Proforma for the Reflective Document FOR POSTGRADUATE REVIEWS prepared by Head of Department (or nominee).

In completing this document the Head of Department may find it useful to reference Annual Monitoring Reports to avoid significant repetition.

Please note that there is a separate criteria for Postgraduate Taught (Section 1) and Postgraduate Research (Section 2) provisions

REFLECTIVE DOCUMENT:

INTRODUCTION

A brief introduction to the department

SECTION 1: TAUGHT POSTGRADUATE PROVISION

1.  Overview of the scope of the review

a.  Courses to which the report applies:

List all courses covered by the document.  Please note all courses for which the department has responsibility.  Please see the ‘Procedures for Periodic Review’ at  http://www.essex.ac.uk/quality/pages/PeriodicReviewDocuments/proceduresforpr.htm   for further details about Periodic Review coverage.

b.  Professional/Statutory or Regulatory body accreditation:

List any that apply and identify which courses are accredited. 

c.  Do any of the courses include study aboard, work placement or work-based learning?

If yes, indicate which courses are involved and provide full details under the learning, teaching and assessment heading, including details of how the department has addressed the University’s requirements as detailed in the Guidelines on Work-based Learning/Placement (http://www.essex.ac.uk/quality/pages/workbased_learning.htm)

2.  The main characteristics of the courses covered by the review

Identify, briefly, the main features of the courses under review.  This information, once validated by the Periodic Review panel, will be published as part of HEFCE’s Teaching Quality Information website, which is aimed at providing information for prospective students, parents and careers advisors.  You should provide a short (no more than two paragraphs) comment about the distinctive features of the department’s provision including what distinguishes the courses under review from provision at another University.

3.  An evaluation of the courses under review

This should include major developments since the last Periodic Review/during the last five years.  Your evaluation should cross reference to previous annual monitoring reports in order to avoid repetition of detail.  The evaluation should include, in summary, an indication of how the department sees the courses under review developing over the next few years and a rationale for any changes planned. 

Please structure your evaluation under the following headings:   

• Curricula;
• Learning, Teaching and Assessment;

To include details of the department’s learning, teaching and assessment strategy; issues arising from Work-based learning/placement/study abroad (see 1c), skills development;

• Student recruitment, progression and support,

To include an evaluation of both those statistics provided to the department by the Planning Office in advance of the meeting and a consideration of SSS results.

• Learning resources,
• Issues arising from feedback from External Examiners,
• Any other issues. 

4.  A summary of the key themes for consideration at the Periodic Review

This is your opportunity to clearly identify those issues the department would find it particularly helpful to consider as part of the Periodic Review.  These should be drawn from issues arising from the more detailed evaluation of the courses and/or annual monitoring reports.

SECTION 2: RESEARCH PROVISION

This section must identify how the Department's arrangements comply with the University’s Code of Practice on Postgraduate Research Degrees and/or Professional Doctorates - Code of Practice

1.  Research degree provision                      

a.  Describe the range of research degree courses offered – MA by dissertation, MPhil, PhD, Doctoral Course, Integrated PhD and Professional Doctorate.

b. List the approved research degree titles offered.  Please comment on any recently discontinued titles or new titles added as a result of a review of the titles on offer.

c. Professional/Statutory or Regulatory body accreditation:

List any that apply and identify which courses are accredited. 

d. Outline the strategic vision of the department in relation to postgraduate research student matters, including the major challenges and developments planned for the next five years.

2.  The research environment                       

a. Recruitment and Admissions

Please comment on the recruitment and admissions strategy and process used by the department, including any factors which limit the departments’ ability to expand recruitment and/or any identified improvements to be made.  Please also comment on the quality of the existing cohorts.

b. Staffing

Please comment on/describe the following:                  

·         The number of supervisors –including a breakdown of new supervisors and experienced supervisors;

·         The number of students per supervisor;

·         The Department’s approach to workload allocation;

·         The Department’s arrangements for complying with the PRD Code (specifically section 1.16, staff induction and training);

·         Supervisory training (departmental and attendance at LDU provision);

·         Staff membership of networks/groups/discussion forums relating to research student matters –such as Vitae, UKCGE and so.

c.  The facilities available to research students 

Please comment on/describe the following:                  

·         Arrangements for dedicated office space, including the departmental policy on allocation and availability

·         Equipment (PCs etc) available

·         Common Room

·         Other facilities

d.  Research culture and student experience

How does the Department creates a research community for its research students – for example, through student induction, the research seminar courses and integration of students into the research culture.

Please provide comment on the department’s PRES scores for intellectual climate in the last PRES.

Are there any opportunities for research students to undertake a period of study aboard, work placement or work-based learning?

e.  Financial support for research students

Please comment on/describe the following:                  

·         How the Department allocates its University of Essex Scholarships

·         Other sources of funding, including Research Council studentships and/or project-linked studentships

·         Arrangements for funding is made available to support students to attend conferences

3.  Supervisory arrangements     

Please comment on/describe the following:                  

• Departmental supervisory arrangements.
• Supervisory norms - including frequency of supervision (for full-time, part-time and DL students) and arrangements for joint supervision, and standard feedback timescales
• Arrangements for undertaking the Training Needs Analysis (TNA) for each student and subsequent monitoring of the TNA
• Describe how progress is monitored, including how the department considers extenuating circumstances claims and monitors the progress of Research Council-funded students
• The recording of supervision and the use of log books
• Arrangements for Supervisory Boards and Research Student Progress Committees, including how the department ensures arrangements for the SB and RSPC comply with the Code of Practice.
• Arrangements for confirmation of status for MPhD students
• Procedure for dealing with problems with supervision
• Publication of progress guidelines/milestones to students
• Publication of departmental criteria for confirmation of status to students

4.  Research training                                       

Describe the Departmental research skills training provided and approach to the Training Needs Analysis.[Append any statement on research training provision that has been provided to the research councils]

Are students encouraged to attend any skills/methodology training from other department, the Essex Summer School and/or external provision?

How does the department monitor and review the provision of research skills training within the department, the faculty and university-wide?

5.  Generic skills                                              

Describe how the Department supports research students to acquire the following transferable skills: communication, IT, employability.     

Are generic skills identified as part of the TNA?

How does the department encourage students to seek generic skills training from other department, such as the Learning and development Unit, the REO, ISER and/or external provision?

6.  Student Feedback                                      

Please provide comment on a summary of issues raised by research students and how these have been addressed by the Department. Please refer to departmental SSLC, PRES results and any other departmental forum for PGR student feedback in your answer.

7.  Graduate Teaching Assistants  

Please comment on/describe the following:               

• How many GTAs the department employs
• The role of the GTA and normal workload (inc maximum workload permitted)
• How the Department supports the professional development of its GTAs, including training provision 
• Compliance with Code of Practice on GTAs in particular arrangements for training, mentoring and monitoring

8.  Statistics                                                   

A commentary on the centrally provided statistics. The commentary should specifically address recruitment, monitoring of progression and completion and mechanisms identified to improve departmental Research Degree Qualification Rates (RDQR).  Departments with good (or improving) RDQR could take this opportunity to comment on identified areas of good practice in relation to progress and completion monitoring.