALL(Helper2_2,A2984),\"\")","v":2983},{"$f":"COUNTIF(Helper3_1,\"=\"&G2984)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2984)=1, G2984, \"\")","v":2983},{"$f":"IFERROR(SMALL(Index_2,A2984),\"\")","v":2983},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:J2984)),\"\")","v":"STI_20"},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:K2984)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:L2984)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:M2984)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:N2984)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2984,COLUMNS($J$2:O2984)),\"\")","v":"20  The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. There is a positive and collaborative working relationship between the Students' Union and the University. The Student Partnership Agreement (now in its second iteration) details four key areas of joint working: Engagement; Learning and Teaching; Equality; and Mental Health and Wellbeing. Consultative events were undertaken during the development of the new agreement, although from its meetings with students the ELIR team were unclear as to how aware the general student population is of the existence of this partnership agreement."}]
[{"$f":"IF('> FILTER <'!B2986<>\"\",ROW(OFFSET(A2985,-1,0)),\"\")","v":2984},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2986)),A2985,\"\")","v":2984},{"$f":"IFERROR(SMALL(Helper2_1,A2985),\"\")","v":2984},null,2984,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2986)),$A2985,\"\")","v":2984},{"$f":"IFERROR(SMALL(Helper2_2,A2985),\"\")","v":2984},{"$f":"COUNTIF(Helper3_1,\"=\"&G2985)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2985)=1, G2985, \"\")","v":2984},{"$f":"IFERROR(SMALL(Index_2,A2985),\"\")","v":2984},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:J2985)),\"\")","v":"STI_21"},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:K2985)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:L2985)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:M2985)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:N2985)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2985,COLUMNS($J$2:O2985)),\"\")","v":"21  The Students' Union President is supported by two Vice Presidents, a Sports President and a team of 16 part-time Executive Officers who have specific remits and collectively sit on the Union's Executive Council. The Vice President Education leads on student engagement and representation."}]
[{"$f":"IF('> FILTER <'!B2987<>\"\",ROW(OFFSET(A2986,-1,0)),\"\")","v":2985},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2987)),A2986,\"\")","v":2985},{"$f":"IFERROR(SMALL(Helper2_1,A2986),\"\")","v":2985},null,2985,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2987)),$A2986,\"\")","v":2985},{"$f":"IFERROR(SMALL(Helper2_2,A2986),\"\")","v":2985},{"$f":"COUNTIF(Helper3_1,\"=\"&G2986)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2986)=1, G2986, \"\")","v":2985},{"$f":"IFERROR(SMALL(Index_2,A2986),\"\")","v":2985},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:J2986)),\"\")","v":"STI_22"},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:K2986)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:L2986)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:M2986)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:N2986)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2986,COLUMNS($J$2:O2986)),\"\")","v":"22   There is a three-tier student representation system comprising Sabbatical Officers, Faculty Officers (both undergraduate and postgraduate) and module or programme representatives. The ELIR team were able to confirm that students are represented on key University committees and groups at all levels, for example Students' Union representatives, have membership of the project boards overseeing the Sports and the Campus Central major capital projects. The recruitment of module and programme representatives is supported through the University's virtual learning environment (VLE), with the Students' Union working with University staff to promote the recruitment of representatives."}]
[{"$f":"IF('> FILTER <'!B2988<>\"\",ROW(OFFSET(A2987,-1,0)),\"\")","v":2986},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2988)),A2987,\"\")","v":2986},{"$f":"IFERROR(SMALL(Helper2_1,A2987),\"\")","v":2986},null,2986,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2988)),$A2987,\"\")","v":2986},{"$f":"IFERROR(SMALL(Helper2_2,A2987),\"\")","v":2986},{"$f":"COUNTIF(Helper3_1,\"=\"&G2987)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2987)=1, G2987, \"\")","v":2986},{"$f":"IFERROR(SMALL(Index_2,A2987),\"\")","v":2986},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:J2987)),\"\")","v":"STI_23"},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:K2987)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:L2987)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:M2987)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:N2987)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2987,COLUMNS($J$2:O2987)),\"\")","v":"23  There is a robust system of training in place for student officers and representatives. The Students' Union leads on the development and delivery of training for student representatives and is supported by staff from the University. Sabbatical officers complete a month-long induction. Training is a priority for module and programme representatives, of which there are several hundred. The RA confirms that there is a system of accreditation available for student representatives with recognition of their representative work noted on their academic transcripts."}]
[{"$f":"IF('> FILTER <'!B2989<>\"\",ROW(OFFSET(A2988,-1,0)),\"\")","v":2987},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2989)),A2988,\"\")","v":2987},{"$f":"IFERROR(SMALL(Helper2_1,A2988),\"\")","v":2987},null,2987,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2989)),$A2988,\"\")","v":2987},{"$f":"IFERROR(SMALL(Helper2_2,A2988),\"\")","v":2987},{"$f":"COUNTIF(Helper3_1,\"=\"&G2988)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2988)=1, G2988, \"\")","v":2987},{"$f":"IFERROR(SMALL(Index_2,A2988),\"\")","v":2987},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:J2988)),\"\")","v":"STI_24"},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:K2988)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:L2988)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:M2988)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:N2988)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2988,COLUMNS($J$2:O2988)),\"\")","v":"24  In response to the COVID-19 pandemic, the ELIR team were able to confirm that many aspects of the student representation system, including Student Staff Feedback Committees (SSFCs), have been successfully moved online. In meetings with the ELIR team, students commented positively about this development stating that it had made it easier for a broader range of students to become involved as student representatives. Students believed there would be benefits to both the University and the Students' Union in reflecting on the lessons learned from changes made during the pandemic and how these might be used in future to support further enhancements to student representation structures and to support increased engagement with the wider student population. Students spoke specifically about the fact that holding committee meetings online during the pandemic had supported students with caring responsibilities to become more involved. The team believe there would be benefits to both the University and the Students' Union from reflecting on lessons learned during the pandemic to further strengthen its approach to student representation."}]
[{"$f":"IF('> FILTER <'!B2990<>\"\",ROW(OFFSET(A2989,-1,0)),\"\")","v":2988},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2990)),A2989,\"\")","v":2988},{"$f":"IFERROR(SMALL(Helper2_1,A2989),\"\")","v":2988},null,2988,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2990)),$A2989,\"\")","v":2988},{"$f":"IFERROR(SMALL(Helper2_2,A2989),\"\")","v":2988},{"$f":"COUNTIF(Helper3_1,\"=\"&G2989)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2989)=1, G2989, \"\")","v":2988},{"$f":"IFERROR(SMALL(Index_2,A2989),\"\")","v":2988},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:J2989)),\"\")","v":"STI_24"},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:K2989)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:L2989)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:M2989)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:N2989)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2989,COLUMNS($J$2:O2989)),\"\")","v":"24  In response to the COVID-19 pandemic, the ELIR team were able to confirm that many aspects of the student representation system, including Student Staff Feedback Committees (SSFCs), have been successfully moved online. In meetings with the ELIR team, students commented positively about this development stating that it had made it easier for a broader range of students to become involved as student representatives. Students believed there would be benefits to both the University and the Students' Union in reflecting on the lessons learned from changes made during the pandemic and how these might be used in future to support further enhancements to student representation structures and to support increased engagement with the wider student population. Students spoke specifically about the fact that holding committee meetings online during the pandemic had supported students with caring responsibilities to become more involved. The team believe there would be benefits to both the University and the Students' Union from reflecting on lessons learned during the pandemic to further strengthen its approach to student representation."}]
[{"$f":"IF('> FILTER <'!B2991<>\"\",ROW(OFFSET(A2990,-1,0)),\"\")","v":2989},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2991)),A2990,\"\")","v":2989},{"$f":"IFERROR(SMALL(Helper2_1,A2990),\"\")","v":2989},null,2989,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2991)),$A2990,\"\")","v":2989},{"$f":"IFERROR(SMALL(Helper2_2,A2990),\"\")","v":2989},{"$f":"COUNTIF(Helper3_1,\"=\"&G2990)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2990)=1, G2990, \"\")","v":2989},{"$f":"IFERROR(SMALL(Index_2,A2990),\"\")","v":2989},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:J2990)),\"\")","v":"STI_25"},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:K2990)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:L2990)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:M2990)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:N2990)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2990,COLUMNS($J$2:O2990)),\"\")","v":"25  Generally, students who met the ELIR team spoke positively about the contribution made by Faculty Officers within student representative structures. These Officers are student members of key faculty forums including Faculty Learning and Teaching Committees and are remunerated for the work they do. However, during the review, the ELIR team learned that the process used to recruit these Officers appears to be implemented inconsistently across the faculties. The team understands that currently only two faculties have postgraduate research (PGR) Faculty Officers in post."}]
[{"$f":"IF('> FILTER <'!B2992<>\"\",ROW(OFFSET(A2991,-1,0)),\"\")","v":2990},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2992)),A2991,\"\")","v":2990},{"$f":"IFERROR(SMALL(Helper2_1,A2991),\"\")","v":2990},null,2990,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2992)),$A2991,\"\")","v":2990},{"$f":"IFERROR(SMALL(Helper2_2,A2991),\"\")","v":2990},{"$f":"COUNTIF(Helper3_1,\"=\"&G2991)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2991)=1, G2991, \"\")","v":2990},{"$f":"IFERROR(SMALL(Index_2,A2991),\"\")","v":2990},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:J2991)),\"\")","v":"STI_26"},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:K2991)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:L2991)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:M2991)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:N2991)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2991,COLUMNS($J$2:O2991)),\"\")","v":"26  Student representatives confirmed that, overall, representation systems were effective in gathering student views and their feedback with listened to and acted upon. However, both the University and the student representatives expressed the view that work still needs to be done to improve the engagement of the broader student body. Undergraduate students who met the ELIR team suggested this could perhaps be achieved by the University adopting a wider range of communication channels, with information being prioritised and targeted more at specific student groups."}]
[{"$f":"IF('> FILTER <'!B2993<>\"\",ROW(OFFSET(A2992,-1,0)),\"\")","v":2991},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2993)),A2992,\"\")","v":2991},{"$f":"IFERROR(SMALL(Helper2_1,A2992),\"\")","v":2991},null,2991,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2993)),$A2992,\"\")","v":2991},{"$f":"IFERROR(SMALL(Helper2_2,A2992),\"\")","v":2991},{"$f":"COUNTIF(Helper3_1,\"=\"&G2992)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2992)=1, G2992, \"\")","v":2991},{"$f":"IFERROR(SMALL(Index_2,A2992),\"\")","v":2991},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:J2992)),\"\")","v":"STI_27"},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:K2992)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:L2992)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:M2992)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:N2992)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2992,COLUMNS($J$2:O2992)),\"\")","v":"27  Undergraduate students who met the ELIR team were clear about who their module representatives are and while they confirmed there are appropriate opportunities to provide feedback, did state these varied between faculties and that more could be done to ensure students are aware of links between Faculty Officers and module representatives. These challenges were also reiterated by the postgraduate taught (PGT) students, who were generally aware of their module representatives but not their Faculty Officers. PGR students commented on the variation that exists between faculties in terms of student representation and while they accepted that systems are in place, they voiced concerns that their existence is not well known or well used by the wider student population. Postgraduate Taught students acknowledged the volume of centralised communication to be problematic at times and was often too focused on sport and the undergraduate experience. Students encouraged the University to talk directly with individual cohorts about how to tailor communications more appropriately."}]
[{"$f":"IF('> FILTER <'!B2994<>\"\",ROW(OFFSET(A2993,-1,0)),\"\")","v":2992},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2994)),A2993,\"\")","v":2992},{"$f":"IFERROR(SMALL(Helper2_1,A2993),\"\")","v":2992},null,2992,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2994)),$A2993,\"\")","v":2992},{"$f":"IFERROR(SMALL(Helper2_2,A2993),\"\")","v":2992},{"$f":"COUNTIF(Helper3_1,\"=\"&G2993)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2993)=1, G2993, \"\")","v":2992},{"$f":"IFERROR(SMALL(Index_2,A2993),\"\")","v":2992},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:J2993)),\"\")","v":"STI_28"},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:K2993)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:L2993)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:M2993)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:N2993)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2993,COLUMNS($J$2:O2993)),\"\")","v":"28  On balance, the ELIR team believes there would be benefit to both the University and the Students' Union in further enhancing the process used for the appointment of Faculty Officers and module representatives, ensuring it is effectively communicated and promoted to staff and students (particularly PGR students) in order to maximise the number of student representatives in post. The University is encouraged to continue its work with the Students' Union to enhance its student representative systems to provide further opportunities for engagement from the wider student population."}]
[{"$f":"IF('> FILTER <'!B2995<>\"\",ROW(OFFSET(A2994,-1,0)),\"\")","v":2993},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2995)),A2994,\"\")","v":2993},{"$f":"IFERROR(SMALL(Helper2_1,A2994),\"\")","v":2993},null,2993,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2995)),$A2994,\"\")","v":2993},{"$f":"IFERROR(SMALL(Helper2_2,A2994),\"\")","v":2993},{"$f":"COUNTIF(Helper3_1,\"=\"&G2994)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2994)=1, G2994, \"\")","v":2993},{"$f":"IFERROR(SMALL(Index_2,A2994),\"\")","v":2993},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:J2994)),\"\")","v":"STI_29"},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:K2994)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:L2994)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:M2994)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:N2994)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2994,COLUMNS($J$2:O2994)),\"\")","v":"29  The University uses a range of approaches for gathering student views which it uses effectively to ensure it is able to listen and respond to the student voice. Examples include student representative structures (paragraph 22), Student Staff Feedback Committees (SSFC) (paragraph 30), module feedback questionnaires, national surveys (including the National Student Survey (NSS), the Postgraduate Taught Experience Survey (PTES), and the Postgraduate Research Experience Survey (PRES)) and the internal Student Experience Survey (SES).  "}]
[{"$f":"IF('> FILTER <'!B2996<>\"\",ROW(OFFSET(A2995,-1,0)),\"\")","v":2994},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2996)),A2995,\"\")","v":2994},{"$f":"IFERROR(SMALL(Helper2_1,A2995),\"\")","v":2994},null,2994,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2996)),$A2995,\"\")","v":2994},{"$f":"IFERROR(SMALL(Helper2_2,A2995),\"\")","v":2994},{"$f":"COUNTIF(Helper3_1,\"=\"&G2995)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2995)=1, G2995, \"\")","v":2994},{"$f":"IFERROR(SMALL(Index_2,A2995),\"\")","v":2994},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:J2995)),\"\")","v":"STI_30"},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:K2995)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:L2995)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:M2995)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:N2995)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2995,COLUMNS($J$2:O2995)),\"\")","v":"30  SSFCs are an effective mechanism for module and programme representatives to share feedback to staff in their division/faculty. SSFCs are a key forum for monitoring module delivery and are attended by module coordinators, who are expected to feedback to module representatives. Minutes of SSFC meetings are published for all students."}]
[{"$f":"IF('> FILTER <'!B2997<>\"\",ROW(OFFSET(A2996,-1,0)),\"\")","v":2995},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2997)),A2996,\"\")","v":2995},{"$f":"IFERROR(SMALL(Helper2_1,A2996),\"\")","v":2995},null,2995,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2997)),$A2996,\"\")","v":2995},{"$f":"IFERROR(SMALL(Helper2_2,A2996),\"\")","v":2995},{"$f":"COUNTIF(Helper3_1,\"=\"&G2996)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2996)=1, G2996, \"\")","v":2995},{"$f":"IFERROR(SMALL(Index_2,A2996),\"\")","v":2995},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:J2996)),\"\")","v":"STI_31"},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:K2996)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:L2996)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:M2996)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:N2996)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2996,COLUMNS($J$2:O2996)),\"\")","v":"31  In 2015, the University was in the early stages of implementing a software package to support the operation of its end of semester module evaluation process. Following a successful fully online pilot in the Faculty of Arts and Humanities in 2019, the University made a number of enhancements including standardisation of the use of electronic questionnaires across the institution, the adoption of a standard question set, and standardised operational and feedback timelines. In 2020, the University extended the use of this online system to support the introduction of an 'In Semester Check In' process which gathers student feedback on all modules during week 3 or 4 of the semester so more immediate, in-session improvements can be made. The University believes this system will support staff to close the feedback loop more effectively and in a timelier manner. However, senior staff acknowledged that further staff development and training in the use of the software was required in order to get maximum benefit. This development has been well received by students and the Students' Union.  "}]
[{"$f":"IF('> FILTER <'!B2998<>\"\",ROW(OFFSET(A2997,-1,0)),\"\")","v":2996},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2998)),A2997,\"\")","v":2996},{"$f":"IFERROR(SMALL(Helper2_1,A2997),\"\")","v":2996},null,2996,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2998)),$A2997,\"\")","v":2996},{"$f":"IFERROR(SMALL(Helper2_2,A2997),\"\")","v":2996},{"$f":"COUNTIF(Helper3_1,\"=\"&G2997)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2997)=1, G2997, \"\")","v":2996},{"$f":"IFERROR(SMALL(Index_2,A2997),\"\")","v":2996},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:J2997)),\"\")","v":"STI_32"},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:K2997)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:L2997)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:M2997)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:N2997)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2997,COLUMNS($J$2:O2997)),\"\")","v":"32  Overall, students were happy with the range of approaches available to them to provide feedback and confirmed that the University did report back to them on actions taken.  Staff who met the ELIR team stated that SSFC meetings are an effective mechanism for communicating to students how any problems raised had been addressed, with the introduction of the 'In Semester Check In' process positively supporting this."}]
[{"$f":"IF('> FILTER <'!B2999<>\"\",ROW(OFFSET(A2998,-1,0)),\"\")","v":2997},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G2999)),A2998,\"\")","v":2997},{"$f":"IFERROR(SMALL(Helper2_1,A2998),\"\")","v":2997},null,2997,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G2999)),$A2998,\"\")","v":2997},{"$f":"IFERROR(SMALL(Helper2_2,A2998),\"\")","v":2997},{"$f":"COUNTIF(Helper3_1,\"=\"&G2998)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2998)=1, G2998, \"\")","v":2997},{"$f":"IFERROR(SMALL(Index_2,A2998),\"\")","v":2997},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:J2998)),\"\")","v":"STI_33"},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:K2998)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:L2998)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:M2998)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:N2998)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2998,COLUMNS($J$2:O2998)),\"\")","v":"33  Over the last five years, the University has, on the whole, achieved consistent or improving student satisfaction scores across each of the sections of the NSS, with strong improvements in its scores for assessment and feedback (69% in 2015, compared with 77% in 2020) and student voice (64% in 2015, compared to 74% in 2020). However, in 2019 the University experienced a dip in its overall satisfaction score to 83% that took its performance below UK and Scottish sector averages. In response, following a review of the effectiveness of its strategies to respond to student feedback from the NSS, a 'road map' was developed and endorsed by the Education and Student Experience Committee (ESEC) and the University Strategy and Policy Group which focused on building on existing strategic developments, addressing systems issues, and working specifically with the Faculty of Health and Sport. NSS actions plans are monitored through reports presented to ESEC and Academic Council.  "}]
[{"$f":"IF('> FILTER <'!B3000<>\"\",ROW(OFFSET(A2999,-1,0)),\"\")","v":2998},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3000)),A2999,\"\")","v":2998},{"$f":"IFERROR(SMALL(Helper2_1,A2999),\"\")","v":2998},null,2998,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3000)),$A2999,\"\")","v":2998},{"$f":"IFERROR(SMALL(Helper2_2,A2999),\"\")","v":2998},{"$f":"COUNTIF(Helper3_1,\"=\"&G2999)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2999)=1, G2999, \"\")","v":2998},{"$f":"IFERROR(SMALL(Index_2,A2999),\"\")","v":2998},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:J2999)),\"\")","v":"STI_34"},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:K2999)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:L2999)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:M2999)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:N2999)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J2999,COLUMNS($J$2:O2999)),\"\")","v":"34  During the review, the ELIR team heard positive support from academic staff about the use of an 'ongoing action tracker' which is used by the faculties/divisions to monitor the responses being taken forward following student feedback received across the range of external and internal surveys used by the University. The team understands these trackers are part of the University's Student Survey Feedback Action Planning process, with staff confirming these are considered regularly through the academic committee structures. Staff talked specifically about the effectiveness of the action plans and tracker developed within the Faculty of Health and Sport. The 2020 NSS scores recorded an overall satisfaction score rise to 87%, exceeding UK and Scottish sector averages - with a 13.9% improvement in the satisfaction score for the Faculty of Health and Sport. The ELIR team viewed the University's response to tackling this decline in its NSS scores positively."}]
[{"$f":"IF('> FILTER <'!B3001<>\"\",ROW(OFFSET(A3000,-1,0)),\"\")","v":2999},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3001)),A3000,\"\")","v":2999},{"$f":"IFERROR(SMALL(Helper2_1,A3000),\"\")","v":2999},null,2999,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3001)),$A3000,\"\")","v":2999},{"$f":"IFERROR(SMALL(Helper2_2,A3000),\"\")","v":2999},{"$f":"COUNTIF(Helper3_1,\"=\"&G3000)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3000)=1, G3000, \"\")","v":2999},{"$f":"IFERROR(SMALL(Index_2,A3000),\"\")","v":2999},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:J3000)),\"\")","v":"STI_35"},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:K3000)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:L3000)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:M3000)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:N3000)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3000,COLUMNS($J$2:O3000)),\"\")","v":"35  The University has made good progress in embedding inclusion across the institution and has a range of effective strategies and initiatives in place which recognise and respond to equality and diversity matters across its whole student population. This includes the development and implementation of a range of initiatives to support equality and diversity including the recent publication of a revised set of equality outcomes, the appointment of a Dean for Equality, Diversity and Inclusion, a long-standing Equality Forum with Equality Champions, a Gender Action Plan, and an Anti-Racism and Race Equality Strategy."}]
[{"$f":"IF('> FILTER <'!B3002<>\"\",ROW(OFFSET(A3001,-1,0)),\"\")","v":3000},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3002)),A3001,\"\")","v":3000},{"$f":"IFERROR(SMALL(Helper2_1,A3001),\"\")","v":3000},null,3000,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3002)),$A3001,\"\")","v":3000},{"$f":"IFERROR(SMALL(Helper2_2,A3001),\"\")","v":3000},{"$f":"COUNTIF(Helper3_1,\"=\"&G3001)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3001)=1, G3001, \"\")","v":3000},{"$f":"IFERROR(SMALL(Index_2,A3001),\"\")","v":3000},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:J3001)),\"\")","v":"STI_36"},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:K3001)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:L3001)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:M3001)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:N3001)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3001,COLUMNS($J$2:O3001)),\"\")","v":"36   Building on progress made against its 2017 equality outcomes, the University Court in March 2021 approved a new set of outcomes for 2021-25: gender equality; mental health and wellbeing; student success; anti-racism, race equality and interculturalism; and inclusion and accessibility. Reporting via the Joint Policy, Planning and Resources Committee (JPPRC), the University Court delegates responsibility for equality, diversity and inclusion to the Equality Steering Group (ESG). ESG ensures the effective delivery of the University's equality outcomes and supporting strategies, and oversees compliance with statutory equality duties."}]
[{"$f":"IF('> FILTER <'!B3003<>\"\",ROW(OFFSET(A3002,-1,0)),\"\")","v":3001},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3003)),A3002,\"\")","v":3001},{"$f":"IFERROR(SMALL(Helper2_1,A3002),\"\")","v":3001},null,3001,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3003)),$A3002,\"\")","v":3001},{"$f":"IFERROR(SMALL(Helper2_2,A3002),\"\")","v":3001},{"$f":"COUNTIF(Helper3_1,\"=\"&G3002)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3002)=1, G3002, \"\")","v":3001},{"$f":"IFERROR(SMALL(Index_2,A3002),\"\")","v":3001},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:J3002)),\"\")","v":"STI_37"},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:K3002)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:L3002)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:M3002)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:N3002)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3002,COLUMNS($J$2:O3002)),\"\")","v":"37  To support operational delivery, ESG has established six action groups to take forward the University's strategic objectives linked to EDI. These are: Health and Wellbeing Group; Tackling Gender-Based Violence Steering Group; Anti-Racism and Race Equality Group; Digital Accessibility Working Group; Accessibility in Learning and Teaching Group; and the Athena Swan Institutional Self-Assessment Team. Each group is taking forward a series of projects and activities. In 2017, the University appointed an institutional Dean for Equality and Diversity, providing strategic leadership for EDI and who works with staff and students to create a culture were EDI is embedded across all of the University's activities. There is also an Equality Forum with Equality Champions which was being refreshed at the time of the review.  "}]
[{"$f":"IF('> FILTER <'!B3004<>\"\",ROW(OFFSET(A3003,-1,0)),\"\")","v":3002},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3004)),A3003,\"\")","v":3002},{"$f":"IFERROR(SMALL(Helper2_1,A3003),\"\")","v":3002},null,3002,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3004)),$A3003,\"\")","v":3002},{"$f":"IFERROR(SMALL(Helper2_2,A3003),\"\")","v":3002},{"$f":"COUNTIF(Helper3_1,\"=\"&G3003)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3003)=1, G3003, \"\")","v":3002},{"$f":"IFERROR(SMALL(Index_2,A3003),\"\")","v":3002},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:J3003)),\"\")","v":"STI_38"},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:K3003)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:L3003)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:M3003)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:N3003)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3003,COLUMNS($J$2:O3003)),\"\")","v":"38  Student disclosure of equality characteristics leads to tailored support from student services. In addition, NSS, PTES and PRES feedback is analysed by equality characteristics, with these demographic breakdowns reviewed by ESG. The University runs additional surveys of staff and students to seek feedback on specific EDI matters. The ELIR team also learned that student societies have introduced equality officers, which students believe helps puts EDI 'out in the open'."}]
[{"$f":"IF('> FILTER <'!B3005<>\"\",ROW(OFFSET(A3004,-1,0)),\"\")","v":3003},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3005)),A3004,\"\")","v":3003},{"$f":"IFERROR(SMALL(Helper2_1,A3004),\"\")","v":3003},null,3003,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3005)),$A3004,\"\")","v":3003},{"$f":"IFERROR(SMALL(Helper2_2,A3004),\"\")","v":3003},{"$f":"COUNTIF(Helper3_1,\"=\"&G3004)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3004)=1, G3004, \"\")","v":3003},{"$f":"IFERROR(SMALL(Index_2,A3004),\"\")","v":3003},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:J3004)),\"\")","v":"STI_39"},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:K3004)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:L3004)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:M3004)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:N3004)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3004,COLUMNS($J$2:O3004)),\"\")","v":"39  The University recognises a number of disciplines including Computing Sciences and Mathematics; Health Sciences; Psychology; Social Work, Social Policy and Sociology; and Education do not currently meet the SFC target that, by 2030, no discipline in a Scottish university should have an overall gender imbalance greater than 75:25. The University's Gender Action Plan details the University's goals and activities (including outreach work and partnerships with schools and colleges) to achieve a better balance in these disciplines. With a range of activities being taken forward by the University in the area of gender equality including: further progress in Athena Swan accreditation where students have been involved in focus groups at faculty level; continued staff involvement in Aurora (Advance HE's leadership development initiative for women); training on EDI as part of the academic promotions process, and in unconscious bias; enhancements to data collection and analysis; the introduction of inclusive and flexible working options; the development and delivery of the 'Stepping Stones' personal/professional development training for female staff; and a gender equality forum - 'Stirling Women'."}]
[{"$f":"IF('> FILTER <'!B3006<>\"\",ROW(OFFSET(A3005,-1,0)),\"\")","v":3004},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3006)),A3005,\"\")","v":3004},{"$f":"IFERROR(SMALL(Helper2_1,A3005),\"\")","v":3004},null,3004,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3006)),$A3005,\"\")","v":3004},{"$f":"IFERROR(SMALL(Helper2_2,A3005),\"\")","v":3004},{"$f":"COUNTIF(Helper3_1,\"=\"&G3005)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3005)=1, G3005, \"\")","v":3004},{"$f":"IFERROR(SMALL(Index_2,A3005),\"\")","v":3004},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:J3005)),\"\")","v":"STI_40"},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:K3005)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:L3005)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:M3005)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:N3005)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3005,COLUMNS($J$2:O3005)),\"\")","v":"40  Working in partnership with the Students' Union, the University has made significant progress with its commitment to tackle gender-based violence. Its Preventing and Tackling Sexual Violence and Misconduct Strategy is award winning and has been recognised nationally. An updated version of the strategy is due to be launched in 2021, which will be in line with the Scottish Government's Equally Safe Strategy. The University Principal and Vice Chancellor is a member of the Universities UK Advisory Group on Sexual Misconduct. A number of successful initiatives have been created through this work including the establishment of a team of trained Sexual Violence and Misconduct Officers, who provide information and support to students or staff affected by sexual violence. Student representatives spoke positively about the partnership working between the Students' Union and the University on gender-based violence and valued the opportunities that had been open to all students to contribute to focus groups in this area. The postgraduate research students who met with the ELIR team praised its Athena Swan work and felt that the culture in the University was transparent, open and accepting."}]
[{"$f":"IF('> FILTER <'!B3007<>\"\",ROW(OFFSET(A3006,-1,0)),\"\")","v":3005},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3007)),A3006,\"\")","v":3005},{"$f":"IFERROR(SMALL(Helper2_1,A3006),\"\")","v":3005},null,3005,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3007)),$A3006,\"\")","v":3005},{"$f":"IFERROR(SMALL(Helper2_2,A3006),\"\")","v":3005},{"$f":"COUNTIF(Helper3_1,\"=\"&G3006)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3006)=1, G3006, \"\")","v":3005},{"$f":"IFERROR(SMALL(Index_2,A3006),\"\")","v":3005},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:J3006)),\"\")","v":"STI_41"},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:K3006)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:L3006)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:M3006)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:N3006)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3006,COLUMNS($J$2:O3006)),\"\")","v":"41  The University's approach to EDI is also effectively embedded within its arrangements for developing and managing its transnational education (TNE) partnerships (paragraphs 234-241). The ELIR team heard that as part of the process for approving new partner institutions, the University takes appropriate measures to ensure that the new potential partner shares their values around inclusivity and diversity - whilst recognising the existence of different cultural contexts. Students from a range of the University's TNE partnerships showed good awareness of the University's EDI policies and activities, receiving information through emails, blog posts, specific classes and in module content."}]
[{"$f":"IF('> FILTER <'!B3008<>\"\",ROW(OFFSET(A3007,-1,0)),\"\")","v":3006},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3008)),A3007,\"\")","v":3006},{"$f":"IFERROR(SMALL(Helper2_1,A3007),\"\")","v":3006},null,3006,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3008)),$A3007,\"\")","v":3006},{"$f":"IFERROR(SMALL(Helper2_2,A3007),\"\")","v":3006},{"$f":"COUNTIF(Helper3_1,\"=\"&G3007)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3007)=1, G3007, \"\")","v":3006},{"$f":"IFERROR(SMALL(Index_2,A3007),\"\")","v":3006},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:J3007)),\"\")","v":"STI_41"},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:K3007)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:L3007)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:M3007)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:N3007)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3007,COLUMNS($J$2:O3007)),\"\")","v":"41  The University's approach to EDI is also effectively embedded within its arrangements for developing and managing its transnational education (TNE) partnerships (paragraphs 234-241). The ELIR team heard that as part of the process for approving new partner institutions, the University takes appropriate measures to ensure that the new potential partner shares their values around inclusivity and diversity - whilst recognising the existence of different cultural contexts. Students from a range of the University's TNE partnerships showed good awareness of the University's EDI policies and activities, receiving information through emails, blog posts, specific classes and in module content."}]
[{"$f":"IF('> FILTER <'!B3009<>\"\",ROW(OFFSET(A3008,-1,0)),\"\")","v":3007},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3009)),A3008,\"\")","v":3007},{"$f":"IFERROR(SMALL(Helper2_1,A3008),\"\")","v":3007},null,3007,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3009)),$A3008,\"\")","v":3007},{"$f":"IFERROR(SMALL(Helper2_2,A3008),\"\")","v":3007},{"$f":"COUNTIF(Helper3_1,\"=\"&G3008)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3008)=1, G3008, \"\")","v":3007},{"$f":"IFERROR(SMALL(Index_2,A3008),\"\")","v":3007},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:J3008)),\"\")","v":"STI_42"},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:K3008)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:L3008)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:M3008)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:N3008)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3008,COLUMNS($J$2:O3008)),\"\")","v":"42  During 2020, the University progressed development of an Anti-Racism and Race Equality Strategy and the University Principal also signed the Public Declaration of Anti-Racism as part of a collaborative approach taken by Scottish University Principals. In response to the Black Lives Matters movement in 2020, the University invited staff, students and stakeholders to share concerns about racism or the University's approach to tackling race inequality through two engagement sessions with senior staff, with the outcomes fed into the Equality Steering Group and discussed as part of the development of the University's Anti-Racism and Race Equality Strategy."}]
[{"$f":"IF('> FILTER <'!B3010<>\"\",ROW(OFFSET(A3009,-1,0)),\"\")","v":3008},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3010)),A3009,\"\")","v":3008},{"$f":"IFERROR(SMALL(Helper2_1,A3009),\"\")","v":3008},null,3008,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3010)),$A3009,\"\")","v":3008},{"$f":"IFERROR(SMALL(Helper2_2,A3009),\"\")","v":3008},{"$f":"COUNTIF(Helper3_1,\"=\"&G3009)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3009)=1, G3009, \"\")","v":3008},{"$f":"IFERROR(SMALL(Index_2,A3009),\"\")","v":3008},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:J3009)),\"\")","v":"STI_43"},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:K3009)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:L3009)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:M3009)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:N3009)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3009,COLUMNS($J$2:O3009)),\"\")","v":"43  The University is leading a collaborative cluster project as part of the current QAA Enhancement Theme 'Resilient Learning Communities' on expanding and deepening sector-wide understanding of what decolonising the curriculum means in practice. As part of this work, the University is piloting using students to audit the curriculum, which the ELIR team understands will adopt a similar approach to the Students Partners in Learning Scheme used during the COVID-19 pandemic (paragraph 68). During Black History Month, the University offered a series of events, seminars and activities, and had a dedicated webpage. Student representatives commented positively on their involvement with the decolonising the curriculum work."}]
[{"$f":"IF('> FILTER <'!B3011<>\"\",ROW(OFFSET(A3010,-1,0)),\"\")","v":3009},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3011)),A3010,\"\")","v":3009},{"$f":"IFERROR(SMALL(Helper2_1,A3010),\"\")","v":3009},null,3009,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3011)),$A3010,\"\")","v":3009},{"$f":"IFERROR(SMALL(Helper2_2,A3010),\"\")","v":3009},{"$f":"COUNTIF(Helper3_1,\"=\"&G3010)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3010)=1, G3010, \"\")","v":3009},{"$f":"IFERROR(SMALL(Index_2,A3010),\"\")","v":3009},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:J3010)),\"\")","v":"STI_44"},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:K3010)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:L3010)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:M3010)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:N3010)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3010,COLUMNS($J$2:O3010)),\"\")","v":"44  Student representatives spoke positively about the support and information provided by the Students' Union on a range of EDI matters, acknowledging University support was improving. Positive comment was made on the operation of the University's no tolerance policy to racial discrimination, where action by the University was described as both 'detailed and swift'."}]
[{"$f":"IF('> FILTER <'!B3012<>\"\",ROW(OFFSET(A3011,-1,0)),\"\")","v":3010},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3012)),A3011,\"\")","v":3010},{"$f":"IFERROR(SMALL(Helper2_1,A3011),\"\")","v":3010},null,3010,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3012)),$A3011,\"\")","v":3010},{"$f":"IFERROR(SMALL(Helper2_2,A3011),\"\")","v":3010},{"$f":"COUNTIF(Helper3_1,\"=\"&G3011)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3011)=1, G3011, \"\")","v":3010},{"$f":"IFERROR(SMALL(Index_2,A3011),\"\")","v":3010},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:J3011)),\"\")","v":"STI_45"},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:K3011)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:L3011)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:M3011)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:N3011)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3011,COLUMNS($J$2:O3011)),\"\")","v":"45  The ELIR team commend the University's strong institutional commitment which has ensured that equality, diversity and inclusion is embedded in the culture of the University and its collaborative partners. Its strategic approach to equality, diversity and inclusion has been developed, and is being delivered, in partnership between the University and the Students' Union and is also underpinned by a comprehensive range of initiatives involving both staff and students."}]
[{"$f":"IF('> FILTER <'!B3013<>\"\",ROW(OFFSET(A3012,-1,0)),\"\")","v":3011},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3013)),A3012,\"\")","v":3011},{"$f":"IFERROR(SMALL(Helper2_1,A3012),\"\")","v":3011},null,3011,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3013)),$A3012,\"\")","v":3011},{"$f":"IFERROR(SMALL(Helper2_2,A3012),\"\")","v":3011},{"$f":"COUNTIF(Helper3_1,\"=\"&G3012)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3012)=1, G3012, \"\")","v":3011},{"$f":"IFERROR(SMALL(Index_2,A3012),\"\")","v":3011},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:J3012)),\"\")","v":"STI_46"},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:K3012)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:L3012)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:M3012)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:N3012)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3012,COLUMNS($J$2:O3012)),\"\")","v":"46  The University has been undertaking a number of projects in this area, using an evidence-based approach, to develop its support for students. Examples include: investment in providing a digital library catalogue and electronic reading lists; the introduction of a development module for staff on embedding accessibility and inclusion practise in the curriculum and learning and teaching approaches; developing the digital learning environment to ensure it continues to meet legislative requirements; ensuring all materials are digitally accessible; and the use of lecture recording and captioning which has been particularly popular and welcomed across the student population (paragraph 135)."}]
[{"$f":"IF('> FILTER <'!B3014<>\"\",ROW(OFFSET(A3013,-1,0)),\"\")","v":3012},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3014)),A3013,\"\")","v":3012},{"$f":"IFERROR(SMALL(Helper2_1,A3013),\"\")","v":3012},null,3012,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3014)),$A3013,\"\")","v":3012},{"$f":"IFERROR(SMALL(Helper2_2,A3013),\"\")","v":3012},{"$f":"COUNTIF(Helper3_1,\"=\"&G3013)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3013)=1, G3013, \"\")","v":3012},{"$f":"IFERROR(SMALL(Index_2,A3013),\"\")","v":3012},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:J3013)),\"\")","v":"STI_47"},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:K3013)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:L3013)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:M3013)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:N3013)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3013,COLUMNS($J$2:O3013)),\"\")","v":"47  Student representatives commented positively on the University's progress over the past four years in supporting students with disabilities and additional needs. Particular mention was made of activities to support greater student engagement, including focus groups with specific student groups, and an increase in the range and type of support available from Student Learning Services (paragraphs 87-89). However, these representatives also expressed the view that the University still has more work to do to support part-time and distance learning students. They also acknowledged the complexity of the challenges facing the University in accommodating the needs of an increasingly diverse student body, for example, event times that work for part-time students can be difficult for those with caring responsibilities."}]
[{"$f":"IF('> FILTER <'!B3015<>\"\",ROW(OFFSET(A3014,-1,0)),\"\")","v":3013},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3015)),A3014,\"\")","v":3013},{"$f":"IFERROR(SMALL(Helper2_1,A3014),\"\")","v":3013},null,3013,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3015)),$A3014,\"\")","v":3013},{"$f":"IFERROR(SMALL(Helper2_2,A3014),\"\")","v":3013},{"$f":"COUNTIF(Helper3_1,\"=\"&G3014)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3014)=1, G3014, \"\")","v":3013},{"$f":"IFERROR(SMALL(Index_2,A3014),\"\")","v":3013},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:J3014)),\"\")","v":"STI_48"},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:K3014)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:L3014)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:M3014)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:N3014)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3014,COLUMNS($J$2:O3014)),\"\")","v":"48  The University states in the RA that it places particular importance on the mental health, and physical health and wellbeing of students believing it has a direct impact on their success and experience of the University. Mental health and wellbeing is one of the University's four published equality outcomes (paragraph 36). The new Mental Health Strategy developed collaboratively between faculty and professional services staff, and Students' Union staff and sabbatical officers, was approved in Spring 2021 and will be jointly owned with the Students' Union."}]
[{"$f":"IF('> FILTER <'!B3016<>\"\",ROW(OFFSET(A3015,-1,0)),\"\")","v":3014},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3016)),A3015,\"\")","v":3014},{"$f":"IFERROR(SMALL(Helper2_1,A3015),\"\")","v":3014},null,3014,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3016)),$A3015,\"\")","v":3014},{"$f":"IFERROR(SMALL(Helper2_2,A3015),\"\")","v":3014},{"$f":"COUNTIF(Helper3_1,\"=\"&G3015)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3015)=1, G3015, \"\")","v":3014},{"$f":"IFERROR(SMALL(Index_2,A3015),\"\")","v":3014},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:J3015)),\"\")","v":"STI_49"},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:K3015)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:L3015)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:M3015)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:N3015)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3015,COLUMNS($J$2:O3015)),\"\")","v":"49  The University has continued to develop effective approaches to mental health and wellbeing support including: investing in the Mental Health, Wellbeing and Counselling team; the introduction of the 'One at a Time' counselling model (which allocates counselling time on a session-by-session basis, rather than blocks of sessions) to reduce waiting times; and a Mental Health First Aid (MHFA) programme. The University also offers online support for staff and students including the 'TogetherAll' programme for students and an Employee Assistance programme for staff, and uses spaces across the campus to support the promotion of wellbeing. Staff spoke positively that both staff and students are benefitting from work currently underway across the University looking at measures to mitigate the stress caused by some aspects of teaching and learning and the teaching environment, for example the bunching of assessment submission dates (paragraph 78-83)."}]
[{"$f":"IF('> FILTER <'!B3017<>\"\",ROW(OFFSET(A3016,-1,0)),\"\")","v":3015},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3017)),A3016,\"\")","v":3015},{"$f":"IFERROR(SMALL(Helper2_1,A3016),\"\")","v":3015},null,3015,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3017)),$A3016,\"\")","v":3015},{"$f":"IFERROR(SMALL(Helper2_2,A3016),\"\")","v":3015},{"$f":"COUNTIF(Helper3_1,\"=\"&G3016)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3016)=1, G3016, \"\")","v":3015},{"$f":"IFERROR(SMALL(Index_2,A3016),\"\")","v":3015},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:J3016)),\"\")","v":"STI_50"},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:K3016)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:L3016)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:M3016)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:N3016)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3016,COLUMNS($J$2:O3016)),\"\")","v":"50  The University also launched, as part of its response to the impact of the COVID-19 pandemic, the 'Be Connected' initiative in partnership with the Students' Union, which was a programme of social, health and wellbeing, learning and cultural activities and resources to support wellbeing and allow individuals to connect. The 'Be Connected' initiative will continue beyond the immediacy of the pandemic becoming the University Student & Residential Life Programme, with a steering group liaising with key areas in order to develop and coordinate the content of the programme. The University has in place a series of support mechanisms including campus activities such as a Gardening Club, a campus wellbeing map and access to a free online service offering 24/7 free mental health support for students."}]
[{"$f":"IF('> FILTER <'!B3018<>\"\",ROW(OFFSET(A3017,-1,0)),\"\")","v":3016},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3018)),A3017,\"\")","v":3016},{"$f":"IFERROR(SMALL(Helper2_1,A3017),\"\")","v":3016},null,3016,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3018)),$A3017,\"\")","v":3016},{"$f":"IFERROR(SMALL(Helper2_2,A3017),\"\")","v":3016},{"$f":"COUNTIF(Helper3_1,\"=\"&G3017)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3017)=1, G3017, \"\")","v":3016},{"$f":"IFERROR(SMALL(Index_2,A3017),\"\")","v":3016},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:J3017)),\"\")","v":"STI_50"},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:K3017)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:L3017)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:M3017)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:N3017)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3017,COLUMNS($J$2:O3017)),\"\")","v":"50  The University also launched, as part of its response to the impact of the COVID-19 pandemic, the 'Be Connected' initiative in partnership with the Students' Union, which was a programme of social, health and wellbeing, learning and cultural activities and resources to support wellbeing and allow individuals to connect. The 'Be Connected' initiative will continue beyond the immediacy of the pandemic becoming the University Student & Residential Life Programme, with a steering group liaising with key areas in order to develop and coordinate the content of the programme. The University has in place a series of support mechanisms including campus activities such as a Gardening Club, a campus wellbeing map and access to a free online service offering 24/7 free mental health support for students."}]
[{"$f":"IF('> FILTER <'!B3019<>\"\",ROW(OFFSET(A3018,-1,0)),\"\")","v":3017},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3019)),A3018,\"\")","v":3017},{"$f":"IFERROR(SMALL(Helper2_1,A3018),\"\")","v":3017},null,3017,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3019)),$A3018,\"\")","v":3017},{"$f":"IFERROR(SMALL(Helper2_2,A3018),\"\")","v":3017},{"$f":"COUNTIF(Helper3_1,\"=\"&G3018)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3018)=1, G3018, \"\")","v":3017},{"$f":"IFERROR(SMALL(Index_2,A3018),\"\")","v":3017},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:J3018)),\"\")","v":"STI_51"},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:K3018)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:L3018)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:M3018)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:N3018)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3018,COLUMNS($J$2:O3018)),\"\")","v":"51  The University concedes that the resources available have not always matched demands from staff and students but remains committed to further developing its support including further investment in resources and embedding materials related to mental health and wellbeing into the curriculum. This view was also shared by students who stated that they had seen a reduction in the waiting times to get appointments with counsellors, which they had experienced as 'under-resourced and under-staffed'. However, a number did express concerns that while understandable, this position had deteriorated again during the pandemic. The ELIR team encourages the University to take forward its plans to support the effective implementation of its recently launched Mental Health Strategy."}]
[{"$f":"IF('> FILTER <'!B3020<>\"\",ROW(OFFSET(A3019,-1,0)),\"\")","v":3018},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3020)),A3019,\"\")","v":3018},{"$f":"IFERROR(SMALL(Helper2_1,A3019),\"\")","v":3018},null,3018,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3020)),$A3019,\"\")","v":3018},{"$f":"IFERROR(SMALL(Helper2_2,A3019),\"\")","v":3018},{"$f":"COUNTIF(Helper3_1,\"=\"&G3019)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3019)=1, G3019, \"\")","v":3018},{"$f":"IFERROR(SMALL(Index_2,A3019),\"\")","v":3018},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:J3019)),\"\")","v":"STI_52"},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:K3019)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:L3019)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:M3019)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:N3019)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3019,COLUMNS($J$2:O3019)),\"\")","v":"52  Overall, the University has effective arrangements in place to support widening access which continues to be an area of focus for the University. A new Widening Access Strategy was being developed at the time of this ELIR to be published during 2021-22. The RA states the University exceeds its 2021 Commission on Widening Access targets. Contextual admissions were introduced in 2019-20 (paragraph 71)."}]
[{"$f":"IF('> FILTER <'!B3021<>\"\",ROW(OFFSET(A3020,-1,0)),\"\")","v":3019},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3021)),A3020,\"\")","v":3019},{"$f":"IFERROR(SMALL(Helper2_1,A3020),\"\")","v":3019},null,3019,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3021)),$A3020,\"\")","v":3019},{"$f":"IFERROR(SMALL(Helper2_2,A3020),\"\")","v":3019},{"$f":"COUNTIF(Helper3_1,\"=\"&G3020)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3020)=1, G3020, \"\")","v":3019},{"$f":"IFERROR(SMALL(Index_2,A3020),\"\")","v":3019},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:J3020)),\"\")","v":"STI_53"},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:K3020)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:L3020)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:M3020)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:N3020)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3020,COLUMNS($J$2:O3020)),\"\")","v":"53  The University's outreach activity is delivered across Scotland in partnership with a range of organisations including schools, colleges, community groups and local Councils. The University works with local schools to raise pupil aspirations, offering a range of activities including presentations and the 'Realise Your Potential Board Game'. The University contributes to the Schools for Higher Education Programme (SHEP) and the Scottish Wider Access Programme (SWAP). In the RA the University recognises that its evaluation of these initiatives would benefit from further development and is do so using resources shared by the Scottish Community of Access and Participation Practitioners (SCAPP). As well as specific outreach initiatives, the University also provides support to students from widening access backgrounds who wish to undertake study aboard opportunities, it offers 'Learning Strategies' modules and hosts an Access to Degree Studies course."}]
[{"$f":"IF('> FILTER <'!B3022<>\"\",ROW(OFFSET(A3021,-1,0)),\"\")","v":3020},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3022)),A3021,\"\")","v":3020},{"$f":"IFERROR(SMALL(Helper2_1,A3021),\"\")","v":3020},null,3020,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3022)),$A3021,\"\")","v":3020},{"$f":"IFERROR(SMALL(Helper2_2,A3021),\"\")","v":3020},{"$f":"COUNTIF(Helper3_1,\"=\"&G3021)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3021)=1, G3021, \"\")","v":3020},{"$f":"IFERROR(SMALL(Index_2,A3021),\"\")","v":3020},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:J3021)),\"\")","v":"STI_54"},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:K3021)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:L3021)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:M3021)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:N3021)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3021,COLUMNS($J$2:O3021)),\"\")","v":"54  The RA states that 20% of the University's undergraduate students come from colleges and it plans to expand articulation opportunities and pathways. The University has a long-standing and successful partnership with Forth Valley College (paragraphs 55-57) and formally developed a joint venture - INTO University of Stirling - to support international students to transition into undergraduate and postgraduate programmes at the University and other Scottish providers (paragraphs 59 and 60)."}]
[{"$f":"IF('> FILTER <'!B3023<>\"\",ROW(OFFSET(A3022,-1,0)),\"\")","v":3021},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3023)),A3022,\"\")","v":3021},{"$f":"IFERROR(SMALL(Helper2_1,A3022),\"\")","v":3021},null,3021,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3023)),$A3022,\"\")","v":3021},{"$f":"IFERROR(SMALL(Helper2_2,A3022),\"\")","v":3021},{"$f":"COUNTIF(Helper3_1,\"=\"&G3022)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3022)=1, G3022, \"\")","v":3021},{"$f":"IFERROR(SMALL(Index_2,A3022),\"\")","v":3021},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:J3022)),\"\")","v":"STI_55"},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:K3022)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:L3022)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:M3022)),\"\")","v":"Student numbers"},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:N3022)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3022,COLUMNS($J$2:O3022)),\"\")","v":"55  The articulation arrangement with Forth Valley College comprises four 2+2 integrated degree programmes that allow direct entry to year 3 of the programme following successful completion of an appropriate HND, either at Forth Valley College or another college. Admission to a fourth year at Stirling is subject to the number of places available on the BA (Hons) in Art & Design programme. These programmes are designed to support the development of employability skills and offer work-based learning experiences."}]
[{"$f":"IF('> FILTER <'!B3024<>\"\",ROW(OFFSET(A3023,-1,0)),\"\")","v":3022},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3024)),A3023,\"\")","v":3022},{"$f":"IFERROR(SMALL(Helper2_1,A3023),\"\")","v":3022},null,3022,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3024)),$A3023,\"\")","v":3022},{"$f":"IFERROR(SMALL(Helper2_2,A3023),\"\")","v":3022},{"$f":"COUNTIF(Helper3_1,\"=\"&G3023)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3023)=1, G3023, \"\")","v":3022},{"$f":"IFERROR(SMALL(Index_2,A3023),\"\")","v":3022},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:J3023)),\"\")","v":"STI_56"},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:K3023)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:L3023)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:M3023)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:N3023)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3023,COLUMNS($J$2:O3023)),\"\")","v":"56  Each programme is supported by a dedicated Programme Director at both the University and the College. Students enrol in both the College and the University from the beginning of their studies, and have access to a personal tutor and other student support and learning support from the University. Student Learning Services (SLS) (paragraphs 87-89) also provides support for articulating students, including workshops for students on entry and the provision of a suite of generic workshops for students new to second and third years. Members of SLS who have direct experience of access and further education speak regularly to college staff to discuss ways to bridge the gap between further education and higher education. Students with experience of widening access reported that attending open days has been very helpful and they had valued sessions delivered at local schools on higher education."}]
[{"$f":"IF('> FILTER <'!B3025<>\"\",ROW(OFFSET(A3024,-1,0)),\"\")","v":3023},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3025)),A3024,\"\")","v":3023},{"$f":"IFERROR(SMALL(Helper2_1,A3024),\"\")","v":3023},null,3023,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3025)),$A3024,\"\")","v":3023},{"$f":"IFERROR(SMALL(Helper2_2,A3024),\"\")","v":3023},{"$f":"COUNTIF(Helper3_1,\"=\"&G3024)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3024)=1, G3024, \"\")","v":3023},{"$f":"IFERROR(SMALL(Index_2,A3024),\"\")","v":3023},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:J3024)),\"\")","v":"STI_57"},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:K3024)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:L3024)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:M3024)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:N3024)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3024,COLUMNS($J$2:O3024)),\"\")","v":"57  Students with experience of these articulation arrangements generally reported a very positive experience, with some indicating that there had been disruption to their transition because of the COVID-19 pandemic. Staff talked positively about the work undertaken with students both during their studies at Forth Valley College and also to support student induction into the University. However, both student representatives and the University recognise that the integration and support of college students is an area where there would be benefits from further enhancement."}]
[{"$f":"IF('> FILTER <'!B3026<>\"\",ROW(OFFSET(A3025,-1,0)),\"\")","v":3024},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3026)),A3025,\"\")","v":3024},{"$f":"IFERROR(SMALL(Helper2_1,A3025),\"\")","v":3024},null,3024,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3026)),$A3025,\"\")","v":3024},{"$f":"IFERROR(SMALL(Helper2_2,A3025),\"\")","v":3024},{"$f":"COUNTIF(Helper3_1,\"=\"&G3025)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3025)=1, G3025, \"\")","v":3024},{"$f":"IFERROR(SMALL(Index_2,A3025),\"\")","v":3024},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:J3025)),\"\")","v":"STI_58"},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:K3025)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:L3025)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:M3025)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:N3025)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3025,COLUMNS($J$2:O3025)),\"\")","v":"58  The University has recently approved a set of Higher National entry requirements which will be used during 2021-22 in considering applications from articulating students. The University also plans to review its articulation agreements and credit arrangements aiming to offer full credit recognition were possible and also offer more 'tailored' transition and induction support to articulating students. The ELIR team would encourage the University to take forward these plans."}]
[{"$f":"IF('> FILTER <'!B3027<>\"\",ROW(OFFSET(A3026,-1,0)),\"\")","v":3025},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3027)),A3026,\"\")","v":3025},{"$f":"IFERROR(SMALL(Helper2_1,A3026),\"\")","v":3025},null,3025,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3027)),$A3026,\"\")","v":3025},{"$f":"IFERROR(SMALL(Helper2_2,A3026),\"\")","v":3025},{"$f":"COUNTIF(Helper3_1,\"=\"&G3026)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3026)=1, G3026, \"\")","v":3025},{"$f":"IFERROR(SMALL(Index_2,A3026),\"\")","v":3025},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:J3026)),\"\")","v":"STI_58"},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:K3026)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:L3026)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:M3026)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:N3026)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3026,COLUMNS($J$2:O3026)),\"\")","v":"58  The University has recently approved a set of Higher National entry requirements which will be used during 2021-22 in considering applications from articulating students. The University also plans to review its articulation agreements and credit arrangements aiming to offer full credit recognition were possible and also offer more 'tailored' transition and induction support to articulating students. The ELIR team would encourage the University to take forward these plans."}]
[{"$f":"IF('> FILTER <'!B3028<>\"\",ROW(OFFSET(A3027,-1,0)),\"\")","v":3026},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3028)),A3027,\"\")","v":3026},{"$f":"IFERROR(SMALL(Helper2_1,A3027),\"\")","v":3026},null,3026,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3028)),$A3027,\"\")","v":3026},{"$f":"IFERROR(SMALL(Helper2_2,A3027),\"\")","v":3026},{"$f":"COUNTIF(Helper3_1,\"=\"&G3027)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3027)=1, G3027, \"\")","v":3026},{"$f":"IFERROR(SMALL(Index_2,A3027),\"\")","v":3026},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:J3027)),\"\")","v":"STI_59"},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:K3027)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:L3027)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:M3027)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:N3027)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3027,COLUMNS($J$2:O3027)),\"\")","v":"59  The INTO University of Stirling (INTO UoS) joint venture operates in a purpose-built building on the Stirling campus. INTO UoS was the subject of a QAA Review for Educational Oversight - Exceptional Arrangements in May 2019. The report included judgements that confidence can be placed in INTO Stirling's management of its responsibilities for academic standards, as set out in its contractual arrangements with its academic partner; that confidence can be placed in INTO Stirling's management and enhancement of the quality of learning opportunities; and that reliance can be placed on the information that INTO Stirling produces for its intended audiences about the learning opportunities it offers. There were two recommendations, that the provider should develop arrangements with the University to review how good practice approaches undertaken by Link Tutors can be applied consistently, and should ensure students are fully informed of the external examiner system and make all external examiner reports available to students. This second point is also a recommendation from the current ELIR (paragraphs 208 and 225)."}]
[{"$f":"IF('> FILTER <'!B3029<>\"\",ROW(OFFSET(A3028,-1,0)),\"\")","v":3027},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3029)),A3028,\"\")","v":3027},{"$f":"IFERROR(SMALL(Helper2_1,A3028),\"\")","v":3027},null,3027,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3029)),$A3028,\"\")","v":3027},{"$f":"IFERROR(SMALL(Helper2_2,A3028),\"\")","v":3027},{"$f":"COUNTIF(Helper3_1,\"=\"&G3028)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3028)=1, G3028, \"\")","v":3027},{"$f":"IFERROR(SMALL(Index_2,A3028),\"\")","v":3027},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:J3028)),\"\")","v":"STI_60"},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:K3028)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:L3028)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:M3028)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:N3028)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3028,COLUMNS($J$2:O3028)),\"\")","v":"60  Each faculty has a Link Tutor who liaises with the INTO UoS team and supports students transitioning from INTO to the University. The University provides the quality assurance framework and regulations within which the centre operates and assures the setting and maintaining of threshold academic standards. All programmes are approved as University of Stirling programmes."}]
[{"$f":"IF('> FILTER <'!B3030<>\"\",ROW(OFFSET(A3029,-1,0)),\"\")","v":3028},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3030)),A3029,\"\")","v":3028},{"$f":"IFERROR(SMALL(Helper2_1,A3029),\"\")","v":3028},null,3028,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3030)),$A3029,\"\")","v":3028},{"$f":"IFERROR(SMALL(Helper2_2,A3029),\"\")","v":3028},{"$f":"COUNTIF(Helper3_1,\"=\"&G3029)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3029)=1, G3029, \"\")","v":3028},{"$f":"IFERROR(SMALL(Index_2,A3029),\"\")","v":3028},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:J3029)),\"\")","v":"STI_61"},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:K3029)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:L3029)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:M3029)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:N3029)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3029,COLUMNS($J$2:O3029)),\"\")","v":"61  The University provides a holistic and inclusive approach to supporting students at each stage of their learner journey, providing a variety of services and activities to support the learner journey from application to graduation. Students articulated a good understanding of the services available, confirming they were well informed and could easily access the services on offer. The University continues to implement plans to develop its support services in response to feedback from students.  "}]
[{"$f":"IF('> FILTER <'!B3031<>\"\",ROW(OFFSET(A3030,-1,0)),\"\")","v":3029},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3031)),A3030,\"\")","v":3029},{"$f":"IFERROR(SMALL(Helper2_1,A3030),\"\")","v":3029},null,3029,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3031)),$A3030,\"\")","v":3029},{"$f":"IFERROR(SMALL(Helper2_2,A3030),\"\")","v":3029},{"$f":"COUNTIF(Helper3_1,\"=\"&G3030)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3030)=1, G3030, \"\")","v":3029},{"$f":"IFERROR(SMALL(Index_2,A3030),\"\")","v":3029},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:J3030)),\"\")","v":"STI_62"},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:K3030)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:L3030)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:M3030)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:N3030)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3030,COLUMNS($J$2:O3030)),\"\")","v":"62  The University has developed a Student Experience Framework (SEF), which was described by senior staff as a 'living framework' bringing together all aspects of the broader student experience to support a holistic approach to its enhancement. The SEF helps to ensure that all faculty teams are connected effectively with the University's professional services teams. The Framework has five strategic aims which were identified in consultation with the Students' Union, directed at making students feel 'prepared, connected, supported, evolved and organised'. These themes influence and shape resource allocation and complement those of the Learning and Teaching Quality Enhancement Strategy (LTQES). Both the SEF and the LTQES are led by the Deputy Principal (Education and Students), with oversight of the delivery and future direction of the SEF being the responsibility of the Student Experience Committee (SEC) (paragraph 149)."}]
[{"$f":"IF('> FILTER <'!B3032<>\"\",ROW(OFFSET(A3031,-1,0)),\"\")","v":3030},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3032)),A3031,\"\")","v":3030},{"$f":"IFERROR(SMALL(Helper2_1,A3031),\"\")","v":3030},null,3030,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3032)),$A3031,\"\")","v":3030},{"$f":"IFERROR(SMALL(Helper2_2,A3031),\"\")","v":3030},{"$f":"COUNTIF(Helper3_1,\"=\"&G3031)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3031)=1, G3031, \"\")","v":3030},{"$f":"IFERROR(SMALL(Index_2,A3031),\"\")","v":3030},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:J3031)),\"\")","v":"STI_63"},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:K3031)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:L3031)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:M3031)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:N3031)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3031,COLUMNS($J$2:O3031)),\"\")","v":"63  The ELIR team established that the work contained within the SEF is on the whole progressing well in terms of enabling the professional service areas to work together efficiently and effectively in supporting students. They also noted that some of the work associated with this Framework had understandably been delayed because of the COVID-19 pandemic. Students reported that involvement with the development of the SEF was limited to sabbaticals and student representatives, and while the wider student body might not be aware of the Framework, students would recognise 'Be Connected' (a programme of social, health and wellbeing, learning and cultural activities and resources designed to help and support both staff and students), which had evolved from the SEF themes. Students who met the team spoke positively about the value of this programme. The team established that communications with students throughout their learner journey were effective and that staff had a good understanding of the purpose of the SEF."}]
[{"$f":"IF('> FILTER <'!B3033<>\"\",ROW(OFFSET(A3032,-1,0)),\"\")","v":3031},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3033)),A3032,\"\")","v":3031},{"$f":"IFERROR(SMALL(Helper2_1,A3032),\"\")","v":3031},null,3031,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3033)),$A3032,\"\")","v":3031},{"$f":"IFERROR(SMALL(Helper2_2,A3032),\"\")","v":3031},{"$f":"COUNTIF(Helper3_1,\"=\"&G3032)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3032)=1, G3032, \"\")","v":3031},{"$f":"IFERROR(SMALL(Index_2,A3032),\"\")","v":3031},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:J3032)),\"\")","v":"STI_64"},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:K3032)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:L3032)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:M3032)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:N3032)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3032,COLUMNS($J$2:O3032)),\"\")","v":"64  During the Covid-19 pandemic, the Associate Deans Learning and Teaching (ADLTs) (paragraphs 152 and 153), the Deputy Principal (Education and Students) and the University Chief Examiner met on a regular basis to drive the implementation of necessary changes to the management of learning, teaching and associated policy. A range of other colleagues including the Vice President for Education of the Students' Union, Academic Development, SLS and the Learning Technologists also contributed to these changes."}]
[{"$f":"IF('> FILTER <'!B3034<>\"\",ROW(OFFSET(A3033,-1,0)),\"\")","v":3032},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3034)),A3033,\"\")","v":3032},{"$f":"IFERROR(SMALL(Helper2_1,A3033),\"\")","v":3032},null,3032,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3034)),$A3033,\"\")","v":3032},{"$f":"IFERROR(SMALL(Helper2_2,A3033),\"\")","v":3032},{"$f":"COUNTIF(Helper3_1,\"=\"&G3033)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3033)=1, G3033, \"\")","v":3032},{"$f":"IFERROR(SMALL(Index_2,A3033),\"\")","v":3032},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:J3033)),\"\")","v":"STI_65"},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:K3033)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:L3033)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:M3033)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:N3033)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3033,COLUMNS($J$2:O3033)),\"\")","v":"65  During the remainder of session 2019-20, after the first UK national lockdown in March 2020, the University put in place a range of specific arrangements to help assure the quality of its provision and ensure academic standards for teaching, learning and assessment were maintained. These included a no-detriment approach to student attainment and progress; no physical examinations during the spring 2020 semester; lectures were divided into short videos which could be viewed asynchronously allowing students to organise their studies around life in lockdown; staff introduced 'office hours' and made themselves more available to support students; and video tutorials using a 'flipped classroom' approach to affording students greater autonomy with their learning. The University accepts that while provision had not always been consistent across the faculties during this initial emergency period, the establishment of faculty-level web-based collaboration sites for staff had allowed the effective sharing of good practice. The online environment had also prompted careful consideration of assessment practices (paragraph 80)."}]
[{"$f":"IF('> FILTER <'!B3035<>\"\",ROW(OFFSET(A3034,-1,0)),\"\")","v":3033},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3035)),A3034,\"\")","v":3033},{"$f":"IFERROR(SMALL(Helper2_1,A3034),\"\")","v":3033},null,3033,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3035)),$A3034,\"\")","v":3033},{"$f":"IFERROR(SMALL(Helper2_2,A3034),\"\")","v":3033},{"$f":"COUNTIF(Helper3_1,\"=\"&G3034)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3034)=1, G3034, \"\")","v":3033},{"$f":"IFERROR(SMALL(Index_2,A3034),\"\")","v":3033},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:J3034)),\"\")","v":"STI_66"},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:K3034)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:L3034)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:M3034)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:N3034)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3034,COLUMNS($J$2:O3034)),\"\")","v":"66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."}]
[{"$f":"IF('> FILTER <'!B3036<>\"\",ROW(OFFSET(A3035,-1,0)),\"\")","v":3034},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3036)),A3035,\"\")","v":3034},{"$f":"IFERROR(SMALL(Helper2_1,A3035),\"\")","v":3034},null,3034,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3036)),$A3035,\"\")","v":3034},{"$f":"IFERROR(SMALL(Helper2_2,A3035),\"\")","v":3034},{"$f":"COUNTIF(Helper3_1,\"=\"&G3035)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3035)=1, G3035, \"\")","v":3034},{"$f":"IFERROR(SMALL(Index_2,A3035),\"\")","v":3034},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:J3035)),\"\")","v":"STI_66"},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:K3035)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:L3035)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:M3035)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:N3035)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3035,COLUMNS($J$2:O3035)),\"\")","v":"66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."}]
[{"$f":"IF('> FILTER <'!B3037<>\"\",ROW(OFFSET(A3036,-1,0)),\"\")","v":3035},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3037)),A3036,\"\")","v":3035},{"$f":"IFERROR(SMALL(Helper2_1,A3036),\"\")","v":3035},null,3035,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3037)),$A3036,\"\")","v":3035},{"$f":"IFERROR(SMALL(Helper2_2,A3036),\"\")","v":3035},{"$f":"COUNTIF(Helper3_1,\"=\"&G3036)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3036)=1, G3036, \"\")","v":3035},{"$f":"IFERROR(SMALL(Index_2,A3036),\"\")","v":3035},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:J3036)),\"\")","v":"STI_66"},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:K3036)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:L3036)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:M3036)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:N3036)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3036,COLUMNS($J$2:O3036)),\"\")","v":"66  Staff described how the management of teaching and learning, and in particular technology enhanced learning, has been 'revolutionised' at the University as a result of the COVID-19 pandemic. This view was also supported by students, including those studying at the University's partner institutions. The transition to online learning has been very effective, with the ADLTs playing an important role in ensuring the quality of provision across faculties. The University's virtual learning environment (VLE) was quickly adapted to facilitate better delivery, and a new online module template introduced. The University offered training for staff, delivered jointly by Academic Development (paragraph 167) and the team of Learning Technologists, on the effective use of online technologies, to support staff with their preparations for online teaching during autumn 2020. The University worked in partnership with students to ensure that communications during the pandemic were both effective and timely. Students confirmed that during the pandemic they had found staff to be accessible and helpful, and welcomed the range of resources made available to them."}]
[{"$f":"IF('> FILTER <'!B3038<>\"\",ROW(OFFSET(A3037,-1,0)),\"\")","v":3036},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3038)),A3037,\"\")","v":3036},{"$f":"IFERROR(SMALL(Helper2_1,A3037),\"\")","v":3036},null,3036,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3038)),$A3037,\"\")","v":3036},{"$f":"IFERROR(SMALL(Helper2_2,A3037),\"\")","v":3036},{"$f":"COUNTIF(Helper3_1,\"=\"&G3037)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3037)=1, G3037, \"\")","v":3036},{"$f":"IFERROR(SMALL(Index_2,A3037),\"\")","v":3036},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:J3037)),\"\")","v":"STI_67"},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:K3037)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:L3037)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:M3037)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:N3037)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3037,COLUMNS($J$2:O3037)),\"\")","v":"67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "}]
[{"$f":"IF('> FILTER <'!B3039<>\"\",ROW(OFFSET(A3038,-1,0)),\"\")","v":3037},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3039)),A3038,\"\")","v":3037},{"$f":"IFERROR(SMALL(Helper2_1,A3038),\"\")","v":3037},null,3037,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3039)),$A3038,\"\")","v":3037},{"$f":"IFERROR(SMALL(Helper2_2,A3038),\"\")","v":3037},{"$f":"COUNTIF(Helper3_1,\"=\"&G3038)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3038)=1, G3038, \"\")","v":3037},{"$f":"IFERROR(SMALL(Index_2,A3038),\"\")","v":3037},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:J3038)),\"\")","v":"STI_67"},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:K3038)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:L3038)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:M3038)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:N3038)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3038,COLUMNS($J$2:O3038)),\"\")","v":"67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "}]
[{"$f":"IF('> FILTER <'!B3040<>\"\",ROW(OFFSET(A3039,-1,0)),\"\")","v":3038},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3040)),A3039,\"\")","v":3038},{"$f":"IFERROR(SMALL(Helper2_1,A3039),\"\")","v":3038},null,3038,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3040)),$A3039,\"\")","v":3038},{"$f":"IFERROR(SMALL(Helper2_2,A3039),\"\")","v":3038},{"$f":"COUNTIF(Helper3_1,\"=\"&G3039)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3039)=1, G3039, \"\")","v":3038},{"$f":"IFERROR(SMALL(Index_2,A3039),\"\")","v":3038},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:J3039)),\"\")","v":"STI_67"},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:K3039)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:L3039)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:M3039)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:N3039)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3039,COLUMNS($J$2:O3039)),\"\")","v":"67  Although some students stated they missed the seminar experience and interaction, the majority view was that the online learning, teaching and assessment experience had exceeded their expectations. Undergraduate students commented on the smooth transition to online learning and the flexibility associated with this which allowed them to work around caring responsibilities and time zones. They spoke very positively about the range and breadth of new resources available on the VLE. All students recognised the innovative thinking and support they had received from staff. Undergraduate students also confirmed that communications from the University had been effective during the pandemic with information provided in a timely and accessible manner. Postgraduate taught students also praised the University's signposting, travel updates and support for those self-isolating. While postgraduate research students were generally positive about the University's approach to the pandemic, a number commented that on occasion they had felt overwhelmed by the volume of communications and range of media used, believing the University could perhaps have done more to streamline things.  "}]
[{"$f":"IF('> FILTER <'!B3041<>\"\",ROW(OFFSET(A3040,-1,0)),\"\")","v":3039},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3041)),A3040,\"\")","v":3039},{"$f":"IFERROR(SMALL(Helper2_1,A3040),\"\")","v":3039},null,3039,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3041)),$A3040,\"\")","v":3039},{"$f":"IFERROR(SMALL(Helper2_2,A3040),\"\")","v":3039},{"$f":"COUNTIF(Helper3_1,\"=\"&G3040)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3040)=1, G3040, \"\")","v":3039},{"$f":"IFERROR(SMALL(Index_2,A3040),\"\")","v":3039},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:J3040)),\"\")","v":"STI_68"},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:K3040)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:L3040)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:M3040)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:N3040)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3040,COLUMNS($J$2:O3040)),\"\")","v":"68  One of the key examples of positive practice which the ELIR team heard about was work where students are involved in 'road testing' the development of online content for modules. Twenty student volunteers drawn from across the University form the Students as Partners in Learning Group and provide feedback to staff developing online content before the modules 'go live'. Both staff and students talked very positively about the value of this approach to all parties involved. Students were provided with training by the Academic Development team and staff confirmed that student feedback had been valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B3042<>\"\",ROW(OFFSET(A3041,-1,0)),\"\")","v":3040},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3042)),A3041,\"\")","v":3040},{"$f":"IFERROR(SMALL(Helper2_1,A3041),\"\")","v":3040},null,3040,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3042)),$A3041,\"\")","v":3040},{"$f":"IFERROR(SMALL(Helper2_2,A3041),\"\")","v":3040},{"$f":"COUNTIF(Helper3_1,\"=\"&G3041)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3041)=1, G3041, \"\")","v":3040},{"$f":"IFERROR(SMALL(Index_2,A3041),\"\")","v":3040},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:J3041)),\"\")","v":"STI_69"},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:K3041)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:L3041)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:M3041)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:N3041)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3041,COLUMNS($J$2:O3041)),\"\")","v":"69  Both staff and students agreed that there would be benefit to the University from reflecting on the lessons learned from its response to the COVID-19 pandemic, in order to build on the successes. The ELIR team were informed that the University is already planning to take this forward into future sessions, with staff in Academic Development working closely with Learning Technologists, Student Learning Services, the Faculty Partners Group (paragraph 162) and in partnership with students to identify which aspects of the provision have worked well and should therefore be embedded. An evaluation report on the University's response to the COVID-19 pandemic has also been completed by an external consultant. The University is planning to look at the future of technology enhanced learning over the next three to four years."}]
[{"$f":"IF('> FILTER <'!B3043<>\"\",ROW(OFFSET(A3042,-1,0)),\"\")","v":3041},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3043)),A3042,\"\")","v":3041},{"$f":"IFERROR(SMALL(Helper2_1,A3042),\"\")","v":3041},null,3041,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3043)),$A3042,\"\")","v":3041},{"$f":"IFERROR(SMALL(Helper2_2,A3042),\"\")","v":3041},{"$f":"COUNTIF(Helper3_1,\"=\"&G3042)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3042)=1, G3042, \"\")","v":3041},{"$f":"IFERROR(SMALL(Index_2,A3042),\"\")","v":3041},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:J3042)),\"\")","v":"STI_70"},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:K3042)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:L3042)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:M3042)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:N3042)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3042,COLUMNS($J$2:O3042)),\"\")","v":"70  From the evidence presented and recognising the strong support from staff and students, the ELIR team commends the University's response to the COVID-19 pandemic which has been tailored, well-planned and agile in supporting the shift to the online delivery of learning, teaching and assessment, and continued to provide comprehensive student-facing support services. This has been effectively achieved through close partnership working with staff and students, underpinned by a coordinated approach to communications. Examples include the range of support available to both staff and students including training in the use of online technologies and the 'Students as Partners in Learning' approach which involved students 'road testing' newly developed online module content. "}]
[{"$f":"IF('> FILTER <'!B3044<>\"\",ROW(OFFSET(A3043,-1,0)),\"\")","v":3042},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3044)),A3043,\"\")","v":3042},{"$f":"IFERROR(SMALL(Helper2_1,A3043),\"\")","v":3042},null,3042,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3044)),$A3043,\"\")","v":3042},{"$f":"IFERROR(SMALL(Helper2_2,A3043),\"\")","v":3042},{"$f":"COUNTIF(Helper3_1,\"=\"&G3043)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3043)=1, G3043, \"\")","v":3042},{"$f":"IFERROR(SMALL(Index_2,A3043),\"\")","v":3042},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:J3043)),\"\")","v":"STI_71"},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:K3043)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:L3043)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:M3043)),\"\")","v":"Criteria"},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:N3043)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3043,COLUMNS($J$2:O3043)),\"\")","v":"71  The University's approaches and processes to support student admissions have been further developed since the 2015 ELIR. The University implemented a contextualised admissions approach in the 2019-20 admissions cycle, with adjusted offers now made to applicants at the point of offer rather than at the point of confirmation. The University offers individually focused information, advice and guidance for widening access students coming from school or college, mature students, care experienced students and estranged students, as well as those with caring responsibilities accessed through the 'Release your Potential' contacts."}]
[{"$f":"IF('> FILTER <'!B3045<>\"\",ROW(OFFSET(A3044,-1,0)),\"\")","v":3043},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3045)),A3044,\"\")","v":3043},{"$f":"IFERROR(SMALL(Helper2_1,A3044),\"\")","v":3043},null,3043,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3045)),$A3044,\"\")","v":3043},{"$f":"IFERROR(SMALL(Helper2_2,A3044),\"\")","v":3043},{"$f":"COUNTIF(Helper3_1,\"=\"&G3044)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3044)=1, G3044, \"\")","v":3043},{"$f":"IFERROR(SMALL(Index_2,A3044),\"\")","v":3043},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:J3044)),\"\")","v":"STI_72"},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:K3044)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:L3044)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:M3044)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:N3044)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3044,COLUMNS($J$2:O3044)),\"\")","v":"72  In 2018, the University embarked on a review of its recruitment and admissions processes for postgraduate research students. A new online PGR application process was launched in February 2020. Both UK and international students, drawn from a range of constituencies, spoke positively about their experiences of the admissions processes and commented on their efficiency."}]
[{"$f":"IF('> FILTER <'!B3046<>\"\",ROW(OFFSET(A3045,-1,0)),\"\")","v":3044},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3046)),A3045,\"\")","v":3044},{"$f":"IFERROR(SMALL(Helper2_1,A3045),\"\")","v":3044},null,3044,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3046)),$A3045,\"\")","v":3044},{"$f":"IFERROR(SMALL(Helper2_2,A3045),\"\")","v":3044},{"$f":"COUNTIF(Helper3_1,\"=\"&G3045)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3045)=1, G3045, \"\")","v":3044},{"$f":"IFERROR(SMALL(Index_2,A3045),\"\")","v":3044},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:J3045)),\"\")","v":"STI_73"},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:K3045)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:L3045)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:M3045)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:N3045)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3045,COLUMNS($J$2:O3045)),\"\")","v":"73  Student induction and support for transition has been a long-term strategic focus for the University, and it has drawn on learning from its engagement with the QAA Scotland Enhancement Theme: Student Transitions. The University's transition and induction arrangements are managed by both central student support services staff and colleagues within the faculties and divisions, with the University committed to the regular review and enhancement of its activities. Positive developments at University level include the re-organisation and enhancement of the 'Welcome Website'; an increase in the number of university-level induction events; a two-day induction event for disabled students; and the 'Stirling Essentials' online module with access to supporting resources - created to orientate students about the expectations of higher education pre-entry orientation programmes."}]
[{"$f":"IF('> FILTER <'!B3047<>\"\",ROW(OFFSET(A3046,-1,0)),\"\")","v":3045},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3047)),A3046,\"\")","v":3045},{"$f":"IFERROR(SMALL(Helper2_1,A3046),\"\")","v":3045},null,3045,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3047)),$A3046,\"\")","v":3045},{"$f":"IFERROR(SMALL(Helper2_2,A3046),\"\")","v":3045},{"$f":"COUNTIF(Helper3_1,\"=\"&G3046)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3046)=1, G3046, \"\")","v":3045},{"$f":"IFERROR(SMALL(Index_2,A3046),\"\")","v":3045},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:J3046)),\"\")","v":"STI_74"},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:K3046)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:L3046)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:M3046)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:N3046)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3046,COLUMNS($J$2:O3046)),\"\")","v":"74  Supporting transitions at other points in the student journey is normally managed at faculty level. Initiatives include the Faculty of Arts and Humanities' Module Fair to help second-year students to transition into third year and the Stirling Management School 'Flying Start Programme' which supports transition to master's level study. Students studying on the University's integrated degrees programmes confirmed to the ELIR team that inductions were provided by both subject areas involved in the programme delivery. Students also commented positively that the support for students moving from year to year of their programmes had improved, with good communication and support from the University and from Personal Tutors."}]
[{"$f":"IF('> FILTER <'!B3048<>\"\",ROW(OFFSET(A3047,-1,0)),\"\")","v":3046},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3048)),A3047,\"\")","v":3046},{"$f":"IFERROR(SMALL(Helper2_1,A3047),\"\")","v":3046},null,3046,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3048)),$A3047,\"\")","v":3046},{"$f":"IFERROR(SMALL(Helper2_2,A3047),\"\")","v":3046},{"$f":"COUNTIF(Helper3_1,\"=\"&G3047)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3047)=1, G3047, \"\")","v":3046},{"$f":"IFERROR(SMALL(Index_2,A3047),\"\")","v":3046},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:J3047)),\"\")","v":"STI_75"},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:K3047)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:L3047)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:M3047)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:N3047)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3047,COLUMNS($J$2:O3047)),\"\")","v":"75  Further enhancements to the University's transition and induction arrangements took place during 2020, partially influenced by the University's response to the COVID-19 pandemic. This resulted in much of the University's induction and transition activities for session 2020-21 being delivered online. Positive developments included online enrolment with early access for students to the University's VLE and the online mobile campus app which was aligned to the student enrolment process and allowed student ID cards to be accessible through the app. The University also further developed the 'Stirling Essentials' module to more effectively support new and returning students to address issues that might face them arising from the impact on study during the pandemic, for example, the need to develop digital skills to support a greater reliance on online teaching and activities to counteract social isolation. Students spoke positively about the content of the 'Stirling Essentials' module, which is available to all students. Overall, students spoke positively about outreach activities, induction and the welcome to the University, and postgraduate students were positive about induction and the opportunities for community building despite these being more limited because of the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3049<>\"\",ROW(OFFSET(A3048,-1,0)),\"\")","v":3047},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3049)),A3048,\"\")","v":3047},{"$f":"IFERROR(SMALL(Helper2_1,A3048),\"\")","v":3047},null,3047,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3049)),$A3048,\"\")","v":3047},{"$f":"IFERROR(SMALL(Helper2_2,A3048),\"\")","v":3047},{"$f":"COUNTIF(Helper3_1,\"=\"&G3048)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3048)=1, G3048, \"\")","v":3047},{"$f":"IFERROR(SMALL(Index_2,A3048),\"\")","v":3047},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:J3048)),\"\")","v":"STI_75"},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:K3048)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:L3048)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:M3048)),\"\")","v":"Student progression"},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:N3048)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3048,COLUMNS($J$2:O3048)),\"\")","v":"75  Further enhancements to the University's transition and induction arrangements took place during 2020, partially influenced by the University's response to the COVID-19 pandemic. This resulted in much of the University's induction and transition activities for session 2020-21 being delivered online. Positive developments included online enrolment with early access for students to the University's VLE and the online mobile campus app which was aligned to the student enrolment process and allowed student ID cards to be accessible through the app. The University also further developed the 'Stirling Essentials' module to more effectively support new and returning students to address issues that might face them arising from the impact on study during the pandemic, for example, the need to develop digital skills to support a greater reliance on online teaching and activities to counteract social isolation. Students spoke positively about the content of the 'Stirling Essentials' module, which is available to all students. Overall, students spoke positively about outreach activities, induction and the welcome to the University, and postgraduate students were positive about induction and the opportunities for community building despite these being more limited because of the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3050<>\"\",ROW(OFFSET(A3049,-1,0)),\"\")","v":3048},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3050)),A3049,\"\")","v":3048},{"$f":"IFERROR(SMALL(Helper2_1,A3049),\"\")","v":3048},null,3048,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3050)),$A3049,\"\")","v":3048},{"$f":"IFERROR(SMALL(Helper2_2,A3049),\"\")","v":3048},{"$f":"COUNTIF(Helper3_1,\"=\"&G3049)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3049)=1, G3049, \"\")","v":3048},{"$f":"IFERROR(SMALL(Index_2,A3049),\"\")","v":3048},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:J3049)),\"\")","v":"STI_76"},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:K3049)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:L3049)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:M3049)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:N3049)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3049,COLUMNS($J$2:O3049)),\"\")","v":"76  A range of support exists for students undertaking the transition from INTO University of Stirling into the University, with one of the key aspects being the provision of a Link Tutor in each faculty (paragraphs 59 and 60). The University's approach prepares international students for transition into the University by addressing not only subject knowledge, study skills and employability skills, but also the broader cultural aspects of engaging in higher education. The ELIR team learned that INTO students have opportunities to meet future faculty staff and students to help them feel part of the wider university community, and they also have the opportunity to engage with modes of assessments similar to those they will experience on entering higher education.  "}]
[{"$f":"IF('> FILTER <'!B3051<>\"\",ROW(OFFSET(A3050,-1,0)),\"\")","v":3049},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3051)),A3050,\"\")","v":3049},{"$f":"IFERROR(SMALL(Helper2_1,A3050),\"\")","v":3049},null,3049,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3051)),$A3050,\"\")","v":3049},{"$f":"IFERROR(SMALL(Helper2_2,A3050),\"\")","v":3049},{"$f":"COUNTIF(Helper3_1,\"=\"&G3050)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3050)=1, G3050, \"\")","v":3049},{"$f":"IFERROR(SMALL(Index_2,A3050),\"\")","v":3049},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:J3050)),\"\")","v":"STI_77"},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:K3050)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:L3050)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:M3050)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:N3050)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3050,COLUMNS($J$2:O3050)),\"\")","v":"77  Retention rates across different student groups at different levels of study are monitored by the faculties. Support for care experienced students and those with caring responsibilities forms part of the University's Equality Impact Assessment (EIA) Framework. A single point of support for care experienced students has just been launched by the University and there is a pre-entry orientation programme for disabled students and the estranged student 'Stand Alone Pledge' has been introduced."}]
[{"$f":"IF('> FILTER <'!B3052<>\"\",ROW(OFFSET(A3051,-1,0)),\"\")","v":3050},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3052)),A3051,\"\")","v":3050},{"$f":"IFERROR(SMALL(Helper2_1,A3051),\"\")","v":3050},null,3050,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3052)),$A3051,\"\")","v":3050},{"$f":"IFERROR(SMALL(Helper2_2,A3051),\"\")","v":3050},{"$f":"COUNTIF(Helper3_1,\"=\"&G3051)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3051)=1, G3051, \"\")","v":3050},{"$f":"IFERROR(SMALL(Index_2,A3051),\"\")","v":3050},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:J3051)),\"\")","v":"STI_78"},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:K3051)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:L3051)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:M3051)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:N3051)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3051,COLUMNS($J$2:O3051)),\"\")","v":"78  Since the 2015 ELIR, the University has undertaken a range of activities to enhance its approach to assessment practices and providing feedback on assessments to students. There has been an improvement in its NSS Assessment and Feedback scores from 69% satisfaction in 2015 to 77% in 2020. The principles, standards and responsibilities expected of staff, faculties and students are set out clearly in the University's Feedback Policy which is supported by the 'Student Guide to Feedback' developed by the Students' Union, and information contained in every VLE module template. Student assessments are submitted electronically through the VLE. The 'Stirling Essentials' module (paragraph 75) contains information for students on how to submit assessments using the VLE and the University also provides a series of video guides on submitting assessments and receiving feedback. Students receive feedback on their assessments electronically, with feedback turnaround times monitored by the faculties."}]
[{"$f":"IF('> FILTER <'!B3053<>\"\",ROW(OFFSET(A3052,-1,0)),\"\")","v":3051},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3053)),A3052,\"\")","v":3051},{"$f":"IFERROR(SMALL(Helper2_1,A3052),\"\")","v":3051},null,3051,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3053)),$A3052,\"\")","v":3051},{"$f":"IFERROR(SMALL(Helper2_2,A3052),\"\")","v":3051},{"$f":"COUNTIF(Helper3_1,\"=\"&G3052)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3052)=1, G3052, \"\")","v":3051},{"$f":"IFERROR(SMALL(Index_2,A3052),\"\")","v":3051},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:J3052)),\"\")","v":"STI_79"},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:K3052)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:L3052)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:M3052)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:N3052)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3052,COLUMNS($J$2:O3052)),\"\")","v":"79  The University's response to the COVID-19 pandemic and the move to online delivery has acted as a catalyst to reduce its reliance on summative assessments where appropriate, consider opportunities for more formative assessments, and the use of more 'authentic and accessible assessment methods'. Staff confirmed that responding to the pandemic had unlocked the potential to use new forms of feedback and is providing them with opportunities to reflect on what constitutes effective feedback and how to best communicate this to students.  "}]
[{"$f":"IF('> FILTER <'!B3054<>\"\",ROW(OFFSET(A3053,-1,0)),\"\")","v":3052},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3054)),A3053,\"\")","v":3052},{"$f":"IFERROR(SMALL(Helper2_1,A3053),\"\")","v":3052},null,3052,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3054)),$A3053,\"\")","v":3052},{"$f":"IFERROR(SMALL(Helper2_2,A3053),\"\")","v":3052},{"$f":"COUNTIF(Helper3_1,\"=\"&G3053)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3053)=1, G3053, \"\")","v":3052},{"$f":"IFERROR(SMALL(Index_2,A3053),\"\")","v":3052},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:J3053)),\"\")","v":"STI_79"},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:K3053)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:L3053)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:M3053)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:N3053)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3053,COLUMNS($J$2:O3053)),\"\")","v":"79  The University's response to the COVID-19 pandemic and the move to online delivery has acted as a catalyst to reduce its reliance on summative assessments where appropriate, consider opportunities for more formative assessments, and the use of more 'authentic and accessible assessment methods'. Staff confirmed that responding to the pandemic had unlocked the potential to use new forms of feedback and is providing them with opportunities to reflect on what constitutes effective feedback and how to best communicate this to students.  "}]
[{"$f":"IF('> FILTER <'!B3055<>\"\",ROW(OFFSET(A3054,-1,0)),\"\")","v":3053},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3055)),A3054,\"\")","v":3053},{"$f":"IFERROR(SMALL(Helper2_1,A3054),\"\")","v":3053},null,3053,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3055)),$A3054,\"\")","v":3053},{"$f":"IFERROR(SMALL(Helper2_2,A3054),\"\")","v":3053},{"$f":"COUNTIF(Helper3_1,\"=\"&G3054)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3054)=1, G3054, \"\")","v":3053},{"$f":"IFERROR(SMALL(Index_2,A3054),\"\")","v":3053},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:J3054)),\"\")","v":"STI_80"},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:K3054)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:L3054)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:M3054)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:N3054)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3054,COLUMNS($J$2:O3054)),\"\")","v":"80  The ELIR team learned that the University plans to implement an 'end-to-end digital examination and assessment platform' during spring 2021, and also about the use of Transforming the Student Experience through Assessment (TESTA) style reviews of assessment which have been piloted in six subject areas. The TESTA approach aims to present a picture of how students experience assessment across a programme, so the programme team can discuss patterns of over assessment and assessment bunching, varieties of assessment, and the amount, quality and timeliness of feedback. The University plans to build the TESTA approach into its Learning and Teaching Review process (paragraphs 187-193) but recognises resources are currently constrained because of the ongoing support of students and staff during the pandemic. The ELIR team are supportive of the University's plans to incorporate the TESTA approach into its Learning and Teaching Review process."}]
[{"$f":"IF('> FILTER <'!B3056<>\"\",ROW(OFFSET(A3055,-1,0)),\"\")","v":3054},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3056)),A3055,\"\")","v":3054},{"$f":"IFERROR(SMALL(Helper2_1,A3055),\"\")","v":3054},null,3054,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3056)),$A3055,\"\")","v":3054},{"$f":"IFERROR(SMALL(Helper2_2,A3055),\"\")","v":3054},{"$f":"COUNTIF(Helper3_1,\"=\"&G3055)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3055)=1, G3055, \"\")","v":3054},{"$f":"IFERROR(SMALL(Index_2,A3055),\"\")","v":3054},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:J3055)),\"\")","v":"STI_81"},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:K3055)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:L3055)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:M3055)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:N3055)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3055,COLUMNS($J$2:O3055)),\"\")","v":"81  The ELIR team noted from its consideration of the AIS, including the 2019-20 analysis of external examiners' comments and a number of Learning and Teaching Reviews, that the consistency of feedback on student assessments would benefit from further development. There seems to be varying practice and guidance across the faculties around the structure of student feedback and the use of the VLE in supporting the communication of feedback to students. The ELIR team established that there is no institution-wide template for staff to use to provide feedback to students on assessed work, but that rubrics are now deployed in most subject areas to provide students with consistent feedback against marking criteria in addition to open comments."}]
[{"$f":"IF('> FILTER <'!B3057<>\"\",ROW(OFFSET(A3056,-1,0)),\"\")","v":3055},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3057)),A3056,\"\")","v":3055},{"$f":"IFERROR(SMALL(Helper2_1,A3056),\"\")","v":3055},null,3055,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3057)),$A3056,\"\")","v":3055},{"$f":"IFERROR(SMALL(Helper2_2,A3056),\"\")","v":3055},{"$f":"COUNTIF(Helper3_1,\"=\"&G3056)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3056)=1, G3056, \"\")","v":3055},{"$f":"IFERROR(SMALL(Index_2,A3056),\"\")","v":3055},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:J3056)),\"\")","v":"STI_82"},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:K3056)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:L3056)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:M3056)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:N3056)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3056,COLUMNS($J$2:O3056)),\"\")","v":"82  From the perspective of students who met the ELIR team, the lack of a feedback template doesn't appear to be an issue with students generally confirming they were very satisfied with the quality and the timeliness of the feedback they received. The ELIR team heard the issue of providing effective feedback to students continues to be actively discussed across the University, with staff specifically commenting on the fact that feedback is regularly considered by ADLTs in order to share good practice across the faculties, that work had been undertaken to determine an institutional view of 'what good feedback looks like', and staff are increasingly making use of 'feed forward' approaches in assessment setting in undergraduate and PGT programmes."}]
[{"$f":"IF('> FILTER <'!B3058<>\"\",ROW(OFFSET(A3057,-1,0)),\"\")","v":3056},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3058)),A3057,\"\")","v":3056},{"$f":"IFERROR(SMALL(Helper2_1,A3057),\"\")","v":3056},null,3056,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3058)),$A3057,\"\")","v":3056},{"$f":"IFERROR(SMALL(Helper2_2,A3057),\"\")","v":3056},{"$f":"COUNTIF(Helper3_1,\"=\"&G3057)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3057)=1, G3057, \"\")","v":3056},{"$f":"IFERROR(SMALL(Index_2,A3057),\"\")","v":3056},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:J3057)),\"\")","v":"STI_83"},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:K3057)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:L3057)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:M3057)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:N3057)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3057,COLUMNS($J$2:O3057)),\"\")","v":"83  Overall, the ELIR team confirm that the University has made good progress with a range of activities to improve the timeliness, quality and consistency of assessment feedback, and would encourage it to continue with work to enhance the consistency of its approach to providing feedback on assessments across the faculties."}]
[{"$f":"IF('> FILTER <'!B3059<>\"\",ROW(OFFSET(A3058,-1,0)),\"\")","v":3057},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3059)),A3058,\"\")","v":3057},{"$f":"IFERROR(SMALL(Helper2_1,A3058),\"\")","v":3057},null,3057,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3059)),$A3058,\"\")","v":3057},{"$f":"IFERROR(SMALL(Helper2_2,A3058),\"\")","v":3057},{"$f":"COUNTIF(Helper3_1,\"=\"&G3058)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3058)=1, G3058, \"\")","v":3057},{"$f":"IFERROR(SMALL(Index_2,A3058),\"\")","v":3057},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:J3058)),\"\")","v":"STI_84"},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:K3058)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:L3058)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:M3058)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:N3058)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3058,COLUMNS($J$2:O3058)),\"\")","v":"84  Recognising the diversity of its student population, the University has developed an extensive range of high-quality and accessible student services that meet the needs of all students. The University's approach to student support draws on input from academic, faculty, professional services teams and the Students' Union. These include advice and guidance on study skills, employability, mental health and wellbeing, counselling, and financial support. Workshops on a wide range of topics are offered to students and publicised on the VLE. The Students' Union offers advocacy support, including the student-run Nightline and the STEER peer-mentoring programme linking returning students (Captains) with new undergraduates or taught postgraduates (Crew), with the numbers of participants in the scheme continuing to grow."}]
[{"$f":"IF('> FILTER <'!B3060<>\"\",ROW(OFFSET(A3059,-1,0)),\"\")","v":3058},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3060)),A3059,\"\")","v":3058},{"$f":"IFERROR(SMALL(Helper2_1,A3059),\"\")","v":3058},null,3058,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3060)),$A3059,\"\")","v":3058},{"$f":"IFERROR(SMALL(Helper2_2,A3059),\"\")","v":3058},{"$f":"COUNTIF(Helper3_1,\"=\"&G3059)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3059)=1, G3059, \"\")","v":3058},{"$f":"IFERROR(SMALL(Index_2,A3059),\"\")","v":3058},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:J3059)),\"\")","v":"STI_84"},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:K3059)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:L3059)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:M3059)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:N3059)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3059,COLUMNS($J$2:O3059)),\"\")","v":"84  Recognising the diversity of its student population, the University has developed an extensive range of high-quality and accessible student services that meet the needs of all students. The University's approach to student support draws on input from academic, faculty, professional services teams and the Students' Union. These include advice and guidance on study skills, employability, mental health and wellbeing, counselling, and financial support. Workshops on a wide range of topics are offered to students and publicised on the VLE. The Students' Union offers advocacy support, including the student-run Nightline and the STEER peer-mentoring programme linking returning students (Captains) with new undergraduates or taught postgraduates (Crew), with the numbers of participants in the scheme continuing to grow."}]
[{"$f":"IF('> FILTER <'!B3061<>\"\",ROW(OFFSET(A3060,-1,0)),\"\")","v":3059},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3061)),A3060,\"\")","v":3059},{"$f":"IFERROR(SMALL(Helper2_1,A3060),\"\")","v":3059},null,3059,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3061)),$A3060,\"\")","v":3059},{"$f":"IFERROR(SMALL(Helper2_2,A3060),\"\")","v":3059},{"$f":"COUNTIF(Helper3_1,\"=\"&G3060)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3060)=1, G3060, \"\")","v":3059},{"$f":"IFERROR(SMALL(Index_2,A3060),\"\")","v":3059},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:J3060)),\"\")","v":"STI_85"},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:K3060)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:L3060)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:M3060)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:N3060)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3060,COLUMNS($J$2:O3060)),\"\")","v":"85  Staff and students spoke positively about the range and quality of student support in place, describing a very positive culture which is responsive to changing student needs and feedback. The Student Hub (paragraph 126) was seen as playing an important role, acting as one point of access for students to the wide range of services offered and the 'Supporting Staff to Support Students' website is highly valued by staff. Postgraduate students made special mention of the value of careers and counselling services and the learning disability support provided."}]
[{"$f":"IF('> FILTER <'!B3062<>\"\",ROW(OFFSET(A3061,-1,0)),\"\")","v":3060},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3062)),A3061,\"\")","v":3060},{"$f":"IFERROR(SMALL(Helper2_1,A3061),\"\")","v":3060},null,3060,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3062)),$A3061,\"\")","v":3060},{"$f":"IFERROR(SMALL(Helper2_2,A3061),\"\")","v":3060},{"$f":"COUNTIF(Helper3_1,\"=\"&G3061)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3061)=1, G3061, \"\")","v":3060},{"$f":"IFERROR(SMALL(Index_2,A3061),\"\")","v":3060},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:J3061)),\"\")","v":"STI_85"},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:K3061)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:L3061)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:M3061)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:N3061)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3061,COLUMNS($J$2:O3061)),\"\")","v":"85  Staff and students spoke positively about the range and quality of student support in place, describing a very positive culture which is responsive to changing student needs and feedback. The Student Hub (paragraph 126) was seen as playing an important role, acting as one point of access for students to the wide range of services offered and the 'Supporting Staff to Support Students' website is highly valued by staff. Postgraduate students made special mention of the value of careers and counselling services and the learning disability support provided."}]
[{"$f":"IF('> FILTER <'!B3063<>\"\",ROW(OFFSET(A3062,-1,0)),\"\")","v":3061},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3063)),A3062,\"\")","v":3061},{"$f":"IFERROR(SMALL(Helper2_1,A3062),\"\")","v":3061},null,3061,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3063)),$A3062,\"\")","v":3061},{"$f":"IFERROR(SMALL(Helper2_2,A3062),\"\")","v":3061},{"$f":"COUNTIF(Helper3_1,\"=\"&G3062)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3062)=1, G3062, \"\")","v":3061},{"$f":"IFERROR(SMALL(Index_2,A3062),\"\")","v":3061},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:J3062)),\"\")","v":"STI_86"},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:K3062)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:L3062)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:M3062)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:N3062)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3062,COLUMNS($J$2:O3062)),\"\")","v":"86  The ELIR team was able to confirm the University's student support services were successfully moved online as part of its response to the COVID-19 pandemic. Students spoke very positively about these online services, with some stating they had improved because of the pandemic. Perhaps understandably given the unique circumstances associate with the pandemic, some students raised concerns that in their view the Student Finance service had been overwhelmed with applications for hardship funding. Other wellbeing initiatives initiated at this time include: the Students' Union Pandemic Pals Scheme (a mutually supportive peer-to-peer initiative using a similar approach to the STEER programme (paragraph 84)); access for staff and students to an online service offering support with mental health issues; and a new Employee Assistance programme for staff, offering free counselling and mental health support."}]
[{"$f":"IF('> FILTER <'!B3064<>\"\",ROW(OFFSET(A3063,-1,0)),\"\")","v":3062},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3064)),A3063,\"\")","v":3062},{"$f":"IFERROR(SMALL(Helper2_1,A3063),\"\")","v":3062},null,3062,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3064)),$A3063,\"\")","v":3062},{"$f":"IFERROR(SMALL(Helper2_2,A3063),\"\")","v":3062},{"$f":"COUNTIF(Helper3_1,\"=\"&G3063)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3063)=1, G3063, \"\")","v":3062},{"$f":"IFERROR(SMALL(Index_2,A3063),\"\")","v":3062},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:J3063)),\"\")","v":"STI_86"},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:K3063)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:L3063)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:M3063)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:N3063)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3063,COLUMNS($J$2:O3063)),\"\")","v":"86  The ELIR team was able to confirm the University's student support services were successfully moved online as part of its response to the COVID-19 pandemic. Students spoke very positively about these online services, with some stating they had improved because of the pandemic. Perhaps understandably given the unique circumstances associate with the pandemic, some students raised concerns that in their view the Student Finance service had been overwhelmed with applications for hardship funding. Other wellbeing initiatives initiated at this time include: the Students' Union Pandemic Pals Scheme (a mutually supportive peer-to-peer initiative using a similar approach to the STEER programme (paragraph 84)); access for staff and students to an online service offering support with mental health issues; and a new Employee Assistance programme for staff, offering free counselling and mental health support."}]
[{"$f":"IF('> FILTER <'!B3065<>\"\",ROW(OFFSET(A3064,-1,0)),\"\")","v":3063},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3065)),A3064,\"\")","v":3063},{"$f":"IFERROR(SMALL(Helper2_1,A3064),\"\")","v":3063},null,3063,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3065)),$A3064,\"\")","v":3063},{"$f":"IFERROR(SMALL(Helper2_2,A3064),\"\")","v":3063},{"$f":"COUNTIF(Helper3_1,\"=\"&G3064)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3064)=1, G3064, \"\")","v":3063},{"$f":"IFERROR(SMALL(Index_2,A3064),\"\")","v":3063},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:J3064)),\"\")","v":"STI_87"},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:K3064)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:L3064)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:M3064)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:N3064)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3064,COLUMNS($J$2:O3064)),\"\")","v":"87  The University's Student Learning Services (SLS) team works with staff from across the faculties and other professional services to offer a range of activities to support study skills development. Services include appointments for individual students; and workshops, tutorials and online guidance on study skills and supporting student success. A new suite of virtual 'Prepare@Stirling study skills workshops (linked to the Stirling Essentials module) was offered to new and continuing students throughout August and September 2020 to ease the transition into University recognising the possible impact of the pandemic. Staff reported that student engagement with workshops has increased significantly, particularly during the pandemic, and that elements of this provision will be retained and built upon in future academic sessions."}]
[{"$f":"IF('> FILTER <'!B3066<>\"\",ROW(OFFSET(A3065,-1,0)),\"\")","v":3064},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3066)),A3065,\"\")","v":3064},{"$f":"IFERROR(SMALL(Helper2_1,A3065),\"\")","v":3064},null,3064,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3066)),$A3065,\"\")","v":3064},{"$f":"IFERROR(SMALL(Helper2_2,A3065),\"\")","v":3064},{"$f":"COUNTIF(Helper3_1,\"=\"&G3065)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3065)=1, G3065, \"\")","v":3064},{"$f":"IFERROR(SMALL(Index_2,A3065),\"\")","v":3064},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:J3065)),\"\")","v":"STI_88"},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:K3065)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:L3065)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:M3065)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:N3065)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3065,COLUMNS($J$2:O3065)),\"\")","v":"88  SLS staff have developed a suite of study skills podcasts to help to support staff to deliver study skills in the curriculum and work directly with the academic disciplines, the Dean for Teaching Quality Enhancement and the Associate Deans for Learning and Teaching to support the implementation of activities and to review the effectiveness of this service. Each faculty has recently funded the appointment of an Academic Skills Tutor who will be supported by SLS staff to work with staff and students. These posts are operated on a one-year pilot basis and will be evaluated to inform the nature of the future provision."}]
[{"$f":"IF('> FILTER <'!B3067<>\"\",ROW(OFFSET(A3066,-1,0)),\"\")","v":3065},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3067)),A3066,\"\")","v":3065},{"$f":"IFERROR(SMALL(Helper2_1,A3066),\"\")","v":3065},null,3065,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3067)),$A3066,\"\")","v":3065},{"$f":"IFERROR(SMALL(Helper2_2,A3066),\"\")","v":3065},{"$f":"COUNTIF(Helper3_1,\"=\"&G3066)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3066)=1, G3066, \"\")","v":3065},{"$f":"IFERROR(SMALL(Index_2,A3066),\"\")","v":3065},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:J3066)),\"\")","v":"STI_89"},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:K3066)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:L3066)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:M3066)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:N3066)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3066,COLUMNS($J$2:O3066)),\"\")","v":"89  The SLS team is represented on both the ESEC and SEC, allowing the Service to inform University policy and academic practice. The ELIR team understands that the University is currently moving forward with plans to explore how study skills can be more effectively delivered thought the curriculum, with SLS piloting a 'hub and spoke' module with the faculties during 2021."}]
[{"$f":"IF('> FILTER <'!B3068<>\"\",ROW(OFFSET(A3067,-1,0)),\"\")","v":3066},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3068)),A3067,\"\")","v":3066},{"$f":"IFERROR(SMALL(Helper2_1,A3067),\"\")","v":3066},null,3066,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3068)),$A3067,\"\")","v":3066},{"$f":"IFERROR(SMALL(Helper2_2,A3067),\"\")","v":3066},{"$f":"COUNTIF(Helper3_1,\"=\"&G3067)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3067)=1, G3067, \"\")","v":3066},{"$f":"IFERROR(SMALL(Index_2,A3067),\"\")","v":3066},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:J3067)),\"\")","v":"STI_90"},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:K3067)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:L3067)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:M3067)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:N3067)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3067,COLUMNS($J$2:O3067)),\"\")","v":"90  Based on the evidence, the ELIR team commends the University for having developed an extensive range of high quality and accessible student services that meets the needs of all students. Examples include the 'Supporting Staff to Support Students' website, the support provided by the Student Learning Services and the library - tailored to the needs of specific groups and individuals, and the 'Stirling Essentials' module including the student-facing 'Prepare@Stirling skills workshops."}]
[{"$f":"IF('> FILTER <'!B3069<>\"\",ROW(OFFSET(A3068,-1,0)),\"\")","v":3067},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3069)),A3068,\"\")","v":3067},{"$f":"IFERROR(SMALL(Helper2_1,A3068),\"\")","v":3067},null,3067,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3069)),$A3068,\"\")","v":3067},{"$f":"IFERROR(SMALL(Helper2_2,A3068),\"\")","v":3067},{"$f":"COUNTIF(Helper3_1,\"=\"&G3068)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3068)=1, G3068, \"\")","v":3067},{"$f":"IFERROR(SMALL(Index_2,A3068),\"\")","v":3067},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:J3068)),\"\")","v":"STI_91"},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:K3068)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:L3068)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:M3068)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:N3068)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3068,COLUMNS($J$2:O3068)),\"\")","v":"91  The University's Employability Strategy (2017-2021) sets out strategic objectives, key performance indicators (KPIs) and an implementation plan for developing employable students. The University has appropriate systems in place to allow it to evaluate the success of the Employability Strategy. Faculty reporting on employability is in place and the ELIR team understands that progress is reported against KPIs. In October 2019, a review of faculty and institutional progress against the Employability Strategy was considered by the University Learning & Teaching Committee (ULTC). The review reported progress against all strategic objectives, however it was noted that faculties were progressing at different rates."}]
[{"$f":"IF('> FILTER <'!B3070<>\"\",ROW(OFFSET(A3069,-1,0)),\"\")","v":3068},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3070)),A3069,\"\")","v":3068},{"$f":"IFERROR(SMALL(Helper2_1,A3069),\"\")","v":3068},null,3068,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3070)),$A3069,\"\")","v":3068},{"$f":"IFERROR(SMALL(Helper2_2,A3069),\"\")","v":3068},{"$f":"COUNTIF(Helper3_1,\"=\"&G3069)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3069)=1, G3069, \"\")","v":3068},{"$f":"IFERROR(SMALL(Index_2,A3069),\"\")","v":3068},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:J3069)),\"\")","v":"STI_92"},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:K3069)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:L3069)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:M3069)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:N3069)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3069,COLUMNS($J$2:O3069)),\"\")","v":"92  In response to the outcomes of this review, the University is taking forward a number of enhancements. The Work Placement and Project Policy was approved by the Education and Student Experience Committee in September 2020 and in 2020-21 a range of activities have been taken forward including upskilling staff to embed employability in the curriculum, increasing targeted business engagement, and support for the development of new Graduate Apprenticeship bids."}]
[{"$f":"IF('> FILTER <'!B3071<>\"\",ROW(OFFSET(A3070,-1,0)),\"\")","v":3069},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3071)),A3070,\"\")","v":3069},{"$f":"IFERROR(SMALL(Helper2_1,A3070),\"\")","v":3069},null,3069,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3071)),$A3070,\"\")","v":3069},{"$f":"IFERROR(SMALL(Helper2_2,A3070),\"\")","v":3069},{"$f":"COUNTIF(Helper3_1,\"=\"&G3070)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3070)=1, G3070, \"\")","v":3069},{"$f":"IFERROR(SMALL(Index_2,A3070),\"\")","v":3069},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:J3070)),\"\")","v":"STI_93"},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:K3070)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:L3070)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:M3070)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:N3070)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3070,COLUMNS($J$2:O3070)),\"\")","v":"93  The University has invested in an online placement system which matches students to employers both in the UK and overseas. The University is also investing in technological solutions to support its data gathering linked to employability and is using online software packages to allow it to more effectively identify, monitor and support work-based learning opportunities. An online site has been set up to share good practice. Staff reported that work-related learning has grown 'hugely', providing the ELIR team with a good range of examples of different approaches being adopted."}]
[{"$f":"IF('> FILTER <'!B3072<>\"\",ROW(OFFSET(A3071,-1,0)),\"\")","v":3070},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3072)),A3071,\"\")","v":3070},{"$f":"IFERROR(SMALL(Helper2_1,A3071),\"\")","v":3070},null,3070,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3072)),$A3071,\"\")","v":3070},{"$f":"IFERROR(SMALL(Helper2_2,A3071),\"\")","v":3070},{"$f":"COUNTIF(Helper3_1,\"=\"&G3071)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3071)=1, G3071, \"\")","v":3070},{"$f":"IFERROR(SMALL(Index_2,A3071),\"\")","v":3070},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:J3071)),\"\")","v":"STI_94"},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:K3071)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:L3071)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:M3071)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:N3071)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3071,COLUMNS($J$2:O3071)),\"\")","v":"94  One of the objectives of the University's Employability Strategy is to ensure that all programmes include work-based and/or work-related learning by 2021. The ELIR team noted that progress towards this ambitious objective is being made at different rates across the faculties, and that concerns over the effectiveness of the arrangements surrounding the securing of placements was a theme running through the Learning and Teaching Review reports they were provided with. Senior staff reported that good progress had been made and links with employers have developed but recognised that there is more work to be done across the University to deliver this objective. A position that the ELIR team would concur with.  "}]
[{"$f":"IF('> FILTER <'!B3073<>\"\",ROW(OFFSET(A3072,-1,0)),\"\")","v":3071},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3073)),A3072,\"\")","v":3071},{"$f":"IFERROR(SMALL(Helper2_1,A3072),\"\")","v":3071},null,3071,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3073)),$A3072,\"\")","v":3071},{"$f":"IFERROR(SMALL(Helper2_2,A3072),\"\")","v":3071},{"$f":"COUNTIF(Helper3_1,\"=\"&G3072)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3072)=1, G3072, \"\")","v":3071},{"$f":"IFERROR(SMALL(Index_2,A3072),\"\")","v":3071},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:J3072)),\"\")","v":"STI_94"},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:K3072)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:L3072)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:M3072)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:N3072)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3072,COLUMNS($J$2:O3072)),\"\")","v":"94  One of the objectives of the University's Employability Strategy is to ensure that all programmes include work-based and/or work-related learning by 2021. The ELIR team noted that progress towards this ambitious objective is being made at different rates across the faculties, and that concerns over the effectiveness of the arrangements surrounding the securing of placements was a theme running through the Learning and Teaching Review reports they were provided with. Senior staff reported that good progress had been made and links with employers have developed but recognised that there is more work to be done across the University to deliver this objective. A position that the ELIR team would concur with.  "}]
[{"$f":"IF('> FILTER <'!B3074<>\"\",ROW(OFFSET(A3073,-1,0)),\"\")","v":3072},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3074)),A3073,\"\")","v":3072},{"$f":"IFERROR(SMALL(Helper2_1,A3073),\"\")","v":3072},null,3072,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3074)),$A3073,\"\")","v":3072},{"$f":"IFERROR(SMALL(Helper2_2,A3073),\"\")","v":3072},{"$f":"COUNTIF(Helper3_1,\"=\"&G3073)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3073)=1, G3073, \"\")","v":3072},{"$f":"IFERROR(SMALL(Index_2,A3073),\"\")","v":3072},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:J3073)),\"\")","v":"STI_95"},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:K3073)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:L3073)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:M3073)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:N3073)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3073,COLUMNS($J$2:O3073)),\"\")","v":"95  In 2020, the University welcomed its first cohort of graduate apprentices. The COVID-19 restrictions prompted a change from the planned block-release model to online delivery, which may be maintained in the future. The University plans to extend the range of graduate apprentice programmes on offer."}]
[{"$f":"IF('> FILTER <'!B3075<>\"\",ROW(OFFSET(A3074,-1,0)),\"\")","v":3073},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3075)),A3074,\"\")","v":3073},{"$f":"IFERROR(SMALL(Helper2_1,A3074),\"\")","v":3073},null,3073,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3075)),$A3074,\"\")","v":3073},{"$f":"IFERROR(SMALL(Helper2_2,A3074),\"\")","v":3073},{"$f":"COUNTIF(Helper3_1,\"=\"&G3074)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3074)=1, G3074, \"\")","v":3073},{"$f":"IFERROR(SMALL(Index_2,A3074),\"\")","v":3073},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:J3074)),\"\")","v":"STI_96"},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:K3074)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:L3074)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:M3074)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:N3074)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3074,COLUMNS($J$2:O3074)),\"\")","v":"96  Following a recent review and refresh, the 'My Stirling Award' was relaunched in September 2020 with a target of recruiting 100 students. Completion and progression rates have improved, although the impact of the pandemic has reduced opportunities for students. Feedback indicates that students value the opportunity the award gives them to build their confidence and develop their skills, that it supports them to more effectively articulate these to a future employer, and they appreciated having the award on their academic transcript. The award is also available to undergraduate students including those studying with TNE partners and the University hopes to extend the award to postgraduate students."}]
[{"$f":"IF('> FILTER <'!B3076<>\"\",ROW(OFFSET(A3075,-1,0)),\"\")","v":3074},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3076)),A3075,\"\")","v":3074},{"$f":"IFERROR(SMALL(Helper2_1,A3075),\"\")","v":3074},null,3074,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3076)),$A3075,\"\")","v":3074},{"$f":"IFERROR(SMALL(Helper2_2,A3075),\"\")","v":3074},{"$f":"COUNTIF(Helper3_1,\"=\"&G3075)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3075)=1, G3075, \"\")","v":3074},{"$f":"IFERROR(SMALL(Index_2,A3075),\"\")","v":3074},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:J3075)),\"\")","v":"STI_97"},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:K3075)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:L3075)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:M3075)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:N3075)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3075,COLUMNS($J$2:O3075)),\"\")","v":"97  The University offers a range of initiatives to support staff, students and recent graduates to develop business ideas, start-up companies and build entrepreneurial skills. These include the Enterprise Programme which has been running since 2016, one-to-one support, and the Student Enterprise Enhanced Development (SEED) accelerator scheme which supports a cohort of 10 early-stage entrepreneurs each year. The RA states that the Careers and Employability Service and the Enterprise Programme work together collaboratively, with regular meetings and planned joint events to ensure that enterprise links closely with employability."}]
[{"$f":"IF('> FILTER <'!B3077<>\"\",ROW(OFFSET(A3076,-1,0)),\"\")","v":3075},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3077)),A3076,\"\")","v":3075},{"$f":"IFERROR(SMALL(Helper2_1,A3076),\"\")","v":3075},null,3075,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3077)),$A3076,\"\")","v":3075},{"$f":"IFERROR(SMALL(Helper2_2,A3076),\"\")","v":3075},{"$f":"COUNTIF(Helper3_1,\"=\"&G3076)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3076)=1, G3076, \"\")","v":3075},{"$f":"IFERROR(SMALL(Index_2,A3076),\"\")","v":3075},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:J3076)),\"\")","v":"STI_98"},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:K3076)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:L3076)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:M3076)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:N3076)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3076,COLUMNS($J$2:O3076)),\"\")","v":"98  The ELIR team believe the University is making appropriate progress with its ambition to embed work-based/work-related learning across the entirety of its provision and has plans for enhanced data gathering to support the management of work-related learning opportunities for students. Students are well prepared, through the range of services and support offered to take advantage of employment opportunities on graduation."}]
[{"$f":"IF('> FILTER <'!B3078<>\"\",ROW(OFFSET(A3077,-1,0)),\"\")","v":3076},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3078)),A3077,\"\")","v":3076},{"$f":"IFERROR(SMALL(Helper2_1,A3077),\"\")","v":3076},null,3076,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3078)),$A3077,\"\")","v":3076},{"$f":"IFERROR(SMALL(Helper2_2,A3077),\"\")","v":3076},{"$f":"COUNTIF(Helper3_1,\"=\"&G3077)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3077)=1, G3077, \"\")","v":3076},{"$f":"IFERROR(SMALL(Index_2,A3077),\"\")","v":3076},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:J3077)),\"\")","v":"STI_99"},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:K3077)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:L3077)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:M3077)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:N3077)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3077,COLUMNS($J$2:O3077)),\"\")","v":"99  The University's most recent set of Graduate Attributes was approved by ESEC     in September 2020, following a review which involved close working with students to understand the attributes most important to themselves and employers, and are valuable in life. Sustainability, inclusion and wellbeing were identified as important aspects in the development of the revised attributes. Student representatives spoke very positively about their involvement in this review process and confirmed that the Students' Union Vice President Education had made a significant contribution to this work."}]
[{"$f":"IF('> FILTER <'!B3079<>\"\",ROW(OFFSET(A3078,-1,0)),\"\")","v":3077},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3079)),A3078,\"\")","v":3077},{"$f":"IFERROR(SMALL(Helper2_1,A3078),\"\")","v":3077},null,3077,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3079)),$A3078,\"\")","v":3077},{"$f":"IFERROR(SMALL(Helper2_2,A3078),\"\")","v":3077},{"$f":"COUNTIF(Helper3_1,\"=\"&G3078)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3078)=1, G3078, \"\")","v":3077},{"$f":"IFERROR(SMALL(Index_2,A3078),\"\")","v":3077},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:J3078)),\"\")","v":"STI_100"},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:K3078)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:L3078)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:M3078)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:N3078)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3078,COLUMNS($J$2:O3078)),\"\")","v":"100  The University recognises that further work needs to be undertaken to make these graduate attributes more accessible for students and for them to be made explicit within the curriculum, developing a matrix to help support students to understand how to build their graduate attributes. Academic staff are also now required to demonstrate how graduate attributes are embedded in module learning outcomes. The 'Springboard to Success' events organised by the Careers and Employability Service emphasise the importance of students being able to articulate their graduate attributes to employers."}]
[{"$f":"IF('> FILTER <'!B3080<>\"\",ROW(OFFSET(A3079,-1,0)),\"\")","v":3078},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3080)),A3079,\"\")","v":3078},{"$f":"IFERROR(SMALL(Helper2_1,A3079),\"\")","v":3078},null,3078,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3080)),$A3079,\"\")","v":3078},{"$f":"IFERROR(SMALL(Helper2_2,A3079),\"\")","v":3078},{"$f":"COUNTIF(Helper3_1,\"=\"&G3079)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3079)=1, G3079, \"\")","v":3078},{"$f":"IFERROR(SMALL(Index_2,A3079),\"\")","v":3078},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:J3079)),\"\")","v":"STI_101"},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:K3079)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:L3079)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:M3079)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:N3079)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3079,COLUMNS($J$2:O3079)),\"\")","v":"101  The University has appropriate arrangements in place for promoting, managing and supporting students who engage with Erasmus, study abroad and international exchanges, which are managed by the Directorate of Internationalisation and Partnerships. The University has over 70 partnerships for placements and study abroad arrangements and has comprehensive processes for the approval of new partnerships for work-based learning and review of existing programmes. The University offers a range of grants and scholarships so students can access funding to undertake international opportunities.  "}]
[{"$f":"IF('> FILTER <'!B3081<>\"\",ROW(OFFSET(A3080,-1,0)),\"\")","v":3079},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3081)),A3080,\"\")","v":3079},{"$f":"IFERROR(SMALL(Helper2_1,A3080),\"\")","v":3079},null,3079,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3081)),$A3080,\"\")","v":3079},{"$f":"IFERROR(SMALL(Helper2_2,A3080),\"\")","v":3079},{"$f":"COUNTIF(Helper3_1,\"=\"&G3080)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3080)=1, G3080, \"\")","v":3079},{"$f":"IFERROR(SMALL(Index_2,A3080),\"\")","v":3079},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:J3080)),\"\")","v":"STI_102"},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:K3080)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:L3080)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:M3080)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:N3080)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3080,COLUMNS($J$2:O3080)),\"\")","v":"102  The University confirmed that while progress has been made in promoting and encouraging students to avail themselves of the opportunities for 'international experiences', the COVID-19 pandemic and the UK's decision to exit the European Union have had an understandable negative impact on its work. The University confirmed that it plans to work with ERASMUS+ until 2023 and engage with the new UK Government Turing scheme but acknowledges that this will involve a reform of mobility work, opening up options for broadening out global possibilities and offering a wider variety of lengths of placements. "}]
[{"$f":"IF('> FILTER <'!B3082<>\"\",ROW(OFFSET(A3081,-1,0)),\"\")","v":3080},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3082)),A3081,\"\")","v":3080},{"$f":"IFERROR(SMALL(Helper2_1,A3081),\"\")","v":3080},null,3080,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3082)),$A3081,\"\")","v":3080},{"$f":"IFERROR(SMALL(Helper2_2,A3081),\"\")","v":3080},{"$f":"COUNTIF(Helper3_1,\"=\"&G3081)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3081)=1, G3081, \"\")","v":3080},{"$f":"IFERROR(SMALL(Index_2,A3081),\"\")","v":3080},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:J3081)),\"\")","v":"STI_103"},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:K3081)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:L3081)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:M3081)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:N3081)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3081,COLUMNS($J$2:O3081)),\"\")","v":"103  Overall, the ELIR team considers the University's arrangements for managing and enhancing the postgraduate student experience are effective, with the support provided meeting sector expectations."}]
[{"$f":"IF('> FILTER <'!B3083<>\"\",ROW(OFFSET(A3082,-1,0)),\"\")","v":3081},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3083)),A3082,\"\")","v":3081},{"$f":"IFERROR(SMALL(Helper2_1,A3082),\"\")","v":3081},null,3081,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3083)),$A3082,\"\")","v":3081},{"$f":"IFERROR(SMALL(Helper2_2,A3082),\"\")","v":3081},{"$f":"COUNTIF(Helper3_1,\"=\"&G3082)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3082)=1, G3082, \"\")","v":3081},{"$f":"IFERROR(SMALL(Index_2,A3082),\"\")","v":3081},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:J3082)),\"\")","v":"STI_104"},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:K3082)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:L3082)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:M3082)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:N3082)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3082,COLUMNS($J$2:O3082)),\"\")","v":"104  The ELIR team considered the learning, teaching and assessment, student support, and student representation arrangements for postgraduate taught students (PGT) to be comparable with those offered to undergraduates. Responsibility for the quality of the learning experience of PGT students lies with each of the academic areas, with senior staff confirming that each faculty has a Postgraduate Director, who overseas PGT provision and reports to the faculty ADLT. The ELIR team also understands that PGT student Faculty Officers (paragraphs 22 and 25) are active in supporting community building within their faculties. The ELIR team learned that some activities and support had been developed specifically for PGT students, for example, targeted induction activities, the development of a PGT version of the 'Stirling Essentials' module (paragraph 75) and some tailored provision from Student Support Services."}]
[{"$f":"IF('> FILTER <'!B3084<>\"\",ROW(OFFSET(A3083,-1,0)),\"\")","v":3082},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3084)),A3083,\"\")","v":3082},{"$f":"IFERROR(SMALL(Helper2_1,A3083),\"\")","v":3082},null,3082,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3084)),$A3083,\"\")","v":3082},{"$f":"IFERROR(SMALL(Helper2_2,A3083),\"\")","v":3082},{"$f":"COUNTIF(Helper3_1,\"=\"&G3083)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3083)=1, G3083, \"\")","v":3082},{"$f":"IFERROR(SMALL(Index_2,A3083),\"\")","v":3082},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:J3083)),\"\")","v":"STI_104"},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:K3083)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:L3083)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:M3083)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:N3083)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3083,COLUMNS($J$2:O3083)),\"\")","v":"104  The ELIR team considered the learning, teaching and assessment, student support, and student representation arrangements for postgraduate taught students (PGT) to be comparable with those offered to undergraduates. Responsibility for the quality of the learning experience of PGT students lies with each of the academic areas, with senior staff confirming that each faculty has a Postgraduate Director, who overseas PGT provision and reports to the faculty ADLT. The ELIR team also understands that PGT student Faculty Officers (paragraphs 22 and 25) are active in supporting community building within their faculties. The ELIR team learned that some activities and support had been developed specifically for PGT students, for example, targeted induction activities, the development of a PGT version of the 'Stirling Essentials' module (paragraph 75) and some tailored provision from Student Support Services."}]
[{"$f":"IF('> FILTER <'!B3085<>\"\",ROW(OFFSET(A3084,-1,0)),\"\")","v":3083},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3085)),A3084,\"\")","v":3083},{"$f":"IFERROR(SMALL(Helper2_1,A3084),\"\")","v":3083},null,3083,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3085)),$A3084,\"\")","v":3083},{"$f":"IFERROR(SMALL(Helper2_2,A3084),\"\")","v":3083},{"$f":"COUNTIF(Helper3_1,\"=\"&G3084)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3084)=1, G3084, \"\")","v":3083},{"$f":"IFERROR(SMALL(Index_2,A3084),\"\")","v":3083},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:J3084)),\"\")","v":"STI_105"},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:K3084)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:L3084)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:M3084)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:N3084)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3084,COLUMNS($J$2:O3084)),\"\")","v":"105  PGT students who met the ELIR team identify with their programme of study, viewing it as a close community. They considered communications from the University were generally good and spoke positively about their experiences of induction - having the opportunity to feel part of a community early in their studies despite the negative impact of the COVID-19 pandemic. They also described a range of activities provided to enhance the PGT experience including social media 'link-ups', wellbeing events and workshops. Students were particularly positive about the 'Flying Start' programme offered by the Stirling Management School; the 'Stirling Essentials' module (paragraph 75) and the online mobile campus app (paragraph 133). PGT students welcomed having access to a dedicated suite of physical spaces for study on campus, recognising this change had been made by the University in response to student feedback, although the use of these had understandably been limited by the pandemic."}]
[{"$f":"IF('> FILTER <'!B3086<>\"\",ROW(OFFSET(A3085,-1,0)),\"\")","v":3084},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3086)),A3085,\"\")","v":3084},{"$f":"IFERROR(SMALL(Helper2_1,A3085),\"\")","v":3084},null,3084,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3086)),$A3085,\"\")","v":3084},{"$f":"IFERROR(SMALL(Helper2_2,A3085),\"\")","v":3084},{"$f":"COUNTIF(Helper3_1,\"=\"&G3085)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3085)=1, G3085, \"\")","v":3084},{"$f":"IFERROR(SMALL(Index_2,A3085),\"\")","v":3084},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:J3085)),\"\")","v":"STI_105"},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:K3085)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:L3085)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:M3085)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:N3085)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3085,COLUMNS($J$2:O3085)),\"\")","v":"105  PGT students who met the ELIR team identify with their programme of study, viewing it as a close community. They considered communications from the University were generally good and spoke positively about their experiences of induction - having the opportunity to feel part of a community early in their studies despite the negative impact of the COVID-19 pandemic. They also described a range of activities provided to enhance the PGT experience including social media 'link-ups', wellbeing events and workshops. Students were particularly positive about the 'Flying Start' programme offered by the Stirling Management School; the 'Stirling Essentials' module (paragraph 75) and the online mobile campus app (paragraph 133). PGT students welcomed having access to a dedicated suite of physical spaces for study on campus, recognising this change had been made by the University in response to student feedback, although the use of these had understandably been limited by the pandemic."}]
[{"$f":"IF('> FILTER <'!B3087<>\"\",ROW(OFFSET(A3086,-1,0)),\"\")","v":3085},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3087)),A3086,\"\")","v":3085},{"$f":"IFERROR(SMALL(Helper2_1,A3086),\"\")","v":3085},null,3085,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3087)),$A3086,\"\")","v":3085},{"$f":"IFERROR(SMALL(Helper2_2,A3086),\"\")","v":3085},{"$f":"COUNTIF(Helper3_1,\"=\"&G3086)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3086)=1, G3086, \"\")","v":3085},{"$f":"IFERROR(SMALL(Index_2,A3086),\"\")","v":3085},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:J3086)),\"\")","v":"STI_106"},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:K3086)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:L3086)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:M3086)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:N3086)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3086,COLUMNS($J$2:O3086)),\"\")","v":"106  Some students and student representatives reported that they found it difficult to interact with PGT students from other subject areas and that there are challenges associated with feeling part of the PGT community, with this seen as even more challenging for students who were not physically on campus. Students did accept that experiences varied between faculties and there have been some successful attempts to organise community-building events. Students spoke positively about staff, who were recognised as being supportive and responsive. For example, staff in Social Work have taken steps to make the induction process more inclusive for PGT students who are not able to attend in person, by providing podcast recordings and online resources on the VLE."}]
[{"$f":"IF('> FILTER <'!B3088<>\"\",ROW(OFFSET(A3087,-1,0)),\"\")","v":3086},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3088)),A3087,\"\")","v":3086},{"$f":"IFERROR(SMALL(Helper2_1,A3087),\"\")","v":3086},null,3086,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3088)),$A3087,\"\")","v":3086},{"$f":"IFERROR(SMALL(Helper2_2,A3087),\"\")","v":3086},{"$f":"COUNTIF(Helper3_1,\"=\"&G3087)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3087)=1, G3087, \"\")","v":3086},{"$f":"IFERROR(SMALL(Index_2,A3087),\"\")","v":3086},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:J3087)),\"\")","v":"STI_106"},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:K3087)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:L3087)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:M3087)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:N3087)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3087,COLUMNS($J$2:O3087)),\"\")","v":"106  Some students and student representatives reported that they found it difficult to interact with PGT students from other subject areas and that there are challenges associated with feeling part of the PGT community, with this seen as even more challenging for students who were not physically on campus. Students did accept that experiences varied between faculties and there have been some successful attempts to organise community-building events. Students spoke positively about staff, who were recognised as being supportive and responsive. For example, staff in Social Work have taken steps to make the induction process more inclusive for PGT students who are not able to attend in person, by providing podcast recordings and online resources on the VLE."}]
[{"$f":"IF('> FILTER <'!B3089<>\"\",ROW(OFFSET(A3088,-1,0)),\"\")","v":3087},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3089)),A3088,\"\")","v":3087},{"$f":"IFERROR(SMALL(Helper2_1,A3088),\"\")","v":3087},null,3087,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3089)),$A3088,\"\")","v":3087},{"$f":"IFERROR(SMALL(Helper2_2,A3088),\"\")","v":3087},{"$f":"COUNTIF(Helper3_1,\"=\"&G3088)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3088)=1, G3088, \"\")","v":3087},{"$f":"IFERROR(SMALL(Index_2,A3088),\"\")","v":3087},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:J3088)),\"\")","v":"STI_107"},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:K3088)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:L3088)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:M3088)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:N3088)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3088,COLUMNS($J$2:O3088)),\"\")","v":"107  PGT students were clear about how their assessments were aligned to the curriculum, recognised the relationships of assessments to the module learning outcomes, and confirmed there was a very good mix of written and practical assignments. They confirmed there were appropriate opportunities to elicit feedback on ideas and drafts from academic staff and were provided with grading criteria and timely feedback. PGT students confirmed that the University provided them with a range of mechanisms to provide feedback and provided a number of examples of actions taken by the institution in response - for example, the University had developed a single-entry portal for student questions."}]
[{"$f":"IF('> FILTER <'!B3090<>\"\",ROW(OFFSET(A3089,-1,0)),\"\")","v":3088},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3090)),A3089,\"\")","v":3088},{"$f":"IFERROR(SMALL(Helper2_1,A3089),\"\")","v":3088},null,3088,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3090)),$A3089,\"\")","v":3088},{"$f":"IFERROR(SMALL(Helper2_2,A3089),\"\")","v":3088},{"$f":"COUNTIF(Helper3_1,\"=\"&G3089)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3089)=1, G3089, \"\")","v":3088},{"$f":"IFERROR(SMALL(Index_2,A3089),\"\")","v":3088},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:J3089)),\"\")","v":"STI_107"},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:K3089)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:L3089)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:M3089)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:N3089)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3089,COLUMNS($J$2:O3089)),\"\")","v":"107  PGT students were clear about how their assessments were aligned to the curriculum, recognised the relationships of assessments to the module learning outcomes, and confirmed there was a very good mix of written and practical assignments. They confirmed there were appropriate opportunities to elicit feedback on ideas and drafts from academic staff and were provided with grading criteria and timely feedback. PGT students confirmed that the University provided them with a range of mechanisms to provide feedback and provided a number of examples of actions taken by the institution in response - for example, the University had developed a single-entry portal for student questions."}]
[{"$f":"IF('> FILTER <'!B3091<>\"\",ROW(OFFSET(A3090,-1,0)),\"\")","v":3089},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3091)),A3090,\"\")","v":3089},{"$f":"IFERROR(SMALL(Helper2_1,A3090),\"\")","v":3089},null,3089,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3091)),$A3090,\"\")","v":3089},{"$f":"IFERROR(SMALL(Helper2_2,A3090),\"\")","v":3089},{"$f":"COUNTIF(Helper3_1,\"=\"&G3090)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3090)=1, G3090, \"\")","v":3089},{"$f":"IFERROR(SMALL(Index_2,A3090),\"\")","v":3089},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:J3090)),\"\")","v":"STI_108"},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:K3090)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:L3090)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:M3090)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:N3090)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3090,COLUMNS($J$2:O3090)),\"\")","v":"108  Following the recommendation in the 2015 ELIR, enhancement of the postgraduate research (PGR) student experience has remained a strategic priority. The RA outlines a range of activity and change which has taken place to address the recommendation. The ELIR team were able to confirm that good progress has been made. The University's ambition is to increase PGR numbers, with the ELIR team understanding that its intention is to double PGR numbers over the next cycle."}]
[{"$f":"IF('> FILTER <'!B3092<>\"\",ROW(OFFSET(A3091,-1,0)),\"\")","v":3090},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3092)),A3091,\"\")","v":3090},{"$f":"IFERROR(SMALL(Helper2_1,A3091),\"\")","v":3090},null,3090,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3092)),$A3091,\"\")","v":3090},{"$f":"IFERROR(SMALL(Helper2_2,A3091),\"\")","v":3090},{"$f":"COUNTIF(Helper3_1,\"=\"&G3091)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3091)=1, G3091, \"\")","v":3090},{"$f":"IFERROR(SMALL(Index_2,A3091),\"\")","v":3090},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:J3091)),\"\")","v":"STI_109"},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:K3091)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:L3091)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:M3091)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:N3091)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3091,COLUMNS($J$2:O3091)),\"\")","v":"109  The University has taken forward a number of developments linked to the governance and management of its arrangements for PGR students. In 2018, the University took the decision to split taught postgraduate provision from doctoral research, with faculties and divisions being responsible for the management of the PGT student experience (paragraph 104). In spring 2019, a new Institute for Advanced Studies (IAS) was established replacing the Stirling Graduate School and led by a newly appointed Dean."}]
[{"$f":"IF('> FILTER <'!B3093<>\"\",ROW(OFFSET(A3092,-1,0)),\"\")","v":3091},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3093)),A3092,\"\")","v":3091},{"$f":"IFERROR(SMALL(Helper2_1,A3092),\"\")","v":3091},null,3091,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3093)),$A3092,\"\")","v":3091},{"$f":"IFERROR(SMALL(Helper2_2,A3092),\"\")","v":3091},{"$f":"COUNTIF(Helper3_1,\"=\"&G3092)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3092)=1, G3092, \"\")","v":3091},{"$f":"IFERROR(SMALL(Index_2,A3092),\"\")","v":3091},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:J3092)),\"\")","v":"STI_110"},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:K3092)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:L3092)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:M3092)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:N3092)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3092,COLUMNS($J$2:O3092)),\"\")","v":"110  The IAS model has been established to provide a focal point for 'postgraduate, postdoctoral and interdisciplinary researchers, supporting postgraduate research and whole career researcher development'. It also aims to provide dedicated support, training and development for PGR students supplementing activities offered by academic disciplines, divisions and faculties."}]
[{"$f":"IF('> FILTER <'!B3094<>\"\",ROW(OFFSET(A3093,-1,0)),\"\")","v":3092},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3094)),A3093,\"\")","v":3092},{"$f":"IFERROR(SMALL(Helper2_1,A3093),\"\")","v":3092},null,3092,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3094)),$A3093,\"\")","v":3092},{"$f":"IFERROR(SMALL(Helper2_2,A3093),\"\")","v":3092},{"$f":"COUNTIF(Helper3_1,\"=\"&G3093)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3093)=1, G3093, \"\")","v":3092},{"$f":"IFERROR(SMALL(Index_2,A3093),\"\")","v":3092},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:J3093)),\"\")","v":"STI_111"},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:K3093)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:L3093)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:M3093)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:N3093)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3093,COLUMNS($J$2:O3093)),\"\")","v":"111  The IAS Development Plan (2019-22) was produced in consultation with staff and students and approved in January 2020. It outlines the vision, mission, principles, structure and governance arrangements for the IAS. The implementation of this plan has been impacted by the COVID-19 pandemic, with activities reprioritised as the University moved provision and support for PGR students online."}]
[{"$f":"IF('> FILTER <'!B3095<>\"\",ROW(OFFSET(A3094,-1,0)),\"\")","v":3093},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3095)),A3094,\"\")","v":3093},{"$f":"IFERROR(SMALL(Helper2_1,A3094),\"\")","v":3093},null,3093,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3095)),$A3094,\"\")","v":3093},{"$f":"IFERROR(SMALL(Helper2_2,A3094),\"\")","v":3093},{"$f":"COUNTIF(Helper3_1,\"=\"&G3094)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3094)=1, G3094, \"\")","v":3093},{"$f":"IFERROR(SMALL(Index_2,A3094),\"\")","v":3093},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:J3094)),\"\")","v":"STI_112"},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:K3094)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:L3094)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:M3094)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:N3094)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3094,COLUMNS($J$2:O3094)),\"\")","v":"112  A number of committees support the operation of the IAS. The Executive Committee has responsibility for the overall strategy and management of the Institute; the Doctoral Committee is responsible for all aspects of PGR regulation and administration and reports to the SFC and UKRI; and the External Engagement Committee (suspended during the Covid-19 pandemic) is responsible for the Institute's relationships with collaborating universities and other stakeholders including funders of PGR students."}]
[{"$f":"IF('> FILTER <'!B3096<>\"\",ROW(OFFSET(A3095,-1,0)),\"\")","v":3094},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3096)),A3095,\"\")","v":3094},{"$f":"IFERROR(SMALL(Helper2_1,A3095),\"\")","v":3094},null,3094,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3096)),$A3095,\"\")","v":3094},{"$f":"IFERROR(SMALL(Helper2_2,A3095),\"\")","v":3094},{"$f":"COUNTIF(Helper3_1,\"=\"&G3095)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3095)=1, G3095, \"\")","v":3094},{"$f":"IFERROR(SMALL(Index_2,A3095),\"\")","v":3094},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:J3095)),\"\")","v":"STI_112"},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:K3095)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:L3095)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:M3095)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:N3095)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3095,COLUMNS($J$2:O3095)),\"\")","v":"112  A number of committees support the operation of the IAS. The Executive Committee has responsibility for the overall strategy and management of the Institute; the Doctoral Committee is responsible for all aspects of PGR regulation and administration and reports to the SFC and UKRI; and the External Engagement Committee (suspended during the Covid-19 pandemic) is responsible for the Institute's relationships with collaborating universities and other stakeholders including funders of PGR students."}]
[{"$f":"IF('> FILTER <'!B3097<>\"\",ROW(OFFSET(A3096,-1,0)),\"\")","v":3095},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3097)),A3096,\"\")","v":3095},{"$f":"IFERROR(SMALL(Helper2_1,A3096),\"\")","v":3095},null,3095,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3097)),$A3096,\"\")","v":3095},{"$f":"IFERROR(SMALL(Helper2_2,A3096),\"\")","v":3095},{"$f":"COUNTIF(Helper3_1,\"=\"&G3096)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3096)=1, G3096, \"\")","v":3095},{"$f":"IFERROR(SMALL(Index_2,A3096),\"\")","v":3095},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:J3096)),\"\")","v":"STI_113"},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:K3096)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:L3096)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:M3096)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:N3096)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3096,COLUMNS($J$2:O3096)),\"\")","v":"113  From information provided by the University during the review, the ELIR team understands that following the adoption of the IAS Development Plan, reporting arrangements for the new IAS Committees were refined and agreed in May 2020. This information confirms that to 'maintain parity between the IAS and other equivalent committees of the University, the IAS Executive would not be established as a Committee of Academic Council'. However, the IAS has reporting lines into both the Education and Student Experience Committee (ESEC) and the Research Committee, with the Dean for the Institute for Advanced Studies being a member within the composition of these committees and Academic Council. The information provided also notes that 'there would therefore be no requirement for the Group to 'statutorily' report to every meeting of the Council, but it would brief Council on business as is useful/required'. This is in addition to IAS business brought routinely to ESEC and the Research Committee being statutorily submitted to Council via the reports from both of these committees, which are standing items of business at every meeting of Academic Council. The information further sets out that, 'the IAS therefore can decide when and how it would be beneficial or necessary for matters of the Institute's business to be shared with Academic Council. As the IAS Executive Group need not formally report into any Committee, it can operate similarly to a Faculty Executive Group. Its minutes and action tracker are for the purposes of maintaining effective operations and not as a formal record of University decisions'."}]
[{"$f":"IF('> FILTER <'!B3098<>\"\",ROW(OFFSET(A3097,-1,0)),\"\")","v":3096},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3098)),A3097,\"\")","v":3096},{"$f":"IFERROR(SMALL(Helper2_1,A3097),\"\")","v":3096},null,3096,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3098)),$A3097,\"\")","v":3096},{"$f":"IFERROR(SMALL(Helper2_2,A3097),\"\")","v":3096},{"$f":"COUNTIF(Helper3_1,\"=\"&G3097)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3097)=1, G3097, \"\")","v":3096},{"$f":"IFERROR(SMALL(Index_2,A3097),\"\")","v":3096},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:J3097)),\"\")","v":"STI_113"},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:K3097)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:L3097)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:M3097)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:N3097)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3097,COLUMNS($J$2:O3097)),\"\")","v":"113  From information provided by the University during the review, the ELIR team understands that following the adoption of the IAS Development Plan, reporting arrangements for the new IAS Committees were refined and agreed in May 2020. This information confirms that to 'maintain parity between the IAS and other equivalent committees of the University, the IAS Executive would not be established as a Committee of Academic Council'. However, the IAS has reporting lines into both the Education and Student Experience Committee (ESEC) and the Research Committee, with the Dean for the Institute for Advanced Studies being a member within the composition of these committees and Academic Council. The information provided also notes that 'there would therefore be no requirement for the Group to 'statutorily' report to every meeting of the Council, but it would brief Council on business as is useful/required'. This is in addition to IAS business brought routinely to ESEC and the Research Committee being statutorily submitted to Council via the reports from both of these committees, which are standing items of business at every meeting of Academic Council. The information further sets out that, 'the IAS therefore can decide when and how it would be beneficial or necessary for matters of the Institute's business to be shared with Academic Council. As the IAS Executive Group need not formally report into any Committee, it can operate similarly to a Faculty Executive Group. Its minutes and action tracker are for the purposes of maintaining effective operations and not as a formal record of University decisions'."}]
[{"$f":"IF('> FILTER <'!B3099<>\"\",ROW(OFFSET(A3098,-1,0)),\"\")","v":3097},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3099)),A3098,\"\")","v":3097},{"$f":"IFERROR(SMALL(Helper2_1,A3098),\"\")","v":3097},null,3097,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3099)),$A3098,\"\")","v":3097},{"$f":"IFERROR(SMALL(Helper2_2,A3098),\"\")","v":3097},{"$f":"COUNTIF(Helper3_1,\"=\"&G3098)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3098)=1, G3098, \"\")","v":3097},{"$f":"IFERROR(SMALL(Index_2,A3098),\"\")","v":3097},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:J3098)),\"\")","v":"STI_114"},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:K3098)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:L3098)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:M3098)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:N3098)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3098,COLUMNS($J$2:O3098)),\"\")","v":"114  Senior staff informed the ELIR team that decision-making by the IAS Executive Committee has become faster and that the Doctoral Committee brings together all the PGR Directors from the faculties. Their discussions are minuted and 'distilled' to Academic Council, with the Dean for the IAS working closely with the Deputy Principal (Education and Students)."}]
[{"$f":"IF('> FILTER <'!B3100<>\"\",ROW(OFFSET(A3099,-1,0)),\"\")","v":3098},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3100)),A3099,\"\")","v":3098},{"$f":"IFERROR(SMALL(Helper2_1,A3099),\"\")","v":3098},null,3098,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3100)),$A3099,\"\")","v":3098},{"$f":"IFERROR(SMALL(Helper2_2,A3099),\"\")","v":3098},{"$f":"COUNTIF(Helper3_1,\"=\"&G3099)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3099)=1, G3099, \"\")","v":3098},{"$f":"IFERROR(SMALL(Index_2,A3099),\"\")","v":3098},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:J3099)),\"\")","v":"STI_115"},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:K3099)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:L3099)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:M3099)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:N3099)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3099,COLUMNS($J$2:O3099)),\"\")","v":"115  It was not clear to the ELIR team where the IAS and its committees sit in the wider University's governance and committee structures. With no existing formal requirement for the IAS to report to Academic Council, the team recommend that the University review the current governance and reporting arrangements for the Institute for Advanced Studies, to ensure these provide the University, and in particular Academic Council, with appropriate and effective oversight of the totality of the postgraduate research student experience including student progression and awards, student feedback, and student engagement with training and research skills provision."}]
[{"$f":"IF('> FILTER <'!B3101<>\"\",ROW(OFFSET(A3100,-1,0)),\"\")","v":3099},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3101)),A3100,\"\")","v":3099},{"$f":"IFERROR(SMALL(Helper2_1,A3100),\"\")","v":3099},null,3099,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3101)),$A3100,\"\")","v":3099},{"$f":"IFERROR(SMALL(Helper2_2,A3100),\"\")","v":3099},{"$f":"COUNTIF(Helper3_1,\"=\"&G3100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3100)=1, G3100, \"\")","v":3099},{"$f":"IFERROR(SMALL(Index_2,A3100),\"\")","v":3099},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:J3100)),\"\")","v":"STI_116"},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:K3100)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:L3100)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:M3100)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:N3100)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3100,COLUMNS($J$2:O3100)),\"\")","v":"116  PGR completion rates are monitored at faculty level. A new management information system for PGR admissions introduced in February 2020 is now used by the IAS Doctoral Committee to track student applications, and the University is seeking to expand the availability of further management information including student progression data from 2021-22. The Code of Practice for PGR was adopted in 2020-21. Annual reporting is to the Education and Student Experience Committee and the first report providing data and reflection on PGR activity will be submitted during the 2020-21 academic year."}]
[{"$f":"IF('> FILTER <'!B3102<>\"\",ROW(OFFSET(A3101,-1,0)),\"\")","v":3100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3102)),A3101,\"\")","v":3100},{"$f":"IFERROR(SMALL(Helper2_1,A3101),\"\")","v":3100},null,3100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3102)),$A3101,\"\")","v":3100},{"$f":"IFERROR(SMALL(Helper2_2,A3101),\"\")","v":3100},{"$f":"COUNTIF(Helper3_1,\"=\"&G3101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3101)=1, G3101, \"\")","v":3100},{"$f":"IFERROR(SMALL(Index_2,A3101),\"\")","v":3100},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:J3101)),\"\")","v":"STI_117"},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:K3101)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:L3101)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:M3101)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:N3101)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3101,COLUMNS($J$2:O3101)),\"\")","v":"117  Postgraduate research students were clear about requirements and regulations relating to their studies and about the responsibilities of their supervisors. Overall, they were satisfied with the quality of the supervision and support they received. Students were also clear about the existence of formal mechanisms should they wish to raise a complaint about a supervisor or change supervisory arrangements. During their studies, students use 'Research Compass' (a framework of support, formal and informal progress monitoring, and interactive skills and training system) but there was a mixed response from students about the consistency of its use across faculties, with concerns raised about ease of use of the system which was viewed as time-consuming to engage with."}]
[{"$f":"IF('> FILTER <'!B3103<>\"\",ROW(OFFSET(A3102,-1,0)),\"\")","v":3101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3103)),A3102,\"\")","v":3101},{"$f":"IFERROR(SMALL(Helper2_1,A3102),\"\")","v":3101},null,3101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3103)),$A3102,\"\")","v":3101},{"$f":"IFERROR(SMALL(Helper2_2,A3102),\"\")","v":3101},{"$f":"COUNTIF(Helper3_1,\"=\"&G3102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3102)=1, G3102, \"\")","v":3101},{"$f":"IFERROR(SMALL(Index_2,A3102),\"\")","v":3101},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:J3102)),\"\")","v":"STI_118"},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:K3102)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:L3102)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:M3102)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:N3102)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3102,COLUMNS($J$2:O3102)),\"\")","v":"118  The RA confirms that in response to the COVID-19 pandemic the priority for IAS was to move induction, start dates and support sessions for PGR students online. Student representatives confirmed to the ELIR team that the IAS had provided particularly good support for PGR students during the initial UK lockdown, including organising a range of support and online seminars. However, their perception was that the level of support offered by the IAS had been more difficult to sustain during session 2020-21. Students were appreciative of the efforts made by the University to mitigate the impact of the pandemic on their studies including improved communications via a regular newsletter, additional resources available on the VLE and direct email communication from the Dean of the IAS."}]
[{"$f":"IF('> FILTER <'!B3104<>\"\",ROW(OFFSET(A3103,-1,0)),\"\")","v":3102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3104)),A3103,\"\")","v":3102},{"$f":"IFERROR(SMALL(Helper2_1,A3103),\"\")","v":3102},null,3102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3104)),$A3103,\"\")","v":3102},{"$f":"IFERROR(SMALL(Helper2_2,A3103),\"\")","v":3102},{"$f":"COUNTIF(Helper3_1,\"=\"&G3103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3103)=1, G3103, \"\")","v":3102},{"$f":"IFERROR(SMALL(Index_2,A3103),\"\")","v":3102},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:J3103)),\"\")","v":"STI_118"},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:K3103)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:L3103)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:M3103)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:N3103)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3103,COLUMNS($J$2:O3103)),\"\")","v":"118  The RA confirms that in response to the COVID-19 pandemic the priority for IAS was to move induction, start dates and support sessions for PGR students online. Student representatives confirmed to the ELIR team that the IAS had provided particularly good support for PGR students during the initial UK lockdown, including organising a range of support and online seminars. However, their perception was that the level of support offered by the IAS had been more difficult to sustain during session 2020-21. Students were appreciative of the efforts made by the University to mitigate the impact of the pandemic on their studies including improved communications via a regular newsletter, additional resources available on the VLE and direct email communication from the Dean of the IAS."}]
[{"$f":"IF('> FILTER <'!B3105<>\"\",ROW(OFFSET(A3104,-1,0)),\"\")","v":3103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3105)),A3104,\"\")","v":3103},{"$f":"IFERROR(SMALL(Helper2_1,A3104),\"\")","v":3103},null,3103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3105)),$A3104,\"\")","v":3103},{"$f":"IFERROR(SMALL(Helper2_2,A3104),\"\")","v":3103},{"$f":"COUNTIF(Helper3_1,\"=\"&G3104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3104)=1, G3104, \"\")","v":3103},{"$f":"IFERROR(SMALL(Index_2,A3104),\"\")","v":3103},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:J3104)),\"\")","v":"STI_119"},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:K3104)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:L3104)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:M3104)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:N3104)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3104,COLUMNS($J$2:O3104)),\"\")","v":"119  The Students' Union representatives reported good relationships with IAS staff and regarded its establishment as a real advance for PGR students. However, PGR students stated that they had not really experienced the level of change that they had anticipated following the establishment of the IAS but acknowledged that the COVID-19 pandemic had had a limiting effect. These students also recognised that the IAS is making 'every effort to foster a more effective cross-University PGR community', with training events providing the opportunity, through the use of online breakout rooms, for students to network. Students also welcomed the introduction of the new dedicated facilities for postgraduate students on campus, despite their use being limited by the pandemic. PGR students also stated that the Students' Union has been excellent in communicating changes during the pandemic."}]
[{"$f":"IF('> FILTER <'!B3106<>\"\",ROW(OFFSET(A3105,-1,0)),\"\")","v":3104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3106)),A3105,\"\")","v":3104},{"$f":"IFERROR(SMALL(Helper2_1,A3105),\"\")","v":3104},null,3104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3106)),$A3105,\"\")","v":3104},{"$f":"IFERROR(SMALL(Helper2_2,A3105),\"\")","v":3104},{"$f":"COUNTIF(Helper3_1,\"=\"&G3105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3105)=1, G3105, \"\")","v":3104},{"$f":"IFERROR(SMALL(Index_2,A3105),\"\")","v":3104},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:J3105)),\"\")","v":"STI_120"},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:K3105)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:L3105)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:M3105)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:N3105)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3105,COLUMNS($J$2:O3105)),\"\")","v":"120  The 2015 ELIR asked the University to pursue its intention to reintroduce research supervisor training at institutional level and put in place a mechanism for identifying and monitoring supervisor training and support needs across the University, including ensuring that all existing supervisors are provided with update training. The ELIR team were able to confirm that some progress has been made, although this has been limited."}]
[{"$f":"IF('> FILTER <'!B3107<>\"\",ROW(OFFSET(A3106,-1,0)),\"\")","v":3105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3107)),A3106,\"\")","v":3105},{"$f":"IFERROR(SMALL(Helper2_1,A3106),\"\")","v":3105},null,3105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3107)),$A3106,\"\")","v":3105},{"$f":"IFERROR(SMALL(Helper2_2,A3106),\"\")","v":3105},{"$f":"COUNTIF(Helper3_1,\"=\"&G3106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3106)=1, G3106, \"\")","v":3105},{"$f":"IFERROR(SMALL(Index_2,A3106),\"\")","v":3105},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:J3106)),\"\")","v":"STI_121"},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:K3106)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:L3106)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:M3106)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:N3106)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3106,COLUMNS($J$2:O3106)),\"\")","v":"121  A University-wide 'Supervising Doctoral Studies' programme was first introduced in 2016. The IAS has recently reviewed and revised the programme content, taking onboard participant feedback and information from external reference points including the UKCGE 'Good Supervisory Practice' Framework. The RA indicates that the development of this programme remains ongoing. The new Supervising Doctoral Studies programme consists of masterclasses, interactive workshops and a set of supporting resources. The programme runs throughout the academic year and allows staff to engage with the sessions 'most relevant' to them. The RA states that the 'New to Supervision/New to UoS' sessions are 'recommended' rather than compulsory for individuals new to doctoral supervision. In addition, the 'Supervisors of Doctoral Studies Module', delivered via an online 'third-party' provider, is recommended by the University to all staff supervising PhDs.  "}]
[{"$f":"IF('> FILTER <'!B3108<>\"\",ROW(OFFSET(A3107,-1,0)),\"\")","v":3106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3108)),A3107,\"\")","v":3106},{"$f":"IFERROR(SMALL(Helper2_1,A3107),\"\")","v":3106},null,3106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3108)),$A3107,\"\")","v":3106},{"$f":"IFERROR(SMALL(Helper2_2,A3107),\"\")","v":3106},{"$f":"COUNTIF(Helper3_1,\"=\"&G3107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3107)=1, G3107, \"\")","v":3106},{"$f":"IFERROR(SMALL(Index_2,A3107),\"\")","v":3106},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:J3107)),\"\")","v":"STI_122"},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:K3107)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:L3107)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:M3107)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:N3107)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3107,COLUMNS($J$2:O3107)),\"\")","v":"122  During the review, the ELIR team further explored the University's expectations of research supervisors in terms of the requirement to complete the training on offer. Senior staff explained that the expectation is that all supervisors undertake training appropriate to their needs, career stage and requirements of (potential) funders as outlined in the Code of Practice for Research Degrees. They also confirmed it remains a priority to train members of staff who are new to PGR supervision, acknowledging it may take time to work back through existing PGR supervisors and 'retrofit' the five-year cycle across the supervisor cohort. The ELIR team also understands that currently there is a mechanism via the researcher induction programme to direct all academic staff joining the University to undertake supervisor training and a substantially updated staff development programme is being put in place for 2021-22. The ELIR team were less clear about the mechanisms employed by the University to record the completion of research supervisor training or identify those who are required to attend refresher training."}]
[{"$f":"IF('> FILTER <'!B3109<>\"\",ROW(OFFSET(A3108,-1,0)),\"\")","v":3107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3109)),A3108,\"\")","v":3107},{"$f":"IFERROR(SMALL(Helper2_1,A3108),\"\")","v":3107},null,3107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3109)),$A3108,\"\")","v":3107},{"$f":"IFERROR(SMALL(Helper2_2,A3108),\"\")","v":3107},{"$f":"COUNTIF(Helper3_1,\"=\"&G3108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3108)=1, G3108, \"\")","v":3107},{"$f":"IFERROR(SMALL(Index_2,A3108),\"\")","v":3107},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:J3108)),\"\")","v":"STI_123"},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:K3108)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:L3108)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:M3108)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:N3108)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3108,COLUMNS($J$2:O3108)),\"\")","v":"123  The ELIR team understands there are currently 253 PGR supervisors in the University and the University's ambition is to double its PGR student numbers in the next cycle. The ELIR team therefore recommends as a matter of priority that the University review and clarify its requirements for the training and ongoing development of postgraduate research supervisors, ensuring these are clearly communicated to staff. "}]
[{"$f":"IF('> FILTER <'!B3110<>\"\",ROW(OFFSET(A3109,-1,0)),\"\")","v":3108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3110)),A3109,\"\")","v":3108},{"$f":"IFERROR(SMALL(Helper2_1,A3109),\"\")","v":3108},null,3108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3110)),$A3109,\"\")","v":3108},{"$f":"IFERROR(SMALL(Helper2_2,A3109),\"\")","v":3108},{"$f":"COUNTIF(Helper3_1,\"=\"&G3109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3109)=1, G3109, \"\")","v":3108},{"$f":"IFERROR(SMALL(Index_2,A3109),\"\")","v":3108},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:J3109)),\"\")","v":"STI_124"},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:K3109)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:L3109)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:M3109)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:N3109)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3109,COLUMNS($J$2:O3109)),\"\")","v":"124  In addition, the University should ensure that all supervisors (new and more established) have the opportunity to undertake training and development, and appropriate mechanisms are in place to ensure completion is recorded and monitored. "}]
[{"$f":"IF('> FILTER <'!B3111<>\"\",ROW(OFFSET(A3110,-1,0)),\"\")","v":3109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3111)),A3110,\"\")","v":3109},{"$f":"IFERROR(SMALL(Helper2_1,A3110),\"\")","v":3109},null,3109,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3111)),$A3110,\"\")","v":3109},{"$f":"IFERROR(SMALL(Helper2_2,A3110),\"\")","v":3109},{"$f":"COUNTIF(Helper3_1,\"=\"&G3110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3110)=1, G3110, \"\")","v":3109},{"$f":"IFERROR(SMALL(Index_2,A3110),\"\")","v":3109},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:J3110)),\"\")","v":"STI_125"},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:K3110)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:L3110)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:M3110)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:N3110)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3110,COLUMNS($J$2:O3110)),\"\")","v":"125  The University has effective arrangements in place to systematically review and enhance the learning environment offered to students. The learning environment is aligned with one of the University's contextualised themes for this ELIR. The Learning and Teaching Quality Enhancement Strategy (paragraph 148) sets out the University's strategic objectives for the learning environment as 'Our students will be taught in interesting dynamic, physical and virtual learning spaces which support different ways and locations of learning'. Since the 2015 ELIR, the University has made significant investment in its physical and technological infrastructure and its pedagogical approach to teaching and learning to support the increasingly diverse needs of its student population."}]
[{"$f":"IF('> FILTER <'!B3112<>\"\",ROW(OFFSET(A3111,-1,0)),\"\")","v":3110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3112)),A3111,\"\")","v":3110},{"$f":"IFERROR(SMALL(Helper2_1,A3111),\"\")","v":3110},null,3110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3112)),$A3111,\"\")","v":3110},{"$f":"IFERROR(SMALL(Helper2_2,A3111),\"\")","v":3110},{"$f":"COUNTIF(Helper3_1,\"=\"&G3111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3111)=1, G3111, \"\")","v":3110},{"$f":"IFERROR(SMALL(Index_2,A3111),\"\")","v":3110},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:J3111)),\"\")","v":"STI_126"},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:K3111)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:L3111)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:M3111)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:N3111)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3111,COLUMNS($J$2:O3111)),\"\")","v":"126   In 2018, the University published its Campus Transformation Plans. Developments include the new 'Campus Central' which is a 'one stop' hub for students to access the library, student services, social learning spaces, dedicated spaces for research activities, and houses the Institute for Advanced Studies (IAS) (paragraphs 109 and 110). Work has also been undertaken to improve the accessibility of learning spaces, the introduction of technology to support group working, the development of collaborative learning spaces, study pods in courtyards, and connecting learning with the benefits of outdoor learning and nature. A particularly popular scheme with students has been the 'Empty Space=Study Space' campaign where the University, supported by the Students' Union, has encouraged students to claim unused spaces during the day for study spaces."}]
[{"$f":"IF('> FILTER <'!B3113<>\"\",ROW(OFFSET(A3112,-1,0)),\"\")","v":3111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3113)),A3112,\"\")","v":3111},{"$f":"IFERROR(SMALL(Helper2_1,A3112),\"\")","v":3111},null,3111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3113)),$A3112,\"\")","v":3111},{"$f":"IFERROR(SMALL(Helper2_2,A3112),\"\")","v":3111},{"$f":"COUNTIF(Helper3_1,\"=\"&G3112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3112)=1, G3112, \"\")","v":3111},{"$f":"IFERROR(SMALL(Index_2,A3112),\"\")","v":3111},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:J3112)),\"\")","v":"STI_127"},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:K3112)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:L3112)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:M3112)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:N3112)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3112,COLUMNS($J$2:O3112)),\"\")","v":"127  Academic staff spoke positively and shared a range of examples from across the faculties which demonstrated how the enhancements to learning environment contribute positively to the delivery of learning and teaching. These include the Health Sciences and Sport Nursing degree integrating the campus into teaching through a project focused on promoting wellbeing using the campus facilities, and Biology and Environment Sciences courses using the campus as a live laboratory - with this approach being particularly valued during the pandemic as an alternative to field trips."}]
[{"$f":"IF('> FILTER <'!B3114<>\"\",ROW(OFFSET(A3113,-1,0)),\"\")","v":3112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3114)),A3113,\"\")","v":3112},{"$f":"IFERROR(SMALL(Helper2_1,A3113),\"\")","v":3112},null,3112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3114)),$A3113,\"\")","v":3112},{"$f":"IFERROR(SMALL(Helper2_2,A3113),\"\")","v":3112},{"$f":"COUNTIF(Helper3_1,\"=\"&G3113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3113)=1, G3113, \"\")","v":3112},{"$f":"IFERROR(SMALL(Index_2,A3113),\"\")","v":3112},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:J3113)),\"\")","v":"STI_128"},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:K3113)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:L3113)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:M3113)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:N3113)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3113,COLUMNS($J$2:O3113)),\"\")","v":"128  Embedding sustainability is part of the University's Strategic Plan. The Corporate Sustainability Steering Group chaired by the Senior Deputy Principal, and with appropriate student representation, manages this work. Across the institution there is a network of 'Green Champions' who raise awareness of sustainability with staff. Students from all stages of study showed good awareness of, and spoke positively about, the range of sustainability initiatives available on campus including recycling, electric car charging, the bike rental scheme, the Green and Blue Space shop, and a range of events to promote sustainability. They felt there was an ethos of 'contributing without realising'. They did however express concerns that, on occasion, from their perspective, sustainability initiatives did feel driven more by the Students' Union and that the University could do more to recognise barriers to sustainability, for example, a lack of access to public transport."}]
[{"$f":"IF('> FILTER <'!B3115<>\"\",ROW(OFFSET(A3114,-1,0)),\"\")","v":3113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3115)),A3114,\"\")","v":3113},{"$f":"IFERROR(SMALL(Helper2_1,A3114),\"\")","v":3113},null,3113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3115)),$A3114,\"\")","v":3113},{"$f":"IFERROR(SMALL(Helper2_2,A3114),\"\")","v":3113},{"$f":"COUNTIF(Helper3_1,\"=\"&G3114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3114)=1, G3114, \"\")","v":3113},{"$f":"IFERROR(SMALL(Index_2,A3114),\"\")","v":3113},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:J3114)),\"\")","v":"STI_129"},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:K3114)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:L3114)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:M3114)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:N3114)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3114,COLUMNS($J$2:O3114)),\"\")","v":"129  Health, wellbeing and active lifestyles are a core part of the University's ethos. The University is designated Scotland's 'University for Sporting Excellence' (paragraph 3), has invested significantly in its sports facilities and became Sports University of the Year in 2020. The University strongly believes there are positive links between wellbeing and success in learning and teaching, and encourages all areas of the University community to engage with fitness and wellbeing. It provides a significant number and range of activities linked to promoting and supporting wellbeing throughout the academic year, from large groups of students taking part in yoga together as part of induction to a 'Lockdown Fitness Programme' which offered free virtual weekly classes to students, staff and the wider University community.  "}]
[{"$f":"IF('> FILTER <'!B3116<>\"\",ROW(OFFSET(A3115,-1,0)),\"\")","v":3114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3116)),A3115,\"\")","v":3114},{"$f":"IFERROR(SMALL(Helper2_1,A3115),\"\")","v":3114},null,3114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3116)),$A3115,\"\")","v":3114},{"$f":"IFERROR(SMALL(Helper2_2,A3115),\"\")","v":3114},{"$f":"COUNTIF(Helper3_1,\"=\"&G3115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3115)=1, G3115, \"\")","v":3114},{"$f":"IFERROR(SMALL(Index_2,A3115),\"\")","v":3114},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:J3115)),\"\")","v":"STI_130"},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:K3115)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:L3115)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:M3115)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:N3115)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3115,COLUMNS($J$2:O3115)),\"\")","v":"130  The University's continued commitment to sporting excellence and the focus on the connection between wellbeing and learning, particularly throughout the pandemic, was praised by student representatives. While some student representatives pointed out that the new sports complex may not appeal to all students, they were generally positive about the focus on wellness and the expert help available in the gym. Students value the focus on wellbeing to support learning and appreciate having access to highly qualified and knowledgeable staff and excellent facilities, the encouraging and positive atmosphere created, the sense of community, and the support for both recreational and performance sport. They were also positive about the links the sports facilities created with the local community, and the networking opportunities this provided for them."}]
[{"$f":"IF('> FILTER <'!B3117<>\"\",ROW(OFFSET(A3116,-1,0)),\"\")","v":3115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3117)),A3116,\"\")","v":3115},{"$f":"IFERROR(SMALL(Helper2_1,A3116),\"\")","v":3115},null,3115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3117)),$A3116,\"\")","v":3115},{"$f":"IFERROR(SMALL(Helper2_2,A3116),\"\")","v":3115},{"$f":"COUNTIF(Helper3_1,\"=\"&G3116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3116)=1, G3116, \"\")","v":3115},{"$f":"IFERROR(SMALL(Index_2,A3116),\"\")","v":3115},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:J3116)),\"\")","v":"STI_131"},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:K3116)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:L3116)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:M3116)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:N3116)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3116,COLUMNS($J$2:O3116)),\"\")","v":"131  The COVID-19 pandemic has understandably disrupted the University's ongoing plans for further development of the campus, which were predicated on face-to-face teaching. The University fully recognises the need, and has already started developing its approach to supporting blended learning in the future, aiming to retain the best of practice developed during the pandemic. The ELIR team encourages the University to continue to progress with these plans.  "}]
[{"$f":"IF('> FILTER <'!B3118<>\"\",ROW(OFFSET(A3117,-1,0)),\"\")","v":3116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3118)),A3117,\"\")","v":3116},{"$f":"IFERROR(SMALL(Helper2_1,A3117),\"\")","v":3116},null,3116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3118)),$A3117,\"\")","v":3116},{"$f":"IFERROR(SMALL(Helper2_2,A3117),\"\")","v":3116},{"$f":"COUNTIF(Helper3_1,\"=\"&G3117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3117)=1, G3117, \"\")","v":3116},{"$f":"IFERROR(SMALL(Index_2,A3117),\"\")","v":3116},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:J3117)),\"\")","v":"STI_132"},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:K3117)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:L3117)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:M3117)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:N3117)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3117,COLUMNS($J$2:O3117)),\"\")","v":"132  The University has invested in a broad range of technologies and digital tools which it uses effectively to support the delivery of both learning and teaching and the wider student experience. The University has made effective use of feedback gathered from staff and students, including information from the Jisc Digital Skills Survey (in 2016-17 and 2019-20), to establish an evidence-informed approach to developing its digital platforms. The University works actively with the Students' Union to agree priorities and draws upon its support when communicating to students about how services are being enhanced in response to their feedback."}]
[{"$f":"IF('> FILTER <'!B3119<>\"\",ROW(OFFSET(A3118,-1,0)),\"\")","v":3117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3119)),A3118,\"\")","v":3117},{"$f":"IFERROR(SMALL(Helper2_1,A3118),\"\")","v":3117},null,3117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3119)),$A3118,\"\")","v":3117},{"$f":"IFERROR(SMALL(Helper2_2,A3118),\"\")","v":3117},{"$f":"COUNTIF(Helper3_1,\"=\"&G3118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3118)=1, G3118, \"\")","v":3117},{"$f":"IFERROR(SMALL(Index_2,A3118),\"\")","v":3117},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:J3118)),\"\")","v":"STI_133"},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:K3118)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:L3118)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:M3118)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:N3118)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3118,COLUMNS($J$2:O3118)),\"\")","v":"133  The University has implemented a new virtual learning environment (VLE) which supports induction, and learning, teaching and assessment activities, and allows students to access a range of services including careers, Student Learning Services (SLS) and the Careers and Employability Service. All students, regardless of location and mode of delivery, have access to the VLE. Other developments include the use of an online mobile campus app, which provides remote access to University services and core information including the VLE, email, student identity cards, a laptop lending service and online meeting platforms. An application which supports students to access specialist academic software from any device without having to be on campus received particular praise from student representatives, with this software and the laptop lending service viewed as invaluable to students during the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3120<>\"\",ROW(OFFSET(A3119,-1,0)),\"\")","v":3118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3120)),A3119,\"\")","v":3118},{"$f":"IFERROR(SMALL(Helper2_1,A3119),\"\")","v":3118},null,3118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3120)),$A3119,\"\")","v":3118},{"$f":"IFERROR(SMALL(Helper2_2,A3119),\"\")","v":3118},{"$f":"COUNTIF(Helper3_1,\"=\"&G3119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3119)=1, G3119, \"\")","v":3118},{"$f":"IFERROR(SMALL(Index_2,A3119),\"\")","v":3118},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:J3119)),\"\")","v":"STI_134"},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:K3119)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:L3119)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:M3119)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:N3119)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3119,COLUMNS($J$2:O3119)),\"\")","v":"134  The University offers a range of training for staff and students in the use of the VLE and other digital platforms and technologies, with the Academic Development and Learning Technology teams supporting staff in the use of these technologies to enhance their pedagogical practice. Co-curricular workshops on digital skills are available for both new and returning students. The ELIR team also noted that the University is planning to procure a personalised timetabling system.  "}]
[{"$f":"IF('> FILTER <'!B3121<>\"\",ROW(OFFSET(A3120,-1,0)),\"\")","v":3119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3121)),A3120,\"\")","v":3119},{"$f":"IFERROR(SMALL(Helper2_1,A3120),\"\")","v":3119},null,3119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3121)),$A3120,\"\")","v":3119},{"$f":"IFERROR(SMALL(Helper2_2,A3120),\"\")","v":3119},{"$f":"COUNTIF(Helper3_1,\"=\"&G3120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3120)=1, G3120, \"\")","v":3119},{"$f":"IFERROR(SMALL(Index_2,A3120),\"\")","v":3119},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:J3120)),\"\")","v":"STI_135"},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:K3120)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:L3120)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:M3120)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:N3120)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3120,COLUMNS($J$2:O3120)),\"\")","v":"135  As part of its commitment to mainstreaming inclusive practice, the University's policy on audio visual materials to support learning outlines that all lectures should be recorded and are automatically captioned, with all designated teaching rooms equipped with the necessary software. Known as the 'Listen Again' initiative, this practice is widely adopted across the faculties, allowing students to listen back to lecture materials. However, the ELIR team noted from the AIS that there are concerns from staff that this initiative leads to a drop in lecture attendance and disengagement from some students."}]
[{"$f":"IF('> FILTER <'!B3122<>\"\",ROW(OFFSET(A3121,-1,0)),\"\")","v":3120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3122)),A3121,\"\")","v":3120},{"$f":"IFERROR(SMALL(Helper2_1,A3121),\"\")","v":3120},null,3120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3122)),$A3121,\"\")","v":3120},{"$f":"IFERROR(SMALL(Helper2_2,A3121),\"\")","v":3120},{"$f":"COUNTIF(Helper3_1,\"=\"&G3121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3121)=1, G3121, \"\")","v":3120},{"$f":"IFERROR(SMALL(Index_2,A3121),\"\")","v":3120},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:J3121)),\"\")","v":"STI_136"},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:K3121)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:L3121)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:M3121)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:N3121)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3121,COLUMNS($J$2:O3121)),\"\")","v":"136  Students commented very positively about the accessibility of online resources, particularly the functionality of the online mobile campus app which allows them to book library seats and access the library catalogue. Students also highlighted that the University provided them with access to a range of software which, while unrelated to their course, is useful for their professional development. Students welcomed support from the University in supplying much-needed hardware, including laptops and screens during the pandemic."}]
[{"$f":"IF('> FILTER <'!B3123<>\"\",ROW(OFFSET(A3122,-1,0)),\"\")","v":3121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3123)),A3122,\"\")","v":3121},{"$f":"IFERROR(SMALL(Helper2_1,A3122),\"\")","v":3121},null,3121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3123)),$A3122,\"\")","v":3121},{"$f":"IFERROR(SMALL(Helper2_2,A3122),\"\")","v":3121},{"$f":"COUNTIF(Helper3_1,\"=\"&G3122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3122)=1, G3122, \"\")","v":3121},{"$f":"IFERROR(SMALL(Index_2,A3122),\"\")","v":3121},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:J3122)),\"\")","v":"STI_136"},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:K3122)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:L3122)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:M3122)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:N3122)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3122,COLUMNS($J$2:O3122)),\"\")","v":"136  Students commented very positively about the accessibility of online resources, particularly the functionality of the online mobile campus app which allows them to book library seats and access the library catalogue. Students also highlighted that the University provided them with access to a range of software which, while unrelated to their course, is useful for their professional development. Students welcomed support from the University in supplying much-needed hardware, including laptops and screens during the pandemic."}]
[{"$f":"IF('> FILTER <'!B3124<>\"\",ROW(OFFSET(A3123,-1,0)),\"\")","v":3122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3124)),A3123,\"\")","v":3122},{"$f":"IFERROR(SMALL(Helper2_1,A3123),\"\")","v":3122},null,3122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3124)),$A3123,\"\")","v":3122},{"$f":"IFERROR(SMALL(Helper2_2,A3123),\"\")","v":3122},{"$f":"COUNTIF(Helper3_1,\"=\"&G3123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3123)=1, G3123, \"\")","v":3122},{"$f":"IFERROR(SMALL(Index_2,A3123),\"\")","v":3122},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:J3123)),\"\")","v":"STI_137"},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:K3123)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:L3123)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:M3123)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:N3123)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3123,COLUMNS($J$2:O3123)),\"\")","v":"137  The University makes use of a range of digital user metrics related to the use of its library resources and electronic reading lists to support its decisions on further investment in the digital catalogue and to ensure students have appropriate access to the resources they need to support their learning and teaching. Most of the University's programmes adopt electronic reading lists, with the University planning to launch a new reading list system and further enhancement to its library management systems in Summer 2021. Student representatives spoke extremely positively about the support they received from library staff who were viewed as being responsive to student feedback, using it to enhance the services. The continued expansion of digital resources in the library, particularly during the pandemic, has been well received by students. Student representatives had more mixed views on the online availability of some books and resources prescribed as recommended/essential reading on module reading lists."}]
[{"$f":"IF('> FILTER <'!B3125<>\"\",ROW(OFFSET(A3124,-1,0)),\"\")","v":3123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3125)),A3124,\"\")","v":3123},{"$f":"IFERROR(SMALL(Helper2_1,A3124),\"\")","v":3123},null,3123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3125)),$A3124,\"\")","v":3123},{"$f":"IFERROR(SMALL(Helper2_2,A3124),\"\")","v":3123},{"$f":"COUNTIF(Helper3_1,\"=\"&G3124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3124)=1, G3124, \"\")","v":3123},{"$f":"IFERROR(SMALL(Index_2,A3124),\"\")","v":3123},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:J3124)),\"\")","v":"STI_138"},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:K3124)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:L3124)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:M3124)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:N3124)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3124,COLUMNS($J$2:O3124)),\"\")","v":"138  From the evidence presented, the ELIR team commends the University for the significant progress it has made with its vision for the student learning environment, undertaking a significant re-design and re-development of its facilities which effectively meets the diverse needs of students and staff and which also supports engagement with local communities, through access to sports and other facilities and the physical campus itself. The University proactively promotes and uses the campus as a learning environment within its programmes of studies. It has also effectively used its status as Scotland's University for Sporting Excellence to benefit the wider University population, positively supporting the development of the University's ethos of health and wellbeing and the benefits of adopting an active lifestyle as components of the wider student experience."}]
[{"$f":"IF('> FILTER <'!B3126<>\"\",ROW(OFFSET(A3125,-1,0)),\"\")","v":3124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3126)),A3125,\"\")","v":3124},{"$f":"IFERROR(SMALL(Helper2_1,A3125),\"\")","v":3124},null,3124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3126)),$A3125,\"\")","v":3124},{"$f":"IFERROR(SMALL(Helper2_2,A3125),\"\")","v":3124},{"$f":"COUNTIF(Helper3_1,\"=\"&G3125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3125)=1, G3125, \"\")","v":3124},{"$f":"IFERROR(SMALL(Index_2,A3125),\"\")","v":3124},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:J3125)),\"\")","v":"STI_139"},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:K3125)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:L3125)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:M3125)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:N3125)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3125,COLUMNS($J$2:O3125)),\"\")","v":"139  Overall, the University has an effective approach to enhancing the student learning experience. This is evidenced by a well-managed student representation system and effective collaborative partnership working between the Students' Union and the University, with the University working to further enhance the engagement of the broader student population. Students are provided with a variety of formal and informal feedback opportunities which it uses effectively to enable it to listen and effectively respond to the student voice."}]
[{"$f":"IF('> FILTER <'!B3127<>\"\",ROW(OFFSET(A3126,-1,0)),\"\")","v":3125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3127)),A3126,\"\")","v":3125},{"$f":"IFERROR(SMALL(Helper2_1,A3126),\"\")","v":3125},null,3125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3127)),$A3126,\"\")","v":3125},{"$f":"IFERROR(SMALL(Helper2_2,A3126),\"\")","v":3125},{"$f":"COUNTIF(Helper3_1,\"=\"&G3126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3126)=1, G3126, \"\")","v":3125},{"$f":"IFERROR(SMALL(Index_2,A3126),\"\")","v":3125},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:J3126)),\"\")","v":"STI_140"},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:K3126)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:L3126)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:M3126)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:N3126)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3126,COLUMNS($J$2:O3126)),\"\")","v":"140  Strong institutional commitment has ensured that equality, diversity and inclusion is embedded in the culture of the University and its collaborative partners. The University's strategic approach to equality, diversity and inclusion has been developed, and is being delivered, in partnership with the Students' Union and is also underpinned by a comprehensive range of initiatives involving both staff and students."}]
[{"$f":"IF('> FILTER <'!B3128<>\"\",ROW(OFFSET(A3127,-1,0)),\"\")","v":3126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3128)),A3127,\"\")","v":3126},{"$f":"IFERROR(SMALL(Helper2_1,A3127),\"\")","v":3126},null,3126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3128)),$A3127,\"\")","v":3126},{"$f":"IFERROR(SMALL(Helper2_2,A3127),\"\")","v":3126},{"$f":"COUNTIF(Helper3_1,\"=\"&G3127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3127)=1, G3127, \"\")","v":3126},{"$f":"IFERROR(SMALL(Index_2,A3127),\"\")","v":3126},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:J3127)),\"\")","v":"STI_141"},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:K3127)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:L3127)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:M3127)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:N3127)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3127,COLUMNS($J$2:O3127)),\"\")","v":"141  Recognising the diversity of its student population, the University has developed an extensive range of high quality and accessible student services that support the needs of all students. Examples include the 'Supporting Staff to Support Students' website; the support provided by Student Learning Services and the Library - tailored to the needs of specific groups and individuals, and the 'Stirling Essentials' module including the student-facing 'Prepare at Stirling' skills workshops."}]
[{"$f":"IF('> FILTER <'!B3129<>\"\",ROW(OFFSET(A3128,-1,0)),\"\")","v":3127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3129)),A3128,\"\")","v":3127},{"$f":"IFERROR(SMALL(Helper2_1,A3128),\"\")","v":3127},null,3127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3129)),$A3128,\"\")","v":3127},{"$f":"IFERROR(SMALL(Helper2_2,A3128),\"\")","v":3127},{"$f":"COUNTIF(Helper3_1,\"=\"&G3128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3128)=1, G3128, \"\")","v":3127},{"$f":"IFERROR(SMALL(Index_2,A3128),\"\")","v":3127},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:J3128)),\"\")","v":"STI_142"},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:K3128)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:L3128)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:M3128)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:N3128)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3128,COLUMNS($J$2:O3128)),\"\")","v":"142  The University's response to the COVID-19 pandemic has been tailored, well-planned and agile in supporting the shift to the online delivery of learning, teaching and assessment, and continued to provide comprehensive student-facing support services. This has been effectively achieved through close partnership working with staff and students, underpinned by a coordinated approach to communications. Examples include the range of support available to both staff and students including training in the use of online technologies and the 'Students as Partners in Learning' approach which involved students 'road testing' newly developed online module content."}]
[{"$f":"IF('> FILTER <'!B3130<>\"\",ROW(OFFSET(A3129,-1,0)),\"\")","v":3128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3130)),A3129,\"\")","v":3128},{"$f":"IFERROR(SMALL(Helper2_1,A3129),\"\")","v":3128},null,3128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3130)),$A3129,\"\")","v":3128},{"$f":"IFERROR(SMALL(Helper2_2,A3129),\"\")","v":3128},{"$f":"COUNTIF(Helper3_1,\"=\"&G3129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3129)=1, G3129, \"\")","v":3128},{"$f":"IFERROR(SMALL(Index_2,A3129),\"\")","v":3128},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:J3129)),\"\")","v":"STI_143"},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:K3129)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:L3129)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:M3129)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:N3129)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3129,COLUMNS($J$2:O3129)),\"\")","v":"143  The University has made significant progress with its vision for the student learning environment, undertaking a significant re-design and re-development of its facilities which effectively meets the diverse needs of students and staff and which also supports engagement with local communities, through access to sports and other facilities, and the physical campus itself. The University proactively promotes and uses the campus as a learning environment within its programmes of studies. It has also effectively used its status as Scotland's University for Sporting Excellence to benefit the wider University population, positively supporting the development of the University's ethos of health and wellbeing and the benefits of adopting an active lifestyle as components of the wider student experience."}]
[{"$f":"IF('> FILTER <'!B3131<>\"\",ROW(OFFSET(A3130,-1,0)),\"\")","v":3129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3131)),A3130,\"\")","v":3129},{"$f":"IFERROR(SMALL(Helper2_1,A3130),\"\")","v":3129},null,3129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3131)),$A3130,\"\")","v":3129},{"$f":"IFERROR(SMALL(Helper2_2,A3130),\"\")","v":3129},{"$f":"COUNTIF(Helper3_1,\"=\"&G3130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3130)=1, G3130, \"\")","v":3129},{"$f":"IFERROR(SMALL(Index_2,A3130),\"\")","v":3129},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:J3130)),\"\")","v":"STI_144"},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:K3130)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:L3130)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:M3130)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:N3130)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3130,COLUMNS($J$2:O3130)),\"\")","v":"144  Overall, the University's arrangements for managing and enhancing the postgraduate experience are effective. It is recommended that the University review the current governance and reporting arrangements for the Institute for Advanced Studies, to ensure these provide the University and in particular Academic Council, with appropriate and effective oversight of the totality of the postgraduate research student experience including student progression and awards, student feedback, and student engagement with training and research skills provision."}]
[{"$f":"IF('> FILTER <'!B3132<>\"\",ROW(OFFSET(A3131,-1,0)),\"\")","v":3130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3132)),A3131,\"\")","v":3130},{"$f":"IFERROR(SMALL(Helper2_1,A3131),\"\")","v":3130},null,3130,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3132)),$A3131,\"\")","v":3130},{"$f":"IFERROR(SMALL(Helper2_2,A3131),\"\")","v":3130},{"$f":"COUNTIF(Helper3_1,\"=\"&G3131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3131)=1, G3131, \"\")","v":3130},{"$f":"IFERROR(SMALL(Index_2,A3131),\"\")","v":3130},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:J3131)),\"\")","v":"STI_145"},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:K3131)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:L3131)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:M3131)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:N3131)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3131,COLUMNS($J$2:O3131)),\"\")","v":"145  In the context of its ambition to grow postgraduate research student numbers, as a matter of priority, the University is asked to review and clarify its requirements for the training and ongoing development of postgraduate research supervisors, ensuring these are clearly communicated to staff and that all supervisors (new and more established) have the opportunity to undertake these training and development requirements and appropriate mechanisms are in place to ensure completion is recorded and monitored."}]
[{"$f":"IF('> FILTER <'!B3133<>\"\",ROW(OFFSET(A3132,-1,0)),\"\")","v":3131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3133)),A3132,\"\")","v":3131},{"$f":"IFERROR(SMALL(Helper2_1,A3132),\"\")","v":3131},null,3131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3133)),$A3132,\"\")","v":3131},{"$f":"IFERROR(SMALL(Helper2_2,A3132),\"\")","v":3131},{"$f":"COUNTIF(Helper3_1,\"=\"&G3132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3132)=1, G3132, \"\")","v":3131},{"$f":"IFERROR(SMALL(Index_2,A3132),\"\")","v":3131},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:J3132)),\"\")","v":"STI_146"},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:K3132)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:L3132)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:M3132)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:N3132)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3132,COLUMNS($J$2:O3132)),\"\")","v":"146  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services."}]
[{"$f":"IF('> FILTER <'!B3134<>\"\",ROW(OFFSET(A3133,-1,0)),\"\")","v":3132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3134)),A3133,\"\")","v":3132},{"$f":"IFERROR(SMALL(Helper2_1,A3133),\"\")","v":3132},null,3132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3134)),$A3133,\"\")","v":3132},{"$f":"IFERROR(SMALL(Helper2_2,A3133),\"\")","v":3132},{"$f":"COUNTIF(Helper3_1,\"=\"&G3133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3133)=1, G3133, \"\")","v":3132},{"$f":"IFERROR(SMALL(Index_2,A3133),\"\")","v":3132},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:J3133)),\"\")","v":"STI_147"},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:K3133)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:L3133)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:M3133)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:N3133)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3133,COLUMNS($J$2:O3133)),\"\")","v":"147  Ultimate authority for academic decision-making within the University is the responsibility of the Academic Council. Academic Council delegates responsibility for strategic oversight and leadership of education and the student experience to the Education and Student Experience Committee (ESEC). In turn, ESEC is supported by the University Learning, Teaching and Quality Committee (ULTQC) which is responsible for assuring quality and standards in learning and teaching; and the Student Experience Committee (SEC) which promotes development and enhancement of the student experience. Research degrees are overseen by the Doctoral Committee, which is part of the governance structure of the IAS (paragraph 112). "}]
[{"$f":"IF('> FILTER <'!B3135<>\"\",ROW(OFFSET(A3134,-1,0)),\"\")","v":3133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3135)),A3134,\"\")","v":3133},{"$f":"IFERROR(SMALL(Helper2_1,A3134),\"\")","v":3133},null,3133,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3135)),$A3134,\"\")","v":3133},{"$f":"IFERROR(SMALL(Helper2_2,A3134),\"\")","v":3133},{"$f":"COUNTIF(Helper3_1,\"=\"&G3134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3134)=1, G3134, \"\")","v":3133},{"$f":"IFERROR(SMALL(Index_2,A3134),\"\")","v":3133},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:J3134)),\"\")","v":"STI_147"},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:K3134)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:L3134)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:M3134)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:N3134)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3134,COLUMNS($J$2:O3134)),\"\")","v":"147  Ultimate authority for academic decision-making within the University is the responsibility of the Academic Council. Academic Council delegates responsibility for strategic oversight and leadership of education and the student experience to the Education and Student Experience Committee (ESEC). In turn, ESEC is supported by the University Learning, Teaching and Quality Committee (ULTQC) which is responsible for assuring quality and standards in learning and teaching; and the Student Experience Committee (SEC) which promotes development and enhancement of the student experience. Research degrees are overseen by the Doctoral Committee, which is part of the governance structure of the IAS (paragraph 112). "}]
[{"$f":"IF('> FILTER <'!B3136<>\"\",ROW(OFFSET(A3135,-1,0)),\"\")","v":3134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3136)),A3135,\"\")","v":3134},{"$f":"IFERROR(SMALL(Helper2_1,A3135),\"\")","v":3134},null,3134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3136)),$A3135,\"\")","v":3134},{"$f":"IFERROR(SMALL(Helper2_2,A3135),\"\")","v":3134},{"$f":"COUNTIF(Helper3_1,\"=\"&G3135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3135)=1, G3135, \"\")","v":3134},{"$f":"IFERROR(SMALL(Index_2,A3135),\"\")","v":3134},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:J3135)),\"\")","v":"STI_148"},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:K3135)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:L3135)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:M3135)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:N3135)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3135,COLUMNS($J$2:O3135)),\"\")","v":"148  Supporting the delivery of the University's Strategic Plan, the Learning and Teaching Quality Enhancement Strategy (LTQES), approved by ESEC in 2018, seeks to deliver a distinctive, high-quality learning experience for students. This Strategy also supports, and is supported by, other strategies including the Digital Learning Strategy and the Research Strategy. Implementation of LTQES has been accompanied by significant investment in the learning and teaching environment (paragraphs 125-138) and the configuration of student support services (paragraphs 84-86). Academic staff and staff who support learning and teaching commented positively about having appropriate opportunities to contribute to the development and implementation of institutional strategy. They also believed that current committee and working group structures support the effective communication and cascading of 'key messages' to the wider University community."}]
[{"$f":"IF('> FILTER <'!B3137<>\"\",ROW(OFFSET(A3136,-1,0)),\"\")","v":3135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3137)),A3136,\"\")","v":3135},{"$f":"IFERROR(SMALL(Helper2_1,A3136),\"\")","v":3135},null,3135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3137)),$A3136,\"\")","v":3135},{"$f":"IFERROR(SMALL(Helper2_2,A3136),\"\")","v":3135},{"$f":"COUNTIF(Helper3_1,\"=\"&G3136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3136)=1, G3136, \"\")","v":3135},{"$f":"IFERROR(SMALL(Index_2,A3136),\"\")","v":3135},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:J3136)),\"\")","v":"STI_148"},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:K3136)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:L3136)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:M3136)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:N3136)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3136,COLUMNS($J$2:O3136)),\"\")","v":"148  Supporting the delivery of the University's Strategic Plan, the Learning and Teaching Quality Enhancement Strategy (LTQES), approved by ESEC in 2018, seeks to deliver a distinctive, high-quality learning experience for students. This Strategy also supports, and is supported by, other strategies including the Digital Learning Strategy and the Research Strategy. Implementation of LTQES has been accompanied by significant investment in the learning and teaching environment (paragraphs 125-138) and the configuration of student support services (paragraphs 84-86). Academic staff and staff who support learning and teaching commented positively about having appropriate opportunities to contribute to the development and implementation of institutional strategy. They also believed that current committee and working group structures support the effective communication and cascading of 'key messages' to the wider University community."}]
[{"$f":"IF('> FILTER <'!B3138<>\"\",ROW(OFFSET(A3137,-1,0)),\"\")","v":3136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3138)),A3137,\"\")","v":3136},{"$f":"IFERROR(SMALL(Helper2_1,A3137),\"\")","v":3136},null,3136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3138)),$A3137,\"\")","v":3136},{"$f":"IFERROR(SMALL(Helper2_2,A3137),\"\")","v":3136},{"$f":"COUNTIF(Helper3_1,\"=\"&G3137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3137)=1, G3137, \"\")","v":3136},{"$f":"IFERROR(SMALL(Index_2,A3137),\"\")","v":3136},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:J3137)),\"\")","v":"STI_149"},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:K3137)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:L3137)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:M3137)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:N3137)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3137,COLUMNS($J$2:O3137)),\"\")","v":"149  The University Learning, Teaching and Quality Committee, convened by the Dean for Teaching Quality Enhancement, oversees the implementation of the Learning and Teaching Quality Enhancement Strategy (LTQES) and reports annually to the Education and Student Experience Committee (ESEC) on its implementation and progress. The University has also developed a Student Experience Framework (SEF) (paragraphs 62 and 63). The themes within the SEF complement those of the LTQES. Both the SEF and LTQES are led by the Deputy Principal (Education and Students), with oversight of the delivery and future direction of the SEF the responsibility of the Student Experience Committee (SEC)."}]
[{"$f":"IF('> FILTER <'!B3139<>\"\",ROW(OFFSET(A3138,-1,0)),\"\")","v":3137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3139)),A3138,\"\")","v":3137},{"$f":"IFERROR(SMALL(Helper2_1,A3138),\"\")","v":3137},null,3137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3139)),$A3138,\"\")","v":3137},{"$f":"IFERROR(SMALL(Helper2_2,A3138),\"\")","v":3137},{"$f":"COUNTIF(Helper3_1,\"=\"&G3138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3138)=1, G3138, \"\")","v":3137},{"$f":"IFERROR(SMALL(Index_2,A3138),\"\")","v":3137},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:J3138)),\"\")","v":"STI_150"},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:K3138)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:L3138)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:M3138)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:N3138)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3138,COLUMNS($J$2:O3138)),\"\")","v":"150  Since the last ELIR in 2015, there has been significant change in the University's leadership for learning and teaching including changes to posts, roles, portfolios and the staff involved. Strategic leadership for learning and teaching and the wider student experience is provided by the Deputy Principal (Education and Students) supported by the Academic Registrar, the Dean for Student Experience and the Dean for Teaching Quality Enhancement. This team has been in place since 2018 and has been core to the current ELIR preparations and to the University's response during the COVID-19 pandemic (paragraphs 64-70)."}]
[{"$f":"IF('> FILTER <'!B3140<>\"\",ROW(OFFSET(A3139,-1,0)),\"\")","v":3138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3140)),A3139,\"\")","v":3138},{"$f":"IFERROR(SMALL(Helper2_1,A3139),\"\")","v":3138},null,3138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3140)),$A3139,\"\")","v":3138},{"$f":"IFERROR(SMALL(Helper2_2,A3139),\"\")","v":3138},{"$f":"COUNTIF(Helper3_1,\"=\"&G3139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3139)=1, G3139, \"\")","v":3138},{"$f":"IFERROR(SMALL(Index_2,A3139),\"\")","v":3138},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:J3139)),\"\")","v":"STI_151"},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:K3139)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:L3139)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:M3139)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:N3139)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3139,COLUMNS($J$2:O3139)),\"\")","v":"151  In addition to working closely with the Students' Union, these academic leaders work in close partnership with an expanded (since ELIR 3) team of professional service leads which includes new Directors of Information Services; Estates and Campus Services; and International and Partnership activity. Within faculties and divisions, academic leadership is provided through deans and heads of division."}]
[{"$f":"IF('> FILTER <'!B3141<>\"\",ROW(OFFSET(A3140,-1,0)),\"\")","v":3139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3141)),A3140,\"\")","v":3139},{"$f":"IFERROR(SMALL(Helper2_1,A3140),\"\")","v":3139},null,3139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3141)),$A3140,\"\")","v":3139},{"$f":"IFERROR(SMALL(Helper2_2,A3140),\"\")","v":3139},{"$f":"COUNTIF(Helper3_1,\"=\"&G3140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3140)=1, G3140, \"\")","v":3139},{"$f":"IFERROR(SMALL(Index_2,A3140),\"\")","v":3139},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:J3140)),\"\")","v":"STI_152"},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:K3140)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:L3140)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:M3140)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:N3140)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3140,COLUMNS($J$2:O3140)),\"\")","v":"152  The 2015 ELIR report commended the role of divisional Directors of Learning and Teaching. More recently these roles have evolved into the post of Associate Deans Learning and Teaching (ADLT), who work as part of their Faculty Executive in overseeing and leading learning and teaching quality and contribute at an institutional level as a community of practice. The ADLTs chair faculty Learning and Teaching Committees (LTCs) and are members of ESEC. In respect of ESEC's sub-committees, all ADLTs are members of the University Learning, Teaching and Quality Committee (ULTQC), and two are appointed as members of the SEC."}]
[{"$f":"IF('> FILTER <'!B3142<>\"\",ROW(OFFSET(A3141,-1,0)),\"\")","v":3140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3142)),A3141,\"\")","v":3140},{"$f":"IFERROR(SMALL(Helper2_1,A3141),\"\")","v":3140},null,3140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3142)),$A3141,\"\")","v":3140},{"$f":"IFERROR(SMALL(Helper2_2,A3141),\"\")","v":3140},{"$f":"COUNTIF(Helper3_1,\"=\"&G3141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3141)=1, G3141, \"\")","v":3140},{"$f":"IFERROR(SMALL(Index_2,A3141),\"\")","v":3140},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:J3141)),\"\")","v":"STI_153"},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:K3141)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:L3141)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:M3141)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:N3141)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3141,COLUMNS($J$2:O3141)),\"\")","v":"153  The ADLTs play a pivotal role, acting as a highly effective conduit to progressing key developments linked to learning and teaching and curriculum development, and support the sharing of practice across the University. During the pandemic, the ADLTs were part of a group chaired by the Deputy Principal (Education and Students) which included the University Chief Examiner and the Vice President for Education of the Students' Union which met on a weekly basis to drive the development of policy and management of quality, learning and teaching (paragraph 64)."}]
[{"$f":"IF('> FILTER <'!B3143<>\"\",ROW(OFFSET(A3142,-1,0)),\"\")","v":3141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3143)),A3142,\"\")","v":3141},{"$f":"IFERROR(SMALL(Helper2_1,A3142),\"\")","v":3141},null,3141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3143)),$A3142,\"\")","v":3141},{"$f":"IFERROR(SMALL(Helper2_2,A3142),\"\")","v":3141},{"$f":"COUNTIF(Helper3_1,\"=\"&G3142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3142)=1, G3142, \"\")","v":3141},{"$f":"IFERROR(SMALL(Index_2,A3142),\"\")","v":3141},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:J3142)),\"\")","v":"STI_154"},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:K3142)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:L3142)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:M3142)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:N3142)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3142,COLUMNS($J$2:O3142)),\"\")","v":"154  The national Enhancement Themes are a key external reference point for the University and have been used effectively, making a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has an effective approach to engaging students and staff with its Enhancement Themes work. Students and staff were familiar with the activities being undertaken and spoke positively about opportunities to engage with particular pieces of work. The University's work in relation to the Enhancement Themes is overseen by an institutional steering group, chaired by the Dean for Teaching Quality Enhancement and with student representation. Enhancement Themes work is effectively aligned to institutional strategic priorities. The ELIR team viewed the University's partnership working with the Students' Union and the level of student engagement achieved in the University's Themes work positively."}]
[{"$f":"IF('> FILTER <'!B3144<>\"\",ROW(OFFSET(A3143,-1,0)),\"\")","v":3142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3144)),A3143,\"\")","v":3142},{"$f":"IFERROR(SMALL(Helper2_1,A3143),\"\")","v":3142},null,3142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3144)),$A3143,\"\")","v":3142},{"$f":"IFERROR(SMALL(Helper2_2,A3143),\"\")","v":3142},{"$f":"COUNTIF(Helper3_1,\"=\"&G3143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3143)=1, G3143, \"\")","v":3142},{"$f":"IFERROR(SMALL(Index_2,A3143),\"\")","v":3142},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:J3143)),\"\")","v":"STI_155"},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:K3143)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:L3143)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:M3143)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:N3143)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3143,COLUMNS($J$2:O3143)),\"\")","v":"155  The University has demonstrated sustained and positive engagement in the national Theme activity. The Students' Union Vice President Education (between 2016-18), was the student lead on the Theme Leaders' Group during the final year of the Student Transitions Theme and the first year of the Evidence for Enhancement Theme. They also chaired the steering group for the student-led project, 'Students using Evidence', which was delivered as part of the Evidence for Enhancement Theme. The University is leading the Decolonising the Curriculum collaborative cluster in the current Resilient Learning Communities Theme. It also made a significant contribution to the Learning Analytics collaborative cluster which ran as part of the Evidence for Enhancement Theme including supporting a number of student interns over the duration of this work. Staff and students have also contributed to sector events including Focus On and QAA Scotland's Enhancement Conferences."}]
[{"$f":"IF('> FILTER <'!B3145<>\"\",ROW(OFFSET(A3144,-1,0)),\"\")","v":3143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3145)),A3144,\"\")","v":3143},{"$f":"IFERROR(SMALL(Helper2_1,A3144),\"\")","v":3143},null,3143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3145)),$A3144,\"\")","v":3143},{"$f":"IFERROR(SMALL(Helper2_2,A3144),\"\")","v":3143},{"$f":"COUNTIF(Helper3_1,\"=\"&G3144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3144)=1, G3144, \"\")","v":3143},{"$f":"IFERROR(SMALL(Index_2,A3144),\"\")","v":3143},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:J3144)),\"\")","v":"STI_155"},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:K3144)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:L3144)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:M3144)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:N3144)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3144,COLUMNS($J$2:O3144)),\"\")","v":"155  The University has demonstrated sustained and positive engagement in the national Theme activity. The Students' Union Vice President Education (between 2016-18), was the student lead on the Theme Leaders' Group during the final year of the Student Transitions Theme and the first year of the Evidence for Enhancement Theme. They also chaired the steering group for the student-led project, 'Students using Evidence', which was delivered as part of the Evidence for Enhancement Theme. The University is leading the Decolonising the Curriculum collaborative cluster in the current Resilient Learning Communities Theme. It also made a significant contribution to the Learning Analytics collaborative cluster which ran as part of the Evidence for Enhancement Theme including supporting a number of student interns over the duration of this work. Staff and students have also contributed to sector events including Focus On and QAA Scotland's Enhancement Conferences."}]
[{"$f":"IF('> FILTER <'!B3146<>\"\",ROW(OFFSET(A3145,-1,0)),\"\")","v":3144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3146)),A3145,\"\")","v":3144},{"$f":"IFERROR(SMALL(Helper2_1,A3145),\"\")","v":3144},null,3144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3146)),$A3145,\"\")","v":3144},{"$f":"IFERROR(SMALL(Helper2_2,A3145),\"\")","v":3144},{"$f":"COUNTIF(Helper3_1,\"=\"&G3145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3145)=1, G3145, \"\")","v":3144},{"$f":"IFERROR(SMALL(Index_2,A3145),\"\")","v":3144},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:J3145)),\"\")","v":"STI_156"},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:K3145)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:L3145)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:M3145)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:N3145)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3145,COLUMNS($J$2:O3145)),\"\")","v":"156  During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Themes on Student Transitions and Evidence for Enhancement had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. Examples include work to support student transitions into first year from college to university and work to define the roles of programme directors and module coordinators."}]
[{"$f":"IF('> FILTER <'!B3147<>\"\",ROW(OFFSET(A3146,-1,0)),\"\")","v":3145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3147)),A3146,\"\")","v":3145},{"$f":"IFERROR(SMALL(Helper2_1,A3146),\"\")","v":3145},null,3145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3147)),$A3146,\"\")","v":3145},{"$f":"IFERROR(SMALL(Helper2_2,A3146),\"\")","v":3145},{"$f":"COUNTIF(Helper3_1,\"=\"&G3146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3146)=1, G3146, \"\")","v":3145},{"$f":"IFERROR(SMALL(Index_2,A3146),\"\")","v":3145},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:J3146)),\"\")","v":"STI_156"},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:K3146)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:L3146)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:M3146)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:N3146)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3146,COLUMNS($J$2:O3146)),\"\")","v":"156  During the review, the ELIR team saw evidence that work undertaken by the University linked to the previous Enhancement Themes on Student Transitions and Evidence for Enhancement had a positive impact on the development of policy and practice that extended beyond the lifetime of that Theme. Examples include work to support student transitions into first year from college to university and work to define the roles of programme directors and module coordinators."}]
[{"$f":"IF('> FILTER <'!B3148<>\"\",ROW(OFFSET(A3147,-1,0)),\"\")","v":3146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3148)),A3147,\"\")","v":3146},{"$f":"IFERROR(SMALL(Helper2_1,A3147),\"\")","v":3146},null,3146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3148)),$A3147,\"\")","v":3146},{"$f":"IFERROR(SMALL(Helper2_2,A3147),\"\")","v":3146},{"$f":"COUNTIF(Helper3_1,\"=\"&G3147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3147)=1, G3147, \"\")","v":3146},{"$f":"IFERROR(SMALL(Index_2,A3147),\"\")","v":3146},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:J3147)),\"\")","v":"STI_157"},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:K3147)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:L3147)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:M3147)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:N3147)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3147,COLUMNS($J$2:O3147)),\"\")","v":"157  The University has identified a plan of work for the first year of the new Resilient Learning Communities Theme, which strategically aligns with the LTQES. Its activity will build on the institution's COVID-19 response and aims to strengthen its learning communities."}]
[{"$f":"IF('> FILTER <'!B3149<>\"\",ROW(OFFSET(A3148,-1,0)),\"\")","v":3147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3149)),A3148,\"\")","v":3147},{"$f":"IFERROR(SMALL(Helper2_1,A3148),\"\")","v":3147},null,3147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3149)),$A3148,\"\")","v":3147},{"$f":"IFERROR(SMALL(Helper2_2,A3148),\"\")","v":3147},{"$f":"COUNTIF(Helper3_1,\"=\"&G3148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3148)=1, G3148, \"\")","v":3147},{"$f":"IFERROR(SMALL(Index_2,A3148),\"\")","v":3147},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:J3148)),\"\")","v":"STI_158"},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:K3148)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:L3148)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:M3148)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:N3148)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3148,COLUMNS($J$2:O3148)),\"\")","v":"158  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes support the identification and sharing of good practice. The University's monitoring and review processes, including module reviews, annual programme reviews and Learning and Teaching Reviews, all specifically support the requirement to reflect on and identify innovative and/or good practice linked to learning and teaching, with the documentation supplied providing evidence to support the ELIR team's view that this approach is becoming increasingly well embedded in the operation of these processes. The team would encourage the University to continue with its plans to further disseminate this practice."}]
[{"$f":"IF('> FILTER <'!B3150<>\"\",ROW(OFFSET(A3149,-1,0)),\"\")","v":3148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3150)),A3149,\"\")","v":3148},{"$f":"IFERROR(SMALL(Helper2_1,A3149),\"\")","v":3148},null,3148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3150)),$A3149,\"\")","v":3148},{"$f":"IFERROR(SMALL(Helper2_2,A3149),\"\")","v":3148},{"$f":"COUNTIF(Helper3_1,\"=\"&G3149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3149)=1, G3149, \"\")","v":3148},{"$f":"IFERROR(SMALL(Index_2,A3149),\"\")","v":3148},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:J3149)),\"\")","v":"STI_159"},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:K3149)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:L3149)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:M3149)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:N3149)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3149,COLUMNS($J$2:O3149)),\"\")","v":"159  The Academic Development team (paragraph 167) play a key role in identifying and sharing good learning and teaching practice from across the University. The work of the Academic Development Partners to support staff on the PGCLTHE (paragraphs 170 and 171) and to progress towards Advance HE fellowship has resulted in the formation of a number of informal participant networks, for example, the Teacher Support Network. Both the PGCLTHE and the Stirling Framework for Evidencing Learning and Teaching Enhancement (SFELTE) (paragraph 169) provide staff with a range of opportunities to share innovations and best practice in their learning and teaching. Academic Development has also developed a series of workshops, events and podcasts, and have produced and collated resources and guides for staff."}]
[{"$f":"IF('> FILTER <'!B3151<>\"\",ROW(OFFSET(A3150,-1,0)),\"\")","v":3149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3151)),A3150,\"\")","v":3149},{"$f":"IFERROR(SMALL(Helper2_1,A3150),\"\")","v":3149},null,3149,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3151)),$A3150,\"\")","v":3149},{"$f":"IFERROR(SMALL(Helper2_2,A3150),\"\")","v":3149},{"$f":"COUNTIF(Helper3_1,\"=\"&G3150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3150)=1, G3150, \"\")","v":3149},{"$f":"IFERROR(SMALL(Index_2,A3150),\"\")","v":3149},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:J3150)),\"\")","v":"STI_160"},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:K3150)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:L3150)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:M3150)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:N3150)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3150,COLUMNS($J$2:O3150)),\"\")","v":"160  The ELIR team heard from staff that they valued the work undertaken by the Academic Development team. They spoke very positively about the support the team provided during the initial move to online delivery in March 2020. In particular they valued the development sessions and good practice resources which had effectively supported them in planning the delivery of learning and teaching during the current academic session (2020-21)."}]
[{"$f":"IF('> FILTER <'!B3152<>\"\",ROW(OFFSET(A3151,-1,0)),\"\")","v":3150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3152)),A3151,\"\")","v":3150},{"$f":"IFERROR(SMALL(Helper2_1,A3151),\"\")","v":3150},null,3150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3152)),$A3151,\"\")","v":3150},{"$f":"IFERROR(SMALL(Helper2_2,A3151),\"\")","v":3150},{"$f":"COUNTIF(Helper3_1,\"=\"&G3151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3151)=1, G3151, \"\")","v":3150},{"$f":"IFERROR(SMALL(Index_2,A3151),\"\")","v":3150},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:J3151)),\"\")","v":"STI_161"},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:K3151)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:L3151)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:M3151)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:N3151)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3151,COLUMNS($J$2:O3151)),\"\")","v":"161  The ELIR team recognise the role played by the ADLTs in facilitating the sharing of institutional and sector learning and teaching innovation through the Faculty Learning and Teaching Committees and by acting as an effective conduit for sharing best practice from programme teams within the divisions and faculties, through their membership of, and contribution to, university-level committees where appropriate. Staff confirmed these structures had developed and proved particularly invaluable during the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3153<>\"\",ROW(OFFSET(A3152,-1,0)),\"\")","v":3151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3153)),A3152,\"\")","v":3151},{"$f":"IFERROR(SMALL(Helper2_1,A3152),\"\")","v":3151},null,3151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3153)),$A3152,\"\")","v":3151},{"$f":"IFERROR(SMALL(Helper2_2,A3152),\"\")","v":3151},{"$f":"COUNTIF(Helper3_1,\"=\"&G3152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3152)=1, G3152, \"\")","v":3151},{"$f":"IFERROR(SMALL(Index_2,A3152),\"\")","v":3151},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:J3152)),\"\")","v":"STI_162"},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:K3152)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:L3152)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:M3152)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:N3152)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3152,COLUMNS($J$2:O3152)),\"\")","v":"162  The ELIR team also heard from staff about the early success of the University's drive to build 'Communities of Practice' (introduced in 2019), commenting on how this approach has already increased the number of staff preparing Advance HE fellowship applications. The Faculty Champions network is a positive example of this approach and was core to the institution's learning and teaching response to the pandemic and the move to Technology Enabled Education. Two champions, who are members of academic staff from each faculty, worked with representatives from Academic Development, Learning Technology, SLS and the Students' Union to support staff and share practice as staff redesigned modules for the autumn of 2020. The group has been renamed the Faculty Partners Group and will continue to work with Academic Development on supporting the enhancement of learning and teaching practice in the faculties. Staff spoke particularly positively about the impact of this network."}]
[{"$f":"IF('> FILTER <'!B3154<>\"\",ROW(OFFSET(A3153,-1,0)),\"\")","v":3152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3154)),A3153,\"\")","v":3152},{"$f":"IFERROR(SMALL(Helper2_1,A3153),\"\")","v":3152},null,3152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3154)),$A3153,\"\")","v":3152},{"$f":"IFERROR(SMALL(Helper2_2,A3153),\"\")","v":3152},{"$f":"COUNTIF(Helper3_1,\"=\"&G3153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3153)=1, G3153, \"\")","v":3152},{"$f":"IFERROR(SMALL(Index_2,A3153),\"\")","v":3152},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:J3153)),\"\")","v":"STI_162"},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:K3153)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:L3153)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:M3153)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:N3153)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3153,COLUMNS($J$2:O3153)),\"\")","v":"162  The ELIR team also heard from staff about the early success of the University's drive to build 'Communities of Practice' (introduced in 2019), commenting on how this approach has already increased the number of staff preparing Advance HE fellowship applications. The Faculty Champions network is a positive example of this approach and was core to the institution's learning and teaching response to the pandemic and the move to Technology Enabled Education. Two champions, who are members of academic staff from each faculty, worked with representatives from Academic Development, Learning Technology, SLS and the Students' Union to support staff and share practice as staff redesigned modules for the autumn of 2020. The group has been renamed the Faculty Partners Group and will continue to work with Academic Development on supporting the enhancement of learning and teaching practice in the faculties. Staff spoke particularly positively about the impact of this network."}]
[{"$f":"IF('> FILTER <'!B3155<>\"\",ROW(OFFSET(A3154,-1,0)),\"\")","v":3153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3155)),A3154,\"\")","v":3153},{"$f":"IFERROR(SMALL(Helper2_1,A3154),\"\")","v":3153},null,3153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3155)),$A3154,\"\")","v":3153},{"$f":"IFERROR(SMALL(Helper2_2,A3154),\"\")","v":3153},{"$f":"COUNTIF(Helper3_1,\"=\"&G3154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3154)=1, G3154, \"\")","v":3153},{"$f":"IFERROR(SMALL(Index_2,A3154),\"\")","v":3153},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:J3154)),\"\")","v":"STI_163"},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:K3154)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:L3154)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:M3154)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:N3154)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3154,COLUMNS($J$2:O3154)),\"\")","v":"163  The University has appropriate arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practice, providing a range of formal and informal staff development opportunities."}]
[{"$f":"IF('> FILTER <'!B3156<>\"\",ROW(OFFSET(A3155,-1,0)),\"\")","v":3154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3156)),A3155,\"\")","v":3154},{"$f":"IFERROR(SMALL(Helper2_1,A3155),\"\")","v":3154},null,3154,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3156)),$A3155,\"\")","v":3154},{"$f":"IFERROR(SMALL(Helper2_2,A3155),\"\")","v":3154},{"$f":"COUNTIF(Helper3_1,\"=\"&G3155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3155)=1, G3155, \"\")","v":3154},{"$f":"IFERROR(SMALL(Index_2,A3155),\"\")","v":3154},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:J3155)),\"\")","v":"STI_164"},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:K3155)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:L3155)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:M3155)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:N3155)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3155,COLUMNS($J$2:O3155)),\"\")","v":"164  The 2015 ELIR recommended that the University ensure there is a coordinated approach for identifying and addressing the development needs of staff across the University in order to support the implementation of institutional strategy, as well as promoting staff engagement with advances in learning and teaching practice. From this review, the ELIR team concluded that the University had made good progress in addressing this recommendation through its annually-produced University Development Plan and annual staff review process (Achieving Success) which influence the production of a comprehensive staff development plan."}]
[{"$f":"IF('> FILTER <'!B3157<>\"\",ROW(OFFSET(A3156,-1,0)),\"\")","v":3155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3157)),A3156,\"\")","v":3155},{"$f":"IFERROR(SMALL(Helper2_1,A3156),\"\")","v":3155},null,3155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3157)),$A3156,\"\")","v":3155},{"$f":"IFERROR(SMALL(Helper2_2,A3156),\"\")","v":3155},{"$f":"COUNTIF(Helper3_1,\"=\"&G3156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3156)=1, G3156, \"\")","v":3155},{"$f":"IFERROR(SMALL(Index_2,A3156),\"\")","v":3155},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:J3156)),\"\")","v":"STI_165"},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:K3156)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:L3156)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:M3156)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:N3156)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3156,COLUMNS($J$2:O3156)),\"\")","v":"165  The Human Resources and Organisation Development (HR&OD) Directorate is responsible for delivering an approach to people recruitment and development that ensures that skills and capability requirements are identified and available across the University. The People Strategy is an enabling strategy to the University Strategic Plan and supporting the development of academic staff is central to the LTQES. The University uses an annually-based Development Plan, linked to its annual performance and professional development framework - 'Achieving Success' to help plan both academic and professional service staff development needs. Staff spoke very positively about Stirling's People Strategy and the 'Achieving Success' annual review process, highlighting the positive link between the conversations held during their annual review and their resultant workload and ability to identify personal development opportunities."}]
[{"$f":"IF('> FILTER <'!B3158<>\"\",ROW(OFFSET(A3157,-1,0)),\"\")","v":3156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3158)),A3157,\"\")","v":3156},{"$f":"IFERROR(SMALL(Helper2_1,A3157),\"\")","v":3156},null,3156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3158)),$A3157,\"\")","v":3156},{"$f":"IFERROR(SMALL(Helper2_2,A3157),\"\")","v":3156},{"$f":"COUNTIF(Helper3_1,\"=\"&G3157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3157)=1, G3157, \"\")","v":3156},{"$f":"IFERROR(SMALL(Index_2,A3157),\"\")","v":3156},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:J3157)),\"\")","v":"STI_166"},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:K3157)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:L3157)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:M3157)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:N3157)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3157,COLUMNS($J$2:O3157)),\"\")","v":"166  The University has a stated commitment to enhancing recognition and reward for excellent teaching, which is stated in role descriptors and part of its promotion process. Academic staff on Teaching and Scholarship contracts had a positive experience of this commitment and were satisfied that they have appropriate opportunities for career progression, reward and promotion. The RA states that the University plans further enhancements including more structured induction for all academic staff and further support for programme leaders."}]
[{"$f":"IF('> FILTER <'!B3159<>\"\",ROW(OFFSET(A3158,-1,0)),\"\")","v":3157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3159)),A3158,\"\")","v":3157},{"$f":"IFERROR(SMALL(Helper2_1,A3158),\"\")","v":3157},null,3157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3159)),$A3158,\"\")","v":3157},{"$f":"IFERROR(SMALL(Helper2_2,A3158),\"\")","v":3157},{"$f":"COUNTIF(Helper3_1,\"=\"&G3158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3158)=1, G3158, \"\")","v":3157},{"$f":"IFERROR(SMALL(Index_2,A3158),\"\")","v":3157},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:J3158)),\"\")","v":"STI_167"},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:K3158)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:L3158)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:M3158)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:N3158)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3158,COLUMNS($J$2:O3158)),\"\")","v":"167  The Academic Development team has primary responsibility for academic staff development, supporting the development of learning and teaching practice across the University and supporting staff to gain professional recognition of their teaching. During the review, the ELIR team learned of a very recent decision (March 2021) to relocate the Academic Development team from within the HR&OD Directorate to become part of Information Services. The University believes this re-structuring will allow it to continue to capitalise on the benefits it has gained from the close working of the Academic Development team with Learning Technology and Student Learning Services (SLS) during the COVID-19 pandemic. The team viewed this development positively."}]
[{"$f":"IF('> FILTER <'!B3160<>\"\",ROW(OFFSET(A3159,-1,0)),\"\")","v":3158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3160)),A3159,\"\")","v":3158},{"$f":"IFERROR(SMALL(Helper2_1,A3159),\"\")","v":3158},null,3158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3160)),$A3159,\"\")","v":3158},{"$f":"IFERROR(SMALL(Helper2_2,A3159),\"\")","v":3158},{"$f":"COUNTIF(Helper3_1,\"=\"&G3159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3159)=1, G3159, \"\")","v":3158},{"$f":"IFERROR(SMALL(Index_2,A3159),\"\")","v":3158},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:J3159)),\"\")","v":"STI_168"},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:K3159)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:L3159)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:M3159)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:N3159)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3159,COLUMNS($J$2:O3159)),\"\")","v":"168  The Academic Development team offer a range of activities to support the development of academic staff including workshops, events, online modules, a range of online resources, and the annual teaching and learning conference. It supports academic induction and a range of staff networks including the Teacher Support Network and the Scholarship Network. It also leads the development and delivery of the University's continuing professional development framework for learning and teaching - The Stirling Framework for Evidencing Learning and Teaching Enhancement (SFELTE) and organises the annual Teaching Impact Awards, which are based on the National Teaching Fellowship and Collaborative Award for Teaching Excellence (CATE) awards scheme."}]
[{"$f":"IF('> FILTER <'!B3161<>\"\",ROW(OFFSET(A3160,-1,0)),\"\")","v":3159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3161)),A3160,\"\")","v":3159},{"$f":"IFERROR(SMALL(Helper2_1,A3160),\"\")","v":3159},null,3159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3161)),$A3160,\"\")","v":3159},{"$f":"IFERROR(SMALL(Helper2_2,A3160),\"\")","v":3159},{"$f":"COUNTIF(Helper3_1,\"=\"&G3160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3160)=1, G3160, \"\")","v":3159},{"$f":"IFERROR(SMALL(Index_2,A3160),\"\")","v":3159},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:J3160)),\"\")","v":"STI_169"},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:K3160)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:L3160)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:M3160)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:N3160)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3160,COLUMNS($J$2:O3160)),\"\")","v":"169  The SFELTE is mapped against the UK Professional Development Framework (UKPSF) and accredited by AdvanceHE. The SFELTE offers a number of routes for staff to gain fellowship and the RA confirms that a Senior Fellow Network has been created to allow these colleagues to share practice and support other staff who are developing their applications. Since the last ELIR, the University has seen growth in the number of staff engaging with the SFELTE and gaining recognition, with this increase continuing during the pandemic. The ELIR team viewed the increased engagement of staff with the SFELTE positively and encourage the University to continue to promote the scheme to staff."}]
[{"$f":"IF('> FILTER <'!B3162<>\"\",ROW(OFFSET(A3161,-1,0)),\"\")","v":3160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3162)),A3161,\"\")","v":3160},{"$f":"IFERROR(SMALL(Helper2_1,A3161),\"\")","v":3160},null,3160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3162)),$A3161,\"\")","v":3160},{"$f":"IFERROR(SMALL(Helper2_2,A3161),\"\")","v":3160},{"$f":"COUNTIF(Helper3_1,\"=\"&G3161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3161)=1, G3161, \"\")","v":3160},{"$f":"IFERROR(SMALL(Index_2,A3161),\"\")","v":3160},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:J3161)),\"\")","v":"STI_170"},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:K3161)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:L3161)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:M3161)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:N3161)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3161,COLUMNS($J$2:O3161)),\"\")","v":"170  The University also offers a Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) which aligns with the UKPSF, is accredited by Advance HE, and is a credit-bearing pathway for the SFELTE. The PGCLTHE is available to both new and more experienced staff, with the first module of the programme being a mandatory aspect of probation for new members of staff in teaching and supporting learning roles."}]
[{"$f":"IF('> FILTER <'!B3163<>\"\",ROW(OFFSET(A3162,-1,0)),\"\")","v":3161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3163)),A3162,\"\")","v":3161},{"$f":"IFERROR(SMALL(Helper2_1,A3162),\"\")","v":3161},null,3161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3163)),$A3162,\"\")","v":3161},{"$f":"IFERROR(SMALL(Helper2_2,A3162),\"\")","v":3161},{"$f":"COUNTIF(Helper3_1,\"=\"&G3162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3162)=1, G3162, \"\")","v":3161},{"$f":"IFERROR(SMALL(Index_2,A3162),\"\")","v":3161},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:J3162)),\"\")","v":"STI_171"},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:K3162)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:L3162)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:M3162)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:N3162)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3162,COLUMNS($J$2:O3162)),\"\")","v":"171  Staff spoke enthusiastically about the fact that one of the real positives associated with both the SFELTE and PGCLTHE has been the establishment of participant networks which have proved invaluable in sharing learning and teaching practice and provided additional support for colleagues as they were taking forward enhancements to their online practice during the pandemic. Staff were also positive about having opportunities to engage with the broader suite of activities delivered by the Academic Development team, particularly valuing the annual Teaching and Learning Conference. The ELIR team viewed the strengthened role for faculty level teams, including the network of Faculty Champions (paragraph 162) working in partnership with the institution's learning and teaching leadership and Academic Development team, as effective and a positive approach."}]
[{"$f":"IF('> FILTER <'!B3164<>\"\",ROW(OFFSET(A3163,-1,0)),\"\")","v":3162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3164)),A3163,\"\")","v":3162},{"$f":"IFERROR(SMALL(Helper2_1,A3163),\"\")","v":3162},null,3162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3164)),$A3163,\"\")","v":3162},{"$f":"IFERROR(SMALL(Helper2_2,A3163),\"\")","v":3162},{"$f":"COUNTIF(Helper3_1,\"=\"&G3163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3163)=1, G3163, \"\")","v":3162},{"$f":"IFERROR(SMALL(Index_2,A3163),\"\")","v":3162},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:J3163)),\"\")","v":"STI_172"},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:K3163)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:L3163)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:M3163)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:N3163)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3163,COLUMNS($J$2:O3163)),\"\")","v":"172  The 2015 ELIR recommended that all students and staff who teach receive adequate training in advance and are supported to carry out this role. In response, the University undertook a substantial review of its Teaching Assistant processes in consultation with the faculties and key stakeholders. The review broadly concluded that 'over time, the lack of central ownership and regular review had led to many inconsistencies evolving in relation to teaching assistant engagement terms, activity and payrates'. The RA outlines a number of substantive changes that were approved and implemented in 2019-20 including standardised job descriptions and targeted training for staff delivered both centrally and in the faculties. The University considers that these changes will ensure a much more consistent and supportive approach to the appointment and development of all students and staff who teach. From session 2020-21, the Academic Development team will receive regular updates from the faculties on new appointments, so their training and development needs can be managed. During the review visit, the ELIR team learned that the University's Teaching Assistant scheme had been temporarily suspended due to the impact of the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3165<>\"\",ROW(OFFSET(A3164,-1,0)),\"\")","v":3163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3165)),A3164,\"\")","v":3163},{"$f":"IFERROR(SMALL(Helper2_1,A3164),\"\")","v":3163},null,3163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3165)),$A3164,\"\")","v":3163},{"$f":"IFERROR(SMALL(Helper2_2,A3164),\"\")","v":3163},{"$f":"COUNTIF(Helper3_1,\"=\"&G3164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3164)=1, G3164, \"\")","v":3163},{"$f":"IFERROR(SMALL(Index_2,A3164),\"\")","v":3163},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:J3164)),\"\")","v":"STI_173"},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:K3164)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:L3164)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:M3164)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:N3164)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3164,COLUMNS($J$2:O3164)),\"\")","v":"173  PGR students who had recent experience of delivering teaching said they had been largely supported by module coordinators, and that support and development from elsewhere in the University was variable and the process for their recruitment was unclear and should be more transparent. The ELIR team heard from staff that the scheme is to be reinstated after progress was hampered by the pandemic and is being considered as part of University budgetary planning. The ELIR team encourages the University to re-introduce the Teaching Assistant scheme (including the training aspect of this scheme) and ensure the planned changes are fully implemented to support consistency of application across the institution."}]
[{"$f":"IF('> FILTER <'!B3166<>\"\",ROW(OFFSET(A3165,-1,0)),\"\")","v":3164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3166)),A3165,\"\")","v":3164},{"$f":"IFERROR(SMALL(Helper2_1,A3165),\"\")","v":3164},null,3164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3166)),$A3165,\"\")","v":3164},{"$f":"IFERROR(SMALL(Helper2_2,A3165),\"\")","v":3164},{"$f":"COUNTIF(Helper3_1,\"=\"&G3165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3165)=1, G3165, \"\")","v":3164},{"$f":"IFERROR(SMALL(Index_2,A3165),\"\")","v":3164},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:J3165)),\"\")","v":"STI_174"},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:K3165)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:L3165)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:M3165)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:N3165)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3165,COLUMNS($J$2:O3165)),\"\")","v":"174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."}]
[{"$f":"IF('> FILTER <'!B3167<>\"\",ROW(OFFSET(A3166,-1,0)),\"\")","v":3165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3167)),A3166,\"\")","v":3165},{"$f":"IFERROR(SMALL(Helper2_1,A3166),\"\")","v":3165},null,3165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3167)),$A3166,\"\")","v":3165},{"$f":"IFERROR(SMALL(Helper2_2,A3166),\"\")","v":3165},{"$f":"COUNTIF(Helper3_1,\"=\"&G3166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3166)=1, G3166, \"\")","v":3165},{"$f":"IFERROR(SMALL(Index_2,A3166),\"\")","v":3165},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:J3166)),\"\")","v":"STI_174"},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:K3166)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:L3166)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:M3166)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:N3166)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3166,COLUMNS($J$2:O3166)),\"\")","v":"174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."}]
[{"$f":"IF('> FILTER <'!B3168<>\"\",ROW(OFFSET(A3167,-1,0)),\"\")","v":3166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3168)),A3167,\"\")","v":3166},{"$f":"IFERROR(SMALL(Helper2_1,A3167),\"\")","v":3166},null,3166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3168)),$A3167,\"\")","v":3166},{"$f":"IFERROR(SMALL(Helper2_2,A3167),\"\")","v":3166},{"$f":"COUNTIF(Helper3_1,\"=\"&G3167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3167)=1, G3167, \"\")","v":3166},{"$f":"IFERROR(SMALL(Index_2,A3167),\"\")","v":3166},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:J3167)),\"\")","v":"STI_174"},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:K3167)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:L3167)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:M3167)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:N3167)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3167,COLUMNS($J$2:O3167)),\"\")","v":"174  The University has an effective strategic approach for enhancing learning and teaching and the wider student experience, managed through its governance, management and committee structures, and supported by the faculties and a range of central support services. The national Enhancement Themes are a key external reference point for the University and have made a demonstrable contribution to policy and practice aimed at enhancing learning and teaching. The University has also made good progress in developing a coordinated approach for identifying and addressing the development needs of staff across the University and has appropriate systems in place to train, develop and support staff who teach."}]
[{"$f":"IF('> FILTER <'!B3169<>\"\",ROW(OFFSET(A3168,-1,0)),\"\")","v":3167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3169)),A3168,\"\")","v":3167},{"$f":"IFERROR(SMALL(Helper2_1,A3168),\"\")","v":3167},null,3167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3169)),$A3168,\"\")","v":3167},{"$f":"IFERROR(SMALL(Helper2_2,A3168),\"\")","v":3167},{"$f":"COUNTIF(Helper3_1,\"=\"&G3168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3168)=1, G3168, \"\")","v":3167},{"$f":"IFERROR(SMALL(Index_2,A3168),\"\")","v":3167},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:J3168)),\"\")","v":"STI_175"},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:K3168)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:L3168)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:M3168)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:N3168)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3168,COLUMNS($J$2:O3168)),\"\")","v":"175  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes support the identification and sharing of good practice. The Associate Deans Learning and Teaching (ADLTs) play a key role in facilitating the sharing of institutional and sector learning and teaching innovation through the Faculty Learning and Teaching Committees and by acting as effective conduits for sharing best practice from programme teams within the divisions and faculties, through their membership of, and contribution to, university-level committees."}]
[{"$f":"IF('> FILTER <'!B3170<>\"\",ROW(OFFSET(A3169,-1,0)),\"\")","v":3168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3170)),A3169,\"\")","v":3168},{"$f":"IFERROR(SMALL(Helper2_1,A3169),\"\")","v":3168},null,3168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3170)),$A3169,\"\")","v":3168},{"$f":"IFERROR(SMALL(Helper2_2,A3169),\"\")","v":3168},{"$f":"COUNTIF(Helper3_1,\"=\"&G3169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3169)=1, G3169, \"\")","v":3168},{"$f":"IFERROR(SMALL(Index_2,A3169),\"\")","v":3168},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:J3169)),\"\")","v":"STI_176"},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:K3169)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:L3169)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:M3169)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:N3169)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3169,COLUMNS($J$2:O3169)),\"\")","v":"176  The University has appropriate arrangements in place for engaging and supporting staff in the development of their learning, teaching and academic practice, providing a range of formal and informal staff development opportunities. The Academic Development team play a key role in the development and support of academic staff."}]
[{"$f":"IF('> FILTER <'!B3171<>\"\",ROW(OFFSET(A3170,-1,0)),\"\")","v":3169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3171)),A3170,\"\")","v":3169},{"$f":"IFERROR(SMALL(Helper2_1,A3170),\"\")","v":3169},null,3169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3171)),$A3170,\"\")","v":3169},{"$f":"IFERROR(SMALL(Helper2_2,A3170),\"\")","v":3169},{"$f":"COUNTIF(Helper3_1,\"=\"&G3170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3170)=1, G3170, \"\")","v":3169},{"$f":"IFERROR(SMALL(Index_2,A3170),\"\")","v":3169},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:J3170)),\"\")","v":"STI_177"},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:K3170)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:L3170)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:M3170)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:N3170)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3170,COLUMNS($J$2:O3170)),\"\")","v":"177  The University has effective and systematic arrangements in place for managing quality and securing academic standards. The University's approach to managing quality and setting, maintaining, reviewing and assessing standards is described in its Quality Assurance and Enhancement Framework. This Framework applies to all credit-bearing provision at the University, including collaborative programmes delivered in partnership with other institutions. The Framework aligns with the Quality Enhancement Framework (QEF) in Scotland, the UK Quality Code for Higher Education, and the Scottish Funding Council Guidance to Higher Education."}]
[{"$f":"IF('> FILTER <'!B3172<>\"\",ROW(OFFSET(A3171,-1,0)),\"\")","v":3170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3172)),A3171,\"\")","v":3170},{"$f":"IFERROR(SMALL(Helper2_1,A3171),\"\")","v":3170},null,3170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3172)),$A3171,\"\")","v":3170},{"$f":"IFERROR(SMALL(Helper2_2,A3171),\"\")","v":3170},{"$f":"COUNTIF(Helper3_1,\"=\"&G3171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3171)=1, G3171, \"\")","v":3170},{"$f":"IFERROR(SMALL(Index_2,A3171),\"\")","v":3170},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:J3171)),\"\")","v":"STI_178"},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:K3171)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:L3171)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:M3171)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:N3171)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3171,COLUMNS($J$2:O3171)),\"\")","v":"178  Ultimate responsibility for setting and maintaining academic standards lies with Academic Council. Responsibility for the strategic oversight and regulation of the University's activity relevant to education and students is delegated to the Education and Student Experience Committee (ESEC). The University Learning, Teaching and Quality Committee (ULTQC) is chaired by the Dean for Teaching Quality Enhancement, reports to ESEC, and is responsible for the standards and effectiveness of learning and teaching. Both committees have formal student representation. The ELIR team understands that, following a delay caused by the COVID-19 pandemic, the University plans to further enhance its approach to reporting on and disseminating the key findings from the monitoring and evaluation activities of its main academic committees and reflect on how discussions from these committees can be more effectively disseminated across the institution. This work is now scheduled for summer 2021."}]
[{"$f":"IF('> FILTER <'!B3173<>\"\",ROW(OFFSET(A3172,-1,0)),\"\")","v":3171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3173)),A3172,\"\")","v":3171},{"$f":"IFERROR(SMALL(Helper2_1,A3172),\"\")","v":3171},null,3171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3173)),$A3172,\"\")","v":3171},{"$f":"IFERROR(SMALL(Helper2_2,A3172),\"\")","v":3171},{"$f":"COUNTIF(Helper3_1,\"=\"&G3172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3172)=1, G3172, \"\")","v":3171},{"$f":"IFERROR(SMALL(Index_2,A3172),\"\")","v":3171},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:J3172)),\"\")","v":"STI_179"},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:K3172)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:L3172)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:M3172)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:N3172)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3172,COLUMNS($J$2:O3172)),\"\")","v":"179  There is a comprehensive set of self-evaluation processes for the University's learning and teaching provision including module reviews, annual programme reviews, and a rolling programme of Learning and Teaching Reviews."}]
[{"$f":"IF('> FILTER <'!B3174<>\"\",ROW(OFFSET(A3173,-1,0)),\"\")","v":3172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3174)),A3173,\"\")","v":3172},{"$f":"IFERROR(SMALL(Helper2_1,A3173),\"\")","v":3172},null,3172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3174)),$A3173,\"\")","v":3172},{"$f":"IFERROR(SMALL(Helper2_2,A3173),\"\")","v":3172},{"$f":"COUNTIF(Helper3_1,\"=\"&G3173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3173)=1, G3173, \"\")","v":3172},{"$f":"IFERROR(SMALL(Index_2,A3173),\"\")","v":3172},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:J3173)),\"\")","v":"STI_180"},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:K3173)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:L3173)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:M3173)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:N3173)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3173,COLUMNS($J$2:O3173)),\"\")","v":"180  The 2015 ELIR recommended that the University should 'involve academic expertise from outside the institution in its programme approval arrangements, and make explicit where and how external reference points have been used in the programme development process, in line with the UK Quality Code for Higher Education'. Following this recommendation, a review of module and programme approval processes was undertaken."}]
[{"$f":"IF('> FILTER <'!B3175<>\"\",ROW(OFFSET(A3174,-1,0)),\"\")","v":3173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3175)),A3174,\"\")","v":3173},{"$f":"IFERROR(SMALL(Helper2_1,A3174),\"\")","v":3173},null,3173,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3175)),$A3174,\"\")","v":3173},{"$f":"IFERROR(SMALL(Helper2_2,A3174),\"\")","v":3173},{"$f":"COUNTIF(Helper3_1,\"=\"&G3174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3174)=1, G3174, \"\")","v":3173},{"$f":"IFERROR(SMALL(Index_2,A3174),\"\")","v":3173},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:J3174)),\"\")","v":"STI_181"},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:K3174)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:L3174)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:M3174)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:N3174)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3174,COLUMNS($J$2:O3174)),\"\")","v":"181  There is now a five-stage process for the approval of new modules and programmes, detailed in the Quality Handbook. The approval process is overseen by the ESEC, through its Programme Business Sub-committee which is chaired by the Deputy Principal (Education and Students). The ELIR team understands that this committee membership consists of internal University representatives and it may call on external advisors as required when approving new modules and programmes, however the team did not see any evidence to confirm their use."}]
[{"$f":"IF('> FILTER <'!B3176<>\"\",ROW(OFFSET(A3175,-1,0)),\"\")","v":3174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3176)),A3175,\"\")","v":3174},{"$f":"IFERROR(SMALL(Helper2_1,A3175),\"\")","v":3174},null,3174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3176)),$A3175,\"\")","v":3174},{"$f":"IFERROR(SMALL(Helper2_2,A3175),\"\")","v":3174},{"$f":"COUNTIF(Helper3_1,\"=\"&G3175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3175)=1, G3175, \"\")","v":3174},{"$f":"IFERROR(SMALL(Index_2,A3175),\"\")","v":3174},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:J3175)),\"\")","v":"STI_182"},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:K3175)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:L3175)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:M3175)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:N3175)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3175,COLUMNS($J$2:O3175)),\"\")","v":"182  The University's programme proposal form requires details of engagement with external advisors (for example, employers, advisory board, alumni, external examiners) in the development of the proposal. The University has also established a Programme Development Resource Hub. This webpage describes the co-production model of programme development and encourages consultation with a wide range of internal stakeholders, known as co-producers, and external advice in the construction of the proposal. Co-producers are defined as individuals and teams that can support the development of a proposal, such as Academic Development, Accessibility and Inclusion, and Careers and Employability, who are all internal to the University."}]
[{"$f":"IF('> FILTER <'!B3177<>\"\",ROW(OFFSET(A3176,-1,0)),\"\")","v":3175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3177)),A3176,\"\")","v":3175},{"$f":"IFERROR(SMALL(Helper2_1,A3176),\"\")","v":3175},null,3175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3177)),$A3176,\"\")","v":3175},{"$f":"IFERROR(SMALL(Helper2_2,A3176),\"\")","v":3175},{"$f":"COUNTIF(Helper3_1,\"=\"&G3176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3176)=1, G3176, \"\")","v":3175},{"$f":"IFERROR(SMALL(Index_2,A3176),\"\")","v":3175},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:J3176)),\"\")","v":"STI_183"},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:K3176)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:L3176)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:M3176)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:N3176)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3176,COLUMNS($J$2:O3176)),\"\")","v":"183  The ELIR team concluded, based on the documentation provided and from discussions with staff, that currently there is no systematic use of external academic expertise in the module and programme approval process. While the team accepts that the module and programme approval process meets the requirements of the UK Quality Code, the University is encouraged to reflect on the current Guiding Principles for the use of External Expertise and consider whether its current arrangements do indeed allow for the use of 'one or more external experts as advisors to provide impartial and independent scrutiny on the approval and review of all provision that leads to the award of credit or a qualification' and also ensures independence of decision-making, where those involved with the developments of a proposal should not be the same as those who approve it."}]
[{"$f":"IF('> FILTER <'!B3178<>\"\",ROW(OFFSET(A3177,-1,0)),\"\")","v":3176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3178)),A3177,\"\")","v":3176},{"$f":"IFERROR(SMALL(Helper2_1,A3177),\"\")","v":3176},null,3176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3178)),$A3177,\"\")","v":3176},{"$f":"IFERROR(SMALL(Helper2_2,A3177),\"\")","v":3176},{"$f":"COUNTIF(Helper3_1,\"=\"&G3177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3177)=1, G3177, \"\")","v":3176},{"$f":"IFERROR(SMALL(Index_2,A3177),\"\")","v":3176},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:J3177)),\"\")","v":"STI_184"},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:K3177)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:L3177)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:M3177)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:N3177)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3177,COLUMNS($J$2:O3177)),\"\")","v":"184  Annual Programme Monitoring operates at faculty level. Programme Directors are responsible for monitoring their honours programmes, their component of combined honours programmes, and postgraduate taught programmes of study. Programme reports are considered at Faculty Learning and Teaching Committees and any action required taken forward by the divisional committee and SSFCs. Summary reports are submitted to the Academic Registry, Academic Quality and Governance team, and considered by the University Learning, Teaching and Quality Committee. The faculty is responsible for any follow-up on action points."}]
[{"$f":"IF('> FILTER <'!B3179<>\"\",ROW(OFFSET(A3178,-1,0)),\"\")","v":3177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3179)),A3178,\"\")","v":3177},{"$f":"IFERROR(SMALL(Helper2_1,A3178),\"\")","v":3177},null,3177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3179)),$A3178,\"\")","v":3177},{"$f":"IFERROR(SMALL(Helper2_2,A3178),\"\")","v":3177},{"$f":"COUNTIF(Helper3_1,\"=\"&G3178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3178)=1, G3178, \"\")","v":3177},{"$f":"IFERROR(SMALL(Index_2,A3178),\"\")","v":3177},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:J3178)),\"\")","v":"STI_185"},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:K3178)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:L3178)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:M3178)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:N3178)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3178,COLUMNS($J$2:O3178)),\"\")","v":"185  A review of the Annual Programme Monitoring process was approved by ESEC in December 2019. An implementation plan was due to be presented to ESEC in May 2020 detailing the actions and timelines for the introduction of the new process, but this was delayed by the COVID-19 pandemic. While monitoring will continue to take place at programme level, the ELIR team understands that the new process will include more explicit reflection at a subject level and strengthening of the support for critical reflection on learning, teaching and the student experience. There will also be a more explicit link between Annual Programme Monitoring and the Learning and Teaching Review processes."}]
[{"$f":"IF('> FILTER <'!B3180<>\"\",ROW(OFFSET(A3179,-1,0)),\"\")","v":3178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3180)),A3179,\"\")","v":3178},{"$f":"IFERROR(SMALL(Helper2_1,A3179),\"\")","v":3178},null,3178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3180)),$A3179,\"\")","v":3178},{"$f":"IFERROR(SMALL(Helper2_2,A3179),\"\")","v":3178},{"$f":"COUNTIF(Helper3_1,\"=\"&G3179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3179)=1, G3179, \"\")","v":3178},{"$f":"IFERROR(SMALL(Index_2,A3179),\"\")","v":3178},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:J3179)),\"\")","v":"STI_186"},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:K3179)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:L3179)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:M3179)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:N3179)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3179,COLUMNS($J$2:O3179)),\"\")","v":"186  Annual Programme Monitoring reports and committee minutes considered by the ELIR team confirm the current process is effective with detailed discussion of programmes, consideration of good practice, and areas for development and clear action setting and monitoring. There is also evidence of detailed discussion of the reports at University Learning, Teaching and Quality Committee."}]
[{"$f":"IF('> FILTER <'!B3181<>\"\",ROW(OFFSET(A3180,-1,0)),\"\")","v":3179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3181)),A3180,\"\")","v":3179},{"$f":"IFERROR(SMALL(Helper2_1,A3180),\"\")","v":3179},null,3179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3181)),$A3180,\"\")","v":3179},{"$f":"IFERROR(SMALL(Helper2_2,A3180),\"\")","v":3179},{"$f":"COUNTIF(Helper3_1,\"=\"&G3180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3180)=1, G3180, \"\")","v":3179},{"$f":"IFERROR(SMALL(Index_2,A3180),\"\")","v":3179},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:J3180)),\"\")","v":"STI_187"},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:K3180)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:L3180)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:M3180)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:N3180)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3180,COLUMNS($J$2:O3180)),\"\")","v":"187  Learning and Teaching Reviews are conducted on a four to six-year cycle and overseen by ESEC. A full cycle of Learning and Teaching Reviews has taken place since the 2015 ELIR. Explicit in the Learning and Teaching Review process is consideration of the academic area's use of relevant external and internal benchmarks in the design and delivery of its programmes, including the University's Learning and Teaching Quality and Enhancement Strategy, the UK Quality Code, Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework"}]
[{"$f":"IF('> FILTER <'!B3182<>\"\",ROW(OFFSET(A3181,-1,0)),\"\")","v":3180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3182)),A3181,\"\")","v":3180},{"$f":"IFERROR(SMALL(Helper2_1,A3181),\"\")","v":3180},null,3180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3182)),$A3181,\"\")","v":3180},{"$f":"IFERROR(SMALL(Helper2_2,A3181),\"\")","v":3180},{"$f":"COUNTIF(Helper3_1,\"=\"&G3181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3181)=1, G3181, \"\")","v":3180},{"$f":"IFERROR(SMALL(Index_2,A3181),\"\")","v":3180},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:J3181)),\"\")","v":"STI_188"},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:K3181)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:L3181)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:M3181)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:N3181)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3181,COLUMNS($J$2:O3181)),\"\")","v":"188  Each review is undertaken by a panel comprising a deputy principal, an external adviser, a head of faculty/division or associate dean of learning and teaching from another faculty, and a student representative (normally a faculty officer). A subject area under review prepares a self-evaluation document, which must provide evidence of benchmarking to appropriate internal and external points of reference."}]
[{"$f":"IF('> FILTER <'!B3183<>\"\",ROW(OFFSET(A3182,-1,0)),\"\")","v":3181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3183)),A3182,\"\")","v":3181},{"$f":"IFERROR(SMALL(Helper2_1,A3182),\"\")","v":3181},null,3181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3183)),$A3182,\"\")","v":3181},{"$f":"IFERROR(SMALL(Helper2_2,A3182),\"\")","v":3181},{"$f":"COUNTIF(Helper3_1,\"=\"&G3182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3182)=1, G3182, \"\")","v":3181},{"$f":"IFERROR(SMALL(Index_2,A3182),\"\")","v":3181},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:J3182)),\"\")","v":"STI_189"},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:K3182)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:L3182)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:M3182)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:N3182)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3182,COLUMNS($J$2:O3182)),\"\")","v":"189  Students contribute to Learning and Teaching Reviews, as members of the review panels, and in the meetings with representative groups of students during the review visit. The process also includes provision for a Student Submission containing any points, issues or items of good practice that students from the subject discipline wish to bring to the attention of the review panel. Preparation of the submission is facilitated by the Students' Union Vice President Education, with contributions from the Faculty Officers. Student representatives spoke positively about their engagement with the Learning and Teaching Reviews. The students confirmed that the University provided thorough training to support their effective engagement in the review process."}]
[{"$f":"IF('> FILTER <'!B3184<>\"\",ROW(OFFSET(A3183,-1,0)),\"\")","v":3182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3184)),A3183,\"\")","v":3182},{"$f":"IFERROR(SMALL(Helper2_1,A3183),\"\")","v":3182},null,3182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3184)),$A3183,\"\")","v":3182},{"$f":"IFERROR(SMALL(Helper2_2,A3183),\"\")","v":3182},{"$f":"COUNTIF(Helper3_1,\"=\"&G3183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3183)=1, G3183, \"\")","v":3182},{"$f":"IFERROR(SMALL(Index_2,A3183),\"\")","v":3182},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:J3183)),\"\")","v":"STI_189"},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:K3183)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:L3183)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:M3183)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:N3183)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3183,COLUMNS($J$2:O3183)),\"\")","v":"189  Students contribute to Learning and Teaching Reviews, as members of the review panels, and in the meetings with representative groups of students during the review visit. The process also includes provision for a Student Submission containing any points, issues or items of good practice that students from the subject discipline wish to bring to the attention of the review panel. Preparation of the submission is facilitated by the Students' Union Vice President Education, with contributions from the Faculty Officers. Student representatives spoke positively about their engagement with the Learning and Teaching Reviews. The students confirmed that the University provided thorough training to support their effective engagement in the review process."}]
[{"$f":"IF('> FILTER <'!B3185<>\"\",ROW(OFFSET(A3184,-1,0)),\"\")","v":3183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3185)),A3184,\"\")","v":3183},{"$f":"IFERROR(SMALL(Helper2_1,A3184),\"\")","v":3183},null,3183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3185)),$A3184,\"\")","v":3183},{"$f":"IFERROR(SMALL(Helper2_2,A3184),\"\")","v":3183},{"$f":"COUNTIF(Helper3_1,\"=\"&G3184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3184)=1, G3184, \"\")","v":3183},{"$f":"IFERROR(SMALL(Index_2,A3184),\"\")","v":3183},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:J3184)),\"\")","v":"STI_190"},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:K3184)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:L3184)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:M3184)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:N3184)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3184,COLUMNS($J$2:O3184)),\"\")","v":"190  Learning and Teaching Reviews in 'professional' subjects have sought advice from and involve local employers and placement providers. The documentation available to review panels includes any relevant professional, statutory and regulatory body (PSRB) accreditation reports associated with the provision under review. Where possible, the review cycle is aligned with any relevant PSRB approval or accreditation events, for example the review of Housing Studies, although the ELIR team understands this expectation is not explicit in the guidance documentation currently."}]
[{"$f":"IF('> FILTER <'!B3186<>\"\",ROW(OFFSET(A3185,-1,0)),\"\")","v":3184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3186)),A3185,\"\")","v":3184},{"$f":"IFERROR(SMALL(Helper2_1,A3185),\"\")","v":3184},null,3184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3186)),$A3185,\"\")","v":3184},{"$f":"IFERROR(SMALL(Helper2_2,A3185),\"\")","v":3184},{"$f":"COUNTIF(Helper3_1,\"=\"&G3185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3185)=1, G3185, \"\")","v":3184},{"$f":"IFERROR(SMALL(Index_2,A3185),\"\")","v":3184},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:J3185)),\"\")","v":"STI_191"},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:K3185)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:L3185)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:M3185)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:N3185)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3185,COLUMNS($J$2:O3185)),\"\")","v":"191  The resulting Learning and Teaching Review report includes a detailed commentary on all aspects of the area under review, including commendations and recommendations for action. In the report, the panel are required to make explicit comment on whether they had confidence in the quality and standards of the provision and also comment on the equality and diversity arrangements. The documentation considered by the ELIR team demonstrated a robust approach to making enhancement-orientated recommendations, which are subsequently monitored assiduously through the University's academic committee structures."}]
[{"$f":"IF('> FILTER <'!B3187<>\"\",ROW(OFFSET(A3186,-1,0)),\"\")","v":3185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3187)),A3186,\"\")","v":3185},{"$f":"IFERROR(SMALL(Helper2_1,A3186),\"\")","v":3185},null,3185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3187)),$A3186,\"\")","v":3185},{"$f":"IFERROR(SMALL(Helper2_2,A3186),\"\")","v":3185},{"$f":"COUNTIF(Helper3_1,\"=\"&G3186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3186)=1, G3186, \"\")","v":3185},{"$f":"IFERROR(SMALL(Index_2,A3186),\"\")","v":3185},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:J3186)),\"\")","v":"STI_192"},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:K3186)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:L3186)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:M3186)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:N3186)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3186,COLUMNS($J$2:O3186)),\"\")","v":"192  The University has adopted a very proactive approach in continuing to operate its Learning and Teaching Reviews to schedule during the pandemic. The transition to an online format for the reviews was generally received positively, and increased engagement from staff, students and external advisors was reported. The University is now considering its future approach to conducting these reviews and how virtual participation could add greatest value in the long term."}]
[{"$f":"IF('> FILTER <'!B3188<>\"\",ROW(OFFSET(A3187,-1,0)),\"\")","v":3186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3188)),A3187,\"\")","v":3186},{"$f":"IFERROR(SMALL(Helper2_1,A3187),\"\")","v":3186},null,3186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3188)),$A3187,\"\")","v":3186},{"$f":"IFERROR(SMALL(Helper2_2,A3187),\"\")","v":3186},{"$f":"COUNTIF(Helper3_1,\"=\"&G3187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3187)=1, G3187, \"\")","v":3186},{"$f":"IFERROR(SMALL(Index_2,A3187),\"\")","v":3186},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:J3187)),\"\")","v":"STI_193"},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:K3187)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:L3187)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:M3187)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:N3187)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3187,COLUMNS($J$2:O3187)),\"\")","v":"193  Based on the evidence presented, the ELIR team commends the operation of the University's institution-led review process which supports self-evaluation and enhancement. Learning and Teaching Review is systematic, robust and results in demonstrable actions with timelines that are rigorously monitored until completion. The review process has a number of positive features including the development of a 'student contribution', within a subject area's self-evaluation document, prepared by the Students' Union and Faculty Officers. The University proactively pivoted to an online process during the pandemic resulting in the seamless transition of the Learning and Teaching Review."}]
[{"$f":"IF('> FILTER <'!B3189<>\"\",ROW(OFFSET(A3188,-1,0)),\"\")","v":3187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3189)),A3188,\"\")","v":3187},{"$f":"IFERROR(SMALL(Helper2_1,A3188),\"\")","v":3187},null,3187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3189)),$A3188,\"\")","v":3187},{"$f":"IFERROR(SMALL(Helper2_2,A3188),\"\")","v":3187},{"$f":"COUNTIF(Helper3_1,\"=\"&G3188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3188)=1, G3188, \"\")","v":3187},{"$f":"IFERROR(SMALL(Index_2,A3188),\"\")","v":3187},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:J3188)),\"\")","v":"STI_194"},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:K3188)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:L3188)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:M3188)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:N3188)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3188,COLUMNS($J$2:O3188)),\"\")","v":"194  The University has undertaken thematic reviews of cross-institutional activities such as induction, orientation and transition. For example, a review in May 2016 considered the international student lifecycle and the overall coherence of support and contribution to the student experience across different professional services. The University's Learning and Teaching Review process is currently only used for academic subject discipline areas."}]
[{"$f":"IF('> FILTER <'!B3190<>\"\",ROW(OFFSET(A3189,-1,0)),\"\")","v":3188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3190)),A3189,\"\")","v":3188},{"$f":"IFERROR(SMALL(Helper2_1,A3189),\"\")","v":3188},null,3188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3190)),$A3189,\"\")","v":3188},{"$f":"IFERROR(SMALL(Helper2_2,A3189),\"\")","v":3188},{"$f":"COUNTIF(Helper3_1,\"=\"&G3189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3189)=1, G3189, \"\")","v":3188},{"$f":"IFERROR(SMALL(Index_2,A3189),\"\")","v":3188},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:J3189)),\"\")","v":"STI_195"},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:K3189)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:L3189)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:M3189)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:N3189)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3189,COLUMNS($J$2:O3189)),\"\")","v":"195  As part of the planning and resourcing cycle, the University conducts an annual monitoring and planning process that results in the annual Professional Services Leadership Plan. While the process may fulfil the functions of annual monitoring and strengthen the planning cycle, the ELIR team's view is that this process is limited in scope, it lacks appropriate input from internal stakeholders and the externality and rigour of a formal institution-led review, and as a result fails to provide the University with an effective and holistic picture of how its professional services are operating and contributing to the enhancement of the student experience. The team's view is that currently the University's arrangements do not fully meet the expectations set out in the SFC guidance to higher education institutions on quality."}]
[{"$f":"IF('> FILTER <'!B3191<>\"\",ROW(OFFSET(A3190,-1,0)),\"\")","v":3189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3191)),A3190,\"\")","v":3189},{"$f":"IFERROR(SMALL(Helper2_1,A3190),\"\")","v":3189},null,3189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3191)),$A3190,\"\")","v":3189},{"$f":"IFERROR(SMALL(Helper2_2,A3190),\"\")","v":3189},{"$f":"COUNTIF(Helper3_1,\"=\"&G3190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3190)=1, G3190, \"\")","v":3189},{"$f":"IFERROR(SMALL(Index_2,A3190),\"\")","v":3189},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:J3190)),\"\")","v":"STI_196"},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:K3190)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:L3190)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:M3190)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:N3190)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3190,COLUMNS($J$2:O3190)),\"\")","v":"196   The ELIR team therefore recommends that the University introduces a process for reviewing student-facing professional services that complements the current process of annual review, drawing on existing good practice in its approach to institution-led review of its academic provision. The review process should ensure input from internal stakeholders - including students and external expertise, be enhancement-led, and provide appropriate oversight to support the University to evaluate the contribution of these services to the quality of the student experience."}]
[{"$f":"IF('> FILTER <'!B3192<>\"\",ROW(OFFSET(A3191,-1,0)),\"\")","v":3190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3192)),A3191,\"\")","v":3190},{"$f":"IFERROR(SMALL(Helper2_1,A3191),\"\")","v":3190},null,3190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3192)),$A3191,\"\")","v":3190},{"$f":"IFERROR(SMALL(Helper2_2,A3191),\"\")","v":3190},{"$f":"COUNTIF(Helper3_1,\"=\"&G3191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3191)=1, G3191, \"\")","v":3190},{"$f":"IFERROR(SMALL(Index_2,A3191),\"\")","v":3190},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:J3191)),\"\")","v":"STI_197"},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:K3191)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:L3191)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:M3191)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:N3191)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3191,COLUMNS($J$2:O3191)),\"\")","v":"197  Overall, the University has effective arrangements in place for the management of assessment. The University's Assessment Policy was reviewed in 2020, resulting in a number of changes including new arrangements which allow students to resubmit reworked failed coursework assessments after feedback, rather than having to submit a new assessment. The University continues to reflect and consider further aspects of its Assessment Policy, particularly in the light of experience during the COVID-19 pandemic. The widespread use of online assessment during the pandemic has generally been positively received by staff and students, with the University fully recognising the need to consider the policy implications, together with digital poverty and connectivity issues."}]
[{"$f":"IF('> FILTER <'!B3193<>\"\",ROW(OFFSET(A3192,-1,0)),\"\")","v":3191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3193)),A3192,\"\")","v":3191},{"$f":"IFERROR(SMALL(Helper2_1,A3192),\"\")","v":3191},null,3191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3193)),$A3192,\"\")","v":3191},{"$f":"IFERROR(SMALL(Helper2_2,A3192),\"\")","v":3191},{"$f":"COUNTIF(Helper3_1,\"=\"&G3192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3192)=1, G3192, \"\")","v":3191},{"$f":"IFERROR(SMALL(Index_2,A3192),\"\")","v":3191},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:J3192)),\"\")","v":"STI_197"},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:K3192)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:L3192)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:M3192)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:N3192)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3192,COLUMNS($J$2:O3192)),\"\")","v":"197  Overall, the University has effective arrangements in place for the management of assessment. The University's Assessment Policy was reviewed in 2020, resulting in a number of changes including new arrangements which allow students to resubmit reworked failed coursework assessments after feedback, rather than having to submit a new assessment. The University continues to reflect and consider further aspects of its Assessment Policy, particularly in the light of experience during the COVID-19 pandemic. The widespread use of online assessment during the pandemic has generally been positively received by staff and students, with the University fully recognising the need to consider the policy implications, together with digital poverty and connectivity issues."}]
[{"$f":"IF('> FILTER <'!B3194<>\"\",ROW(OFFSET(A3193,-1,0)),\"\")","v":3192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3194)),A3193,\"\")","v":3192},{"$f":"IFERROR(SMALL(Helper2_1,A3193),\"\")","v":3192},null,3192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3194)),$A3193,\"\")","v":3192},{"$f":"IFERROR(SMALL(Helper2_2,A3193),\"\")","v":3192},{"$f":"COUNTIF(Helper3_1,\"=\"&G3193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3193)=1, G3193, \"\")","v":3192},{"$f":"IFERROR(SMALL(Index_2,A3193),\"\")","v":3192},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:J3193)),\"\")","v":"STI_198"},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:K3193)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:L3193)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:M3193)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:N3193)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3193,COLUMNS($J$2:O3193)),\"\")","v":"198  The University makes effective use of a system of Subject Chief Examiners, who provide oversight of the examining process within each programme. There are also Faculty Chief Examiners who oversee the examination process across a whole faculty. In addition, a University Chief Examiner is responsible for oversight of examining across the whole University and chairs the University Faculty Chief Examiners Committee. This committee reports to ESEC via ULTC and provides detailed scrutiny of examinations and the boards that report to it, which include the Extenuating Circumstances Sub-boards, Module Boards, Award Boards and Faculty Boards."}]
[{"$f":"IF('> FILTER <'!B3195<>\"\",ROW(OFFSET(A3194,-1,0)),\"\")","v":3193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3195)),A3194,\"\")","v":3193},{"$f":"IFERROR(SMALL(Helper2_1,A3194),\"\")","v":3193},null,3193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3195)),$A3194,\"\")","v":3193},{"$f":"IFERROR(SMALL(Helper2_2,A3194),\"\")","v":3193},{"$f":"COUNTIF(Helper3_1,\"=\"&G3194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3194)=1, G3194, \"\")","v":3193},{"$f":"IFERROR(SMALL(Index_2,A3194),\"\")","v":3193},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:J3194)),\"\")","v":"STI_199"},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:K3194)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:L3194)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:M3194)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:N3194)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3194,COLUMNS($J$2:O3194)),\"\")","v":"199  There is comprehensive guidance for students on how to make an appeal or lodge a complaint. The Complaints Handling Procedure has recently been reviewed to ensure it continues to meet the guidance published by the Scottish Public Sector Ombudsman (SPS0). The new procedure was approved by University Court in March 2021 and is available on the University's website."}]
[{"$f":"IF('> FILTER <'!B3196<>\"\",ROW(OFFSET(A3195,-1,0)),\"\")","v":3194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3196)),A3195,\"\")","v":3194},{"$f":"IFERROR(SMALL(Helper2_1,A3195),\"\")","v":3194},null,3194,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3196)),$A3195,\"\")","v":3194},{"$f":"IFERROR(SMALL(Helper2_2,A3195),\"\")","v":3194},{"$f":"COUNTIF(Helper3_1,\"=\"&G3195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3195)=1, G3195, \"\")","v":3194},{"$f":"IFERROR(SMALL(Index_2,A3195),\"\")","v":3194},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:J3195)),\"\")","v":"STI_200"},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:K3195)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:L3195)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:M3195)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:N3195)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3195,COLUMNS($J$2:O3195)),\"\")","v":"200  The University undertakes annual reviews of appeals and complaints that consider the number of submissions, any patterns or trends, and seek to identify any lessons that can be learnt. The ELIR team understands that these reports are used by senior management but, up to now, have not been formally considered by committee. The team were informed that the process for consideration of the reports is under review, together with their format to make them more reflective, and from session 2021-22 will be considered by ESEC. The team are supportive of this development."}]
[{"$f":"IF('> FILTER <'!B3197<>\"\",ROW(OFFSET(A3196,-1,0)),\"\")","v":3195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3197)),A3196,\"\")","v":3195},{"$f":"IFERROR(SMALL(Helper2_1,A3196),\"\")","v":3195},null,3195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3197)),$A3196,\"\")","v":3195},{"$f":"IFERROR(SMALL(Helper2_2,A3196),\"\")","v":3195},{"$f":"COUNTIF(Helper3_1,\"=\"&G3196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3196)=1, G3196, \"\")","v":3195},{"$f":"IFERROR(SMALL(Index_2,A3196),\"\")","v":3195},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:J3196)),\"\")","v":"STI_201"},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:K3196)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:L3196)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:M3196)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:N3196)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3196,COLUMNS($J$2:O3196)),\"\")","v":"201  All coursework submission, marking and feedback is conducted electronically, using the University's virtual learning environment (VLE) (paragraph 78). The University's Feedback Policy stipulates a turnaround time of 15 working days or fewer, and that the return date is clearly stated within the module template which students can access on the VLE.  Adherence to the policy is monitored by the faculties. Although there were a few isolated examples of slow feedback from some faculties, the majority of students, including TNE students studying at partner institutions, who spoke to the ELIR team were positive about the quality and timeliness of feedback. They found the assessment to be useful, with a good mix of different types. Marking was closely linked to the grading criteria, and feedback and feed forward was helpful."}]
[{"$f":"IF('> FILTER <'!B3198<>\"\",ROW(OFFSET(A3197,-1,0)),\"\")","v":3196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3198)),A3197,\"\")","v":3196},{"$f":"IFERROR(SMALL(Helper2_1,A3197),\"\")","v":3196},null,3196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3198)),$A3197,\"\")","v":3196},{"$f":"IFERROR(SMALL(Helper2_2,A3197),\"\")","v":3196},{"$f":"COUNTIF(Helper3_1,\"=\"&G3197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3197)=1, G3197, \"\")","v":3196},{"$f":"IFERROR(SMALL(Index_2,A3197),\"\")","v":3196},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:J3197)),\"\")","v":"STI_202"},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:K3197)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:L3197)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:M3197)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:N3197)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3197,COLUMNS($J$2:O3197)),\"\")","v":"202  Overall, the University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards. The University's Quality Assurance and Enhancement Framework aligns with the UK Quality Code for Higher Education, the Scottish Quality Enhancement Framework and the guidance for institutions provided by the Scottish Funding Council. The University has undertaken a thorough mapping to the UK Quality Code, which also has numerous references to the use of external frameworks, benchmarks and advisors."}]
[{"$f":"IF('> FILTER <'!B3199<>\"\",ROW(OFFSET(A3198,-1,0)),\"\")","v":3197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3199)),A3198,\"\")","v":3197},{"$f":"IFERROR(SMALL(Helper2_1,A3198),\"\")","v":3197},null,3197,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3199)),$A3198,\"\")","v":3197},{"$f":"IFERROR(SMALL(Helper2_2,A3198),\"\")","v":3197},{"$f":"COUNTIF(Helper3_1,\"=\"&G3198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3198)=1, G3198, \"\")","v":3197},{"$f":"IFERROR(SMALL(Index_2,A3198),\"\")","v":3197},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:J3198)),\"\")","v":"STI_203"},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:K3198)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:L3198)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:M3198)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:N3198)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3198,COLUMNS($J$2:O3198)),\"\")","v":"203  There is evidence of appropriate external involvement in module and programme design through a range of mechanisms including Business Advisory Groups and Graduate Apprenticeship requirements, and proposals are required to make appropriate reference to relevant external reference points. However, as noted in paragraphs 181-183, while there is external input into module and programme design, the ELIR team have concluded that there is no systematic use of external academic advisors in the approval process itself."}]
[{"$f":"IF('> FILTER <'!B3200<>\"\",ROW(OFFSET(A3199,-1,0)),\"\")","v":3198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3200)),A3199,\"\")","v":3198},{"$f":"IFERROR(SMALL(Helper2_1,A3199),\"\")","v":3198},null,3198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3200)),$A3199,\"\")","v":3198},{"$f":"IFERROR(SMALL(Helper2_2,A3199),\"\")","v":3198},{"$f":"COUNTIF(Helper3_1,\"=\"&G3199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3199)=1, G3199, \"\")","v":3198},{"$f":"IFERROR(SMALL(Index_2,A3199),\"\")","v":3198},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:J3199)),\"\")","v":"STI_204"},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:K3199)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:L3199)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:M3199)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:N3199)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3199,COLUMNS($J$2:O3199)),\"\")","v":"204  There is appropriate use of external expertise in the University's Learning and Teaching Review process, in the form of the external member of the review panel. The self‐evaluation document prepared by each subject area must demonstrate due consideration of the UK Quality Code for Higher Education, QAA Subject Benchmark Statements, and other publications by professional, accrediting or funding bodies as appropriate. As described in paragraph 190, employers and placement providers are consulted whenever possible, as are any PSRB reports."}]
[{"$f":"IF('> FILTER <'!B3201<>\"\",ROW(OFFSET(A3200,-1,0)),\"\")","v":3199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3201)),A3200,\"\")","v":3199},{"$f":"IFERROR(SMALL(Helper2_1,A3200),\"\")","v":3199},null,3199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3201)),$A3200,\"\")","v":3199},{"$f":"IFERROR(SMALL(Helper2_2,A3200),\"\")","v":3199},{"$f":"COUNTIF(Helper3_1,\"=\"&G3200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3200)=1, G3200, \"\")","v":3199},{"$f":"IFERROR(SMALL(Index_2,A3200),\"\")","v":3199},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:J3200)),\"\")","v":"STI_205"},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:K3200)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:L3200)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:M3200)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:N3200)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3200,COLUMNS($J$2:O3200)),\"\")","v":"205  The University expects its external examiners to comment on the academic standard of the components they review, and the performance of the students compared to that of students on similar programmes at other UK higher education institutions, together with any areas of good practice or recommendations for enhancement and to specifically confirm that any issues raised in previous reports have been addressed."}]
[{"$f":"IF('> FILTER <'!B3202<>\"\",ROW(OFFSET(A3201,-1,0)),\"\")","v":3200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3202)),A3201,\"\")","v":3200},{"$f":"IFERROR(SMALL(Helper2_1,A3201),\"\")","v":3200},null,3200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3202)),$A3201,\"\")","v":3200},{"$f":"IFERROR(SMALL(Helper2_2,A3201),\"\")","v":3200},{"$f":"COUNTIF(Helper3_1,\"=\"&G3201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3201)=1, G3201, \"\")","v":3200},{"$f":"IFERROR(SMALL(Index_2,A3201),\"\")","v":3200},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:J3201)),\"\")","v":"STI_206"},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:K3201)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:L3201)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:M3201)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:N3201)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3201,COLUMNS($J$2:O3201)),\"\")","v":"206  The University's Quality Assurance and Enhancement Framework details the procedures for the appointment of external examiners. Each appointment is formally made by Academic Council on the recommendation of faculties, with submissions approved by the Deputy Principal (Education and Students) on behalf of Academic Council."}]
[{"$f":"IF('> FILTER <'!B3203<>\"\",ROW(OFFSET(A3202,-1,0)),\"\")","v":3201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3203)),A3202,\"\")","v":3201},{"$f":"IFERROR(SMALL(Helper2_1,A3202),\"\")","v":3201},null,3201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3203)),$A3202,\"\")","v":3201},{"$f":"IFERROR(SMALL(Helper2_2,A3202),\"\")","v":3201},{"$f":"COUNTIF(Helper3_1,\"=\"&G3202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3202)=1, G3202, \"\")","v":3201},{"$f":"IFERROR(SMALL(Index_2,A3202),\"\")","v":3201},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:J3202)),\"\")","v":"STI_207"},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:K3202)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:L3202)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:M3202)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:N3202)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3202,COLUMNS($J$2:O3202)),\"\")","v":"207  Faculty Chief Examiners (paragraph 198) are responsible for oversight of the responses that programme leaders make to their external examiner reports. A summary report of all external examiner reports received by the faculty, together with action taken, is submitted to Academic Registry each year but there is no equivalent university-wide analysis of the issues arising from these reports. The ELIR team was informed that the University had started to review its arrangements for the consideration of external examiner reports at both faculty and institutional level, along with the mechanisms used by the University to make these reports available to students, but this work was halted because of the pandemic. The team would encourage the University to re-commence this review as soon as possible, so it can continue to enhance institutional oversight of themes arising from its external examiner reports and use these to continue to develop the student experience."}]
[{"$f":"IF('> FILTER <'!B3204<>\"\",ROW(OFFSET(A3203,-1,0)),\"\")","v":3202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3204)),A3203,\"\")","v":3202},{"$f":"IFERROR(SMALL(Helper2_1,A3203),\"\")","v":3202},null,3202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3204)),$A3203,\"\")","v":3202},{"$f":"IFERROR(SMALL(Helper2_2,A3203),\"\")","v":3202},{"$f":"COUNTIF(Helper3_1,\"=\"&G3203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3203)=1, G3203, \"\")","v":3202},{"$f":"IFERROR(SMALL(Index_2,A3203),\"\")","v":3202},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:J3203)),\"\")","v":"STI_208"},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:K3203)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:L3203)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:M3203)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:N3203)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3203,COLUMNS($J$2:O3203)),\"\")","v":"208  The University's Quality Assurance and Enhancement Framework states that student representatives should be given the opportunity to be fully involved in the consideration of external examiner reports, and that external examiner reports should be made available to students on request. However, the University accepts that the sharing of these reports and the feedback provided by the University in response to them could be more effectively shared with students and greater access to reports should be provided to students. Students who spoke with the ELIR team generally did not understand the role of external examiners and were unaware of their reports. The ELIR team therefore recommends that the University ensures that all students have clear information about the work of external examiners including their role and have easy access to the external examiner reports for their programmes of study and are also clear about how these can be accessed."}]
[{"$f":"IF('> FILTER <'!B3205<>\"\",ROW(OFFSET(A3204,-1,0)),\"\")","v":3203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3205)),A3204,\"\")","v":3203},{"$f":"IFERROR(SMALL(Helper2_1,A3204),\"\")","v":3203},null,3203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3205)),$A3204,\"\")","v":3203},{"$f":"IFERROR(SMALL(Helper2_2,A3204),\"\")","v":3203},{"$f":"COUNTIF(Helper3_1,\"=\"&G3204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3204)=1, G3204, \"\")","v":3203},{"$f":"IFERROR(SMALL(Index_2,A3204),\"\")","v":3203},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:J3204)),\"\")","v":"STI_209"},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:K3204)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:L3204)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:M3204)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:N3204)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3204,COLUMNS($J$2:O3204)),\"\")","v":"209  The 2015 ELIR identified nine areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these areas and has worked to address them all. Oversight for the progress of the ELIR recommendations was provided by ESEC, with the Dean of Teaching Quality Enhancement and the Academic Registrar ensuring actions were progressed in an appropriate and timely manner. Information on how these recommendations have been progressed is detailed throughout this report and summarised below."}]
[{"$f":"IF('> FILTER <'!B3206<>\"\",ROW(OFFSET(A3205,-1,0)),\"\")","v":3204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3206)),A3205,\"\")","v":3204},{"$f":"IFERROR(SMALL(Helper2_1,A3205),\"\")","v":3204},null,3204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3206)),$A3205,\"\")","v":3204},{"$f":"IFERROR(SMALL(Helper2_2,A3205),\"\")","v":3204},{"$f":"COUNTIF(Helper3_1,\"=\"&G3205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3205)=1, G3205, \"\")","v":3204},{"$f":"IFERROR(SMALL(Index_2,A3205),\"\")","v":3204},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:J3205)),\"\")","v":"STI_210"},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:K3205)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:L3205)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:M3205)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:N3205)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3205,COLUMNS($J$2:O3205)),\"\")","v":"210  The evidence presented during the review allowed the ELIR team to conclude that the University had also continued to further enhance and embed the commendations made during the 2015 ELIR. A good example of this is the work that has been done to strengthen and evolve the role of what have now become known as the Associate Deans for Learning and Teaching (ADLT) (formerly Directors of Teaching and Learning) (paragraphs 152 and 153)."}]
[{"$f":"IF('> FILTER <'!B3207<>\"\",ROW(OFFSET(A3206,-1,0)),\"\")","v":3205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3207)),A3206,\"\")","v":3205},{"$f":"IFERROR(SMALL(Helper2_1,A3206),\"\")","v":3205},null,3205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3207)),$A3206,\"\")","v":3205},{"$f":"IFERROR(SMALL(Helper2_2,A3206),\"\")","v":3205},{"$f":"COUNTIF(Helper3_1,\"=\"&G3206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3206)=1, G3206, \"\")","v":3205},{"$f":"IFERROR(SMALL(Index_2,A3206),\"\")","v":3205},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:J3206)),\"\")","v":"STI_211"},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:K3206)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:L3206)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:M3206)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:N3206)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3206,COLUMNS($J$2:O3206)),\"\")","v":"211  To further develop critical academic dialogue in the committee structure, the University has taken forward a number of actions including amendments to these committee remits and reporting structures at university and faculty level (paragraphs 149-151) and has also refreshed learning and teaching leadership portfolios. The enhancement of the ADLT roles has been effective in ensuring effective faculty-level representation; supports better communication, particularly in defining where flexibility can and cannot be permitted when institutional policy is implemented in different disciplines and contexts; and supports the sharing of policy and practice across the key committees with responsibility for quality and education matters at university and faculty level (paragraphs 152 and 153)."}]
[{"$f":"IF('> FILTER <'!B3208<>\"\",ROW(OFFSET(A3207,-1,0)),\"\")","v":3206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3208)),A3207,\"\")","v":3206},{"$f":"IFERROR(SMALL(Helper2_1,A3207),\"\")","v":3206},null,3206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3208)),$A3207,\"\")","v":3206},{"$f":"IFERROR(SMALL(Helper2_2,A3207),\"\")","v":3206},{"$f":"COUNTIF(Helper3_1,\"=\"&G3207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3207)=1, G3207, \"\")","v":3206},{"$f":"IFERROR(SMALL(Index_2,A3207),\"\")","v":3206},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:J3207)),\"\")","v":"STI_212"},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:K3207)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:L3207)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:M3207)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:N3207)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3207,COLUMNS($J$2:O3207)),\"\")","v":"212  Through its People Strategy, the annual Staff Development Plan and the University's 'Achieving Success' performance monitoring and staff development approach, the University now operates a more coordinated approach to identifying and addressing the development needs of all staff. The Academic Development team have primary responsibility for delivering training and development sessions for academic staff and provide appropriate opportunities for staff to engage with advances in learning and teaching practice (paragraph 167)."}]
[{"$f":"IF('> FILTER <'!B3209<>\"\",ROW(OFFSET(A3208,-1,0)),\"\")","v":3207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3209)),A3208,\"\")","v":3207},{"$f":"IFERROR(SMALL(Helper2_1,A3208),\"\")","v":3207},null,3207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3209)),$A3208,\"\")","v":3207},{"$f":"IFERROR(SMALL(Helper2_2,A3208),\"\")","v":3207},{"$f":"COUNTIF(Helper3_1,\"=\"&G3208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3208)=1, G3208, \"\")","v":3207},{"$f":"IFERROR(SMALL(Index_2,A3208),\"\")","v":3207},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:J3208)),\"\")","v":"STI_213"},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:K3208)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:L3208)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:M3208)),\"\")","v":"Training"},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:N3208)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3208,COLUMNS($J$2:O3208)),\"\")","v":"213  To ensure that all students and staff who teach receive adequate training, the University undertook significant revisions to its processes and procedures including the introduction of standardised job descriptions and the use of targeted training for staff, delivered both centrally and in the faculties (paragraphs 172 and 173)."}]
[{"$f":"IF('> FILTER <'!B3210<>\"\",ROW(OFFSET(A3209,-1,0)),\"\")","v":3208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3210)),A3209,\"\")","v":3208},{"$f":"IFERROR(SMALL(Helper2_1,A3209),\"\")","v":3208},null,3208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3210)),$A3209,\"\")","v":3208},{"$f":"IFERROR(SMALL(Helper2_2,A3209),\"\")","v":3208},{"$f":"COUNTIF(Helper3_1,\"=\"&G3209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3209)=1, G3209, \"\")","v":3208},{"$f":"IFERROR(SMALL(Index_2,A3209),\"\")","v":3208},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:J3209)),\"\")","v":"STI_214"},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:K3209)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:L3209)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:M3209)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:N3209)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3209,COLUMNS($J$2:O3209)),\"\")","v":"214  The University has made important progress with its development of the postgraduate research student experience and continues to work on the development of a research community across the divisions/faculties. This included a range of activities such as the development of the Supervising Doctoral Students' training programme, the establishment of the IAS, and new learning and study spaces specifically for postgraduate students. In terms of its arrangements for research supervisor training, the University enhanced its institution-wide 'Supervising Doctoral Studies' (SDS) programme implemented in late 2016. The establishment of the IAS will further support staff with their ongoing development needs (paragraphs 120-124)."}]
[{"$f":"IF('> FILTER <'!B3211<>\"\",ROW(OFFSET(A3210,-1,0)),\"\")","v":3209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3211)),A3210,\"\")","v":3209},{"$f":"IFERROR(SMALL(Helper2_1,A3210),\"\")","v":3209},null,3209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3211)),$A3210,\"\")","v":3209},{"$f":"IFERROR(SMALL(Helper2_2,A3210),\"\")","v":3209},{"$f":"COUNTIF(Helper3_1,\"=\"&G3210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3210)=1, G3210, \"\")","v":3209},{"$f":"IFERROR(SMALL(Index_2,A3210),\"\")","v":3209},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:J3210)),\"\")","v":"STI_215"},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:K3210)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:L3210)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:M3210)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:N3210)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3210,COLUMNS($J$2:O3210)),\"\")","v":"215  The ELIR team is content that the University's programme approval arrangements do qualify the use of external reference points and academic expertise from outside the University in the programme development phase. However, the team remains concerned that current arrangements do not support the use of external academic expertise in the final approval process (paragraph 183)."}]
[{"$f":"IF('> FILTER <'!B3212<>\"\",ROW(OFFSET(A3211,-1,0)),\"\")","v":3210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3212)),A3211,\"\")","v":3210},{"$f":"IFERROR(SMALL(Helper2_1,A3211),\"\")","v":3210},null,3210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3212)),$A3211,\"\")","v":3210},{"$f":"IFERROR(SMALL(Helper2_2,A3211),\"\")","v":3210},{"$f":"COUNTIF(Helper3_1,\"=\"&G3211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3211)=1, G3211, \"\")","v":3210},{"$f":"IFERROR(SMALL(Index_2,A3211),\"\")","v":3210},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:J3211)),\"\")","v":"STI_216"},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:K3211)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:L3211)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:M3211)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:N3211)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3211,COLUMNS($J$2:O3211)),\"\")","v":"216  The ELIR team was able to confirm that the University has taken forward its plans to implement a revised approach to managing collaborative activity which includes formal and systematic arrangements for approving and reapproving collaborative provision. These allow for appropriate institutional oversight of the activity through the University's committee structures.  "}]
[{"$f":"IF('> FILTER <'!B3213<>\"\",ROW(OFFSET(A3212,-1,0)),\"\")","v":3211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3213)),A3212,\"\")","v":3211},{"$f":"IFERROR(SMALL(Helper2_1,A3212),\"\")","v":3211},null,3211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3213)),$A3212,\"\")","v":3211},{"$f":"IFERROR(SMALL(Helper2_2,A3212),\"\")","v":3211},{"$f":"COUNTIF(Helper3_1,\"=\"&G3212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3212)=1, G3212, \"\")","v":3211},{"$f":"IFERROR(SMALL(Index_2,A3212),\"\")","v":3211},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:J3212)),\"\")","v":"STI_217"},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:K3212)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:L3212)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:M3212)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:N3212)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3212,COLUMNS($J$2:O3212)),\"\")","v":"217  Overall, the University has an effective approach to using data to inform its decision-making. The University employs a range of technology-based systems which support the generation of education-focused information. These systems provide data which underpins the reporting to inform policy development, a range of committees and its quality-related processes, for example Learning and Teaching Reviews and annual monitoring processes. The University is currently implementing an ambitious programme of new or ongoing systems and data development projects which are running in parallel. These include work on learning analytics, curriculum management software, the recently updated and refreshed VLE, student placement software, a new online mobile campus app, digital examination and assessment software, and updates to the existing module evaluation system."}]
[{"$f":"IF('> FILTER <'!B3214<>\"\",ROW(OFFSET(A3213,-1,0)),\"\")","v":3212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3214)),A3213,\"\")","v":3212},{"$f":"IFERROR(SMALL(Helper2_1,A3213),\"\")","v":3212},null,3212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3214)),$A3213,\"\")","v":3212},{"$f":"IFERROR(SMALL(Helper2_2,A3213),\"\")","v":3212},{"$f":"COUNTIF(Helper3_1,\"=\"&G3213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3213)=1, G3213, \"\")","v":3212},{"$f":"IFERROR(SMALL(Index_2,A3213),\"\")","v":3212},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:J3213)),\"\")","v":"STI_218"},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:K3213)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:L3213)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:M3213)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:N3213)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3213,COLUMNS($J$2:O3213)),\"\")","v":"218  Individually these developments will support the activity and processes they are designed to enhance. The ELIR team noted that a number of these projects, once implemented, have significant potential to generate and provide further information for staff, particularly at programme and module level, to support and better understand the student experience, engagement and attainment. Indeed, the timing of their introduction was viewed very positively by students and staff who spoke specifically about the fact that these systems and software had greatly supported the transition to off-campus learning, teaching and assessment in response to the COVID-19 pandemic. Many also highlighted the significant potential to support blended learning and assessment innovation in the post-COVID environment, both on and off campus."}]
[{"$f":"IF('> FILTER <'!B3215<>\"\",ROW(OFFSET(A3214,-1,0)),\"\")","v":3213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3215)),A3214,\"\")","v":3213},{"$f":"IFERROR(SMALL(Helper2_1,A3214),\"\")","v":3213},null,3213,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3215)),$A3214,\"\")","v":3213},{"$f":"IFERROR(SMALL(Helper2_2,A3214),\"\")","v":3213},{"$f":"COUNTIF(Helper3_1,\"=\"&G3214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3214)=1, G3214, \"\")","v":3213},{"$f":"IFERROR(SMALL(Index_2,A3214),\"\")","v":3213},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:J3214)),\"\")","v":"STI_219"},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:K3214)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:L3214)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:M3214)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:N3214)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3214,COLUMNS($J$2:O3214)),\"\")","v":"219  Discussions with staff from across the University indicate that data is often fragmented, is not always sufficiently consistent or accessible, or doesn't provide the level of granularity necessary to reflect the diversity of student needs and experience. Feedback from staff who met with the ELIR team emphasised the importance of systems being tailored to ensure all stakeholders, across all levels, have appropriate and timely access to the data they require for operational, planning, decision-making and reporting purposes, in order to support the University's ambitions to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B3216<>\"\",ROW(OFFSET(A3215,-1,0)),\"\")","v":3214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3216)),A3215,\"\")","v":3214},{"$f":"IFERROR(SMALL(Helper2_1,A3215),\"\")","v":3214},null,3214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3216)),$A3215,\"\")","v":3214},{"$f":"IFERROR(SMALL(Helper2_2,A3215),\"\")","v":3214},{"$f":"COUNTIF(Helper3_1,\"=\"&G3215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3215)=1, G3215, \"\")","v":3214},{"$f":"IFERROR(SMALL(Index_2,A3215),\"\")","v":3214},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:J3215)),\"\")","v":"STI_220"},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:K3215)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:L3215)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:M3215)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:N3215)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3215,COLUMNS($J$2:O3215)),\"\")","v":"220  During the review, the ELIR team learned that the University is currently undertaking a fundamental review of its approach to information and data management and its related software and systems. The University recognises this review provides an opportunity for it to adopt an approach which will support the development of, and maximise the benefits to be gained from, exploring opportunities to integrate systems. This position is also supported by the team, who would encourage the University to ensure that staff have access to integrated reports, which support them to undertake their respective roles."}]
[{"$f":"IF('> FILTER <'!B3217<>\"\",ROW(OFFSET(A3216,-1,0)),\"\")","v":3215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3217)),A3216,\"\")","v":3215},{"$f":"IFERROR(SMALL(Helper2_1,A3216),\"\")","v":3215},null,3215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3217)),$A3216,\"\")","v":3215},{"$f":"IFERROR(SMALL(Helper2_2,A3216),\"\")","v":3215},{"$f":"COUNTIF(Helper3_1,\"=\"&G3216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3216)=1, G3216, \"\")","v":3215},{"$f":"IFERROR(SMALL(Index_2,A3216),\"\")","v":3215},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:J3216)),\"\")","v":"STI_221"},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:K3216)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:L3216)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:M3216)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:N3216)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3216,COLUMNS($J$2:O3216)),\"\")","v":"221  The ELIR team recommends that the University complete the fundamental review of its approach to data management which is currently underway and use this opportunity to explore and maximise the benefits to be realised from the integration of key University information systems. In addition, there would be benefit to the University in ensuring that its approach to data management and reporting ensures all stakeholders, across all levels, have timely and tailored access to the information they require for operational, planning, decision-making and reporting purposes, in order to support its ambitions to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B3218<>\"\",ROW(OFFSET(A3217,-1,0)),\"\")","v":3216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3218)),A3217,\"\")","v":3216},{"$f":"IFERROR(SMALL(Helper2_1,A3217),\"\")","v":3216},null,3216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3218)),$A3217,\"\")","v":3216},{"$f":"IFERROR(SMALL(Helper2_2,A3217),\"\")","v":3216},{"$f":"COUNTIF(Helper3_1,\"=\"&G3217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3217)=1, G3217, \"\")","v":3216},{"$f":"IFERROR(SMALL(Index_2,A3217),\"\")","v":3216},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:J3217)),\"\")","v":"STI_222"},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:K3217)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:L3217)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:M3217)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:N3217)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3217,COLUMNS($J$2:O3217)),\"\")","v":"222  The University has effective and systematic arrangements in place for setting and securing academic standards which meet the expectations set out in the UK Quality Code and SFC guidance to institutions on quality, making appropriate reference to the use of external reference points. Students are appropriately engaged in quality processes. The University has appropriate systems which enable the identification of good practice for wider dissemination."}]
[{"$f":"IF('> FILTER <'!B3219<>\"\",ROW(OFFSET(A3218,-1,0)),\"\")","v":3217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3219)),A3218,\"\")","v":3217},{"$f":"IFERROR(SMALL(Helper2_1,A3218),\"\")","v":3217},null,3217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3219)),$A3218,\"\")","v":3217},{"$f":"IFERROR(SMALL(Helper2_2,A3218),\"\")","v":3217},{"$f":"COUNTIF(Helper3_1,\"=\"&G3218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3218)=1, G3218, \"\")","v":3217},{"$f":"IFERROR(SMALL(Index_2,A3218),\"\")","v":3217},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:J3218)),\"\")","v":"STI_223"},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:K3218)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:L3218)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:M3218)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:N3218)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3218,COLUMNS($J$2:O3218)),\"\")","v":"223  Overall, the University has an effective approach to self-evaluation, through self-reflection, including its use of data to inform decision making. The operation of the University's institution-led review process effectively supports self-evaluation and enhancement. Learning and Teaching Review is systematic, robust and results in demonstrable actions with timelines that are rigorously monitored until completion. The review process has a number of positive features including the development of a 'student contribution' within a subject area's self-evaluation document, prepared by the Students' Union and Faculty Officers. The University proactively pivoted to an online process during the COVID-19 pandemic resulting in a seamless transition of the Learning and Teaching Review process."}]
[{"$f":"IF('> FILTER <'!B3220<>\"\",ROW(OFFSET(A3219,-1,0)),\"\")","v":3218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3220)),A3219,\"\")","v":3218},{"$f":"IFERROR(SMALL(Helper2_1,A3219),\"\")","v":3218},null,3218,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3220)),$A3219,\"\")","v":3218},{"$f":"IFERROR(SMALL(Helper2_2,A3219),\"\")","v":3218},{"$f":"COUNTIF(Helper3_1,\"=\"&G3219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3219)=1, G3219, \"\")","v":3218},{"$f":"IFERROR(SMALL(Index_2,A3219),\"\")","v":3218},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:J3219)),\"\")","v":"STI_224"},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:K3219)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:L3219)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:M3219)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:N3219)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3219,COLUMNS($J$2:O3219)),\"\")","v":"224  The University is recommended to introduce a process for reviewing student-facing professional services that complements the current process of annual review, drawing on existing good practice in its approach to institution-led review of its academic provision. The review process should ensure input from internal stakeholders - including students - and external specialist expertise, be enhancement-led, and provide appropriate oversight to support the University to evaluate the contribution of these services to the quality of student experience."}]
[{"$f":"IF('> FILTER <'!B3221<>\"\",ROW(OFFSET(A3220,-1,0)),\"\")","v":3219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3221)),A3220,\"\")","v":3219},{"$f":"IFERROR(SMALL(Helper2_1,A3220),\"\")","v":3219},null,{"$f":"ROW(OFFSET(E3220,-1,0))","v":3219},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3221)),$A3220,\"\")","v":3219},{"$f":"IFERROR(SMALL(Helper2_2,A3220),\"\")","v":3219},{"$f":"COUNTIF(Helper3_1,\"=\"&G3220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3220)=1, G3220, \"\")","v":3219},{"$f":"IFERROR(SMALL(Index_2,A3220),\"\")","v":3219},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:J3220)),\"\")","v":"STI_225"},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:K3220)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:L3220)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:M3220)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:N3220)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3220,COLUMNS($J$2:O3220)),\"\")","v":"225  The University is asked to ensure that all students have clear information about the work of external examiners including their role and have easy access to the external examiner reports for their programme of study and are also clear about how these can be accessed."}]
[{"$f":"IF('> FILTER <'!B3222<>\"\",ROW(OFFSET(A3221,-1,0)),\"\")","v":3220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3222)),A3221,\"\")","v":3220},{"$f":"IFERROR(SMALL(Helper2_1,A3221),\"\")","v":3220},null,3220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3222)),$A3221,\"\")","v":3220},{"$f":"IFERROR(SMALL(Helper2_2,A3221),\"\")","v":3220},{"$f":"COUNTIF(Helper3_1,\"=\"&G3221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3221)=1, G3221, \"\")","v":3220},{"$f":"IFERROR(SMALL(Index_2,A3221),\"\")","v":3220},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:J3221)),\"\")","v":"STI_226"},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:K3221)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:L3221)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:M3221)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:N3221)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3221,COLUMNS($J$2:O3221)),\"\")","v":"226  The University is asked to complete the fundamental review of its approach to data management which is currently underway and use this opportunity to explore and maximise the benefits to be realised from the integration of key University information systems. There would be benefit to the University in ensuring that its approach to data management and reporting ensures all stakeholders, across all levels, have timely and tailored access to the information they require for operational, planning, decision-making and reporting purposes, in order to support its ambitions to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B3223<>\"\",ROW(OFFSET(A3222,-1,0)),\"\")","v":3221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3223)),A3222,\"\")","v":3221},{"$f":"IFERROR(SMALL(Helper2_1,A3222),\"\")","v":3221},null,3221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3223)),$A3222,\"\")","v":3221},{"$f":"IFERROR(SMALL(Helper2_2,A3222),\"\")","v":3221},{"$f":"COUNTIF(Helper3_1,\"=\"&G3222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3222)=1, G3222, \"\")","v":3221},{"$f":"IFERROR(SMALL(Index_2,A3222),\"\")","v":3221},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:J3222)),\"\")","v":"STI_227"},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:K3222)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:L3222)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:M3222)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:N3222)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3222,COLUMNS($J$2:O3222)),\"\")","v":"227  The University has an effective approach to managing its collaborative provision including arrangements for securing academic standards and enhancing the student experience. "}]
[{"$f":"IF('> FILTER <'!B3224<>\"\",ROW(OFFSET(A3223,-1,0)),\"\")","v":3222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3224)),A3223,\"\")","v":3222},{"$f":"IFERROR(SMALL(Helper2_1,A3223),\"\")","v":3222},null,3222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3224)),$A3223,\"\")","v":3222},{"$f":"IFERROR(SMALL(Helper2_2,A3223),\"\")","v":3222},{"$f":"COUNTIF(Helper3_1,\"=\"&G3223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3223)=1, G3223, \"\")","v":3222},{"$f":"IFERROR(SMALL(Index_2,A3223),\"\")","v":3222},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:J3223)),\"\")","v":"STI_228"},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:K3223)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:L3223)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:M3223)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:N3223)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3223,COLUMNS($J$2:O3223)),\"\")","v":"228  The University identified 'Collaborations and Partnerships' as one of its contextualised themes for this review. Management of collaborative activity was noted as an area for development during the 2015 ELIR. This ELIR team was able to confirm that, as recommended, the University had taken forward its plans to revise its approach to managing collaborative activity. The institution has developed formal, systematic arrangements for approving and reapproving collaborative partners and collaborative provision. These also support the University to routinely review the provision and allow it to have explicit institutional oversight of its activities, through its committee structure, supporting the ongoing enhancement of the student learning experience.   "}]
[{"$f":"IF('> FILTER <'!B3225<>\"\",ROW(OFFSET(A3224,-1,0)),\"\")","v":3223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3225)),A3224,\"\")","v":3223},{"$f":"IFERROR(SMALL(Helper2_1,A3224),\"\")","v":3223},null,3223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3225)),$A3224,\"\")","v":3223},{"$f":"IFERROR(SMALL(Helper2_2,A3224),\"\")","v":3223},{"$f":"COUNTIF(Helper3_1,\"=\"&G3224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3224)=1, G3224, \"\")","v":3223},{"$f":"IFERROR(SMALL(Index_2,A3224),\"\")","v":3223},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:J3224)),\"\")","v":"STI_229"},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:K3224)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:L3224)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:M3224)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:N3224)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3224,COLUMNS($J$2:O3224)),\"\")","v":"229  The University has a range of partnerships including: UK collaborations with other education providers and organisations, with a long-established partnership with Forth Valley College (paragraphs 55-57); the INTO University of Stirling joint venture (paragraphs 59 and 60); a range of international collaborations, networks and partnerships including nine transnational education partnerships, 11 international articulations and progressions, six international research partnerships and one international school partnership; partnerships with employers and professional bodies and study abroad and work placement opportunities. The transnational education (TNE) partnerships include joint doctorates and a variety of double degrees, flying faculty provision and local delivery programmes. In evaluating the University's overall arrangements for the management of collaborative provision, the ELIR team focused on the following partnerships: Singapore Institute of Management; Muscat College, Oman; Planet Core, Ras Al Khaimah (RAK), UAE; and Hebei Normal University (HNU), China. During the review visit the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships. "}]
[{"$f":"IF('> FILTER <'!B3226<>\"\",ROW(OFFSET(A3225,-1,0)),\"\")","v":3224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3226)),A3225,\"\")","v":3224},{"$f":"IFERROR(SMALL(Helper2_1,A3225),\"\")","v":3224},null,3224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3226)),$A3225,\"\")","v":3224},{"$f":"IFERROR(SMALL(Helper2_2,A3225),\"\")","v":3224},{"$f":"COUNTIF(Helper3_1,\"=\"&G3225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3225)=1, G3225, \"\")","v":3224},{"$f":"IFERROR(SMALL(Index_2,A3225),\"\")","v":3224},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:J3225)),\"\")","v":"STI_229"},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:K3225)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:L3225)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:M3225)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:N3225)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3225,COLUMNS($J$2:O3225)),\"\")","v":"229  The University has a range of partnerships including: UK collaborations with other education providers and organisations, with a long-established partnership with Forth Valley College (paragraphs 55-57); the INTO University of Stirling joint venture (paragraphs 59 and 60); a range of international collaborations, networks and partnerships including nine transnational education partnerships, 11 international articulations and progressions, six international research partnerships and one international school partnership; partnerships with employers and professional bodies and study abroad and work placement opportunities. The transnational education (TNE) partnerships include joint doctorates and a variety of double degrees, flying faculty provision and local delivery programmes. In evaluating the University's overall arrangements for the management of collaborative provision, the ELIR team focused on the following partnerships: Singapore Institute of Management; Muscat College, Oman; Planet Core, Ras Al Khaimah (RAK), UAE; and Hebei Normal University (HNU), China. During the review visit the ELIR team met with staff and students from these partners, as well as University staff with operational responsibility for these partnerships. "}]
[{"$f":"IF('> FILTER <'!B3227<>\"\",ROW(OFFSET(A3226,-1,0)),\"\")","v":3225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3227)),A3226,\"\")","v":3225},{"$f":"IFERROR(SMALL(Helper2_1,A3226),\"\")","v":3225},null,3225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3227)),$A3226,\"\")","v":3225},{"$f":"IFERROR(SMALL(Helper2_2,A3226),\"\")","v":3225},{"$f":"COUNTIF(Helper3_1,\"=\"&G3226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3226)=1, G3226, \"\")","v":3225},{"$f":"IFERROR(SMALL(Index_2,A3226),\"\")","v":3225},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:J3226)),\"\")","v":"STI_230"},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:K3226)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:L3226)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:M3226)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:N3226)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3226,COLUMNS($J$2:O3226)),\"\")","v":"230  In the RA, the University recognises the management of its collaborative activity would benefit from more strategic direction and management and has undertaken some reorganisation of leadership roles to support this. It views itself as being in the 'comparatively early steps of transformation' of its approach to collaborative provision, with this activity remaining an ongoing priority."}]
[{"$f":"IF('> FILTER <'!B3228<>\"\",ROW(OFFSET(A3227,-1,0)),\"\")","v":3226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3228)),A3227,\"\")","v":3226},{"$f":"IFERROR(SMALL(Helper2_1,A3227),\"\")","v":3226},null,3226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3228)),$A3227,\"\")","v":3226},{"$f":"IFERROR(SMALL(Helper2_2,A3227),\"\")","v":3226},{"$f":"COUNTIF(Helper3_1,\"=\"&G3227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3227)=1, G3227, \"\")","v":3226},{"$f":"IFERROR(SMALL(Index_2,A3227),\"\")","v":3226},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:J3227)),\"\")","v":"STI_231"},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:K3227)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:L3227)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:M3227)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:N3227)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3227,COLUMNS($J$2:O3227)),\"\")","v":"231  The University Strategic Plan (2016-2021) (paragraph 5) states its intention to be a 'globally-connected university', and to continue to build and strengthen its international links. A review of the University's Internationalisation Strategy (2014-19) was initiated in 2017. Preparation of a new Strategy began in 2019, but work was disrupted by the COVID-19 pandemic and resumed in December 2020. The ELIR team was informed that work has continued into spring 2021, with the aim of bringing what will be named the Global Engagement Strategy to the University Strategy and Policy Group (USPG) (paragraph 6) for approval in summer 2021."}]
[{"$f":"IF('> FILTER <'!B3229<>\"\",ROW(OFFSET(A3228,-1,0)),\"\")","v":3227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3229)),A3228,\"\")","v":3227},{"$f":"IFERROR(SMALL(Helper2_1,A3228),\"\")","v":3227},null,3227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3229)),$A3228,\"\")","v":3227},{"$f":"IFERROR(SMALL(Helper2_2,A3228),\"\")","v":3227},{"$f":"COUNTIF(Helper3_1,\"=\"&G3228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3228)=1, G3228, \"\")","v":3227},{"$f":"IFERROR(SMALL(Index_2,A3228),\"\")","v":3227},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:J3228)),\"\")","v":"STI_232"},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:K3228)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:L3228)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:M3228)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:N3228)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3228,COLUMNS($J$2:O3228)),\"\")","v":"232  Leadership of collaborative provision is provided jointly by the Deputy Principal (International) and the Deputy Principal (Education and Students). The Directorate of Internationalisation and Partnerships (DIP), created in 2018, has overall responsibility for the management and delivery of the University's collaborative provision, working with colleagues within the faculties and key professional services to achieve this. The Directorate also maintains a register of all the University agreements which the ELIR team confirmed is up to date. Oversight of collaborative programmes is shared between the relevant faculty and the DIP. Each faculty has an associate dean with responsibility for day-to-day management of provision, and the faculty manager oversees the resourcing necessary. "}]
[{"$f":"IF('> FILTER <'!B3230<>\"\",ROW(OFFSET(A3229,-1,0)),\"\")","v":3228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3230)),A3229,\"\")","v":3228},{"$f":"IFERROR(SMALL(Helper2_1,A3229),\"\")","v":3228},null,3228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3230)),$A3229,\"\")","v":3228},{"$f":"IFERROR(SMALL(Helper2_2,A3229),\"\")","v":3228},{"$f":"COUNTIF(Helper3_1,\"=\"&G3229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3229)=1, G3229, \"\")","v":3228},{"$f":"IFERROR(SMALL(Index_2,A3229),\"\")","v":3228},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:J3229)),\"\")","v":"STI_232"},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:K3229)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:L3229)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:M3229)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:N3229)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3229,COLUMNS($J$2:O3229)),\"\")","v":"232  Leadership of collaborative provision is provided jointly by the Deputy Principal (International) and the Deputy Principal (Education and Students). The Directorate of Internationalisation and Partnerships (DIP), created in 2018, has overall responsibility for the management and delivery of the University's collaborative provision, working with colleagues within the faculties and key professional services to achieve this. The Directorate also maintains a register of all the University agreements which the ELIR team confirmed is up to date. Oversight of collaborative programmes is shared between the relevant faculty and the DIP. Each faculty has an associate dean with responsibility for day-to-day management of provision, and the faculty manager oversees the resourcing necessary. "}]
[{"$f":"IF('> FILTER <'!B3231<>\"\",ROW(OFFSET(A3230,-1,0)),\"\")","v":3229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3231)),A3230,\"\")","v":3229},{"$f":"IFERROR(SMALL(Helper2_1,A3230),\"\")","v":3229},null,3229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3231)),$A3230,\"\")","v":3229},{"$f":"IFERROR(SMALL(Helper2_2,A3230),\"\")","v":3229},{"$f":"COUNTIF(Helper3_1,\"=\"&G3230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3230)=1, G3230, \"\")","v":3229},{"$f":"IFERROR(SMALL(Index_2,A3230),\"\")","v":3229},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:J3230)),\"\")","v":"STI_233"},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:K3230)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:L3230)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:M3230)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:N3230)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3230,COLUMNS($J$2:O3230)),\"\")","v":"233  Strategic oversight of the quality and enhancement of learning opportunities is the responsibility of the Education and Student Experience Committee (ESEC). This responsibility includes all collaborative provision. The Executive Director of DIP is a member of ESEC and the Curriculum Lifecycle Approval Sub-committee, providing the opportunity to contribute to module and programme development and management. "}]
[{"$f":"IF('> FILTER <'!B3232<>\"\",ROW(OFFSET(A3231,-1,0)),\"\")","v":3230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3232)),A3231,\"\")","v":3230},{"$f":"IFERROR(SMALL(Helper2_1,A3231),\"\")","v":3230},null,3230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3232)),$A3231,\"\")","v":3230},{"$f":"IFERROR(SMALL(Helper2_2,A3231),\"\")","v":3230},{"$f":"COUNTIF(Helper3_1,\"=\"&G3231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3231)=1, G3231, \"\")","v":3230},{"$f":"IFERROR(SMALL(Index_2,A3231),\"\")","v":3230},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:J3231)),\"\")","v":"STI_234"},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:K3231)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:L3231)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:M3231)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:N3231)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3231,COLUMNS($J$2:O3231)),\"\")","v":"234  The DIP reviewed the portfolio of transnational education partnerships in 2019, resulting in a number of revisions to the University's arrangements for the management of collaborative provision and the maintenance of standards including revision of the University's due diligence processes for initial partnership approval, its delivery arrangements for any new TNE partnership developed, and the routine undertaking of a formal review for each TNE partner to coincide with contract renewal."}]
[{"$f":"IF('> FILTER <'!B3233<>\"\",ROW(OFFSET(A3232,-1,0)),\"\")","v":3231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3233)),A3232,\"\")","v":3231},{"$f":"IFERROR(SMALL(Helper2_1,A3232),\"\")","v":3231},null,3231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3233)),$A3232,\"\")","v":3231},{"$f":"IFERROR(SMALL(Helper2_2,A3232),\"\")","v":3231},{"$f":"COUNTIF(Helper3_1,\"=\"&G3232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3232)=1, G3232, \"\")","v":3231},{"$f":"IFERROR(SMALL(Index_2,A3232),\"\")","v":3231},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:J3232)),\"\")","v":"STI_235"},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:K3232)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:L3232)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:M3232)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:N3232)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3232,COLUMNS($J$2:O3232)),\"\")","v":"235  At the same time, a formal Partnership Management Team approach was introduced for each partnership, led by a Partnership Director who acts as the key point of contact with the partner, ensuring effective communications, undertakes visits to the partner, and ensures the partner satisfies the University's quality and standards requirements set out in the International Partnership Handbook. A Partnership Committee chaired by the Partnership Director was also established for each partnership and includes members from the University and the partner.  "}]
[{"$f":"IF('> FILTER <'!B3234<>\"\",ROW(OFFSET(A3233,-1,0)),\"\")","v":3232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3234)),A3233,\"\")","v":3232},{"$f":"IFERROR(SMALL(Helper2_1,A3233),\"\")","v":3232},null,3232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3234)),$A3233,\"\")","v":3232},{"$f":"IFERROR(SMALL(Helper2_2,A3233),\"\")","v":3232},{"$f":"COUNTIF(Helper3_1,\"=\"&G3233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3233)=1, G3233, \"\")","v":3232},{"$f":"IFERROR(SMALL(Index_2,A3233),\"\")","v":3232},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:J3233)),\"\")","v":"STI_235"},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:K3233)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:L3233)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:M3233)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:N3233)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3233,COLUMNS($J$2:O3233)),\"\")","v":"235  At the same time, a formal Partnership Management Team approach was introduced for each partnership, led by a Partnership Director who acts as the key point of contact with the partner, ensuring effective communications, undertakes visits to the partner, and ensures the partner satisfies the University's quality and standards requirements set out in the International Partnership Handbook. A Partnership Committee chaired by the Partnership Director was also established for each partnership and includes members from the University and the partner.  "}]
[{"$f":"IF('> FILTER <'!B3235<>\"\",ROW(OFFSET(A3234,-1,0)),\"\")","v":3233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3235)),A3234,\"\")","v":3233},{"$f":"IFERROR(SMALL(Helper2_1,A3234),\"\")","v":3233},null,3233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3235)),$A3234,\"\")","v":3233},{"$f":"IFERROR(SMALL(Helper2_2,A3234),\"\")","v":3233},{"$f":"COUNTIF(Helper3_1,\"=\"&G3234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3234)=1, G3234, \"\")","v":3233},{"$f":"IFERROR(SMALL(Index_2,A3234),\"\")","v":3233},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:J3234)),\"\")","v":"STI_236"},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:K3234)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:L3234)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:M3234)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:N3234)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3234,COLUMNS($J$2:O3234)),\"\")","v":"236  The International Partnerships Handbook was approved by ESEC in February 2021 and aligns with the QAA guidance on managing international collaborations and the UK Quality Code. The Handbook outlines the University's policy and processes for managing its TNE and articulation arrangements, setting out separate processes for the enquiry, approval, operation and monitoring, and termination stages. The Handbook introduced a strengthened due diligence process, with the Partnership Management Team required to maintain the risk assessment."}]
[{"$f":"IF('> FILTER <'!B3236<>\"\",ROW(OFFSET(A3235,-1,0)),\"\")","v":3234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3236)),A3235,\"\")","v":3234},{"$f":"IFERROR(SMALL(Helper2_1,A3235),\"\")","v":3234},null,3234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3236)),$A3235,\"\")","v":3234},{"$f":"IFERROR(SMALL(Helper2_2,A3235),\"\")","v":3234},{"$f":"COUNTIF(Helper3_1,\"=\"&G3235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3235)=1, G3235, \"\")","v":3234},{"$f":"IFERROR(SMALL(Index_2,A3235),\"\")","v":3234},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:J3235)),\"\")","v":"STI_237"},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:K3235)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:L3235)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:M3235)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:N3235)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3235,COLUMNS($J$2:O3235)),\"\")","v":"237  Any new partnership is considered in terms of supporting the University to meet its strategic objectives, with proposals considered against four key questions set out in the International Partnership Handbook. The ELIR team noted that the mode of interaction between the University and a potential partner is not included in this list of questions. During discussions with staff, it was clear that the University is willing to consider a range of modes of interaction, as confirmed by the variety of existing partnerships. While this approach presents challenges with scalability, sharing of best practice and standardisation of processes, it does facilitate the negotiation of agreements with institutions of considerable international reputation. "}]
[{"$f":"IF('> FILTER <'!B3237<>\"\",ROW(OFFSET(A3236,-1,0)),\"\")","v":3235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3237)),A3236,\"\")","v":3235},{"$f":"IFERROR(SMALL(Helper2_1,A3236),\"\")","v":3235},null,3235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3237)),$A3236,\"\")","v":3235},{"$f":"IFERROR(SMALL(Helper2_2,A3236),\"\")","v":3235},{"$f":"COUNTIF(Helper3_1,\"=\"&G3236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3236)=1, G3236, \"\")","v":3235},{"$f":"IFERROR(SMALL(Index_2,A3236),\"\")","v":3235},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:J3236)),\"\")","v":"STI_238"},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:K3236)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:L3236)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:M3236)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:N3236)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3236,COLUMNS($J$2:O3236)),\"\")","v":"238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "}]
[{"$f":"IF('> FILTER <'!B3238<>\"\",ROW(OFFSET(A3237,-1,0)),\"\")","v":3236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3238)),A3237,\"\")","v":3236},{"$f":"IFERROR(SMALL(Helper2_1,A3237),\"\")","v":3236},null,3236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3238)),$A3237,\"\")","v":3236},{"$f":"IFERROR(SMALL(Helper2_2,A3237),\"\")","v":3236},{"$f":"COUNTIF(Helper3_1,\"=\"&G3237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3237)=1, G3237, \"\")","v":3236},{"$f":"IFERROR(SMALL(Index_2,A3237),\"\")","v":3236},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:J3237)),\"\")","v":"STI_238"},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:K3237)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:L3237)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:M3237)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:N3237)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3237,COLUMNS($J$2:O3237)),\"\")","v":"238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "}]
[{"$f":"IF('> FILTER <'!B3239<>\"\",ROW(OFFSET(A3238,-1,0)),\"\")","v":3237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3239)),A3238,\"\")","v":3237},{"$f":"IFERROR(SMALL(Helper2_1,A3238),\"\")","v":3237},null,3237,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3239)),$A3238,\"\")","v":3237},{"$f":"IFERROR(SMALL(Helper2_2,A3238),\"\")","v":3237},{"$f":"COUNTIF(Helper3_1,\"=\"&G3238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3238)=1, G3238, \"\")","v":3237},{"$f":"IFERROR(SMALL(Index_2,A3238),\"\")","v":3237},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:J3238)),\"\")","v":"STI_238"},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:K3238)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:L3238)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:M3238)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:N3238)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3238,COLUMNS($J$2:O3238)),\"\")","v":"238  Programmes delivered through collaborative partnerships are subject to institution-led review as part of the University's Learning and Teaching Review process (paragraphs 187-193). The arrangements for the annual monitoring of TNE provision are set out in the International Partnership Handbook, with Annual Partnership Reports produced. The ELIR team understands that these arrangements for annual monitoring were recently introduced by ESEC but because of the COVID-19 pandemic, the process did not start until autumn 2020, with the first reports available at the end of the 2020-21 academic year. No reports were available at the time of this ELIR. "}]
[{"$f":"IF('> FILTER <'!B3240<>\"\",ROW(OFFSET(A3239,-1,0)),\"\")","v":3238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3240)),A3239,\"\")","v":3238},{"$f":"IFERROR(SMALL(Helper2_1,A3239),\"\")","v":3238},null,3238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3240)),$A3239,\"\")","v":3238},{"$f":"IFERROR(SMALL(Helper2_2,A3239),\"\")","v":3238},{"$f":"COUNTIF(Helper3_1,\"=\"&G3239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3239)=1, G3239, \"\")","v":3238},{"$f":"IFERROR(SMALL(Index_2,A3239),\"\")","v":3238},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:J3239)),\"\")","v":"STI_239"},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:K3239)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:L3239)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:M3239)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:N3239)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3239,COLUMNS($J$2:O3239)),\"\")","v":"239  External examiners are normally appointed to cover both the collaborative and home campus provision of a module. The ELIR team were content that the University's policy of appointing Subject and Faculty Chief Examiners (paragraph 198), together with its processes for the management of module and award boards, ensures effective scrutiny and comparison of module results across all of the delivery partners involved. "}]
[{"$f":"IF('> FILTER <'!B3241<>\"\",ROW(OFFSET(A3240,-1,0)),\"\")","v":3239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3241)),A3240,\"\")","v":3239},{"$f":"IFERROR(SMALL(Helper2_1,A3240),\"\")","v":3239},null,3239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3241)),$A3240,\"\")","v":3239},{"$f":"IFERROR(SMALL(Helper2_2,A3240),\"\")","v":3239},{"$f":"COUNTIF(Helper3_1,\"=\"&G3240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3240)=1, G3240, \"\")","v":3239},{"$f":"IFERROR(SMALL(Index_2,A3240),\"\")","v":3239},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:J3240)),\"\")","v":"STI_239"},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:K3240)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:L3240)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:M3240)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:N3240)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3240,COLUMNS($J$2:O3240)),\"\")","v":"239  External examiners are normally appointed to cover both the collaborative and home campus provision of a module. The ELIR team were content that the University's policy of appointing Subject and Faculty Chief Examiners (paragraph 198), together with its processes for the management of module and award boards, ensures effective scrutiny and comparison of module results across all of the delivery partners involved. "}]
[{"$f":"IF('> FILTER <'!B3242<>\"\",ROW(OFFSET(A3241,-1,0)),\"\")","v":3240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3242)),A3241,\"\")","v":3240},{"$f":"IFERROR(SMALL(Helper2_1,A3241),\"\")","v":3240},null,3240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3242)),$A3241,\"\")","v":3240},{"$f":"IFERROR(SMALL(Helper2_2,A3241),\"\")","v":3240},{"$f":"COUNTIF(Helper3_1,\"=\"&G3241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3241)=1, G3241, \"\")","v":3240},{"$f":"IFERROR(SMALL(Index_2,A3241),\"\")","v":3240},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:J3241)),\"\")","v":"STI_240"},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:K3241)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:L3241)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:M3241)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:N3241)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3241,COLUMNS($J$2:O3241)),\"\")","v":"240  At the time of this review, the ELIR team learned the University has recently decided to end its long-term partnership with Muscat College. The International Partnerships Handbook describes the procedures for terminating a collaborative partnership. It details the requirement for transitional arrangements to be put in place to ensure any students on the programme can complete their award, including consideration of any existing students who have been granted a leave of absence or have re-assessment opportunities remaining. Guidance and support must be put in place for any remaining students on the terminating programme, and it is a requirement that existing monitoring and reporting of the partnership will be in place during 'teach-out' arrangements for students and any transfer of provision is completed."}]
[{"$f":"IF('> FILTER <'!B3243<>\"\",ROW(OFFSET(A3242,-1,0)),\"\")","v":3241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3243)),A3242,\"\")","v":3241},{"$f":"IFERROR(SMALL(Helper2_1,A3242),\"\")","v":3241},null,3241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3243)),$A3242,\"\")","v":3241},{"$f":"IFERROR(SMALL(Helper2_2,A3242),\"\")","v":3241},{"$f":"COUNTIF(Helper3_1,\"=\"&G3242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3242)=1, G3242, \"\")","v":3241},{"$f":"IFERROR(SMALL(Index_2,A3242),\"\")","v":3241},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:J3242)),\"\")","v":"STI_241"},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:K3242)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:L3242)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:M3242)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:N3242)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3242,COLUMNS($J$2:O3242)),\"\")","v":"241  It was evident to the ELIR team that the University has appropriate mechanisms in place to evaluate and monitor the quality of the learning and teaching and broader student experience at each of its partnerships. While seeking to work with a partner to rectify any concerns that the University may have, it is ultimately willing to terminate partnerships where these no longer meet its strategic intentions."}]
[{"$f":"IF('> FILTER <'!B3244<>\"\",ROW(OFFSET(A3243,-1,0)),\"\")","v":3242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3244)),A3243,\"\")","v":3242},{"$f":"IFERROR(SMALL(Helper2_1,A3243),\"\")","v":3242},null,3242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3244)),$A3243,\"\")","v":3242},{"$f":"IFERROR(SMALL(Helper2_2,A3243),\"\")","v":3242},{"$f":"COUNTIF(Helper3_1,\"=\"&G3243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3243)=1, G3243, \"\")","v":3242},{"$f":"IFERROR(SMALL(Index_2,A3243),\"\")","v":3242},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:J3243)),\"\")","v":"STI_242"},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:K3243)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:L3243)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:M3243)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:N3243)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3243,COLUMNS($J$2:O3243)),\"\")","v":"242  Responsibility for the strategic enhancement of the student learning experience, both on and off the home campus, lies with the Deputy Principal (Education and Students) who is supported in this area by the Dean for Student Experience and the Dean for Teaching Quality Enhancement. The University considers it to be of central importance that students at its collaborative partners consider themselves as University of Stirling students and aims to offer an equivalent experience to students, wherever they study. To achieve this, the University uses a number of approaches including regular communications, prioritising direct contact between the students and Stirling staff, teaching the same curriculum at both the Stirling campus and at the partner, students being able to enrol in the My Stirling award scheme, which recognises extra-curricular activities and achievements, and ensuring student feedback, gathered through surveys and SSFCs, is considered by the University. Students from a range of the University's TNE partners confirmed they felt connected with the University of Stirling and considered themselves to be students of the University."}]
[{"$f":"IF('> FILTER <'!B3245<>\"\",ROW(OFFSET(A3244,-1,0)),\"\")","v":3243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3245)),A3244,\"\")","v":3243},{"$f":"IFERROR(SMALL(Helper2_1,A3244),\"\")","v":3243},null,3243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3245)),$A3244,\"\")","v":3243},{"$f":"IFERROR(SMALL(Helper2_2,A3244),\"\")","v":3243},{"$f":"COUNTIF(Helper3_1,\"=\"&G3244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3244)=1, G3244, \"\")","v":3243},{"$f":"IFERROR(SMALL(Index_2,A3244),\"\")","v":3243},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:J3244)),\"\")","v":"STI_243"},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:K3244)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:L3244)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:M3244)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:N3244)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3244,COLUMNS($J$2:O3244)),\"\")","v":"243  The University confirmed that during the COVID-19 pandemic, the DIP worked with the University's TNE partners to employ a number of measures to ensure students could continue with their teaching and learning. These included adjustments to assessments, moving teaching that would normally have been delivered face-to-face by flying faculty online, and supporting the provision of appropriate software to support learning."}]
[{"$f":"IF('> FILTER <'!B3246<>\"\",ROW(OFFSET(A3245,-1,0)),\"\")","v":3244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3246)),A3245,\"\")","v":3244},{"$f":"IFERROR(SMALL(Helper2_1,A3245),\"\")","v":3244},null,3244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3246)),$A3245,\"\")","v":3244},{"$f":"IFERROR(SMALL(Helper2_2,A3245),\"\")","v":3244},{"$f":"COUNTIF(Helper3_1,\"=\"&G3245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3245)=1, G3245, \"\")","v":3244},{"$f":"IFERROR(SMALL(Index_2,A3245),\"\")","v":3244},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:J3245)),\"\")","v":"STI_243"},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:K3245)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:L3245)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:M3245)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:N3245)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3245,COLUMNS($J$2:O3245)),\"\")","v":"243  The University confirmed that during the COVID-19 pandemic, the DIP worked with the University's TNE partners to employ a number of measures to ensure students could continue with their teaching and learning. These included adjustments to assessments, moving teaching that would normally have been delivered face-to-face by flying faculty online, and supporting the provision of appropriate software to support learning."}]
[{"$f":"IF('> FILTER <'!B3247<>\"\",ROW(OFFSET(A3246,-1,0)),\"\")","v":3245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3247)),A3246,\"\")","v":3245},{"$f":"IFERROR(SMALL(Helper2_1,A3246),\"\")","v":3245},null,3245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3247)),$A3246,\"\")","v":3245},{"$f":"IFERROR(SMALL(Helper2_2,A3246),\"\")","v":3245},{"$f":"COUNTIF(Helper3_1,\"=\"&G3246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3246)=1, G3246, \"\")","v":3245},{"$f":"IFERROR(SMALL(Index_2,A3246),\"\")","v":3245},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:J3246)),\"\")","v":"STI_244"},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:K3246)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:L3246)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:M3246)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:N3246)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3246,COLUMNS($J$2:O3246)),\"\")","v":"244  Each TNE partnership is required to use a number of processes that collectively enable the University to assure and enhance the student experience. These include module feedback questionnaires, annual monitoring and reporting, and Learning and Teaching Review. This information is reviewed by the Partnership Management Team and the Associate Dean for Internationalisation, who are members of the Faculty Executive and Faculty Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B3248<>\"\",ROW(OFFSET(A3247,-1,0)),\"\")","v":3246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3248)),A3247,\"\")","v":3246},{"$f":"IFERROR(SMALL(Helper2_1,A3247),\"\")","v":3246},null,3246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3248)),$A3247,\"\")","v":3246},{"$f":"IFERROR(SMALL(Helper2_2,A3247),\"\")","v":3246},{"$f":"COUNTIF(Helper3_1,\"=\"&G3247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3247)=1, G3247, \"\")","v":3246},{"$f":"IFERROR(SMALL(Index_2,A3247),\"\")","v":3246},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:J3247)),\"\")","v":"STI_245"},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:K3247)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:L3247)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:M3247)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:N3247)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3247,COLUMNS($J$2:O3247)),\"\")","v":"245  Stirling Students' Union does not generally represent students studying at TNE partners or provide training for student representatives. However, these partners are expected to operate equivalent student representation arrangements to those operated by the University of Stirling. The Vice President for Education from the Students' Union acknowledges this is an area that the Students' Union need to progress, but plans had been impacted by the pandemic. The ELIR team learned that opportunities exist for student representatives from TNE partners to have their contribution recognised, appearing on their academic transcripts. Most TNE partners operate a system of class/module representatives who attendance Student Staff Feedback Committees.  "}]
[{"$f":"IF('> FILTER <'!B3249<>\"\",ROW(OFFSET(A3248,-1,0)),\"\")","v":3247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3249)),A3248,\"\")","v":3247},{"$f":"IFERROR(SMALL(Helper2_1,A3248),\"\")","v":3247},null,3247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3249)),$A3248,\"\")","v":3247},{"$f":"IFERROR(SMALL(Helper2_2,A3248),\"\")","v":3247},{"$f":"COUNTIF(Helper3_1,\"=\"&G3248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3248)=1, G3248, \"\")","v":3247},{"$f":"IFERROR(SMALL(Index_2,A3248),\"\")","v":3247},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:J3248)),\"\")","v":"STI_246"},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:K3248)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:L3248)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:M3248)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:N3248)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3248,COLUMNS($J$2:O3248)),\"\")","v":"246  Student feedback is reviewed at Partnership Management Team Meetings and interim mid-agreement review. TNE students met by the team confirmed that appropriate systems were in place to gather and respond to their feedback including Student Staff Feedback Committees, module surveys conducted by the University and/or the partner, and less formal meetings with staff. They also gave examples of changes that had been made in response to their feedback."}]
[{"$f":"IF('> FILTER <'!B3250<>\"\",ROW(OFFSET(A3249,-1,0)),\"\")","v":3248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3250)),A3249,\"\")","v":3248},{"$f":"IFERROR(SMALL(Helper2_1,A3249),\"\")","v":3248},null,3248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3250)),$A3249,\"\")","v":3248},{"$f":"IFERROR(SMALL(Helper2_2,A3249),\"\")","v":3248},{"$f":"COUNTIF(Helper3_1,\"=\"&G3249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3249)=1, G3249, \"\")","v":3248},{"$f":"IFERROR(SMALL(Index_2,A3249),\"\")","v":3248},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:J3249)),\"\")","v":"STI_247"},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:K3249)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:L3249)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:M3249)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:N3249)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3249,COLUMNS($J$2:O3249)),\"\")","v":"247  All students studying with collaborative partners have access to University of Stirling support services, to complement those at their local institution. Faculties work with the Director of Student Support Services to ensure similar services are available at the TNE partners. The VLE also provides information to staff and students about the resources and support available and how these can be accessed remotely. TNE students reported that, while the nature and extent of local provision varied, they all had remote access to the professional support services at Stirling. Professional services staff reported that employability was very popular with students at the collaborative partners. Employability is embedded in modules for TNE partners and faculties have employability officers who deliver direct support for TNE students."}]
[{"$f":"IF('> FILTER <'!B3251<>\"\",ROW(OFFSET(A3250,-1,0)),\"\")","v":3249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3251)),A3250,\"\")","v":3249},{"$f":"IFERROR(SMALL(Helper2_1,A3250),\"\")","v":3249},null,3249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3251)),$A3250,\"\")","v":3249},{"$f":"IFERROR(SMALL(Helper2_2,A3250),\"\")","v":3249},{"$f":"COUNTIF(Helper3_1,\"=\"&G3250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3250)=1, G3250, \"\")","v":3249},{"$f":"IFERROR(SMALL(Index_2,A3250),\"\")","v":3249},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:J3250)),\"\")","v":"STI_248"},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:K3250)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:L3250)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:M3250)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:N3250)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3250,COLUMNS($J$2:O3250)),\"\")","v":"248  TNE partnerships students confirmed that they felt equipped to access online resources, commenting specifically on the accessibility of the VLE and library online resources and lecture recordings of sessions delivered on the Stirling campus. A number also appreciated the efforts that are made by staff to ensure students can access learning resources in other formats if these are unavailable due to government restrictions in some countries. "}]
[{"$f":"IF('> FILTER <'!B3252<>\"\",ROW(OFFSET(A3251,-1,0)),\"\")","v":3250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3252)),A3251,\"\")","v":3250},{"$f":"IFERROR(SMALL(Helper2_1,A3251),\"\")","v":3250},null,3250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3252)),$A3251,\"\")","v":3250},{"$f":"IFERROR(SMALL(Helper2_2,A3251),\"\")","v":3250},{"$f":"COUNTIF(Helper3_1,\"=\"&G3251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3251)=1, G3251, \"\")","v":3250},{"$f":"IFERROR(SMALL(Index_2,A3251),\"\")","v":3250},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:J3251)),\"\")","v":"STI_249"},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:K3251)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:L3251)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:M3251)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:N3251)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3251,COLUMNS($J$2:O3251)),\"\")","v":"249  The International Partnerships Handbook sets out the University's expectations around the appointment of staff to support the delivery of TNE provision. The ELIR team understands that all academic development opportunities offered by the University are available to TNE staff, including attendance at the Learning and Teaching Conference and nomination for the Teaching Impact Awards (paragraph 168). The University has promoted the availability of its Postgraduate Certificate in Learning and Teaching in Higher Education to staff in TNE partners, but it was subsequently decided that the SFELTE was a more appropriate qualification route, as it is more contextualised, focuses on an individual's experience and is also available via online resources (paragraph 169).  "}]
[{"$f":"IF('> FILTER <'!B3253<>\"\",ROW(OFFSET(A3252,-1,0)),\"\")","v":3251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3253)),A3252,\"\")","v":3251},{"$f":"IFERROR(SMALL(Helper2_1,A3252),\"\")","v":3251},null,3251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3253)),$A3252,\"\")","v":3251},{"$f":"IFERROR(SMALL(Helper2_2,A3252),\"\")","v":3251},{"$f":"COUNTIF(Helper3_1,\"=\"&G3252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3252)=1, G3252, \"\")","v":3251},{"$f":"IFERROR(SMALL(Index_2,A3252),\"\")","v":3251},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:J3252)),\"\")","v":"STI_250"},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:K3252)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:L3252)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:M3252)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:N3252)),\"\")","v":"University of Stirling"},{"$f":"IFERROR(INDEX(AllData,$J3252,COLUMNS($J$2:O3252)),\"\")","v":"250  The University has made considerable progress since ELIR 3 and has introduced an effective approach for managing collaborative provision including arrangements for securing and maintaining academic standards and enhancing the student learning experience.  "}]
[{"$f":"IF('> FILTER <'!B3254<>\"\",ROW(OFFSET(A3253,-1,0)),\"\")","v":3252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3254)),A3253,\"\")","v":3252},{"$f":"IFERROR(SMALL(Helper2_1,A3253),\"\")","v":3252},null,3252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3254)),$A3253,\"\")","v":3252},{"$f":"IFERROR(SMALL(Helper2_2,A3253),\"\")","v":3252},{"$f":"COUNTIF(Helper3_1,\"=\"&G3253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3253)=1, G3253, \"\")","v":3252},{"$f":"IFERROR(SMALL(Index_2,A3253),\"\")","v":3252},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:J3253)),\"\")","v":"EDI_2"},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:K3253)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:L3253)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:M3253)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:N3253)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3253,COLUMNS($J$2:O3253)),\"\")","v":"2 The current Principal and Vice-Chancellor assumed their roles in February 2018 and a new strategic focus has been established. The University's strategic plan - 'Strategy 2030' launched in September 2019, established a values-led approach to teaching, research and innovation to provide a focus for the multiple strands and plans emerging from Strategy 2030. The University has seven core values relating to excellence, ambition, community, internationalism, locality and transformation. Under this revised approach to strategic development, the Learning and Teaching Strategy 2017 concluded in 2019-20. The previous role of Vice-Principal Learning and Teaching was reshaped into the role of Vice-Principal Students and a new appointment was made at the start of academic year 2019-20 to support the strategic approach to learning, teaching and the student experience. There are plans, delayed by the COVID-19 pandemic, for the new Vice-Principal Students to undertake a university-wide Curriculum Transformation Programme as the University moves toward a new phase of learning and teaching. "}]
[{"$f":"IF('> FILTER <'!B3255<>\"\",ROW(OFFSET(A3254,-1,0)),\"\")","v":3253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3255)),A3254,\"\")","v":3253},{"$f":"IFERROR(SMALL(Helper2_1,A3254),\"\")","v":3253},null,3253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3255)),$A3254,\"\")","v":3253},{"$f":"IFERROR(SMALL(Helper2_2,A3254),\"\")","v":3253},{"$f":"COUNTIF(Helper3_1,\"=\"&G3254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3254)=1, G3254, \"\")","v":3253},{"$f":"IFERROR(SMALL(Index_2,A3254),\"\")","v":3253},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:J3254)),\"\")","v":"EDI_3"},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:K3254)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:L3254)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:M3254)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:N3254)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3254,COLUMNS($J$2:O3254)),\"\")","v":"3 Edinburgh's academic structure is based on three colleges, each led by a Vice-Principal: the College of Arts, Humanities and Social Science (25,815 students in 2019-20); the College of Medicine and Veterinary Medicine (7,250 students in 2019-20); and the College of Science and Engineering (11,445 students in 2019-20). Colleges are, in turn, arranged in 20 schools, three deaneries (in the Edinburgh Medical School), and one centre (for Open Learning). The University has collaborative agreements leading to a joint University of Edinburgh qualification with 55 international institutions and seven UK institutions. The University has recently established a new interdisciplinary centre - the Edinburgh Futures Institute - with a focus on external collaboration and new ways of working and learning. A Doctoral College was established in January 2020 to coordinate and enhance postgraduate research student activities and experience across the University. "}]
[{"$f":"IF('> FILTER <'!B3256<>\"\",ROW(OFFSET(A3255,-1,0)),\"\")","v":3254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3256)),A3255,\"\")","v":3254},{"$f":"IFERROR(SMALL(Helper2_1,A3255),\"\")","v":3254},null,3254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3256)),$A3255,\"\")","v":3254},{"$f":"IFERROR(SMALL(Helper2_2,A3255),\"\")","v":3254},{"$f":"COUNTIF(Helper3_1,\"=\"&G3255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3255)=1, G3255, \"\")","v":3254},{"$f":"IFERROR(SMALL(Index_2,A3255),\"\")","v":3254},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:J3255)),\"\")","v":"EDI_4"},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:K3255)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:L3255)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:M3255)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:N3255)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3255,COLUMNS($J$2:O3255)),\"\")","v":"4 The University's response to the impact of COVID-19 has been managed through the establishment of the Adaptation and Renewal Team (ART), led by the Principal, which comprises of four main strands: research; students; estates and infrastructure; and reshaping. ART reports to the University Executive and its work aligns with the work of the Senate. At the time of the review visit, the ART was completing final meetings to be replaced by existing decision-making processes."}]
[{"$f":"IF('> FILTER <'!B3257<>\"\",ROW(OFFSET(A3256,-1,0)),\"\")","v":3255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3257)),A3256,\"\")","v":3255},{"$f":"IFERROR(SMALL(Helper2_1,A3256),\"\")","v":3255},null,3255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3257)),$A3256,\"\")","v":3255},{"$f":"IFERROR(SMALL(Helper2_2,A3256),\"\")","v":3255},{"$f":"COUNTIF(Helper3_1,\"=\"&G3256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3256)=1, G3256, \"\")","v":3255},{"$f":"IFERROR(SMALL(Index_2,A3256),\"\")","v":3255},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:J3256)),\"\")","v":"EDI_5"},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:K3256)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:L3256)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:M3256)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:N3256)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3256,COLUMNS($J$2:O3256)),\"\")","v":"5 Edinburgh is Scotland's largest university and among one of the largest in the UK by student population. In 2019-20, there were 44,510 students at the University made up of 26,785 undergraduate, 11,975 taught postgraduate, and 5,750 postgraduate research students. Of the total student population: 4,300 were non-graduating and visiting students;[1] 1,955 postgraduate students writing up; and 3,360 online students living abroad. Scottish students make up 26% of the total (11,455) with 25% from the rest of the UK (11, 215), 12% from the EU (5,380), and 37% overseas (16,375).[2] "}]
[{"$f":"IF('> FILTER <'!B3258<>\"\",ROW(OFFSET(A3257,-1,0)),\"\")","v":3256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3258)),A3257,\"\")","v":3256},{"$f":"IFERROR(SMALL(Helper2_1,A3257),\"\")","v":3256},null,3256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3258)),$A3257,\"\")","v":3256},{"$f":"IFERROR(SMALL(Helper2_2,A3257),\"\")","v":3256},{"$f":"COUNTIF(Helper3_1,\"=\"&G3257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3257)=1, G3257, \"\")","v":3256},{"$f":"IFERROR(SMALL(Index_2,A3257),\"\")","v":3256},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:J3257)),\"\")","v":"EDI_6"},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:K3257)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:L3257)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:M3257)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:N3257)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3257,COLUMNS($J$2:O3257)),\"\")","v":"6 The University has seen a significant and rapid growth in student population since the last ELIR in 2015. Total population has grown by 34% with a 23% growth in undergraduate numbers and 56% in postgraduate. Growth has largely been accounted for by overseas students which now make up a larger proportion of the whole student population (37% in 2019-20). There has also been a large rise in the number of online students - mostly taught master's - with a rise of 42% to 3,620 students in 2019-20. While growth has been the defining feature of the student population over the past five years, the new Strategy 2030 states that the University will not be aiming for growth for growth's sake and foresees stable undergraduate numbers, though postgraduate numbers will grow. "}]
[{"$f":"IF('> FILTER <'!B3259<>\"\",ROW(OFFSET(A3258,-1,0)),\"\")","v":3257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3259)),A3258,\"\")","v":3257},{"$f":"IFERROR(SMALL(Helper2_1,A3258),\"\")","v":3257},null,3257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3259)),$A3258,\"\")","v":3257},{"$f":"IFERROR(SMALL(Helper2_2,A3258),\"\")","v":3257},{"$f":"COUNTIF(Helper3_1,\"=\"&G3258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3258)=1, G3258, \"\")","v":3257},{"$f":"IFERROR(SMALL(Index_2,A3258),\"\")","v":3257},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:J3258)),\"\")","v":"EDI_7"},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:K3258)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:L3258)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:M3258)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:N3258)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3258,COLUMNS($J$2:O3258)),\"\")","v":"7 The ELIR team explored the reasons for, and impact of, the rapid growth in student numbers. The University recognise that this was to some extent unplanned and, during the ELIR, staff and students provided the team with examples where this growth negatively affected the student experience by placing strain on physical and human resources. The ELIR team noted that the University's ability to plan and control growth was made complex by the University's decentralised structure. "}]
[{"$f":"IF('> FILTER <'!B3260<>\"\",ROW(OFFSET(A3259,-1,0)),\"\")","v":3258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3260)),A3259,\"\")","v":3258},{"$f":"IFERROR(SMALL(Helper2_1,A3259),\"\")","v":3258},null,3258,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3260)),$A3259,\"\")","v":3258},{"$f":"IFERROR(SMALL(Helper2_2,A3259),\"\")","v":3258},{"$f":"COUNTIF(Helper3_1,\"=\"&G3259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3259)=1, G3259, \"\")","v":3258},{"$f":"IFERROR(SMALL(Index_2,A3259),\"\")","v":3258},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:J3259)),\"\")","v":"EDI_8"},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:K3259)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:L3259)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:M3259)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:N3259)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3259,COLUMNS($J$2:O3259)),\"\")","v":"8 Progression rates for undergraduate students improved over the four-year period to 2018-19, rising from 84.8% progression from year one to two in 2014-15 to 91.1% in 2018-19. Within this overall picture, black and minority ethnic, and disabled students are among the groups who are less likely to progress, though the gaps have also been improving over the past few years. "}]
[{"$f":"IF('> FILTER <'!B3261<>\"\",ROW(OFFSET(A3260,-1,0)),\"\")","v":3259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3261)),A3260,\"\")","v":3259},{"$f":"IFERROR(SMALL(Helper2_1,A3260),\"\")","v":3259},null,3259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3261)),$A3260,\"\")","v":3259},{"$f":"IFERROR(SMALL(Helper2_2,A3260),\"\")","v":3259},{"$f":"COUNTIF(Helper3_1,\"=\"&G3260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3260)=1, G3260, \"\")","v":3259},{"$f":"IFERROR(SMALL(Index_2,A3260),\"\")","v":3259},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:J3260)),\"\")","v":"EDI_8"},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:K3260)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:L3260)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:M3260)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:N3260)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3260,COLUMNS($J$2:O3260)),\"\")","v":"8 Progression rates for undergraduate students improved over the four-year period to 2018-19, rising from 84.8% progression from year one to two in 2014-15 to 91.1% in 2018-19. Within this overall picture, black and minority ethnic, and disabled students are among the groups who are less likely to progress, though the gaps have also been improving over the past few years. "}]
[{"$f":"IF('> FILTER <'!B3262<>\"\",ROW(OFFSET(A3261,-1,0)),\"\")","v":3260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3262)),A3261,\"\")","v":3260},{"$f":"IFERROR(SMALL(Helper2_1,A3261),\"\")","v":3260},null,3260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3262)),$A3261,\"\")","v":3260},{"$f":"IFERROR(SMALL(Helper2_2,A3261),\"\")","v":3260},{"$f":"COUNTIF(Helper3_1,\"=\"&G3261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3261)=1, G3261, \"\")","v":3260},{"$f":"IFERROR(SMALL(Index_2,A3261),\"\")","v":3260},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:J3261)),\"\")","v":"EDI_9"},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:K3261)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:L3261)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:M3261)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:N3261)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3261,COLUMNS($J$2:O3261)),\"\")","v":"9 The University's intake of Scottish domiciled students includes 11.4% from the 20% most deprived postcodes as defined in the Scottish Index of Multiple Deprivation (SIMD20) in 2019-20. Retention rates for SIMD20 students were 83.2% in 2018-19 compared with non-SIMD20 students at 91.9%. "}]
[{"$f":"IF('> FILTER <'!B3263<>\"\",ROW(OFFSET(A3262,-1,0)),\"\")","v":3261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3263)),A3262,\"\")","v":3261},{"$f":"IFERROR(SMALL(Helper2_1,A3262),\"\")","v":3261},null,3261,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3263)),$A3262,\"\")","v":3261},{"$f":"IFERROR(SMALL(Helper2_2,A3262),\"\")","v":3261},{"$f":"COUNTIF(Helper3_1,\"=\"&G3262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3262)=1, G3262, \"\")","v":3261},{"$f":"IFERROR(SMALL(Index_2,A3262),\"\")","v":3261},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:J3262)),\"\")","v":"EDI_10"},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:K3262)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:L3262)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:M3262)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:N3262)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3262,COLUMNS($J$2:O3262)),\"\")","v":"10 The University has collaborative agreements leading to a joint University of Edinburgh qualification with 55 international institutions and seven UK institutions (in 2019-20, there were 715 students on joint programmes and 53 students on joint/dual PhD programmes)."}]
[{"$f":"IF('> FILTER <'!B3264<>\"\",ROW(OFFSET(A3263,-1,0)),\"\")","v":3262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3264)),A3263,\"\")","v":3262},{"$f":"IFERROR(SMALL(Helper2_1,A3263),\"\")","v":3262},null,3262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3264)),$A3263,\"\")","v":3262},{"$f":"IFERROR(SMALL(Helper2_2,A3263),\"\")","v":3262},{"$f":"COUNTIF(Helper3_1,\"=\"&G3263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3263)=1, G3263, \"\")","v":3262},{"$f":"IFERROR(SMALL(Index_2,A3263),\"\")","v":3262},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:J3263)),\"\")","v":"EDI_11"},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:K3263)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:L3263)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:M3263)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:N3263)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3263,COLUMNS($J$2:O3263)),\"\")","v":"11 The University's preparations for ELIR were led by the Assistant Principal Academic Standards and Quality Assurance and a small team including the Students' Association VP Education. The team sought input to drafts and engaged widely with staff and students. Initially, the Learning and Teaching Policy Group provided advice and guidance to the ELIR preparation team, and agreed the contextual themes. Since that group's dissolution, Senate committees have generally overseen the preparations."}]
[{"$f":"IF('> FILTER <'!B3265<>\"\",ROW(OFFSET(A3264,-1,0)),\"\")","v":3263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3265)),A3264,\"\")","v":3263},{"$f":"IFERROR(SMALL(Helper2_1,A3264),\"\")","v":3263},null,3263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3265)),$A3264,\"\")","v":3263},{"$f":"IFERROR(SMALL(Helper2_2,A3264),\"\")","v":3263},{"$f":"COUNTIF(Helper3_1,\"=\"&G3264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3264)=1, G3264, \"\")","v":3263},{"$f":"IFERROR(SMALL(Index_2,A3264),\"\")","v":3263},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:J3264)),\"\")","v":"EDI_12"},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:K3264)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:L3264)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:M3264)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:N3264)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3264,COLUMNS($J$2:O3264)),\"\")","v":"12 The University agreed five contextual themes and tested these with staff and students via consultation. The five themes are: teaching and academic careers, student community and student voices, student support, widening participation, student skills and employability."}]
[{"$f":"IF('> FILTER <'!B3266<>\"\",ROW(OFFSET(A3265,-1,0)),\"\")","v":3264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3266)),A3265,\"\")","v":3264},{"$f":"IFERROR(SMALL(Helper2_1,A3265),\"\")","v":3264},null,3264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3266)),$A3265,\"\")","v":3264},{"$f":"IFERROR(SMALL(Helper2_2,A3265),\"\")","v":3264},{"$f":"COUNTIF(Helper3_1,\"=\"&G3265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3265)=1, G3265, \"\")","v":3264},{"$f":"IFERROR(SMALL(Index_2,A3265),\"\")","v":3264},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:J3265)),\"\")","v":"EDI_13"},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:K3265)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:L3265)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:M3265)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:N3265)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3265,COLUMNS($J$2:O3265)),\"\")","v":"13 The ELIR team explored these themes with university staff and were able to confirm that they did reflect the strategic priorities and emerging action underway at Edinburgh. The University acknowledges that assessment and feedback is also an area which needs exploration, but chose not to make it a contextual theme as it did not emerge from the consultation process as a significant priority for students. The team consider that this could have been a useful additional contextual theme for the University to recognise, and it was explored with staff and students during the review (see paragraphs 54-60). "}]
[{"$f":"IF('> FILTER <'!B3267<>\"\",ROW(OFFSET(A3266,-1,0)),\"\")","v":3265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3267)),A3266,\"\")","v":3265},{"$f":"IFERROR(SMALL(Helper2_1,A3266),\"\")","v":3265},null,3265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3267)),$A3266,\"\")","v":3265},{"$f":"IFERROR(SMALL(Helper2_2,A3266),\"\")","v":3265},{"$f":"COUNTIF(Helper3_1,\"=\"&G3266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3266)=1, G3266, \"\")","v":3265},{"$f":"IFERROR(SMALL(Index_2,A3266),\"\")","v":3265},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:J3266)),\"\")","v":"EDI_14"},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:K3266)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:L3266)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:M3266)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:N3266)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3266,COLUMNS($J$2:O3266)),\"\")","v":"14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."}]
[{"$f":"IF('> FILTER <'!B3268<>\"\",ROW(OFFSET(A3267,-1,0)),\"\")","v":3266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3268)),A3267,\"\")","v":3266},{"$f":"IFERROR(SMALL(Helper2_1,A3267),\"\")","v":3266},null,3266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3268)),$A3267,\"\")","v":3266},{"$f":"IFERROR(SMALL(Helper2_2,A3267),\"\")","v":3266},{"$f":"COUNTIF(Helper3_1,\"=\"&G3267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3267)=1, G3267, \"\")","v":3266},{"$f":"IFERROR(SMALL(Index_2,A3267),\"\")","v":3266},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:J3267)),\"\")","v":"EDI_14"},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:K3267)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:L3267)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:M3267)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:N3267)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3267,COLUMNS($J$2:O3267)),\"\")","v":"14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."}]
[{"$f":"IF('> FILTER <'!B3269<>\"\",ROW(OFFSET(A3268,-1,0)),\"\")","v":3267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3269)),A3268,\"\")","v":3267},{"$f":"IFERROR(SMALL(Helper2_1,A3268),\"\")","v":3267},null,3267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3269)),$A3268,\"\")","v":3267},{"$f":"IFERROR(SMALL(Helper2_2,A3268),\"\")","v":3267},{"$f":"COUNTIF(Helper3_1,\"=\"&G3268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3268)=1, G3268, \"\")","v":3267},{"$f":"IFERROR(SMALL(Index_2,A3268),\"\")","v":3267},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:J3268)),\"\")","v":"EDI_14"},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:K3268)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:L3268)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:M3268)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:N3268)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3268,COLUMNS($J$2:O3268)),\"\")","v":"14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."}]
[{"$f":"IF('> FILTER <'!B3270<>\"\",ROW(OFFSET(A3269,-1,0)),\"\")","v":3268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3270)),A3269,\"\")","v":3268},{"$f":"IFERROR(SMALL(Helper2_1,A3269),\"\")","v":3268},null,3268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3270)),$A3269,\"\")","v":3268},{"$f":"IFERROR(SMALL(Helper2_2,A3269),\"\")","v":3268},{"$f":"COUNTIF(Helper3_1,\"=\"&G3269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3269)=1, G3269, \"\")","v":3268},{"$f":"IFERROR(SMALL(Index_2,A3269),\"\")","v":3268},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:J3269)),\"\")","v":"EDI_14"},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:K3269)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:L3269)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:M3269)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:N3269)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3269,COLUMNS($J$2:O3269)),\"\")","v":"14 The ELIR held in 2015 set out four areas for development. The ELIR team was able to confirm that the University had addressed the development concerns expressed in relation to two of these areas: the research student experience (paragraphs 63-68), and student representation at school and college levels (paragraphs 16-24). Work has been undertaken on the other two areas for development: the Personal Tutor System (paragraphs 39-42), and assessment and feedback (paragraphs 54-60); however, in both cases work is ongoing, and the concerns identified in 2015 in both areas remain unresolved. The team explored the reasons for the delays in progress in the latter two areas identified for development, as well as the slow pace of change at Edinburgh more generally (paragraphs 97-102)."}]
[{"$f":"IF('> FILTER <'!B3271<>\"\",ROW(OFFSET(A3270,-1,0)),\"\")","v":3269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3271)),A3270,\"\")","v":3269},{"$f":"IFERROR(SMALL(Helper2_1,A3270),\"\")","v":3269},null,3269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3271)),$A3270,\"\")","v":3269},{"$f":"IFERROR(SMALL(Helper2_2,A3270),\"\")","v":3269},{"$f":"COUNTIF(Helper3_1,\"=\"&G3270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3270)=1, G3270, \"\")","v":3269},{"$f":"IFERROR(SMALL(Index_2,A3270),\"\")","v":3269},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:J3270)),\"\")","v":"EDI_15"},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:K3270)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:L3270)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:M3270)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:N3270)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3270,COLUMNS($J$2:O3270)),\"\")","v":"15 The University engages fully with the Students' Association who was closely involved in preparations for the ELIR, with the VP Education a member of the key preparation team. Draft chapters of the Reflective Analysis were accessible to students and, more specifically, student focus groups were run on key areas. Comments were invited on draft chapters from staff and students via the Teaching Matters blog. The University made a particular effort to engage students in the ELIR preparations, employing a PhD intern to develop materials such as a briefing video and an ELIR Quick Facts document as well as the regular contributions to the Teaching Matters blog. The ELIR team was able to conclude that the close working with the Students' Association, and students more generally, ensured that current student concerns were well-reflected in the reflective analysis and covered in the review itself. "}]
[{"$f":"IF('> FILTER <'!B3272<>\"\",ROW(OFFSET(A3271,-1,0)),\"\")","v":3270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3272)),A3271,\"\")","v":3270},{"$f":"IFERROR(SMALL(Helper2_1,A3271),\"\")","v":3270},null,3270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3272)),$A3271,\"\")","v":3270},{"$f":"IFERROR(SMALL(Helper2_2,A3271),\"\")","v":3270},{"$f":"COUNTIF(Helper3_1,\"=\"&G3271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3271)=1, G3271, \"\")","v":3270},{"$f":"IFERROR(SMALL(Index_2,A3271),\"\")","v":3270},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:J3271)),\"\")","v":"EDI_16"},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:K3271)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:L3271)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:M3271)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:N3271)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3271,COLUMNS($J$2:O3271)),\"\")","v":"16 The University has effective arrangements in place to support the engagement of students in the assurance and enhancement of their learning experience. This is evidenced by the culture of partnership between the University and the Edinburgh University Students' Association, and is supported by a range of mechanisms, through which the student voice is routinely harnessed to support enhancement across the University. "}]
[{"$f":"IF('> FILTER <'!B3273<>\"\",ROW(OFFSET(A3272,-1,0)),\"\")","v":3271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3273)),A3272,\"\")","v":3271},{"$f":"IFERROR(SMALL(Helper2_1,A3272),\"\")","v":3271},null,3271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3273)),$A3272,\"\")","v":3271},{"$f":"IFERROR(SMALL(Helper2_2,A3272),\"\")","v":3271},{"$f":"COUNTIF(Helper3_1,\"=\"&G3272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3272)=1, G3272, \"\")","v":3271},{"$f":"IFERROR(SMALL(Index_2,A3272),\"\")","v":3271},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:J3272)),\"\")","v":"EDI_17"},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:K3272)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:L3272)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:M3272)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:N3272)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3272,COLUMNS($J$2:O3272)),\"\")","v":"17 Students are primarily engaged in university decision-making processes through the student representative system. The ELIR team was made aware of significant changes that had been made to this system to enhance its operation and ensure a consistent approach to student representation across the University. Implemented from the 2018-19 academic year, these changes have included a review of the principles underpinning operation of the Staff Student Liaison Committees (SSLCs), extending student representatives' access to data on the student experience, and a transition from a course-level representation system to a programme-level model. While recognising these initiatives were at an early stage, feedback from staff and students on the overarching structural changes was largely positive. Students who met with the team indicated that they were generally aware of who their student representatives were and how the feedback they provided influenced change within the University, although notably this tended to vary between schools, at both undergraduate and postgraduate level."}]
[{"$f":"IF('> FILTER <'!B3274<>\"\",ROW(OFFSET(A3273,-1,0)),\"\")","v":3272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3274)),A3273,\"\")","v":3272},{"$f":"IFERROR(SMALL(Helper2_1,A3273),\"\")","v":3272},null,3272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3274)),$A3273,\"\")","v":3272},{"$f":"IFERROR(SMALL(Helper2_2,A3273),\"\")","v":3272},{"$f":"COUNTIF(Helper3_1,\"=\"&G3273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3273)=1, G3273, \"\")","v":3272},{"$f":"IFERROR(SMALL(Index_2,A3273),\"\")","v":3272},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:J3273)),\"\")","v":"EDI_18"},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:K3273)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:L3273)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:M3273)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:N3273)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3273,COLUMNS($J$2:O3273)),\"\")","v":"18 The recruitment and training of student representatives is managed by the Students' Association. The ELIR team learned that the move to a programme-based representation model had reduced the number of representatives across the University, enabling the return to in-person induction training for all representatives. Student representatives who had attended this training spoke positively to the team on its value in preparing them for their role. Further to initial induction training, student representatives are provided with a range of additional opportunities to support their continuing professional development, including skills-based training workshops. In response to the recent COVID-19 pandemic, a number of these workshops had focused on supporting effective online engagement with students."}]
[{"$f":"IF('> FILTER <'!B3275<>\"\",ROW(OFFSET(A3274,-1,0)),\"\")","v":3273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3275)),A3274,\"\")","v":3273},{"$f":"IFERROR(SMALL(Helper2_1,A3274),\"\")","v":3273},null,3273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3275)),$A3274,\"\")","v":3273},{"$f":"IFERROR(SMALL(Helper2_2,A3274),\"\")","v":3273},{"$f":"COUNTIF(Helper3_1,\"=\"&G3274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3274)=1, G3274, \"\")","v":3273},{"$f":"IFERROR(SMALL(Index_2,A3274),\"\")","v":3273},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:J3274)),\"\")","v":"EDI_19"},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:K3274)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:L3274)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:M3274)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:N3274)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3274,COLUMNS($J$2:O3274)),\"\")","v":"19 Feedback from student representatives is primarily considered through the University's Staff Student Liaison Committees (SSLCs). Schools have devolved authority to manage the organisation of their SSLCs, supported by centralised guidance from Academic Services and the Students' Association. While students reported to the ELIR team that they felt listened to by staff, they indicated that effectiveness of the SSLCs tended to vary across the institution. It was generally perceived by students that while the SSLCs provided an effective forum for addressing operational issues pertaining to course and programme delivery, more substantial concerns around the student experience often went unresolved. Students and staff who met with the team were unsure on the process for escalating unresolved issues beyond the school SSLCs. Since November 2019, the University has introduced a college-level SSLC within the College of Science and Engineering, primarily to explore synergies with other college committees, such as Quality, Learning and Teaching. The team viewed this as a positive development and would encourage the University to closely monitor the effectiveness of this change and consider the value of rolling out similar committees across the other colleges with a view to establishing more effective oversight of substantial or recurrent issues."}]
[{"$f":"IF('> FILTER <'!B3276<>\"\",ROW(OFFSET(A3275,-1,0)),\"\")","v":3274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3276)),A3275,\"\")","v":3274},{"$f":"IFERROR(SMALL(Helper2_1,A3275),\"\")","v":3274},null,3274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3276)),$A3275,\"\")","v":3274},{"$f":"IFERROR(SMALL(Helper2_2,A3275),\"\")","v":3274},{"$f":"COUNTIF(Helper3_1,\"=\"&G3275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3275)=1, G3275, \"\")","v":3274},{"$f":"IFERROR(SMALL(Index_2,A3275),\"\")","v":3274},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:J3275)),\"\")","v":"EDI_20"},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:K3275)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:L3275)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:M3275)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:N3275)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3275,COLUMNS($J$2:O3275)),\"\")","v":"20 Postgraduate (PG) students feel that they are included in representation at an institutional level, stating that they are made to feel welcome at meetings at all levels. The representative structure seems satisfactory for all PG students, although many PG research students expressed that they were not involved with the Students' Association as its activities are targeted to undergraduates. Postgraduate students were invited to take part in consultations for Strategy 2030, although it is not clear at this time how many and what demographics actually took part in this consultation."}]
[{"$f":"IF('> FILTER <'!B3277<>\"\",ROW(OFFSET(A3276,-1,0)),\"\")","v":3275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3277)),A3276,\"\")","v":3275},{"$f":"IFERROR(SMALL(Helper2_1,A3276),\"\")","v":3275},null,3275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3277)),$A3276,\"\")","v":3275},{"$f":"IFERROR(SMALL(Helper2_2,A3276),\"\")","v":3275},{"$f":"COUNTIF(Helper3_1,\"=\"&G3276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3276)=1, G3276, \"\")","v":3275},{"$f":"IFERROR(SMALL(Index_2,A3276),\"\")","v":3275},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:J3276)),\"\")","v":"EDI_20"},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:K3276)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:L3276)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:M3276)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:N3276)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3276,COLUMNS($J$2:O3276)),\"\")","v":"20 Postgraduate (PG) students feel that they are included in representation at an institutional level, stating that they are made to feel welcome at meetings at all levels. The representative structure seems satisfactory for all PG students, although many PG research students expressed that they were not involved with the Students' Association as its activities are targeted to undergraduates. Postgraduate students were invited to take part in consultations for Strategy 2030, although it is not clear at this time how many and what demographics actually took part in this consultation."}]
[{"$f":"IF('> FILTER <'!B3278<>\"\",ROW(OFFSET(A3277,-1,0)),\"\")","v":3276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3278)),A3277,\"\")","v":3276},{"$f":"IFERROR(SMALL(Helper2_1,A3277),\"\")","v":3276},null,3276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3278)),$A3277,\"\")","v":3276},{"$f":"IFERROR(SMALL(Helper2_2,A3277),\"\")","v":3276},{"$f":"COUNTIF(Helper3_1,\"=\"&G3277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3277)=1, G3277, \"\")","v":3276},{"$f":"IFERROR(SMALL(Index_2,A3277),\"\")","v":3276},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:J3277)),\"\")","v":"EDI_21"},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:K3277)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:L3277)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:M3277)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:N3277)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3277,COLUMNS($J$2:O3277)),\"\")","v":"21 Students studying with the University's collaborative partners are also provided with opportunities to engage in the enhancement of their learning experience, with the University embedding this as a key check within the early stages of the partnership development process. The ELIR team noted that, in specific cases, this had involved the University working with its partners to establish a representative system reflective of that in place in Edinburgh."}]
[{"$f":"IF('> FILTER <'!B3279<>\"\",ROW(OFFSET(A3278,-1,0)),\"\")","v":3277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3279)),A3278,\"\")","v":3277},{"$f":"IFERROR(SMALL(Helper2_1,A3278),\"\")","v":3277},null,3277,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3279)),$A3278,\"\")","v":3277},{"$f":"IFERROR(SMALL(Helper2_2,A3278),\"\")","v":3277},{"$f":"COUNTIF(Helper3_1,\"=\"&G3278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3278)=1, G3278, \"\")","v":3277},{"$f":"IFERROR(SMALL(Index_2,A3278),\"\")","v":3277},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:J3278)),\"\")","v":"EDI_22"},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:K3278)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:L3278)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:M3278)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:N3278)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3278,COLUMNS($J$2:O3278)),\"\")","v":"22 Students have the opportunity to contribute to university decision-making through membership of a college or university-level committee. Recruitment to these positions can be via university-level committees which include Sabbatical membership, whereby there is direct liaison (handover/internal induction supported by the Students' Association). In addition, the Students' Association also manage the recruitment process for some college and university-level committees which are open to both school and programme representatives. Induction is carried out by the appropriate area (including Academic Services and the Students' Association). The ELIR team noted that all students appointed to university committees receive a full induction, prior to joining, which is delivered by Academic Services."}]
[{"$f":"IF('> FILTER <'!B3280<>\"\",ROW(OFFSET(A3279,-1,0)),\"\")","v":3278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3280)),A3279,\"\")","v":3278},{"$f":"IFERROR(SMALL(Helper2_1,A3279),\"\")","v":3278},null,3278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3280)),$A3279,\"\")","v":3278},{"$f":"IFERROR(SMALL(Helper2_2,A3279),\"\")","v":3278},{"$f":"COUNTIF(Helper3_1,\"=\"&G3279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3279)=1, G3279, \"\")","v":3278},{"$f":"IFERROR(SMALL(Index_2,A3279),\"\")","v":3278},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:J3279)),\"\")","v":"EDI_23"},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:K3279)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:L3279)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:M3279)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:N3279)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3279,COLUMNS($J$2:O3279)),\"\")","v":"23 Throughout the ELIR, the team saw evidence of the extent of student partnership across the institution, noting the wholesale engagement of students as partners in decision-making, including on the University Executive. Through both formal representation on key university committees, and through more novel means - such as the Pulse Surveys designed to capture the views of students on key aspects of the University's Adaption and Renewal Programme (ART); students had been enabled to make a demonstrable contribution to university strategic thinking and planning. There was also evidence that students would be involved as key partners within the University's upcoming Curriculum Transformation Programme, ensuring they were provided with the opportunity to input directly into this wide-reaching strategic change programme. To this effect, the ELIR team commended the University's commitment to working in close partnership with its student body and recognised the steps the institution and Students' Association had taken to ensure extensive student involvement across university decision-making structures and change initiatives. The team viewed student membership of the University Executive and input to the Adaption and Renewal Team, as particularly positive. "}]
[{"$f":"IF('> FILTER <'!B3281<>\"\",ROW(OFFSET(A3280,-1,0)),\"\")","v":3279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3281)),A3280,\"\")","v":3279},{"$f":"IFERROR(SMALL(Helper2_1,A3280),\"\")","v":3279},null,3279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3281)),$A3280,\"\")","v":3279},{"$f":"IFERROR(SMALL(Helper2_2,A3280),\"\")","v":3279},{"$f":"COUNTIF(Helper3_1,\"=\"&G3280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3280)=1, G3280, \"\")","v":3279},{"$f":"IFERROR(SMALL(Index_2,A3280),\"\")","v":3279},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:J3280)),\"\")","v":"EDI_24"},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:K3280)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:L3280)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:M3280)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:N3280)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3280,COLUMNS($J$2:O3280)),\"\")","v":"24 Academic Services and the Students' Association operate a competitive recruitment process to manage the recruitment and selection of students for participation in the University's Internal Periodic Review (IPR) process (see also paragraph 142). Students selected to participate within these reviews are provided with comprehensive training, delivered centrally by Academic Services and the Students' Association. Students who had attended these training sessions highlighted their value to the ELIR team, and staff viewed them as a very effective way to induct students in the IPR process. The team commended the institution on its highly-professionalised approach to supporting the recruitment, selection and training of students to effectively contribute to the University's IPR process. This centrally-delivered training is recognised by both staff and students as being key in enabling students to contribute meaningfully to the University's review processes. "}]
[{"$f":"IF('> FILTER <'!B3282<>\"\",ROW(OFFSET(A3281,-1,0)),\"\")","v":3280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3282)),A3281,\"\")","v":3280},{"$f":"IFERROR(SMALL(Helper2_1,A3281),\"\")","v":3280},null,3280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3282)),$A3281,\"\")","v":3280},{"$f":"IFERROR(SMALL(Helper2_2,A3281),\"\")","v":3280},{"$f":"COUNTIF(Helper3_1,\"=\"&G3281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3281)=1, G3281, \"\")","v":3280},{"$f":"IFERROR(SMALL(Index_2,A3281),\"\")","v":3280},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:J3281)),\"\")","v":"EDI_24"},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:K3281)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:L3281)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:M3281)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:N3281)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3281,COLUMNS($J$2:O3281)),\"\")","v":"24 Academic Services and the Students' Association operate a competitive recruitment process to manage the recruitment and selection of students for participation in the University's Internal Periodic Review (IPR) process (see also paragraph 142). Students selected to participate within these reviews are provided with comprehensive training, delivered centrally by Academic Services and the Students' Association. Students who had attended these training sessions highlighted their value to the ELIR team, and staff viewed them as a very effective way to induct students in the IPR process. The team commended the institution on its highly-professionalised approach to supporting the recruitment, selection and training of students to effectively contribute to the University's IPR process. This centrally-delivered training is recognised by both staff and students as being key in enabling students to contribute meaningfully to the University's review processes. "}]
[{"$f":"IF('> FILTER <'!B3283<>\"\",ROW(OFFSET(A3282,-1,0)),\"\")","v":3281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3283)),A3282,\"\")","v":3281},{"$f":"IFERROR(SMALL(Helper2_1,A3282),\"\")","v":3281},null,3281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3283)),$A3282,\"\")","v":3281},{"$f":"IFERROR(SMALL(Helper2_2,A3282),\"\")","v":3281},{"$f":"COUNTIF(Helper3_1,\"=\"&G3282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3282)=1, G3282, \"\")","v":3281},{"$f":"IFERROR(SMALL(Index_2,A3282),\"\")","v":3281},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:J3282)),\"\")","v":"EDI_25"},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:K3282)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:L3282)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:M3282)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:N3282)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3282,COLUMNS($J$2:O3282)),\"\")","v":"25 The University launched its current Student Partnership Agreement (SPA) in October 2017, which outlines the strategic relationship between the University and the Students' Association. The themes of the agreement are reviewed on an annual basis making use of appropriate evidence bases (including feedback from student surveys, representative forums and consultation with staff) to identify priority actions for the coming year. The University resources the delivery of these priority actions through the provision of a set amount of project-based funding to support the creation of joint staff-student projects."}]
[{"$f":"IF('> FILTER <'!B3284<>\"\",ROW(OFFSET(A3283,-1,0)),\"\")","v":3282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3284)),A3283,\"\")","v":3282},{"$f":"IFERROR(SMALL(Helper2_1,A3283),\"\")","v":3282},null,3282,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3284)),$A3283,\"\")","v":3282},{"$f":"IFERROR(SMALL(Helper2_2,A3283),\"\")","v":3282},{"$f":"COUNTIF(Helper3_1,\"=\"&G3283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3283)=1, G3283, \"\")","v":3282},{"$f":"IFERROR(SMALL(Index_2,A3283),\"\")","v":3282},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:J3283)),\"\")","v":"EDI_26"},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:K3283)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:L3283)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:M3283)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:N3283)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3283,COLUMNS($J$2:O3283)),\"\")","v":"26 The ELIR team learned that delivery of SPA Projects in 2019-20 - centring on the priority themes of: Community, Student Voice and Social Justice - had been suspended in response to the COVID-19 pandemic. Instead, the University and the Students' Association sought to review the overall impact of prior themes and SPA projects. Student representatives who met with the team demonstrated limited awareness of the overarching SPA, or projects delivered as part of this to date. It seemed to the team that there would be value, as part of the University's ongoing review of the SPA, to consider how thematic priority actions could be better communicated across the wider student population."}]
[{"$f":"IF('> FILTER <'!B3285<>\"\",ROW(OFFSET(A3284,-1,0)),\"\")","v":3283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3285)),A3284,\"\")","v":3283},{"$f":"IFERROR(SMALL(Helper2_1,A3284),\"\")","v":3283},null,3283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3285)),$A3284,\"\")","v":3283},{"$f":"IFERROR(SMALL(Helper2_2,A3284),\"\")","v":3283},{"$f":"COUNTIF(Helper3_1,\"=\"&G3284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3284)=1, G3284, \"\")","v":3283},{"$f":"IFERROR(SMALL(Index_2,A3284),\"\")","v":3283},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:J3284)),\"\")","v":"EDI_27"},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:K3284)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:L3284)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:M3284)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:N3284)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3284,COLUMNS($J$2:O3284)),\"\")","v":"27 The University uses a range of surveys and feedback mechanisms to gather feedback from students, including nationally-run external surveys (such as the National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES) and the Postgraduate Research Experience Survey (PRES)), as well as internal Course Evaluation Questionnaires (CEQs) and Mid-Course Feedback (MCF), introduced in 2016-17. Institutional management of student-facing surveys is led by the Student Analytics, Insight, and Modelling Team."}]
[{"$f":"IF('> FILTER <'!B3286<>\"\",ROW(OFFSET(A3285,-1,0)),\"\")","v":3284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3286)),A3285,\"\")","v":3284},{"$f":"IFERROR(SMALL(Helper2_1,A3285),\"\")","v":3284},null,3284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3286)),$A3285,\"\")","v":3284},{"$f":"IFERROR(SMALL(Helper2_2,A3285),\"\")","v":3284},{"$f":"COUNTIF(Helper3_1,\"=\"&G3285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3285)=1, G3285, \"\")","v":3284},{"$f":"IFERROR(SMALL(Index_2,A3285),\"\")","v":3284},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:J3285)),\"\")","v":"EDI_28"},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:K3285)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:L3285)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:M3285)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:N3285)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3285,COLUMNS($J$2:O3285)),\"\")","v":"28 Students can provide feedback to the University on their learning experience at course-level through end-of-term Course Evaluation Questionnaires (CEQs). In response to declining CEQ response rates, the University has undertaken a fundamental review of the purpose and value of these questionnaires. The ELIR team learned that delivery of the outcomes of this review - which recommended the move to a decentralised end-of-course feedback model and the introduction of a new all-undergraduate student survey - had been postponed in response to the COVID-19 pandemic. Instead, monthly pulse surveys operated in 2020-21."}]
[{"$f":"IF('> FILTER <'!B3287<>\"\",ROW(OFFSET(A3286,-1,0)),\"\")","v":3285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3287)),A3286,\"\")","v":3285},{"$f":"IFERROR(SMALL(Helper2_1,A3286),\"\")","v":3285},null,3285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3287)),$A3286,\"\")","v":3285},{"$f":"IFERROR(SMALL(Helper2_2,A3286),\"\")","v":3285},{"$f":"COUNTIF(Helper3_1,\"=\"&G3286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3286)=1, G3286, \"\")","v":3285},{"$f":"IFERROR(SMALL(Index_2,A3286),\"\")","v":3285},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:J3286)),\"\")","v":"EDI_29"},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:K3286)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:L3286)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:M3286)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:N3286)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3286,COLUMNS($J$2:O3286)),\"\")","v":"29 The University has recently expanded its use of Mid-Course Feedback (MCF), which enables students to provide feedback directly to staff mid-way through the delivery of their course. This enables staff to respond to student feedback during the academic year to which it is relevant and address any immediate concerns. The ELIR team recognised the wide range of mediums through which MCF had previously been gathered, including postcards and electronic voting, each of which provided a novel means of engaging students. While the concept of MCF was viewed positively by the team, some students commented on its inconsistent use and value between various courses. The decentralised nature of MCF, which allows schools to decide individually how they wish to use it within their courses, prohibits the analysis of trends and recurrent themes at an aggregate level by schools, colleges, or the wider university. The ELlR team considers that there would be benefit in the University reflecting on, as part of its ongoing work around student surveys, the future positioning of MCF within the wider network of student feedback mechanisms; considering how future enhancements could be made to increase the value of MCF to staff and students, while also enabling enhanced institutional oversight (paragraphs 101-102). "}]
[{"$f":"IF('> FILTER <'!B3288<>\"\",ROW(OFFSET(A3287,-1,0)),\"\")","v":3286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3288)),A3287,\"\")","v":3286},{"$f":"IFERROR(SMALL(Helper2_1,A3287),\"\")","v":3286},null,3286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3288)),$A3287,\"\")","v":3286},{"$f":"IFERROR(SMALL(Helper2_2,A3287),\"\")","v":3286},{"$f":"COUNTIF(Helper3_1,\"=\"&G3287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3287)=1, G3287, \"\")","v":3286},{"$f":"IFERROR(SMALL(Index_2,A3287),\"\")","v":3286},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:J3287)),\"\")","v":"EDI_30"},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:K3287)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:L3287)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:M3287)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:N3287)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3287,COLUMNS($J$2:O3287)),\"\")","v":"30 The ELIR team learned of the work undertaken, since the 2015 ELIR, by the Student Analytics, Insights and Modelling Team to support greater staff and student engagement with the data generated through student surveys. For staff, this has included expanding the range of data sets and visualisations provided through the University's interactive data visualisation tool. Work has also been undertaken in partnership with the Students' Association to provide school representatives with access to these data sets. While appreciative of the growing range of data now available through the institution's interactive data visualisation tool, staff who met with the team noted a requirement for further training to enable more effective use of these data sources. The team was supportive of this view and would encourage the University to consider how the provision of additional training for staff in this area could support more systematic utilisation of student survey data as an evidence base for enhancement across the institution (see also paragraph 34). "}]
[{"$f":"IF('> FILTER <'!B3289<>\"\",ROW(OFFSET(A3288,-1,0)),\"\")","v":3287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3289)),A3288,\"\")","v":3287},{"$f":"IFERROR(SMALL(Helper2_1,A3288),\"\")","v":3287},null,3287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3289)),$A3288,\"\")","v":3287},{"$f":"IFERROR(SMALL(Helper2_2,A3288),\"\")","v":3287},{"$f":"COUNTIF(Helper3_1,\"=\"&G3288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3288)=1, G3288, \"\")","v":3287},{"$f":"IFERROR(SMALL(Index_2,A3288),\"\")","v":3287},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:J3288)),\"\")","v":"EDI_31"},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:K3288)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:L3288)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:M3288)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:N3288)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3288,COLUMNS($J$2:O3288)),\"\")","v":"31 Overall, the University is effective in its approach to addressing equality and diversity in the student population; however, several important areas for action remain, notably in developing the inclusive curriculum and detailed work around attainment gaps."}]
[{"$f":"IF('> FILTER <'!B3290<>\"\",ROW(OFFSET(A3289,-1,0)),\"\")","v":3288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3290)),A3289,\"\")","v":3288},{"$f":"IFERROR(SMALL(Helper2_1,A3289),\"\")","v":3288},null,3288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3290)),$A3289,\"\")","v":3288},{"$f":"IFERROR(SMALL(Helper2_2,A3289),\"\")","v":3288},{"$f":"COUNTIF(Helper3_1,\"=\"&G3289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3289)=1, G3289, \"\")","v":3288},{"$f":"IFERROR(SMALL(Index_2,A3289),\"\")","v":3288},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:J3289)),\"\")","v":"EDI_32"},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:K3289)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:L3289)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:M3289)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:N3289)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3289,COLUMNS($J$2:O3289)),\"\")","v":"32 The University has recently appointed an executive-level, university-wide lead for equality, diversity and inclusion (ED&I), replacing the outgoing Vice-Principal People and Culture - a move which is intended to raise visibility of the commitment to this agenda. The postholder is a member of the University Executive, reporting directly to Vice-Principal Students and Vice-Principal Strategic Change and Governance. A new university-level ED&I Committee contributes to strategic development, action planning and the promotion of best practice for and beyond protected groups. The ELIR team also heard of plans to establish working groups in each school."}]
[{"$f":"IF('> FILTER <'!B3291<>\"\",ROW(OFFSET(A3290,-1,0)),\"\")","v":3289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3291)),A3290,\"\")","v":3289},{"$f":"IFERROR(SMALL(Helper2_1,A3290),\"\")","v":3289},null,3289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3291)),$A3290,\"\")","v":3289},{"$f":"IFERROR(SMALL(Helper2_2,A3290),\"\")","v":3289},{"$f":"COUNTIF(Helper3_1,\"=\"&G3290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3290)=1, G3290, \"\")","v":3289},{"$f":"IFERROR(SMALL(Index_2,A3290),\"\")","v":3289},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:J3290)),\"\")","v":"EDI_32"},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:K3290)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:L3290)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:M3290)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:N3290)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3290,COLUMNS($J$2:O3290)),\"\")","v":"32 The University has recently appointed an executive-level, university-wide lead for equality, diversity and inclusion (ED&I), replacing the outgoing Vice-Principal People and Culture - a move which is intended to raise visibility of the commitment to this agenda. The postholder is a member of the University Executive, reporting directly to Vice-Principal Students and Vice-Principal Strategic Change and Governance. A new university-level ED&I Committee contributes to strategic development, action planning and the promotion of best practice for and beyond protected groups. The ELIR team also heard of plans to establish working groups in each school."}]
[{"$f":"IF('> FILTER <'!B3292<>\"\",ROW(OFFSET(A3291,-1,0)),\"\")","v":3290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3292)),A3291,\"\")","v":3290},{"$f":"IFERROR(SMALL(Helper2_1,A3291),\"\")","v":3290},null,3290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3292)),$A3291,\"\")","v":3290},{"$f":"IFERROR(SMALL(Helper2_2,A3291),\"\")","v":3290},{"$f":"COUNTIF(Helper3_1,\"=\"&G3291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3291)=1, G3291, \"\")","v":3290},{"$f":"IFERROR(SMALL(Index_2,A3291),\"\")","v":3290},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:J3291)),\"\")","v":"EDI_33"},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:K3291)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:L3291)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:M3291)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:N3291)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3291,COLUMNS($J$2:O3291)),\"\")","v":"33 The University engages positively with the Athena SWAN charter to support gender equality, has revised its policy on dignity and respect and is committed to ensuring estate accessibility. The University is continuing to develop support for black, Asian and minority ethnic (BAME) students and has increased pre-enrolment and induction activities to both welcome and support students from widening participation (WP) backgrounds. The University has exceeded its target of recruiting 10% of learners from Scottish Indices of Multiple Deprivation 20 (SIMD20) and is positive about the progress it is making to welcome a more diverse student body."}]
[{"$f":"IF('> FILTER <'!B3293<>\"\",ROW(OFFSET(A3292,-1,0)),\"\")","v":3291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3293)),A3292,\"\")","v":3291},{"$f":"IFERROR(SMALL(Helper2_1,A3292),\"\")","v":3291},null,3291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3293)),$A3292,\"\")","v":3291},{"$f":"IFERROR(SMALL(Helper2_2,A3292),\"\")","v":3291},{"$f":"COUNTIF(Helper3_1,\"=\"&G3292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3292)=1, G3292, \"\")","v":3291},{"$f":"IFERROR(SMALL(Index_2,A3292),\"\")","v":3291},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:J3292)),\"\")","v":"EDI_34"},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:K3292)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:L3292)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:M3292)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:N3292)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3292,COLUMNS($J$2:O3292)),\"\")","v":"34 The University has made progress in increasing the diversity of the UK student population and acknowledges that there are attainment gaps between BAME and white students. Following a review in 2018-19, relating to student support for BAME students, systems for better data collection have been established. The review resulted in recommendations relating to four areas of activity: racial literacy and awareness; sense of belonging; accessing support services; and curriculum and learning. Implementation of review action is being overseen by the Senate Quality Assurance Committee. The ELIR team heard from senior staff of improved data distribution activities, supported through the University's interactive data visualisation tool. In meetings with a range of staff during the ELIR, the team did not find evidence of systematic use of the data to indicate how attainment gaps were being addressed in an institution-wide manner. The team considered that there would be value in the University considering how to address attainment gaps in student performance, and recommended that the University considers how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions."}]
[{"$f":"IF('> FILTER <'!B3294<>\"\",ROW(OFFSET(A3293,-1,0)),\"\")","v":3292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3294)),A3293,\"\")","v":3292},{"$f":"IFERROR(SMALL(Helper2_1,A3293),\"\")","v":3292},null,3292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3294)),$A3293,\"\")","v":3292},{"$f":"IFERROR(SMALL(Helper2_2,A3293),\"\")","v":3292},{"$f":"COUNTIF(Helper3_1,\"=\"&G3293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3293)=1, G3293, \"\")","v":3292},{"$f":"IFERROR(SMALL(Index_2,A3293),\"\")","v":3292},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:J3293)),\"\")","v":"EDI_34"},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:K3293)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:L3293)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:M3293)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:N3293)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3293,COLUMNS($J$2:O3293)),\"\")","v":"34 The University has made progress in increasing the diversity of the UK student population and acknowledges that there are attainment gaps between BAME and white students. Following a review in 2018-19, relating to student support for BAME students, systems for better data collection have been established. The review resulted in recommendations relating to four areas of activity: racial literacy and awareness; sense of belonging; accessing support services; and curriculum and learning. Implementation of review action is being overseen by the Senate Quality Assurance Committee. The ELIR team heard from senior staff of improved data distribution activities, supported through the University's interactive data visualisation tool. In meetings with a range of staff during the ELIR, the team did not find evidence of systematic use of the data to indicate how attainment gaps were being addressed in an institution-wide manner. The team considered that there would be value in the University considering how to address attainment gaps in student performance, and recommended that the University considers how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions."}]
[{"$f":"IF('> FILTER <'!B3295<>\"\",ROW(OFFSET(A3294,-1,0)),\"\")","v":3293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3295)),A3294,\"\")","v":3293},{"$f":"IFERROR(SMALL(Helper2_1,A3294),\"\")","v":3293},null,3293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3295)),$A3294,\"\")","v":3293},{"$f":"IFERROR(SMALL(Helper2_2,A3294),\"\")","v":3293},{"$f":"COUNTIF(Helper3_1,\"=\"&G3294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3294)=1, G3294, \"\")","v":3293},{"$f":"IFERROR(SMALL(Index_2,A3294),\"\")","v":3293},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:J3294)),\"\")","v":"EDI_35"},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:K3294)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:L3294)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:M3294)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:N3294)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3294,COLUMNS($J$2:O3294)),\"\")","v":"35 There is strong institutional commitment by senior staff, to creating an inclusive curriculum, although conversation with staff and student groups demonstrated a mixed level of awareness of this work. The ELIR team heard that the University has made recommendations for action, including the diversification of reading lists and the appointment of a senior member of staff to lead on developing a more inclusive curriculum, but that the implementation of those recommendations has been delayed by COVID-19 and will be incorporated into the Curriculum Transformation Programme (paragraphs 94-96). It was the team's view that this work is at an early stage and that the concept of the inclusive curriculum is not deeply embedded in the University. The team would therefore encourage the University to accelerate progress in this area to ensure that the speed of growth in student diversity is matched within the curriculum."}]
[{"$f":"IF('> FILTER <'!B3296<>\"\",ROW(OFFSET(A3295,-1,0)),\"\")","v":3294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3296)),A3295,\"\")","v":3294},{"$f":"IFERROR(SMALL(Helper2_1,A3295),\"\")","v":3294},null,3294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3296)),$A3295,\"\")","v":3294},{"$f":"IFERROR(SMALL(Helper2_2,A3295),\"\")","v":3294},{"$f":"COUNTIF(Helper3_1,\"=\"&G3295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3295)=1, G3295, \"\")","v":3294},{"$f":"IFERROR(SMALL(Index_2,A3295),\"\")","v":3294},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:J3295)),\"\")","v":"EDI_36"},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:K3295)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:L3295)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:M3295)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:N3295)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3295,COLUMNS($J$2:O3295)),\"\")","v":"36 Students that met the ELIR team, reported positively on the work of the Students' Association in their support of the University's Equality and Diversity agenda. In turn, university staff commented on the effectiveness of the Student's Association's liberation campaigns and the approach to student representation from those diverse groups. Throughout the review, the team was able to meet students from a diverse cross-section of the University, including those entering through widening access routes, across subject areas and academic levels and from a range of backgrounds, all of whom appreciated the Students' Association's work in this area. The University has taken steps through groups that were part of the Student Experience Action Plan (StEAP) to enhance the sense of community and belonging that students feel towards their cohort and the University with specific reference made towards BAME students and WP students. "}]
[{"$f":"IF('> FILTER <'!B3297<>\"\",ROW(OFFSET(A3296,-1,0)),\"\")","v":3295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3297)),A3296,\"\")","v":3295},{"$f":"IFERROR(SMALL(Helper2_1,A3296),\"\")","v":3295},null,3295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3297)),$A3296,\"\")","v":3295},{"$f":"IFERROR(SMALL(Helper2_2,A3296),\"\")","v":3295},{"$f":"COUNTIF(Helper3_1,\"=\"&G3296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3296)=1, G3296, \"\")","v":3295},{"$f":"IFERROR(SMALL(Index_2,A3296),\"\")","v":3295},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:J3296)),\"\")","v":"EDI_37"},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:K3296)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:L3296)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:M3296)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:N3296)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3296,COLUMNS($J$2:O3296)),\"\")","v":"37 Overall, the University has approaches in place to support students throughout their learner journey, which are generally effective. Where areas for development have been identified, on the whole, the University has plans in place for improvement. Nevertheless, it is clear that several services have been stretched by the significant growth in student numbers since 2014."}]
[{"$f":"IF('> FILTER <'!B3298<>\"\",ROW(OFFSET(A3297,-1,0)),\"\")","v":3296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3298)),A3297,\"\")","v":3296},{"$f":"IFERROR(SMALL(Helper2_1,A3297),\"\")","v":3296},null,3296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3298)),$A3297,\"\")","v":3296},{"$f":"IFERROR(SMALL(Helper2_2,A3297),\"\")","v":3296},{"$f":"COUNTIF(Helper3_1,\"=\"&G3297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3297)=1, G3297, \"\")","v":3296},{"$f":"IFERROR(SMALL(Index_2,A3297),\"\")","v":3296},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:J3297)),\"\")","v":"EDI_38"},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:K3297)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:L3297)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:M3297)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:N3297)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3297,COLUMNS($J$2:O3297)),\"\")","v":"38 The University has a wide range of pre-arrival and induction activities in place as an outcome of work undertaken since the 2015 ELIR. These include webpage and app-based solutions that are well used by students. The ELIR team believe that these resources are an important start to help ensure that students are able to quickly settle into Edinburgh and would encourage the University to evaluate their impact on retention and attainment. Most student groups that met with the ELIR team expressed the view that students' sense of belonging to the University was not strong and the team would therefore encourage the University to further explore the impact of their pre-arrival and induction activities to enhance belonging."}]
[{"$f":"IF('> FILTER <'!B3299<>\"\",ROW(OFFSET(A3298,-1,0)),\"\")","v":3297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3299)),A3298,\"\")","v":3297},{"$f":"IFERROR(SMALL(Helper2_1,A3298),\"\")","v":3297},null,3297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3299)),$A3298,\"\")","v":3297},{"$f":"IFERROR(SMALL(Helper2_2,A3298),\"\")","v":3297},{"$f":"COUNTIF(Helper3_1,\"=\"&G3298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3298)=1, G3298, \"\")","v":3297},{"$f":"IFERROR(SMALL(Index_2,A3298),\"\")","v":3297},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:J3298)),\"\")","v":"EDI_39"},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:K3298)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:L3298)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:M3298)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:N3298)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3298,COLUMNS($J$2:O3298)),\"\")","v":"39 The Personal Tutor System was implemented for undergraduate and postgraduate taught students in 2012 and 2013 respectively following ELIR 2, in order to help students identify more readily with their subject discipline. In its Reflective Analysis, the University is candid in its appraisal of the Personal Tutor system, acknowledging this as an area for development highlighted in the 2015 ELIR and recognising that student satisfaction with the system has further deteriorated. The ELIR team noted that the University's response to the COVID-19 pandemic further slowed the implementation of planned changes to the system approved in principle in late 2019 by Senate Education Committee and the Service Excellence Student Administration and Support Programme Board. These included the introduction of school-based advisor roles (wellbeing advisor and 'teaching office' advisor) with the aim of providing more consistency in response to students' questions."}]
[{"$f":"IF('> FILTER <'!B3300<>\"\",ROW(OFFSET(A3299,-1,0)),\"\")","v":3298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3300)),A3299,\"\")","v":3298},{"$f":"IFERROR(SMALL(Helper2_1,A3299),\"\")","v":3298},null,3298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3300)),$A3299,\"\")","v":3298},{"$f":"IFERROR(SMALL(Helper2_2,A3299),\"\")","v":3298},{"$f":"COUNTIF(Helper3_1,\"=\"&G3299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3299)=1, G3299, \"\")","v":3298},{"$f":"IFERROR(SMALL(Index_2,A3299),\"\")","v":3298},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:J3299)),\"\")","v":"EDI_40"},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:K3299)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:L3299)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:M3299)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:N3299)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3299,COLUMNS($J$2:O3299)),\"\")","v":"40 During the review, the ELIR team met with a wide range of students and found a mixed range of views about the effectiveness of personal tutor arrangements, with a small number of students having an excellent experience of their personal tutor and many more having had a poor experience. Students talked of slow response times to questions, inconsistency in access and availability of their tutors, and of not knowing where to turn in stressful moments. The team also met with a range of academics who are personal tutors and found that they too felt unsupported and that no action was taken against tutors who failed to meet expectations. These expectations are largely unwritten, but some staff expressed the view that some of their colleagues let their tutees down by not always responding to those in need of support."}]
[{"$f":"IF('> FILTER <'!B3301<>\"\",ROW(OFFSET(A3300,-1,0)),\"\")","v":3299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3301)),A3300,\"\")","v":3299},{"$f":"IFERROR(SMALL(Helper2_1,A3300),\"\")","v":3299},null,3299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3301)),$A3300,\"\")","v":3299},{"$f":"IFERROR(SMALL(Helper2_2,A3300),\"\")","v":3299},{"$f":"COUNTIF(Helper3_1,\"=\"&G3300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3300)=1, G3300, \"\")","v":3299},{"$f":"IFERROR(SMALL(Index_2,A3300),\"\")","v":3299},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:J3300)),\"\")","v":"EDI_41"},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:K3300)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:L3300)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:M3300)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:N3300)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3300,COLUMNS($J$2:O3300)),\"\")","v":"41 The ELIR team recognise that the University has a plan for change currently scheduled for implementation in the academic year 2023-24 and recommends the University accelerate work to the personal tutor support offered to students to ensure that an agreed and consistent baseline level of provision is available from academic year 2021-22."}]
[{"$f":"IF('> FILTER <'!B3302<>\"\",ROW(OFFSET(A3301,-1,0)),\"\")","v":3300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3302)),A3301,\"\")","v":3300},{"$f":"IFERROR(SMALL(Helper2_1,A3301),\"\")","v":3300},null,3300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3302)),$A3301,\"\")","v":3300},{"$f":"IFERROR(SMALL(Helper2_2,A3301),\"\")","v":3300},{"$f":"COUNTIF(Helper3_1,\"=\"&G3301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3301)=1, G3301, \"\")","v":3300},{"$f":"IFERROR(SMALL(Index_2,A3301),\"\")","v":3300},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:J3301)),\"\")","v":"EDI_42"},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:K3301)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:L3301)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:M3301)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:N3301)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3301,COLUMNS($J$2:O3301)),\"\")","v":"42 The University is therefore asked to make significant progress in implementing plans to ensure an effective approach to offering personal tutor student support. In doing so, and recognising the extended period of time that the University has been developing its approach to personal tutoring, it is asked to reflect on whether the current timescale for implementation of the institutional Student Support and Personal Tutor Plan in 2023-24, is sufficiently ambitious. The University should make demonstrable progress within the next academic year in respect of ensuring parity of experience for students, effective signposting to support services and delivery of an agreed and consistent baseline level of provision. As part of its approach, the University is asked to develop an effective mechanism to monitor consistency of implementation and allow it to evaluate the impact of these changes on the student experience."}]
[{"$f":"IF('> FILTER <'!B3303<>\"\",ROW(OFFSET(A3302,-1,0)),\"\")","v":3301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3303)),A3302,\"\")","v":3301},{"$f":"IFERROR(SMALL(Helper2_1,A3302),\"\")","v":3301},null,3301,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3303)),$A3302,\"\")","v":3301},{"$f":"IFERROR(SMALL(Helper2_2,A3302),\"\")","v":3301},{"$f":"COUNTIF(Helper3_1,\"=\"&G3302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3302)=1, G3302, \"\")","v":3301},{"$f":"IFERROR(SMALL(Index_2,A3302),\"\")","v":3301},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:J3302)),\"\")","v":"EDI_43"},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:K3302)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:L3302)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:M3302)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:N3302)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3302,COLUMNS($J$2:O3302)),\"\")","v":"43 In the Reflective Analysis, the University comments on its investment into student counselling and wellbeing services and note a planned increase to staffing. New facilities were introduced in March 2020 (although, due to the COVID-19 lockdown, were not accessible until September 2020) and were intended to be complemented by five new posts which were being recruited for at the time of the ELIR. During the ELIR, students commented on their perception that lead times to access services could be lengthy and that there was a limited number of free sessions available (the University indicate that average number of sessions is four, but that more are available if clinically indicated). The team was informed that the University has increased funding to student counselling and wellbeing services by 45% since 2014. This corresponds to a more than 34% increase in student numbers and a significant increase in demand on such services; this upturn in demand is comparable to that seen across the sector. The team was encouraged to hear that the University was exploring models of partnership, including piloting a relationship with a third-party provider to meet student demand, and considered that there would be benefit in monitoring the impact of the development of these services with the growth in demand. During the ELIR, students who met the team who had direct experience of accessing counselling services, were positive about the support that they received."}]
[{"$f":"IF('> FILTER <'!B3304<>\"\",ROW(OFFSET(A3303,-1,0)),\"\")","v":3302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3304)),A3303,\"\")","v":3302},{"$f":"IFERROR(SMALL(Helper2_1,A3303),\"\")","v":3302},null,3302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3304)),$A3303,\"\")","v":3302},{"$f":"IFERROR(SMALL(Helper2_2,A3303),\"\")","v":3302},{"$f":"COUNTIF(Helper3_1,\"=\"&G3303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3303)=1, G3303, \"\")","v":3302},{"$f":"IFERROR(SMALL(Index_2,A3303),\"\")","v":3302},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:J3303)),\"\")","v":"EDI_44"},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:K3303)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:L3303)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:M3303)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:N3303)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3303,COLUMNS($J$2:O3303)),\"\")","v":"44 Students expressed that growth was causing issues with space and student support in all of the aforementioned areas and at all levels of undergraduate and postgraduate provision. During the ELIR it was clear to the team that the student experience in general is mixed and variable. Examples included access to counselling services, personal tutor support and with access to general study space across the University estate."}]
[{"$f":"IF('> FILTER <'!B3305<>\"\",ROW(OFFSET(A3304,-1,0)),\"\")","v":3303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3305)),A3304,\"\")","v":3303},{"$f":"IFERROR(SMALL(Helper2_1,A3304),\"\")","v":3303},null,3303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3305)),$A3304,\"\")","v":3303},{"$f":"IFERROR(SMALL(Helper2_2,A3304),\"\")","v":3303},{"$f":"COUNTIF(Helper3_1,\"=\"&G3304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3304)=1, G3304, \"\")","v":3303},{"$f":"IFERROR(SMALL(Index_2,A3304),\"\")","v":3303},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:J3304)),\"\")","v":"EDI_44"},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:K3304)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:L3304)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:M3304)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:N3304)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3304,COLUMNS($J$2:O3304)),\"\")","v":"44 Students expressed that growth was causing issues with space and student support in all of the aforementioned areas and at all levels of undergraduate and postgraduate provision. During the ELIR it was clear to the team that the student experience in general is mixed and variable. Examples included access to counselling services, personal tutor support and with access to general study space across the University estate."}]
[{"$f":"IF('> FILTER <'!B3306<>\"\",ROW(OFFSET(A3305,-1,0)),\"\")","v":3304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3306)),A3305,\"\")","v":3304},{"$f":"IFERROR(SMALL(Helper2_1,A3305),\"\")","v":3304},null,3304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3306)),$A3305,\"\")","v":3304},{"$f":"IFERROR(SMALL(Helper2_2,A3305),\"\")","v":3304},{"$f":"COUNTIF(Helper3_1,\"=\"&G3305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3305)=1, G3305, \"\")","v":3304},{"$f":"IFERROR(SMALL(Index_2,A3305),\"\")","v":3304},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:J3305)),\"\")","v":"EDI_45"},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:K3305)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:L3305)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:M3305)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:N3305)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3305,COLUMNS($J$2:O3305)),\"\")","v":"45 The ELIR team noted the development of work to improve students' sense of belonging to the university community, notably the series of events operating during 2019-20. This work commenced as an outcome of the StEAP, and is being undertaken by the task group led jointly by the Assistant Principal Standards and Quality Assurance and the Chief Executive of the Students' Association. The team expressed the view that, when taken in conjunction with other significant activities like the ResLife scheme, these were important attempts to create the sense of community and belonging. However, in meetings with the team, students were very clear that this work has yet to impact on their sense of community and the team therefore encourage the University to further this work at pace."}]
[{"$f":"IF('> FILTER <'!B3307<>\"\",ROW(OFFSET(A3306,-1,0)),\"\")","v":3305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3307)),A3306,\"\")","v":3305},{"$f":"IFERROR(SMALL(Helper2_1,A3306),\"\")","v":3305},null,3305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3307)),$A3306,\"\")","v":3305},{"$f":"IFERROR(SMALL(Helper2_2,A3306),\"\")","v":3305},{"$f":"COUNTIF(Helper3_1,\"=\"&G3306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3306)=1, G3306, \"\")","v":3305},{"$f":"IFERROR(SMALL(Index_2,A3306),\"\")","v":3305},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:J3306)),\"\")","v":"EDI_46"},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:K3306)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:L3306)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:M3306)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:N3306)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3306,COLUMNS($J$2:O3306)),\"\")","v":"46 The ELIR team explored this point with students at all levels of study and found a mixed response. Undergraduate and postgraduate taught students were clear that they did not feel that they had a sense of belonging in a university community or within their schools and colleges. Postgraduate research students had mixed perspectives on community, with most stating that it varied depending on your school or college. Postgraduate research students who operated in laboratory environments were more positive. Postgraduate taught students, in particular, expressed concern over issues of growth within the University, stating that they feel space is limited and that they have lost a personal connection with tutors due to growing student numbers (paragraphs 103-105)."}]
[{"$f":"IF('> FILTER <'!B3308<>\"\",ROW(OFFSET(A3307,-1,0)),\"\")","v":3306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3308)),A3307,\"\")","v":3306},{"$f":"IFERROR(SMALL(Helper2_1,A3307),\"\")","v":3306},null,3306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3308)),$A3307,\"\")","v":3306},{"$f":"IFERROR(SMALL(Helper2_2,A3307),\"\")","v":3306},{"$f":"COUNTIF(Helper3_1,\"=\"&G3307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3307)=1, G3307, \"\")","v":3306},{"$f":"IFERROR(SMALL(Index_2,A3307),\"\")","v":3306},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:J3307)),\"\")","v":"EDI_47"},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:K3307)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:L3307)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:M3307)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:N3307)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3307,COLUMNS($J$2:O3307)),\"\")","v":"47 The University has continued to expand the promotion of peer-assisted learning schemes (PALS), in conjunction with the Students' Association. Peer Learning and Support - through PALS (Peer Assisted Study Sessions), Peer Mentoring and Peer Support provide a range of academic and community building networks for students of all year groups, primarily targeting those at key transition points and also provide an opportunity for feedback to course organisers. Peer support is also offered for dissertations. The peer learning and support work has achieved national and international recognition including from the National Union of Students (NUS) and UK Council for International Student Affairs (UKCISA) Award for Excellence in International Student Support, sparqs Student Engagement Award for University Impact in 2019, and Advance HE best-practice case study on the report on Mapping Peer-led Student to Student Learning. In addition, the Student's Association has been asked to present at international conferences and provide sector support in relation to the peer support scheme."}]
[{"$f":"IF('> FILTER <'!B3309<>\"\",ROW(OFFSET(A3308,-1,0)),\"\")","v":3307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3309)),A3308,\"\")","v":3307},{"$f":"IFERROR(SMALL(Helper2_1,A3308),\"\")","v":3307},null,3307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3309)),$A3308,\"\")","v":3307},{"$f":"IFERROR(SMALL(Helper2_2,A3308),\"\")","v":3307},{"$f":"COUNTIF(Helper3_1,\"=\"&G3308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3308)=1, G3308, \"\")","v":3307},{"$f":"IFERROR(SMALL(Index_2,A3308),\"\")","v":3307},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:J3308)),\"\")","v":"EDI_48"},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:K3308)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:L3308)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:M3308)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:N3308)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3308,COLUMNS($J$2:O3308)),\"\")","v":"48 During the ELIR, several students commented that PALS increased their engagement with their discipline area and that they had also engaged in the scheme as peer mentors in subsequent years. The ELIR team heard of plans to extend the scheme to provide more tailored support to BAME students and to include postgraduate research students which are to be encouraged."}]
[{"$f":"IF('> FILTER <'!B3310<>\"\",ROW(OFFSET(A3309,-1,0)),\"\")","v":3308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3310)),A3309,\"\")","v":3308},{"$f":"IFERROR(SMALL(Helper2_1,A3309),\"\")","v":3308},null,3308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3310)),$A3309,\"\")","v":3308},{"$f":"IFERROR(SMALL(Helper2_2,A3309),\"\")","v":3308},{"$f":"COUNTIF(Helper3_1,\"=\"&G3309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3309)=1, G3309, \"\")","v":3308},{"$f":"IFERROR(SMALL(Index_2,A3309),\"\")","v":3308},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:J3309)),\"\")","v":"EDI_49"},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:K3309)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:L3309)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:M3309)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:N3309)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3309,COLUMNS($J$2:O3309)),\"\")","v":"49 The ELIR team commended PALS, noting that the promotion and expansion of the Students' Association-led and university supported, have contributed to the integration of students as they join the University. These schemes effectively deploy students who have first-hand experience of transitions to the support of new entrants."}]
[{"$f":"IF('> FILTER <'!B3311<>\"\",ROW(OFFSET(A3310,-1,0)),\"\")","v":3309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3311)),A3310,\"\")","v":3309},{"$f":"IFERROR(SMALL(Helper2_1,A3310),\"\")","v":3309},null,3309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3311)),$A3310,\"\")","v":3309},{"$f":"IFERROR(SMALL(Helper2_2,A3310),\"\")","v":3309},{"$f":"COUNTIF(Helper3_1,\"=\"&G3310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3310)=1, G3310, \"\")","v":3309},{"$f":"IFERROR(SMALL(Index_2,A3310),\"\")","v":3309},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:J3310)),\"\")","v":"EDI_50"},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:K3310)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:L3310)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:M3310)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:N3310)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3310,COLUMNS($J$2:O3310)),\"\")","v":"50 The University has established strength in the development of employable graduates and graduate attributes. The approach that the University takes is thoughtful and incorporates curricular, co-curricular and extra-curricular activities. The ELIR team expressed the view that the University's Graduate Attributes and Employability Philosophy was a useful framework to situate work with the Students' Association and other services to link curricular and wider activities to help map graduate attributes. The team also heard from staff who explained that consideration of graduate attributes is embedded in programme approval and review and that the University seeks professional and statutory body approval and involves advisory boards and academic partners where appropriate."}]
[{"$f":"IF('> FILTER <'!B3312<>\"\",ROW(OFFSET(A3311,-1,0)),\"\")","v":3310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3312)),A3311,\"\")","v":3310},{"$f":"IFERROR(SMALL(Helper2_1,A3311),\"\")","v":3310},null,3310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3312)),$A3311,\"\")","v":3310},{"$f":"IFERROR(SMALL(Helper2_2,A3311),\"\")","v":3310},{"$f":"COUNTIF(Helper3_1,\"=\"&G3311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3311)=1, G3311, \"\")","v":3310},{"$f":"IFERROR(SMALL(Index_2,A3311),\"\")","v":3310},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:J3311)),\"\")","v":"EDI_51"},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:K3311)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:L3311)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:M3311)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:N3311)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3311,COLUMNS($J$2:O3311)),\"\")","v":"51 The University's Reflective Analysis describes the students' Change Agents project as, 'piloting curricular and co-curricular models of interdisciplinary, challenge-led experiential learning. Working with external partners from the private, public and third sectors, students across all disciplines and levels come together to tackle challenges which have a social/environmental/economic impact and address at least two of the United Nation's Sustainable Development Goals. Examples of the challenges addressed so far included: ending violence against children, gender financial equality, youth homelessness, healthy ageing in communities and supporting the circular economy by using technology to reduce waste in the construction industry. Students receive training in complex problem solving and the value of data and in team working skills to enhance their effectiveness during and after the programme'. During the ELIR, some students commented favourably on the currency and impact of the project as well as appreciating the opportunity to achieve recognition that is adjacent to their main award. The ELIR team viewed the project as potentially important in defining distinctiveness for Edinburgh graduates and encourage the University to continue with its proposed evaluation of impact."}]
[{"$f":"IF('> FILTER <'!B3313<>\"\",ROW(OFFSET(A3312,-1,0)),\"\")","v":3311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3313)),A3312,\"\")","v":3311},{"$f":"IFERROR(SMALL(Helper2_1,A3312),\"\")","v":3311},null,3311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3313)),$A3312,\"\")","v":3311},{"$f":"IFERROR(SMALL(Helper2_2,A3312),\"\")","v":3311},{"$f":"COUNTIF(Helper3_1,\"=\"&G3312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3312)=1, G3312, \"\")","v":3311},{"$f":"IFERROR(SMALL(Index_2,A3312),\"\")","v":3311},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:J3312)),\"\")","v":"EDI_52"},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:K3312)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:L3312)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:M3312)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:N3312)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3312,COLUMNS($J$2:O3312)),\"\")","v":"52 A number of students also commented positively on the University's 'Edinburgh Award', which has continued to grow since the ELIR 2015. While the doubling in numbers engaged is indeed positive, with around 1,000 students now receiving the award each year, the ELIR team considered that there would be value in the University considering how to extend the uptake of the award even more widely across the student population."}]
[{"$f":"IF('> FILTER <'!B3314<>\"\",ROW(OFFSET(A3313,-1,0)),\"\")","v":3312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3314)),A3313,\"\")","v":3312},{"$f":"IFERROR(SMALL(Helper2_1,A3313),\"\")","v":3312},null,3312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3314)),$A3313,\"\")","v":3312},{"$f":"IFERROR(SMALL(Helper2_2,A3313),\"\")","v":3312},{"$f":"COUNTIF(Helper3_1,\"=\"&G3313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3313)=1, G3313, \"\")","v":3312},{"$f":"IFERROR(SMALL(Index_2,A3313),\"\")","v":3312},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:J3313)),\"\")","v":"EDI_53"},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:K3313)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:L3313)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:M3313)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:N3313)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3313,COLUMNS($J$2:O3313)),\"\")","v":"53 The University's Reflective Analysis recognised students' desire to have greater assistance from the Careers Service, particularly for postgraduate taught students. This was echoed in the Review Visit, with students feeling that they were not made sufficiently aware of opportunities from their school or from the Careers Service. A number of students commented positively on the support that they had received from the Careers Service for both internships and employment support. Some students did comment that they had chosen Edinburgh to study because of postgraduate taught courses with embedded placement opportunity and were disappointed that they did not exist in sufficient volume to cope with the growth in student recruitment. "}]
[{"$f":"IF('> FILTER <'!B3315<>\"\",ROW(OFFSET(A3314,-1,0)),\"\")","v":3313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3315)),A3314,\"\")","v":3313},{"$f":"IFERROR(SMALL(Helper2_1,A3314),\"\")","v":3313},null,3313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3315)),$A3314,\"\")","v":3313},{"$f":"IFERROR(SMALL(Helper2_2,A3314),\"\")","v":3313},{"$f":"COUNTIF(Helper3_1,\"=\"&G3314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3314)=1, G3314, \"\")","v":3313},{"$f":"IFERROR(SMALL(Index_2,A3314),\"\")","v":3313},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:J3314)),\"\")","v":"EDI_53"},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:K3314)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:L3314)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:M3314)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:N3314)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3314,COLUMNS($J$2:O3314)),\"\")","v":"53 The University's Reflective Analysis recognised students' desire to have greater assistance from the Careers Service, particularly for postgraduate taught students. This was echoed in the Review Visit, with students feeling that they were not made sufficiently aware of opportunities from their school or from the Careers Service. A number of students commented positively on the support that they had received from the Careers Service for both internships and employment support. Some students did comment that they had chosen Edinburgh to study because of postgraduate taught courses with embedded placement opportunity and were disappointed that they did not exist in sufficient volume to cope with the growth in student recruitment. "}]
[{"$f":"IF('> FILTER <'!B3316<>\"\",ROW(OFFSET(A3315,-1,0)),\"\")","v":3314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3316)),A3315,\"\")","v":3314},{"$f":"IFERROR(SMALL(Helper2_1,A3315),\"\")","v":3314},null,3314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3316)),$A3315,\"\")","v":3314},{"$f":"IFERROR(SMALL(Helper2_2,A3315),\"\")","v":3314},{"$f":"COUNTIF(Helper3_1,\"=\"&G3315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3315)=1, G3315, \"\")","v":3314},{"$f":"IFERROR(SMALL(Index_2,A3315),\"\")","v":3314},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:J3315)),\"\")","v":"EDI_54"},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:K3315)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:L3315)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:M3315)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:N3315)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3315,COLUMNS($J$2:O3315)),\"\")","v":"54 Assessment and feedback was an area for development in the 2015 ELIR. The ELIR team noted that the University highlight that student satisfaction with assessment and feedback has further deteriorated, when rated by students in the National Student Survey (NSS). The University has undertaken a significant number of reviews and initiatives since the ELIR 2015 to identify issues in more detail. The Leading Enhancement in Assessment and Feedback (LEAF) initiative highlighted five key areas for exploration to the Senate Education Committee in March 2020. These included, 'over-assessment and deadline log-jams; disparity in required workload and credit available; consistency in assessment and teaching; assessment literacy (students not always sure of what is expected of them); the dominance of exams and 'traditional' methods and sense of community: peer support and dialogue between staff and students needed'. The University intends that each of these themes will be considered by the Curriculum Transformation Programme which is due to start in semester 2 of 2021 (paragraphs 93-96)."}]
[{"$f":"IF('> FILTER <'!B3317<>\"\",ROW(OFFSET(A3316,-1,0)),\"\")","v":3315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3317)),A3316,\"\")","v":3315},{"$f":"IFERROR(SMALL(Helper2_1,A3316),\"\")","v":3315},null,3315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3317)),$A3316,\"\")","v":3315},{"$f":"IFERROR(SMALL(Helper2_2,A3316),\"\")","v":3315},{"$f":"COUNTIF(Helper3_1,\"=\"&G3316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3316)=1, G3316, \"\")","v":3315},{"$f":"IFERROR(SMALL(Index_2,A3316),\"\")","v":3315},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:J3316)),\"\")","v":"EDI_55"},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:K3316)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:L3316)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:M3316)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:N3316)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3316,COLUMNS($J$2:O3316)),\"\")","v":"55 Students that met with the ELIR team expressed a range of views on their experience of assessment and feedback practice. While some students commented that they received useful and developmental feedback, a significant majority of the student representatives who met with the team were critical of both the lack of pace and timeliness of the feedback that they received and the usefulness of the feedback. This was particularly evident where students commented that they, and their peers, received feedback on first assignments after the submission of a second, making implementing feedback for learning for the second submission impossible. Some students also commented on the imbalance of assessment load based on the subjects that they elected to study and the combinations associated with the programme pathway."}]
[{"$f":"IF('> FILTER <'!B3318<>\"\",ROW(OFFSET(A3317,-1,0)),\"\")","v":3316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3318)),A3317,\"\")","v":3316},{"$f":"IFERROR(SMALL(Helper2_1,A3317),\"\")","v":3316},null,3316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3318)),$A3317,\"\")","v":3316},{"$f":"IFERROR(SMALL(Helper2_2,A3317),\"\")","v":3316},{"$f":"COUNTIF(Helper3_1,\"=\"&G3317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3317)=1, G3317, \"\")","v":3316},{"$f":"IFERROR(SMALL(Index_2,A3317),\"\")","v":3316},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:J3317)),\"\")","v":"EDI_56"},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:K3317)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:L3317)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:M3317)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:N3317)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3317,COLUMNS($J$2:O3317)),\"\")","v":"56 Postgraduate taught students that met with the ELIR team highlighted potential issues when it comes to assessment and feedback, stating their view that the quality of feedback is mixed and can often be superficial. This was reflected by students in the Review Visit, who stated that the level and quality of feedback was dependent on the marker -leading to inconsistencies. This problem has been acknowledged by the University following negative comments on the PTES, although it was not clear to the ELIR team how they intend to tackle this. During the Review Visit, the University could not offer clarity on how it would deal with this issue."}]
[{"$f":"IF('> FILTER <'!B3319<>\"\",ROW(OFFSET(A3318,-1,0)),\"\")","v":3317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3319)),A3318,\"\")","v":3317},{"$f":"IFERROR(SMALL(Helper2_1,A3318),\"\")","v":3317},null,3317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3319)),$A3318,\"\")","v":3317},{"$f":"IFERROR(SMALL(Helper2_2,A3318),\"\")","v":3317},{"$f":"COUNTIF(Helper3_1,\"=\"&G3318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3318)=1, G3318, \"\")","v":3317},{"$f":"IFERROR(SMALL(Index_2,A3318),\"\")","v":3317},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:J3318)),\"\")","v":"EDI_57"},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:K3318)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:L3318)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:M3318)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:N3318)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3318,COLUMNS($J$2:O3318)),\"\")","v":"57 During the ELIR, discussions with staff about the effectiveness and timeliness of feedback provided to students during the review focused in particular on students' comprehension of their feedback and staff workload. Students commented that some of the feedback that they received was superficial and did not assist in their learning and progress either in the course or programme of study. Students and staff that met with the team also had mixed views on the timeliness of feedback provision. While most academic representatives indicated that the majority of feedback in their schools was received by students within the University's expected policy 15-day turnround timescale, the majority of students that met with the team disagreed, with several referring to months of delay. In particular, the team considered that there would be value in the University addressing the assessment situation for joint honours students. The limited sample of these students that met with the team reported on being faced with a lack of understanding across schools of their assessment load, assessment schedules and connectedness of disciplines. This point was raised with staff and it was acknowledged that the lack of clarity in these joint honours programmes can lead to assessment imbalance. The students also reported on a lack of knowledge as to where to turn for advice regarding the feedback that they had received."}]
[{"$f":"IF('> FILTER <'!B3320<>\"\",ROW(OFFSET(A3319,-1,0)),\"\")","v":3318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3320)),A3319,\"\")","v":3318},{"$f":"IFERROR(SMALL(Helper2_1,A3319),\"\")","v":3318},null,3318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3320)),$A3319,\"\")","v":3318},{"$f":"IFERROR(SMALL(Helper2_2,A3319),\"\")","v":3318},{"$f":"COUNTIF(Helper3_1,\"=\"&G3319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3319)=1, G3319, \"\")","v":3318},{"$f":"IFERROR(SMALL(Index_2,A3319),\"\")","v":3318},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:J3319)),\"\")","v":"EDI_58"},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:K3319)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:L3319)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:M3319)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:N3319)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3319,COLUMNS($J$2:O3319)),\"\")","v":"58 The University is reviewing the effectiveness of the 15-day turnaround policy and considering a new approach that takes into account the importance of subject matter and context in respect of feedback provision and this was recognised by academic staff in conversation with the ELIR team. The team was supportive of this review of effectiveness but noted that, regardless of approach taken, students must have a clear understanding of the expectations of when they will receive feedback, what form it will take and how it will be useful for their learning. "}]
[{"$f":"IF('> FILTER <'!B3321<>\"\",ROW(OFFSET(A3320,-1,0)),\"\")","v":3319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3321)),A3320,\"\")","v":3319},{"$f":"IFERROR(SMALL(Helper2_1,A3320),\"\")","v":3319},null,3319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3321)),$A3320,\"\")","v":3319},{"$f":"IFERROR(SMALL(Helper2_2,A3320),\"\")","v":3319},{"$f":"COUNTIF(Helper3_1,\"=\"&G3320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3320)=1, G3320, \"\")","v":3319},{"$f":"IFERROR(SMALL(Index_2,A3320),\"\")","v":3319},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:J3320)),\"\")","v":"EDI_59"},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:K3320)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:L3320)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:M3320)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:N3320)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3320,COLUMNS($J$2:O3320)),\"\")","v":"59 Conversations with staff at all levels in the institution commented positively on the work of the Adaptation and Renewal Teams (paragraph 4) in managing online assessment during the pandemic. The ELIR team encourage the University to act quickly so as to not lose any learning about assessment practice from this period, including the relevance or otherwise of formal written examinations, and to embed change thoughtfully considering student learning, attainment and authenticity of assessment. Students commented favourably that their learning had been enhanced by assessment that allowed them to reflect."}]
[{"$f":"IF('> FILTER <'!B3322<>\"\",ROW(OFFSET(A3321,-1,0)),\"\")","v":3320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3322)),A3321,\"\")","v":3320},{"$f":"IFERROR(SMALL(Helper2_1,A3321),\"\")","v":3320},null,3320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3322)),$A3321,\"\")","v":3320},{"$f":"IFERROR(SMALL(Helper2_2,A3321),\"\")","v":3320},{"$f":"COUNTIF(Helper3_1,\"=\"&G3321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3321)=1, G3321, \"\")","v":3320},{"$f":"IFERROR(SMALL(Index_2,A3321),\"\")","v":3320},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:J3321)),\"\")","v":"EDI_60"},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:K3321)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:L3321)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:M3321)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:N3321)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3321,COLUMNS($J$2:O3321)),\"\")","v":"60 It was the view of the ELIR team that over an extended period of time, the University has considered a broad evidence base which has highlighted continuing concerns about assessment and feedback, and this remains an area of particular challenge for the institution. The learning from this evaluation, along with the learning that has been gained during the COVID-19 pandemic, provides the University with a significant evidence base to develop an assessment strategy that considers the student learning journey, the authenticity of assessment, the role of feedback in supporting learning and the timeliness of feedback. The team considers the implementation of this across the whole University to be key to supporting the whole student population. The ELIR team recommends that the University makes demonstrable progress, within the next academic year, in prioritising the development of a holistic and strategic approach to the design and management of assessment and feedback. The University should also progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across schools (see also paragraphs 145 and 161)."}]
[{"$f":"IF('> FILTER <'!B3323<>\"\",ROW(OFFSET(A3322,-1,0)),\"\")","v":3321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3323)),A3322,\"\")","v":3321},{"$f":"IFERROR(SMALL(Helper2_1,A3322),\"\")","v":3321},null,3321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3323)),$A3322,\"\")","v":3321},{"$f":"IFERROR(SMALL(Helper2_2,A3322),\"\")","v":3321},{"$f":"COUNTIF(Helper3_1,\"=\"&G3322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3322)=1, G3322, \"\")","v":3321},{"$f":"IFERROR(SMALL(Index_2,A3322),\"\")","v":3321},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:J3322)),\"\")","v":"EDI_61"},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:K3322)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:L3322)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:M3322)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:N3322)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3322,COLUMNS($J$2:O3322)),\"\")","v":"61 Since the last ELIR, the University has established the Study and Work Away Service (SWAY) to ensure that all students have a more consistent opportunity to access opportunities for study abroad and work experience and will ensure that they are all supported more reliably. It has also updated its Code of Practice in relation to students studying abroad and which sets out the respective responsibilities to ensure appropriate support for students studying in partner universities. SWAY received a commendation through the University's Student Support Services Annual Review (SSSAR) process for its transition to an out-of-hours service to provide an emergency response for students in distress overseas. During the ELIR, the team met with a group of students who expressed the view that they did not feel that the service prepared them effectively to study abroad and, most significantly, did not provide the level of support and communication they expected to help them get home at the start of COVID-19 pandemic. Students commented on the limited cultural understanding within the SWAY team in negotiating study abroad placements and subsequently in providing practical support to repatriate students at the start of the pandemic."}]
[{"$f":"IF('> FILTER <'!B3324<>\"\",ROW(OFFSET(A3323,-1,0)),\"\")","v":3322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3324)),A3323,\"\")","v":3322},{"$f":"IFERROR(SMALL(Helper2_1,A3323),\"\")","v":3322},null,3322,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3324)),$A3323,\"\")","v":3322},{"$f":"IFERROR(SMALL(Helper2_2,A3323),\"\")","v":3322},{"$f":"COUNTIF(Helper3_1,\"=\"&G3323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3323)=1, G3323, \"\")","v":3322},{"$f":"IFERROR(SMALL(Index_2,A3323),\"\")","v":3322},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:J3323)),\"\")","v":"EDI_62"},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:K3323)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:L3323)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:M3323)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:N3323)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3323,COLUMNS($J$2:O3323)),\"\")","v":"62 The ELIR team heard that the next phase of the development of the SWAY service is to enhance the linkages between academic exchange coordinators based in the schools and the central SWAY team. The University is encouraged to reflect on students' experience of SWAY in light of the pandemic, to talk with students with recent experience of study abroad and to continue progress with the development of SWAY, ensuring consistent oversight of the student experience for all students studying away from the University."}]
[{"$f":"IF('> FILTER <'!B3325<>\"\",ROW(OFFSET(A3324,-1,0)),\"\")","v":3323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3325)),A3324,\"\")","v":3323},{"$f":"IFERROR(SMALL(Helper2_1,A3324),\"\")","v":3323},null,3323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3325)),$A3324,\"\")","v":3323},{"$f":"IFERROR(SMALL(Helper2_2,A3324),\"\")","v":3323},{"$f":"COUNTIF(Helper3_1,\"=\"&G3324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3324)=1, G3324, \"\")","v":3323},{"$f":"IFERROR(SMALL(Index_2,A3324),\"\")","v":3323},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:J3324)),\"\")","v":"EDI_63"},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:K3324)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:L3324)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:M3324)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:N3324)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3324,COLUMNS($J$2:O3324)),\"\")","v":"63 The postgraduate research (PGR) student experience was an area for development for the University in the 2015 ELIR when the University was asked to analyse the needs and experience of postgraduate research students at school, college and university level to ensure that they are effectively supported, particularly given plans to increase research student numbers. In addition, the University was asked to review the effectiveness and regularity of supervisor training and ensure that the University's Code of Practice is communicated effectively to all staff and research students, and implemented consistently. Finally, the University was asked to make certain that postgraduate research students who teach are appropriately trained and supported for the role. The ELIR team noted that, while there has been some work in the areas of student support, the consistency of uptake of supervisor training is still mixed. In addition, there has been some progress with regards to training for postgraduate research students who teach, although the University has further work to do to ensure consistency and monitoring of training provision. "}]
[{"$f":"IF('> FILTER <'!B3326<>\"\",ROW(OFFSET(A3325,-1,0)),\"\")","v":3324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3326)),A3325,\"\")","v":3324},{"$f":"IFERROR(SMALL(Helper2_1,A3325),\"\")","v":3324},null,3324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3326)),$A3325,\"\")","v":3324},{"$f":"IFERROR(SMALL(Helper2_2,A3325),\"\")","v":3324},{"$f":"COUNTIF(Helper3_1,\"=\"&G3325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3325)=1, G3325, \"\")","v":3324},{"$f":"IFERROR(SMALL(Index_2,A3325),\"\")","v":3324},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:J3325)),\"\")","v":"EDI_64"},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:K3325)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:L3325)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:M3325)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:N3325)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3325,COLUMNS($J$2:O3325)),\"\")","v":"64 Training for PhD supervisors has been improved following the recommendation in the 2015 ELIR, with IAD running core training regularly throughout the year and attendance is monitored by schools. PhD supervisors are required to attend training every five years and this is monitored by the Institute for Academic Development (IAD). The Dean of Postgraduate Research (or equivalent) within each college has been responsible for organising events for sharing best practice to ensure effective supervision. Students that met with the ELIR team expressed the view that supervision was generally of good quality, although some raised issues of inconsistency when it came to the regularity of meetings. It was the view of the ELIR team that, although training provision may have improved, the way in which supervisors implement the University's requirements was found to be variable, and there could be benefit in considering how to monitor the implementation of the Code of Practice and maintain institutional oversight of the frequency of supervisor meetings."}]
[{"$f":"IF('> FILTER <'!B3327<>\"\",ROW(OFFSET(A3326,-1,0)),\"\")","v":3325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3327)),A3326,\"\")","v":3325},{"$f":"IFERROR(SMALL(Helper2_1,A3326),\"\")","v":3325},null,3325,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3327)),$A3326,\"\")","v":3325},{"$f":"IFERROR(SMALL(Helper2_2,A3326),\"\")","v":3325},{"$f":"COUNTIF(Helper3_1,\"=\"&G3326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3326)=1, G3326, \"\")","v":3325},{"$f":"IFERROR(SMALL(Index_2,A3326),\"\")","v":3325},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:J3326)),\"\")","v":"EDI_65"},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:K3326)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:L3326)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:M3326)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:N3326)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3326,COLUMNS($J$2:O3326)),\"\")","v":"65 Since the time of the last ELIR in 2015, the University has worked to establish a Doctoral College for postgraduate research students (PGRs), which it launched in January 2020. The Doctoral College is a structure lying outwith the graduate schools, aiming to provide a centralised, university-wide approach to issues such as student support, welfare and careers. During the visit, staff - including PhD supervisors - and students who met with the ELIR team were not aware of the existence of the Doctoral College or what it offered. The ELIR team consider the introduction of the Doctoral College is a positive move at a very early stage and would encourage the University to continue to develop it, ensuring that students and staff are aware of the role it plays and the services it provides."}]
[{"$f":"IF('> FILTER <'!B3328<>\"\",ROW(OFFSET(A3327,-1,0)),\"\")","v":3326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3328)),A3327,\"\")","v":3326},{"$f":"IFERROR(SMALL(Helper2_1,A3327),\"\")","v":3326},null,3326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3328)),$A3327,\"\")","v":3326},{"$f":"IFERROR(SMALL(Helper2_2,A3327),\"\")","v":3326},{"$f":"COUNTIF(Helper3_1,\"=\"&G3327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3327)=1, G3327, \"\")","v":3326},{"$f":"IFERROR(SMALL(Index_2,A3327),\"\")","v":3326},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:J3327)),\"\")","v":"EDI_66"},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:K3327)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:L3327)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:M3327)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:N3327)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3327,COLUMNS($J$2:O3327)),\"\")","v":"66 There is an increasing range of institution-wide support for PGR students provided by the IAD which the University considers has had a positive impact on the student experience. PGRs are provided with research training through IAD within a cohort-based model intended to promote interdisciplinarity. The ELIR team considered the training to be appropriate and found that students appreciated both the training itself and the opportunities to engage as a cohort. Students are also offered the opportunity to gain accreditation through the Higher Education Academy and students that met with the team reflected that the support and training provided by the IAD was beneficial to their progression."}]
[{"$f":"IF('> FILTER <'!B3329<>\"\",ROW(OFFSET(A3328,-1,0)),\"\")","v":3327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3329)),A3328,\"\")","v":3327},{"$f":"IFERROR(SMALL(Helper2_1,A3328),\"\")","v":3327},null,3327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3329)),$A3328,\"\")","v":3327},{"$f":"IFERROR(SMALL(Helper2_2,A3328),\"\")","v":3327},{"$f":"COUNTIF(Helper3_1,\"=\"&G3328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3328)=1, G3328, \"\")","v":3327},{"$f":"IFERROR(SMALL(Index_2,A3328),\"\")","v":3327},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:J3328)),\"\")","v":"EDI_67"},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:K3328)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:L3328)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:M3328)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:N3328)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3328,COLUMNS($J$2:O3328)),\"\")","v":"67 PGRs are given appropriate opportunity to teach undergraduates and master's students and the University has a dedicated policy, introduced in 2017, intended to ensure consistency in their experience. Currently schools are responsible for ensuring the delivery of training to postgraduate students who teach, with some support from the Institute for Academic Development (IAD), and this is overseen by the colleges via their researcher training committees and their teaching and learning committees. However, the review team heard of variable practice across schools from students who had experienced teaching prior to receiving any training or support in their schools. Some schools have an explicit teaching strand to their doctoral programmes and students are encouraged to apply for an Associate Fellowship of the Higher Education Academy as part of this programme. The ELIR team felt that the provision from IAD was sufficient with most staff and students speaking highly of it and that the dedicated policy was a positive development within this area."}]
[{"$f":"IF('> FILTER <'!B3330<>\"\",ROW(OFFSET(A3329,-1,0)),\"\")","v":3328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3330)),A3329,\"\")","v":3328},{"$f":"IFERROR(SMALL(Helper2_1,A3329),\"\")","v":3328},null,3328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3330)),$A3329,\"\")","v":3328},{"$f":"IFERROR(SMALL(Helper2_2,A3329),\"\")","v":3328},{"$f":"COUNTIF(Helper3_1,\"=\"&G3329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3329)=1, G3329, \"\")","v":3328},{"$f":"IFERROR(SMALL(Index_2,A3329),\"\")","v":3328},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:J3329)),\"\")","v":"EDI_68"},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:K3329)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:L3329)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:M3329)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:N3329)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3329,COLUMNS($J$2:O3329)),\"\")","v":"68 However, the majority PGRs who met with the ELIR team expressed the view that there was little oversight of the training provided for those who teach with many beginning to teach before undertaking formal training or being unaware of training streams. The University has plans to include the monitoring and regulation of teacher training for postgraduate students in the newly-established Doctoral College. The team recognised the value of the University's dedicated policy for postgraduates who teach and the range of available training. Nevertheless, the team recommended that the University ensures effective implementation of its policy for the training and support of postgraduates who teach and ensures all PGR students are trained before engaging in teaching activities. "}]
[{"$f":"IF('> FILTER <'!B3331<>\"\",ROW(OFFSET(A3330,-1,0)),\"\")","v":3329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3331)),A3330,\"\")","v":3329},{"$f":"IFERROR(SMALL(Helper2_1,A3330),\"\")","v":3329},null,3329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3331)),$A3330,\"\")","v":3329},{"$f":"IFERROR(SMALL(Helper2_2,A3330),\"\")","v":3329},{"$f":"COUNTIF(Helper3_1,\"=\"&G3330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3330)=1, G3330, \"\")","v":3329},{"$f":"IFERROR(SMALL(Index_2,A3330),\"\")","v":3329},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:J3330)),\"\")","v":"EDI_69"},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:K3330)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:L3330)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:M3330)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:N3330)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3330,COLUMNS($J$2:O3330)),\"\")","v":"69 Postgraduate students' experience with support was highlighted to the ELIR team as a potential issue by students. Postgraduate taught (PGT) students, in particular, highlighted that the experience with personal tutors was inconsistent, with many tutors lacking knowledge about MSc programmes or being unable to signpost students to support services (paragraphs 42 and 104). Students also discussed struggling to get appointments with university mental health services (paragraph 43) and, as a result, have created their own peer support networks to cope. Among other activities, the University has been piloting peer support for PGRs to help bridge this gap which has been highlighted by student surveys."}]
[{"$f":"IF('> FILTER <'!B3332<>\"\",ROW(OFFSET(A3331,-1,0)),\"\")","v":3330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3332)),A3331,\"\")","v":3330},{"$f":"IFERROR(SMALL(Helper2_1,A3331),\"\")","v":3330},null,3330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3332)),$A3331,\"\")","v":3330},{"$f":"IFERROR(SMALL(Helper2_2,A3331),\"\")","v":3330},{"$f":"COUNTIF(Helper3_1,\"=\"&G3331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3331)=1, G3331, \"\")","v":3330},{"$f":"IFERROR(SMALL(Index_2,A3331),\"\")","v":3330},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:J3331)),\"\")","v":"EDI_70"},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:K3331)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:L3331)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:M3331)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:N3331)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3331,COLUMNS($J$2:O3331)),\"\")","v":"70 The University has undertaken work to enhance the quality of learning environment available to students, through investment in physical and digital learning spaces, and a review of the governance arrangements underpinning learning, teaching and estates decision-making. The University recognises that considerable challenges remain with the availability of physical space across the university campus, noting that the need to redress these concerns would be reflected in any plans for future growth."}]
[{"$f":"IF('> FILTER <'!B3333<>\"\",ROW(OFFSET(A3332,-1,0)),\"\")","v":3331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3333)),A3332,\"\")","v":3331},{"$f":"IFERROR(SMALL(Helper2_1,A3332),\"\")","v":3331},null,3331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3333)),$A3332,\"\")","v":3331},{"$f":"IFERROR(SMALL(Helper2_2,A3332),\"\")","v":3331},{"$f":"COUNTIF(Helper3_1,\"=\"&G3332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3332)=1, G3332, \"\")","v":3331},{"$f":"IFERROR(SMALL(Index_2,A3332),\"\")","v":3331},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:J3332)),\"\")","v":"EDI_71"},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:K3332)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:L3332)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:M3332)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:N3332)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3332,COLUMNS($J$2:O3332)),\"\")","v":"71 The University manages a vast physical estate, with each of the University's three colleges largely served by one of the University's four key campuses: Central and Moray House, the King's Buildings, Little France and Easter Bush. Staff and students access spaces for learning, teaching, research and study across a network of more than 250 buildings."}]
[{"$f":"IF('> FILTER <'!B3334<>\"\",ROW(OFFSET(A3333,-1,0)),\"\")","v":3332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3334)),A3333,\"\")","v":3332},{"$f":"IFERROR(SMALL(Helper2_1,A3333),\"\")","v":3332},null,3332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3334)),$A3333,\"\")","v":3332},{"$f":"IFERROR(SMALL(Helper2_2,A3333),\"\")","v":3332},{"$f":"COUNTIF(Helper3_1,\"=\"&G3333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3333)=1, G3333, \"\")","v":3332},{"$f":"IFERROR(SMALL(Index_2,A3333),\"\")","v":3332},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:J3333)),\"\")","v":"EDI_72"},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:K3333)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:L3333)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:M3333)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:N3333)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3333,COLUMNS($J$2:O3333)),\"\")","v":"72 Development of the physical environment is guided by the University's Estates Vision 2017-2027 and underpinned by the commitment of significant resource to recognise a transformation in the University's key spaces for learning, teaching, research and innovation. Recent developments under this plan have included the refurbishment of lecture theatres and other teaching spaces, the development of a new Health and Wellbeing Centre, as well as targeted investment in spaces supporting a sense of student community. "}]
[{"$f":"IF('> FILTER <'!B3335<>\"\",ROW(OFFSET(A3334,-1,0)),\"\")","v":3333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3335)),A3334,\"\")","v":3333},{"$f":"IFERROR(SMALL(Helper2_1,A3334),\"\")","v":3333},null,3333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3335)),$A3334,\"\")","v":3333},{"$f":"IFERROR(SMALL(Helper2_2,A3334),\"\")","v":3333},{"$f":"COUNTIF(Helper3_1,\"=\"&G3334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3334)=1, G3334, \"\")","v":3333},{"$f":"IFERROR(SMALL(Index_2,A3334),\"\")","v":3333},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:J3334)),\"\")","v":"EDI_73"},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:K3334)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:L3334)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:M3334)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:N3334)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3334,COLUMNS($J$2:O3334)),\"\")","v":"73 In response to concerns raised by students with a declared disability, the University has undertaken a review of the accessibility of its estate. As a result of this review, the University has adopted a new Estates Accessibility Policy which provides a framework for ensuring improvements to accessibility are realised through the ongoing refurbishment and development of the University's estate. The University has also developed online access guides and mobile apps to assist students in navigating its spaces."}]
[{"$f":"IF('> FILTER <'!B3336<>\"\",ROW(OFFSET(A3335,-1,0)),\"\")","v":3334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3336)),A3335,\"\")","v":3334},{"$f":"IFERROR(SMALL(Helper2_1,A3335),\"\")","v":3334},null,3334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3336)),$A3335,\"\")","v":3334},{"$f":"IFERROR(SMALL(Helper2_2,A3335),\"\")","v":3334},{"$f":"COUNTIF(Helper3_1,\"=\"&G3335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3335)=1, G3335, \"\")","v":3334},{"$f":"IFERROR(SMALL(Index_2,A3335),\"\")","v":3334},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:J3335)),\"\")","v":"EDI_74"},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:K3335)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:L3335)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:M3335)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:N3335)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3335,COLUMNS($J$2:O3335)),\"\")","v":"74 The University recognises that considerable challenges remain with the availability of physical space across the university campus, with estates issues often highlighted within the University's internal quality processes, such as Internal Periodic Review and Annual Monitoring. Students and staff who met with the ELIR team echoed these concerns, noting specifically the effect of the recent growth in student numbers in amplifying existing space constraints (paragraphs, 6, 7, 35, 37, 44, 46, 70, 90, 103-105)."}]
[{"$f":"IF('> FILTER <'!B3337<>\"\",ROW(OFFSET(A3336,-1,0)),\"\")","v":3335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3337)),A3336,\"\")","v":3335},{"$f":"IFERROR(SMALL(Helper2_1,A3336),\"\")","v":3335},null,3335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3337)),$A3336,\"\")","v":3335},{"$f":"IFERROR(SMALL(Helper2_2,A3336),\"\")","v":3335},{"$f":"COUNTIF(Helper3_1,\"=\"&G3336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3336)=1, G3336, \"\")","v":3335},{"$f":"IFERROR(SMALL(Index_2,A3336),\"\")","v":3335},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:J3336)),\"\")","v":"EDI_75"},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:K3336)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:L3336)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:M3336)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:N3336)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3336,COLUMNS($J$2:O3336)),\"\")","v":"75 The ELIR team learned of plans to adopt a more integrated approach in relation to learning space decision-making, primarily through closer alignment of the governance processes between estates and learning and teaching. The team considered this to be a beneficial step in supporting more unified planning across the University and has recommended that the University implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."}]
[{"$f":"IF('> FILTER <'!B3338<>\"\",ROW(OFFSET(A3337,-1,0)),\"\")","v":3336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3338)),A3337,\"\")","v":3336},{"$f":"IFERROR(SMALL(Helper2_1,A3337),\"\")","v":3336},null,3336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3338)),$A3337,\"\")","v":3336},{"$f":"IFERROR(SMALL(Helper2_2,A3337),\"\")","v":3336},{"$f":"COUNTIF(Helper3_1,\"=\"&G3337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3337)=1, G3337, \"\")","v":3336},{"$f":"IFERROR(SMALL(Index_2,A3337),\"\")","v":3336},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:J3337)),\"\")","v":"EDI_76"},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:K3337)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:L3337)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:M3337)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:N3337)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3337,COLUMNS($J$2:O3337)),\"\")","v":"76 In responding to the COVID-19 pandemic, the University has considered - as part of its overarching Adaption and Renewal Team (ART) and in line with evolving government guidance - arrangements for the ongoing operation of teaching and research spaces across the estate. PGR students who met with the ELIR team noted that these arrangements had enabled limited numbers of staff and research students to access key buildings, such as labs and offices to ensure continued delivery of critical research and teaching activity throughout the pandemic."}]
[{"$f":"IF('> FILTER <'!B3339<>\"\",ROW(OFFSET(A3338,-1,0)),\"\")","v":3337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3339)),A3338,\"\")","v":3337},{"$f":"IFERROR(SMALL(Helper2_1,A3338),\"\")","v":3337},null,3337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3339)),$A3338,\"\")","v":3337},{"$f":"IFERROR(SMALL(Helper2_2,A3338),\"\")","v":3337},{"$f":"COUNTIF(Helper3_1,\"=\"&G3338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3338)=1, G3338, \"\")","v":3337},{"$f":"IFERROR(SMALL(Index_2,A3338),\"\")","v":3337},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:J3338)),\"\")","v":"EDI_77"},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:K3338)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:L3338)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:M3338)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:N3338)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3338,COLUMNS($J$2:O3338)),\"\")","v":"77 Since the last ELIR, the University has consolidated its use of virtual learning environments (VLEs) onto one major VLE. To support more effective use of this new platform, the University initiated the Learn Foundations Project, which has sought to upskill staff and directly address prior feedback from students on inconsistent use of the VLE across the institution."}]
[{"$f":"IF('> FILTER <'!B3340<>\"\",ROW(OFFSET(A3339,-1,0)),\"\")","v":3338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3340)),A3339,\"\")","v":3338},{"$f":"IFERROR(SMALL(Helper2_1,A3339),\"\")","v":3338},null,3338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3340)),$A3339,\"\")","v":3338},{"$f":"IFERROR(SMALL(Helper2_2,A3339),\"\")","v":3338},{"$f":"COUNTIF(Helper3_1,\"=\"&G3339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3339)=1, G3339, \"\")","v":3338},{"$f":"IFERROR(SMALL(Index_2,A3339),\"\")","v":3338},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:J3339)),\"\")","v":"EDI_78"},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:K3339)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:L3339)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:M3339)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:N3339)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3339,COLUMNS($J$2:O3339)),\"\")","v":"78 To support the delivery of online learning, staff are able to access the University's 'Edinburgh Model for Online Teaching' development course. The ELIR team learned of the sharp rise in uptake in this course in response to the COVID-19 pandemic, as many staff sought to explore more effective means of delivering hybrid teaching. The University's 2015 ELIR recognised the University's delivery of Online Distance Learning (ODL) Programmes, particularly its work on Massive Open Online Courses (MOOCs), as a key area of positive practice. Since the time of the 2015 ELIR, the University has engaged in a pilot of a university-wide 'Distance Learning at Scale' project, which is exploring opportunities to enable delivery of online learning for large student cohorts in an inclusive and sustainable way. As a result of this work, the University had recently extended its portfolio to begin offering a MicroMasters - its first course to utilise micro-credentials."}]
[{"$f":"IF('> FILTER <'!B3341<>\"\",ROW(OFFSET(A3340,-1,0)),\"\")","v":3339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3341)),A3340,\"\")","v":3339},{"$f":"IFERROR(SMALL(Helper2_1,A3340),\"\")","v":3339},null,3339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3341)),$A3340,\"\")","v":3339},{"$f":"IFERROR(SMALL(Helper2_2,A3340),\"\")","v":3339},{"$f":"COUNTIF(Helper3_1,\"=\"&G3340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3340)=1, G3340, \"\")","v":3339},{"$f":"IFERROR(SMALL(Index_2,A3340),\"\")","v":3339},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:J3340)),\"\")","v":"EDI_79"},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:K3340)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:L3340)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:M3340)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:N3340)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3340,COLUMNS($J$2:O3340)),\"\")","v":"79 The University has recently introduced a revised Lecture Recording Policy, which follows on from a significant programme of work to roll out lecture recording at scale, across the University since 2015. The new policy ensures the automatic recording of timetabled lectures in rooms equipped with the appropriate technology. The University shared with the ELIR team the extent of uptake in lecture recording across the institution, which has considerably surpassed initial expectations. Staff and student engagement with recorded lectures had grown, by 130% and 112% respectively since the policy's implementation in 2017-18. Students who met with the review team spoke positively about the impact of the new policy and the added value recorded lectures had brought to their university experience. The team recognised the significance of the considered and consultative approach the University adopted in successfully implementing the lecture recording policy across the University."}]
[{"$f":"IF('> FILTER <'!B3342<>\"\",ROW(OFFSET(A3341,-1,0)),\"\")","v":3340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3342)),A3341,\"\")","v":3340},{"$f":"IFERROR(SMALL(Helper2_1,A3341),\"\")","v":3340},null,3340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3342)),$A3341,\"\")","v":3340},{"$f":"IFERROR(SMALL(Helper2_2,A3341),\"\")","v":3340},{"$f":"COUNTIF(Helper3_1,\"=\"&G3341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3341)=1, G3341, \"\")","v":3340},{"$f":"IFERROR(SMALL(Index_2,A3341),\"\")","v":3340},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:J3341)),\"\")","v":"EDI_80"},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:K3341)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:L3341)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:M3341)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:N3341)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3341,COLUMNS($J$2:O3341)),\"\")","v":"80 In response to the COVID-19 pandemic, the University has expanded the principles of this policy to encompass teaching delivered online through its Virtual Classroom Policy. The University recognises that the Lecture Recording Policy has equally supported both staff and students in responding to the COVID-19 pandemic, affording students access to a wealth of study resources and enabling staff to pre-record lectures from home for later delivery and dissemination. The University recognises that a key future development in this area will be the subtitling of recorded lectures. Following a pilot project in 2018-19 to explore the feasibility of student-generated caption and transcription, the University has recognised the need to enhance the value and usability of autogenerated captions. Both staff and students who met with the ELIR team, commented on the need to improve the quality of captioning on recorded lectures. To this effect, the team encourages the University to proceed with its planned work in this area. "}]
[{"$f":"IF('> FILTER <'!B3343<>\"\",ROW(OFFSET(A3342,-1,0)),\"\")","v":3341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3343)),A3342,\"\")","v":3341},{"$f":"IFERROR(SMALL(Helper2_1,A3342),\"\")","v":3341},null,3341,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3343)),$A3342,\"\")","v":3341},{"$f":"IFERROR(SMALL(Helper2_2,A3342),\"\")","v":3341},{"$f":"COUNTIF(Helper3_1,\"=\"&G3342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3342)=1, G3342, \"\")","v":3341},{"$f":"IFERROR(SMALL(Index_2,A3342),\"\")","v":3341},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:J3342)),\"\")","v":"EDI_80"},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:K3342)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:L3342)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:M3342)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:N3342)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3342,COLUMNS($J$2:O3342)),\"\")","v":"80 In response to the COVID-19 pandemic, the University has expanded the principles of this policy to encompass teaching delivered online through its Virtual Classroom Policy. The University recognises that the Lecture Recording Policy has equally supported both staff and students in responding to the COVID-19 pandemic, affording students access to a wealth of study resources and enabling staff to pre-record lectures from home for later delivery and dissemination. The University recognises that a key future development in this area will be the subtitling of recorded lectures. Following a pilot project in 2018-19 to explore the feasibility of student-generated caption and transcription, the University has recognised the need to enhance the value and usability of autogenerated captions. Both staff and students who met with the ELIR team, commented on the need to improve the quality of captioning on recorded lectures. To this effect, the team encourages the University to proceed with its planned work in this area. "}]
[{"$f":"IF('> FILTER <'!B3344<>\"\",ROW(OFFSET(A3343,-1,0)),\"\")","v":3342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3344)),A3343,\"\")","v":3342},{"$f":"IFERROR(SMALL(Helper2_1,A3343),\"\")","v":3342},null,3342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3344)),$A3343,\"\")","v":3342},{"$f":"IFERROR(SMALL(Helper2_2,A3343),\"\")","v":3342},{"$f":"COUNTIF(Helper3_1,\"=\"&G3343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3343)=1, G3343, \"\")","v":3342},{"$f":"IFERROR(SMALL(Index_2,A3343),\"\")","v":3342},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:J3343)),\"\")","v":"EDI_81"},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:K3343)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:L3343)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:M3343)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:N3343)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3343,COLUMNS($J$2:O3343)),\"\")","v":"81 The University has approaches in place to support students throughout their learner journey which are generally effective. Where areas for development have been identified, on the whole, the University has plans in place for improvement. The University is effective in its approach to enhancing the student experience. There is a significant investment in the physical, digital and intellectual spaces for learning. The University has a strong relationship with the Students' Association and a range of jointly developed activities. The strong commitment manifests as a range of projects, initiatives and task groups, that report through to the Senate. "}]
[{"$f":"IF('> FILTER <'!B3345<>\"\",ROW(OFFSET(A3344,-1,0)),\"\")","v":3343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3345)),A3344,\"\")","v":3343},{"$f":"IFERROR(SMALL(Helper2_1,A3344),\"\")","v":3343},null,3343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3345)),$A3344,\"\")","v":3343},{"$f":"IFERROR(SMALL(Helper2_2,A3344),\"\")","v":3343},{"$f":"COUNTIF(Helper3_1,\"=\"&G3344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3344)=1, G3344, \"\")","v":3343},{"$f":"IFERROR(SMALL(Index_2,A3344),\"\")","v":3343},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:J3344)),\"\")","v":"EDI_82"},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:K3344)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:L3344)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:M3344)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:N3344)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3344,COLUMNS($J$2:O3344)),\"\")","v":"82 The University's commitment to working in close partnership with the student body is commended and is exemplified by student involvement across all decision-making structures and university initiatives. Student membership on both the University Executive and the Adaptation and Renewal Team is particularly positive and has resulted in demonstrable student contribution at a strategic level.  "}]
[{"$f":"IF('> FILTER <'!B3346<>\"\",ROW(OFFSET(A3345,-1,0)),\"\")","v":3344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3346)),A3345,\"\")","v":3344},{"$f":"IFERROR(SMALL(Helper2_1,A3345),\"\")","v":3344},null,3344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3346)),$A3345,\"\")","v":3344},{"$f":"IFERROR(SMALL(Helper2_2,A3345),\"\")","v":3344},{"$f":"COUNTIF(Helper3_1,\"=\"&G3345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3345)=1, G3345, \"\")","v":3344},{"$f":"IFERROR(SMALL(Index_2,A3345),\"\")","v":3344},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:J3345)),\"\")","v":"EDI_82"},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:K3345)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:L3345)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:M3345)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:N3345)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3345,COLUMNS($J$2:O3345)),\"\")","v":"82 The University's commitment to working in close partnership with the student body is commended and is exemplified by student involvement across all decision-making structures and university initiatives. Student membership on both the University Executive and the Adaptation and Renewal Team is particularly positive and has resulted in demonstrable student contribution at a strategic level.  "}]
[{"$f":"IF('> FILTER <'!B3347<>\"\",ROW(OFFSET(A3346,-1,0)),\"\")","v":3345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3347)),A3346,\"\")","v":3345},{"$f":"IFERROR(SMALL(Helper2_1,A3346),\"\")","v":3345},null,3345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3347)),$A3346,\"\")","v":3345},{"$f":"IFERROR(SMALL(Helper2_2,A3346),\"\")","v":3345},{"$f":"COUNTIF(Helper3_1,\"=\"&G3346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3346)=1, G3346, \"\")","v":3345},{"$f":"IFERROR(SMALL(Index_2,A3346),\"\")","v":3345},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:J3346)),\"\")","v":"EDI_83"},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:K3346)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:L3346)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:M3346)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:N3346)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3346,COLUMNS($J$2:O3346)),\"\")","v":"83 Recognising the decentralised nature of university structures, it is recommended that the institution should establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability. "}]
[{"$f":"IF('> FILTER <'!B3348<>\"\",ROW(OFFSET(A3347,-1,0)),\"\")","v":3346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3348)),A3347,\"\")","v":3346},{"$f":"IFERROR(SMALL(Helper2_1,A3347),\"\")","v":3346},null,3346,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3348)),$A3347,\"\")","v":3346},{"$f":"IFERROR(SMALL(Helper2_2,A3347),\"\")","v":3346},{"$f":"COUNTIF(Helper3_1,\"=\"&G3347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3347)=1, G3347, \"\")","v":3346},{"$f":"IFERROR(SMALL(Index_2,A3347),\"\")","v":3346},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:J3347)),\"\")","v":"EDI_84"},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:K3347)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:L3347)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:M3347)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:N3347)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3347,COLUMNS($J$2:O3347)),\"\")","v":"84 The University has a positive relationship with the Students' Association and works closely with the Association in delivering a range of activities. Several of these programmes, notably the peer mentoring activity (PALS), are commented upon favourably in the RA and by students. The promotion and expansion of the Students' Association-led and university supported PALS, have contributed to the integration of students as they join the University. These schemes effectively deploy students who have first-hand experience of transitions and this is an area of commendation.   "}]
[{"$f":"IF('> FILTER <'!B3349<>\"\",ROW(OFFSET(A3348,-1,0)),\"\")","v":3347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3349)),A3348,\"\")","v":3347},{"$f":"IFERROR(SMALL(Helper2_1,A3348),\"\")","v":3347},null,3347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3349)),$A3348,\"\")","v":3347},{"$f":"IFERROR(SMALL(Helper2_2,A3348),\"\")","v":3347},{"$f":"COUNTIF(Helper3_1,\"=\"&G3348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3348)=1, G3348, \"\")","v":3347},{"$f":"IFERROR(SMALL(Index_2,A3348),\"\")","v":3347},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:J3348)),\"\")","v":"EDI_85"},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:K3348)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:L3348)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:M3348)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:N3348)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3348,COLUMNS($J$2:O3348)),\"\")","v":"85 The 2015 ELIR drew attention to the Personal Tutor system and encouraged the University to revisit the implementation of that system. The ELIR team was made aware of significant ongoing concerns that both students and staff feel in the consistency of the Personal Tutor system. The review of that system has been further delayed by the COVID-19 pandemic. It is recommended that the University make significant progress in implementing plans to ensure an effective approach to offering personal student support. In doing so, and recognising the extended period of time that the University has been developing its approach to personal tutoring, it  is asked to reflect on whether the current timescale for implementation of the institutional Student Support and Personal Tutor Plan in 2023-24, is sufficiently ambitious. The University should make demonstrable progress within the next academic year in respect of ensuring parity of experience for students and effective signposting to support services and delivery of an agreed and consistent baseline level of provision. As part of its approach, the University is asked to develop an effective mechanism to monitor consistency of implementation and allow it to evaluate the impact of these changes on the student experience."}]
[{"$f":"IF('> FILTER <'!B3350<>\"\",ROW(OFFSET(A3349,-1,0)),\"\")","v":3348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3350)),A3349,\"\")","v":3348},{"$f":"IFERROR(SMALL(Helper2_1,A3349),\"\")","v":3348},null,3348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3350)),$A3349,\"\")","v":3348},{"$f":"IFERROR(SMALL(Helper2_2,A3349),\"\")","v":3348},{"$f":"COUNTIF(Helper3_1,\"=\"&G3349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3349)=1, G3349, \"\")","v":3348},{"$f":"IFERROR(SMALL(Index_2,A3349),\"\")","v":3348},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:J3349)),\"\")","v":"EDI_86"},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:K3349)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:L3349)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:M3349)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:N3349)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3349,COLUMNS($J$2:O3349)),\"\")","v":"86 The 2015 ELIR report noted 'The University has made improving feedback on assessment an institutional priority and progress is evident. Nonetheless, further work remains to ensure the University is able to implement its feedback policy and practice in a clear and consistent manner across the institution so that all students receive timely, relevant and high-quality feedback at key points during their programmes.' While it is clear that the University continues to make Assessment and Feedback a priority, it was not identified as a key theme for this review. It is clear that students remain dissatisfied with: the variation in assessment and feedback practice - both in feedback timeliness and quality (which further impacts on consistency where students are on joint honours and interdisciplinary programmes); the breadth of assessment methods used; and the inconsistency that leads to assessment imbalance for joint honours students. Recognising that over an extended period of time, the University has considered a broad evidence base which has highlighted concerns about assessment and feedback and that this remains an area of challenge for the institution. It is recommended that the University makes demonstrable progress, within the next academic year, in prioritising the development of a holistic and strategic approach to the design and management of assessment and feedback. The University should also progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across schools."}]
[{"$f":"IF('> FILTER <'!B3351<>\"\",ROW(OFFSET(A3350,-1,0)),\"\")","v":3349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3351)),A3350,\"\")","v":3349},{"$f":"IFERROR(SMALL(Helper2_1,A3350),\"\")","v":3349},null,3349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3351)),$A3350,\"\")","v":3349},{"$f":"IFERROR(SMALL(Helper2_2,A3350),\"\")","v":3349},{"$f":"COUNTIF(Helper3_1,\"=\"&G3350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3350)=1, G3350, \"\")","v":3349},{"$f":"IFERROR(SMALL(Index_2,A3350),\"\")","v":3349},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:J3350)),\"\")","v":"EDI_87"},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:K3350)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:L3350)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:M3350)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:N3350)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3350,COLUMNS($J$2:O3350)),\"\")","v":"87 Following on from the recommendation in the 2015 ELIR on the postgraduate research student experience, it is recommended that the University should ensure effective implementation of its policy for the training and support of postgraduates who teach."}]
[{"$f":"IF('> FILTER <'!B3352<>\"\",ROW(OFFSET(A3351,-1,0)),\"\")","v":3350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3352)),A3351,\"\")","v":3350},{"$f":"IFERROR(SMALL(Helper2_1,A3351),\"\")","v":3350},null,3350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3352)),$A3351,\"\")","v":3350},{"$f":"IFERROR(SMALL(Helper2_2,A3351),\"\")","v":3350},{"$f":"COUNTIF(Helper3_1,\"=\"&G3351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3351)=1, G3351, \"\")","v":3350},{"$f":"IFERROR(SMALL(Index_2,A3351),\"\")","v":3350},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:J3351)),\"\")","v":"EDI_88"},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:K3351)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:L3351)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:M3351)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:N3351)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3351,COLUMNS($J$2:O3351)),\"\")","v":"88 At the time of the ELIR, the University was in-between teaching and learning strategies, the previous strategy having come to an end in 2019-20. In addition, improvements are needed to lead change, to respond in a timely fashion to areas of the delivery which require improvement, and to adequately evaluate the consistency of implementation of strategic objectives across the institution. "}]
[{"$f":"IF('> FILTER <'!B3353<>\"\",ROW(OFFSET(A3352,-1,0)),\"\")","v":3351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3353)),A3352,\"\")","v":3351},{"$f":"IFERROR(SMALL(Helper2_1,A3352),\"\")","v":3351},null,3351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3353)),$A3352,\"\")","v":3351},{"$f":"IFERROR(SMALL(Helper2_2,A3352),\"\")","v":3351},{"$f":"COUNTIF(Helper3_1,\"=\"&G3352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3352)=1, G3352, \"\")","v":3351},{"$f":"IFERROR(SMALL(Index_2,A3352),\"\")","v":3351},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:J3352)),\"\")","v":"EDI_89"},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:K3352)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:L3352)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:M3352)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:N3352)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3352,COLUMNS($J$2:O3352)),\"\")","v":"89 In September 2019, the University launched an institutional strategic plan for 2030 - 'Strategy 2030' - led by the new Vice-Chancellor. This new strategy expresses the University's shift to a values-led approach and, alongside these values, articulates the vision and purpose of the University. The development of the strategy involved an iterative process of sharing early drafts in consultations with colleagues in open meetings, and by providing opportunities for staff and students to provide feedback. The ELIR team heard that this opportunity to be engaged in the consultation on 'Strategy 2030' had not reached all staff; and that some staff felt that the strategy had originated from a 'top-down' culture. Students that met with the team were aware of planning process that led to the new strategy but had not taken up the opportunity to provide feedback. "}]
[{"$f":"IF('> FILTER <'!B3354<>\"\",ROW(OFFSET(A3353,-1,0)),\"\")","v":3352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3354)),A3353,\"\")","v":3352},{"$f":"IFERROR(SMALL(Helper2_1,A3353),\"\")","v":3352},null,3352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3354)),$A3353,\"\")","v":3352},{"$f":"IFERROR(SMALL(Helper2_2,A3353),\"\")","v":3352},{"$f":"COUNTIF(Helper3_1,\"=\"&G3353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3353)=1, G3353, \"\")","v":3352},{"$f":"IFERROR(SMALL(Index_2,A3353),\"\")","v":3352},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:J3353)),\"\")","v":"EDI_90"},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:K3353)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:L3353)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:M3353)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:N3353)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3353,COLUMNS($J$2:O3353)),\"\")","v":"90 The institutional strategy is focused on delivering excellence with an emphasis shaped by the values on four key areas: people, research, teaching and learning, and social and civic responsibility. The teaching and learning aspects of the institutional strategy cover experience, employability and an understanding of the value of creativity, curiosity and failure. It includes a goal to maintain the recruitment and retention of students and to maximise their potential. It also outlines the University's aspirations around widening participation and creating a culture of lifelong learning and attachment to the institution. The University also includes within the strategy, its intention not to grow for growth's sake, but instead to improve the student experience and maintain the undergraduate population at a stable size while expecting to expand interdisciplinary and multidisciplinary postgraduate and digital education."}]
[{"$f":"IF('> FILTER <'!B3355<>\"\",ROW(OFFSET(A3354,-1,0)),\"\")","v":3353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3355)),A3354,\"\")","v":3353},{"$f":"IFERROR(SMALL(Helper2_1,A3354),\"\")","v":3353},null,3353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3355)),$A3354,\"\")","v":3353},{"$f":"IFERROR(SMALL(Helper2_2,A3354),\"\")","v":3353},{"$f":"COUNTIF(Helper3_1,\"=\"&G3354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3354)=1, G3354, \"\")","v":3353},{"$f":"IFERROR(SMALL(Index_2,A3354),\"\")","v":3353},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:J3354)),\"\")","v":"EDI_91"},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:K3354)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:L3354)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:M3354)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:N3354)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3354,COLUMNS($J$2:O3354)),\"\")","v":"91 At the time of the ELIR, the institution had not established a systematic process to drive the implementation of these aspects of the new institutional strategy, nor to develop the mechanisms by which targets aligned to the strategic objectives would be measured. The ELIR team considered there to be value in the University establishing and setting measures of success, whether quantitative or qualitative, to enable the evaluation of progress at a senior management level, establishing clear goals for the various areas of the strategy and thereby ensuring consistency of strategic approach across the University."}]
[{"$f":"IF('> FILTER <'!B3356<>\"\",ROW(OFFSET(A3355,-1,0)),\"\")","v":3354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3356)),A3355,\"\")","v":3354},{"$f":"IFERROR(SMALL(Helper2_1,A3355),\"\")","v":3354},null,3354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3356)),$A3355,\"\")","v":3354},{"$f":"IFERROR(SMALL(Helper2_2,A3355),\"\")","v":3354},{"$f":"COUNTIF(Helper3_1,\"=\"&G3355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3355)=1, G3355, \"\")","v":3354},{"$f":"IFERROR(SMALL(Index_2,A3355),\"\")","v":3354},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:J3355)),\"\")","v":"EDI_92"},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:K3355)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:L3355)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:M3355)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:N3355)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3355,COLUMNS($J$2:O3355)),\"\")","v":"92 The Senate Education Committee (SEC) is responsible for policy development aligned to the strategic direction for learning and teaching. The Committee implements change to educational policy through the college deans and the Institute for Academic Development (IAD) which supports educational teaching and learning developments."}]
[{"$f":"IF('> FILTER <'!B3357<>\"\",ROW(OFFSET(A3356,-1,0)),\"\")","v":3355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3357)),A3356,\"\")","v":3355},{"$f":"IFERROR(SMALL(Helper2_1,A3356),\"\")","v":3355},null,3355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3357)),$A3356,\"\")","v":3355},{"$f":"IFERROR(SMALL(Helper2_2,A3356),\"\")","v":3355},{"$f":"COUNTIF(Helper3_1,\"=\"&G3356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3356)=1, G3356, \"\")","v":3355},{"$f":"IFERROR(SMALL(Index_2,A3356),\"\")","v":3355},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:J3356)),\"\")","v":"EDI_93"},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:K3356)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:L3356)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:M3356)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:N3356)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3356,COLUMNS($J$2:O3356)),\"\")","v":"93 At the time of the ELIR, the University was in a transition phase between learning and teaching strategies. SEC agreed that academic year 2019-20 would be the last year of the Learning and Teaching Strategy 2017, however, there is an understanding in the Senior Management Team that the current strategy, or possibly projects arising from it, will remain in place until the conclusion of a new Curriculum Transformation Programme (paragraphs 94-96) and that the programme will then inform a new Teaching and Learning Strategy. At SEC in autumn 2019, it was agreed that a revised statement of the University's intentions around learning and teaching was needed, but this had not yet been prepared by spring 2020. The University's staff survey, conducted in autumn 2019, reflects that staff perceptions of the success of the University's approach to change management, and strategic decision making, is particularly low. Overall, the ELIR team found contradictory and confused understanding among students and staff across different levels of the institution on where the current strategic direction for change on learning and teaching can be found. As a result, it is recommended that the University should consider its strategic approach to the enhancement of learning and teaching and, in view of the current transition between the Learning and Teaching Strategy 2017 and future plans, should provide institutional oversight, and ensure clarity for staff, on the strategic direction underpinning current learning and teaching developments."}]
[{"$f":"IF('> FILTER <'!B3358<>\"\",ROW(OFFSET(A3357,-1,0)),\"\")","v":3356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3358)),A3357,\"\")","v":3356},{"$f":"IFERROR(SMALL(Helper2_1,A3357),\"\")","v":3356},null,3356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3358)),$A3357,\"\")","v":3356},{"$f":"IFERROR(SMALL(Helper2_2,A3357),\"\")","v":3356},{"$f":"COUNTIF(Helper3_1,\"=\"&G3357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3357)=1, G3357, \"\")","v":3356},{"$f":"IFERROR(SMALL(Index_2,A3357),\"\")","v":3356},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:J3357)),\"\")","v":"EDI_94"},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:K3357)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:L3357)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:M3357)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:N3357)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3357,COLUMNS($J$2:O3357)),\"\")","v":"94 During the ELIR, the Vice-Principal Students, who chairs the SEC, outlined his view that plans for the strategic development of learning and teaching will largely be guided by outcomes of a planned Curriculum Transformation Programme (CTP) (previously identified in the RA as the Curriculum Review Programme) which started in April 2021. Following the review, the University advised that the implementation and initial roll-out of the new curriculum was due to begin no sooner than 2024-25 or 2025-26, but that some aspects would be implemented at an earlier point where possible."}]
[{"$f":"IF('> FILTER <'!B3359<>\"\",ROW(OFFSET(A3358,-1,0)),\"\")","v":3357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3359)),A3358,\"\")","v":3357},{"$f":"IFERROR(SMALL(Helper2_1,A3358),\"\")","v":3357},null,3357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3359)),$A3358,\"\")","v":3357},{"$f":"IFERROR(SMALL(Helper2_2,A3358),\"\")","v":3357},{"$f":"COUNTIF(Helper3_1,\"=\"&G3358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3358)=1, G3358, \"\")","v":3357},{"$f":"IFERROR(SMALL(Index_2,A3358),\"\")","v":3357},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:J3358)),\"\")","v":"EDI_94"},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:K3358)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:L3358)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:M3358)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:N3358)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3358,COLUMNS($J$2:O3358)),\"\")","v":"94 During the ELIR, the Vice-Principal Students, who chairs the SEC, outlined his view that plans for the strategic development of learning and teaching will largely be guided by outcomes of a planned Curriculum Transformation Programme (CTP) (previously identified in the RA as the Curriculum Review Programme) which started in April 2021. Following the review, the University advised that the implementation and initial roll-out of the new curriculum was due to begin no sooner than 2024-25 or 2025-26, but that some aspects would be implemented at an earlier point where possible."}]
[{"$f":"IF('> FILTER <'!B3360<>\"\",ROW(OFFSET(A3359,-1,0)),\"\")","v":3358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3360)),A3359,\"\")","v":3358},{"$f":"IFERROR(SMALL(Helper2_1,A3359),\"\")","v":3358},null,3358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3360)),$A3359,\"\")","v":3358},{"$f":"IFERROR(SMALL(Helper2_2,A3359),\"\")","v":3358},{"$f":"COUNTIF(Helper3_1,\"=\"&G3359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3359)=1, G3359, \"\")","v":3358},{"$f":"IFERROR(SMALL(Index_2,A3359),\"\")","v":3358},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:J3359)),\"\")","v":"EDI_95"},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:K3359)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:L3359)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:M3359)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:N3359)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3359,COLUMNS($J$2:O3359)),\"\")","v":"95 The CTP promises to deliver against this challenging timetable on a wide range of institutional issues to include personal tutoring (paragraphs 39-44); assessment and feedback (paragraphs 54-60); as well as a review of the portfolio of degrees and the level of student choice within and between programmes. Awareness of the CTP had not yet reached all students or staff who met with the ELIR team at the Planning Visit. However, staff who were aware of the CTP at the Review Visit were concerned that not all staff and students would have an opportunity to contribute."}]
[{"$f":"IF('> FILTER <'!B3361<>\"\",ROW(OFFSET(A3360,-1,0)),\"\")","v":3359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3361)),A3360,\"\")","v":3359},{"$f":"IFERROR(SMALL(Helper2_1,A3360),\"\")","v":3359},null,3359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3361)),$A3360,\"\")","v":3359},{"$f":"IFERROR(SMALL(Helper2_2,A3360),\"\")","v":3359},{"$f":"COUNTIF(Helper3_1,\"=\"&G3360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3360)=1, G3360, \"\")","v":3359},{"$f":"IFERROR(SMALL(Index_2,A3360),\"\")","v":3359},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:J3360)),\"\")","v":"EDI_96"},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:K3360)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:L3360)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:M3360)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:N3360)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3360,COLUMNS($J$2:O3360)),\"\")","v":"96 The ELIR team considered that the CTP has not yet been fully scoped as described in meetings; that important areas, such as assessment and feedback, were not yet fully considered in the documented scope in place at the time of the review visit; and that the institution has placed significant reliance on the success of the programme to deliver on a wide range of institutional issues. At the time of the ELIR, work on scoping the CTP was ongoing."}]
[{"$f":"IF('> FILTER <'!B3362<>\"\",ROW(OFFSET(A3361,-1,0)),\"\")","v":3360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3362)),A3361,\"\")","v":3360},{"$f":"IFERROR(SMALL(Helper2_1,A3361),\"\")","v":3360},null,3360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3362)),$A3361,\"\")","v":3360},{"$f":"IFERROR(SMALL(Helper2_2,A3361),\"\")","v":3360},{"$f":"COUNTIF(Helper3_1,\"=\"&G3361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3361)=1, G3361, \"\")","v":3360},{"$f":"IFERROR(SMALL(Index_2,A3361),\"\")","v":3360},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:J3361)),\"\")","v":"EDI_97"},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:K3361)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:L3361)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:M3361)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:N3361)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3361,COLUMNS($J$2:O3361)),\"\")","v":"97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."}]
[{"$f":"IF('> FILTER <'!B3363<>\"\",ROW(OFFSET(A3362,-1,0)),\"\")","v":3361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3363)),A3362,\"\")","v":3361},{"$f":"IFERROR(SMALL(Helper2_1,A3362),\"\")","v":3361},null,3361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3363)),$A3362,\"\")","v":3361},{"$f":"IFERROR(SMALL(Helper2_2,A3362),\"\")","v":3361},{"$f":"COUNTIF(Helper3_1,\"=\"&G3362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3362)=1, G3362, \"\")","v":3361},{"$f":"IFERROR(SMALL(Index_2,A3362),\"\")","v":3361},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:J3362)),\"\")","v":"EDI_97"},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:K3362)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:L3362)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:M3362)),\"\")","v":"Curriculum"},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:N3362)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3362,COLUMNS($J$2:O3362)),\"\")","v":"97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."}]
[{"$f":"IF('> FILTER <'!B3364<>\"\",ROW(OFFSET(A3363,-1,0)),\"\")","v":3362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3364)),A3363,\"\")","v":3362},{"$f":"IFERROR(SMALL(Helper2_1,A3363),\"\")","v":3362},null,3362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3364)),$A3363,\"\")","v":3362},{"$f":"IFERROR(SMALL(Helper2_2,A3363),\"\")","v":3362},{"$f":"COUNTIF(Helper3_1,\"=\"&G3363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3363)=1, G3363, \"\")","v":3362},{"$f":"IFERROR(SMALL(Index_2,A3363),\"\")","v":3362},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:J3363)),\"\")","v":"EDI_97"},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:K3363)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:L3363)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:M3363)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:N3363)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3363,COLUMNS($J$2:O3363)),\"\")","v":"97 Until the end of 2019, the University, through the SEC, had been working to the goals articulated in the Learning and Teaching Strategy 2017. Arising from this strategy, the University notes that several 'strategic enhancement projects' in the form of working groups were formed, largely as part of wider cross-institutional strategic change programmes. These working groups all feed into the SEC (previously the Senate Learning and Teaching Committee until 2018-19). In 2020, aspects of two of these key projects - the Service Excellence Programme (SEP) (launched in 2016 with the Student Administration and Support Stream initiated in 2017) and Student Experience Action Plan (StEAP) (initiated in 2018-19) - were either paused or modified at the request of the Adaptation and Renewal Team because of the COVID-19 pandemic, although some significant aspects of the projects were maintained (paragraph 98)."}]
[{"$f":"IF('> FILTER <'!B3365<>\"\",ROW(OFFSET(A3364,-1,0)),\"\")","v":3363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3365)),A3364,\"\")","v":3363},{"$f":"IFERROR(SMALL(Helper2_1,A3364),\"\")","v":3363},null,3363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3365)),$A3364,\"\")","v":3363},{"$f":"IFERROR(SMALL(Helper2_2,A3364),\"\")","v":3363},{"$f":"COUNTIF(Helper3_1,\"=\"&G3364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3364)=1, G3364, \"\")","v":3363},{"$f":"IFERROR(SMALL(Index_2,A3364),\"\")","v":3363},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:J3364)),\"\")","v":"EDI_98"},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:K3364)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:L3364)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:M3364)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:N3364)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3364,COLUMNS($J$2:O3364)),\"\")","v":"98 Most projects within the StEAP were being scaled back with only a small number continuing to be funded in 2020-21 and 2021-22, including aspects of the plan relating to implementing improvements to the student mental health and wellbeing and enhanced peer support remaining. The Student Support and Personal Tutoring project presented the recommendations to the Senate Education Committee and the project was given approval to move to the next stage; however, the ELIR team learned that the implementation of this project has now been delayed until the academic year 2023-24 (paragraphs 39-42, 85). During the ELIR, the team heard that awareness of the StEAP had not reached students or staff and suggest that the institution considers improving the communication of institutional development projects."}]
[{"$f":"IF('> FILTER <'!B3366<>\"\",ROW(OFFSET(A3365,-1,0)),\"\")","v":3364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3366)),A3365,\"\")","v":3364},{"$f":"IFERROR(SMALL(Helper2_1,A3365),\"\")","v":3364},null,3364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3366)),$A3365,\"\")","v":3364},{"$f":"IFERROR(SMALL(Helper2_2,A3365),\"\")","v":3364},{"$f":"COUNTIF(Helper3_1,\"=\"&G3365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3365)=1, G3365, \"\")","v":3364},{"$f":"IFERROR(SMALL(Index_2,A3365),\"\")","v":3364},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:J3365)),\"\")","v":"EDI_99"},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:K3365)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:L3365)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:M3365)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:N3365)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3365,COLUMNS($J$2:O3365)),\"\")","v":"99 The SEP set out a major review of key professional service functions, including the Student Recruitment and Admissions programme and the Student Administration and Support (SA&S) programme. One output of the SEP is the implementation of an institution-wide mechanism to manage the coursework extensions and special circumstances of students; this project is recognised by senior management as being an example of the successful implementation of a centralised approach. "}]
[{"$f":"IF('> FILTER <'!B3367<>\"\",ROW(OFFSET(A3366,-1,0)),\"\")","v":3365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3367)),A3366,\"\")","v":3365},{"$f":"IFERROR(SMALL(Helper2_1,A3366),\"\")","v":3365},null,3365,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3367)),$A3366,\"\")","v":3365},{"$f":"IFERROR(SMALL(Helper2_2,A3366),\"\")","v":3365},{"$f":"COUNTIF(Helper3_1,\"=\"&G3366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3366)=1, G3366, \"\")","v":3365},{"$f":"IFERROR(SMALL(Index_2,A3366),\"\")","v":3365},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:J3366)),\"\")","v":"EDI_100"},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:K3366)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:L3366)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:M3366)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:N3366)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3366,COLUMNS($J$2:O3366)),\"\")","v":"100 Another working group aligned to the Learning and Teaching Strategy 2017, was a project on Leading Enhancement in Assessment and Feedback (LEAF) which supported using the Transforming the Experience of Students through Assessment (TESTA) methodology. The outcome of this project was reported to SEC and the IAD now provides support in using this methodology. However, institutional-level implementation of the recommendations from the evaluation of LEAF on programme structure, assessment expectations, assessment and feedback and using feedback to create a sense of belonging have been stalled while they are incorporated into the Curriculum Transformation Programme (paragraphs 94-96)."}]
[{"$f":"IF('> FILTER <'!B3368<>\"\",ROW(OFFSET(A3367,-1,0)),\"\")","v":3366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3368)),A3367,\"\")","v":3366},{"$f":"IFERROR(SMALL(Helper2_1,A3367),\"\")","v":3366},null,3366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3368)),$A3367,\"\")","v":3366},{"$f":"IFERROR(SMALL(Helper2_2,A3367),\"\")","v":3366},{"$f":"COUNTIF(Helper3_1,\"=\"&G3367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3367)=1, G3367, \"\")","v":3366},{"$f":"IFERROR(SMALL(Index_2,A3367),\"\")","v":3366},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:J3367)),\"\")","v":"EDI_101"},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:K3367)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:L3367)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:M3367)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:N3367)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3367,COLUMNS($J$2:O3367)),\"\")","v":"101 The University has effective mechanisms for self-evaluation that are able to identify issues with the student experience and which are often addressed by establishing working groups and reviews to assess the concerns and develop solutions. Overall, the ELIR team observed a recurring pattern whereby projects undertaken at an institutional level result in recommendations and suggested changes to policy but the final steps of consistent dissemination, implementation and evaluation are not achieved. The team found multiple instances where inconsistent implementation of policy and strategic approach across schools contributed to variable student and staff experience. For example, approaches to mid-course feedback (paragraphs 27-29); provision of training for PGRs that teach (paragraphs 67-68); adherence to the 15-day turnaround time for assessment feedback (paragraph 58); staff induction (paragraph 114); the level to which peer observation is utilised (paragraph 116); and the teaching delivery response to the Covid pandemic, were all found to vary significantly across schools. There are advances in the information and data given to schools through the University's interactive data visualisation tool to enable good decision-making (paragraph 30), however, these data need to be accompanied by expected actions and follow-up to ensure completion. The team understands that the COVID-19 pandemic will have had an impact on the ability of the institution to achieve this final step. However, given this pattern was evident before the pandemic, and recognising the decentralised nature of university structures, the University is recommended to establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability."}]
[{"$f":"IF('> FILTER <'!B3369<>\"\",ROW(OFFSET(A3368,-1,0)),\"\")","v":3367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3369)),A3368,\"\")","v":3367},{"$f":"IFERROR(SMALL(Helper2_1,A3368),\"\")","v":3367},null,3367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3369)),$A3368,\"\")","v":3367},{"$f":"IFERROR(SMALL(Helper2_2,A3368),\"\")","v":3367},{"$f":"COUNTIF(Helper3_1,\"=\"&G3368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3368)=1, G3368, \"\")","v":3367},{"$f":"IFERROR(SMALL(Index_2,A3368),\"\")","v":3367},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:J3368)),\"\")","v":"EDI_102"},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:K3368)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:L3368)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:M3368)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:N3368)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3368,COLUMNS($J$2:O3368)),\"\")","v":"102 The University has had longstanding concerns on certain aspects of the student experience, notably assessment and feedback (paragraphs 54-60) and the Personal Tutor System (paragraphs 39-42) identified by institutional review processes, highlighted in previous ELIRs and through student feedback mechanisms such as the National Student Survey. In response to these concerns, various committees have commissioned work and set up effective working groups that typically conduct excellent research and supply evidence-based recommendations or generate action plans for the institution. As an example, it is possible to track how the issue of the expected 15-day turnaround time is raised as an institutional theme within Institutional Period Review and referred to the University Executive; it is then considered by the Senate Education Committee and then deferred pending the Curriculum Transformation Programme. Consequently, the timeliness with which any appropriate measures are put in place to address institutional problems is slow. Staff at all levels and students also expressed the view that the pace of change, prior to the pandemic, was slow. This rate of implementing change is occasionally bypassed and extremely effective initiatives are implemented, for example, the necessary changes that were made to the educational delivery in response to COVID-19 through the Adaptation and Renewal Team (ART). The ART engaged staff through open fora and gave them the opportunity to inform key decision-making processes. The ELIR team heard that communication from the ART to key staff in schools was, in general, managed very well and much of the learning and teaching response to the pandemic was effectively devolved to schools or colleges. Staff involved in supporting the work of the ART commented on the effectiveness of the process by which change was implemented with speed and efficacy. The team took the view that the University may wish to reflect on what lessons it could learn from the noteworthy efficacy of the ART in implementing speedy and effective change. It is recommended that the University develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "}]
[{"$f":"IF('> FILTER <'!B3370<>\"\",ROW(OFFSET(A3369,-1,0)),\"\")","v":3368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3370)),A3369,\"\")","v":3368},{"$f":"IFERROR(SMALL(Helper2_1,A3369),\"\")","v":3368},null,3368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3370)),$A3369,\"\")","v":3368},{"$f":"IFERROR(SMALL(Helper2_2,A3369),\"\")","v":3368},{"$f":"COUNTIF(Helper3_1,\"=\"&G3369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3369)=1, G3369, \"\")","v":3368},{"$f":"IFERROR(SMALL(Index_2,A3369),\"\")","v":3368},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:J3369)),\"\")","v":"EDI_102"},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:K3369)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:L3369)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:M3369)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:N3369)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3369,COLUMNS($J$2:O3369)),\"\")","v":"102 The University has had longstanding concerns on certain aspects of the student experience, notably assessment and feedback (paragraphs 54-60) and the Personal Tutor System (paragraphs 39-42) identified by institutional review processes, highlighted in previous ELIRs and through student feedback mechanisms such as the National Student Survey. In response to these concerns, various committees have commissioned work and set up effective working groups that typically conduct excellent research and supply evidence-based recommendations or generate action plans for the institution. As an example, it is possible to track how the issue of the expected 15-day turnaround time is raised as an institutional theme within Institutional Period Review and referred to the University Executive; it is then considered by the Senate Education Committee and then deferred pending the Curriculum Transformation Programme. Consequently, the timeliness with which any appropriate measures are put in place to address institutional problems is slow. Staff at all levels and students also expressed the view that the pace of change, prior to the pandemic, was slow. This rate of implementing change is occasionally bypassed and extremely effective initiatives are implemented, for example, the necessary changes that were made to the educational delivery in response to COVID-19 through the Adaptation and Renewal Team (ART). The ART engaged staff through open fora and gave them the opportunity to inform key decision-making processes. The ELIR team heard that communication from the ART to key staff in schools was, in general, managed very well and much of the learning and teaching response to the pandemic was effectively devolved to schools or colleges. Staff involved in supporting the work of the ART commented on the effectiveness of the process by which change was implemented with speed and efficacy. The team took the view that the University may wish to reflect on what lessons it could learn from the noteworthy efficacy of the ART in implementing speedy and effective change. It is recommended that the University develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "}]
[{"$f":"IF('> FILTER <'!B3371<>\"\",ROW(OFFSET(A3370,-1,0)),\"\")","v":3369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3371)),A3370,\"\")","v":3369},{"$f":"IFERROR(SMALL(Helper2_1,A3370),\"\")","v":3369},null,3369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3371)),$A3370,\"\")","v":3369},{"$f":"IFERROR(SMALL(Helper2_2,A3370),\"\")","v":3369},{"$f":"COUNTIF(Helper3_1,\"=\"&G3370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3370)=1, G3370, \"\")","v":3369},{"$f":"IFERROR(SMALL(Index_2,A3370),\"\")","v":3369},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:J3370)),\"\")","v":"EDI_103"},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:K3370)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:L3370)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:M3370)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:N3370)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3370,COLUMNS($J$2:O3370)),\"\")","v":"103 The University has grown in student numbers since the last ELIR, in particular in 2020-21, due to the unpredictable consequences of the pandemic on undergraduate entrants and the expansion of international PGT students (paragraphs 5-7). Recruitment activity is largely devolved to college and school admissions teams. This decentralisation of decision-making represents a challenge for the Senior Management Team in the leadership of the central coordination and strategic management of the size and structure of the student population."}]
[{"$f":"IF('> FILTER <'!B3372<>\"\",ROW(OFFSET(A3371,-1,0)),\"\")","v":3370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3372)),A3371,\"\")","v":3370},{"$f":"IFERROR(SMALL(Helper2_1,A3371),\"\")","v":3370},null,3370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3372)),$A3371,\"\")","v":3370},{"$f":"IFERROR(SMALL(Helper2_2,A3371),\"\")","v":3370},{"$f":"COUNTIF(Helper3_1,\"=\"&G3371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3371)=1, G3371, \"\")","v":3370},{"$f":"IFERROR(SMALL(Index_2,A3371),\"\")","v":3370},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:J3371)),\"\")","v":"EDI_104"},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:K3371)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:L3371)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:M3371)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:N3371)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3371,COLUMNS($J$2:O3371)),\"\")","v":"104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."}]
[{"$f":"IF('> FILTER <'!B3373<>\"\",ROW(OFFSET(A3372,-1,0)),\"\")","v":3371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3373)),A3372,\"\")","v":3371},{"$f":"IFERROR(SMALL(Helper2_1,A3372),\"\")","v":3371},null,3371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3373)),$A3372,\"\")","v":3371},{"$f":"IFERROR(SMALL(Helper2_2,A3372),\"\")","v":3371},{"$f":"COUNTIF(Helper3_1,\"=\"&G3372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3372)=1, G3372, \"\")","v":3371},{"$f":"IFERROR(SMALL(Index_2,A3372),\"\")","v":3371},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:J3372)),\"\")","v":"EDI_104"},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:K3372)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:L3372)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:M3372)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:N3372)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3372,COLUMNS($J$2:O3372)),\"\")","v":"104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."}]
[{"$f":"IF('> FILTER <'!B3374<>\"\",ROW(OFFSET(A3373,-1,0)),\"\")","v":3372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3374)),A3373,\"\")","v":3372},{"$f":"IFERROR(SMALL(Helper2_1,A3373),\"\")","v":3372},null,3372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3374)),$A3373,\"\")","v":3372},{"$f":"IFERROR(SMALL(Helper2_2,A3373),\"\")","v":3372},{"$f":"COUNTIF(Helper3_1,\"=\"&G3373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3373)=1, G3373, \"\")","v":3372},{"$f":"IFERROR(SMALL(Index_2,A3373),\"\")","v":3372},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:J3373)),\"\")","v":"EDI_104"},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:K3373)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:L3373)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:M3373)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:N3373)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3373,COLUMNS($J$2:O3373)),\"\")","v":"104 The ELIR team heard of some consequences attributed to the impact of student growth on the learning and teaching experience, both online where synchronous provision for PGT students was not provided, and for in-person teaching where space in lecture theatres was below expectations. Students also described instances where access to personal tutors, class sizes, support for disabled students, timeliness and quality of feedback on assignments and shortage of placements, all fell short of student expectations. These issues were present across undergraduate and taught postgraduate cohorts but were particularly acute with respect to the taught postgraduate student experience and are confirmed in the school's annual monitoring reports."}]
[{"$f":"IF('> FILTER <'!B3375<>\"\",ROW(OFFSET(A3374,-1,0)),\"\")","v":3373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3375)),A3374,\"\")","v":3373},{"$f":"IFERROR(SMALL(Helper2_1,A3374),\"\")","v":3373},null,3373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3375)),$A3374,\"\")","v":3373},{"$f":"IFERROR(SMALL(Helper2_2,A3374),\"\")","v":3373},{"$f":"COUNTIF(Helper3_1,\"=\"&G3374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3374)=1, G3374, \"\")","v":3373},{"$f":"IFERROR(SMALL(Index_2,A3374),\"\")","v":3373},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:J3374)),\"\")","v":"EDI_105"},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:K3374)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:L3374)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:M3374)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:N3374)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3374,COLUMNS($J$2:O3374)),\"\")","v":"105 The Senior Management Team of the University acknowledged that there was a slow response to student growth resulting in adverse effects on the student experience. Student growth in 2020-21 was largely due to the pandemic increasing the number of students meeting conditional offers, however, over a longer period, growth has been due to the lack of institutional oversight of college recruitment practices. This unplanned growth has resulted in the need for the utilisation of additional PGR students and hourly-paid staff to provide teaching. The ELIR team noted that the IAD had provided helpful work to create virtual communities of practice for teaching staff. In respect of student numbers, counselling services and students reported a significant increase in demand for provision, mitigated in part by additional investment in mental health services (see paragraph 43). It is recommended that the University implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."}]
[{"$f":"IF('> FILTER <'!B3376<>\"\",ROW(OFFSET(A3375,-1,0)),\"\")","v":3374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3376)),A3375,\"\")","v":3374},{"$f":"IFERROR(SMALL(Helper2_1,A3375),\"\")","v":3374},null,3374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3376)),$A3375,\"\")","v":3374},{"$f":"IFERROR(SMALL(Helper2_2,A3375),\"\")","v":3374},{"$f":"COUNTIF(Helper3_1,\"=\"&G3375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3375)=1, G3375, \"\")","v":3374},{"$f":"IFERROR(SMALL(Index_2,A3375),\"\")","v":3374},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:J3375)),\"\")","v":"EDI_106"},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:K3375)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:L3375)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:M3375)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:N3375)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3375,COLUMNS($J$2:O3375)),\"\")","v":"106 The national Enhancement Themes are a key external reference point for the University and staff have had a sustained engagement over the last five years with recent Themes. Work on the Enhancement Themes is coordinated by an institutional team led by the Assistant Principal Academic Standards and Quality Assurance; this team retains oversight of all Theme-related work. The RA describes a significant amount of internal work in line with the Themes and the external engagement in both Student Transitions (2014-17) and Evidence for Enhancement (2017-20) Themes. In addition, staff have engaged with QAA Scotland Focus On projects, notably the Postgraduate Research Student Experience, Assessment and Feedback, Graduate Skills, and Technology Enhanced Learning."}]
[{"$f":"IF('> FILTER <'!B3377<>\"\",ROW(OFFSET(A3376,-1,0)),\"\")","v":3375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3377)),A3376,\"\")","v":3375},{"$f":"IFERROR(SMALL(Helper2_1,A3376),\"\")","v":3375},null,3375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3377)),$A3376,\"\")","v":3375},{"$f":"IFERROR(SMALL(Helper2_2,A3376),\"\")","v":3375},{"$f":"COUNTIF(Helper3_1,\"=\"&G3376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3376)=1, G3376, \"\")","v":3375},{"$f":"IFERROR(SMALL(Index_2,A3376),\"\")","v":3375},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:J3376)),\"\")","v":"EDI_107"},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:K3376)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:L3376)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:M3376)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:N3376)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3376,COLUMNS($J$2:O3376)),\"\")","v":"107 Across the institution more widely, there are tangible improvements that have arisen because of the institutional engagement with the Enhancement Themes even though the origin of these innovations is not widely recognised. For example, in its Reflective Analysis the University outlines several recent projects to increase staff and student interaction with, and confidence in using, data and institutional evidence sources and work has occurred to enhance existing student data dashboards for staff and to extend access to Annual Student Survey analysis to student representatives. At school and college level, while not necessarily linking the innovation to the Enhancement Theme, staff recognised that they are provided with more data to support work on employability, retention and widening access. Further development is required to improve reflection and engagement with the data on the University's new interactive data visualisation tool in some schools and staff in key roles identified that training will be needed to be able to engage effectively with this new resource."}]
[{"$f":"IF('> FILTER <'!B3378<>\"\",ROW(OFFSET(A3377,-1,0)),\"\")","v":3376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3378)),A3377,\"\")","v":3376},{"$f":"IFERROR(SMALL(Helper2_1,A3377),\"\")","v":3376},null,3376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3378)),$A3377,\"\")","v":3376},{"$f":"IFERROR(SMALL(Helper2_2,A3377),\"\")","v":3376},{"$f":"COUNTIF(Helper3_1,\"=\"&G3377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3377)=1, G3377, \"\")","v":3376},{"$f":"IFERROR(SMALL(Index_2,A3377),\"\")","v":3376},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:J3377)),\"\")","v":"EDI_108"},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:K3377)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:L3377)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:M3377)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:N3377)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3377,COLUMNS($J$2:O3377)),\"\")","v":"108 The University of Edinburgh has an effective approach to identifying and sharing good practice. The institution identifies good practice through the themes that arise from the Internal Periodic Reviews (IPR) in an annual report to the Senate Quality Assurance Committee (SQAC) and in school Annual Quality Reports. Areas of good practice are then disseminated under the leadership of Academic Services and the Institute for Academic Development (IAD) through mechanisms such as the Teaching Matters Blog, Learning and Teaching Conference, and, less formally, through the various staff and role networks that permeate the institution. Academic staff at the University of Edinburgh reported that they had abundant opportunity to share good practice. "}]
[{"$f":"IF('> FILTER <'!B3379<>\"\",ROW(OFFSET(A3378,-1,0)),\"\")","v":3377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3379)),A3378,\"\")","v":3377},{"$f":"IFERROR(SMALL(Helper2_1,A3378),\"\")","v":3377},null,3377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3379)),$A3378,\"\")","v":3377},{"$f":"IFERROR(SMALL(Helper2_2,A3378),\"\")","v":3377},{"$f":"COUNTIF(Helper3_1,\"=\"&G3378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3378)=1, G3378, \"\")","v":3377},{"$f":"IFERROR(SMALL(Index_2,A3378),\"\")","v":3377},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:J3378)),\"\")","v":"EDI_109"},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:K3378)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:L3378)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:M3378)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:N3378)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3378,COLUMNS($J$2:O3378)),\"\")","v":"109 The IAD has been organising a Learning and Teaching Conference since 2018; it is one of the main mechanisms by which members of the University share good practice. The conference was expanded in 2019 with 300 attendees. There was positive feedback from attendees and the ELIR team learned that the Learning and Teaching Conference is viewed by staff as an excellent way of sharing good practice. The move to delivering this conference online in 2020, allowed the University to increase event capacity, open the first day to attendees from outside the University and better meet institutional demand. The IAD has reflected upon this success and plans a conference in 2021 aligned to the core objectives of the Curriculum Transformation Programme. Increasing engagement in this event online may help to reflect the University's approach to enhancing engagement with pedagogical innovation."}]
[{"$f":"IF('> FILTER <'!B3380<>\"\",ROW(OFFSET(A3379,-1,0)),\"\")","v":3378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3380)),A3379,\"\")","v":3378},{"$f":"IFERROR(SMALL(Helper2_1,A3379),\"\")","v":3378},null,3378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3380)),$A3379,\"\")","v":3378},{"$f":"IFERROR(SMALL(Helper2_2,A3379),\"\")","v":3378},{"$f":"COUNTIF(Helper3_1,\"=\"&G3379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3379)=1, G3379, \"\")","v":3378},{"$f":"IFERROR(SMALL(Index_2,A3379),\"\")","v":3378},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:J3379)),\"\")","v":"EDI_110"},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:K3379)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:L3379)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:M3379)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:N3379)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3379,COLUMNS($J$2:O3379)),\"\")","v":"110 In addition to the Learning and Teaching Conference, the IAD publishes a very good 'Teaching Matters' blog which is regularly updated with examples of innovative practice across the institution and constitutes an impressive set of resources for academic staff interested in enhancing their teaching provision. Themes for the blog are derived from good practice identified in school and college reports and quality processes. The University also actively seeks contributions from students to this blog, with such outputs often noted as being highly popular on the podcast. Teaching Matters is now being developed as part of the schools' web pages to provide local ownership of the developments. Not all staff regularly use Teaching Matters as a source of information and good practice, and the institution is encouraged to consider how enhancement of the culture of recognition of teaching excellence might generate further engagement with this excellent resource."}]
[{"$f":"IF('> FILTER <'!B3381<>\"\",ROW(OFFSET(A3380,-1,0)),\"\")","v":3379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3381)),A3380,\"\")","v":3379},{"$f":"IFERROR(SMALL(Helper2_1,A3380),\"\")","v":3379},null,3379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3381)),$A3380,\"\")","v":3379},{"$f":"IFERROR(SMALL(Helper2_2,A3380),\"\")","v":3379},{"$f":"COUNTIF(Helper3_1,\"=\"&G3380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3380)=1, G3380, \"\")","v":3379},{"$f":"IFERROR(SMALL(Index_2,A3380),\"\")","v":3379},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:J3380)),\"\")","v":"EDI_111"},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:K3380)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:L3380)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:M3380)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:N3380)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3380,COLUMNS($J$2:O3380)),\"\")","v":"111 A number of networks exist where members of staff with similar roles are able to share experiences and good practice including: the Directors of Quality Network; the Directors of Teaching Network; college networks; and a recently-developed COVID-19 Welfare and Support Forum, led by the Director of Student Wellbeing. In addition, staff valued institutional networks aligned to members of Boards of Studies and the informal 'hangout' networks or fora supported by the IAD where staff are able to have more informal conversations across schools and colleges. These various formal and informal opportunities are particularly appreciated by academic and professional staff who are able to take the opportunity to share and network across the institution. The new Leaders' Forum, which brings together senior leaders of the University, has served as a valuable communication mechanism during the COVID-19 pandemic but, because of its size, it is not as widely appreciated by staff as a networking opportunity or an opportunity to share good practice."}]
[{"$f":"IF('> FILTER <'!B3382<>\"\",ROW(OFFSET(A3381,-1,0)),\"\")","v":3380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3382)),A3381,\"\")","v":3380},{"$f":"IFERROR(SMALL(Helper2_1,A3381),\"\")","v":3380},null,3380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3382)),$A3381,\"\")","v":3380},{"$f":"IFERROR(SMALL(Helper2_2,A3381),\"\")","v":3380},{"$f":"COUNTIF(Helper3_1,\"=\"&G3381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3381)=1, G3381, \"\")","v":3380},{"$f":"IFERROR(SMALL(Index_2,A3381),\"\")","v":3380},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:J3381)),\"\")","v":"EDI_111"},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:K3381)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:L3381)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:M3381)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:N3381)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3381,COLUMNS($J$2:O3381)),\"\")","v":"111 A number of networks exist where members of staff with similar roles are able to share experiences and good practice including: the Directors of Quality Network; the Directors of Teaching Network; college networks; and a recently-developed COVID-19 Welfare and Support Forum, led by the Director of Student Wellbeing. In addition, staff valued institutional networks aligned to members of Boards of Studies and the informal 'hangout' networks or fora supported by the IAD where staff are able to have more informal conversations across schools and colleges. These various formal and informal opportunities are particularly appreciated by academic and professional staff who are able to take the opportunity to share and network across the institution. The new Leaders' Forum, which brings together senior leaders of the University, has served as a valuable communication mechanism during the COVID-19 pandemic but, because of its size, it is not as widely appreciated by staff as a networking opportunity or an opportunity to share good practice."}]
[{"$f":"IF('> FILTER <'!B3383<>\"\",ROW(OFFSET(A3382,-1,0)),\"\")","v":3381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3383)),A3382,\"\")","v":3381},{"$f":"IFERROR(SMALL(Helper2_1,A3382),\"\")","v":3381},null,3381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3383)),$A3382,\"\")","v":3381},{"$f":"IFERROR(SMALL(Helper2_2,A3382),\"\")","v":3381},{"$f":"COUNTIF(Helper3_1,\"=\"&G3382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3382)=1, G3382, \"\")","v":3381},{"$f":"IFERROR(SMALL(Index_2,A3382),\"\")","v":3381},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:J3382)),\"\")","v":"EDI_112"},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:K3382)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:L3382)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:M3382)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:N3382)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3382,COLUMNS($J$2:O3382)),\"\")","v":"112 The University has effective mechanisms in place for the dissemination and sharing of good practice and the ELIR team recognised the contribution to this of the commendable work of the IAD, which they viewed as pivotal to the success of this activity. As a result, the IAD is commended for providing responsive, reflective and proactive university-level support for teaching, learning and researcher development valued by staff and students. The IAD provides significant opportunities for supporting and sharing best practice and the University is encouraged to consider how to further develop the department's reach across the institution."}]
[{"$f":"IF('> FILTER <'!B3384<>\"\",ROW(OFFSET(A3383,-1,0)),\"\")","v":3382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3384)),A3383,\"\")","v":3382},{"$f":"IFERROR(SMALL(Helper2_1,A3383),\"\")","v":3382},null,3382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3384)),$A3383,\"\")","v":3382},{"$f":"IFERROR(SMALL(Helper2_2,A3383),\"\")","v":3382},{"$f":"COUNTIF(Helper3_1,\"=\"&G3383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3383)=1, G3383, \"\")","v":3382},{"$f":"IFERROR(SMALL(Index_2,A3383),\"\")","v":3382},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:J3383)),\"\")","v":"EDI_113"},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:K3383)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:L3383)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:M3383)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:N3383)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3383,COLUMNS($J$2:O3383)),\"\")","v":"113 Overall, the institution has effective arrangements in place to both engage and support staff in enhancing learning and teaching practice. However, there are areas such as recognition of teaching and access to development opportunities that would benefit from further attention. The Institute for Academic Development (IAD) is central to the provision of staff development in learning and teaching, and the institution is encouraged to continue with the implementation of measures to recognise learning and teaching in the annual review, promotions, and allocation of workload so that engagement with the development can be increased across the institution. "}]
[{"$f":"IF('> FILTER <'!B3385<>\"\",ROW(OFFSET(A3384,-1,0)),\"\")","v":3383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3385)),A3384,\"\")","v":3383},{"$f":"IFERROR(SMALL(Helper2_1,A3384),\"\")","v":3383},null,3383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3385)),$A3384,\"\")","v":3383},{"$f":"IFERROR(SMALL(Helper2_2,A3384),\"\")","v":3383},{"$f":"COUNTIF(Helper3_1,\"=\"&G3384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3384)=1, G3384, \"\")","v":3383},{"$f":"IFERROR(SMALL(Index_2,A3384),\"\")","v":3383},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:J3384)),\"\")","v":"EDI_114"},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:K3384)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:L3384)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:M3384)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:N3384)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3384,COLUMNS($J$2:O3384)),\"\")","v":"114 When new staff arrive at the institution, they are typically welcomed by their school and introduced to fellow academic and professional staff. In addition, the Senior Management Team of the institution welcome new academics at regular events. The ELIR team heard, however, that staff would value more detailed information on assessment expectations and academic policy matters and that the lack of university-wide induction has consequences in terms of variable understanding on these important matters at school level. The University's Reflective Analysis states that staff support and development have been a significant focus of attention and that the University is working on reward and recognition, staff development for teaching, and parity of esteem between research and teaching. Senior staff reported improvement in the recognition of teaching demonstrated by a claimed increased uptake in teaching-related roles and staff promotions in education focused roles. The University established a Teaching and Academic Careers Task Group in 2018 and set out principles (Phase 1) to support the recognition of excellence in teaching. In August 2019, the group embarked on Phase 2 of the work which includes a review of academic promotions; a review of support/expectation for professional development in teaching; and a review of how teaching excellence is evidenced. This work has resulted in formal revision to promotion pathways and the publication of a set of 'Exemplars of Excellence' to better highlight opportunities for advancement to those primarily engaged in teaching."}]
[{"$f":"IF('> FILTER <'!B3386<>\"\",ROW(OFFSET(A3385,-1,0)),\"\")","v":3384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3386)),A3385,\"\")","v":3384},{"$f":"IFERROR(SMALL(Helper2_1,A3385),\"\")","v":3384},null,3384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3386)),$A3385,\"\")","v":3384},{"$f":"IFERROR(SMALL(Helper2_2,A3385),\"\")","v":3384},{"$f":"COUNTIF(Helper3_1,\"=\"&G3385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3385)=1, G3385, \"\")","v":3384},{"$f":"IFERROR(SMALL(Index_2,A3385),\"\")","v":3384},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:J3385)),\"\")","v":"EDI_115"},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:K3385)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:L3385)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:M3385)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:N3385)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3385,COLUMNS($J$2:O3385)),\"\")","v":"115 The University has a process of annual review in which over 90% of staff participate. The Annual Review Process (AR) has been developed to contribute to the University's strategies and covers teaching, research and knowledge exchange, and has been designed to place a stronger emphasis on teaching performance. However, there is still scope for variation across colleges and schools in the implementation of the AR. Some staff reported being discouraged from focusing on teaching in their AR as this would result in a barrier to career progression. Staff believe that teaching and leadership is still under-valued compared with research performance and there remains a concern that poor performance in teaching is not consistently measured in schools."}]
[{"$f":"IF('> FILTER <'!B3387<>\"\",ROW(OFFSET(A3386,-1,0)),\"\")","v":3385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3387)),A3386,\"\")","v":3385},{"$f":"IFERROR(SMALL(Helper2_1,A3386),\"\")","v":3385},null,3385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3387)),$A3386,\"\")","v":3385},{"$f":"IFERROR(SMALL(Helper2_2,A3386),\"\")","v":3385},{"$f":"COUNTIF(Helper3_1,\"=\"&G3386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3386)=1, G3386, \"\")","v":3385},{"$f":"IFERROR(SMALL(Index_2,A3386),\"\")","v":3385},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:J3386)),\"\")","v":"EDI_116"},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:K3386)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:L3386)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:M3386)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:N3386)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3386,COLUMNS($J$2:O3386)),\"\")","v":"116 During the ELIR, staff indicated that, despite the leadership of senior management to improve the recognition of teaching excellence, in practice, the emphasis on research in the promotions process remains. Staff in schools believe that teaching and leadership are not valued as highly as research and the perception was that it is very rare for the University to promote to professor on teaching or leadership performance. Staff expressed the view that excellent research is rewarded through promotion while excellence in good teaching and leadership is not so highly valued."}]
[{"$f":"IF('> FILTER <'!B3388<>\"\",ROW(OFFSET(A3387,-1,0)),\"\")","v":3386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3388)),A3387,\"\")","v":3386},{"$f":"IFERROR(SMALL(Helper2_1,A3387),\"\")","v":3386},null,3386,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3388)),$A3387,\"\")","v":3386},{"$f":"IFERROR(SMALL(Helper2_2,A3387),\"\")","v":3386},{"$f":"COUNTIF(Helper3_1,\"=\"&G3387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3387)=1, G3387, \"\")","v":3386},{"$f":"IFERROR(SMALL(Index_2,A3387),\"\")","v":3386},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:J3387)),\"\")","v":"EDI_117"},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:K3387)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:L3387)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:M3387)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:N3387)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3387,COLUMNS($J$2:O3387)),\"\")","v":"117 The institution currently has various role titles for academic staff; for example, Teaching Fellow and Senior Teaching Fellow, as well as the traditional Lecturer, Senior Lecturer and Professor titles; in some cases, these titles provide distinction between education-focused academics and academics that have both teaching and research in their roles. Before the pandemic, schools were developing 'Professional Development of Teaching Strategies' to express the institutional commitment to increase the proportion of staff with a teaching qualification. This work is now planned for the latter half of 2021-22 and it is expected that the Curriculum Transformation Programme will provide further opportunities to reinforce this approach. "}]
[{"$f":"IF('> FILTER <'!B3389<>\"\",ROW(OFFSET(A3388,-1,0)),\"\")","v":3387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3389)),A3388,\"\")","v":3387},{"$f":"IFERROR(SMALL(Helper2_1,A3388),\"\")","v":3387},null,3387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3389)),$A3388,\"\")","v":3387},{"$f":"IFERROR(SMALL(Helper2_2,A3388),\"\")","v":3387},{"$f":"COUNTIF(Helper3_1,\"=\"&G3388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3388)=1, G3388, \"\")","v":3387},{"$f":"IFERROR(SMALL(Index_2,A3388),\"\")","v":3387},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:J3388)),\"\")","v":"EDI_118"},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:K3388)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:L3388)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:M3388)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:N3388)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3388,COLUMNS($J$2:O3388)),\"\")","v":"118 The ELIR team recommends that the institution progresses with work to improve the recognition of teaching excellence across all aspects of the University. In particular, the University should ensure that recognition for teaching is embedded in annual review processes, that clarity of roles and titles is established, and that a clear progression pathway providing parity of recognition for education-focused academics is developed. In addition, the institution should ensure that it has the data available to be able to evidence and evaluate the progress made in all of these areas. "}]
[{"$f":"IF('> FILTER <'!B3390<>\"\",ROW(OFFSET(A3389,-1,0)),\"\")","v":3388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3390)),A3389,\"\")","v":3388},{"$f":"IFERROR(SMALL(Helper2_1,A3389),\"\")","v":3388},null,3388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3390)),$A3389,\"\")","v":3388},{"$f":"IFERROR(SMALL(Helper2_2,A3389),\"\")","v":3388},{"$f":"COUNTIF(Helper3_1,\"=\"&G3389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3389)=1, G3389, \"\")","v":3388},{"$f":"IFERROR(SMALL(Index_2,A3389),\"\")","v":3388},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:J3389)),\"\")","v":"EDI_119"},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:K3389)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:L3389)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:M3389)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:N3389)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3389,COLUMNS($J$2:O3389)),\"\")","v":"119 The Institute for Academic Development is particularly effective in offering a Continuous Professional Development (CPD) framework through which staff and PGRs who teach are provided with access to teaching and learning development. The framework is well understood by staff and the different scales of engagement provide staff with a choice of a wide range of programmes to develop staff expertise in teaching and learning. The CPD framework is accredited by Advance HE with alignment to the UK Professional Standards Framework through three routes: Introduction to Academic Practice; Postgraduate Certificate in Academic Practice; and the Edinburgh Teaching Award, and all this provision is very positively received by academic staff."}]
[{"$f":"IF('> FILTER <'!B3391<>\"\",ROW(OFFSET(A3390,-1,0)),\"\")","v":3389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3391)),A3390,\"\")","v":3389},{"$f":"IFERROR(SMALL(Helper2_1,A3390),\"\")","v":3389},null,3389,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3391)),$A3390,\"\")","v":3389},{"$f":"IFERROR(SMALL(Helper2_2,A3390),\"\")","v":3389},{"$f":"COUNTIF(Helper3_1,\"=\"&G3390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3390)=1, G3390, \"\")","v":3389},{"$f":"IFERROR(SMALL(Index_2,A3390),\"\")","v":3389},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:J3390)),\"\")","v":"EDI_120"},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:K3390)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:L3390)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:M3390)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:N3390)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3390,COLUMNS($J$2:O3390)),\"\")","v":"120 There is evidence of the IAD evaluating and analysing the participation of staff in these programmes and, recently, engagement has plateaued. The Senate Learning and Teaching Committee has considered the relatively low proportion of teaching staff with Higher Education Academy Fellowship or a teaching qualification or equivalent, and debated the benefits of requiring all teaching staff to hold such a qualification. The University notes that the capacity for these programmes in the IAD is frequently reached. In addition, the IAD is aware that there are institutional barriers to engagement with the framework and similar concerns were raised by staff; these barriers include lack of time due to pressures on workload and underrepresentation in school-level workload allocation models. The ELIR team was pleased to hear that the University will continue to support the IAD in increasing engagement with the CPD framework and recommend that the University takes action to remove barriers which exist that prevent some academic staff from fully engaging with its existing suite of development opportunities for the professionalisation of teaching."}]
[{"$f":"IF('> FILTER <'!B3392<>\"\",ROW(OFFSET(A3391,-1,0)),\"\")","v":3390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3392)),A3391,\"\")","v":3390},{"$f":"IFERROR(SMALL(Helper2_1,A3391),\"\")","v":3390},null,3390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3392)),$A3391,\"\")","v":3390},{"$f":"IFERROR(SMALL(Helper2_2,A3391),\"\")","v":3390},{"$f":"COUNTIF(Helper3_1,\"=\"&G3391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3391)=1, G3391, \"\")","v":3390},{"$f":"IFERROR(SMALL(Index_2,A3391),\"\")","v":3390},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:J3391)),\"\")","v":"EDI_121"},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:K3391)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:L3391)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:M3391)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:N3391)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3391,COLUMNS($J$2:O3391)),\"\")","v":"121 Overall, over the last five years, the University has an effective strategic approach to the enhancement of teaching and learning. However, currently the University is between teaching and learning strategies pending the outcome of the Curriculum Transformation Programme. "}]
[{"$f":"IF('> FILTER <'!B3393<>\"\",ROW(OFFSET(A3392,-1,0)),\"\")","v":3391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3393)),A3392,\"\")","v":3391},{"$f":"IFERROR(SMALL(Helper2_1,A3392),\"\")","v":3391},null,3391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3393)),$A3392,\"\")","v":3391},{"$f":"IFERROR(SMALL(Helper2_2,A3392),\"\")","v":3391},{"$f":"COUNTIF(Helper3_1,\"=\"&G3392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3392)=1, G3392, \"\")","v":3391},{"$f":"IFERROR(SMALL(Index_2,A3392),\"\")","v":3391},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:J3392)),\"\")","v":"EDI_122"},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:K3392)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:L3392)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:M3392)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:N3392)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3392,COLUMNS($J$2:O3392)),\"\")","v":"122 It is recommended that the University continue to develop its strategic approach to the enhancement of learning and teaching and, in view of the current transition between the Learning and Teaching Strategy 2017 and future plans, the University should provide institutional oversight, and ensure clarity for staff, on the strategic direction underpinning current learning and teaching developments."}]
[{"$f":"IF('> FILTER <'!B3394<>\"\",ROW(OFFSET(A3393,-1,0)),\"\")","v":3392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3394)),A3393,\"\")","v":3392},{"$f":"IFERROR(SMALL(Helper2_1,A3393),\"\")","v":3392},null,3392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3394)),$A3393,\"\")","v":3392},{"$f":"IFERROR(SMALL(Helper2_2,A3393),\"\")","v":3392},{"$f":"COUNTIF(Helper3_1,\"=\"&G3393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3393)=1, G3393, \"\")","v":3392},{"$f":"IFERROR(SMALL(Index_2,A3393),\"\")","v":3392},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:J3393)),\"\")","v":"EDI_123"},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:K3393)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:L3393)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:M3393)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:N3393)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3393,COLUMNS($J$2:O3393)),\"\")","v":"123 The decentralised nature of the schools and colleges at the University of Edinburgh leads to considerable variability in the extent to which many university policies and strategic approaches are implemented in schools. Recognising the decentralised nature of university structures, the ELIR team recommends that the institution should establish a systematic approach to enable effective institutional oversight and evaluation of the implementation of policy and practice. As part of this, the University is asked to increase the range and use of institutionally-determined baseline requirements to ensure consistency and accountability. The institution should ensure that mechanisms are put in place to adequately evaluate the consistency of implementation of strategic objectives across the institution and act when schools deviate from institutional expectations. "}]
[{"$f":"IF('> FILTER <'!B3395<>\"\",ROW(OFFSET(A3394,-1,0)),\"\")","v":3393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3395)),A3394,\"\")","v":3393},{"$f":"IFERROR(SMALL(Helper2_1,A3394),\"\")","v":3393},null,3393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3395)),$A3394,\"\")","v":3393},{"$f":"IFERROR(SMALL(Helper2_2,A3394),\"\")","v":3393},{"$f":"COUNTIF(Helper3_1,\"=\"&G3394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3394)=1, G3394, \"\")","v":3393},{"$f":"IFERROR(SMALL(Index_2,A3394),\"\")","v":3393},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:J3394)),\"\")","v":"EDI_124"},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:K3394)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:L3394)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:M3394)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:N3394)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3394,COLUMNS($J$2:O3394)),\"\")","v":"124 The University has some long-standing concerns which have been highlighted by previous ELIR reviews, are evident in student feedback, and noted in Internal Periodic Review common themes. Many projects which have set out to address these concerns over the last five to 10 years have not delivered substantial change; more recent projects were paused due to the pandemic and, additionally, most are now awaiting the outcome of the Curriculum Transformation Programme. In the meantime, the student experience could benefit from the timely implementation of some of the recommendations of working groups to address the long-term issues which are detrimentally affecting the student experience. The University is asked to develop an effective approach to the strategic leadership and management of change that will ensure more immediate and timely implementation of identified solutions in order to support staff and enhance the student experience. "}]
[{"$f":"IF('> FILTER <'!B3396<>\"\",ROW(OFFSET(A3395,-1,0)),\"\")","v":3394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3396)),A3395,\"\")","v":3394},{"$f":"IFERROR(SMALL(Helper2_1,A3395),\"\")","v":3394},null,3394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3396)),$A3395,\"\")","v":3394},{"$f":"IFERROR(SMALL(Helper2_2,A3395),\"\")","v":3394},{"$f":"COUNTIF(Helper3_1,\"=\"&G3395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3395)=1, G3395, \"\")","v":3394},{"$f":"IFERROR(SMALL(Index_2,A3395),\"\")","v":3394},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:J3395)),\"\")","v":"EDI_125"},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:K3395)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:L3395)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:M3395)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:N3395)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3395,COLUMNS($J$2:O3395)),\"\")","v":"125 The University has grown in student numbers, particularly at postgraduate taught level, since the last ELIR review, and at undergraduate level in 2020-21 due to the unpredictable consequences of the pandemic. The review demonstrated that the University needs to put in place mechanisms by which it can exercise control on student recruitment and, alongside this, manage the staff and space resources needed to support the size and structure of the student population. The University is asked to implement an approach to facilitate institutional oversight and the effective planning and monitoring of student numbers, in order to ensure that appropriate and timely actions can be taken where increases in student numbers impact on arrangements for learning and teaching and student support."}]
[{"$f":"IF('> FILTER <'!B3397<>\"\",ROW(OFFSET(A3396,-1,0)),\"\")","v":3395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3397)),A3396,\"\")","v":3395},{"$f":"IFERROR(SMALL(Helper2_1,A3396),\"\")","v":3395},null,3395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3397)),$A3396,\"\")","v":3395},{"$f":"IFERROR(SMALL(Helper2_2,A3396),\"\")","v":3395},{"$f":"COUNTIF(Helper3_1,\"=\"&G3396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3396)=1, G3396, \"\")","v":3395},{"$f":"IFERROR(SMALL(Index_2,A3396),\"\")","v":3395},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:J3396)),\"\")","v":"EDI_126"},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:K3396)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:L3396)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:M3396)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:N3396)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3396,COLUMNS($J$2:O3396)),\"\")","v":"126 The Senior Management Team has ambitions to improve the recognition and value placed upon excellent teaching and is encouraged to continue progress to ensure that the development and careers of education-focused staff are supported at all levels of the institution. It is recommended that the University continues to further consider the promotion of academic staff based on teaching by progressing with work to improve the recognition of teaching excellence across all aspects of the University. In particular, the University should ensure that recognition for teaching is embedded in annual review processes, that clarity of roles and titles is established, and that a clear progression pathway providing parity of recognition for education-focused academics is developed. In addition, the institution should ensure that it has the data available to be able to evidence and evaluate the progress made in all of these areas. "}]
[{"$f":"IF('> FILTER <'!B3398<>\"\",ROW(OFFSET(A3397,-1,0)),\"\")","v":3396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3398)),A3397,\"\")","v":3396},{"$f":"IFERROR(SMALL(Helper2_1,A3397),\"\")","v":3396},null,3396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3398)),$A3397,\"\")","v":3396},{"$f":"IFERROR(SMALL(Helper2_2,A3397),\"\")","v":3396},{"$f":"COUNTIF(Helper3_1,\"=\"&G3397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3397)=1, G3397, \"\")","v":3396},{"$f":"IFERROR(SMALL(Index_2,A3397),\"\")","v":3396},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:J3397)),\"\")","v":"EDI_127"},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:K3397)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:L3397)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:M3397)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:N3397)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3397,COLUMNS($J$2:O3397)),\"\")","v":"127 The University is also recommended to take action to remove barriers which exist that prevent some academic staff from fully engaging with its existing suite of development opportunities for the professionalisation of teaching."}]
[{"$f":"IF('> FILTER <'!B3399<>\"\",ROW(OFFSET(A3398,-1,0)),\"\")","v":3397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3399)),A3398,\"\")","v":3397},{"$f":"IFERROR(SMALL(Helper2_1,A3398),\"\")","v":3397},null,3397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3399)),$A3398,\"\")","v":3397},{"$f":"IFERROR(SMALL(Helper2_2,A3398),\"\")","v":3397},{"$f":"COUNTIF(Helper3_1,\"=\"&G3398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3398)=1, G3398, \"\")","v":3397},{"$f":"IFERROR(SMALL(Index_2,A3398),\"\")","v":3397},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:J3398)),\"\")","v":"EDI_128"},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:K3398)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:L3398)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:M3398)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:N3398)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3398,COLUMNS($J$2:O3398)),\"\")","v":"128 The institution has very good mechanisms for identifying and sharing good practice. The quality assurance processes in the institution serve as a mechanism for the identification of good practice and the Institute for Academic Development, alongside Academic Services, is core to the process of dissemination through formal and informal institutional networks, the Teaching Matters blog and the annual Learning and Teaching Conference. The Institute for Academic Development is commended for providing responsive, reflective and proactive university-level support for teaching, learning and researcher development, and is valued by staff and students. It provides significant opportunities for supporting and sharing best practice and the University is encouraged to consider how to further develop the department's reach across the institution."}]
[{"$f":"IF('> FILTER <'!B3400<>\"\",ROW(OFFSET(A3399,-1,0)),\"\")","v":3398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3400)),A3399,\"\")","v":3398},{"$f":"IFERROR(SMALL(Helper2_1,A3399),\"\")","v":3398},null,3398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3400)),$A3399,\"\")","v":3398},{"$f":"IFERROR(SMALL(Helper2_2,A3399),\"\")","v":3398},{"$f":"COUNTIF(Helper3_1,\"=\"&G3399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3399)=1, G3399, \"\")","v":3398},{"$f":"IFERROR(SMALL(Index_2,A3399),\"\")","v":3398},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:J3399)),\"\")","v":"EDI_129"},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:K3399)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:L3399)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:M3399)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:N3399)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3399,COLUMNS($J$2:O3399)),\"\")","v":"129 The University has effective arrangements for managing the quality and securing the academic standards of its awards. The University has further built on the processes that were confirmed as effective in the previous ELIRs (2015 and 2011) and has mapped its core processes against the Quality Code for Higher Education (the Quality Code). The University's policies, procedures and regulations, along with additional guidance, are comprehensive and accessible via the main Academic Services website."}]
[{"$f":"IF('> FILTER <'!B3401<>\"\",ROW(OFFSET(A3400,-1,0)),\"\")","v":3399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3401)),A3400,\"\")","v":3399},{"$f":"IFERROR(SMALL(Helper2_1,A3400),\"\")","v":3399},null,3399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3401)),$A3400,\"\")","v":3399},{"$f":"IFERROR(SMALL(Helper2_2,A3400),\"\")","v":3399},{"$f":"COUNTIF(Helper3_1,\"=\"&G3400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3400)=1, G3400, \"\")","v":3399},{"$f":"IFERROR(SMALL(Index_2,A3400),\"\")","v":3399},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:J3400)),\"\")","v":"EDI_130"},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:K3400)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:L3400)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:M3400)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:N3400)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3400,COLUMNS($J$2:O3400)),\"\")","v":"130 Senate is the overarching academic body with responsibility for approving the award of degrees and for academic standards and quality. In practice, Senate delegates responsibility for oversight of quality and standards to two key committees: Senate Quality Assurance Committee (SQAC) and Academic Policy and Regulations Committee (APRC). SQAC is chaired by the Assistant Principal Academic Standards and Quality Assurance and has oversight of the quality assurance framework, which includes academic programmes and student support services, and is responsible to Senate for quality and standards. Academic Policy and Regulations Committee (APRC) is chaired by the Assistant Principal Academic Support and has oversight of the academic regulatory framework including assessment. Membership of both committees includes student representation and SQAC also has an external representative from another Scottish University."}]
[{"$f":"IF('> FILTER <'!B3402<>\"\",ROW(OFFSET(A3401,-1,0)),\"\")","v":3400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3402)),A3401,\"\")","v":3400},{"$f":"IFERROR(SMALL(Helper2_1,A3401),\"\")","v":3400},null,3400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3402)),$A3401,\"\")","v":3400},{"$f":"IFERROR(SMALL(Helper2_2,A3401),\"\")","v":3400},{"$f":"COUNTIF(Helper3_1,\"=\"&G3401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3401)=1, G3401, \"\")","v":3400},{"$f":"IFERROR(SMALL(Index_2,A3401),\"\")","v":3400},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:J3401)),\"\")","v":"EDI_131"},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:K3401)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:L3401)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:M3401)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:N3401)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3401,COLUMNS($J$2:O3401)),\"\")","v":"131 Significant responsibility for operational management of quality and standards is devolved to the three colleges and their constituent schools. These are said to operate 'within University-wide regulations and policies, ensuring consistency in principles but allowing some degree of flexibility in practice'. Operational oversight of the quality processes at school level is discharged by Conveners of Boards of Studies and Boards of Examiners supported by Directors of Quality and the Directors of Teaching. The team noted that institutional oversight of the core quality processes is assured through the reporting lines to the College Quality Committees and SQAC that include sign-off of action points. In conjunction with the mapping against external reference points and incorporation of externality in the processes of programme approval, periodic review and assessment, this enabled the ELIR team to conclude that academic quality and standards are effectively maintained and assured."}]
[{"$f":"IF('> FILTER <'!B3403<>\"\",ROW(OFFSET(A3402,-1,0)),\"\")","v":3401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3403)),A3402,\"\")","v":3401},{"$f":"IFERROR(SMALL(Helper2_1,A3402),\"\")","v":3401},null,3401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3403)),$A3402,\"\")","v":3401},{"$f":"IFERROR(SMALL(Helper2_2,A3402),\"\")","v":3401},{"$f":"COUNTIF(Helper3_1,\"=\"&G3402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3402)=1, G3402, \"\")","v":3401},{"$f":"IFERROR(SMALL(Index_2,A3402),\"\")","v":3401},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:J3402)),\"\")","v":"EDI_132"},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:K3402)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:L3402)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:M3402)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:N3402)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3402,COLUMNS($J$2:O3402)),\"\")","v":"132 Responsibility for programme approval and programme modification is devolved to the colleges and their constituent schools. Each school has at least one Board of Studies which considers proposals for new programmes as well as amendments to existing programmes and proposals for closure. Membership of the Boards includes student representation and a member of academic staff from another Board of Studies. There is an expectation that students 'must be proactively involved at the earliest practicable point in programme and course design'. The ELIR team heard from staff that achievement of this aim varied and, in some cases, was only through the approval process in the Boards of Studies which have student membership. Overall, the team was able to confirm that there was student engagement in the process but that the lack of consistency was not serving students well when viewed as a whole across the University. There is also a requirement for the involvement of individuals external to the University in the approval process. Programme approval documentation reviewed by the team enabled confirmation of consideration of the proposals by external academics from other universities as part of the approvals process, as well as the inclusion of membership from other schools on the Boards of Studies. The team was also informed that the schools reached out to employers for advice - for example, through industrial advisory boards, as well as engagement with professional, statutory and regulatory bodies (PSRBs) as appropriate."}]
[{"$f":"IF('> FILTER <'!B3404<>\"\",ROW(OFFSET(A3403,-1,0)),\"\")","v":3402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3404)),A3403,\"\")","v":3402},{"$f":"IFERROR(SMALL(Helper2_1,A3403),\"\")","v":3402},null,3402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3404)),$A3403,\"\")","v":3402},{"$f":"IFERROR(SMALL(Helper2_2,A3403),\"\")","v":3402},{"$f":"COUNTIF(Helper3_1,\"=\"&G3403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3403)=1, G3403, \"\")","v":3402},{"$f":"IFERROR(SMALL(Index_2,A3403),\"\")","v":3402},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:J3403)),\"\")","v":"EDI_133"},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:K3403)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:L3403)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:M3403)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:N3403)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3403,COLUMNS($J$2:O3403)),\"\")","v":"133 The Boards of Studies are required to confirm that the new programme aligns with institutional strategy, is academically rigorous, aligns with the Scottish Credit and Qualifications Framework and takes account of Subject Benchmark Statements and PSRB requirements. The team's review of submitted approvals documentation enabled confirmation that these considerations had been taken into account. The process for approval of new programmes also requires the development of a business case, demonstrating the potential sustainability of the proposed programme. Proposals for courses and programmes that do not comply with the academic year structure, those that do not comply with the Curriculum Framework and/or which have wider implications, must be approved by APRC."}]
[{"$f":"IF('> FILTER <'!B3405<>\"\",ROW(OFFSET(A3404,-1,0)),\"\")","v":3403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3405)),A3404,\"\")","v":3403},{"$f":"IFERROR(SMALL(Helper2_1,A3404),\"\")","v":3403},null,3403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3405)),$A3404,\"\")","v":3403},{"$f":"IFERROR(SMALL(Helper2_2,A3404),\"\")","v":3403},{"$f":"COUNTIF(Helper3_1,\"=\"&G3404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3404)=1, G3404, \"\")","v":3403},{"$f":"IFERROR(SMALL(Index_2,A3404),\"\")","v":3403},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:J3404)),\"\")","v":"EDI_134"},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:K3404)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:L3404)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:M3404)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:N3404)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3404,COLUMNS($J$2:O3404)),\"\")","v":"134 The University has recently developed training for the convenors and administrators of the Boards of Studies along with establishment of a network for sharing of good practice. Staff that met with the ELIR team reflected positively on the networking, in particular the opportunity for sharing practice between academic and professional services staff, and the team agreed that this was a good enhancement opportunity."}]
[{"$f":"IF('> FILTER <'!B3406<>\"\",ROW(OFFSET(A3405,-1,0)),\"\")","v":3404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3406)),A3405,\"\")","v":3404},{"$f":"IFERROR(SMALL(Helper2_1,A3405),\"\")","v":3404},null,3404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3406)),$A3405,\"\")","v":3404},{"$f":"IFERROR(SMALL(Helper2_2,A3405),\"\")","v":3404},{"$f":"COUNTIF(Helper3_1,\"=\"&G3405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3405)=1, G3405, \"\")","v":3404},{"$f":"IFERROR(SMALL(Index_2,A3405),\"\")","v":3404},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:J3405)),\"\")","v":"EDI_135"},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:K3405)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:L3405)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:M3405)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:N3405)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3405,COLUMNS($J$2:O3405)),\"\")","v":"135 The University has in place an overarching framework for the annual monitoring of programmes. Annual monitoring is undertaken for all credit-bearing provision and non-credit bearing MOOCs following a standardised process, though the schools are permitted flexibility in determining the best way to conduct their annual programme monitoring (albeit using a standard template). Following review of the quality processes in 2015-16, the University has moved from reporting at course level to programme level, in line with the change to the student representation model (paragraphs 16-23). It also brought the reporting schedule forward to enable the outcomes to feed into school planning for the coming academic year. A further enhancement is that school Annual Monitoring Reports (AMRs) are now considered by SQAC, rather than only at college-level, to strengthen institutional oversight, to enable the tracking of action plans and to identify common themes. The ELIR team noted that SQAC considers the reports in detail and that it identifies areas of good practice and sets out recommendations for enhancement as well as reporting on progress from previous action plans. Examples of areas of good practice identified from the monitoring reports is featured on the Academic Services website and communicated across the University through the Teaching Matters blog. The team recognised the value of the identification of good practice and the routes for dissemination, though it noted that not all staff accessed the Teaching Matters blog (paragraph 110)."}]
[{"$f":"IF('> FILTER <'!B3407<>\"\",ROW(OFFSET(A3406,-1,0)),\"\")","v":3405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3407)),A3406,\"\")","v":3405},{"$f":"IFERROR(SMALL(Helper2_1,A3406),\"\")","v":3405},null,3405,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3407)),$A3406,\"\")","v":3405},{"$f":"IFERROR(SMALL(Helper2_2,A3406),\"\")","v":3405},{"$f":"COUNTIF(Helper3_1,\"=\"&G3406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3406)=1, G3406, \"\")","v":3405},{"$f":"IFERROR(SMALL(Index_2,A3406),\"\")","v":3405},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:J3406)),\"\")","v":"EDI_136"},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:K3406)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:L3406)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:M3406)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:N3406)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3406,COLUMNS($J$2:O3406)),\"\")","v":"136 Schools are provided with guidance regarding the sources of data available to inform the drafting of the AMRs and to inform programme reports. The reports viewed by the ELIR team were succinct, comprising commentary on progress on previous action points, what has worked well in the previous academic year, any new developments, and what areas require attention along with associated action plans. The reports varied in the levels of detail, being focused on reporting by exception, and in the evidential use of metrics to underpin the commentary. However, the team noted that they addressed all the key indicators. The team would encourage the University to consider what opportunities exist to identify and promote best practice across the University, in effective engagement with the annual monitoring and review process. "}]
[{"$f":"IF('> FILTER <'!B3408<>\"\",ROW(OFFSET(A3407,-1,0)),\"\")","v":3406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3408)),A3407,\"\")","v":3406},{"$f":"IFERROR(SMALL(Helper2_1,A3407),\"\")","v":3406},null,3406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3408)),$A3407,\"\")","v":3406},{"$f":"IFERROR(SMALL(Helper2_2,A3407),\"\")","v":3406},{"$f":"COUNTIF(Helper3_1,\"=\"&G3407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3407)=1, G3407, \"\")","v":3406},{"$f":"IFERROR(SMALL(Index_2,A3407),\"\")","v":3406},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:J3407)),\"\")","v":"EDI_137"},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:K3407)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:L3407)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:M3407)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:N3407)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3407,COLUMNS($J$2:O3407)),\"\")","v":"137 The school AMRs are also considered by the respective College Quality Committees with an Annual Quality Report being compiled for SQAC by the College Dean of Quality which identifies common themes arising from the reports. As with the process for the schools' reports, the University has recently revised the timelines for the colleges' reports to bring the reporting lines forward to enable more effective input into the planning cycle."}]
[{"$f":"IF('> FILTER <'!B3409<>\"\",ROW(OFFSET(A3408,-1,0)),\"\")","v":3407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3409)),A3408,\"\")","v":3407},{"$f":"IFERROR(SMALL(Helper2_1,A3408),\"\")","v":3407},null,3407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3409)),$A3408,\"\")","v":3407},{"$f":"IFERROR(SMALL(Helper2_2,A3408),\"\")","v":3407},{"$f":"COUNTIF(Helper3_1,\"=\"&G3408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3408)=1, G3408, \"\")","v":3407},{"$f":"IFERROR(SMALL(Index_2,A3408),\"\")","v":3407},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:J3408)),\"\")","v":"EDI_138"},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:K3408)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:L3408)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:M3408)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:N3408)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3408,COLUMNS($J$2:O3408)),\"\")","v":"138 In response to the challenges posed by the COVID-19 pandemic, SQAC agreed to suspend the normal reporting processes in 2020-21 and has introduced an interim process focusing on the learning from the pandemic as well as the updates on the previous year's action plans. The team considered that this was a pragmatic approach and one that would enable effective learning from the changes that had been put in place."}]
[{"$f":"IF('> FILTER <'!B3410<>\"\",ROW(OFFSET(A3409,-1,0)),\"\")","v":3408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3410)),A3409,\"\")","v":3408},{"$f":"IFERROR(SMALL(Helper2_1,A3409),\"\")","v":3408},null,3408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3410)),$A3409,\"\")","v":3408},{"$f":"IFERROR(SMALL(Helper2_2,A3409),\"\")","v":3408},{"$f":"COUNTIF(Helper3_1,\"=\"&G3409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3409)=1, G3409, \"\")","v":3408},{"$f":"IFERROR(SMALL(Index_2,A3409),\"\")","v":3408},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:J3409)),\"\")","v":"EDI_138"},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:K3409)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:L3409)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:M3409)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:N3409)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3409,COLUMNS($J$2:O3409)),\"\")","v":"138 In response to the challenges posed by the COVID-19 pandemic, SQAC agreed to suspend the normal reporting processes in 2020-21 and has introduced an interim process focusing on the learning from the pandemic as well as the updates on the previous year's action plans. The team considered that this was a pragmatic approach and one that would enable effective learning from the changes that had been put in place."}]
[{"$f":"IF('> FILTER <'!B3411<>\"\",ROW(OFFSET(A3410,-1,0)),\"\")","v":3409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3411)),A3410,\"\")","v":3409},{"$f":"IFERROR(SMALL(Helper2_1,A3410),\"\")","v":3409},null,3409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3411)),$A3410,\"\")","v":3409},{"$f":"IFERROR(SMALL(Helper2_2,A3410),\"\")","v":3409},{"$f":"COUNTIF(Helper3_1,\"=\"&G3410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3410)=1, G3410, \"\")","v":3409},{"$f":"IFERROR(SMALL(Index_2,A3410),\"\")","v":3409},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:J3410)),\"\")","v":"EDI_139"},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:K3410)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:L3410)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:M3410)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:N3410)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3410,COLUMNS($J$2:O3410)),\"\")","v":"139 Alongside the annual monitoring procedures for academic departments, the University also operates a Student Support Services Annual Review (SSAR) for student-facing support services. The reports provided to the ELIR team indicated that this is largely a reflective exercise on the effectiveness of service provision and implementation of change. The annual reports are considered by a sub-group of SQAC chaired by the Assistant Principal Academic Standards and Quality Assurance and which includes external membership. Findings from the SSAR process are used to influence the selection of topics for periodic thematic review at a later date. The process contributes to the effective evaluation and evolution of themes involving multiple services and periodic review of services to date have included Support for Disabled Students, Mental Health Services, Support for Mature Students and Student Parents and Carers; and BAME Students' Experiences of Support at the University. Features of good practice have been identified, reported to Senate and shared via the Teaching Matters blogs. The ELIR team consider this approach is effective in enabling oversight of all the student support functions."}]
[{"$f":"IF('> FILTER <'!B3412<>\"\",ROW(OFFSET(A3411,-1,0)),\"\")","v":3410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3412)),A3411,\"\")","v":3410},{"$f":"IFERROR(SMALL(Helper2_1,A3411),\"\")","v":3410},null,3410,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3412)),$A3411,\"\")","v":3410},{"$f":"IFERROR(SMALL(Helper2_2,A3411),\"\")","v":3410},{"$f":"COUNTIF(Helper3_1,\"=\"&G3411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3411)=1, G3411, \"\")","v":3410},{"$f":"IFERROR(SMALL(Index_2,A3411),\"\")","v":3410},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:J3411)),\"\")","v":"EDI_140"},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:K3411)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:L3411)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:M3411)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:N3411)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3411,COLUMNS($J$2:O3411)),\"\")","v":"140 Internal Periodic Review (IPR) enables more in-depth investigation of the quality of academic provision on a five to six-year cycle. The University has reflected on the process since the last ELIR and has introduced several effective enhancements in response to reviews of the quality framework. These enhancements include streamlining the documentation, managing the schedule to enable more time for discussion of subject-specific aspects and improving oversight of standards and assessment."}]
[{"$f":"IF('> FILTER <'!B3413<>\"\",ROW(OFFSET(A3412,-1,0)),\"\")","v":3411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3413)),A3412,\"\")","v":3411},{"$f":"IFERROR(SMALL(Helper2_1,A3412),\"\")","v":3411},null,3411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3413)),$A3412,\"\")","v":3411},{"$f":"IFERROR(SMALL(Helper2_2,A3412),\"\")","v":3411},{"$f":"COUNTIF(Helper3_1,\"=\"&G3412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3412)=1, G3412, \"\")","v":3411},{"$f":"IFERROR(SMALL(Index_2,A3412),\"\")","v":3411},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:J3412)),\"\")","v":"EDI_141"},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:K3412)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:L3412)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:M3412)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:N3412)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3412,COLUMNS($J$2:O3412)),\"\")","v":"141 IPRs are managed according to a common framework aligned to the expectations of the Quality Code and the SFC. The remit for the reviews includes undergraduate, PGT and PGR as well as collaborative credit-bearing programmes and non-credit-bearing MOOCs, and is focused around three main areas - strategic overview, enhancing the student experience and assurance, and enhancement of provision. Individual IPRs are programme-focused and can be organised to cover different levels of provision - for example, focusing only on undergraduate provision or PGT provision. Given the scale of provision in some schools, this approach appears effective in enabling sufficient granularity in the individual review exercises. The team further noted that the rolling institutional schedule ensures all aspects of provision are covered over the five to six-year cycle period."}]
[{"$f":"IF('> FILTER <'!B3414<>\"\",ROW(OFFSET(A3413,-1,0)),\"\")","v":3412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3414)),A3413,\"\")","v":3412},{"$f":"IFERROR(SMALL(Helper2_1,A3413),\"\")","v":3412},null,3412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3414)),$A3413,\"\")","v":3412},{"$f":"IFERROR(SMALL(Helper2_2,A3413),\"\")","v":3412},{"$f":"COUNTIF(Helper3_1,\"=\"&G3413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3413)=1, G3413, \"\")","v":3412},{"$f":"IFERROR(SMALL(Index_2,A3413),\"\")","v":3412},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:J3413)),\"\")","v":"EDI_142"},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:K3413)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:L3413)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:M3413)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:N3413)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3413,COLUMNS($J$2:O3413)),\"\")","v":"142 The review panels include at least two external members from other universities as well as external members from related industries where appropriate, to enable greater flexibility and depth of coverage, alongside academic membership from outside the college. The review panels also include student members, who are trained by the Students' Association and Academic Services; students met by the team reported positively on their training and on their ability to participate effectively in the reviews, these positive views also being endorsed by the academic staff who commented on the quality of the students' contributions to the process. The team also heard that there is a competitive recruitment process, with interviews, for participation in IPRs. Staff participating in the panel or as members of the school undergoing review are also trained. The University is commended for the way it operates a highly-professional approach to supporting the recruitment, selection and preparation of students to contribute to the institution's IPR process. The centrally-delivered training received by students involved in these opportunities is recognised by both staff and students as being fundamental in enabling students to contribute meaningfully within the review (paragraph 18)."}]
[{"$f":"IF('> FILTER <'!B3415<>\"\",ROW(OFFSET(A3414,-1,0)),\"\")","v":3413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3415)),A3414,\"\")","v":3413},{"$f":"IFERROR(SMALL(Helper2_1,A3414),\"\")","v":3413},null,3413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3415)),$A3414,\"\")","v":3413},{"$f":"IFERROR(SMALL(Helper2_2,A3414),\"\")","v":3413},{"$f":"COUNTIF(Helper3_1,\"=\"&G3414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3414)=1, G3414, \"\")","v":3413},{"$f":"IFERROR(SMALL(Index_2,A3414),\"\")","v":3413},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:J3414)),\"\")","v":"EDI_143"},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:K3414)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:L3414)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:M3414)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:N3414)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3414,COLUMNS($J$2:O3414)),\"\")","v":"143 Following publication of its IPR, the school is required to produce both 14-week and one-year responses which set out how any recommendations are being addressed along with the timelines for action. SQAC receives the review reports and summary reports on good practice and areas of development which are shared on the web pages and examples shared through the Teaching Matters blog. SQAC also receives the follow-up reports detailing the progress against the actions. The review reports viewed by the ELIR team were detailed and included areas for commendation as well as recommendations for enhancements. The team was also able to confirm the follow-up reporting and sign-off of action points and concluded that the IPR process is effective and meets its objectives. "}]
[{"$f":"IF('> FILTER <'!B3416<>\"\",ROW(OFFSET(A3415,-1,0)),\"\")","v":3414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3416)),A3415,\"\")","v":3414},{"$f":"IFERROR(SMALL(Helper2_1,A3415),\"\")","v":3414},null,3414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3416)),$A3415,\"\")","v":3414},{"$f":"IFERROR(SMALL(Helper2_2,A3415),\"\")","v":3414},{"$f":"COUNTIF(Helper3_1,\"=\"&G3415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3415)=1, G3415, \"\")","v":3414},{"$f":"IFERROR(SMALL(Index_2,A3415),\"\")","v":3414},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:J3415)),\"\")","v":"EDI_144"},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:K3415)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:L3415)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:M3415)),\"\")","v":"Exam boards"},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:N3415)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3415,COLUMNS($J$2:O3415)),\"\")","v":"144 Management of assessment is overseen by the Academic Policy Regulations Committee (APRC) and governed by a comprehensive set of regulations which is updated annually. The Boards of Examiners have a specific handbook guiding their operation which is also supported by trained experts on regulations at school, college and university levels. Pedagogic support for assessment design and delivery is provided by the Institute for Academic Development (IAD)."}]
[{"$f":"IF('> FILTER <'!B3417<>\"\",ROW(OFFSET(A3416,-1,0)),\"\")","v":3415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3417)),A3416,\"\")","v":3415},{"$f":"IFERROR(SMALL(Helper2_1,A3416),\"\")","v":3415},null,3415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3417)),$A3416,\"\")","v":3415},{"$f":"IFERROR(SMALL(Helper2_2,A3416),\"\")","v":3415},{"$f":"COUNTIF(Helper3_1,\"=\"&G3416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3416)=1, G3416, \"\")","v":3415},{"$f":"IFERROR(SMALL(Index_2,A3416),\"\")","v":3415},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:J3416)),\"\")","v":"EDI_145"},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:K3416)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:L3416)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:M3416)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:N3416)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3416,COLUMNS($J$2:O3416)),\"\")","v":"145 The report of the 2015 ELIR noted that: 'There would be value in the University reviewing the information provided to students about marking schemes...', and, 'there would be benefit in the University reviewing the information provided to students on the grade descriptors for the common marking schemes in use and to consider this as part of the wider area for development around implementing feedback policy and practice in a clear and consistent manner across the University'. During the ELIR, students and staff who met the team indicated that there was still variation in understanding of the marking schemes and in assessment experience and academic staff were not aware of the discussions around the development of a common marking scheme. The University reported that it has '..reflected on options to rationalise our common marking schemes' and a paper was presented to the Learning and Teaching Committee (LTC) in 2018, noting that there were five common marking schemes in operation and setting out a series of proposals on the basis of which LTC recommended that further scoping work should be undertaken. A following meeting of LTC in May 2019 noted that only some of the scoping work had been taken forward and it was proposed that these discussions should be deferred to form part of the wider Curriculum Transformation Programme. The University should progress with proposals for the establishment of a common marking scheme to ensure comparability of student assessment processes across the schools (see paragraph 86)."}]
[{"$f":"IF('> FILTER <'!B3418<>\"\",ROW(OFFSET(A3417,-1,0)),\"\")","v":3416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3418)),A3417,\"\")","v":3416},{"$f":"IFERROR(SMALL(Helper2_1,A3417),\"\")","v":3416},null,3416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3418)),$A3417,\"\")","v":3416},{"$f":"IFERROR(SMALL(Helper2_2,A3417),\"\")","v":3416},{"$f":"COUNTIF(Helper3_1,\"=\"&G3417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3417)=1, G3417, \"\")","v":3416},{"$f":"IFERROR(SMALL(Index_2,A3417),\"\")","v":3416},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:J3417)),\"\")","v":"EDI_146"},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:K3417)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:L3417)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:M3417)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:N3417)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3417,COLUMNS($J$2:O3417)),\"\")","v":"146 Each school is currently responsible for having one or more Special Circumstances Committees (SCCs) which agree the impact of special circumstance applications that have been validated by the Extensions and Special Circumstances Services (ESC). These outcomes are binding and ratified by the Board of Examiners. The University recognised that its previous processes were inconsistent and not transparent. As part of the Service Excellence Programme (SEP) (paragraphs 97, 99) the University has redesigned the process for handling requests for extensions and special circumstances applications to establish a single process with decision-making by a dedicated central team for full delivery in 2020-21. Students were engaged in the planning and their feedback regarding the new process was very positive. In particular, the new process also includes institutional recording of the numbers of applications, to enable greater institutional oversight, as well as providing visibility for personal tutors and student support staff of their students' cases."}]
[{"$f":"IF('> FILTER <'!B3419<>\"\",ROW(OFFSET(A3418,-1,0)),\"\")","v":3417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3419)),A3418,\"\")","v":3417},{"$f":"IFERROR(SMALL(Helper2_1,A3418),\"\")","v":3417},null,3417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3419)),$A3418,\"\")","v":3417},{"$f":"IFERROR(SMALL(Helper2_2,A3418),\"\")","v":3417},{"$f":"COUNTIF(Helper3_1,\"=\"&G3418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3418)=1, G3418, \"\")","v":3417},{"$f":"IFERROR(SMALL(Index_2,A3418),\"\")","v":3417},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:J3418)),\"\")","v":"EDI_147"},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:K3418)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:L3418)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:M3418)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:N3418)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3418,COLUMNS($J$2:O3418)),\"\")","v":"147 Academic misconduct is recognised as being of significant concern. There is detailed information for students provided by the Institute for Academic Development on referencing and good academic practice. Students that met with the ELIR team all affirmed that they had received guidance on referencing and good academic practice and were aware of the regulations with regards to plagiarism. The University has a network of trained School and College Academic Misconduct Officers with responsibility for investigating allegations of academic misconduct."}]
[{"$f":"IF('> FILTER <'!B3420<>\"\",ROW(OFFSET(A3419,-1,0)),\"\")","v":3418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3420)),A3419,\"\")","v":3418},{"$f":"IFERROR(SMALL(Helper2_1,A3419),\"\")","v":3418},null,3418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3420)),$A3419,\"\")","v":3418},{"$f":"IFERROR(SMALL(Helper2_2,A3419),\"\")","v":3418},{"$f":"COUNTIF(Helper3_1,\"=\"&G3419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3419)=1, G3419, \"\")","v":3418},{"$f":"IFERROR(SMALL(Index_2,A3419),\"\")","v":3418},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:J3419)),\"\")","v":"EDI_148"},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:K3419)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:L3419)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:M3419)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:N3419)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3419,COLUMNS($J$2:O3419)),\"\")","v":"148 In response to the pandemic, the University has developed extensive guidance on the management of assessment and the options available to Boards of Examiners and on alternative ways of designing and delivering assessment which have been produced by IAD to support the schools. The team noted that the University had undertaken a detailed evaluation of the impact of the 'No Detriment' Policy which concluded that the changes introduced were in line with those adopted by comparator universities. The review also included feedback from external examiners, the majority of whom specifically confirmed that the policy was appropriate and had been consistently applied."}]
[{"$f":"IF('> FILTER <'!B3421<>\"\",ROW(OFFSET(A3420,-1,0)),\"\")","v":3419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3421)),A3420,\"\")","v":3419},{"$f":"IFERROR(SMALL(Helper2_1,A3420),\"\")","v":3419},null,3419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3421)),$A3420,\"\")","v":3419},{"$f":"IFERROR(SMALL(Helper2_2,A3420),\"\")","v":3419},{"$f":"COUNTIF(Helper3_1,\"=\"&G3420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3420)=1, G3420, \"\")","v":3419},{"$f":"IFERROR(SMALL(Index_2,A3420),\"\")","v":3419},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:J3420)),\"\")","v":"EDI_149"},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:K3420)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:L3420)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:M3420)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:N3420)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3420,COLUMNS($J$2:O3420)),\"\")","v":"149 The procedure for lodging an appeal or complaint and the associated guidance as to the grounds on which they will be considered and how to obtain support are detailed on the Academic Services website. Appeals are considered by the University's Student Appeal Committee, which reports annually to SQAC regarding the number and nature of appeals and identifying any emerging issues. The grounds for appeal comprise either substantial information which, for good reason, was not available to the examiners at the time of the original decision, or evidence of procedural irregularity. Appeals against academic judgement are not considered as valid grounds."}]
[{"$f":"IF('> FILTER <'!B3422<>\"\",ROW(OFFSET(A3421,-1,0)),\"\")","v":3420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3422)),A3421,\"\")","v":3420},{"$f":"IFERROR(SMALL(Helper2_1,A3421),\"\")","v":3420},null,3420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3422)),$A3421,\"\")","v":3420},{"$f":"IFERROR(SMALL(Helper2_2,A3421),\"\")","v":3420},{"$f":"COUNTIF(Helper3_1,\"=\"&G3421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3421)=1, G3421, \"\")","v":3420},{"$f":"IFERROR(SMALL(Index_2,A3421),\"\")","v":3420},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:J3421)),\"\")","v":"EDI_150"},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:K3421)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:L3421)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:M3421)),\"\")","v":"Regulations"},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:N3421)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3421,COLUMNS($J$2:O3421)),\"\")","v":"150 A review of the Student Appeal Regulations was undertaken in 2019-20 and APRC approved enhancements, including simplifying the process, in particular by clarifying the grounds for appeal and the evidential requirements and the provision of more guidance for staff and students. As a result, in 2020, the University revised its regulations with regard to the handling of appeals in partnership with the Students' Association. This coincided with a mapping against the (new) Quality Code to ensure continued adherence. The team considered that the review process was rigorous, with detailed mapping and the inclusion of additional reporting processes through to the Appeals Committee. The revised guidance is clear and comprehensive. The University also provides detailed guidance for complainants, setting out the grounds for complaint and sources of support for complainants. A new Complaints Handling Procedure was implemented in October 2020 in line with Scottish Public Sector Ombudsman requirements."}]
[{"$f":"IF('> FILTER <'!B3423<>\"\",ROW(OFFSET(A3422,-1,0)),\"\")","v":3421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3423)),A3422,\"\")","v":3421},{"$f":"IFERROR(SMALL(Helper2_1,A3422),\"\")","v":3421},null,3421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3423)),$A3422,\"\")","v":3421},{"$f":"IFERROR(SMALL(Helper2_2,A3422),\"\")","v":3421},{"$f":"COUNTIF(Helper3_1,\"=\"&G3422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3422)=1, G3422, \"\")","v":3421},{"$f":"IFERROR(SMALL(Index_2,A3422),\"\")","v":3421},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:J3422)),\"\")","v":"EDI_151"},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:K3422)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:L3422)),\"\")","v":"Appeals_Complaints"},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:M3422)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:N3422)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3422,COLUMNS($J$2:O3422)),\"\")","v":"151 SQAC has also developed processes to enable oversight of the numbers of complaints and appeals, which have risen over recent academic years but remain relatively low. This enables identification of any themes to enable learning."}]
[{"$f":"IF('> FILTER <'!B3424<>\"\",ROW(OFFSET(A3423,-1,0)),\"\")","v":3422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3424)),A3423,\"\")","v":3422},{"$f":"IFERROR(SMALL(Helper2_1,A3423),\"\")","v":3422},null,3422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3424)),$A3423,\"\")","v":3422},{"$f":"IFERROR(SMALL(Helper2_2,A3423),\"\")","v":3422},{"$f":"COUNTIF(Helper3_1,\"=\"&G3423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3423)=1, G3423, \"\")","v":3422},{"$f":"IFERROR(SMALL(Index_2,A3423),\"\")","v":3422},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:J3423)),\"\")","v":"EDI_152"},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:K3423)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:L3423)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:M3423)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:N3423)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3423,COLUMNS($J$2:O3423)),\"\")","v":"152 The University makes effective use of external examiners in assuring the academic standards of its programmes. The University appoints an external examiner to each course as well as to each programme leading to an award. The External Examiners for Taught Programmes Policy was reviewed in 2018-19, ensuring ongoing consistency with the Quality Code. Nominations for external examiners are made by the schools with approval of appointment being delegated to the college. The team considered that the support for external examiners was effective in that they are provided with a detailed handbook and online guidance with schools taking responsibility for providing the disciplinary induction for their external examiners. "}]
[{"$f":"IF('> FILTER <'!B3425<>\"\",ROW(OFFSET(A3424,-1,0)),\"\")","v":3423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3425)),A3424,\"\")","v":3423},{"$f":"IFERROR(SMALL(Helper2_1,A3424),\"\")","v":3423},null,3423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3425)),$A3424,\"\")","v":3423},{"$f":"IFERROR(SMALL(Helper2_2,A3424),\"\")","v":3423},{"$f":"COUNTIF(Helper3_1,\"=\"&G3424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3424)=1, G3424, \"\")","v":3423},{"$f":"IFERROR(SMALL(Index_2,A3424),\"\")","v":3423},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:J3424)),\"\")","v":"EDI_153"},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:K3424)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:L3424)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:M3424)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:N3424)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3424,COLUMNS($J$2:O3424)),\"\")","v":"153 The University operates an online reporting system with an overview of themes arising from the reports being considered annually by SQAC, enabling identification of any emerging themes. The most recent overviews viewed by the ELIR team showed detailed evaluation of the range of external examiners' reports with identification of areas of good practice as well as thematic issues. Schools are required to respond to the external examiners' reports with oversight by the College Quality Committee. Consideration of the feedback from the examiners is included in annual programme monitoring, AMRs and in the college Annual Quality Reports with identified actions, and follow-up on those actions reported on in the subsequent report. External examiners were specifically consulted regarding the proposed changes to arrangements of assessment in response to COVID-19."}]
[{"$f":"IF('> FILTER <'!B3426<>\"\",ROW(OFFSET(A3425,-1,0)),\"\")","v":3424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3426)),A3425,\"\")","v":3424},{"$f":"IFERROR(SMALL(Helper2_1,A3425),\"\")","v":3424},null,3424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3426)),$A3425,\"\")","v":3424},{"$f":"IFERROR(SMALL(Helper2_2,A3425),\"\")","v":3424},{"$f":"COUNTIF(Helper3_1,\"=\"&G3425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3425)=1, G3425, \"\")","v":3424},{"$f":"IFERROR(SMALL(Index_2,A3425),\"\")","v":3424},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:J3425)),\"\")","v":"EDI_154"},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:K3425)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:L3425)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:M3425)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:N3425)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3425,COLUMNS($J$2:O3425)),\"\")","v":"154 There is an expectation that the external examiners' reports and associated responses will be discussed with students through the SSLCs but the sets of minutes viewed by the team did not include any reference to external examiners' reports and the student representatives met by the team were not aware of having discussed or seen the reports. Although the reports are made available to students, including through consideration at quality committees, the University is encouraged to ensure that the external examiners' reports are consistently shared with the students and discussed at the SSLCs as set out in its policies (paragraphs 17,19)."}]
[{"$f":"IF('> FILTER <'!B3427<>\"\",ROW(OFFSET(A3426,-1,0)),\"\")","v":3425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3427)),A3426,\"\")","v":3425},{"$f":"IFERROR(SMALL(Helper2_1,A3426),\"\")","v":3425},null,3425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3427)),$A3426,\"\")","v":3425},{"$f":"IFERROR(SMALL(Helper2_2,A3426),\"\")","v":3425},{"$f":"COUNTIF(Helper3_1,\"=\"&G3426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3426)=1, G3426, \"\")","v":3425},{"$f":"IFERROR(SMALL(Index_2,A3426),\"\")","v":3425},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:J3426)),\"\")","v":"EDI_155"},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:K3426)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:L3426)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:M3426)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:N3426)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3426,COLUMNS($J$2:O3426)),\"\")","v":"155 The University makes effective use of external reference points in underpinning its quality processes. In 2019, SQAC set out a paper on the changes to the Quality Code which was considered by the Learning and Teaching Committee. Subsequently, SQAC approved a detailed mapping exercise against the Quality Code which is published on the Academic Services website. Based on this exercise, the University was able to confirm alignment of its policies and regulations to the Expectations of the Quality Code but also identification of two areas for development - work-based learning and partnerships. These have been subsequently developed and mapped."}]
[{"$f":"IF('> FILTER <'!B3428<>\"\",ROW(OFFSET(A3427,-1,0)),\"\")","v":3426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3428)),A3427,\"\")","v":3426},{"$f":"IFERROR(SMALL(Helper2_1,A3427),\"\")","v":3426},null,3426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3428)),$A3427,\"\")","v":3426},{"$f":"IFERROR(SMALL(Helper2_2,A3427),\"\")","v":3426},{"$f":"COUNTIF(Helper3_1,\"=\"&G3427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3427)=1, G3427, \"\")","v":3426},{"$f":"IFERROR(SMALL(Index_2,A3427),\"\")","v":3426},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:J3427)),\"\")","v":"EDI_156"},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:K3427)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:L3427)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:M3427)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:N3427)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3427,COLUMNS($J$2:O3427)),\"\")","v":"156 The University engages effectively with the requirements of the Scottish Credit and Qualifications Frameworks (SCQF) ensuring alignment of new programmes with the Framework and with the relevant Subject Benchmark Statements through the approvals processes. Alignment is also confirmed for existing programmes through the IPRs. The RA also notes that the University benefits from external engagement through the QAA Enhancement Themes and also benchmarking across national and international networks."}]
[{"$f":"IF('> FILTER <'!B3429<>\"\",ROW(OFFSET(A3428,-1,0)),\"\")","v":3427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3429)),A3428,\"\")","v":3427},{"$f":"IFERROR(SMALL(Helper2_1,A3428),\"\")","v":3427},null,3427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3429)),$A3428,\"\")","v":3427},{"$f":"IFERROR(SMALL(Helper2_2,A3428),\"\")","v":3427},{"$f":"COUNTIF(Helper3_1,\"=\"&G3428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3428)=1, G3428, \"\")","v":3427},{"$f":"IFERROR(SMALL(Index_2,A3428),\"\")","v":3427},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:J3428)),\"\")","v":"EDI_157"},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:K3428)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:L3428)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:M3428)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:N3428)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3428,COLUMNS($J$2:O3428)),\"\")","v":"157 The 2015 ELIR identified four main areas for development: the postgraduate research student experience; the Personal Tutor System; student representation at school and college levels; and assessment and feedback. In its Reflective Analysis and the Additional Information Set, the University provided a commentary on the detailed sets of actions taken to address the recommendations."}]
[{"$f":"IF('> FILTER <'!B3430<>\"\",ROW(OFFSET(A3429,-1,0)),\"\")","v":3428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3430)),A3429,\"\")","v":3428},{"$f":"IFERROR(SMALL(Helper2_1,A3429),\"\")","v":3428},null,3428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3430)),$A3429,\"\")","v":3428},{"$f":"IFERROR(SMALL(Helper2_2,A3429),\"\")","v":3428},{"$f":"COUNTIF(Helper3_1,\"=\"&G3429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3429)=1, G3429, \"\")","v":3428},{"$f":"IFERROR(SMALL(Index_2,A3429),\"\")","v":3428},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:J3429)),\"\")","v":"EDI_158"},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:K3429)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:L3429)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:M3429)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:N3429)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3429,COLUMNS($J$2:O3429)),\"\")","v":"158 The University has taken significant steps towards improving the experience of PGR students, in particular through review of the Code of Practice for Supervisors and Research Students and enhanced training for supervisors through the work of the Excellence in Doctoral Education and Career Development programme and mandatory training coordinated by IAD, which was recognised and welcomed by staff. Further guidance has also been made available for PGR students by IAD (paragraphs 63-68). "}]
[{"$f":"IF('> FILTER <'!B3431<>\"\",ROW(OFFSET(A3430,-1,0)),\"\")","v":3429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3431)),A3430,\"\")","v":3429},{"$f":"IFERROR(SMALL(Helper2_1,A3430),\"\")","v":3429},null,3429,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3431)),$A3430,\"\")","v":3429},{"$f":"IFERROR(SMALL(Helper2_2,A3430),\"\")","v":3429},{"$f":"COUNTIF(Helper3_1,\"=\"&G3430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3430)=1, G3430, \"\")","v":3429},{"$f":"IFERROR(SMALL(Index_2,A3430),\"\")","v":3429},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:J3430)),\"\")","v":"EDI_159"},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:K3430)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:L3430)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:M3430)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:N3430)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3430,COLUMNS($J$2:O3430)),\"\")","v":"159 The operation of the Personal Tutor System is a recurring issue, having been identified as requiring improvement in the previous two ELIRs. In the RA, the University further recognises that, since the last ELIR in 2015, 'There has been a steady decline in student satisfaction with our PT system'. The University has worked to address the operation of the system through improved guidance for staff and students. In 2018-19, it initiated a fundamental review of student support across the University which included the PT system. Proposals were approved in principle in late 2019, but are currently paused as a result of COVID-19 with current plans not being scheduled for implementation until 2023-24. The team reflected on the slow pace of change in improving the support, recognising the challenges associated with undertaking extensive consultations and addressing the variability of across the schools (paragraphs 97-102). "}]
[{"$f":"IF('> FILTER <'!B3432<>\"\",ROW(OFFSET(A3431,-1,0)),\"\")","v":3430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3432)),A3431,\"\")","v":3430},{"$f":"IFERROR(SMALL(Helper2_1,A3431),\"\")","v":3430},null,3430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3432)),$A3431,\"\")","v":3430},{"$f":"IFERROR(SMALL(Helper2_2,A3431),\"\")","v":3430},{"$f":"COUNTIF(Helper3_1,\"=\"&G3431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3431)=1, G3431, \"\")","v":3430},{"$f":"IFERROR(SMALL(Index_2,A3431),\"\")","v":3430},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:J3431)),\"\")","v":"EDI_160"},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:K3431)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:L3431)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:M3431)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:N3431)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3431,COLUMNS($J$2:O3431)),\"\")","v":"160 Significant work has been undertaken to enhance the systems of student representation which has involved close cooperation with the Students' Association including the move from course to programme-level representation which has enabled more effective training and consideration of feedback from students through the committee structures. Students are now involved across all decision-making structures. The team particularly noted the positive contribution to the Adaptation and Renewal Team and enhancement of student representation in the IPR process (paragraph 142). "}]
[{"$f":"IF('> FILTER <'!B3433<>\"\",ROW(OFFSET(A3432,-1,0)),\"\")","v":3431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3433)),A3432,\"\")","v":3431},{"$f":"IFERROR(SMALL(Helper2_1,A3432),\"\")","v":3431},null,3431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3433)),$A3432,\"\")","v":3431},{"$f":"IFERROR(SMALL(Helper2_2,A3432),\"\")","v":3431},{"$f":"COUNTIF(Helper3_1,\"=\"&G3432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3432)=1, G3432, \"\")","v":3431},{"$f":"IFERROR(SMALL(Index_2,A3432),\"\")","v":3431},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:J3432)),\"\")","v":"EDI_161"},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:K3432)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:L3432)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:M3432)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:N3432)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3432,COLUMNS($J$2:O3432)),\"\")","v":"161 The Additional Information Set identifies a large number of actions put in place to address the issues identified regarding assessment and feedback but the RA recognises that this is still challenging in terms of the NSS and the team noted that there remain significant challenges in addressing consistency over feedback provision. SQAC approved changes to annual monitoring to monitor feedback turnround times and the University has a 15-day policy. However, staff met by the team indicated that the current policy was not always workable, and students also reported that some feedback took significantly longer, and they were not informed as to when to expect the feedback. The team further noted that there are still areas where there is work to be done regarding assessment - for example, the establishment of a common marking scheme, which is now to be subsumed within the forthcoming Curriculum Transformation Programme (paragraphs 94-96). Again, the team noted the relatively slow pace of change and the long schedule for implementation of improvements (paragraphs 97-102)."}]
[{"$f":"IF('> FILTER <'!B3434<>\"\",ROW(OFFSET(A3433,-1,0)),\"\")","v":3432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3434)),A3433,\"\")","v":3432},{"$f":"IFERROR(SMALL(Helper2_1,A3433),\"\")","v":3432},null,3432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3434)),$A3433,\"\")","v":3432},{"$f":"IFERROR(SMALL(Helper2_2,A3433),\"\")","v":3432},{"$f":"COUNTIF(Helper3_1,\"=\"&G3433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3433)=1, G3433, \"\")","v":3432},{"$f":"IFERROR(SMALL(Index_2,A3433),\"\")","v":3432},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:J3433)),\"\")","v":"EDI_162"},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:K3433)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:L3433)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:M3433)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:N3433)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3433,COLUMNS($J$2:O3433)),\"\")","v":"162 The University has an effective approach to the use of data to inform its quality assurance and decision-making processes. The 2015 ELIR team encouraged the University to develop the staff-facing 'Dashboard' project. The 2021 ELIR team noted that the recent adoption of an interactive data visualisation tool has facilitated the improved provision of data with data dashboards being launched in 2019. The AMR and IPR processes are underpinned by the data dashboards and the data provision is aligned with the expectations of SFC and the Quality Code. Access to data dashboards has also been enabled for student representatives to facilitate the work of SSLCs. During the ELIR, staff who met with the team recognised and appreciated the additional information being provided through the data management tool, though its full functionality was still in development. Some staff expressed the view that they would value more training in interrogation of the data particularly in identifying differences in student attainment, and the University is encouraged to provide more training for staff in the analysis of the data and in identifying emerging themes within their schools, in particular in relation to attainment gaps (paragraphs 30, 34). "}]
[{"$f":"IF('> FILTER <'!B3435<>\"\",ROW(OFFSET(A3434,-1,0)),\"\")","v":3433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3435)),A3434,\"\")","v":3433},{"$f":"IFERROR(SMALL(Helper2_1,A3434),\"\")","v":3433},null,3433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3435)),$A3434,\"\")","v":3433},{"$f":"IFERROR(SMALL(Helper2_2,A3434),\"\")","v":3433},{"$f":"COUNTIF(Helper3_1,\"=\"&G3434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3434)=1, G3434, \"\")","v":3433},{"$f":"IFERROR(SMALL(Index_2,A3434),\"\")","v":3433},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:J3434)),\"\")","v":"EDI_163"},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:K3434)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:L3434)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:M3434)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:N3434)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3434,COLUMNS($J$2:O3434)),\"\")","v":"163 Data provision and analysis at institutional level are supported by the Student Analytics, Insights and Modelling Team which manages the external student experience surveys, such as the National Student Survey (NSS), which are benchmarked against the Higher Education Statistics Agency data sets, and the internal Course Enhancement Questionnaires. In the previous ELIR report, the University was encouraged to engage in further analyses of NSS free text comments. The University initially engaged an external agency in a pilot exercise to analyse the qualitative data for production of the school reports. Following this pilot, these data have now been incorporated for all schools via an interactive data visualisation tool which the team observed had been used to inform production of the AMRs and the identification of areas for development. "}]
[{"$f":"IF('> FILTER <'!B3436<>\"\",ROW(OFFSET(A3435,-1,0)),\"\")","v":3434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3436)),A3435,\"\")","v":3434},{"$f":"IFERROR(SMALL(Helper2_1,A3435),\"\")","v":3434},null,3434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3436)),$A3435,\"\")","v":3434},{"$f":"IFERROR(SMALL(Helper2_2,A3435),\"\")","v":3434},{"$f":"COUNTIF(Helper3_1,\"=\"&G3435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3435)=1, G3435, \"\")","v":3434},{"$f":"IFERROR(SMALL(Index_2,A3435),\"\")","v":3434},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:J3435)),\"\")","v":"EDI_164"},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:K3435)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:L3435)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:M3435)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:N3435)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3435,COLUMNS($J$2:O3435)),\"\")","v":"164 SQAC reviews degree-classification outcomes annually with benchmarking against the mission group and a detailed evaluation was undertaken in respect of the 'No Detriment' Policy, introduced in response to COVID-19. SQAC notes if there are any schools where the proportions of good honours awarded are significantly out of line with the rest of the University or the sector and the Schools are required to comment on these in their AMRs. In this context, the University is at the very early stages of working towards developing a single algorithm for assessing borderline classification cases, but this work has been delayed due to the pandemic and academic staff who met the team were not yet aware of this project."}]
[{"$f":"IF('> FILTER <'!B3437<>\"\",ROW(OFFSET(A3436,-1,0)),\"\")","v":3435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3437)),A3436,\"\")","v":3435},{"$f":"IFERROR(SMALL(Helper2_1,A3436),\"\")","v":3435},null,3435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3437)),$A3436,\"\")","v":3435},{"$f":"IFERROR(SMALL(Helper2_2,A3436),\"\")","v":3435},{"$f":"COUNTIF(Helper3_1,\"=\"&G3436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3436)=1, G3436, \"\")","v":3435},{"$f":"IFERROR(SMALL(Index_2,A3436),\"\")","v":3435},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:J3436)),\"\")","v":"EDI_165"},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:K3436)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:L3436)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:M3436)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:N3436)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3436,COLUMNS($J$2:O3436)),\"\")","v":"165 The University has effective arrangements for securing academic standards. The quality frameworks are aligned to the external reference points, in particular through explicit mapping against the Quality Code and the Scottish Credit and Qualifications Framework. The University makes effective use of external input through consideration of feedback from external examiners and external participation in programme approval and IPR. In particular, the ELIR team noted the requirement for the presence of at least two externals for each IPR. There is also effective participation by the student body with the majority of the quality processes, though the University is encouraged to ensure that external examiner reports and the associated responses are consistently discussed at SSLC meetings. The institutional policies are comprehensive and accessible, and are reviewed and updated on a regular basis; the University recognises those areas where further developments are required."}]
[{"$f":"IF('> FILTER <'!B3438<>\"\",ROW(OFFSET(A3437,-1,0)),\"\")","v":3436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3438)),A3437,\"\")","v":3436},{"$f":"IFERROR(SMALL(Helper2_1,A3437),\"\")","v":3436},null,3436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3438)),$A3437,\"\")","v":3436},{"$f":"IFERROR(SMALL(Helper2_2,A3437),\"\")","v":3436},{"$f":"COUNTIF(Helper3_1,\"=\"&G3437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3437)=1, G3437, \"\")","v":3436},{"$f":"IFERROR(SMALL(Index_2,A3437),\"\")","v":3436},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:J3437)),\"\")","v":"EDI_166"},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:K3437)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:L3437)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:M3437)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:N3437)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3437,COLUMNS($J$2:O3437)),\"\")","v":"166 Although the ELIR identified some areas that would benefit from more effective institutional oversight, the ELIR team found that the core quality processes were operating effectively, and oversight is assured through the reporting lines to the College Quality Committees and SQAC."}]
[{"$f":"IF('> FILTER <'!B3439<>\"\",ROW(OFFSET(A3438,-1,0)),\"\")","v":3437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3439)),A3438,\"\")","v":3437},{"$f":"IFERROR(SMALL(Helper2_1,A3438),\"\")","v":3437},null,3437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3439)),$A3438,\"\")","v":3437},{"$f":"IFERROR(SMALL(Helper2_2,A3438),\"\")","v":3437},{"$f":"COUNTIF(Helper3_1,\"=\"&G3438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3438)=1, G3438, \"\")","v":3437},{"$f":"IFERROR(SMALL(Index_2,A3438),\"\")","v":3437},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:J3438)),\"\")","v":"EDI_167"},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:K3438)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:L3438)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:M3438)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:N3438)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3438,COLUMNS($J$2:O3438)),\"\")","v":"167 Overall, the University has an effective approach to self-evaluation which is informed by reference to internal and external sources of data and feedback. The Reflective Analysis provided for the review was detailed and reflective in the insights provided to the team regarding the University's provision and its recognition of the areas where development and enhancement are still required. "}]
[{"$f":"IF('> FILTER <'!B3440<>\"\",ROW(OFFSET(A3439,-1,0)),\"\")","v":3438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3440)),A3439,\"\")","v":3438},{"$f":"IFERROR(SMALL(Helper2_1,A3439),\"\")","v":3438},null,3438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3440)),$A3439,\"\")","v":3438},{"$f":"IFERROR(SMALL(Helper2_2,A3439),\"\")","v":3438},{"$f":"COUNTIF(Helper3_1,\"=\"&G3439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3439)=1, G3439, \"\")","v":3438},{"$f":"IFERROR(SMALL(Index_2,A3439),\"\")","v":3438},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:J3439)),\"\")","v":"EDI_168"},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:K3439)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:L3439)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:M3439)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:N3439)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3439,COLUMNS($J$2:O3439)),\"\")","v":"168 The internal approval, monitoring and review processes are effective, with oversight being maintained by SQAC which also oversees the implementation of the action plans. External and student engagement with these processes enables the University to reflect on the perspectives of different stakeholders and it is open to regular review of the associated policies. The inclusion of Student Support Services within the cycle of internal reviews has enabled cross-cutting self-evaluation with the identification of emerging themes and good practice across the different services and development of associated actions. The University's adoption of a interactive data visualisation tool with data dashboards has led to improved data provision for both staff and students to inform the quality processes and identification of areas for action, though it is noted that this is an area with capacity for further development, in particular regarding the provision of training and enhancement of interrogation of the data sets."}]
[{"$f":"IF('> FILTER <'!B3441<>\"\",ROW(OFFSET(A3440,-1,0)),\"\")","v":3439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3441)),A3440,\"\")","v":3439},{"$f":"IFERROR(SMALL(Helper2_1,A3440),\"\")","v":3439},null,3439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3441)),$A3440,\"\")","v":3439},{"$f":"IFERROR(SMALL(Helper2_2,A3440),\"\")","v":3439},{"$f":"COUNTIF(Helper3_1,\"=\"&G3440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3440)=1, G3440, \"\")","v":3439},{"$f":"IFERROR(SMALL(Index_2,A3440),\"\")","v":3439},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:J3440)),\"\")","v":"EDI_169"},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:K3440)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:L3440)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:M3440)),\"\")","v":"Quality processes"},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:N3440)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3440,COLUMNS($J$2:O3440)),\"\")","v":"169 The University is commended for the way it operates a highly-professional approach to supporting the recruitment, selection and preparation of students to contribute to the institution's IPR process."}]
[{"$f":"IF('> FILTER <'!B3442<>\"\",ROW(OFFSET(A3441,-1,0)),\"\")","v":3440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3442)),A3441,\"\")","v":3440},{"$f":"IFERROR(SMALL(Helper2_1,A3441),\"\")","v":3440},null,3440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3442)),$A3441,\"\")","v":3440},{"$f":"IFERROR(SMALL(Helper2_2,A3441),\"\")","v":3440},{"$f":"COUNTIF(Helper3_1,\"=\"&G3441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3441)=1, G3441, \"\")","v":3440},{"$f":"IFERROR(SMALL(Index_2,A3441),\"\")","v":3440},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:J3441)),\"\")","v":"EDI_170"},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:K3441)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:L3441)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:M3441)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:N3441)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3441,COLUMNS($J$2:O3441)),\"\")","v":"170 The University has an effective approach to managing its collaborative provision, including its arrangements for securing academic standards and enhancing the student learning experience. At the time of the ELIR visit, the Global Engagement Plan (2017-20) had expired and not been replaced with a specific strategy. However, the overarching global ambition is followed through in 'Strategy 2030' in which global impact is defined as core in terms of research and education. The RA sets out seven guiding principles that underpin the strategic approach to partnerships, including that they must align with the University's strategic vision, purpose and values, must meet the University's quality assurance standards and comply with the Quality Code, and must deliver a comparable quality of student learning experience. "}]
[{"$f":"IF('> FILTER <'!B3443<>\"\",ROW(OFFSET(A3442,-1,0)),\"\")","v":3441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3443)),A3442,\"\")","v":3441},{"$f":"IFERROR(SMALL(Helper2_1,A3442),\"\")","v":3441},null,{"$f":"ROW(OFFSET(E3442,-1,0))","v":3441},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3443)),$A3442,\"\")","v":3441},{"$f":"IFERROR(SMALL(Helper2_2,A3442),\"\")","v":3441},{"$f":"COUNTIF(Helper3_1,\"=\"&G3442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3442)=1, G3442, \"\")","v":3441},{"$f":"IFERROR(SMALL(Index_2,A3442),\"\")","v":3441},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:J3442)),\"\")","v":"EDI_171"},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:K3442)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:L3442)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:M3442)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:N3442)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3442,COLUMNS($J$2:O3442)),\"\")","v":"171 At the time of the ELIR, the University managed 55 international collaborative partnerships, predominantly in Europe and China. There is a much smaller grouping of seven local partnerships, which are all at postgraduate level aside from the individual collaborative relationship with Scotland's Rural College (SRUC) (see paragraph 178). At the time of the review, there were approximately 700 students on joint taught programmes and 53 on collaborative PhD programmes. The University also operates some credit-bearing and non-credit bearing online programmes delivered in partnership with online platform providers. As well as maintaining and developing its international partnerships, the University plans to further develop its regional collaborations - for example, through creation of more articulation pathways. These are aimed at facilitating greater flexibility for student pathways and associated widening participation routes."}]
[{"$f":"IF('> FILTER <'!B3444<>\"\",ROW(OFFSET(A3443,-1,0)),\"\")","v":3442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3444)),A3443,\"\")","v":3442},{"$f":"IFERROR(SMALL(Helper2_1,A3443),\"\")","v":3442},null,3442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3444)),$A3443,\"\")","v":3442},{"$f":"IFERROR(SMALL(Helper2_2,A3443),\"\")","v":3442},{"$f":"COUNTIF(Helper3_1,\"=\"&G3443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3443)=1, G3443, \"\")","v":3442},{"$f":"IFERROR(SMALL(Index_2,A3443),\"\")","v":3442},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:J3443)),\"\")","v":"EDI_171"},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:K3443)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:L3443)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:M3443)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:N3443)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3443,COLUMNS($J$2:O3443)),\"\")","v":"171 At the time of the ELIR, the University managed 55 international collaborative partnerships, predominantly in Europe and China. There is a much smaller grouping of seven local partnerships, which are all at postgraduate level aside from the individual collaborative relationship with Scotland's Rural College (SRUC) (see paragraph 178). At the time of the review, there were approximately 700 students on joint taught programmes and 53 on collaborative PhD programmes. The University also operates some credit-bearing and non-credit bearing online programmes delivered in partnership with online platform providers. As well as maintaining and developing its international partnerships, the University plans to further develop its regional collaborations - for example, through creation of more articulation pathways. These are aimed at facilitating greater flexibility for student pathways and associated widening participation routes."}]
[{"$f":"IF('> FILTER <'!B3445<>\"\",ROW(OFFSET(A3444,-1,0)),\"\")","v":3443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3445)),A3444,\"\")","v":3443},{"$f":"IFERROR(SMALL(Helper2_1,A3444),\"\")","v":3443},null,3443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3445)),$A3444,\"\")","v":3443},{"$f":"IFERROR(SMALL(Helper2_2,A3444),\"\")","v":3443},{"$f":"COUNTIF(Helper3_1,\"=\"&G3444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3444)=1, G3444, \"\")","v":3443},{"$f":"IFERROR(SMALL(Index_2,A3444),\"\")","v":3443},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:J3444)),\"\")","v":"EDI_172"},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:K3444)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:L3444)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:M3444)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:N3444)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3444,COLUMNS($J$2:O3444)),\"\")","v":"172 A major strategic development since the last ELIR, has been the establishment of the Zhejiang University-University of Edinburgh Institute. This partnership delivers dual degree programmes at undergraduate and postgraduate levels in the fields of biomedical sciences and biomedical informatics. All the teaching is delivered in English at the Zhejiang International Campus and is supported by 'flying faculty' from Edinburgh. As part of the establishment of this partnership, the University developed a formal policy on dual, double and multiple awards. Further recent international strategic developments include the engagement with the Una Europa alliance aimed at developing long-term cooperation across a group of research-intensive universities, with a particular focus on establishing a framework for joint PhD programmes."}]
[{"$f":"IF('> FILTER <'!B3446<>\"\",ROW(OFFSET(A3445,-1,0)),\"\")","v":3444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3446)),A3445,\"\")","v":3444},{"$f":"IFERROR(SMALL(Helper2_1,A3445),\"\")","v":3444},null,3444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3446)),$A3445,\"\")","v":3444},{"$f":"IFERROR(SMALL(Helper2_2,A3445),\"\")","v":3444},{"$f":"COUNTIF(Helper3_1,\"=\"&G3445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3445)=1, G3445, \"\")","v":3444},{"$f":"IFERROR(SMALL(Index_2,A3445),\"\")","v":3444},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:J3445)),\"\")","v":"EDI_173"},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:K3445)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:L3445)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:M3445)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:N3445)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3445,COLUMNS($J$2:O3445)),\"\")","v":"173 Since the 2015 ELIR, the University has mapped its partnerships processes against the Quality Code and has undertaken internal audits of its collaborative provision. The most recent audit was in 2017 which noted the enhanced guidance in place to support effective scrutiny of proposed collaborations. A key recommendation from the audit was to enhance the liaison between schools, colleges and professional services staff regarding collaborations which has been enacted through the development of additional guidance and the establishment of the Virtual Collaborations Group to support schools in the development of new collaborations. This Group is a pan-university grouping of staff from Academic Services, Governance and Strategic Planning (GaSP), Edinburgh Global and Legal Services, enabling full breadth of support for the proposals. There was also recognition of the need for greater clarity around approval arrangements - sign-off by the Principal or the Vice-Principal International is now required to approve any international collaboration or new Memoranda of Understanding (MoU) as well as any international student education and learning agreements. This requirement has been incorporated in the 2020 revision of the Delegated Authority Schedule."}]
[{"$f":"IF('> FILTER <'!B3447<>\"\",ROW(OFFSET(A3446,-1,0)),\"\")","v":3445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3447)),A3446,\"\")","v":3445},{"$f":"IFERROR(SMALL(Helper2_1,A3446),\"\")","v":3445},null,3445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3447)),$A3446,\"\")","v":3445},{"$f":"IFERROR(SMALL(Helper2_2,A3446),\"\")","v":3445},{"$f":"COUNTIF(Helper3_1,\"=\"&G3446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3446)=1, G3446, \"\")","v":3445},{"$f":"IFERROR(SMALL(Index_2,A3446),\"\")","v":3445},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:J3446)),\"\")","v":"EDI_174"},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:K3446)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:L3446)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:M3446)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:N3446)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3446,COLUMNS($J$2:O3446)),\"\")","v":"174 Development and delivery of international collaborations are supported by the Global Partnerships team in Edinburgh Global. Oversight of existing international collaborations is maintained by the International Ventures Group (IVG), which is chaired by the Vice-Principal International and which reports to the University Executive on the status of the portfolio. IVG also has a particular role in advising on the establishment and governance of complex collaborations and in leading on their consideration by the University Executive."}]
[{"$f":"IF('> FILTER <'!B3448<>\"\",ROW(OFFSET(A3447,-1,0)),\"\")","v":3446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3448)),A3447,\"\")","v":3446},{"$f":"IFERROR(SMALL(Helper2_1,A3447),\"\")","v":3446},null,3446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3448)),$A3447,\"\")","v":3446},{"$f":"IFERROR(SMALL(Helper2_2,A3447),\"\")","v":3446},{"$f":"COUNTIF(Helper3_1,\"=\"&G3447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3447)=1, G3447, \"\")","v":3446},{"$f":"IFERROR(SMALL(Index_2,A3447),\"\")","v":3446},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:J3447)),\"\")","v":"EDI_174"},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:K3447)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:L3447)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:M3447)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:N3447)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3447,COLUMNS($J$2:O3447)),\"\")","v":"174 Development and delivery of international collaborations are supported by the Global Partnerships team in Edinburgh Global. Oversight of existing international collaborations is maintained by the International Ventures Group (IVG), which is chaired by the Vice-Principal International and which reports to the University Executive on the status of the portfolio. IVG also has a particular role in advising on the establishment and governance of complex collaborations and in leading on their consideration by the University Executive."}]
[{"$f":"IF('> FILTER <'!B3449<>\"\",ROW(OFFSET(A3448,-1,0)),\"\")","v":3447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3449)),A3448,\"\")","v":3447},{"$f":"IFERROR(SMALL(Helper2_1,A3448),\"\")","v":3447},null,3447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3449)),$A3448,\"\")","v":3447},{"$f":"IFERROR(SMALL(Helper2_2,A3448),\"\")","v":3447},{"$f":"COUNTIF(Helper3_1,\"=\"&G3448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3448)=1, G3448, \"\")","v":3447},{"$f":"IFERROR(SMALL(Index_2,A3448),\"\")","v":3447},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:J3448)),\"\")","v":"EDI_175"},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:K3448)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:L3448)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:M3448)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:N3448)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3448,COLUMNS($J$2:O3448)),\"\")","v":"175 Schools retain considerable autonomy in the development of new collaborative programmes. Where the proposal is for a collaboration with a new partner, the school is responsible for undertaking the required initial due diligence for developing a Memorandum of Understanding (MoU). Development of the MoU is informed by the guiding principles set out in the global partnerships' toolkit. Proposing schools complete a Partnership Proposal Form which includes sign-off by the Global Partnerships team at Edinburgh Global. Final sign-off of new MoUs, to confirm University oversight, is undertaken by the Principal or Vice-Principal International. Schools are subsequently also responsible for the academic due diligence processes and approval for standard partnerships can be undertaken at college level with oversight in each college by the College Quality Committee supported by the College's International Dean. Approval at college level leads to the development of a Memorandum of Agreement (MoA). Final university oversight is provided by sign-off of the MoA with review by GaSP."}]
[{"$f":"IF('> FILTER <'!B3450<>\"\",ROW(OFFSET(A3449,-1,0)),\"\")","v":3448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3450)),A3449,\"\")","v":3448},{"$f":"IFERROR(SMALL(Helper2_1,A3449),\"\")","v":3448},null,3448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3450)),$A3449,\"\")","v":3448},{"$f":"IFERROR(SMALL(Helper2_2,A3449),\"\")","v":3448},{"$f":"COUNTIF(Helper3_1,\"=\"&G3449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3449)=1, G3449, \"\")","v":3448},{"$f":"IFERROR(SMALL(Index_2,A3449),\"\")","v":3448},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:J3449)),\"\")","v":"EDI_176"},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:K3449)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:L3449)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:M3449)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:N3449)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3449,COLUMNS($J$2:O3449)),\"\")","v":"176 Day-to-day management of academic collaborations is delegated to the individual schools. Boards of Studies are responsible for ensuring that the academic proposals are appropriate and that the programmes are subject to the standard quality assurance procedures and regulations including the processes of AMR and IPR. In the case of the Zhejiang collaboration, operation of the partnership was reviewed in detail, including a site visit, as part of the IPR for Biomedical Sciences."}]
[{"$f":"IF('> FILTER <'!B3451<>\"\",ROW(OFFSET(A3450,-1,0)),\"\")","v":3449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3451)),A3450,\"\")","v":3449},{"$f":"IFERROR(SMALL(Helper2_1,A3450),\"\")","v":3449},null,3449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3451)),$A3450,\"\")","v":3449},{"$f":"IFERROR(SMALL(Helper2_2,A3450),\"\")","v":3449},{"$f":"COUNTIF(Helper3_1,\"=\"&G3450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3450)=1, G3450, \"\")","v":3449},{"$f":"IFERROR(SMALL(Index_2,A3450),\"\")","v":3449},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:J3450)),\"\")","v":"EDI_177"},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:K3450)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:L3450)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:M3450)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:N3450)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3450,COLUMNS($J$2:O3450)),\"\")","v":"177 As part of the approval process, confirmation is required that students will have an equivalent learning experience to those on Edinburgh-delivered programmes, including engagement with effective student feedback processes and student representative systems comparable with those operated by the University. Student feedback is collected from students on collaborative programmes and forms part of the information set for AMRs, and, for those studying internationally, is reported through Study and Work Away's Annual Review reports to SQAC. In the case of the Zhejiang partnership, this required the establishment of a student representative system, operation of which was confirmed through the Biomedical Sciences IPR in 2017-18."}]
[{"$f":"IF('> FILTER <'!B3452<>\"\",ROW(OFFSET(A3451,-1,0)),\"\")","v":3450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3452)),A3451,\"\")","v":3450},{"$f":"IFERROR(SMALL(Helper2_1,A3451),\"\")","v":3450},null,3450,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3452)),$A3451,\"\")","v":3450},{"$f":"IFERROR(SMALL(Helper2_2,A3451),\"\")","v":3450},{"$f":"COUNTIF(Helper3_1,\"=\"&G3451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3451)=1, G3451, \"\")","v":3450},{"$f":"IFERROR(SMALL(Index_2,A3451),\"\")","v":3450},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:J3451)),\"\")","v":"EDI_178"},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:K3451)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:L3451)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:M3451)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:N3451)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3451,COLUMNS($J$2:O3451)),\"\")","v":"178 The University manages a number of regional collaborations, in particular the doctoral training programmes which are managed at college level and reflect the strategic importance to the University of PGR training across all disciplines. The University has a long-standing single accreditation agreement with Scotland's Rural College. Oversight of the partnership is managed by the Accreditation Committee that reports to SQAC and there is academic representation on the revalidation panels. The College is also required to produce an annual report, with external examiner reports, for consideration by the Accreditation Committee. SRUC underwent its own ELIR 4 in 2019 and has set out action plans for addressing the recommendations. The University also provides Third Party Credit Rating whereby schools can allocate credit to programmes delivered by a non-academic organisation. The University's policy sets out the approaches whereby schools can develop such arrangements based on alignment with the discipline areas and a clear rationale for the partnership. "}]
[{"$f":"IF('> FILTER <'!B3453<>\"\",ROW(OFFSET(A3452,-1,0)),\"\")","v":3451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3453)),A3452,\"\")","v":3451},{"$f":"IFERROR(SMALL(Helper2_1,A3452),\"\")","v":3451},null,3451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3453)),$A3452,\"\")","v":3451},{"$f":"IFERROR(SMALL(Helper2_2,A3452),\"\")","v":3451},{"$f":"COUNTIF(Helper3_1,\"=\"&G3452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3452)=1, G3452, \"\")","v":3451},{"$f":"IFERROR(SMALL(Index_2,A3452),\"\")","v":3451},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:J3452)),\"\")","v":"EDI_179"},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:K3452)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:L3452)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:M3452)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:N3452)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3452,COLUMNS($J$2:O3452)),\"\")","v":"179 As part of its exercise in mapping policies against the Quality Code, the University developed the Work-based and Placement Learning Policy which covers placement provision on university programmes, with mapping against the Quality Code and also the development of graduate apprenticeships. The latter is currently of small scale, with two programmes currently approved, one at undergraduate and one at PGT level. This has, though, been identified as an emerging area of activity. In both cases, School Boards of Studies are responsible for approving the partnership arrangements. As additional support for the development of apprenticeships, the University has established a seconded post as Subject Matter Expert on Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B3454<>\"\",ROW(OFFSET(A3453,-1,0)),\"\")","v":3452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3454)),A3453,\"\")","v":3452},{"$f":"IFERROR(SMALL(Helper2_1,A3453),\"\")","v":3452},null,3452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3454)),$A3453,\"\")","v":3452},{"$f":"IFERROR(SMALL(Helper2_2,A3453),\"\")","v":3452},{"$f":"COUNTIF(Helper3_1,\"=\"&G3453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3453)=1, G3453, \"\")","v":3452},{"$f":"IFERROR(SMALL(Index_2,A3453),\"\")","v":3452},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:J3453)),\"\")","v":"EDI_180"},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:K3453)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:L3453)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:M3453)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:N3453)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3453,COLUMNS($J$2:O3453)),\"\")","v":"180 Partnerships in relation to online delivery are predominantly in the area of non-credit bearing MOOCs and the development of a MicroMasters programme, which is a new initiative representing 30 SCQF credits at postgraduate level delivered in partnership with a platform provider with quality assurance oversight by the University. The RA states that the University currently delivers one such MicroMasters programme but is developing a range of them. "}]
[{"$f":"IF('> FILTER <'!B3455<>\"\",ROW(OFFSET(A3454,-1,0)),\"\")","v":3453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3455)),A3454,\"\")","v":3453},{"$f":"IFERROR(SMALL(Helper2_1,A3454),\"\")","v":3453},null,3453,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3455)),$A3454,\"\")","v":3453},{"$f":"IFERROR(SMALL(Helper2_2,A3454),\"\")","v":3453},{"$f":"COUNTIF(Helper3_1,\"=\"&G3454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3454)=1, G3454, \"\")","v":3453},{"$f":"IFERROR(SMALL(Index_2,A3454),\"\")","v":3453},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:J3454)),\"\")","v":"EDI_181"},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:K3454)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:L3454)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:M3454)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:N3454)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3454,COLUMNS($J$2:O3454)),\"\")","v":"181 The 2015 ELIR report confirmed the institutional focus on academic standards and governance in relation to its management of its collaborative provision, and the team was able to conclude that the University has maintained and enhanced its effective approach to the management of its collaborative provision. The University has mapped its processes for collaborative partnerships against the Quality Code and has reviewed and enhanced those processes since the last ELIR. In particular, there has been the introduction of a more centralised, rigorous process of approval for new international collaborations with involvement of the Executive Group and sign-off by the Principal or Vice-Principal International. These are supported by the teams in Edinburgh Global that bring together academic and professional services staff through the establishment of the Virtual Collaborations Group. "}]
[{"$f":"IF('> FILTER <'!B3456<>\"\",ROW(OFFSET(A3455,-1,0)),\"\")","v":3454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3456)),A3455,\"\")","v":3454},{"$f":"IFERROR(SMALL(Helper2_1,A3455),\"\")","v":3454},null,3454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3456)),$A3455,\"\")","v":3454},{"$f":"IFERROR(SMALL(Helper2_2,A3455),\"\")","v":3454},{"$f":"COUNTIF(Helper3_1,\"=\"&G3455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3455)=1, G3455, \"\")","v":3454},{"$f":"IFERROR(SMALL(Index_2,A3455),\"\")","v":3454},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:J3455)),\"\")","v":"EDI_182"},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:K3455)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:L3455)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:M3455)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:N3455)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3455,COLUMNS($J$2:O3455)),\"\")","v":"182 Both international and UK-based collaborations are subject to the University's established processes of monitoring and review with oversight through the quality committee structures at college and institutional levels. In the case of the collaboration with Zhejiang, this included an onsite visit as part of the IPR enabling detailed scrutiny. In Zhejiang, the University was also proactive in developing specific quality assurance processes for the dual awards and also in ensuring that a system of student representation was put in place. While there is no specific institutional strategy in place at present, the University does plan to develop its UK-based and international collaborations and has in place effective systems for assuring the quality of its provision."}]
[{"$f":"IF('> FILTER <'!B3457<>\"\",ROW(OFFSET(A3456,-1,0)),\"\")","v":3455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3457)),A3456,\"\")","v":3455},{"$f":"IFERROR(SMALL(Helper2_1,A3456),\"\")","v":3455},null,3455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3457)),$A3456,\"\")","v":3455},{"$f":"IFERROR(SMALL(Helper2_2,A3456),\"\")","v":3455},{"$f":"COUNTIF(Helper3_1,\"=\"&G3456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3456)=1, G3456, \"\")","v":3455},{"$f":"IFERROR(SMALL(Index_2,A3456),\"\")","v":3455},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:J3456)),\"\")","v":"EDI_182"},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:K3456)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:L3456)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:M3456)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:N3456)),\"\")","v":"University of Edinburgh"},{"$f":"IFERROR(INDEX(AllData,$J3456,COLUMNS($J$2:O3456)),\"\")","v":"182 Both international and UK-based collaborations are subject to the University's established processes of monitoring and review with oversight through the quality committee structures at college and institutional levels. In the case of the collaboration with Zhejiang, this included an onsite visit as part of the IPR enabling detailed scrutiny. In Zhejiang, the University was also proactive in developing specific quality assurance processes for the dual awards and also in ensuring that a system of student representation was put in place. While there is no specific institutional strategy in place at present, the University does plan to develop its UK-based and international collaborations and has in place effective systems for assuring the quality of its provision."}]
[{"$f":"IF('> FILTER <'!B3458<>\"\",ROW(OFFSET(A3457,-1,0)),\"\")","v":3456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3458)),A3457,\"\")","v":3456},{"$f":"IFERROR(SMALL(Helper2_1,A3457),\"\")","v":3456},null,3456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3458)),$A3457,\"\")","v":3456},{"$f":"IFERROR(SMALL(Helper2_2,A3457),\"\")","v":3456},{"$f":"COUNTIF(Helper3_1,\"=\"&G3457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3457)=1, G3457, \"\")","v":3456},{"$f":"IFERROR(SMALL(Index_2,A3457),\"\")","v":3456},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:J3457)),\"\")","v":"ATU_2       "},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:K3457)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:L3457)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:M3457)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:N3457)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3457,COLUMNS($J$2:O3457)),\"\")","v":"2        The University is constituted under the Abertay University (Scotland) Order of Council 2019. This order replaced prior constitutional documents from the creation of the University in 1994 and revisions to the configuration of Court and Senate to reflect changes to staff and student governors, and elected members of Court and Senate (paragraph 162). Following recommendations in ELIR 2016, the University has undertaken a review of academic governance and governing committees and implemented a revised committee structure and process from 2019."}]
[{"$f":"IF('> FILTER <'!B3459<>\"\",ROW(OFFSET(A3458,-1,0)),\"\")","v":3457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3459)),A3458,\"\")","v":3457},{"$f":"IFERROR(SMALL(Helper2_1,A3458),\"\")","v":3457},null,3457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3459)),$A3458,\"\")","v":3457},{"$f":"IFERROR(SMALL(Helper2_2,A3458),\"\")","v":3457},{"$f":"COUNTIF(Helper3_1,\"=\"&G3458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3458)=1, G3458, \"\")","v":3457},{"$f":"IFERROR(SMALL(Index_2,A3458),\"\")","v":3457},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:J3458)),\"\")","v":"ATU_3       "},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:K3458)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:L3458)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:M3458)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:N3458)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3458,COLUMNS($J$2:O3458)),\"\")","v":"3        Since the last ELIR, the University has engaged in extensive consultation and engagement with students, staff and governors on the development of a new strategic plan which was launched in February 2020. Abertay's Strategic Plan 2020-25 sets out ambitions, activities and key performance indicators."}]
[{"$f":"IF('> FILTER <'!B3460<>\"\",ROW(OFFSET(A3459,-1,0)),\"\")","v":3458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3460)),A3459,\"\")","v":3458},{"$f":"IFERROR(SMALL(Helper2_1,A3459),\"\")","v":3458},null,3458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3460)),$A3459,\"\")","v":3458},{"$f":"IFERROR(SMALL(Helper2_2,A3459),\"\")","v":3458},{"$f":"COUNTIF(Helper3_1,\"=\"&G3459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3459)=1, G3459, \"\")","v":3458},{"$f":"IFERROR(SMALL(Index_2,A3459),\"\")","v":3458},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:J3459)),\"\")","v":"ATU_4       "},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:K3459)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:L3459)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:M3459)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:N3459)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3459,COLUMNS($J$2:O3459)),\"\")","v":"4        The core purpose for Abertay remains broadly consistent with the previous strategy (2015-20): ‘To offer transformational opportunities to everyone who has the ability to benefit from Abertay's approach to university education. To inspire and enable our students, staff and graduates to achieve their full potential and to have a positive impact on the world around us. To prepare students for the world of work and a life of learning'."}]
[{"$f":"IF('> FILTER <'!B3461<>\"\",ROW(OFFSET(A3460,-1,0)),\"\")","v":3459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3461)),A3460,\"\")","v":3459},{"$f":"IFERROR(SMALL(Helper2_1,A3460),\"\")","v":3459},null,3459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3461)),$A3460,\"\")","v":3459},{"$f":"IFERROR(SMALL(Helper2_2,A3460),\"\")","v":3459},{"$f":"COUNTIF(Helper3_1,\"=\"&G3460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3460)=1, G3460, \"\")","v":3459},{"$f":"IFERROR(SMALL(Index_2,A3460),\"\")","v":3459},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:J3460)),\"\")","v":"ATU_5       "},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:K3460)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:L3460)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:M3460)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:N3460)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3460,COLUMNS($J$2:O3460)),\"\")","v":"5        The Strategic Plan 2020-25 outlines two significant thematic changes: a commitment to build on the University's expertise in computer games, cyber security and computer science through targeted digital transformation; and a focus on academic collaboration, particularly internationally."}]
[{"$f":"IF('> FILTER <'!B3462<>\"\",ROW(OFFSET(A3461,-1,0)),\"\")","v":3460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3462)),A3461,\"\")","v":3460},{"$f":"IFERROR(SMALL(Helper2_1,A3461),\"\")","v":3460},null,3460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3462)),$A3461,\"\")","v":3460},{"$f":"IFERROR(SMALL(Helper2_2,A3461),\"\")","v":3460},{"$f":"COUNTIF(Helper3_1,\"=\"&G3461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3461)=1, G3461, \"\")","v":3460},{"$f":"IFERROR(SMALL(Index_2,A3461),\"\")","v":3460},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:J3461)),\"\")","v":"ATU_6       "},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:K3461)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:L3461)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:M3461)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:N3461)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3461,COLUMNS($J$2:O3461)),\"\")","v":"6        The University undertook a review of academic and professional services structures in 2019. The University is structured into: three academic schools: Business, Law and Social Sciences (BLS); Applied Sciences (SAS); Design and Informatics (SDI): each academic school also has a number of divisions;  two academic units: Graduate School; Abertay Learning Enhancement (AbLE) Academy; six professional services units: Strategic Planning; Finance, Infrastructure and Corporate Services; External and Corporate Relations; People Services; Governance; Student and Academic Services."}]
[{"$f":"IF('> FILTER <'!B3463<>\"\",ROW(OFFSET(A3462,-1,0)),\"\")","v":3461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3463)),A3462,\"\")","v":3461},{"$f":"IFERROR(SMALL(Helper2_1,A3462),\"\")","v":3461},null,3461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3463)),$A3462,\"\")","v":3461},{"$f":"IFERROR(SMALL(Helper2_2,A3462),\"\")","v":3461},{"$f":"COUNTIF(Helper3_1,\"=\"&G3462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3462)=1, G3462, \"\")","v":3461},{"$f":"IFERROR(SMALL(Index_2,A3462),\"\")","v":3461},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:J3462)),\"\")","v":"ATU_7       "},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:K3462)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:L3462)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:M3462)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:N3462)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3462,COLUMNS($J$2:O3462)),\"\")","v":"7        The University is led by a small Executive Team comprising the Principal and      Vice-Chancellor, Deputy Principal and Deputy Vice-Chancellor, Vice-Principal (Strategy and Planning) and the University Secretary. Academic School Deans are supported by Heads of Divisions and each school has a Head of Teaching, Quality and Learning Enhancement (TQL). Each Head of TQL has responsibility for quality and strategic pedagogical development in their school (paragraphs 131 and 132)."}]
[{"$f":"IF('> FILTER <'!B3464<>\"\",ROW(OFFSET(A3463,-1,0)),\"\")","v":3462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3464)),A3463,\"\")","v":3462},{"$f":"IFERROR(SMALL(Helper2_1,A3463),\"\")","v":3462},null,3462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3464)),$A3463,\"\")","v":3462},{"$f":"IFERROR(SMALL(Helper2_2,A3463),\"\")","v":3462},{"$f":"COUNTIF(Helper3_1,\"=\"&G3463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3463)=1, G3463, \"\")","v":3462},{"$f":"IFERROR(SMALL(Index_2,A3463),\"\")","v":3462},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:J3463)),\"\")","v":"ATU_8       "},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:K3463)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:L3463)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:M3463)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:N3463)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3463,COLUMNS($J$2:O3463)),\"\")","v":"8        The AbLE Academy replaced the University's Teaching and Learning Enhancement unit and is led by the Dean of Teaching and Learning. The 2019 restructure saw this area transition from being a professional services unit to an academic unit with institutional responsibility for the leadership of teaching and learning. The school TQLs also have a role with the AbLE Academy providing leadership for thematic priorities across the institution (paragraphs 129 and 130)."}]
[{"$f":"IF('> FILTER <'!B3465<>\"\",ROW(OFFSET(A3464,-1,0)),\"\")","v":3463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3465)),A3464,\"\")","v":3463},{"$f":"IFERROR(SMALL(Helper2_1,A3464),\"\")","v":3463},null,3463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3465)),$A3464,\"\")","v":3463},{"$f":"IFERROR(SMALL(Helper2_2,A3464),\"\")","v":3463},{"$f":"COUNTIF(Helper3_1,\"=\"&G3464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3464)=1, G3464, \"\")","v":3463},{"$f":"IFERROR(SMALL(Index_2,A3464),\"\")","v":3463},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:J3464)),\"\")","v":"ATU_9       "},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:K3464)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:L3464)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:M3464)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:N3464)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3464,COLUMNS($J$2:O3464)),\"\")","v":"9        The University has an active Students' Association and a developing partnership exists between both organisations. The Students' Association has undergone significant governance and operation changes since the 2016 ELIR, and the commitment to partnership and constructive engagement with the University is reflected through the re-establishment of a Student Partnership Agreement for 2021 (paragraph 35)."}]
[{"$f":"IF('> FILTER <'!B3466<>\"\",ROW(OFFSET(A3465,-1,0)),\"\")","v":3464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3466)),A3465,\"\")","v":3464},{"$f":"IFERROR(SMALL(Helper2_1,A3465),\"\")","v":3464},null,3464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3466)),$A3465,\"\")","v":3464},{"$f":"IFERROR(SMALL(Helper2_2,A3465),\"\")","v":3464},{"$f":"COUNTIF(Helper3_1,\"=\"&G3465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3465)=1, G3465, \"\")","v":3464},{"$f":"IFERROR(SMALL(Index_2,A3465),\"\")","v":3464},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:J3465)),\"\")","v":"ATU_9       "},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:K3465)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:L3465)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:M3465)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:N3465)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3465,COLUMNS($J$2:O3465)),\"\")","v":"9        The University has an active Students' Association and a developing partnership exists between both organisations. The Students' Association has undergone significant governance and operation changes since the 2016 ELIR, and the commitment to partnership and constructive engagement with the University is reflected through the re-establishment of a Student Partnership Agreement for 2021 (paragraph 35)."}]
[{"$f":"IF('> FILTER <'!B3467<>\"\",ROW(OFFSET(A3466,-1,0)),\"\")","v":3465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3467)),A3466,\"\")","v":3465},{"$f":"IFERROR(SMALL(Helper2_1,A3466),\"\")","v":3465},null,3465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3467)),$A3466,\"\")","v":3465},{"$f":"IFERROR(SMALL(Helper2_2,A3466),\"\")","v":3465},{"$f":"COUNTIF(Helper3_1,\"=\"&G3466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3466)=1, G3466, \"\")","v":3465},{"$f":"IFERROR(SMALL(Index_2,A3466),\"\")","v":3465},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:J3466)),\"\")","v":"ATU_10    "},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:K3466)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:L3466)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:M3466)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:N3466)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3466,COLUMNS($J$2:O3466)),\"\")","v":"10     The undergraduate population of 4,576 (headcount), accounts for 93% of the University's student population, and is composed of a majority of Scottish-domicile students who have represented 77-79% of the total population from 2016 to 2021. Over 30% of students admitted to the University do so with 'advanced standing' from further education (FE) colleges into stages 2 or 3 of its degree programmes."}]
[{"$f":"IF('> FILTER <'!B3468<>\"\",ROW(OFFSET(A3467,-1,0)),\"\")","v":3466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3468)),A3467,\"\")","v":3466},{"$f":"IFERROR(SMALL(Helper2_1,A3467),\"\")","v":3466},null,3466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3468)),$A3467,\"\")","v":3466},{"$f":"IFERROR(SMALL(Helper2_2,A3467),\"\")","v":3466},{"$f":"COUNTIF(Helper3_1,\"=\"&G3467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3467)=1, G3467, \"\")","v":3466},{"$f":"IFERROR(SMALL(Index_2,A3467),\"\")","v":3466},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:J3467)),\"\")","v":"ATU_11    "},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:K3467)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:L3467)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:M3467)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:N3467)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3467,COLUMNS($J$2:O3467)),\"\")","v":"11     The University's postgraduate taught (PGT) student population has grown slightly from 2016 to 2021 (10%) - from 312 to 343 (headcount), with growth predominantly in the international population (from 8% of the population to 17%). This reflects a strategic drive from the University to broaden the recruitment base and increase the diversity of the student population."}]
[{"$f":"IF('> FILTER <'!B3469<>\"\",ROW(OFFSET(A3468,-1,0)),\"\")","v":3467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3469)),A3468,\"\")","v":3467},{"$f":"IFERROR(SMALL(Helper2_1,A3468),\"\")","v":3467},null,3467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3469)),$A3468,\"\")","v":3467},{"$f":"IFERROR(SMALL(Helper2_2,A3468),\"\")","v":3467},{"$f":"COUNTIF(Helper3_1,\"=\"&G3468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3468)=1, G3468, \"\")","v":3467},{"$f":"IFERROR(SMALL(Index_2,A3468),\"\")","v":3467},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:J3468)),\"\")","v":"ATU_12    "},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:K3468)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:L3468)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:M3468)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:N3468)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3468,COLUMNS($J$2:O3468)),\"\")","v":"12     The postgraduate research community remains small, and while there was growth in intake during 2016-21, peaking at 30 postgraduate research (PGR) students in 2017-18, the PGR population has reduced slightly from 127 to 118 over this period. The small decrease has largely been from a reduction in the Scottish PGR population."}]
[{"$f":"IF('> FILTER <'!B3470<>\"\",ROW(OFFSET(A3469,-1,0)),\"\")","v":3468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3470)),A3469,\"\")","v":3468},{"$f":"IFERROR(SMALL(Helper2_1,A3469),\"\")","v":3468},null,3468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3470)),$A3469,\"\")","v":3468},{"$f":"IFERROR(SMALL(Helper2_2,A3469),\"\")","v":3468},{"$f":"COUNTIF(Helper3_1,\"=\"&G3469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3469)=1, G3469, \"\")","v":3468},{"$f":"IFERROR(SMALL(Index_2,A3469),\"\")","v":3468},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:J3469)),\"\")","v":"ATU_12    "},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:K3469)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:L3469)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:M3469)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:N3469)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3469,COLUMNS($J$2:O3469)),\"\")","v":"12     The postgraduate research community remains small, and while there was growth in intake during 2016-21, peaking at 30 postgraduate research (PGR) students in 2017-18, the PGR population has reduced slightly from 127 to 118 over this period. The small decrease has largely been from a reduction in the Scottish PGR population."}]
[{"$f":"IF('> FILTER <'!B3471<>\"\",ROW(OFFSET(A3470,-1,0)),\"\")","v":3469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3471)),A3470,\"\")","v":3469},{"$f":"IFERROR(SMALL(Helper2_1,A3470),\"\")","v":3469},null,3469,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3471)),$A3470,\"\")","v":3469},{"$f":"IFERROR(SMALL(Helper2_2,A3470),\"\")","v":3469},{"$f":"COUNTIF(Helper3_1,\"=\"&G3470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3470)=1, G3470, \"\")","v":3469},{"$f":"IFERROR(SMALL(Index_2,A3470),\"\")","v":3469},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:J3470)),\"\")","v":"ATU_13    "},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:K3470)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:L3470)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:M3470)),\"\")","v":"Trends"},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:N3470)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3470,COLUMNS($J$2:O3470)),\"\")","v":"13     During the period 2016-21, the number of students studying with the University's collaborative partners has significantly reduced, from 2092 in 2016-17 to 190 in 2020-21. This is a direct result of the University's decision to terminate its partnership with the Systematic Educational Group International (SEGi), Malaysia (paragraph 210). The University's Strategic Plan outlines the intention to grow international partnerships and, during 2021, the University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing from September 2021 (paragraph 208)."}]
[{"$f":"IF('> FILTER <'!B3472<>\"\",ROW(OFFSET(A3471,-1,0)),\"\")","v":3470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3472)),A3471,\"\")","v":3470},{"$f":"IFERROR(SMALL(Helper2_1,A3471),\"\")","v":3470},null,3470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3472)),$A3471,\"\")","v":3470},{"$f":"IFERROR(SMALL(Helper2_2,A3471),\"\")","v":3470},{"$f":"COUNTIF(Helper3_1,\"=\"&G3471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3471)=1, G3471, \"\")","v":3470},{"$f":"IFERROR(SMALL(Index_2,A3471),\"\")","v":3470},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:J3471)),\"\")","v":"ATU_13    "},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:K3471)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:L3471)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:M3471)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:N3471)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3471,COLUMNS($J$2:O3471)),\"\")","v":"13     During the period 2016-21, the number of students studying with the University's collaborative partners has significantly reduced, from 2092 in 2016-17 to 190 in 2020-21. This is a direct result of the University's decision to terminate its partnership with the Systematic Educational Group International (SEGi), Malaysia (paragraph 210). The University's Strategic Plan outlines the intention to grow international partnerships and, during 2021, the University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing from September 2021 (paragraph 208)."}]
[{"$f":"IF('> FILTER <'!B3473<>\"\",ROW(OFFSET(A3472,-1,0)),\"\")","v":3471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3473)),A3472,\"\")","v":3471},{"$f":"IFERROR(SMALL(Helper2_1,A3472),\"\")","v":3471},null,3471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3473)),$A3472,\"\")","v":3471},{"$f":"IFERROR(SMALL(Helper2_2,A3472),\"\")","v":3471},{"$f":"COUNTIF(Helper3_1,\"=\"&G3472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3472)=1, G3472, \"\")","v":3471},{"$f":"IFERROR(SMALL(Index_2,A3472),\"\")","v":3471},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:J3472)),\"\")","v":"ATU_14    "},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:K3472)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:L3472)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:M3472)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:N3472)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3472,COLUMNS($J$2:O3472)),\"\")","v":"14     The University has a strong commitment to widening access and in 2020-21, 16.2% of its Scottish-domicile undergraduate entrants were from Scottish Index of Multiple Deprivation (SIMD) 20 postcodes, with 33% of entrants from SIMD40 (MD-40)."}]
[{"$f":"IF('> FILTER <'!B3474<>\"\",ROW(OFFSET(A3473,-1,0)),\"\")","v":3472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3474)),A3473,\"\")","v":3472},{"$f":"IFERROR(SMALL(Helper2_1,A3473),\"\")","v":3472},null,3472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3474)),$A3473,\"\")","v":3472},{"$f":"IFERROR(SMALL(Helper2_2,A3473),\"\")","v":3472},{"$f":"COUNTIF(Helper3_1,\"=\"&G3473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3473)=1, G3473, \"\")","v":3472},{"$f":"IFERROR(SMALL(Index_2,A3473),\"\")","v":3472},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:J3473)),\"\")","v":"ATU_14    "},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:K3473)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:L3473)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:M3473)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:N3473)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3473,COLUMNS($J$2:O3473)),\"\")","v":"14     The University has a strong commitment to widening access and in 2020-21, 16.2% of its Scottish-domicile undergraduate entrants were from Scottish Index of Multiple Deprivation (SIMD) 20 postcodes, with 33% of entrants from SIMD40 (MD-40)."}]
[{"$f":"IF('> FILTER <'!B3475<>\"\",ROW(OFFSET(A3474,-1,0)),\"\")","v":3473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3475)),A3474,\"\")","v":3473},{"$f":"IFERROR(SMALL(Helper2_1,A3474),\"\")","v":3473},null,3473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3475)),$A3474,\"\")","v":3473},{"$f":"IFERROR(SMALL(Helper2_2,A3474),\"\")","v":3473},{"$f":"COUNTIF(Helper3_1,\"=\"&G3474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3474)=1, G3474, \"\")","v":3473},{"$f":"IFERROR(SMALL(Index_2,A3474),\"\")","v":3473},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:J3474)),\"\")","v":"ATU_15    "},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:K3474)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:L3474)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:M3474)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:N3474)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3474,COLUMNS($J$2:O3474)),\"\")","v":"15     The University operates a comprehensive and clear, contextualised admissions approach, with 16-19% of its student intake eligible for a contextual offer (paragraphs 57 and 58). The University deploys this approach to reflect the breadth of diversity and the range of elements which can impact an applicant's opportunity to secure grades. The University notes in its Reflective Analysis (RA) that from its analysis of its admissions information, less than half of students eligible for a contextual offer are from SIMD20 backgrounds."}]
[{"$f":"IF('> FILTER <'!B3476<>\"\",ROW(OFFSET(A3475,-1,0)),\"\")","v":3474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3476)),A3475,\"\")","v":3474},{"$f":"IFERROR(SMALL(Helper2_1,A3475),\"\")","v":3474},null,3474,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3476)),$A3475,\"\")","v":3474},{"$f":"IFERROR(SMALL(Helper2_2,A3475),\"\")","v":3474},{"$f":"COUNTIF(Helper3_1,\"=\"&G3475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3475)=1, G3475, \"\")","v":3474},{"$f":"IFERROR(SMALL(Index_2,A3475),\"\")","v":3474},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:J3475)),\"\")","v":"ATU_16    "},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:K3475)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:L3475)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:M3475)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:N3475)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3475,COLUMNS($J$2:O3475)),\"\")","v":"16     The University identified in the RA that student retention is a strategic priority and presented data demonstrating a gradual decline in student retention across almost all categories (Scottish-domiciled, SIMD, gender, age, ethnicity, disability) between 2014      and 2020. Based on the most recently published data (2019-20), the University's non-progression performance was significantly above the Higher Education Statistics Agency (HESA) Performance Indicator Benchmark for retention. 14.7% of undergraduate entrants to the University were no longer in higher education one year after joining against    a benchmark of 9.4%, with the University fully recognising this (paragraphs 68-73)."}]
[{"$f":"IF('> FILTER <'!B3477<>\"\",ROW(OFFSET(A3476,-1,0)),\"\")","v":3475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3477)),A3476,\"\")","v":3475},{"$f":"IFERROR(SMALL(Helper2_1,A3476),\"\")","v":3475},null,3475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3477)),$A3476,\"\")","v":3475},{"$f":"IFERROR(SMALL(Helper2_2,A3476),\"\")","v":3475},{"$f":"COUNTIF(Helper3_1,\"=\"&G3476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3476)=1, G3476, \"\")","v":3475},{"$f":"IFERROR(SMALL(Index_2,A3476),\"\")","v":3475},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:J3476)),\"\")","v":"ATU_16    "},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:K3476)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:L3476)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:M3476)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:N3476)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3476,COLUMNS($J$2:O3476)),\"\")","v":"16     The University identified in the RA that student retention is a strategic priority and presented data demonstrating a gradual decline in student retention across almost all categories (Scottish-domiciled, SIMD, gender, age, ethnicity, disability) between 2014      and 2020. Based on the most recently published data (2019-20), the University's non-progression performance was significantly above the Higher Education Statistics Agency (HESA) Performance Indicator Benchmark for retention. 14.7% of undergraduate entrants to the University were no longer in higher education one year after joining against    a benchmark of 9.4%, with the University fully recognising this (paragraphs 68-73)."}]
[{"$f":"IF('> FILTER <'!B3478<>\"\",ROW(OFFSET(A3477,-1,0)),\"\")","v":3476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3478)),A3477,\"\")","v":3476},{"$f":"IFERROR(SMALL(Helper2_1,A3477),\"\")","v":3476},null,3476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3478)),$A3477,\"\")","v":3476},{"$f":"IFERROR(SMALL(Helper2_2,A3477),\"\")","v":3476},{"$f":"COUNTIF(Helper3_1,\"=\"&G3477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3477)=1, G3477, \"\")","v":3476},{"$f":"IFERROR(SMALL(Index_2,A3477),\"\")","v":3476},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:J3477)),\"\")","v":"ATU_17    "},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:K3477)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:L3477)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:M3477)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:N3477)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3477,COLUMNS($J$2:O3477)),\"\")","v":"17     At institutional level, the University's student population is broadly gender-balanced with 48% female:52% male in 2020-21. This figure has remained broadly consistent since 2016. However, the University recognises that the gender balance within seven of its academic subject areas are subject to significant imbalances, with intakes of more than 75% for one gender. The University holds a Bronze Athena SWAN award and three schools have or are submitting applications for departmental-level recognition."}]
[{"$f":"IF('> FILTER <'!B3479<>\"\",ROW(OFFSET(A3478,-1,0)),\"\")","v":3477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3479)),A3478,\"\")","v":3477},{"$f":"IFERROR(SMALL(Helper2_1,A3478),\"\")","v":3477},null,3477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3479)),$A3478,\"\")","v":3477},{"$f":"IFERROR(SMALL(Helper2_2,A3478),\"\")","v":3477},{"$f":"COUNTIF(Helper3_1,\"=\"&G3478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3478)=1, G3478, \"\")","v":3477},{"$f":"IFERROR(SMALL(Index_2,A3478),\"\")","v":3477},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:J3478)),\"\")","v":"ATU_18    "},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:K3478)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:L3478)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:M3478)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:N3478)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3478,COLUMNS($J$2:O3478)),\"\")","v":"18     The ELIR team was able to confirm that the University took a collegiate and consultative approach to preparing for this ELIR. The Reflective Analysis (RA) confirmed that a steering group was established to lead and manage the University's preparations. The ELIR team learned that this steering group had broad representation and engagement across the staff and student community. A range of mechanisms were used as part of its participative approach including: large-scale events involving staff and students; discussions at key university committees; and the use of a range of online methods to support staff and student feedback - which was important to offer with ELIR preparations being undertaken during the pandemic. Staff and students who met the ELIR team reflected positively on the opportunities for engagement in the development of the RA and went on to outline effective use of students as AbLE consultants to inform the development of the RA (paragraphs 25, 36 and 129)."}]
[{"$f":"IF('> FILTER <'!B3480<>\"\",ROW(OFFSET(A3479,-1,0)),\"\")","v":3478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3480)),A3479,\"\")","v":3478},{"$f":"IFERROR(SMALL(Helper2_1,A3479),\"\")","v":3478},null,3478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3480)),$A3479,\"\")","v":3478},{"$f":"IFERROR(SMALL(Helper2_2,A3479),\"\")","v":3478},{"$f":"COUNTIF(Helper3_1,\"=\"&G3479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3479)=1, G3479, \"\")","v":3478},{"$f":"IFERROR(SMALL(Index_2,A3479),\"\")","v":3478},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:J3479)),\"\")","v":"ATU_19    "},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:K3479)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:L3479)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:M3479)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:N3479)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3479,COLUMNS($J$2:O3479)),\"\")","v":"19     In identifying its contextualised themes for the ELIR, the University chose to align these with its Strategic Plan 2020-25 and the Learning Enhancement Strategy 2020-25.        It also engaged in discussions around the possible themes with student representatives at the Students' Association Representative Council (SRC), with the ELIR Steering Group supporting the SRC to develop an ELIR survey, which was run by the Students' Association to seek the views of the broader student population (paragraphs 25 and 27-29)"}]
[{"$f":"IF('> FILTER <'!B3481<>\"\",ROW(OFFSET(A3480,-1,0)),\"\")","v":3479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3481)),A3480,\"\")","v":3479},{"$f":"IFERROR(SMALL(Helper2_1,A3480),\"\")","v":3479},null,3479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3481)),$A3480,\"\")","v":3479},{"$f":"IFERROR(SMALL(Helper2_2,A3480),\"\")","v":3479},{"$f":"COUNTIF(Helper3_1,\"=\"&G3480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3480)=1, G3480, \"\")","v":3479},{"$f":"IFERROR(SMALL(Index_2,A3480),\"\")","v":3479},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:J3480)),\"\")","v":"ATU_20    "},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:K3480)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:L3480)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:M3480)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:N3480)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3480,COLUMNS($J$2:O3480)),\"\")","v":"20     The University identified four contextualised themes for the review: student experience; skills to succeed; digital technology; access to education."}]
[{"$f":"IF('> FILTER <'!B3482<>\"\",ROW(OFFSET(A3481,-1,0)),\"\")","v":3480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3482)),A3481,\"\")","v":3480},{"$f":"IFERROR(SMALL(Helper2_1,A3481),\"\")","v":3480},null,3480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3482)),$A3481,\"\")","v":3480},{"$f":"IFERROR(SMALL(Helper2_2,A3481),\"\")","v":3480},{"$f":"COUNTIF(Helper3_1,\"=\"&G3481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3481)=1, G3481, \"\")","v":3480},{"$f":"IFERROR(SMALL(Index_2,A3481),\"\")","v":3480},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:J3481)),\"\")","v":"ATU_21    "},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:K3481)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:L3481)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:M3481)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:N3481)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3481,COLUMNS($J$2:O3481)),\"\")","v":"21     The ELIR team is content that the approach adopted by the University to setting the contextualised themes was robust and appropriate, effectively balancing quantitative and qualitative information. The ELIR team was able to confirm that the contextualised themes identified by the University effectively represent the challenges that it currently faces.  "}]
[{"$f":"IF('> FILTER <'!B3483<>\"\",ROW(OFFSET(A3482,-1,0)),\"\")","v":3481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3483)),A3482,\"\")","v":3481},{"$f":"IFERROR(SMALL(Helper2_1,A3482),\"\")","v":3481},null,3481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3483)),$A3482,\"\")","v":3481},{"$f":"IFERROR(SMALL(Helper2_2,A3482),\"\")","v":3481},{"$f":"COUNTIF(Helper3_1,\"=\"&G3482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3482)=1, G3482, \"\")","v":3481},{"$f":"IFERROR(SMALL(Index_2,A3482),\"\")","v":3481},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:J3482)),\"\")","v":"ATU_22    "},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:K3482)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:L3482)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:M3482)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:N3482)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3482,COLUMNS($J$2:O3482)),\"\")","v":"22     The 2016 ELIR identified five areas for development. The ELIR team was able to confirm that the University has responded to and made progress across all of the recommendations arising from ELIR 3. In response to ELIR 3, the University developed a detailed action plan with named responsibilities and regular progress updates, which was monitored by the ELIR Steering Group, with updates being provided to the Teaching and Learning Committee and the University Senate. The Reflective Analysis (RA) provides a comprehensive analysis of the progress and action taken with the recommendations since 2016 (paragraphs 189-194)."}]
[{"$f":"IF('> FILTER <'!B3484<>\"\",ROW(OFFSET(A3483,-1,0)),\"\")","v":3482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3484)),A3483,\"\")","v":3482},{"$f":"IFERROR(SMALL(Helper2_1,A3483),\"\")","v":3482},null,3482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3484)),$A3483,\"\")","v":3482},{"$f":"IFERROR(SMALL(Helper2_2,A3483),\"\")","v":3482},{"$f":"COUNTIF(Helper3_1,\"=\"&G3483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3483)=1, G3483, \"\")","v":3482},{"$f":"IFERROR(SMALL(Index_2,A3483),\"\")","v":3482},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:J3483)),\"\")","v":"ATU_23    "},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:K3483)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:L3483)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:M3483)),\"\")","v":"Operation"},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:N3483)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3483,COLUMNS($J$2:O3483)),\"\")","v":"23     The ELIR team concluded that the approach taken by the University, and progress made, reflects an effective approach to responding to the ELIR 3 recommendations and supported ongoing enhancement."}]
[{"$f":"IF('> FILTER <'!B3485<>\"\",ROW(OFFSET(A3484,-1,0)),\"\")","v":3483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3485)),A3484,\"\")","v":3483},{"$f":"IFERROR(SMALL(Helper2_1,A3484),\"\")","v":3483},null,3483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3485)),$A3484,\"\")","v":3483},{"$f":"IFERROR(SMALL(Helper2_2,A3484),\"\")","v":3483},{"$f":"COUNTIF(Helper3_1,\"=\"&G3484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3484)=1, G3484, \"\")","v":3483},{"$f":"IFERROR(SMALL(Index_2,A3484),\"\")","v":3483},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:J3484)),\"\")","v":"ATU_24    "},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:K3484)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:L3484)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:M3484)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:N3484)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3484,COLUMNS($J$2:O3484)),\"\")","v":"24     Students were effectively engaged in the preparations for this ELIR including as members of the ELIR steering group and through a number of students being involved in the RA writing groups that were established - which ensured a strong, student-focused approach during the drafting process. Students' views were also sought through the University's committee structures."}]
[{"$f":"IF('> FILTER <'!B3486<>\"\",ROW(OFFSET(A3485,-1,0)),\"\")","v":3484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3486)),A3485,\"\")","v":3484},{"$f":"IFERROR(SMALL(Helper2_1,A3485),\"\")","v":3484},null,3484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3486)),$A3485,\"\")","v":3484},{"$f":"IFERROR(SMALL(Helper2_2,A3485),\"\")","v":3484},{"$f":"COUNTIF(Helper3_1,\"=\"&G3485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3485)=1, G3485, \"\")","v":3484},{"$f":"IFERROR(SMALL(Index_2,A3485),\"\")","v":3484},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:J3485)),\"\")","v":"ATU_25    "},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:K3485)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:L3485)),\"\")","v":"ELIR_Approach"},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:M3485)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:N3485)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3485,COLUMNS($J$2:O3485)),\"\")","v":"25     The ELIR team noted the innovative use of the AbLE Academy student consultants (paragraphs 36 and 129) to support the development of the University's RA, in particular the effective role they played in leading the development and delivery of a student survey to canvas opinions from the broader student community, to inform the development of the RA. These survey results helped inform the development of the RA and selection of the University's contextualised themes. It is the ELIR team's view that the University's approach to engaging its students in the ELIR development and preparation process has played an important role in supporting the developing partnership between the University and the Students' Association (paragraphs 27-33)."}]
[{"$f":"IF('> FILTER <'!B3487<>\"\",ROW(OFFSET(A3486,-1,0)),\"\")","v":3485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3487)),A3486,\"\")","v":3485},{"$f":"IFERROR(SMALL(Helper2_1,A3486),\"\")","v":3485},null,3485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3487)),$A3486,\"\")","v":3485},{"$f":"IFERROR(SMALL(Helper2_2,A3486),\"\")","v":3485},{"$f":"COUNTIF(Helper3_1,\"=\"&G3486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3486)=1, G3486, \"\")","v":3485},{"$f":"IFERROR(SMALL(Index_2,A3486),\"\")","v":3485},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:J3486)),\"\")","v":"ATU_26    "},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:K3486)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:L3486)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:M3486)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:N3486)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3486,COLUMNS($J$2:O3486)),\"\")","v":"26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."}]
[{"$f":"IF('> FILTER <'!B3488<>\"\",ROW(OFFSET(A3487,-1,0)),\"\")","v":3486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3488)),A3487,\"\")","v":3486},{"$f":"IFERROR(SMALL(Helper2_1,A3487),\"\")","v":3486},null,3486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3488)),$A3487,\"\")","v":3486},{"$f":"IFERROR(SMALL(Helper2_2,A3487),\"\")","v":3486},{"$f":"COUNTIF(Helper3_1,\"=\"&G3487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3487)=1, G3487, \"\")","v":3486},{"$f":"IFERROR(SMALL(Index_2,A3487),\"\")","v":3486},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:J3487)),\"\")","v":"ATU_26    "},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:K3487)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:L3487)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:M3487)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:N3487)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3487,COLUMNS($J$2:O3487)),\"\")","v":"26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."}]
[{"$f":"IF('> FILTER <'!B3489<>\"\",ROW(OFFSET(A3488,-1,0)),\"\")","v":3487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3489)),A3488,\"\")","v":3487},{"$f":"IFERROR(SMALL(Helper2_1,A3488),\"\")","v":3487},null,3487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3489)),$A3488,\"\")","v":3487},{"$f":"IFERROR(SMALL(Helper2_2,A3488),\"\")","v":3487},{"$f":"COUNTIF(Helper3_1,\"=\"&G3488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3488)=1, G3488, \"\")","v":3487},{"$f":"IFERROR(SMALL(Index_2,A3488),\"\")","v":3487},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:J3488)),\"\")","v":"ATU_26    "},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:K3488)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:L3488)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:M3488)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:N3488)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3488,COLUMNS($J$2:O3488)),\"\")","v":"26     The University has effective arrangements in place to support the engagement and representation of students, including responding to student feedback. This is demonstrated through its use of effective student representation systems and a range of mechanisms which effectively ensure feedback from students is routinely collected, analysed and acted upon in order to improve the student experience. The ELIR team was presented with clear evidence of steps taken by the University to ensure students remain informed of how their feedback is driving change at programme and module level."}]
[{"$f":"IF('> FILTER <'!B3490<>\"\",ROW(OFFSET(A3489,-1,0)),\"\")","v":3488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3490)),A3489,\"\")","v":3488},{"$f":"IFERROR(SMALL(Helper2_1,A3489),\"\")","v":3488},null,3488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3490)),$A3489,\"\")","v":3488},{"$f":"IFERROR(SMALL(Helper2_2,A3489),\"\")","v":3488},{"$f":"COUNTIF(Helper3_1,\"=\"&G3489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3489)=1, G3489, \"\")","v":3488},{"$f":"IFERROR(SMALL(Index_2,A3489),\"\")","v":3488},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:J3489)),\"\")","v":"ATU_27    "},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:K3489)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:L3489)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:M3489)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:N3489)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3489,COLUMNS($J$2:O3489)),\"\")","v":"27     Students (both undergraduate and postgraduate taught) are primarily represented through the Students' Association's Academic Representative System and Students' Representative Council (SRC) (newly structured in session 2020-21), which provides formal representation at a class, divisional and institutional level. Students who met with the ELIR team demonstrated a strong understanding of how this system works and its positioning in relation to other student feedback mechanisms."}]
[{"$f":"IF('> FILTER <'!B3491<>\"\",ROW(OFFSET(A3490,-1,0)),\"\")","v":3489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3491)),A3490,\"\")","v":3489},{"$f":"IFERROR(SMALL(Helper2_1,A3490),\"\")","v":3489},null,3489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3491)),$A3490,\"\")","v":3489},{"$f":"IFERROR(SMALL(Helper2_2,A3490),\"\")","v":3489},{"$f":"COUNTIF(Helper3_1,\"=\"&G3490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3490)=1, G3490, \"\")","v":3489},{"$f":"IFERROR(SMALL(Index_2,A3490),\"\")","v":3489},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:J3490)),\"\")","v":"ATU_28    "},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:K3490)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:L3490)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:M3490)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:N3490)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3490,COLUMNS($J$2:O3490)),\"\")","v":"28     The University and Students' Association share responsibility for the recruitment of student representatives. Student representatives have the opportunity to attend formal training delivered by Student Partnerships in Quality Scotland (sparqs). Students who had attended this training stated that it had been helpful in preparing them to undertake their role. The ELIR team also learned that student representatives who participate in roles such as Institution-led Review (ILR) panel members, or are members of university committees, are also provided with specific induction training delivered by the University."}]
[{"$f":"IF('> FILTER <'!B3492<>\"\",ROW(OFFSET(A3491,-1,0)),\"\")","v":3490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3492)),A3491,\"\")","v":3490},{"$f":"IFERROR(SMALL(Helper2_1,A3491),\"\")","v":3490},null,3490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3492)),$A3491,\"\")","v":3490},{"$f":"IFERROR(SMALL(Helper2_2,A3491),\"\")","v":3490},{"$f":"COUNTIF(Helper3_1,\"=\"&G3491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3491)=1, G3491, \"\")","v":3490},{"$f":"IFERROR(SMALL(Index_2,A3491),\"\")","v":3490},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:J3491)),\"\")","v":"ATU_29    "},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:K3491)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:L3491)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:M3491)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:N3491)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3491,COLUMNS($J$2:O3491)),\"\")","v":"29     The ELIR team learned that, since the 2016 ELIR, several changes have been made to the representative system, including changes to the Students' Representative Council (SRC) which has reduced the size of its membership with class representatives    now reporting through division representatives. Division representatives also now attend University Academic School Committees with the University viewing these committees as a 'key link between students and academic staff' (paragraph 160). These changes aim to provide greater clarity on partnership working between students and staff. The University and Students' Association recognise that these new arrangements are still to be fully embedded, with student engagement with these systems having been lower than expected, particularly at divisional level. The ELIR team understand that the University and Students' Association intend to implement a refreshed approach to recruitment and training of student representatives during the 2021-22 academic year."}]
[{"$f":"IF('> FILTER <'!B3493<>\"\",ROW(OFFSET(A3492,-1,0)),\"\")","v":3491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3493)),A3492,\"\")","v":3491},{"$f":"IFERROR(SMALL(Helper2_1,A3492),\"\")","v":3491},null,3491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3493)),$A3492,\"\")","v":3491},{"$f":"IFERROR(SMALL(Helper2_2,A3492),\"\")","v":3491},{"$f":"COUNTIF(Helper3_1,\"=\"&G3492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3492)=1, G3492, \"\")","v":3491},{"$f":"IFERROR(SMALL(Index_2,A3492),\"\")","v":3491},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:J3492)),\"\")","v":"ATU_30    "},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:K3492)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:L3492)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:M3492)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:N3492)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3492,COLUMNS($J$2:O3492)),\"\")","v":"30     At school and division level, feedback from student representatives is primarily considered through Student Voice Fora, which are co-chaired by the School Head of Teaching, Quality and Learning Enhancement (TQLs) (paragraphs 131 and 132) and a nominated class representative, with meeting agendas jointly set. These meetings are held once per term and provide the opportunity to bring together students, their representatives, and members of staff, including heads of division and programme and module leaders. The University recognised that while staff and student representative attendance was often strong in these fora, more could be done to strengthen the engagement of the wider student population."}]
[{"$f":"IF('> FILTER <'!B3494<>\"\",ROW(OFFSET(A3493,-1,0)),\"\")","v":3492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3494)),A3493,\"\")","v":3492},{"$f":"IFERROR(SMALL(Helper2_1,A3493),\"\")","v":3492},null,3492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3494)),$A3493,\"\")","v":3492},{"$f":"IFERROR(SMALL(Helper2_2,A3493),\"\")","v":3492},{"$f":"COUNTIF(Helper3_1,\"=\"&G3493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3493)=1, G3493, \"\")","v":3492},{"$f":"IFERROR(SMALL(Index_2,A3493),\"\")","v":3492},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:J3493)),\"\")","v":"ATU_31    "},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:K3493)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:L3493)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:M3493)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:N3493)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3493,COLUMNS($J$2:O3493)),\"\")","v":"31     This view was also echoed by students who met the ELIR team, who noted that while these fora could be effective, there was often inconsistencies in their operation between divisions and schools. As a result, there was often an overreliance on individual members of staff to act in response to student feedback and, consequently, more informal methods of engagement between staff and student representatives were viewed as a popular alternative. While the ELIR team recognise informal engagement between staff and student representatives can often result in the timely resolution of issues, the team would encourage the University to explore with staff and students how good practice associated with the convening and operation of Student Voice Fora could be identified and shared across the institution to develop a more consistent approach, which ensures actions are suitably distributed.  "}]
[{"$f":"IF('> FILTER <'!B3495<>\"\",ROW(OFFSET(A3494,-1,0)),\"\")","v":3493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3495)),A3494,\"\")","v":3493},{"$f":"IFERROR(SMALL(Helper2_1,A3494),\"\")","v":3493},null,3493,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3495)),$A3494,\"\")","v":3493},{"$f":"IFERROR(SMALL(Helper2_2,A3494),\"\")","v":3493},{"$f":"COUNTIF(Helper3_1,\"=\"&G3494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3494)=1, G3494, \"\")","v":3493},{"$f":"IFERROR(SMALL(Index_2,A3494),\"\")","v":3493},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:J3494)),\"\")","v":"ATU_32    "},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:K3494)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:L3494)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:M3494)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:N3494)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3494,COLUMNS($J$2:O3494)),\"\")","v":"32     Postgraduate research students are represented by school-based reps who interface with the University's Graduate School (paragraphs 94-99). Students confirmed to the ELIR team that these systems worked effectively and were confident that raising issues with their student representatives results in appropriate and timely resolution by staff."}]
[{"$f":"IF('> FILTER <'!B3496<>\"\",ROW(OFFSET(A3495,-1,0)),\"\")","v":3494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3496)),A3495,\"\")","v":3494},{"$f":"IFERROR(SMALL(Helper2_1,A3495),\"\")","v":3494},null,3494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3496)),$A3495,\"\")","v":3494},{"$f":"IFERROR(SMALL(Helper2_2,A3495),\"\")","v":3494},{"$f":"COUNTIF(Helper3_1,\"=\"&G3495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3495)=1, G3495, \"\")","v":3494},{"$f":"IFERROR(SMALL(Index_2,A3495),\"\")","v":3494},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:J3495)),\"\")","v":"ATU_32    "},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:K3495)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:L3495)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:M3495)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:N3495)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3495,COLUMNS($J$2:O3495)),\"\")","v":"32     Postgraduate research students are represented by school-based reps who interface with the University's Graduate School (paragraphs 94-99). Students confirmed to the ELIR team that these systems worked effectively and were confident that raising issues with their student representatives results in appropriate and timely resolution by staff."}]
[{"$f":"IF('> FILTER <'!B3497<>\"\",ROW(OFFSET(A3496,-1,0)),\"\")","v":3495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3497)),A3496,\"\")","v":3495},{"$f":"IFERROR(SMALL(Helper2_1,A3496),\"\")","v":3495},null,3495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3497)),$A3496,\"\")","v":3495},{"$f":"IFERROR(SMALL(Helper2_2,A3496),\"\")","v":3495},{"$f":"COUNTIF(Helper3_1,\"=\"&G3496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3496)=1, G3496, \"\")","v":3495},{"$f":"IFERROR(SMALL(Index_2,A3496),\"\")","v":3495},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:J3496)),\"\")","v":"ATU_33    "},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:K3496)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:L3496)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:M3496)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:N3496)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3496,COLUMNS($J$2:O3496)),\"\")","v":"33     The ELIR team was able to confirm that students studying with the University's collaborative partners have access to opportunities to provide feedback on their studies.  The ELIR team noted that the individual mechanisms used were often bespoke to each partnership rather than there being a university-wide expectation (paragraph 218). Similarly, the communication of issues identified through the student feedback mechanisms employed by the University's partnerships, relied on the ongoing engagement between its Link Tutors and the partner institution (paragraph 216). While this approach did not seem to present any current challenges to ensuring appropriate student representation, the ELIR team believe there would be value in the University considering how these arrangements could be enhanced as it proceeds with its plans to expand its collaborative provision (paragraphs 207 and 208)."}]
[{"$f":"IF('> FILTER <'!B3498<>\"\",ROW(OFFSET(A3497,-1,0)),\"\")","v":3496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3498)),A3497,\"\")","v":3496},{"$f":"IFERROR(SMALL(Helper2_1,A3497),\"\")","v":3496},null,3496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3498)),$A3497,\"\")","v":3496},{"$f":"IFERROR(SMALL(Helper2_2,A3497),\"\")","v":3496},{"$f":"COUNTIF(Helper3_1,\"=\"&G3497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3497)=1, G3497, \"\")","v":3496},{"$f":"IFERROR(SMALL(Index_2,A3497),\"\")","v":3496},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:J3497)),\"\")","v":"ATU_33    "},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:K3497)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:L3497)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:M3497)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:N3497)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3497,COLUMNS($J$2:O3497)),\"\")","v":"33     The ELIR team was able to confirm that students studying with the University's collaborative partners have access to opportunities to provide feedback on their studies.  The ELIR team noted that the individual mechanisms used were often bespoke to each partnership rather than there being a university-wide expectation (paragraph 218). Similarly, the communication of issues identified through the student feedback mechanisms employed by the University's partnerships, relied on the ongoing engagement between its Link Tutors and the partner institution (paragraph 216). While this approach did not seem to present any current challenges to ensuring appropriate student representation, the ELIR team believe there would be value in the University considering how these arrangements could be enhanced as it proceeds with its plans to expand its collaborative provision (paragraphs 207 and 208)."}]
[{"$f":"IF('> FILTER <'!B3499<>\"\",ROW(OFFSET(A3498,-1,0)),\"\")","v":3497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3499)),A3498,\"\")","v":3497},{"$f":"IFERROR(SMALL(Helper2_1,A3498),\"\")","v":3497},null,3497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3499)),$A3498,\"\")","v":3497},{"$f":"IFERROR(SMALL(Helper2_2,A3498),\"\")","v":3497},{"$f":"COUNTIF(Helper3_1,\"=\"&G3498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3498)=1, G3498, \"\")","v":3497},{"$f":"IFERROR(SMALL(Index_2,A3498),\"\")","v":3497},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:J3498)),\"\")","v":"ATU_34    "},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:K3498)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:L3498)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:M3498)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:N3498)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3498,COLUMNS($J$2:O3498)),\"\")","v":"34     The University and Students' Association recognised that the past relationship between both organisations had often been difficult. It was noted, however, that significant progress has been made since the 2016 ELIR to transition the relationship into being more stable and productive. Regular formalised meetings between Students' Association Officers and the University Executive have been introduced, to supplement existing informal meetings, to support stronger communication between both organisations. The ELIR team recognised that these formal meetings have only taken place since the start of this academic session (2021-22), and as such it is too early for the University and Students' Association to evaluate their impact. The ELIR team view the measures being taken to strengthen the partnership between both organisations as a positive step in the right direction."}]
[{"$f":"IF('> FILTER <'!B3500<>\"\",ROW(OFFSET(A3499,-1,0)),\"\")","v":3498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3500)),A3499,\"\")","v":3498},{"$f":"IFERROR(SMALL(Helper2_1,A3499),\"\")","v":3498},null,3498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3500)),$A3499,\"\")","v":3498},{"$f":"IFERROR(SMALL(Helper2_2,A3499),\"\")","v":3498},{"$f":"COUNTIF(Helper3_1,\"=\"&G3499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3499)=1, G3499, \"\")","v":3498},{"$f":"IFERROR(SMALL(Index_2,A3499),\"\")","v":3498},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:J3499)),\"\")","v":"ATU_35    "},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:K3499)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:L3499)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:M3499)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:N3499)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3499,COLUMNS($J$2:O3499)),\"\")","v":"35     The University and Students' Association adopted a new Student Partnership Agreement (SPA) in April 2021 which outlines their immediate, shared strategic priorities. This agreement was developed in specific response to the COVID-19 pandemic and, as such, focuses on ensuring clear partnership working, maintenance of effective student representation during the pandemic and future planning informed by experiences of lockdown engagement activities. The ELIR team heard from both senior staff and sabbatical officers that this SPA was proving effective and has informed work to create a new       longer-term SPA, which is expected to be approved in January 2022. The ELIR team understands the overarching themes for the new SPA centre around building student communities and implementing further reforms to the Student Representative System."}]
[{"$f":"IF('> FILTER <'!B3501<>\"\",ROW(OFFSET(A3500,-1,0)),\"\")","v":3499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3501)),A3500,\"\")","v":3499},{"$f":"IFERROR(SMALL(Helper2_1,A3500),\"\")","v":3499},null,3499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3501)),$A3500,\"\")","v":3499},{"$f":"IFERROR(SMALL(Helper2_2,A3500),\"\")","v":3499},{"$f":"COUNTIF(Helper3_1,\"=\"&G3500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3500)=1, G3500, \"\")","v":3499},{"$f":"IFERROR(SMALL(Index_2,A3500),\"\")","v":3499},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:J3500)),\"\")","v":"ATU_36    "},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:K3500)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:L3500)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:M3500)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:N3500)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3500,COLUMNS($J$2:O3500)),\"\")","v":"36     The ELIR team learned of a range of opportunities on offer for student partnership working in the University's enhancement work including the requirement for student membership of the Abertay Learning Enhancement Fund (ATLEF) projects (paragraph 135) and a number of student-led ATLEF projects (paragraph 136). The ELIR team also heard about Student AbLE Consultants (paragraphs 103 and 129) working with staff on enhancement projects and reviews. Examples of successful enhancement projects include students leading on the further development of university guidance on blended learning to ensure this guidance is more engaging and accessible for students, partnership projects with the Students' Association exploring student engagement spaces, and the development of a Students' Association-led micro-credential qualification called 'Welcome to the CommuniTay' (paragraph 76). Student representatives and staff who met with the ELIR team, recognised and valued these partnership opportunities and their positive contributions to the University's enhancement activities. However, student representatives did indicate that there was limited awareness from the wider student body of these activities and how to participate."}]
[{"$f":"IF('> FILTER <'!B3502<>\"\",ROW(OFFSET(A3501,-1,0)),\"\")","v":3500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3502)),A3501,\"\")","v":3500},{"$f":"IFERROR(SMALL(Helper2_1,A3501),\"\")","v":3500},null,{"$f":"ROW(OFFSET(E3501,-1,0))","v":3500},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3502)),$A3501,\"\")","v":3500},{"$f":"IFERROR(SMALL(Helper2_2,A3501),\"\")","v":3500},{"$f":"COUNTIF(Helper3_1,\"=\"&G3501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3501)=1, G3501, \"\")","v":3500},{"$f":"IFERROR(SMALL(Index_2,A3501),\"\")","v":3500},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:J3501)),\"\")","v":"ATU_37    "},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:K3501)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:L3501)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:M3501)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:N3501)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3501,COLUMNS($J$2:O3501)),\"\")","v":"37     The ELIR team also noted the recent establishment (session 2021-22) of a 'Student as Partners Management Board' co-chaired by the Students' Association President and the Dean of Learning and Teaching which, at the time of this ELIR, had met once. The Board has been established to enhance 'the partnership approach being developed between Abertay Students' Association and the University and enable the student voice to permeate all levels of the University's quality and developmental processes'. The ethos of the Board is based on co-creation across the University. "}]
[{"$f":"IF('> FILTER <'!B3503<>\"\",ROW(OFFSET(A3502,-1,0)),\"\")","v":3501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3503)),A3502,\"\")","v":3501},{"$f":"IFERROR(SMALL(Helper2_1,A3502),\"\")","v":3501},null,3501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3503)),$A3502,\"\")","v":3501},{"$f":"IFERROR(SMALL(Helper2_2,A3502),\"\")","v":3501},{"$f":"COUNTIF(Helper3_1,\"=\"&G3502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3502)=1, G3502, \"\")","v":3501},{"$f":"IFERROR(SMALL(Index_2,A3502),\"\")","v":3501},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:J3502)),\"\")","v":"ATU_38    "},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:K3502)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:L3502)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:M3502)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:N3502)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3502,COLUMNS($J$2:O3502)),\"\")","v":"38     The ELIR team commends the University for establishing a strong culture of partnership working with its student body which ensures effective student representation and engagement in the range of institutional enhancement projects currently underway. The introduction of the student AbLE consultant role in particular has further embedded student partnership into enhancement activity."}]
[{"$f":"IF('> FILTER <'!B3504<>\"\",ROW(OFFSET(A3503,-1,0)),\"\")","v":3502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3504)),A3503,\"\")","v":3502},{"$f":"IFERROR(SMALL(Helper2_1,A3503),\"\")","v":3502},null,3502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3504)),$A3503,\"\")","v":3502},{"$f":"IFERROR(SMALL(Helper2_2,A3503),\"\")","v":3502},{"$f":"COUNTIF(Helper3_1,\"=\"&G3503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3503)=1, G3503, \"\")","v":3502},{"$f":"IFERROR(SMALL(Index_2,A3503),\"\")","v":3502},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:J3503)),\"\")","v":"ATU_39    "},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:K3503)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:L3503)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:M3503)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:N3503)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3503,COLUMNS($J$2:O3503)),\"\")","v":"39     The University uses a range of structured and less formal approaches for gathering student views to enable it to listen to and respond to the student voice. Examples include participation in the National Student Survey (NSS), an annual internal survey for postgraduate research students and the use of an internal university-wide module evaluation survey."}]
[{"$f":"IF('> FILTER <'!B3505<>\"\",ROW(OFFSET(A3504,-1,0)),\"\")","v":3503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3505)),A3504,\"\")","v":3503},{"$f":"IFERROR(SMALL(Helper2_1,A3504),\"\")","v":3503},null,3503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3505)),$A3504,\"\")","v":3503},{"$f":"IFERROR(SMALL(Helper2_2,A3504),\"\")","v":3503},{"$f":"COUNTIF(Helper3_1,\"=\"&G3504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3504)=1, G3504, \"\")","v":3503},{"$f":"IFERROR(SMALL(Index_2,A3504),\"\")","v":3503},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:J3504)),\"\")","v":"ATU_40    "},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:K3504)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:L3504)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:M3504)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:N3504)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3504,COLUMNS($J$2:O3504)),\"\")","v":"40     The ELIR team noted that currently the University does not routinely survey the experience of its postgraduate taught and collaborative student populations beyond asking them to complete module evaluations. Given the University's ambitions to grow these student cohorts, the ELIR team encourages it to reflect on its approaches to gathering feedback to better understand how students have experienced their entire programme and the wider opportunities available to them."}]
[{"$f":"IF('> FILTER <'!B3506<>\"\",ROW(OFFSET(A3505,-1,0)),\"\")","v":3504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3506)),A3505,\"\")","v":3504},{"$f":"IFERROR(SMALL(Helper2_1,A3505),\"\")","v":3504},null,3504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3506)),$A3505,\"\")","v":3504},{"$f":"IFERROR(SMALL(Helper2_2,A3505),\"\")","v":3504},{"$f":"COUNTIF(Helper3_1,\"=\"&G3505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3505)=1, G3505, \"\")","v":3504},{"$f":"IFERROR(SMALL(Index_2,A3505),\"\")","v":3504},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:J3505)),\"\")","v":"ATU_41    "},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:K3505)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:L3505)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:M3505)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:N3505)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3505,COLUMNS($J$2:O3505)),\"\")","v":"41     Module evaluation surveys take place in week 10 of each semester across all taught provision. Module leaders are responsible for reviewing the feedback collected through these surveys, identifying areas of good practice or further improvement in relation to course delivery and informing students of any resulting changes."}]
[{"$f":"IF('> FILTER <'!B3507<>\"\",ROW(OFFSET(A3506,-1,0)),\"\")","v":3505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3507)),A3506,\"\")","v":3505},{"$f":"IFERROR(SMALL(Helper2_1,A3506),\"\")","v":3505},null,3505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3507)),$A3506,\"\")","v":3505},{"$f":"IFERROR(SMALL(Helper2_2,A3506),\"\")","v":3505},{"$f":"COUNTIF(Helper3_1,\"=\"&G3506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3506)=1, G3506, \"\")","v":3505},{"$f":"IFERROR(SMALL(Index_2,A3506),\"\")","v":3505},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:J3506)),\"\")","v":"ATU_42    "},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:K3506)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:L3506)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:M3506)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:N3506)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3506,COLUMNS($J$2:O3506)),\"\")","v":"42     Institutional oversight of student surveys is provided by the University's Teaching and Learning Committee, which is responsible for monitoring and evaluating the results of, and school responses to, both the NSS and module evaluations. The Senior Management Team (SMT) and the University Senate receive an annual report highlighting key themes emerging from the NSS, which assists the University in prioritising enhancements in response to this survey feedback. Analysis of programme-level student survey data is undertaken as part of the University's approach to annual programme monitoring (paragraph 178)."}]
[{"$f":"IF('> FILTER <'!B3508<>\"\",ROW(OFFSET(A3507,-1,0)),\"\")","v":3506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3508)),A3507,\"\")","v":3506},{"$f":"IFERROR(SMALL(Helper2_1,A3507),\"\")","v":3506},null,3506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3508)),$A3507,\"\")","v":3506},{"$f":"IFERROR(SMALL(Helper2_2,A3507),\"\")","v":3506},{"$f":"COUNTIF(Helper3_1,\"=\"&G3507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3507)=1, G3507, \"\")","v":3506},{"$f":"IFERROR(SMALL(Index_2,A3507),\"\")","v":3506},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:J3507)),\"\")","v":"ATU_43    "},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:K3507)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:L3507)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:M3507)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:N3507)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3507,COLUMNS($J$2:O3507)),\"\")","v":"43     In response to the COVID-19 pandemic, the University began to utilise short Pulse Surveys as a means of quickly identifying key concerns among the student population in relation to its pandemic response. There is evidence to suggest that the findings from these Pulse Surveys played a critical role in influencing how the University adapted its response - for example, arranging additional time for student-to-student discussions to strengthen the sense of student community online. Students who met with the ELIR team had only limited awareness of the Pulse Surveys or how they had been used during the recent pandemic. Noting the insight these surveys had provided the University in helping refine its response to COVID-19, the ELIR team view the introduction of Pulse Surveys as a positive development and would encourage the institution to consider how student awareness of these surveys, and the actions resulting from them, could be further enhanced."}]
[{"$f":"IF('> FILTER <'!B3509<>\"\",ROW(OFFSET(A3508,-1,0)),\"\")","v":3507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3509)),A3508,\"\")","v":3507},{"$f":"IFERROR(SMALL(Helper2_1,A3508),\"\")","v":3507},null,3507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3509)),$A3508,\"\")","v":3507},{"$f":"IFERROR(SMALL(Helper2_2,A3508),\"\")","v":3507},{"$f":"COUNTIF(Helper3_1,\"=\"&G3508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3508)=1, G3508, \"\")","v":3507},{"$f":"IFERROR(SMALL(Index_2,A3508),\"\")","v":3507},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:J3508)),\"\")","v":"ATU_43    "},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:K3508)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:L3508)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:M3508)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:N3508)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3508,COLUMNS($J$2:O3508)),\"\")","v":"43     In response to the COVID-19 pandemic, the University began to utilise short Pulse Surveys as a means of quickly identifying key concerns among the student population in relation to its pandemic response. There is evidence to suggest that the findings from these Pulse Surveys played a critical role in influencing how the University adapted its response - for example, arranging additional time for student-to-student discussions to strengthen the sense of student community online. Students who met with the ELIR team had only limited awareness of the Pulse Surveys or how they had been used during the recent pandemic. Noting the insight these surveys had provided the University in helping refine its response to COVID-19, the ELIR team view the introduction of Pulse Surveys as a positive development and would encourage the institution to consider how student awareness of these surveys, and the actions resulting from them, could be further enhanced."}]
[{"$f":"IF('> FILTER <'!B3510<>\"\",ROW(OFFSET(A3509,-1,0)),\"\")","v":3508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3510)),A3509,\"\")","v":3508},{"$f":"IFERROR(SMALL(Helper2_1,A3509),\"\")","v":3508},null,3508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3510)),$A3509,\"\")","v":3508},{"$f":"IFERROR(SMALL(Helper2_2,A3509),\"\")","v":3508},{"$f":"COUNTIF(Helper3_1,\"=\"&G3509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3509)=1, G3509, \"\")","v":3508},{"$f":"IFERROR(SMALL(Index_2,A3509),\"\")","v":3508},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:J3509)),\"\")","v":"ATU_44    "},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:K3509)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:L3509)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:M3509)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:N3509)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3509,COLUMNS($J$2:O3509)),\"\")","v":"44     Across all the University's mechanisms for gathering student feedback, there is evidence of a commitment from staff to ensure students are subsequently informed of how their feedback has been used to influence change. For example, the University requires Module Leaders to ensure students are advised of how feedback provided in module evaluations will be used to enhance delivery in future years."}]
[{"$f":"IF('> FILTER <'!B3511<>\"\",ROW(OFFSET(A3510,-1,0)),\"\")","v":3509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3511)),A3510,\"\")","v":3509},{"$f":"IFERROR(SMALL(Helper2_1,A3510),\"\")","v":3509},null,3509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3511)),$A3510,\"\")","v":3509},{"$f":"IFERROR(SMALL(Helper2_2,A3510),\"\")","v":3509},{"$f":"COUNTIF(Helper3_1,\"=\"&G3510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3510)=1, G3510, \"\")","v":3509},{"$f":"IFERROR(SMALL(Index_2,A3510),\"\")","v":3509},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:J3510)),\"\")","v":"ATU_45    "},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:K3510)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:L3510)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:M3510)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:N3510)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3510,COLUMNS($J$2:O3510)),\"\")","v":"45     The ELIR team noted the extent to which students across all constituencies indicated that they were routinely kept informed of the actions stemming from their feedback and could provide examples of how this worked in practice."}]
[{"$f":"IF('> FILTER <'!B3512<>\"\",ROW(OFFSET(A3511,-1,0)),\"\")","v":3510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3512)),A3511,\"\")","v":3510},{"$f":"IFERROR(SMALL(Helper2_1,A3511),\"\")","v":3510},null,3510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3512)),$A3511,\"\")","v":3510},{"$f":"IFERROR(SMALL(Helper2_2,A3511),\"\")","v":3510},{"$f":"COUNTIF(Helper3_1,\"=\"&G3511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3511)=1, G3511, \"\")","v":3510},{"$f":"IFERROR(SMALL(Index_2,A3511),\"\")","v":3510},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:J3511)),\"\")","v":"ATU_46    "},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:K3511)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:L3511)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:M3511)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:N3511)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3511,COLUMNS($J$2:O3511)),\"\")","v":"46     Overall, the University has an effective approach to recognising and responding to equality and diversity among its students, and has a successful long-standing ambition to widening access to study. The University has appropriate mechanisms in place to support it to proactively monitor the changing characteristics of its student population and the ELIR team saw evidence that it takes appropriate steps to ensure it can continue to deliver an inclusive and accessible learning community for all."}]
[{"$f":"IF('> FILTER <'!B3513<>\"\",ROW(OFFSET(A3512,-1,0)),\"\")","v":3511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3513)),A3512,\"\")","v":3511},{"$f":"IFERROR(SMALL(Helper2_1,A3512),\"\")","v":3511},null,3511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3513)),$A3512,\"\")","v":3511},{"$f":"IFERROR(SMALL(Helper2_2,A3512),\"\")","v":3511},{"$f":"COUNTIF(Helper3_1,\"=\"&G3512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3512)=1, G3512, \"\")","v":3511},{"$f":"IFERROR(SMALL(Index_2,A3512),\"\")","v":3511},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:J3512)),\"\")","v":"ATU_47    "},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:K3512)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:L3512)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:M3512)),\"\")","v":"Policy"},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:N3512)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3512,COLUMNS($J$2:O3512)),\"\")","v":"47     The University embeds its priorities with respect to equality, diversity and inclusion (EDI) across its core operational strategies with performance against these priorities reported holistically within the institution's biennial equality and diversity mainstreaming report. While institutional responsibility for equality and diversity sits formally with the Principal and Senior Management Team, there is a strong commitment across the University to ensuring this work is progressed in partnership with both staff and student involvement."}]
[{"$f":"IF('> FILTER <'!B3514<>\"\",ROW(OFFSET(A3513,-1,0)),\"\")","v":3512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3514)),A3513,\"\")","v":3512},{"$f":"IFERROR(SMALL(Helper2_1,A3513),\"\")","v":3512},null,3512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3514)),$A3513,\"\")","v":3512},{"$f":"IFERROR(SMALL(Helper2_2,A3513),\"\")","v":3512},{"$f":"COUNTIF(Helper3_1,\"=\"&G3513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3513)=1, G3513, \"\")","v":3512},{"$f":"IFERROR(SMALL(Index_2,A3513),\"\")","v":3512},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:J3513)),\"\")","v":"ATU_48    "},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:K3513)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:L3513)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:M3513)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:N3513)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3513,COLUMNS($J$2:O3513)),\"\")","v":"48     This partnership approach is largely achieved through the University's 'Lead Voices' Programme, which enables staff and student volunteers to act as advocates for individuals or groups with particular protected characteristics. The University provides introductory training and ongoing support for those individuals taking on the 'Lead Voice' role, with regular opportunities also available for 'Lead Voices' to work collectively on shared issues. The ELIR team noted that, following the Programme's launch in 2016-17, its achievements have included influencing several changes across the University including the development of an annual Diversity Week and the introduction of a new Pregnancy and Maternity Policy for staff and protocol for students."}]
[{"$f":"IF('> FILTER <'!B3515<>\"\",ROW(OFFSET(A3514,-1,0)),\"\")","v":3513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3515)),A3514,\"\")","v":3513},{"$f":"IFERROR(SMALL(Helper2_1,A3514),\"\")","v":3513},null,3513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3515)),$A3514,\"\")","v":3513},{"$f":"IFERROR(SMALL(Helper2_2,A3514),\"\")","v":3513},{"$f":"COUNTIF(Helper3_1,\"=\"&G3514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3514)=1, G3514, \"\")","v":3513},{"$f":"IFERROR(SMALL(Index_2,A3514),\"\")","v":3513},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:J3514)),\"\")","v":"ATU_49    "},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:K3514)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:L3514)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:M3514)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:N3514)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3514,COLUMNS($J$2:O3514)),\"\")","v":"49     The University recognises that while staff engagement with the 'Lead Voices' Programme has been strong, more work is required to increase student engagement with, and recruitment to, the 'Lead Voice' role. This requirement was also confirmed during the Review Visit, with students who met the ELIR team demonstrating little awareness of the 'Lead Voices' programme, or of the contribution any resulting changes have made towards creating a more inclusive university community. The ELIR team understands that work was being progressed with the Students' Association, to enhance recruitment including raising awareness of the Student Lead Voice roles among the wider student population. The ELIR team view these plans positively and would also encourage the University to consider how it can develop a systematic approach to evaluating the programme's longer-term impact."}]
[{"$f":"IF('> FILTER <'!B3516<>\"\",ROW(OFFSET(A3515,-1,0)),\"\")","v":3514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3516)),A3515,\"\")","v":3514},{"$f":"IFERROR(SMALL(Helper2_1,A3515),\"\")","v":3514},null,3514,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3516)),$A3515,\"\")","v":3514},{"$f":"IFERROR(SMALL(Helper2_2,A3515),\"\")","v":3514},{"$f":"COUNTIF(Helper3_1,\"=\"&G3515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3515)=1, G3515, \"\")","v":3514},{"$f":"IFERROR(SMALL(Index_2,A3515),\"\")","v":3514},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:J3515)),\"\")","v":"ATU_50    "},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:K3515)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:L3515)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:M3515)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:N3515)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3515,COLUMNS($J$2:O3515)),\"\")","v":"50     The ELIR team commends the University for its reflective approach to proactively supporting and embedding equality and diversity in its enhancement activities. This is evidenced by a wide range of initiatives and developments to support equality, diversity and inclusion, including the University's 'Lead Voices' initiative (paragraph 48 and 49) and its inclusive employability support for students with autism (paragraphs 53), which demonstrates an ongoing commitment to building an inclusive and accessible learning community and environment for all."}]
[{"$f":"IF('> FILTER <'!B3517<>\"\",ROW(OFFSET(A3516,-1,0)),\"\")","v":3515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3517)),A3516,\"\")","v":3515},{"$f":"IFERROR(SMALL(Helper2_1,A3516),\"\")","v":3515},null,3515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3517)),$A3516,\"\")","v":3515},{"$f":"IFERROR(SMALL(Helper2_2,A3516),\"\")","v":3515},{"$f":"COUNTIF(Helper3_1,\"=\"&G3516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3516)=1, G3516, \"\")","v":3515},{"$f":"IFERROR(SMALL(Index_2,A3516),\"\")","v":3515},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:J3516)),\"\")","v":"ATU_51    "},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:K3516)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:L3516)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:M3516)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:N3516)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3516,COLUMNS($J$2:O3516)),\"\")","v":"51     The University is able to monitor and identify changes in its student population and there is evidence to suggest that where significant trends are observed, it takes appropriate steps to ensure it can continue delivering an inclusive and quality student learning experience for all. For example, having witnessed a 56% increase in the number of students declaring a disability between the 2015-16 and 2020-21 academic years, with a notable increase in declared mental health conditions, the University undertook a review of its Student Mental Health Policy and has since invested in further expanding the capacity and availability of counselling support available to students throughout the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B3518<>\"\",ROW(OFFSET(A3517,-1,0)),\"\")","v":3516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3518)),A3517,\"\")","v":3516},{"$f":"IFERROR(SMALL(Helper2_1,A3517),\"\")","v":3516},null,3516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3518)),$A3517,\"\")","v":3516},{"$f":"IFERROR(SMALL(Helper2_2,A3517),\"\")","v":3516},{"$f":"COUNTIF(Helper3_1,\"=\"&G3517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3517)=1, G3517, \"\")","v":3516},{"$f":"IFERROR(SMALL(Index_2,A3517),\"\")","v":3516},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:J3517)),\"\")","v":"ATU_52    "},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:K3517)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:L3517)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:M3517)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:N3517)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3517,COLUMNS($J$2:O3517)),\"\")","v":"52     The University has engaged with and achieved several independent charter mark processes including the Race Equality Charter, Athena SWAN and Scotland's Mental Health (SAMH) Charter for Physical Activity and Sport, in order to assure itself of the effectiveness of its support, as well as utilising these processes as reflective opportunities to learn and enhance its approach to EDI. Recent work on its renewal application for the Race Equality Charter has also been used to support understanding of key issues with retention (paragraphs 68-73)."}]
[{"$f":"IF('> FILTER <'!B3519<>\"\",ROW(OFFSET(A3518,-1,0)),\"\")","v":3517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3519)),A3518,\"\")","v":3517},{"$f":"IFERROR(SMALL(Helper2_1,A3518),\"\")","v":3517},null,3517,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3519)),$A3518,\"\")","v":3517},{"$f":"IFERROR(SMALL(Helper2_2,A3518),\"\")","v":3517},{"$f":"COUNTIF(Helper3_1,\"=\"&G3518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3518)=1, G3518, \"\")","v":3517},{"$f":"IFERROR(SMALL(Index_2,A3518),\"\")","v":3517},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:J3518)),\"\")","v":"ATU_53    "},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:K3518)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:L3518)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:M3518)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:N3518)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3518,COLUMNS($J$2:O3518)),\"\")","v":"53     The University also undertakes to adapt the delivery of its core services to better meet the individual needs of particular students and communities. Specific examples include launching a tailored employability programme in August 2020 for students with autism, to better support students in transitioning from university into graduate employment (paragraph 53) and the production of a series of guides to assist disabled people and their carers in assessing the accessibility of key campus spaces. The University noted in its RA that these guides afford these individuals 'greater independence and agency when planning visits to the campus'. The ELIR team also learned that work had been undertaken to use functionality available as part of the University's virtual learning environment (VLE) to support staff in ensuring the accessibility of their online learning content."}]
[{"$f":"IF('> FILTER <'!B3520<>\"\",ROW(OFFSET(A3519,-1,0)),\"\")","v":3518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3520)),A3519,\"\")","v":3518},{"$f":"IFERROR(SMALL(Helper2_1,A3519),\"\")","v":3518},null,3518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3520)),$A3519,\"\")","v":3518},{"$f":"IFERROR(SMALL(Helper2_2,A3519),\"\")","v":3518},{"$f":"COUNTIF(Helper3_1,\"=\"&G3519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3519)=1, G3519, \"\")","v":3518},{"$f":"IFERROR(SMALL(Index_2,A3519),\"\")","v":3518},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:J3519)),\"\")","v":"ATU_53    "},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:K3519)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:L3519)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:M3519)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:N3519)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3519,COLUMNS($J$2:O3519)),\"\")","v":"53     The University also undertakes to adapt the delivery of its core services to better meet the individual needs of particular students and communities. Specific examples include launching a tailored employability programme in August 2020 for students with autism, to better support students in transitioning from university into graduate employment (paragraph 53) and the production of a series of guides to assist disabled people and their carers in assessing the accessibility of key campus spaces. The University noted in its RA that these guides afford these individuals 'greater independence and agency when planning visits to the campus'. The ELIR team also learned that work had been undertaken to use functionality available as part of the University's virtual learning environment (VLE) to support staff in ensuring the accessibility of their online learning content."}]
[{"$f":"IF('> FILTER <'!B3521<>\"\",ROW(OFFSET(A3520,-1,0)),\"\")","v":3519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3521)),A3520,\"\")","v":3519},{"$f":"IFERROR(SMALL(Helper2_1,A3520),\"\")","v":3519},null,3519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3521)),$A3520,\"\")","v":3519},{"$f":"IFERROR(SMALL(Helper2_2,A3520),\"\")","v":3519},{"$f":"COUNTIF(Helper3_1,\"=\"&G3520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3520)=1, G3520, \"\")","v":3519},{"$f":"IFERROR(SMALL(Index_2,A3520),\"\")","v":3519},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:J3520)),\"\")","v":"ATU_54    "},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:K3520)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:L3520)),\"\")","v":"Equality_Diversity"},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:M3520)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:N3520)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3520,COLUMNS($J$2:O3520)),\"\")","v":"54     The ELIR team viewed these developments as positive examples, illustrative of the University's approach to ensuring an accessible and inclusive learning environment for all its students. The ELIR team did note, however, that the impact of these enhancements in improving the student experience is not routinely and systematically evaluated by the University. The ELIR team would encourage it to reflect on the benefits to be realised from developing an evaluation approach which supports it to both quantify and also communicate the impact of these service enhancements."}]
[{"$f":"IF('> FILTER <'!B3522<>\"\",ROW(OFFSET(A3521,-1,0)),\"\")","v":3520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3522)),A3521,\"\")","v":3520},{"$f":"IFERROR(SMALL(Helper2_1,A3521),\"\")","v":3520},null,3520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3522)),$A3521,\"\")","v":3520},{"$f":"IFERROR(SMALL(Helper2_2,A3521),\"\")","v":3520},{"$f":"COUNTIF(Helper3_1,\"=\"&G3521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3521)=1, G3521, \"\")","v":3520},{"$f":"IFERROR(SMALL(Index_2,A3521),\"\")","v":3520},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:J3521)),\"\")","v":"ATU_55    "},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:K3521)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:L3521)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:M3521)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:N3521)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3521,COLUMNS($J$2:O3521)),\"\")","v":"55     Widening access to, and participation in, higher education has been a long-term strategic ambition of the University. This ongoing commitment is reiterated and strengthened in the new Strategic Plan 2020-25, which commits the University to further expand upon its performance in widening access, by 'offering transformational educational opportunities to those who have the ability to benefit from Abertay's approach to education'. Widening access was a contextual theme for this ELIR (paragraph 20). The RA confirms that the University anticipates this ambition will be achieved by further expanding the number and variety of routes through which students can obtain an Abertay degree."}]
[{"$f":"IF('> FILTER <'!B3523<>\"\",ROW(OFFSET(A3522,-1,0)),\"\")","v":3521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3523)),A3522,\"\")","v":3521},{"$f":"IFERROR(SMALL(Helper2_1,A3522),\"\")","v":3521},null,3521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3523)),$A3522,\"\")","v":3521},{"$f":"IFERROR(SMALL(Helper2_2,A3522),\"\")","v":3521},{"$f":"COUNTIF(Helper3_1,\"=\"&G3522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3522)=1, G3522, \"\")","v":3521},{"$f":"IFERROR(SMALL(Index_2,A3522),\"\")","v":3521},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:J3522)),\"\")","v":"ATU_56    "},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:K3522)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:L3522)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:M3522)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:N3522)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3522,COLUMNS($J$2:O3522)),\"\")","v":"56     The ELIR team is able to confirm that significant support is provided by the University to students joining from widening access backgrounds, including a dedicated Widening Access and College Recruitment Officer who is responsible for leading engagement with external community learning teams and working with prospective students from disadvantaged backgrounds. The ELIR team also learned about work undertaken with specialist partners to support prospective students from specific backgrounds in considering the value of undertaking university study. For example, a partnership with a local charity provided specific mentorship, induction-support, and scholarships for care-experienced students. Students who met with the ELIR team were clearly very familiar with the University's support for widening access, with a number commenting that the extent of its engagement with the local community had been a defining factor in their opting to study there (paragraph 113)."}]
[{"$f":"IF('> FILTER <'!B3524<>\"\",ROW(OFFSET(A3523,-1,0)),\"\")","v":3522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3524)),A3523,\"\")","v":3522},{"$f":"IFERROR(SMALL(Helper2_1,A3523),\"\")","v":3522},null,3522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3524)),$A3523,\"\")","v":3522},{"$f":"IFERROR(SMALL(Helper2_2,A3523),\"\")","v":3522},{"$f":"COUNTIF(Helper3_1,\"=\"&G3523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3523)=1, G3523, \"\")","v":3522},{"$f":"IFERROR(SMALL(Index_2,A3523),\"\")","v":3522},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:J3523)),\"\")","v":"ATU_57    "},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:K3523)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:L3523)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:M3523)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:N3523)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3523,COLUMNS($J$2:O3523)),\"\")","v":"57     The University has employed a Contextual Admissions Policy since 2014, under which the institution can lower the entry requirements for a particular course where the applicant meets one or more set criteria that are indicative of prior educational disadvantage. The ELIR team learned that since the policy's introduction, an increasing percentage of the University's undergraduate intake has been eligible for a contextual offer (2020-21: 19%; 2016-17: 16%) and around 30% of the eligible intake has required an offer to be made under this policy each year."}]
[{"$f":"IF('> FILTER <'!B3525<>\"\",ROW(OFFSET(A3524,-1,0)),\"\")","v":3523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3525)),A3524,\"\")","v":3523},{"$f":"IFERROR(SMALL(Helper2_1,A3524),\"\")","v":3523},null,3523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3525)),$A3524,\"\")","v":3523},{"$f":"IFERROR(SMALL(Helper2_2,A3524),\"\")","v":3523},{"$f":"COUNTIF(Helper3_1,\"=\"&G3524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3524)=1, G3524, \"\")","v":3523},{"$f":"IFERROR(SMALL(Index_2,A3524),\"\")","v":3523},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:J3524)),\"\")","v":"ATU_58    "},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:K3524)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:L3524)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:M3524)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:N3524)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3524,COLUMNS($J$2:O3524)),\"\")","v":"58     In the 2020-21 academic year, 16.2% of Scottish-domiciled undergraduate entrants to the University were recruited from the 20% most deprived (SIMD20) postcodes. This figure meets the cross-sector target of 16%, as set out by the Commission on Widening Access, but falls short of the target the University set in their Outcome Agreement with the Scottish Funding Council. Staff discussed with the ELIR team during the review, that the broader definition of deprivation and disadvantage, adopted within the University's Contextual Admissions Policy, had enabled it to identify individuals experiencing prior educational disadvantage more widely, irrespective of postcode. The ELIR team learned that through evaluation of recruitment data, the University intends to make further refinements to its Contextual Admissions Policy in the coming academic year that would allow it to leverage planned enhancements to Universities and Colleges Admission Service (UCAS) data to identify students eligible for a contextualised offer in a more granular way."}]
[{"$f":"IF('> FILTER <'!B3526<>\"\",ROW(OFFSET(A3525,-1,0)),\"\")","v":3524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3526)),A3525,\"\")","v":3524},{"$f":"IFERROR(SMALL(Helper2_1,A3525),\"\")","v":3524},null,3524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3526)),$A3525,\"\")","v":3524},{"$f":"IFERROR(SMALL(Helper2_2,A3525),\"\")","v":3524},{"$f":"COUNTIF(Helper3_1,\"=\"&G3525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3525)=1, G3525, \"\")","v":3524},{"$f":"IFERROR(SMALL(Index_2,A3525),\"\")","v":3524},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:J3525)),\"\")","v":"ATU_59    "},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:K3525)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:L3525)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:M3525)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:N3525)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3525,COLUMNS($J$2:O3525)),\"\")","v":"59     The RA confirms that currently, 30% of entrants progress with advanced entry into programmes of study with the University through a formal articulation path. Formal partnership agreements are in place with both Dundee and Angus College and Fife College that enable any student who secures a pass in select Higher National Diploma (HND) courses to be automatically accepted for further study. At present, 60% of articulating students progress into Abertay from these partners. A specific induction programme, known as the Abertay College Transition (ACT) programme is offered by the University to support articulating students from these partners to make the transition successfully from college to university study. Feedback from the very small numbers of students with direct experience of this programme was broadly positive, with the ELIR team believing there would be benefits to the University in working with its two main college partners to ensure information on the ACT programme is more widely communicated to students."}]
[{"$f":"IF('> FILTER <'!B3527<>\"\",ROW(OFFSET(A3526,-1,0)),\"\")","v":3525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3527)),A3526,\"\")","v":3525},{"$f":"IFERROR(SMALL(Helper2_1,A3526),\"\")","v":3525},null,3525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3527)),$A3526,\"\")","v":3525},{"$f":"IFERROR(SMALL(Helper2_2,A3526),\"\")","v":3525},{"$f":"COUNTIF(Helper3_1,\"=\"&G3526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3526)=1, G3526, \"\")","v":3525},{"$f":"IFERROR(SMALL(Index_2,A3526),\"\")","v":3525},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:J3526)),\"\")","v":"ATU_60    "},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:K3526)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:L3526)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:M3526)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:N3526)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3526,COLUMNS($J$2:O3526)),\"\")","v":"60     The ELIR team was also able to confirm that appropriate arrangements are in place to support students from widening access backgrounds beyond their initial induction. For example, the University provides tailored assistance to estranged students, which enables students within this group to access a bursary, peer-based mentoring, and accommodation should a student find themselves homeless or unable to secure external accommodation. The University has also recently reviewed its 'Students with Caring Responsibilities' protocol to provide greater clarity to students on the advice, guidance and support available during their studies, using the staff and student 'Lead Voices' programme to deliver this (paragraphs 48 and 49)."}]
[{"$f":"IF('> FILTER <'!B3528<>\"\",ROW(OFFSET(A3527,-1,0)),\"\")","v":3526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3528)),A3527,\"\")","v":3526},{"$f":"IFERROR(SMALL(Helper2_1,A3527),\"\")","v":3526},null,3526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3528)),$A3527,\"\")","v":3526},{"$f":"IFERROR(SMALL(Helper2_2,A3527),\"\")","v":3526},{"$f":"COUNTIF(Helper3_1,\"=\"&G3527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3527)=1, G3527, \"\")","v":3526},{"$f":"IFERROR(SMALL(Index_2,A3527),\"\")","v":3526},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:J3527)),\"\")","v":"ATU_61    "},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:K3527)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:L3527)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:M3527)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:N3527)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3527,COLUMNS($J$2:O3527)),\"\")","v":"61     The University has an effective and student-centred approach to supporting students, with a comprehensive range of services and activities available to them throughout their studies.  "}]
[{"$f":"IF('> FILTER <'!B3529<>\"\",ROW(OFFSET(A3528,-1,0)),\"\")","v":3527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3529)),A3528,\"\")","v":3527},{"$f":"IFERROR(SMALL(Helper2_1,A3528),\"\")","v":3527},null,3527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3529)),$A3528,\"\")","v":3527},{"$f":"IFERROR(SMALL(Helper2_2,A3528),\"\")","v":3527},{"$f":"COUNTIF(Helper3_1,\"=\"&G3528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3528)=1, G3528, \"\")","v":3527},{"$f":"IFERROR(SMALL(Index_2,A3528),\"\")","v":3527},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:J3528)),\"\")","v":"ATU_62    "},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:K3528)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:L3528)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:M3528)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:N3528)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3528,COLUMNS($J$2:O3528)),\"\")","v":"62     All students are supported in their transition to the University with access to Abertay's general induction programme, which provides information on the various     student-facing services and systems offered. Students who articulate from the University's college partners also have the option of enrolling on the online Abertay College Transition (ACT) Programme', which provides a bespoke induction offering for students commencing their study with advanced entry (paragraph 59). Students spoke positively about their induction experience at the University, particularly its welcoming approach and focus on encouraging student feedback from the very start of their studies. Students also valued the opportunity that the induction process had provided to find out more about key university services, such as the Library and the VLE."}]
[{"$f":"IF('> FILTER <'!B3530<>\"\",ROW(OFFSET(A3529,-1,0)),\"\")","v":3528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3530)),A3529,\"\")","v":3528},{"$f":"IFERROR(SMALL(Helper2_1,A3529),\"\")","v":3528},null,3528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3530)),$A3529,\"\")","v":3528},{"$f":"IFERROR(SMALL(Helper2_2,A3529),\"\")","v":3528},{"$f":"COUNTIF(Helper3_1,\"=\"&G3529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3529)=1, G3529, \"\")","v":3528},{"$f":"IFERROR(SMALL(Index_2,A3529),\"\")","v":3528},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:J3529)),\"\")","v":"ATU_63    "},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:K3529)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:L3529)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:M3529)),\"\")","v":"Induction"},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:N3529)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3529,COLUMNS($J$2:O3529)),\"\")","v":"63     Staff discussed with the ELIR team, work that is currently being progressed as part of the programme of activities it is undertaking linked to the QAA 'Resilient Learning Communities' Enhancement Theme to establish an enhanced induction programme for students, which will make use of micro-credentials. This programme will include a compulsory online module 'Being Successful at Abertay' which will complement existing induction arrangements and further assist students in preparing to make the transition to university study. The ELIR team learned that this new approach would take a longitudinal view of induction, utilising diagnostic testing at an early stage in the process to recommend personalised development opportunities that were more aligned with a student's individual development needs. At the time of the ELIR, the phased introduction of the micro-credentials programme had just started. Students participating in the 'Being Successful at Abertay' module within the programme spoke positively about their experience, noting that the module had helped them to have a better understanding of what was expected academically, as well as to identify their personal ambitions for university study."}]
[{"$f":"IF('> FILTER <'!B3531<>\"\",ROW(OFFSET(A3530,-1,0)),\"\")","v":3529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3531)),A3530,\"\")","v":3529},{"$f":"IFERROR(SMALL(Helper2_1,A3530),\"\")","v":3529},null,3529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3531)),$A3530,\"\")","v":3529},{"$f":"IFERROR(SMALL(Helper2_2,A3530),\"\")","v":3529},{"$f":"COUNTIF(Helper3_1,\"=\"&G3530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3530)=1, G3530, \"\")","v":3529},{"$f":"IFERROR(SMALL(Index_2,A3530),\"\")","v":3529},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:J3530)),\"\")","v":"ATU_64    "},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:K3530)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:L3530)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:M3530)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:N3530)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3530,COLUMNS($J$2:O3530)),\"\")","v":"64     Students are able to access a wide and comprehensive range of support services through the University's Support Enquiry Zone (SEZ) which is the 'student-facing' part of its centralised support services, and is led by the Student and Academic Services Directorate. Students spoke very highly of the quality of support available through the SEZ, noting that staff here were often their first point of contact and were effective in supporting them to resolve challenges when needed."}]
[{"$f":"IF('> FILTER <'!B3532<>\"\",ROW(OFFSET(A3531,-1,0)),\"\")","v":3530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3532)),A3531,\"\")","v":3530},{"$f":"IFERROR(SMALL(Helper2_1,A3531),\"\")","v":3530},null,3530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3532)),$A3531,\"\")","v":3530},{"$f":"IFERROR(SMALL(Helper2_2,A3531),\"\")","v":3530},{"$f":"COUNTIF(Helper3_1,\"=\"&G3531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3531)=1, G3531, \"\")","v":3530},{"$f":"IFERROR(SMALL(Index_2,A3531),\"\")","v":3530},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:J3531)),\"\")","v":"ATU_65    "},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:K3531)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:L3531)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:M3531)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:N3531)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3531,COLUMNS($J$2:O3531)),\"\")","v":"65     In response to a significant increase in demand for their counselling and mental health services, the University has taken steps to increase both the capacity and availability of these services to students, investing in a qualified mental health nurse and an externally sourced out-of-hours helpline for students (paragraph 51)."}]
[{"$f":"IF('> FILTER <'!B3533<>\"\",ROW(OFFSET(A3532,-1,0)),\"\")","v":3531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3533)),A3532,\"\")","v":3531},{"$f":"IFERROR(SMALL(Helper2_1,A3532),\"\")","v":3531},null,3531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3533)),$A3532,\"\")","v":3531},{"$f":"IFERROR(SMALL(Helper2_2,A3532),\"\")","v":3531},{"$f":"COUNTIF(Helper3_1,\"=\"&G3532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3532)=1, G3532, \"\")","v":3531},{"$f":"IFERROR(SMALL(Index_2,A3532),\"\")","v":3531},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:J3532)),\"\")","v":"ATU_66    "},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:K3532)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:L3532)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:M3532)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:N3532)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3532,COLUMNS($J$2:O3532)),\"\")","v":"66     Students noted that while the support services offered through SEZ were of a high quality, there was variability in the awareness of academic staff of the services offered. Since the last ELIR, the University has taken steps to establish greater consistency in the advice and signposting provided to students by academic staff, primarily through the introduction of the School Academic Advisor (SAA). The SAA is a part-time (0.5 FTE) academic post, who is a member of each school's teaching team, with the post holder responsible for providing support to the student community, providing pastoral support for students, and acting as a key link between academic and programme staff and the University's centralised support services. In discussion with current SAA role holders, the ELIR team learned that as part of the University's response to tackling its issues with retention, it had recently established a Student Success Officer role (SSO), with these role holders specifically identifying and supporting students at risk of withdrawing (paragraphs   68-73)."}]
[{"$f":"IF('> FILTER <'!B3534<>\"\",ROW(OFFSET(A3533,-1,0)),\"\")","v":3532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3534)),A3533,\"\")","v":3532},{"$f":"IFERROR(SMALL(Helper2_1,A3533),\"\")","v":3532},null,3532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3534)),$A3533,\"\")","v":3532},{"$f":"IFERROR(SMALL(Helper2_2,A3533),\"\")","v":3532},{"$f":"COUNTIF(Helper3_1,\"=\"&G3533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3533)=1, G3533, \"\")","v":3532},{"$f":"IFERROR(SMALL(Index_2,A3533),\"\")","v":3532},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:J3533)),\"\")","v":"ATU_67    "},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:K3533)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:L3533)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:M3533)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:N3533)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3533,COLUMNS($J$2:O3533)),\"\")","v":"67     In the RA, the University views the SAA role as a valuable addition within the wider support environment, ensuring students are provided with consistent advice about centralised student support services. However, students indicated to the ELIR team that the role of the SAA was often unclear to them. While accepting that the establishment of the SAA role was recent, staff with responsibility for quality and enhancement activities commented positively on the collaborative relationships that are building between the SAA, TQL and SSO roles. The ELIR team view the creation of the SAA role as a positive addition to the University's student support environment and plans to tackle retention and encourage it to consider how the responsibilities of, and support provided by, these role holders can be clarified and better communicated to students."}]
[{"$f":"IF('> FILTER <'!B3535<>\"\",ROW(OFFSET(A3534,-1,0)),\"\")","v":3533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3535)),A3534,\"\")","v":3533},{"$f":"IFERROR(SMALL(Helper2_1,A3534),\"\")","v":3533},null,3533,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3535)),$A3534,\"\")","v":3533},{"$f":"IFERROR(SMALL(Helper2_2,A3534),\"\")","v":3533},{"$f":"COUNTIF(Helper3_1,\"=\"&G3534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3534)=1, G3534, \"\")","v":3533},{"$f":"IFERROR(SMALL(Index_2,A3534),\"\")","v":3533},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:J3534)),\"\")","v":"ATU_68    "},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:K3534)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:L3534)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:M3534)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:N3534)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3534,COLUMNS($J$2:O3534)),\"\")","v":"68     The University fully and openly discussed with the ELIR team that it continues to recognise and experience a considerable challenge in relation to student retention. The most recent figures (2019-20) show that 86.1% of all new entrants returned to study in Year 2, which represents a material decrease from the 88.1% recorded in the 2016-17 academic year. The University's performance within the UK-wide Performance Indicators (UKPIs) confirms its retention rate to be significantly below the benchmark. Notably, retention rates across specific demographics, such as SIMD20, male, mature, and disabled students, are also below the University's average and have been demonstrating a negative trajectory over the past four reporting years."}]
[{"$f":"IF('> FILTER <'!B3536<>\"\",ROW(OFFSET(A3535,-1,0)),\"\")","v":3534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3536)),A3535,\"\")","v":3534},{"$f":"IFERROR(SMALL(Helper2_1,A3535),\"\")","v":3534},null,3534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3536)),$A3535,\"\")","v":3534},{"$f":"IFERROR(SMALL(Helper2_2,A3535),\"\")","v":3534},{"$f":"COUNTIF(Helper3_1,\"=\"&G3535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3535)=1, G3535, \"\")","v":3534},{"$f":"IFERROR(SMALL(Index_2,A3535),\"\")","v":3534},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:J3535)),\"\")","v":"ATU_69    "},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:K3535)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:L3535)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:M3535)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:N3535)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3535,COLUMNS($J$2:O3535)),\"\")","v":"69     The University primarily uses data from a learning analytics (LA) tool (known as the Study Goals app) to identify where students have disengaged and are at risk of non-continuation. Introduced in 2018-19, this tool draws on student attendance data, engagement with the Virtual Learning Environment (VLE), and assessment profiles to provide a consolidated picture of a student's overall engagement with their studies. This information is used to target support for students deemed to have disengaged with their studies and is used effectively as a proactive trigger for interventions from both the SSO and SAA (paragraphs 66-67 and 70). However, in discussions with students and reviewing information within the Advanced Information Set (AIS), the ELIR team learned of concerns over the accuracy of the attendance monitoring data in the LA tool. Given that improving student retention is a priority for the University, the ELIR team believes it would be beneficial to evaluate the effectiveness of this tool in monitoring attendance and to consider how it can be enhanced to further support the identification of students at risk of disengaging from their studies."}]
[{"$f":"IF('> FILTER <'!B3537<>\"\",ROW(OFFSET(A3536,-1,0)),\"\")","v":3535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3537)),A3536,\"\")","v":3535},{"$f":"IFERROR(SMALL(Helper2_1,A3536),\"\")","v":3535},null,3535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3537)),$A3536,\"\")","v":3535},{"$f":"IFERROR(SMALL(Helper2_2,A3536),\"\")","v":3535},{"$f":"COUNTIF(Helper3_1,\"=\"&G3536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3536)=1, G3536, \"\")","v":3535},{"$f":"IFERROR(SMALL(Index_2,A3536),\"\")","v":3535},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:J3536)),\"\")","v":"ATU_70    "},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:K3536)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:L3536)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:M3536)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:N3536)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3536,COLUMNS($J$2:O3536)),\"\")","v":"70     The ELIR team and staff discussed the newly-created SSO role, which has been established this session to improve the University's approaches to identifying students at risk of withdrawing from their studies. The SSOs are drawing upon and analysing the LA data to identify students at risk of withdrawing and are offering targeted interventions to support students to continue with their studies. While this approach has only recently been introduced, initial signs are positive with the ELIR team hearing that the SSOs were already achieving positive results and were able to anecdotally evidence the early impact of their role on student retention. The SAAs who met the ELIR team confirmed that they are already working closely with the new SSOs and colleagues in Student Services to appropriately support students."}]
[{"$f":"IF('> FILTER <'!B3538<>\"\",ROW(OFFSET(A3537,-1,0)),\"\")","v":3536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3538)),A3537,\"\")","v":3536},{"$f":"IFERROR(SMALL(Helper2_1,A3537),\"\")","v":3536},null,3536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3538)),$A3537,\"\")","v":3536},{"$f":"IFERROR(SMALL(Helper2_2,A3537),\"\")","v":3536},{"$f":"COUNTIF(Helper3_1,\"=\"&G3537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3537)=1, G3537, \"\")","v":3536},{"$f":"IFERROR(SMALL(Index_2,A3537),\"\")","v":3536},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:J3537)),\"\")","v":"ATU_71    "},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:K3537)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:L3537)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:M3537)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:N3537)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3537,COLUMNS($J$2:O3537)),\"\")","v":"71     The ELIR team understands that the diagnostic testing of new students,    introduced from the start of session 2021-22, which is being implemented as part of the    new micro-credentials-based induction programme (paragraphs 63 and 76), will support the provision of enhanced analytics for programme leaders, including cohort strength profiles which consider cohort outcomes and will be used, where necessary, to support further study skills interventions. The recent introduction of the Student Support Officer role, along with the targeted data-driven approach to identifying and supporting students at risk of withdrawal, was viewed as a positive development by the ELIR team. Notwithstanding the weaknesses in the data accuracy (paragraph 69), the ELIR team view the University's approach to using learner analytics information to identify and connect with students who  are not engaging with their studies as a timely development. The use of this information, combined with the recent introduction of the Student Support Officer role, is viewed positively by the ELIR team as an opportunity to developing greater institutional understanding of the reasons behind student withdrawals."}]
[{"$f":"IF('> FILTER <'!B3539<>\"\",ROW(OFFSET(A3538,-1,0)),\"\")","v":3537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3539)),A3538,\"\")","v":3537},{"$f":"IFERROR(SMALL(Helper2_1,A3538),\"\")","v":3537},null,3537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3539)),$A3538,\"\")","v":3537},{"$f":"IFERROR(SMALL(Helper2_2,A3538),\"\")","v":3537},{"$f":"COUNTIF(Helper3_1,\"=\"&G3538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3538)=1, G3538, \"\")","v":3537},{"$f":"IFERROR(SMALL(Index_2,A3538),\"\")","v":3537},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:J3538)),\"\")","v":"ATU_72    "},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:K3538)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:L3538)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:M3538)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:N3538)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3538,COLUMNS($J$2:O3538)),\"\")","v":"72     During the Review Visit, the ELIR team learned that a summative analysis of retention trends that had been considered by the University's Court in November 2021, identified specific challenges in relation to assessment, admissions, students' sense of belonging and the reporting of student numbers to the Higher Education Statistics Agency (HESA). The ELIR team heard that further analysis would be undertaken on these themes as a priority, with a view to collating a formal plan to improve retention that would be led     by the Deputy Principal and Deputy Vice-Chancellor. The ELIR team noted that routine reporting of progress against this plan would be shared with both the University Court and Senate."}]
[{"$f":"IF('> FILTER <'!B3540<>\"\",ROW(OFFSET(A3539,-1,0)),\"\")","v":3538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3540)),A3539,\"\")","v":3538},{"$f":"IFERROR(SMALL(Helper2_1,A3539),\"\")","v":3538},null,3538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3540)),$A3539,\"\")","v":3538},{"$f":"IFERROR(SMALL(Helper2_2,A3539),\"\")","v":3538},{"$f":"COUNTIF(Helper3_1,\"=\"&G3539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3539)=1, G3539, \"\")","v":3538},{"$f":"IFERROR(SMALL(Index_2,A3539),\"\")","v":3538},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:J3539)),\"\")","v":"ATU_73    "},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:K3539)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:L3539)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:M3539)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:N3539)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3539,COLUMNS($J$2:O3539)),\"\")","v":"73     The ELIR team recommends that the University builds on its emerging plans aimed at improving student retention, by developing an evidence-based institutional approach to identify, implement and regularly evaluate the impact and effectiveness of interventions on its retention performance."}]
[{"$f":"IF('> FILTER <'!B3541<>\"\",ROW(OFFSET(A3540,-1,0)),\"\")","v":3539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3541)),A3540,\"\")","v":3539},{"$f":"IFERROR(SMALL(Helper2_1,A3540),\"\")","v":3539},null,3539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3541)),$A3540,\"\")","v":3539},{"$f":"IFERROR(SMALL(Helper2_2,A3540),\"\")","v":3539},{"$f":"COUNTIF(Helper3_1,\"=\"&G3540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3540)=1, G3540, \"\")","v":3539},{"$f":"IFERROR(SMALL(Index_2,A3540),\"\")","v":3539},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:J3540)),\"\")","v":"ATU_74    "},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:K3540)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:L3540)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:M3540)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:N3540)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3540,COLUMNS($J$2:O3540)),\"\")","v":"74     Alongside its targeted interventions for at-risk students (paragraph 70), the University is committed to improving student retention through creating a strong sense of belonging and community among its students. It currently offers a range of approaches to support this ambition. For example, Student and Academic Services operate a peer-based mentoring programme that allocates all incoming first-year students a peer mentor. Formal training is provided by the University to prepare mentors, who are 'experienced' students,    to undertake this role. The RA states that student engagement with this scheme among     first-year entrants currently sits at around 10%.  "}]
[{"$f":"IF('> FILTER <'!B3542<>\"\",ROW(OFFSET(A3541,-1,0)),\"\")","v":3540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3542)),A3541,\"\")","v":3540},{"$f":"IFERROR(SMALL(Helper2_1,A3541),\"\")","v":3540},null,3540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3542)),$A3541,\"\")","v":3540},{"$f":"IFERROR(SMALL(Helper2_2,A3541),\"\")","v":3540},{"$f":"COUNTIF(Helper3_1,\"=\"&G3541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3541)=1, G3541, \"\")","v":3540},{"$f":"IFERROR(SMALL(Index_2,A3541),\"\")","v":3540},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:J3541)),\"\")","v":"ATU_75    "},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:K3541)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:L3541)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:M3541)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:N3541)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3541,COLUMNS($J$2:O3541)),\"\")","v":"75     The University Peer Mentoring scheme is complemented by several peer-assisted learning schemes run at a divisional level which provide opportunities for student skills development and socialisation. Examples include a peer-assisted learning programme that enables Psychology and Counselling students to refine their skills and build mentor and mentee relationships between year cohorts, and a programme within the Division of Law which actively involves the University's LLB graduates in mentoring students studying for their Law Diplomas, enabling students to access a large network of current and future professionals within their discipline."}]
[{"$f":"IF('> FILTER <'!B3543<>\"\",ROW(OFFSET(A3542,-1,0)),\"\")","v":3541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3543)),A3542,\"\")","v":3541},{"$f":"IFERROR(SMALL(Helper2_1,A3542),\"\")","v":3541},null,3541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3543)),$A3542,\"\")","v":3541},{"$f":"IFERROR(SMALL(Helper2_2,A3542),\"\")","v":3541},{"$f":"COUNTIF(Helper3_1,\"=\"&G3542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3542)=1, G3542, \"\")","v":3541},{"$f":"IFERROR(SMALL(Index_2,A3542),\"\")","v":3541},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:J3542)),\"\")","v":"ATU_76    "},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:K3542)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:L3542)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:M3542)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:N3542)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3542,COLUMNS($J$2:O3542)),\"\")","v":"76     Students can also access a wide range of student-led societies that serve a broad spectrum of student interests and hobbies, allowing students to engage with the wider student community, develop transferable skills and build networks with local employers.     As part of the University's new micro-credentials' initiative the Students' Association have designed and delivered a 'Welcome to the CommuniTay' module which gives new students   a greater understanding of the society and sports activities on offer. The ELIR team understands that the University intends to evaluate the impact of this new module, as part    of the wider monitoring of the micro-credentials programme (paragraph 63)."}]
[{"$f":"IF('> FILTER <'!B3544<>\"\",ROW(OFFSET(A3543,-1,0)),\"\")","v":3542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3544)),A3543,\"\")","v":3542},{"$f":"IFERROR(SMALL(Helper2_1,A3543),\"\")","v":3542},null,3542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3544)),$A3543,\"\")","v":3542},{"$f":"IFERROR(SMALL(Helper2_2,A3543),\"\")","v":3542},{"$f":"COUNTIF(Helper3_1,\"=\"&G3543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3543)=1, G3543, \"\")","v":3542},{"$f":"IFERROR(SMALL(Index_2,A3543),\"\")","v":3542},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:J3543)),\"\")","v":"ATU_77    "},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:K3543)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:L3543)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:M3543)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:N3543)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3543,COLUMNS($J$2:O3543)),\"\")","v":"77     In response to the COVID-19 pandemic, the University was effective in developing its VLE and existing online communication platform to create dedicated spaces at programme and 'stage-level' which support the establishment of either staff and student, or student-only communities allowing staff and students to interact. In 2020, to support greater online socialisation, 50 student mentors were recruited by the University to act as 'online community volunteers'. The ELIR team learned that, at the time of this review, the University is evaluating the impact of this initiative.  "}]
[{"$f":"IF('> FILTER <'!B3545<>\"\",ROW(OFFSET(A3544,-1,0)),\"\")","v":3543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3545)),A3544,\"\")","v":3543},{"$f":"IFERROR(SMALL(Helper2_1,A3544),\"\")","v":3543},null,3543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3545)),$A3544,\"\")","v":3543},{"$f":"IFERROR(SMALL(Helper2_2,A3544),\"\")","v":3543},{"$f":"COUNTIF(Helper3_1,\"=\"&G3544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3544)=1, G3544, \"\")","v":3543},{"$f":"IFERROR(SMALL(Index_2,A3544),\"\")","v":3543},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:J3544)),\"\")","v":"ATU_78    "},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:K3544)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:L3544)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:M3544)),\"\")","v":"Welfare"},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:N3544)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3544,COLUMNS($J$2:O3544)),\"\")","v":"78     A recommendation from the 2016 ELIR asked the University to review its approach to communicating with students, particularly in relation to informing them of changes to institutional policy and regulations. The ELIR team view the University's response positively, learning that it has developed and launched a new 'MyAbertay' intranet portal that enables the University to effectively communicate important announcements and changes to students. The current COVID-19 pandemic has presented an increased and ongoing need for clear and consistent communication to students. Students confirmed to the ELIR team, that the University's approach to communication throughout the pandemic has been broadly positive, with its regular student newsletters and the MyAbertay app viewed as most beneficial."}]
[{"$f":"IF('> FILTER <'!B3546<>\"\",ROW(OFFSET(A3545,-1,0)),\"\")","v":3544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3546)),A3545,\"\")","v":3544},{"$f":"IFERROR(SMALL(Helper2_1,A3545),\"\")","v":3544},null,3544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3546)),$A3545,\"\")","v":3544},{"$f":"IFERROR(SMALL(Helper2_2,A3545),\"\")","v":3544},{"$f":"COUNTIF(Helper3_1,\"=\"&G3545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3545)=1, G3545, \"\")","v":3544},{"$f":"IFERROR(SMALL(Index_2,A3545),\"\")","v":3544},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:J3545)),\"\")","v":"ATU_79    "},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:K3545)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:L3545)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:M3545)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:N3545)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3545,COLUMNS($J$2:O3545)),\"\")","v":"79     The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback (paragraph 166). The University has continued      to utilise its online approach to support management of assessment for coursework submission, examinations and providing students with marks and feedback. In response     to COVID-19, the University introduced a range of measures to ensure fair assessment (paragraph 167) which students viewed favourably. "}]
[{"$f":"IF('> FILTER <'!B3547<>\"\",ROW(OFFSET(A3546,-1,0)),\"\")","v":3545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3547)),A3546,\"\")","v":3545},{"$f":"IFERROR(SMALL(Helper2_1,A3546),\"\")","v":3545},null,3545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3547)),$A3546,\"\")","v":3545},{"$f":"IFERROR(SMALL(Helper2_2,A3546),\"\")","v":3545},{"$f":"COUNTIF(Helper3_1,\"=\"&G3546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3546)=1, G3546, \"\")","v":3545},{"$f":"IFERROR(SMALL(Index_2,A3546),\"\")","v":3545},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:J3546)),\"\")","v":"ATU_79    "},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:K3546)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:L3546)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:M3546)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:N3546)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3546,COLUMNS($J$2:O3546)),\"\")","v":"79     The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback (paragraph 166). The University has continued      to utilise its online approach to support management of assessment for coursework submission, examinations and providing students with marks and feedback. In response     to COVID-19, the University introduced a range of measures to ensure fair assessment (paragraph 167) which students viewed favourably. "}]
[{"$f":"IF('> FILTER <'!B3548<>\"\",ROW(OFFSET(A3547,-1,0)),\"\")","v":3546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3548)),A3547,\"\")","v":3546},{"$f":"IFERROR(SMALL(Helper2_1,A3547),\"\")","v":3546},null,3546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3548)),$A3547,\"\")","v":3546},{"$f":"IFERROR(SMALL(Helper2_2,A3547),\"\")","v":3546},{"$f":"COUNTIF(Helper3_1,\"=\"&G3547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3547)=1, G3547, \"\")","v":3546},{"$f":"IFERROR(SMALL(Index_2,A3547),\"\")","v":3546},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:J3547)),\"\")","v":"ATU_80    "},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:K3547)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:L3547)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:M3547)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:N3547)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3547,COLUMNS($J$2:O3547)),\"\")","v":"80     The University is committed to continuing to work on enhancing the quality and consistency of assessment feedback to its students. Through information from both its annual monitoring and Institution-Led Quality Review processes it is fully aware of concerns raised by students around the consistency in the quality of the feedback they receive on   their assessments. This position was also confirmed by students who met the ELIR team.   In conversations with staff, the ELIR team learned the matter is currently being discussed across the institution and a planned response was in the initial phases of development at the time of this review. The University believes this response will provide greater consistency in student feedback, achieved through the sharing of good practice and increased use of standardised feedback documentation and templates. The ELIR team recommend that the University should continue to work with staff and students (across all modes of study), to address the improvements that students would like to see around consistency in the quality of the assessment feedback they receive, ensuring the impact of changes in feedback practice can be appropriately evaluated"}]
[{"$f":"IF('> FILTER <'!B3549<>\"\",ROW(OFFSET(A3548,-1,0)),\"\")","v":3547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3549)),A3548,\"\")","v":3547},{"$f":"IFERROR(SMALL(Helper2_1,A3548),\"\")","v":3547},null,3547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3549)),$A3548,\"\")","v":3547},{"$f":"IFERROR(SMALL(Helper2_2,A3548),\"\")","v":3547},{"$f":"COUNTIF(Helper3_1,\"=\"&G3548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3548)=1, G3548, \"\")","v":3547},{"$f":"IFERROR(SMALL(Index_2,A3548),\"\")","v":3547},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:J3548)),\"\")","v":"ATU_81    "},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:K3548)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:L3548)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:M3548)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:N3548)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3548,COLUMNS($J$2:O3548)),\"\")","v":"81     The University's participation in the most recent Graduate Outcomes Survey identified that 59% of its graduates from the 2017-18 academic year were employed in graduate-level occupations 15 months after completing their studies. The University recognises that this figure is significantly below the Scottish sector average of 71% for modern universities. It has identified this as a key area for strategic development within its Employability Strategy, which sets out the University's intention to increase the proportion of graduates within graduate-level occupations to 75% by 2025. The ELIR team encourage the University to reflect upon and evaluate the effectiveness of their current approach which, in the view of the team, indicates a disconnect between the extensive suite of employability activity on offer to students and the impact of this activity in driving progress towards the desired graduate outcome metrics."}]
[{"$f":"IF('> FILTER <'!B3550<>\"\",ROW(OFFSET(A3549,-1,0)),\"\")","v":3548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3550)),A3549,\"\")","v":3548},{"$f":"IFERROR(SMALL(Helper2_1,A3549),\"\")","v":3548},null,3548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3550)),$A3549,\"\")","v":3548},{"$f":"IFERROR(SMALL(Helper2_2,A3549),\"\")","v":3548},{"$f":"COUNTIF(Helper3_1,\"=\"&G3549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3549)=1, G3549, \"\")","v":3548},{"$f":"IFERROR(SMALL(Index_2,A3549),\"\")","v":3548},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:J3549)),\"\")","v":"ATU_82    "},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:K3549)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:L3549)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:M3549)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:N3549)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3549,COLUMNS($J$2:O3549)),\"\")","v":"82     To achieve its targets for graduate-level employment, the University intends to     fully embed its 'Abertay Attributes' within the curriculum and across the range of extra and co-curricular activities offered to ensure all students are 'provided with equal access to employability support and development'. The University reviewed its 'Abertay Attributes' in 2019-20, affirming the continued relevance of the 'Intellectual', 'Personal', 'Professional' and 'Active Citizen' dimensions while adding a further 'Digital' dimension to better align with the focus of the University's Strategic Plan (paragraphs 3-5)."}]
[{"$f":"IF('> FILTER <'!B3551<>\"\",ROW(OFFSET(A3550,-1,0)),\"\")","v":3549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3551)),A3550,\"\")","v":3549},{"$f":"IFERROR(SMALL(Helper2_1,A3550),\"\")","v":3549},null,3549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3551)),$A3550,\"\")","v":3549},{"$f":"IFERROR(SMALL(Helper2_2,A3550),\"\")","v":3549},{"$f":"COUNTIF(Helper3_1,\"=\"&G3550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3550)=1, G3550, \"\")","v":3549},{"$f":"IFERROR(SMALL(Index_2,A3550),\"\")","v":3549},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:J3550)),\"\")","v":"ATU_83    "},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:K3550)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:L3550)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:M3550)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:N3550)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3550,COLUMNS($J$2:O3550)),\"\")","v":"83     Currently, the University's quality assurance processes, including documentation supporting programme and module design, require staff to demonstrate how course delivery will support students in developing competency across each of the attributes. Staff spoke positively about embedding the 'Abertay Attributes' within the curriculum, viewing this as helpful in module and programme development and supporting students to identify key skills and capability for future employment."}]
[{"$f":"IF('> FILTER <'!B3552<>\"\",ROW(OFFSET(A3551,-1,0)),\"\")","v":3550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3552)),A3551,\"\")","v":3550},{"$f":"IFERROR(SMALL(Helper2_1,A3551),\"\")","v":3550},null,3550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3552)),$A3551,\"\")","v":3550},{"$f":"IFERROR(SMALL(Helper2_2,A3551),\"\")","v":3550},{"$f":"COUNTIF(Helper3_1,\"=\"&G3551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3551)=1, G3551, \"\")","v":3550},{"$f":"IFERROR(SMALL(Index_2,A3551),\"\")","v":3550},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:J3551)),\"\")","v":"ATU_84    "},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:K3551)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:L3551)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:M3551)),\"\")","v":"Graduate Attributes"},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:N3551)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3551,COLUMNS($J$2:O3551)),\"\")","v":"84     Students who met with the ELIR team demonstrated a more limited understanding of the purpose and focus of the University's current 'Abertay Attributes'. However, through the examples they shared with the ELIR team, they effectively demonstrated that there is     a strong alignment between the skills developed completing course assessments and the Abertay Attributes. The University recognises that more work is needed to increase student understanding and awareness of the attributes. To support this an AbLE Academy Student Consultant was engaged to ensure the language used to describe the attributes was more accessible to students (paragraphs 36 and 129). The ELIR team also learned that the University intends to provide the opportunity for students to self-assess their development against the 'Abertay Attributes' as part of its new longitudinal micro-credentials induction programme (paragraph 63)."}]
[{"$f":"IF('> FILTER <'!B3553<>\"\",ROW(OFFSET(A3552,-1,0)),\"\")","v":3551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3553)),A3552,\"\")","v":3551},{"$f":"IFERROR(SMALL(Helper2_1,A3552),\"\")","v":3551},null,3551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3553)),$A3552,\"\")","v":3551},{"$f":"IFERROR(SMALL(Helper2_2,A3552),\"\")","v":3551},{"$f":"COUNTIF(Helper3_1,\"=\"&G3552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3552)=1, G3552, \"\")","v":3551},{"$f":"IFERROR(SMALL(Index_2,A3552),\"\")","v":3551},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:J3552)),\"\")","v":"ATU_85    "},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:K3552)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:L3552)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:M3552)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:N3552)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3552,COLUMNS($J$2:O3552)),\"\")","v":"85     The ELIR team heard about the extensive range of employability-focused activity currently delivered through the curriculum, including a range of live projects with industry partners. The ELIR team found there to be a good range of co-curricular based activity that enables students to enhance their transferable skills, including the Ethical Hacking Society's guest lecture series and the student-run 'Securi-Tay' Conference. The University also recognises student participation in extracurricular activities through the awarding of a series of skills and community-based digital badges that are added to a student's Higher Education Achievement Record (HEAR)."}]
[{"$f":"IF('> FILTER <'!B3554<>\"\",ROW(OFFSET(A3553,-1,0)),\"\")","v":3552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3554)),A3553,\"\")","v":3552},{"$f":"IFERROR(SMALL(Helper2_1,A3553),\"\")","v":3552},null,3552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3554)),$A3553,\"\")","v":3552},{"$f":"IFERROR(SMALL(Helper2_2,A3553),\"\")","v":3552},{"$f":"COUNTIF(Helper3_1,\"=\"&G3553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3553)=1, G3553, \"\")","v":3552},{"$f":"IFERROR(SMALL(Index_2,A3553),\"\")","v":3552},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:J3553)),\"\")","v":"ATU_86    "},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:K3553)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:L3553)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:M3553)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:N3553)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3553,COLUMNS($J$2:O3553)),\"\")","v":"86     The University recognises the value of formal work experience in supporting the professional and personal development of its students, with an ambition to introduce a formal element of work-based, work-related or enterprise learning across all its programmes by 2022-23. Students stated that while these opportunities were valuable, currently access to them was inconsistent, with insufficient opportunities to access formal placements. Academic staff indicated to the ELIR team that support was provided by the Careers and Partnerships Offices to help them to identify suitable placement providers. However, staff recognised that current practice around placement organisation and management could be inconsistent. Given the University's ambition, the ELIR team encourages it to reflect on the current staff resource available to support this activity and continue to work to ensure that the organisation and management of formal placements provides parity of experience for all students.   "}]
[{"$f":"IF('> FILTER <'!B3555<>\"\",ROW(OFFSET(A3554,-1,0)),\"\")","v":3553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3555)),A3554,\"\")","v":3553},{"$f":"IFERROR(SMALL(Helper2_1,A3554),\"\")","v":3553},null,3553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3555)),$A3554,\"\")","v":3553},{"$f":"IFERROR(SMALL(Helper2_2,A3554),\"\")","v":3553},{"$f":"COUNTIF(Helper3_1,\"=\"&G3554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3554)=1, G3554, \"\")","v":3553},{"$f":"IFERROR(SMALL(Index_2,A3554),\"\")","v":3553},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:J3554)),\"\")","v":"ATU_87    "},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:K3554)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:L3554)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:M3554)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:N3554)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3554,COLUMNS($J$2:O3554)),\"\")","v":"87     The ELIR team noted significant evidence of wide-ranging and strong partnership working between the University, employers and the local community. Examples include the delivery of professional practice projects within the School of Design and Informatics and 'Practice-based Innovation' modules within the School of Business, Law and Social Science. In both cases, students are given the opportunity to plan, produce and present an interactive media project to an external client, supporting the application of their subject knowledge and the development of professional consultancy skills. Students spoke extremely positively about the opportunities available to them within their programmes to engage with their professions and highly valued the skills and experience this brought to their personal and professional development. Staff spoke positively about the strength of partnership working with industry, viewing it as being key to curriculum development, extending and embedding learning from placement activities in the curriculum, and informing authentic approaches to assessment."}]
[{"$f":"IF('> FILTER <'!B3556<>\"\",ROW(OFFSET(A3555,-1,0)),\"\")","v":3554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3556)),A3555,\"\")","v":3554},{"$f":"IFERROR(SMALL(Helper2_1,A3555),\"\")","v":3554},null,3554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3556)),$A3555,\"\")","v":3554},{"$f":"IFERROR(SMALL(Helper2_2,A3555),\"\")","v":3554},{"$f":"COUNTIF(Helper3_1,\"=\"&G3555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3555)=1, G3555, \"\")","v":3554},{"$f":"IFERROR(SMALL(Index_2,A3555),\"\")","v":3554},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:J3555)),\"\")","v":"ATU_87    "},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:K3555)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:L3555)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:M3555)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:N3555)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3555,COLUMNS($J$2:O3555)),\"\")","v":"87     The ELIR team noted significant evidence of wide-ranging and strong partnership working between the University, employers and the local community. Examples include the delivery of professional practice projects within the School of Design and Informatics and 'Practice-based Innovation' modules within the School of Business, Law and Social Science. In both cases, students are given the opportunity to plan, produce and present an interactive media project to an external client, supporting the application of their subject knowledge and the development of professional consultancy skills. Students spoke extremely positively about the opportunities available to them within their programmes to engage with their professions and highly valued the skills and experience this brought to their personal and professional development. Staff spoke positively about the strength of partnership working with industry, viewing it as being key to curriculum development, extending and embedding learning from placement activities in the curriculum, and informing authentic approaches to assessment."}]
[{"$f":"IF('> FILTER <'!B3557<>\"\",ROW(OFFSET(A3556,-1,0)),\"\")","v":3555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3557)),A3556,\"\")","v":3555},{"$f":"IFERROR(SMALL(Helper2_1,A3556),\"\")","v":3555},null,3555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3557)),$A3556,\"\")","v":3555},{"$f":"IFERROR(SMALL(Helper2_2,A3556),\"\")","v":3555},{"$f":"COUNTIF(Helper3_1,\"=\"&G3556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3556)=1, G3556, \"\")","v":3555},{"$f":"IFERROR(SMALL(Index_2,A3556),\"\")","v":3555},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:J3556)),\"\")","v":"ATU_88    "},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:K3556)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:L3556)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:M3556)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:N3556)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3556,COLUMNS($J$2:O3556)),\"\")","v":"88     The University also provides support for students who may wish to explore starting their own business. The University's Bell Street Ventures (BSV) provides dedicated support to students and graduates at all levels to develop their business ideas, including producing business plans, financial forecasting, and working through legal issues and funding options. The ELIR team learned that a number of student ventures have been successfully launched with the support of BSV and that these enterprises are currently having a positive impact across several sectors, including Healthcare, Design and the Voluntary Sector."}]
[{"$f":"IF('> FILTER <'!B3558<>\"\",ROW(OFFSET(A3557,-1,0)),\"\")","v":3556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3558)),A3557,\"\")","v":3556},{"$f":"IFERROR(SMALL(Helper2_1,A3557),\"\")","v":3556},null,3556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3558)),$A3557,\"\")","v":3556},{"$f":"IFERROR(SMALL(Helper2_2,A3557),\"\")","v":3556},{"$f":"COUNTIF(Helper3_1,\"=\"&G3557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3557)=1, G3557, \"\")","v":3556},{"$f":"IFERROR(SMALL(Index_2,A3557),\"\")","v":3556},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:J3557)),\"\")","v":"ATU_89    "},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:K3557)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:L3557)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:M3557)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:N3557)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3557,COLUMNS($J$2:O3557)),\"\")","v":"89     The ELIR team commends the University's commitment to preparing students for employment, which has resulted in well-established links with employers, positive impacts on curriculum development and systematically integrates work-based and work-related learning across programmes. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "}]
[{"$f":"IF('> FILTER <'!B3559<>\"\",ROW(OFFSET(A3558,-1,0)),\"\")","v":3557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3559)),A3558,\"\")","v":3557},{"$f":"IFERROR(SMALL(Helper2_1,A3558),\"\")","v":3557},null,3557,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3559)),$A3558,\"\")","v":3557},{"$f":"IFERROR(SMALL(Helper2_2,A3558),\"\")","v":3557},{"$f":"COUNTIF(Helper3_1,\"=\"&G3558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3558)=1, G3558, \"\")","v":3557},{"$f":"IFERROR(SMALL(Index_2,A3558),\"\")","v":3557},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:J3558)),\"\")","v":"ATU_89    "},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:K3558)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:L3558)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:M3558)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:N3558)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3558,COLUMNS($J$2:O3558)),\"\")","v":"89     The ELIR team commends the University's commitment to preparing students for employment, which has resulted in well-established links with employers, positive impacts on curriculum development and systematically integrates work-based and work-related learning across programmes. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "}]
[{"$f":"IF('> FILTER <'!B3560<>\"\",ROW(OFFSET(A3559,-1,0)),\"\")","v":3558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3560)),A3559,\"\")","v":3558},{"$f":"IFERROR(SMALL(Helper2_1,A3559),\"\")","v":3558},null,3558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3560)),$A3559,\"\")","v":3558},{"$f":"IFERROR(SMALL(Helper2_2,A3559),\"\")","v":3558},{"$f":"COUNTIF(Helper3_1,\"=\"&G3559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3559)=1, G3559, \"\")","v":3558},{"$f":"IFERROR(SMALL(Index_2,A3559),\"\")","v":3558},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:J3559)),\"\")","v":"ATU_90    "},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:K3559)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:L3559)),\"\")","v":"Demographics"},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:M3559)),\"\")","v":"Numbers"},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:N3559)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3559,COLUMNS($J$2:O3559)),\"\")","v":"90     The University has an effective approach to managing and enhancing the postgraduate student experience which is consistent with sector expectations. At the time    of the ELIR, the University had around 343 postgraduate taught and 118 postgraduate research students, setting out a strategic ambition to grow postgraduate taught numbers as part of its Learning Enhancement Strategy 2020-25 (paragraphs 120-122)."}]
[{"$f":"IF('> FILTER <'!B3561<>\"\",ROW(OFFSET(A3560,-1,0)),\"\")","v":3559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3561)),A3560,\"\")","v":3559},{"$f":"IFERROR(SMALL(Helper2_1,A3560),\"\")","v":3559},null,3559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3561)),$A3560,\"\")","v":3559},{"$f":"IFERROR(SMALL(Helper2_2,A3560),\"\")","v":3559},{"$f":"COUNTIF(Helper3_1,\"=\"&G3560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3560)=1, G3560, \"\")","v":3559},{"$f":"IFERROR(SMALL(Index_2,A3560),\"\")","v":3559},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:J3560)),\"\")","v":"ATU_91    "},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:K3560)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:L3560)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:M3560)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:N3560)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3560,COLUMNS($J$2:O3560)),\"\")","v":"91     Oversight of the postgraduate taught (PGT) student experience is managed by each of the academic schools, with institutional oversight of postgraduate programmes and the student experience monitored through its quality assurance processes, such as annual monitoring and ILR. "}]
[{"$f":"IF('> FILTER <'!B3562<>\"\",ROW(OFFSET(A3561,-1,0)),\"\")","v":3560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3562)),A3561,\"\")","v":3560},{"$f":"IFERROR(SMALL(Helper2_1,A3561),\"\")","v":3560},null,3560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3562)),$A3561,\"\")","v":3560},{"$f":"IFERROR(SMALL(Helper2_2,A3561),\"\")","v":3560},{"$f":"COUNTIF(Helper3_1,\"=\"&G3561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3561)=1, G3561, \"\")","v":3560},{"$f":"IFERROR(SMALL(Index_2,A3561),\"\")","v":3560},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:J3561)),\"\")","v":"ATU_92    "},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:K3561)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:L3561)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:M3561)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:N3561)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3561,COLUMNS($J$2:O3561)),\"\")","v":"92     Student support, representation and feedback mechanisms mirror those of undergraduate students (paragraphs 64-67, 27-33 and 39-45), with PGT students benefitting from the additional support offered by the Graduate School (paragraphs 94-99). Students are clear as to who their student representatives are, how their feedback is gathered and used to enhance their experience, and were able to provide a number of examples of how their feedback had brought about change. PGT students viewed module evaluation surveys, as being a particularly effective means of capturing and responding to their feedback. "}]
[{"$f":"IF('> FILTER <'!B3563<>\"\",ROW(OFFSET(A3562,-1,0)),\"\")","v":3561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3563)),A3562,\"\")","v":3561},{"$f":"IFERROR(SMALL(Helper2_1,A3562),\"\")","v":3561},null,3561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3563)),$A3562,\"\")","v":3561},{"$f":"IFERROR(SMALL(Helper2_2,A3562),\"\")","v":3561},{"$f":"COUNTIF(Helper3_1,\"=\"&G3562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3562)=1, G3562, \"\")","v":3561},{"$f":"IFERROR(SMALL(Index_2,A3562),\"\")","v":3561},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:J3562)),\"\")","v":"ATU_93    "},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:K3562)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:L3562)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:M3562)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:N3562)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3562,COLUMNS($J$2:O3562)),\"\")","v":"93     While PGT students recognise they had opportunities to engage with the Graduate School through events and access to both space and facilities, they commented that they do not feel a strong sense of belonging and connection with the wider university postgraduate and research community. Staff acknowledged this change in student perception, with many believing this is an unfortunate consequence of the ongoing pandemic and a move to online delivery and remote access for these students. The ELIR team heard that plans were under development at the time of the review to specifically address these concerns. The ELIR team would encourage the University to progress with this work in order to ensure that, regardless of location of study, all PGT students have appropriate opportunities to engage in the activities offered by the Graduate School and feel part of the wider university research community."}]
[{"$f":"IF('> FILTER <'!B3564<>\"\",ROW(OFFSET(A3563,-1,0)),\"\")","v":3562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3564)),A3563,\"\")","v":3562},{"$f":"IFERROR(SMALL(Helper2_1,A3563),\"\")","v":3562},null,3562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3564)),$A3563,\"\")","v":3562},{"$f":"IFERROR(SMALL(Helper2_2,A3563),\"\")","v":3562},{"$f":"COUNTIF(Helper3_1,\"=\"&G3563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3563)=1, G3563, \"\")","v":3562},{"$f":"IFERROR(SMALL(Index_2,A3563),\"\")","v":3562},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:J3563)),\"\")","v":"ATU_94    "},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:K3563)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:L3563)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:M3563)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:N3563)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3563,COLUMNS($J$2:O3563)),\"\")","v":"94     The Graduate School plays a key role in the development and support for postgraduate research (PGR) students. The School is physically located within the university campus in Dundee, offering dedicated flexible study and social spaces to the research community, including open plan desks, computer facilities equipped with specialist software, meeting spaces, seminar rooms, and social spaces. All postgraduate students (research and taught) have access to hot-desk study space, with research students able to request a permanent space as determined by their study needs. "}]
[{"$f":"IF('> FILTER <'!B3565<>\"\",ROW(OFFSET(A3564,-1,0)),\"\")","v":3563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3565)),A3564,\"\")","v":3563},{"$f":"IFERROR(SMALL(Helper2_1,A3564),\"\")","v":3563},null,3563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3565)),$A3564,\"\")","v":3563},{"$f":"IFERROR(SMALL(Helper2_2,A3564),\"\")","v":3563},{"$f":"COUNTIF(Helper3_1,\"=\"&G3564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3564)=1, G3564, \"\")","v":3563},{"$f":"IFERROR(SMALL(Index_2,A3564),\"\")","v":3563},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:J3564)),\"\")","v":"ATU_95    "},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:K3564)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:L3564)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:M3564)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:N3564)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3564,COLUMNS($J$2:O3564)),\"\")","v":"95     Since the 2016 ELIR, there has been continued investment in staffing and resources of the Graduate School, enhancing support for research design, statistics and grant writing, as well as investing in key software to support tracking of personal and professional development for PGR students. PGR students spoke enthusiastically about their experiences of the Graduate School, particularly valuing the benefits that come from co-locating students which they view as supporting a meaningful research community and fostering opportunities for peer learning and sharing. The ELIR team noted this feedback is consistent with information provided by the University in the AIS. "}]
[{"$f":"IF('> FILTER <'!B3566<>\"\",ROW(OFFSET(A3565,-1,0)),\"\")","v":3564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3566)),A3565,\"\")","v":3564},{"$f":"IFERROR(SMALL(Helper2_1,A3565),\"\")","v":3564},null,{"$f":"ROW(OFFSET(E3565,-1,0))","v":3564},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3566)),$A3565,\"\")","v":3564},{"$f":"IFERROR(SMALL(Helper2_2,A3565),\"\")","v":3564},{"$f":"COUNTIF(Helper3_1,\"=\"&G3565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3565)=1, G3565, \"\")","v":3564},{"$f":"IFERROR(SMALL(Index_2,A3565),\"\")","v":3564},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:J3565)),\"\")","v":"ATU_96    "},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:K3565)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:L3565)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:M3565)),\"\")","v":"Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:N3565)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3565,COLUMNS($J$2:O3565)),\"\")","v":"96     Oversight of the PGR student experience is managed by Graduate School staff. Monitoring of PGR student progress is undertaken through, at least, monthly supervisory meetings with outcomes, actions and development needs recorded within a digital portfolio for each student. Decisions on progression are made through an Annual Progress Review process. As part of this process, students are required to complete an annual progress report and presentation to a Review Panel which makes recommendations on progression. There is also a Personal Development Planning process which supports PGR students to consider their professional development needs, their training needs to support progression, and to develop wider research and employability skills for their future career. PGR students articulated that they were broadly happy with the supervision and progress review activities offered by the Graduate School, with this position consistent with the outcomes of the University's Institution-led Review considering the PGR student experience. "}]
[{"$f":"IF('> FILTER <'!B3567<>\"\",ROW(OFFSET(A3566,-1,0)),\"\")","v":3565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3567)),A3566,\"\")","v":3565},{"$f":"IFERROR(SMALL(Helper2_1,A3566),\"\")","v":3565},null,3565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3567)),$A3566,\"\")","v":3565},{"$f":"IFERROR(SMALL(Helper2_2,A3566),\"\")","v":3565},{"$f":"COUNTIF(Helper3_1,\"=\"&G3566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3566)=1, G3566, \"\")","v":3565},{"$f":"IFERROR(SMALL(Index_2,A3566),\"\")","v":3565},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:J3566)),\"\")","v":"ATU_96    "},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:K3566)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:L3566)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:M3566)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:N3566)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3566,COLUMNS($J$2:O3566)),\"\")","v":"96     Oversight of the PGR student experience is managed by Graduate School staff. Monitoring of PGR student progress is undertaken through, at least, monthly supervisory meetings with outcomes, actions and development needs recorded within a digital portfolio for each student. Decisions on progression are made through an Annual Progress Review process. As part of this process, students are required to complete an annual progress report and presentation to a Review Panel which makes recommendations on progression. There is also a Personal Development Planning process which supports PGR students to consider their professional development needs, their training needs to support progression, and to develop wider research and employability skills for their future career. PGR students articulated that they were broadly happy with the supervision and progress review activities offered by the Graduate School, with this position consistent with the outcomes of the University's Institution-led Review considering the PGR student experience. "}]
[{"$f":"IF('> FILTER <'!B3568<>\"\",ROW(OFFSET(A3567,-1,0)),\"\")","v":3566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3568)),A3567,\"\")","v":3566},{"$f":"IFERROR(SMALL(Helper2_1,A3567),\"\")","v":3566},null,3566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3568)),$A3567,\"\")","v":3566},{"$f":"IFERROR(SMALL(Helper2_2,A3567),\"\")","v":3566},{"$f":"COUNTIF(Helper3_1,\"=\"&G3567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3567)=1, G3567, \"\")","v":3566},{"$f":"IFERROR(SMALL(Index_2,A3567),\"\")","v":3566},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:J3567)),\"\")","v":"ATU_97    "},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:K3567)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:L3567)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:M3567)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:N3567)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3567,COLUMNS($J$2:O3567)),\"\")","v":"97     PGR students are represented by school-based Research Degree Representatives who are members of the University's Research and Knowledge Exchange Committee (paragraph 159). Students can also provide feedback on their experience through the annual Research Student Survey and through the Graduate School Forum which meets at least once per term. PGR students confirmed there were sufficient opportunities to provide feedback on their learning experience and that their feedback was valued and responded   to by staff at the University."}]
[{"$f":"IF('> FILTER <'!B3569<>\"\",ROW(OFFSET(A3568,-1,0)),\"\")","v":3567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3569)),A3568,\"\")","v":3567},{"$f":"IFERROR(SMALL(Helper2_1,A3568),\"\")","v":3567},null,3567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3569)),$A3568,\"\")","v":3567},{"$f":"IFERROR(SMALL(Helper2_2,A3568),\"\")","v":3567},{"$f":"COUNTIF(Helper3_1,\"=\"&G3568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3568)=1, G3568, \"\")","v":3567},{"$f":"IFERROR(SMALL(Index_2,A3568),\"\")","v":3567},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:J3568)),\"\")","v":"ATU_98    "},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:K3568)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:L3568)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:M3568)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:N3568)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3568,COLUMNS($J$2:O3568)),\"\")","v":"98     Following the introduction of national lockdown restrictions in spring 2020, the University introduced a 'Policy for supporting PGR students during COVID-19' to ensure appropriate support for PGRs who had been significantly impacted by the pandemic. The policy introduced a range of measures including extensions and suspension of studies, financial support and hardship, mitigating circumstances, access to facilities and development opportunities, annual monitoring and completion. Students welcomed the support they had experienced during lockdown, including the increased supervision available and the responsive approach from the University to support on-campus access for students struggling to work and undertake their research at home."}]
[{"$f":"IF('> FILTER <'!B3570<>\"\",ROW(OFFSET(A3569,-1,0)),\"\")","v":3568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3570)),A3569,\"\")","v":3568},{"$f":"IFERROR(SMALL(Helper2_1,A3569),\"\")","v":3568},null,3568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3570)),$A3569,\"\")","v":3568},{"$f":"IFERROR(SMALL(Helper2_2,A3569),\"\")","v":3568},{"$f":"COUNTIF(Helper3_1,\"=\"&G3569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3569)=1, G3569, \"\")","v":3568},{"$f":"IFERROR(SMALL(Index_2,A3569),\"\")","v":3568},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:J3569)),\"\")","v":"ATU_98    "},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:K3569)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:L3569)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:M3569)),\"\")","v":"Student support"},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:N3569)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3569,COLUMNS($J$2:O3569)),\"\")","v":"98     Following the introduction of national lockdown restrictions in spring 2020, the University introduced a 'Policy for supporting PGR students during COVID-19' to ensure appropriate support for PGRs who had been significantly impacted by the pandemic. The policy introduced a range of measures including extensions and suspension of studies, financial support and hardship, mitigating circumstances, access to facilities and development opportunities, annual monitoring and completion. Students welcomed the support they had experienced during lockdown, including the increased supervision available and the responsive approach from the University to support on-campus access for students struggling to work and undertake their research at home."}]
[{"$f":"IF('> FILTER <'!B3571<>\"\",ROW(OFFSET(A3570,-1,0)),\"\")","v":3569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3571)),A3570,\"\")","v":3569},{"$f":"IFERROR(SMALL(Helper2_1,A3570),\"\")","v":3569},null,3569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3571)),$A3570,\"\")","v":3569},{"$f":"IFERROR(SMALL(Helper2_2,A3570),\"\")","v":3569},{"$f":"COUNTIF(Helper3_1,\"=\"&G3570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3570)=1, G3570, \"\")","v":3569},{"$f":"IFERROR(SMALL(Index_2,A3570),\"\")","v":3569},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:J3570)),\"\")","v":"ATU_99    "},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:K3570)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:L3570)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:M3570)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:N3570)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3570,COLUMNS($J$2:O3570)),\"\")","v":"99     The Graduate School offers a wide range and comprehensive suite of development opportunities through its annual Research Development Programme which includes regular seminars, workshops, retreats, training courses and offers a bespoke Leadership in Higher Education Programme delivered by Advance HE. PGR students present annually at the Graduate School Conference, sharing outcomes from their research with peers, supervisors and the wider university community. Students view this conference as an important opportunity to hear about the research work of others, make connections to support peer learning and sharing of experiences and expertise."}]
[{"$f":"IF('> FILTER <'!B3572<>\"\",ROW(OFFSET(A3571,-1,0)),\"\")","v":3570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3572)),A3571,\"\")","v":3570},{"$f":"IFERROR(SMALL(Helper2_1,A3571),\"\")","v":3570},null,3570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3572)),$A3571,\"\")","v":3570},{"$f":"IFERROR(SMALL(Helper2_2,A3571),\"\")","v":3570},{"$f":"COUNTIF(Helper3_1,\"=\"&G3571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3571)=1, G3571, \"\")","v":3570},{"$f":"IFERROR(SMALL(Index_2,A3571),\"\")","v":3570},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:J3571)),\"\")","v":"ATU_100 "},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:K3571)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:L3571)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:M3571)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:N3571)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3571,COLUMNS($J$2:O3571)),\"\")","v":"100  PGR students spoke positively about the University's proactive approach to encouraging them to seek and actively engage with both external and internal continuing professional development opportunities. Both staff and PGR students valued the wide range of support and training available to them, the networks fostered through the monthly student and staff research seminar series, and funding opportunities to support engagement at external conferences and training. "}]
[{"$f":"IF('> FILTER <'!B3573<>\"\",ROW(OFFSET(A3572,-1,0)),\"\")","v":3571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3573)),A3572,\"\")","v":3571},{"$f":"IFERROR(SMALL(Helper2_1,A3572),\"\")","v":3571},null,3571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3573)),$A3572,\"\")","v":3571},{"$f":"IFERROR(SMALL(Helper2_2,A3572),\"\")","v":3571},{"$f":"COUNTIF(Helper3_1,\"=\"&G3572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3572)=1, G3572, \"\")","v":3571},{"$f":"IFERROR(SMALL(Index_2,A3572),\"\")","v":3571},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:J3572)),\"\")","v":"ATU_101 "},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:K3572)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:L3572)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:M3572)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:N3572)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3572,COLUMNS($J$2:O3572)),\"\")","v":"101  The University operates a robust policy and appropriate support for postgraduate students who teach. All postgraduate research (PGR) students who wish to teach are required by the University to complete its mandatory 'Preparing to Teach' programme, delivered by the AbLE Academy (paragraphs 129 and 130). This programme is currently offered twice per year, with the University recognising that the timing of PGR student enrolments and the start dates of this programme can be an issue for some students. Changes to the University's Postgraduate Certificate in Academic Practice (PGCAP) mean PGR students will no longer be able to access this postgraduate certificate (paragraph 148). The ELIR team understands that the AbLE Academy plans to develop an alternative programme for these students, which will be submitted for accreditation with Advance HE, allowing future students to gain recognition as an Associate Fellow."}]
[{"$f":"IF('> FILTER <'!B3574<>\"\",ROW(OFFSET(A3573,-1,0)),\"\")","v":3572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3574)),A3573,\"\")","v":3572},{"$f":"IFERROR(SMALL(Helper2_1,A3573),\"\")","v":3572},null,3572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3574)),$A3573,\"\")","v":3572},{"$f":"IFERROR(SMALL(Helper2_2,A3573),\"\")","v":3572},{"$f":"COUNTIF(Helper3_1,\"=\"&G3573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3573)=1, G3573, \"\")","v":3572},{"$f":"IFERROR(SMALL(Index_2,A3573),\"\")","v":3572},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:J3573)),\"\")","v":"ATU_102 "},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:K3573)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:L3573)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:M3573)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:N3573)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3573,COLUMNS($J$2:O3573)),\"\")","v":"102  Students confirmed that they are supported to undertake teaching as part of their PGR experience and had, in the past, valued the opportunity to engage with the PGCAP programme. Some PGR students confirmed that they were not always clear about how teaching opportunities are advertised to students, believing there would be benefits to both the University and PGR students if the University developed a protocol for recruitment to teaching opportunities."}]
[{"$f":"IF('> FILTER <'!B3575<>\"\",ROW(OFFSET(A3574,-1,0)),\"\")","v":3573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3575)),A3574,\"\")","v":3573},{"$f":"IFERROR(SMALL(Helper2_1,A3574),\"\")","v":3573},null,3573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3575)),$A3574,\"\")","v":3573},{"$f":"IFERROR(SMALL(Helper2_2,A3574),\"\")","v":3573},{"$f":"COUNTIF(Helper3_1,\"=\"&G3574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3574)=1, G3574, \"\")","v":3573},{"$f":"IFERROR(SMALL(Index_2,A3574),\"\")","v":3573},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:J3574)),\"\")","v":"ATU_103 "},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:K3574)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:L3574)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:M3574)),\"\")","v":"Support"},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:N3574)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3574,COLUMNS($J$2:O3574)),\"\")","v":"103  A number of PGR students who met the ELIR team also had the opportunity to become Student AbLE Consultants, valuing the opportunities this role provides to contribute to enhancement and learning and teaching research projects (paragraphs 36, 38, 84, 112 and 129)."}]
[{"$f":"IF('> FILTER <'!B3576<>\"\",ROW(OFFSET(A3575,-1,0)),\"\")","v":3574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3576)),A3575,\"\")","v":3574},{"$f":"IFERROR(SMALL(Helper2_1,A3575),\"\")","v":3574},null,3574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3576)),$A3575,\"\")","v":3574},{"$f":"IFERROR(SMALL(Helper2_2,A3575),\"\")","v":3574},{"$f":"COUNTIF(Helper3_1,\"=\"&G3575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3575)=1, G3575, \"\")","v":3574},{"$f":"IFERROR(SMALL(Index_2,A3575),\"\")","v":3574},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:J3575)),\"\")","v":"ATU_104 "},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:K3575)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:L3575)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:M3575)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:N3575)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3575,COLUMNS($J$2:O3575)),\"\")","v":"104  The University has effective arrangements in place for reviewing and enhancing the quality of the learning environment. Since the 2016 ELIR, the University has continued to review its approach to learning and teaching, developing what it describes as a 'sticky campus' in which staff and students have access to, and use of, campus-based facilities and digital technologies, with a focus on informal learning and technology-enhanced spaces."}]
[{"$f":"IF('> FILTER <'!B3577<>\"\",ROW(OFFSET(A3576,-1,0)),\"\")","v":3575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3577)),A3576,\"\")","v":3575},{"$f":"IFERROR(SMALL(Helper2_1,A3576),\"\")","v":3575},null,3575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3577)),$A3576,\"\")","v":3575},{"$f":"IFERROR(SMALL(Helper2_2,A3576),\"\")","v":3575},{"$f":"COUNTIF(Helper3_1,\"=\"&G3576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3576)=1, G3576, \"\")","v":3575},{"$f":"IFERROR(SMALL(Index_2,A3576),\"\")","v":3575},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:J3576)),\"\")","v":"ATU_105 "},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:K3576)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:L3576)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:M3576)),\"\")","v":"Library"},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:N3576)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3576,COLUMNS($J$2:O3576)),\"\")","v":"105  The University has also made significant investments in both its physical campus, as well as its digital infrastructure to support learning and teaching. Key investments have included a major refurbishment of the library which created diverse spaces to support independent, social and group study; the creation of a Collaborative Learning Suite - a technology-enriched learning environment designed to support active and collaborative learning; and a number of school-based facilities including new laboratories and technology enhanced learning spaces."}]
[{"$f":"IF('> FILTER <'!B3578<>\"\",ROW(OFFSET(A3577,-1,0)),\"\")","v":3576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3578)),A3577,\"\")","v":3576},{"$f":"IFERROR(SMALL(Helper2_1,A3577),\"\")","v":3576},null,3576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3578)),$A3577,\"\")","v":3576},{"$f":"IFERROR(SMALL(Helper2_2,A3577),\"\")","v":3576},{"$f":"COUNTIF(Helper3_1,\"=\"&G3577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3577)=1, G3577, \"\")","v":3576},{"$f":"IFERROR(SMALL(Index_2,A3577),\"\")","v":3576},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:J3577)),\"\")","v":"ATU_106 "},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:K3577)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:L3577)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:M3577)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:N3577)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3577,COLUMNS($J$2:O3577)),\"\")","v":"106  The University has set out in its Learning Enhancement Strategy (paragraphs      120-122) and Digital Strategy (paragraph 125) - a commitment to 'using digital technologies to provide accessible, inclusive, engaging and inspirational teaching and learning'. Achieving this means the University has committed to a significant financial investment over the next five years to deliver digital transformation across all areas of its activities. Implementation of the University's Digital Strategy is being coordinated by the recently-appointed Head of Transformation who has led a range of consultation activities with staff and students to inform the implementation plan and a range of strategic projects to enhance systems, infrastructure and process (paragraph 125). The ELIR team learned that key priorities    within the digital transformation project include enhancing data access and data-driven decision-making, supporting systems integration, and continued development of staff digital skills and competencies. Monitoring, review and evaluation of the work will be progressed by a Programme Board in early spring 2022 with key targets and outcomes to be set, and will be reported to the Senior Management Team."}]
[{"$f":"IF('> FILTER <'!B3579<>\"\",ROW(OFFSET(A3578,-1,0)),\"\")","v":3577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3579)),A3578,\"\")","v":3577},{"$f":"IFERROR(SMALL(Helper2_1,A3578),\"\")","v":3577},null,3577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3579)),$A3578,\"\")","v":3577},{"$f":"IFERROR(SMALL(Helper2_2,A3578),\"\")","v":3577},{"$f":"COUNTIF(Helper3_1,\"=\"&G3578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3578)=1, G3578, \"\")","v":3577},{"$f":"IFERROR(SMALL(Index_2,A3578),\"\")","v":3577},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:J3578)),\"\")","v":"ATU_107 "},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:K3578)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:L3578)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:M3578)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:N3578)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3578,COLUMNS($J$2:O3578)),\"\")","v":"107  A review of the University's virtual learning environment (VLE), completed in 2018, resulted in the procurement of a new VLE. Staff and students were actively consulted as part of the procurement process, with staff and the Technology Enhanced Learning Support (TELS) team working collaboratively on the transition of teaching materials on to the new VLE. In response to student feedback during the procurement phase, the consistent use of a standard template for teaching content has helped with student engagement. The new VLE received positive feedback from staff and students. The ELIR team also heard from staff that the VLE has improved consistency of use and is supporting the University to capture learning analytics data linked to student retention, helping to identify students at risk of disengaging from their studies (paragraph 69). "}]
[{"$f":"IF('> FILTER <'!B3580<>\"\",ROW(OFFSET(A3579,-1,0)),\"\")","v":3578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3580)),A3579,\"\")","v":3578},{"$f":"IFERROR(SMALL(Helper2_1,A3579),\"\")","v":3578},null,3578,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3580)),$A3579,\"\")","v":3578},{"$f":"IFERROR(SMALL(Helper2_2,A3579),\"\")","v":3578},{"$f":"COUNTIF(Helper3_1,\"=\"&G3579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3579)=1, G3579, \"\")","v":3578},{"$f":"IFERROR(SMALL(Index_2,A3579),\"\")","v":3578},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:J3579)),\"\")","v":"ATU_108 "},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:K3579)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:L3579)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:M3579)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:N3579)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3579,COLUMNS($J$2:O3579)),\"\")","v":"108  The new VLE is also viewed by the University as being particularly effective in supporting the rapid pivot to online and blended learning approaches that was required as part of its response to the COVID-19 pandemic. In meetings with the ELIR team students fed back positively regarding the University's use of technology during the pandemic, particularly valuing the use of lecture capture to support their studies. Students stated that they would welcome the long-term adoption of lecture capture to support the delivery of curriculum content. Staff also recognised the advantages of lecture capture as an effective tool for supporting online and remote teaching. The ELIR team was informed during the review that, in response to student feedback, the University was working on procuring a new content capture system which would better integrate with the VLE."}]
[{"$f":"IF('> FILTER <'!B3581<>\"\",ROW(OFFSET(A3580,-1,0)),\"\")","v":3579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3581)),A3580,\"\")","v":3579},{"$f":"IFERROR(SMALL(Helper2_1,A3580),\"\")","v":3579},null,3579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3581)),$A3580,\"\")","v":3579},{"$f":"IFERROR(SMALL(Helper2_2,A3580),\"\")","v":3579},{"$f":"COUNTIF(Helper3_1,\"=\"&G3580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3580)=1, G3580, \"\")","v":3579},{"$f":"IFERROR(SMALL(Index_2,A3580),\"\")","v":3579},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:J3580)),\"\")","v":"ATU_108 "},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:K3580)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:L3580)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:M3580)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:N3580)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3580,COLUMNS($J$2:O3580)),\"\")","v":"108  The new VLE is also viewed by the University as being particularly effective in supporting the rapid pivot to online and blended learning approaches that was required as part of its response to the COVID-19 pandemic. In meetings with the ELIR team students fed back positively regarding the University's use of technology during the pandemic, particularly valuing the use of lecture capture to support their studies. Students stated that they would welcome the long-term adoption of lecture capture to support the delivery of curriculum content. Staff also recognised the advantages of lecture capture as an effective tool for supporting online and remote teaching. The ELIR team was informed during the review that, in response to student feedback, the University was working on procuring a new content capture system which would better integrate with the VLE."}]
[{"$f":"IF('> FILTER <'!B3582<>\"\",ROW(OFFSET(A3581,-1,0)),\"\")","v":3580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3582)),A3581,\"\")","v":3580},{"$f":"IFERROR(SMALL(Helper2_1,A3581),\"\")","v":3580},null,3580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3582)),$A3581,\"\")","v":3580},{"$f":"IFERROR(SMALL(Helper2_2,A3581),\"\")","v":3580},{"$f":"COUNTIF(Helper3_1,\"=\"&G3581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3581)=1, G3581, \"\")","v":3580},{"$f":"IFERROR(SMALL(Index_2,A3581),\"\")","v":3580},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:J3581)),\"\")","v":"ATU_109 "},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:K3581)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:L3581)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:M3581)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:N3581)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3581,COLUMNS($J$2:O3581)),\"\")","v":"109  In response to the COVID-19 pandemic and the rapid shift to online learning, the TELS team and the AbLE Academy produced a series of written guidance, templates and online resources and offered training to staff in the use of key technologies. Workshops were also developed, delivered and tailored to meet the needs of academic staff in each of the divisions. Further support was also provided by the TELS team for students in session   2020-21 through the introduction of the 'Learning how to learn online' module. Work has continued into 2021-22 to support staff and students to move to blended learning, including developing a series of blended learning principles, a student guide to blended learning produced in collaboration with the Students' Association, and support materials available through the VLE for staff and students."}]
[{"$f":"IF('> FILTER <'!B3583<>\"\",ROW(OFFSET(A3582,-1,0)),\"\")","v":3581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3583)),A3582,\"\")","v":3581},{"$f":"IFERROR(SMALL(Helper2_1,A3582),\"\")","v":3581},null,3581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3583)),$A3582,\"\")","v":3581},{"$f":"IFERROR(SMALL(Helper2_2,A3582),\"\")","v":3581},{"$f":"COUNTIF(Helper3_1,\"=\"&G3582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3582)=1, G3582, \"\")","v":3581},{"$f":"IFERROR(SMALL(Index_2,A3582),\"\")","v":3581},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:J3582)),\"\")","v":"ATU_109 "},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:K3582)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:L3582)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:M3582)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:N3582)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3582,COLUMNS($J$2:O3582)),\"\")","v":"109  In response to the COVID-19 pandemic and the rapid shift to online learning, the TELS team and the AbLE Academy produced a series of written guidance, templates and online resources and offered training to staff in the use of key technologies. Workshops were also developed, delivered and tailored to meet the needs of academic staff in each of the divisions. Further support was also provided by the TELS team for students in session   2020-21 through the introduction of the 'Learning how to learn online' module. Work has continued into 2021-22 to support staff and students to move to blended learning, including developing a series of blended learning principles, a student guide to blended learning produced in collaboration with the Students' Association, and support materials available through the VLE for staff and students."}]
[{"$f":"IF('> FILTER <'!B3584<>\"\",ROW(OFFSET(A3583,-1,0)),\"\")","v":3582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3584)),A3583,\"\")","v":3582},{"$f":"IFERROR(SMALL(Helper2_1,A3583),\"\")","v":3582},null,3582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3584)),$A3583,\"\")","v":3582},{"$f":"IFERROR(SMALL(Helper2_2,A3583),\"\")","v":3582},{"$f":"COUNTIF(Helper3_1,\"=\"&G3583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3583)=1, G3583, \"\")","v":3582},{"$f":"IFERROR(SMALL(Index_2,A3583),\"\")","v":3582},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:J3583)),\"\")","v":"ATU_110 "},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:K3583)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:L3583)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:M3583)),\"\")","v":"IT"},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:N3583)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3583,COLUMNS($J$2:O3583)),\"\")","v":"110  Students confirmed that, during the pandemic (which remained ongoing during this ELIR), they had been supported to engage effectively with online learning and teaching, and affirmed the work of the TELS team and the AbLE Academy. Students also spoke positively about being able to remotely access learning resources and materials through the library. "}]
[{"$f":"IF('> FILTER <'!B3585<>\"\",ROW(OFFSET(A3584,-1,0)),\"\")","v":3583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3585)),A3584,\"\")","v":3583},{"$f":"IFERROR(SMALL(Helper2_1,A3584),\"\")","v":3583},null,3583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3585)),$A3584,\"\")","v":3583},{"$f":"IFERROR(SMALL(Helper2_2,A3584),\"\")","v":3583},{"$f":"COUNTIF(Helper3_1,\"=\"&G3584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3584)=1, G3584, \"\")","v":3583},{"$f":"IFERROR(SMALL(Index_2,A3584),\"\")","v":3583},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:J3584)),\"\")","v":"ATU_111 "},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:K3584)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:L3584)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:M3584)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:N3584)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3584,COLUMNS($J$2:O3584)),\"\")","v":"111  The University has an effective approach to enhancing the student learning experience. This is evidenced in a range of ways, including arrangements to support the engagement and representation of students and its approaches to routinely gathering, analysing and responding to student feedback, which allow students to be clear that their feedback is valued and acted upon. Making greater use of learning analytic information and the recent introduction of the Student Support Officer role is a positive development towards a better institutional understanding of the reasons behind student withdrawals. "}]
[{"$f":"IF('> FILTER <'!B3586<>\"\",ROW(OFFSET(A3585,-1,0)),\"\")","v":3584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3586)),A3585,\"\")","v":3584},{"$f":"IFERROR(SMALL(Helper2_1,A3585),\"\")","v":3584},null,3584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3586)),$A3585,\"\")","v":3584},{"$f":"IFERROR(SMALL(Helper2_2,A3585),\"\")","v":3584},{"$f":"COUNTIF(Helper3_1,\"=\"&G3585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3585)=1, G3585, \"\")","v":3584},{"$f":"IFERROR(SMALL(Index_2,A3585),\"\")","v":3584},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:J3585)),\"\")","v":"ATU_112 "},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:K3585)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:L3585)),\"\")","v":"Student_Engagement"},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:M3585)),\"\")","v":"Representation"},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:N3585)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3585,COLUMNS($J$2:O3585)),\"\")","v":"112  The University is commended for establishing a strong culture of partnership working with its student body which ensures effective student representation and engagement in the range of institutional enhancement projects currently underway. The introduction of the student AbLE consultant role in particular has further embedded student partnership into enhancement activity."}]
[{"$f":"IF('> FILTER <'!B3587<>\"\",ROW(OFFSET(A3586,-1,0)),\"\")","v":3585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3587)),A3586,\"\")","v":3585},{"$f":"IFERROR(SMALL(Helper2_1,A3586),\"\")","v":3585},null,3585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3587)),$A3586,\"\")","v":3585},{"$f":"IFERROR(SMALL(Helper2_2,A3586),\"\")","v":3585},{"$f":"COUNTIF(Helper3_1,\"=\"&G3586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3586)=1, G3586, \"\")","v":3585},{"$f":"IFERROR(SMALL(Index_2,A3586),\"\")","v":3585},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:J3586)),\"\")","v":"ATU_113 "},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:K3586)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:L3586)),\"\")","v":"Admissions"},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:M3586)),\"\")","v":"Widening participation"},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:N3586)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3586,COLUMNS($J$2:O3586)),\"\")","v":"113  The University has a successful long-term and ongoing ambition to widening access to study. The University has appropriate mechanisms in place to support it to proactively monitor the changing characteristics of its student population. The University is commended for its reflective approach to proactively support and embed equality and diversity in its enhancement activities. This is evidenced by a wide range of initiatives and developments to support equality, diversity and inclusion, including the University's 'Lead Voices' initiative and its inclusive employability support for students with autism, which demonstrates an ongoing commitment to building an inclusive and accessible learning community and environment for all."}]
[{"$f":"IF('> FILTER <'!B3588<>\"\",ROW(OFFSET(A3587,-1,0)),\"\")","v":3586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3588)),A3587,\"\")","v":3586},{"$f":"IFERROR(SMALL(Helper2_1,A3587),\"\")","v":3586},null,3586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3588)),$A3587,\"\")","v":3586},{"$f":"IFERROR(SMALL(Helper2_2,A3587),\"\")","v":3586},{"$f":"COUNTIF(Helper3_1,\"=\"&G3587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3587)=1, G3587, \"\")","v":3586},{"$f":"IFERROR(SMALL(Index_2,A3587),\"\")","v":3586},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:J3587)),\"\")","v":"ATU_114 "},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:K3587)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:L3587)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:M3587)),\"\")","v":"Employability"},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:N3587)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3587,COLUMNS($J$2:O3587)),\"\")","v":"114  The University has an effective and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities to support students during their learning experience. The University's commitment to preparing students for employment - which has resulted in well-established links with employers, positive impacts on curriculum development, and systematically integrates work-based and work-related learning across programmes - is commended. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "}]
[{"$f":"IF('> FILTER <'!B3589<>\"\",ROW(OFFSET(A3588,-1,0)),\"\")","v":3587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3589)),A3588,\"\")","v":3587},{"$f":"IFERROR(SMALL(Helper2_1,A3588),\"\")","v":3587},null,3587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3589)),$A3588,\"\")","v":3587},{"$f":"IFERROR(SMALL(Helper2_2,A3588),\"\")","v":3587},{"$f":"COUNTIF(Helper3_1,\"=\"&G3588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3588)=1, G3588, \"\")","v":3587},{"$f":"IFERROR(SMALL(Index_2,A3588),\"\")","v":3587},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:J3588)),\"\")","v":"ATU_114 "},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:K3588)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:L3588)),\"\")","v":"Student_Development"},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:M3588)),\"\")","v":"Professional Development"},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:N3588)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3588,COLUMNS($J$2:O3588)),\"\")","v":"114  The University has an effective and student-centred approach to supporting students at each stage of their learner journey, providing a comprehensive range of services and activities to support students during their learning experience. The University's commitment to preparing students for employment - which has resulted in well-established links with employers, positive impacts on curriculum development, and systematically integrates work-based and work-related learning across programmes - is commended. The use and extent of work-related opportunities across the curriculum are recognised and strongly valued by students. "}]
[{"$f":"IF('> FILTER <'!B3590<>\"\",ROW(OFFSET(A3589,-1,0)),\"\")","v":3588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3590)),A3589,\"\")","v":3588},{"$f":"IFERROR(SMALL(Helper2_1,A3589),\"\")","v":3588},null,3588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3590)),$A3589,\"\")","v":3588},{"$f":"IFERROR(SMALL(Helper2_2,A3589),\"\")","v":3588},{"$f":"COUNTIF(Helper3_1,\"=\"&G3589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3589)=1, G3589, \"\")","v":3588},{"$f":"IFERROR(SMALL(Index_2,A3589),\"\")","v":3588},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:J3589)),\"\")","v":"ATU_115 "},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:K3589)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:L3589)),\"\")","v":"Postgraduate_Research"},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:M3589)),\"\")","v":"Student Experience"},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:N3589)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3589,COLUMNS($J$2:O3589)),\"\")","v":"115  The University has effective arrangements in place to manage and enhance the postgraduate student experience. All postgraduate students receive support from the University's Graduate School which provides access to campus-based facilities and resources, as well as offering a wide range of development activities and events to support the research community. Both academic staff and postgraduate research students value the role of the Graduate School in fostering a research community and supporting research development, however, given feedback from its postgraduate taught students, the ELIR team encourages the University to work to ensure that, regardless of location of study, this student group has appropriate opportunities to engage in the activities offered by the Graduate School and feel part of the wider university research community."}]
[{"$f":"IF('> FILTER <'!B3591<>\"\",ROW(OFFSET(A3590,-1,0)),\"\")","v":3589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3591)),A3590,\"\")","v":3589},{"$f":"IFERROR(SMALL(Helper2_1,A3590),\"\")","v":3589},null,3589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3591)),$A3590,\"\")","v":3589},{"$f":"IFERROR(SMALL(Helper2_2,A3590),\"\")","v":3589},{"$f":"COUNTIF(Helper3_1,\"=\"&G3590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3590)=1, G3590, \"\")","v":3589},{"$f":"IFERROR(SMALL(Index_2,A3590),\"\")","v":3589},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:J3590)),\"\")","v":"ATU_116 "},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:K3590)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:L3590)),\"\")","v":"Learning_Resources"},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:M3590)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:N3590)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3590,COLUMNS($J$2:O3590)),\"\")","v":"116  The University has effective arrangements in place for managing and enhancing the quality of the learning environment, evidenced by the significant investments in both its physical campus, as well as its digital infrastructure to support learning and teaching since the last ELIR. The University has made effective use of its new VLE, coupled with significant development of staff skills training and pedagogical approaches to support staff and students with the transition to a more blended approach to the delivery of teaching and learning.  "}]
[{"$f":"IF('> FILTER <'!B3592<>\"\",ROW(OFFSET(A3591,-1,0)),\"\")","v":3590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3592)),A3591,\"\")","v":3590},{"$f":"IFERROR(SMALL(Helper2_1,A3591),\"\")","v":3590},null,3590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3592)),$A3591,\"\")","v":3590},{"$f":"IFERROR(SMALL(Helper2_2,A3591),\"\")","v":3590},{"$f":"COUNTIF(Helper3_1,\"=\"&G3591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3591)=1, G3591, \"\")","v":3590},{"$f":"IFERROR(SMALL(Index_2,A3591),\"\")","v":3590},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:J3591)),\"\")","v":"ATU_117 "},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:K3591)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:L3591)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:M3591)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:N3591)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3591,COLUMNS($J$2:O3591)),\"\")","v":"117  The University is asked to build on its emerging plans aimed at improving student retention, by developing an evidence-based institutional approach to identify, implement and regularly evaluate the impact and effectiveness of interventions on its retention performance."}]
[{"$f":"IF('> FILTER <'!B3593<>\"\",ROW(OFFSET(A3592,-1,0)),\"\")","v":3591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3593)),A3592,\"\")","v":3591},{"$f":"IFERROR(SMALL(Helper2_1,A3592),\"\")","v":3591},null,3591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3593)),$A3592,\"\")","v":3591},{"$f":"IFERROR(SMALL(Helper2_2,A3592),\"\")","v":3591},{"$f":"COUNTIF(Helper3_1,\"=\"&G3592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3592)=1, G3592, \"\")","v":3591},{"$f":"IFERROR(SMALL(Index_2,A3592),\"\")","v":3591},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:J3592)),\"\")","v":"ATU_118 "},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:K3592)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:L3592)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:M3592)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:N3592)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3592,COLUMNS($J$2:O3592)),\"\")","v":"118  In response to student feedback and information contained within its quality assurance processes, the University is asked to continue to work with staff and students (across all modes of study), to address the improvements that students would like to see around consistency in the quality of the assessment feedback they receive, ensuring the impact of changes in feedback practice can be appropriately evaluated."}]
[{"$f":"IF('> FILTER <'!B3594<>\"\",ROW(OFFSET(A3593,-1,0)),\"\")","v":3592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3594)),A3593,\"\")","v":3592},{"$f":"IFERROR(SMALL(Helper2_1,A3593),\"\")","v":3592},null,3592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3594)),$A3593,\"\")","v":3592},{"$f":"IFERROR(SMALL(Helper2_2,A3593),\"\")","v":3592},{"$f":"COUNTIF(Helper3_1,\"=\"&G3593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3593)=1, G3593, \"\")","v":3592},{"$f":"IFERROR(SMALL(Index_2,A3593),\"\")","v":3592},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:J3593)),\"\")","v":"ATU_119 "},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:K3593)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:L3593)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:M3593)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:N3593)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3593,COLUMNS($J$2:O3593)),\"\")","v":"119  Overall, the University employs an effective approach to enhancing learning and teaching and the wider student experience managed through its Learning Enhancement Strategy, governance and committee structures, and supported by the schools and the Abertay Learning Enhancement Academy (AbLE). This is evidenced by the range of opportunities provided to staff to enhance their pedagogic practices and to share best practice both centrally and within their schools. The ELIR team heard that staff are          well-supported and have a clear understanding of the range of support available to them."}]
[{"$f":"IF('> FILTER <'!B3595<>\"\",ROW(OFFSET(A3594,-1,0)),\"\")","v":3593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3595)),A3594,\"\")","v":3593},{"$f":"IFERROR(SMALL(Helper2_1,A3594),\"\")","v":3593},null,3593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3595)),$A3594,\"\")","v":3593},{"$f":"IFERROR(SMALL(Helper2_2,A3594),\"\")","v":3593},{"$f":"COUNTIF(Helper3_1,\"=\"&G3594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3594)=1, G3594, \"\")","v":3593},{"$f":"IFERROR(SMALL(Index_2,A3594),\"\")","v":3593},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:J3594)),\"\")","v":"ATU_120 "},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:K3594)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:L3594)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:M3594)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:N3594)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3594,COLUMNS($J$2:O3594)),\"\")","v":"120  The Learning Enhancement Strategy (LES) (2020-25) is one of four core strategies underpinning the University Strategic Plan (paragraphs 3-5) and was produced following a broad range of consultation events held in 2019 involving senior management, the academic schools, professional services staff and students. Staff and students also had appropriate opportunities to comment on the LES through university committees and through Students' Association structures. Staff and students confirmed to the ELIR team that they had been given a number of opportunities to contribute to the development of the LES, with staff explaining how they had done so, by participating in workshops, focus groups, leadership forums and divisional meetings. "}]
[{"$f":"IF('> FILTER <'!B3596<>\"\",ROW(OFFSET(A3595,-1,0)),\"\")","v":3594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3596)),A3595,\"\")","v":3594},{"$f":"IFERROR(SMALL(Helper2_1,A3595),\"\")","v":3594},null,3594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3596)),$A3595,\"\")","v":3594},{"$f":"IFERROR(SMALL(Helper2_2,A3595),\"\")","v":3594},{"$f":"COUNTIF(Helper3_1,\"=\"&G3595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3595)=1, G3595, \"\")","v":3594},{"$f":"IFERROR(SMALL(Index_2,A3595),\"\")","v":3594},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:J3595)),\"\")","v":"ATU_121 "},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:K3595)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:L3595)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:M3595)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:N3595)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3595,COLUMNS($J$2:O3595)),\"\")","v":"121  The Deputy Principal and Deputy Vice-Chancellor has responsibility for the delivery of the LES, which incorporates five key strategic priority areas: Teaching Excellence; The Student Journey; Digital Education (which is also covered within the University's Digital Strategy); Academic Partnerships; and Pedagogic Research. Three of these five strategic priorities - Digital Education, Partnerships and The Student Journey - are led by a School Head of Teaching, Quality and Learning Enhancement (TQL) (paragraphs 131 and 132). The remaining two priorities - Teaching Excellence and Pedagogic Research - are led by AbLE's Quality Enhancement Manager and the Dean of SAS, respectively."}]
[{"$f":"IF('> FILTER <'!B3597<>\"\",ROW(OFFSET(A3596,-1,0)),\"\")","v":3595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3597)),A3596,\"\")","v":3595},{"$f":"IFERROR(SMALL(Helper2_1,A3596),\"\")","v":3595},null,3595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3597)),$A3596,\"\")","v":3595},{"$f":"IFERROR(SMALL(Helper2_2,A3596),\"\")","v":3595},{"$f":"COUNTIF(Helper3_1,\"=\"&G3596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3596)=1, G3596, \"\")","v":3595},{"$f":"IFERROR(SMALL(Index_2,A3596),\"\")","v":3595},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:J3596)),\"\")","v":"ATU_121 "},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:K3596)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:L3596)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:M3596)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:N3596)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3596,COLUMNS($J$2:O3596)),\"\")","v":"121  The Deputy Principal and Deputy Vice-Chancellor has responsibility for the delivery of the LES, which incorporates five key strategic priority areas: Teaching Excellence; The Student Journey; Digital Education (which is also covered within the University's Digital Strategy); Academic Partnerships; and Pedagogic Research. Three of these five strategic priorities - Digital Education, Partnerships and The Student Journey - are led by a School Head of Teaching, Quality and Learning Enhancement (TQL) (paragraphs 131 and 132). The remaining two priorities - Teaching Excellence and Pedagogic Research - are led by AbLE's Quality Enhancement Manager and the Dean of SAS, respectively."}]
[{"$f":"IF('> FILTER <'!B3598<>\"\",ROW(OFFSET(A3597,-1,0)),\"\")","v":3596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3598)),A3597,\"\")","v":3596},{"$f":"IFERROR(SMALL(Helper2_1,A3597),\"\")","v":3596},null,3596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3598)),$A3597,\"\")","v":3596},{"$f":"IFERROR(SMALL(Helper2_2,A3597),\"\")","v":3596},{"$f":"COUNTIF(Helper3_1,\"=\"&G3597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3597)=1, G3597, \"\")","v":3596},{"$f":"IFERROR(SMALL(Index_2,A3597),\"\")","v":3596},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:J3597)),\"\")","v":"ATU_122 "},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:K3597)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:L3597)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:M3597)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:N3597)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3597,COLUMNS($J$2:O3597)),\"\")","v":"122  The ELIR team notes that the ambitions set out in the LES include pedagogic research as a priority area and that pedagogic research also features in the Research and Knowledge Exchange Strategy, with 'Effective Learning and Pedagogy' being one of six areas of pooled excellence that cut across organisational structures to address key research challenges. At the time of this ELIR, approximately 25% of staff are undertaking pedagogic research. The ELIR team understands that the University has recently established a leadership group of academics with expertise in pedagogic research to lead on developing an approach and programme of work to support the University's ambitions to raise the quality of its pedagogic outputs. The ELIR team view this as a positive development in supporting the University to successfully deliver both the Learning Enhancement and Research and Knowledge Exchange strategies. "}]
[{"$f":"IF('> FILTER <'!B3599<>\"\",ROW(OFFSET(A3598,-1,0)),\"\")","v":3597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3599)),A3598,\"\")","v":3597},{"$f":"IFERROR(SMALL(Helper2_1,A3598),\"\")","v":3597},null,3597,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3599)),$A3598,\"\")","v":3597},{"$f":"IFERROR(SMALL(Helper2_2,A3598),\"\")","v":3597},{"$f":"COUNTIF(Helper3_1,\"=\"&G3598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3598)=1, G3598, \"\")","v":3597},{"$f":"IFERROR(SMALL(Index_2,A3598),\"\")","v":3597},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:J3598)),\"\")","v":"ATU_123 "},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:K3598)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:L3598)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:M3598)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:N3598)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3598,COLUMNS($J$2:O3598)),\"\")","v":"123  While the LES was approved by TLC and University Senate in January 2020, the ELIR team understands that the 'illustrative indicators of success' for this strategy have continued to be subject to discussion and revised. Senior staff and academic staff confirmed to the ELIR team that the 'indicators of success' for LES are still in development and these are 'intentionally developing over time'."}]
[{"$f":"IF('> FILTER <'!B3600<>\"\",ROW(OFFSET(A3599,-1,0)),\"\")","v":3598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3600)),A3599,\"\")","v":3598},{"$f":"IFERROR(SMALL(Helper2_1,A3599),\"\")","v":3598},null,3598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3600)),$A3599,\"\")","v":3598},{"$f":"IFERROR(SMALL(Helper2_2,A3599),\"\")","v":3598},{"$f":"COUNTIF(Helper3_1,\"=\"&G3599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3599)=1, G3599, \"\")","v":3598},{"$f":"IFERROR(SMALL(Index_2,A3599),\"\")","v":3598},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:J3599)),\"\")","v":"ATU_124 "},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:K3599)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:L3599)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:M3599)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:N3599)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3599,COLUMNS($J$2:O3599)),\"\")","v":"124  While the ELIR team accept that it is entirely appropriate for the University to revisit the 'success indicators', especially given the impact of the ongoing COVID-19 pandemic, it was clear from meetings with a range of staff, that there is a lack of understanding beyond senior colleagues of the focus or priorities of the LES or how progress is being monitored and evaluated. The ELIR team, therefore, encourage the University to reflect on its current approach to the dissemination, monitoring and evaluation of the LES, believing there are benefits to the University from ensuring greater staff awareness of the strategy and its indicators of success, with more regular reporting on progress at university and school-level committees, supporting it to systematically track progress of the Strategy's implementation (paragraph 157)."}]
[{"$f":"IF('> FILTER <'!B3601<>\"\",ROW(OFFSET(A3600,-1,0)),\"\")","v":3599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3601)),A3600,\"\")","v":3599},{"$f":"IFERROR(SMALL(Helper2_1,A3600),\"\")","v":3599},null,3599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3601)),$A3600,\"\")","v":3599},{"$f":"IFERROR(SMALL(Helper2_2,A3600),\"\")","v":3599},{"$f":"COUNTIF(Helper3_1,\"=\"&G3600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3600)=1, G3600, \"\")","v":3599},{"$f":"IFERROR(SMALL(Index_2,A3600),\"\")","v":3599},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:J3600)),\"\")","v":"ATU_125 "},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:K3600)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:L3600)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:M3600)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:N3600)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3600,COLUMNS($J$2:O3600)),\"\")","v":"125  The Deputy Principal and Deputy Vice-Chancellor is also responsible for the delivery of the University's Digital Strategy. A recent update to the LES indicates that a number of actions within the Digital Education priority area of this strategy will actually be developed within the University's Digital Strategy. The implementation of the Digital Strategy is being taken forward by the Head of Transformation (paragraph 106). "}]
[{"$f":"IF('> FILTER <'!B3602<>\"\",ROW(OFFSET(A3601,-1,0)),\"\")","v":3600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3602)),A3601,\"\")","v":3600},{"$f":"IFERROR(SMALL(Helper2_1,A3601),\"\")","v":3600},null,3600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3602)),$A3601,\"\")","v":3600},{"$f":"IFERROR(SMALL(Helper2_2,A3601),\"\")","v":3600},{"$f":"COUNTIF(Helper3_1,\"=\"&G3601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3601)=1, G3601, \"\")","v":3600},{"$f":"IFERROR(SMALL(Index_2,A3601),\"\")","v":3600},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:J3601)),\"\")","v":"ATU_126 "},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:K3601)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:L3601)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:M3601)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:N3601)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3601,COLUMNS($J$2:O3601)),\"\")","v":"126  Given the importance that the University currently places on digital learning, reflected as a theme within its strategies, and the investment identified for the digital transformation project (see paragraph 106), the ELIR team believes there would be benefit in the University ensuring that the senior colleagues leading on the delivery of both strategies and the digital transformation project, work closely together, in order to ensure consistency across strategies and allow the University to achieve the maximum impact from this work. The ELIR team also believe there would be benefits to the University in clarifying, for both staff and students, how its digital ambitions will be delivered across both the Learning Enhancement Strategy and the Digital Strategy, confirming which staff roles are responsible for delivery in each identified priority area and ensuring that progress across these work areas is effectively coordinated, monitored and reported upon (paragraph 157)."}]
[{"$f":"IF('> FILTER <'!B3603<>\"\",ROW(OFFSET(A3602,-1,0)),\"\")","v":3601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3603)),A3602,\"\")","v":3601},{"$f":"IFERROR(SMALL(Helper2_1,A3602),\"\")","v":3601},null,3601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3603)),$A3602,\"\")","v":3601},{"$f":"IFERROR(SMALL(Helper2_2,A3602),\"\")","v":3601},{"$f":"COUNTIF(Helper3_1,\"=\"&G3602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3602)=1, G3602, \"\")","v":3601},{"$f":"IFERROR(SMALL(Index_2,A3602),\"\")","v":3601},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:J3602)),\"\")","v":"ATU_127 "},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:K3602)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:L3602)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:M3602)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:N3602)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3602,COLUMNS($J$2:O3602)),\"\")","v":"127  The ELIR team understands that the LES also refers to the expectation that 'subject areas will develop additional subject-specific indicators'. In meetings with staff, the ELIR team learned that KPIs are incorporated into annual operational plans, with Teaching and Learning annual reports also produced at school, division and programme level (paragraph 178). In reading a sample of these reports, the ELIR team's view is that currently the format of these reports does not readily map to the key areas of the LES and, as a result, very few school reports seemed to comment on their contribution to the delivery of the LES."}]
[{"$f":"IF('> FILTER <'!B3604<>\"\",ROW(OFFSET(A3603,-1,0)),\"\")","v":3602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3604)),A3603,\"\")","v":3602},{"$f":"IFERROR(SMALL(Helper2_1,A3603),\"\")","v":3602},null,3602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3604)),$A3603,\"\")","v":3602},{"$f":"IFERROR(SMALL(Helper2_2,A3603),\"\")","v":3602},{"$f":"COUNTIF(Helper3_1,\"=\"&G3603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3603)=1, G3603, \"\")","v":3602},{"$f":"IFERROR(SMALL(Index_2,A3603),\"\")","v":3602},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:J3603)),\"\")","v":"ATU_128 "},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:K3603)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:L3603)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:M3603)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:N3603)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3603,COLUMNS($J$2:O3603)),\"\")","v":"128  Overall, the ELIR team concluded that the University employs a broadly effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread consultation with staff and students during the formulation of the University Strategy and its underpinning strategies, including the LES (2020-25). The ELIR team recommends that the University should undertake work to ensure that among all staff there is a clear understanding and ownership of these strategies, and how they inform institutional priorities and actions. In support of this, the University is asked to enable effective and systematic implementation, supported by appropriate monitoring and evaluation of impact to ensure the achievement of strategic goals. "}]
[{"$f":"IF('> FILTER <'!B3605<>\"\",ROW(OFFSET(A3604,-1,0)),\"\")","v":3603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3605)),A3604,\"\")","v":3603},{"$f":"IFERROR(SMALL(Helper2_1,A3604),\"\")","v":3603},null,3603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3605)),$A3604,\"\")","v":3603},{"$f":"IFERROR(SMALL(Helper2_2,A3604),\"\")","v":3603},{"$f":"COUNTIF(Helper3_1,\"=\"&G3604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3604)=1, G3604, \"\")","v":3603},{"$f":"IFERROR(SMALL(Index_2,A3604),\"\")","v":3603},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:J3604)),\"\")","v":"ATU_129 "},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:K3604)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:L3604)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:M3604)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:N3604)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3604,COLUMNS($J$2:O3604)),\"\")","v":"129  The Abertay Learning Enhancement (AbLE) Academy, led by the Dean of Teaching and Learning has oversight of the implementation of the Learning Enhancement Strategy (LES) and provides strategic and operational leadership for teaching and learning across  the University. AbLE also offers a range of development opportunities for staff, including leading on the delivery of the Postgraduate Certificate in Academic Practice (PGCAP), the University's 'Going for Gold' scheme, a seminar series and a biennial conference. AbLE also supports a number of student consultants who work with staff on the delivery of a range of enhancement projects (paragraph 36)."}]
[{"$f":"IF('> FILTER <'!B3606<>\"\",ROW(OFFSET(A3605,-1,0)),\"\")","v":3604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3606)),A3605,\"\")","v":3604},{"$f":"IFERROR(SMALL(Helper2_1,A3605),\"\")","v":3604},null,3604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3606)),$A3605,\"\")","v":3604},{"$f":"IFERROR(SMALL(Helper2_2,A3605),\"\")","v":3604},{"$f":"COUNTIF(Helper3_1,\"=\"&G3605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3605)=1, G3605, \"\")","v":3604},{"$f":"IFERROR(SMALL(Index_2,A3605),\"\")","v":3604},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:J3605)),\"\")","v":"ATU_130 "},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:K3605)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:L3605)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:M3605)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:N3605)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3605,COLUMNS($J$2:O3605)),\"\")","v":"130   The ELIR team understands that AbLE and TELS work collaboratively through mechanisms such as a digital forum, chaired by the TQL lead for Digital Learning. This collaborative working has resulted in a number of positive developments including the production of a set of principles for blended learning and support materials provided through the VLE (paragraphs 108 and 109). Academic staff commented very favourably about the work undertaken by both AbLE and TELS, confirming that these units work well together. The ELIR team view these structural changes positively and while it is too early to determine the impact, the University is encouraged to evaluate the effectiveness of this change, especially in light of the increased demand for support for online teaching and learning."}]
[{"$f":"IF('> FILTER <'!B3607<>\"\",ROW(OFFSET(A3606,-1,0)),\"\")","v":3605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3607)),A3606,\"\")","v":3605},{"$f":"IFERROR(SMALL(Helper2_1,A3606),\"\")","v":3605},null,3605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3607)),$A3606,\"\")","v":3605},{"$f":"IFERROR(SMALL(Helper2_2,A3606),\"\")","v":3605},{"$f":"COUNTIF(Helper3_1,\"=\"&G3606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3606)=1, G3606, \"\")","v":3605},{"$f":"IFERROR(SMALL(Index_2,A3606),\"\")","v":3605},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:J3606)),\"\")","v":"ATU_131 "},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:K3606)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:L3606)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:M3606)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:N3606)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3606,COLUMNS($J$2:O3606)),\"\")","v":"131  The three-school based Heads of Teaching Quality and Learning Enhancement (TQLs) provide a direct link between the AbLE Academy and the academic schools, and have lead responsibility for ensuring colleagues are kept informed of changes to university policies and regulations (paragraph 8). These university-wide roles support the delivery of three of the University's thematic priorities of Digital Education, Partnerships and The Student Journey. The TQLs report to the Dean of Teaching and Learning in AbLE on these thematic priorities and the appropriate Dean of School for their contribution to their academic area."}]
[{"$f":"IF('> FILTER <'!B3608<>\"\",ROW(OFFSET(A3607,-1,0)),\"\")","v":3606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3608)),A3607,\"\")","v":3606},{"$f":"IFERROR(SMALL(Helper2_1,A3607),\"\")","v":3606},null,3606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3608)),$A3607,\"\")","v":3606},{"$f":"IFERROR(SMALL(Helper2_2,A3607),\"\")","v":3606},{"$f":"COUNTIF(Helper3_1,\"=\"&G3607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3607)=1, G3607, \"\")","v":3606},{"$f":"IFERROR(SMALL(Index_2,A3607),\"\")","v":3606},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:J3607)),\"\")","v":"ATU_132 "},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:K3607)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:L3607)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:M3607)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:N3607)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3607,COLUMNS($J$2:O3607)),\"\")","v":"132  In discussions with the ELIR team, staff viewed their Head of TQL as an important and effective point of contact for advice on regulation within each school and also provided support and information on good practice in assessment. The three Heads of TQL also explained that they work collaboratively, which helps them to identify good practice from across the wider university for dissemination within their schools. While these Head of TQL roles are very new, the ELIR team view their appointments as a very positive development in supporting the dissemination and sharing of practice across the University, encouraging it to ensure progress with plans to evaluate the impact and effectiveness of the roles once established."}]
[{"$f":"IF('> FILTER <'!B3609<>\"\",ROW(OFFSET(A3608,-1,0)),\"\")","v":3607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3609)),A3608,\"\")","v":3607},{"$f":"IFERROR(SMALL(Helper2_1,A3608),\"\")","v":3607},null,3607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3609)),$A3608,\"\")","v":3607},{"$f":"IFERROR(SMALL(Helper2_2,A3608),\"\")","v":3607},{"$f":"COUNTIF(Helper3_1,\"=\"&G3608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3608)=1, G3608, \"\")","v":3607},{"$f":"IFERROR(SMALL(Index_2,A3608),\"\")","v":3607},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:J3608)),\"\")","v":"ATU_133 "},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:K3608)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:L3608)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:M3608)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:N3608)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3608,COLUMNS($J$2:O3608)),\"\")","v":"133  The QAA national Enhancement Themes are an important external reference point for the University and make a demonstrable contribution to its policy and practice for enhancing teaching and learning. Engagement with the Enhancement Themes is broadly in line with sector expectations, with the University actively contributing to the Themes since their introduction, including both staff and students contributing to sector events such as the QAA Enhancement Conferences."}]
[{"$f":"IF('> FILTER <'!B3610<>\"\",ROW(OFFSET(A3609,-1,0)),\"\")","v":3608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3610)),A3609,\"\")","v":3608},{"$f":"IFERROR(SMALL(Helper2_1,A3609),\"\")","v":3608},null,3608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3610)),$A3609,\"\")","v":3608},{"$f":"IFERROR(SMALL(Helper2_2,A3609),\"\")","v":3608},{"$f":"COUNTIF(Helper3_1,\"=\"&G3609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3609)=1, G3609, \"\")","v":3608},{"$f":"IFERROR(SMALL(Index_2,A3609),\"\")","v":3608},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:J3609)),\"\")","v":"ATU_134 "},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:K3609)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:L3609)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:M3609)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:N3609)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3609,COLUMNS($J$2:O3609)),\"\")","v":"134  The University's participation in the current Enhancement Theme ('Resilient Learning Communities') is led by the Dean for Teaching and Learning, supported by the Enhancement Themes Steering Group formed in February 2021. The continued use of a cross-disciplinary institutional team, which draws on the expertise of academic and professional services staff and has appropriate student representation, continues to be the core of Abertay's approach to the internal management of its Theme activities. The Dean for Learning and Teaching reports on progress with the University's Enhancement Theme plans to TLC. "}]
[{"$f":"IF('> FILTER <'!B3611<>\"\",ROW(OFFSET(A3610,-1,0)),\"\")","v":3609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3611)),A3610,\"\")","v":3609},{"$f":"IFERROR(SMALL(Helper2_1,A3610),\"\")","v":3609},null,3609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3611)),$A3610,\"\")","v":3609},{"$f":"IFERROR(SMALL(Helper2_2,A3610),\"\")","v":3609},{"$f":"COUNTIF(Helper3_1,\"=\"&G3610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3610)=1, G3610, \"\")","v":3609},{"$f":"IFERROR(SMALL(Index_2,A3610),\"\")","v":3609},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:J3610)),\"\")","v":"ATU_135 "},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:K3610)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:L3610)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:M3610)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:N3610)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3610,COLUMNS($J$2:O3610)),\"\")","v":"135  In previous years, the budget received for participating in the Enhancement Themes has been augmented by university funding to support pedagogical projects aligned with the Themes, known as the Abertay Teaching and Learning Enhancement Fund (ATLEF). The ELIR team understands that, at the time of this review, this funding is currently under development as part of the replacement for the AbLE Associates scheme. The ENABLE fund will, in future, support projects within the University using its Enhancement Themes' budget."}]
[{"$f":"IF('> FILTER <'!B3612<>\"\",ROW(OFFSET(A3611,-1,0)),\"\")","v":3610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3612)),A3611,\"\")","v":3610},{"$f":"IFERROR(SMALL(Helper2_1,A3611),\"\")","v":3610},null,3610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3612)),$A3611,\"\")","v":3610},{"$f":"IFERROR(SMALL(Helper2_2,A3611),\"\")","v":3610},{"$f":"COUNTIF(Helper3_1,\"=\"&G3611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3611)=1, G3611, \"\")","v":3610},{"$f":"IFERROR(SMALL(Index_2,A3611),\"\")","v":3610},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:J3611)),\"\")","v":"ATU_136 "},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:K3611)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:L3611)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:M3611)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:N3611)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3611,COLUMNS($J$2:O3611)),\"\")","v":"136  The RA outlines a number of initiatives that have arisen as a result of Theme work. The Student Transitions Theme (2014-17) linked into the University's strong widening participation ethos and saw the institution support five student-led ATLEF projects on a range of topics (paragraph 36). During the final year of this Theme, 10 staff-led projects played an active role in the development of institutional policy and practice - for example,     a project considering the accessibility of the University's online teaching and learning environment was considered during the work to procure its new VLE (paragraphs 107-109). "}]
[{"$f":"IF('> FILTER <'!B3613<>\"\",ROW(OFFSET(A3612,-1,0)),\"\")","v":3611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3613)),A3612,\"\")","v":3611},{"$f":"IFERROR(SMALL(Helper2_1,A3612),\"\")","v":3611},null,3611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3613)),$A3612,\"\")","v":3611},{"$f":"IFERROR(SMALL(Helper2_2,A3612),\"\")","v":3611},{"$f":"COUNTIF(Helper3_1,\"=\"&G3612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3612)=1, G3612, \"\")","v":3611},{"$f":"IFERROR(SMALL(Index_2,A3612),\"\")","v":3611},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:J3612)),\"\")","v":"ATU_136 "},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:K3612)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:L3612)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:M3612)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:N3612)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3612,COLUMNS($J$2:O3612)),\"\")","v":"136  The RA outlines a number of initiatives that have arisen as a result of Theme work. The Student Transitions Theme (2014-17) linked into the University's strong widening participation ethos and saw the institution support five student-led ATLEF projects on a range of topics (paragraph 36). During the final year of this Theme, 10 staff-led projects played an active role in the development of institutional policy and practice - for example,     a project considering the accessibility of the University's online teaching and learning environment was considered during the work to procure its new VLE (paragraphs 107-109). "}]
[{"$f":"IF('> FILTER <'!B3614<>\"\",ROW(OFFSET(A3613,-1,0)),\"\")","v":3612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3614)),A3613,\"\")","v":3612},{"$f":"IFERROR(SMALL(Helper2_1,A3613),\"\")","v":3612},null,3612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3614)),$A3613,\"\")","v":3612},{"$f":"IFERROR(SMALL(Helper2_2,A3613),\"\")","v":3612},{"$f":"COUNTIF(Helper3_1,\"=\"&G3613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3613)=1, G3613, \"\")","v":3612},{"$f":"IFERROR(SMALL(Index_2,A3613),\"\")","v":3612},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:J3613)),\"\")","v":"ATU_137 "},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:K3613)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:L3613)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:M3613)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:N3613)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3613,COLUMNS($J$2:O3613)),\"\")","v":"137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."}]
[{"$f":"IF('> FILTER <'!B3615<>\"\",ROW(OFFSET(A3614,-1,0)),\"\")","v":3613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3615)),A3614,\"\")","v":3613},{"$f":"IFERROR(SMALL(Helper2_1,A3614),\"\")","v":3613},null,3613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3615)),$A3614,\"\")","v":3613},{"$f":"IFERROR(SMALL(Helper2_2,A3614),\"\")","v":3613},{"$f":"COUNTIF(Helper3_1,\"=\"&G3614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3614)=1, G3614, \"\")","v":3613},{"$f":"IFERROR(SMALL(Index_2,A3614),\"\")","v":3613},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:J3614)),\"\")","v":"ATU_137 "},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:K3614)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:L3614)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:M3614)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:N3614)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3614,COLUMNS($J$2:O3614)),\"\")","v":"137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."}]
[{"$f":"IF('> FILTER <'!B3616<>\"\",ROW(OFFSET(A3615,-1,0)),\"\")","v":3614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3616)),A3615,\"\")","v":3614},{"$f":"IFERROR(SMALL(Helper2_1,A3615),\"\")","v":3614},null,3614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3616)),$A3615,\"\")","v":3614},{"$f":"IFERROR(SMALL(Helper2_2,A3615),\"\")","v":3614},{"$f":"COUNTIF(Helper3_1,\"=\"&G3615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3615)=1, G3615, \"\")","v":3614},{"$f":"IFERROR(SMALL(Index_2,A3615),\"\")","v":3614},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:J3615)),\"\")","v":"ATU_137 "},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:K3615)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:L3615)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:M3615)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:N3615)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3615,COLUMNS($J$2:O3615)),\"\")","v":"137  The University used the opportunities presented by the 'Evidence for Enhancement' Theme to review its annual monitoring processes and use of data (paragraph 178). Outputs from the Abertay-led 'Intangibles' collaborative cluster project have contributed to the development of the Learning Enhancement Strategy (paragraphs 120-122). In the RA, the University states that the success of the Theme has been 'less about the individual projects and more about helping to support the ethos of evidence-led approaches to enhancement'."}]
[{"$f":"IF('> FILTER <'!B3617<>\"\",ROW(OFFSET(A3616,-1,0)),\"\")","v":3615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3617)),A3616,\"\")","v":3615},{"$f":"IFERROR(SMALL(Helper2_1,A3616),\"\")","v":3615},null,3615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3617)),$A3616,\"\")","v":3615},{"$f":"IFERROR(SMALL(Helper2_2,A3616),\"\")","v":3615},{"$f":"COUNTIF(Helper3_1,\"=\"&G3616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3616)=1, G3616, \"\")","v":3615},{"$f":"IFERROR(SMALL(Index_2,A3616),\"\")","v":3615},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:J3616)),\"\")","v":"ATU_138 "},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:K3616)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:L3616)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:M3616)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:N3616)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3616,COLUMNS($J$2:O3616)),\"\")","v":"138  In the current Theme ('Resilient Learning Communities'), the University is leading the Personalised Approaches to Resilience and Community (PARC) collaborative cluster, with plans to focus on its retention activities (paragraphs 68-73), and the development of a suite of micro-credentials to support student transitions (paragraphs 63, 71, 76).  "}]
[{"$f":"IF('> FILTER <'!B3618<>\"\",ROW(OFFSET(A3617,-1,0)),\"\")","v":3616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3618)),A3617,\"\")","v":3616},{"$f":"IFERROR(SMALL(Helper2_1,A3617),\"\")","v":3616},null,3616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3618)),$A3617,\"\")","v":3616},{"$f":"IFERROR(SMALL(Helper2_2,A3617),\"\")","v":3616},{"$f":"COUNTIF(Helper3_1,\"=\"&G3617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3617)=1, G3617, \"\")","v":3616},{"$f":"IFERROR(SMALL(Index_2,A3617),\"\")","v":3616},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:J3617)),\"\")","v":"ATU_138 "},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:K3617)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:L3617)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:M3617)),\"\")","v":"Progression"},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:N3617)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3617,COLUMNS($J$2:O3617)),\"\")","v":"138  In the current Theme ('Resilient Learning Communities'), the University is leading the Personalised Approaches to Resilience and Community (PARC) collaborative cluster, with plans to focus on its retention activities (paragraphs 68-73), and the development of a suite of micro-credentials to support student transitions (paragraphs 63, 71, 76).  "}]
[{"$f":"IF('> FILTER <'!B3619<>\"\",ROW(OFFSET(A3618,-1,0)),\"\")","v":3617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3619)),A3618,\"\")","v":3617},{"$f":"IFERROR(SMALL(Helper2_1,A3618),\"\")","v":3617},null,3617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3619)),$A3618,\"\")","v":3617},{"$f":"IFERROR(SMALL(Helper2_2,A3618),\"\")","v":3617},{"$f":"COUNTIF(Helper3_1,\"=\"&G3618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3618)=1, G3618, \"\")","v":3617},{"$f":"IFERROR(SMALL(Index_2,A3618),\"\")","v":3617},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:J3618)),\"\")","v":"ATU_139 "},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:K3618)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:L3618)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:M3618)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:N3618)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3618,COLUMNS($J$2:O3618)),\"\")","v":"139  The University recognises in the RA that more needs to be done to increase the visibility of the Enhancement Themes across the institution, noting the linkage between Theme activity and the origin of outputs and resources is not apparent beyond members of the senior team. The ELIR team also supports the University's position, with the majority of the wider staff body who met the team largely unaware of outcomes, resources or activities that had taken place as part of the University's current or previous Themes work. The ELIR team encourages the University to further develop its plans, through its Enhancement Themes Steering Group, to improve staff awareness and participation in Themes-related projects and consider how this work can more explicitly be linked to supporting the delivery of university strategies and plans. "}]
[{"$f":"IF('> FILTER <'!B3620<>\"\",ROW(OFFSET(A3619,-1,0)),\"\")","v":3618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3620)),A3619,\"\")","v":3618},{"$f":"IFERROR(SMALL(Helper2_1,A3619),\"\")","v":3618},null,3618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3620)),$A3619,\"\")","v":3618},{"$f":"IFERROR(SMALL(Helper2_2,A3619),\"\")","v":3618},{"$f":"COUNTIF(Helper3_1,\"=\"&G3619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3619)=1, G3619, \"\")","v":3618},{"$f":"IFERROR(SMALL(Index_2,A3619),\"\")","v":3618},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:J3619)),\"\")","v":"ATU_140 "},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:K3619)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:L3619)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:M3619)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:N3619)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3619,COLUMNS($J$2:O3619)),\"\")","v":"140  The University has an effective and systematic approach for identifying and sharing good practice, using a range of formal and informal mechanisms, which are provided both centrally and locally, with the AbLE Academy (paragraphs 129 and 130) playing an important role in supporting the sharing and dissemination of practice linked to enhancing teaching and learning. "}]
[{"$f":"IF('> FILTER <'!B3621<>\"\",ROW(OFFSET(A3620,-1,0)),\"\")","v":3619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3621)),A3620,\"\")","v":3619},{"$f":"IFERROR(SMALL(Helper2_1,A3620),\"\")","v":3619},null,3619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3621)),$A3620,\"\")","v":3619},{"$f":"IFERROR(SMALL(Helper2_2,A3620),\"\")","v":3619},{"$f":"COUNTIF(Helper3_1,\"=\"&G3620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3620)=1, G3620, \"\")","v":3619},{"$f":"IFERROR(SMALL(Index_2,A3620),\"\")","v":3619},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:J3620)),\"\")","v":"ATU_141 "},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:K3620)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:L3620)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:M3620)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:N3620)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3620,COLUMNS($J$2:O3620)),\"\")","v":"141  The University's biennial Learning and Teaching Conference provides opportunities for staff to share their practice and engage in productive discussions around learning and teaching. These conferences are complemented by smaller thematic seminars run monthly (since 2013) by the AbLE Academy. Staff play an active role in deciding the focus of each seminar, ensuring these sessions reflect current issues and remain relevant to their intended audience. Staff confirmed that they had found engagement with the workshops and seminars delivered by the AbLE Academy and TELS teams to be particularly beneficial during the move to online learning, seeing these as an important opportunity to share best practice and learn new digital skills with colleagues. This activity has also resulted in the production of a range of high-quality online resources that have helped staff feel more confident in their approach to online delivery (paragraph 109). "}]
[{"$f":"IF('> FILTER <'!B3622<>\"\",ROW(OFFSET(A3621,-1,0)),\"\")","v":3620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3622)),A3621,\"\")","v":3620},{"$f":"IFERROR(SMALL(Helper2_1,A3621),\"\")","v":3620},null,3620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3622)),$A3621,\"\")","v":3620},{"$f":"IFERROR(SMALL(Helper2_2,A3621),\"\")","v":3620},{"$f":"COUNTIF(Helper3_1,\"=\"&G3621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3621)=1, G3621, \"\")","v":3620},{"$f":"IFERROR(SMALL(Index_2,A3621),\"\")","v":3620},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:J3621)),\"\")","v":"ATU_142 "},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:K3621)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:L3621)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:M3621)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:N3621)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3621,COLUMNS($J$2:O3621)),\"\")","v":"142  There are also a number of opportunities for staff to present their pedagogic practice and research, including as part of the Postgraduate Certificate in Academic Practice (PGCAP) (paragraph 148) where colleagues are expected to present their work to the wider academic community either by contributing to one of the University's internal seminars/workshops or by participation in QAA's Enhancement Conferences. Schools and divisions also hold meetings to discuss good practice linked to learning and teaching with school annual away days, having this as a core item within their broader agendas. Staff who met the ELIR team spoke positively about the range of development activities available to them. "}]
[{"$f":"IF('> FILTER <'!B3623<>\"\",ROW(OFFSET(A3622,-1,0)),\"\")","v":3621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3623)),A3622,\"\")","v":3621},{"$f":"IFERROR(SMALL(Helper2_1,A3622),\"\")","v":3621},null,3621,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3623)),$A3622,\"\")","v":3621},{"$f":"IFERROR(SMALL(Helper2_2,A3622),\"\")","v":3621},{"$f":"COUNTIF(Helper3_1,\"=\"&G3622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3622)=1, G3622, \"\")","v":3621},{"$f":"IFERROR(SMALL(Index_2,A3622),\"\")","v":3621},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:J3622)),\"\")","v":"ATU_142 "},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:K3622)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:L3622)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:M3622)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:N3622)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3622,COLUMNS($J$2:O3622)),\"\")","v":"142  There are also a number of opportunities for staff to present their pedagogic practice and research, including as part of the Postgraduate Certificate in Academic Practice (PGCAP) (paragraph 148) where colleagues are expected to present their work to the wider academic community either by contributing to one of the University's internal seminars/workshops or by participation in QAA's Enhancement Conferences. Schools and divisions also hold meetings to discuss good practice linked to learning and teaching with school annual away days, having this as a core item within their broader agendas. Staff who met the ELIR team spoke positively about the range of development activities available to them. "}]
[{"$f":"IF('> FILTER <'!B3624<>\"\",ROW(OFFSET(A3623,-1,0)),\"\")","v":3622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3624)),A3623,\"\")","v":3622},{"$f":"IFERROR(SMALL(Helper2_1,A3623),\"\")","v":3622},null,3622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3624)),$A3623,\"\")","v":3622},{"$f":"IFERROR(SMALL(Helper2_2,A3623),\"\")","v":3622},{"$f":"COUNTIF(Helper3_1,\"=\"&G3623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3623)=1, G3623, \"\")","v":3622},{"$f":"IFERROR(SMALL(Index_2,A3623),\"\")","v":3622},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:J3623)),\"\")","v":"ATU_143 "},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:K3623)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:L3623)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:M3623)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:N3623)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3623,COLUMNS($J$2:O3623)),\"\")","v":"143  The identification and sharing of good practice is also embedded within the University's committee structures and key quality assurance processes including programme approval, Institution-led Review (ILR) and annual monitoring (paragraphs 169-173 and    174-178). Although a standard template is used for annual reports, the ELIR team's view, based on the sample provided, is that there is variability across the schools, divisions and professional services on the reporting of good practice. The Academic Quality and Standards Committee (AQSC) also plays an important role in identifying and sharing practice at university level (paragraph 160). All ILR and programme approval panel and committee members are expected to disseminate the examples of practice they learn about within their schools, divisions and professional service areas, with the ELIR team broadly content that this is indeed the case. In the academic schools, the School Academic Committee plays an important role in the sharing of ideas and practice. "}]
[{"$f":"IF('> FILTER <'!B3625<>\"\",ROW(OFFSET(A3624,-1,0)),\"\")","v":3623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3625)),A3624,\"\")","v":3623},{"$f":"IFERROR(SMALL(Helper2_1,A3624),\"\")","v":3623},null,3623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3625)),$A3624,\"\")","v":3623},{"$f":"IFERROR(SMALL(Helper2_2,A3624),\"\")","v":3623},{"$f":"COUNTIF(Helper3_1,\"=\"&G3624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3624)=1, G3624, \"\")","v":3623},{"$f":"IFERROR(SMALL(Index_2,A3624),\"\")","v":3623},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:J3624)),\"\")","v":"ATU_144 "},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:K3624)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:L3624)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:M3624)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:N3624)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3624,COLUMNS($J$2:O3624)),\"\")","v":"144  The University has a comprehensive range of effective mechanisms (both formal and informal) for engaging, developing and supporting staff that are responsive to the needs of staff and aligned to the University's strategic direction - creating a supportive community for staff who feel engaged. The AbLE Academy, the TELS team and the Graduate School work collaboratively to provide a comprehensive range of staff development activities for those involved in learning, teaching and research. These include the University's Postgraduate Certificate in Academic Practice (PGCAP); a biennial teaching and learning conference; a workshop and seminar series; its 'Going for Gold programme; development for postgraduates who teach; and support for research supervisors."}]
[{"$f":"IF('> FILTER <'!B3626<>\"\",ROW(OFFSET(A3625,-1,0)),\"\")","v":3624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3626)),A3625,\"\")","v":3624},{"$f":"IFERROR(SMALL(Helper2_1,A3625),\"\")","v":3624},null,3624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3626)),$A3625,\"\")","v":3624},{"$f":"IFERROR(SMALL(Helper2_2,A3625),\"\")","v":3624},{"$f":"COUNTIF(Helper3_1,\"=\"&G3625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3625)=1, G3625, \"\")","v":3624},{"$f":"IFERROR(SMALL(Index_2,A3625),\"\")","v":3624},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:J3625)),\"\")","v":"ATU_145 "},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:K3625)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:L3625)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:M3625)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:N3625)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3625,COLUMNS($J$2:O3625)),\"\")","v":"145  Staff spoke very positively about their engagement with the range of activities available. Development for programme leaders is also provided by the AbLE Academy, with staff who had participated in this programme confirming that they had found it supportive and effective in developing them in the programme leader role."}]
[{"$f":"IF('> FILTER <'!B3627<>\"\",ROW(OFFSET(A3626,-1,0)),\"\")","v":3625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3627)),A3626,\"\")","v":3625},{"$f":"IFERROR(SMALL(Helper2_1,A3626),\"\")","v":3625},null,3625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3627)),$A3626,\"\")","v":3625},{"$f":"IFERROR(SMALL(Helper2_2,A3626),\"\")","v":3625},{"$f":"COUNTIF(Helper3_1,\"=\"&G3626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3626)=1, G3626, \"\")","v":3625},{"$f":"IFERROR(SMALL(Index_2,A3626),\"\")","v":3625},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:J3626)),\"\")","v":"ATU_146 "},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:K3626)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:L3626)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:M3626)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:N3626)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3626,COLUMNS($J$2:O3626)),\"\")","v":"146  The People Services directorate coordinates induction for new staff, support for career progression and promotion, a staff review scheme and aspects of staff development such as leadership and managing staff. Newly-appointed staff spoke favourably about their experience of induction into the University, finding the online mandatory training to be of particular value."}]
[{"$f":"IF('> FILTER <'!B3628<>\"\",ROW(OFFSET(A3627,-1,0)),\"\")","v":3626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3628)),A3627,\"\")","v":3626},{"$f":"IFERROR(SMALL(Helper2_1,A3627),\"\")","v":3626},null,3626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3628)),$A3627,\"\")","v":3626},{"$f":"IFERROR(SMALL(Helper2_2,A3627),\"\")","v":3626},{"$f":"COUNTIF(Helper3_1,\"=\"&G3627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3627)=1, G3627, \"\")","v":3626},{"$f":"IFERROR(SMALL(Index_2,A3627),\"\")","v":3626},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:J3627)),\"\")","v":"ATU_147 "},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:K3627)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:L3627)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:M3627)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:N3627)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3627,COLUMNS($J$2:O3627)),\"\")","v":"147  The University set a target to have 100% of all staff involved in teaching and learning having some type of professional recognition by the end of 2020. Staff can achieve this by completing the University's 'Going for Gold' programme or the Postgraduate Certificate in Academic Practice (PGCAP). At the time of the current ELIR around 75% of academic staff have Fellowship with Advance HE. Influenced by the ongoing pandemic and recognising the impact of staff turnover, the University recognises its original target as unrealistic. The current Learning Enhancement Strategy (paragraphs 120-22) sets an indicator of success specifically relating to new staff, with the expectation that 'staff appointed for teaching and supporting student learning (including relevant professional services staff) gain appropriate national professional recognition within two years of joining the University."}]
[{"$f":"IF('> FILTER <'!B3629<>\"\",ROW(OFFSET(A3628,-1,0)),\"\")","v":3627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3629)),A3628,\"\")","v":3627},{"$f":"IFERROR(SMALL(Helper2_1,A3628),\"\")","v":3627},null,3627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3629)),$A3628,\"\")","v":3627},{"$f":"IFERROR(SMALL(Helper2_2,A3628),\"\")","v":3627},{"$f":"COUNTIF(Helper3_1,\"=\"&G3628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3628)=1, G3628, \"\")","v":3627},{"$f":"IFERROR(SMALL(Index_2,A3628),\"\")","v":3627},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:J3628)),\"\")","v":"ATU_148 "},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:K3628)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:L3628)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:M3628)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:N3628)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3628,COLUMNS($J$2:O3628)),\"\")","v":"148  At the 2016 ELIR, the University had in place a mature Postgraduate Certificate in Higher Education Teaching (PGCert HET) which was, at that time, accredited by the Higher Education Academy (HEA). In 2018, as part of a successful reaccreditation by HEA, the University revised the PGCert HET, with the scope of the new programme (the Postgraduate Certificate in Academic Practice (PGCAP)) embracing 'both teaching and research'. As a result of a number of operational challenges and feedback that the programme did not meet the needs of either its students or their managers, at the time of this ELIR, the PGCAP is subject to further redevelopment which returns its focus to teaching and learning. The appointment of a new Head of Researcher Development means the Graduate School will be able to widen the University's capacity to support early career researcher development separately (paragraphs 99-101)."}]
[{"$f":"IF('> FILTER <'!B3630<>\"\",ROW(OFFSET(A3629,-1,0)),\"\")","v":3628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3630)),A3629,\"\")","v":3628},{"$f":"IFERROR(SMALL(Helper2_1,A3629),\"\")","v":3628},null,{"$f":"ROW(OFFSET(E3629,-1,0))","v":3628},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3630)),$A3629,\"\")","v":3628},{"$f":"IFERROR(SMALL(Helper2_2,A3629),\"\")","v":3628},{"$f":"COUNTIF(Helper3_1,\"=\"&G3629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3629)=1, G3629, \"\")","v":3628},{"$f":"IFERROR(SMALL(Index_2,A3629),\"\")","v":3628},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:J3629)),\"\")","v":"ATU_149 "},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:K3629)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:L3629)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:M3629)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:N3629)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3629,COLUMNS($J$2:O3629)),\"\")","v":"149  The support provided by the AbLE Academy and TELS was viewed by staff as being particularly important in enabling colleagues to swiftly and successfully transition their teaching and learning online at the start of the COVID-19 pandemic (paragraphs 79, 108-110, 130 and 141). Staff spoke about the value of the development events offered, the production of a suite of supporting resources delivered at this time and that their feedback was used to enhance future sessions. Further support for staff was also provided at division level. The RA states that the University's Audit and Risk Committee commissioned an independent audit of its approach for blended delivery, the outcome of which was positive (paragraph 167)."}]
[{"$f":"IF('> FILTER <'!B3631<>\"\",ROW(OFFSET(A3630,-1,0)),\"\")","v":3629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3631)),A3630,\"\")","v":3629},{"$f":"IFERROR(SMALL(Helper2_1,A3630),\"\")","v":3629},null,3629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3631)),$A3630,\"\")","v":3629},{"$f":"IFERROR(SMALL(Helper2_2,A3630),\"\")","v":3629},{"$f":"COUNTIF(Helper3_1,\"=\"&G3630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3630)=1, G3630, \"\")","v":3629},{"$f":"IFERROR(SMALL(Index_2,A3630),\"\")","v":3629},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:J3630)),\"\")","v":"ATU_150 "},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:K3630)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:L3630)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:M3630)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:N3630)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3630,COLUMNS($J$2:O3630)),\"\")","v":"150  The ELIR team understands that in response to the pandemic, a short life working group which was formed initially to guide staff through the early stages of online delivery, has become the University's Learning Technologies Development Forum, chaired by the TQL SAS who has the strategic role for Digital Education. The ELIR team remains unclear about the role of this forum in supporting the delivery of the digital theme within the Learning Enhancement Strategy and the Digital Strategy, and the digital transformation project (paragraphs 106 and 125)."}]
[{"$f":"IF('> FILTER <'!B3632<>\"\",ROW(OFFSET(A3631,-1,0)),\"\")","v":3630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3632)),A3631,\"\")","v":3630},{"$f":"IFERROR(SMALL(Helper2_1,A3631),\"\")","v":3630},null,3630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3632)),$A3631,\"\")","v":3630},{"$f":"IFERROR(SMALL(Helper2_2,A3631),\"\")","v":3630},{"$f":"COUNTIF(Helper3_1,\"=\"&G3631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3631)=1, G3631, \"\")","v":3630},{"$f":"IFERROR(SMALL(Index_2,A3631),\"\")","v":3630},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:J3631)),\"\")","v":"ATU_150 "},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:K3631)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:L3631)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:M3631)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:N3631)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3631,COLUMNS($J$2:O3631)),\"\")","v":"150  The ELIR team understands that in response to the pandemic, a short life working group which was formed initially to guide staff through the early stages of online delivery, has become the University's Learning Technologies Development Forum, chaired by the TQL SAS who has the strategic role for Digital Education. The ELIR team remains unclear about the role of this forum in supporting the delivery of the digital theme within the Learning Enhancement Strategy and the Digital Strategy, and the digital transformation project (paragraphs 106 and 125)."}]
[{"$f":"IF('> FILTER <'!B3633<>\"\",ROW(OFFSET(A3632,-1,0)),\"\")","v":3631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3633)),A3632,\"\")","v":3631},{"$f":"IFERROR(SMALL(Helper2_1,A3632),\"\")","v":3631},null,3631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3633)),$A3632,\"\")","v":3631},{"$f":"IFERROR(SMALL(Helper2_2,A3632),\"\")","v":3631},{"$f":"COUNTIF(Helper3_1,\"=\"&G3632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3632)=1, G3632, \"\")","v":3631},{"$f":"IFERROR(SMALL(Index_2,A3632),\"\")","v":3631},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:J3632)),\"\")","v":"ATU_151 "},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:K3632)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:L3632)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:M3632)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:N3632)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3632,COLUMNS($J$2:O3632)),\"\")","v":"151  The University has an academic promotion policy, and a set of role profiles which set out responsibilities at the various grades. Workshops led by People Services and the Deans of school support staff with the promotions process, with staff commenting positively on the support available. Promotions take place annually and the University's grade structure is underpinned by the Higher Education Role Analysis (HERA) system. The University also operates a review scheme for staff, with colleagues articulating how the mandatory Annual Development Discussions with their line manager helps to prepare them for career progression, outlining examples of how these conversations aided them to identify and access appropriate career development opportunities. "}]
[{"$f":"IF('> FILTER <'!B3634<>\"\",ROW(OFFSET(A3633,-1,0)),\"\")","v":3632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3634)),A3633,\"\")","v":3632},{"$f":"IFERROR(SMALL(Helper2_1,A3633),\"\")","v":3632},null,3632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3634)),$A3633,\"\")","v":3632},{"$f":"IFERROR(SMALL(Helper2_2,A3633),\"\")","v":3632},{"$f":"COUNTIF(Helper3_1,\"=\"&G3633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3633)=1, G3633, \"\")","v":3632},{"$f":"IFERROR(SMALL(Index_2,A3633),\"\")","v":3632},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:J3633)),\"\")","v":"ATU_152 "},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:K3633)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:L3633)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:M3633)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:N3633)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3633,COLUMNS($J$2:O3633)),\"\")","v":"152  The University participates in the Aurora leadership development programme for women both as mentors and mentees. Mentoring opportunities are also available, for early career academics, through the Teaching, Research and Academic Mentorship Scheme (TRAMS) which is a partnership involving a number of other UK institutions. Academic staff spoke very positively about their involvement in this scheme and explained how discussions on progression and promotion have been particularly beneficial to them."}]
[{"$f":"IF('> FILTER <'!B3635<>\"\",ROW(OFFSET(A3634,-1,0)),\"\")","v":3633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3635)),A3634,\"\")","v":3633},{"$f":"IFERROR(SMALL(Helper2_1,A3634),\"\")","v":3633},null,3633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3635)),$A3634,\"\")","v":3633},{"$f":"IFERROR(SMALL(Helper2_2,A3634),\"\")","v":3633},{"$f":"COUNTIF(Helper3_1,\"=\"&G3634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3634)=1, G3634, \"\")","v":3633},{"$f":"IFERROR(SMALL(Index_2,A3634),\"\")","v":3633},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:J3634)),\"\")","v":"ATU_153 "},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:K3634)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:L3634)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:M3634)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:N3634)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3634,COLUMNS($J$2:O3634)),\"\")","v":"153  The ELIR team commends the University, through the activities delivered by the AbLE Academy, the TELS team and the Graduate School, for providing a comprehensive range of staff development and support opportunities, both formal and informal, to those involved in learning, teaching and research. These development opportunities are responsive to the needs of staff and the University's strategic direction and contribute to a supportive culture."}]
[{"$f":"IF('> FILTER <'!B3636<>\"\",ROW(OFFSET(A3635,-1,0)),\"\")","v":3634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3636)),A3635,\"\")","v":3634},{"$f":"IFERROR(SMALL(Helper2_1,A3635),\"\")","v":3634},null,3634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3636)),$A3635,\"\")","v":3634},{"$f":"IFERROR(SMALL(Helper2_2,A3635),\"\")","v":3634},{"$f":"COUNTIF(Helper3_1,\"=\"&G3635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3635)=1, G3635, \"\")","v":3634},{"$f":"IFERROR(SMALL(Index_2,A3635),\"\")","v":3634},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:J3635)),\"\")","v":"ATU_154 "},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:K3635)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:L3635)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:M3635)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:N3635)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3635,COLUMNS($J$2:O3635)),\"\")","v":"154  Overall, the University employs an effective approach to enhancing learning and teaching and the wider student experience managed through its Learning Enhancement Strategy, governance and committee structures, and supported by the schools and the Abertay Learning Enhancement Academy (AbLE)."}]
[{"$f":"IF('> FILTER <'!B3637<>\"\",ROW(OFFSET(A3636,-1,0)),\"\")","v":3635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3637)),A3636,\"\")","v":3635},{"$f":"IFERROR(SMALL(Helper2_1,A3636),\"\")","v":3635},null,3635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3637)),$A3636,\"\")","v":3635},{"$f":"IFERROR(SMALL(Helper2_2,A3636),\"\")","v":3635},{"$f":"COUNTIF(Helper3_1,\"=\"&G3636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3636)=1, G3636, \"\")","v":3635},{"$f":"IFERROR(SMALL(Index_2,A3636),\"\")","v":3635},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:J3636)),\"\")","v":"ATU_155 "},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:K3636)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:L3636)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:M3636)),\"\")","v":"Good practice"},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:N3636)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3636,COLUMNS($J$2:O3636)),\"\")","v":"155  The University has systematic mechanisms in place for identifying and sharing good practice, using a comprehensive range of both formal and informal mechanisms to achieve this. The University's governance and committee structures and quality processes also support this. The recent appointment of the School Heads of Teaching Quality and Learning Enhancement (TQLs) is seen as a positive development to further enhance the identification and sharing of good practice across the University."}]
[{"$f":"IF('> FILTER <'!B3638<>\"\",ROW(OFFSET(A3637,-1,0)),\"\")","v":3636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3638)),A3637,\"\")","v":3636},{"$f":"IFERROR(SMALL(Helper2_1,A3637),\"\")","v":3636},null,3636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3638)),$A3637,\"\")","v":3636},{"$f":"IFERROR(SMALL(Helper2_2,A3637),\"\")","v":3636},{"$f":"COUNTIF(Helper3_1,\"=\"&G3637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3637)=1, G3637, \"\")","v":3636},{"$f":"IFERROR(SMALL(Index_2,A3637),\"\")","v":3636},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:J3637)),\"\")","v":"ATU_156 "},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:K3637)),\"\")","v":"Commendation"},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:L3637)),\"\")","v":"Staff_Support"},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:M3637)),\"\")","v":"Professional development"},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:N3637)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3637,COLUMNS($J$2:O3637)),\"\")","v":"156  The University, through the activities delivered by the Abertay Learning Enhancement (AbLE) Academy, the Technology Enhanced Learning Support team and the Graduate School, is commended for providing a comprehensive range of staff development and support opportunities, both formal and informal, to those involved in learning, teaching and research. These development opportunities are responsive to the needs of staff and the University's strategic direction and contribute to a supportive culture."}]
[{"$f":"IF('> FILTER <'!B3639<>\"\",ROW(OFFSET(A3638,-1,0)),\"\")","v":3637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3639)),A3638,\"\")","v":3637},{"$f":"IFERROR(SMALL(Helper2_1,A3638),\"\")","v":3637},null,3637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3639)),$A3638,\"\")","v":3637},{"$f":"IFERROR(SMALL(Helper2_2,A3638),\"\")","v":3637},{"$f":"COUNTIF(Helper3_1,\"=\"&G3638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3638)=1, G3638, \"\")","v":3637},{"$f":"IFERROR(SMALL(Index_2,A3638),\"\")","v":3637},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:J3638)),\"\")","v":"ATU_157 "},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:K3638)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:L3638)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:M3638)),\"\")","v":"Strategy"},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:N3638)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3638,COLUMNS($J$2:O3638)),\"\")","v":"157  The University employs a broadly effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread consultation with staff and students during the formulation of the University's Strategic Plan and its underpinning strategies, including the Learning Enhancement Strategy (2020-25). The University is required to undertake work to ensure that among all staff there is a clear understanding and ownership of these strategies, and how they inform institutional priorities and actions. In support of this, the University is asked to enable effective and systematic implementation, supported by appropriate monitoring and evaluation of impact to ensure the achievement of strategic goals."}]
[{"$f":"IF('> FILTER <'!B3640<>\"\",ROW(OFFSET(A3639,-1,0)),\"\")","v":3638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3640)),A3639,\"\")","v":3638},{"$f":"IFERROR(SMALL(Helper2_1,A3639),\"\")","v":3638},null,3638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3640)),$A3639,\"\")","v":3638},{"$f":"IFERROR(SMALL(Helper2_2,A3639),\"\")","v":3638},{"$f":"COUNTIF(Helper3_1,\"=\"&G3639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3639)=1, G3639, \"\")","v":3638},{"$f":"IFERROR(SMALL(Index_2,A3639),\"\")","v":3638},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:J3639)),\"\")","v":"ATU_158 "},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:K3639)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:L3639)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:M3639)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:N3639)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3639,COLUMNS($J$2:O3639)),\"\")","v":"158  The University has effective arrangements for managing the quality and securing the academic standards of its awards. Procedures are clear, comprehensive and applied consistently across the University. The ELIR team was able to confirm that the university policies and procedures meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and the Scottish Funding Council (SFC) guidance to higher education institutions on quality (2017-22). The University has mapped its policies and processes to the Quality Code and is aware of areas for further development. Abertay's Academic Governance Framework aims to ensure that the quality and standards of its provision are monitored and enhanced to improve the overall experience of students. "}]
[{"$f":"IF('> FILTER <'!B3641<>\"\",ROW(OFFSET(A3640,-1,0)),\"\")","v":3639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3641)),A3640,\"\")","v":3639},{"$f":"IFERROR(SMALL(Helper2_1,A3640),\"\")","v":3639},null,3639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3641)),$A3640,\"\")","v":3639},{"$f":"IFERROR(SMALL(Helper2_2,A3640),\"\")","v":3639},{"$f":"COUNTIF(Helper3_1,\"=\"&G3640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3640)=1, G3640, \"\")","v":3639},{"$f":"IFERROR(SMALL(Index_2,A3640),\"\")","v":3639},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:J3640)),\"\")","v":"ATU_159 "},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:K3640)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:L3640)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:M3640)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:N3640)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3640,COLUMNS($J$2:O3640)),\"\")","v":"159  The University Court is the University's governing body. Chaired by the University Principal and Vice-Chancellor, the Senate is the senior academic body of the University with responsibilities for teaching and learning activities, awards and credit-bearing provision, along with providing the strategic overview of the taught academic portfolio, quality assurance and enhancement. Senate has two sub-committees to which it delegates aspects of its responsibility. These are the Teaching and Learning Committee (TLC) and the Research and Knowledge Exchange Committee (RKEC). RKEC has responsibility for regulatory processes and compliance, and policies for research degrees. A number of boards/panels including assessment boards report directly to the Senate.  "}]
[{"$f":"IF('> FILTER <'!B3642<>\"\",ROW(OFFSET(A3641,-1,0)),\"\")","v":3640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3642)),A3641,\"\")","v":3640},{"$f":"IFERROR(SMALL(Helper2_1,A3641),\"\")","v":3640},null,3640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3642)),$A3641,\"\")","v":3640},{"$f":"IFERROR(SMALL(Helper2_2,A3641),\"\")","v":3640},{"$f":"COUNTIF(Helper3_1,\"=\"&G3641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3641)=1, G3641, \"\")","v":3640},{"$f":"IFERROR(SMALL(Index_2,A3641),\"\")","v":3640},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:J3641)),\"\")","v":"ATU_160 "},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:K3641)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:L3641)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:M3641)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:N3641)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3641,COLUMNS($J$2:O3641)),\"\")","v":"160  The TLC has two sub-committees - Academic Quality and Standards (AQSC) and the recently-established Partnerships (PC) (paragraph 163 and 213). School Academic Committees (SACs) for the three academic schools also report to the TLC, and work in partnership with the AQSC to ensure that quality and standards are upheld and enhanced. Each of the SACs have responsibility for the strategic direction of enhancement and dissemination of best practice in the schools and receive matters from school Student Voice Fora (paragraphs 30 and 31). Short Life Working Groups (SLWGs) report and make recommendations on specific issues remitted to them by Senate and other committees. The ELIR team is content that the Academic Governance Framework (paragraph 163) sets out appropriate terms of reference and membership of relevant committees, with their minutes demonstrating they meet their remits."}]
[{"$f":"IF('> FILTER <'!B3643<>\"\",ROW(OFFSET(A3642,-1,0)),\"\")","v":3641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3643)),A3642,\"\")","v":3641},{"$f":"IFERROR(SMALL(Helper2_1,A3642),\"\")","v":3641},null,3641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3643)),$A3642,\"\")","v":3641},{"$f":"IFERROR(SMALL(Helper2_2,A3642),\"\")","v":3641},{"$f":"COUNTIF(Helper3_1,\"=\"&G3642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3642)=1, G3642, \"\")","v":3641},{"$f":"IFERROR(SMALL(Index_2,A3642),\"\")","v":3641},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:J3642)),\"\")","v":"ATU_161 "},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:K3642)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:L3642)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:M3642)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:N3642)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3642,COLUMNS($J$2:O3642)),\"\")","v":"161  Executive responsibility for managing and enhancing quality and assuring standards rests with the Deputy Principal and Deputy Vice-Chancellor, assisted by the Dean for Teaching and Learning and the Dean of Research of the Graduate School. The Graduate School has operational responsibility for research degree provision (paragraphs 94-99) and AbLE provides support for quality enhancement (paragraph 129-130). The ELIR team was able to confirm from meetings with staff that there is a sound understanding of the various roles and structures in place to support the assurance and enhancement of teaching quality and standards at school and institutional levels."}]
[{"$f":"IF('> FILTER <'!B3644<>\"\",ROW(OFFSET(A3643,-1,0)),\"\")","v":3642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3644)),A3643,\"\")","v":3642},{"$f":"IFERROR(SMALL(Helper2_1,A3643),\"\")","v":3642},null,3642,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3644)),$A3643,\"\")","v":3642},{"$f":"IFERROR(SMALL(Helper2_2,A3643),\"\")","v":3642},{"$f":"COUNTIF(Helper3_1,\"=\"&G3643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3643)=1, G3643, \"\")","v":3642},{"$f":"IFERROR(SMALL(Index_2,A3643),\"\")","v":3642},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:J3643)),\"\")","v":"ATU_162 "},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:K3643)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:L3643)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:M3643)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:N3643)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3643,COLUMNS($J$2:O3643)),\"\")","v":"162  The ELIR team noted that, since the 2016 review, changes to the University's governance arrangements have been introduced, including updating the constitution of the University Court by Order of Council in 2019; changes to the membership of Court; and the reconfiguration of the Senate, including revised arrangements for delegation to Senate committees."}]
[{"$f":"IF('> FILTER <'!B3645<>\"\",ROW(OFFSET(A3644,-1,0)),\"\")","v":3643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3645)),A3644,\"\")","v":3643},{"$f":"IFERROR(SMALL(Helper2_1,A3644),\"\")","v":3643},null,3643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3645)),$A3644,\"\")","v":3643},{"$f":"IFERROR(SMALL(Helper2_2,A3644),\"\")","v":3643},{"$f":"COUNTIF(Helper3_1,\"=\"&G3644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3644)=1, G3644, \"\")","v":3643},{"$f":"IFERROR(SMALL(Index_2,A3644),\"\")","v":3643},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:J3644)),\"\")","v":"ATU_163 "},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:K3644)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:L3644)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:M3644)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:N3644)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3644,COLUMNS($J$2:O3644)),\"\")","v":"163  The ELIR team also noted that the University reviewed and revised its Academic Governance Framework in 2018-19, with the aim of improving the quality and efficiency of academic processes. Its new framework replaces two previous governance frameworks - one for teaching and learning, and one for research. The University planned to review this new framework after one full academic session, but this has been postponed for a year due to the ongoing impact of the pandemic. The newest version of the governance framework was approved by Senate in June 2021 in order to approve the establishment of a new Partnerships sub-committee of the TLC with oversight of aspects of the University's collaborative provision (paragraph 213). The ELIR team is content that the current academic governance framework is clear, and enables a consistent approach to the enhancement of quality and academic standards within the schools.  "}]
[{"$f":"IF('> FILTER <'!B3646<>\"\",ROW(OFFSET(A3645,-1,0)),\"\")","v":3644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3646)),A3645,\"\")","v":3644},{"$f":"IFERROR(SMALL(Helper2_1,A3645),\"\")","v":3644},null,3644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3646)),$A3645,\"\")","v":3644},{"$f":"IFERROR(SMALL(Helper2_2,A3645),\"\")","v":3644},{"$f":"COUNTIF(Helper3_1,\"=\"&G3645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3645)=1, G3645, \"\")","v":3644},{"$f":"IFERROR(SMALL(Index_2,A3645),\"\")","v":3644},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:J3645)),\"\")","v":"ATU_164 "},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:K3645)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:L3645)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:M3645)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:N3645)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3645,COLUMNS($J$2:O3645)),\"\")","v":"164  In the RA, the University describes its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards as a multi-faceted one which includes a number of elements: Institution-led Review (ILR); annual monitoring and reporting; periodic programme approval, and monitoring and review; strategic planning; academic regulations and the management of assessment; and the use of external reference points. Taken together the quality assurance processes provide a framework for securing academic quality and standards."}]
[{"$f":"IF('> FILTER <'!B3647<>\"\",ROW(OFFSET(A3646,-1,0)),\"\")","v":3645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3647)),A3646,\"\")","v":3645},{"$f":"IFERROR(SMALL(Helper2_1,A3646),\"\")","v":3645},null,3645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3647)),$A3646,\"\")","v":3645},{"$f":"IFERROR(SMALL(Helper2_2,A3646),\"\")","v":3645},{"$f":"COUNTIF(Helper3_1,\"=\"&G3646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3646)=1, G3646, \"\")","v":3645},{"$f":"IFERROR(SMALL(Index_2,A3646),\"\")","v":3645},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:J3646)),\"\")","v":"ATU_165 "},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:K3646)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:L3646)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:M3646)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:N3646)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3646,COLUMNS($J$2:O3646)),\"\")","v":"165  The University maintains three sets of regulations covering its undergraduate, taught and research postgraduate programmes, setting out its requirements and expectations for students, with these supplemented by programme-specific requirements and other policies and guidance where appropriate. The University's academic regulations were revised in 2015-16 and are reviewed annually before being submitted for approval by TLC and the Senate."}]
[{"$f":"IF('> FILTER <'!B3648<>\"\",ROW(OFFSET(A3647,-1,0)),\"\")","v":3646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3648)),A3647,\"\")","v":3646},{"$f":"IFERROR(SMALL(Helper2_1,A3647),\"\")","v":3646},null,3646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3648)),$A3647,\"\")","v":3646},{"$f":"IFERROR(SMALL(Helper2_2,A3647),\"\")","v":3646},{"$f":"COUNTIF(Helper3_1,\"=\"&G3647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3647)=1, G3647, \"\")","v":3646},{"$f":"IFERROR(SMALL(Index_2,A3647),\"\")","v":3646},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:J3647)),\"\")","v":"ATU_166 "},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:K3647)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:L3647)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:M3647)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:N3647)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3647,COLUMNS($J$2:O3647)),\"\")","v":"166  The University expects module and programme-level assessment policies, practices and procedures to align with a common set of agreed principles, standards and expectations which, on the whole, were well understood by students and staff the ELIR team met and reflected in documentation reviewed by the team (paragraph 79). The University's Principles of Assessment, its Assessment Policy and Internal Moderation Guidance promote the use of a consistent approach to assessment setting, marking and providing student feedback. The Assessment Principles outline that assessment should be designed to improve student learning, recognise and reward achievement, be progressive, inclusive, authentic and support student transition. The University monitors adherence to its Assessment Principles through the AQSC (paragraph 160)."}]
[{"$f":"IF('> FILTER <'!B3649<>\"\",ROW(OFFSET(A3648,-1,0)),\"\")","v":3647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3649)),A3648,\"\")","v":3647},{"$f":"IFERROR(SMALL(Helper2_1,A3648),\"\")","v":3647},null,3647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3649)),$A3648,\"\")","v":3647},{"$f":"IFERROR(SMALL(Helper2_2,A3648),\"\")","v":3647},{"$f":"COUNTIF(Helper3_1,\"=\"&G3648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3648)=1, G3648, \"\")","v":3647},{"$f":"IFERROR(SMALL(Index_2,A3648),\"\")","v":3647},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:J3648)),\"\")","v":"ATU_167 "},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:K3648)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:L3648)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:M3648)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:N3648)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3648,COLUMNS($J$2:O3648)),\"\")","v":"167  The management of assessment of students was affected by the COVID-19 pandemic, with the University developing policies, including a COVID-19 Fair Assessment Policy, to ensure students were not unduly disadvantaged. In order to assure itself that academic standards were not compromised as a result of these measures, two reviews were commissioned - one by the University's auditors and the other by its Audit and Risk committee (paragraph 149). These reviews provided substantial assurance to the University that the measures taken were effective and that controls were satisfactory. There was only one recommendation relating to ongoing review of the academic governance framework. The ELIR team's view is that the University's regulatory framework is appropriate, and the changes made to policies to ameliorate the impact of the pandemic on students are in line with measures taken by the wider sector. Arrangements for the assessment of doctoral degrees are overseen by the Graduate School and conform with sector expectations (paragraph 96)."}]
[{"$f":"IF('> FILTER <'!B3650<>\"\",ROW(OFFSET(A3649,-1,0)),\"\")","v":3648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3650)),A3649,\"\")","v":3648},{"$f":"IFERROR(SMALL(Helper2_1,A3649),\"\")","v":3648},null,3648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3650)),$A3649,\"\")","v":3648},{"$f":"IFERROR(SMALL(Helper2_2,A3649),\"\")","v":3648},{"$f":"COUNTIF(Helper3_1,\"=\"&G3649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3649)=1, G3649, \"\")","v":3648},{"$f":"IFERROR(SMALL(Index_2,A3649),\"\")","v":3648},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:J3649)),\"\")","v":"ATU_168 "},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:K3649)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:L3649)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:M3649)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:N3649)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3649,COLUMNS($J$2:O3649)),\"\")","v":"168  The ELIR team noted that a paper produced for the University Senate and Court related to student retention, referred to the use of 'scaling' as a means of adjusting module marks to compensate for weaknesses in the conduct of assessment, with 'scaling' referred to in the paper as 'being uncommon'. The paper goes on to outline that the use of 'scaling' is one of a number of actions potentially used by the University to improve retention. In meetings with staff, it was confirmed that the University currently does not have processes, regulations, guidance, or protocols referring to 'scaling' or marks adjustment which would ensure a consistent institutional approach capable of central oversight. The ELIR team recommends that the University introduces an appropriate and consistent policy for the scaling of marks before the start of the 2022-23 academic year. This policy should be communicated to staff, students, external examiners and collaborative partners."}]
[{"$f":"IF('> FILTER <'!B3651<>\"\",ROW(OFFSET(A3650,-1,0)),\"\")","v":3649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3651)),A3650,\"\")","v":3649},{"$f":"IFERROR(SMALL(Helper2_1,A3650),\"\")","v":3649},null,3649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3651)),$A3650,\"\")","v":3649},{"$f":"IFERROR(SMALL(Helper2_2,A3650),\"\")","v":3649},{"$f":"COUNTIF(Helper3_1,\"=\"&G3650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3650)=1, G3650, \"\")","v":3649},{"$f":"IFERROR(SMALL(Index_2,A3650),\"\")","v":3649},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:J3650)),\"\")","v":"ATU_169 "},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:K3650)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:L3650)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:M3650)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:N3650)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3650,COLUMNS($J$2:O3650)),\"\")","v":"169  The University's policies relating to the development, approval, and modification of programmes and associated modules are aligned to sector expectations, taking account of the Scottish Credit and Qualifications Framework (SCQF), relevant Subject Benchmark Statements, and relevant qualifications and professional accreditation requirements. Institutional guidance is comprehensive and aims to promote a consistent approach."}]
[{"$f":"IF('> FILTER <'!B3652<>\"\",ROW(OFFSET(A3651,-1,0)),\"\")","v":3650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3652)),A3651,\"\")","v":3650},{"$f":"IFERROR(SMALL(Helper2_1,A3651),\"\")","v":3650},null,3650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3652)),$A3651,\"\")","v":3650},{"$f":"IFERROR(SMALL(Helper2_2,A3651),\"\")","v":3650},{"$f":"COUNTIF(Helper3_1,\"=\"&G3651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3651)=1, G3651, \"\")","v":3650},{"$f":"IFERROR(SMALL(Index_2,A3651),\"\")","v":3650},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:J3651)),\"\")","v":"ATU_170 "},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:K3651)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:L3651)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:M3651)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:N3651)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3651,COLUMNS($J$2:O3651)),\"\")","v":"170  The University's approach to programme approval has been revised in response to the 2016 ELIR. This review indicated the need for the University to 'tighten arrangements for securing the accuracy and clarity of reporting at institutional level including in centrally-produced programme review documentation', necessitating a review of the programme approval processes. Additionally, the review of the University's Academic Governance Framework (paragraph 163) resulted in the creation of the AQSC, where one of its roles involves the centralisation of programme and module approval, removing the power of the academic schools to approve their own academic provision."}]
[{"$f":"IF('> FILTER <'!B3653<>\"\",ROW(OFFSET(A3652,-1,0)),\"\")","v":3651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3653)),A3652,\"\")","v":3651},{"$f":"IFERROR(SMALL(Helper2_1,A3652),\"\")","v":3651},null,3651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3653)),$A3652,\"\")","v":3651},{"$f":"IFERROR(SMALL(Helper2_2,A3652),\"\")","v":3651},{"$f":"COUNTIF(Helper3_1,\"=\"&G3652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3652)=1, G3652, \"\")","v":3651},{"$f":"IFERROR(SMALL(Index_2,A3652),\"\")","v":3651},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:J3652)),\"\")","v":"ATU_171 "},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:K3652)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:L3652)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:M3652)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:N3652)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3652,COLUMNS($J$2:O3652)),\"\")","v":"171  The resultant programme development and approval processes are documented in the University's Programme Approval and Change Management Handbook, with other associated guidance. This documentation confirms the arrangements for approval at various stages of the process before final approval by the Senate, and specifies matters to be taken into account in the developmental work and the full process. New programme proposals commence at the school level and the ELIR team was able to confirm, from the sample of documents provided, that there are appropriate separations between considerations of the business case and academic requirements."}]
[{"$f":"IF('> FILTER <'!B3654<>\"\",ROW(OFFSET(A3653,-1,0)),\"\")","v":3652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3654)),A3653,\"\")","v":3652},{"$f":"IFERROR(SMALL(Helper2_1,A3653),\"\")","v":3652},null,3652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3654)),$A3653,\"\")","v":3652},{"$f":"IFERROR(SMALL(Helper2_2,A3653),\"\")","v":3652},{"$f":"COUNTIF(Helper3_1,\"=\"&G3653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3653)=1, G3653, \"\")","v":3652},{"$f":"IFERROR(SMALL(Index_2,A3653),\"\")","v":3652},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:J3653)),\"\")","v":"ATU_172 "},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:K3653)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:L3653)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:M3653)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:N3653)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3653,COLUMNS($J$2:O3653)),\"\")","v":"172  Programme approval advisory panels and programme change approval panels scrutinise proposals and make recommendations to the AQSC and the TLC. Membership of the panels is appropriate, including external representation and representation from accrediting bodies where relevant. The University's approach to student representation on approval panels has developed from observer status to full membership with effect from the 2021-22 academic year, thus meeting the expectations of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B3655<>\"\",ROW(OFFSET(A3654,-1,0)),\"\")","v":3653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3655)),A3654,\"\")","v":3653},{"$f":"IFERROR(SMALL(Helper2_1,A3654),\"\")","v":3653},null,3653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3655)),$A3654,\"\")","v":3653},{"$f":"IFERROR(SMALL(Helper2_2,A3654),\"\")","v":3653},{"$f":"COUNTIF(Helper3_1,\"=\"&G3654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3654)=1, G3654, \"\")","v":3653},{"$f":"IFERROR(SMALL(Index_2,A3654),\"\")","v":3653},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:J3654)),\"\")","v":"ATU_173 "},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:K3654)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:L3654)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:M3654)),\"\")","v":"Programme Approval"},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:N3654)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3654,COLUMNS($J$2:O3654)),\"\")","v":"173  Procedures for amendments to existing provision and for module approval, elective changes, programme and module cessation, requirements for joint/combined programmes, and creation of the definitive record are clearly set out. Normally, the University's programmes and modules are approved without a time limit, but programmes are usually    reapproved in accordance with the procedures and timelines set out in the University's ILR process. Staff demonstrated a good understanding of the programme and module approval processes. Due to the pandemic, the University implemented reviews and changes to modules in an agile but robust manner to enable student success with effective quality controls in place. The University provides supportive training for staff and students involved in the relevant processes. Documentation scrutinised by the ELIR team, including programme and module approval documents, enabled it to confirm that institutional sector expectations are being adhered to."}]
[{"$f":"IF('> FILTER <'!B3656<>\"\",ROW(OFFSET(A3655,-1,0)),\"\")","v":3654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3656)),A3655,\"\")","v":3654},{"$f":"IFERROR(SMALL(Helper2_1,A3655),\"\")","v":3654},null,3654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3656)),$A3655,\"\")","v":3654},{"$f":"IFERROR(SMALL(Helper2_2,A3655),\"\")","v":3654},{"$f":"COUNTIF(Helper3_1,\"=\"&G3655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3655)=1, G3655, \"\")","v":3654},{"$f":"IFERROR(SMALL(Index_2,A3655),\"\")","v":3654},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:J3655)),\"\")","v":"ATU_174 "},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:K3655)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:L3655)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:M3655)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:N3655)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3655,COLUMNS($J$2:O3655)),\"\")","v":"174  The University's Institution-led Review (ILR) process is a systematic and consistent approach to reviewing all credit-bearing provision. The 2016 ELIR recommended that the University implement a 'detailed and self-reflective scrutiny of all provision at the subject level with ample opportunity for engagement by external subject specialists'. The ELIR team was able to confirm that, following a review of its processes, the University's revised arrangements appropriately address this recommendation and a forward schedule of ILR activity is in place."}]
[{"$f":"IF('> FILTER <'!B3657<>\"\",ROW(OFFSET(A3656,-1,0)),\"\")","v":3655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3657)),A3656,\"\")","v":3655},{"$f":"IFERROR(SMALL(Helper2_1,A3656),\"\")","v":3655},null,3655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3657)),$A3656,\"\")","v":3655},{"$f":"IFERROR(SMALL(Helper2_2,A3656),\"\")","v":3655},{"$f":"COUNTIF(Helper3_1,\"=\"&G3656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3656)=1, G3656, \"\")","v":3655},{"$f":"IFERROR(SMALL(Index_2,A3656),\"\")","v":3655},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:J3656)),\"\")","v":"ATU_175 "},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:K3656)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:L3656)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:M3656)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:N3656)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3656,COLUMNS($J$2:O3656)),\"\")","v":"175  The examples of ILR documentation provided in the University's AIS and reviewed by the ELIR team, were consistent with the University's ILR guidelines, demonstrating the use of appropriate external expertise and student representation. The ILR process is also supported by information and data sets provided by the University's Strategy and Planning Team for each academic area being reviewed."}]
[{"$f":"IF('> FILTER <'!B3658<>\"\",ROW(OFFSET(A3657,-1,0)),\"\")","v":3656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3658)),A3657,\"\")","v":3656},{"$f":"IFERROR(SMALL(Helper2_1,A3657),\"\")","v":3656},null,3656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3658)),$A3657,\"\")","v":3656},{"$f":"IFERROR(SMALL(Helper2_2,A3657),\"\")","v":3656},{"$f":"COUNTIF(Helper3_1,\"=\"&G3657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3657)=1, G3657, \"\")","v":3656},{"$f":"IFERROR(SMALL(Index_2,A3657),\"\")","v":3656},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:J3657)),\"\")","v":"ATU_176 "},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:K3657)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:L3657)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:M3657)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:N3657)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3657,COLUMNS($J$2:O3657)),\"\")","v":"176  Discussions with a range of staff groups confirmed that the ILR process was now seen as central to the University's quality and enhancement processes. Student reflection on their involvement in ILR was also positive with student representatives commenting positively on the training provided by the University prior to participation in the ILR process (paragraph 28)."}]
[{"$f":"IF('> FILTER <'!B3659<>\"\",ROW(OFFSET(A3658,-1,0)),\"\")","v":3657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3659)),A3658,\"\")","v":3657},{"$f":"IFERROR(SMALL(Helper2_1,A3658),\"\")","v":3657},null,3657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3659)),$A3658,\"\")","v":3657},{"$f":"IFERROR(SMALL(Helper2_2,A3658),\"\")","v":3657},{"$f":"COUNTIF(Helper3_1,\"=\"&G3658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3658)=1, G3658, \"\")","v":3657},{"$f":"IFERROR(SMALL(Index_2,A3658),\"\")","v":3657},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:J3658)),\"\")","v":"ATU_177 "},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:K3658)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:L3658)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:M3658)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:N3658)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3658,COLUMNS($J$2:O3658)),\"\")","v":"177  ILR reports and their related action plans are reviewed initially by AQSC and TLC prior to being reported to Senate. Following TLC approval, the ILR action plans are monitored and overseen annually at the respective School Academic Committee (SAC) (paragraph 160). Completion of the actions is reported to TLC. In cases where the ILR results in a 'limited effectiveness' or 'not effective' outcome for an academic area, TLC and University Senate may mandate additional progress reporting to the relevant SAC and TLC."}]
[{"$f":"IF('> FILTER <'!B3660<>\"\",ROW(OFFSET(A3659,-1,0)),\"\")","v":3658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3660)),A3659,\"\")","v":3658},{"$f":"IFERROR(SMALL(Helper2_1,A3659),\"\")","v":3658},null,3658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3660)),$A3659,\"\")","v":3658},{"$f":"IFERROR(SMALL(Helper2_2,A3659),\"\")","v":3658},{"$f":"COUNTIF(Helper3_1,\"=\"&G3659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3659)=1, G3659, \"\")","v":3658},{"$f":"IFERROR(SMALL(Index_2,A3659),\"\")","v":3658},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:J3659)),\"\")","v":"ATU_178 "},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:K3659)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:L3659)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:M3659)),\"\")","v":"Annual Monitoring"},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:N3659)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3659,COLUMNS($J$2:O3659)),\"\")","v":"178  In a development resulting from the 2016 ELIR recommendations, the University's annual monitoring process now encompasses school, division and programme-level reporting. Programme and division annual reports are reviewed and approved at SAC, with any actions being monitored by this committee. School Annual Reports are also considered at the relevant SAC, prior to submission and formal approval at AQSC, which also progresses recommendations. AQSC also reviews the annual reports produced by the University's professional service areas. In terms of the PGR student experience, the Research and Knowledge Exchange Committee approve the Research Degrees Annual Report. Oversight by TLC ensures that key themes and issues arising from school annual reports are noted and disseminated at institutional, school, Students' Association and professional service levels."}]
[{"$f":"IF('> FILTER <'!B3661<>\"\",ROW(OFFSET(A3660,-1,0)),\"\")","v":3659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3661)),A3660,\"\")","v":3659},{"$f":"IFERROR(SMALL(Helper2_1,A3660),\"\")","v":3659},null,3659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3661)),$A3660,\"\")","v":3659},{"$f":"IFERROR(SMALL(Helper2_2,A3660),\"\")","v":3659},{"$f":"COUNTIF(Helper3_1,\"=\"&G3660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3660)=1, G3660, \"\")","v":3659},{"$f":"IFERROR(SMALL(Index_2,A3660),\"\")","v":3659},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:J3660)),\"\")","v":"ATU_179 "},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:K3660)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:L3660)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:M3660)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:N3660)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3660,COLUMNS($J$2:O3660)),\"\")","v":"179  The review and reporting process for the University's student-facing professional services is currently based on services' annual reports and plans which focus on teaching and learning, and the broader student experience. The University acknowledges that its current arrangements require a review in order to ensure they align with SFC guidelines and expectations, the ELIR team agree with the University's position."}]
[{"$f":"IF('> FILTER <'!B3662<>\"\",ROW(OFFSET(A3661,-1,0)),\"\")","v":3660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3662)),A3661,\"\")","v":3660},{"$f":"IFERROR(SMALL(Helper2_1,A3661),\"\")","v":3660},null,3660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3662)),$A3661,\"\")","v":3660},{"$f":"IFERROR(SMALL(Helper2_2,A3661),\"\")","v":3660},{"$f":"COUNTIF(Helper3_1,\"=\"&G3661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3661)=1, G3661, \"\")","v":3660},{"$f":"IFERROR(SMALL(Index_2,A3661),\"\")","v":3660},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:J3661)),\"\")","v":"ATU_180 "},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:K3661)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:L3661)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:M3661)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:N3661)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3661,COLUMNS($J$2:O3661)),\"\")","v":"180  The ELIR team understands that a comprehensive review of all the University's student-facing professional services is planned for April 2022. The ELIR team noted that the University intends to undertake this review based on the current academic ILR guidelines which had been amended to establish the 'Institution-Led Review 2020-24 Handbook: Support Services', to ensure a systematic approach to the 2021-22 Professional Services review. The ELIR panel welcome this development and asks the University to continue with its plans to revise and implement a process for reviewing student-facing professional services to ensure a continuous, systematic review of services from academic year 2022-23. The ELIR team, therefore, recommends that the University ensures that the new processes link effectively to the existing institution-led review process for academic areas, allowing for institutional oversight, fully engages students, and incorporates appropriate externality."}]
[{"$f":"IF('> FILTER <'!B3663<>\"\",ROW(OFFSET(A3662,-1,0)),\"\")","v":3661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3663)),A3662,\"\")","v":3661},{"$f":"IFERROR(SMALL(Helper2_1,A3662),\"\")","v":3661},null,3661,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3663)),$A3662,\"\")","v":3661},{"$f":"IFERROR(SMALL(Helper2_2,A3662),\"\")","v":3661},{"$f":"COUNTIF(Helper3_1,\"=\"&G3662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3662)=1, G3662, \"\")","v":3661},{"$f":"IFERROR(SMALL(Index_2,A3662),\"\")","v":3661},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:J3662)),\"\")","v":"ATU_181 "},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:K3662)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:L3662)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:M3662)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:N3662)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3662,COLUMNS($J$2:O3662)),\"\")","v":"181  The University effectively uses a range of external reference points in the setting, management and enhancement of its academic standards and quality processes. These are embedded in core quality and enhancement processes."}]
[{"$f":"IF('> FILTER <'!B3664<>\"\",ROW(OFFSET(A3663,-1,0)),\"\")","v":3662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3664)),A3663,\"\")","v":3662},{"$f":"IFERROR(SMALL(Helper2_1,A3663),\"\")","v":3662},null,3662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3664)),$A3663,\"\")","v":3662},{"$f":"IFERROR(SMALL(Helper2_2,A3663),\"\")","v":3662},{"$f":"COUNTIF(Helper3_1,\"=\"&G3663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3663)=1, G3663, \"\")","v":3662},{"$f":"IFERROR(SMALL(Index_2,A3663),\"\")","v":3662},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:J3663)),\"\")","v":"ATU_182 "},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:K3663)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:L3663)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:M3663)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:N3663)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3663,COLUMNS($J$2:O3663)),\"\")","v":"182  The University aligns its policies and processes to the Quality Code. Following the introduction of the revised Quality Code, the University mapped its approach, policies and processes to ensure it complies with the Expectations and Core practices. As a result, it is aware of areas which are fully aligned, those where development is required and what action is being taken. The ELIR team was able to confirm that relevant sections of the Quality Code are referenced in policy and procedure documents."}]
[{"$f":"IF('> FILTER <'!B3665<>\"\",ROW(OFFSET(A3664,-1,0)),\"\")","v":3663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3665)),A3664,\"\")","v":3663},{"$f":"IFERROR(SMALL(Helper2_1,A3664),\"\")","v":3663},null,3663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3665)),$A3664,\"\")","v":3663},{"$f":"IFERROR(SMALL(Helper2_2,A3664),\"\")","v":3663},{"$f":"COUNTIF(Helper3_1,\"=\"&G3664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3664)=1, G3664, \"\")","v":3663},{"$f":"IFERROR(SMALL(Index_2,A3664),\"\")","v":3663},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:J3664)),\"\")","v":"ATU_183 "},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:K3664)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:L3664)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:M3664)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:N3664)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3664,COLUMNS($J$2:O3664)),\"\")","v":"183  Programmes and their constituent modules are mapped to the relevant level of the Scottish Credit and Qualifications Framework (SCQF), and this is checked as part of the University's approval and reapproval processes. The University regards Subject Benchmark Statements as key reference points in the development of programmes and modules, and the ELIR team was able to confirm that, along with SCQF levels and reference to relevant professional, statutory and regulatory body (PSRB) accrediting requirements, these are referred to in programme specifications."}]
[{"$f":"IF('> FILTER <'!B3666<>\"\",ROW(OFFSET(A3665,-1,0)),\"\")","v":3664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3666)),A3665,\"\")","v":3664},{"$f":"IFERROR(SMALL(Helper2_1,A3665),\"\")","v":3664},null,3664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3666)),$A3665,\"\")","v":3664},{"$f":"IFERROR(SMALL(Helper2_2,A3665),\"\")","v":3664},{"$f":"COUNTIF(Helper3_1,\"=\"&G3665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3665)=1, G3665, \"\")","v":3664},{"$f":"IFERROR(SMALL(Index_2,A3665),\"\")","v":3664},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:J3665)),\"\")","v":"ATU_184 "},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:K3665)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:L3665)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:M3665)),\"\")","v":"Externality"},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:N3665)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3665,COLUMNS($J$2:O3665)),\"\")","v":"184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."}]
[{"$f":"IF('> FILTER <'!B3667<>\"\",ROW(OFFSET(A3666,-1,0)),\"\")","v":3665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3667)),A3666,\"\")","v":3665},{"$f":"IFERROR(SMALL(Helper2_1,A3666),\"\")","v":3665},null,3665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3667)),$A3666,\"\")","v":3665},{"$f":"IFERROR(SMALL(Helper2_2,A3666),\"\")","v":3665},{"$f":"COUNTIF(Helper3_1,\"=\"&G3666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3666)=1, G3666, \"\")","v":3665},{"$f":"IFERROR(SMALL(Index_2,A3666),\"\")","v":3665},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:J3666)),\"\")","v":"ATU_184 "},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:K3666)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:L3666)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:M3666)),\"\")","v":"Programme approval"},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:N3666)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3666,COLUMNS($J$2:O3666)),\"\")","v":"184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."}]
[{"$f":"IF('> FILTER <'!B3668<>\"\",ROW(OFFSET(A3667,-1,0)),\"\")","v":3666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3668)),A3667,\"\")","v":3666},{"$f":"IFERROR(SMALL(Helper2_1,A3667),\"\")","v":3666},null,3666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3668)),$A3667,\"\")","v":3666},{"$f":"IFERROR(SMALL(Helper2_2,A3667),\"\")","v":3666},{"$f":"COUNTIF(Helper3_1,\"=\"&G3667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3667)=1, G3667, \"\")","v":3666},{"$f":"IFERROR(SMALL(Index_2,A3667),\"\")","v":3666},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:J3667)),\"\")","v":"ATU_184 "},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:K3667)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:L3667)),\"\")","v":"PSRBs"},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:M3667)),\"\")","v":"Programme development"},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:N3667)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3667,COLUMNS($J$2:O3667)),\"\")","v":"184  A high proportion (over 60%) of the University's programmes are accredited           by at least one PSRB. Their requirements are considered at all stages of programme development, approval, reapproval and review. Where possible, university approval, monitoring and review events are scheduled to coincide with PSRB events. Appropriate external expertise (from academia, business and industry) is required and is used effectively in the development and approval of new programmes, and in annual monitoring and ILR processes."}]
[{"$f":"IF('> FILTER <'!B3669<>\"\",ROW(OFFSET(A3668,-1,0)),\"\")","v":3667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3669)),A3668,\"\")","v":3667},{"$f":"IFERROR(SMALL(Helper2_1,A3668),\"\")","v":3667},null,3667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3669)),$A3668,\"\")","v":3667},{"$f":"IFERROR(SMALL(Helper2_2,A3668),\"\")","v":3667},{"$f":"COUNTIF(Helper3_1,\"=\"&G3668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3668)=1, G3668, \"\")","v":3667},{"$f":"IFERROR(SMALL(Index_2,A3668),\"\")","v":3667},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:J3668)),\"\")","v":"ATU_185 "},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:K3668)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:L3668)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:M3668)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:N3668)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3668,COLUMNS($J$2:O3668)),\"\")","v":"185  The University regards external examining as an important component in securing academic standards and assuring itself of the quality of its provision. External examiners play a key role in ensuring the rigour and integrity of the University's assessment process and help identify good practice and areas for enhancement. The University has clear policies and procedures which outline the criteria for appointment, which the ELIR team can confirm broadly meet with sector norms. Arrangements for the appointment of external examiners for research degrees are overseen by the Graduate School and the Dean for Research, and these broadly conform to sector expectations."}]
[{"$f":"IF('> FILTER <'!B3670<>\"\",ROW(OFFSET(A3669,-1,0)),\"\")","v":3668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3670)),A3669,\"\")","v":3668},{"$f":"IFERROR(SMALL(Helper2_1,A3669),\"\")","v":3668},null,3668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3670)),$A3669,\"\")","v":3668},{"$f":"IFERROR(SMALL(Helper2_2,A3669),\"\")","v":3668},{"$f":"COUNTIF(Helper3_1,\"=\"&G3669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3669)=1, G3669, \"\")","v":3668},{"$f":"IFERROR(SMALL(Index_2,A3669),\"\")","v":3668},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:J3669)),\"\")","v":"ATU_186 "},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:K3669)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:L3669)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:M3669)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:N3669)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3669,COLUMNS($J$2:O3669)),\"\")","v":"186  The induction of external examiners is facilitated at school level with some central support provided by Student and Academic Services (SAS). The ELIR team would encourage the University to consider taking steps to assure itself that a consistent approach to the induction of external examiners is applied across the institution."}]
[{"$f":"IF('> FILTER <'!B3671<>\"\",ROW(OFFSET(A3670,-1,0)),\"\")","v":3669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3671)),A3670,\"\")","v":3669},{"$f":"IFERROR(SMALL(Helper2_1,A3670),\"\")","v":3669},null,3669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3671)),$A3670,\"\")","v":3669},{"$f":"IFERROR(SMALL(Helper2_2,A3670),\"\")","v":3669},{"$f":"COUNTIF(Helper3_1,\"=\"&G3670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3670)=1, G3670, \"\")","v":3669},{"$f":"IFERROR(SMALL(Index_2,A3670),\"\")","v":3669},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:J3670)),\"\")","v":"ATU_187 "},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:K3670)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:L3670)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:M3670)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:N3670)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3670,COLUMNS($J$2:O3670)),\"\")","v":"187  External examiners are required to submit an annual report which is scrutinised at school and programme levels, with areas of concern addressed through action plans and annual monitoring processes (paragraph 178). External examiners receive a response to their reports from programme teams. Central monitoring of external examiner reports results in the preparation of a university overview report providing thematic analyses and identifying key features emerging from the external examining process which is considered by the TLC."}]
[{"$f":"IF('> FILTER <'!B3672<>\"\",ROW(OFFSET(A3671,-1,0)),\"\")","v":3670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3672)),A3671,\"\")","v":3670},{"$f":"IFERROR(SMALL(Helper2_1,A3671),\"\")","v":3670},null,3670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3672)),$A3671,\"\")","v":3670},{"$f":"IFERROR(SMALL(Helper2_2,A3671),\"\")","v":3670},{"$f":"COUNTIF(Helper3_1,\"=\"&G3671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3671)=1, G3671, \"\")","v":3670},{"$f":"IFERROR(SMALL(Index_2,A3671),\"\")","v":3670},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:J3671)),\"\")","v":"ATU_188 "},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:K3671)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:L3671)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:M3671)),\"\")","v":"External examining"},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:N3671)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3671,COLUMNS($J$2:O3671)),\"\")","v":"188  The ELIR team was able to confirm that all staff and students have access to external examiner reports, with responses to these reports available in programme, division and school annual reports. However, students who met the ELIR team had no understanding of the role external examiners play in assuring the quality and standards of their awards, or of how they can access external examiner reports for their programmes. The ELIR team would therefore encourage the University to further reflect on how it can make external examiner reports more accessible to students and more effectively communicate the role that its external examiners fulfil in securing the quality and integrity of the University's awards."}]
[{"$f":"IF('> FILTER <'!B3673<>\"\",ROW(OFFSET(A3672,-1,0)),\"\")","v":3671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3673)),A3672,\"\")","v":3671},{"$f":"IFERROR(SMALL(Helper2_1,A3672),\"\")","v":3671},null,3671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3673)),$A3672,\"\")","v":3671},{"$f":"IFERROR(SMALL(Helper2_2,A3672),\"\")","v":3671},{"$f":"COUNTIF(Helper3_1,\"=\"&G3672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3672)=1, G3672, \"\")","v":3671},{"$f":"IFERROR(SMALL(Index_2,A3672),\"\")","v":3671},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:J3672)),\"\")","v":"ATU_189 "},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:K3672)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:L3672)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:M3672)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:N3672)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3672,COLUMNS($J$2:O3672)),\"\")","v":"189  The 2016 ELIR identified nine areas of positive practice and five areas for development and the current ELIR team agreed with the University that it has made significant progress in the majority of these development areas and has worked to address them all. The majority of the areas of positive practice remain strengths for the University and it has undertaken activity to further develop its practice. The University's ELIR Steering Group coordinated the delivery of the action plan that was developed to address the 2016 ELIR recommendations, with its work being monitored by the Teaching and Learning Committee and reported to Senate. Through its meetings with staff and students it is evident to the ELIR team that a range of staff, from the academic schools and professional services, along with a range of students, have been actively involved in the follow-up actions from the previous ELIR."}]
[{"$f":"IF('> FILTER <'!B3674<>\"\",ROW(OFFSET(A3673,-1,0)),\"\")","v":3672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3674)),A3673,\"\")","v":3672},{"$f":"IFERROR(SMALL(Helper2_1,A3673),\"\")","v":3672},null,3672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3674)),$A3673,\"\")","v":3672},{"$f":"IFERROR(SMALL(Helper2_2,A3673),\"\")","v":3672},{"$f":"COUNTIF(Helper3_1,\"=\"&G3673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3673)=1, G3673, \"\")","v":3672},{"$f":"IFERROR(SMALL(Index_2,A3673),\"\")","v":3672},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:J3673)),\"\")","v":"ATU_190 "},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:K3673)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:L3673)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:M3673)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:N3673)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3673,COLUMNS($J$2:O3673)),\"\")","v":"190  Following ELIR 2016, the University has evolved and formalised its approach to evaluating institutional change. In November 2020, the University approved a formal project governance framework and policy to assist in project implementation and review. A central project register is maintained by the Projects and Business Change Team and is routinely reported to committees. The ELIR team identified examples where this revised approach had been effectively implemented, including the withdrawal of accelerated degree programmes, and the investment and redevelopment of the library and physical teaching spaces (paragraph 105). The ELIR team consider, however, that there is still scope for the University to adopt a more consistent approach to evaluating institutional change in order to ensure effective and systematic implementation and evaluation (paragraph 157)."}]
[{"$f":"IF('> FILTER <'!B3675<>\"\",ROW(OFFSET(A3674,-1,0)),\"\")","v":3673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3675)),A3674,\"\")","v":3673},{"$f":"IFERROR(SMALL(Helper2_1,A3674),\"\")","v":3673},null,3673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3675)),$A3674,\"\")","v":3673},{"$f":"IFERROR(SMALL(Helper2_2,A3674),\"\")","v":3673},{"$f":"COUNTIF(Helper3_1,\"=\"&G3674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3674)=1, G3674, \"\")","v":3673},{"$f":"IFERROR(SMALL(Index_2,A3674),\"\")","v":3673},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:J3674)),\"\")","v":"ATU_191 "},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:K3674)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:L3674)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:M3674)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:N3674)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3674,COLUMNS($J$2:O3674)),\"\")","v":"191  The University successfully implemented the institution-wide review of all taught provision that was planned for 2017-18. The ELIR team was able to confirm that the detailed process documentation developed, and the implementation of the revised Institution-led review (ILR) process for the schools and divisions aligns with Scottish Funding Council and QAA expectations. The AbLE Academy also produced a thematic analysis of the key themes arising from these ILRs. The action plans arising from this review activity were ultimately approved by the University Senate, with TLC continuing to monitor the implementation of these plans. Importantly, a systematic rolling cycle for future ILRs is now in place (paragraphs 174-177)."}]
[{"$f":"IF('> FILTER <'!B3676<>\"\",ROW(OFFSET(A3675,-1,0)),\"\")","v":3674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3676)),A3675,\"\")","v":3674},{"$f":"IFERROR(SMALL(Helper2_1,A3675),\"\")","v":3674},null,3674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3676)),$A3675,\"\")","v":3674},{"$f":"IFERROR(SMALL(Helper2_2,A3675),\"\")","v":3674},{"$f":"COUNTIF(Helper3_1,\"=\"&G3675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3675)=1, G3675, \"\")","v":3674},{"$f":"IFERROR(SMALL(Index_2,A3675),\"\")","v":3674},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:J3675)),\"\")","v":"ATU_192 "},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:K3675)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:L3675)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:M3675)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:N3675)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3675,COLUMNS($J$2:O3675)),\"\")","v":"192  The University was asked to tighten arrangements for securing the accuracy and clarity of reporting at institutional level. The AIS and RA indicate that appropriate progress has been made with this recommendation, with the University reporting that committee decisions are affirmed through the Chair's approval and circulation of minutes and actions, which encompasses, for example, changes to modules and programmes, and annual reporting. The ELIR team reviewed a range of committee minutes and outputs from quality processes which were included in the AIS - for example, action tracking from annual reports at programme, division and school level, and, despite inconsistency in format and style, were able to identify the effective tracking and reporting of institutional decisions."}]
[{"$f":"IF('> FILTER <'!B3677<>\"\",ROW(OFFSET(A3676,-1,0)),\"\")","v":3675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3677)),A3676,\"\")","v":3675},{"$f":"IFERROR(SMALL(Helper2_1,A3676),\"\")","v":3675},null,3675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3677)),$A3676,\"\")","v":3675},{"$f":"IFERROR(SMALL(Helper2_2,A3676),\"\")","v":3675},{"$f":"COUNTIF(Helper3_1,\"=\"&G3676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3676)=1, G3676, \"\")","v":3675},{"$f":"IFERROR(SMALL(Index_2,A3676),\"\")","v":3675},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:J3676)),\"\")","v":"ATU_193 "},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:K3676)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:L3676)),\"\")","v":"Student_Support"},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:M3676)),\"\")","v":"Academic"},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:N3676)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3676,COLUMNS($J$2:O3676)),\"\")","v":"193  The 2016 ELIR highlighted that students found it difficult to successfully navigate the University's multi-channel approach to student communication, with important information being lost. The University has outlined clear action taken to improve communication with students including: the launch of a new student-facing intranet (MyAbertay) (paragraph 78) and the virtual learning environment (VLE) (MyLearningSpace) (paragraphs 107); regular community newsletters and improved communications with students through the Students' Association; and a reinvigorated student partnership agreement from 2020-21 (paragraph 35). Students reflected positively on the improved approach to communications from the University, recognising particularly that during the COVID-19 pandemic this has necessitated and allowed regular, clear communications in changing and unsettling times."}]
[{"$f":"IF('> FILTER <'!B3678<>\"\",ROW(OFFSET(A3677,-1,0)),\"\")","v":3676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3678)),A3677,\"\")","v":3676},{"$f":"IFERROR(SMALL(Helper2_1,A3677),\"\")","v":3676},null,3676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3678)),$A3677,\"\")","v":3676},{"$f":"IFERROR(SMALL(Helper2_2,A3677),\"\")","v":3676},{"$f":"COUNTIF(Helper3_1,\"=\"&G3677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3677)=1, G3677, \"\")","v":3676},{"$f":"IFERROR(SMALL(Index_2,A3677),\"\")","v":3676},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:J3677)),\"\")","v":"ATU_194 "},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:K3677)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:L3677)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:M3677)),\"\")","v":"Feedback"},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:N3677)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3677,COLUMNS($J$2:O3677)),\"\")","v":"194  The previous ELIR had identified Feedback Week (introduced in 2014-15) as an approach which had potential for supporting student attainment and had encouraged the University to continue with its plans to review the purpose and focus of this approach. The RA provides evidence of the University progressively evaluating the overarching purpose and shape of feedback week, gradually adopting a more decentralised model that enables staff to exert flexibility in exactly when and how feedback and feedforward activities for students are delivered in their provision."}]
[{"$f":"IF('> FILTER <'!B3679<>\"\",ROW(OFFSET(A3678,-1,0)),\"\")","v":3677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3679)),A3678,\"\")","v":3677},{"$f":"IFERROR(SMALL(Helper2_1,A3678),\"\")","v":3677},null,3677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3679)),$A3678,\"\")","v":3677},{"$f":"IFERROR(SMALL(Helper2_2,A3678),\"\")","v":3677},{"$f":"COUNTIF(Helper3_1,\"=\"&G3678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3678)=1, G3678, \"\")","v":3677},{"$f":"IFERROR(SMALL(Index_2,A3678),\"\")","v":3677},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:J3678)),\"\")","v":"ATU_195 "},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:K3678)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:L3678)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:M3678)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:N3678)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3678,COLUMNS($J$2:O3678)),\"\")","v":"195  Overall, the University has an effective approach to using data to inform its decision-making and support its evaluative processes linked to learning and teaching. The University's current Strategic Plan (2020-25) is supported by a published set of 15 KPIs, with a summary of progress against these reported annually to the University Court and routinely within the institution. Each of the University's supporting strategies have an underpinning set of indicators, with these being agreed for the Research and Knowledge Exchange (RKE), Learning Enhancement Strategy (LES) and Employability Strategy. The Strategic Plan provides a framework for the University's annual operational planning process which ensures the alignment of school and service area plans to its strategic objectives."}]
[{"$f":"IF('> FILTER <'!B3680<>\"\",ROW(OFFSET(A3679,-1,0)),\"\")","v":3678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3680)),A3679,\"\")","v":3678},{"$f":"IFERROR(SMALL(Helper2_1,A3679),\"\")","v":3678},null,3678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3680)),$A3679,\"\")","v":3678},{"$f":"IFERROR(SMALL(Helper2_2,A3679),\"\")","v":3678},{"$f":"COUNTIF(Helper3_1,\"=\"&G3679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3679)=1, G3679, \"\")","v":3678},{"$f":"IFERROR(SMALL(Index_2,A3679),\"\")","v":3678},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:J3679)),\"\")","v":"ATU_196 "},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:K3679)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:L3679)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:M3679)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:N3679)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3679,COLUMNS($J$2:O3679)),\"\")","v":"196  The RA outlined a series of core activities which utilised data in decision-making and evaluation, highlighting student number planning, portfolio review, Outcome Agreement and key performance indicators. The Strategic Planning Office has a central function in preparing and sharing data and analysis, and it was evident that data informed a comprehensive suite of key university processes."}]
[{"$f":"IF('> FILTER <'!B3681<>\"\",ROW(OFFSET(A3680,-1,0)),\"\")","v":3679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3681)),A3680,\"\")","v":3679},{"$f":"IFERROR(SMALL(Helper2_1,A3680),\"\")","v":3679},null,3679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3681)),$A3680,\"\")","v":3679},{"$f":"IFERROR(SMALL(Helper2_2,A3680),\"\")","v":3679},{"$f":"COUNTIF(Helper3_1,\"=\"&G3680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3680)=1, G3680, \"\")","v":3679},{"$f":"IFERROR(SMALL(Index_2,A3680),\"\")","v":3679},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:J3680)),\"\")","v":"ATU_197 "},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:K3680)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:L3680)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:M3680)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:N3680)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3680,COLUMNS($J$2:O3680)),\"\")","v":"197  A range of data is considered in the University's key quality processes - primarily Institution-led Review (ILR), annual monitoring, and programme approval, and periodic programme review. It was evident from the sample of quality reports reviewed by the ELIR team, including annual monitoring reports, that academic schools were able to access a range of data to support their evaluation; however, there were considerable variations in the level and quantity of data presented through these reports and the effectiveness of the analysis."}]
[{"$f":"IF('> FILTER <'!B3682<>\"\",ROW(OFFSET(A3681,-1,0)),\"\")","v":3680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3682)),A3681,\"\")","v":3680},{"$f":"IFERROR(SMALL(Helper2_1,A3681),\"\")","v":3680},null,3680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3682)),$A3681,\"\")","v":3680},{"$f":"IFERROR(SMALL(Helper2_2,A3681),\"\")","v":3680},{"$f":"COUNTIF(Helper3_1,\"=\"&G3681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3681)=1, G3681, \"\")","v":3680},{"$f":"IFERROR(SMALL(Index_2,A3681),\"\")","v":3680},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:J3681)),\"\")","v":"ATU_198 "},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:K3681)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:L3681)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:M3681)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:N3681)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3681,COLUMNS($J$2:O3681)),\"\")","v":"198  While it was evident that data was available and informed core quality processes, and that the Strategic Planning Office appears to be responsive in providing data for analysis at school, division and programme level, it was not clear to the ELIR team that consistent, comparable data was routinely available to all relevant staff without request. The ELIR team believes there would be benefit to the University of building on the outcomes of the recent Enhancement Theme ('Evidence for Enhancement') to further develop the ethos of          data-informed and evidence-led enhancement throughout the institution."}]
[{"$f":"IF('> FILTER <'!B3683<>\"\",ROW(OFFSET(A3682,-1,0)),\"\")","v":3681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3683)),A3682,\"\")","v":3681},{"$f":"IFERROR(SMALL(Helper2_1,A3682),\"\")","v":3681},null,3681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3683)),$A3682,\"\")","v":3681},{"$f":"IFERROR(SMALL(Helper2_2,A3682),\"\")","v":3681},{"$f":"COUNTIF(Helper3_1,\"=\"&G3682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3682)=1, G3682, \"\")","v":3681},{"$f":"IFERROR(SMALL(Index_2,A3682),\"\")","v":3681},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:J3682)),\"\")","v":"ATU_198 "},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:K3682)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:L3682)),\"\")","v":"Enhancement"},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:M3682)),\"\")","v":"Themes"},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:N3682)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3682,COLUMNS($J$2:O3682)),\"\")","v":"198  While it was evident that data was available and informed core quality processes, and that the Strategic Planning Office appears to be responsive in providing data for analysis at school, division and programme level, it was not clear to the ELIR team that consistent, comparable data was routinely available to all relevant staff without request. The ELIR team believes there would be benefit to the University of building on the outcomes of the recent Enhancement Theme ('Evidence for Enhancement') to further develop the ethos of          data-informed and evidence-led enhancement throughout the institution."}]
[{"$f":"IF('> FILTER <'!B3684<>\"\",ROW(OFFSET(A3683,-1,0)),\"\")","v":3682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3684)),A3683,\"\")","v":3682},{"$f":"IFERROR(SMALL(Helper2_1,A3683),\"\")","v":3682},null,3682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3684)),$A3683,\"\")","v":3682},{"$f":"IFERROR(SMALL(Helper2_2,A3683),\"\")","v":3682},{"$f":"COUNTIF(Helper3_1,\"=\"&G3683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3683)=1, G3683, \"\")","v":3682},{"$f":"IFERROR(SMALL(Index_2,A3683),\"\")","v":3682},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:J3683)),\"\")","v":"ATU_199 "},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:K3683)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:L3683)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:M3683)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:N3683)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3683,COLUMNS($J$2:O3683)),\"\")","v":"199  The University makes effective use of its well-established approaches to seek feedback from staff and students including module evaluations, Student Voice Fora, its internal survey for PGR students, NSS and staff engagement surveys. In meetings with staff, the ELIR team noted that staff engagement surveys have enabled colleagues to reflect and comment on institutional priorities, with their feedback taken onboard in strategic developments linked to learning and teaching, estates development, and staff support and development. During the COVID-19 pandemic, the University strengthened its approach through the introduction of  'Pulse Surveys' which allow it to gather more 'real-time' information on matters of current concern (paragraph 43)."}]
[{"$f":"IF('> FILTER <'!B3685<>\"\",ROW(OFFSET(A3684,-1,0)),\"\")","v":3683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3685)),A3684,\"\")","v":3683},{"$f":"IFERROR(SMALL(Helper2_1,A3684),\"\")","v":3683},null,3683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3685)),$A3684,\"\")","v":3683},{"$f":"IFERROR(SMALL(Helper2_2,A3684),\"\")","v":3683},{"$f":"COUNTIF(Helper3_1,\"=\"&G3684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3684)=1, G3684, \"\")","v":3683},{"$f":"IFERROR(SMALL(Index_2,A3684),\"\")","v":3683},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:J3684)),\"\")","v":"ATU_199 "},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:K3684)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:L3684)),\"\")","v":"Covid_19"},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:M3684)),\"\")","v":"Student engagement"},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:N3684)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3684,COLUMNS($J$2:O3684)),\"\")","v":"199  The University makes effective use of its well-established approaches to seek feedback from staff and students including module evaluations, Student Voice Fora, its internal survey for PGR students, NSS and staff engagement surveys. In meetings with staff, the ELIR team noted that staff engagement surveys have enabled colleagues to reflect and comment on institutional priorities, with their feedback taken onboard in strategic developments linked to learning and teaching, estates development, and staff support and development. During the COVID-19 pandemic, the University strengthened its approach through the introduction of  'Pulse Surveys' which allow it to gather more 'real-time' information on matters of current concern (paragraph 43)."}]
[{"$f":"IF('> FILTER <'!B3686<>\"\",ROW(OFFSET(A3685,-1,0)),\"\")","v":3684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3686)),A3685,\"\")","v":3684},{"$f":"IFERROR(SMALL(Helper2_1,A3685),\"\")","v":3684},null,3684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3686)),$A3685,\"\")","v":3684},{"$f":"IFERROR(SMALL(Helper2_2,A3685),\"\")","v":3684},{"$f":"COUNTIF(Helper3_1,\"=\"&G3685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3685)=1, G3685, \"\")","v":3684},{"$f":"IFERROR(SMALL(Index_2,A3685),\"\")","v":3684},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:J3685)),\"\")","v":"ATU_200 "},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:K3685)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:L3685)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:M3685)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:N3685)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3685,COLUMNS($J$2:O3685)),\"\")","v":"200  The ELIR team also observed that a wide range of platforms and sources were being utilised to collect and share data, particularly relating to student engagement. Staff commented that, for the future, they would appreciate greater integration of the data and presentation of this in an analytical, role-related and user-facing manner. In turn, this would support a more consistent application and use of this data to inform decisions, actions and planning."}]
[{"$f":"IF('> FILTER <'!B3687<>\"\",ROW(OFFSET(A3686,-1,0)),\"\")","v":3685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3687)),A3686,\"\")","v":3685},{"$f":"IFERROR(SMALL(Helper2_1,A3686),\"\")","v":3685},null,3685,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3687)),$A3686,\"\")","v":3685},{"$f":"IFERROR(SMALL(Helper2_2,A3686),\"\")","v":3685},{"$f":"COUNTIF(Helper3_1,\"=\"&G3686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3686)=1, G3686, \"\")","v":3685},{"$f":"IFERROR(SMALL(Index_2,A3686),\"\")","v":3685},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:J3686)),\"\")","v":"ATU_201 "},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:K3686)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:L3686)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:M3686)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:N3686)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3686,COLUMNS($J$2:O3686)),\"\")","v":"201  The University has an effective approach to securing academic standards. Its Academic Governance Framework enables sound oversight of quality and standards, and its policies are comprehensive, clear, and well understood by staff and students. Its regulatory framework is appropriate, and its processes are structured and administered effectively. The University's quality arrangements are aligned to the Quality Code and other key reference points and it is aware, through its mapping to the Quality Code, of areas where enhancements can be made. There is appropriate student engagement in quality and  review processes. The University makes systematic use of its external examiners and other external stakeholders in approval and review mechanisms."}]
[{"$f":"IF('> FILTER <'!B3688<>\"\",ROW(OFFSET(A3687,-1,0)),\"\")","v":3686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3688)),A3687,\"\")","v":3686},{"$f":"IFERROR(SMALL(Helper2_1,A3687),\"\")","v":3686},null,3686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3688)),$A3687,\"\")","v":3686},{"$f":"IFERROR(SMALL(Helper2_2,A3687),\"\")","v":3686},{"$f":"COUNTIF(Helper3_1,\"=\"&G3687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3687)=1, G3687, \"\")","v":3686},{"$f":"IFERROR(SMALL(Index_2,A3687),\"\")","v":3686},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:J3687)),\"\")","v":"ATU_202 "},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:K3687)),\"\")","v":"Recommendation"},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:L3687)),\"\")","v":"Assessment"},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:M3687)),\"\")","v":"Practice"},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:N3687)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3687,COLUMNS($J$2:O3687)),\"\")","v":"202  It is recommended that the University introduces an appropriate and consistent policy for the scaling of marks before the commencement of the 2022-23 academic year. This policy should be communicated to staff, students, external examiners and collaborative partners."}]
[{"$f":"IF('> FILTER <'!B3689<>\"\",ROW(OFFSET(A3688,-1,0)),\"\")","v":3687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3689)),A3688,\"\")","v":3687},{"$f":"IFERROR(SMALL(Helper2_1,A3688),\"\")","v":3687},null,3687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3689)),$A3688,\"\")","v":3687},{"$f":"IFERROR(SMALL(Helper2_2,A3688),\"\")","v":3687},{"$f":"COUNTIF(Helper3_1,\"=\"&G3688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3688)=1, G3688, \"\")","v":3687},{"$f":"IFERROR(SMALL(Index_2,A3688),\"\")","v":3687},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:J3688)),\"\")","v":"ATU_203 "},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:K3688)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:L3688)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:M3688)),\"\")","v":"Internal Review"},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:N3688)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3688,COLUMNS($J$2:O3688)),\"\")","v":"203  The University should continue with its plans to revise and implement a process for reviewing student-facing professional services to ensure a continuous systematic review of services from academic year 2022-23. The University should ensure that the new processes link effectively to the existing Institution-led Review process for academic areas, allowing for institutional oversight, fully engages students, and incorporates appropriate externality."}]
[{"$f":"IF('> FILTER <'!B3690<>\"\",ROW(OFFSET(A3689,-1,0)),\"\")","v":3688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3690)),A3689,\"\")","v":3688},{"$f":"IFERROR(SMALL(Helper2_1,A3689),\"\")","v":3688},null,3688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3690)),$A3689,\"\")","v":3688},{"$f":"IFERROR(SMALL(Helper2_2,A3689),\"\")","v":3688},{"$f":"COUNTIF(Helper3_1,\"=\"&G3689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3689)=1, G3689, \"\")","v":3688},{"$f":"IFERROR(SMALL(Index_2,A3689),\"\")","v":3688},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:J3689)),\"\")","v":"ATU_204 "},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:K3689)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:L3689)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:M3689)),\"\")","v":"Framework"},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:N3689)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3689,COLUMNS($J$2:O3689)),\"\")","v":"204   Overall, the University has an effective approach to self-evaluation, through       self-reflection including its use of data to inform decision-making and reporting."}]
[{"$f":"IF('> FILTER <'!B3691<>\"\",ROW(OFFSET(A3690,-1,0)),\"\")","v":3689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3691)),A3690,\"\")","v":3689},{"$f":"IFERROR(SMALL(Helper2_1,A3690),\"\")","v":3689},null,3689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3691)),$A3690,\"\")","v":3689},{"$f":"IFERROR(SMALL(Helper2_2,A3690),\"\")","v":3689},{"$f":"COUNTIF(Helper3_1,\"=\"&G3690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3690)=1, G3690, \"\")","v":3689},{"$f":"IFERROR(SMALL(Index_2,A3690),\"\")","v":3689},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:J3690)),\"\")","v":"ATU_205 "},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:K3690)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:L3690)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:M3690)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:N3690)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3690,COLUMNS($J$2:O3690)),\"\")","v":"205  The University ensures that appropriate information and data sources are available to inform reflection, planning and action at module, programme, division, school, service and institutional levels.  "}]
[{"$f":"IF('> FILTER <'!B3692<>\"\",ROW(OFFSET(A3691,-1,0)),\"\")","v":3690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3692)),A3691,\"\")","v":3690},{"$f":"IFERROR(SMALL(Helper2_1,A3691),\"\")","v":3690},null,3690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3692)),$A3691,\"\")","v":3690},{"$f":"IFERROR(SMALL(Helper2_2,A3691),\"\")","v":3690},{"$f":"COUNTIF(Helper3_1,\"=\"&G3691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3691)=1, G3691, \"\")","v":3690},{"$f":"IFERROR(SMALL(Index_2,A3691),\"\")","v":3690},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:J3691)),\"\")","v":"ATU_206 "},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:K3691)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:L3691)),\"\")","v":"Quality_Processes"},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:M3691)),\"\")","v":"Use of data"},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:N3691)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3691,COLUMNS($J$2:O3691)),\"\")","v":"206   The University has an ongoing commitment to continuing to ensure that enhanced data and evidence sets, and analysis of this information is provided to staff so they can use this to further inform their practice. This data supports evidence-informed decision-making to enhance learning, teaching and the wider student experience."}]
[{"$f":"IF('> FILTER <'!B3693<>\"\",ROW(OFFSET(A3692,-1,0)),\"\")","v":3691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3693)),A3692,\"\")","v":3691},{"$f":"IFERROR(SMALL(Helper2_1,A3692),\"\")","v":3691},null,3691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3693)),$A3692,\"\")","v":3691},{"$f":"IFERROR(SMALL(Helper2_2,A3692),\"\")","v":3691},{"$f":"COUNTIF(Helper3_1,\"=\"&G3692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3692)=1, G3692, \"\")","v":3691},{"$f":"IFERROR(SMALL(Index_2,A3692),\"\")","v":3691},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:J3692)),\"\")","v":"ATU_207 "},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:K3692)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:L3692)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:M3692)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:N3692)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3692,COLUMNS($J$2:O3692)),\"\")","v":"207  The University's strategic approach to collaborative activity is articulated in broad terms in its Strategic Plan (2020-25) in which it describes the focus on academic collaboration as a major change from its previous strategy. Its Learning Enhancement Strategy (LES) provides further information on its objective to 'enhance partnerships and modes of delivery to provide a more flexible offer, particularly for postgraduate taught provision and international students' (paragraphs 120-122). The LES also identifies the University's ambition to develop five new online qualifications by 2025, growing income    from online and franchise provision.  "}]
[{"$f":"IF('> FILTER <'!B3694<>\"\",ROW(OFFSET(A3693,-1,0)),\"\")","v":3692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3694)),A3693,\"\")","v":3692},{"$f":"IFERROR(SMALL(Helper2_1,A3693),\"\")","v":3692},null,{"$f":"ROW(OFFSET(E3693,-1,0))","v":3692},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3694)),$A3693,\"\")","v":3692},{"$f":"IFERROR(SMALL(Helper2_2,A3693),\"\")","v":3692},{"$f":"COUNTIF(Helper3_1,\"=\"&G3693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3693)=1, G3693, \"\")","v":3692},{"$f":"IFERROR(SMALL(Index_2,A3693),\"\")","v":3692},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:J3693)),\"\")","v":"ATU_208 "},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:K3693)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:L3693)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:M3693)),\"\")","v":"International"},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:N3693)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3693,COLUMNS($J$2:O3693)),\"\")","v":"208  The ELIR team understands that the University views its partnership activity as part of its broader mission to provide a range of routes into an Abertay degree, working with partners to deliver programmes beyond its Dundee campus. The University confirmed that it has commenced on a growth strategy, to increase collaborative provision which it describes as 'measured and building on its strengths'. The Strategic Plan also confirms the University's continuing commitment to working with college partners as part of its approach to widening access to ensure that one-third of its student intake come directly from the college sector (paragraphs 55-60). The University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing in September 2021. The University also outlined its intention to grow the PGT student population predominantly through partnership development."}]
[{"$f":"IF('> FILTER <'!B3695<>\"\",ROW(OFFSET(A3694,-1,0)),\"\")","v":3693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3695)),A3694,\"\")","v":3693},{"$f":"IFERROR(SMALL(Helper2_1,A3694),\"\")","v":3693},null,3693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3695)),$A3694,\"\")","v":3693},{"$f":"IFERROR(SMALL(Helper2_2,A3694),\"\")","v":3693},{"$f":"COUNTIF(Helper3_1,\"=\"&G3694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3694)=1, G3694, \"\")","v":3693},{"$f":"IFERROR(SMALL(Index_2,A3694),\"\")","v":3693},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:J3694)),\"\")","v":"ATU_208 "},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:K3694)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:L3694)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:M3694)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:N3694)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3694,COLUMNS($J$2:O3694)),\"\")","v":"208  The ELIR team understands that the University views its partnership activity as part of its broader mission to provide a range of routes into an Abertay degree, working with partners to deliver programmes beyond its Dundee campus. The University confirmed that it has commenced on a growth strategy, to increase collaborative provision which it describes as 'measured and building on its strengths'. The Strategic Plan also confirms the University's continuing commitment to working with college partners as part of its approach to widening access to ensure that one-third of its student intake come directly from the college sector (paragraphs 55-60). The University has agreed new partnerships in Bucharest and Hong Kong with these partnerships commencing in September 2021. The University also outlined its intention to grow the PGT student population predominantly through partnership development."}]
[{"$f":"IF('> FILTER <'!B3696<>\"\",ROW(OFFSET(A3695,-1,0)),\"\")","v":3694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3696)),A3695,\"\")","v":3694},{"$f":"IFERROR(SMALL(Helper2_1,A3695),\"\")","v":3694},null,3694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3696)),$A3695,\"\")","v":3694},{"$f":"IFERROR(SMALL(Helper2_2,A3695),\"\")","v":3694},{"$f":"COUNTIF(Helper3_1,\"=\"&G3695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3695)=1, G3695, \"\")","v":3694},{"$f":"IFERROR(SMALL(Index_2,A3695),\"\")","v":3694},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:J3695)),\"\")","v":"ATU_209 "},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:K3695)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:L3695)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:M3695)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:N3695)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3695,COLUMNS($J$2:O3695)),\"\")","v":"209  The University has also confirmed its intention to develop online and blended qualifications, some of which will be delivered in partnership, in accordance with the ambitions set out in its Learning Enhancement Strategy and Digital Strategy. The ELIR team heard that the University is currently seeking to procure a partner to help progress the development of online programmes. The University confirmed it will retain responsibility for the quality and standards of all teaching, assessment and quality processes associated with any provision approved to be run by this partner. The University also confirmed it is not currently funded to deliver graduate apprenticeships; however, it will consider them in future if the opportunity arises and is at a very early stage of exploring collaborative research degree provision. "}]
[{"$f":"IF('> FILTER <'!B3697<>\"\",ROW(OFFSET(A3696,-1,0)),\"\")","v":3695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3697)),A3696,\"\")","v":3695},{"$f":"IFERROR(SMALL(Helper2_1,A3696),\"\")","v":3695},null,3695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3697)),$A3696,\"\")","v":3695},{"$f":"IFERROR(SMALL(Helper2_2,A3696),\"\")","v":3695},{"$f":"COUNTIF(Helper3_1,\"=\"&G3696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3696)=1, G3696, \"\")","v":3695},{"$f":"IFERROR(SMALL(Index_2,A3696),\"\")","v":3695},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:J3696)),\"\")","v":"ATU_209 "},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:K3696)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:L3696)),\"\")","v":"Teaching_Learning"},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:M3696)),\"\")","v":"Online learning"},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:N3696)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3696,COLUMNS($J$2:O3696)),\"\")","v":"209  The University has also confirmed its intention to develop online and blended qualifications, some of which will be delivered in partnership, in accordance with the ambitions set out in its Learning Enhancement Strategy and Digital Strategy. The ELIR team heard that the University is currently seeking to procure a partner to help progress the development of online programmes. The University confirmed it will retain responsibility for the quality and standards of all teaching, assessment and quality processes associated with any provision approved to be run by this partner. The University also confirmed it is not currently funded to deliver graduate apprenticeships; however, it will consider them in future if the opportunity arises and is at a very early stage of exploring collaborative research degree provision. "}]
[{"$f":"IF('> FILTER <'!B3698<>\"\",ROW(OFFSET(A3697,-1,0)),\"\")","v":3696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3698)),A3697,\"\")","v":3696},{"$f":"IFERROR(SMALL(Helper2_1,A3697),\"\")","v":3696},null,3696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3698)),$A3697,\"\")","v":3696},{"$f":"IFERROR(SMALL(Helper2_2,A3697),\"\")","v":3696},{"$f":"COUNTIF(Helper3_1,\"=\"&G3697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3697)=1, G3697, \"\")","v":3696},{"$f":"IFERROR(SMALL(Index_2,A3697),\"\")","v":3696},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:J3697)),\"\")","v":"ATU_210 "},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:K3697)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:L3697)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:M3697)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:N3697)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3697,COLUMNS($J$2:O3697)),\"\")","v":"210  Currently, the University has a small portfolio of collaborative partnerships. At the time of the 2016 ELIR, the University had recently rationalised its franchise provision. Since then, it has continued to support articulation, franchise and validation arrangements with two further education colleges. While it has retained partnership arrangements with two overseas institutions and has developed a further two new partnerships, it has terminated its longstanding and substantial relationship with SEGi University in Malaysia due to a material breach of quality assurance procedures on the part of its partner, which was identified through the University's quality assurance arrangements. The ELIR team was able to confirm, through consideration of information supplied in the AIS, that the termination of this partnership was a considered, and effectively managed process. The University and SEGi worked closely to ensure academic standards were maintained and appropriate arrangements put in place to support the students impacted by this decision. The ELIR team was able to confirm that appropriate 'teach-out' arrangements for students were developed, implemented, and delivered in a satisfactory way. The University had maintained a working relationship with this partner, had ensured the continued application of its regulations and processes, and worked to ensure that the interests of students were protected. "}]
[{"$f":"IF('> FILTER <'!B3699<>\"\",ROW(OFFSET(A3698,-1,0)),\"\")","v":3697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3699)),A3698,\"\")","v":3697},{"$f":"IFERROR(SMALL(Helper2_1,A3698),\"\")","v":3697},null,3697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3699)),$A3698,\"\")","v":3697},{"$f":"IFERROR(SMALL(Helper2_2,A3698),\"\")","v":3697},{"$f":"COUNTIF(Helper3_1,\"=\"&G3698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3698)=1, G3698, \"\")","v":3697},{"$f":"IFERROR(SMALL(Index_2,A3698),\"\")","v":3697},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:J3698)),\"\")","v":"ATU_210 "},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:K3698)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:L3698)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:M3698)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:N3698)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3698,COLUMNS($J$2:O3698)),\"\")","v":"210  Currently, the University has a small portfolio of collaborative partnerships. At the time of the 2016 ELIR, the University had recently rationalised its franchise provision. Since then, it has continued to support articulation, franchise and validation arrangements with two further education colleges. While it has retained partnership arrangements with two overseas institutions and has developed a further two new partnerships, it has terminated its longstanding and substantial relationship with SEGi University in Malaysia due to a material breach of quality assurance procedures on the part of its partner, which was identified through the University's quality assurance arrangements. The ELIR team was able to confirm, through consideration of information supplied in the AIS, that the termination of this partnership was a considered, and effectively managed process. The University and SEGi worked closely to ensure academic standards were maintained and appropriate arrangements put in place to support the students impacted by this decision. The ELIR team was able to confirm that appropriate 'teach-out' arrangements for students were developed, implemented, and delivered in a satisfactory way. The University had maintained a working relationship with this partner, had ensured the continued application of its regulations and processes, and worked to ensure that the interests of students were protected. "}]
[{"$f":"IF('> FILTER <'!B3700<>\"\",ROW(OFFSET(A3699,-1,0)),\"\")","v":3698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3700)),A3699,\"\")","v":3698},{"$f":"IFERROR(SMALL(Helper2_1,A3699),\"\")","v":3698},null,3698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3700)),$A3699,\"\")","v":3698},{"$f":"IFERROR(SMALL(Helper2_2,A3699),\"\")","v":3698},{"$f":"COUNTIF(Helper3_1,\"=\"&G3699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3699)=1, G3699, \"\")","v":3698},{"$f":"IFERROR(SMALL(Index_2,A3699),\"\")","v":3698},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:J3699)),\"\")","v":"ATU_211"},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:K3699)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:L3699)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:M3699)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:N3699)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3699,COLUMNS($J$2:O3699)),\"\")","v":"211 To support its strategy to grow its collaborative provision, the University has revised its processes for the approval and management of partnerships, which were approved in May 2021. The ELIR team's view is that these processes are effective and are also mapped against the Quality Code, and the University is aware of an area where it needs to develop its approach to mapping validation provision against the Scottish Credit and Qualifications Framework. The processes for the approval of a partnership and of the programmes to be delivered, run in tandem in a staged process."}]
[{"$f":"IF('> FILTER <'!B3701<>\"\",ROW(OFFSET(A3700,-1,0)),\"\")","v":3699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3701)),A3700,\"\")","v":3699},{"$f":"IFERROR(SMALL(Helper2_1,A3700),\"\")","v":3699},null,3699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3701)),$A3700,\"\")","v":3699},{"$f":"IFERROR(SMALL(Helper2_2,A3700),\"\")","v":3699},{"$f":"COUNTIF(Helper3_1,\"=\"&G3700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3700)=1, G3700, \"\")","v":3699},{"$f":"IFERROR(SMALL(Index_2,A3700),\"\")","v":3699},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:J3700)),\"\")","v":"ATU_212 "},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:K3700)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:L3700)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:M3700)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:N3700)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3700,COLUMNS($J$2:O3700)),\"\")","v":"212  The University has developed a Partnerships Handbook, Guidance for Partnership Approval panel reviewers and a Procedures Manual detailing the expectations and arrangements for the management and delivery of provision. In each Procedures Manual, programme teams are expected to qualify arrangements to cover the totality of the student journey including the admission and induction of students, the setting and moderation of assessment, assessment marking and student feedback, link tutor arrangements, regulatory matters and arrangements for capturing student voice. All students have access to a programme handbook which contains information relevant to their programme of study. The ELIR team's view is that these processes are comprehensive and enable the business case and quality arrangements to be thoroughly explored before approval. The ELIR team was able to confirm that approvals were conducted in accordance with the University's expectations. "}]
[{"$f":"IF('> FILTER <'!B3702<>\"\",ROW(OFFSET(A3701,-1,0)),\"\")","v":3700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3702)),A3701,\"\")","v":3700},{"$f":"IFERROR(SMALL(Helper2_1,A3701),\"\")","v":3700},null,3700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3702)),$A3701,\"\")","v":3700},{"$f":"IFERROR(SMALL(Helper2_2,A3701),\"\")","v":3700},{"$f":"COUNTIF(Helper3_1,\"=\"&G3701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3701)=1, G3701, \"\")","v":3700},{"$f":"IFERROR(SMALL(Index_2,A3701),\"\")","v":3700},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:J3701)),\"\")","v":"ATU_212 "},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:K3701)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:L3701)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:M3701)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:N3701)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3701,COLUMNS($J$2:O3701)),\"\")","v":"212  The University has developed a Partnerships Handbook, Guidance for Partnership Approval panel reviewers and a Procedures Manual detailing the expectations and arrangements for the management and delivery of provision. In each Procedures Manual, programme teams are expected to qualify arrangements to cover the totality of the student journey including the admission and induction of students, the setting and moderation of assessment, assessment marking and student feedback, link tutor arrangements, regulatory matters and arrangements for capturing student voice. All students have access to a programme handbook which contains information relevant to their programme of study. The ELIR team's view is that these processes are comprehensive and enable the business case and quality arrangements to be thoroughly explored before approval. The ELIR team was able to confirm that approvals were conducted in accordance with the University's expectations. "}]
[{"$f":"IF('> FILTER <'!B3703<>\"\",ROW(OFFSET(A3702,-1,0)),\"\")","v":3701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3703)),A3702,\"\")","v":3701},{"$f":"IFERROR(SMALL(Helper2_1,A3702),\"\")","v":3701},null,3701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3703)),$A3702,\"\")","v":3701},{"$f":"IFERROR(SMALL(Helper2_2,A3702),\"\")","v":3701},{"$f":"COUNTIF(Helper3_1,\"=\"&G3702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3702)=1, G3702, \"\")","v":3701},{"$f":"IFERROR(SMALL(Index_2,A3702),\"\")","v":3701},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:J3702)),\"\")","v":"ATU_213 "},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:K3702)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:L3702)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:M3702)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:N3702)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3702,COLUMNS($J$2:O3702)),\"\")","v":"213  In addition, the University has recently amended its Academic Governance Framework to create a Partnerships Committee which is a sub-committee of TLC (paragraph 163). This Committee provides oversight of teaching-related partnerships, reviews the effectiveness of partnership documentation (including forms, guidance, procedures and processes which are reviewed annually), manages quality assurance visits reporting to TLC or the AQSC as appropriate, and produces an annual report to TLC. The Partnership Committee also maintains and monitors the University's register of collaborative partners "}]
[{"$f":"IF('> FILTER <'!B3704<>\"\",ROW(OFFSET(A3703,-1,0)),\"\")","v":3702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3704)),A3703,\"\")","v":3702},{"$f":"IFERROR(SMALL(Helper2_1,A3703),\"\")","v":3702},null,3702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3704)),$A3703,\"\")","v":3702},{"$f":"IFERROR(SMALL(Helper2_2,A3703),\"\")","v":3702},{"$f":"COUNTIF(Helper3_1,\"=\"&G3703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3703)=1, G3703, \"\")","v":3702},{"$f":"IFERROR(SMALL(Index_2,A3703),\"\")","v":3702},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:J3703)),\"\")","v":"ATU_213 "},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:K3703)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:L3703)),\"\")","v":"Governance"},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:M3703)),\"\")","v":"Structure"},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:N3703)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3703,COLUMNS($J$2:O3703)),\"\")","v":"213  In addition, the University has recently amended its Academic Governance Framework to create a Partnerships Committee which is a sub-committee of TLC (paragraph 163). This Committee provides oversight of teaching-related partnerships, reviews the effectiveness of partnership documentation (including forms, guidance, procedures and processes which are reviewed annually), manages quality assurance visits reporting to TLC or the AQSC as appropriate, and produces an annual report to TLC. The Partnership Committee also maintains and monitors the University's register of collaborative partners "}]
[{"$f":"IF('> FILTER <'!B3705<>\"\",ROW(OFFSET(A3704,-1,0)),\"\")","v":3703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3705)),A3704,\"\")","v":3703},{"$f":"IFERROR(SMALL(Helper2_1,A3704),\"\")","v":3703},null,3703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3705)),$A3704,\"\")","v":3703},{"$f":"IFERROR(SMALL(Helper2_2,A3704),\"\")","v":3703},{"$f":"COUNTIF(Helper3_1,\"=\"&G3704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3704)=1, G3704, \"\")","v":3703},{"$f":"IFERROR(SMALL(Index_2,A3704),\"\")","v":3703},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:J3704)),\"\")","v":"ATU_214 "},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:K3704)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:L3704)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:M3704)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:N3704)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3704,COLUMNS($J$2:O3704)),\"\")","v":"214  Although the Partnership Committee had only met on three occasions at the time of this review, the ELIR team was able to confirm that the committee is meeting its terms of reference and has the potential to be able to assure and provide appropriate oversight of the quality of partnership provision. The ELIR team encourages the University to keep under review the remit and function of the Partnership Committee as it pursues its strategic partnership aims and as the Committee settles into and develops its expertise in relation to its remit. "}]
[{"$f":"IF('> FILTER <'!B3706<>\"\",ROW(OFFSET(A3705,-1,0)),\"\")","v":3704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3706)),A3705,\"\")","v":3704},{"$f":"IFERROR(SMALL(Helper2_1,A3705),\"\")","v":3704},null,3704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3706)),$A3705,\"\")","v":3704},{"$f":"IFERROR(SMALL(Helper2_2,A3705),\"\")","v":3704},{"$f":"COUNTIF(Helper3_1,\"=\"&G3705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3705)=1, G3705, \"\")","v":3704},{"$f":"IFERROR(SMALL(Index_2,A3705),\"\")","v":3704},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:J3705)),\"\")","v":"ATU_215 "},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:K3705)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:L3705)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:M3705)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:N3705)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3705,COLUMNS($J$2:O3705)),\"\")","v":"215  In 2020-21, 380 students were studying with the University's collaborative partnerships and programmes. Students indicated that they highly valued the flexible study options offered through studying a collaborative degree with the University, as well as its extensive connections to industry. The ELIR team noted that these observations were consistent with students studying in Dundee, further emphasising the University's reputation for strong industry engagement within its provision (paragraph 85-89)."}]
[{"$f":"IF('> FILTER <'!B3707<>\"\",ROW(OFFSET(A3706,-1,0)),\"\")","v":3705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3707)),A3706,\"\")","v":3705},{"$f":"IFERROR(SMALL(Helper2_1,A3706),\"\")","v":3705},null,3705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3707)),$A3706,\"\")","v":3705},{"$f":"IFERROR(SMALL(Helper2_2,A3706),\"\")","v":3705},{"$f":"COUNTIF(Helper3_1,\"=\"&G3706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3706)=1, G3706, \"\")","v":3705},{"$f":"IFERROR(SMALL(Index_2,A3706),\"\")","v":3705},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:J3706)),\"\")","v":"ATU_216 "},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:K3706)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:L3706)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:M3706)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:N3706)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3706,COLUMNS($J$2:O3706)),\"\")","v":"216  The ELIR team noted the key role played by the University's Link Tutors which is core to the success of partnership activity. These staff oversee and support the academic programme delivery, planning and assessment, including Board of Examiners which are convened by Abertay University. Staff and students confirmed the importance of Link Tutors in facilitating student support and successful transition to studying with the University and went on to explain how these tutors are instrumental in helping create a comparable learning and teaching experience for students studying with partner institutions, both locally and internationally. The ELIR team also learned that academic staff in partner institutions have full access to all of the University's academic development opportunities (paragraphs       144-153). The ELIR team understands that staff have engaged with workshops linked to their particular school/division but, as of yet, there was no evidence of staff from partner institutions engaging with the University's PGCAP (paragraph 148)."}]
[{"$f":"IF('> FILTER <'!B3708<>\"\",ROW(OFFSET(A3707,-1,0)),\"\")","v":3706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3708)),A3707,\"\")","v":3706},{"$f":"IFERROR(SMALL(Helper2_1,A3707),\"\")","v":3706},null,3706,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3708)),$A3707,\"\")","v":3706},{"$f":"IFERROR(SMALL(Helper2_2,A3707),\"\")","v":3706},{"$f":"COUNTIF(Helper3_1,\"=\"&G3707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3707)=1, G3707, \"\")","v":3706},{"$f":"IFERROR(SMALL(Index_2,A3707),\"\")","v":3706},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:J3707)),\"\")","v":"ATU_217 "},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:K3707)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:L3707)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:M3707)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:N3707)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3707,COLUMNS($J$2:O3707)),\"\")","v":"217  The University produces a bespoke student-facing Partnership Programme Handbook for each of its collaborative programmes which provides students with information on the structure of their programme, and specific information on arrangements for assessment, student support and gathering of their feedback. "}]
[{"$f":"IF('> FILTER <'!B3709<>\"\",ROW(OFFSET(A3708,-1,0)),\"\")","v":3707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3709)),A3708,\"\")","v":3707},{"$f":"IFERROR(SMALL(Helper2_1,A3708),\"\")","v":3707},null,3707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3709)),$A3708,\"\")","v":3707},{"$f":"IFERROR(SMALL(Helper2_2,A3708),\"\")","v":3707},{"$f":"COUNTIF(Helper3_1,\"=\"&G3708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3708)=1, G3708, \"\")","v":3707},{"$f":"IFERROR(SMALL(Index_2,A3708),\"\")","v":3707},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:J3708)),\"\")","v":"ATU_218 "},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:K3708)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:L3708)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:M3708)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:N3708)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3708,COLUMNS($J$2:O3708)),\"\")","v":"218  Students studying across the range of the University's collaborative partners confirmed that they had a range of opportunities to provide feedback on their learning experience. In the majority of cases, this involved either completing formalised surveys operated by the University's partners and/or providing feedback directly to staff. The ELIR team remains unclear as to the extent to which the surveys completed by collaborative students reflect the University's standardised approach to module evaluation for its   Dundee-based provision. Staff with responsibility for supporting collaborative partnerships did, however, indicate that there are specific opportunities for Abertay staff to meet with students studying at collaborative partners to listen and respond to feedback, with this playing an important role in enhancing the student experience. The ELIR team believes there would be benefit in the University reviewing its existing arrangements for gathering student feedback across its partners in order to ensure greater consistency of approach and support the University to have greater institutional oversight of the student experience to support enhancement.  "}]
[{"$f":"IF('> FILTER <'!B3710<>\"\",ROW(OFFSET(A3709,-1,0)),\"\")","v":3708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3710)),A3709,\"\")","v":3708},{"$f":"IFERROR(SMALL(Helper2_1,A3709),\"\")","v":3708},null,3708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3710)),$A3709,\"\")","v":3708},{"$f":"IFERROR(SMALL(Helper2_2,A3709),\"\")","v":3708},{"$f":"COUNTIF(Helper3_1,\"=\"&G3709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3709)=1, G3709, \"\")","v":3708},{"$f":"IFERROR(SMALL(Index_2,A3709),\"\")","v":3708},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:J3709)),\"\")","v":"ATU_218 "},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:K3709)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:L3709)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:M3709)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:N3709)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3709,COLUMNS($J$2:O3709)),\"\")","v":"218  Students studying across the range of the University's collaborative partners confirmed that they had a range of opportunities to provide feedback on their learning experience. In the majority of cases, this involved either completing formalised surveys operated by the University's partners and/or providing feedback directly to staff. The ELIR team remains unclear as to the extent to which the surveys completed by collaborative students reflect the University's standardised approach to module evaluation for its   Dundee-based provision. Staff with responsibility for supporting collaborative partnerships did, however, indicate that there are specific opportunities for Abertay staff to meet with students studying at collaborative partners to listen and respond to feedback, with this playing an important role in enhancing the student experience. The ELIR team believes there would be benefit in the University reviewing its existing arrangements for gathering student feedback across its partners in order to ensure greater consistency of approach and support the University to have greater institutional oversight of the student experience to support enhancement.  "}]
[{"$f":"IF('> FILTER <'!B3711<>\"\",ROW(OFFSET(A3710,-1,0)),\"\")","v":3709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3711)),A3710,\"\")","v":3709},{"$f":"IFERROR(SMALL(Helper2_1,A3710),\"\")","v":3709},null,3709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3711)),$A3710,\"\")","v":3709},{"$f":"IFERROR(SMALL(Helper2_2,A3710),\"\")","v":3709},{"$f":"COUNTIF(Helper3_1,\"=\"&G3710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3710)=1, G3710, \"\")","v":3709},{"$f":"IFERROR(SMALL(Index_2,A3710),\"\")","v":3709},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:J3710)),\"\")","v":"ATU_219 "},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:K3710)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:L3710)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:M3710)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:N3710)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3710,COLUMNS($J$2:O3710)),\"\")","v":"219  Overall, students studying with collaborative partners were broadly positive about their learning experience, confirming they both identified as, and valued being, Abertay University students. The University has been actively trying to establish a stronger sense of community between students studying with collaborative partners and those based in Dundee. Examples include opportunities for shared teaching and collaborative working between students at Abertay and Fife College as part of a shared employability module."}]
[{"$f":"IF('> FILTER <'!B3712<>\"\",ROW(OFFSET(A3711,-1,0)),\"\")","v":3710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3712)),A3711,\"\")","v":3710},{"$f":"IFERROR(SMALL(Helper2_1,A3711),\"\")","v":3710},null,3710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3712)),$A3711,\"\")","v":3710},{"$f":"IFERROR(SMALL(Helper2_2,A3711),\"\")","v":3710},{"$f":"COUNTIF(Helper3_1,\"=\"&G3711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3711)=1, G3711, \"\")","v":3710},{"$f":"IFERROR(SMALL(Index_2,A3711),\"\")","v":3710},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:J3711)),\"\")","v":"ATU_220"},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:K3711)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:L3711)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:M3711)),\"\")","v":"Oversight"},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:N3711)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3711,COLUMNS($J$2:O3711)),\"\")","v":"220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "}]
[{"$f":"IF('> FILTER <'!B3713<>\"\",ROW(OFFSET(A3712,-1,0)),\"\")","v":3711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3713)),A3712,\"\")","v":3711},{"$f":"IFERROR(SMALL(Helper2_1,A3712),\"\")","v":3711},null,3711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3713)),$A3712,\"\")","v":3711},{"$f":"IFERROR(SMALL(Helper2_2,A3712),\"\")","v":3711},{"$f":"COUNTIF(Helper3_1,\"=\"&G3712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3712)=1, G3712, \"\")","v":3711},{"$f":"IFERROR(SMALL(Index_2,A3712),\"\")","v":3711},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:J3712)),\"\")","v":"ATU_220"},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:K3712)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:L3712)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:M3712)),\"\")","v":"Staff support"},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:N3712)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3712,COLUMNS($J$2:O3712)),\"\")","v":"220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "}]
[{"$f":"IF('> FILTER <'!B3714<>\"\",ROW(OFFSET(A3713,-1,0)),\"\")","v":3712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!G3714)),A3713,\"\")","v":3712},{"$f":"IFERROR(SMALL(Helper2_1,A3713),\"\")","v":3712},null,3712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$G3714)),$A3713,\"\")","v":3712},{"$f":"IFERROR(SMALL(Helper2_2,A3713),\"\")","v":3712},{"$f":"COUNTIF(Helper3_1,\"=\"&G3713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3713)=1, G3713, \"\")","v":3712},{"$f":"IFERROR(SMALL(Index_2,A3713),\"\")","v":3712},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:J3713)),\"\")","v":"ATU_220"},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:K3713)),\"\")","v":"-"},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:L3713)),\"\")","v":"Collaborative_Partnerships"},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:M3713)),\"\")","v":"Student experience"},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:N3713)),\"\")","v":"Abertay University"},{"$f":"IFERROR(INDEX(AllData,$J3713,COLUMNS($J$2:O3713)),\"\")","v":"220 The University has an effective albeit developing approach to managing its current partnership provision, securing academic standards and enhancing the student learning experience. Its approach has been mapped against the Quality Code and it has identified areas for future enhancement. Procedures for the approval, monitoring and review of partnerships are detailed, robust and embedded in the institution's quality arrangements. Recent changes to the University's Academic Governance Framework to create a Partnerships Committee, which is a sub-committee of TLC, will provide it with greater institutional oversight of the delivery of its partnership provision. University Link Tutors play a pivotal role in the successful delivery of each partnership programme. Students confirmed that overall they are well supported and have appropriate opportunities to provide feedback on their learning and teaching experience. "}]
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